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Fourth edition

Beginner Teacher's Book

John and Liz Soars


Amanda Maris
Contents
Introduction 4

Teaching beginners - tips and techniques 6

U N IT ! a m /a re I is, m y/your This i s . . . How are you? G o od m orning!


W h ats this in English? N um bers 1 -1 0 Plurals 8

UNIT 2 C oun tries he/she/they, h is/h er W h eres he from ?


fan tastic/aw fu l/b eau tifu l N um bers 1 1 - 3 0 15

U NIT 3 Jobs a m /a re/is Negatives and questions Personal inform ation


Social expressions (1) 23

UNIT 4 ou r/their Possessive s The fam ily h as/h av e The alphabet 32

UNIT 5 Sports/Food/Drinks Present Sim ple - IIyou /w e/ they at an


Languages and nationalities N um bers and prices 43

UNIT 6 The tim e Present Sim ple - he/she alw ays/som etim es/never
W ords that go together Days o f the week 53

UNIT 7 Q uestion words /h im /u s/them this/that A djectives Can I...? 62

UNIT 8 R oom s and furniture There is/are Prepositions D irection s 70

UNIT 9 Saying years w as/w ere born Past Sim ple - irregular verbs h av e/d o/g o
W h en s your birthday? 80

UNIT 10 Past Sim ple - regular and irregular Q uestions and negatives Sport and leisure
G oing sightseeing 89

U NIT 11 ca n /ca n t Adverbs A djective + noun Everyday problem s 99

UNIT 12 I d like - som e/an y In a restaurant Signs all around 109

UNIT 13 C olours and clothes Present C ontinuous O pposite verbs W h ats the matter? 118

UNIT 14 Future plans G ram m ar revision V ocabulary revision Social expressions (2) 128

Photocopiable worksheets Units 1-14 138

TEACHERS RESOURCE DISC (inside back cover)

Communicative activities Students Book word lists


Tests with test audio Class tapescripts
Grammar Reference with practice Workbook tapescripts

3
Introduction
to
New Headway Beginner can/cant
I d like
New Headway Beginner, Fourth edition is a foundation Present Continuous for now and future, going to
course for adult and young adult true beginners. It is also
suitable for students who have already learned a little We have chosen not to teach have got, for two reasons.
English, perhaps some years ago, but who dont yet feel Firstly, its Present Perfect form (have + the past participle)
confident enough to move on. They want to go back before is confusing as have got refers to the present, not the past;
they move forward. secondly, have with its do/does/did forms is perfectly
acceptable. This pattern has the advantage of fitting in witl
New language is introduced gradually and methodically, all the other verbs that students are learning.
in measured amounts, and in a logical order. Listening
material is provided across two class CDs. Vocabulary has There are Grammar Spots in the presentation sections. The
been selected carefully to avoid overloading. There are many aim to focus students attention on the language of the uni
controlled practice activities, which aim to give beginners There are questions to answer, charts to complete, and sho
the confidence to proceed, but there is also some simple exercises. The Grammar Spot ends by cueing a section of f
skills work, which incorporates manageable communicative Grammar Reference at the back of the book.
activities appropriate for low-level students. In the Everyday
Practice
English sections, we deal with social and functional
language, and survival skills. This section contains a variety of controlled and freer
practice exercises. The primary skills used are speaking an
listening, but there is also some reading and writing.
Organization of the course
There are information gap exercises, mingle activities,
Each unit of New Headway Beginner, Fourth edition has information transfer listening exercises, questionnaires, ar
these components: a lot of personalized activities. There are exercises where tl
Starter aim is overt analysis of the grammar, such as Check it.
Presentation of new language
Vocabulary
Practice
There is a strong lexical syllabus in New Headway Beginner,
Vocabulary
Fourth edition. The vocabulary is carefully graded and
Skills work - always speaking, combined with reading recycled throughout, so that students dont suffer from
and/or listening and/or writing overloading. Lexical sets are selected according to two criter
Everyday English They complement the grammatical input, for example, daily
activities with the Present Simple; or members of the family
Starter with apostrophe s. However, they are mainly chosen for thei
The Starter section is designed to be a warmer to the lesson usefulness. Low-level students need to know the words of
and has a direct link with the unit to come. This link might everyday life - food, sports, numbers, dates, travel, time, job
be topical or grammatical, or it might revise input from a describing people and places, shopping, sightseeing, saying
previous unit. how you feel. Students are also given exposure to a key featu
of vocabulary in English - collocation. Students work on a
Presentation of new language range of patterns including adjective + noun, and words tha
New language items are presented through texts, often go together to form high-frequency verbs, e.g. have lunch, gc
dialogues, which students can read and listen to at the shopping, etc. This way of forming verbs is practised across
same time. This enables students to relate the spelling to the course and students also focus on other patterns such as
the sounds of English, and helps with pronunciation, as adjectives and their opposites, and verbs and their opposites
well as form and use. Sometimes there are two presentation
sections. This is to break up what would otherwise be too
large a chunk of new language. Skills work
The main verb forms taught are: Listening
to be Regular unseen listening sections, in dialogue or monologi
Present Simple form, provide further practice of the language of the unit
there is/are and, later in the course, help to develop students ability to
Past Simple understand the main message of a text.

4 Introduction
14 photocopiable activities. There are also 14 Unit tests, 14
: eading
Skills tests, four Stop and check tests, three Progress tests, and
At the beginning of the course, the language in the readings
an Exit test on the Disc.
tightly controlled and graded, and only one or two words
will be unknown to the students. As the course progresses,
the readings become longer, with slightly more unfamiliar Workbook
xabulary in the texts. This gives students practice in
dealing with new words and prepares them for the longer All the language input - grammatical, lexical, and functional -
texts in at the Elementary level. is revisited and practised. The Workbook now comes with
the iChecker disc, allowing students to test themselves
Soeaking throughout the course. The disc includes Writing Support
activities and worksheets. There are also pronunciation and
In the presentation sections, students have the opportunity
listening exercises on the iChecker. This includes listen and
to practise the pronunciation and intonation of new
repeat exercises, and unseen listenings which are particularly
language. In the practice sections, less controlled exercises
beneficial to students who lack confidence in speaking and
lead to freer speaking practice.
who have listening and/or pronunciation problems. Students
There are many speaking exercises based around the can refer to the tapescripts on WB p88.
listening and reading activities, including regular roleplays.
There are speaking opportunities before a text, to launch the
topic and create interest; and there are speaking activities Teachers Book with Teachers Resource Disc
after a text, often in the form of discussion.
The Teachers Resource Disc can be found inside the
Writing back cover of the Teachers Book. It contains additional
printable material to support the teacher with course. The
Writing exercises are usually, but not always, small in scope.
Disc also has customizable versions of all 28 photocopiable
Students are invited to write about their best friend, a
worksheets, along with tips on what to change, so that the
postcard, a short description of a town they know, and a
activities can be adapted to be more applicable to your
description of a holiday.
students. The Disc also includes all testing materials - Unit
Everyday English tests, Stop and check tests, Progress tests, an Exit test, and
Skills tests with audio files. It also contains the Students
This is a very important part of the syllabus of New Book reference materials - Tapescripts, Word list, and
Headway Beginner, Fourth edition. There is language input Grammar Reference with related grammar exercises.
md practice of several kinds:
survival skills, such as numbers, saying dates, the alphabet,
saying prices, recognizing signs, and asking for directions Other materials for New Headway Beginner
social skills, such as social expressions and greetings
Video
functional areas, such as making requests, going
shopping, and saying how you feel Brand new video clips, along with classroom worksheets
are available on the new Headway Beginner Fourth edition
There is sometimes an element of phrasebook language iTools. There are fourteen clips, one for each unit. The
in these sections. We are not asking students to analyse language and theme in each clip are linked to the relevant
too deeply how a piece of language operates. For example, Students Book unit. Students can also access the video
in Unit 7 we introduce Can I ...? in a variety of situations. on their iTutor disc that accompanies the Students Book.
We dont want teachers or students to worry too much The majority of the clips follow a documentary style, and
about the grammar of can as a modal verb. We merely want include native speaker interviews.
-tudents to see how this phrase can be used to get what you
.ant in a polite manner. Teachers Resource Book
This contains photocopiable games and activities to
Grammar Reference
supplement the New Headway Beginner syllabus.
This is at the back of the Students Book, and it is intended
tor use at home. It can be used for revision or for reference. Finally!___________________________________
Revision The basic criterion for selection of every activity in New
The new iTutor disc that accompanies the Students Book Headway Beginner, Fourth edition is its usefulness for the
.Tows students to review the Students Book content and survival of a low-level student in an English-speaking
revise what they know using interactive exercises. There is environment. We are trying to lay the foundations
also a photocopiable activity for each of the 14 units at the for what we hope will be a successful and enjoyable
back of this Teachers Book, allowing students to review language-learning future.
Language in class. These photocopiables also feature on the
Teachers Resource Disc (TRD), along with an additional

Introduction 5
Teaching beginners - tips and techniques
Pairwork
A step-by-step approach
A lot of work can be done in pairs. Open and closed
Beginners require a very careful, staged approach with pairwork are often referred to in the teaching notes.
plenty of repetition, practice, and revision to help them
internalize new language and to give them confidence. Open pairwork
Suggested stages are as follows:

Starter S2 U r
This short warmer to the lesson must not be allowed to
go on too long. Generally speaking, five minutes is the
maximum.

As a stage after drilling and before closed pairwork, you
Presentation of language point
can call on two students at a time to practise the lines of a
You can vary the presentations if you like. Sometimes it is dialogue, ask and answer a question, etc. across the room,
useful to play a recording first while the students look at with the rest of the class listening.
the picture with the text covered. Then, after that, they
can read and listen. This method may be helpful for some Do open pairwork:
non-European students who are not very familiar with to set up and demonstrate a closed pairwork activity.
Roman script. to check understanding of a task.
to check students grammar, pronunciation, and
Listening and repeating (drilling) intonation before they go on to closed pairwork.
When introducing a new item of language, stop and practise after a closed pairwork activity or a written exercise to
pronunciation when students have grasped the meaning. check performance of the task.
You can use the recording as a model, or provide the model
Dont call on the whole class to perform open pairwork.
yourself. You may need to stop the CD to give students time
Two or three pairs of students, each performing one or twc
to repeat at an appropriate pace. Allow students to listen
exchanges, should be sufficient to check language. More
to the word, phrase, or sentence two or three times before
than this may make the activity drag and become boring.
you ask them to repeat it. For example, to drill the sentence
How are you? Play the recording and/or model the sentence Closed pairwork
yourself two or three times using the same pronunciation
and intonation, then ask the students as a class to repeat
the phrase, i.e. choral drilling. Dont say it with them, but
instead listen to what they are saying. Say Again for them
S 3 ) * ----- (S4

to repeat a second time. If it sounds as if they have got it
right, ask one or two students individually to say it again for
you to check, i.e. individual drilling. If the choral repetition
doesnt sound right, remodel the phrase for students to With closed pairwork, students talk and listen only to
listen to again, then ask them to repeat chorally again, each other. This gives them more speaking time and a
before moving on to individual drilling. chance to practise with a peer without having to perform
in front of you and the class. It is important, though, for
Practice you to monitor students performances unobtrusively.
Move carefully from controlled to freer practice. Beginners This will help you to identify persistent errors and
require plenty of practice in order both to get their mouths misunderstandings. Do not interrupt and correct students
round new language and vocabulary, and also to internalize while you monitor unless absolutely necessary, as this
and remember it. Dont limit the time spent on practice or inhibits fluency. Instead, make a note of persistent errors
revision, but equally do not spend too long on any one thing, and put some of them on the board for students to correct
or the students may get bored and switch off. You can always afterwards. (It is probably not necessary to identify the
come back later and do more work on it. The following culprits!)
techniques ensure enough practice as well as variety.

6 Teaching beginners - tips and techniques


practice useful classroom language, e.g. Sorry, I dont understand.
i good way of using picture/cue cards in a practice Can you spell it, please? and instructions, e.g. Work with
: activity. It offers variety, a change of pace, and a partner, Read, Listen, Repeat, All together, Again,
l :: -peaking practice of the language point without Homework, etc. All of this will enable you to keep an
Sc- boring. The following example describes a way of English atmosphere.
ncture cards of famous people.
When having to give instructions for an activity, rehearse
them beforehand so that they are simple, clear, and concise,
and demonstrate rather than explain wherever possible.
Avoid repeating yourself or over-explaining, as it tends only
to create further confusion.

Explaining new vocabulary


Explanation of new vocabulary to beginners can be
problematic, particularly in multilingual classes, and/
or where you have no knowledge of the students mother
tongue. Make sure that students have a simple bilingual
dictionary. Use pictures and/or draw on the board whenever
possible. Do not worry if you are not a brilliant artist -
simple line drawings are very quick and effective. Start
L -' end in a circle with the students, with the cards in collecting picture cards, posters, photos, etc. to help you.
our hand.
Example sentences with the new word in context are often
7_m to SI on your left, show the first card, and ask a better than explanations. Giving a similar word or the opposite
c-estion, e.g. Whats his/her name? SI answers, and can also be useful, e.g.finish = stop, get up go to bed.
receives the card from you.
I S 1 then turns to S2 and asks the same question. S2 Pronunciation of new vocabulary
mswers, and receives the card. When you introduce new vocabulary, make sure you drill
> While Si is asking S2, turn to SA on your right, show the the pronunciation of the words as well. This should be done
second card, and ask the question Whats his/her name ? after the meaning has been established so that students are
SA answers, receives the card, and turns to ask SB. not mouthing words that they do not understand. It is also
5 While SA is asking SB, turn back to SI with the third a good idea to get yourself into the habit of highlighting and
card, and ask the same question. marking up on the board the main stress of new words, and
6 Continue the process until all the cards are in circulation asking students to copy this down, e.g. teacher or teacher.
and the students are asking and answering. There will be
i bottleneck when the student opposite you starts getting Use of mother tongue
questions from both sides at once, but its part of the fun. There can be no doubt that it is useful to know the students
Eventually the cards should all come back to you. This own language (LI), especially if you have a monolingual
rractice game can get faster and faster! class. How much you use it is another matter. It is probably
best to use it sparingly:
Perhaps in the first lesson talk to students in LI about the
room practices course, how they will work, etc. and explain that you will
be using English with them.
Whether you have a monolingual or a multilingual class, it
will save a great deal of time and effort if, at the beginning, Perhaps use LI to check instructions for a new and
: u set up clear classroom practices and establish familiar unfamiliar activity, or to check understanding of a new
routines. This will quickly provide comfort and reassurance language point, but only after using English.
lor beginners who can find it nerve-racking to deal with a You can use LI for translation of new vocabulary (where
new and alien language. Also, many complete beginners are there is a one-to-one direct translation) and to deal with
adults who havent been in the classroom for a long time, students queries, particularly when it would waste a lot of
*nd whose previous experience of learning a language was time trying to explain in English.
rrobably very different. Otherwise, you may find that if beginners feel that it
is acceptable to use their own language freely in the
Tiassroom language classroom, they are inhibited from taking the plunge and
Numbers 1-30 and the alphabet will have been introduced speaking English to you and to each other, and it becomes
by Unit 4 so that you can refer students to page and exercise more difficult for them to make that important leap.
-.umbers in English, and spell words for them. You could
ilso spend a little time at the beginning pre-teaching some

Teaching beginners - tips and techniques 7


am /are/is, m y/your This is ... How are you?
Good morning! Whats this in English?
Numbers 1-10 Plurals

Hello!

Introduction to the unit Language aims


If you are about to start Unit 1 o f New Grammar - am/are/is The verb to be is introduced in the singular with the
Headway Beginner, Fourth edition, you subjects I, you, this, and it (he/she/they are introduced in Unit 2). The focus
are probably beginning a new course is on the positive and on questions with the question words what and how.
with a new group o f students. This is The question words are introduced through the functions o f meeting people
an exciting time for both teacher and and greeting: W hats your name?, How are you?, and talking about objects:
students alike, with a very important W hats this in English? Other question words are introduced and reviewed
initial stage o f getting to know each systematically throughout the course.
other. The title of Unit 1 is Hello! with
Possessive adjectives My and your are introduced in the unit, with the other
the aim o f students getting to know
possessive adjectives being presented across the first four units o f the course.
each other and you, and for you to
get to know them of course! A range Vocabulary and speaking A set o f key everyday words is introduced, some
o f settings allows students to practise of which are international words, e.g. camera. There is an opportunity to
greetings and introductions in different extend this basic set via the classroom context. Numbers 1-1 0 and -s/-es
contexts and so shows them how noun plurals are also introduced and practised. Students are introduced to
they can communicate in English in a the pronunciation o f the -s/-es plural endings:
meaningful way with even quite basic
/s/ /z/ /iz/
language.
books cars houses
Some essential building blocks of
Everyday English This section focuses on greetings at different parts o f the
learning English are also introduced
day ( G ood morning, Good night, etc.) and key situational language such as
in manageable chunks and meaningful
Bye! and See you later!
contexts. These include parts o f to be,
my/your, the introduction of some Workbook To be and my/your are consolidated through further practice on
basic vocabulary (including some greetings and introductions; key vocabulary, numbers 1 -1 0 and -s/-es plurals
international words), numbers 1-10, are also practised.
and -s/-es plural endings.
Photocopiable activity There is a photocopiable activity to review W hats
this?, Its a ... and everyday objects on p i 38.

8 Unitl Hello!
totes on the unit INTRODUCTIONS (SBP7)

i 5 " E R (SB ) This is...


CD 1: Track 2] Smile, greet the class, and say 1 1 [CD 1: Track 4] This section gets students to
p*rn name - Hello, I m (Liz). Point to yourself to practise introducing each other, still using just first
t i tbe meaning clear. Point to the speech bubbles and names. Focus attention on the photo o f Pablo, Ben, and
r tbe recording. Mika on p7. Point to the conversation and ask students
to read and listen. Play the recording through once.
xe -Tjdents to say their own name, including the
Play the recording again and get students to point to
O ing Hello. If you have a very large group, you could
the correct characters as they are referred to in the
i irw students to say their name and then get students
conversation.
otm ue in pairs. Keep this stage brief, as students will
e die opportunity to introduce themselves and each Play the recording twice more, first pausing at the
er m the next section. end o f each line and getting the students to repeat as
a class. Students then repeat lines individually before
practising the conversation in open and then in
- A T S YOUR NAME? (SB P6) closed pairs.

r. zre/is, my/your Encourage accurate pronunciation o f the short sound


III and of the linking:
1 1 * 1 [CD 1: Track 3] Focus attention on the photo
at Pablo and Mika. Point to the conversation on p6 /6is iz/
m i ask students to read and listen. Demonstrate these t h is js Ben
actions to the class if necessary. Play the recording 2 Point to the gapped conversation. Choose two
through once. confident students to demonstrate the conversation
Pfay the recording twice more, first pausing at the end with you to the rest of the class. Introduce the students
each line and getting the students to repeat as a class. to each other and encourage them to shake hands when
>r_xients then repeat lines individually before practising they say Hello. Choose two more groups o f three to
~ e conversation in open and then in closed pairs practise the conversation in front of the class.
f>ee Teaching beginners - tips and techniques, ). Divide the class into groups o f three and get each
Encourage an accurate voice range - the amount by student to take it in turns to introduce the other two.
which pitch of the voice changes. (Many languages do M onitor and check for pronunciation and intonation.
dc : use such a wide voice range as English so this needs Depending on the class, when the activity is over, you
l : be actively encouraged.) Also make sure students may like to ask one or two groups to go through the
can accurately reproduce the contracted forms I m and conversation again while the whole class listens.
'-.mes. If necessary, model the sentences again yourself
to help emphasize the pronunciation in a visual way. ADDITIONAL MATERIAL

GftAMMAR SPOT Workbook Unit 1


Exercises 1 and 2 Introductions
E : cus attention on the contractions. Ask students to
circle the contracted forms in exercise 1. Demonstrate
Nice to meet you
this by writing the conversation on the board and
rutting a circle round the first contraction I m. 3 This section focuses on introducing people in a slightly
more formal context, giving surnames as well as first
names, and practising the phrase Nice to meet you.
This is a mingle activity. Demonstrate the conversation
Give your first name again: I'm (Liz). Write it on the
with one student to the rest o f the class. Then ask
board: (Liz) is my first name. Then say your surname
an other two students to repeat the conversation in
and write it on the board: My surname is (Brown).
: ren pairs (see Teaching beginners - tips and techniques,
Repeat I m (Liz Brown) - (Liz) is my first name,
). Demonstrate the meaning o f stand up and
(Brown) is my surname. Then ask a student whose
re: the students to move around the class practising
first name you know: Mayumi - Mayumi is your first
the conversation. You may like to encourage them to
name, whats your surname? Elicit surnames from other
'. hands as they introduce themselves, particularly
students.
if J ie y dont know each other. Monitor and check for
pronunciation.

Unitl Hello! 9
T 1.4 [CD 1: Track 5] Focus attention on the photo HOW ARE YOU? (SB P8)
of Judy Koblenz and Robert Smith on p7. Point to the
1 1 [CD 1: Track 7] Focus attention on the photo
conversation and ask students to read and listen. Play
of Pablo and Ben in conversation 1 on p8. Check
the recording through once. Play the recording again
students can remember the names o f the characters by
and get students to point to the correct characters as
asking Whos this? Refer students back to the photos
they are referred to in the conversation.
on p p 6-7 if necessary. Point to conversation 1 and ask
Play the recording twice more, first pausing at the students to read and listen. Play the recording
end o f each line and getting the students to repeat as through once.
a class. Students then repeat lines individually before
Focus attention on the photo o f Ben and Mika in
practising the conversation in open and then in closed
conversation 2 on p8. Check students can remember
pairs. Encourage accurate stress in the key expressions
the names o f the characters. Follow the same procedure
Nice to m eet you. as for conversation 1. If students query the difference
And you. between Fine, thanks, and Very well, thank you., explair
that they are both possible answers to How are you?
4 Point to the gapped conversation. Choose a confident
student to demonstrate the conversation with you to the Play the recording twice more, first pausing at the
rest o f the class. Choose two more pairs to practise the end o f each line and getting the students to repeat as a
conversation in front of the class. Remind students to class. Students then repeat the lines individually before
smile and shake hands when they say Nice to meet you. practising the conversations in open and then in closed
pairs. Encourage accurate stress and intonation on the
5 [CD 1: Track 6] This activity gives students
questions:
further practice, using other English names. Check
students understand the male and female symbols in
the activity by pointing to male and female students and How are you?
then to the correct symbol. Play the recording through
once and let students just listen. Play the recording
And you?
again and get students to repeat each name chorally
and individually. Focus attention on the conversation 2 Ask individual students How are you? to elicit the
with James Bond. Choose a name for yourself and answer Fine, thanks/Very well, thank you. And you?
demonstrate the mingle activity with two or three Reply to each student in turn. Make sure students
confident students. Get the class to stand up and move realize that And you? requires an answer Fine/Very
around the class to practise the exchanges, using the well, thanks.
new names. Monitor and check for pronunciation. Get students to ask and answer you and each other
If students sound rather flat when greeting each other, in open pairs across the class. It may be helpful to
model the conversation in exercise 4 again, emphasizing gesture to your partner when you say And you? to aid
the voice range needed and the correct stress. comprehension.
3 Students now have free practice in a mingle activity.
SUGGESTION
(You may like to develop a gesture which means
If appropriate, you can play a memory game based
mingle.) Focus attention on the speech bubbles. If
on the students names. Ask one student to go round
necessary, check comprehension of OK, fine, very well
the class saying everyones name while the other
with simple board drawings o f faces - a straight face
students help if necessary. Encourage students in a
for OK , a half smile for fin e , and a full smile for
multilingual group to pronounce everyones name
very well . Get the students to move around the class
as accurately as possible. (You might want to do the
practising the conversation. Monitor and check for
memory game yourself, too, to make sure you have
pronunciation and intonation.
remembered all the students names!)

ADDITIONAL MATERIAL

Workbook Unit 1
Exercises 3 and 4 Nice to meet you
-SIM AR SPOT Get students to practise the conversations first in
open pairs and then in closed pairs. Monitor and
attention on the gapped sentences. Elicit the
check for accurate pronunciation. If necessary, model
ore to complete the first sentence with the whole
the conversations again, either yourself or from the
as an example ( m). Then ask students to
recording, and get students to practise again. Let
-.r.ete the other sentences.
students refer to the photos, but discourage them from
reading the conversations word for word, as they will
Sandra, lose the correct intonation and not make eye contact
are you? with the other students. (If appropriate, get them to
is John. stand up, as this often encourages a more dynamic
performance!) If you think more practice is needed
Bead Grammar Reference 1.1-1.3 on p l2 3 together at this stage, get students to repeat the conversations
I :.i'S , and/or ask students to read it at home. using their own names.
B k Mirage them to ask you questions about it, in
Ll appropriate. ADDITIONAL MATERIAL

Workbook Unit 1
Focus attention on the photos and conversations. Point Exercise 5 How are you?
t ; our students and say You are students in a language
s ioo.. Point to the characters in the photos and say
Tney are students in a language school. EVERYDAY ENGLISH (SB P9)

I- i students 30 seconds to read the gapped Good morning!


. nversations. Hold up the book so the class can see the
This section focuses on the appropriate greetings to use
pbotos. Read out the first line of the first conversation
at different times of day, along with other simple phrases
ir.d point to the female character in the photo. Ask Ana
r Mario? {Ana). Point to the male and ask W hos this? used in different everyday situations.
{Mario). Elicit the identities o f Carla and Max, and Eda 1 Focus attention on the photos and the gapped
and David in the other photos. conversations. Use the photos, mime, and simple
is a good idea to write the first conversation gap-fill clocks on the board to explain that the situations
show different times o f day. Get two students to read
oo the board and do it with the whole class, as students
out conversation 1, including the example. Write the
may not be familiar with this kind o f exercise. Write
complete conversation on the board and point out
adents suggestions (right or wrong) in the gaps,
that G ood morning is crossed out from the expressions
jiv e students time to complete the second and third
in the box. Students continue completing the
; : nversations. You could put them in pairs to try to
conversations, working in pairs and using the photos to
do the task together. Go round and monitor, but dont
help. Monitor and help, using the photos to help deal
cc rrect any mistakes yet.
with any vocabulary queries.
4 f [CD 1: Track 8] Play the conversations for
[CD 1: Track 9] Play the recording and get
: idents to listen and check. See if they can hear and
students to check their answers. Students then practise
; : rrect any mistakes themselves before you offer
the conversations in open and then in closed pairs.
: : rrection. Then check the answers with the whole class.
Encourage a wide voice range in expressions like
Answers and tapescript What a lovely day! and See you later!
A Hello, My names Ana. Whats your name?
My names Mario. Answers and tapescript
1 A Good morning!
1 A Max, this is Carla.
Good morning! What a lovely day!
Hi, Carla.
Hello, Max. Nice to meet you. 2 A Good afternoon!
Hello. A cup of tea, please.
; A Hi, Eda. How are you?
Fine, thanks, David. And you? 3 A Goodbye!
A Very well, thanks. Bye! See you later!
4 A Good night!
Good night! Sleep well!

Unitl Hello! 11
2 This exercise consolidates the everyday expressions VOCABULARY AND SPEAKING (SBplO)
in this section in a word order exercise. Copy the first
example onto the board with the words in the wrong Whats this in English?
order. Ask a student to read out the correct order and
1 Many o f the words in the lexical set may be known to
write the answer on the board, crossing out the words
the students as they are international words or may be
in the wrong order as you go.
similar in their own language. Focus on the example
Students complete the conversations, using the words and then get students to work individually or in pairs
given. Give students time to check their answers in or groups o f three to match the rest o f the words to the
pairs before checking with the whole class. photos. Monitor and check for correct spelling.
[CD 1: Track 10] Play the recording, pausing at Check the answers with the whole class.
the end o f each conversation to allow students to check
their answers. Students then practise the conversations Answers
in open and then in closed pairs. Again, encourage a 1 a book 7 a hamburger
wide voice range in expressions like Have a nice day. If 2 a computer 8 a sandwich
3 a television 9 a camera
necessary, play the recording again and get the students
4 a phone 10 a photograph
to repeat to get the correct stress and intonation.
5 a bus 11 a bag
Answers and tapescript 6 a car 12 a house
1 A Good morning! How are you today?
Fine, thanks. 2 l i i l i l [CD 1: Track 11] Play the recording and
2 A Good afternoon! get students to listen and repeat the words. Check
Good afternoon! A cup of coffee, please. for accurate word stress and, if necessary, explain
3 A Goodbye! Have a nice day. the system o f stress marks used in New Headway by
Thank you. And you. See you later. pointing to the stress highlighting in the Students Book
4 A Good night! Sleep well. and modelling the pronunciation yourself, highlighting
Thank you. And you. the stressed syllables:
cam era

SUGGESTION photograph
Encourage students to use the expressions in the computer
Everyday English section as often as possible. Always hamburger
get them to greet you and each other at the beginning
o f each lesson in English. This is real communication television
in a real situation and it also provides a useful marker sandwich
that it is time for English. You can also adapt and
3 1 [CD 1: Track 12] Focus attention on the speech
extend the expressions to cover other time references,
bubbles. Demonstrate the conversation by pointing to
e.g. Have a nice weekend. See you next week, etc.
the photograph and asking W hats this in English ? Elicit
the reply Its a photograph. Play the recording and get
ADDITIONAL MATERIAL students to repeat. Point to different pictures on plO
and get students to ask and answer in open pairs. Make
Teachers Resource Disc sure students answer with full sentences, not just one
C om m unicative activity Unit 1 Nice to meet you word. Also check for accurate pronunciation o f Its a
and if students produce *Is a, repeat the drill.
Workbook Unit 1
Students then continue asking and answering about the
Exercises 11 and 12 Good morning!
objects in exercise 1, working in closed pairs.

GRAMMAR SPOT

Focus attention on the contracted form. Ask students


to circle the same form in the conversation in
exercise 3.
^ a book and ask W hats this in English? Elicit Numbers 1-10 and plurals
Its a book. Pick up another object that
hfrtos dont know how to say in English and elicit the SUGGESTION
W hats this in English? Give the answer, e.g. Students need a lot of practice with numbers, so
{dictionary). Students then continue picking up or from now on, use numbers as much as possible when
to objects in the classroom and asking questions. referring to pages and exercises. Continue to do quick
^ m * 4 t their questions, and write up the words on the number revisions in future lessons, especially as more
. highlighting the word stress if necessary. (Try to numbers are introduced. This can include number
words beginning with a vowel and the need for dictations, either with you dictating or with the
to use an. Also, try to limit students questions students working in pairs:
'ary that will be useful to them at this stage in
Teacher dictation: Say numbers at random, writing
learning, e.g. pen, dictionary, and try not to let the
them down yourself so that you have a means of
ity go on too long!)
checking. Students write the figures, not the words,
C 'O C O P IA B L E ACTIVITY
as you say them. Have one student read their list of
numbers out to check.
it o 1 Whats this in English? p!38

M aterials: one copy o f the worksheet cut up per Pairs dictation: Students prepare a list of random
o f 15 students figures to dictate to their partner. They take it in
turns to dictate their list. The student who is taking
^rcvcdure: Pre-teach/check table, chair, and window
down the dictated numbers writes the figures, not the
b f pc ..-.ting to the relevant object in the classroom
words, and then reads the list back to their partner to
- --King W hats this in English? Elicit Its a (chair).
check the answers.
t t t x e '..re students use the contracted form Its and
3ae article a. Make sure you limit the range of numbers to those
covered at any stage in the course, e.g. Unit 1:
Giv e each student a picture card.
numbers 1-10.
S o dents mingle showing their cards and asking
each other W hats this in English? After each
exchange, students swap cards and move on to 1 [CD 1: Track 13] Play the recording once and
_-.e next student. Go round listening, making sure get students to read and listen to the numbers. Write
jdents are asking and answering the question two and eight on the board and put a stroke through
correctly. the w and the gh to show that they are silent. Play the
recording again and get students to repeat.
Encourage students to help each other if they cant
remember the name of the item. If neither student 2 Get students to say the numbers round the class,
can remember, they should ask you W hats this starting again at one once they reach ten. You can
in English? also get students to say the numbers in reverse order
if appropriate. If students need more practice, write
figures at random on the board and get students to say
SUGGESTIONS the numbers as you write.
You can give students more practice with the
vocabulary in this section with a range o f word ADDITIONAL MATERIAL

games, including describe and draw, a m em ory game Workbook Unit 1


based on a detailed image such as a street scene,
Exercises 7 and 8 Numbers 1-1 0
or a crossword/word search. You could also ask
students for more examples o f international words 3 This exercise presents and practises formation of
or cognates with the students own language (e.g. plurals with -s/-es, and reviews the vocabulary from
supermarket, cinema, hospital, telephone, radio, taxi, this unit and numbers 1-10. Focus attention on the
tennis, golf, football). Put the words on the board and pictures and on the example. Count up the books in the
practise the pronunciation. first item a and get students to read the example aloud.
Then get students to complete the rest of the exercise,
referring back to the list o f numerals and words on the
ADDITIONAL MATERIAL
page. Monitor and check for correct spelling.
Yorkbook Unit 1
Exercise 6 W hats this in English?

Unitl Hello! 13
[CD 1: Track 14] Play the recording and get Dont forget!
students to check their answers. Get students to write
the words on the board as a final check. Workbook Unit 1
Exercises 1 3 -1 7 Revision
Answers and tapescript
a five books Word list
b three cars Ask the students to turn to p i 30 and look at the word list
eight houses for Unit 1. Explain that this contains important words
d seven cameras from the unit. Go through the words in class and then ask
e nine photographs students to learn the words for homework. Test students
f two sandwiches on a few o f the words in the following lesson.
g four computers
h six buses Teachers Resource Disc
i ten students
Unit 1 Test
Unit 1 Skills test
4 Focus attention on the speech bubbles. Model the
pronunciation o f the question and answer, and get Video/DVD
students to repeat. Students practise in open and Unit 1 W hats your name? on iTools
then closed pairs. Monitor and check for accurate Units 1 & 2 on iTutor
pronunciation. Drill the numbers and words again if
necessary. If students need more practice, ask them
to work with a new partner and repeat the activity,
covering exercise 1 to make it more challenging if
necessary.

GRAMMAR SPOT

Focus attention on the singular nouns and the plural


noun endings. Ask students to underline the plural
endings in exercise 3.

Refer students to Grammar Reference 1.4 on p !23.

5 M R E I [CD 1: Track 15] Play the recording through


once and let students just listen. Play the recording
again and get the students to repeat chorally and
individually. If students have problems distinguishing
between /s/ and /z/, get them to put their hands on
their throat to feel the vibrations that occur when /z/
is pronounced because the sound is voiced. (Dont
introduce the terms voiced and voiceless at this early
stage, but just get students used to the idea that the
pronunciation is different.)

ADDITIONAL MATERIAL

Workbook Unit 1
Exercises 9 and 10 Plurals
Countries
he/she/they, his/her
Wheres he from? fantastic/awful/beautiful
Numbers 11-30

Your w orld

duction to the unit Language aims


title of Unit 2 is Your world and Grammar - Wheres he from?; he/she/they Students build on the Wh-
:s on countries and cities, questions introduced in Unit 1 with the introduction of W heres he/she
diking about where people are fr o m ? and Where are you from ? (How old is he/she? is also introduced for
The characters introduced in recognition.) The verb to be with I and you is consolidated and also extended
1 are shown again in a different to include he/she/they.
The syllabus of Wh- question
Possessive adjectives His and her are introduced and my and your are
is reviewed and extended,
reviewed from Unit 1.
ts continue with numbers
and there is an introduction Vocabulary A set of cities and countries are introduced. The adjectives
adjectives fantastic, awful, and fantastic, awful, and beautiful are introduced in the context o f talking about
ful. In terms o f skills, students New York in the Reading and speaking section.
their first unseen listening task
Everyday English The numbers syllabus is extended to cover 11-30.
Yso a short reading text. These
important first steps in developing Workbook The key lexical set of countries is reviewed, including focuses
ig and reading skills and help on spelling and pronunciation. He/she and his/her are consolidated through
epare students for handling gap-fill activities. Questions are practised through a matching activity, and
cressively longer listening and adjectives are also reviewed. Talking about places and where people are from
g texts across the course. are further practised through gap-fill activities, and reading and listening
tasks. Numbers 11-30 are practised in a range of activities.

Photocopiable activity There is a photocopiable activity to review I/you,


my/our, he!she, and his/her, on p i 39.

POSSIBLE PROBLEMS
Beginners often make mistakes with he/she and his/her (especially
if subject pronouns are not used and/or if the possessives are
expressed differently in their own language). The course provides a
lot o f practice on this possible area o f confusion, but be prepared to
monitor and check the use of he/she and his/her and go over these
points whenever problems occur. Further confusion is possible
with the contracted form hes. Its worth taking the time to drill the
pronunciation o f his /hiz/ and hes /hi:z/ to help students perceive
and produce the difference.
Students often have problems distinguishing teen numbers
(1 3 -1 9 ) from ten numbers (30, 40, 50, etc.). Highlight the different
word stress:
thirteen thirty fourteen forty
Note that in the presentation on SB p l7 the students will be
counting numbers 11-20, and so the stress on the teen numbers
is on the first syllable.

Unit 2 Your world 15


Notes on the unit SHES FROM JAPAN (SB pl2)

SUGGESTION
he/she, his/her
Take the opportunity to review the greetings covered 1 [CD 1: Track 17] This conversation introduces
in Unit 1 at the beginning o f each class. Greet each the second person question form. Focus attention on
student as they arrive in class and ask how they are. the photos o f the characters who appeared in Unit 1.
Encourage students to greet each other in English so Elicit the names Pablo and Mika from the class. Point
that they get into the habit o f using the language they to the conversation and ask students to read and listen.
have learned in a meaningful way. Play the recording through once. Play the recording
again and then ask Wheres Spain? W heres Japan?
Get students to point to the correct part o f the map.
STARTER (SB pl2) Play the recording again, pausing at the end o f each line
Focus attention on the map on p 13 to introduce the and getting the students to repeat as a class. Students
context o f talking about where you are from. Point to the then repeat lines individually before practising
country that you are from on the map and invite students the conversation in open and then in closed pairs.
to do the same. Remind them o f the question W hats ... in Encourage accurate reproduction o f the contrastive
English? from Unit 1 so that they can ask you for the name stress in the questions, and o f the falling intonation:
o f their country, e.g. W hats (Belgique ) in English? (If you
do not recognize the name o f the country in the students Where are you from ?
mother tongue, then ask them to point it out on the map.)
Write up the names of the countries on the board and drill
the pronunciation as necessary. Where are you from ?

Focus attention on the countries in the box. Demonstrate 2 This is another mingle activity. If you have a
the activity by getting students to locate Australia on the multilingual class, make sure that all the students
map. Students continue locating the countries in exercise 1 countries are written on the board and practised
on the map, working in pairs. If there is any disagreement, beforehand. If you have a monolingual class, you might
check the answers with the whole class. like to teach them I m from (town/city) in (country) to
vary the answers. Demonstrate the conversation with
Answers one student for the rest o f the class. Then ask another
two students to repeat the conversation in open pairs.
Get the students to move around the class practising
the conversation. Monitor and check for pronunciation.
3 [CD 1: Track 18] Focus attention on the photos
of Pablo and Mika. Point to the sentences and ask
students to read and listen. Play the recording through
once. Play the recording again and get students to
repeat. Encourage students to reproduce the long and
short sounds in his and h es:
/hiz/ /hi:z/
His nam es Pablo. H es from Spain.
Write the sentences about Pablo on the board. Circle his
and he. Repeat His nam es Pablo. H es from Spain. Then
model the sentence on another male class member:
[CD 1: Track 16] Play the recording and get the His nam es Erdi. H es from Turkey. Now contrast with a
students to repeat chorally and individually. Pay particular female student: But H er nam es Ali. Shes from Indonesia.
attention to stress. If you have a lot o f students from other Write up the sentences about Mika and circle Her and
countries, get them to say the name o f their country and She. Elicit more examples from the class to consolidate
check their pronunciation. the use of he!she and his/her.

16 Unit 2 Your world


RAMMAR SPOT GRAMMAR SPOT

Focus attention on the contractions. Ask students to 1 Focus attention on the contraction Wheres.
circle the contracted forms in exercise 3. Ask students to circle the contraction W heres in
exercise 2. Check students recognize W hats in
Read Grammar Reference 2.1 and 2.2 on p i 23
exercise 2 as the contraction o f W hat is.
together in class, and/or ask students to read it at
home. Encourage them to ask you questions about it. 2 Focus attention on the gapped sentences.
Complete the first sentence with the whole class
as an example (is). Then ask students to complete
MTIONAL MATERIAL____________________________________________ the other sentences.
sk Unit 2 Answers
rises 1 and 2 Countries Where is she from?
rises 3 and 4 am /are/is - Her nam es .../S hes from . Where is he from?
Where are you from?

QUESTIONS (SB pB)


Refer students to Grammar Reference 2.3 on p l23.
IWteres he from?
Focus attention on the photos on p l3 . Read the 3 Go through the photographs on p l3 yourself first
sentences in number 1 with the whole class as an asking W hats his/her name? and Wheres he/she from ?
example. Students work individually to complete the and eliciting the answers, before getting students to do
sentences about the other people. Give students time the same in pairs. Monitor and check for correct use of
to check their answers in pairs. he/she and his/her. Drill the forms again if necessary,
referring to different male and female students to make
> [CD 1: Track 19] Play the recording through
the difference clear.
nee and let students check their answers. Play the
recording again and get students to repeat chorally
PHOTOCOPIABLE ACTIVITY
and individually. UNIT 2 Wheres he from? pl39

Answers and tapescript M aterials: one copy o f the worksheet cut up per
His names Kevin. Hes from the United States. group o f 12 students
1 His names Laszlo. Hes from Hungary. Procedure: This activity provides further practice of
: Her names Karima. Shes from Egypt. I/you, my/your, he/she, and his/her by giving students
- Her names Tatiana. Shes from Russia.
a new name and country. The cards provide a male
: Her names Rosely. Shes from Brazil.
and a female name from each o f the countries in the
: His names Simon. Hes from England.
Students Book.
His names Yong. Hes from China.
: Her names Hayley. Shes from Australia. Review the exchanges W hats your name? My nam es
(Robert). Where are you from ? I m from (the United
States), writing them on the board if necessary.
[CD 1: Track 20] This exercise introduces
Also review when to use he/she.
third person question forms. Note that every time the
Give the role cards out to the students, telling them
cuestion form is introduced, it is clearly displayed on
this is their new name and country. Ask students
the page with the question mark icon. This enables
to stand up and go round the class asking and
students to review question forms across the course
answering the questions. Tell them they must try
more easily. Play the recording and get the students to
to remember everyones new name and country.
repeat chorally and individually. Check students can
reproduce the falling intonation o f the Wh- questions. W hen students have finished, point to various
students and ask the class W hats his/her name?
and Wheres he/she from ? If the class is good, you
can also check with the student in question whether
the class has remembered correctly, asking Is that
right?, and having them answer Yes or No.

Unit 2 Your world 17


Alternatively, or in addition to the above PRACTICE (SB p!4)
suggestion, you could bring in pictures o f famous
Cities and countries
people for further practice. You could use them for
open pairwork, or you could try a question and 1 Focus attention on the names of the cities on p l4
answer chain as follows: and drill the pronunciation chorally and individually.
Model the conversation and get students to repeat
chorally. Students repeat the conversation with a
different city, e.g. Cairo, in open pairs. Students
continue working in closed pairs.
B U M [CD 1: Track 21] Play the recording and let
students check their answers.

Answers and tapescript


Wheres Barcelona? Its in Spain.
Wheres Beijing? Its in China.
Wheres Moscow? Its in Russia.
Wheres Cairo? Its in Egypt.
Wheres Los Angeles? Its in the United States.
1 Stand in a circle with the students, with the pictures
Wheres Sao Paulo? Its in Brazil.
in your hand.
Wheres Sydney? Its in Australia.
2 Turn to S I on your left, show the first card and Wheres Tokyo? Its in Japan.
ask W hats his/her nam e? and W heres he/she from ? Wheres Budapest? Its in Hungary.
51 answers, and receives the picture from you. Wheres London? Its in England.
3 S i then turns to S2 and asks the same question.
52 answers, and receives the picture. 2 This is the first information gap exercise that students
4 W hile SI is asking S2, turn to SA on your right, have met in the book, and it therefore needs careful
show the second picture, and ask the questions setting up. Make sure students understand that they
W hats his/her name? and Wheres he/she from ? SA shouldnt look at each others pages until the end of the
answers, receives the picture, and turns and asks SB. activity. Each student has the name and city of four
5 W hile SA is asking SB, turn back to SI again with o f the eight people in the photos. The aim is for each
the third picture, and ask the question. student to find out about the other four by asking their
partner. If possible, explain this using the students
6 Continue the process until all the pictures are
own language and demonstrate a couple o f question
in circulation and the students are asking and
and answer exchanges with a good student yourself
answering. There will probably be a bottleneck
first. Remind students o f the forms they will need to
when the student opposite you starts getting
talk about the men and women in the photos ( W hats
questions from both sides at once, but thats part
his/her name? and W heres he/she from?). Drill all four
o f the fun. Eventually the pictures should all come
questions again if necessary.
back to you.
Divide the class into pairs and make sure students know
if they are Student A or B. Student A should look at p l4
ADDITIONAL MATERIAL in the unit and Student at p i 40 at the back of the book
Students can refer to each photo by saying the number.
Workbook Unit 2
They should write their answers in the spaces provided.
Exercises 5 - 7 am /are/is - Her nam es .../S h es from ...
While the students are asking and answering about the
people in the photos, go round monitoring and helping.
If the names cause problems, get students to write them
on a separate piece o f paper and show it to their partner
W hen they have finished, you can check by asking
individual students to tell you about one of the people
in the photos. Say Tell me about number one, etc.

Answers
Tell students to look at each others pages.

18 Unit 2 Your world


[ aro .T you country in conversation 3. Tell them not to worry if
they dont understand every word!
I t i few students and ask the class W hats his/
'- and Wheres he/she from ? Focus attention Play the first conversation and focus on the example
4 c ^jeech bubbles and get students to practise the about Claudio. Then elicit where Akemi is from
and answers in open pairs across the class, (Japan). Play the rest of the recording and let students
srcdents to replace the examples in exercise 3 compare their answers in pairs. Play the recording
ts names and countries, and to include the again as many times as is necessary to let students
a city/town if appropriate. Students continue complete their answers.
e in closed pairs.
Answers
and answers 1 Claudio: Italy
Akemi: Japan
CD 1: Track 22] Focus attention on the photo
2 Charles: England
dv and Bruno on p l5 . Ask students W hats her
Bud: the United States
rout Rosely and elicit the answer. Ask W hats
3 Loretta and Jason: Australia
about Bruno and use the opportunity to
I dont know. 1 Hello, Im Claudio. Im from Italy.
conversation through once and get students A Hello, Claudio. Im Akemi, from Japan.
aplete as many gaps as possible. (W ith a weaker 2 Hello. My names Charles. Whats your name?
r* vou may want to let them listen through once Hi, Charles. Im Bud. Im from the United States. Where are you
from?
they fill in the gaps.) Play the conversation again
Im from London, in England.
: : students to complete their answers. Check the
Oh, right! Im from Chicago.
with the whole class.
3 L Hi, Im Loretta. Im from Sydney, Australia.
J Hi, Loretta. Im Jason. Im from Australia, too.
and tapescript
I'm Rosely. Whats your name? L Oh, wow! Are you from Sydney?
J No. Im from Melbourne.
, --ame's Bruno.
*eo. Bruno. Where are you from?
1 from Brazil. Where are you from?
SUGGESTION
R Ok i m from Brazil, too. Im from Sao Paulo.
Allowing students to tell you other details that they
| I leaity? I'm from Sao Paulo, too!

1 On. nice to meet you, Bruno. have understood from a listening can help build their
confidence, so you can ask extra questions within the
students language range, e.g. W hats his/her name?
Vbv the recording again, pausing at the end o f each
Where in (England)?
i r e and getting the students to repeat as a class. Get a
cc<_rle o f pairs of students to practise the conversation
r : ren pairs and then get the class to continue in Look at the example with the whole class. Elicit the
ckrsed pairs. match for question 2 (Her names Tatiana) and then
get students to continue working individually before
SUGGESTION checking their answers in pairs.
you have pictures o f famous people of different 1 [CD 1: Track 24] Play the recording and let
rationalities, you can use these for further practice, students check their answers.
r not, you can write on the board the names o f some
tamous people whose nationalities students will know, Answers and tapescript
r further question and answer practice. 1 d Where are you from? Im from Brazil.
2 f Whats her name? Her names Tatiana.
3 a Whats his name? His names Bruno.
I H B [CD 1: T ra c k 23] This exercise consists of 4 b Wheres he from? Hes from Sao Paulo.
three short conversations with people from different 5 g Whats this in English? Its a computer.
: untries and it is the students first unseen listening. 6 e How are you? Fine, thanks.
They should be well prepared for the language by now, 7 Wheres Montreal? Its in Canada.
rut some students tend to panic without the support o f
the written word. Explain that they only have to listen
This is an extension to the matching activity
tor two countries in conversations 1 and 2, and one
to consolidate the question and answer forms.

Unit 2 Your world 19


Demonstrate the meaning o f cover and then ask a 2 Students work in pairs to complete the sentences about
confident student to cover the answers in his/her book. the text. Make sure they understand there is more
Ask one or two of the questions and elicit the answers than one possible answer to number 4. Go over the
from the student. Students continue in their pairs. answers by asking individual students to read out their
Students then change roles and cover the questions completed sentences.
before practising the exchanges again.
Answers
Check it 1 Holly is from Montreal in Canada.
7 Focus attention on the first pair of sentences as 2 She's a teacher.
an example. Check students understand that the 3 Her school is in the centre of Montreal.
4 Claude is from France (or Montreal).
convention of ticking (/ ) indicates that something
5 Hes a doctor.
is correct. Students continue working individually to
6 His hospital is in the centre of Montreal.
choose the correct sentence.
7 They are in New York.
Get students to check their answers in pairs before 8 They are married.
checking with the whole class.

Answers 3 Focus attention on the gapped questions in exercise


2 Whats his name? 3. Elicit complete examples to practise is and are, e.g.
3 Whats his name? Kevin. W hats his name? W heres she from ? Highlight the use
4 Hes from Spain. o f the contraction s. Get students to ask and answer in
5 Wheres she from? open pairs. Students then work individually to write
6 Whats her name? questions about Claude and Holly, using the prompts.
Monitor and help as necessary. Students ask and
answer in closed pairs. M onitor and check for correct
ADDITIONAL MATERIAL use o f he/she and his/her, and for falling intonation on
Workbook Unit 2
the Wh- questions.

Exercise 8 Listening - At a party GRAMMAR SPOT


Exercise 9 Questions
Focus attention on the gapped sentences. Complete
the first sentence with the whole class as an example
READING AND SPEAKING (SBP16) (is). Then ask students to complete the other
sentences.
Where are they from?
1 This is the first reading text that the students have Answers
She is a teacher.
met in the book. It presents the subject pronoun they.
He is a doctor.
Focus attention on the photo and get students to guess
They are from Canada.
where Claude and Holly are in the photo (New York).
Get students to read the text through quickly and
check where they are from (Holly - Canada, Claude - If necessary, highlight the use o f he/she/they by
France). Check comprehension by getting students to pointing to a male student and saying he, a female
locate these countries on the map on p l3 . student and saying she, a pair of students and a group
o f students and saying they.
T 2.10 [CD 1: Track 25] Play the recording and ask
students to read and listen. Then explain any new Refer students to Grammar Reference 2.4 on p !23.
words. Words and phrases not previously introduced
are married, teacher, school, in the centre of, doctor, and 4 This listening activity has Claude and Holly talking
hospital. M arried can be explained by referring to a about different aspects o f their trip to New York. It
famous married couple. To explain doctor, you can turn introduces basic adjectives and words related to visiting
to p l8 of the Students Book (the start o f Unit 3), where cities, e.g. buildings, weather. Focus attention on the
there is a picture of a doctor. Ask students Where? about words in the boxes and use the smiley symbols and the
the doctor to elicit/explain hospital. Teacher and school photos to pre-teach/check the vocabulary.
should be easy to explain in the context o f the classroom.
In the centre o f can be illustrated on the board.

20 Unit 2 Your world


'C D 1: Track 26] Focus attention on the Get students to say numbers 1 -2 0 round the class.
in number 1. Play the recording through Again, get them to repeat as many times as necessary
get students to complete the rest o f the until they can say the numbers without hesitation.
s. Play it again so that students can Give students a number dictation. (See Unit 1 Everyday
answers. If necessary, play it a third time English Suggestion p l3 .) Then write a random
its listen and repeat. Encourage accurate selection o f numbers 1-2 0 (as figures) on the board
io n and a wide voice range on the sentences and get students to say the numbers first chorally, then
f adjectives. Students practise the conversations individually.
I f possible, get students to stand up and
Focus attention on the example. Then get students to
the characters, as this often helps with
continue matching in pairs.
tion and overall delivery.
! ! [CD 1: Track 28] Play the recording through
and tapescript once and get students to check their answers. Play the
h Look at the weather! recording again and get them to repeat, first chorally
ts awful! then individually.
* Look at my hamburger! Its fantastic!
Get students to say numbers 1 -3 0 round the class. Get
- ; -burger is really good, too!
them to repeat as many times as necessary until they
*hafs this building?
can say the numbers without hesitation.
ts the Empire State Building! Its fantastic!
: Look at Central Park! > [CD 1: T rack 29] Focus attention on the sets
beautiful! o f numbers in exercise 5. Play the first number as
an example and focus on the answer (12). Play the
recording through once and get students to tick the
5.C-GESTI0N
numbers they hear. Let students check their answers
p b - can revise the language from SB p l6 exercise 4 in pairs and then play the recording again if necessary.
-.crease speaking practice by asking students Check the answers with the whole class.
rr. agine they are on a trip to a different city and
I substitute key words from the conversations Answers and tapescript
their own examples. They then roleplay the 1 12
.rsations and get the rest o f the class to guess 2 16
: they are. 3 9
4 17
5 23
NAL MATERIAL

Unit 2 Get students to do a number dictation in pairs using


10 Adjectives -g o od /aw fu l numbers 1 -3 0 (See Unit 1 Everyday English Suggestion
11 and 12 Reading - Where are they? p l3 ). Student A should say the numbers and
Student write. Then get students to change roles.
13 and 14 Listening - Shes from Berlin
Monitor and check for accurate pronunciation and
comprehension of the numbers. Note any common
ERYDAY ENGLISH (SB P17) errors, and drill and practise the numbers again in the
next lesson.
u-Ders 11-30
This activity allows students to consolidate numbers
I Get students to say numbers 1 -1 0 round the class, via a guessing game based on peoples age. Say I m
repeating as many times as necessary until students can (+ your age) and then ask How old is he/she? about
them without hesitation. famous people to establish the concept o f age. Focus
. [CD 1: Track 27] Focus attention on numbers attention on the first photo and drill the examples
11-20. Play the recording and get students to listen, in the speech bubbles. Pre-teach Yes, I agree to give
read, and repeat chorally. Play the recording again and students an alternative answer. Elicit students ideas
get students to repeat individually. If necessary, remind o f the girls age in the first photo.
students that the gh in eighteen is silent by writing the
word on the board and crossing out the letters.

Unit 2 Your world 21


Students continue talking about the age o f the people in Video/DVD
the photos, working in pairs or groups o f three. (Dont Unit 2 Where are you from ? on iTools
insist that students use the question How old is he/she? Unit 1 & 2 on iTutor
as the focus is on the numbers at this stage. Students
will go on to practise more personal information
questions in Unit 3.)
Elicit a range o f answers from the class in a short
feedback session.
Tell students they are going to hear five short
recordings that give the actual ages o f the people in the
photos on p i 7. Point out that in one o f the recordings
they will hear two ages. Remind them that they only
need to understand the age o f the person each time.
T 2.15 [CD 1: Track 30] Play number 1 as an example
and elicit the age of the child (two). Play the rest o f the
recording without stopping and then let the students
compare their answers in pairs. Play the recording
again if necessary to let students check/complete their
answers. Then check the answers with the class.
Ask students how many of the answers they got right
or nearly right, and if there were any surprises.

Answers and tapescript


1 This is little Becky. Shes two.
2 Her names Naomi. Shes seven.
3 Hes Nathan. Hes fifteen tomorrow.
4 How old is she? Shes 26.
5 This is Jeremy. Hes 29, nearly JO.

ADDITIONAL MATERIAL

Teachers Resource Disc


C om m unicative activity Unit 2 Lottery!

Workbook Unit 2
Exercises 1 5 -1 7 Numbers 11-30

Dont forget1
.
Workbook Unit 2
Exercises 1 8 -2 1 Revision
Exercise 22 Pronunciation

Word list
Ask the students to turn to pp 130-1 and go through
the words with them. Ask them to learn the words for
homework, and test them on a few in the following lesson.

Teachers Resource Disc


Unit 2 Test
Unit 2 Skills test

22 Unit 2 Your world


Introduction to the unit
3 Jobs
am/are/is Negatives and questions
Personal information Social expressions (1)

A ll abo ut you

Language aims
Grammar - am/are/is The verb to be is recycled and extended to include
b e title of Unit 3 is A ll about you and
I t t e main aim o f the unit is to allow the subject pronoun we in the negative and positive, the negative forms
j |sr_ients to exchange more information m not, isnt, questions with question words including How old and Who,
II jacout themselves. This includes job, Yes/No questions and short answers.
I laae, address, phone number, and Possessive adjectives My, your, his, and her are reviewed from Units 1 and 2.
j whether they are married or not. The
grammar o f the verb to be is recycled Vocabulary A set of comm on jobs is presented and there is an opportunity
I land extended to include the we form, to extend this set with students own jobs.
relatives, Wh- and Yes/No questions
Everyday English This section focuses on social expressions including key
land short answers. In terms o f skills,
situational language like I m sorry, Excuse me, I dont understand, etc.
|udents get practice in reading and
as:ening, and roleplaying an interview. Workbook The lexical set o f jobs is recycled. The forms o f to be are fully
reviewed with exercises on negative forms, questions, and short answers.
lexical set o f jobs is presented,
Students are given extra practice in listening and reading, and there is an
m i the Everyday English syllabus is
exercise consolidating vocabulary from the unit. The social expressions from
-extended to include social expressions.
Everyday English are also reviewed.

Photocopiable activity There is a photocopiable activity to review the


language o f exchanging personal information on p !40.

Unit 3 All about you 23


Notes on the unit the students to repeat chorally and individually. Make
sure students include the article a each time. Students
STARTER (sb pie) practise talking about the people in the pictures in
open and then in closed pairs. Monitor and check for
NOTE correct intonation, and use o f his/her and a.
In this section, students are asked to give their own 3 Focus attention on the questions and answers in the
job. If you have a multilingual group or you dont speech bubbles. Write the sentences up on the board
speak the students own language, ask them to look and circle the a in each answer to emphasize that
up the name o f their job in a dictionary before we use an article before jobs. Drill the question and
the lesson. Briefly check the pronunciation with answers chorally and individually. Quickly check if
the students so that they are prepared for Starter students have jobs which are different from those in the
exercise 3. Students Book. If students want to use a job beginning
with a vowel, e.g. engineer, point out they will have to
1 This section introduces some job vocabulary and use an - I m an engineer.
practises the question W hats his/her/your job? Students
SUGGESTION
will already be familiar with doctor and teacher from
the Reading in Unit 2, so use these as examples to If you think students need more practice, you can
demonstrate the activity. use flashcards o f the same jobs that appear in the
Students Book. Get students to ask and answer
If you think students might know some o f the jobs,
W hats his/her job? in pairs, swapping the flashcards
put them in pairs and ask them to match any jobs they
as they finish with them.
know and guess the others. Then check answers with
the class. If you think students wont know any o f the
vocabulary or wont want to guess the answers, then do
the matching activity as a whole-class exercise. HE ISNT A STUDENT (SB P18)

Answers and tapescript Negatives - he isnt


1 a teacher
1 This is the first time students meet the negative form,
2 a doctor
and so use the photos in this exercise to make the
3 a bus driver
concept clear. Point to the close-up photo o f the man in
4 a police officer
the circle, covering the larger photo o f him if necessary.
5 a builder
Ask Student or teacher? Then point to the larger photo of
6 a shop assistant
the man and say He isnt a student. Hes a teacher. Shake
7 a nurse
8 a student your head as you say the negative sentence to reinforce
9 a businessman the meaning. Point to the close-up photo o f the woman,
covering the larger photo of her if necessary. Ask Nurse
or doctor? Then point to the larger photo of the woman
T3.1 [CD 1: Track 31] Play the recording and
and say She isnt a nurse. Shes a doctor. Again, shake your
get students to listen and repeat the words, first
head as you say the negative sentence.
chorally and then individually. Concentrate on correct
pronunciation and word stress. Make sure students i i l l [CD 1: Track 33] Focus attention on the
dont get confused by the spelling o f nurse, bus driver, captions. Play the recording, pausing at the end of each
businessman, and builder, and that they pronounce the line and getting the students to repeat chorally and
vowel sounds correctly: individually. Make sure students can reproduce the
negative form correctly and that they include the
nurse /n3:s/
article a each time. Also check that they deliver the
bus driver/'bAS ,draivo/
sentences fluently. If necessary, highlight the linking
businessman /'biznismon/
after the negative form:
builder /'bikta/
She isntji student.
2 W [CD 1: Track 32] Briefly review his and her by
pointing to a man and a woman in the Starter pictures 2 Write the following cues on the board to demonstrate
and eliciting W hats his job? and W hats her job? Read the activity:
the questions and answers with the class. Play the Number 1 He / shop assistant X / teacher /
recording, pausing at the end of each line and getting Number 2 She / teacher X / doctor /

24 Unit 3 All about you


students to give the above sentences in full {He isnt in Unit 2 but mainly for recognition, so make sure they
assistant. Hes a teacher, and She isnt a teacher, understand that this is the question to ask about age.
a doctor.). Students then continue talking about the It is given in full in sentence 6 of the exercise so that
es in closed pairs. Monitor and check for correct students can familiarize themselves with it before they
unciation of isnt, linking and fluent delivery, and practise it. The short answer No, she isnt is included in
use o f a. the exercise. Again, students will be able to generate the
question {Is she married?) for this answer, and Yes/No
4MMAR SPOT questions and short answers are covered in the following
exercise. (With a weaker group, you could complete the
attention on the sentences and what the
questions and answers with the whole class first and use
co ntracted forms are in full. Make sure students
the Listen and check phase for repetition.)
r.ierstand that the second sentence is negative. Ask
r_dents to circle the negative forms in exercises 1 and 2. W [CD 1: Track 34] Play the recording, pausing
after each question and answer and get students to
check their answers.
iGESTION
1:' you think students need more practice with is/isnt, Answers and tapescript
1 Whats her surname? Green.
: a can get them to produce sentences with
2 Whats her first name? Ellie.
form ation about each other. You can talk about their
3 Wheres she from? England.
jobs and also review the language from Unit 2, e.g.
4 Whats her address? 29, Victoria Road, Birmingham.
Ana isnt a student. Shes a teacher,
5 Whats her phone number? 07700 955031.
b a n isnt a teacher. H es a doctor.
6 How old is she? Shes twenty.
Yoshi isnt from Tokyo. Hes from Osaka.
7 Whats her job? Shes a student.
8 Is she married? No, she isnt.

IONAL MATERIAL
Play the recording again and get students to repeat
Unit 3 all the questions and answers. Do this chorally and
1 Jobs individually. Point out that in English we give our
laervise 2 is or isnt? phone numbers using single figures 0 -9 , and that 0 is
pronounced oh. Repeated numbers can be expressed
with double, e.g. 455 - fo u r double five.
: RSONAL INFORMATION (SBP19)
Get students to ask and answer about Ellie, working in
ions and answers open and then closed pairs.

This section covers the personal information that


SUGGESTION
students may need to exchange in a range o f everyday
For further practice, cut out a picture o f a man from
^tuations. The information about the character Ellie is
a magazine (or draw one on the board) and provide
resented as a personal profile on a social networking
similar ID information about him. Students then
site called Friendspace. This is intended to be similar to
practise asking and answering the questions with
real sites like Facebook or MySpace.
he/him.
Focus attention on the photo o f Ellie and the
information in her profile. Read through the
Yes/No questions and short answers, which appeared in
information with the class. Check comprehension
exercise 2, are covered in full here.
o f address, phone number, and age and drill the
rronunciation of these words. Remind students of [CD 1: Track 35] Focus attention on the
married from the Reading in Unit 2. questions and answers. Ask students to read and listen.
Play the recording through once. Play the recording
Focus attention on the example in number 1. Put
again, pausing at the end o f each line and getting
students into pairs to complete the questions and
the students to repeat as a class. Check for accurate
answers. Note that students will have to generate the
reproduction o f the rising intonation on the question
question Wheres she from ? for the Country category in
and falling intonation on the answer:
the profile. This question should not be a problem for
mem, as they have already practised it several times,
students met the question How old is he/she? Is Ellie from America? No, she isnt.

Unit 3 All about you 25


4 Focus on the question cues in number 1 and Draw a simple family tree on the board to pre-teach
demonstrate the first question and answer exchange brother, and refer students back to the map on Student
with a confident student - Is she from London? No, Book p l3 to check Scotland and Ireland.
she isnt. Students continue to ask and answer about 2 [CD 1: Track 36] Play the recording through
the other cities in question 1, working in open pairs.
once and ask students just to listen and read. Play the
Students continue asking and answering the other
recording again and get students to complete as many
questions in closed pairs. Monitor and check for
questions as they can. Get them to check in pairs and
correct intonation and correct use o f short answers. help each other to complete The Audition Interview.
Answers Play the recording again and get students to listen and
1 Is she from London? No, she isnt. check and/or complete anything they missed. Check
Is she from Liverpool? No, she isnt. the wording of the questions with the whole class.
Is she from Birmingham? Yes, she is.
2 Is she 16? No, she isnt. Answers and tapescript
Is she 18? No, she isnt. I Hi! is this your band, Metro 51
Is she 20? Yes, she is. P Yes, it is.
3 Is she a teacher? No, she isnt. I Great! And are you Donny McNab?
Is she a nurse? No, she isnt. P No, Im not. Im Paul McNab. This is Donny. Hes my brother.
Is she a student? Yes, she is. I Ah, yes, sorry. Hi, Donny. Youre a builder from Scotland, right?
4 Is she married? No, she isnt. D Well, yes, I am a builder, but Im not from Scotland.
I Oh, where are you from?
P&D Were from Ireland.
5 This exercise practises the positive and negative forms
I Aah! Are the other boys from Ireland too?
in statements. Focus attention on the two examples
D No, they arent. Theyre all from different countries.
in number 1. Students complete the sentences with I Oh! Interesting! And are they all builders?
the information about Ellie. Get students to check D No, they arent. Pauls a bus driver and...
their answers in pairs before checking with the whole P Yeah, Im a bus driver and Ronansa nurse and Bo and Edson
class. Be prepared to review and drill numbers 1 -9 if are students.
students have problems saying the phone numbers. I Interesting! And Donny, are you the singer in the band?
D Yes, I am. Well, were all singers.
Answers I Oh, right! Nice to meet you. Good luck to you all!
2 Her phone number isnt 07700 995031. Its 07700 955031. All Thank you very much.
3 She isnt 18. Shes 20.
4 She isnt married.
3 This exercise asks basic comprehension questions
about the band. Ask W hats the ban ds name? as an
ADDITIONAL MATERIAL example and elicit Metro 5. Put students in pairs to
ask and answer the rest o f the questions. Monitor and
Workbook Unit 3
check for accurate pronunciation and formation of the
Exercises 3 - 6 Questions and negatives - is/isnt short answers.
1 1 [CD 1: Track 37] Play the recording through
METRO 5 - T H E AUDITION (SBP20) once and get students to check their answers. If
necessary, play it again and get students to listen and
Negatives - Im not, they arent repeat. Then put them in new pairs to practise the
This second presentation o f negative forms also covers questions and answers again.
Yes/No questions and short answers. The context is an
Answers and tapescript
interview with a band called Metro 5, who are entering a
1 Whats the bands name? Metro .
fictional T V talent competition called The Audition.
2 Are Paul and Donny brothers? Yes, they are.
1 The negative forms I m not and they arent are 3 Are they from Scotland? No, they arent.
presented along with Yes/No questions Are you ...?, 4 Are the other boys from Ireland? No, they arent.
Are they ...? and Is this...?, and the short answers. 5 Are they all builders? No, they arent.
Focus attention on the photo. Ask Who are the people? 6 Are they all singers? Yes, they are.
Elicit Metro 5. Use the information in the photo and
mime to pre-teach/check audition, band, and singer.

26 Unit 3 All about you


: ram m ar spo t
one with Diego and one with Grace. These are a little
longer than in previous units, but reassure students that
1 Focus attention on the negative sentences and they only need to complete the information in the table
what the contracted forms are in full. Make and they dont have to understand every word.
sure students understand that the sentences are
[CD 1: Track 38] Ask students to listen for
negative. Ask students to circle the negative forms
the city or town Diego is from. Play the first six lines
in the interview in exercise 2.
of conversation 1 and then pause. Check the answer
2 Focus attention on the short answers. Make sure (Mexico City). Play the recording again from the
students understand that we use the full form in beginning and get students to complete the information
the third person affirmative - Yes, it is, not *its, about Diego. Pause before moving on to conversation 2.
and that we cannot say *1 am nt for the first person
Play conversation 2 through once and get students to
negative. Ask students to circle the short answers
complete the information about Grace. Get students to
in the interview in exercise 2.
compare their answers in pairs. Play the conversations
Read Grammar Reference 3.1 on p i 24 together again, pausing after conversation 1 and get students to
in class, and/or ask students to read it at home. complete/check their answers.
Encourage them to ask you questions about it.
Check the answers with the whole class.

This gives students the opportunity to practise a Answers


longer conversation than in earlier units. Put students First name Diego Grace
m groups o f three to practise the interview. W ith a Surname Hernandez Chou
confident class, you can let them start straight away Country Mexico the United States
but with weaker classes, it would be helpful to play City/Town Mexico City New York
the recording again line by line, drilling any difficult Phone number 5546-247312 212 638-9475
sections to help build students confidence. Encourage Age 42 33
the appropriate intonation on the questions and voice Job Taxi driver Shop assistant
range on replies like Interesting, Oh right, etc. Married? No Yes

Ta_< ng about you T 3.8


1 I Good morning.
5 In this exercise students get the opportunity to D Hello.
personalize the Yes/No questions. Get students to I Whats your name, please?
ask and answer the first question in open pairs. D My names Diego Hernandez.
Students work in small groups to continue the task. I Thank you. And where are you from, Diego?
Alternatively, students could stand up and do the D Im from Mexico, from Mexico City.
activity as a mingle. Monitor and check for correct I Thank you. And your telephone number, please?
intonation and use of short answers. D 5546-247312.
I How old are you, Diego?
ADDITIONAL MATERIAL D Im forty-two.
I And... whats your job?
Y achers Resource Disc
D Im a taxi driver.
Com m unicative activity Unit 3 Yes or No! I And... are you married?
D No, Im not.
Workbook Unit 3 I Thank you very much.
Exercises 7 - 9 Negatives and questions - I m not/they arent
2 I Good afternoon.
G Good afternoon.
PRACTICE (SB p21) I Whats your name, please?
G Grace, Grace Chou.
s ~e a businessman? I And where are you from?
Focus attention on the photos of Diego and Grace. G From New York.
I Ah! So youre from the United States.
Ask Where are they ? Elicit that Diego is by his taxi and
G Yes, I am.
Grace is in a cafe.
I Whats your phone number?
2 Get students to read through the information in the G 212 638-9475.
table so that they know what they have to listen for.
Explain that they are going to hear two conversations,

Unit 3 All about you 2/


I Thank you. How old are you? Answers
G Im thirty-three. 1 Whats your first name?
I Whats your job, Miss Chou? 2 Whats your surname?
G Im a shop assistant. 3 Where are you from?
I And are you married? 4 Whats your phone number?
G Yes, I am. 5 How old are you?
I Thats fine. Thank you very much. 6 Whats your job?
7 Are you married?

3 Demonstrate the activity by asking a confident


student the first question. Students continue asking Check the pronunciation of the questions. Make
and answering in closed pairs. Monitor and check. If sure students know to use falling intonation on the
students have problems with intonation or with the Wh- questions and rising intonation on the Yes/No
short answers, drill the questions and answers across question (number 7). Divide the class into groups of
the class and get students to repeat. three and get students to interview each other, using
the questions. Ask students to write down information
Check the answers with the whole class.
about one student to use in exercise 6.
Answers
Writing
Is Diego from Mexico City? Yes, he is.
Is he a businessman? No, he isnt. 6 This is the first writing task in the course. It provides
Is he 42? Yes, he is. a useful way of consolidating the key language of
Is he married? No, he isnt. personal information and the he/she forms of to be.
Get students to use the information they found out in
Is Grace from the United States? Yes, she is.
exercise 5 to write a short description. This can be doni
Is she a nurse? No, she isnt.
in class time or for homework. As an extension, you
Is she thirty-three? Yes, she is.
could use the descriptions in a describe and guess gam<
Is she married? Yes, she is.
by not giving the students name each time.

SUGGESTION PHOTOCOPIABLE ACTIVITY

If students need further practice, get them to ask and UNIT 3 Is she a shop assistant? p!40

answer more Yes/No questions with the information M aterials: there are four cards for female students
about Diego and Grace, e.g. and four for male students, so photocopy and cut
Is Diego from Italy ? up the appropriate number o f cards for the gender
Is Grace from Chicago? balance in your class.
Is he a teacher? Procedure: Give out the role cards to the students,
Is he 23? telling them this is their new identity. If necessary,
Is her phone number 212 463-9145? review the questions students will need before they
Is she a shop assistant? start the pairwork.
Divide the class into pairs and get them to ask and
4 This gives students the opportunity to practise he/she answer the questions and note down the answers.
forms o f to be in statements. Focus attention on the Pair students with a different partner and get
examples in the speech bubbles and elicit complete students to describe their first partner in order to
sentences. Students continue talking about Diego and review he/she, his/her.
Grace in closed pairs. Monitor and check for accurate
If you want students to have more written practice,
use o f the he/she forms.
get them to use the information to write a
Talking about you description as in exercise 6 above.

5 Focus attention on the example. Tell students they


need a question word, e.g. Where, What, in all the Check it
questions except numbers 5 and 7. Get students to
7 Focus attention on the first pair of sentences as an
complete the questions in pairs. Check the answers
example. Remind students o f the convention of
with the whole class.
ticking (/ ) to indicate that something is correct.
Students continue working individually to choose
the correct sentences.
28 Unit 3 All about you
Get students to check their answers in pairs before 2 Remind students o f the they form by pointing to two
n eckin g with the whole class. students and eliciting Theyre students. Focus attention
on the questions. Elicit the answer to number 1 (No,
latswers they arent.). Students answer the other questions,
1 Her names Anna. working individually, before checking their answers in
I She's a teacher. pairs. Then check the answers with the whole class.
. His phone number is 796542.
a m not a doctor. Answers
: ~iey arent from Italy. 1 No, they arent.
& i~e isnt married. 2 No, they arent.
3 Theyre in Las Vegas, in the United States.
4 Yes, they are.

; ADING AND LISTENING (SBP22)


3 This task consolidates positive and negative forms of
N *e in Las Vegas! to be in a correction exercise. Focus attention on the
This skills section follows on from p20, where students example answer. Say Sentence 1: positive or negative?
first meet the band Metro 5. It gives an update on the (negative), then Sentence 2: positive or negative? (positive),
bands progress with a magazine article and a recorded Students work individually to complete the task.
interview. The band have now won the T V talent I t f [CD 1: Track 39] Play the recording, pausing at
competition The Audition. The text introduces the the end of each sentence to give students time to check
subject pronoun we and broadens students exposure their answers. Ask a few students to read out their
I new lexical items. Focus attention on the photo and answers. Check they can reproduce the contrastive
make sure students understand it shows the same band stress in the pairs of sentences, e.g.
as on p20. Ask Whats the bands name? and elicit any
They arent in Brazil. Theyre in the United States!
other information the students can remember. Point to
the different band members in the photo and introduce Drill the pronunciation if necessary and get students to
me question word Who? Ask W hos this? about each practise the sentences again.
person. Other new vocabulary in the text includes
Answers and tapescript
boy band, winners, Sweden, on tour, guys, tired, happy,
1 The band, Metro 5, are in Brazil.
excited, and good luck. Encourage students to try to
They arent in Brazil! Theyre in the United States!
understand these from context, but be prepared to
2 Theyre in New York.
explain if necessary. They arent in New York! Theyre in Las Vegas!
Ask students to read the text through fairly quickly. Deal 3 Bos from Australia.
with any vocabulary problems. Elicit the names of any He isnt from Australia! Hes from Sweden!
other talent contests and boy bands that students know. 4 Edsons from Sweden.
He isnt from Sweden! Hes from Brazil!
Tr.en deal briefly with the Gram m ar Spot.
5 Theyre very tired.
They arent tired! Theyre happy and excited to be here!
5 3AMMAR SPOT

f heck students understand we by gesturing to


yourself and another student. Focus attention on the
Interview with the band
ifrirmative sentence and the contracted form Were. 4 I H H l [CD 1: Track 40] Get students to read the
Make sure students understand what the contracted questions through before they listen. If necessary,
form is in full. Ask students to circle the examples of review numbers 11-30 to help students when picking
were in the reading text. out the ages of the characters.

F :cus attention on the negative sentence and Play the first 8 lines o f the conversation and elicit the
the contracted form arent. Make sure students answer to question 1 (Ronan is 24). Play the rest o f the
understand what the contracted form is in full and conversation and get students to listen for the answers
that the sentence is negative. Ask students to circle the to 2 -4 . If necessary, refer them back to the text so that
example o f arent in the reading text. they can remember the names o f the characters.

Refer students to Grammar Reference 3.2 on p !2 4 . Play the recording through again and get students to
check/complete their answers. Check the answers with
the whole class.

Unit 3 All about you 29


Answers I m ..., and This is ... to avoid the need for our, which
1 Ronanis24. is presented in Unit 4.
2 Bo and Edson are 21. If appropriate, set up the roleplay to feel more authentii
3 Paul is 22 and Donny is 19. by moving desks and/or letting students sit in small
4 Ronan is married. Paul, Donny, Bo, and Edson arent married. groups in different parts o f the room. Then get the
T3.10 groups to ask and answer about their bands. Monitor
I Hi! and check. Note down any common errors and
All Hi! highlight them after the roleplay or in a subsequent
I Now, this is your first time in Las Vegas, yes? lesson. As an extension, get one or two groups to
All Yeah. Thats right. Its fantastic here! Its great! describe themselves to the rest o f the class.
I Good! Now, one by one. Ronan, youre from Australia.
R Yes, I am. ADDITIONAL MATERIAL
I And how old are you, Ronan?
R Im 24. Workbook Unit 3
I OK. And Bo, youre from Brazil and Edsons from Sweden... Exercises 10 and 11 Listening - An interview with Ella
No, no, Im not from Brazil, Edsons from Brazil. Im from Exercise 12 Vocabulary - Revision
Sweden.
I Sorry, guys. So Bo and Edson, how old are you?
E Were both 21. EVERYDAY ENGLISH (SB P23)
Yeah, thats right.
I OK. Now, Donny and Paul. Youre brothers. Social expressions (1)
D&P Yeah, we are.
I And youre from Scotland? NOTE
D&P No, no. We arent from Scotland. Were from Ireland. This section contains examples o f the Present Simple
I Ireland. Oh, yes. Sorry. How old are you both? {I dont know and I dont understand). At this stage,
P Im 22. its best to treat these as useful expressions rather
D And Im 19. than explain the grammar behind the use o f Present
I Thanks. Now, whos married in Metro 51 Simple. The grammar o f the Present Simple will be
, E, D &P We arent married!
covered in Units 5 and 6.
R I am!
I Ah, Ronan. Youre married. Review the expressions in this section regularly so
R Yeah, my wifes names Lisa. She isnt here. Shes in Australia. that they become part of the students productive
I Aah! Well, thank you, Metro 5. Welcome to Las Vegas! vocabulary as early as possible. Highlight situations
All Its great to be here. Thanks! in the classroom in which students can use the
expressions in a meaningful way.

Roleplay
1 This is the first focus on expressions used in everyday
5 This is the first roleplay in the course. It is intended to
situations. Ask students to look at the pictures and ask
be quite controlled, but also to give students important
Where are they? about each one (I in a school, 2 in a
speaking practice at this early stage in their learning.
restaurant, 3 in a city, 4 in a car, 5 at a language school,
As in all freer speaking tasks, its important to let
6 in a city).
students focus on communicating and not to highlight
their errors during the task. T3.11 [CD 1: Track 41] Play the recording and get
students to look at the picture and gapped conversation
Tell students they are going to invent a band. Focus
for each situation.
attention on the questions. Check students understand
Where are you now? by asking the same question about 2 Focus attention on conversation 1 and elicit Bs answer
the classroom situation. Divide the class into groups of ( Thats OK.). Students continue completing the
four. Try to get a mixture o f males and females in each conversations in pairs, using the words in the boxes
group and to put weaker students with stronger ones to and the pictures to help them.
help create balance in the task. Play the recording again and get students to check
Give students time to invent their imaginary identities their answers.
and write down the details. Demonstrate the questions
and answers with a confident group. For the answer
to What are your names? encourage students to use

30 Unit 3 All about you


A-swers and tapescript
A I'm sorry.
That's OK.
1 A coffee, please.
D That's 1.20.
Thanks very much.
E Excuse me! Wheres the station?
f It s over there.
Thanks a lot.
* G Thank you very much. Thats very kind.
H That's OK.
: i tQ u eh o ra es?
J m sorry. I dont understand,
i Excuse me! Wheres the town centre?
I'm sorry. I dont know.

If necessary, play the recording again and get the


students to repeat, drilling the intonation chorally and
individually. Put students in new pairs to practise the
conversations. Get them to stand up to do this, as it
rten helps their pronunciation and acting skills!
As with the roleplay, rearrange the room if possible
o make the situations feel more authentic. You could
also bring in some basic props.

riONAL MATERIAL

cncbook Unit 3
Exercise 13 Social expressions (1)

- 1 forget!
Workbook Unit 3
Exercises 1 4 -1 8 Revision

c rd list
the students to turn to p 131 and go through the words
Karith them. Ask them to learn the words for homework,
test them on a few in the following lesson.

aoer's Resource Disc


Eust 3 Test
> a t 3 Skills test
H t : : and check 1 (Units 1-3)

s/DVD
: 3 Profile: Paula Harrid on iTools
3 & 4 on iTutor

Unit 3 All about you 31


our/their Possessives
The family has/have
The alphabet

Family and frien d s

Introduction to the unit Language aims


The title of this unit is Family and Grammar - possessives The possessive s is introduced via the context
friends and it aims to extend the o f family. The way o f expressing possession in English is different from
range o f personal information students many other languages and so students may initially have problems with
can give. The unit introduces the this. Students are given lots o f controlled practice in the Students Book and
possessive s with family vocabulary, Workbook, and the Gram m ar Spot highlights possible confusion with s as a
has/have, and some irregular plurals contraction of is.
such as children. Students get practice
has/have H as/have are introduced in the affirmative. We introduce
in all four skills with listening and
have rather than have got, as have can generate a broader range of uses,
speaking tasks, reading texts on family
e.g. I have three children (possession), and I have lunch at 12 ( have as main
and friends, and a guided writing task.
verb). Have got operates differently and may cause confusion when students
The lexical set o f family is presented, meet the Present Simple and have to deal with do/does forms. This is avoidec
and another important communicative in New Headway Beginner, Fourth edition as the Present Simple is introducec
tool - the alphabet - is introduced in in Unit 5 after students have practised has/have in the affirmative. Apart
Everyday English. This section also from in the third person singular affirmative, have will operate like all
covers phone language and how to the other verbs presented in the Present Simple and so students wont
say email addresses. be overloaded by new language. Have got is covered in New Headway
Elementary, Fourth edition.

Irregular plurals These are introduced as part of the presentation on familie


and are covered in Grammar Reference 4.3 on SB p l24.

Possessive adjectives Our and their are introduced in this unit, and there is
a review of all possessive adjectives and subject pronouns.

Vocabulary The lexical set o f the family is introduced and practised and
there is also a focus on the language o f describing a friend. Basic adjective +
noun combinations are introduced via the reading texts, e.g. a small hotel.

Everyday English The alphabet is introduced and practised and valuable


functional language is covered with a focus on phone language and saying
email addresses.

Workbook The lexical set o f the family is recycled. Possessive s and


possessive pronouns are consolidated. H as/have are reviewed and
consolidated. Students are given extra practice in listening and reading,
and there are exercises on vocabulary and pronunciation. The alphabet and
phone language from Everyday English are also reviewed.

Photocopiable activity There is a photocopiable dictation activity to review


Present Simple sentences with has/have and the alphabet on p l4 1 .

32 Unit 4 Family and friends


*es on the unit 3 Review the use o f his and then focus attention
on the other examples with possessive s. Ask
TER (SB p24) students to circle the examples of possessive s in
section reviews all the possessive adjectives the text about Annies family. Make sure students
nts have seen in Units 1 -3 and also presents dont confuse the contracted form o f is with
and their. Focus students attention on the row possessive s.
s -oiect pronouns and briefly review I, you, etc. by
Read Grammar Reference 4.1 and 4.2 on p i 24
ting to yourself and students and eliciting the
together in class, and/or ask students to read it at
pronoun. Focus attention on the examples
home. Encourage them to ask you questions about it.
the chart. Get students to continue completing
chart, working in pairs. Then check the answers Grammar Reference 4.3 on p l2 4 focuses on irregular
students pronunciation. Make sure they can plurals. Read it together in class, and/or ask students
nguish you/your, they/their, and that they can to read it at home. Ask students to find an irregular
ounce our correctly. plural in the text about Annie on p24 (children).

Focus on the example and elicit the answer to question 2


u he she we they
(Its in London.). If necessary, briefly review the use
ur his her our their
o f it to talk about things. Get students to continue
answering the questions.
attention on the examples in the speech bubbles,
[CD 1: Track 43] Play the recording and get
the sentences, pointing to relevant objects and
students to check their answers. Put students in new
tg students to repeat. Elicit more examples by
pairs to practise the questions and answers.
ting to objects that belong to the students and
cts in the classroom. Make sure students use just Answers and tapescript
possessive adjectives my, your, his, etc., rather 1 Is Annie married?
tr. _n students names, as this would require s, which is Yes, she is.
; : ered in the next section. 2 Wheres their house?
Its in London.
3 Whats Annies job?
FAMILY (SB p24)
Shes a doctor.
4 Wheres her hospital?
In the centre of London.
I [CD 1: Track 42] Focus attention on the 5 Whats Jims job?
photographs and the heading Annie Taylor. Play Hes a bank manager.
e recording and ask students to follow the text in 6 Are their children both at school?
~ e ir books. Check comprehension o f husband, bank No. Emmas at school. Vince is at university.
nager, children, and university.
at to one member o f the family and ask W hos this?
Who are they?
:: elicit the persons name. Take the opportunity to
farther practise How old is ... ? and (I think) Shes ... by 3 [CD 1: Track 44] Focus attention on the words
_r.ving How old is (Annie)?, etc. to elicit possible ages. in the table. Play the recording and get students to
repeat as a class. Check students can reproduce the
DAMMAR SPOT correct word stress.
[CD 1: Track 45] Focus attention on the family
Focus attention on the examples. Make sure that
students understand that s is the contracted form tree. Ask Whos Annie? and get students to point to
the correct person in the photo on p24. Now focus
o f is.
attention on the example and play sentence 1 in the
Review the use o f her and then focus attention on
recording. Continue playing the sentences, pausing
the use o f possessive s. Make sure that students
at the end o f each one and getting students to write
understand that we use this form to express
the correct words. Play the recording again and get
possession.
students to check their answers.

Unit 4 Family and friends 33


Answers and tapescript stars, politicians, and sportspeople, e.g.
1 Annie is Jims wife. Whos Victoria Beckham? ( Shes David Beckham s wife.)
2 Jim is Annies husband. Whos Stella McCartney? ( Shes Paul M cCartneys
3 Emma is Annie and Jims daughter. daughter.)
4 Vince is their son.
5 Annie is Vinces mother.
Be prepared to modify the questions to suit the age
6 Jim is Emmas father. and experience o f individual groups.
7 Emma is Vinces sister.
8 Vince is Emmas brother. 6 [CD 1: Track 46] This listening task focuses on
9 Annie and Jim are Emma and Vinces parents. short expressions used by mem bers of Annies family in
10 Emma and Vince are Jim and Annies children.
different situations. Tell students that they dont need to
understand every word to do the task, and they should
Play the recording through again, pausing after each use the context to help them. Play number 1 and focus
sentence and getting students to repeat chorally and on the example. Play the rest o f the recording and
individually. Make sure they reproduce the possessive s get students to write the correct family member. Let
accurately. students check their answers in pairs before checking
with the whole class.
SUGGESTION
W ith a weaker group, use the family tree in a Answers
teacher-lead presentation, e.g. point to Annie and 1 Annie
then to Jim and say wife. Annie is Jim s wife. Have 2 Emma
3 Jim
students repeat the word in isolation first, then the
4 Vince
whole sentence chorally and individually. Make sure
5 Annie
that they pronounce the possessive s. Students can
then listen to the recording and write the words
down as reinforcement. 1 Come on, Emma! Time for school!
2 Mum! Where are my school books?
3 Bye, everybody! Im off to work! Have a good day!
5 Write the following on the board to reinforce the use of 4 Bye, Dad! See you this evening.
possessive s. 5 Good morning, Mrs Clark. How are you today?
Whdts) Vince? s = is
Hes Emma^s)brother. s = possessive, not is
ADDITIONAL MATERIAL
Drill the question and answers in open pairs. Then
drill a plural example, e.g. Who are Jim and Annie? Teachers Resource Disc
Theyre Vinces parents. Get students to continue asking C om m unicative activity Unit 4 The Adams family
and answering about Annies family in open pairs.
Make sure that they give all possible answers about
the different relationships and that they include plural
PRACTICE (SB p26)
examples, too. Students continue asking and answering An American family
in closed pairs. Monitor and check for correct use of
1 Read out the rubric for exercise 1 and focus attention
possessive s and is/are.
on the photos of Elenas family and on the names of her
SUGGESTION
brother and her parents. Ask some general questions
about the family: Where are they from ? W hat are their
You can give students further practice on families
names? Focus attention on the chart and make sure
and possessive s by referring to famous people.
students understand what information they have to
Draw the family tree of a famous family, e.g. the
listen for by eliciting possible answers for each category,
British or Spanish royal family and get students to
e.g. name - Oscar, age - 1 6 , job - student.
ask and answer questions with Who? Alternatively,
you can prepare true/false statements about the 1 .1 [CD 1: Track 47] Tell students they are going
family relationships. to hear Elena talking about her family. The script is
quite short and students have met all the vocabulary in
You can also try a quiz based on famous people.
it, but remind them to listen for just the information
Prepare questions based on relationships that your
they need. Play the first part of the recording as far
students will know. You can include film stars, pop
as Hes a student in college. Elicit the answers about

34 Unit 4 Family and friends


-.enas brother (Oscar, 19, student). Play the rest of the m y/our/your...
recording and get students to complete the chart.
4 This section consolidates the possessive adjectives
Check the answers with the whole class. covered in the Starter section. Focus attention on
the example and then get students to complete the
Answers
sentences.
Name Age Job
Lenas brother Oscar 19 student [CD 1: Track 48] Play the recording and get
Lenas mother Maria 47 Spanish teacher students to check their answers.
Lenas father Alfredo 52 businessman
Answers and tapescript
1 Whats your name? My names Annie.
- My names Elena Diaz, and Im from the United States. This is my
2 What are your names? Our names are Emma and Vince.
Tmily. Our house is in Chicago. This is my brother. His name is Oscar,
3 Jean-Paul and Andre are students. Their school is in Paris.
ard he's 19. Hes a student in college. This is my mother. Her names
4 My sisters married. What's her husbands name?
A'aria. Shes 47, and shes a Spanish teacher. And this is my father,
5 My brothers office is in New York. Whats his job?
- *>edo. Hes 52, and hes a businessman.
6 Were in our English class.
7 Mum and Dad are in Rome. Whats the name of their hotel?
As a follow-up, point to each o f Elenas relations and get
students to give a brief description, e.g. This is Oscar.
Hes Elenas brother. H es 19 and h es a student. ADDITIONAL MATERIAL

Focus attention on the example and then get students Workbook Unit 4
to complete the sentences in pairs. Exercise 1 Possessive s
Check the answers with the whole class, making sure Exercise 2 my I our I her...
students have included possessive s where necessary. Exercise 3 Vocabulary - The family

Answers
1 Her mothers name is Maria. M ANNIES BROTHER (SBp27) j
; Whats Alfredos job? Hes a businessman.
a Wheres their house? Its in Chicago. has/have
This section recycles the family vocabulary, possessive s,
Demonstrate the activity by writing the names of your and possessive adjectives, and also presents has/have.
own family on the board and talking about them. Give The text is based on the family o f some of the
the information quite slowly but naturally and then characters students have already met. Point to the
ask a few questions to check understanding, e.g. W hos picture of Annie on p24 and ask WTjos this? Elicit the
:his?, W hats her job?, etc. answer Its Annie Taylor. Tell students they are going
to read about Annies brother. Students should be
SUGGESTION able to recognize/work out the new vocabulary items
If possible, its a nice idea to base family descriptions (hotel, apartment, and big) but be prepared to explain
on real photos. Bring in photos of your family and if necessary with simple board drawings.
ask students to do the same. If you have a small [CD 1: Track 49] Focus attention on the
enough class, sit them around you and talk about the photograph o f Paddy and his family and read out
pictures slowly but naturally and pass them around. the heading. Play the first line of the recording as
Encourage students to ask questions, following the an introduction and point to the photo of Galway.
models in exercise 3 on p26. If possible, indicate where Galway is on a map. Play the
Get students to draw their own family tree (and have rest of the recording through to the end. Ask students
their family photos ready if relevant). Divide the class Who are Paul and Donny? (Theyre Paddys sons.) W hats
into pairs and get students to ask about each others their ban ds name? (Metro 5.) Where are they now?
family. Monitor and check for correct use o f he/she, (In Las Vegas.). Also ask students to look back and find
nis/her, and a + job. the pictures o f Paul and Donny on SB pp20 and 22.

Ask a few students to choose someone in a family Read the examples with the class. Then get students
tree or in a photo and give a brief description o f to complete the exercise working individually. Get
him/her. The person can be from their own or their students to check their answers in pairs before checking
partners family. with the whole class.

Unit 4 Family and friends 35


Answers PRACTICE (SB p28)
IX 2 / 4 X 5 / 6X 7/
has/have
1 Focus attention on the example. Students then
GRAMMAR SPOT
complete the exercise, working individually.
Focus attention on the table and the examples. Students Get students to check their answers in pairs before
complete the table with the other forms of have. checking with the whole class.

Answers Answers
I have 2 My parents have a house in the country.
You have 3 My wife has a Japanese car.
He has 4 My sister and I have a dog.
She has 5 You have a very nice family.
We have 6 Our school has fifteen classrooms.
They have 7 We have English classes in the evening.

Ask students to circle the examples of has and have


2 This exercise provides some freer practice and extends
in the reading text. Refer students to Grammar
the context to talking about the students school. It alsc
Reference 4.4 on p i 24.
provide practice in the it form o f have. Focus attention
on the examples in the speech bubbles. Drill the
3 [CD 1: Track 50] This is a dictation activity with sentences chorally and individually. List the categories
five short sentences, each recorded once. Demonstrate students can talk about on the board: number of
the activity by playing the first sentence and focusing teachers/students/classrooms; size of school; equipmer
attention on the example. Play the rest of the recording at your school (e.g. TV, DVD player, CD player,
to the end and ask students to just listen and not write computers). You will need to modify the examples to
anything. include equipment that students know you have at you
Play the recording a second time and ask students to write school so that they generate only affirmative sentences
the missing words in each sentence. Ask students to write Divide the class into pairs and get students to talk
the complete sentences on the board to check the answers. about their school. Monitor and check for correct use
If they have made mistakes or missed words, play the o f has/have.
relevant sentences again and elicit the correct wording.
ADDITIONAL M A T E R I A L ___________________________
Answers and tapescript
1 I have a small hotel in the city of Galway. Workbook Unit 4
2 My wife has a job in town. Exercise 4 has/have - Alfie and his family
3 We have three sons.
4 The boys have a band called Metro 5.
Questions and answers
5 My sister has a big house in London.
3 This exercise reviews the question words students havi
covered to date. Focus attention on the example and
4 In this exercise students write about themselves. Focus
then get students to match the other questions and
attention on the examples in the speech bubbles. Write
answers.
a few more examples about yourself on the board and
list the categories students can write about: brothers/ T 4.10 [CD 1: Track 51] Play the recording and get
sisters, children, home, job, animals. Go round helping students to check their answers. Then let them practis
and checking. the questions and answers in pairs.

Then ask a few students to tell the rest of the class Answers and tapescript
about themselves and their family. Correct any 1 d How is your mother?
common errors in the use of has/have and possessive s, Shes very well, thank you.
but do not over-correct students as this may affect their 2 f Whats your sisters job?
levels of confidence. Shes a nurse.
3 e How old are your daughters?
Theyre ten and thirteen.

36 Unit 4 Family and friends


[ Who is Pedro? 1 Explain that the text is about a girl called Antonia and
Hes a student from Madrid. her boyfriend is Vince. Ask W hos Vince? Ask students
5 : Wheres your office? to look back earlier in the unit and find the answer.
Its in the centre of town. (Hes Annies son.) Refer students back to SB p24 and
: a Whats your surname? the information about Annies family if necessary.
Smith. Working alone or in pairs, students read the text and
check the new words (in red in the text). (If students
have done the dictionary work for homework before
it the lesson, ask them to do the reading and matching
B Focus attention on the first pair o f sentences and in exercise 2 straight away.) If students query the use

I
die example. Remind students of the convention of of have in have a really good time, explain that we
ticking (/ ) to indicate that something is correct. often use have with a range of expressions as well as
Students continue working individually to choose have + object.
die correct sentence. 2 Demonstrate the activity by eliciting the photo that
goes with paragraph a (photo 1). Students continue to
match the other photos and paragraphs, and say who
they think the people in the photos are. Check the
Get students to check their answers in pairs before
answers with the whole class.
; checking with the whole class.
Answers
Answers
Photo 1- paragraph a (Antonia and Vince)
Marys children are married.
Photo 2 - paragraph (Tonis brother Mark and sister Alison)
; 2 Whats your daughters name?
Photo 3 - paragraph b (Tonis parents)
I 2* Whats his job?
Photo 4 - paragraph d (music, dance, and football magazines)
4 Theyre from Germany.
5 Their parents have a house in Bonn.
: My brother has a good job. 3 Focus attention on the example sentence. Students
We have a lovely teacher. complete the activity, working individually, and then
check their answers in pairs. Check the answers with
the whole class.
O O IT IO N A L MATERIAL

Answers
orfcbook Unit 4
1 a student, funny, beautiful
Exercises
: EADING 7 Listening
5 - AND WRITING- Alfie
(SBP28) 2 a brother, a boyfriend, a lot of music
3 Tonis boyfriend, great
. best friend
4 Tonis brother, a Manchester United fan, at school
5 a house, three children
NOTE
6 Metro 5, dancing, football, Vince
Students need access to dictionaries to check new
exis in the reading text. This is an important step
4 This is another listening activity in which students use
to get them used to using dictionaries on a regular
the context to help them work out who is talking. Make
oasis in their learning. I f students dont usually bring
sure students understand that they only need to write
dictionaries to class or if there isnt a class set of
the name of each person, not the complete sentences.
dictionaries available, ask students to check the new
W ith weaker students, write the names o f the people in
words (in red) in the text for homework before the
the recording on the board before students listen.
reading lesson.
[CD 1: Track 52] Focus attention on the
The text introduces like + noun and like + -ing
example and play number 1 on the recording. Play
|paragraph d) and students practise it briefly in
the rest o f the recording, pausing if necessary to allow
exercises 3, 5, and 6. At this stage, its best to treat
students to write their answers. Allow students to
this mainly as a phrase for recognition, as students
compare their answers in pairs. Play the recording
io on to cover I/you/we/they like and question
again to let students check/complete their answers.
forms as part o f the first presentation o f the Present
Then check the answers with the class.
Simple in Unit 5.

Unit 4 Family and friends 37


Answers SUGGESTION
1 Toni
Its a good idea to let students look at each others
2 Vince
written work to help correct it. W hen you correct the
3 Toni
work, make a note o f the most com mon mistakes in
4 Mark and Alison
recent target language and get students to correct
5 Alison
them as a class activity before you hand back
6 Tonis parents
individual work.
7 Tonis mother
8 Mark and Toni If possible, display some o f the students writing on
T 4.11 the classroom wall. Remember to change the displays
1 Listen to this band! Its Metro 5! Theyre fantastic! fairly frequently and, if appropriate, to ask students to
2 My girlfriend is from the north of England. vote for the description/story, etc. they liked best.
3 Londons great! And my boyfriends great, too!
4 Our sisters at university.
Yeah, shes at university in London. ADDITIONAL MATERIAL
5 I like my sisters boyfriend, hes funny.
Workbook Unit 4
6 Our childrens school is near our house.
Exercise 8 Reading - W hos happy?
7 My bank is in the centre of Manchester.
8 Come on, United! Come on! Yes! A goal! 4 -1 to Man United! Exercise 9 Vocabulary - Revision
Exercise 10 Pronunciation - theyre or their ?

5 Focus attention on the example and then get students


to give more information about Toni. Divide the class EVERYDAY ENGLISH (SB P30)
into pairs and get students to take it in turns to talk
about Toni, using the information they underlined The alphabet
in exercise 3. Monitor and check for correct use of This section covers the alphabet and spelling and so is
he/she/they, his/her/their, is/are, has/have, and an important step in helping students to find out about
possessive s. and check vocabulary for themselves. Once students
have learned the alphabet, take the opportunity whenever
Writing
possible to spell new words to the students and to get
6 This is one o f a series o f short writing tasks that help them to spell words in class. Be prepared to review the
consolidate the key language students have covered and pronunciation of letters students have problems with at
also provide a change o f pace if done in class. Prepare regular intervals.
students for the writing phase by eliciting what sort of
1 l t l l [CD 1: Track 53] Focus attention on the
information can complete each sentence. If you have
letters on p30 and tell the students they are going to
time, build up a connected description on the board
practise the alphabet in English. Play the recording
o f an imaginary person to provide the students with a
through once and let students just listen and familiariz
model. Get the students to write their description in
themselves with the letters. Play the recording again,
class or for homework.
pausing after each letter and getting the students to
Students can do the follow-up stage in the same or a repeat as a class. Review the letters that students often
subsequent lesson. Put students in pairs. If possible, find confusing and drill these thoroughly:
get them to work with a new partner or someone
they dont know well so that the information they a, r
exchange is really new. Students take it in turns to read e, i,
their description. Encourage them to ask questions g>j
u, w
about the person their partner is describing, using the
language they have covered to date. If students try to 2 [CD 1: Track 54] The letters in this exercise
ask questions with like, explain that they will cover this are arranged according to sound. Demonstrate this by
point in the next unit. playing the recording o f the first group of letters /ei/.
Play the recording of the first group again and get
students to repeat as a class. Repeat for the other
groups o f letters and then get individual students to
read different letter groups aloud.

38 Unit 4 Family and friends


Write different letters on the board at random and elicit 6 W ith weaker students, briefly review the names of
~ e m from the students. Pay special attention to the some of the countries they practised in Unit 2. Focus
: wels as these often give problems. Then put some attention on the example. Students continue with the
kr.own words on the board and elicit the spelling. other countries. Get them to check their answers in
You could feed in How do you sp ell ... ? at this point.) pairs before checking with the whole class. Get the
students to give the spelling of each country, rather
do you spell...? than just the name.
T 4.14 [CD 1: Track 55] Check comprehension of
first name and surname and tell students they are Answers

going to hear five people spelling their names. Play the France, Spain, Brazil, Japan, Australia, Italy, England

recording o f the first name as an example. Then play


the other names, pausing at the end of each surname. 7 This activity practises the alphabet in the context of
Students write the names and then check their answers common abbreviations students might see in everyday
in pairs. Then check the answers with the whole class life. Write VW on the board. Ask How do you say it?
by writing the names on the board and getting students /vi: 'dvblju:/ and What is it? (a Volkswagen car).
to spell them aloud. Students work in pairs or small groups to continue
the activity.
Answers and tapescript
1 .Vhats your name? Annie Taylor. T 4.15 [CD 1: Track 56] Play the recording to let
How do you spell your first name? A-N-N-l-E. students check their answers. Drill the pronunciation
How do you spell your surname? T-A-Y-L-O-R. o f the letters again if students have problems.
1 .Vhats your name? Quentin Wrexham.
Answers and tapescript
How do you spell your first name? Q-U-E-N-T-l-N.
VW /vi: 'dvblju:/ a Volkswagen car
How do you spell your surname? W-R-E-X-H-A-M.
BBC /bi: bi: 'si:/ British Broadcasting
3 .Vhats your name? Takako Matsuda. Corporation
How do you spell your first name? T-A-K-A-K-O.
WWW /dAblju: dvblju: dvblju:/ the world wide web
How do you spell your surname? M-A-T-S-U-D-A.
UK /ju: 'kei/ United Kingdom
i .Vhats your name? Fabien Leclerc.
How do you spell your first name? F-A-B-l-E-N. US /ju: 'es/ United States
How do you spell your surname? L-E-C-L-E-R-C. UAE /ju: ei 'i: / United Arab Emirates
: Whats your name? Idoia Ruiz Martinez. NYPD /en wai pi: 'di:/ New York Police
How do you spell your first name? I-D-O-I-A. Department
How do you spell your surnames? R-U-l-Z, then M-A-R-T-l-N-E-Z. PC /pi: 'si:/ personal computer
TV /ti: vi:/ television
Focus attention on the examples in the speech bubbles
md drill the exchanges chorally and individually. As an extension, get students to brainstorm other
Make sure students can reproduce the correct stress on common abbreviations in small groups and then to
the questions: exchange with other groups and test each other.
How do you spell your first name? Other possible examples include: BP (British
Petroleum), EU (European Union), UN (United
How do you spell your surname?
Nations), NASA (National Aeronautics and Space
Students practise spelling their own names in open and Administration), FA (Football Association),
dosed pairs. CD (compact disc), DVD (digital video disc),
Focus attention on the examples in the speech CNN (Cable News Network), IT (information
bubbles in exercise 5. Drill the exchange chorally technology), etc.
and individually. Students practise the exchange with
different words from the text, working in open pairs.
Students continue working in closed pairs. Monitor
and check for accurate pronunciation of the letters.

Unit 4 Family and friends 39


PHOTOCOPIABLE ACTIVITY SUGGESTIONS
UNIT 4 My names Magda p!41 1 You can use anagrams such as the ones in exercise 6
M aterials: one copy o f the worksheet cut in half per on SB p30 to review vocabulary at any stage. Write
pair o f students the jumbled letters on the board and ask students to
work out the word in pairs or teams. Always get the
Procedure: Briefly review the alphabet by asking
class to give the spelling letter by letter to review
students to spell some o f the words in the worksheet,
the alphabet as often as possible.
e.g. How do you spell university? Write the words on
the board as students spell them out. Repeat for other 2 This is a spelling game called Hangman. You can
key words, e.g. boyfriend, married, country, etc. use it at the beginning of lessons as a warmer or
as a filler to revise vocabulary. You can divide
Explain that students are going to complete a
students into two or three teams for this, or play
gapped text by dictating the missing sections to
as a class.
each other.
Divide students into pairs and assign the roles A 4
or to each student. Hand out the relevant half
o f the worksheet. Tell students not to show each
other their half of the activity. Give students a few
moments to read their text and check any items o f
vocabulary.
Students sit opposite each other. Demonstrate the
activity with two students. Student A begins by
dictating the start of the text and Student fills
in the gaps with the appropriate words. W hen
Student A comes to a gap, he/she stops and Student
number o f letters it has, using a dash for each letter
continues reading out the text. Remind students
(i.e. if your word is doctor, w rite__________).
that they can ask How do you sp ell... ? if they are
One team/The class suggests a letter. If the letter
unsure o f the spelling. Point out that contracted
appears in your word, write it in the correct place
forms like I m and shes correspond to one gap in
on the dashes, as many times as it appears (i.e. if the
the text. Feed in other useful language like Can you
letter suggested is o, you should write _ _
repeat that, please? I m sorry. I dont understand.
for the word doctor). If the letter doesnt appear in
Students continue in their pairs. Monitor and help
your word, write the letter in that teams column
as necessary.
at the side of the board with a line through it, and
W hen they have finished, students check their texts
draw one line o f the gallows. Then the second team
together, correcting any mistakes.
suggests a letter, and so on.
C om plete text If you are playing in teams, the winning team is
Hello! My names Magda and Im from Madrid. Im the one that guesses the final letter to complete the
twenty and Im a student. I have a sister and her word or that guesses the whole word at an earlier
names Pilar. Shes very beautiful, and shes very funny. point. If you complete the drawing of the gallows
She has a good job. Shes a teacher. Her school is before the teams/the class guess the word, then you
near my university. Pilar isnt married but she has a win and the teams/class lose.
boyfriend. Hes from the USA and he has a band.
My sister and I have a small flat in town. Our parents
ADDITIONAL MATERIAL
have a big house in the country. My father is a bank
manager and my mother is a businesswoman. W hen Workbook Unit 4
were together, we have a really good time. Exercise 11 The alphabet

Unit 4 Family and friends


tfie phone Conversation 2

section revises the alphabet and introduces basic 1 The King School of English
2 some information about the school
language and how to say email addresses.
3 M -O -R-l-O -K-A
4 morioka@mmdesign.co.jp
>
. phone conversations include examples o f
f_nctional language like (Sam Benting) speaking, Play the recording again line by line, getting students
Can you give me ...?, I l l ... (em ail you some to repeat chorally and individually. If possible, get
mformation). Students should be able to use the students to sit back to back to practise the conversation
: erall context to understand these phrases, so you in closed pairs. Not looking at each other makes the
;an deal with them as lexical items. Its better not situation more like a real phone conversation. Monitor
ld go into a detailed explanation o f the grammar and check for accurate pronunciation. Drill difficult
behind them at this stage. Exercise 1 introduces lines again with the whole class if necessary.
What does he/she want? but, again, just deal with
Email addresses
this for recognition.
3 Read the notes with the class, eliciting the correct
pronunciation for each part of the address. Elicit the
Focus attention on the first business card and ask code for students own countries or countries they have
'''hats his name? (Jose Gonzalez), W heres his company? emailed, e.g ar = Argentina, pi = Poland, hu = Hungary.
I Barcelona), W hats his job? (Export Manager), and Write a few fictitious email addresses on the board and
'.'hats his phone number? (93-306 785 04). get students to read them aloud.
> f r .l [CD 1: Track 57] Check students understand
4 Focus attention on the names of service providers and
A ey are going to hear two conversations over the phone. country codes in the Students Book. Ask students to
Play the recording through once and get students to say them aloud, check the pronunciation, and elicit
iollow in their books. Make sure students understand
which countries the codes refer to: es = Spain,
that And your name is? is a polite way o f asking Whats f r = France, cz = Czech Republic, it = Italy,
fou r name? over the phone. If necessary, explain I m au = Australia. Point out to students that some of
connecting you with a simple board drawing or mime. these items will be in the email addresses they hear.
I tnf.fr [CD 1: Track 57] Play the first line of [CD 1: Track 58] Play the recording through
conversation 1 and elicit the answer to question 1 once and get students to complete as much o f the task
iaxcon International). Then play the rest of the as they can. Play the recording again if necessary. Get
recording and let students continue answering the students to write the missing information on the board
aestions about both conversations in pairs. If students to check the answers. Give students the opportunity to
c aery the meaning o f want in question 2, write a series

1
correct each other if they make a mistake in reading
I at options on the board for conversation 1 and get the information.
students to choose the correct one:
ask for information Answers and tapescript

sr'eak to the manager / 1 A Your email address is?


P pambowler@btinternet.com
ask a question
A B-A...
ftvak to a friend
P No, Pam. P-A-M.
Check the answers with the class. Refer students to A Ah, OK. Pam.
exercise 3 if necessary when checking question 4. P Bowler. B-O-W-L-E-R.
Check they understand the country codes at the end A Pam... Bowler... @
a t each address: es = Spain, jp = Japan. P @btinternet.com
A @btinternet.com
tswers P Thats it.
xi versation 1
2 Can you tell me your email address?
.axcon International
H Yes. harrylime@hotmail.co.uk
speak to the manager
harrylime... all one word ...
G-O -N -Z-A-L-E-Z
H @hotmail...
I nzalez.jose@soac.co.es

Unit 4 Family and friends 41


@hotmail... Dont forget!
H .co.uk
Workbook Unit 4
.co.uk. Great. Thanks.
Exercises 1 3 -1 7 Revision
3 Whats your email address?
p paulmartin@wanadoo.fr
Word list
paul...
p martin. M-A-R-TTN.
Ask the students to turn to p p l3 1 -2 and go through
paulmartin... the words with them. Ask them to learn the words for
p @wanadoo... homework, and test them on a few in the following lesson.
wanadoo...
p ,fr Teachers Resource Disc
.fr. Got it. Unit 4 Test
4 D And your email address is...? Unit 4 Skills test
G glennamiles@toronto.ca
D glennamiles... Video/DVD

G @toronto... Unit 4 Profile: Ethan Followwill on iTools


D @toronto... Units 3 & 4 on iTutor
G .ca
D .ca. Thats lovely. Thanks a lot.

Elicit one or two email addresses from the class.


Students then exchange addresses with a partner.
You could do this activity as a mingle to increase the
amount o f practice.

SUGGESTION
If your students agree, you could draw up and
circulate a list of their email addresses so that they
can contact each other outside class and get some real
practice in writing basic emails.

Roleplay
5 This is another in a series of simple roleplay activities
that allow students to personalize the key language. Ask
students to write their own business card like the ones
in the Students Book, or invent one for themselves.
Look at the possible ideas for the phone calls and elicit
things the callers can ask, e.g. to speak to the manager/
director/a member o f staff, for information about a
hotel/sports centre, etc. Elicit similar conversations to
those in exercise 1 as a further model, using students
own information. Students continue working in closed
pairs. Remind them to change roles so that each
student has the opportunity to play the caller.

ADDITIONAL MATERIAL

Workbook Unit 4
Exercise 12 On the phone

42 Unit 4 Family and friends


Sports/Food/Drinks
Present Simple - I/you/w e/they a/an
Languages and nationalities Numbers and prices

The way I live

traduction to the unit Language aims


unit introduces the Present Simple Grammar - Present Simple The Present Simple is the most used tense in the
I, you, we, and they in positive English language and it is therefore important to introduce it to beginners
negative statement forms, n a in an accessible way. In New Headway Beginner, Fourth edition, the tense is
tions, and Yes/No questions and presented over two units, starting in this unit with the subjects I, you, we,
rt answers are also practised. At and they. The affirmative and negative forms are covered along with Wh-
point the Present Simple is used and Yes/No questions. The third person singular forms he/she/it are covered
a fairly limited range o f verbs so in Unit 6.
students can get used to the new
a /a n Students met a/an + job in Unit 3 and this focus is extended to cover
Students get skills practice with
a/an + adjective and noun.
ing and speaking, and listening
speaking tasks. Vocabulary Students practise the lexical sets o f sports, food, and drinks in
rts/food/drinks vocabulary is the context o f likes and dislikes. Countries are recycled, and languages and
duced in the context o f likes and nationalities are introduced. Com m on verb + noun collocations, e.g. speak
kes. The lexical sets of languages Spanish, drink beer are highlighted and practised.
nationalities are also presented Everyday English Numbers 3 1 -1 0 0 , the phrase How much is it?, and prices
practised in adjective + noun are introduced and practised.
binations, e.g. an American car.
ents are introduced to the idea of Workbook The lexical set of sports/food/drinks is recycled. The Present
cation with a verb + noun/noun Simple with I, you, we, they is further practised along with exercises on
e matching task. The Everyday question formation. Languages and nationalities are consolidated in
;.ish section extends numbers from vocabulary and pronunciation exercises. Students are also given extra
:0 0 and also includes a functional practice in reading and listening, and numbers and prices from the Everyday
as on prices. English section are reviewed.

Photocopiable activity There is a photocopiable activity to review the


language of asking about prices on p l42.

Unit 5 The way I live 43


Notes on the unit Negatives
3 Students have met dont as part o f the phrases I dont
STARTER (SB p32) know and I dont understand. These were introduced
1 Focus attention on the pictures and the headings Unit 3 as part of the social expressions syllabus, but 1
Sports, Food, and Drinks. Focus attention on the is the first time students meet dont as the grammatic
example tennis and then elicit the correct word for marker o f the negative.
numbers 2 and 3. Students match as many words as i i i l [CD 1: Track 61] Focus attention on the
possible, working individually or in pairs. Encourage photos, the negative face icons, and the sentences
them to guess if they are not sure. with I dont like. Say the sentences yourself, using
Ask them to compare their answers before checking mime, gestures, and facial expressions to reinforce tl
answers with the whole class. meaning. Play the recording once or twice before yoi
ask students to repeat. Play the recording again and \
Answers and tapescript students to repeat chorally and individually. Make sc
Sports Food Drinks students get the correct sentence stress:
1 tennis 5 Italian food tea
2 football 6 Chinese food 12 coffee I dont like tennis.
3 swimming 7 pizza 13 Coke 4 Refer students back to p32. Give three examples o f
4 skiing 8 hamburger 14 beer things you dont like and get students to point to the
9 oranges 15 wine correct item as you say each sentence. Focus attentio
10 ice-cream on the speech bubble and drill the example with or.
Make sure students can reproduce the sentence stres
T 5.1 [CD 1: Track 59] Play the recording and get accurately:
students to repeat chorally and individually. Make sure I dont like oranges, coffee, or tea.
they can reproduce the correct word stress on each
Elicit more examples from one or two students in thi
item. Consolidate the vocabulary by holding up the
class. Then, in pairs, students take it in turns to talk
book and pointing to the pictures. Ask W hats this?/
to each other about what they dont like. Ask a few
What are these? and elicit replies about three or four
students to give their examples to the class using I ...
items. Get students to continue asking and answering
Avoid transferring to he/she until Unit 6.
in pairs.
2 Write on the board three or four things that you GRAMMAR SPOT
like from exercise 1. Tick them and show by your
Focus attention on the examples. Make sure student:
expression that you like them. Get students to tick the
understand that dont is the contraction of do not.
things they like in exercise 1.
Repeat the above procedure for the negative, crossing I f students ask what do means, you can explain simp
the things you dont like and giving a clear expression (in the students own language if possible) that it hel
and gesture o f dislike. Then get students to cross the to make negatives and questions. However, dont giv
things they dont like in exercise 1. a detailed grammatical explanation at this stage.

5 1 1 [CD 1: Track 62] Focus attention on the phc


THINGS I LIKE (SBP32)
o f Harvey. Ask W heres he from ? and elicit the United
Present Simple States. Give students time to read the gapped sentem
Ask them to guess what Harvey likes from the lists
1 1 1 [CD 1: Track 60] Focus attention on the photos,
in Starter exercise 1. Play the recording once and
the smiley face icons, and the sentences with I like.
get students to check their predictions. Focus on the
Play the recording once or twice before you ask
example and play the first line of the recording again
students to repeat. Play the recording again and get
Play the rest o f the recording and get students to wri
students to repeat chorally and individually.
their answers. Students check in pairs. Then check tl
2 Give an example o f three things you like from Starter answers with the whole class.
exercise 1. Get students to point to the correct picture
as you say I like ... each time. Elicit more examples from
one or two students in the class. Then, in pairs, students
take it in turns to talk to each other about what they like.
and tapescript them that they dont need to understand every word
*e? Well, I like sports a lot, but not all sports. I like to be able to do the task. Play the rest of the recording
- American football, of course - and I like skiing! But I without stopping and get students to write their
tennis and ...erm, I dont like swimming very much. And answers. If necessary, play the recording again and
nnk? What do I like? Well, I like hamburgers, and pizza. get students to check/complete their answers before
" food a lot. But not Chinese food, I dont like Chinese checking with the class.
don't like tea. Tea is for the English. I'm American so I like
rmetimes, and Coke, of course. I love Coke. Answers
HARVEY EVA
pizza / / delicious
AL MATERIAL
ice-cream / / fantastic
Unit 5 tea X awful
1 Sports, food, drink skiing / / exciting
football / X great, awful
2 Things I like - I like coffee
T 5.6
I, you, we, they I Harvey and Eva. Youre twins. Do you like the same things?
H Well, we really, really like pizza!
[CD 1: Track 63] The question form Do you
E Oh, yes! Its delicious! We have pizza a lot at home and in
? is introduced here. Focus attention on the
restaurants.
les. Play the recording a couple of times and let
I So, do you like the same food?
ts listen before you ask them to repeat line by
E Well, we both like ice-cream.
chorally, and individually. Make sure students can
H Mmm, its fantastic!
iuce the pronunciation o f do you /dju:/ and the E But we really dont like tea! Do we, Harvey?
mtonation on the Yes/No questions. H No, we dont. Ugh! It's awful!
students to ask you the questions and give true I And do you both like sports?
. Drill the pronunciation and intonation if H Yes, we do. We like skiing.
E Yeah! We like skiing a lot. Its really exciting!
H And I love football! Its great.
attention on the examples in the speech bubbles, E No, it isnt. Its awful!
ts practise asking and answering in open pairs,
them to work with a new partner and continue
about the other things in Starter exercise 1. 9 This exercise practises the they form, talking about
Harvey and Eva. Focus attention on the example and
or and check for accurate formation of the
^ns and short answers, and for pronunciation. elicit a full sentence They like pizza and ice-cream.
Students continue talking about Harvey and Eva, and
listening task introduces the we and they forms in their likes and dislikes. Monitor and check for accurate
context o f an interview with Harvey and his sister. formation o f the verb forms, and for pronunciation. If
review the adjectives in the box by saying a students have problems, go through the Gram m ar Spot
of food, places, singers, actors, etc. and getting with them and then get them to repeat exercise 9.
ents to respond with an adjective, e.g. New York -
exciting. GRAMMAR SPOT

s attention on the photos. Ask W hos Eva? and


Focus attention on the positive examples. Elicit more
t Shes Harveys sister. Point to the photos and say
true examples from the class.
ey is 12 and Eva is 12, too to explain twins. Explain
students are going to hear an interview with the Focus attention on the question forms. Check
s about what they like and dont like. Briefly review students know that the question starting with What
use of ticks and crosses to indicate like (/ ) and requires an information answer, e.g. Football, Italian
t like (X). food , and that the question starting with Do is
answered Yes, I do. / No, I dont. Also point out that
[CD 1: Track 64] Focus attention on line 1 in
we do not use like in short answers, i.e. you cannot
- task. Play the recording as far as the end o f Evas
say *Yes, I like or *No, I dont like.
speech and get students to look at the examples.
:t that Eva likes pizza, too. Point out that in Again, it is probably best not to explain the function
her 5 Harvey and Eva disagree about football of do at this stage.
so students need to write two adjectives. Remind
Refer students to Grammar Reference 5.1 on p !25.

Unit 5 The way I live 45


As an extension, get students to practise the we and 2 [CD I: Track 66] This interview with Colin
they forms by talking about themselves and another presents Wh- and Yes/No questions with a range of
student, or people in their family, e.g. Jan and I like verbs. Give students time to read through the question:
swimming. My children dont like coffee. and gapped answers. Play the recording for questions
1 and 2 and elicit the missing answers in number 2.
ADDITIONAL MATERIAL Play the rest of the recording without stopping and
Workbook Unit 5 get students to complete Colins answers. Play the
recording again to let students complete/check their
Exercise 3 Things I like - Questions and answers
answers. Check the answers with the whole class.

Answers and tapescript


PRACTICE (SB p34)
1 I Hello, Colin, nice to meet you. Where do you come from?
Reading and speaking I come from Scotland, from Dundee.
2 I Do you live in Dundee?
1 In this skills section, students are introduced to more
No, I dont. I live and work in London.
Present Simple verbs in context: com e from , live, work,
3 I Do you live with friends?
eat, drink, speak, play, and want. Have is also recycled
Yes, I do. I live with two friends.
from Unit 4. Other new words are waiter, drama, 4 I Where do you work?
part-tim e, restaurant, language, and actor. The I work in an Italian restaurant.
languages/nationalities Italian, Spanish, and French are 5 I Do you like Italian food?
also introduced. Students should be able to work out Yes, I do. I tike it a lot.
the most of the vocabulary from context, but use the 6 I Do you drink Italian wine?
photos in the Students Book to pre-teach/check the Yes, I do. I drink wine, but I dont drink beer. I dont like it.
meaning if students have any problems. 7 I Do you like your job?
No, I dont. I want to be an actor.
Point to the photos and say This is Colin Brodie.
8 I Do you speak Italian?
Ask W hats his job? Give students time to scan the text
No, I dont. I speak Spanish and French, but I dont speak
to find the answer H es a waiter and hes also a dram a
Italian.
student. Check comprehension by asking students
to point to the relevant picture for waiter and dram a
student. Ask students to read out the questions. Make sure
students can reproduce the falling intonation
[CD 1: Track 65] Students read the text
on the Wh- questions. Be prepared to model the
and listen to the recording once or twice. Try to get
pronunciation and intonation, and drill the questions
students to understand the new vocabulary in context
chorally and individually.
and get them to refer to the information in the photos
for help. Check comprehension o f live and work by 3 Before putting students into pairs, demonstrate
making sentences about yourself, e.g. I live in (town, by asking individual students the questions from
country), I work in (this school), etc. Eat, drink, play, exercise 2. Make sure they answer with information
and speak should be understandable from the context, about themselves. Get individual students to ask you
but if students need further help, mime the actions. the questions and answer with true information.
(Theres no need to point out that drink is a verb here Students continue asking and answering in open pairs
but a noun on p32.) If students query language and If necessary, drill the pronunciation and intonation of
Italian, English, and French, write the corresponding the questions again before getting students to continui
countries on the board and link them to the languages. in closed pairs. Monitor and check for correct use of
You may need to translate want to if students query the Present Simple.
this. If students query the pronoun it in I dont like As an extension, you could get students to think abou
it, check they understand what noun it refers back to someone they know or imagine a different character,
(beer). (O bject pronouns it and them are presented in and repeat the question and answer exchanges using
full in Unit 7.) different information.

46 Unit 5 The way I live


AMMAR SPOT
time to discuss their answers in pairs. Play the recording
again if necessary to allow students to check/complete
attention on the examples. Make sure students
their answers. Check the answers with the class.
erstand that we use an before a vowel - , e, i, o,
u. Point out that this can be a noun, e.g. an actor, Refer students to - ' on SB p i 14. Divide students
an adjective, an Italian restaurant. into groups of three. Ask a confident group to read out
conversation 1. Remind students that conversation 4
Irfve students time to write a or an. Check the answers,
is over the phone and so the student who plays Colin
g sure students make the pronunciation link
needs to sit away from the other two. If possible,
een an + vowel:
arrange the furniture in the room to allow students
an actor an Italian restaurant to roleplay the different situations, especially waiting
on the tables in conversation 2. If students have fixed
Answers
an ice-cream a student a computer
desks, encourage them to stand up to do the roleplay as
an orange an American car this often helps them interact with each other better.
Students practise the conversations in their groups.
Lerer students to Grammar Reference 5.2 on p !2 5 . If students have problems with pronunciation, be
prepared to drill selected lines from the recording, or
model the lines yourself.
jlary
; exercise highlights com m on collocations for Answers
ryday actions. Pre-teach/Check millionaire if you 1 at home; Colins friends/flatmates
students wont recognize it. Focus attention 2 at home; Colin
3 in the restaurant; Colin
i the example and then get students to continue
4 in the restaurant; customers
tching, working individually. Give students time to
5 at drama school; Colins teacher
ck in pairs before checking with the whole class.
6 at drama school; Colins teacher
ers 7 on the phone; Colin
: two brothers 8 on the phone; Colins mum
in a flat T 5.9
: in a bank 1 Colin Goodbye, guys. Time for work.
?from Japan A Bye, Colin. See you later.
: Italian food Colin Yeah. Very late tonight.
nk beer A Oh yes. Its Friday.
r sports Colin Yes, I work late on Fridays. Bye.
eak Spanish
2 Colin Good evening. Do you want to order?
nt to be a millionaire
Ah yes. We both want pizzas.
Yes, two Pizza Margheritas, please.
Colin Fine. And do you want wine?
rening and speaking
Oh yes, we do. Do you have a wine list?
This task helps students get used to using the context Colin Yes, of course. Here it is.
lo help them work out what is happening and who
3 D OK, Colin and Anna come here!
is talking in a range o f situations. Explain that there Colin What do you want?
ire four conversations all involving Colin. These are D I want you to read it again with Anna. OK? You are Romeo,
slightly longer than in earlier listening tasks o f this Anna is Juliet, of course.
rvpe, but reassure students that they dont need to Anna Fine. Oh Romeo, Romeo, where...
understand every word to do the task. D No, no! Terrible. You love Romeo, really love him. Again.
Anna Romeo, Romeo, wherefore art thou Romeo...
Briefly review what students know about Colin by
diciting a range o f statements. Write cues on the board 4 Mum Hello?
o help with this if necessary, e.g. Job? Colin works in a Colin Hi, Mum!

restaurant. Flat? He lives with two friends, etc. Mum Oh, hello, Colin. Donald, Its your big brother!... Colin,
how are you?
1 [CD 1: Track 67] Focus attention on numbers Colin Im fine Mum, really fine.
I and 2 as examples and play conversation 1. Elicit the
answers (see below). Play the rest of the recording,
pausing at the end of each conversation to give students

Unit 5 The way I live 47


If students need more practice or if they finish quickly
Mum Do you like your flat?
Colin Yes, 1do but its a bit small for three people.
get them to work with a new partner and repeat the
Mum Ah, yes. It is small. But do you like your work? questions and answers.
Colin No, 1dont. Not really. But 1like the food.
Check it
Mum Oh, yes. Italian food is good.
Colin Yeah, but 1like your food the best, Mum! Its delicious! 7 Focus attention on the first pair o f sentences as
Mum Ooh, thank you, Colin. Now, do you want to speak to your an example. Remind students that the convention
brother? of ticking (/ ) indicates that something is correct.
Colin Yes, of course. Hi, Donald. Its your brother... Students continue working individually to choose the
correct sentence.

SUGGESTION Get students to check their answers in pairs before


checking with the whole class.
You can make use o f the tapescripts in a variety
o f ways: Answers
as a simple review by getting students to go back 1 Do you live in Berlin? 5 Do you like football?
to earlier units and practise the conversations. 2 Where do you come from? Yes, I do.
for intensive pronunciation practice. 3 Do you speak Portuguese? 6 Hes an actor.
4 I dont speak Chinese.
as a model for students writing their own
conversations/sketches. Students can replace key
words to personalize the content or write new ADDITIONAL MATERIAL
conversations based on people they know or new
roles they have imagined. Teachers Resource Disc
Com m unicative activity Unit 5 Is this true?
as gapped exercises/information gaps for reviewing
key language. You can adapt the Word version of
Workbook Unit 5
the tapescripts on the Teachers Resource Disc by
Exercise 4 Present Simple - The swimmer Michael Phel]
gapping target words, then print out copies for
students to work on. Exercises 5 and 6 Present Simple - Questions
Exercise 7 Present Simple - Negatives
Exercises 8 -1 0 Listening - Gracie and her parents
Talking about you
6 This exercise consolidates Wh- and YesINo questions in
VOCABULARY AND PRONUNCIATION (SBP36)
the Present Simple. Briefly review/check the question
words where, what, and how many by giving short Languages and nationalities
answers and eliciting the appropriate question word, e.g.
1 Check comprehension of Germany and Portugal by
a dictionary / an actor - W hat? referring students back to the map on p l3 . Focus
Australia / in a hospital - Where? attention on the example. Students continue the
three sisters / ten books - How many? matching activity, working individually.
Elicit the missing word in number 1. Put students in pairs T 5.10[CD 1: Track 68] Play the recording through
to complete the rest of the questions. Check the answers. once and let students check their answers.

Answers Answers and tapescript


1 do 4 Do 7 sports England English
2 live 5 do... speak 8 Do... want Germany German
3 do 6 like Italy Italian
Mexico Mexican
Give students a short time to think about their own Brazil Brazilian
answers. If students need extra vocabulary, e.g. japan Japanese
Portugal Portuguese
languages, be prepared to feed these in. Demonstrate
China Chinese
by asking and answering the first two questions with a
France French
confident student. Students continue in open and then
the United States American
in closed pairs. Monitor and check for accurate use of
Spain Spanish
the Present Simple, and correct intonation.
Remind students of the system used in New Headway Adjective + noun
3egitiner, Fourth edition to highlight word stress. Play 5 This exercise consolidates the nationalities and also
the recording again and get students to repeat the pairs
highlights adjective + noun word order. Students of
of words as a class. Make sure they can reproduce the
different nationalities often have problems with this, as
change of stress from the country to the nationality/
in their own language the order is noun + adjective. Be
language: prepared to review the correct order, using examples on
Italy Italian the board, and gesturing to indicate a switch of word
Japan Japanese order if students get the order wrong.

Portugal Portuguese Focus attention on the photos and the example.


Students complete the exercise by writing the correct
China Chinese
nationalities.
Play the recording through again and get students to
T 5.12 [CD 1: Track 70] Play the recording and get
repeat individually.
students to check their answers.
2 Focus attention on the photos and on the examples in
the speech bubbles. Point to the photo of the people Answers and tapescript
sitting in the town square and drill the examples 1 Its an American car.
chorally and individually. Elicit another pair of 2 Its German beer.
3 Theyre Spanish oranges.
examples about different people in the photos. Students
4 Its a Japanese camera.
continue talking about the people in pairs.
5 Its Mexican food.
3 This exercise reviews the they form of the Present 6 Its an English dictionary.
Simple with the verb speak. Students shouldnt have any 7 Its an Italian bag.
difficulty with this form, as its the same as the I form 8 Its Brazilian coffee.
they have already practised. 9 It's French wine.
Check comprehension o f Switzerland. Focus attention
on the example. Students continue making sentences Students work in pairs and take it in turns to point to
working individually. the photos and practise the sentences. Monitor and
check for correct pronunciation o f Its a/an ... and drill
TS.11 [CD 1: Track 69] Play the recording and get
the sentences if students produce *Is a/an . . . . Remind
students to check their answers.
students o f the plural form by contrasting Its an
Answers and tapescript American car and Theyre Spanish oranges on the board.
In Brazil they speak Portuguese. Ask How m any ? to establish Its a/an for singular and
2 In Canada they speak English and French. Theyre for plural. Dont go into the use of zero article
3 In France they speak French. (no article) with the plural sentence at this stage.
4 In Germany they speak German.
6 This exercise gives students the opportunity to practise
5 In Italy they speak Italian.
the Present Simple, nationalities, and noun + adjective
6 In Japan they speak Japanese.
word order in a personalized way.
7 In Mexico they speak Spanish,
i In Egypt they speak Arabic. Write the verbs have, eat, and drink on the board and
9 In Spain they speak Spanish. elicit adjectives and nouns that can go with each verb.
' 3 In Switzerland they speak German, French, and Italian. Possible combinations:
have a/an Japanese/American/German/French/
4 Drill the question form in the speech bubbles. Then Spanish car
get students to practise a few examples in open pairs. an Italian/American bag
Students continue in closed pairs, taking it in turns a Japanese camera
to ask each other about the countries in exercise 3. an English dictionary
Monitor and check for correct use of the question form
eat Chinese/Italian/Japanese/French/Mexican
and for pronunciation of the countries and languages.
food
Spanish oranges
American/Italian ice-cream

Unit 5 The way I live 49


d rin k French/Italian/German/Portuguese/Spanish LISTENING AND SPEAKING (SBP38)
wine
French/German/English/American beer At a party
Brazilian coffee
1 This is a fairly long, though fairly simple, unseen
Chinese tea
listening. Set the scene by pointing to Flavia and Terry
Give examples of your own with have, eat, and drink. in the illustration and introducing the word party.
Try to highlight the use o f a/an, e.g. I have a Japanese Get students to say what nationality they think they
camera. I dont have an Italian car. Then get students to are (I think hes /shes ...).
write their own examples. Monitor and help. Check for
T 5.13 [CD 1: Track 71] Play the recording through
accurate use o f a/an and correct adjective + noun word
once and let students check their predictions (Flavia is
order.
Italian and Terry is English).
7 Focus attention on the example questions in the speech
Give students time to read the pairs of sentences 1-8.
bubbles. Remind students of the use of it in I dont like
Check comprehension of love in number 5 and very
it. if necessary. Give students time to write at least four
much in number 7. Play the first part of the recording
questions of their own using have, eat, and drink. Remind
again, and focus on number 1 as an example. Make
them of the possible adjective + noun combinations listed
sure students understand they have to focus on what
in the notes for exercise 6. Monitor and help.
Terry says. Elicit the answer to number 1.
Drill the questions and answers in the speech bubbles.
Play the rest of the recording and get students to select
Get students to practise in open pairs across the class
the correct sentence from each pair.
and then in closed pairs. Monitor and check for correct
use o f the Present Simple, a/an and adjective + noun Get students to check their answers in pairs before
word order. checking with the whole class. Go over the answers
by playing the conversation again and pausing the
GRAMMAR SPOT recording after each correct answer.

1 Read the notes as a class. Elicit further examples Answers


o f adjective + noun from the class. Ask students 1 I work in London.
if the word order is the same in their language. 2 I dont live in London.
2 Read the notes as a class. Elicit further plural 3 Im an actor.
4 You speak English very well.
examples from the class. Ask students how they
5 I love Italy.
make adjectives plural in their language.
6 I dont know Naples.
Refer students to Grammar Reference 5.3 on p !25. 7 I like Rome very much.
8 I dont speak Italian.

.10
SUGGESTION
F Hello. Im Flavia. Flavia Rossi. Whats your name?
You can bring in adverts from magazines to give T Hi, Flavia. Im Terry. Terry Adams.
students further practice with nationality adjectives F Do you work here in London, Terry?
and nouns. Select pictures o f cars, cameras, T Well, I work in London, but I dont live in London. I live in
computers, TV s, food, and drinks. Elicit simple Brighton.
adjective + noun phrases, e.g. an American computer, F And whats your job?
Spanish wine, etc. and then get students to use the T Im an actor. Whats your job, Flavia? Do you work in London?
pictures to practise Do you have/eat/drink/like ... ? F Yes, I do. I work in a hotel. A big hotel near here.
and short answers Yes, I do./No, I dont. If pairs of T Flavia, you arent English, but you speak English very well. Where
students interview other pairs, you can also practise do you come from?
the they form. (If students try to generate he/she F I come from Italy, from Napoli. Or Naples I think you say.

forms, tell them these are different and that they T Ah, Italy. I love Italy.
F Do you know Naples?
will practise them in Unit 6.)
T No, I dont. I dont know Naples, but I know Rome. I like Rome
very much. Its very beautiful.
ADDITIONAL MATERIAL F Naples is beautiful, too. Do you speak Italian, Terry?
T No, I dont. I speak French, but I dont speak Italian.
Workbook Unit 5 F Its nice to meet you, Terry.
Exercises 11 and 12 Languages and nationalities T You too.
2 Check pronunciation of Brighton, Naples, and Rome IM f [CD 1: Track 72] Focus attention on numbers
! from the recording. Turn to the tapescript on pi 15 and 10-100. Play the recording and get students to repeat
get students to practise the conversation in pairs. If chorally and individually. Get students to count to one
students have problems with the pronunciation, drill hundred in tens round the class. Check for accurate
difficult lines as a class. word stress.

Replay This is a pairs number dictation. See Unit 1 Suggestion


on p l3 for instructions for this task.
possible, rearrange the furniture, play some mood
sic, and bring in simple props like glasses o f water to id -k H [CD 1: Track 73] This exercise presents
'p add authenticity to the roleplay. prices under and over one pound in English. Play
the recording and let students read and listen. Focus
Tell students they are going to roleplay being at a party
attention on the use o f p /pi:/ for prices under a pound.
and meeting new people. This stage prepares students
Also point out the plural pounds, and that we do not
for the type o f questions they can ask. Elicit the first
say pounds and p in the same price, i.e. we do not say
question as an example. Put students in pairs to
*one pound sixty p but one pound sixty.
complete the rest of the questions. Check the answers.
Play the recording again and gets students to repeat
Answers chorally and individually.
Whats your name?
Demonstrate the activity by getting students to say the
Where do you live?
first two prices aloud. Students then continue saying
Do you have a house or a flat?
the prices in closed pairs. Monitor and check students
Whats your job?
can distinguish the stress on:
Where do you work?
How many languages do you speak? seventeen pounds and seventy pounds
What sports do you like?
i-Hr.^ [CD 1: Track 74] Play the recording and
get students to check their answers. If students had
Explain that students have to invent a new identity. problems with pronunciation, play the recording
Focus on the cartoon of James Bond and point out that again and get them to repeat. (W ith a weaker group,
his notes are answers to the questions in exercise 3. Ask you could say the prices as a class activity, drilling
students to make notes with their new details. Monitor the pronunciation as you go along, and then play the
and help with ideas and vocabulary. recording for reinforcement.)
Tell students to imagine they are at a party with people This is a discrimination exercise, which gets students
of different nationalities who all speak some English. to distinguish between prices that sound similar. Focus
Remind students o f the expressions they can use attention on the photos and check/elicit the name o f
when meeting someone for the first time: (Its) nice to each object. (With a weaker group, you could elicit the
meet you. You too./And you. Demonstrate starting the prices for each object orally first and then get students
roleplay with two confident students. Get the class to to listen and tick.)
stand up to do the roleplay. Monitor, but do not expect
UkA [CD 1: Track 75] Play the recording through
perfect accuracy or pronunciation. Make notes of major
once and get students to tick the prices they hear.
errors to feed back on later, but try not to spoil students
Play it through a second time so that students can
enjoyment of the roleplay. If some pairs do well, you
check their answers. Get them to check in pairs before
could ask them to act it out in front of the class.
checking with the whole class.

EVERYDAY ENGLISH (SB P39) Answers and tapescript


1 The cheese sandwich is 2.90.
How much is it? 2 The football is 14.
The functional syllabus continues with a focus on 3 The iPhone is 90.95.
4 The beer is 3.50.
numbers 3 1 -1 0 0 and asking about prices.
5 The dictionary is 7.50.
1 Review numbers 1 -3 0 by getting students to count 6 The pair of jeans is 50.
round the class. Repeat until they can say the numbers 7 The chocolate is 60p.
accurately without hesitation. 8 The bag is 44.99.

Unit 5 The way I live 5


7 Focus attention on the speech bubbles. Drill the chocolate - 38p
question and answer chorally and individually. (If camera - 125
students query the use o f How much ... ?, explain that television - 500
this is the question we use to ask about prices. Dont CD-12.99
go into an explanation of the difference between How computer-800
much/How many at this stage.) pizza - 8.99
Practise two or three exchanges in open pairs. Then get
the students to continue in closed pairs. Monitor and
check for correct numbers and prices. SUGGESTION
You can give students extra practice with numbers
PHOTOCOPIABLE ACTIVITY and prices by bringing in adverts, leaflets, and menus
UNIT 5 How much is it? pl42 that show prices and getting students to practise How
M aterials: one copy o f the worksheet per pair o f much is ... ? Make sure you select the items carefully
students. Before the lesson, ask students to check so that they show objects students know (or ones that
the exchange rate for pounds sterling against their you can teach that are in the post-beginner range). If
own currency. you choose images that show plural objects, you will
need to pre-teach/check: How much are ...?
Procedure: Hold up your watch or similar everyday
object and ask How much is this (watch) in Great
Britain? Elicit a range o f prices, making sure that ADDITIONAL MATERIAL
students include pounds and pence, e.g. 59.99.
Write the prices on the board and then tell the Workbook Unit 5
students what the object would actually cost. If Exercises 1 3 -1 6 How much is it?
appropriate, you could elicit the likely cost o f the
object in the students own currency.
Dont forget]
Elicit the plural form How much are ...? Drill the
question with a range o f plural items, e.g. How Workbook Unit 5
much are these sunglasses/trainers? etc. and get Exercises 1 7 -2 2 Revision
students to guess the price.
Divide students into pairs and hand out a copy of Word list

the worksheet. Ask students to match the words in Ask the students to turn to p i 32 and go through the word;
the box to the pictures. Check the answers, drilling with them. Ask them to learn the words for homework,
the pronunciation as necessary. and test them on a few in the following lesson.
Ask How much is the bag? Tell students to choose
Teachers Resource Disc
the price they think fits the bag. Elicit a range of
Unit 5 Test
answers, encouraging students to say I think its
Unit 5 Skills test
(29.99).
Progress test 1 (Units 1-5)
Put the pairs o f students into groups o f four. Point
out that there are more prices on the worksheet Video/DVD
than objects. Remind students to use How much
Unit 5 International fo o d on iTools and iTutor
are ...? and I think theyre ... about the trainers.
Students continue discussing the prices and
matching them to the objects.
Check the answers with the class. The group who
matched the most prices correctly is the winner.

Answers
bag-29.99
watch - 45.99
trainers - 80
mobile phone-65
water - 99p
magazine - 2.75
The time Present Simple - he/she
always/sometimes/never
Words that go together Days of the week

Every day

Introduction to the unit Frequency adverbs Always, sometimes, and never are introduced and
practised as part o f the function of talking about routines.
The title o f this unit is Every day and
& covers the language of daily routines, Vocabulary The vocabulary section focuses on words that go together and
ft presents the third person singular so reinforces an important aspect of English first introduced in Unit 5 -
i of the Present Simple and so collocation. The section includes words that go with comm on verbs to
lows on from the language covered produce a useful lexical set for talking about routines.
Unit 5. Basic frequency adverbs,
Everyday English Days o f the week and prepositions o f time are presented
telling the time, and days o f the week
and practised.
are also introduced.
Workbook The time is reviewed in a range o f exercises. The he/she forms
The vocabulary syllabus is extended
o f the Present Simple positive are also reviewed, along with the frequency
%nth a focus on an important aspect
adverbs from the unit. Students practise third person singular Present
of English first introduced in Unit 5 -
Simple negatives and questions, and also review the use of the auxiliary
collocation. The lexical set is of daily
verbs do!does!dont/doesnt in all forms. Words that go together are practised
routine verbs, allowing students to talk
further, and students get skills practice with a reading text. The days o f the
about their own routine and ask about
week and prepositions from Everyday English are reviewed and consolidated.
h e r peoples.
Photocopiable activity There is a photocopiable activity to review the
language o f telling the time on p l43.
Language aims
POSSIBLE PROBLEMS
The time The unit opens with a
section on telling the time in English. The Present Simple has very few inflections when compared with
This is done without quarter to/past, equivalent structures in other languages. The addition o f the third
half past, etc. so that students can use person singular -s is the only change in the positive and so students
hie numbers they already know to tell often forget to include it. Be prepared to give lots of practice in the
the time, e.g. fiv e fifteen. he/she forms!
The use o f does/doesnt is an added complication which students
Grammar - Present Simple The I/you
often confuse with do/dont. Again, regular review and practice will
farms are reviewed and the presentation
help students produce the forms accurately.
:f the Present Simple is completed
ith he/she in the positive, negative, The third person singular -s can be pronounced in three ways:
and question forms (both Wh- and /s/ works /w3:ks/
Yes/No questions). The third person Izl lives /livz/
singular form is the one that causes /iz/ watches /'wotjiz/
most problems for students and so it This is introduced on SB p42, but students will need regular help in
is divided out into a section of its own distinguishing and producing these endings.
for the initial presentation. All forms
of the Present Simple are reviewed
and recycled across the course so that
students can deal with the differences
m the I/you/we/they and he/she/it forms.

U nit6 Everyday 53
Notes on the unit PHOTOCOPIABLE ACTIVITY
UNIT 6 What time is it, please? p!43
STARTER (SB p40)
M aterials: one copy o f the worksheet cut up per pair
o f students
NOTE
It is useful to have a cardboard clock with movable Procedure: Write the following times on the board:
hands for this lesson and for subsequent revision of 11.05, 1.10, 7.20, 9.25, 8.40, 6.50, 12.55.
telling the time. If you dont already have one in your
Remind students o f the use o f oh //, which they
school, then it is quite easy to make one.
met in phone numbers, for 11.05. Get students to
say the times aloud, reading them as digital times,
The Students Book presents times with the numbers e.g. one ten.
students already know, without having to deal with quarter Put students in pairs and assign the role o f A or
past/to and h a lf past. Exercise 1 in the section includes to each student. Hand out the relevant half o f the
times on the hour, half hour, and quarter hour. Other worksheet.
times, e.g. 8.40 and 11.10 provide a manageable extension Explain that each student has six times and six
for students in exercise 2. These are practised further in empty clocks and that they have to ask What time
a photocopiable task on p l4 3 . See the Photocopiable is it, p lease? and complete the clocks. Demonstrate
activity notes opposite. the activity with one student before getting the
1 H H H [CD 1: Track 76] Focus attention on the class to complete the task in pairs. Monitor and
clocks. Play the recording of the first five times, check for the correct use of the times.
pausing after each one and getting students to repeat Students check their answers by comparing their
chorally and individually. Highlight the use of oc lock completed worksheets.
for times on the hour and make sure students can
pronounce it accurately.
Get students to complete the remaining five times,
WHAT TIME DO YOU GET UP? (SB P4l)
following the examples given in 1-5 . Play the recording
o f numbers 6 -1 0 and get students to check their Present Simple - I/you
answers. Play the recording again, getting students to
1 This section presents daily routine verbs in context via
repeat chorally and individually.
a series of pictures o f a girls typical schoolday. Focus
Answers and tapescript attention on the pictures. Elicit some basic information
1 Its nine oclock. 6 Its two oclock. about the character: W hats her name? (Kim). How old
2 Its nine thirty. 7 Its two thirty. is she, do you think? (Shes about 18.)
3 Its nine forty-five. 8 Its two forty-five. Explain that students are going to hear Kim talking
4 Its ten oclock. 9 Its three oclock. about her schoolday. Review telling the time by getting
5 Its ten fifteen. 10 Its three fifteen. students to read the pairs o f times aloud.
T6.3 [CD 1: Track 78] Focus on the example and
2 H 1 [CD 1: Track 77] Focus attention on the play the first line o f the recording. Play the recording
conversation. Play the recording once and get students to the end and get students to continue circling the
to listen and read. Play the recording again, and get correct times. Get students to check their answers in
students to repeat chorally and individually. Point pairs. Play the recording again before checking the
to one o f the clocks/watches and demonstrate the answers with the whole class.
pairwork with one student. Ask students to give two or
three more examples in open pairs before continuing in Answers
closed pairs. 1 7.45 3 8.30 53.30 711.00
2 8.00 4 12.15 64.30
Answers T6.3
1 nine oclock Well, on schooldays I get up at seven forty-five. I have breakfast at
2 seven fifteen eight and I go to school at eight thirty. I have lunch in school with my
3 one forty-five friends, thats at twelve fifteen - its early in our school. I leave school
4 eight forty at three thirty in the afternoon and I walk home with my friends.
5 eleven ten I get home at four thirty, have tea, and watch television. I go to bed
at eleven oclock on schooldays, but later at the weekend, of course!

54 U nit6 Everyday
[CD 1: Track 78] Say the sentences aloud or Focus attention on the pictures of Elliots day and
play the recording again and get students to repeat check comprehension of have a shower, work late, buy,
chorally and individually. Make sure students arent and go out. Focus attention on the example sentence.
confused by the spelling o f breakfast and pronounce it Get students to continue writing the times, working
correctly /'brekfost/. Students practise the sentences in individually.
closed pairs. 1 [CD 1: Track 80] Ask students to check their
Demonstrate the activity by telling students about your answers in pairs before playing the recording for a
day, giving the same information as in the pictures. final check.
Do this in a natural way, but dont add in any new
Answers
language. Focus attention on the examples and elicit a
1 six oclock
few single sentences from students about their day with
2 six forty-five
the verbs from exercise 1. Students continue talking
3 seven fifteen
about their day working in pairs. Monitor and check
4 one oclock
for correct use o f the Present Simple and the times.
5 eight oclock
I f f [CD 1: Track 79] This exercise practises the 6 nine fifteen
question What time ...? with the Present Simple. Focus 7 eleven thirty
attention on the questions and get students to listen and 8 eleven forty-five
repeat chorally and individually. Make sure they can
reproduce the pronunciation of do you and the falling He gets up at six oclock and has a shower. He has breakfast at six
.ntonation on the Wh- questions. Focus on the words in forty-five. He leaves home at seven fifteen, and he goes to work by
old showing the form of Present Simple questions, and taxi. He has lunch, a Coca-Cola and a sandwich, in his office at one
point out the word order do you get/have. oclock. He always works late. He leaves work at eight oclock in the
evening. He sometimes buys a pizza and eats it at home. He gets
Drill the question and answer in the speech bubbles home at nine fifteen. He never goes out in the evening. He works
and elicit other questions students can ask. If students at his computer until eleven thirty. He always goes to bed at eleven
reed help, write the verbs on the board: get up, have forty-five. He watches television in bed.
r reakfast, go to school/work, have lunch, leave school/
*vrk, get home, go to bed.
GRAMMAR SPOT
Get students to practise the questions in open pairs.
1 rrudents continue in closed pairs, working with a 1 Focus attention on the examples of third person
different partner from exercise 2. Monitor and check singular forms gets up and has. Students underline
for correct use o f the Present Simple and the times. the verbs in sentences 2 -8 . Check the answers
with the class.
O D ITIO N A L MATERIAL
Answers
Workbook Unit 6 2 has 6 buys, eats, gets
Exercises 1 -3 The time 3 leaves, goes 7 goes out, works
4 has 8 goes, watches
Exercise 4 Present Simple he/she - Cathy and George
5 works, leaves

ELLIOTS DAY (SB P42) Elicit the key last letter in each of the verbs (s).
*.1 [CD 1: Track 81] Play the recording and
^ sent Simple - he/she, always/sometimes/never
get students to repeat chorally and individually.
1 This section presents the he/she positive forms of the Make sure students can distinguish the /s/ endings,
Present Simple, along with frequency adverbs always, e.g. gets /gets/ from the Izl endings, e.g. has /haez1.
sometimes, and never. Focus attention on the photos of (The recording gives just the verb forms, not the
Elliot. Say This is Elliot. H es in a magazine. Ask W hats complete sentences from exercise 2.)
his job?, and elicit Hes a businessman. Get students to
read the description of Elliot. Check comprehension of Tapescript
director, 24-hour, shopping site, Internet, and typical day. gets up has leaves works
buys goes watches
Ask Are his days busy? and elicit Yes, they are.

Unit 6 Every day 55


2 Focus attention on the adverbs of frequency and Questions and negatives
their meaning. Make sure that students understand 4 This section introduces does/doesnt in the question
that sometimes is not a fixed reference and the and negative forms. Both Wh- and Yes/No questions ar<
actual number of times that it refers to can vary. presented at the same time, as students are dealing wit!
Ask students to circle the examples o f always, the third person singular form only at this stage, and
sometimes, and never in the sentences about Elliot. they have already had a lot of practice o f the individual
i f f [CD 1: Track 82] Play the recording and question types.
get students to repeat chorally and individually. f . m [CD 1: T rack 84] Refer students back to the
Make sure students reproduce the third person pictures o f Elliot. Read question 1 aloud and elicit
singular ending and encourage them to reproduce the answer (gets). Students continue completing the
the linking in the following sentences: answers, working individually. Get them to check in
He sometimes buysa pizza. pairs before playing the recording o f the questions
and answers. Play the recording through once and let
He never goesoutTn the evening.
students check their answers.
He always goes tobed atH 1.45.
Play the recording again, pausing after each question anc
1 answer exchange, and get the students to repeat chorally
He always works late. and individually. Make sure they can reproduce the
He sometimes buys a pizza. falling intonation on the Wh- questions and the rising
He never goes out in the evening. intonation on the Yes/No questions. Students practise the
He always goes to bed at eleven forty-five. questions and answers in open and then in closed pairs.

Read Grammar Reference 6 .1 -6 .3 on p l2 5 together Answers and tapescript


1 A What time does he get up?
in class, and/or ask students to read it at home.
He gets up at six.
Encourage them to ask you questions about it.
Highlight the use o f the -es ending, e.g. go - goes. If 2 A When does he go to bed?
appropriate, point out that the frequency adverbs can He goes to bed at eleven forty-five.

be used with to be, but that they usually come after 3 A Does he go to work by taxi?
the verb, e.g. I am never at hom e in the morning. Yes, he does.
4 A Does he have lunch in a restaurant?
No, he doesnt.
Pronunciation
5 A Does he go out in the evening?
3 . : [CD 1: Track 83] This section highlights the No, he doesnt.
three possible ways o f pronouncing the third person -s
ending. Focus attention on the chart. Play the recording
GRAMMAR SPOT
through once and get students just to listen. Then play
it again, drilling the verbs chorally and individually. Focus attention on the example sentences and
If students find it hard to hear and so reproduce the questions. Make sure students understand that the
difference between the /s/ and /z/ endings, dont insist -s is on the verb in the positive form and on does in
on them repeating the sounds several times, as this may the question and negative. Highlight doesnt as the
make them self-conscious. Students very often forget to contracted form o f does not. Make sure students
add the -s ending anyway and so will need reminding understand that we repeat do/does or dont/doesnt
at regular intervals. Take the opportunity to check in the short answers rather than the main verb,
students pronunciation o f the endings and highlight i.e. we cannot say: Do you have breakfast at 7.30 ?
the features o f pronunciation to help students get used Wes, I have breakfast.
to the different sounds.
Ask students to circle the -s ending and the use o f
ADDITIONAL MATERIAL does/doesnt in the questions and answers in exercise 1.

Workbook Unit 6
Refer students to Grammar Reference 6.4 on p !25.

Exercises 5 and 6 Present Simple he/she - Cathy and George


Exercise 11 Pronunciation - -s at the end o f a word 5 Focus attention on the language in the speech bubbles.
Drill the question and answer about Elliot. Elicit two
or three more examples with students working in open

56 U n it6 Everyday
pairs. Students continue asking and answering in closed A D D IT IO N A L M ATERIAL______________________________________
pairs. Monitor and check for correct use of third person
Teachers Resource Disc
-s and of does/doesnt in the questions and negatives.
C om m unicative activity Unit 6 A day in the life
if.H M [CD 1: Track 85] Play the recording and
get students to check their answers. If students had Workbook Unit 6
difficulties with questions and answers 1 -6 , drill the Exercise 7 Present Simple he/she - Questions
questions and answers and get students to practise
them again, working with a new partner.
PRACTICE (SB p44)
Answers and tapescript
A When does he leave home? Loiss day
He leaves home at 7.15. 1 Remind students o f Elliot from the previous section.
2 A Does he go to work by bus? Point to the pictures o f Lois and to rubric 1 and ask
No, he goes to work by taxi. Who is she? (Shes Elliots sister.) Check pronunciation
3 A Where does he have lunch? of Lois /'tauwis/. Pre-teach/check the following
He has lunch in his office. using the introduction to the text, the pictures in the
- A Does he usually work late? Students Book, and simple board drawings: seaside,
Yes, he does, every day. artist, fill your day, walk (n), by the sea, eggs, toast, go
5 A Does he eat in a restaurant? to the beach, dog, studio, cook, often, invite friends, and
No, he doesnt. He eats at home. play the piano. Its also useful to have a map to show the
location of Cape Cod, where Lois lives.
5 A What does he do in the evening?
He works. He never goes out. Read the first line o f the text aloud. Ask How old is
Lois? and W hats her job? ( Shes 25. Shes an artist.)
This exercise gives students the opportunity to generate Focus attention on the pictures and ask What does Lois
negative third-person forms. Focus attention on the do? Elicit a range o f examples from the class. Students
example and ask one student to read it aloud. Students are likely to make mistakes with the third-person forms
write sentences 2 - 5 in the negative. Allow them to o f the Present Simple, so dont insist on total accuracy
check their answers in pairs before checking with the with students first attempts. Encourage students
class. Ask students to write the answers on the board to self-correct by highlighting mistakes rather than
to check they are forming the negatives correctly, correcting them yourself. Also encourage students to
including the inclusion of the apostrophe in doesnt. help and correct each other.
2 Focus attention on the verbs in the box. They are
Answers already in the third-person form and so students just
2 He doesnt drive to work. need to use the context to help them choose the correct
3 He doesnt work in a bank.
verb. Get students to read the second sentence in the
4 He doesnt have a lot of friends.
text and focus attention on the example. Then get
5 He doesnt go to bed late.
students to complete the text, working individually.
Remind them to read the whole sentence around the
Focus attention on the chart. Elicit the missing forms gap each time so that they get the complete context and
for I and you (see below) and then get students to to cross out the verbs they have used as they go along.
complete the rest o f the chart. Check the answers with
T6.11 j [CD 1: Track 86] Get students to check their
the whole class. Highlight again that the he/she form is
answers in pairs before playing the recording for a
the only one that is different.
final check.
Answers Focus on the adverb usually in the text. Teach the
Positive Negative Question meaning by writing always sometimes never on the
1 work dont work Do 1work? board and eliciting that usually goes between sometimes
You work dont work Do you work? and always.
He/She works doesnt work Does she work?
We work dont work Do we work? Answers
They work dont work Do they work? 2 gets up 6 works 10 listens to
3 has 7 eats 11 plays
4 goes 8 cooks 12 phones
5 gets 9 invites 13 goes

U nit6 Everyday 57
6.11 Answers and tapescript
Lois Maddox - The seaside artist fills her day with work, walks, E Hello.
music, and friends. L Hi, Elliot, how are you?
E Im fine, thanks. Busy as usual.
Lois Maddox is 25 and shes an artist. She lives in a small house by
the sea in Cape Cod, Massachusetts. She always gets up late, at ten L Oh, youre always busy. You and your computers!
oclock in the morning. She has a big breakfast - coffee, eggs and E I know, but I love my work.
toast - and then she goes to the beach with her dog. When she gets L I love my work, too, but I relax sometimes.
home, she works in her studio until seven oclock in the evening. She E Huh! I dont know about that. You paint all day!
never eats lunch, but she always cooks a big dinner L Yes, but I stop in the evening. You never stop!
and she often invites friends. E Thats not true. Hey, Lois, hows your friend Nancy?
After dinner, she usually listens to music or plays the piano. L Nancy? Shes OK. You know, Elliot, Nancy likes you. She often
Sometimes she phones her brother, Elliot, in New York. She goes asks about you.
to bed very late, at one or two oclock in the morning. E Mm, I like Nancy, too.
L Well, come and visit me soon. I want to cook for you and Nancy.
E Good idea! What about next weekend? Next Sunday?
3 Focus attention on the example. Make sure students
L Yes, great! I often invite Nancy at the weekend.
realize that He refers to Elliot and She to Lois. Get
E Great. See you on Sunday. Have a good week!
students to complete the answers and then check in
pairs. Check the answers with the whole class.
Negatives and pronunciation
Answers
5 This exercise practises the negative form and also
2 She 3 She 4 He 5 She 6 He 7 She 8 He
highlights the importance of contrastive stress when
correcting or disagreeing with a statement. Focus
Ask a few students to read the sentences aloud. Then attention on the example and ask positive or negative ?
get students to practise the sentences in pairs. If they about each sentence in the answer (first sentence -
have serious problems with pronunciation, drill the negative, second sentence - positive).
sentences with the whole class and get them to repeat.
Elicit the answer to sentence 2 (He doesnt get up at
4 Ask students Who does Lois phone sometimes? and elicit ten oc lock! He gets up at six oc lock!). Tell students to
Elliot, in New York. Focus attention on the conversation continue correcting the sentences, referring back to
and explain that Elliot and Lois are on the phone. the information about Elliot and Lois on pp42 and
Most of the gapped words are ones that students have 44. (W ith a weaker group, you could do this as a class
already met and so students should be able to complete activity on the board and then play the recording for
the conversation without too many problems. Give reinforcement.)
students time to read through the conversation before
T6.13 [CD 1: Track 88] Play the recording through
they listen, especially with weaker classes. Deal with
once, getting students to check their sentences
any vocabulary problems. Encourage students to use
for grammatical accuracy. Then write the pairs of
the context to help them but be prepared to explain
sentences for numbers 2 and 3 and elicit where the
as usual, too, relax, paint, thats not true, at the weekend,
main stress falls with the whole class. Remind students
and Sunday.
that the stress helps to indicate the main difference in
T 6.12 [CD 1: Track 87] Play the first two lines, the information in the pairs o f sentences, and so falls
including the example. Play the rest o f the recording on the key words.
without stopping and get students to complete the
Get students to work in pairs and mark where they
conversation. Give them time to check their answers
think the main stress falls in the rest of the pairs of
in pairs before playing the recording again for a
sentences. Play the recording again and get students to
final check.
check their answers. Also check the answers orally with
Put students in pairs to practise the phone the whole class in case students have problems hearing
conversation. If possible, get them to sit back-to-back the main stress.
so that they can t see each other. If students have
Play the recording again if necessary and then get
problems with pronunciation/intonation, play selected
students to practise the sentences with a partner.
lines from the recording again and drill chorally and
individually.

58 U nit6 Everyday
Answers and tapescript ADDITIONAL MATERIAL
1 She doesnt live in a flat! She lives in a house!
Workbook Unit 6
1 He doesnt get up at ten oclock! He gets up at six oclock!
Exercises 8 and 9 Cathys bedroom
: She isnt a businesswoman! Shes an artist!
Exercise 10 do!does!am !is/are
- He doesnt go to work by bus! He goes to work by taxi!
: She doesnt watch television in the evening! She listens to music
or plays the piano! VOCABULARY AND SPEAKING (SBP46)

Words that go together


ng about you This section reviews and extends some o f the collocations
Demonstrate the activity by writing the names of two for everyday activities that students met in Unit 5.
people (one male, one female) from your family on 1 Make sure students understand that TV stands for
the board. Get students to ask you questions about television and check comprehension o f shopping. Focus
them, using the language in the speech bubbles and the attention on the examples. Students work in pairs to
cues in the Students Book. If students have problems continue matching the verbs and nouns/phrases.
-witching from questions with be to the Present Simple
T 6.14 [CD 1: Track 89] Play the recording and get
questions, drill the language as a class.
students to check their answers. If necessary, check the
Get students to write the name of two family members meaning of stay at home.
on a piece o f paper. Remind them to choose one male
and one female. Students work in pairs and ask and Answers and tapescript
answer about the family members. Monitor and check get up early
for correct use o f he/she, his/her and the third person go to bed late
singular Present Simple forms. listen to music
watch TV
SUGGESTION cook dinner
work in an office
You could ask students to bring in family photos for
the above activity. go shopping
drink coffee
eat in restaurants
Check it have a shower
7 This exercise consolidates the auxiliary forms do/dont play the piano
and does/doesnt in Present Simple questions and short stay at home
answers. Focus attention on number 1 and elicit the
answers (Do, do). Students continue completing the 2 This is a questionnaire activity to practise Yes/No
questions and answers, working individually. questions. As a variation, students use Yes, always,
Ask students to check their answers in pairs before Yes, usually; Yes, sometimes; or No, never in their
checking with the whole class. answers, rather than Yes, I do./No, I dont. This allows
them to practise the frequency adverbs in a simple but
Answers meaningful way.
Do you like ice-cream? Yes, I do.
T 6.15 [CD 1: Track 90] Focus attention on the
I Does she work in London? Yes, she does.
questionnaire. Play the recording and get students to
3 Where does he work? In a bank.
- Do you go to work by bus? No, I dont. repeat chorally and individually. Drill the intonation if
5 Does she go to bed early? No, she doesnt. necessary.
: Do they have a dog? Yes, they do.
Does he speak German? No, he doesnt.
8 Do they live in the US? No, they dont.'

U nit6 Everyday 59
Elicit the answer to question 1 as an example. Students
do the exercise in pairs. Have a brief feedback session
1 Do you get up early?
by getting students to give their answers to individual
2 Do you have a big breakfast?
3 Do you walk to school or work? questions.
4 Do you go to school or work by bus? Here students learn which prepositions are used with
5 Do you watch TV in the evening? the days, parts o f the day, and times. Elicit the answer
6 Do you go shopping at the weekend? for times and the weekend (at) and then get students to
7 Do you eat in restaurants? write the correct preposition for the other phrases.
8 Do you drink wine?
9 Do you go to bed late?
Check the answers. Highlight the difference between
in the afternoon but on Friday afternoon, in the evening
but on Saturday evening, etc.
3 Focus attention on the language in the speech bubbles.
Drill the question and three possible answers. Get Answers
students to ask you a few o f the questions and give at nine oclock on Saturday evening
true answers. Demonstrate how to record the answers at ten thirty on Thursday morning
by putting the four adverbs on the board and ticking at twelve fifteen on Friday afternoon
under the appropriate one. at the weekend in the morning
on Sunday in the afternoon
Students then work in closed pairs, asking and on Monday in the evening
answering, and noting down their partners answers.
4 This follow-up phase allows students to talk about
4 Focus attention on the example and then get students
themselves and their partner and so get practice in
to complete the other sentences with either in, on, or a\
switching from first to third person. Focus attention
Check the answers.
on the example and then elicit more information from
individual students about themselves and their partner. Answers
Dont over-correct students during the feedback stage, 2 on 3 in 4 on 5 at
just allow them to say what they want to say and then
correct any com m on mistakes at a later stage.
Focus attention on the example answers in the speech
ADDITIONAL MATERIAL bubbles. Get students to practise asking and answering
questions 1 -5 in closed pairs. This allows them to
Workbook Unit 6 practise the we form of the Present Simple. Get them
Exercise 13 Words that go together to complete the sentences in writing about when they
do have English lessons. Encourage them to include the
day, part o f the day, and time: We have English lessons
EVERYDAY ENGLISH (SB P47) on (Monday evening) at (seven thirty).
Days of the week Talking about you
1 I H M [CD 1: Track 91] Explain that students are 5 Students complete the questions with the correct
going to learn the days o f the week in English. Play preposition, then ask and answer the questions in
the recording and get students to write the days in closed pairs. Monitor and check for correct question
the correct order on the calender. Pause the recording formation, use o f short answers, and prepositions o f
if necessary to give students time to write. Play the time. If you have time, conduct a brief feedback session
recording again and get students to repeat chorally and to allow students to talk about their partner and so
individually. Make sure they can distinguish Tuesday practise the third person singular.
and Thursday and that they only produce two syllables
in W ednesday/' wenzdei/. Answers
Do you...
Answers and tapescript have a shower in the morning/evening?
Monday Tuesday Wednesday Thursday Friday get up early on Sunday morning?
Saturday Sunday go to work/school on Saturday?
eat in restaurants at the weekend?
Students practise the days again with each student watch TV in the afternoon?
saying one day o f the week in the correct order. stay at home on Friday evening?

60 U nit6 Everyday
TIO N AL M ATERIAL

Unit 6
se 12 Prepositions - in/at/on
~ses 1 4 -1 7 Reading - Barack Obama
'se 18 Days of the week

't forget!________________________________
Unit 6
!ses 1 9 -2 3 Revision

list
the students to turn to pp 132-3 and go through
words with them. Ask them to learn the words for
work, and test them on a few in the following lesson.

Resource Disc
6 Test
6 Skills test
and check 2 (Units 4 -6 )

/DVD
6 Saras day on iTools and iTutor
Question words me/him/us/them
this/that Adjectives
Can I . . . ?

My favourites

Introduction to the unit Language aims


The title o f this unit is My favourites Question words The question words introduced in previous units are
and it gives practice in describing reviewed, and Why is also introduced. Students met How many? in How
lifestyles, preferences, and places. many languages do you speak? and How much is it? used to ask about prices
The grammar input includes revision in Unit 5. Both questions are reviewed in context in this unit, but the
and extension o f question words, grammar syllabus doesnt deal with the use of much/ many with uncountable
the introduction of object pronouns, countable nouns. This is covered in New Headway Elementary, Fourth editioi
and the demonstratives this and that. and so doesnt need to be handled in any depth at this relatively early stage.
Students get skills practice with a
Object pronouns Subject pronouns (I, you, he, etc.) are reviewed, and objecl
reading and writing section linked to
pronouns (me, you, him, etc.) are introduced. The Gram m ar Spot on p49 als<
a focus on places.
lists possessive adjectives so that students can see the full set o f patterns with
Useful adjectives and their opposites these words that are easily confused.
are introduced and practised. The
this/that This and that are introduced in the context of talking and asking
situational and functional syllabus
about objects and people. How much is this/that? for asking about prices is
continues with an Everyday English
also introduced.
focus on making requests with
Can I . .. ? Vocabulary A set o f key everyday adjectives and their opposites is
introduced. This gives an opportunity to review objects introduced in earliei
units. Students also review the use o f a/an + adjective + noun.

Everyday English Requests with Can I ...? are introduced and practised in a
range o f situations.

Workbook There are exercises to practise object pronouns and possessive


adjectives. This/that is consolidated, and students practise question words
in a variety o f exercises. The adjectives from the unit are also consolidated.
Requests with Can I ...? from Everyday English are reviewed and
consolidated.

Photocopiable activity There is a photocopiable activity to review adjective


+ noun collocations on p i44.

POSSIBLE PROBLEMS
The similarity between subject and object pronouns and possessive
adjectives often presents problems for students. Choosing the correct
question word can also be problematic. The Students Book and
Workbook give practice to help students with these areas, but be
prepared to monitor them during pairwork and review as necessary.

62 Unit 7 My favourites
Tell students they are going to review the questions that
Notes on the unit Ginas fans asked her on her website. Focus attention
F
TARTER (SB p48) on the example and then give students time to find the
missing question words. Check the answers. Highlight
section sets the theme of the unit - favourites - and
the use of Why and because to ask for and give reasons.
students the opportunity to recycle some o f the
Check the pronunciation: why /wai/ and because /bi'koz/.
bulary from earlier units in a personalized way.
Give an example of your own favourite for two or three of Answers
the categories. Elicit possible answers for each category to 2 Who 5 Who 8 How many
check students understand what they refer to. Then give 3 What 6 How 9 Why
students a short time to think of their own favourites. 4 When 7 Why 10 What

Focus attention on the speech bubbles to demonstrate


the activity. Students met the pronoun it for Focus attention on the speech bubbles. Drill the
recognition in Unit 5. Ask them what it refers to examples chorally and individually. Make sure students
here (pizza) but dont go into a presentation o f object understand that they need to answer as Gina, and
pronouns at this stage. remind them to take it in turns to ask the questions so
that both students get practice in giving the answers.
Students ask and answer about some of the things in
Get students to practise the questions and answers
exercise 1 in open and then closed pairs.
in closed pairs while you monitor. If students have
Elicit a few more examples of students favourites in a problems with pronunciation, drill key sentences and
short feedback session. highlight the falling intonation. Then get students to
continue practising in closed pairs.

LOVE IT! (SB p48) ! * [CD 1: Track 93] Play the recording and let
students compare their answers.
tion words - me/him/us/them
section reviews questions and answers, and presents 1
V.' and because. At this stage theres no need to pre-teach 1 Where do you live?
the new vocabulary unless you feel that students will I live in France, in Paris.
difficulty understanding from context. If this is the 2 Who are you married to?
or if you have a weaker group, you could pre-teach/ Julien Caribe. Hes French.
3 What does your husband do?
some o f the following items -.fashion model, divorced,
Hes a photographer.
~n show, choose, clothes, designer, kids, adore, Swedish,
4 When are you in Sydney again?
work hard, free time.
Next October.
Focus attention on the photos and the text. Ask Where 5 Who are the kids in the photos?
is the text from : a magazine, a book, or a website? My daughters, Freya and Frida, and my son, Pierre-Louis.
I heck students understand that its from a website and 6 How old are they?
it shows a webpage with questions and answers. Ask Theyre six, four, and ten months old.
\7io is Gina Macy? and elicit Shes a fashion model. 7 Why do your daughters have Swedish names?
Because their father is Swedish.
1 W [CD 1: Track 92] Focus attention on the
8 How many shows do you do every year?
: uestions in exercise 2. Ask students to read the text
About eight.
and listen to the recording, and note down the relevant
9 Why do you work so hard?
nformation about Ginas favourites. Play the recording
Because I love my work.
md check the answers. 10 What do you do in your free time?
I go out with my family.
Answers
3 - as favourite.
city is Paris. designer is Chanel, This exercise highlights the use of object pronouns
day is Friday. food is pizza. and possessive adjectives. Focus attention on the
examples and then put students in pairs to complete
the sentences. Encourage them to work from memory
Elicit any further information students can remember as much as possible and only to refer back to the text if
ioout Gina, e.g. Shes married. She has three children.
they need to.
She loves her job , etc.

Unit 7 My favourites 63
Answers Answers
2 him, me 5 Their, them Subject 1 you he she it we they
3 our, them, us 6 our Object me you him her it us them
4 my, our, them Possessive my your his her its our their

6 Focus attention on the example and then set a time Ask students to underline the object pronouns in the
limit o f 2 - 3 minutes to encourage students to work webpage.
quickly to complete the task. Put students in pairs to Read Grammar Reference 7 .1-7.2 on p i 26 together
compare the details. in class, and/or ask students to read it at home.
T 7.3 [CD 1: Track 94] Play the recording and get Encourage them to ask you questions about it.
students to check their answers. Put students in new
pairs to read the corrected text aloud. Encourage them
to read as fluently as possible so that they dont sound SUGGESTION

stilted. Be prepared to drill difficult words and lines as To give more practice with question words, you
a class and get students to repeat the task. can have a quiz in which the students generate the
questions. You can give different groups sets o f answers
Answers and tapescript and get them to write the questions. You will need to
Gina is a fashion model. Paris is her favourite city. She loves it there. choose answers that can only generate one question
Next October shes in Sydney for a fashion show. Shes now married and only focus on the present tense at this stage. Check
to a Frenchman. They have a baby son. Friday is their favourite day.
the questions with each group, and then divide the
students into pairs so that each student in the pair has
a different set of questions. Students ask and answer in
In a brief follow-up, ask students Do you ask questions pairs, scoring a point for each correct answer.
on websites? and elicit a range of answers from the class.
Allow students to give as much detail in their answers
as they can. ADDITIONAL MATERIAL_____________________________________________

Workbook Unit 7
GRAMMAR SPOT
Exercise 1 Questions - An interview with Johnny Depp
1 Give students time to complete the matching task. Exercises 6 - 8 Pronouns and possessives - me/him; my/his
Then check the answers.

Answers THIS IS MY FA V O U R ITE... (SBP50)


Where? In America.
When? On Sunday. this and that
Who? Peter.
1 Pre-teach/check the difference between this and that.
Why? Because...
To demonstrate this, stand next to a student and say, e.g
How many? Ten.
This is (Yuko). Pick up an object and say, e.g. This is {my
new bag). Repeat with other students and objects. To
2 Check comprehension of the terms subject and object
demonstrate that, point to a student at a distance from
pronouns by writing this simple table on the board.
you and say, e.g. That is {Katya). Point to an object at
Subject Verb O bject
a distance from you and say, e.g. That is {a map o f the
I like you. world). Repeat with other students and objects.
You like it.
Also introduce the questions W hats this? and W hats
She likes them.
that? in the same way. Make sure students understand
We like him.
that we use this to refer to people and things that are
Focus attention on the chart in the Students Book near to us and that to refer to people and things that
and on the examples. Get students to complete are not near to us.
the missing words, working in pairs. Check the
Focus attention on the pictures. Give students time
answers with the whole class.
to read the conversations. Encourage them to use the
context and information in the pictures to help them
with new vocabulary. W ith weaker students, ask where
and/or who the people are in each picture to help them

64 Unit 7 My favourites
-nderstand the context. If students query the use of A D D IT IO N A L M ATERIAL
:ne in number 7, explain that we say one not to repeat
oat, but dont go in to a grammatical presentation of Workbook Unit 7
:ne/ones at this stage. Exercise 9 this/that

T7.4 [CD 1: Track 95] Focus attention on the


examples in numbers 1 and 2. Then give students time PRACTICE (SB p51)
to complete the rest of the conversations, working
individually. Get students to check their answers in I like them!
pairs before playing the recording as a final check. 1 This section practises object pronouns and allows students
to personalize the language by talking about people and
answers and tapescript
things. Pre-teach/check hate and o f course. Focus attention
A This is my favourite family photo.
Ah, yes. You all look very happy!
on the example and make sure students understand what
the answer it refers back to (ice-cream). Students complete
Whos that?
the other sentences, working individually.
D The guy in the hat? Thats the boss!
E Whats that? T 7.5 [CD 1: Track 96] Get students to check their
F Its my new MP3 player. answers in pairs before letting them check against the
E Wow! Its great! recording. Ask students what the pronoun refers back
to each time (given in brackets in the key below).
G How much is this?
H 9.50. Sentence 5 assumes the teacher is a woman. Check what
G Ill have it, please. pronoun would be used if the teacher were a man (him).

I How much is that?


Answers and tapescript
J Its 500. 1 Do you like ice-cream?
I I love it. Its fantastic! Yes, I love it. (ice-cream)
Is this your phone? 2 Do you like dogs?
L Yes, it is. Thanks. No, I hate them, (dogs)
M I like that coat. 3 Do you like me?
N The blue one? Of course I like you! (me)
M No, the red one! 4 Does your teacher teach you French?
No, she teaches us English, (you)
I like this wine.
5 Do you like your teacher?
P Wheres it from?
We like her very much, (your teacher)
Chile. It's delicious.
Q This is for you.
R A present? For me? Why? What do you like?
Q Because I love you!
2 Check comprehension o f the items in the box.
Focus attention on the speech bubbles and check
If vou have time, get students to practise the comprehension o f love, hate, and adore. This can be
mversations in pairs before referring to them to done with simple board drawings of faces - a smiling
I-rammar Reference 7.3 on p i 26. face for love/adore and a frowning face for hate.
Review the names and pronunciation of some of the If appropriate, also teach Its/ Theyre all right, if students
ubjects in the classroom by asking Whats this/that in want to give a more neutral answer.
English? Make sure you include an object or picture of Drill the language in the speech bubbles chorally and
an object beginning with a vowel so that students review individually. Check for correct sentence stress in the
Ms an (umbrella). Focus attention on the examples in the answers:
r>eech bubbles. Drill the examples in open pairs. Elicit
Yfs, I love it!
: cher examples in open pairs and encourage students to
_se the possessive s where appropriate, e.g. Its (Konrad) s No, I hate it!
coat Then get students to ask and answer about other Oh yes! I adore them.
;.assroom objects in closed pairs. Monitor and check
Get students to give two or three more examples
tor correct use of Whats this/that? and the possessive s.
in open pairs across the class. Then get students to
T-.eck the answers by getting students to ask and answer
continue in closed pairs. Monitor and check for the
bcross the class.
correct use o f object pronouns.

Unit 7 My favourites 65
Questions and answers 7 a What time do lessons start at your school?
They start at nine oclock.
3 Pre-teach/check marry, chocolate, sit next to, and
8 f How many languages does your teacher speak?
carrots. Focus attention on the question in the example
Three.
and review the formation o f Present Simple questions
with do and does. Focus attention on the answer and
review the use o f the object pronoun it. Check students Get students to practise the questions and answers
know what the pronoun refers back to {London). in closed pairs. Monitor and check for correct
Review the use of -s in third-person Present Simple pronunciation and intonation. If students have
verbs. Point out that sentences 5 and 6 are negative problems, drill the questions and answers chorally.
questions. Demonstrate the personalization phase by getting
Give students time to write the questions and answers the students to ask you the questions. Students then
individually. Monitor and check for grammatical continue in closed pairs, talking about themselves.
accuracy. Check the answers and then get students to
Check it
ask and answer the questions in pairs.
5 Focus attention on the first pair o f sentences as an
Answers example. Students continue working individually to
2 Why does Annie want to marry Peter? choose the correct sentences.
Because she loves him.
Get students to check their answers in pairs before
3 Why do you eat so much chocolate?
checking with the whole class.
Because I adore it.
4 Why does Dan always sit next to Maria?
Answers
Because he likes her.
1 What do you do at the weekend?
5 Why dont you watch football?
2 Who is your boyfriend?
Because I hate it.
3 How much money do you have?
6 Why dont you eat carrots?
4 I dont drink beer. I dont like it.
Because I hate them.
5 Our teacher gives us a lot of homework.
6 She loves me and I love her.
If students had a lot o f problems with the question
formation or the object pronouns, go over the key
grammar in each question and answer, model each ADDITIONAL MATERIAL__________________________________________

exchange, and get students to repeat it. Teachers Resource Disc


4 Pre-teach/check learn, on you (referring to money C om m unicative activity Unit 7 Q and A
you have with you), start (verb), a lot (of bands).
Check comprehension o f How? to ask about manner Workbook Unit 7
by eliciting the answer to question 1 {By bus.). Then Exercises 2 - 4 Question words
get students to continue matching the questions and Exercise 5 Why? Because ...
answers, working individually.
[CD 1: Track 97] Play the recording and get
VOCABULARY (SB P52)
students to check their answers.
Adjectives
Answers and tapescript
1 How do you come to school? 1 This exercise reviews and extends com mon adjectives
By bus. in context. Focus attention on the example and explal
2 h What do you have for breakfast? that each missing word is an adjective. The word is
Toast and coffee. given in jumbled order in brackets and sentences 1-6
3 e Whos your favourite band? contain positive adjectives, and 7 and 8 negative
I dont have a favourite. I like a lot. adjectives. Give students time to unscramble the wore
4 b Where does your father work? and complete the sentences, working in pairs. Reminc
In an office in the centre of town. them to cross out each letter in the anagrams as they
5 g Why do you want to learn English? go along to make sure they have spelled the word
Because its an international language. correctly. W ith weaker students, write the first letter
6 d How much money do you have on you?
each adjective on the board to help get them started.
Not a lot. About 2.

66 Unit 7 My favourites
Check the answers with the class, getting students
PHOTOCOPIABLE ACTIVITY
to spell out the adjectives each time. Drill the
UNIT 7 Its an old computer pl44
pronunciation if necessary.
M aterials: one copy o f the worksheet cut up per pair
Answers o f students
I nee 6 beautiful Procedure: this activity practises adjective and noun
3 :Ovely 7 terrible
combinations in a pictionary-type activity.
4 -appy 8 awful
5 nteresting Divide students into pairs. Give each pair a set of
adjective and a set of noun cards, kept in separate
piles.
This exercise introduces some key adjectives and their
Each student takes an adjective card and a noun
jpposites. It also reviews Its. Focus attention on the
card. If their noun card cannot be matched with
pictures and the example. Get students to tell you any
their adjective card, then they replace it at the
other of the adjectives they recognize or let them guess.
bottom o f the pile and take another, until they find
?re-teach the remaining adjectives, using mime. Make
a combination which they are able to depict in a
>ure students understand they only have to write Its and
drawing. Each student then draws a picture of their
:he appropriate adjective, not the name o f the objects.
combination.
Answers W hen they have finished drawing, students show
I It's expensive. / Its cheap. their picture to their partner, asking W hats this?
3 It's new. / Its old. Their partner has to guess which adjective/noun
x It's hot. / Its cold. combination has been depicted, and reply using
3 It s black. / Its white. Its a(n) . . . .
: It's right. / Its wrong.
Students continue until all the adjective cards have
been used.
Drill the pronunciation of the sentences chorally and
.ndividually.
ADDITIONAL MATERIAL
T 7.7 [CD 1: Track 98] Focus attention on the
example. Give students a few moments to read through Workbook Unit 7
;he gapped conversations before they listen. Play the Exercise 10 Adjectives - happy/miserable
recording and get students to fill in the gaps. Play the
recording a second time if necessary.
READING AND WRITING (SB P53)
Check the answers with the class and then get them
to practise the conversations in pairs. If students have A postcard from San Francisco
problems with the pronunciation, especially the voice
1 This section extends the focus on adjectives in the
range, drill the conversations from the recording and
context of a description o f a place. Focus attention on
rhen get students to practise again in their pairs.
the photos and elicit information about the place that
Answers and tapescript is shown, e.g. Is it a big city? Is it in the United States?
1 A Its so hot today, isnt it? Where do you think it is? Tell students they are going
1know. Its 35 degrees! to read and listen to the postcard. Encourage them to
2 Hey! 1like your new shoes!
guess the meaning of new words.
D Thank you! Theyre really nice, arent they? T 7.8 [CD 1: Track 99] Play the recording and get
Theyre fantastic! students to follow in their books. Check comprehension
3 E 1live in a very small flat. of the following, using the context and photos to help
F How many bedrooms do you have? where possible: on holiday, comfortable, friendly, easy to
E Only one! understand, speak fast, seafood, wonderful, amazing, rain,
4 G How much is that coat? fog, wet, see you next week.
H 150. 2 Elicit the answer to question 1 as an example (Its from
G Wow! Thats too expensive for me. Ruben and Pasha.). Get students to answer the other
5 1 Your names Peter, isnt it? questions, working individually. Check the answers
J Yes, thats right. with the whole class.
1 Nice to meet you, Peter.

Unit 7 My favourites 67
Answers Iveta in town
1 Its from Ruben and Pasha. 4 Yes, it is. 2 1 W [CD 2: Track 1] Explain that students are goin
2 They're in San Francisco. 5 The weather. to hear Iveta in different places in town. Focus on the
3 Theyre on holiday. example in the table and play the first conversation.
Play the other four conversations, pausing after each
3 Focus attention on the adjectives Pasha and Ruben use one. Get students to complete their answers, choosing
to describe their hotel. Get students to continue finding from the places from exercise 1. Play the conversations
the appropriate adjectives. Point out that for one of through again if necessary. Check the answers with the
the adjectives for San Francisco they will need to use a whole class.
negative formed with not.
Answers
Get students to check their answers in pairs before 2 in a clothes shop; to try on a jumper
checking with the whole class. 3 in a post office; to post some letters
4 in a cafe; a coffee
Answers
5 in a chemists; some aspirin
the people: friendly
the food: delicious T 7.9
the cafes and restaurants: wonderful 1 Can I have a return ticket to Oxford, please?
San Francisco: beautiful, big, not expensive 2 I like this jumper. Can I try it on?
the shops: great 3 I want to post these letters to the Czech Republic, please.
the Golden Gate Bridge: amazing 4 Can I have a coffee, please?
the weather: awful, cold, wet 5 Some aspirin, please.

3 [CD 2: Track 2] Focus attention on the gappei


Writing
conversations. Pre-teach/check a return ticket, pay by
4 Focus attention on the skeleton of the postcard. You credit card, machine, enter your PIN number, changing
can get students to write their postcard in full in class, rooms, scales, stamp, latte (a type o f white coffee),
feeding in vocabulary where relevant, or give it for take away, Pardon?, and packet. Elicit as many answers
homework. W ith a weaker class, you could draft the for conversation 1 as the students can remember.
postcard as a class activity on the board, and then get Play the recording and get students to check. Students
students to write a different postcard for homework, continue completing the other conversations, working
based very closely on the draft. in pairs.
Play the recording o f all five conversations and get
EVERYDAY ENGLISH (SB P54) students to check/complete their answers.

Can I.. . ? Answers and tapescript


1 In a railway station
1 This section focuses on requests in everyday situations.
I Can I have a return ticket to Oxford, please?
Students are introduced to Can I ...?, but dont give a
A Sure.
detailed explanation o f the grammar of can at this stage.
I How much is that?
Focus attention on the main photo o f the young A Twenty-two pounds fifty, please.
woman. Explain that her name is Iveta and shes Czech. I Can I pay by credit card?
Tell students that they are going to see and hear her in A No problem. Put your card in the machine. And enter your
different places and situations. PIN number, please.

Focus attention on exercise 1. Check comprehension 2 In a clothes shop


of the vocabulary in the activities list by reading out I Hello. Can I try on this jumper, please?
Of course. The changing rooms are over there.
each activity and getting students to point to the correct
picture. Repeat this procedure for the places vocabulary. 3 In a post office
Focus attention on the example. Students then write the I Can I post these letters to the Czech Republic, please?
correct numbers and letters for the rest of the pictures. Sure. Put them on the scales. Thats 1.68.
I Thank you. How much is a stamp for a postcard to the
Check the answers.
United States?
Answers (down) Sixty-two p.
2d 5a lb 4e 3c I Can I have three, please?

68 Unit 7 My favourites
4 In a cafe Dont forget!
D Yes, please!
Workbook Unit 7
I Can I have a coffee, please? A latte.
D Large or small? Exercises 1 2 -1 4 Revision
I Small, please. To take away.
D Sure. Anything to eat? Word list
I No, thank you. Just a coffee. Ask the students to turn to pp 1 3 3 -4 and go through
D Thanks a lot. the words with them. Ask them to learn the words for
: In a chemists homework, and test them on a few in the following lesson.
E Next, please!
I Hello. Can I have some aspirin, please? Video/DVD
E Twelve or twenty-four? Unit 7 Alfies Antique Market on iTools and iTutor
I Pardon?
E Do you want a packet of twelve aspirin or twenty-four?
( I Oh, twelves fine, thanks.

Get students to practise the conversations in closed


pairs. Monitor and check for correct pronunciation and
intonation. If students have problems, drill key sections
chorally and then get students to repeat the closed
pairwork.

fc-.eplay
4 Check comprehension o f single ticket, jacket, T-shirt,
parcel, letter, cheese and salad sandwich, shampoo, and
toothpaste. Elicit likely prices for the train tickets and
posting the parcel/letter. Choose a pair o f students
to demonstrate the conversation in a railway station.
Get students to continue practising the conversations,
working in closed pairs and taking it in turns to be
the assistant and the customer. Monitor and check for
correct pronunciation and intonation. If students have
problems, drill key sections o f the conversations and
get them to practise again in pairs.
Ask students to act out their roleplay to the class in a
feedback session.

ADDITIONAL MATERIAL

crfcbook Unit 7
cise 11 Can I ...?

Unit 7 My favourites 69
Rooms and furniture

8
There is/are

Prepositions Directions

Introduction to the unit POSSIBLE PROBLEMS

The title of this unit is W here I live There is/are


and the theme is homes and cities. Students will be familiar with the forms is/are from their knowledge
There is/are and any are introduced in of the verb to be. However, students may find it confusing to have a
the context of talking and asking about singular and plural form to talk about what exists, especially if the
rooms and furniture. Prepositions of equivalent structure has a single form in their own language.
place are reviewed and extended. There Students can also confuse there and their, so they may need help in
is a range o f skills practice, including a this area in written work. In terms o f pronunciation, students need
reading and vocabulary section on the practice in the /6/ sound in there and also need help with linking
city o f Vancouver, and a listening and Theresjx and Therejire. The intonation o f the question form may
writing section on the students own need careful drilling.
home town.
any
The lexical set is o f rooms and Students often ask what any means, as there is usually no direct
furniture. The language o f asking about translation in their own language. There is o f course no real answer
local amenities and giving directions
to this, so simply tell students that they need to use any in negatives
is introduced and practised in the and plural questions with there is/are. Students also sometimes have
Everyday English section. a tendency to use any in the positive, so be prepared to monitor and
check for this.

Language aims Prepositions of place In, on, under, and next to are introduced and practised
There is/are There is/are is introduced in the context o f talking about furniture in rooms.
in the positive, question, and negative
forms. Vocabulary The lexical set is o f rooms and furniture. Students are given the
opportunity to personalize the language by talking about their own home.
any Any is introduced for negatives
and plural questions with the structure Everyday English This covers the language o f asking about local amenities
there is/are. It is not used with any and giving simple directions.
other structures at this stage so that Workbook The lexical set of rooms and furniture is consolidated, and there
students have the opportunity to get is also an exercise to practise the vocabulary introduced in the reading
used to using it. Some is included for and vocabulary section. There is/are and any are practised in a range of
recognition, but is not given a full exercises, and the prepositions o f place from the unit are practised further.
presentation or contrasted with any, There is further practice in reading, and the language of local amenities and
as this is covered in Unit 12. directions from Everyday English is consolidated in a range o f exercises.

Photocopiable activity There is a photocopiable activity to review there is/


are, rooms and furniture, and prepositions on p !4 5 .

70 Unit 8 Where I live


Notes on the unit ROBERTS LIVING ROOM (SB P57)

STARTER (SB p56) There is/are...


Focus attention on the questions in exercise 1. 1 Focus attention on the photograph and the rubric for
Pre-teach/check garden and balcony, and the difference exercise 1. Ask W hats his name? (R obert ) and Where is
! between house and flat. You can draw these on the he? (In his living room.) Pre-teach/check PlayStation,
[ board to highlight the difference. Demonstrate the games, posters, walls, and tidy.
activity by talking briefly about your own home. Only T 8.3 [CD 2: Track 5] Play the recording through
include language that students have already met, once and get students to read and listen to the text, not
I e.g. adjectives big, small, etc. As a class, students talk writing anything at this stage. Write the sentence Theres
i briefly about where they live. Let students exchange an old sofa, and there are two armchairs, on the board.
information freely and dont interrupt or over-correct Underline Theres and there are. Focus attention on the
at this stage. first gap in Roberts text and elicit the answer (There).
3 * : * [CD 2: Track 3] Focus attention on the picture Play the recording again and get students to complete
I of the house. Play the recording and get students to the text. Check the answers with the whole class.
point to the correct room and repeat the words chorally
Answers and tapescript
! and individually. Check for accurate pronunciation of
My living room isnt very big, but I think its great. Theres an old
[ kitchen /'kitfin/.
sofa, and there are two armchairs. Theres a table with a TV and a
DVD player on it. Theres also a PlayStation. I love all the games.
Tapescript
There are some books, and there are a lot of pictures and posters
:athroom, bedroom, kitchen, dining room, living room
on the walls. There are two lamps. My rooms not very tidy, but its
really comfortable.
p Focus attention on the example. Then get students to
find the rest of the things in the house and write the
If students query the use o f some, ask How many
correct number, working in pairs. Check the answers
books? and elicit We dont know, to get over the idea of
with the class.
indefinite quantity.
Answers and tapescript 2 Focus attention on the speech bubbles. Write the
I T ] abed Ql] an armchair sentences on the board and ask Singular or plural?
[6] a cooker [T] a lamp (Theres an old sofa. - singular and There are two
T5] a sofa [8] a picture armchairs. - plural). If you know the students mother
a TV [M] a magazine
tongue, you can translate There is/are. If you dont, they
Q] a shower a DVD player
should be able to pick up the meaning from the context.
jT ] a toilet a laptop
[7] a table [] a desk Drill the language in the speech bubbles chorally and
| [5] a fridge individually. Check students can accurately reproduce
the linking in both forms:

T 8.2 [CD 2: Track 4] Students listen and repeat Theres jm jold sofa.
the words chorally and individually. (See above for Thereare two armchairs.
tapescript.) Check for accurate pronunciation and word
Elicit more singular and plural examples from the class,
stress o f the following words, getting students to repeat
using the other nouns in the exercise. Students then
several times if necessary:
repeat the sentences working in closed pairs. Monitor
a cook er/'/ and check for correct use of there is and there are.
a sofa /'soofo/
Get students to practise there is and there are with the
a T V /ti:'vi:/
objects in the classroom. Write lists on the board o f the
a shower /'Jauo/
things you have in your classroom, e.g.
a toilet /'toilot/
a fridge Ifnd'rJ Singular: a picture, a table, a CD player, a photo
a picture /'piktJo/ Plural: lots o f books, chairs, desks, bags
a magazine /msego'zim/ Students work in pairs and take it in turns to make
a DVD player /di: vi: 'di: pleio/ sentences about objects in the classroom. Monitor and
check for correct use o f there is and there are.

Unit 8 Where I live 71


* : * [CD 2: Track 6] In this exercise, students students to continue in closed pairs. Monitor and
practise the question form and short answers. Focus check for correct formation o f the questions and shorl
attention on the questions and answers. Play the answers, and the correct use o f any.
recording and get students to listen to the questions Check the answers with the whole class by getting
and repeat chorally and individually. Check students students to ask and answer across the class.
can accurately reproduce the intonation in the
questions, and the linking in the short answers: Answers
Is there a TV? Yes, there is.
Are there any photographs? No, there arent.
Are there any photographs? Is there a desk? No, there isnt.
Yes, thereis. Is there a telephone? No, there isnt.
No, there isnt. Are there any lamps? Yes, there are.
Yes, thereare. Is there a DVD player? Yes, there is.
No, therearen t. Is there a PlayStation? Yes, there is.
Are there any magazines? Yes, there are.
Highlight the singular and plural forms and point
out that we use any in questions in the plural. Get
students to practise the questions and answers in closed Focus attention on the photo o f Roberts mother. Say
pairs. Monitor and check for correct formation of the H es on the phone to his mother. Focus on the picture
questions and short answers, and the correct use of any. of Roberts living room again and ask Is is tidy? (No.)
Give students time to read the questions. Students
GRAMMAR SPOT should be familiar with all the main structures and
vocabulary in the recording but it is slightly longer th;
Focus attention on the completed examples. Check
the conversations in earlier units. Remind students th
students know that Theres is singular and is the
they dont need to understand every word to be able t
contracted form o f There is, and that Are there is plural.
answer the questions.
Focus attention on the gapped sentences. Check
[CD 2: Track 7] Explain that students need
students notice that the first and third sentences
to listen for the objects in question 1 and the actual
require plural forms and the second sentence
questions in 2. Play the recording through once
singular, by focusing on the nouns. Students then
without stopping and let students discuss their answe:
complete the sentences.
in pairs. Play the recording again and let students che
Answers or complete their answers. W ith weaker students, for
Positive Theres a sofa. their first listening you can put a list o f nouns on the
There are two armchairs. board in random order, e.g. desk, sofa, photographs, et
Question Is there a TV? and get students to number them in the order they ar
Are there any pictures? mentioned in the recording. For their second listenin;
Negative There isnt a computer. get them to focus on the actual questions Roberts
There arent any photographs. mother asks.
Check the answers and elicit any other information
Give students the opportunity to practise the negative from the conversation that the students can remembe
statements by referring to the classroom, e.g. There e.g. Roberts mother wants to visit with his father.
isnt a DVD player. There arent any magazines. Write
a list of nouns on the board and get students to make Answers and tapescript
negative sentences. 1 She asks about a sofa, chairs, a TV, a PlayStation, a desk, picture:
and photographs.
Read Grammar Reference 8.1 and 8.2 on p l2 6
2 Is there a nice sofa?
together in class, and/or ask students to read it at Are there any chairs?
home. Encourage them to ask you questions about it. Is there a TV?
A PlayStation? Why?
Tell students they are going to ask and answer Is there a desk?
questions about Roberts living room. Check Are there any pictures on the walls?
comprehension of the items in the list. Focus attention Any photographs of your family?
on the speech bubbles and get students to ask and 3 She wants to visit next weekend.
answer the questions in open pairs. Elicit one or two
more exchanges using different nouns and then get

72 Unit 8 Where I live


8.5 ROBERTS BEDROOM (SB P58)

R= Robert, M =Mum
Prepositions
R Hi, Mum.
M Robert. How are you? Hows the new flat? 1 Focus attention on the prepositions. Check students
R Its great, Mum. I love it. Its really comfortable. understand the difference between in and on by putting
M And tidy? something in your book and then on your book and
R Er, well... eliciting the correct preposition.
M So, tell me about it. Is there a nice sofa?
2 Ask students What can you rem em ber about Robert?
R Well, theres an old sofa, but its OK.
and elicit any information about him, e.g. He likes
M Mmm. And are there any chairs?
computer games, or his home, e.g. Theres a TV and a
R Yes, of course, there are chairs. There are two big armchairs.
DVD player in his living room.
M Good. And a TV. Is there a TV?
R Oh, yes, there is. The TVs really big. And I have a DVD player and Focus attention on the photograph o f Robert. Ask
a PlayStationand... What room is this? (R oberts bedroom.) Briefly review
M A PlayStation? Why? the vocabulary in the picture by pointing to the objects/
R Mum, I love playing games! furniture and eliciting the correct words. Pre-teach/
M OK, OK. So, is there a desk? check the new vocabulary in the gap-fill: floor, car keys,
R There isnt a desk in the living room, but theres one in the
drawer, and trainers.
bedroom.
M Good. Now, are there any pictures on the walls? Any Focus attention on the example. Students then
photographs of your family? complete the sentences, working individually.
R Well, in the living room there are my posters of New York and [CD 2: Track 8] Get students to check in pairs
T 8.6
Sydney, but there arent any photographs, theyre all in my
before checking with the whole class.
bedroom.
M OK. Now your father and I want to see this flat. Can we visit
Answers and tapescript
next...?
1 His laptop is on the desk.
R Visit? You want to visit?
1 The CD player is next to the laptop.
M Yes. Were free next weekend. Can we come?
3 There are three books on the floor next to his bed.
R Er, next weekend... er, sorry Mum,... er, I think, e r...
4 His car keys are in the drawer.
5 Theres a football on the floor under the desk.
Refer the students to the tapescript on SB p i 17. Get 6 His trainers are next to his bag under his bed.
students to practise the conversation in closed pairs.
Monitor and check for correct pronunciation and Students practise the sentences. Monitor and check for
intonation. If students have problems, drill key sections
accurate pronunciation. If students have problems, drill
chorally and then get students to repeat the closed
the sentences and get students to practise them again.
pairwork. If you have time, students can perform the
conversation as a roleplay for the rest of the class. 3 This exercise practises questions with Where? and the
prepositions. Focus attention on the speech bubbles.
6 Demonstrate the activity by describing your own living
Remind students o f the singular form is and the plural
room. Include positive and negative sentences. Get
form are. Highlight the use of Its in the singular answer
students to work in closed pairs. Encourage students
and Theyre in the plural. Drill the questions and
to ask questions if their partner runs out of things to
answers chorally and individually. Make sure students
say. Monitor and check for correct use o f there is/are in
can reproduce the falling intonation on the questions.
all forms, any, and pronunciation and intonation. Feed
Check comprehension of the items in the lists. Elicit
back on any com m on errors with the whole class.
two or three more exchanges using the nouns in the
list. Students then continue in closed pairs. Monitor
ADDITIONAL MATERIAL
and check for correct use o f is/are, Its /Theyre, and the
cdcbook Unit 8 prepositions.
Exercises 1 -3 Rooms and furniture Check the answers with the whole class by getting
Exercises 4 - 7 There is/There are - In the garden students to ask and answer across the class.

Unit 8 Where I live 73


Answers
2 Demonstrate the activity by asking a few students the
Wheres his sports bag? Its under his bed. questions in exercise 1. Students continue asking and
Where are his pens? Theyre in the drawer. answering in closed pairs. Encourage them to also ask
Where are his magazines? Theyre on the floor next to the bed. different questions from those in exercise 1. Monitor
Where are his credit cards? Theyre in the drawer. and check.
Wheres his jumper? Its on the bed.
Wheres his lamp? Its next to the bed.
Two different rooms
Wheres his alarm clock? Its next to the bed. 3 This is an information gap using different pictures.
Where are his trainers? Theyre under the bed next to his Tell students that they are going to work with a partner
sports bag. and ask questions to find the differences between two
Where are his photos? Theyre on the wall. similar pictures o f a room. Pre-teach/check the names
Wheres his mug? Its on the books, next to his bed. of all the parts of the room and the furniture, including
window and curtains. Divide the class into pairs. Refer
4 Give students time to write about six questions each. the Student As to p59 and Student Bs to p l4 1 . Tell
Demonstrate the activity by closing your eyes and them they shouldnt look at each others picture. Focus
getting students to ask you one or two questions. Then attention on the examples in the speech bubbles and
get them to continue in closed pairs. Monitor and check drill the language. Tell students to circle the differences
for correct use o f is/are, Its/Theyre, and the prepositions. they find in their pictures. Students work in pairs to
find all the differences. Monitor and check.
SUGGESTION
Students compare their pictures to check they have
You can use the picture of Roberts bedroom on p58 found the differences.
to review there is/are in the positive, negative, and in
questions. This can be done as a warm-up activity at Answers
the beginning o f a lesson or as a filler. For further Student As picture Student Bs picture
practice, bring in pictures of rooms from magazines. Theres a cat on the floor. Theres a cat on the sofa.
These can be used for vocabulary consolidation, There are two pictures on There arent any pictures on
question and answer practice, and describe and the wall. the wall.
draw activities. There are some books on There are some books under
the small table. the table.
Theres a telephone on Theres a telephone on
the sofa. the small table.
ADDITIONAL MATERIAL
Theres a TV and a DVD player. Theres a CD player.
Workbook Unit 8 Under the DVD player there Under the CD player there
Exercise 8 Prepositions - on/under/next to ... are some DVDs. are some CDs.

4 [CD 2: Track 10] Tell students they are going


PRACTICE (SB p59)
to hear a description of one o f the rooms and that
Questions and answers they have to decide which one it is. Play the recording
through once and get students to vote for either pictun
1 Focus attention on the example. Then get students to
A or B. If there is disagreement, play the recording
write the words in the correct order to form questions.
again. Check the answer with the whole class.
Remind them to cross out the words in each set as they
use them. Answer and tapescript
[CD 2: Track 9] Play the recording and get Which room is it? (Answer: picture B)
students to check their answers. Theres a cat on the sofa, and theres a phone on a small table next
to the sofa. Theres a CD player with some CDs under it. Not a lot of
Answers and tapescript CDs. There isnt a TV, and there arent any pictures or photographs
1 Do you live in a house or a flat? on the walls. Theres one lamp. Its next to the table with the phone.
2 How many bedrooms are there? There are two tables and two armchairs. There are some books
3 Is there a phone in the kitchen? under one of the tables.
4 Is there a television in the living room?
5 Is there a DVD player under the television?
6 Are there a lot of books in your bedroom?
7 Are there any pictures on the wall?

74 Unit 8 Where I live


- it READING AND VOCABULARY (SB P60)
I Focus attention on the first pair o f sentences and elicit
Vancouver - the best city in the world
_-.e correct one as an example. Students continue
working individually to choose the correct sentence. This skills section continues the theme of describing
W here I live with a text on visitor information for the
Answers city o f Vancouver. The text is slightly longer than in
5 there a sofa in the living room? previous units and there is an increase in the amount
. '-ere's a DVD player on the floor. of new vocabulary, but the tasks are carefully staged to
I - -e there any posters on the wall? help students, and there is a lot of visual support. (With
keys are in the drawer. weaker classes, you could get students to check new
: ~-e lamp is next to the bed. words for homework before the lesson - see the list of
new vocabulary in the notes for exercise 4 below.) The
vocabulary exploitation o f the text covers a wide range of
*HOTOCOPIABLE ACTIVITY
adjectives and the nouns that they go with.
.N IT 8 Is th e re ...? Are th e re ...? TBpl45
There are examples o f superlative forms in the text ( best
Materials: one copy o f the worksheet cut in half per
and biggest) and too + adjective. Students have already met
r i:r of students
best in the context o f my best frien d in Unit 4, and they
? rocedure: Briefly review the rooms and furniture should be able to work out the meaning o f biggest and too
shown on the worksheet without showing students from context. Theres no need to do a full presentation of
the picture. Pre-teach/check wardrobe, bookshelf, comparatives and superlatives or too/enough at this stage.
chair, mirror, bath, stairs, mug, and cupboard. Drill the
1 Ask students What do you know about Vancouver? Let
pronunciation as necessary.
students give any information that they know. Focus
Put students in pairs and assign the role o f A or attention on the text on p p 60-61. Ask Where is the text
:o each student. Hand out the relevant half o f the from ? and Who is it for? Check students understand
.orksheet. Give students a few moments to look at that it is a webpage for people who want to visit
me picture and deal with any vocabulary queries Vancouver.
they may have.
Focus attention on the map and ask students to point to
Pre-teach/check gold coin. Tell students they are
Canada and the US. Say Where is Vancouver? Is it near
qoing to hide six gold coins in their picture of
the US? {Yes, it is.) If appropriate, ask students to guess
the house. Give them time to draw in the coins
how far Vancouver is from the US border and then
wherever they like, without letting their partner see.
check when they read the text.
Explain that students need to ask and answer
2 Focus attention on the pictures. Ask students to find a
questions to locate the gold in their partners house.
trolley bus as an example and then get students to find
Elicit example questions, e.g. Are there any gold
the other things in the lists, working in pairs. Monitor
:jins in the kitchen? Is there a gold coin on the table?,
and help as necessary. Check the answers by saying the
etc. Explain that students have only three minutes
things in the list and getting students to point to the
each to find the coins and remind students not to
correct picture.
iook at each others pictures.
3 Read the introduction as a class and ask students to
'tudent A asks Student questions to find the gold
point to the relevant pictures. Focus attention on the
". Bs house. Monitor and help as necessary. After
headings and elicit the words that might appear in each
three minutes shout Stop!
paragraph, e.g. Where is it?: In Canada, near the US;
Audents change roles and Student asks A
Where to stay: hotels, city centre, etc.
euestions to find the gold in As house. Monitor and
help as necessary. After three minutes shout Stop! Focus attention on the example and read the first main
paragraph as a class. Tell students not to worry if they
Ask which students managed to find all the coins
dont understand every word in the text and just to
in a brief feedback session.
focus on the matching task. Get students to read the
text as far as rains a lot in autumn and winter. Elicit
what heading goes in the first space {W hen to go).
Students continue reading and putting in the headings.
[CD 2: Track 11] Play the recording and get
students to check their answers.

Unit 8 Where I live 75


5 Focus attention on the examples in the chart. Students
Answers and tapescript
Vancouver is called the best city in the world. Why? Is it the continue finding the adjectives, working in pairs.
spectacular mountains? The beautiful beaches? The excellent shops Check the answers with the whole class, correcting
and restaurants? It's all of this and more! students pronunciation as necessary.
Where is it?
Vancouver is in south-west Canada, next to the Pacific Ocean, Answers
24 miles from the US border. Adjectives Nouns
When to go busy, cosmopolitan city
It is always a good time to visit Vancouver. The weather is never too spectacular mountains
cold or too hot. It is warm and sunny in summer, but it rains a lot in beautiful beaches
autumn and winter. excellent shops and restaurants
What to do cold, hot, warm, sunny the weather
In spring, go skiing in the mountains in the morning and sunbathe delicious, fresh seafood
on the beach in the afternoon. In summer, go swimming, sailing or excellent, expensive, cheap,
fishing, or go walking in North Americas biggest park, Stanley Park. comfortable hotels
There are excellent shops in Yaletown, and there is also theatre, slow, old trolley buses
opera, and music of every sort. Vancouver is the City of Festivals. fast, modern Sky Train
Where to eat
Vancouver is a cosmopolitan city, so there are French, Italian,
Japanese, Indian, Thai, and Chinese restaurants. Vancouvers ADDITIONAL MATERIAL
Chinatown is the second biggest in North America, after San
Francisco. There is also a lot of delicious, fresh seafood. Workbook Unit 8
Where to stay Exercise 9 Vocabulary - Revision
In the busy city centre there are some excellent, expensive hotels. Exercise 13 Reading - Berkhamsted
The beautiful Fairmont Hotel is $400 a night, but next to the sea
there are a lot of cheap, comfortable hotels from $59 a night.
How to travel LISTENING AND WRITING (SB P62)
You dont need a car in Vancouver. There are slow, old trolley buses
and there is the fast, modern Sky Train. Take the ferry - it is a great My home town
way to see the city.
This section continues the theme o f talking about cities
with a listening task based on a character who lives in
4 The vocabulary listed below is new. Encourage Vancouver. Students go on to talk about their own home
students to use the context to help them understand, town and then do a guided writing task.
but be prepared to explain some o f these words and
1 Ask students W hat can you rem em ber about Vancouver?
expressions as necessary: spectacular, excellent, all
Put them in pairs to exchange ideas and then elicit any
o f this and more, south-west, border, warm, sunny,
details in a short feedback session.
autumn, winter, spring, sunbathe, summer, go walking,
north (America), theatre, opera, o f every sort, festivals, Focus attention on the photo. Ask W hats his nam e?
cosmopolitan, Indian, Thai, fresh, seafood, slow, modern. (Steve), Where does he live? (Vancouver), Who is he
with, do you think? (His wife or girlfriend.) Where are
Elicit the answer to the first question as an example.
they? (At the beach.) Give students time to read the list
Students ask and answer in closed pairs. Monitor and
o f topics and check the vocabulary.
help where necessary. Check the answers.
T 8.10 [CD 2: Track 12] Ask What does Steve
Answers talk about? Play the recording as far as have a small
1 Vancouver is in Canada, near the US border. apartm ent there. Elicit the first two topics (his jo b and
2 It is always a good time to visit Vancouver. his apartment). Tell students they are going to listen
3 Yes. It rains a lot in autumn and winter. to the rest of the recording. Tell them to focus just on
4 People go skiing in the mountains. They sunbathe on the beach. the list of things at this stage and not to worry about
They go walking in Stanley Park.
the details of what Steve says. Make sure students
5 There is swimming and sailing.
understand they have to write / for the things Steve
6 Because Vancouver is a cosmopolitan city.
talks about. Play the recording through once and get
7 No. There are a lot of cheap hotels next to the sea. Expensive
students to complete the task. Let them check in pairs
hotels are $400 a night, and cheap hotels are $59 a night.
and play the recording through again if necessary.
8 The ferry is a good way to see the city.
Check the answers with the whole class.

76 Unit 8 Where I live


Answers Answers
Answers given in same order as the tapescript.)
What is the conversation about? Who is Steve talking to?
Steve talks about his job, his apartment, his girlfriend, Chinatown,
~e weather, skiing, golf, cycling, Stanley Park. 1 Monday mornings and meetings a colleague
T 8.10 2 going to a Chinese restaurant his girlfriend
- ! My names Steve and I live in Vancouver. I work at an 3 the weather and golf a friend
-ternational bank in the centre of the city but I live in English Bay
4 cycling to Stanley Park his girlfriend
-ear the beach. I have a small apartment there. Vancouvers a great
: ty. Its really cosmopolitan. People from all over the world live
T 8.11
-ere. Every Friday after work my girlfriend and I go to Chinatown
and have delicious Chinese food - its my favourite. 1 S Morning. Monday again!

tke the weather because its never too hot or too cold, but it A Yeah. I hate Mondays and its another busy day.
-ins a lot and I dont like that. S I know. I have three meetings this morning.
vork hard and I play hard! I love sport and Vancouvers good 2 S Hi, can I meet you after work?
for so many sports. In winter I go skiing every weekend, I like Yeah, thats great.
snowboarding, too. In summer I go swimming and I play golf,
S Six oclock OK? We can go to that restaurant next to the
often go cycling with my girlfriend. Sometimes we cycle along
Chinese supermarket.
the Vancouver Seawall to the park - Stanley Park. The mountains
Fine. I want to go there again. The foods delicious.
ook fantastic from there.
vhy doesnt everyone want to live in Vancouver? Its the best 3 S Oh no! Rain again!
oiace to live in the world! Its not so bad.
S Yes, it is. The skys really black.
Youre right. No golf today, then!
T 8.10 [CD 2: Track 12] Give students time to read
through the questions. Introduce the two place names 4 S Its a lovely afternoon. Do you want to go out?
English Bay and Vancouver Seawall and pre-teach/check D Yeah, where do you want to go?
snowboarding. Play the recording again as far as near the S What about Stanley Park?
beach and elicit the answers to questions 1 and 2. Play D Great, I love that park! The mountains look fantastic from
the rest of the recording and get students to note down there.
their answers. Give students time to check in pairs S Come on then! Lets get the bikes.

before checking with the class. With weaker students, be


prepared to play selected sections of the recording again Refer the students to the tapescript on SB p i 17. Get
to highlight key information. students to practise the conversations in closed pairs.
Monitor and check for correct pronunciation and
Answers intonation. If students have problems, drill key sections
He works at an international bank in the centre of the city. chorally and then get students to repeat the closed
I He lives in English Bay, near the beach.
pairwork. If you have time, students can perform the
3 No. His apartment is small.
conversations as a roleplay for the rest of the class.
a His favourite food is Chinese food.
5 No. He doesnt like the weather when it rains. 4 Get students to ask you the questions in the Students
6 He goes to Chinatown. Book and give true answers. Write up relevant
7 He likes skiing, snowboarding, swimming, cycling, and golf. vocabulary on the board in the categories given below
: He cycles along the Vancouver Seawall to Stanley Park. and get students to add to each list, e.g.
Where/live? house with a garden, flat, in the centre,
T 8.11 [CD 2: Track 13] This is another in a series near the beach
of short listening tasks that get students to focus on What/in your town? theatre, opera, beaches,
the key points of a situation. Focus attention on the mountains, beautiful buildings, good restaurants, an
chart and read the questions as a class. Play the first am azing bridge
conversation and elicit the answers as an example.
What/do with your friends? go to restaurants/clubs/
Play the rest o f the recording, pausing at the end to
bars/the cinema/theatre, play football/tennis/golf, go
allow students to complete the chart.
shopping/swimming/sailing/surfing/walking/skiing/
Check the answers, playing the recording again if snowboarding
students had any problems with individual sections.

Unit 8 Where I live 77


Where/go shopping? in the town centre, at the 2 Focus attention on the signs. Copy them onto the
superm arket/departm ent store/clothes shop/m arket board and drill the pronunciation of turn left, turn
right, and go straight on.
How/travel? by /bu s/train/trolley bus/bike, on fo o t
good place? Yes - exciting/amazing/interesting; no - a Answers
bit boring/dull/quiet. a turn left
b turn right
Put the students into groups and get them to talk about
go straight on
their home town or a town they like. Get them to refer to
the ideas on the board to help them, but also encourage
them to say as much as they can for themselves. Monitor 3 [CD 2: Track 14] Tell students they are going
and check, but only help if asked, as its important for to listen to some directions which they have to follow
students to have the opportunity for freer practice and to on the map. Tell students to find the start point You
rely on each other for help. Feed back on any common are here on the map. Play the first conversation as an
errors, but only focus on things which are potential example and get students to follow on the map.
blocks to communication. Correcting every small
Play the rest of the conversations, pausing after each
mistake will only discourage the class.
one and getting students to write in their final location.
Writing Get students to check in pairs. Play the recording again
and get students to check/complete their answers.
5 This writing task can be done in class or for homework.
Tell students they are going to write about a town they Check the answers with the whole class. If students
know. Focus attention on the paragraph headings and had problems, go over the exercise again, holding up
the ideas. If you have time, you might like to build up your book and following the route as you read the
a full writing model on the board, based on the town script aloud.
where students are studying. If the writing is done in
Answers
class, get students to exchange their descriptions with a
2 at the cinema
partner for checking/editing. If you check the writing,
3 at the railway station
feed back on any general errors, but again do not pick
4 at the Grand Hotel
up on every small mistake. 5 at the park
T 8.12
SUGGESTION
1 Go up North Road. Turn left at the bank into Charles Street.
If you have access to computers, you could ask
Its on the right next to the theatre.
students to do the writing task as part o f a m ini 2 Go up North Road. Turn right at the school into Hillside Road, and
project to be uploaded onto the schools network, or its on the left next to the chemist's.
onto the Internet. Students can research maps and 3 Go up North Road. Turn right at the church into Station Road. Go
photographs to produce a webpage similar to the one straight down, and its on the right next to the car park.
on Vancouver on pp60-61. 4 Go straight on up North Road for five minutes, and its in Albert
Square. Its a big building on the right.
5 Go straight on up North Road. At the post office turn left into
Park Lane. Its on the right, past the Chinese restaurant.
EVERYDAY ENGLISH (SB P63)

Directions Refer the students to the tapescript on SB p i 18. Get


students to practise the conversations in closed pairs.
NOTE M onitor and check for correct pronunciation and
This section uses s with the names o f individual intonation.
shops like newsagents and chemists. Theres no need If students have problems, drill key sections chorally
to explain this use o f the apostrophe s but if students and then get students to repeat the closed pairwork.
query it, just explain it stands for the chem ists (shop). If you have time, students can perform the
conversation as a roleplay for the rest o f the class.
4 Focus attention on the language in the speech bubbles.
1 Pre-teach/check the items in the box and drill the
Drill the language chorally and individually. Check that
pronunciation chorally. Demonstrate the activity by
students can reproduce the falling intonation on Excuse
getting students to find and point to the hotel and the
me! and the fall then rise on Is there a ... near here?
bank. Students continue locating the places on the map.

78 Unit 8 Where I live


Saying years was/were born
Past Simple - irregular verbs
have/do/go
Whens your birthday?

Tim es past

Introduction to the unit Language aims


The title of this unit is Times past and Saying years The Starter section teaches students how to read dates in
it focuses on the birth dates and lives English. This highlights dates before 2000, e.g. 1986 - nineteen eighty-six,
o f famous people. This is the vehicle and the use o f and in dates after 2001, e.g. 2005 - two thousand and five.
for the presentation of was/were born,
which is extended to general uses of the POSSIBLE PROBLEMS
past of to be. The positive forms of Past How students say dates in their own language can often create problems
Simple irregular verbs are also presented with dates in English. Some languages divide the date differently, e.g.
in a story context. Students learn how 1999 - *one thousand nine hundred and ninety-nine, so students need help
to say dates in English with focuses on with dividing the century and years correctly. The use of and in dates after
months, ordinal numbers, and years. 2001 also needs highlighting. People also differ in how they say 2010 and
The focus on collocation is extended the years that follow: two thousand and ten or twenty ten. Both forms are
with a vocabulary section on words and given in Starter exercise 2, and students will need regular practice to be
phrases that go with the verbs have, do, able to say a range of dates fluently.
and go. Skills practice is provided in the
Reading and speaking section. was/ were The past of to be is introduced in all forms. Students first contac
with the past forms is with was/were born, and then students move on to
general uses o f was/were.

POSSIBLE PROBLEMS
was/were
Students usually make the switch from present o f to be to past relatively
smoothly, although they need a lot o f practice in which subjects take was
and which take were. Pronunciation can present a problem in that the
vowels in was and were both have weak and strong forms: was /woz/
and /wdz/; and were /wo/ and /w3:/. The weak form // is in the positive
and question forms, and strong forms // and /:/ are in negatives and
short answers:
She was at school. /Ji: woz ot sku:l/
She wasnt at school. /Ji: woznt ot sku:l/
Was she at school? /woz Ji: ot sku:l/
Yes, she was./No, she wasnt. /jes Ji: w d z / / Ji: wDznt/
They were at school. /6ei wo(r) ot sku:l/
They werent at school. /6ei W3:nt ot sku:l/
Were they at school? /w3: 6ei (j)ot sku:l/
Yes, they were./No, they werent, /jes 6ei W3:/ / 6ei W3:nt/
The pronunciation of the negative forms is highlighted and practised in
the Negatives and pronunciation section on p67.

80 Unit 9 Times past


cs/were born The equivalent structure in students own number 1 and ask a student to underline the correct
ar.guage is often different, leading students to say *1 am answer. Play the rest o f the recording and get students
pm or *1 born. The unit provides a whole section on this to underline the correct years.
^rructure to help students become familiar with the Get students to check their answers in pairs before
correct forms. checking with the whole class.
*ist Simple irregular verbs The unit introduces the Past
Answers and tapescript
Scmple in the positive. The focus is on a limited number
1 nineteen ninety-six 4 seventeen ninety-nine
z f irregular verbs which are presented as a lexical set 2 nineteen sixteen 5 eighteen forty
a story context. This allows students to get initial 3 two thousand and two 6 two thousand and five
iliarization with some of the highest frequency
m lar past forms before they move on to the use of
2 Focus attention on the dates. Read the first two dates
in questions and negatives in Unit 10.
aloud and write them on the board. Highlight that we
POSSIBLE PROBLEMS divide dates in English like this:

There are a lot o f irregular verbs for students to learn 1 8 -4 0 1 9 -9 6


in the course of their studies. The initial presentation Focus attention on the last two dates. Read them aloud
is limited to a small number o f verbs, and students and highlight the use o f and in dates after 2000, and the
access them by matching to their present forms. two forms for 2010. Write 2011, 2012, etc. on the board
Students are referred to the irregular verb list on p i 42 and elicit the two possible forms: two thousand and
to help them do this and they should be encouraged eleven/twenty eleven-, two thousand and twelve/twenty
to refer to the list as they work through the remaining twelve.
units in the book.
1 [CD 2: Track 16] Play the recording and get
students to repeat chorally and individually. Elicit
kave/do/go This vocabulary section highlights common how we read each o f the dates in exercise 1. Then get
collocations with have, do, and go to form verbs for students to practise saying the dates in closed pairs.
everyday activities, e.g. have lunch, do my homework, Monitor and check.
go shopping. Students match and practise the past forms
3 Elicit the answers to the questions. The second question
: t the verbs as well as the infinitives.
includes was for recognition. If students query it, just
veryday English This covers months of the year, ordinal tell them its the past o f be, but do not go into a full
cumbers in dates, and personalizes the language by talking presentation o f was!were at this point.
ibout students birthdays.

Workbook Saying years is consolidated in writing and WHEN WAS SHE BORN? (SB P64)
fctening exercises. Was/were and was/were born are
was/were born
: : nsolidated through a range o f exercises, including a
fctening exercise, and a reading exercise about famous 1 Focus attention on the photos. Ask Who was he/she?
reople from the past. Past Simple irregular verbs are about each of the people to check the names. Check
-orther practised. There is further practice o f collocations comprehension o f When were they born? Focus
nth have, do, and go, and o f months, ordinal numbers, attention on the information about the people. Check
and dates. comprehension o f writer, south, and north. Tell students
that they will hear a short description o f each person
^lotocopiable activity There is a photocopiable activity to and that they have to write the year they were born.
review the past o f be, was/were born, and dates on pl46.
[CD 2: Track 17] Play the recording and get
students to write the years. Check the answers with
Notes on the unit the class.

STARTER (SB p64) Answers and tapescript


Briefly review numbers 1 -2 0 round the class. Write Jane Austen, the English writer, was born in 177S in Hampshire in the
numbers in the 30s, 40s, 50s, etc. on the board to review south of England.
numbers up to 100. Pre-teach/check a thousand. Luciano Pavarotti, the Italian opera singer, was born in 1935 in
Modena in the north of Italy.
T 9.1 [CD 2: Track 15] Write the two years from
number 1 on the board. Play the recording for

Unit 9 Times past 81


2 [CD 2: Track 18] Focus attention on the 1 [CD 2: Track 20] Tell the students they are
sentences. They present the I and he/she/it forms with going to hear Magalie describing her family. Ask Whe
was. Play the recording and get students to repeat was Tristan born? Play the recording as far as His
chorally and individually. Encourage students to nam es Tristan, and he was born in 1985. and elicit the
reproduce the weak form // in was. answer. Play the rest o f the recording and get students
3 Focus attention on the speech bubbles. Get students to complete their answers.
to ask you the questions and give the answers. Drill Get students to check their answers in pairs. Play the
the language chorally and elicit a few exchanges in recording again if necessary to allow students to ch ed
open pairs. Students continue in closed pairs. Monitor complete their answers. Check the answers with the
and check for correct use o f am and was, and correct whole class.
pronunciation.
Answers
4 [CD 2: Track 19] This exercise presents the
Tristan 1985
you and they forms with were, the Wh- question form, Cecilia 1988
and also reviews dates. Play the recording and get Matt 1996
students just to listen. Play the recording again and get Andre 1958
students to repeat chorally and individually. Encourage Ella 1961
students to reproduce the weak form // in was and Edith 1935
were, and the correct intonation and sentence stress:
m
My names Magalie. Its a French name, but Im not French. Im
When were you born ? I was born in 1994. English. I was born in 1994.1have two brothers and a sister. My
eldest brothers a doctor. His names Tristan, and he was born in
Get students to practise the questions and answers
1985. My sister is also older than me. Her names Cecilia and shes
in open pairs and then in closed pairs. Monitor and a teacher, and she was born in 1988. And my little brother is Matt,
check for correct reading of dates, pronunciation, and and he was born in 1996. Hes stilt a student. My father is French. His
intonation. names Andre, hes from Marseilles, and he was born in, I think...
1958. My mother is English, her names Ella, shes from Manchester,
GRAMMAR SPOT and she was born in, e r... 1961. My grandmother, who is my mother:
mother, is called Edith. Isnt that a lovely name?
Focus attention on the chart. Read out the present She was born in Bristol in ... I'm not sure, but I think about 1935.
forms of to be and focus on the past examples with
were. Elicit the I form in the past (was). Then get
Focus attention on the speech bubbles. Highlight
students to complete the rest o f the chart.
the uses o f the present and past forms. Ask the first
Answers two questions and get students to answer. Elicit the
Present Past complete questions and answers for the remaining
1 am was questions ( Theyre her parents. When were they born?
You are were Andre was born in 1958. Ella was born in 1961.)
He/She/It is was
Drill the questions and answers chorally. Elicit
We are were
some questions and answers about the other people
They are were
in Magalies family with students working in open
pairs. Students continue in closed pairs. Monitor and
Read Grammar Reference 9.1 on p i 27 together
check for correct use o f is/are, was/were born, dates,
in class, and/or ask students to read it at home.
pronunciation, and intonation.
Encourage them to ask you questions about it.
6 Pre-teach/check grandfather, aunt, and uncle, drilling
the pronunciation. Demonstrate the activity by writing
5 Focus attention on the photo. Ask W hats her name?
the names of some o f your family on the board. Focus
(.Magalie Dromard.) How old do you think she is?
attention on the example conversation. Elicit similar
(Students guess her age.) Draw a family tree on the
questions about your family from the class. Briefly
board and review/check the following vocabulary:
review he/she if students have problems with this and
brother, sister, father, mother, grandmother. Focus
make sure they use is and was correctly. Students
attention on the names of Magalies family. Read
work in closed pairs and ask and answer about their
the names aloud so that students can recognize the
respective families. Tell them to make brief notes of
pronunciation. Ask When was Magalie born? and
the dates when people in their partners family were
elicit 1994.

82 Unit 9 Times past


born in preparation for the next exercise. Monitor and 3 1 [CD 2: Track 22] This exercise extends Wh-
check for correct use of is/are, was/were born, dates, question forms with was. Play the recording and get
pronunciation, and intonation. students just to listen. Play the recording and get
7 This is a transfer activity to consolidate the third students to repeat chorally and individually. Encourage
person singular form. Elicit information from several students to reproduce the weak form // in was and the
students about their partners family. correct intonation and sentence stress.
Get students to practise the questions and answers in
a d d it i o n a l m a t e r i a l
open pairs and then in closed pairs. Monitor and check
book Unit 9 for correct pronunciation and intonation.

rcises 1 - 4 Saying years Focus attention on the speech bubbles. Ask the
question about Andy Warhol and elicit the answer
{He was an artist.). Elicit the other questions with
: RACTICE (SB p66) Where and When and get students to practise in open
pairs. Students continue asking and answering in
were they?
closed pairs. Monitor and check for correct question
Pre-teach/check the words in the box, and the formation and intonation, and for correct reading of
countries Pakistan and Austria. Drill the pronunciation the dates.
chorally and individually. Focus attention on the box.
Say Who was a singer? and elicit Michael Jackson. PHOTOCOPIABLE ACTIVITY
Students write number 5 in the singer box. Get students UNIT 9 Who were they? pl46
to continue matching the people to the jobs.
M aterials: one copy of the worksheet cut up per
pair o f students
Answers
5 singer Procedure: Explain that students are going to
2 musician exchange information about famous people from
7 actor the past.
1 writer
Pre-teach/check scientist, dancer, and Jam aica.
4 artist
3 princess Divide the class into pairs. Assign the role o f A or
6 politician to each student and hand out the relevant half
8 racing driver o f the worksheet.
Elicit the questions students will need to ask: Who
1 [CD 2: Track 21] Tell the students they are was number {1)? What was his/her job? When was
going to hear when each of the people in exercise 1 was he/she born? Where was he/she born?
born. Play the first sentence and focus on the example Demonstrate the activity by getting one pair of
about Shakespeare. Play the rest o f the recording and students to ask about picture 1 {Einstein). Remind
get students to write the other years. students to ask How do you spell that? when they
dont know the spelling of the proper nouns.
Get students to check their answers in pairs. Play the
recording again if necessary to allow students to check/ Students then complete the task, working in closed
complete their answers. Check the answers with the pairs. Monitor and check for correct use of was,
whole class. reading o f the dates, and use of the alphabet.
Get students to compare their sheets to check they

[ Answers and tapescript


1 Shakespeare was born in 1564 in Stratford-upon-Avon, England.
have exchanged the information correctly.

2 Mozart was born in Salzburg, Austria, in 1756.


3 Diana Spencer was born in Sandringham, England, in 1961. Negatives and pronunciation
4 Andy Warhol was born in 1928 in Pittsburgh, in the United States. 4 This exercise introduces the negative forms wasnt/
5 Michael Jackson was born in 1958 in Indiana, in the United States. werent, and highlights the change in pronunciation of
6 Benazir Bhutto was born in Karachi, Pakistan, in 1953. the vowel from positive to negative. It also highlights
7 Marilyn Monroe was born in 1926 in Los Angeles, in the United
the need for contrastive stress when students correct
States.
information.
8 Ayrton Senna was born in 1960 in Sao Paulo, Brazil.

Unit 9 Times past 83


H ' l [CD 2: Track 23] Focus attention on the Today and yesterday
examples. Remind students that the shading indicates
6 Pre-teach/check yesterday and briefly review the days
the main stress of each sentence. Play the recording
o f the week round the class. Briefly elicit other items
and get students to repeat chorally and individually.
that can complete the sentences, e.g.
Encourage them to produce quite a wide voice range,
the correct sentence stress, and strong vowel forms in Today/Yesterday ...
wasnt and werent. Im/I was in town/at the shops/at the cinema/in the
country/in the park
Focus attention on the Caution Box. the weather is/was good/all right/bad
1/2 Focus attention on the examples and read my parents are/were (see above examples)
the full sentences aloud. Then read the Demonstrate the activity by saying where you and your
positive and negative verb forms in isolation, parents are today and were yesterday. Elicit an example
emphasizing the change from the weak form o f the days o f the week and the weather and then get
// in was and were to the strong forms /d/ in students to continue in closed pairs. This exercise can
wasnt and /:/ in werent. Drill the sentences be extended also to practise the negative. Monitor and
and individual verb forms chorally and check for correct present and past verbs forms, and for
individually. correct pronunciation.
Make sure students understand that wasnt
Check it
and werent are contracted forms and what
the corresponding full forms are ( was not 7 Focus attention on the example. Students complete the
and were not). other sentences, working individually.
Get students to check their answers in pairs before
checking with the whole class. Get students to read
5 Focus attention on the example and ask a student
the complete sentences out in order to get more
to read it aloud. Students continue correcting the
pronunciation practice.
information, working individually. Remind students
they will need a plural verb form in numbers 3 and 5. Answers
T 9.10 [CD 2: Track 24] Play the recording and get 2 When were your parents born?
students to check their answers. 3 No, my parents werent both born in 1951. My father was born
in 1951, and my mother was born in 1953.
Answers and tapescript 4 I was on holiday in New York in 2008.
1 A Ayrton Senna was an actor. 5 Was he at home yesterday? No, he wasnt.'
No, he wasnt! He was a racing driver! 6 Were you at work yesterday? Yes, we were.
2 A Jane Austen was a princess. 7 Were they at school yesterday morning? No, they werent.
No, she wasnt! She was a writer!
3 A Marilyn Monroe and Michael Jackson were Italian. ADDITIONAL MATERIAL
No, they werent! They were American!
Workbook Unit 9
4 A Mozart was a scientist.
No, he wasnt! He was a musician! Exercises 5 - 8 was/were - was born
5 A Luciano Pavarotti and Michael Jackson were politicians. Exercise 9 Reading - Andy Warhol and Princess Diana
No, they werent! They were singers!
6 A Benazir Bhutto was a writer. READING AND SPEAKING (SB P68)
No, she wasnt! She was a politician!
Past Simple - irregular verbs
Play the recording again and get students to repeat.
ABOUT THE TEXT
If students have problems, highlight the weak and strong
verb forms in the Caution Box again and elicit where the A small set o f irregular past forms is presented in
main stress goes on each sentence. Then get students to the context of a simple, true story about a painting.
repeat again. Get students to practise the sentences in Students access the verbs through their knowledge
pairs, Student A reading the first sentence and Student o f the Present Simple and the main focus is a lexical
the correction. Monitor and check for correct sentence rather than grammatical one. It is therefore not
stress and correct pronunciation of the past verb forms.

84 Unit 9 Times past


advisable to go into a detailed presentation o f the 2 Focus attention on the photo and ask When was
Past Simple at this stage. This is covered in Unit 10. Jackson Pollock born? (1912). Use the dates to teach
When did he die? (1956). Ask What do you know about
The painting in the story is by the abstract artist
Jackson Pollock? Elicit any information students know,
lackson Pollock (1912-1956). Born in Wyoming and
in LI if appropriate.
brought up in California, he studied at the Los Angeles
Manual Arts High School. In 1930, he moved to New Pre-teach/check the following vocabulary, using the
York, where he continued his art studies. In the 1940s, pictures where appropriate: painting, charity shop,
he developed his characteristic technique o f dripping an expert, fingerprint, rich, film company, fo r sale,
liquid paint directly onto a canvas on the floor, rather art gallery.
than using a canvas on an easel and conventional Focus on the example to demonstrate the activity.
paints and brushes. In O ctober 1945, he married Students continue matching the pictures and sentences,
another American painter, Lee Krasner. By the late working in pairs. Check the answers with the whole
1940s, Pollock had become well known both inside class.
and outside the art world, appearing in Life magazine
m 1949. In the 1950s, he underwent changes in style Answers
in his work and he didnt paint at all in the last year 2f 3d 4c 5e 6a
of his life. He had suffered from alcoholism for many
vears and his career was cut short when he died in a 3 Tell students they are going to read a newspaper article
car crash when driving under the influence o f alcohol. of the story about the painting. Focus attention on the
People continued to be fascinated by Pollocks life and examples to demonstrate the activity. Tell students to
work. A biographical film was made in 2000 and the complete the rest o f the story, working individually.
chance purchase o f a Jackson Pollock in a charity shop Encourage them not to worry if they come across new
m 1992 for $5 caused huge interest. This is the true words and to try to understand them from the context.
story that appears in exercises 2 and 3 of this section.
Put students in pairs. Ask them to take it in turns to
read sections o f the article aloud and so compare their
Check the meaning of present and past and review answers.
the meaning of the verbs in their present form.
Demonstrate the activity by eliciting the past of be Answers and tapescript
(was). Refer students to the Irregular verbs list on p i42. Who is Jackson Pollock?
Get students to match the verbs forms, working in pairs. Teri Horton, a 60-year-old lady from Los Angeles, (1) went shopping
in San Bernardino, a town in California, USA. She (2) was in a charity
T 9.11[CD 2: Track 25] Play the recording through
shop when she (3) saw a colourful, modern painting. She (4) bought
?nce and get students to check their answers. it for $5.

Answers and tapescript An art teacher saw the painting and (5) said it was by the
American artist, Jackson Pollock. Who is Jackson Pollock? said Teri.
^resent Past
She (6) had no idea that he was a very famous modern painter.
go went Many art experts (7) came to her house to see the painting. Some
come came said that it wasnt a Pollock, but one expert, Peter Paul Biro,
~ave had (8) found Pollocks fingerprint on the back. Biro said, This is a
oe was real Pollock painting.
-axe made A rich businessman was happy to pay $9 million for it, but Teri
see saw said, No! I want $50 million.
ruy bought
In 2007, a Canadian TV company (9) made a film about Teri and
say said
the painting. It is now for sale in an art gallery in Toronto.
5nd found Price: $50 million!

' ? 'ay the recording again and get students to repeat > 1 [CD 2: Track 26] Play the recording and get
chorally and individually. Make sure students arent students to check their answers.
; : nfused by the silent g in bought - /bo:t/. Say
4 Get students to cover the text in exercise 3. Focus
e present forms and get students to say the past
attention back on the pictures. You could re-tell the
j equivalent round the class. Refer students to Grammar
story as a class activity first and then get students to
Reference 9.2 on p i 27.
repeat in pairs. Alternatively, set up the pairwork first
and then re-tell as a class in a checking phase. Either

Unit 9 Times past 85


way, when you monitor, dont expect students to Pre-teach/check a mess, go to the gym, and early. Focus
reproduce the story with complete accuracy. Do not attention on the example and then get students to
over-correct in the feedback stage - just pick up on complete the sentences, working individually.
com m on errors in the irregular past forms. H I H [CD 2: Track 27] Play the recording and get
students to check their answers. If students need more
SUGGESTION
help with pronunciation, get them to read the sentence
If appropriate, you can ask students to research aloud, drilling any difficult lines with the whole class.
someone famous from the past and find some
basic biographical details, e.g. when born, where/ Answers and tapescript
what studied, became famous for ..., married, died. 1 Yesterday I met my mother at one oclock and we had lunch in
Students then exchange information in pairs/small a restaurant.
groups, or give simple presentations to the class. 2 I hate doing housework, but last Sunday I did a lot because my
house was a mess.
3 Yesterday was a lovely day so I went for a walk in the park.
ADDITIONAL MATERIAL 4 Usually I walk, but yesterday I went to work by bus.
5 On Saturday night I went to a great party. I had a really good time.
Workbook Unit 9 6 I did a lot of exercise yesterday. I went to the gym.
Exercises 10 and 11 Past Simple - Irregular verbs 7 The party wasnt very good so we went home early.

VOCABULARY (SB P70) Talking about you


have, do, go 5 This gives students the opportunity to personalize some
of the collocations. With weaker students, go through
This section highlights an important feature o f English -
the sentences and elicit what type of information
the range o f meanings that can be generated from
students need to provide in the second gap. Elicit a
high-frequency verbs like have, do, and go by creating
possible answer for number 1. Students then complete
collocations with nouns, noun phrases, or adverbs. Students
the task, working individually. Be prepared to feed in a
have already met some of the collocations as lexical items in
range o f vocabulary for numbers 2 and 3. Elicit a range
earlier units, e.g. have a shower, have lunch, go shopping, so
of possible answers when checking the task.
this section provides revision and extension.
1 Focus attention on the pictures and the examples with Answers
have, do, and go. Get students to read the sentences Possible answers given in brackets.
aloud. 1 Yesterday I had a shower at (seven) oclock.
2 This morning I had breakfast at (eight) oclock. I had coffee and
2 Focus attention on the examples with each verb. Elicit (croissants).
another example for each one. Students complete the 3 Last Saturday I went shopping and I bought (a pair of trainers and
task, working in pairs. Check the answers, making a CD).
sure students can pronounce the collocations correctly. 4 Last weekend I did my homework at (five) oclock on (Sunday).
Check students understand the difference between do 5 Last year I went on holiday to (Morocco).
my hom ework and do the housework.

Answers
6 Elicit one or two examples o f what students did.
have: a shower / a good time / breakfast Encourage them to describe the activities in a
do: the housework / some exercise connected way rather than just read out their
go: for a walk / on holiday / home / to work completed sentences. Put students in pairs to exchange
information. Monitor and check for correct use of past
tenses and the collocations. Highlight comm on errors,
3 Give students time to write the past forms. Then check
but dont correct every mistake students make.
the answers.
ADDITIONAL MATERIAL
Answers
Teachers Resource Disc
Present Past
Communicative activity Unit 9 Yesterday
have had
do did
Workbook Unit 9
go went
Exercise 12 Vocabulary - have/do/go

86 Unit 9 Times past


EVERYDAY ENGLISH (SB P7l) 5 1 CA [CD 2: Track 31] This exercise presents how
we read dates in English. Tell students they are going
Vhens your birthday? to hear eight dates and that they should write down the
I Focus attention on the months. Elicit the second month correct ordinal. Play the first date and elicit the answer
of the year ( February) and get students to continue (the first o f January). Play the rest of the dates and get
writing the months in order in the list. students to complete the task.

T 9.14 [CD 2: Track 28] Play the recording and get Get students to check their answers in pairs before
students to check their answers. checking with the whole class.

Answers and tapescript Answers and tapescript


January, February, March, April, May, June, July, August, September, the first of January
October, November, December the third of March
the seventh of April
the twentieth of May
Focus attention on the stress shading on each word. the second of June
Play the recording again and get students to repeat the twelfth of August
chorally and individually. Get students to say the the fifteenth of November
months in order round the class. Check for accurate the thirty-first of December
pronunciation and drill the months again if necessary.
1 Focus attention on the examples in the speech bubbles.
Focus attention on the Caution Box and highlight
Check comprehension of So is my birthday! Drill the
the use of the and the ordinal in spoken dates and
language chorally and then get students to stand up and
the use of the numerals, but not the in writing.
practise the language in a mingle activity. Get them to
If appropriate, point out that students may also
note down the months of other students birthdays as
see dates written as 3rd January, 10th March, etc.
they ask. Elicit the answers to the follow-up questions
Ask students to focus on the date in the American
and establish which is the most com m on month for
format. Ask 4: day or month? (month - April) and
birthdays in your class.
10: day or month? (day). Remind students that in
3 This exercise presents ordinal numbers. Check that American English you put the month first.
students understand the difference between cardinal
numbers and ordinal numbers with the following
examples: There are seven days in a week and there are Elicit the dates in exercise 5 orally and then get
twelve months in a year. The first day is Monday and the students to continue practising in closed pairs. Monitor
seventh day is Sunday. The first month is January and and check for correct use o f the, correct ordinals, and
the twelfth month is December. Get students to tell you pronunciation of the months.
the ordinal numbers (first, seventh, and twelfth). 6 Focus attention on the speech bubbles. Get students
to ask you the questions, and give answers. Drill the
T 9.15 [CD 2: Track 29] Focus attention on the
numbers and on how we form the abbreviations with language chorally and then get students to practise in
the numeral and the last two letters of the ordinal open pairs. Students continue in groups. M onitor and
number. Play the recording and get students to repeat check for correct falling intonation in the questions
chorally and individually. Write the abbreviated and for the correct use o f prepositions - on + date and
numbers on the board in random order and elicit the at + time. Tell the class the date and time of your birth,
ordinal from individual students. following the example in the last speech bubble. Elicit
more examples from the class.
4 Elicit the first ordinal as an example (sixteenth). Get
students to say the other ordinal numbers, working in 7 This unit ends of with the song Happy Birthday!
pairs. Monitor and check, noting down any common The tune should be familiar to students as it is often
errors. used in other languages with adapted wording and
often appears in English-speaking films and T V
T 9.16 [CD 2: Track 30] Play the recording and let
programmes. In LI if possible, explain that we usually
students check their answers. If necessary, drill any
sing Happy Birthday! when the birthday cake is served.
ordinals students had problems with.
Children and some adults have candles on their cake
(with children, one for each year), which they blow
out when the singers finish the song. Some people also
make a wish.

Unit 9 Times past 87


T 9.18 [CD 2: Track 32] Ask some simple questions
about the photograph: Why is there a party? {Its Sarahs
birthday). How old is she? (About seven). Who is at the
party? (Sarahs friends). What is on the table in fron t o f
Sarah? (her birthday cake). Play the recording through
once and let students just listen. Play the recording
again and get students to join in the song.

T 9.18
Happy Birthday to you!
Happy Birthday to you!
Happy Birthday, dear Sarah!
Happy Birthday to you!

Hip hip! Hooray!

SUGGESTIONS
You can give students regular practice in dates by
asking W hats todays date? at the beginning o f every
class. Encourage students to write the dates in full
at the top o f any written work, i.e. January 3rd 2013,
rather than 3/1/13.
W hen one o f the students has a birthday, get students
to sing the song to him/her and ask them about
their day.

ADDITIONAL MATERIAL

Workbook Unit 9
Exercises 1 3 -1 5 Months and dates

Dont forgetl
Workbook Unit 9
Exercises 1 6 -2 0 Revision

Word list
Ask the students to turn to p i 3 5 -6 and go through
the words with them. Ask them to learn the words for
homework, and test them on a few in the following lesson.

Teachers Resource Disc


Unit 9 Test
Unit 9 Skills test

Video/DVD
Unit 9 Steve Jobs: a life on iTools and iTutor

88 Unit 9 Times past


Past Simple - regular and irregular Questions and negatives
Sport and leisure Going sightseeing

W e had a great tim e!

traduction to the unit POSSIBLE PROBLEMS


Although knowledge of the Present Simple helps students to access
title o f this unit is We had a
the Past Simple, students often make mistakes in the new tense.
at tim e! and the overall theme is
Com m on errors are:
ure and holidays. The unit follows
* Did they watched TV?
from Unit 9 with the introduction
* They no played tennis.
all forms o f the Past Simple with
* When you lived in the US?
th regular and irregular verbs. Skills
ctice is provided with speaking, Irregular verbs need constant use and reviewing. Students often try
ening, and writing tasks. to apply the regular -ed ending to irregular verbs, e.g.
*1 goed to the cinema.
lexical set o f sport and leisure
vities is reviewed and extended, Encourage students to refer to the Irregular verbs list on p i42 and get
leisure and holiday theme is students to review the verbs regularly for homework.
carried through in the Everyday There are different ways of pronouncing the -ed regular ending and
tnglish section with a focus on going students need help with this. There is a pronunciation focus on p72
Kghtseeing. highlighting the /t/, /d/, and /id/ -ed endings, e.g.
worked /w3:kt/
played /pleid/
Language aims started /sta:tid/
Students often try to divide out the -ed ending in the pronunciation
Grammar - Past Simple regular and
inappropriately, e.g.
gular The set o f irregular past
watched * /wotjed/ rather than /wDtJt/
s from Unit 9 is extended, and
regular forms are also introduced, Monitor and check for this mistake, and also help students to perceive
e unit covers positive, negative, and the different -ed endings, but do not insist that they produce the
cuestion forms. Students knowledge of endings each time.
me Present Simple usually helps them
:th the Past Simple, in that students Vocabulary The lexical set o f sport and leisure activities is reviewed and
already familiar with the uses of the extended. Students focus on sports/activities collocations with play and
iliary do, and so will understand go + -ing, e.g. play tennis, go swimming, etc.
bow did functions. The past auxiliary
i easier in that it is the same in all Everyday English The situational syllabus continues with a section focusing
persons. It is important for students to on going sightseeing. The section includes key language for getting
jee the contrast in the use of Present information in a Tourist Office and for talking about sightseeing in your
Simple and Past Simple, and the unit home town.
provides practice in using the two Workbook Regular and irregular Past Simple verbs in the positive are
lenses in parallel. reviewed and consolidated in a range o f exercises. There is also further
practice on the lexical set o f sport and leisure. A short reading text gives
further consolidation o f Past Simple forms, and there is further practice
o f the functional language of going sightseeing.

Photocopiable activity There is a photocopiable activity to review Past


Simple Wh- and Yes/No questions on p l4 7 .

Unit 10 We had a great time! 89


Notes on the unit T10.1 [CD 2: Track 33] Play the first line of the
recording as far as eleven thirty and focus attention on
Introduce the theme of the unit and review the expression
the example. Play the recording through to the end and
have a good/great time by writing the sentence starter on
get students to tick the relevant verbs. Get students to
the board and eliciting possible endings, e.g. I had a great
check their answers in pairs before checking with the
time (last weekend/at my party/at the beach).
whole class. Finally, point to the list of actions Angie
did yesterday and ask What day was it? (Sunday).
STARTER (SB p72)
Answers
1 This section reviews days, present and past forms, and got up late
key time expressions. Focus attention on the questions had a big breakfast
and elicit the answers. Make sure students use is/was went shopping
and pronounce the days correctly. stayed at home
2 Focus attention on the sentences. Go through and ask cleaned her flat
Past or present? about each one, and also elicit which verb did some work
is used in each sentence. Demonstrate the activity by watched TV
went to bed early
eliciting the time expression for the first line (now). Elicit
from students the fact that the other time expressions are T10.1
not possible and establish that this is because they refer Angies weekend
to the past. Students then match the remaining lines and Yesterday was Sunday, so I got up late, about 11.30.1had a big
time expressions. Check the answers. breakfast, orange juice, toast, eggs, and coffee. Then I went
shopping, just to the supermarket, and I bought some tea, some
Answers milk, and the Sunday papers. Then I just stayed at home for the rest
Were at school now. of the day. In the morning I cleaned my flat and in the afternoon
I went to the US in 2002. I did some work on my computer for a bit, then in the evening I
I did my homework yesterday. watched a film on TV. I went to bed early, about 11.00.1was tired.
I had a late night on Saturday.

3 Elicit the past of have and then get students to write the
GRAMMAR SPOT
remaining Past Simple forms. If necessary, refer them
back to the Irregular verbs list on p i 42. Check the 1 Focus attention on the list of verbs and on the
answers, drilling the pronunciation as necessary. example cooked. Ask students to write the other past
forms. Check the answers with the whole class. Elicit
Answers
get-got
the last two letters in each of the verb forms: -ed.
buy - bought
have - had do-did Answers
go - went see - saw It/ cook cooked watch watched
Id/ play played listen listened
/id/ start started want wanted

YESTERDAY WAS SUNDAY (SB P72)


Explain that these are regular verbs and so are
Past Simple - regular and irregular different from the ones students met in Unit 9.
1 This section reviews and extends the irregular verbs Establish that adding -ed is the rule for the formation
students met in Unit 9 and also presents regular -ed o f the Past Simple in the majority of verbs.
forms. Focus attention on the photo and ask W hats her T 10.2 [CD 2: Track 34] Pronounce the sounds
name? (Angie.) Where is she? (In the kitchen at hom e.) /t/, /d/, and /id/. Then play the recording. Get
Tell students they are going to hear Angie talking about students to repeat chorally and individually. Make
what she did yesterday. Focus attention on the list of sure students dont divide out the -ed ending in past
verbs and ask Past or present? Check comprehension forms with just one syllable, e.g. */koked/. Point out
o f each verb and get students to tell you the infinitive that the ending is pronounced /id/ when the final
o f the irregular past forms. (If students query the sound of the base verb is /t/. Encourage students to
regular -ed endings, tell them this is the ending for reproduce the endings accurately, but do not overdo
most verbs in the Past Simple, but do not go into a long this if students find it difficult. It is enough at this
explanation at this stage.) stage for them to perceive the difference.

90 Unit 10 We had a great time!


Answers and tapescript

/t/ cooked A =Angie, R = Rick


watched A Hi, Rick. Did you have a good weekend?
/d/ played R Yes, I did, thanks.
listened A What did you do yesterday?
/id/ started R Well, I got up early and I played tennis with some friends.
wanted A You got up early on Sunday! /
R Well, yes, it was such a lovely day.
2 Read the Past Simple forms aloud. Check students A Where did you play tennis?
understand there is no difference in the verb forms R In the park. We had lunch in the cafe there.
for different persons in the Past Simple. Contrast A Oh, great! Did you go oijt in the evening?
this with the third person -s in the Present Simple. R No, I didnt. I cooked a meal for my sister.
A Mmm! What did you have?
Read Grammar Reference 10.1 on p i 27 together
R Roast beef. It was delicipus! What about you, Angie? Did you
in class, and/or ask students to read it at home.
have a good weekend?
Encourage them to ask you questions about it.

2 a t l H f [CD 2: Track 36] Give students time to read


Focus on the speech bubble and highlight the use of
through the questions. Play the recording and get them
Then to link a series o f actions. Elicit from the class
to repeat chorally And individually. Encourage falling
chat Angie did yesterday. Students then take it in turns
intonation on the Wh- questions. Get students to listen
to say what Angie did, working in closed pairs. Monitor
and repeat again if necessary. Focus on the use o f bold
and check for pronunciation o f the -ed regular endings
to highlight the form of Wh- and yes/no questions in
but do not overcorrect if students have problems
the Past Simple.
during this initial production stage.
Students practise the conversation in pairs. Monitor
Refer students back to the list in exercise 1. Get
and check for pronunciation and the correct intonation
students to underline the things that they did last
~4nAhe questions. If students have problems, play
Sunday. Demonstrate the activity by telling the class
the recording again and drill the questions, then get
things that you did on that day. If appropriate, write
students to repeat the task.
the sentences on the board and underline the verbs,
e.g. I had a big breakfast. Elicit a few more short 3 Explain that students are now going to hear Rick
examples from the class and then get students to asking Angie about her weekend. Ask What did Angie
continue in closed pairs. Monitor and check for do on Sunday? and elicit any examples students can
correct use of regular and irregular past forms. remember from exercise 1 on p72. Pre-teach/check go
to a party, old friend s (= friends for a long time), and
DITIONAL MATERIAL_______________________________________________ too tired. Focus attention on the example and Ricks
first question.
book Unit 10
rcises 1 - 4 Past Simple - Regular and irregular verbs T 10.5 [CD 2: Track 37] Play the recording and get
students to complete the rest o f Ricks questions, using
the cues to help them.
stions and negatives
Play the recording again and let students check or
This section presents the Past Simple question and
complete their answers. Elicit what Angie did at the
negative forms. Focus attention on the photo. Ask
weekend.
W hats h er nam e? (Angie.) and W hats his nam e? (Rick.)
W here are they? (At work.) Tell students they are going
Answers
to hear Angie and Rick talking about the weekend. 2 Who did you see at the party?
Pre-teach/check get up early, cook a meal, and roast beef. 3 Did you go out on Sunday?
T10.3 [CD 2: Track 35] Play the first two lines o f the 4 Did you do anything on Sunday evening?
recording and focus attention on the example. Play the Angie went shopping on Saturday morning. Then she went to a
recording to the end and get students to complete the party on Saturday evening. She met one or two old friends. She
conversation. Get students to check their answers in stayed at home on Sunday. She watched a film on TV on Sunday
pairs. Play the recording again if necessary. Check the evening.
answers with the whole class.

Unit 10 We had a great time! 91


Students continue in closed pairs. Monitor and check
10.5
for accurate formation and pronunciation o f Past
=Angie, R = Rick
Simple questions and negatives. If you have time, get
R What about you, Angie? Did you have a good weekend? students to report back about their partner to the rest
A Oh yes, I did, very good.
o f the class or to another student.
R What did you do on Saturday?
A Welt, on Saturday morning I went shopping. Then on Saturday
PHOTOCOPIABLE ACTIVITY
evening I went to a party. It was great!
UNIT 10 What did she do yesterday? pl47
R Who did you see at the party?
A Oh, one or two old friends. Materials: one copy o f the worksheet cut up per pair
R Did you go out on Sunday? o f students
A Oh no, I didnt. I didnt go out because I was too tired. I stayed at Procedure: Explain that students are going to play a
home most of the day.
memory game based on pictures o f two flats, which
R Did you do anything on Sunday evening?
show what the occupants did yesterday.
A No, I didnt do much. I just watched a film on TV. I didnt go to
bed late. About 11.00. Pre-teach/check write a letter and irregular past
wrote, read a book/newspaper and irregular past
read /red/, have a bath , have a shower, and play the
4 Ill'll [CD 2: Track 38] This exercise highlights the
guitar /gi'ta:/.
negative form. Give students time to read through
the sentences. Play the recording and get them to Divide the class into pairs. Assign the role of A or
repeat chorally and individually. Encourage accurate to each student and hand out the relevant half of
pronunciation o f didnt. Ask What didnt Angie do? the worksheet.
Elicit answers using the she form. Demonstrate the activity with two confident
students. Get Student A to look carefully at the
Answers picture o f Janes flat for 30 seconds and then put it
She didnt go out because she was too tired. out of sight. Student then uses the question cues
She didnt do much on Sunday. to ask about what Jane did yesterday. Pre-teach
She didnt go to bed late. I cant rem em ber.
Get students to complete the task in closed pairs
5 Focus attention on the examples. Highlight the for Student As picture. Students then change roles
pronunciation of didnt. Give students time to say the with Student looking at Pauls flat for 30 seconds
other things Angie and Rick didnt do. Monitor and and Student A using the question cues to ask about
check for correct formation of the negatives. A common what Paul did yesterday.
error is the repetition of the positive past form after the
Monitor and check for correct question formation
auxiliary didnt - * H e didnt watched TV. If students have
and use o f regular and irregular past forms. (W ith a
this problem, highlight the errors in a general feedback
weaker class, you could put all the A and students
session, then refer students to the G ram m ar Spot.
together in separate groups to give them time to
GRAMMAR SPOT
write out the cues as full questions. Then divide the
class into A and pairs and continue as above.)
1/2 Working individually, students complete the
questions with did and the negatives with didnt.
ADDITIONAL MATERIAL
Make sure students understand that didnt is the
contracted form o f did not. Remind students that Workbook Unit 10
did is used for all persons in Past Simple questions.
Exercises 5 - 8 Past Simple - Questions and negatives
Refer students to Grammar Reference 10.2 on p i27.

6 Focus attention on the speech bubbles. Get students


PRACTICE (SB p74)
to ask you the question and give two or three pieces of Grammar
information in your answer, e.g. I didnt go out. I stayed
at home. I cooked dinner and then I watched TV. Drill
1 This exercise consolidates positive and negative Past
Simple forms. Focus attention on the example. Give
the questions and answers chorally and individually.
Elicit other questions and answers in open pairs. students time to complete the sentences, working
individually.

92 Unit 10 We had a great time!


Let students check their answers in pairs before T 10.7 [CD 2: Track 39] Play the recording and let
checking with the class. students check their answers.

Answers Answers and tapescript


1 had 5 did... buy, bought 1 A I went shopping yesterday.
3 did 6 did... do, didnt go, went Really? What did you buy?
i didnt clean 2 A We went to that new Italian restaurant last night.
Mmm! What did you have?

you have a good weekend? 3 A We saw a lot of our friends in the coffee bar.
Oh! Who did you see?
Read out the list o f activities in the questionnaire and
4 A I played tennis at the weekend.
3et students to point to the relevant pictures.
Oh, really? Where did you play?

Answers 5 A The party on Saturday was great!


The pictures show: go to the cinema, play football, have a meal Oh, good! What time did you leave?
a restaurant, do a lot of housework, do a lot of homework,
go shopping.
Play the recording again and get students to repeat the
exchanges. Encourage them to imitate the intonation
Tell students they are going to use the questionnaire in the responses in order to show interest. If students
to ask and answer questions about what they did last sound a little flat, give an exaggerated model o f the
weekend. Explain that there are three columns in the voice range and get students to repeat again.
questionnaire - one for you, one for the teacher, and
7 This task gives students freer practice by extending the
one for your partner. Get students to tick the activities
conversations in exercise 6 with their own ideas. Ask two
they did last weekend in the You column.
confident students to read out the model conversation.
Exercises 4 and 5 consolidate Yes/No questions in the Remind them of the need to sound interested. Check
Past Simple. Focus attention on the speech bubbles. what one refers back to in lines 6 and 7 (coat).
Drill the question chorally and individually and then
Put students in pairs and let them choose the
give your answer. Get students to ask you the rest o f the
conversation from exercise 6 that they want to
questions and record the answers in the Teacher column.
continue. Alternatively, assign a conversation to
Demonstrate the activity in open pairs and then get different pairs if you want all of the conversations to
students to continue in closed pairs, recording their be covered. With weaker students, elicit another model
partners answers in the Partner column. Monitor and from the whole class and write it on the board, e.g.
check for correct Past Simple question formation and
A The party on Saturday was great!
short answers.
Oh, good! What time did you leave?
Focus attention on the example in the speech bubble. A About one oc lock in the morning.
Highlight the contrastive stress: W ho was there?
Maria went to the cinem a, but ! didnt. I went shopping. A Marta, Yuko, and Adam. And some other people
from school.
Elicit two or three other examples from individual
Did you dance?
students. Then get students to tell the class about what
A Yes, o f course!
they and their partner did last weekend.
Give students time to write their conversations.
<ing conversation Monitor and help with vocabulary as necessary.
This section highlights the importance of follow-up T 10.8 [CD 2: Track 40] Play the recording and get
questions in keeping a conversation going and also students to compare their conversations.
introduces useful expressions for responding and
showing interest, e.g. Really?, Oh, good!, etc. Answers and tapescript
1 A I went shopping yesterday.
Read the rubric and example as a class. Make sure
Really? Where did you go?
students understand that s response shows a range of
A Oxford Street.
possible follow-up questions.
Oh! What did you buy?
Focus attention on the example and ask two students A Well, I wanted a new coat and I went into Selfridges.
:o read it aloud. Put students in pairs to complete the Did you find one?
responses in numbers 2 -5 , using the cues. A Yes, I did. I found a beautiful black one. It was only 50!

Unit 10 We had a great time! 93


2 A Tom and I went to that new Italian restaurant last night. ADDITIONAL MATERIAL
Mmm! What did you have?
Teachers Resource Disc
A Well, I had pasta and Tom had pizza.
Did you enjoy it? Communicative activity Unit 10 A love story
A Very much. And it wasnt expensive.
Workbook Unit 10
3 A We saw a lot of our friends in the coffee bar.
Oh! Who did you see? Exercises 10 Time expressions - in/at/on
A Angie and Rick and some other friends from work.
I dont think I know them. Check it
A Theyre very nice.
9 Focus attention on the first pair of sentences and elic:
4 A I played tennis at the weekend. the correct sentence as an example. Students continui
Oh, really? Where did you play? working individually to complete the task.
A In the park. It was lovely. It was so sunny.
What a great thing to do on a Sunday morning! Get students to check their answers in pairs before
checking with the whole class.
5 A The party on Saturday was great!
Oh, good! What time did you leave? Answers
A Three in the morning. The music was fantastic! 1 She bought an expensive car.
Did you dance? 2 I played tennis on Sunday.
A Of course! All night!
3 Did they go shopping yesterday?
4 What did you do last weekend?
Let students roleplay the conversations they wrote 5 Did you like the film? Yes, I did.
for the rest o f the class. Monitor and check for good 6 I saw John last night.
intonation and that the students sound interested. If
you are short o f time, let some o f the students do their
SUGGESTION
roleplay in a subsequent lesson.
Take the opportunity to review the Past Simple by
ADDITIONAL MATERIAL getting students to ask and answer questions about
the weekend in the first lesson that you have each
Workbook Unit 10
week. This provides a useful review and also highlights
Exercise 9 Making conversation - Was it a good match? the value of what students are learning in a realistic
situation. Also encourage students to use the response
Time expressions expressions Really?, etc. when they are making
8 This task reviews and extends time expressions often conversation in later lessons, e.g. when talking about
used with the Past Simple. It includes the prepositions the weekend/a trip/a holiday/a party, etc.
at, in, and on, and last + time period.

Focus attention on the phrase I went there ... and the


example with on. Tell students that they can use the VO CABU LARY AND SPEAKING (SB P76)
words in the box more than once. Students complete
the diagram, working in pairs. Check the answers with
Sport and leisure
the class. 1 Focus attention on the photographs and the example.
Students continue matching the photos and activities.
Answers Check the answers with the whole class, drilling the
on/last Monday pronunciation as necessary.
at/last night
at 8 oclock Answers
last week [2] tennis QT] cards
in 2007 Q] football Q3] walking
last year [4] skiing 1! swimming
on/last Sunday morning 0 golf 0 dancing
[8] sailing US cycling
Give one or two true examples that use the time |T | windsurfing [9] fishing
rugby horse-riding
expressions, e.g. I saw my parents last week. I lived in
[5] ice-skating
Paris in 2007. Elicit more true examples from the class.

94 Unit 10 We had a great time!


This exercise focuses on collocations with play and Then get students to say the months that correspond to
jo + -ing. Focus attention on the examples and then get each season in their country, e.g. In England, spring is
students to complete the categorizing, working in pairs. March, April, and May.
Check the answers with the whole class. As a general Focus attention on the speech bubble and give an
rule, you could tell students that sports with a ball, example about yourself. Elicit more examples from the
and games like cards, chess, etc. take play, and physical class, and then get students to continue in pairs.
activities ending in -ing take go.
Focus attention on the photos. Ask Who are they? (Jack
Answers and Millie.) W hat places are in the photos, do you think?
play go +-ing (possible answers: Switzerland or Germ any; Italy or
tennis skiing France). Focus attention on the lists o f information for
'ootball sailing usually and last year.
golf windsurfing
Check comprehension o f villa and diners (small
-ugby ice-skating
restaurants that sell simple, good-value food). Check
cards walking
students recognize that the first list is in the Present
swimming
Simple and the second is in the Past Simple.
dancing
cycling [CD 2: Track 41] Focus attention on the
fishing example. Explain that students need to listen and
horse-riding underline the correct information about Jack and
Millies holidays. Make sure they understand that they
I This exercise practises Yes/No and Wh- questions with will need to look at both columns of answers as they
the collocations from exercise 2. Focus attention on listen. Play the recording through once and get students
the speech bubbles. Highlight the use o f the tenses - to complete the task.
Present Simple to talk about general habits in the Get students to check their answers in pairs. Play the
present and Past Simple to ask W hen? in the past. recording through again and get students to check/
Drill the language chorally and individually. Elicit two complete their answers. Check the answers with the
or three more examples from students working in open whole class.
pairs. Students continue in closed pairs. Monitor and
check for correct use of tenses, correct use o f play and Answers
They usually... But last year they...
go, and pronunciation.
go in summer went in winter
I This exercise practises the third person forms. Focus go to Italy went to Colorado
attention on the examples. Elicit more examples from stay in a villa stayed in a hotel
students about their partner. Check for accurate use of eat at home went out to restaurants
the third person forms in the Present Simple. Highlight go swimming went skiing/ice-skating
common errors and get students to correct them. play cards went out every night
have a good time had a good time
O D ITIO N A L MATERIAL

Workbook Unit 10 J=jack, M = Millie


Exercises 11 and 12 Sports and leisure activities J Well, we usually go on holiday in summer...
M Yes, usually we go to Italy for our holidays, dont we?
j But last year we did something different. We had a holiday in
USTENING AND SPEAKING (SBP77) winter, and we went to Colorado, in America.
M Because we wanted to learn to ski, you see, and we wanted a
ack and Millies holiday change. In Italy we always stay in a villa...
This section gives further practice of the Present J ... but in Aspen, Colorado, we stayed in a very nice hotel, and
Simple and Past Simple in the context o f holidays. It because we were in a hotel, we had all our meals in restaurants.
also reviews the sport and leisure activities from the M And thats very special for us. In Italy we cook at home in the
villa. But in Colorado we went to a different restaurant every
Vocabulary and speaking section.
night!
Revise the months of the year by getting students J In Italy, because its summer and its hot, we go swimming in
to say them round the class. Check for accurate the swimming pool, and sit in the sun, and I play tennis
pronunciation. sometimes...

Unit 10 We had a great time! 95


M Jack loves his tennis, dont you, darling? 1 [C D 2: T r a c k 42] Give students time to
J I do, but of course last year in Colorado we learned to ski, so complete the sentences. Then play the recording and
we went skiing every day. And Millie, you went ice-skating, get students to check their answers,
didnt you?
M We both went ice-skating! Answers and tapescript
J Thats right! It was great fun! In Italy in the evening, we usually 1 Last year Jack and Millie didnt go on holiday in summer. They
play cards or read... went in winter.
M ... but last year in Colorado we went out everynight, and we 2 They didnt go to Italy.They went to Colorado,
met lots of lovely people, didnt we? 3 They stayed in a hotel. They didnt stay in a villa.
J We did. We had a really good time. 4 They didnt eat at home. They ate in restaurants.
M And we have a good time in Italy, too, dontwe? 5 They went skiing. They didnt go swimming.
J Mmm, were very lucky.

4 This exercise practises questions in the Present Simple


SPEAKING AND W RITING (SBP78)
and Past Simple. Focus attention on the speech bubbles,
Drill the questions and answers, encouraging students My last holiday
to reproduce the correct sentence stress:
This section allows students to personalize the language
When do they usually go on holiday? o f holidays and the Past Simple with guided speaking
When did they go last year? practice that leads into a writing task.

Elicit the questions and answers for the second prompt 1 Focus attention on the photos and pre-teach/check the
in open pairs. ( W here do they usually go on holiday? activities shown (sitting on the beach, going sightseeing,
(To Italy). W here did they go last year? (T h ey went to walking in the mountains, going camping). Check
Colorado.) Remind students that the questions for the comprehension and pronunciation o f the activities in
last prompt are a different type (Yes/No questions). Get the list. The spelling o f m ountains mauntinz/ and
students to ask and answer in closed pairs. Monitor sightseeing I 'seatsv.ipl may create problems for students
and check for correct question formation in both so be prepared to drill these chorally and individually.
tenses, for correct sentence stress, and for correct use Give an example o f your own favourite type o f holiday
o f prepositions to and in. Check the answers by getting and say what you like and dont like doing. Write the
students to ask and answer in open pairs across the activities on the board and put a tick (/ ) next to what
class. Feed back on any com m on errors if necessary. you like and a cross (/) next to what you dont. Give
students time to complete the list in the same way.
Answers
Where do they usually go on holiday? To Italy. Demonstrate the comparing activity by asking a
Where did they go last year? They went to Colorado. student to read out his/her choices as full sentences
Where do they usually stay? In a villa. using I like and I dont like. Respond to the student with
Where did they stay last year? They stayed in a hotel. expressions like M e too. Oh, yes? Really? Get another
Where do they usually eat? At home. pairs of students to compare in open pairs. Students
Where did they eat last year? They went out to restaurants. then take it in turns to read out their choices in closed
What do they usually do? They usually go swimming and play pairs. Remind students to show they are listening by
tennis. using the above response expressions.
What did they do last year? They went skiing and ice-skating.
2 This stage uses a speaking activity to activate students
Do they usually have a good time? Yes, they do.
ideas for the writing task in exercise 4. Focus attention
Did they have a good time last year? Yes, they did.
on the examples in the speech bubbles and then
on the question cues in the list. Elicit the complete
5 This exercise consolidates positive and negative Past questions and a range o f possible answers. Write any
Simple forms. Establish that this exercise is about Jack new vocabulary on the board and review/check any
and Millies holiday last year and so students will need to irregular Past Simple forms students may need. Also
use the Past Simple tense. Focus attention on the example focus on the use o f ago in the G ram m ar Spot (see notes
and then point out that students sometimes need a on next page). Questions and possible answers:
positive verb in the first gap. With a weaker group, you
W here did you go?
might like to elicit the verbs students will need to use
I went to Spain! Cuba! the south o f France/Riga, in Latvia.
before they start: 2 - go, 3 - stay, 4 - eat, 5 - go.

96 Unit 10 We had a great time!


When did you go? Tell the class about your own last holiday, using the
Last month/last year/eighteen months ago/two years ago. prompts as a framework. Then get students to write
W here did you stay? their description, using the skeleton in the Students
In a villa/with friend s/in a hotel/on a campsite. Book. Go round and help, feeding in vocabulary and
correcting as necessary.
What did you do every day?
We went swimming/sightseeing/walking in the Get students to read their description to the class.
mountains/sat on the beach and relaxed. If time is short, or if you have a very large class, get
students to read their descriptions in groups o f four or
Did you have good weather?
see the suggestion below.
Yes, we did. It was warm and sunny/lovely/very hot. / No,
we didnt. It rained a lot./It was cold and wet./It was SUGGESTION
horrible.
If appropriate, you can get students to display their
What did you do in the evening? written work on the classroom walls. Ask them to
We saw our friend s./W e ate in restaurants./We went to a exchange their descriptions with a partner to check
club./We stayed in the hotel and relaxed. for any errors. Once corrected, students can walk
What did you eat? round, read the descriptions, and choose the one they
We ate traditional local food/steaks and ham burgers/ think is most interesting.
chicken and rice/seafood and salads.

Did you m eet nice people? ADDITIONAL MATERIAL


Yes, we did. They were very friendly. / No, we didnt.
They w erent very friendly. Workbook Unit 10
Exercises 13 and 14 Reading - A holiday in Disneyland
Get students to ask you the questions. Students then
ask and answer in closed pairs. Remind students to
make a few notes about their partners last holiday EVERYDAY ENGLISH (SB P79)
in preparation for exercise 3. Monitor and check
for accurate formation o f the Past Simple questions Going sightseeing
and use o f regular and irregular verbs. Highlight any Focus on the map to introduce the topic o f sightseeing.
common errors after the pairwork. Ask W here is it? (London). W here do people visit in
3 Ask a confident student to give an example about his/ London? ( m useum s, art galleries, Buckingham Palace, the
her partners last holiday. W ith larger groups, you can London Eye, shops like Harrods, etc.).
get the class to feed back in small groups. 1 Focus attention on the names o f the cities and the
dates. Elicit sentences by asking W here and when?
GRAMMAR SPOT
(I went to London in July 2 0 0 5 .1 went to Paris in
Read the notes on ago with the class. Check the A pril 2 0 0 9 .) Ask What did you see? and What did
pronunciation of ago /'/ and point out that it you buy? and elicit possible information about sights
comes after the time expression. and souvenirs, e.g. We visited Buckingham Palace.
We bought som e chocolates. We saw the Eiffel Tower.
We bought a picture.
Vriting
Review the question D id you have a good time? Get
4 Tell students they are going to write about their last
students to write down two cities and dates when they
holiday. Ask Present or past? and establish that students
were a tourist. Students talk about the cities in the
need to use the past tense. Focus attention on the
closed pairs, using the ideas in the Students Book.
sentence starters and elicit what language can complete Encourage them to ask D id you have a good time?
the skeleton. Check students understand they need to about each trip.
say how often they did different holiday activities, e.g.
2 This section practises typical conversations in a Tourist
Every day we went to the beach/went sightseeing/played
Office. Pre-teach/check Tourist Office and ask W hat do
tennis.
people ask fo r? Elicit possible answers to introduce key
Sometimes we visited a m useum /w ent shopping/went vocabulary: maps, bus tours, information about buses/
swimming. trains/museums/shops/prices, etc.) Pre-teach/check show

Once we went walking in the m ountains/had a party on


(verb), leave, it takes two hours, get on and off
the beach/w ent horse-riding. (a bus), to open/close, and fr e e (= you dont have to pay).

Unit 10 We had a great time! 97


T 10.11 [CD 2: Track 43] Play the first line of the Roleplay
conversation and elicit the words for the first two gaps
4 Divide the class into pairs and get them to make up
{help you). Play the rest o f the recording and get
conversations, using the conversations in exercise 2 a:
students to complete the conversations. If necessary, model. Let students write their conversations down ir
play the recording again and allow students to complete
the initial stage and go round monitoring and helping
any missing answers. Then check the answers with the
Give students time to rehearse their conversations a f<
whole class.
times but then encourage them not to refer to the text
when they act out the roleplays. (W ith a weaker grouj
Answers and tapescript
1 A Hello. Can I help you?
you could draft the conversations as a class activity ar
Yes. Can I have a map of the city, please? write them up on the board. Students rehearse from ti
A Of course. Here you are. text on the board. Then rub off some of the words fro
Can you show me where we are on the map? the board so that there are just key words left and get
A Yes. Were here in Regent Street in the city centre. students to act out the conversations.)
2 We want to go on a bus tour of the city.
ADDITIONAL MATERIAL
A Thats fine. The next bus leaves at 10 oclock. It takes about
an hour and a half. Workbook Unit 10
Where does the bus go from?
Exercise 15 Going sightseeing
A It goes from Trafalgar Square, but you can get on and off when
you want.
3 D I want to visit the British Museum. What time does it open? Dont forget1
.
A It opens at 10 in the morning and closes at 5.30 in
the evening. Workbook Unit 10

D How much is it to get in? Exercises 1 6 -1 8 Revision


A Its free.
Word list
Ask the students to turn to p i 36 and go through the won
Check pronunciation of the proper nouns: Regent Street
with them. Ask them to learn the words for homework,
/'ri:d33nt stri:t/, Trafalgar Square /tro'faelgo skwea/,
and test them on a few in the following lesson.
and British Museum /'britij mju'ziam/. Get students
to practise the conversations in closed pairs. If students
Teachers Resource Disc
have problems with pronunciation, drill key sections o f
Unit 10 Test
the conversation and get students to practise again in
Unit 10 Skills test
closed pairs.
Stop and check 3 (Units 7 -1 0 )
3 This exercise gives students the opportunity to talk Progress test 2 (Units 6 -1 0 )
about sights in their town or city. Focus attention
on the examples in the speech bubbles. Check Video/DVD
comprehension o f market and old town. Give an Unit 10 What did you do last w eekend? on iTools and
example o f places to visit in your town and elicit more iTutor
examples from the class about places where they live.
Students continue in closed pairs.
Write key words from the students examples on the
board to help them during the roleplay in exercise 4,
e-g-
Nouns: cathedral, m useum , art gallery, square,
m onum ent, college, theatre, palace

Verbs: go on a tour, see, visit, buy, go to, take a photo o f

Unit 10 We had a great time!


can/cant Adverbs
Adjective + noun
Everyday problems

I can do that!

troduction to the unit POSSIBLE PROBLEMS


After having practised the Present Simple, students can sometimes
e title o f this unit is I can do that!
want to use the auxiliaries do/does and dont/doesnt to form negatives
it introduces can for ability,
e positive, negative, and question and questions with can:
* We dont can run fast.
rms are introduced and practised,
* Do you can swim?
ng with common verb + adverb
mbinations, e.g. dance well, run The pronunciation o f ca n /can t needs careful presentation and
t, speak (French) fluently, etc. The practice. Students often have problems with the different vowel
s o f can are also extended to cover sounds (weak form // and strong form // in can //, keen/, and
uests and offers. There is a Reading /a:/ in ca n t /ka:nt/). Students can also have problems distinguishing
d listening section with a text on positive from negative forms, as the final t in cant is often not fully
Internet, and a focus on verb and pronounced.
un collocations. The Vocabulary I can swim. /ai swim/
nd speaking syllabus continues Can you swim? / ju : swim/
with further work on collocations Yes, I can. /jes ai kaen/
of adjectives + nouns. The Everyday I cant swim. /ai k a :n t swim/
English section focuses on common The pronunciation is included as part o f the Gram m ar Spot, but be
problems in everyday life. prepared to repeat the key points whenever students have problems
with pronunciation.
Students last saw fast as an adjective in Unit 8, e.g. a fast train, and
Language aims will see it again in the Vocabulary and speaking section o f this unit,
Grammar - can/cant Can for ability is e.g. a fast car. The Gram m ar Spot on SB p82 covers fa st as an adverb,
introduced in all forms. It is presented but if students query the word order, e.g. run fast, before this point,
md practised with key verbs and just explain its fast + noun and verb + fast without giving a detailed
idverbs including well, slowly, and explanation of the grammar behind adverbs and adjectives.
Euently. There is also a pronunciation
rocus highlighting the different sounds Requests and offers Requests and offers with can are presented and
in can/cant. Students get both receptive practised.
nd productive practice with the
features o f pronunciation. Vocabulary The work on vocabulary patterns continues with common
adjective + noun combinations. There is also a focus on key verb + noun
collocations in the pre-reading exercises for a text about the Internet.

Everyday English The language associated with describing and solving basic
problems is introduced and practised.

Workbook Can/cant is consolidated in a range o f exercises, and requests


and offers with can are further practised. There is also a reading exercise
with a focus on can. There is further practice o f adverbs, and adjective +
noun collocations are consolidated. The Everyday English focus on everyday
problems is also consolidated.

Photocopiable activity There is a photocopiable activity to review can/cant


and adverbs on p !48.

Unit 11 I can do that! 99


Notes on the unit Answers and tapescript
1 Marcus is an interpreter. He can speak French and German
STARTER (SB p80) fluently.
2 Laura is an architect. She can draw well.
NOTE 3 Justin is a pilot. He can fly 747 jumbo jets.
In New Headway Beginner, Fourth edition, we have 4 George is a farmer. He can drive a tractor.
chosen to spell email without a hyphen. Students may 5 Lola is an athlete. She can run very fast.
6 Oliver is a schoolboy. He can use a computer really well.
have seen the hyphenated form e-mail and both are
7 Margaret is Olivers grandmother. She can make fantastic cakes.
acceptable in current usage.

Play the recording again line by line and get students


This Starter section focuses on possible uses of a computer to repeat. Encourage them to reproduce the weak
and provides a useful introduction to the overall topic of form in the positive form o f can //. If students find
computing and the Internet. Pre-teach/check the this hard, get them to highlight the main stresses in
language in the list of questions. Drill the pronunciation each sentence and then practise the sentences again.
as necessary.
Students practise in closed pairs. Monitor and check
Give an example o f how you use computers, e.g. I have a for correct pronunciation o f can.
com puter at hom e and at work. I use my work com puter
3 Focus attention on the language in the speech bubble.
to prepare lessons and my hom e com puter fo r shopping
Drill the example chorally and individually. Give
and emails.
another example about yourself and elicit one or two
Elicit one or two more examples from the students and then more examples from the class. Students then continue
get them to continue in closed pairs. Monitor and check. in closed pairs. Monitor and check for correct use and
Elicit a few more examples in a short class feedback session. pronunciation of can. Dont overdo the practise of the
weak form //, as students will have the opportunity
to review this in contrast with the other forms at
W HAT CAN TH EY DO? (SB p80) various points in the unit.

can/cant ADDITIONAL MATERIAL


1 This section presents different people and their skills,
Workbook Unit 11
and so highlights the use o f the positive form can.
It also reviews the use o f a/an with jobs/roles. Exercises 1 and 2 can/cant - cook/run fast

Focus attention on the photos and on the example.


Questions and negatives
Students continue matching the words and photos,
working in pairs. Check the answers with the whole 1 [CD 2: Track 45] This section presents the
class, drilling the pronunciation as necessary. question and negative forms. Play the recording
through once and get students to just listen. Play the
Answers recording again and get students to repeat the question:
2 Laura: architect and answers. Encourage them to reproduce the weak
3 Justin: pilot form // in the question, the strong form // in th<
4 George: farmer positive short answer, and the negative form /ka:nt/.
5 Lola: athlete If students query the use of at all, give them a scale
6 Oliver: schoolboy
of examples from good to bad, e.g. (Andrea Bocelli)
7 Margaret: grandmother
can sing really well. (Kylie M inogue) can sing. (My
brother) cant sing. (I) cant sing at all. If appropriate, use
2 Pre-teach/check speak (French) fluently, draw well, run board drawings or mime to demonstrate the meaning
fast, drive a tractor, fly 7 4 7 jum bo jets, and make cakes, depending on the verb you choose.
using the information in the photos. Focus attention Get students to ask and answer the questions in open
on the example, highlighting the use of an. Students pairs across the class. Students then continue in closed
complete the rest of the sentences with a or an. pairs. Monitor and check for correct pronunciation of
T 11.1 [CD 2: Track 44] Play the recording and let the different forms o f can.
students check their answers.

100 Unit 11 I can do that!


GRAMMAR AND PRONUNCIATION
0 No, I cant. I cant speak German or Spanish, just French - and
1 Read the notes with the whole class. Highlight that English of course! And I can cook! I can make cakes. My grandma
makes fantastic cakes and I sometimes help her. Yesterday we
ca n /can t is used with all persons, and that ca n t is
made a big chocolate cake!
the contraction of can not. Highlight the use of
can in the positive and question forms.
2 a ilf c k [CD 2: Track 46] Tell students they are Get students to practise the conversation in closed pairs.
going to hear the three ways o f pronouncing can. Monitor and check. If students have problems with
Play the recording and get students to just listen. pronunciation, drill key sections of the conversation and
Play the recording again and get students to repeat get students to practise again in closed pairs.
chorally and individually. 4 Elicit the answer to question 1 as an example (H e can
If students have severe problems with the use a computer, run fast, draw planes and cars, speak
pronunciation, drill the sentences again, but dont French and English, cook, and make cakes.). Students
make students self-conscious about using the new continue asking and answering in closed pairs.
language. Check the answers by getting students to read the
Point out that we dont use do/does in question questions and answers across the class.
forms with can.
Answers
Read Grammar Reference 11.1-11.2 on p 128
1 Fie can use a computer, run fast, draw planes and cars, speak
together in class, and/or ask students to read it at French and English, cook, and make cakes. Fie cant drive, or speak
home. Encourage them to ask you questions German or Spanish.
about it. 2 Yes, he does.
3 He wants to be a pilot.
2 Focus attention on the examples in the speech bubbles. 4 He can speak French well because his dad is French.
Highlight the use of can for both the she and the I 5 He made a chocolate cake with his grandma.
forms. Drill the examples in open pairs. Elicit some
more examples about the people in exercise 1, and
SUGGESTION
also some student-student examples. Students then
You could ask students to practise similar conversations
continue in closed pairs. Monitor and check for correct
to the one in exercise 3 by getting them to roleplay
use and pronunciation of can and cant.
the other people in the photos on p80. Students can
Of course I can! imagine the skills for their character and then ask and
answer, using the conversation in exercise 3 as a model.
1111 [CD 2: Track 47] Focus attention on the photo.
Ask Whats his nam e? Does he have a job? (Oliver. No,
hes a schoolboy.) Ask Whats her name? (Dominique.) ADDITIONAL MATERIAL
Pre-teach/check (draw) a bit, planes, and grandma.
Play the recording through once and get students to fill in Workbook Unit 11
the gaps. Ask them to check their answers in pairs. Play Exercise 3 can/cant - Questions and short answers
the recording again and get students to check/complete Exercise 4 can!cant - Negatives
their answers. Check the answers with the whole class.

Answers and tapescript PRACTICE (SB p82)


D =Dominique, =Oliver
Pronunciation
D Can you use a computer, Oliver?
0 Yes, of course I can! All my friends can. I use a computer at home 1 This is a discrimination exercise to practise recognizing
in my bedroom and we use computers at school all the time. and producing can and cant. It includes both can for
D Thats great. What other things can you do? ability and can used in requests. Pre-teach/check quite
0 Well, I can run fast, very fast, and I can draw a bit. I can draw well and read music.
really good cars, but I cant drive them of course! I can draw
T 11.5 [CD 2: Track 48] Play sentence 1 as an example
good planes, too. When Im big I want to be a pilot and fly 747s.
and elicit the answer (can). Play the rest of the sentences,
D Excellent. Now, I know you can speak French.
0 Yes, I can. I can speak French fluently because my dads French.
pausing at the end of each one, and get students to
We sometimes speak French at home. underline the correct word.
D Can you speak any other languages? Get students to check their answers in pairs before
checking with the whole class.

Unit 11 I can do that! 101


Answers and tapescript I love it here. Saturday night is dancing night and I go dancing with
1 I can ski quite well. friends. A lot of my friends can play the guitar really well. I cant
2 She cant speak German at all. play a musical instrument but I can dance very well. I love the music.
3 He can speak English fluently. On Sundays I often go riding here. I can ride quite well now. Or
4 Why cant you come to my party? sometimes I watch friends playing golf. I cant play golf, but I like
5 We cant understand our teacher. watching it. Sunday is also the day for asado or barbecues.
We always cook beef. I cant cook at all, but I want to learn. Its a
6 They can read music.
great life here, everyone is really friendly.
7 Can I have an ice-cream, please?
8 Can cats swim?
3 This exercise highlights the use o f adverbs when
talking about abilities. W ith weaker students, you
Play the recording again line by line and get students to
could consolidate the meaning by listing the words
repeat chorally and individually. Students then practise
and expressions in a scale from good to bad, e.g.
the sentences in closed pairs. Monitor and check for
correct pronunciation of can/cant, but dont insist on very well / really well / fluently (languages)
perfect pronunciation from all students. quite well
a little bit
ADDITIONAL MATERIAL (not) at all

Workbook Unit 11 Elicit the missing word for number 1 as an example


Exercise 5 Pronunciation - // and /ka:nt/ (fluently). Students complete the exercise, working
in pairs.

She can speak Spanish very well! T 11.6 [CD 2: Track 49] Play the recording again
and get students to check/complete their answers.
2 This section gives students the opportunity to listen to
Get students to practise the sentences in open and
a person talking about their skills in a more extended
then closed pairs. If students have problems with
context. Focus attention on the photos and the rubric.
pronunciation, drill the examples, highlighting the
Ask W hats h er nam e? (Jenni Spitzer). W here is she fro m ?
sentence stress.
( the United States). W here does she live? (A rgentina ).

Focus attention on the chart. Check comprehension of Answers


the verbs in the list, using the photos as appropriate. 1 I can speak Spanish fluently.
Tell students that they will get the answers for Jenni 2 I can speak German a little bit.
from the recording, they will complete the You column, 3 My friends can play the guitar really well.
you will give answers for the T column, and another 4 I can dance very well.
student for the S column. 5 I can ride quite well.
6 I cant cook at all.
T 11.6 [CD 2: Track 49] Tell students they are going
to hear Jenni in the recording and that they should
tick the things she can do in her column of the table. GRAMMAR SPOT
Pre-teach/check barbecues. Play the recording as far as
1 Explain that an adverb describes a verb, e.g. run -
G erm an a little bit. Elicit the boxes that require a tick
run fast, draw - draw well. Copy the examples onto
(speak Spanish and speak G erm an). Play the rest of the
the board and highlight the word order with the
recording and get students to complete their answers.
adverbs coming after the verbs.
Play the recording again and get students to check their
2 Focus attention on the examples. Elicit the
answers before checking with the whole class.
adjective in each one (fluent and slow). Copy them
onto the board and highlight the formation of the
Answers
speak Spanish adverb by adding -ly.
speak German Refer students back to the examples in exercise 1.
dance Explain that fast and well are special examples that
ride a horse dont take -ly. Elicit the adjectives and adverbs for
T 11.6 each one (fast - fa s t ; good - well).
I live in the city of Tucuman. I teach English. I can speak Spanish Read Grammar Reference 11.3 on p l2 8 together
fluently and German a little bit. in class, and/or ask students to read it at home.
Encourage them to ask you questions about it.

102 Unit 11 I can do that!


Talking about you sentence. The student that gets the wording on the
4 Refer students back to the chart in exercise 2 and elicit card or closest to it wins the card. If no-one guesses
a few examples about what Jenni can and cant do. correctly, it goes to the bottom o f the pile and can
Students complete the You column in the chart. be used again. Monitor and help as necessary. If
necessary, remind students that they need to say
Drill the pronunciation of the verbs in the list. Then how well the action is done to win the card.
elicit the question forms from a range of students and
The student with the most cards in each group wins.
give true answers for yourself. Get students to complete
the T column.
Focus attention on the language in the speech bubbles. ADDITIONAL MATERIAL____________________________________________
Drill the language chorally and individually. Elicit
Workbook Unit 11
two or three more examples in open pairs. Then get
Exercise 6 Adverbs - very well/ not at all
students to continue asking and answering in closed
pairs, noting their partners answer to each question in
the S column. Monitor and check for the correct use REQUESTS AND OFFERS
and pronunciation of can/cant.
5 Focus attention on the example in the speech Can I help you?
bubble. Drill the language and highlight the different This section introduces other uses of can and helps to
pronunciation o f can and ca n t and the contrastive consolidate the question forms.
stress in the second sentence: 1 Focus attention on the pictures. Elicit where the people
// are in each one (picture 1 a shop, 2 by a bus stop,
Isabel and I can dance very well. 3 someones house, 4 a restaurant, 5 London, 6 a car).

// /:/ Focus attention on the example. Remind students


She can cook, too, but I cant cook at all. to cross out the words in each set as they use them
Elicit two or three more examples from the class and starting each sentence with Can. Students write the
other questions, working individually. Get students to
then get students to continue in closed pairs. Monitor
check their answers in pairs but dont check with the
and check for the correct use and pronunciation of
can/cant. Feed back on any major common errors, but
whole class until after exercise 2.
do not expect students to produce perfect pronunciation
Answers
of can/cant as this may prove demoralizing.
1 Can I help you?
2 Can you tell me the time, please?
PHOTOCOPIABLE ACTIVITY
3 Can you come to my party?
UNIT 11 I cant ... at all pl48 4 Can I have a glass of water, please?
Materials: one copy of the worksheet cut up per 5 Can you speak more slowly, please?
group o f three students 6 Can I give you a lift?

Procedure: Explain that students are going to play a


miming game and practise can/cant and adverbs. 2 Elicit the question to item a (3 Can you com e to
Pre-teach/check say the alphabet and type. Mime my party?). Students continue matching, working
a few actions done well and badly, e.g. play tennis individually.
well, singing badly and elicit sentences with You ..., T 11.7 [CD 2: Track 50] Play the recording and let
e.g. You can play tennis well. You can t sing very well. students check their answers to the question formation
Divide the students into groups of three. Fland out and the matching phase.
sets o f cards to each group and put them face down
Answers
on the desk. Demonstrate the activity by picking
a 3 b 2 4 d 1 e 6 f 5
up a card from one set, miming the activity shown,
and getting students to say what you can/cant
do. If they dont include an adverb, e.g. they say 1 Can I help you?
You can t sing, gesture that they need to add more Yes, please. I want to buy this postcard.
2 Can you tell me the time, please?
information, e.g. You can t sing at all.
Its about three thirty.
Students take it in turns to choose a card and mime
3 Can you come to my party?
the activity. The others in the group guess and say a Sorry. I cant. Its my grandmas birthday on Saturday.

Unit 11 I can do that! 103


4 Can I have a glass of water, please? READING AND LISTENING (SBP84)
Yes, of course. Here you are.
5 Can you speak more slowly, please? The Internet
Im sorry. Is this better? Can you understand me now?
6 Can I give you a lift? NOTE
Oh, yes please! Thats so kind of you! The reading text in this section contains a number of
new lexical items and some topic-specific lexis, e.g.
3 Deal with any vocabulary queries from exercises 1 com puter network, the Net, go worldwide. In order

and 2. Focus attention on the examples in the speech to save time in class, you might like to ask students
to look up the following words in their dictionary
bubbles. Highlight how the conversation can be
continued. Get students to practise the conversation for homework before the reading lesson: history,
D epartm ent o f D efense (US spelling), com puter
in open pairs. Get students to continue with the
network, military (noun), scientist, telephone company,
other conversations in closed pairs. Remind them
communicate, the Net, go worldwide, million, p artn er
to continue the conversations in an appropriate way.
W ith a weaker class, you could get students to repeat (in a game), share, write a blog, endless.
after the recording, and also elicit ways of continuing
the conversations before students start the pairwork. This section gives practice in vocabulary, reading,
Possible ways of continuing the conversations: and listening based on a subject o f interest to many
1 Thats 90p, please. students - the Internet. Lead into the topic with the
Thank you. following questions: Do you use Google or another search
engine? W hat fo r? A re you on Facebook or another social
2 (See example in Students Book.)
networking site? Do you write a blog? W hats it about?
3 Say Happy Birthday from me.
1 Focus attention on the web addresses. Elicit what
OK. Thanks.
www means ( world wide web ) and check students can
4 Thanks very much. pronounce the abbreviation: /dAblju: dAblju: 'dAblju:,
Thats OK. Give students tim e to discuss what each website is for
5 Yes, I can. Thanks. before discussing as a class.

6 Thats no problem. 2 The exercise reviews and extends useful verb +


noun collocations and also pre-teaches some o f the
vocabulary used in the reading text.
Check it
Focus attention on the example. Students continue
4 Focus attention on the first pair of sentences as an
matching, working individually. Get students to check
example. Students continue working individually to
in pairs before checking with the whole class. Check
choose the correct sentence.
comprehension o f play chess, pay bills, and chat to
Get students to check their answers in pairs before friend s.
checking with the whole class.
Ask students which activities you can do on the Interne
Answers and check students understand you can do all of them.
1 I cant understand.
Answers
2 He can drive a tractor.
listen to the radio
3 Can you swim fast?
watch TV
4 We can play tennis quite well.
play chess
5 You speak Italian very well.
pay a bill
6 He plays the piano very well.
read a newspaper
chat to friends
ADDITIONAL MATERIAL send an email
book a hotel
Workbook Unit 11
Exercises 7 and 8 Requests and offers - Can I ... ?/Can
3 Read the questions through as a class and elicit possibl
you ...?
answers. Divide the class into pairs or groups of three
and get students to discuss the questions. Allow them
to use whatever language they can to express their
ideas, but be prepared to feed in language if students
104 Unit 11 I can do that!
request it. Do not feed back on the questions at this Answers
stage, as students will find answers to the questions in When? Why?
the reading text. Charlotte every day help with homework
4 > !!> : [CD 2: Track 51] I f you havent set the Lauren 3 or 4 times a day hear friends news
vocabulary checking as homework, pre-teach/check Santiago in the evenings find songs
Alan Krum on Sundays get information about his
the items listed in the Note at the start o f the section,
family history
especially with weaker groups. Ask students to read
Max after school play games
and listen to the text and to find the answers to the
Edna every Friday shopping
questions in exercise 3. Get students to compare their
predictions in exercise 3 with the information in the
text. Check the answers with the whole class. 1 Charlotte, age 14
1use the Internet a lot. Every day, I think. It helps me with my
Answers homework. I google for information or I use Wikipedia. It helps
1 The Internet started in the 1960s. me with everything - history, geography, science, English - er,
2 It started because the US Department of Defense wanted a everything. Yesterday I got a lot of information about Jane Austen.
computer network to help the American military. 2 Lauren, age 20
3 People can google for information, buy and sell clothes and cars, I go on Facebook a lot, sometimes three or four times a day.
book a hotel, a holiday or tickets for the cinema, pay their bills; Its a great way to hear all your friends news and see all their
watch their favourite TV programme, play chess with a partner photographs. Yesterday I posted all the photos from my party last
in Moscow; chat to their friends and share photographs on weekend. You can see them if you want.
Facebook, write a blog.
3 Santiago, age 23
I play the guitar and I can find lots of songs on the Internet.
5 Get students to read the text again and find and correct Yesterday I got the words and music for Cant buy me love, you
know, by the Beatles. I can play it now. I use the Internet in the
the false sentences. Ask students to check their answers
evenings, when I have time.
in pairs before checking with the whole class.
4 Alan Krum, age 47
Answers Well, my surname, - er, my family name is Krum and I want to
1 False. The Internet started in the 1960s. write about my family, so I use the Internet to find out about my
2 False. The US Department of Defense started it. familys history. There are special websites for this. Also, I can chat
to people with the same name from all over the world - Canada,
3 True.
Germany, Argentina. Its really interesting. I usually use it on Sundays,
4 True.
because I have more time then.
5 True.
5 Max, age 10
I play games a lot. And I go on websites for my favourite pop groups
-Vhat do you do on the Internet? and football players. I want to be on the computer all the time, but
my mum says I cant. She says I can only use it after school for an
6 Tell students they are going to hear different people hour, and then I stop.
talking about when and why they use the Internet.
6 Edna, age 71
Focus attention on the photos and the age of each
I go shopping on the Internet. Every Friday I go to my sons house
person. Give students a few moments to discuss how and I use his computer. Its fantastic - the supermarket brings all my
each one might use the net. shopping to my home. I want a computer now. I want to send emails
Pre-teach/check: Wikipedia (an online encyclopaedia), to my friends. Most of my friends have computers.

geography, science, post photos (on Facebook), songs.

i1 [CD 2: Track 52] Play the first extract and Elicit examples o f other uses of the Internet that dont
focus attention on the example. Remind students that appear in the text, e.g. read the weather forecast, get
they dont have to understand every word to be able to help with your English, get maps and directions, get
complete the exercise. Play the rest of the recording and names and addresses of businesses, etc.
get students to note down their answers for each person. Give the names o f a few good websites that you know
Get students to check their answers in pairs. Play the and describe what you can do on these sites. Feed in
recording again and get students to check/complete useful language for talking about websites:
their answers. Check the answers with the whole class. (Name o f site) is good fo r (shopping).
Elicit any other information students understood about I visit (name of site)/or (information on travel).
each Internet user. You can (read the news) at (name of site).
A good site fo r (games) is (name o f site).

Unit 11 I can do that! 105


Divide the class into groups and get them to talk about T 11.10 [CD 2: Track 53] Tell students they are going
how they use the Internet and about good websites that to hear short conversations that talk about the people
they know. Monitor and help as necessary. and things in sentences 1-7. Sometimes the wording
Get students to tell the whole class o f any interesting is quite similar to the sentences and sometimes it is
sites in a brief feedback session. Highlight any common a bit different. Play number 1 as an example and get
errors to the class, but do not over-correct as this may students to compare their version.
prove demoralizing. Play the rest o f the recording and get students to
compare the adjectives used.
SUGGESTION
Refer students to H H M on SB p i 20. Put students in
If your students are interested in the Internet, you can
pairs to practise the conversations. Monitor and check.
get them to work in groups and write a summary of
If students have problems with pronunciation, drill
how they use the Net, referring to script ) ' as a
difficult lines from the recording again. Be prepared to
model. They can also produce a mini-guide o f their
give an exaggerated model o f the voice range if student!
favourite websites divided into categories according
sound a little flat.
to students interests, e.g. sports, learning English,
shopping, local information, news, etc.
T 11.10
1 A A Ferrari is a fantastic car. Its so fast.
Yeah, I know, but its also so expensive.
ADDITIONAL MATERIAL____________________________
2 A Flow tall is your brother?
Workbook Unit 11 Hes very tall, 1.9 metres. Im only 1.7 metres.
Exercises 9 and 10 Reading - Meet ASIMO 3 A I think motor racing is a really dangerous sport.
I know its dangerous, but its exciting too. Thats why I love it!
4 A Can I have a fresh orange juice, please?
VO CABU LARY AND SPEAKING (SBP86)
Im afraid we dont have fresh.
Adjective + noun A OK. Just a glass of water then.
5 A New York is a very cosmopolitan city. I love it.
This section consolidates and extends the adjective + noun
Me too. I cant believe Im here.
collocations students have met to date in the course.
6 A Charlie Chaplin made some very funny films, dont you think?
1 Focus attention on the illustration and elicit a few
No. I dont like his films. I think theyre really boring.
examples o f what is shown.
7 A We cant go for a walk, its too cold and wet.
Focus on the example match of old/young/tall to Yes, we can. Look, its sunny again! Come on!
people. Put students in pairs to continue the matching
task. Check the answers, drilling the pronunciation as
3 Check comprehension of film star. Elicit a few possible
necessary.
examples for each category and write them on the
Answers board. Put students in groups of three or four to draft
old/young/tall people their lists. Feed in useful language for this stage, e.g.
fast/expensive car W hats an exam ple o f an expensive car? A M azda?
delicious/fresh food I dont really agree with that. How about a Porsche?
big/busy/cosmopolitan city
Students continue in their groups. Make sure one
dangerous/exciting sport
student writes down the examples.
funny/interesting/boring films
warm and sunny/cold and wet weather Students then work with people from another group to
compare their lists. Elicit the most comm on example
for some o f the categories in a short feedback session.
2 Elicit a possible ending for number 1 (a fast car/an
expensive car). If necessary, remind students o f the use
SUGGESTION
of a/an with a singular noun.
Students can play 10 questions with the examples in
Explain that students sometimes need an adjective + exercise 3. One student thinks o f a category, e.g. an old
noun combination and sometimes just an adjective on city, without telling the others in the group. They have
its own. Give students time to complete the sentences a maximum of 10 questions to find out what it is.
and then compare with a partner.

106 Unit 11 I can do that!


ADDITIONAL MATERIAL [CD 2: Track 54] Play the first line of
conversation 1 and elicit the missing word (lost). Play
Teachers Resource Disc
the rest o f the recording and get students to complete
Communicative activity Unit 11 Ready, steady, go! the rest o f the task.

Workbook Unit 11 Play the recording again and let students complete/
Exercise 11 Adjective + noun check their answers. Check the answers with the class.

Answers and tapescript

EVERYDAY ENGLISH (SB P87) 1 A Excuse me! Can you help me? Im tost.
Where do you want to go?
Everyday problems A Grand Central Station.
Turn left onto Park Avenue. Its straight on. You cant miss it.
1 Focus attention on the photos and ask students where
the people are in each one (1 in the city, 2 at work, 3 in 2 A Oh, no!
Whats the matter?
a car park, 4 at home, 5 in the street, 6 in town).
A Theres something wrong with my computer. I cant get on the
Get students to match the problems to the photos. Internet, so I cant send my emails.
Check the answers. Turn everything off and try again. That sometimes works.
3 A Excuse me! This ticket machine doesnt work.
Answers
Did you push the green button?
1 directions 4 a lost passport
A Oh! No, I didnt.
2 computers 5 an accident
Ah, well. Heres your ticket.
3 a ticket machine 6 arriving late
A Thank you very much.
4 A Come on! Its time to go to the airport.
2 Focus attention on the example. Students match the lines But I cant find my passport! I cant find it anywhere!
to the pictures, working individually. Get students to check A You put it in your bag.
their answers in pairs before checking with the class. Did I? Oh, yes. Here it is! Phew!
5 A Are you all right?
Answers
Yes, I think so.
[4] / cant find it anywhere!
A Does your arm hurt?
[3] This machine doesnt work.
It hurts a bit, but I think its OK.
Q] I'm lost.
[6] Im so sorry Im late! 6 A Im so sorry Im late.
Its OK. The film starts in 15 minutes.
|T] I cant get on the Internet.
A I missed the bus.
[5] Are you all right?
I told you, it doesnt matter. Come on! Lets go.

This stage allows students to use their imagination


4 Get students to practise the conversations in closed
and create a conversation around one o f the situations
pairs. Monitor and check for pronunciation. If students
in the photos. Ask a confident student to choose a
have problems, drill key sections from the recording
photo and improvise a short conversation around the
and get students to repeat the pairwork.
situation he/she selected.
Get students to choose two conversations to learn and
Students continue in pairs. Monitor and help as
act out for the rest of the class. Encourage them to
necessary, but dont try to control the wording too
stand up and roleplay the situation, rather than just say
much. Its best just to let students do what they can with
the conversations face to face. This helps students with
the language they already know. If appropriate, you can
the acting out and with the overall delivery. Encourage
pair more confident students with weaker ones.
the other students to listen carefully to the students
If you have time, allow a few pairs to act out their who are acting and give feedback on pronunciation.
conversations to the class.
3 Briefly review the language of giving directions from SUGGESTION

Unit 8: turn left/right, go straight on. Also pre-teach/ If class time is short, you could get students to learn
check the following words from the conversations: you their lines for homework and then give them a short
cant miss it (= its easy to find), W hats the matter?, push time to rehearse in pairs. W ith a weaker group, you
(a button), airport, miss the bus, it doesnt matter. could put simple cues on the board to help if students
forget their lines.

Unit 11 I can do that! 107


ADDITIONAL MATERIAL

Workbook Unit 11
Exercise 12 Everyday problems

Dont forget!
Workbook Unit 11
Exercises 1 3 -1 6 Revision

Word list
Ask the students to turn to p i 3 6 -7 and go through
the words with them. Ask them to learn the words for
homework, and test them on a few in the following lesson.

Teachers Resource Disc


Unit 11 Test
Unit 11 Skills test

Video/DVD
Unit 11 The Living Craft Show on iTools and iTutor

108 Unit 11 I can do that!


I d like - some/any
In a restaurant
Signs all around

Please and thank you

some and any Students also practise som e and any with plural countable
ntroduction to the unit nouns and uncountable nouns.
This unit is called Please and thank
you and it focuses on the function POSSIBLE PROBLEMS
; f asking for things in a range of Students have already seen like as a main verb in the presentation
contexts. The structure would like is o f the Present Simple in Unit 5. This is the first time students have
ntroduced and practised, along with seen would like and it is easy for them to confuse the two. Comm on
some and any. Like is also reviewed mistakes are:
and contrasted with would like. The * D o you like a cup o f tea?
lexical set o f shops and amenities is * I like to buy a dictionary.
reviewed and extended, and there is * You like a coffee?
a Vocabulary and speaking section Students can usually understand the difference between liking in
on food and drink, and ordering in a
general (expressed with like) and a specific request (expressed
restaurant. The Reading and speaking with would like), but the similarity in form can lead to confusion.
section also focuses on food, with a Students are given both receptive and productive practice in both
:ext about what people eat in different forms, but be prepared to monitor and check for mistakes and review
Tarts o f the world. This is the first
as necessary. (There is no need to highlight at this stage that would is
jigsaw reading in the course and so a modal verb, as students will meet would and its various uses in later
fully integrates reading and speaking
levels o f New Headway, Fourth edition.)
skills. There is further functional
Students first met som e and any with there is!are in Unit 8, but may
practice in the Everyday English section
still query their meaning as individual words. At this early stage, its
with the language used in a range of
best just to give practice in the use o f som e and any with a range o f
signs in public places.
different examples, rather than get into complicated explanations.
The G ram m ar Spot on SB p89 sets out the key uses that students
need to be aware o f at beginner level.
Language aims
Grammar - Id like Students have
Vocabulary Shops and amenities are reviewed and extended. The theme
already met want + noun and want +
and vocabulary of food and drink is presented in the Reading and speaking
fo-infinitive. In this unit would like +
section, and carried through in Vocabulary and speaking in the context of
noun and would like + fo-infinitive are
ordering things in a restaurant.
introduced as polite ways of asking for
things, or saying that you want to do Everyday English This highlights and practises the language used in signs
something. The question form Would in everyday situations.
you like ... ? is also introduced for
Workbook Would like is reviewed and consolidated in a range of exercises,
offering things. Would like (for requests
and there is practice in distinguishing between like and would like. There is
made now) is also contrasted with
further practice o f the functional language o f offering things, and there is
'.ike (for expressing likes/dislikes in
a pronunciation exercise to practise discrimination in vowel sounds. The
general).
lexical set o f food and drink is practised further, and further reading practice
is given with a text on eating habits.

Photocopiable activity There is a photocopiable activity to review the


language of signs on p l49.

Unit 12 Please and thank you 109


Notes on the unit Drill the pronunciation o f the lines containing would
like from conversation 1: Id like som e ham, please.
STARTER (SB p88) How m uch would you like? Would you like anything else?

This Starter section reviews and extends the lexical set of Check students can reproduce the contracted form
shops and amenities and also reviews can. I d /aid/ and the pronunciation of would /wud/.

1 Focus attention on the chart and give students time Put students in pairs to practise the conversations.
to read the Activities column. Check bread, milk, Monitor and check for correct pronunciation. Be
fru it, meat, and conditioner. Deal with any vocabulary prepared to drill key lines again if necessary.
queries and focus attention on the example. Then get
Answers and tapescript
students to continue matching in pairs. Check the
Conversation 1
answers.
A Good morning. Id like some ham, please.
Answers How much would you like?
2 e 3c 4a 5b 6 f 7d A Four slices.
Would you like anything else?
A Yes, Id like some cheese. Do you have any Emmental?
2 Focus attention on the example. Then get students to Im afraid we dont have any Emmental. What about Gruyere?
make sentences with the phrases in exercise 1 using A No, thank you. Just the ham, then. How much is that?
You can . . . .
Conversation 2
[CD 2: Track 55] Play the recording and get
T 12.1 Can I help you?
students to check their answers. Explain any individual A Yes, please, Id like some shampoo.
words that students query. (If you think students need We have lots. Would you like it for dry or normal hair?
further practice in the pronunciation of can, you could A Dry, I think.
get students to listen again and repeat the sentences.) OK. Try this one. Anything else?
A Er - oh yeah. I dont have any conditioner. Id like some
Answers and tapescript conditioner for dry hair, please.
1 You can buy a magazine in a newsagents. Yes, of course. Thats 6.90, please.
2 You can buy bread, milk, fruit, and meat in a supermarket.
3 You can get US dollars from a bank.
GRAMMAR SPOT
4 You can buy stamps and send a parcel in a post office.
5 You can buy a dictionary in a bookshop. w ould like
6 You can get a medium latte in a coffee shop.
1 Read the notes as a class. Make sure students
7 You can buy shampoo and conditioner in a chemists.
understand the difference in register between
want and the more polite would like, and that
d like is the contracted form.
SAYIN G WHAT YOU W ANT (SB P88) 2 Read the notes as a class. Make sure students
understand that Would you like ... ? is used when
Id l i k e s o m e and any
we offer things.
1 Focus attention on the photos and get students to point
Ask students to find more examples o f would like
to Adam in each one. Pre-teach/check slices, anything
in the conversations in exercise 1.
else, Em m ental, Gruyere (types o f Swiss cheese), and
dry/norm al hair. som e and any

T 12.2 [CD 2: Track 56] Play the first line of 1/2 Read the notes as a class, highlighting the use
conversation 1 and elicit the missing word (m orning). of som e with positive sentences, and any in
Play the rest o f the recording through once without questions and negatives.
stopping and elicit where Adam is in each conversation Ask students to find more examples of som e and
(1 in a superm arket, 2 in a chemists). Allow students to any in the conversations in exercise 1.
check their answers in pairs. Play the recording again Read Grammar Reference 12.1-12.2 on p l2 8
to let students check/complete their answers. together in class, and/or ask students to read it at
Check the answers with the whole class. (If students home. Encourage them to ask you questions
query the use of one in try this one in conversation 2, about it.
check they understand it means try this type o f shampoo.)

Unit 12 Please and thank you


Explain that students are going to hear Adam from 3 Explain that in the conversations in this exercise Adam
exercise 1 shopping in town. Pre-teach/check The is talking to a visitor at his home. Pre-teach/check
Times (newspaper ), first/second class, and D rink here or orange/apple juice. Elicit the second missing word in
take away? Focus attention on the chart and read the the first line {like). Give students time to complete
questions out so that students know what to listen for. conversations 1 and 2. Let them check in pairs before
Explain that for What does he want? students can just playing the recording.
write words and for What are his words? students write T 12.4 [CD 2: Track 58] Play the recording and get
the sentences Adam uses. students to check their answers.
T 12. J [CD 2: Track 57] Play the recording of
Answers and tapescript
conversations 1 and 2 through once. Play it again,
pausing at the end of key lines if necessary to allow A= Adam, V =Visitor
students to write Adams words. Check the answers Conversation 1
with the class. A What would you like to drink?
V A juice. Id like an apple juice, please.
Answers A E r... I have some orange juice, but I dont have any apple juice.
V Dont worry. Orange juice is fine. Thanks.
Conversation 1 Conversation 2
Conversation 2
Where is he? in a newsagents in a coffee shop
A Would you like something to eat?
What does The Times and two a medium latte; V Yeah, OK. A sandwich. A cheese sandwich?
he want? magazines; some some chocolate A Er... I dont have any cheese. Sorry. I have some ham. Would you
stamps cake like a ham sandwich?
What are Id like some stamps Id like a latte, V I dont like ham.
his words? too. please. A Would you like some cake, then?
Two books of first- Id like some V Yes, please. Id love some.
class stamps, please. chocolate cake.

T 12.3
Check pronunciation of apple juice /'aepl d 3u:s/,
Conversation 1
orange juice /'Drind3 d 3u:s/, and sandwich /'saenwitf/.
Is that all? The Times and the two magazines? Put students in pairs to practise the conversations.
A Yes, thats all. Oh, I nearly forgot - Id like some stamps too. M onitor and check for accurate pronunciation and
First or second class? intonation. Check students reproduce I d like correctly
A First. Two books of first-class stamps, please. and make sure students dont say I like. If students have
OK. Would you like a bag? problems with pronunciation, drill key sections of the
A No, thanks. I dont need a bag. conversations and get students to practise again in
Thats 9.65. closed pairs.
Conversation 2
Roleplay
A Id like a latte, please.
Drink here or take away? 4 This exercise practises question forms with would
A To drink here, please. like. Focus attention on the pictures and get students
Small, medium or large? to imagine they are at home with a friend. Check
A Medium, please. comprehension of feel at home. Focus attention on
Would you like something to eat? the examples in the speech bubbles. Remind students
A Er - yes. Id like some chocolate cake. of the use of would like + noun and would like + to-
Sure. Anything else? infinitive. Drill the examples chorally and individually.
A Thats it, thanks. Encourage students to reproduce correct intonation,
using a wide voice range on the answers, starting high.
If students ask why stamps can be first or second class, Check comprehension of the food, drinks, and activities
explain that in Britain there is a system of two classes of on offer. Elicit two different exchanges from each of the
post with first class being quicker and more expensive. boxes from the students in open pairs. Then get them to
This may seem strange to students who are used to a continue in closed pairs. Monitor and check for correct
flat tariff for sending basic letters. use of would you like + noun and fo-infinitive, and
pronunciation. If you have time, get students to act out
their roleplay for the rest of the class.

Unit 12 Please and thank you 111


ADDITIONAL MATERIAL Put students in pairs to practise the conversation.
Monitor and check for accurate pronunciation and
Workbook Unit 12 intonation. Check students reproduce I d like correctly
Exercise 1 W hats in the basket? and make sure students dont say I like. If students hav
Exercises 2 and 3 some!any problems with pronunciation, drill key sections o f the
Exercise 4 I'd like - I d like a ... I I d like to ... conversations and get students to practise again in
Exercise 5 Offering things - What would you like? closed pairs.

Birthday wishes
PRACTICE (SB p90) 3 Tell students they are going to hear three people talkin
about their birthday. Focus attention on the chart and
Its my birthday!
elicit possible answers to the two questions, e.g.
Exercises 1 -4 o f Practice focus on would like in the context
W hat would they like? A book, a CD, a picture, a
o f birthdays. It consolidates the use of would like + noun
jum per, a camera, etc.
and would like + io-infinitive.
W hat would they like to do in the evening? Go to the
1 Introduce the topic by asking W hens y ou r birthday?
theatre, have a party, go to a restaurant, go shopping, et<
and What do you usually do on your birthday?
T 12.6 [CD 2: Track 60] Play the recording o f Kelly
Explain that students are going to hear a conversation
and elicit the answers (breakfast in bed and to go to the
between two friends. Its the mans birthday soon and
theatre). Play the rest o f the recording and get students
the woman is asking what he would like. Pre-teach/
to complete the chart.
check forget, presents, take you out fo r a meal, and silly.
Ask students to cover the text o f the conversation in Get students to check their answers in pairs before
exercise 2. Ask the questions in exercise 1. checking with the whole class.

T 12.5 [CD 2: Track 59] Play the recording through Answers


once and elicit the answers. Kelly: breakfast in bed with the newspapers; go to the theatre
Mike: a new computer; go to a good restaurant
Answers Jade: a new mobile phone; go out with all her friends
She wants to take him for a meal.
T 12.6
He wants to forget his birthday.
Kelly
T 12.5 - see below
What would I like for my birthday? Thats easy! Id like to have
breakfast in bed. With the newspapers. And in the evening Id like to
2 Ask two students to read out the first three lines of go to the theatre.
the conversation and elicit the missing words in line 3 Mike
(would you like). Give students time to complete the Well, Id like a new computer, because my computer is so old that
rest o f the conversation. new programs dont work on it. And then in the evening Id like to
go to a good restaurant. I dont mind if its Italian, French, Chinese,
T 12.5 [CD 2: Track 59] Play the recording again and
or English. Just good food.
let students check their answers.
Jade
Answers and tapescript Id love a new mobile phone. My mobile is so old now. Id like one
A Hey, isnt it your birthday soon? that takes good photos - your phone has a really good camera and
Yeah, next week on the 15th. it wasnt that expensive. And in the evening Id like to go out with all
A So, what would you like for your birthday? my friends and have a great time!
I dont know. I dont need anything.
A But Id like to buy you something. 4 Ask students to imagine its their birthday soon. Focus
Thats kind, but I think Id like to forget my birthday this year. attention on the examples in the speech bubbles. Drill
A What? You dont want any presents! Why not? the language and check students say I d like rather than
Well, Im 30 next week, and that feels old. I like. Get students to give one or two more examples,
A Thirty isnt old. Come on. Id like to take you out for a meal with working in open pairs. Students continue in closed
some friends. You can choose the restaurant.
pairs. Monitor and check for correct use o f would like -
OK, then. Thank you. Id like that. Just dont tell anyone its my
noun and would like + to-infinitive.
birthday.
A Oh, thats silly!

112 Unit 12 Please and thank you


ke and would like Elicit examples o f complete conversations. Encourage
students to ask What about you? and follow-up
This section explains the difference between like and
questions, e.g.
would like and gives students further practice in using the
two forms. A W hat do you like doing in your free time?
I like shopping and reading. W hat about you?
1 Read the sentences aloud and ask W hats the difference?
A I like swimming and listening to music.
Allow students to express a range of ideas, in LI if
W hat music do you like?
appropriate. Do not confirm or explain the difference
A Jazz and classical. W hat about you?
at this stage, as students get further help in exercise 2.
I like pop and rock.
2 [CD 2: Track 61] Pre-teach/check tonight and
What about you? Play the recording and get students to W hat would you like to do this weekend?
read the conversations. Point out the use of I d love to A Id like to go out with my friends. W hat about you?
in reply to Would you like to ...? Explain that we dont Id like to go shopping.
usually repeat the verb from the question. A W hat would you like to buy?
Some clothes and a CD.
Ask the concept questions in the Students Book and
check the answers. Then get students to continue working in closed pairs.
Monitor and check for correct use of like + -ing and
Answers would like + fo-infinitive. Feed back on any comm on
Conversation 1is about what you like day after day. errors which might interfere with comprehension, e.g.
Conversation 2 is about what you want to do today.
*1 like to visiting my parents.

Put students in new pairs to practise the conversations.


Listening and pronunciation
Monitor and check for accurate pronunciation 4 M W [CD 2: Track 62] This is a discrimination
and intonation. Check students use I like and exercise to help students distinguish like and would
I d like correctly. If students have problems with like. Play the first sentence as an example and elicit the
pronunciation, drill key sections of the conversations sentence that is recorded {W ouldyou like a Coke?) Play
and get students to practise again in closed pairs. the rest o f the recording and get students to choose the
correct sentences. Get students to check in pairs. If there
GRAMMAR SPOT is disagreement on the answers, play the recording again
and then check the answers with the class.
1 Read the notes as a class. Make sure students
understand that like is used to talk about Answers and tapescript
something which is always true. Focus attention 1 Would you like a Coke?
on the example sentences and elicit other examples 2 I like watching films.
from the class. 3 Wed like a flat with two bedrooms.
2 Read the notes as a class. Make sure students 4 What would you like to do?
understand that d like is used to talk about 5 I like new clothes.
something we wish to have or do now or soon. T 12.8
Focus attention on the examples and highlight the 1 A What would you like? Would you like a Coke?
use o f the noun and fo-infinitive in questions with Yes, please. Im very thirsty.
would like. Elicit other examples from the class. 2 A What sort of thing do you like doing at the weekend?
Well, I like watching films.
Read Grammar Reference 12.3 on p l2 8 together
in class and/or ask students to read it at home. 3 A What sort of flat do you want to move into?
Encourage them to ask you questions about it. Well...
Wed like a flat with two bedrooms. Somewhere near the
centre.
Talking about you 4 A We have this weekend free. What would you like to do?
3 Focus attention on the examples in the speech bubbles. Id like to have the weekend with you, and only you!
W ith weaker classes, review the difference between A Oooh!
like and would like by asking G eneral or specific? about 5 A What do you spend all your money on?
each sentence ( like = general meaning; would like = a Well, I like new clothes. I buy new clothes every week.
specific wish). Also highlight the use of like + -ing and
would like + fo-infinitive.

Unit 12 Please and thank you 113


Refer students to on SB pl21. Give students time and then elicit examples, asking a student from each group
to read the conversations and deal with any vocabulary to write them on the board. Take the opportunity to check
queries they may have. Put students in new pairs to pronunciation and review the alphabet by getting students
practise the conversations. Monitor and check for to spell some of the key words.
accurate pronunciation and intonation. Check students Focus attention on the title of the section. Say You are what
use I like and I d like correctly. If students have problems you eat. What does it m ea n ? (it is important to eat well).
with pronunciation, drill key sections of the conversations
1 This exercise includes some o f the key vocabulary in
and get students to practise again in closed pairs.
the jigsaw reading task. Ask W hats in picture 1 ? and
Check it elicit salad. Students continue asking and answering,
working in pairs.
5 Focus attention on the first pair o f sentences as an
example. Students continue working individually to Check the answers with the class. Drill the
choose the correct sentence. pronunciation of the words as necessary.

Get students to check their answers in pairs before


Answers
checking with the whole class. 1 salad 6 seafood
2 breakfast cereal 7 fish
Answers
3 chicken 8 rice
1 Id like to leave early today.
4 bread and jam 9 eggs
2 Do you like your job?
5 pasta
3 Would you like tea or coffee?
4 Id like some tea, please.
5 Theyd like something to eat. 2 The words listed below are new. W ith stronger
6 I dont have any money. students, allow them to work together in their groups
(see notes below) to deal with the new vocabulary,
using dictionaries as appropriate. W ith weaker
ADDITIONAL MATERIAL
students, you could pre-teach/check the following
Teachers Resource Disc items first: meal, soup /su:p/, lunch box, dish, vegetables
Com municative activity Unit 12 In your dreams /'vedjtablz/, beans, plate, have a snack, ride a bike,
run a marathon, snack (verb), dessert, have a siesta,
Workbook Unit 12 do som e exercise, go to the gym .
Exercises 6 and 7 like and would like - like dancing/would Focus attention on the article. Ask W hat fo o d can you
like to dance see in the photos? Elicit some words for the food in
the photos, e.g. sushi, salad, chicken, rice, and seafood.
Focus attention on the photos of the people and check
READING AND SPEAKING (SBP92)
pronunciation of the names:
You are what you eat Masumi /mas'su:mi:/, Caroline /'kaerslain/,
Adella /a'dela/
NOTES
Put students into three groups, A, B, and C. (With
This is the first jigsaw reading in the course and so larger classes, you may need to have multiple sets of the
will need careful setting up. The jigsaw technique three groups.) Assign a text to each group and remind
integrates reading and speaking skills by getting students to read only their text:
students to read one of three texts and then work in
Group A - Masumi
groups to exchange information in a speaking phase.
Group - Caroline
Its important to remind students to read only their
Group - Adella
text and to get information about the other texts via
speaking. Get students to read their text quickly, asking others
in their group for help with vocabulary if you didnt
The theme o f the section is eating well and the texts
pre-teach the items listed above. Monitor and help
describe the eating habits o f three people in different
with any queries.
parts of the world.
Give students time to read the questions and deal with
any queries. Get them to work in their groups and
Lead into the topic of food by asking students to brainstorm
answer the questions about their text, noting down the
examples of food and drink. Get them to work in groups
answers to each one. Monitor and help as necessary.

114 Unit 12 Please and thank you


Answers
questions in their groups, noting down suggestions for a
Masumi:
good diet.
1 rice, fish, eggs. Elicit a range of ideas from the class in a short feedback
2 For breakfast he has rice, fish, and soup. For lunch he has bento, section.
with rice, fish, vegetables and eggs, and sometimes meat. For
dinner he has fish with beans. SUGGESTION
3 He has lunch at 12 oclock. In the evening he eats at/after nine
If your students are interested in the topic of food,
oclock.
you could start a m ini-project. Students can write
4 At the weekend, he likes going for walks and having dinner
with his family.
about what people eat, using the descriptions in
5 He would like to eat with his children. the reading texts as a model. This would work
6 Yes, he goes for walks. particularly well with students from different
countries or regions o f the same country. If possible,
Caroline:
get students to produce their project on a computer,
1 breakfast cereal, salad, chicken, fish.
adding images and references they have researched
2 For breakfast she has toast and cereal. For lunch she has salad. For
on the Internet.
dinner she has chicken or fish.
3 She has breakfast early. She has lunch at 11.30.
4 She likes cooking for friends at home.
ADDITIONAL MATERIAL
5 She would like to run the New York Marathon.
6 Yes, she rides her bike to work and runs 10 kilometres a day. Workbook Unit 12

Adella: Exercise 11 Reading - English food


1 bread and jam, pasta, salad, fish, seafood, rice.
2 For breakfast she has bread and jam. For lunch she has pasta,
salad, fish or meat, and a dessert. For dinner she has seafood VOCABULARY AND SPEAKING (SBP94)
and rice.
3 She has lunch at two oclock. She has dinner at about ten oclock.
In a restaurant
4 She likes going to bars with her friends in the evening. This section reviews and extends the lexical set o f food
5 She would like to do some exercise/go to the gym. and drink, and recycles would like in the context o f
6 No, she doesnt. ordering in a restaurant.
1 Write the following words from a menu on the board:
SUGGESTION Starters, Mains, Sandwiches, Side orders, Desserts, Drinks.
Elicit examples o f things for each category, e.g. soup,
You might want to feed in the language students can
pasta, cheese sandwich, chips, chocolate cake, orange juice.
use for the information exchange, e.g.
Do you want to start? Focus attention on the menu. Give students time to
You next. read it through. Encourage students to ask a partner
Sorry, I dont understand. for help with any dishes they dont recognize, but be
Can you repeat, please? prepared to deal with any vocabulary queries students
may have. Check pronunciation o f the following items,
especially the silent I in salmon and the g in Bolognese.
3 Re-group the students, making sure there is an A, B,
Drill the word stress as necessary.
and student in each group. Demonstrate the activity
by getting a couple of students from one group to tom ato /to 'm a ito o /
talk about the person in their text. Students continue mozzarella /.m D tse'reb /
talking about the answers to the questions in exercise 2 salmon /'saemon/
and exchanging the information about their person. spaghetti Bolognese /sp o'geti b o b 'n e iz /
Monitor and help. Also, check for correct use o f the mayonnaise /,m ei3'n eiz/
Present Simple, like and would like. Note down any m ixed salad /.m ik st 'ssebd/
com m on errors, but feed back on them at a later stage. apple pie /,aepl 'pai/
mineral water /'m inorol ,w o:to(r)/
What do you think? sparkling / spcuklir)/
Read through the questions as a class and elicit a few Give a few examples o f things from the menu that you
responses from a range o f students. Briefly review the like and dont like. Put students in pairs to compare
use o f imperatives, e.g. E a t ..., D o n t have ... for the their likes and dislikes.
suggestions about diet. Give students time to discuss the

Unit 12 Please and thank you 115


Ask students to report back about their partners
SUGGESTION
preferences. Use this as an opportunity to review the
If you have access to other real menus from British
third person -s on likes/doesnt like.
or American restaurants, bring copies of them into
2 Tell students they are going to hear Liam and Maddy class and get students to roleplay other conversations,
ordering a meal at the Cafe Fresco. Check they using the different menus. You will need to be careful
understand that Liam is a mans name and Maddy is a that the menus you select contain language that is
womans name. Also check what the letters L, M, and appropriate for the post-beginner level.
W stand for. Give students time to read through the
sentences.
ADDITIONAL MATERIAL
T 12.9[CD 2: Track 63] Focus attention on the
example and play the first line of the recording. Play Workbook Unit 12
the rest o f the recording and get students to complete
Exercises 8 and 9 Pronunciation - // /i:/ /u:/ III
the task.
Exercise 10 Food
Ask students to check their answers in pairs. If there is
disagreement on the answers, play the recording again
and get students to check/amend their answers. Check EVERYDAY ENGLISH (SB P9S)
the answers with the whole class.
Signs all around
Answers and tapescript This section focuses on the meaning o f everyday signs
W Are you ready to order? and also recycles can/cant in the context o f be allowed to.
L Well, 1am. Are you ready, Maddy? Lead in to the topic by drawing some o f the signs in and
M Yes, 1am. Whats the soup of the day? around your school on the board. Elicit where you can
W French onion soup. see them.
M Lovely. Id like the French onion soup to start, please.
W And to follow? 1 Focus attention on the signs in exercise 1. Elicit where
M Id like the salmon salad with some chips on the side. you can see them.
w Thank you. And you sir? What would you like?
Answers
L Er - Id like the tomato and mozzarella salad, followed by the
hamburger and chips. You can see the signs in a variety of places, including shops, offices,
restaurants, libraries, hospitals, etc.
w Would you like any side orders?
L No, thank you. Just the hamburger.
W And to drink? 2 Pre-teach/check sm oke, push/pull, up I down, flo o r
M Sparkling water for me, please. What about you, Liam? (= storey), stand (verb). Focus attention on the
L The same for me. Wed like a bottle of sparkling water, please. example. Put students in pairs to continue matching
W Fine. Ill bring the drinks immediately. the signs to the meanings. Check the answers.

Answers
3 Divide the class into groups of three. Get students to
2a 3 e 4 j 5o 6m 7k 8i 91 10 n 11 b
practise the conversation in their groups. If students
12 h 13 g 14 c, d
have problems with pronunciation, drill key sections of
the conversations and get students to practise again.
3 4 > m l [CD 2: Track 64] Explain that students are
Roleplay going to hear eight single lines o f conversation. Pre-
4 Give students time to prepare their roles and what teach/check gate. Play number 1 and elicit the correct
they want to order. Encourage them to rehearse the sign (SALE).
conversation a few times. Once they are more confident Play the rest of the recording and get students to find
with the language, encourage them not to refer to the the remaining seven signs. Allow students to check in
text in the Students Book, but to work from their own pairs. If there is any disagreement, play the recording
memory. (W ith a weaker group, you could write simple again and get students to check/amend their answers.
sentence cues on the board to help with the roleplay.)
Monitor and help as necessary. Get students to act out
their conversations for the rest o f the class.

116 Unit 12 Please and thank you


Answers SUGGESTION
lb 2 3 i 4 e 5h 61 7 g 8 c/d Ask students to research other signs in English and
T 12.10 bring them into class. Encourage them to note down
1 Hey, look! That lovely red jumper is only 19.99 now. the signs they see when visiting an English-speaking
2 Oh, no. I put my money in before I saw the sign. country or to ask people they know to do so. Students
3 Can you tell me where the toilets are, please? can create a display o f the different signs along with
4 This is our table. It has our name on it. their meaning.
5 Im not waiting. There are so many people.
6 Which floor is our room on? Is it the 6th or 7th?
7 Oh, dear were too late. It doesnt open again until Monday now. ADDITIONAL MATERIAL
8 Im sorry, but you cant walk here. Didnt you see the sign on
the gate?
Dont forget!
4 Demonstrate the activity by reading a short Workbook Unit 12
conversation and getting students to guess the correct Exercises 1 2 -1 5 Revision
sign, e.g.
Word list
A Oh, no! I need som e stamps, but the post office isnt
Ask the students to turn to pp 137-8 and go through
open.
the words with them. Ask them to learn the words for
Dont worry. You can buy stamps at the newsagents.
homework, and test them on a few in the following lesson.
Students point to the Closed sign.
Put students in pairs to continue. Monitor and help Teachers Resource Disc
as necessary. Remind students not to use any o f the Unit 12 Test
wording in the sign if possible, and to keep their Unit 12 Skills test
chosen sign a secret.
Video/DVD
Students take it in turns to act out their conversations
Unit 12 The Los Angeles fo o d trucks on iTools and iTutor
and get the rest o f the class to guess the correct sign.

PHOTOCOPIABLE ACTIVITY
UNIT 12 Signs all around pl49
Materials: one copy o f the worksheet cut up per
group of three students
Procedure: Explain that students are going to play
a game to help them recognize and remember
different signs.
Divide the class into groups o f three. Hand out a
set o f cards to each group. Ask students to spread
them across the desk, face down. Demonstrate that
students must take it in turns to turn two cards
over. If they match (i.e. the sentence matches the
picture), the student keeps the pair and has another
go. If they are wrong, they must return the cards
face down in the same place and the next student
can have a go.
Feed in useful language for playing the game, e.g.
Its your turn. Is that right? That isnt right. That
isnt a pair, etc.
Students play the game in their groups. Monitor
and help.
The student with the most cards in each group is
the winner.

Unit 12 Please and thank you


Colours and clothes Present Continuous
Opposite verbs Whats the matter?

Here and now

Introduction to the unit POSSIBLE PROBLEMS

This unit is called Here and now and the Many other languages do not have the equivalent of the Present
main new language focus is the Present Continuous, and they use a single present tense to express action which
Continuous. Students practise the tense is true for a long time and action happening now or around now. This
in a range of contexts and it is contrasted can lead students to use the Present Simple in English when they want
with the Present Simple. The lexical set to refer to action in progress:
of clothes and colours is reviewed and * You wear a nice suit today.
extended, and this is a vehicle for further Students also confuse the form of the two tenses. They are already
practice of the Present Continuous. familiar with am /is/are as parts of to be, but they tend to start using
Students also get personalized practice them as the auxiliary with the Present Simple, and using do Idoes as the
of the tense by describing photos. (You auxiliary with the Present Continuous. Comm on mistakes are:
will need to warn students to bring in * Shes play tennis. * What do you doing?
photos from home for this task - see * Em coming from Spain. * Do they working today?
notes on pl23.) There is a Reading * Youre go to work by bus.
and listening skills section talking The Present Continuous can also be used to refer to the future and this
about a change in routine in the life of is covered in Unit 14 o f the course.
a millionaire who wants to help people.
This consolidates the use of the two
Vocabulary Clothes and colours are reviewed and extended and the focus on
present tenses. The vocabulary syllabus
continues with a focus on opposite verbs, vocabulary patterns continues with a section on opposite verbs.
e.g. teach and learn. The Everyday English Everyday English This section is called W hats the matter? and it focuses on
section is called Whats the matter? and it feelings, e.g. tired, hungry, etc., minor problems like have a cold/headache,
focuses on feelings such as tired, worried, and suggestions to make people feel better.
minor problems like have a headache,
and suggestions with Why dont you ...? POSSIBLE PROBLEMS
English uses to be with hungry, thirsty, tired, cold, and hot, whereas
Language aims other languages express the same idea with the equivalent o f have, e.g.
Spanish: Tengo sed; French: Ja ifa im . This can lead students to use have
Grammar - Present Continuous In
with the adjectives in English and make the following mistakes:
New Eleadway Beginner, Fourth edition,
hI have hunger. He has cold.
students meet and practise the Present
Simple relatively early in the course Students may need help distinguishing be cold from have a cold, which
and this tense is consolidated across the is also introduced in Everyday English.
units. This unit introduces the Present
Continuous after students have had the Workbook The vocabulary o f colours and clothes is reviewed and
opportunity for thorough practice o f the consolidated. The Present Continuous is practised in all forms in a range
Present Simple. The unit contrasts the o f exercises, and the Present Simple and Present Continuous are reviewed
use of the two tenses and gives students in contrast. There is further reading practice, and opposite verbs are also
the opportunity to practise them reviewed and practised. The language o f talking about feelings and making
together. Despite presenting the Present suggestions from the Everyday English section is also practised further.
Continuous later than the Present
Simple, the two tenses can still cause Photocopiable activity There is a photocopiable activity to review the
confusion for some students. Present Continuous on p !5 0 .

118 Unit 13 Here and now


3 Demonstrate the activity by talking about the colours
Notes on the unit of your clothes, e.g. My shirt is blue. My trainers are
STARTER (SB P96) black and white, etc. Dont use I m wearing at this stage.
Elicit examples from one or two students. If necessary,
1 This Starter section reviews and extends the lexical set
remind them o f the s to talk about possessions. Then get
of colours and clothes. Focus attention on the colours
students to continue in closed pairs. Monitor and check
and the example. Students continue labelling the
for correct pronunciation of the colours and clothes.
colours, working in pairs. Check the answers, drilling
the pronunciation as necessary. ADDITIONAL MATERIAL _____________________________

Answers Workbook Unit 13


2 green 6 grey Exercises 1 & 2 Colours and clothes
3 white 7 brown
4 black 8 yellow
5 blue WHAT ARE THEY WEARING? (SB P97)

Present Continuous
Give an example of your own favourite colour(s)
1 This section introduces the positive forms of the
and then elicit examples from the class. If necessary,
Present Continuous in the context of talking about
consolidate the vocabulary by pointing to different
clothes. A limited number of verbs apart from wear are
objects in the class and eliciting the correct colour.
introduced to help students get used to the form of this
2 Focus attention on the clothes and the example. new tense.
Students continue labelling the clothes, working in
Focus attention on the pictures o f the people. Point
pairs. Check the answers.
to Nigel and elicit the missing words ( suit and shirt).
Answers and tapescript
Give students time to complete the other descriptions,
1 a jumper 7 trainers working individually. If they query the use of is/are
2 a shirt and tie 8 a jacket wearing or the other verb forms, tell them they are
3 a T-shirt and shorts 9 a scarf in the Present Continuous, but do not go into a full
4 a skirt 10 boots explanation at this stage.
5 a dress 11 a suit [CD 2: Track 66] Play the recording and get
T 13.2
6 shoes and socks 12 trousers
students to check their answers. Play the recording again
and get students to repeat chorally and individually.
T13.1 [CD 2: Track 65] Play the recording, getting Encourage students to reproduce the contracted forms
the students to repeat chorally and individually. Check and the linking between -ing and a vowel:
students can pronounce the vowels sounds in the Hes w earin gagrey suit.
following words correctly:
If students have problems, drill just the first part of
skirt / shirt /sk 3 :t/ /|/ each sentence with wearing, e.g. Nigels wearing a grey
trousers /'tra u z o z / suit. Lilys wearing a yellow T-shirt, etc. Then drill the
boots /b u :ts/ sentences with the other verbs: H es reading his emails.
suit /su :t/ Shes running, etc.
tie /tai/

Check students can distinguish shirt and skirt. Elicit Answers and tapescript
1 Nigels wearing a grey suit and a white shirt. Hes reading his
which items in exercise 2 are for women (a skirt and
emails.
a dress). Highlight the use o f a with the singular items,
2 Lilys wearing a yellow T-shirt and white trainers. Shes running.
e.g. a jum per, and that the plural items do not need a,
3 Ricks wearing blue jeans and a red jumper. Hes playing the guitar.
e.g. boots. Highlight that the word trousers is plural in
4 Eva's wearing a green jacket and brown boots. Shes carrying a
English, because this may be different in the students black bag.
own language. 5 Polly and Penny are wearing yellow dresses and blue shoes.
Theyre eating ice-cream.

Unit 13 Here and now 119


GRAMMAR SPOT
My m others working at home.
1 Focus attention on the examples and read the Elicit some more examples from one or two
notes with the whole class. Ask students to students, e.g.
underline the Present Continuous forms in the I m studying English. I m sitting in Room ... next to ...
sentences about Nigel, etc. in exercise 1. My parents are working.
2 Read the notes with the whole class. Remind Divide the class into pairs and get students to
students o f the -ing form by giving students the continue exchanging examples. Monitor and check
infinitive and eliciting the -ing form, e.g. wear - for correct formation of the Present Continuous.
wearing, run - running, play - playing, etc. Check Feed back on any com mon errors with the tense,
students understand that s is the contracted form and if necessary drill the corrected forms.
of is, and re the contracted form of are.
Focus attention on the sentences and the example.
ADDITIONAL MATERIAL
Students complete the other sentences, using
contracted forms. Workbook Unit 13
Exercise 3 Present Continuous - Shes wearing/talking
Answers
You/We/Theyre wearing jeans. Exercise 5 Present Continuous - Negatives
He/Shes playing in the garden.
4 1 [CD 2: Track 67] Write a big question mark
Highlight that the Present Continuous can be used on the board to show students they are going to
for actions happening now, e.g. Youre wearing practise questions. Focus attention on the examples.
jeans, and around now, e.g. I m studying English. Play the recording and let students just listen. Play the
recording again and get students to repeat chorally an
Read Grammar Reference 13.1 on p l2 9 together
individually. Make sure students include the contract*
in class, and/or ask students to read it at home.
fo r m s in W hats he doing? and the schwa sound // in
Encourage them to ask you questions about it.
What are they doing?
W hats he doing? /'wots hi 'du:iq/
Say wear - wearing, read - reading, sit and elicit
What are they doing? /'wot 6ei 'du:ii]/
sitting. Focus attention on the example and drill the
pronunciation. Describe another student without Check the pronunciation of the names in exercise 1.
saying their name and get students to guess who it is. Focus attention on the language in the speech bubbles
Students continue in closed pairs. Monitor and check and elicit full answers H es wearing a grey suit and a w h
for correct formation o f the Present Continuous. shirt, and Hes reading his emails. Drill the questions
Highlight any errors after the task and encourage and answers chorally and individually. Get students
students to self-correct as far as possible. to continue asking and answering about the people in
exercise 1, working in closed pairs. Monitor and check
Focus attention on the example and then talk about
for correct formation o f Present Continuous questions
your own clothes. Students take it in turns to stand up
and statements. If students have problems, highlight th*
and describe their clothes. In larger classes, students
changes from statement to question form on the board:
can do this in groups.
He is wearing a white shirt.
SUGGESTION
You can provide further practice o f Present What is he wearing?
Continuous positive forms by getting students to
think about what their family and friends are doing. PRACTICE (SB p98)
Write the following questions on the board:
What are you doing now? Asking questions
What are your parents/friends/brothers and sisters/ 1 This exercise gives practice in the he/she and they forn
children doing now? of Present Continuous questions and statements. Foci
attention on the pictures and briefly review the verbs
Demonstrate the activity by giving your own
students will need to use {cook, drive, have a shower,
answers, e.g.
write, ski, eat an ice-cream, run, dance, and play golf.).
I m teaching English. I m working in Room ... with
W ith a weaker group, you could write the verbs on
C lass...
the board.

120 Unit Here and now


Focus attention on the examples in the speech bubbles Divide the class into pairs. Assign the role o f A or
and highlight the use o f the contracted forms. Elicit one to each student and hand out the relevant half of
or two more examples and then get students to continue the worksheet. Remind students they shouldnt look
asking and answering in pairs. Monitor and check for at each others picture.
correct formation o f Present Continuous questions and
Drill the type of questions students can ask, e.g.
statements.
What is (the fath er ) wearing? Is (the mother)
T 13.4 [CD 2: Track 68] Play the recording and listening to music?, etc.
get students to check their answers. If students had
Students work in closed pairs to find all six
problems during the task, play the recording again
differences. Tell them to circle the part of their
and get students to repeat. Elicit the extra information
picture when they find a difference. Monitor and
provided in each answer.
help as necessary.

Answers and tapescript Students compare their pictures to check they have
1 A Whats he doing? found the differences.
Hes cooking dinner for friends.
2 Whats he doing?
ADDITIONAL MATERIAL
A Hes driving to London.
3 A Whats he doing? Workbook Unit 13
Hes having a shower after work. Exercise 4 Present Continuous - Questions
4 Whats she doing?
A Shes writing an email to her mother.
HES ON HOLIDAY AT THE MOMENT (SBP98)
5 A Whats she doing?
Shes skiing in France. Present Simple and Present Continuous
6 Whats she doing?
This section reviews the Present Simple and contrasts it
A Shes eating a strawberry ice-cream.
with the Present Continuous. Exercise 1 highlights the use
7 A What are they doing? of Present Simple for facts and repeated actions.
Theyre running fast.
1 Refer students back to the picture o f Nigel on SB p97.
8 What are they doing?
Tell students they are going to read about his job.
A Theyre dancing at a party.
Review/ check feel tired and enjoy and then focus
9 A What are they doing?
attention on the example. Ask students to complete the
Theyre playing golf in the rain.
rest of the text with the verbs.
T 13.5 [CD 2: Track 69] Ask students to check their
Demonstrate the meaning of mime. Focus attention
answers in pairs before playing the recording for a
on the examples in the speech bubbles and drill the
final check.
language. Choose an activity that you can mime for
the students and get them to guess what you are doing. Answers and tapescript
Encourage them to give sentences in the Present Nigel is a businessman. He works from 9.00 to 5.30 every day. He
Continuous rather than just call out the infinitive verb always wears a suit and tie for work. He usually has lunch at his desk
forms. Divide the students into pairs and get them to at LOO. He arrives home at about 7.00 every evening and he reads
continue miming and guessing. Get them to change to his children before they go to bed. He often feels very tired at
the end of the day.
roles after each mime. Monitor and check for correct
formation of the Present Continuous.
2 This exercise consolidates the use o f the Present
PHOTOCOPIABLE ACTIVITY Continuous for actions happening now and around
UNIT 13 What are they doing? pl50 now. Focus attention on the picture o f Nigel and his
Materials: one copy o f the worksheet cut up per pair family. Read the rubric and ask Where is Nigel? (on
of students holiday in Spain). Who is phoning Nigel? (his boss).
Where is his boss, Bill? (in England/in his office).
Procedure: This is an information gap using different
pictures. Tell students that they are going to work with T13.6 [CD 2: Track 70] Play the recording and get
a partner and ask questions to find six differences students to read the text.
between two similar pictures o f a family.

Unit 13 Here and now 121


GRAMMAR SPOT Focus attention on the examples in the speech bubbles
Elicit the wording for question 2 and highlight the
Read the examples with the class. Ask Which verb is falling intonation on the Wh-question:
the Present Simple? {he wears), Which is the Present
Continuous? {hes wearing).
Where are they staying?
Ask students to discuss the concept questions in pairs.
Students ask and answer the questions in pairs. With
Then check the answers.
weaker students, you could elicit the question forms
Answers with the whole class first and then get students to ask
Hes wearing a T-shirt. (= now) and answer.
He wears a suit for work. (= true day after day, but not now) T 13.7 [CD 2: Track 71] Play the recording and get
students to check the questions and answers.
Read Grammar Reference 13.2 on p l2 9 together
in class, and/or ask students to read it at home. Answers and tapescript
Encourage them to ask you questions about it. 1 Are they having a good time?
Yes, they are.
2 Where are they staying?
3 Focus attention on the list o f names in the chart. Ask
Theyre staying in a house with a swimming pool near the beach.
W hos Karen? {Nigels wife). W hos Bill? {Nigels boss). 3 What are the children doing?
Briefly highlight the use of is/isnt and are/arent by Theyre swimming in the pool.
getting students to say which subject can go with 4 Whats Karen doing?
which verb {Nigel, Karen, Bill, It + is/isnt; The children, Shes sunbathing.
They + are/arent). If necessary, briefly review the 5 Whats Nigel doing?
pronunciation o f arent /a:nt/. Hes talking on the phone.
6 Is he wearing a suit?
Demonstrate the activity by eliciting a range of true No, he isnt.
sentences about Nigel {Nigel is enjoying the holiday/talking 7 Why is Bill calling?
to Bill/relaxing.). Students continue making sentences, Because he has a problem.
working individually. Get students to compare their
sentences in pairs before checking with the whole class.
5 This exercise consolidates the contrast between the
If students query the use o f No, were not in line 6 of two present tenses. Focus attention on the examples in
the dialogue, explain that this is an alternative for number 1. Ask Which verb means true day after day,
No, we arent. but not now? {lives); Which verb means now? { s staying

Answers Students complete the sentences, working individually


Nigel is enjoying the holiday. Remind them to use contracted forms, and point out
Nigel is talking to Bill. that sentence 3 includes never and so needs a positive
Nigel is relaxing. verb. Allow students to check their answers in pairs
Nigel isnt staying in a hotel. before checking with the whole class. If there are
Karen is enjoying the holiday. sentences that students disagree on, deal with them as
Karen is relaxing. a whole class, referring students back to the Grammar
Karen isnt swimming in the pool. Spot on SB p99.
Bill is calling Nigel.
Bill isnt relaxing. Answers
The children are enjoying the holiday. 2 He usually wears a suit, but today hes wearing shorts.
The children are swimming in the pool. 3 He never relaxes at work, but now hes relaxing by the pool.
It isnt raining in Spain. 4 Karen works in a shop, but today shes enjoying her holiday.
They are enjoying the holiday. 5 The children work hard at school, but today theyre swimming
They arent staying in a hotel. in the pool.
6 It often rains in England and its raining there now.

4 This exercise consolidates Wh- and Yes/No questions


in the Present Continuous. Briefly review the -ing form ADDITIONAL MATERIAL
by saying the infinitive and eliciting the correct form,
e.g. have - having, do - doing, swim - swimming, Workbook Unit 13

wear - wearing. Exercise 6 Present Simple or Continuous? - wear/are


wearing
122 Unit 13 Here and now
PRACTICE (SBplOO) Check it
3 Focus attention on the first pair of sentences and
NOTE elicit the correct one (Im wearing a blue shirt today.).
In the lesson before exercise 2, A photo o f you, ask Students continue working individually to choose the
students to bring in a photograph of themselves to correct sentences.
talk about in class. Tell them that the photo needs to Get students to check their answers in pairs before
be an action shot and show: checking with the whole class.
where you are who youre with
what youre doing what youre wearing
Get students to look up any useful words they need
to talk about the picture. Also, bring in a photo of
yourself so that you can demonstrate the activity.

Questions and answers


1 This exercise practises Yes/No question formation
in the Present Continuous. Focus attention on the
cues and the example question. If necessary, remind
students that the question form is an inversion of the
statement form. Get students to write the questions for
the exercise, working individually.
Check the answers with the whole class.

Answers
2 Are we learning Chinese? ADDITIONAL MATERIAL

3 Are we sitting in a classroom? Teachers Resource Disc


4 Are you listening to the teacher?
Communicative activity Unit 13 W hats she wearing?
5 Is the teacher wearing blue trousers?
6 Are all the students speaking English?
7 Are you learning a lot of English? READING AND LISTENING (SBplOO)
8 Is it raining today?
This week is different
Model and drill the examples in the speech bubbles. This section provides skills practice in reading, listening,
If necessary, review the formation of short answers. Tell and speaking, and also consolidates the difference between
students that they have to stand up and ask the questions the Present Simple and Present Continuous. Students also
in a mingle activity and that they should give true short review the Past Simple in the reading text and in the tasks.
answers. Get students to do the activity and monitor
1 Exercise 1 is a warm-up activity for the reading stage.
and check for correct question formation, intonation,
It reviews the use of the Present Simple for routines.
and short answers. Encourage students to give extra
Pre-teach/check rich and millionaire. Read the examples
information wherever possible.
with the class. Then elicit two or three more examples
A photo of you from the class. Students then continue comparing ideas
in closed pairs. Monitor and check, but do not focus too
2 Demonstrate the activity by talking about a photo of
heavily on errors as this activity is to raise interest in the
yourself. Then elicit one or two more examples from
topic, rather than to test accuracy.
students in the class. Get students to continue working
in pairs and talking about their photo. Monitor and 2 Focus attention on the photos. Ask Which person is the
check for correct use of to be and of the Present millionaire ? Get students to point to the correct picture.
Continuous. Note down any com m on errors, but Give students time to read the introduction. If students
dont feed back on them until after the activity. Allow query Channel 4, elicit other examples o f international
students to talk as freely as they can about their photo. channels, e.g. BBC, CNN, Discovery Channel, Disney
Channel, etc.
Check the answers to the questions.

Unit 13 Here and now 123


Answers 4 False. The hostel is for homeless boys.
They leave their home, and live and work with people who 5 True.
need help. 6 False. They think that he is a good teacher.
The other people dont know they are rich. 7 False. Hes enjoying his time with Roger and Margaret.
8 True.

3 The main part of the text contains some new


vocabulary. Encourage students to use the context Listening
as much as possible to help them understand the
5 Tell students they are going to hear Colin talking in
new words. Students can also ask a partner or use a
four different situations. Ask students to guess from
dictionary if appropriate. W ith weaker students, you
the information in the reading text who he might be
could pre-teach some or all of the new vocabulary, or
talking to, e.g. his family, Margaret and Roger, etc.
ask students to check it before the lesson. The following
items are new: be worth (60 million), teenage, country T 13.8 [CD 2: Track 72] Focus attention on the
house, private plane, especially, m arried couple, questions and on the chart. Play the first conversation
apartm ent block, run a hostel, homeless, miss (your and elicit the answers to the two questions (see Answer.
fam ily), build, bring (som eone to a place). below). Play the rest o f the recording without stopping.
Allow students to compare their answers in pairs, and
Give students time to read the paragraph about Colin.
play the recording again if necessary.
Deal with any vocabulary queries they may have. Focus
attention on the questions. Elicit the missing word in Check the answers with the class.
number 1 (did). Get students to complete the questions,
working individually. Check students questions. Dont Answers and tapescript

give the answers in brackets at this stage. Whos he talking to? Whats he talking about?
1 Roger and Margaret They are saying hello. Margaret
Answers
is thanking Colin for helping them.
1 When did he start his business? (He started in business 25 years
ago when he was 19.) 2 One of the boys from Colin is helping the boy to read.
2 Where does he live? (He lives in a beautiful, big country house.) the hostel.
3 Does he have any children? (Yes, he has two teenage sons.) 3 His wife. They are talking about Colins time
4 Why is he a lucky man? (He also has a house in Majorca, and with Roger and Margaret.
apartments in London and New York. He drives a yellow 4 His sons. They are talking about working
Lamborghini and has a private plane.) hard and meeting the people in
5 Who does he want to help? (He wants to help people who arent Manchester.
as lucky as him, especially young people.)
T 13.8
=Colin R = Roger M = Margaret CW =Colins wife
Elicit the answer to question 1 and then put students
CS =Colins sons =boy in the hostel
in pairs to continue asking and answering. Check the
Conversation 1
answers by getting students to ask and answer again
Hello, Im Colin.
across the class (see Answers in brackets above).
R Hi, Colin. Lovely to meet you. This is my wife, Margaret.
4 Give students time to read the rest o f the text. Deal M Its very good of you to come and help us.
with any vocabulary queries they may have. Check Im pleased to be here.
pronunciation of the names in the text: Colin /'kolin/, Conversation 2
Roger /'/, and Margaret /'ma:grit/. Read Thats much better. Now, read it again.
sentence 1 and ask True or false? Elicit false and the There was a man who work -ed, worked hard and his
correction He went to Manchester by train. busi- busi...
Put students in pairs to complete the true/false task. Business.
... his business became very sue - sue - cess - ful, successful!
Remind students to provide the corrections where
Great. Youre doing well.
necessary. Check the answers with the class.
Conversation 3
Answers Hello, darling.
1 False. Colin went to Manchester by train. CW Colin! How are you? Were all missing you.
2 False. Hes staying in a flat in a poor area of the city. Im missing you too, but Im having a good time. Its very
3 True. interesting here. Roger and Margaret are wonderful people.

124 Unit 13 Here and now


Conversation 4 1 Introduce the concept o f opposites by saying a number
Hi, boys! o f adjectives and eliciting the opposite, e.g. hot - cold,
CS Dad! Hi! Were doing our homework. expensive - cheap, etc.
Hey, thats good. Im working hard too. Read the sentences with the class. Ask students to
CS Are you having a good time?
underline the verbs s asking and re answering. Explain
I am. Im with some really interesting people.
that these are verbs with opposite meaning.
CS Can we meet them?
Yes, you can. Id like you to meet them. 2 Focus attention on the example. Pre-teach W hats
CS See you soon, Dad. the opposite o f (leave)? to allow students to help each
Yeah, cant wait! See you soon! other with the task. Then put students in pairs to
continue matching. If appropriate, allow students to use
dictionaries. Monitor and help.
Vhat do you think?
Check the answers, drilling the pronunciation as
Read through the questions as a class and elicit a few necessary.
responses from a range of students. Give students time
no discuss the questions in groups. Elicit a range of ideas Answers
from the class in a short feedback section. Ask students if 2 work play
they know any other examples o f rich people who want to 3 buy sell
help others. 4 walk run
5 love hate
SUGGESTION 6 open close

The reading text contains a series of numbers in 7 turnon turn off


8 start finish
different formats. You could list these on the board
9 get up go to bed
and get students to check what they refer to:
10 remember forget
4 - the number o f the T V channel
11 put on take off
ten - the number o f days the millionaire works
12 win lose
with people
19 - the age when Colin started his business
60 million - what Colin is worth 3 Focus attention on the pictures. Ask Who are the
two - the number o f sons Colin has people? Where are they? Elicit a few ideas about some
8th - the floor Margaret and Roger live on of the pictures. Elicit the missing verb for sentence 1
one - the number o f bedrooms Margaret and as an example (answer). Remind students that they
Roger have will need to use different tenses in the sentences.
1 0 0 ,0 0 0 - the money Colin wants to give With weaker students, elicit the tenses needed (but
Margaret and Roger not the verbs) before students complete the task
(Present Simple 1/3/6; Present Continuous 2; Past
Simple 4/5; imperative 7). Remind students that never
ADDITIONAL MATERIAL in sentence 6 is followed by a positive verb. Also refer
students to the Irregular verbs list on p i42 to check the
Workbook Unit 13
Past Simple answers.
Exercise 7 Reading - Todays different
Students complete the sentences, working individually.
M onitor and help. Let students check their answers
VOCABULARY AND LISTENING (SBP102) in pairs. Deal with any disagreement on the tense or
choice o f verb together on the board.
Opposite verbs
T 13.9 [CD 2: Track 73] Play the recording for a
This section focuses on another vocabulary pattern - final check. As a follow-up, check what one refers to
opposites. Students first met the concept o f opposites with in sentence 2 (car) and it in sentence 7 (the TV).
the focus on adjectives in Unit 7. This section focuses on
verbs. It reviews a number o f verbs students have already
met, e.g. ask and answer, and also introduces some new
pairings, e.g. win and lose. The set also includes some
common phrasal verbs, e.g. put on and take off.

Unit 13 Here and now 125


Answers and tapescript pairs to practise the conversations. Monitor and chec
1 Please dont ask me any more questions. I cant answer them. If students have problems with pronunciation, drill
2 Im selling my old car, and Im buying a new one. difficult lines from the recording again. Be prepared 1
3 We always get up at seven in the morning and go to bed at eleven give an exaggerated model of the voice range if studei
at night. sound a little flat.
4 It was cold, so Tom took off his T-shirt and put on a warm jumper.
5 I usually walk to school, but yesterday I was late so I ran all ADDITIONAL MATERIAL
the way.
Workbook Unit 13
6 Johns playing tennis with Peter today. He always loses.
He never wins. Exercise 8 Opposite verbs
7 Dont turn off the TV, Im watching it! Please turn it on again!

EVERYDAY ENGLISH (SB P103)


Tell students they are going to hear six short
conversations that contain opposite verbs. Explain that Whats the matter?
they dont need to understand every word, but just This section presents the language of talking about feeling
to write the pairs o f verbs. Also, point out that they minor medical problems, and offering suggestions.
should write the verbs in the infinitive as they appear
1 Focus attention on the pictures and the question
in exercise 2, rather than the full verb forms, i.e. work,
rather than I m working.
W hats the matter? Establish that W hats the matter? i<
a comm on way of asking W hats the problem?
[CD 2: Track 74] Focus attention on the
Focus attention on the example for picture 1. Student
examples and play conversation 1. Play the rest o f the
continue completing the sentences, working in pairs.
recording and get students to write the correct pairs
o f verbs. Play the recording again if necessary to let 1 [CD 2: Track 75] Play the recording through
students check/complete their answers. once and get students to check their answers.

Answers and tapescript Answers and tapescript


2 start, finish \ Shes cold. 6 Shes bored.
3 play, work 2 Hes hungry. 7 Hes angry.
4 leave, arrive 3 Theyre tired. 8 Shes worried.
5 remember, forget 4 Hes thirsty. 9 He has a headache
6 open, close 5 Theyre hot. 10 She has a cold
T 13.10
1 A Would you like an espresso? Play the recording again and get students to
No, thank you, I hate black coffee.
chorally and individually. Make sure they :
A Do you? I love it.
tired and bored as one syllable - /'taiod/, /
2 A What time does the film start? than */'taired/, */'bo:red/. Ask students to m n
6.45. cold and have a cold to check they have u n c s-a
A And do you know when it finishes? difference.
About 8.30,1think.
Get students to work in pairs. Student p e s a
3 A Would you like to play tennis after work?
cartoon and Student says the corresponds^:
Sorry, I cant. Im working late again.
4 A Our train leaves London at 13.55. Focus attention on the photos and two gappes
And what time does it arrive in Paris? conversations. Give students time to compie-j
A 16.05. with words from exercise 1.
Wow! Thats fast. i i m n [CD 2: Track 76] Play the recording
5 A Did you remember to bring your dictionary? students to check their answers. Highlight the
Oh, sorry. I forgot it. Why dont you ... ? for making suggestions. i
A Not again! query I ll in conversation 1, explain that it s z m p i
6 A Can I open the window? Im hot. making an offer, but dont go into an exp 1an s
Of course. Just remember to close it when you leave grammar behind it.
the room.
Play the recording again and get students to
Students practise the conversations in pairs
Refer students to | ) on SB p !2 2 . Put students in

126 Unit 13 Here and now


Answers and tapescript ADDITIONAL MATERIAL
Conversation 1
Workbook Unit 13
A Whats the matter?
Im tired and thirsty. Exercises 9 and 10 W hats the matter?
A Why dont you have a cup of tea?
Thats a good idea.
Dont forget]
A Sit down. Ill make it for you.
Conversation 2 Workbook Unit 13
Whats the matter? Exercises 1 1 - 1 6 Revision
D I have a bad headache.
Oh dear! Why dont you take some aspirin? Word list
D I dont have any. Ask the students to turn to p i 3 8 -9 and go through
Its OK. I have some. the words with them. Ask them to learn the words for
homework, and test them on a few in the following lesson.
: oleplay
Teachers Resource Disc
3 Check comprehension o f the ideas in the lists. Elicit Unit 13 Test
one or two more conversations from the class and Unit 13 Skills test
then get students to continue in closed pairs, using the
words from exercise 1. Monitor and check for correct Video/DVD
use o f the adjectives and Why dont you ... ? Unit 13 Clothes on iTools and iTutor

SUGGESTION
Try to integrate language from the Everyday English
sections in your lessons and encourage students to do
the same. This language can be used quite naturally in
the classroom context to reinforce the communicative
value o f what the students are learning.
Good (morning).
How are you?
Em sorry Em late.
Have a nice day.
See you later.
I dont know.
I dont understand.
Please./Thank you.
How do you sp ell... ?
W hats the date today?
Is there a ... near here?
Pardon?
All right.
Excuse me.
(Em) sorry.
Thats OK.
Can I ... ?
W hats the matter? Em ...
Are you all right?
I cant fin d m y ...
My ... doesnt work.
I cant get on the Internet.
Why dont you ... ?
Thats a good idea.

Unit 13 Here and now 127


Future plans
Grammar revision Vocabulary revision
Social expressions (2)

It's tim e to go!

a future intention. The key aspect of the Present Continuous for future is
Introduction to the unit arrangement, but this is not focused on in this unit. Neither is there any
This final unit of the course is called Its discrimination practice where students have to choose one of the forms. In a
time to go! and it has two main themes - the work on future forms in this unit, both in the presentation and the practi
travel and holidays, and life events. sections, students are carefully guided to use one of the forms, not the other.
Students have already practised talking
about the present and the past, and now POSSIBLE PROBLEMS
this unit allows them to look forward by Students might wonder why going to is sometimes used and sometimes
introducing the language of future plans - not. The easiest answer is to say Both are possible to talk about the
the Present Continuous with future future. This is not the right time or level to attempt to draw out the
meaning and going to. Students are given differences between the two uses.
plenty of practice in talking about future
Some students may confuse the form of the Present Continuous and
plans in the context of planning a trip,
going to. Again, at this stage in their learning, this is to be expected.
and in talking about their own future. The
Just let them have fun with talking about their own future plans. They
theme of life events also provides a review
will practise the Present Continuous and going to, and other ways of
of past, present, and future.
referring to the future, in later learning.
Students get the opportunity to review
vocabulary and grammar in two full-page
Revision sections that pull together the Question words The questions words students have met in previous units
are reviewed as part of the practice of talking about future plans.
key language o f the course. Integrated
reading and speaking practice is provided Grammar revision A page o f the unit is dedicated to revising the key
in the form of a jigsaw reading on life tenses in the Beginner level, including question formation and negatives.
events. This includes a speaking section This section also reviews other areas o f grammar from across the course,
in which students use the language of including some/any, there is, this/that, etc.
talking about the past, present, and future
in a personalized way. The Beginner Vocabulary revision There is also a page o f vocabulary revision, which
level rounds off with a second set of focuses on collocation, words that are linked, e.g. airport and planes, and
social expressions in the Everyday English words that dont belong in a set. A pronunciation section focuses on word
section. stress and recognizing words that rhyme.

Everyday English This section includes a second set o f social expressions,


Language aims extending the language students practised in Unit 3. It focuses on a range
Grammar - future plans There are a o f everyday situations including saying goodbye/seeing someone o ff at the
range of ways of expressing the future in station, saying sorry for breaking something, and talking about plans for
English and in this final unit we focus on the weekend.
just two - the Present Continuous for the Workbook The Present Continuous for future plans is consolidated in the
future and going to. Our aim in the unit positive and question forms. There are further grammar and vocabulary
is exposure to the forms, and not mastery revision exercises, and there is an exercise on form filling. The social
of them. Students will be familiar with expressions from the Everyday English section are also practised further.
the form of the Present Continuous from
Unit 13 and the form of going to is quite Photocopiable activity There is a photocopiable activity to review the
similar. Both have the verb to be + an -ing language o f future plans on p 151. (This involves planning a trip, so you
form. In this unit they are presented as might want to bring in maps and tourist brochures or leaflets relating to
having pretty much the same meaning - different continents/countries to provide students with ideas.)
Notes on the unit that it shows Bill and Glorias route across Europe.
Elicit one or two countries that they are going to visit,
STARTER (SB pi04) e.g. Germany, Italy, etc. Then get students to continue
naming the countries in pairs. M onitor and help as
1 This Starter section reviews and extends the lexical set
necessary.
o f transport, and also reviews the Present Simple and
Past Simple. Focus attention on the pictures and elicit 2 Refer students to the itinerary on SB p p l0 4 -1 0 5 . Set a
the correct word for number 1 (car). Give students time limit o f about two minutes to encourage students
time to complete the task, working in pairs. Check the to find just the information they need to check their
answers with the whole class, making sure students can answers. Tell them not to worry about new vocabulary
spell and pronounce the words correctly. at this stage.
Check the answers with the class. Its fine for students
Answers
to give just the places and forms of transport in their
1 car 5 plane
answers. Dont insist that they use the future forms at
2 train 6 boat
this stage and leave the explanation o f the structures
3 bus 7 bicycle
until you focus on the Gram m ar Spot section.
4 coach 8 motorbike

2 Write the example from the Students Book on the


board and underline come and came. Ask Why com e?
(Present Simple to talk about what usually happens)
and Why cam e? (Past Simple for a single action in the
past). Elicit other examples from the class. If necessary,
briefly explain the uses of come and go. We usually use
com e to describe movement to where the speaker is
now and go to describe movement away from where
the speaker is now. Compare: I usually com e to school
by bus. (The students are at school now.) I usually go to
work by train.
Elicit a range o f further examples from the class.

SEVEN COUNTRIES IN SEVEN DAYS! (SBP104)

Future plans
This section introduces going to and the Present Continuous
for future in the context of plans for a trip. This is a very
natural context for carrying the target language and one
that is easily personalized by the class. Students get initial
exposure to the future forms in context in the questions in
exercise 1. Dont insist that they use these forms in their
answers, but allow them to have a go if they want to. 3 This exercise includes both Present Continuous and
going to for future plans. It has been set up to let
Lead in to the topic o f a sightseeing trip around Europe
students get used to seeing the structures in context
by giving the names o f the cities on the itinerary on SB
in sentences 1 -4 before they need to produce the new
p p l0 4 -1 0 5 and eliciting some o f the most famous places
forms in sentences 5 -8 . Encourage students to use
to visit, e.g. London - Buckingham Palace. Try to include
the context to help them understand any new
as many of the sights listed in the itinerary as possible.
vocabulary. The following words are new and may
1 Focus attention on the photo and on rubric 1. What are need explaining, especially with weaker classes:
their names? (Bill and Gloria Bigelow /'bigalou/) What overnight, check into, cruise, boat ride, canal, tunnel,
nationality are they? (American) Where are they from ? autoroute ( - motorway), flight.
(Columbus, Ohio). Focus attention on the map. Explain

Unit 14 Its time to go! 129


Elicit the answer to number 1 as an example (London). T 14.3 [CD 2: Track 79] Playing the recording and ge
Also explain that students will sometimes need to students to check their answers. W ith weaker students,
write a verb. Elicit the answer to number 5 (drive) as write the questions on the board to allow students to
an example. Get students to complete the sentences, check the verb forms.
working individually. Monitor and help as necessary.
Get pairs o f students to ask and answer questions 1 anc
T 14.1 [CD 2: Track 77] Get students to check in pairs 2 across the class. Encourage them to give long answer:
before playing the recording as a final check. and so practise the two future forms (see Answers
Play the recording o f sentences 1 -4 again and get in brackets below). Students then ask and answer
students to repeat chorally and individually. Students in closed pairs. Monitor and check. If students have
then take it in turns to practise the sentences in closed problems with the form or pronunciation, drill key
pairs. Monitor and check. If students have problems examples and get students to practise again.
with the pronunciation of going to, drill key examples
Answers and tapescript
and get students to practise the sentences again.
1 What are they doing on Tuesday? (Theyre travelling through
Belgium into Germany.)
Answers and tapescript
2 What are they going to do on Wednesday? (Theyre going to drive
1 On Sunday theyre flying to London.
down the Romantic Road to the Alps and Austria.)
2 On Monday theyre going to have a bus tour of London.
3 When are they going to drive over the Europa Bridge? (Theyre
3 On Tuesday theyre travelling through Belgium and into Germany.
going to drive over the Europa Bridge on Thursday.)
4 On Wednesday theyre going to drive down the Romantic Road
4 What are they going to do in Verona? (Theyre going to see Juliets
to the Alps and Austria.
balcony.)
5 On Thursday theyre going to drive over the Europa Bridge.
5 Where are they having dinner on Saturday? (Theyre having dinner
6 On Friday theyre going to stop in Verona. They're going to see
in a bistro in Paris.)
Juliets balcony.
6 When are they going to the Louvre? (Theyre going to the Louvre
7 On Saturday evening theyre having dinner in a bistro in Paris.
on Sunday morning.)
8 On Sunday morning theyre going to the Louvre to see the Mona
7 When are they flying back to the US? (Theyre flying back to the
Lisa. In the evening, theyre flying back to the US.
US on Sunday evening.)

ADDITIONAL MATERIAL

Workbook Unit 14
PRACTICE (SB p!06)

Exercises 1 and 2 Future plans - going to study/work/travel Eddies plans


1 This exercise consolidates question formation with the
Questions
Present Continuous, reviews Wh- question words fron
4 IIEI1 [CD 2: Track 78] This section focuses on Wh- previous units, and introduces How lon g ... ? to refer to
questions with the future forms. Focus attention on duration in the future.
the examples. Play the recording and get students to
Focus attention on the photo and on rubric 1. Ask
repeat chorally and individually. Encourage them to
W hats his name? (Eddie). W hats he doing? (Hes lookin
reproduce the correct stress and falling intonation on
at a map and talking to a frien d about his holiday
the questions.
plans.)
Pre-teach/check rucksack, go on safari, sleep in a tent,
W hat are they doing on Sunday?
by jeep, and cost (verb).
T 14.4 I [CD 2: Track 80] Focus attention on the
W hat are they going to do on Monday?
example and play the first two lines of the recording.
5 Elicit the complete question about Tuesday ( What are Then get students to complete the conversation with
they doing on Tuesday?). Give students time to write the question words. Allow students to use the context
the rest o f the questions, working individually. Monitor to help them place how long in the correct line of the
and check. If students mix the two future forms, remind conversation.
them to look carefully at the cues and use going to only
Get students to check in pairs before playing the whok
where specified.
recording. Check the answers with the class.

130 Unit 14 Its time to go!


Answers and tapescript A When is he leaving?
F = Friend, E = Eddie Hes leaving next Monday morning.
A How is he going to travel?
F What are you doing?
Hes going to travel by plane and by jeep.
E Im planning my holiday.
A Where is he going to stay?
F Oh, where are you going?
Hes going to stay with friends in Cape Town. Then hes going
E Im going to South Africa. Its my first time.
on safari and hes going to sleep in a tent.
F Oh, youre so lucky! When are you leaving?
A How long is he going to stay?
E Im leaving next Monday morning.
Hes going to stay two weeks.
F Who are you going with?
E Im not going with anyone. Just me and my rucksack.
F Where are ou going to stay? Talking about you
E Well, Im staying with friends in Cape Town. Then Im going on
safari. Im going to sleep in a tent. 3 Students are given the opportunity to personalize the
F Fantastic! And how are you going to travel? language by talking about their own short-terms plans
E By plane to Cape Town, of course, and then by jeep when Im and also their holiday plans. Focus attention on the
on safari. example in the speech bubbles. Get students to ask
F By jeep! How exciting. And how long are you going to stay? you the questions in the list, using either the Present
E Just two weeks. Id like to stay longer, but I cant. Its too expensive. Continuous or going to. Encourage students to ask you
F How much is it going to cost? follow-up questions about your holiday. W ith weaker
E About 2,000. students, write a list of short answers on the board and
F Mmmm, thats quite a lot. Well, have a great time. I cant wait elicit the correct question word, e.g.
to see your photos.
E Oh, yes, Im going to take a lot of photos. France (where?)
In August (when?)
For three weeks (how long?)
Get students to practise the conversation in closed pairs.
In a hotel (where?)
Monitor and check. If students have problems with
By plane (how?)
pronunciation, drill key sections of the conversations and
Because I want to relax on the beach (why?)
get students to practise again in closed pairs.
Briefly revise tomorrow and on with days of the week.
2 This exercise gives students the opportunity to
Elicit one or two more exchanges in open pairs and
practise WTi-questions using he/she/it forms with
then get students to continue in closed pairs. Monitor
going to and the Present Continuous. Focus attention
and check for correct use o f the future forms, but dont
on the first question and the examples in the speech
interrupt the students during the pairwork.
bubbles. Elicit the full answer for the second question
(Because he wants to see his frien ds and he wants to go If you have time, you could ask students to report back
on safari.). Drill the language, highlighting the falling about their partner and so practise the he/she statement
intonation on the Wh- questions. Then elicit one or form, e.g. (Misha) is going to the cinem a after the lesson.
two more exchanges in open pairs. W ith weaker classes, Feed back on any common errors in a brief follow-up
elicit the full question forms with the whole class session.
first. If necessary, point out that we use the Present
Continuous, not going to, with to go:
Check it
4 Focus attention on the example. Students continue
I m going on holiday next week.
working individually to write in the missing words.
N OT *Im going to go on holiday next week.
Remind them to add just one word each time.
Students continue asking and answering in closed pairs.
Get students to check their answers in pairs before
Monitor and check for correct use o f the future forms,
and for intonation in the questions. checking with the whole class. If there is any
disagreement, ask students to write the relevant sentences
Answers on the board and then correct any mistakes as a class.
A Wheres he going?
Hes going to South Africa. Answers
A Why is he going there? 2 Im going to see some friends tonight.
Because he wants to see his friends and he wants to go on safari. 3 When are they going to France?
A Who is he going with? 4 Shes seeing the doctor tomorrow.
He isnt going with anyone. 5 What time are you going to leave?
6 Im going to the cinema on Saturday evening.

Unit 14 Its time to go! 131


PHOTOCOPIABLE ACTIVITY VOCABULARY REVISION (SB P107)
UNIT 14 Planning a trip TBp151
Words that go together
M aterials: one copy of the worksheet per group of
This section contains a range of activities that review some
three students
of the key vocabulary from across the course. Students focus
Procedure: Tell students that they are going to work
on common collocations, words that have a conceptual
in groups to plan the trip o f a lifetime. connection, and the odd one out in a set of words. There is
Ask Where would you love to go in the world?
also a set o f exercises that focus on pronunciation, including
Elicit a range o f ideas from the class.
word stress and words that rhyme.
Divide the class into groups of three. Hand out one
copy of the worksheet to each group. Explain that If appropriate, you could set up some or all o f the exercises
students are going to plan a trip that will last seven as a race/competition. Students work in groups and
days. They have a lot o f money and they can go do each exercise under a time limit. (They can do the
wherever they like, in the country where students pairwork in exercise 1 after the competition.) They keep
are studying, or somewhere else. their scores for each exercise and add them up at the end.
Focus attention on the day sections o f the itinerary. The team with the top final score is the winner. (Adapt
Explain that students need to add the date for each the following notes to team work if you choose to do the
section and provide the detail of the places and revision as a competition.)
activities. Give students a few moments to look 1 Focus attention on the first collocation as an example.
at the worksheet and elicit possible ideas to go in Pre-teach/check carefully. Students continue matching,
each gap. working in pairs. If necessary, get them to refer back
Feed in useful language for the planning stage, e.g. to earlier vocabulary sections in the Students Book to
Where would you like to go? Where can we stay in ... ? help them. Check the answers with the class.
What can we do in ... ? Where can we go next?
Give students time to plan their trip, referring to Answers
any maps or travel information you may have. In ride a bike
a monolingual class, encourage students to use drive carefully
English as much as possible, but dont be surprised go sightseeing
work hard
if students revert to their own language at times.
have dinner with friends
Monitor to help with ideas and vocabulary. If
take a photograph
students need to modify the text on the itinerary, let
do your homework
them make a few simple changes.
pay bills on the Internet
Give examples o f how students can talk about their
wear a suit
trip, using the Present Continuous and going to to
talk about plans, e.g. For our trip o f a lifetime, we're
going to ... . Were fly ing from ... Airport to .... On Focus attention on the example in the speech bubble.
the ... o f... w ere going to v isit..., etc. Students Give one or two more examples o f your own, including
take it in turns to report back to the rest of the one with go sightseeing, e.g. I m going sightseeing on the
class about their trip. Encourage students from coast next month. If necessary, remind students that
each group to speak and the rest o f the class to ask we use the Present Continuous with go, rather than say
questions. Dont expect students to use the Present going to go.
Continuous and going to completely accurately. Elicit a few more examples from individual students
Just let them have fun with the activity and feed and encourage follow-up questions from the rest o f the
back on any com m on errors after the task. class. Students then continue in closed pairs. Monitor
If appropriate, ask students to vote for the most and check for com mon errors in the vocabulary and
exciting trip. use of going fo/Present Continuous, but dont interrupt
to correct. Highlight the errors after the pairwork in a
brief feedback session.
ADDITIONAL MATERIAL
2 This activity reviews places, jobs, and objects and the
Workbook Unit 14 connections between them. Focus attention on the
Exercise 3 Future plans - Questions and answers examples. Elicit other possible sentences People catch a
train at the station./You can travel by train from stations.

132 Unit 14 Its time to go!


Point out that the sentences should talk in general indicates the stressed syllable. Students complete the
about People/You/A ..., rather than be personal chart, working in pairs.
statements with I.
T 14.5 [CD 2: Track 81] Play the recording and let
Students continue making the connections in pairs. students check their answers. Play the recording again
Check the answers. and get students to listen and repeat.

Answers Answers and tapescript


station-train: Trains travel between stations./People catch trains
from stations./You can travel by train from stations,

beach-swimming: People go swimming at the beach./You can go pilot hotel


swimming at the beach. women arrive
journalist-newspaper: Journalists write for newspapers./ married shampoo
A journalist writes for a newspaper. chocolate enjoy
airport-planes: Planes fly between airports./People catch planes
from airports.
Focus attention on the words with three syllables and
shampoo-chemists: People buy shampoo from a chemists./
the example. Elicit a word for the other two stress
You can buy shampoo from a chemists,
patterns: stress on the second syllable ( banana ) and
fridge-kitchen: People usually put their fridge in the kitchen,
stress on the third syllable (souvenir).
nurse-hospital: Nurses work in hospitals./A nurse works in a hospital,
waiter-menu: Waiters bring menus./A waiter brings you the menu. T 14.6 [CD 2: Track 82] Students complete the chart,
working in pairs. Then play the recording and let
students check their answers. Play the recording again
3 Read the rubric with the class and focus attention on
and get students to listen and repeat.
the example. Elicit why bridge is different (A bridge is
p art o f a city but the others are all form s o f transport.). Answers and tapescript
Students then continue the task, working in pairs.

Check the answers.
photograph designer magazine
Answers vegetable assistant understand
2 waiter - A waiter is a job, but the others are people in a family. interesting banana souvenir
3 awful - Awful is a negative adjective, but the others are positive.
4 trousers - You wear trousers on your legs, but you wear the
others on your feet. 5 [CD 2: Track 83] Focus attention on the
5 laptop - A laptop is a piece of equipment, but the others are example and play the first three words o f the recording.
furniture. Explain that words that have the same spelling
6 cooker - A cooker is a piece of equipment, but the others are sometimes have different pronunciation. Remind
jobs. students to focus on the sounds in each set of words
rather than the spelling.

ADDITIONAL MATERIAL Play the recording and get students to underline the
words that rhyme. Play the recording again and get
Workbook Unit 14
students to listen and check, and then repeat.
Exercise 7 Lists - Monday/Tuesday
Exercise 8 Words that go together - tired/work hard Answers and tapescript
1 some home come
2 goes knows does
Pronunciation
3 were here her
4 Write these words on the board and ask How many 4 make steak speak
syllables?: train (one), waiter (two), hospital (three). 5 near wear there
If necessary show where the two- and three-syllables 6 eat great wait
words divide: wail ter, hos/pi/tal.
Demonstrate the two stress patterns in the chart. Write If appropriate, refer students to the Phonetic symbols
the words on the board and ask W heres the stress?: pilot chart on SB p i 43 and get them to match the sounds to
(stress on first syllable) and hotel (stress on second the words in exercise 5.
syllable). Point out that the bigger circle in the pattern

Unit 14 Its time to go! 133


2 Focus attention on the photos o f the people and
READING AND SPEAKING (SB P108)
check pronunciation of the names: Milena /'mileno/,
Lifes big events Georg /'geo:g/, Archie /'a:tji:/.

The final skills section in the Beginner Students Book T 14.8 [CD 2: Track 84] Read the questions as a class.
gives students an opportunity to pull together the three Play the recording through once and get students to
main time references in the course - past, present, answer the questions in pairs. Play the recording again
and future. The jigsaw reading task on lifes big events to let students complete/check their answers about
describes the past, present, and future o f three people of who talks about what. Elicit any other details that the
different ages and backgrounds. The section integrates students understood from the recording, but dont focus
listening, reading, and speaking and gives students too much on details about jobs and studies, as students
opportunities to personalize some of the key language. will exchange this information in exercises 3 and 4.

NOTE Answers
Milena talks about her parents and where she lives.
Encourage students to use the context in the reading
Georg talks about his wife, his studies, and where he lives.
texts as much as possible to help them with new words.
Archie talks about his studies, his girlfriend, and where he lives.
They can also pool their knowledge of vocabulary
when working in groups, or, if appropriate, use a T 14.8

dictionary. Students may need help with the following Milena Dusek
My parents are divorced. My father is a journalist, and works for a
words in terms o f meaning and/or pronunciation.
newspaper called Blesk. My mother works as a chef in a restaurant
You may want to pre-teach/check (some of) the items
in the Old Town. I see my father quite often. He lives nearby.
before students do the reading task.
Georg Reinhardt
N ationalities: Scottish, Czech /tje k /; Place names: I was born in Frankfurt, where I grew up and went to school.
Prague /:/, Munich /'mjumik/, Glasgow I studied architecture at the University of Munich. I met Karlotta
/'glaesgou/, Edinburgh /'edinboro/; Jobs/Work: at university, she was a student of modern languages. We moved
jou rn alist/'d33:nolist/, c h e f/Jef/, housewife to Berlin in 1995.
/'hauswaif/; banking, research company /ri's3:tj Archie McCrae
,/; Subjects: psychology /sai koisd^i/, I went to Drumchapel High School. I studied biology, chemistry,
economics /.iiko'nomiks/, modern languages /,nmdn and physics. At school I met Fiona, and we started going out when
lcEggwid 3iz/, biology /bai'nladji/, chemistry we were 16. We studied medicine together at the University of
Edinburgh, and now we live in Edinburgh.
/'kemistri/, physics /'fiziks/, medicine /'medsn/;
Verbs: hope, move (to another country), look
forw ard to something, go out (with someone), work in 3 Students did a jigsaw reading in Unit 12, but each stage
developing countries / di.vebpir) 'kAntriz/, train (other o f this task needs careful setting up. Put students into
people to do something) three groups, A, B, and C. (With larger classes, have
multiple sets of the three groups.) Assign a text to each
group and remind students to read only their text:
1 Lead into the topic by writing Lifes big events on the
board and eliciting examples, e.g. having a baby, going Group A - Milena
to university, etc. Pre-teach/check get m arried (irregular Group - Georg
past got), grow up (irregular past grew), and study. Group - Archie

Focus attention on the example and then get students Write an example about your own past, present, and
to order the events, working in pairs. Check the future in jumbled order on the board, e.g. I really enjoy
answers with the class. (my job). I m (getting married) next year. I was born in
(the USA). Ask Past, present or future? and get students
Answers to say the correct sentence for each time period.
1 was born
See above Note about new vocabulary. You may want
2 grew up
to pre-teach/check some of the items, especially with
3 went to school
weaker groups. Get students to read their text quickly
4 met a boyfriend/girlfriend/studied at university
to find the information about their persons past,
5 studied at university/met a boyfriend/girlfriend
6 got married present, and future. Give students time to compare
their ideas. Monitor and help as necessary.

134 Unit 14 Its time to go!


4 Give students time to read the questions and deal with Focus attention on the first expression in the box
any queries. Get them to work in their groups, read and elicit possible endings about Milena, Georg,
their text again, and answer the questions. They can ask and Archie, e.g. I was born in Prague./I was born in
others in their group for help with vocabulary, or use a Frankfurt./I was born in Glasgow.
dictionary. Remind them to note down the answers to Put students in pairs. Get them to continue underlining
each one. Monitor and help as necessary. expressions in the texts. Then check the answers.

Answers Answers
Milena She was born in Prague./I was born in Frankfurt, where I grew up./
1 In Prague. He was born in Glasgow, where he grew up.
2 In Prague, with her mother and two sisters. She lives with her mother and two sisters./He lives with his wife and
3 In Prague. three children.
4 Her father is a journalist and her mother is a chef. Shes going to study business./Shes going to London to study at a
5 She goes to an international school in Prague. language school./Shes going to stay with an English family./Theyre
6 English, psychology, and economics. going to live on the university campus./His wife is going to teach
7 Next summer. German./Theyre going to Zambia./Theyre going to train doctors
8 Shes going to study at a language school. and nurses.
9 Shes excited, and a little bit worried. I hope the family are nice./l hope I like English food./l hope we can
Georg help them.
1 In Frankfurt. My fathers a journalist and works for a newspaper./My mother
2 In Berlin, with his wife and three children. works as a chef./His mother works for the research company, Bayer.
3 In Frankfurt. Shes studying English, psychology, and economics./l studied
4 His wife is a housewife. architecture at the University of Munich./I studied biology,
5 In Frankfurt. chemistry, and physics./We studied medicine together at the
6 He isnt studying now. He teaches architecture. University of Edinburgh.
7 Next year. Shes excited about going to London./Theyre all very excited about
8 Hes going to teach at the University of California. the trip./Were very excited, but a bit nervous.
9 Hes looking forward to it.
Archie 6 Students write sentences about themselves, drawing
1 In Glasgow. from the expressions in exercise 5 and facts about their
2 In Edinburgh, with his girlfriend. own past, present, and future.
3 In Glasgow.
7 Review key question words by giving a short answer
4 His father is a doctor and his mother works for a research
and eliciting the question word, e.g. in 1981 (when?),
company.
5 He went to Drumchapel High School.
from Germany (where?), fo r two weeks (how long?), etc.
6 He studied medicine at university. Also review the expressions Nice to meet you. And you.
7 Next week. Demonstrate the conversation with a confident
8 Hes going to work in a hospital there. student. Encourage him/her to ask as many follow-up
9 Hes excited, but a bit nervous. questions as possible. With weaker students, write a
range of question words on the board along with topics
Re-group the students, making sure there is an A, B, that students can refer to, e.g. year/place born, fam ily,
and student in each one. Demonstrate the activity education, work, marriage, plans/ambitions.
by getting a couple of students from one group to ask If possible, pair students with someone they dont
and answer questions 1 and 2 about the person in their usually work with so that the roleplay feels authentic.
text. Students continue comparing and exchanging You could set up the classroom to resemble a party by
the information about their person. Monitor and help. rearranging the furniture, playing music, etc.
Also check for correct use of the Present Simple, Past
Give students time to roleplay their conversations.
Simple, and future forms. Note down any common
Students who finish quickly can work with a new
errors, but feed back on them at a later stage.
partner and do the roleplay again. Monitor and check,
'alking about you helping as necessary. Note any common errors in the
use of tenses and question formation, but dont feed
5 Read the introduction with the class. Elicit some
back on them until after the roleplay.
example endings for the sentence starters in the
speech bubble.

Unit 14 Its time to go! 13


correct any mistakes as a class. Ask Past, present, or
SUGGESTION
future? about each question and also remember to
Try to review tenses by talking about what students
check the word order in the questions.
did/are going to do at different times, e.g. last/next
weekend, during the last/next holidays, on their last/ Answers
next birthday, etc. You can set up short pair or group 2 How many brothers and sisters does Archie have?
work activities as warm-up stages at the start of a class, 3 Who does his mother work for?
or as fillers for students who finish a task quickly. 4 Where did he grow up/go to school?
5 What did he study at university?
6 Where are he and Fiona going to work soon?

GRAMMAR REVISION (SBpllO)


Check it
Tenses
3 Focus attention on the example. Ask Why c om es and
This section includes a review of tenses including negatives not c ome? (because the sentence is about he). Tell
and question formation, along with revision o f prepositions, students there are a range of mistakes in the rest of the
some!any, there is, this/that, a/an, possessive s, adverbs, exercise. Also explain that sometimes a word is wrong
adjective + noun word order, like/Id like. and sometimes there is a word missing.
Encourage students to use the resources in the SB by Students correct the mistakes, working in pairs. Check
referring them back to the Grammar Reference on the answers with the class. If there is any disagreement,
SB pp 1 2 3 -9 and the Irregular verbs list on p l42. ask students to write the relevant questions on the
1 Point to the photo on SB p i 08 and ask students What board and then correct any mistakes as a class.
can you rem em ber about Archie McCrae? Elicit any
information students can remember, but dont correct Answers
2 I dont want to go out.
any grammar mistakes they may make.
3 She is 18 years old.
Focus attention on the example. Ask Why live and not 4 Where do you live?
lives? (because the sentence is about Archie and Fiona, 5 I went to Italy last year.
not just Archie). 6 He has/l/you/we/they have a dog and a cat.
Students complete the sentences, working individually. 7 I dont/cant understand you.
Allow them to check in pairs before checking with the 8 What did you do last night?
9 Im going to see a film tonight.
whole class. If there is any disagreement, ask students
10 What are you going to do/What are you doing this weekend?
to write the relevant sentences on the board and then
correct any mistakes as a class. Ask Past, present, or
future? about each sentence and also check the spelling Sentence completion
o f the verb forms.
4 Explain that in this exercise students need to choose
Answers the correct word to complete each sentence/question.
2 Archie has a brother and a sister. Focus attention on the example. Ask Why s om e?
3 His mother works for the research company, Bayer. (because its a positive sentence).
4 Archie grew up in Glasgow. Give students time to complete the exercise, working in
5 He studied medicine at university. pairs. Check the answers with the class. If there is any
6 He and Fiona are going to work in Zambia soon.
disagreement, write the relevant sentences/questions
on the board and then correct any mistakes as a class.
Questions
Answers
2 Focus attention on the example. Ask Why d o and not 2a 3b 4a 5a 6b 7b 8a 9b 10 a
d id ? (because the question is about the present). Tell
students they are going to need a range o f tenses to
ADDITIONAL MATERIAL
complete the rest o f the questions.
Students complete the questions, working individually. Workbook Unit 14
Allow them to check in pairs before checking with the Exercise 4 Future plans - What are you doing tomorrow?
whole class. If there is any disagreement, ask students Exercise 5 All tenses
to write the relevant questions on the board and then Exercise 6 Irregular verbs

136 Unit 14 Its time to go!


EVERYDAY ENGLISH (SB pill) 2 Put students in pairs to rehearse the conversations.
If they sound a little flat, play the recording again,
Social expressions (2) drilling the intonation chorally and individually.
Encourage students to start high to achieve a good
This section focuses on a range o f different situations
and includes expressions for wishing people good luck, voice range.
apologizing, saying thank you, etc. Get students to choose two or three conversations to
learn. Encourage students to test each other on their
1 Focus attention on the photos. Ask Where are they?
about each one (1 in a school/university, 2 at home, lines and prompt each other as necessary.
3 in the street, 4 in a car/in the street, 5 in the street, If possible, rearrange the room to make the situations
6 on a train/at the station). feel more authentic and bring in basic props. Ask
l i t H [CD 2: Track 85] Play the recording through students to put their books down and perform the
conversations from memory. Be prepared to prompt
once and get students to read and listen to the
students a little, or ask other students to do so.
conversations. (See H t A'i below.)
Get students to stand up to perform the conversations,
Focus attention on conversation 1 and elicit As first
missing word (luck.). Students continue completing the as it will help their pronunciation and acting skills!
conversations in pairs.
ADDITIONAL MATERIAL_______________________________________________
[CD 2: Track 85] Play the recording again
and get students to check their answers. Check Teachers Resource Disc

understanding o f the following expressions: do my Com m unicative activity Unit 14 The category game
best ( - try as hard as I can), it doesnt m atter (= it isnt
Workbook Unit 14
a problem), anything special? (= anything different
or unusual). Also check the pronunciation o f special Exercise 9 Form filling - Questions and answers
/'spejl/, journey /'d33:ni/, and pleasure /'1/. Exercise 10 Social expressions (2)

Answers and tapescript


1 A Good luck in the exam! I hope it goes welt. Dont forget1
Thanks. Ill do my best.
Workbook Unit 14
A See you later. Bye!
Exercises 11 and 12 Revision
2 Oh, no!
D Dont worry. It doesnt matter.
Word list
Im so sorry!
Ask the students to turn to p i 39 and go through the words
3 E Have a good weekend! with them. Ask them to learn the words for homework,
F Thanks! Same to you! What are you doing? Anything special?
and test them on a few in the following lesson.
E Were going to a birthday party.
(F Oh, lovely!)
Teachers Resource Disc
4 G Goodbye! Drive carefully! Unit 14 Test
H Thanks! Ill phone you when I arrive.
Unit 14 Skills test
G See you again soon!
Stop and check 4 (Units 11-14)
5 I I have a present for you. Progress test 3 (Units 11-14)
J For me? Why?
I Its just to say thank you. Video/DVD
J Thats so kind of you!
Unit 14 What are you doing fo r your next holiday? on
6 Bye! And thanks for everything! iTools and iTutor
L It was a pleasure. We enjoyed having you.

Unit 14 Its time to go! 137


N ew

Unit 1 Whats this in English? tb pb Headway


B e g in n e r f o u r t h e d it io n *

138 Photocopiable Worksheet ) Oxford University Press 2013


| N ew

Unit 2 Wheres he from? p!7 Headway


B e g in n e r f o u r t h e d it io n *

| Yoshi ] Karim
NAME J NAME j
| Kumico J Yasmine
I 1
COUNTRY j j COUNTRY 6q>[pt
--- 1
,

]| Fernando J Dimitri
NAME j NAME 1
J Marta J Katerina
* 1
__________ 1

COUNTRY j | ______ Spain COUNTRY ^a P-ussia J


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