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PAUL SELIGSON

CAMILA ABREU English

1
TEACHERS BOOK
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All rights reserved. No part of this book may be reproduced, stored in a
retrieval system or transmitted in any form or by any means, electronic,
58 St Aldates mechanical, photocopying, recording, or otherwise, without prior
Oxford permission in writing from the Publisher.
OX1 1ST
United Kingdom Richmond publications may contain links to third party websites. We
have no control over the content of these websites, which may change
Printed in Mexico frequently, and we are not responsible for the content or the way it may
ISBN: 978-607-06-0775-2 be used with our materials. Teachers and students are advised to exercise
First edition: April 2013 discretion when accessing the links.
Richmond Publishing / Santillana Educacin S.L.
Santillana Educacin, S.L. 2013
D.R. Richmond Publishing, S.A. de C.V. 2013
Av. Ro Mixcoac No. 274, Col. Acacias,
Del. Benito Jurez, C.P. 03240, Mxico, D.F.

Publisher: Paul Berry We would like to thank the following reviewers for their valuable feedback, which
Editorial Manager: Sandra Possas has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros de Souza, Brian
Content Development: Paul Seligson Lawrence Kilkenny, Clara Haddad, Denise Almeida, Deyvis Snchez, Diva Maria
Abalada Ghetti, Elisa Borges, Elisabeth Blom, Frank Lcio Couto, Henrick Oprea,
Project Manager: Eduardo Trindade
Isabela de Freitas Villas Boas, Jos David Ramos Solano, Jos Olavo Amorin,
Editor: Cristina Cesar
Juliana Tavares, Kathleen M. Johnson Scholl, Ktia Andra da Silva Falcomer,
Assistant Editors: Nathlia Horvath, Sandra Romani
Lilian Leventhal, Louise Potter, Luzia Colferai Araujo, Lycia Loureno Lacerda,
Art Coordinator: Christiane Borin Maria Ceclia Prez Gamboa, Maria Luiza Guimares Carmo, Maria Rute Leal, Mauro
Art Editor: Fabiane Eugenio Vieira, Pamela Vittorio, Ren F. Valdvia, Ronaldo Mangueira Lima Junior, Silvana
Project and Cover Design: Raquel Buim Sanini, Sueli Monteiro, Suzy Teixeira de Almeida, Thais Musa.
Layout: Amanda Savoini, Rafael Gentile, Talita Guedes Paul Seligson would like to express his incalculable gratitude to all his family,
Digital Content: Jemma Hillyer, Luke Baxter friends, fellow teachers, ex-students, co-authors and the entire Richmond team,
Proofreaders: Alexandre Gomes Camar, rica Alvim, without whom ID could never have happened.
Juliana SantAna Cavalcanti de Queiroz, Kandy Sgarbi The Publisher has made every effort to trace the owner of copyright
de Almeida Saraiva, Katia Gouveia Vitale, Rafael material; however, the Publisher will correct any involuntary omission at the

Gustavo Spigel, Raura Monique Ikeda, Roberta Moratto earliest opportunity.

Risther, Thais Giammarco, Vivian Cristina de Souza This book was printed in:
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Contents

Language Map ........................................................................................................................................................ 4

Introduction ............................................................................................................................................................. 8

Features Presentation .................................................................................................................................. 17

Unit 1 ........................................................................................................................................................................... 25

Unit 2 ........................................................................................................................................................................... 38

Review 1 ..................................................................................................................................................................... 49

Unit 3 ........................................................................................................................................................................... 52

Unit 4 ........................................................................................................................................................................... 62

Review 2 ..................................................................................................................................................................... 76

Unit 5 ........................................................................................................................................................................... 78

Review 3 ..................................................................................................................................................................... 91

Unit 6 ........................................................................................................................................................................... 92

Review 4 ................................................................................................................................................................. 104

Unit 7 ....................................................................................................................................................................... 106

Unit 8 ....................................................................................................................................................................... 119

Review 5 ............................................................................................................................................................... 132

Unit 9 ....................................................................................................................................................................... 134

Unit 10 .................................................................................................................................................................... 144


44

Review 6 ............................................................................................................................................................... 157

Writing ..................................................................................................................................................................... 159

ID Caf ..................................................................................................................................................................... 162

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ID Language Map
Question Syllabus Vocabulary Grammar Audio / Video / Pron.
Are you American? Countries & nationalities Verb Be Present
1 1.1 Subject Pronouns I, you, he, she, it


Are you an excellent actor?
Adjectives (opinion)
A / an
The Alphabet
1.2
The alphabet
Position of adjectives

Numbers 11-100

How do you spell your last name?
Personal objects
Verb Be Wh questions First name / last name
1.3 (singular & plural) Demonstrative Pronouns Making a hotel reservation
Are these your glasses?
Colors
Possessive Adjectives
1.4
Adjectives (opposites)

More adjectives

Whats your full name?
ID Caf 1 An Excellent Reunion
1.5 How are you?
Greetings

When do you get up?
Go (to) + places in town
At / on (time)
Numbers / Flight times
2 2.1
Days of the week

What do you do in the mornings?
Morning routine
Present Simple
2.2 Time phrases


Do you use your cell phone a lot? Family members

Cell phone uses
2.3


Who do you live with?
Who, Where, What Present Simple Question intonation / Silent E
2.4 Talking about some photos

How old are you?
How old...? How often...?
Frequency Adverbs
2.5
How do you celebrate your birthday?
Birthday activities
ID Caf 2 The Critic

Review 1 p. 26

Whats the weather like? Weather & temperature Its raining vs. Its rainy
Weather report
3 3.1
Are you busy at the moment?
Months & seasons
Present Continuous
3.2
Daily actions

What are you doing? Everyday activities Present Simple vs. Present Continuous
Ad
3.3
Occupations


What are you doing tomorrow night?
Weather
Present Continuous for future
3.4
Future time phrases

Why are you learning English?
Need / want / have to
Obligation

Prepositions to, for
3.5

Are you thirsty? Adjectives (feelings) Informal English ID Caf 3 Storm Tracker

Do you like tennis? Sports


4 4.1

Can you drive a tractor?
Abilities
Can / Short Answers
Job interview
4.2

What are you wearing? Clothes & accessories Can Obamas speech
4.3
Is your closet organized? More clothes & accessories Possessive Pronouns
An interview
4.4

Do you like salons?
Spa facilities
4.5

What shoe size are you? Clothes sizes Punctuation ID Caf 4 Whose Action Hero?
Review 2 p. 48

Is there a mall on your street?
Public places
There + Be (Present)
5 5.1
Do you like watching TV? Free time activities Love / like / not mind / hate + verb + -ing
5.2
Adjectives (describing places)
Too / either vs. also

What do you like doing on vacation?
Household chores
Sentence stress
5.3
Vacation / free time activities
Ad for a show

Do you have a cat?
Types of vacation
Imperatives
Phone message
5.4 Instructions Object Pronouns

Whats a staycation? Word formation
5.5

Do you live near here? ID Caf 5 Miss GPS

Review 3 p. 60

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Speaking & Skills Reading / Writing Common Mistakes Box R Box & World of English
Introducing yourself & greetings Verb Be word order to form Suffixes for nationalities
Asking & answering about nationalities
questions

Giving opinions
Word order Adjectives
A / an

The most common letters in English


Spelling your name
This vs. these
Asking for & giving personal information

Talking about possessions
Your vs. Her vs. His

Describing an object


Completing a form Personal information: form

Meeting people & social interaction
Describing routine
Prepositions
On / at

Telling the time

Talking about morning routine
The World Sleeps: fact box
3rd person S
Then = After that
Sleeping habits

Talking about how people use cell How do your friends and False cognates Syllable stress
phones relatives use their cell phones?:
magazine

Writing p. 148

Talking about family members An Informal Profile
Auxiliary verbs Do / Does
Question intonation / Silent E


Processing personal information
Ginny Lomond: interview
Saying the age

Expressions for celebrating
Prepositions

Review 1 p. 26
Talking about the weather Talk about the weather Special letters: S & Y

Its raining now vs. It's usually rainy

Talking about seasons & months
Four seasons or two?
Subject + verb Be / months
Phone phrases

Describing whats happening Encyclopedia (Capital letter)
Present Continuous

Asking & answering about occupation Questions for occupations



Contrasting what people are doing to
what they usually do

Talking about future arrangements
Storm Chasers: TV guide
Present Continuous for future

Prepositions

Analyzing your English
Why are you learning English?
Prepositions

A Language Profile
Making offers Writing p. 149 Prepositions

Making offers
Talking about sports / the Olympics Definite article Pronunciation of the

American English vs. British English

Talking about abilities
Ten Keys to Success: website
Sequence of adverbs
More abilities

Suffixes -tion / -sion
Talking about other peoples abilities Clothes (wear / countability) Some words have more than one

Describing what people are wearing meaning Can
Talking about how people organize / share Is it impossible for two people to Possessive Whose Same sounds vs. Different meanings
their closets share closet space?
Mine / Whose

Reading for details All Yours!: ad
Suffixes -ist / -ique
Shopping for clothes Sizes of clothes
Review 2 p. 48

Talking about public facilities
A City Brochure
Bookstore vs. library
Cognates easy words to be recognized

There be vs. have
Similar grammar items ex, superlative
Describing a neighborhood / town Come to Markville!: brochure Like / hate / not mind / + verb

Talking about free-time activities
Writing p. 150 + -ing

Saying what you like doing
Different uses of like

Comparing free time activities tastes

Leaving a message for a house-sitter
Yoga Rica! & Oceans of Peace!:
Enjoy + verb + ing
Expressing preferences about vacations tourist brochure Object pronouns: him / her
Understanding instructions Vacations for less!: information New words in English
leaflet
Asking for / giving directions Embedded questions Use mime and gesture to express yourself

Review 3 p. 60

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ID Language Map
Question Syllabus Vocabulary Grammar Audio / Video / Pron.

Do you live in an apartment?
Rooms in a house
There + Be (Past)
6 6.1 Furniture
Where were you last night? Party items Verb Be (Past)
6.2
Past time expressions
Recycle past forms of Be

How was your last New Years Eve?
Celebrations
Prepositions of place
6.3 Saying years

Were there trams in your city?
Recycle places in town
Prepositions of place
Description of a house
6.4
There Be (Present vs. Past)

Do you enjoy the Oscars?
Special events
6.5
How about a BBQ on Sunday?
Types of parties
ID Caf 6 House Rules
Review 4 p. 72

When did you start school? Biography Past Simple regular
7 7.1

What did you do last weekend?


Recycle saying years
Past Simple irregular
An interview about a bad travel
7.2 experience


Where did you go last vacation?
Dates & ordinal numbers
Past Simple
Elision did_you
7.3
Prepositions
When do you listen to music?
Recycle routine verbs Subject vs. Object Questions
What rapper Jay-Z did yesterday
7.4
Sounding impressed

Music

Can I use your phone?
Phone phrases
7.5
Could you help me, please?
Can / Could
ID Caf 7 The Favor
Will (unplanned responses)

What do you have in your fridge? Food & drink A couple talking about what they have
8.1
8 in their fridge

Are you on a diet at the moment?
Portions of food
Countable vs. Uncountable
8.2 Nouns

Quantifiers (some / any)
How often do you eat chocolate? Nutrition facts Quantifiers a lot of , a few
A dialog about nutritional values
8.3
Large numbers & a little.


How much meat do you eat? Recycle nutrition facts How much vs. How many How much do you know about what you
8.4
Recycle Quantifiers eat?
Are you hungry?
Alliteration
Make vs. Do
8.5

What would you like for lunch? I like vs. Id like ID Caf 8 Party Planners
Review 5 p. 94

How did you get here today?
Means of transportation
How do / did you get to? Occupations
9 9.1 What do you do? / Jobs Suffixes for jobs

Whats your occupation?


More jobs
Wh questions about jobs
An unusual commute
9.2

Where are you going to be in 2022?


Future plans
(Be) Going to
A couple talking about their future
9.3

What are you going to do next year?
Life changes
Going to vs. Present
Four phone messages
9.4 Continuous for plans

Would you like to be a nurse?
Jobs of the future
Comparatives

9.5

Do you mind if I borrow your pen? Borrow / lend ID Caf 9 The Skys the Limit

Do you look like your mom?
The body & face
Irregular plural forms
Science class about body parts
10 10.1 Adjectives (appearance) What does he look like? A TV assistant talking about body parts
Description of a suspect


Are you like your dad?
Peoples descriptions
Comparatives Description of twin sisters
10.2 Adjectives (character)

Whats the prettiest city you know?
Personality adjectives
Superlatives Which type are you?
10.3

Whats the best place in the world? Geographical features Recycle Comparatives &
Comparatives & Superlatives
Superlatives
10.4


Whats your blood type? More parts of the body
10.5
Is your English better than a year ago?
Adjectives
ID Caf 10 Geminis
Review 6 p. 116

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Speaking & Skills Reading / Writing Common Mistakes Box R Box & World of English

Talking about rooms & furniture in a house
Tiny houses
There + Be (Past)
Ive got = I have

Describing a party you went to Word order verb Be Talk about past times

Interviewing a partner about their past

Talking about a memorable party
The millennium
Saying years as numbers

Describing positions of objects celebration: website
Prepositions

Comparing your town back then & now
Lasso LakeBack Then
Past Simple time expressions
Use of one: to avoid unnecessary repetition
and Now! blog

Predicting from context Dream tickets: report

Making invitations
Invitations
Going vs. to go
Review 4 p. 72
Talking about past events I told you I was trouble: Past Simple Be born Silent vowels
biography
Prepositions
Definite article


Telling a famous musicians bio
A bad travel experience?
Past Simple Be born
Irregular verbs Simple Past
Not really!: interview
Past Simple Negative

Prepositions

Asking & answering about your last vacation
A Biography
Past Simple go
How to say dates

Saying when people were born
Writing p. 151
Ordinal numbers
Talking about past routine Past Simple

Asking & answering about cultural facts


Understanding & telling a story

Asking for favors
Could + verb
Can / could
Do vs. Make Will + verb
Talking about what you have in your fridge The schwa sound //

American vs. British pronunciation: letters T & R

Talking about portions of food
Countable vs. Uncountable
Countable and Uncountable

Talking about your own diet
Quantifiers
Use of some and any

Saying large numbers A little chocolate goes a Numbers A little / a few / a lot of

Talking about your attitude to food long way: blog
A little vs. A few
How to say numbers in English

Asking & answering about quantities Use of how much / how many with

Talking about eating habits & lifestyle uncountable nouns

Scanning a menu
Top Toppings: menu
Alliteration

Make vs. Do
Ordering food Order food in a restaurant
Review 5 p. 94

Talking about how you get to places
Prepositions
Verb get
Talking about your occupation Jobs I came back vs. I went back
Indefinite article Suffixes for professions


Talking about unusual habits / ways to
An unusual commute:
Make / Earn money
Different measures
commute to work magazine
Indefinite article
Talk about jobs / occupations Preposition


Talking about future plans / predictions
The Future?: website
(Be) Going to
Gonna = going to
Gonna + verb

Talking about plans & intentions
Alex James Blog
Present Continuous for future arrangements

Talking about New Years resolutions
A Blog Reply

Looking for connections
The best jobs for the future:
Irregular comparatives
article

Writing p. 152
Asking for permission Borrow vs. Lend

Talking about parts of the body & face
Appearance: Look like vs. Verb Be
Irregular plural of body parts
Describing peoples appearance


Expressing opinion about an athlete
An extraordinary athlete:
Comparatives
Two uses of so
Comparing appearance & personality article

Describing personality & places
Which type are you?:
Superlatives
website
Talking about the wonders of nature The new seven wonders Word stress
Talking about travel ambitions of nature: website
A Holiday Message

Writing p. 153

Understanding facts

Making choices
More adjectives
Review 6 p. 116

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Introduction

of drilling in the Students Book, to be done in class. Then,


is Richmonds new four-level general American
at Elementary and Pre-Intermediate levels, such drills
English course for young adults. With an amazing
become more discretionary, moving into both Workbook
design, lots of interesting topics and opportunities for
and Teachers Book.
personalization in all four levels, English will make your
students progress faster and be able to express their own The same goes for the lexiswhere the initial simple
identity in English. matching vocabulary to pictures becomes more abstract
and contextualizedand grammar, where spoon-feeding
What do Young Adults Most Expect from an is reduced as learners confidence and foreign language
English Course? learning experience grow.
You might want to note down your own answers before English provides the tools to allow you, the teacher, to
you read on. incorporate your own pedagogical identity into the course,
Our research suggests that, above all, learners expect: as well as emphasize what you think will be more relevant
for your learners.
to become fluent listeners and speakers as fast as
possible; Flexi-Lessons
confidence building, quick results and a strong sense English has a unique flexi-lesson structure because
of progress; one lesson is never enough to practice and consolidate all
contemporary, interesting content, i.e. real life, adult of its content. gives students more opportunities than
relevance with lots and lots of personalization; most books to revisit, consolidate or extend what they first
learned in the previous lessons.
overt teaching of grammar and vocabulary, a systematic
approach to pronunciation, plenty of skills practice, and Rather than using a strict Present / Practice / Personalize
useful study tips; lesson format, which can be very artificial and restrictive,

students are often exposed to grammar in one lesson but only
an appropriate, adult teaching style combined with
taught or drilled in formal rules in the next one. Noticing
very strong self-study elements including autonomous
grammar is sometimes done in the audio script too, not just
learning tools to speed up their learning;
the lesson itself. Frequently, there is something extra related to
valueboth for the time they invest and the money the topic of the previous lesson in the next one.
they spend.
Why? Because learning is not linear, its circular and
You will find all of these in , and much more. repetitive. Constant and consistent recycling is essential
So Welcome to English ! for memorization, making learning much more likely.
regularly builds bridges between lessons rather than
The Language Friendly Course packaging lessons in artificially tidy units just to fit a
Over four-levels, takes young adult and adult learners notional design. Besides, every lesson / institution / teacher is
from Beginner (CEFR A1) to Intermediate (CEFR B1) levels different, with its own identity. A lesson structure where there
through rich contexts, careful selection and presentation is little or no connection between lessons is unlikely to foster
of useful new language, informative language tips, efficient, let alone optimum learninghence our flexi-lessons.
insights, step-by-step rules, practice and, above all, An additional advantage is that students who missed a class
massive personalization to help students build their own can have the lesson explained to them by those who were
identity in Englishwith lots of laughter throughout! there, providing an instant, highly authentic information
Hence the title English . gap activity.
Students are guided to express their own ideas and Our flexi-lessons also have multiple entry points for you to
personalities, and learn to be themselves in the choose from. You can begin with:
new language.
the lesson title question, to see what students can come
Methodology up with;
the suggested warm-up activity in the Teachers Book;
English is in every sense a communicative course,
the Song line: hum it, play it, elicit it;
teaching learners to speak as fast as they can and focusing
on both fluency and accuracy. See, for example, the large Common Mistakes , to highlight what to avoid right from the
number of speech bubbles and the Common Mistakes (with start and to maximize opportunities to get things right
anticipated errors that should be avoided) presented in throughout the class;
each lesson. World of English , to provide a more interesting overview
Learners need to be given opportunities to express their and / or insights into the lesson;
own ideas and opinions in comprehensible English as often 5 box or the Grammar at the back, which also include some
as possible. progressively adapts as the series evolves to exercises for students to have some extra practice (the key
reflect the best learning practices at each of the learners to the Grammar is available on the portal);
advancing levels. Initially, English Starter relies on lots the books-closed presentation (either of main lexis
of short question and answer exchanges supported by lots or grammar).
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Or, of course, you can go straight into the first exercise. locally means teachers need to maximize fluency practice,
Take a look at the colorful detailed presentation of the getting the students to use the language as much as
main features of English on p. 17-24. possible in class.
In monolingual classes, learners share both the same
Key Concepts
L1 and most aspects of a culture, which a teacher can
The three friendlies: language friendly, learner friendly exploit. They share similar advantages / difficulties with
and teacher friendly. English too, which should be a unifying strength for
anticipating problems and errors. Accelerating through
Language Friendly what is easier for learners and spending more time on
English is not just another international series. Its what is difficult sharpens classes to maximize the
a language-friendly series, which embraces students learning potential.
existing language knowledge and background, to help
them better understand how English works. Yet, rather than using these strengths to enable more
focused, localized pedagogy, they are often treated as
For example, word forms and grammatical concepts are all
weaknesses. Most English courses avoid a lot of common
familiar to young adult students, and helps them to see
yet tricky words, phrases, notions and structures, simply
how much and how quickly they can speak by transferring
because they are difficult to explain to students whose
these patterns into English, and also how to avoid all the
obvious traps. language background is not the same. To our mind,
that impoverishes a students learning diet, reduces
Learner Friendly opportunities to expand vocabulary quickly and can
respects learners need to be spoken to as adults, so actually slow down learning.
students learn to speak as fast and reasonably as possible. Adults need a radically different approach from children,
It also:
whose mother tongue is not yet established, and who learn
supports students, helping them avoid obvious errors in like sponges, absorbing all the English you throw at them.
form, word order and pronunciation; Teens and adults minds are different: they cannot help
uses cognates and familiar language concepts to enrich but translatementally at leastand immediately resort
texts and add depth and authenticity to language exercises; to the mother tongue when they cannot find the words
motivates students, as they discover they can recognize to express their thoughts in English. Rather than running
a lot of English, even as beginners, which they already against nature, avoids this trap by gently embracing
have inside themselves; similar items when appropriate, but without ever forcing
offers a vast range of activities, resources and recycling active use of L1, leaving that option up to you.
to ensure students have enough practice to finally learn Paraphrasing Ur (2011), teachers should choose procedures
to speak English.
that lead to best learning by whichever students theyre
helps students to negotiate and build their own new teaching (extracted from Vocabulary Activities, Penny Ur,
identity in English. Cambridge University Press, 2011). We believe s formula
Teacher Friendly can really help native speakers of Spanish and Portuguese
learn both more comfortably and more efficiently.
respects each teachers need to teach as they want to.
Some wish to teach off the page with little preparation, embraces students linguistic strengths. It helps
others dip in and out, while others largely follow the students to use what they know and helps you, the
Teachers Book. All these options have been built into teacher, to foresee these automatic transfers and focus
from the start. appropriately on them. With students can easily enjoy
The flexi-lesson structure helps teachers to individualize, what is easy and, at the same time, the more complex
personalize and vary classes and also focus on what is issues can be made clearer for them.
important for them.
Tip Especially with lower levels, prioritize, teach and, if
It also helps students in monolingual classes to stay in
possible, display on your classroom walls words / phrases
English. Without ever forcing first language (L1) in class,
students need to speak and interact in English together from
shows what is common / different between students
L1 and English, and helps them more quickly avoid the the start. This increases their expectation to actually do so.
Common Mistakes that a learner from their L1 background
would typically make. The Right Level of Challenge
The Teachers Book has a teaching-friendly visual code too, treats adults with respect throughout, with the
providing a straightforward quick route or a substantially appropriate degree of challenge. Three examples:
longer one. Everything that is essential is clearly
separated from all the optional extras, which can be read 1. A question syllabus
between lines, as you can see in the example below. Every lesson begins with a question as the title. This
provides one of the task-based elements of . Students are
Tip For any listen and read activity, get students to shadow set a challengein the form of a questionat the start of
the text, i.e., mouthing and quietly saying the words to class, then, they learn to accomplish it by the end. This
themselves to connect with and feel the pronunciation. gives a constant sense of achievement, crucial to building
and keeping confidence.
Advantaging Monolingual Classes There are 60 questions in all, on audio and reviewed in the
Globally, most classes are monolingual, which was how last exercise of each of the Review lessons. These questions
was conceivedto facilitate monolingual classroom can also form the basis for the oral test at the end of the
learning. The frequent lack of opportunity to speak English course. Tell students that if they learn to ask and answer
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the 60 questions wellall of which they can see at a glance Which Level Should I Start From?
in the language map on p. 4-7they will have completed
Starter has only five units, half the length of the other
the level successfully. You can also use the question
levels. It is designed to give a good start for complete
column in this map as the basis of a diagnostic test to beginners, those who took English a while ago but either
determine where to place new students. did not learn to speak and listen or have forgotten most
2. A balanced approach to grammar of it. Those who need to get used to attending classes in
English, comprehending and then responding to basic
offers very rich grammar input, blending traditional and
instructions, getting used to operating in a foreign
newer approaches, not just the usual elicitation, charts
language and the idea of studying and learning it
and rules. It combines an innovative blend of:
properly.
inductive grammar, with students discovering patterns
Level 1 is ideal for false beginners or real beginners
and completing rules for themselves in and around the
with a real need and ability to go quickly. If in doubt, we
lesson-page grammar boxes;
suggest you begin with Starter. Unlike other books, Level 1
deductive grammar through interesting facts about
does not go over exactly the same ground again in the
language in the World of English boxes;
first few units.
regular reminders of key rules through the 5 box;
a discrete degree of contrastive grammar analysis, by Course Structure and Components
showing what not to say via the Common Mistakes . Nowadays, many English courses tend to be a bit too long,
Plus, there is a full 20-page deductive grammar section or inflexible, meaning teachers have either to rush to get
at the back of the Students Book, providing a page through themdenying students the practice they need to
of grammar accompanied by a corresponding page of achieve an adequate degree of fluency, or start chopping
exercises for each unit. This can be done in class, when out sections, leaving students frustrated and sometimes
necessary, or assigned as homework. The answer key is even slightly cheated at not being allowed to use the
on the Portal, so you dont need to get involved in more material they paid for.
markingunless, of course, you want to. was designed to be flexible, so you can tailor it to fit
And there is a wide variety of extra grammar practice in your timetable. provides from 80-100 class hours.
the Workbook, online and in the Tests, along with lots of
suggestions for oral drills in the Teachers Book. Has
Ten core units, each comprised of five approximately
3. It has to be personal
One-hour lessons, = 50 lessons of Grammar, Vocabulary,
After providing the extensive oral and aural practice Speaking and Skills;
that students need, each phase of every lesson in (and
ten optional video lessons, Caf, to be done at the end
many in the Workbook too), ends with a MAKE IT PERSONAL
of each unit = 60 lessons including the video;
activity. Imagine language learning without adequate
personalization: it would be unpleasant as well as Six one-page Writing lessons, to be done in class and / or
pointless, a bit like trying to learn theoretical Latin! at home;
Five two-page Review lessons (in class and / or at home);
This is how students take steps to build their English
identity. They learn to say a little bit more about One two-page mid-point review game after unit 5;
themselves each timewhether it is to ask and answer Grammar: Ten pages of Grammar Reference +
personal information, to give or share opinions (which in
corresponding exercises + self-check answer key on
they do right from the start) or to role-play a situation,
the Portal;
dealing with a series of questions or problems, and thus
Audio Script: highlighting features of pronunciation;
growing in both confidence and knowledge. Successfully
making it personal is what makes students believe that Sounds and Usual Spellings: a complete pronunciation
they can be themselves, who they really are in English. reference table (see TB Intro p. 14);
Workbook: one page of review and extra practice
4. Avoid common mistakes to speak better,
more quickly material per lesson;
Phrase Bank: most important phrases per unit / topic;
You will quickly see that almost every lesson includes
Common Mistakes . This is a flexible resource to help Portal: it has a Teachers Area and a Students Area.
students and teachers anticipate and more quickly avoid, These can be accessed using the code that comes
revise and remember typical learner errorswithout with the book (see TB Intro p. 15);
reference to or use of L1. Its a key resource in fostering Digital Book for Teachers: IWB version of the book. For
accuracy of language form. Choice of errors is based on
shorter length courses (of about 40-50 hours), we suggest
extensive research and our combined teaching experience
you use the Split editions of , which incorporate units 1
worldwide, but, while obviously referring to typical L1
to 5 and units 6 to 10 of both the Students and Teachers
transfer problems, they never force you or students to
Books. Use the mid-term review as the basis for an in-
translate. On the contrary, unique to , the point is firmly
class oral test at the end of Split editon 1A, plus the tests
made without any need for translation.
from the Test Studio.

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English ID TCH 21x29.3 Int.indd 10 4/10/13 9:58 AM


Organization and Timing of a Unit
UNIT1 Approximate class time

Students
L1 L1 L2 L2 L3 L3 L4 L4 L5 L5 5-7 hours
Book

Every two units +


Review R1 R1 1-2 classes per review
midterm review

1 every two
Writing W1 1 hour per writing
units

1 episode ID
Caf 1 hour per episode
per unit Caf 1

Homework 1 hour
5 pages per
Workbook WB1 WB2 WB3 WB4 WB5 per page. Not to be
unit
done in class

Students 1 hour per lesson.


Portal Not to be done in class

Workbook
(5 hours)

ID Caf
(1 hour)
W
(1 hour)
R
(1-2 hours)
SB
(5-7 hours)
Total hours of 1 unit (5-10) Total course hours (80-100)

Motivating Features Tip If students dont know / like or respond well to the songs
Classic song lines to hook language from which we have taken the song lines, a great homework
activity is to get them to research and suggest a better
Throughout , significant use of music is made in
song line, which they both like and which links to the lexis,
exercises, cultural references, images, and most
grammar or theme of any lessons.
obviously, the authentic song lines situated at the top
right of each lesson. (1-4 in the Students Book and lesson In the Teachers Book step-by-step lesson plan, theres
5 in the Workbook, because lesson 5 in the SB already has background detail about the song, artist / band and date
two titles, one for Skills, the other for In Action.) of release, plus a tip for getting the most out of each song
Why music? Besides being possibly the best, most line. Theres also an instrumental extract of the songs,
motivating and certainly most popular source of English available in the Teachers area of the Portal, for you to use
listening practice globally, most students, even beginners, when appropriate.
have picked up a lot of English words through songs, but
often they do not realize either that they know them, or the Tip As students progress and acquire more English, ask them
exact meaning of what they are singing. What do you associate the song with? See what they come
Unique to , the song lines have a direct link to each up with, e.g., a moment, night, dance, movie The possibilities
lesson, whether to illustrate grammar, lexis or the theme, for personalization and genuine fluency practice are immense.
and are designed to provide an authentic hook to help
students remember the lesson, the language, or just enjoy In lesson 5 in the Workbook, students are asked to look
the puzzle of trying to remember the song itself. Indeed, a back at the five songs in each unit and find the link to the
great warm-up for any lesson is to hum the melody or play lesson as a way of reviewing the units in a truly fun way.
the music and see if students can remember the words. The answer is in the Workbook answer key.
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For both pedagogical and copyright reasons, we only Below you will find some forms to explore the Picture
reproduced a small key section of the song, but that is Dictionary. The same suggestions can be used when
the aim: to hook part of the lesson in a memorable and appropriate.
motivating way. Obviously with your own classes you can:
Students cover the list of words. In pairs, they take turns
get them to research the songs, singers / bands, find the pointing to the photos and asking and answering about
complete lyrics, translations, videos, etc.; all the objects. Then, they can exchange roles.
use snatches of the songs as a warm-up, review, listening Students cover the short dialogs in in Action.
for pleasure, for fun as an end of the lesson sing-a-long, etc.
They look at the photos in in Action and read
We are sure you will enjoy this new resource! MAKE IT PERSONAL to act out the five conversations in pairs.

Students cover the phrases. In pairs, they point to photos


Note We do not suggest you use these songs in full. Many
are not actually appropriate for the level when you look at the and ask and answer a question, which depends on the
complete lyrics, but the lines we have chosen are globally topic of the unit.
famous and should be both easy to identify and easy to be 2. A cognate-friendly approach
sung by at least some students in most classes. s lexical syllabus is based largely on frequency. This
was done due to our comparative research into a variety
Welcome to World of English of corpus studies. However, is not exclusively based
We teachers are used to talking about Language with higher- on frequency. We have not limited our choice to what is
level students but much less so at an Elementary level. common in native speaker speech as we are not trying
helps you to do so right from the start. World of English to convert learners into native speakers, but rather help
boxesbuilt into most lessonstalk to students them express themselves, their ideas and identities
respectfully, as insiders or language experts, which as fast as they can using all their existing linguistic
of course they all are in their mother tongues. Easily resources.
comprehensible, yet adult in tone, these boxes give students Thousands of words with cognate relationships are
interesting tips and facts about English, and how to learn common to English and most Latin languages. Over 1,500
it faster. of these are very common. There are also thousands of
recognizable cognate-rooted words. By systematically
Teaches Cyber English
building them into , we feel we have created a unique
Information technology is responsible for a lot of new English opportunity for students to progress more quickly and
words, many of which are now international. Cyber English more comfortably with English. Put simply, they can
boxes regularly highlight and teach these contemporary words
both understand and produce more languageand more
and expressions. Research suggests this is one of the most
interesting adult languagefaster.
motivating aspects of language learning for all age groups.
Throughout their learning process, students make cross-
Vocabulary linguistic connections, so we have chosen to nurture
Vocabulary teaching is a particularly strong feature of this strategy, systematically, throughout . It enhances,
because of the variety of input and revision options. both their language awareness and their English lexical
knowledge, and makes learning more efficient.
1. A built-in Picture Dictionary
prides itself on helping students to expand their
The most popular way to teach / learn vocabulary is vocabulary quickly. Lexical presentations often separate what
through some kind of picture + key approach, whether
is known / easywhether from international English,
flashcards, a picture story or any other resource, where
words already seen in the course, or near cognatesfrom
students can work out the meaning from the visual, without
what is new / unfamiliar, to help students focus better.
the need to translate, and then cover and test themselves.
Familiar words mainly require attention for pronunciation
In every unit begins with a contextualized, lesson-
and spelling whereas the unfamiliar require a lot more
integrated Picture Dictionary. Core vocabulary is presented
effort to learn meaning too. This provides a valuable
through various combinations of this basic four-step approach:
additional hook into the students memory.
1. Match words / phrases to pictures.
Significant stress or word formation patterns are regularly
2. Guess their pronunciation (from the stress / students highlighted to enable learning leaps. For example, once
own linguistic experience and growing knowledge students learn:
of English).
noun suffixes: -tion, -al, -ity, -ism, -or, -ence, -y or -ist;
3. Listen to the words in context and check / repeat as adjective suffixes: -ic, -al, -ent, -ar, -ive, -able, -ous or -id;
necessary, immediately and / or whenever you want to.
groups of verbs: like / celebrate / donate / operate / desist /
Students have the words individually on the Portal audio
and so they can listen to them in and out of context, insult / visit / comment / consult / export;
whenever they wish to. adverb suffix: -ly
4. Cover and test yourself / a partner, either immediately and their associated stress patterns, their English can
or any time later for review. literally leap forward by hundreds of words.
All review lessons begin by sending students back to the consciously works on developing the confidence the
Picture Dictionary elements in each unit to review and students need to begin to guess how words might be
remember words. Virtually none of the images in are pronounced or spelled in English. Guessingbeing willing
purely illustrative. Almost all of them are contextualized to take a shot, bringing in words that you already know
and reworked to present, review and test vocabulary in our which might work well in Englishis a key learning
unique Picture Dictionary System. strategy, often ignored elsewhere.
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Embracing cognates also allows much more interesting, amount: there is a lot to read in every lesson, from the
more adult speaking and listening tasks too, e.g., asking authentic song lines and World of English boxes to the
Any coincidences / similarities / pronunciation surprises? What audio script at the back;
do you have in common? Who is more assertive?, etc. The complexity of text: through selective use of cognates to
authors all feel that a key lesson they have learned enrich texts. Compare for example the texts in Starter
from their many years of teaching is to let students use with those in traditional course books. We have used a
their brains, and not be restricted by only seeing over- very rich range of words, because knowing our target
simplified language. students language allows us to select a syllabus of words
that are already familiar to them.
Tip We do not suggest you drill all these words nor try to
Most texts are from authentic sources, mainly the internet,
make them all into active vocabulary. In most cases, cognates magazines and newspapers. Some untouched, others adapted
are there just as passive vocabulary, actually helping students to provide the best input for classroom language learning.
understand more. We see no point in hiding words from
students when they can cope with them, and indeed usually Writing
enjoy doing so. The words which become active differ greatly Research suggests the following formula is what most
from group to group and will always be your choice, not ours. teachers and students favor: writing is imposed where
We are simply trying to give students access to more adult necessary but is not overly forced in class because class
language more quickly. time is precious. Rather, it is drip-fed throughout , as
and when it is either essential or you choose it to be the
also uses some contrastive analysis to facilitate best pedagogical option. There are plenty of optional extra
vocabulary learning, where it is obviously appropriate. For supplementary writing exercises suggested lesson by
example, the months exercise on p. 30 in 1: students lesson in the Teachers Book.
think about the mother tongue equivalents (without The required writing syllabus is primarily covered by
having to say anything in L1) to determine what is similar / the six writing lessons, at the back of the Students Book,
harder, and where to focus most of their effort. covering six different genres. Here students are given
a clear written model, a variety of tasks to analyze it,
Skills specific writing tips and a structured model to draft and
check it, and then send on to a colleague before finally
Speaking
submitting it to you. The intention is to protect you, the
teaches spoken English and prioritizes oral fluency. busy teacher, from having to dedicate time to excessive
Why? Because thats what monolingual classes in non- marking of avoidable mistakes, as well as helping students
Anglophone countries need / want most. to be more in control of their own writing.
In order to learn both fast and well, students should be
given every opportunity to try to express their ideas and
Skills and In Action
opinions in comprehensible English. As you will immediately see, the fifth and final lesson in
each unit is different from the others. It has a different
However, the on-page skills headings focus only on
background, is split in half and has two titles.
Listening, Reading and Pronunciation. Why? Since every
lesson is full of controlled oral practice and personalized The first part, Skills, gives half a lesson on specific
speaking opportunities even within Grammar, Vocabulary reading or listening skills practice around an adapted
and other skills sections, had we put headings for Speaking authentic text. At lower levels, we prioritize a variety of
too, we would have ended up with double headings all over reading skills, because it is generally hard to get students
the book! So, we have opted to use speech bubbles on every to read much, and also because our listening focus is so
page to indicate where there is a speaking task. strong throughout the book. See language map on p. 4-7 for
list of sub-skills.
Listening
The second half of this final lesson in each unit, In
Statistics show Listening is approximately 45% of any Action, provides contextualized functional practice,
language (Speaking is 30%, Reading 16% and Writing 9%). usually dialog lead and ending with some kind of
In other words, we spend almost half of our time in any personalized role-play, survey, or problem-solving situation.
language listening. Its the primary skill toojust think
Communicative functions are everywhere in , but we felt
how babies learnand the one that needs the
it necessary to have a specific functional outcome in an
most practice.
authentic context to close each unit because teachers and
has a huge amount of recorded material, over 200 tracks students put such value on learning to survive and operating
only in the Students Book plus over a 100 more tracks in in familiar situations, with increasingly natural conversation
the Workbook, which are available on the Portal. The audio strategies. See language map on p. 4-7 for list of functions.
is a mix of both authentic (for example, many videos
taken from YouTube), and scripted. All of it is available Pronunciation
for learners on the Portal, so, in class, you can pick and At last a learning-friendly audio script
choose what to use, and how many times students need to audio script section is not just a script to be read and /
listen, knowing that they can listen to all of it as much as or listened to with no clear focus. Its designed to provide
they like at home. There is at least one listening activity real training with listening and pronunciation: after all,
in every Workbook lesson too, as we strongly believe in pronunciation is learned primarily through the ear.
setting aural homework.
It aims to help students learn to listen better as the course
Reading progresses by focusing on features of pronunciation:
really provides students with substantial reading noticing sounds, stress, aspects of connected speech,
practice in terms of: intonation and spelling relationships;
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spoken language (e.g., noticing discourse signals phonetics. Remember, learning to guess pronunciation of
such as fillers, pauses, repetition, self-correction and new words is a key skill.
interruptions); The table also provides model words to illustrate the usual
sub-skills of listening, like inferring, predicting, spelling patterns for each sound. Sensitizing students to
identifying main points in discourse, understanding sound-spelling combinations is a key part of learning, to
attitudinal meaning and all aspects of listening. read, write and pronounce with confidence.
Again, it is flexible and both teacher and learner friendly. Initially, just provides example words, but as the course
All the tasks are noticing tasks, with different aspects to progresses, these rules are made explicit to students. In
focus on in each text. The tasks are always highlighted, Starter and 1, we model the usual spellings for each sound
making them all free-standing, to avoid the need for in order to begin to familiarize students with predictable
teacher intervention, unless, of course, you wish to spend spelling / pronunciation relationships. In levels 2 and 3,
time here. So, you can choose to do them in class, or we also provide the exceptions, so this slowly builds into
students can do them on their own. a complete Sounds / Spelling reference. All of this aims to
sensitize students to the patterns of English and develop
It is a good idea for students to listen, read and notice the
a sense for English.
audio script tasks as extra preparation before a role-play.
Rather than just listening (and reading) again and again, However, we have left this page largely optional, only
trying to memorize dialogs before role-playing them, sending students there from the Review lessons to learn
these tasks give a clear focus for additional listening and the model words for each sound. You, the teacher, should
pronunciation practice pre-role-play. The Audio Script do what you think works best with your students. So, while
section brings relevant noticing tasks designed both you have the option of teaching the sounds and even the
to make students think and motivate them more symbols from this chart, does not force this, as this
towards pronunciation. should depend on individual teacher preference.

Tip An excellent homework activity is to ask students to The vowels chart on p. 154 of the SB is based on UNDERHILL,
do the noticing tasks and then field any questions in the Adrian. Sound Foundations: Learning and Teaching Pronunciation.
next lesson. Oxford: Macmillan Publishers Limited, 1994. This format
helps students understand how the sounds are produced
Word stress is shown in pink only the first time a word in the mouth considering the opening of the jaw and the
appears in either a word list or reading text, but not in spreading of the lips.
rubrics, nor when it appears again either in the same text,
or later in the book. To include it each time would give no lips spread lips rounded
sense of syllabus or progress to students. The whole ethos
closed
of is to make students use their brains, not spoon-feed
jaw
them! We want them to think Ive seen this already and I
need to remember how to pronounce it.

Real help with all aspects of Pronunciation


Pronunciation should be taught rigorously because of its
basic role in communication. It allows us to understand
and convey meaning, and good pronunciation helps you
both to comprehend and communicate better. However,
this is an area where teachers often struggle, and course
open
books have often failed to deal with either systematically jaw
or in a friendly way.
Pronunciation is at the heart of . New words are always The organization of the consonants chart on p. 155 of the
introduced in context, so students at least hear, for SB is based on the articulation points used for producing
example, nouns preceded by indefinite articles (a book, those sounds according to author / teacher Robin Walker.
an apple), as they usually would outside a classroom, and
Both the vowels and consonants tables are laid out as a
are trained to pick them out in connected speech, rather
than unnaturally, one at a time. At the same time, all the map of the mouth, according to where in the mouth the
basic listen and repeat drills for new words, which so sounds are produced.
many learners love and need, are available in the WB for A unique feature is the highlighting of sounds that are
students to drill themselves outside class. difficult for Spanish and Portuguese speakers. This builds
Phonemic symbols are occasionally used in lexical up confidence, as they immediately see what is easy for
presentations to highlight irregular sound and spelling them, but also motivates students to focus and facilitates
patterns, when experience shows learners will probably their efforts to learn what is hard for them. Learning
get it wrong otherwise. sounds which do not exist in their L1 largely involves

breaking the habits of a lifetime, finding new articulation
A significant break-through is the Sounds and Usual
points and different combinations of muscle movement,
Spellings table on p. 154-155. This gives: two illustrated
voicing and breathing.
model words for each of the 40 sounds in U.S. English,
and access to the phonetic symbol.
Note For students with other mother tongues, we suggest
Knowing all the potential sounds in a language sets a
you spend some time on the chart, marking it up for them in
ceiling on their guesses and builds confidence. If students
the same way. A good resource for this is Swan, M. Learner
can learn those two words per sound, they should be able
to have a reasonable guess at the pronunciation of words
English, OUP, 2001 or more recently, Hancock, M. English
in a dictionary and begin to get comfortable with using Pronunciation in Use Elementary CUP, 2003.
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the reference to the Workbook at the end of each lesson;
Standard American English is the chosen model for
all listen and repeat-type activities, but students are the reference to the Phrase Bank at the end of each unit;
exposed to a whole range of accents and types of English, carefully scheduled links to the Writing lessons;
both native and non-native. We are all aware of the need the Sounds and Spelling chart.
to teach International English, and is full of global
accents for precisely this reason. Plus all the optional noticing tasks in the Audio Script, and
all the content on the Portal.
All new polysyllabic words are introduced in context,
with the stress highlighted for students in pink. We Students who regularly have to miss classes should be
have chosen the oral syllable according to the Merriam trained to use these routes to catch up. For example, how to:
Webster online dictionary. In cases where the oral stress use the picture dictionary pages to cover the words and
is not shown there, we marked the real syllable, again test themselves;
according to Merriam Webster. Regularly marking stress listen again to texts which they have read in class via the
on new words (in the book and on the board) means you audio on the Portal;
progress from just teaching form and spelling, onto work on their own pronunciation using the pink word
really prioritizing teaching, modeling and recording stress for all new polysyllabic words;
spoken language. do the audio script tasks and use the Sounds and
focuses right from the start on all aspects of connected Spelling chart;
speech, and there are exercises throughout, in all use the word list and phrase bank from the Portal for
components, on sentence stress, reductions and intonation, constant review, e.g., by recording, listening to and repeating
particularly in the audio scripts, as mentioned above. the phrase bank on their phones, in their cars, etc.;
ask and answer the question titles, plus follow-up
Learner Autonomy
questions;
Learner autonomy, sometimes also called learner
look at and avoid the common mistakes;
independence, is the ability of a learner to take charge of
his own learning. Autonomous learners have an active investigate and sing the song lines via the Internet, etc.;
role in their learning processes, which means they make enjoy all the features of the Portal.
the most out of every learning opportunity, both in and We suggest you spend some class time taking them through
out of class. each of these features, and regularly reminding them how
There is never enough time for students to learn a language much they can do with on their own.
in class, even if all students were to come and be fully
attentive to every minute of every class. Nor is there ever English Learning Platform
time for them to cover every exercise fully. That means any Welcome to English Learning Platform. This resource
good course has to be largely transparent to students both in consists of a Portal, a Virtual Learning Environment (VLE)
and out of class, and give them really effective and efficient and the Test Studioa test generator.
tools for autonomous study out of class. Learners need to This amazing blended learning tool has been developed in
be able both to self-monitor and self-evaluate, or motivation parallel with the series and combines the best of formal and
becomes hard to maintain, and success less likely. informal learning to extend, review and test core lessons
is the most student-friendly course yet, as it is very content. The full range of resources is available to teachers
linguistically accessible to students. Every page is written and students who adopt any of the English levels.
in concise, simple, cognate-friendly English, to be easily English Learning Platform will be regularly updated with
understood by students who have missed classes. Unlike new features and content, and we believe both students
other courses, in even the features presentation spread and teachers will enjoy it and benefit a lot from its content.
on p. 2-3 is written for students in language they can
To access the platform, go to www.richmondenglishid.com
understand from the start, to show them how works,
and use the access code that comes on the inside front
and get the most out of it.
cover of the SB.
Really Facilitates Autonomous Learning This Website Is Divided Into Two Main Sections
Without adequate review, students are not going to learn much
Teachers Area: Download Grammar and Writing sections,
at all. Throughout the course, they can look forward and back
answer keys, teaching tips, and CEF mapping documents.
to find interesting activities to practice on their own.
Teachers have access to the VLE to assign tasks and track
The regular Review lessons after units 2, 4, 5, 6, 8 and 10 students progress. You can also add your own activities,
recycle key vocabulary and grammar, review and extend such as tests created in the Test Studio.
the Common Mistakes , take them back to re-read and listen
The Test Studio is a test generator where you will be able
again to selected texts, and finally, revisit and answer all
to create unit tests, review tests, end of semester tests
the questions from the lesson titles.
or tests for the whole book. You can choose to include
also has a fully integrated Easy Autonomous Learning reading, listening, grammar or vocabulary tasks in your
program , mapped out as links to other sections, tests. This tool allows you to create printable or interactive
when that option becomes the logical next step. Step-by- tests that can be uploaded to the VLE. You can also add them
step lesson plans in the Teachers Book also make it clear to your own Learning Management System (LMS).
which components can be used to further practice or
Students Area: Watch all Caf episodes and real YouTube
review core lessons content.
videos that are part of the core SB material. Listen to
The components of are: all audio material from the SB and WB. It is possible for
the reference on to the Grammar section after each students to download useful lists of Common Mistakes ,
grammar box; World of English , tips, and more. Launch the VLE with
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formal extra practice. Through the Students Area, students a video player is not available. If this is your case,
can keep up with Breaking News and access ready-made we suggest you try to bring in some visual stills to
activities to practice comprehension of current world news. support the listening, e.g., in the form of a PowerPoint
presentation, flashcards, etc.
Workbook
A single page to correspond to each two-page Students Tip One of these original videos, the Tiny House in unit 6,
Book lesson, designed to consolidate and reinforce all the has quite a lot of difficult lexis in it, so we have re-recorded a
main language. Exercises can be used in class, e.g., for fast simpler version for you on the Portal, if you wish to simplify
finishers or extra practice of specific areas. It includes: it for your classes.
a variety of exercises, texts and puzzles to scaffold,
continue practicing and extend the main Grammar and Caf
Vocabulary of each lesson; The video is a fun potpourri of popular American sitcoms
skills practice: at least one listening activity per lesson used to present, review, consolidate and extend the main
to continue practicing the most important skill outside language content and contexts of each unit.
class too, plus plenty of short, juicy reading texts;
There are ten independent episodes which were specially
a drill per unit at lower levels;
produced for English . The episodes focus on the contexts
cyber tools references that encourage students to engage of the unit and target the key elements to give students
with English beyond the workbook itself; further practice in real situations.
an additional song line for every 5th lesson;
We suggest you watch and do these lessons at the
a final check back activity to revisit the song lines from end of each unit, or whenever appropriate after that.
each lesson in the SB unit and look for a link with the
Remember, students can watch them on the Portal, so
language / topic of the lesson itself as an additional fun
you can assign them all for homework if you are really
way to review the unit, and facilitate memorization. The
pressed for time.
answer key for these and all the other exercises is at the
back of the WB so you can use it entirely for autonomous Besides the core unit videos, there are also extra units for
study if you wish. each level: one for Starter and two for each of the other levels.

Gives Students Their Own Phrase Bank Teachers Book


After dictionaries, phrasebooks are probably the worlds This book provides a complete step-by-step lesson plan for
most popular language learning tool. In a four-page every lesson, from start to finish, offering:
section at the back of the WB, provides a unique unit- unit and lesson overviews;
by-unit Phrase Bank of all the key phrases, expressions detailed lesson aims;
and exchanges students are expected to learn. To provide
a warm-up for every lesson;
context and reduce the need for translation, language is
grouped by theme. alternative, books-closed presentations for key new
Students are referred here after each unit to listen and review. structures where appropriate;
But of course, they can come at any timebefore, during or language and cultural notes;
after any lesson, to look for phrases they wish to use. background information about the song lines;
It is a great resource to download and listen to when a vast number of teaching tips to bring variety to
working out or in a car, for example, or to mentally your classes;
translate until they feel they have acquired them. regular suggestions for both stronger and weaker classes
and for fast finishers;
Tip We have not forced learners to translate as that is your /
ideas for extra writing and homework;
their choice, not ours. Perhaps you can suggest they write
suggestions for IWB activities and extra material to bring
any translations in pencil next to phrases they find difficult to
remember. Then, another day, they should cover the phrase in to class.
English, look at the translations and try to remember the phrase.
Once they can do it, they should erase the translation to feel a
Digital Book for Teachers / IWB
sense of progress. This encourages them to see translation as a The Digital Book for Teachers is a separate media with all
temporary rather than a permanent tool. the pages of the SB.
Teachers can use this resource to promote variety in their
Videos classes so that students can see the images on the IWB
has an original blend of authentic and / or scripted instead of looking at the book.
video in every unit. We have always included the On the next pages you will find detailed information about
instruction Listen / Watch for any situations where all the features of English .

16

English ID TCH 21x29.3 Int.indd 16 4/10/13 9:58 AM


Finally, an English course
Welcome to you can understand!

Famous song lines


illustrate language
from lessons.

Contextualized Picture
Dictionary to present
and review vocabulary.
Lesson titles are questions
you learn to answer
during the lessons.

World of English:
interesting facts
and study tips. Common Mistakes
Word stress
in pink on anticipate and
new words. prevent your errors.

17

English ID TCH 21x29.3 Int.indd 17 4/10/13 9:58 AM


Cyber English: the English
of digital technology.

Speech bubbles:
models for speaking.

Stimulating
Grammar practice.

Easy Autonomous Learning


system integrates all
5 boxes: extra grammar
components for comprehensive
autonomous study.
and pronunciation rules.

18

English ID TCH 21x29.3 Int.indd 18 4/10/13 9:58 AM


Skills: extra listening in Action: communication
and reading practice. in common situations.

Make it personal: personalized speaking


Authentic videos present
to express your identity in English.
topics in real contexts.

19

English ID TCH 21x29.3 Int.indd 19 4/10/13 9:58 AM


Reviews systematically recycle language.

A mid-term dynamic game reviews the language students have learned.

'# .,',0#1
*&3."#,.3-)(-

4 to 8 players. Divide into 2 teams. Talk about the topic, answer the
question or do the activity on the
From the start, teams go in
square. Maximum 30 seconds per
opposite directions.
person. Take turns starting to talk
Toss a coin. each time.
Heads Tails The winning team is the first to
move 1 square. move 2 squares.
complete the full circuit.
W in n
er's P
winne rize
Each
to th r talk
e clas s
seco s for
nds. 30
The to
Your pic?
Mo rni ng Th e
self!
rou tin e Chores
we at he r +/
your
Free ti Spell Vaca
ies e ti
ilit m
activiti e fu ll nam activ on
Ab / es ities
+

duce
Intro elf
yoursAge /
/
Name
nality
Natio

How often do you?


Hi, Im
Where do you?
Nice to meet you.
Do you like?
Yo ur I really like / hate
OK, lets finish.
to wn I think
Whose turn is it? Why are you
In my opinion,
Its your turn. learning
Really? I think
You go first. English?
What about you?

y
A ce leb rit Your
yo u lik e
/ famil Sp or ts
e Ne xt y
do nt lik we ek en
d Fa vo rit
e
How often do se as on De scr ibe
you go to the
a frie nd s
superm arket? rou tin e

20

English ID TCH 21x29.3 Int.indd 20 4/10/13 9:58 AM


Caf: sitcom videos to consolidate language.

A complete Grammar reference with exercises.

21

English ID TCH 21x29.3 Int.indd 21 4/10/13 9:58 AM


Two illustrated key words
for each sound help Colored frames identify voiced
students memorize them. and unvoiced consonants.

Icons S and P highlight


difficult sounds for Spanish
and Portuguese speakers.

Extra examples of
common spellings Pictures illustrate
for each sound. how and where
sounds are produced.

22

English ID TCH 21x29.3 Int.indd 22 4/10/13 9:58 AM


Audio Script activities to
consolidate pronunciation.

Portal: practice
activities, games,
extra audio, videos...
and more!

23

English ID TCH 21x29.3 Int.indd 23 4/10/13 9:58 AM


Workbook to practice and consolidate lessons.

Phrase Bank to practice common expressions.

The opportunity
for you to learn English!

English ID TCH 21x29.3 Int.indd 24 4/10/13 9:58 AM


1
Unit overview: The main topics of unit 1 are verb be in the Present Simple (positive / negative and
interrogative forms in Yes / No and Wh questions), countries & nationalities, opinion adjectives, the
alphabet, numbers, possessive adjectives, colors and nouns (singular and plural forms).

Are you American?


Lesson Aims: Sts learn to use verb be through the context of introducing themselves and asking and answering questions about nationalities.

Function Language
Lesson 1.1

Introducing yourself. Hi, Im .


Asking & answering questions about countries & nationalities. Im (Peruvian), from (Lima).
Are you / Is he / she / it (Mexican)?
Yes, I am / he / she / it is. No, Im not / he / she / it isnt.
Vocabulary: Countries & nationalities (Argentina, Argentinian; the USA, American; the UK, British, etc.), numbers 1-8, I, you,
he, she, it, my, hello, hi, yes, no.
Grammar: Verb be I, you, he, she, it , and Yes / No questions (we and they are introduced in the grammar at the back of the
book, as sts wont need to use those in this lesson).
Before the lesson: Prepare photos of Rihanna, a recording of Rihannas song Whats my name?, and photos of Michael Jackson
as well as the song You are not alone, flags, photos of Beyonc / famous people / places for the second guessing game.
Bring flags of the eight countries in exercise B, in case you cannot use the Digital Book for Teachers.

Warm-up Books closed presentation (if sts dont have their 1 Vocabulary: Countries and Nationalities
books on the first day of class).
Before class, write on the board Ooh, whats my name? Whats A Books open. Show your book to the class and point
my name? Whats my name? or any other simple song, e.g. to the short text in 1A. Start to read it: Hi! My names
Michael Jacksons You are not alone, I am here with you. (pause and ask) Marty? Judy? Say: I dont know! Listen. Play
Though were far apart, youre always in my heart. You are not 1.1 and pause after Marty. Elicit the correct answer and
alone, from the top of p. 7, which can be referred to at any time demonstrate a circle (on the board or gesture on book). Sts
to help support the verb be forms. circle Marty. Play the rest of the recording and ask sts
to circle the correct answers. Paircheck (use L1 to explain
Books closed. Start lesson by greeting sts. Say Hello / Hi, paircheck if necessary or use a cognate, compare).
Im . and see what they can say back to you. Classcheck.
Show a photo of Rihanna / Michael Jackson and ask Whats
Tip Optional follow-up activity: In pairs, sts role-play Marty
her / his name? Is she / he American? (No, shes Barbadian. /
Yes, he is.) Do you like this song? along with a thumbs up
and Judy introducing themselves to each other.
gesture to see what sts manage to say in order to identify
their initial levels. 1.1
Introduce yourself to class: Hi! My names . Im T Hi! My names Marty and Im American. Im from New York.
(nationality), from (city / town). Drill Hi, my names . Nice to meet you.
for pronunciation and do a quick substitution drill: Im S Hi! Nice to meet you too!
(Brazilian / American / Mexican), from (So Paulo / New York /
Mexico City). Elicit the model and write it on the board, but
Marty / American / New York
dont let sts copy at this stage.

Get sts to introduce themselves to each other in pairs. Give


them only 20 seconds.
B Quickly introduce or review numbers 1-8.

After pairwork, ask sts to stand up, mingle and introduce Weaker classes Show your fingers one by one and elicit them
themselves to as many people as possible. Make it clear orally, then in writing.
that by the end of the activity they need to remember at
least three names.
Stronger classes Use Bill Haleys Rock around the clock
first lines: One, two, three oclock, four oclock rock, five, six,
Tip If you have one of these songs available, play it as background
seven oclock, eight oclock rock! to review numbers one to
music while sts perform this mingling activity and ask them to
three, then elicit the next five numbers
raise their hands when they hear the lesson Song line (Youre
not alone, in case you choose to play Michael Jacksons song, or
Show two or three flags, e.g. small paper flags, or use the
Whats my name?, in case you choose to play Rihannas song).
ones from the Digital Book for Teachers on the IWB if you
25

English ID TCH 21x29.3 Int.indd 25 4/10/13 9:58 AM


1.1
have one in class. Tell / Elicit the countries. Ask: What stress or word changes. You can drill both, for sts to repeat,
country is it? Pre-teach country, e.g. New York is a city. The or the country for them to say the nationality, or vice-
United States is a country. Give more examples if necessary. versa, and have them test each other in pairs, covering the
Drill pronunciation of country. words and pointing at the flags: A says the country and B
says the nationality.
Point to number 4 and elicit The USA. Tell sts to match
the other flags to the correct countries. Sts quickly
1.3
paircheck silently. Sts listen to 1.2 to check their
answers. Play the track again. Sts listen and repeat. 1 Are you Peruvian?
Draw sts attention to pink syllables and tell / show them 2 Are you Argentinian?
they are stressed. Tell sts to cover the names of the 3 Is your camera Chinese?
countries with their hand and test each other in pairs 4 Is it Japanese?
for a minute saying: Whats number 4? Its . Write a 5 Is Justin Bieber American?
model on the board if necessary. 6 Is he Canadian?
7 Is Penelope Cruz Spanish?
8 7 1 3 / 6 2 5 4
8 Is Madonna British?

1.2 Notice s = /]/. 6 8 1 3 / 4 7 2 5


A OK. Lets check.
B Flag 1 is China.
A Yes. One point for you. And number 2?
D Sts now listen to the complete game and check 9or
cross 8 the nationalities according to the answers they
B Spain. hear. Play 1.4. Set it up by exemplifying on the board,
A Yes! Two points. focusing on the line to check or cross. Elicit and cross the
B Number 3 is Japan. first one, Peruvian, for them, but dont yet drill the verb be.
A Yes! Paircheck after the first listening. Then check answers
B Flag 4 is the USA. (checks and crosses only).
A Yes! Thats four points!
Peruvian 8 Argentinian 9 Chinese 8 Japanese 9
B 5 is the UK.
American 8 Canadian 9 Spanish 9 British 8
A Correct!
B And country 6 is Peru. Tip Generally, after each listening, have sts paircheck to build
A Right! Six points! And number 7? confidence and group dynamics.
B Its Canada and 8 is Argentina!
A Yes and yes! Thats eight points for you! Very good! Ask / Mime: Can you remember the eight questions and
answers? Focus on the speech bubbles underneath Are
you Peruvian? / No, Im not. as the first example. Elicit
C Exercises C and D are also about nationalities and what they can remember of 2-8, then play the audio again
questions / short answers with verb be. Then, after the for them to check and try to write down the complete
Grammar on p. 7, sts play a similar game themselves. questions and answers.

If you havent already done so, focus on the lesson title Are
Tip If you prefer to head off mistakes by anticipating them,
you American?, and elicit the answer: Yes, I am. / No, Im not.
read Common Mistakes and elicit the use of CAPITAL LETTERS
Note Yes, we are / No, we arent is introduced in the for I and nationalities.
Grammar at the back of the book on p. 118.

Sts match the nationalities to the countries, 1-8. Using the Song line:
pink word stress, get them to guess the pronunciation in
You are not alone,
pairs. Do the first one with them as an example.
I am here with you.
Play 1.3. Use the audio to confirm. It is only the questions Song: Youre not alone
extracted from a game, which they will hear in full in D, Artist: Michael Jackson (USA)
so try to focus only on the nationalitiesverb be is dealt Year: 1995
with in D.
Explore the Song line You are not alone, I am here
Tip If you prefer to introduce the nationalities (or any other with you. to help support verb be forms at any time in
lexical set in ) out of context, then all the active words are the lesson. Dont tell them who sang it (Michael Jackson):
available on the Word List (p. 70 Workbook) and you can see if they can sing it to you first. Exploit it as much
model and drill them yourself. as you can: Do you like it / him / his other music?, etc.
(see Common Mistakes and Song lines p. 8-16 in TB intro).
After the listening, elicit the correct pronunciation of each
country individually. Get the best ones to model and Monitor as they listen to see how much they can
write. Paircheck then listen again to confirm. Check
teach those who may have difficulty.
answers, e.g. by writing them quickly on the board
Drill the countries and nationalities (Canada-Canadian, for sts to compare their version with yours and ask
the UK-British, etc.), highlighting those where either the any questions.
26

English ID TCH 21x29.3 Int.indd 26 4/10/13 9:58 AM


1.1
Elicit questions and short answers for the third and fourth
1.4 Notice the sentence stress.
photos. Ask: Whats this? (sts are likely to say landmark name
1 Are you Peruvian? No, Im not. in L1, then briefly give / teach them the name in English).
2 Are you Argentinian? Yes, I am. Ask: Is it Peruvian / American? Prompt sts yes / no answers
3 Is your camera Chinese? No, it isnt. with short ones: Yes, it is. / No, it isnt. Drill both questions
4 Is it Japanese? Yes, it is. and answers, then elicit Qs / As for different landmarks.
5 Is Justin Bieber American? No, he isnt. Leave photos aside and say: Im (nationality). Ask a student:
6 Is he Canadian? Yes, he is. Are you (nationality)? When he / she answers yes, prompt him
7 Is Penelope Cruz Spanish? Yes, she is. / her with: Yes, I am. Have the student repeat it, then have
8 Is Madonna British? No, she isnt. the whole class repeat it. Ask another student: Are you (wrong
nationality)? Prompt no with: No, Im not. Drill as necessary.
E MAKE IT PERSONAL Play 1.5 for sts to listen and read Books open. Sts complete the Grammar table. Monitor
World of English . Drill the nationalities from the box with closely. Remind them of Common Mistakes if necessary. Real
the correct stress. Elicit / Show the meaning of before. beginners will need help with the spelling of verb be forms.
Help them when necessary. Paircheck. Classcheck. Write the
Tip For any listening and reading activity, get sts to shadow
answers on the board. Drill pronunciation at a brisk pace,
the text, mouthing and quietly saying the words to feel set various tones when drilling sentences (doubt, surprise,
the pronunciation. happiness, sadness, etc.) and have sts copy them from you.
Encourage sts to play with suffixes -an, -ian and -ean and Grammar p. 119, part 1, could be set as homework or done in
have them say the nationalities of three countries which are class if sts need guided practice before going to oral practice
near your own country (e.g. in the case of Mexico it would be in 2B. As this is the first lesson, we suggest you take sts there
American, Guatemalan, Honduran, Belizean). Correct on spot, write to help them know the different sections of English .
the correct guesses on the board and drill pronunciation. For
Brazil, it would be Paraguayan, Uruguayan, Argentinian, Bolivian, Yes, I am. / No, Im not. Is he Mexican? Is she Colombian? Yes,
Chilean, Peruvian, Colombian, Venezuelan, Ecuadorian. she is. / No, she isnt. Is it Portuguese? Yes, it is. / No, it isnt.

Tip Nationalities ending in -an, -ian or -ean have the stressed


syllable before these suffixes (Puerto Rican, Costa Rican),
B Sts listen and follow the example exchange from the game,
then do the same. Concept check (How many sts? Two; Who
with the exception of four ending in -ican: American, Mexican,
asks the question? St A; Who answers? St B, etc.). Use open
Dominican, and African. Highlight this for sts only if they
pairs to set this up, then closed pairs to practice. Use all the
notice. If youre teaching e.g. in Mexico, tell your sts they are
pictures on p. 6 and 7, but try to avoid telling sts all the names
an exception. All 36 nationalities of the Americas follow this
at this stage to leave some doubt, so they try to express a bit
pattern except Guyanese, so its very motivating for learners to more. The answers will be confirmed in 2C.
be able to produce all these words in lesson 1.1. For a complete
reference, see e.g. http://geography.about.com/library/weekly/ Tip Bring in extra pictures of famous people and places to
aa030900a.htm. If you are using the course in Italy, where the extend this if you think it is necessary.
other nationalities include, e.g. French and Swiss, you will need
to give sts more help, or even save this exercise until a bit later.
The main aim is to build confidence, make deductions and C To give sts a more extended listening and the answer key
associations. By doing this, sts can already identify / know to the game, sts listen to check if all their guesses are correct.
how much English they have inside them. Have them listen once and then ask: Are all your guesses
correct? For fun, elicit the pronunciation of all of them too.
Turn to p. 156 and do the AS (Audio Script) task. Sts listen
again and notice how This_is and Its_in sound like one word.
2 Grammar: Verb Be and Yes / No Questions
A Books closed. 1.7 Notice its_in connects like one word.
Number 1 is Machu Picchu, its in Peru. And number 2 is the
Weaker classes With real beginnners you might need to draw
Taj Mahal, its in India. Photo 3 is Shanghai, its in China. And
figures of a man, woman and any object to teach he, she, it. picture 4 is the Alhambra, Granada. Its in Spain. Number 5
is Megan Fox, shes American. And photo number 6 is Lionel
Write To be or not to be, that is the question on the board.
Messi. Hes Argentinian. Number 7 is Salma Hayek. Shes
Show six photos, four of famous people (from different Mexican. And 8 is Keanu Reeves. Hes Canadian.
nationalities) and two of famous places / landmarks (from
different countries), e.g. Statue of Liberty and Christ the
Redeemer. You could display previously googled images on Extra writing Get sts to write Yes / No questions on strips of
the IWB or use the ones from the Digital Book for Teachers, paper for other sts to read and write answers to them. All sts
show flashcards or simply write their names on the board. should write one or two and stick them on the wall, for the class
to mingle in pairs and answer verbally, or in writing.
Ask: Whats her name? (sts: Megan Fox.) T: Is she
American? (sts: Yes.) Complete sts answer and chorally
drill the short answer: Yes, she is. Ask: Is she British? Teach:
No, she isnt. Signal / Gesture to convey yes / no meanings.
Workbook p. 4
Repeat procedures with other photos to expose sts to
ID Online Portal
he / she / it interrogative forms and short answers. Drill
Grammar p. 118
chorally and individually.
27

English ID TCH 21x29.3 Int.indd 27 4/10/13 9:58 AM


1.2

Are you an excellent actor?


Lesson Aims: Sts continue to practice verb be by asking for / giving opinions about people and places. Sts learn numbers 11-100
through the context of saying prices and playing bingo.

Function Language
Lesson 1.2

Giving and asking for opinions about people and places. I think shes a great actress.
Brazil is an interesting country.
Shes a cool girl.
Saying the alphabet. A-H-J-K, plane, a train.
Saying prices in dollars / cents / euros. 20 cents. 13 dollars.
Listening to numbers in different contexts (age, time, distance, I think its 15 miles to Los Angeles.
addresses, prices). My address is 70, Blue Avenue.
Playing Bingo.
Vocabulary: Positive and negative adjectives of opinion (great, horrible, interesting, cool, terrible, etc.). Numbers 11-100.
Grammar: Word order: adjectives before nouns. Indefinite articles a / an.

Warm-up Hand out to each student a card with the name of excellent, fantastic, great, intelligent, interesting, rich
a well-known celebrity on it. Say its their new identity. Ask ridiculous, terrible
sts to stand up and mingle, introducing themselves as the
celebrity in their cards.
B Books closed. Play 1.9 sentence 1 (Hes a great player).
Ask sts if the speakers opinion is positive or negative.
Weaker classes For real beginners, leave prompts on the Repeat procedure with 2-6. Pause after each sentence (1-3
board: Hi. Im (Madonna). Im (American). What about you? positive, 4 neutral / in the middle, 5 negative, 6 positive).

Books open. Point to the sentences in 1B. Sts listen and


complete with a or an. Do not explain the grammar rule
3 Vocabulary: Adjectives elicit it and complete the 5 box.

A Books open. Play 1.8 and pause after sentence 1. Ask: Tip For fun, you can ask them who the sentences might be
Is it positive or negative? about to see who they are(nt) into.

Tip Even if sts dont know cool, they should pick up the
positive intonation. Elicit the adjective and show how cool
1.9
1 Oh, yeah, hes a great player.
goes in the positive group, OK in the middle group as it can
2 Yeah, I think shes a cool girl.
be positive and negative, and horrible in the negative one. Sts
3 Oh, yes, hes a rich man. Very, very rich!
listen to 2-7 to identify and repeat the adjective they hear each
4 Hmm, shes an OK person, I think.
time. Drill pronunciation as necessary.
5 No, its a horrible city!
6 Yeah, I think its an interesting country.
Replay it and tell sts to write the adjectives under or .
Paircheck.
1. a 2. a 3. a 4. an 5. a 6. an 5 box a / an
Optional: Ask sts which words are similar / the same in L1.

Stronger classes With a stronger class get sts to guess first For a books-closed presentation of an, use some song lines,
which are and , then use the audio to check and drill e.g. Dont wanna be an American idiot, or ask Do you
know the band? (Green Day). Check if sts know why an is
pronunciation.
used before American / answer, etc.

1.8 Notice the connecting sounds. C MAKE IT PERSONAL Books closed. Elicit and
1 This is cool! Whoa! adjectives from the lesson onto the board in two groups.
2 Wow! This is an excellent car! See how much sts can remember. Then say I think Meryl
Streep is a great actress. Write it on the board.
3 I love New York. Its a fantastic city!
4 Mmmm! This pizza is great! Tip Organize your board work into columns like this:
5 Yuck! This coffee is horrible!
Meryl Streep excellent actress.
6 Uh-huh. Barack Obama is a very intelligent man. I think New York is a / an fantastic city.
7 Yeah, China is an interesting country! KFC horrible restaurant.
8 Uh-huh, this restaurants OK.
9 Nah! Bill Gates is a very rich person! Add more examples to the second column (Rome, Neymar,
10 This group is ridiculous! Antonio Banderas, etc.) and elicit opinions from sts. Say:
Whats your opinion of (Neymar)? Add their opinions onto the
11 No, no, no, hes a terrible actor! Terrible!
board and do not erase them. Be careful with he / she / it.
28

English ID TCH 21x29.3 Int.indd 28 4/10/13 9:58 AM


1.2
Do a quick substitution drill: Cultural note YMCA stands for Young Mens Christian
T I think Neymar is a fantastic player. Association.
Sts I think Neymar is a fantastic player.
Write some acronyms (CNN, BBC, HBO, NBA, FBI, etc.)
T Great. on the board and elicit pronunciation. Elicit a few more
Sts I think Neymar is a great player. acronyms from sts (U2, MTV, ESPN, etc.), write them on the
board too and drill pronunciation. If sts struggle with this,
Do the same for: Rome is an OK / interesting / excellent city. Bill go straight into B.
Gates is a cool / rich / smart person. I think Brazil is a cool / great
Focus on the letters in each column of the chart. Sts listen
country. Encourage them to say No! and give an alternative
to 1.11 and repeat the letters and words (pause to make
opinion when they disagree.
space for repetition).
Books open. Read Common Mistakes . Say: In English, we dont
say Hes a person interesting. 1.11
A, H, J, a plane, a train, /H/
Optional: Compare to word order in L1. Elicit the correct
sentence. Focus on the speech bubbles and have sts B, C, D, E, three, a key, /L/
role-play / read the opinions in 3C. F, L, M, ten, a pen, / /
I, nine, wine, /D/
Sts work in trios and give opinions about five people and
O, a nose, a rose, /R/
places from p. 6-7. Refer to the model on the board. Monitor
Q, U, two, a shoe, /X/
closely for mistakes with a / an and adjective-noun order.
O, a clock, a sock, //
Some sts tend to omit verb be when giving opinions.
Prompt the correct form.
C Write G on the board and ask: How do you say this in
English? Elicit and drill pronunciation. Point to the chart in
4 Pronunciation: The Alphabet B and ask: Whats the vowel sound for G? (2. /L/).
A Go over each pair of words and quickly demonstrate Focus on the other ten letters and get sts to quickly guess
meaning, e.g. point to a shoe, your nose, a pen in the how to say them / which group they are in.
classroom. If possible, bring pictures or quickly draw, e.g., Dont confirm but play 1.12, pausing after each letter. Sts
a bottle of wine, a rose. Drill pronunciation, making sure check their guesses and complete the chart in B with the
sts notice the similarity of vowel sounds in each pair, even missing letters. Check at the end of the exercise.
though the spelling is very different.

Point to picture 1 in 4B and ask: Whats this? Elicit a train 1.12


and a plane. Show sts number 1 has been done for them. G G K K N N P P S S T T V V W W
Do the same for sound 2, /L/ , and let sts match the rest of X X Y Y Z Z
the pairs in A to the sounds in B on their own. Paircheck.
Sts listen to 1.10 to check their answers and repeat the
seven vowel sounds. Column 1. K 2. G-P-T-V-Z 3. N-S-X 4. Y 6. W

1.10 D Play 1.13 and have sts repeat the complete chart. Do a
1 a plane, a train, /H/ column at a time.
2 a tree, three, /L/
3 a pen, ten, // 1.13
4 nine, wine, /D/ a plane, a train, A, H, J, K
5 a nose, a rose, /R/ three, a tree, B, C, D, E, G, P, T, V, Z
6 a shoe, two, /X/ ten, a pen, F, L, M, N, S, X
7 a clock, a sock, // nine, wine, I, Y
a nose, a rose, O
(6) a shoe, two /X/ (1) a train, a plane /H/ (7) a sock, a two, a shoe, Q, U, W
clock // (2) three, a tree /L/ (3) a pen, ten // (4) nine, a car, a star, R
wine /D/ (5) a nose, a rose /R/
Tip To increase the challenge, put the alphabet, A-Z, on the
B Focus on the Song line Its fun to stay at the YMCA, board and get sts to try to do it without the groups. It will
elicit how to sing and pronounce the line, and make the make them keep looking back at the chart and understand
shapes of the letters. Ask: Do you know / like this song? how useful the seven columns are.

Song line: E Books closed. Divide the class in two groups and
Its fun to stay at the YMCA. play hangman on the board. Choose adjectives from 3A
and words from 4A (e.g. excellent, horrible and wine). In
Song: YMCA
groups, sts take turns guessing letters. Keep track of wrong
Band: Village People (USA)
guesses as well. This game will allow you to see which
Year: 1978
letters sts think are the most common in L2, but chances are
29

English ID TCH 21x29.3 Int.indd 29 4/10/13 9:58 AM


1.2
they will resort to the most common ones in L1. After the correct word stress of each: thirteen / thirty, fourteen /
game, ask sts: What are the most common letters in English? forty. Do the same for 15 / 50 and 16 / 60.
Books open. Focus on World of English . Play 1.14. Sts
read and check if their guesses were right. Follow up: Tip Make it clear for sts that there is contrastive stress (ty
What are the most and least common letters in your vs. teen) when we pronounce them individually. In connected
language? Sts answer in small groups and compare their speech we dont stress thirteen dollars. In many cases the
answers with the whole class. For a complete list, see: context helps us figure out what number was said.
http://scottbryce.com/cryptograms/stats.htm.
1.16
Cultural note The most common letters in Portuguese are:
A A hundred dollars, please.
A 14.63%, E 12.57%, O 10.73%, S 7.81%, R 6.53%,
B OK, thats thirty, forty, fifty, sixty, seventy, eighty, ninety, a
I 6.18%, N 5.05%, D 4.99%, M / T 4.74%, U 4.63%.
hundred. One hundred dollars. Thank you, sir. Have a great day.
The least common are W / Y 0.01% and K 0.02%.
In Spanish: E 13.72%, A 11.72%, O 8.44%, S 7.20%,
N 6.83%, R 6.41%, I 5.28%, L 5.24%, D 4.67%, C Play 1.17 sentence 1 and pause. Ask: Whats the
T 4.60%. The least common are W 0.04%, K 0.11% number? (85). Do the same for sentence 2, pause and elicit
and X 0.14%. the correct number (70). Say: Now listen to sentences 3-8
and circle the correct number.
Sources: Portuguese: www.numaboa.com.br/criptografia/
criptoanalise/310-frequencia-portugues?showall=&limitstart= If time allows, listen again to check. Get sts to try to
Spanish: www.sttmedia.com/characterfrequency-spanish remember the whole thing and elicit the meaning of each
sentence. A stronger class can even try to make similar
We have included superlatives most and least here because sentences about themselves.
they are easy for sts to comprehend.
1.17 Notice the stress in the numbers.
1 Im eighty-five today. Happy birthday to me!
5 Vocabulary: Numbers 11-100 2 My address is seventy Blue Drive.
A Elicit numbers 1-8. Play 1.15. Write them on the 3 I have eleven brothers and sisters!
board. Elicit / Continue the sequence on the board up to 20. 4 This book is ninety-nine dollars.
Drill pronunciation. 5 Hmm, I think its fifteen miles to Los Angeles.
6 The number after thirty-nine is forty.
Focus on the numbers and currency symbols and tell sts
7 I have sixteen classmates in my English class.
these are price tags. Check if they know the symbols and drill
the currencies: $ = dollar, c = cent, = euro (/MUR]/). Tell 8 Thirteen hours on a plane Im very tired!
sts to complete the numbers with the missing letters.
1. 85 2. 70 3. 11 4. 99 5. 15 6. 40 7. 16 8. 13
Weaker classes Sts might need prompts on the boardwrite
e, i, o, u and say those are the letters theyll need.
D MAKE IT PERSONAL Before class write numbers 1-20
on strips of paper and put them in a bag or envelope.
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen,
Say Bingo time! and show sts the example card on p. 9.
eighteen, nineteen, twenty
Tell them to choose numbers 1-20 to complete their own
cards. Have sts take turns and pick a strip of paper from
1.15 the bag / envelope and call / announce numbers to class.
eleven dollars, twelve cents, thirteen dollars, fourteen cents, Sts circle called numbers and say Bingo! when one line
fifteen euros, sixteen cents, seventeen dollars, eighteen euros, is complete.
nineteen dollars, twenty cents If time allows, or another day, play again with numbers
20-40, 50-60, or 1-100.
B Elicit how to say the numbers 30-100, but dont confirm
their guesses. Tell sts theyll listen to a tourist changing
money in a bank to check their pronunciation. Workbook p. 5
ID Online Portal
After they listen to 1.16, elicit the pronunciation of each
Grammar p. 118
number. Write 13 / 30 and 14 / 40 on the board. Elicit the

30

English ID TCH 21x29.3 Int.indd 30 4/10/13 9:58 AM


1.3

How do you spell your last name?


Lesson Aims: Sts continue to practice verb be through the context of asking for / giving personal information and asking / answering
about personal objects.

Function Language
Lesson 1.3

Asking for & giving personal information. Whats your address / e-mail address / phone number?
Asking about personal objects. Whats this / that? Its a bag.
What are these / those? Theyre earrings.
Spelling your name. How do you spell your (last) name / that?
Vocabulary: First, last and full name, address, e-mail address, phone, cell phone, personal objects.
Grammar: Wh questions with verb be, demonstrative pronouns singular and plural forms.
Pronunciation: This /is/ vs. These /i:z/.
Before the lesson: Bring to class some objects which appear in activity 8A.

Warm-up Books closed. Recycle giving opinions: Hand Tip Some sts might have very long full names; in that case,
out strips of paper with names of famous people, countries ask them to focus on their first and last names only.
and cities which your sts didnt talk about in lesson 1.2. If
technology is available, display photos on the e-board. In small When they have finished, ask sts to report back about their
groups, sts take turns giving opinions. Write a prompt on the partners. Ask: Whats his / her last name? How do you spell that?
board if necessary: I think is a fantastic (city).
Cyber English Elicit the meaning of the first text message
from sts and write Are you 18? on the board. Sts look at the
6 Listening other text messages and, in pairs, try to say them in standard
English. Ask if they also use abbreviations in L1 when
A Books open. Sts look at 6A. Elicit first name, last name texting. Draw sts attention to the symbol @ and write on
and full name. Use yours and sts names as examples. Say: the board @ = at. Say: My e-mail address is (e.g. julia.souza@
Listen and circle the correct names. Play 1.18. Play it again heatmail.com). Pre-teach symbols . (dot), _ (underscore).
if dealing with real beginners. Paircheck. Classcheck.
Answers on the board. Are you 18? / See you later at 5:30. / Is it OK for you? /
Text me before you go.
1.18 Notice the stress in the questions.
1 A Name?
B Jack Moore.
C Point to the photo and say: Karin is phoning the Minerva
Hotel to make a reservation. Ask sts: What information is
A How do you spell that?
necessary for a hotel reservation? (Name, last name, credit card
B J-A-C-K M-O-O-R-E. number, phone number, etc.). Focus on the hotel form and
2 A Good afternoon, Im Dieter Quinn. point to the address, phone number and e-mail boxes. Elicit an
B How do you spell that? example of area code. Elicit pronunciation of the symbol @.
A D-I-E-T-E-R Q-U-I-N-N. Say: Listen and complete with information about Karin. Play
3 A First and last name, please? 1.19. Paircheck. Classcheck with answers on the board.
B Rochelle Johns.
A How do you spell that? 1.19 Notice /P/ and /Q/ endings.
B R-O-C-H-E-L-L-E J-O-H-N-S. J = Jonathan K = Karin
4 A Whats your name? J Welcome to telephone reservations Canada. This is
Jonathan. How can I help you today?
B George Wessex.
K Hi, Jonathan. Can I make a reservation, please?
A Can you spell that, please?
J Sure, no problem. I need a little information from you, OK?
B Sure. Its G-E-O-R-G-E W-E-S-S-E-X.
Uh, whats your name?
5 A Name, please?
K Karin Spalding. Thats K-A-R-I-NKarinS-P-A-L-D-I-N-G.
B Joy Boscombe.
J Where are you from? Are you Canadian?
A How do you spell that? K No, Im not Canadian. Im American, Im from California.
B J-O-Y B-O-S-C-O-M-B-E. J And whats your address, Ms. Spalding?
K 75 Kearny Drive, K-E-A-R-N-Y, San Francisco,
1. Jack Moore 2. Dieter Quinn 3. Rochelle Johns CA 94133.
4. George Wessex 5. Joy Boscombe J Thank you. And whats your telephone number?
K Um, it isnt a Canadian number. Its American. OK? Its
area code (415) 675-8938.
B MAKE IT PERSONAL Ask a student: Whats your last
J Thanks. And whats your e-mail address?
name? Ask How do you spell that? and write it on the board
K Its karinspalding@SPDG.com.
as the student says each letter. Focus on the model dialog
in 6B. In pairs, sts ask each other the same questions.
J Thanks. Now what type of room
31

English ID TCH 21x29.3 Int.indd 31 4/10/13 9:58 AM


1.3
Karin Spalding, 75 Kearny Drive, area code (415) 675-8938, (k) a bag (i) earrings (c) glasses (d) keys (a) a laptop
karinspalding@SPDG.com (b) a lipstick (g) a pen (h) a phone (j) a sandwich
(f) an umbrella (e) a wallet

7 Grammar: Verb Be Wh Questions Song line:


A Elicit the questions Karin had to answer in 6C. See You can stand under my umbrella, ella, ella, ella.
how much sts can remember. Ask: What questions do you Song: Umbrella
remember from Karins phone call? (Whats your name? Artist: Rihanna (Barbados)
Whats your address?, etc.). Sts look at number 1. Elicit the Year: 2007
correct order and answer. Sts do the same for the other
sentences. Paircheck and classcheck. Drill pronunciation
and intonation of questions. In pairs, sts ask each other B Focus on the picture. Elicit / Tell where / who they
questions 1-5. Ask a pair to demonstrate the dialog for the are (a passenger and an immigration officer at the
whole class. airport). Sts listen and notice objects from 8A . Play 1.20
and pause after you hear bag. Ask sts: What object did
1. Whats your name? Ken Shaw. 2. Where are you from? he say? Point to the blank next to bag in 8A and tell sts
California, USA 3. Whats your address? 85 Brown to write 1. Say: Now listen to the rest of the conversation
Street. 4. Whats your cell phone number? 8764033. and number the objects in 8A (point to photos in 8A) in
5. Whats your e-mail address? kshaw@webservice.com. the order you hear them. Paircheck. Play it again if
necessary. Classcheck.

B MAKE IT PERSONAL Sts work with a different partner.


1.20 Notice the sentence stress.
Elicit questions sts will need to ask for first name, last
P = passenger O = officer
name, etc. Sitting back to back, they ask questions in
pairs to fill out the school form. Remind sts to ask Could O Good morning. Im sorry, maam, but we need to check
you repeat, please?, Sorry? and How do you spell that? your bag, please.
for clarification. Encourage sts to pretend to be using cell P No problem. Here you are.
phones while performing the task. O OK, lets see. A wallet, a laptop, keys, hm a phone, a
pen, an umbrella, hm whats this?
P Oh, this is a lipstick. Look!
8 Vocabulary: Personal Objects Singular O I see Are these your glasses?
and Plural
P Yes, they are.
A Books closed. Use objects available in class or in your bag O OK And whats that?
(students glasses, earrings, wallet, keys) as realia to present P Come on! Thats a sandwich!
some of the words in 8A. Show sts one object at a time and O Exactly! But you cant enter this country with food,
ask: How do you say this in English? Provide answers for what maam!
they dont know. Ask for chorus and individual repetition. P Oh-oh. Sorry, its my first time here.
Encourage sts to ask you How do you say this in English?
O I need to take that. Thank you. Right, and what are those?
Drill pronunciation of the questions and all the objects you
P These are my earrings. Look Arent they beautiful?
can present / find in the classroom.
O Hm yes, theyre very beautiful. Please, wait a minute,
Books open. Point to photo in 8A and ask: Whats letter i? OK?
(Earrings.) Sts match photos with correct vocabulary items.
Paircheck. Classcheck.
a bag (1) earrings (11) glasses (9) keys (4) a laptop (3)
Put plurals sts have already seen from the first two lessons
a lipstick (8) a pen (6) a phone (5) a sandwich (10)
on the board in three columns and review how to form
an umbrella (7) a wallet (2)
plurals in English.

+ s (extra syllable /]/ C Sts look at the picture. Ask: Whats the problem? Sts
+s y + ies after sounds /V/, /]/, /G/ listen to 1.21 and complete the dialog.
& /W/)
numbers dollars countries messages
1.21
flags euros nationalities phrases
answers names sentences P = passenger O = officer
adjectives dialogs places O Sorry, maam, but we have a big problem.
opinions questions
pairs turns
P What? But, I dont understand.
letters objects O That lady over there says those are her earrings.
P Oh, no! But, no, no, no. They're a gift! A rich passenger on
the plane gave me those earrings and I
Tip Whenever sts have matched a set of pictures to a list of
O Oh, dear. Please come with me
words in the book, a good technique is to have them cover
the words and test themselves in pairs. St A points and asks:
Whats letter (H)? St B: A phone. we / problem / I / are / They
32

English ID TCH 21x29.3 Int.indd 32 4/10/13 9:58 AM


1.3

D Books closed. Quickly gather objects you used as realia Tell sts to read the AS 1.20 on p. 156 and look for
in 8A. Place them in different places in the classroom. examples of this / that / these / those. Elicit the rules,
Hold up one, e.g., a bag, and ask Whats this? Prompt: Its encourage sts to draw their own conclusions. For each
a bag. Repeat procedure with another singular object. case, ask: Is it singular? Is it plural? Why this and not
Place one of them on a students desk (dont hold it). Ask: that?, etc. Sts go back to p. 11 and complete the rules by
themselves in pairs. Classcheck.
Whats that? Its a Do the same / Change between this /
that perspectives for some more singular objects and elicit Practice: Ask sts to form small groups and ask and answer
the questions from sts. Alternate objects to this and that questions using their own belongings. For real beginners,
position. Drill form and pronunciation. Teach here and have prompts on the board: Whats this / that? Its a or
there, but do not overdo distance when working on the What are these / those? Theyre. Monitor closely and provide
concept of that. any new words sts may need to name their objects.

Some learners tend to mistake that for very farshow this these
them an example of that referring to an object which is that those
near you but not with you and clear up any doubts sts
might have about it.
E Books closed. St A points an object and asks st B: What
Repeat procedures for plural nouns (glasses, earrings, is / are this / that / these / those?
wallets, bags, pens, etc.). Ask: What are these? Theyre /
St B answers. Then swap roles and do it again.
What are those? Theyre Drill form and pronunciation.

Books open. Read the lesson Song line on top of p. 11 with


the class, You can stand under my umbrella, ella, ella,
Workbook p. 6
ella, and elicit the name of the song or artist (Umbrella
ID Online Portal
by Rihanna).
Grammar p. 118

33

English ID TCH 21x29.3 Int.indd 33 4/10/13 9:58 AM


1.4

Are these your glasses?


Lesson Aims: Sts continue to practice verb be by asking and answering about possessions. Sts also learn colors, more adjectives
and practice describing and giving their opinion.

Function Language
Lesson 1.4

Talking and asking about possessions. Are these your glasses?


Is this your sandwich?
Hey! Those are my chips!
Describing and giving opinion. Theyre small, black and theyre cool.
Vocabulary: Colors (red, white, blue, black, green, yellow, purple, pink, brown, orange) and opposite adjectives (good / bad,
pretty / ugly, light / heavy, new / old).
Grammar: Possessive adjectives (my, her, his, your, our, their). Recycling verb be interrogative form and demonstrative pronouns.
Before the lesson: Prepare about six photos of objects which sts learned in activity 8A, lesson 1.3, p. 11. Youll also need a photo
of an old heavy cell phone.

Warm-up Recycle personal objects and demonstrative pronouns. R And are these your keys?
Display about six photos on the IWB, or use flashcards or realia J Yes, they are, thanks.
of objects sts learned in lesson 1.3 activity 8A. When selecting
5 R Is that your phone?
your photos, choose a variety of singular and plural nouns. From
E No, I think its her phone.
the sts perspective, they should point to the board (or flashcards
R Hey, Lara. Is that your phone?
/ realia on the teachers table) and use that or those to test each
L No, it isnt. My phones new. I think its his phone. Jake,
other in pairs, asking What is that? / What are those? and
is that your phone?
answering Its a / Theyre Drill pronunciation briefly and
J Oh, no! Wheres my phone?
model the activity with a student. Books open to p. 11. Sts now
R Is this your phone?
test each other by pointing to the items in 8A. Make sure they
J Phew! Thanks! Yes, thats my phone Uh Hi, Mom!
switch to this and these and ask Whats this? / What are these?
6 E Oh, no! Is that your laptop, Rosa?
R No, it isnt. Is that your laptop, Lara?
9 Grammar: Possessive Adjectives L Oh, my God! Yes, it is! Thats my laptop! Its new!

A Books open. Focus on the pictures and elicit / pre-teach


objects sts can see in each of them. Establish the context 5 4 1
(after a party). 2 6 3
Ask: Whats this? / What are these? (Earrings, chips, a
sandwich, a phone, a laptop, etc.) If you have time, for B To present his / her / their with books closed briefly
each object they identify, review The Alphabet and test sts memory about classmates names. Walk around
ask the whole class How do you spell that?, writing on and ask several sts Whats my / your / her / his name?
the board as sts spell objects for you. Say: Listen to six What are their / our names? (point to different sts /
dialogs and match them to the correct picture / situation. yourself) and see if they have learned all names so far
Point to the dialogs in 9A and pictures. Highlight the and can make full sentences with His / Her name is
small box in each dialog where they should write the Sts look at possessive adjectives in the box. Say: Now
corresponding picture numbers 1-6. Say: Dont write in lets complete the dialogs (point to blanks in 9A). Listen
the spaces, only write the picture numbers here. (show your again and complete with her, his, my, our, their,
book and point to top-left boxes in dialogs). Play 1.22. your. Play 1.22. Pause after each dialog if necessary.
Paircheck. Classcheck. Classcheck with board answers. Focus on answers on the
board and elicit rules / use of each possessive adjective.
1.22 Notice / / and //. Associate them with personal pronouns I, you, he, she, etc.
L = Lara R = Rosa J = Jake E = Ed
1 L Hey! Those are our chips! 5. I think its her phone. I think its his phone. 4. Is this your
R Come on, Jake! These are their chips! Stop eating them! sandwich, Jake? Are these your keys? 1. Hey! Those are our
J Sorry. chips! Come on, Jake! These are their chips! 2. No, they arent
my earrings. 6. Thats my laptop! 3. Are these your glasses?
2 J Are these your earrings, Rosa?
R No, they arent my earrings. Theyre ugly! Are they your
earrings, Lara? Common Mistakes Focus on the first sentence with the
L Yes, they are. Hmpf! Thanks. mistakeand respond accordingly: What?! With my boyfriend?!
3 E Where are my glasses? (Look angry. Make sure sts see the misunderstanding caused
R Uh Are these your glasses, Ed? by your.) Write YOUR on the board and highlight the word you
E Yes, they are. Thanks. in it. Say: I only use your when I talk to you and refer to your
objects, things, etc. (point to a student). Exemplify with objects.
4 R Gee, what a party! Look at this mess! Is this your Hold a pen and say: This is YOUR pen. (talking to the pen
sandwich, Jake? owner). Still holding the same pen, talk to a different st and
J Hmmm Yes, it is. Its good! elicit correct sentence: This is (her / his) pen. Read the second
34

English ID TCH 21x29.3 Int.indd 34 4/10/13 9:58 AM


1.4
sentence in the box and talk about the difference in meaning Say: I think Harry Potter is a good book / movie. Ask: What
with your sts. about you? Ask for opinions about pretty / ugly actresses /
female singers, good / bad actors / actresses / singers /
Tip Write the phrase Whats the opposite of? on a large soccer players.
sheet of paper and add it to your list of helpful phrases on the
classroom wall. Tip Allow opportunity for sts to use adjectives previously
learned in this unit (excellent, fantastic, interesting, terrible,
etc.), but also guide them / generate opportunities to teach
10 Vocabulary: Adjectives and Colors the opposites in this lesson (bad, ugly, etc.). Keep a record on
the board of incidental vocabulary / adjectives that come up in
A Books closed. Point to different colors in the classroom the conversation.
and elicit them. Ask: What color is it / are they? Teach and
drill pronunciation of red, white, blue, black, green, yellow, Show (a photo of) an old cell phone and contrast it to a new
purple, pink, brown and orange. Play a quick game: call out
one to teach new and light vs. old and heavy. Use gestures to
a color and sts have to find / point to it in the classroom.
convey meaning.
Have sts call out colors as well and take part in the game
with the whole class. Sts look at the quiz in A again and notice the adjectives in
bold. Individually, they write opposites to the adjectives
Books open. Read the lesson Song line on top of p. 13, We
in B. Paircheck. Classcheck. Drill pronunciation.
all live in a yellow submarine, and check if sts know the
song / band (Yellow Submarine, by The Beatles). Have sts test each other briefly. St A closes his / her book.
St B looks at 10B and asks Whats the opposite of good? /
Song line: new? for 30 seconds. Then sts swap roles.
We all live in a yellow submarine.
Song: Yellow Submarine
1. good / bad 2. new / old 3. light / heavy 4. small / big
Band: The Beatles (UK) 5. ugly / pretty
Year: 1966

Sts look at pictures 1-10. See if they can identify what some
C Point to the cartoons on p. 12 and tell sts to listen to
of them are about, e.g. The Beatles yellow submarine in descriptions of five items. They should name the objects
picture 7. Elicit / Pre-teach vocabulary from some of the after they hear a beep. Play 1.24. Classcheck.
pictures (chili pepper, suede shoes, etc.). Start the quiz
with the whole class: do Purple Rain (9 / j) as an example. 1.24
In pairs, sts match sentences a-j plus pictures 1-10 to the 1 Theyre small and red The earrings.
second column of the quiz. Sts listen to 1.23 and check 2 Theyre big and blue. There are two in the picture
their answers. Classcheck. Promote chorus repetition of the The sofas.
colors at the end of each sentence in the audio track. 3 Theyre small and brown The glasses.
4 Its not big or small, its new and its on the table The laptop.
1.23 5 Its small and black The phone.
a Yellow Submarine is a popular Beatles song Yellow.
b Black Sabbath is Ozzy Osbournes old, British heavy metal
band Black. 1. the earrings 2. the sofas 3. the glasses 4. the laptop
c Orange is a fruit and a color Orange. 5. the phone
d The Pink Panther is a pretty cartoon animal, and a very
bad detective Pink.
e Brown sugar is a type of sugar and a classic Rolling D MAKE IT PERSONAL Model the activity yourself.
Stones song Brown. Choose a singular object in the classroom, but dont tell
f Blue Suede Shoes is an Elvis Presley rock n roll song sts what it is. Choose something they will easily guess
about shoes Blue.
/ spot. Describe and give your opinion of it. Say: Its
g Red Hot Chili Peppers is a California band thats also the
name of a vegetable Red. big, red and cool. Ask: What is it? (e.g. a students bag).
h Green Day is an American band famous for the big hit Encourage / Prompt questions like Is it my / his bag?
American idiot Green. Repeat procedure for a plural object. Invite a student to
i Black or White is a Michael Jacksons song about two describe and give his / her opinion of an object in the
colors White. room, and you and the rest of the group try to guess it
j Purple Rain is a famous Princes song, album and by asking Is it / Are they his / her (wallet / glasses)?
movie Purple.
Drill verb be + possessive adjectives questions to foster
fluency. In groups of three, sts play the game on their
(f / 1) Blue Suede Shoes (i / 10) Black or White (g / 4) own. Monitor closely.
Red Hot Chili Peppers (h / 2) Green Day (j / 9) Purple
Rain (c / 3) Orange (b / 5) Black Sabbath (a / 7) Yellow
Submarine (e / 6) Brown Sugar (d / 8) The Pink Panther
Workbook p. 7
B Focus on adjectives 1-5 (good, new, light, small, ugly).
ID Online Portal
Grammar p. 118
Write them on the board and give / ask for opinions about.

35

English ID TCH 21x29.3 Int.indd 35 4/10/13 9:58 AM


1.5

Whats your full name? / How are you?


Lesson Aims: Sts continue to practice verb be through the context of reading / completing documents and forms. Sts also learn
a range of greetings / short exchanges when meeting.

Function Language
Lesson 1.5

Reading documents and forms. Country of birth: France.


Surname: Murphy.
Listening to a phone banking registration. Whats your address?
Asking and answering personal questions. Where are you from?
Listening to colleagues meet at work. Whats your phone number?
Talking to / Meeting people. How are you?
Hi! Hows it going?
Vocabulary: Personal information (address, name, surname, etc.). Chunks (Thank you, Youre welcome, Excuse me?, etc.)
Grammar: Review personal information questions.
WB Song Line: They call me her, they call me Jane. Thats not my name, thats not my name.

Warm-up Recycle colors, the alphabet and How do you spell Use a show of hands to check how many sts use telephone
that? Hand out slips of paper with different colors written banking and perhaps introduce online banking too.
on them. In pairs, sts test each other and ask How do you
spell (blue)? How do you spell (green)?, etc. Sts take turns 1.25 Notice the sentence stress.
spelling their partners words for a few minutes. M = Mark J = Justine
M Good evening! Welcome to telephone banking registration.
My names Mark. How can I help you today?
Skills: Completing a form J I need to register for telephone banking.
M Certainly. I just need some information. Whats your name?
A Books open. Focus on the six authentic texts. Sts read
J Justine Wallace.
and answer the four questions. Classcheck.
M How do you spell that?
1. Gillian Jane Murphy 2. Lucas Singh, Ken Chang, Amy J J-U-S-T-I-N-E W-A-L-L-A-C-E.
Johnson, Susana Souza 3. Lucas Singh 4. The USA M Your account number, please?
J Its 106924.
B Focus on the forms in A and draw sts attention to the M And whats your address, Ms. Wallace?
various ways to refer to name, age and nationality. Do J 18 Jeffrey Drive, thats J-E-F-F-R-E-Y Drive.
number 1 (Name) together with the group. Sts complete 2 M Thank you, and whats your phone number?
and 3 by themselves. Paircheck. Classcheck. J 707 is the area code and the number is 988-3405.
M Thanks, and whats your e-mail?
1. Name: full name, given names / first name, surname /
last name, name 2. Age: date of birth, birthdate, age J Its jwallace26 at webmail dot com.
3. Nationality: country of origin, country of birth, nationality M Thanks, now lets talk about passwords

Tip Make sure sts understand those are ways which names, Name: Justine Wallace. Account number: 106924. Address:
ages and nationalities are usually referred to / requested in 18 Jeffrey Drive. Telephone number: (707) 988-3405.
forms, that is, written language: passports, hotel check-in E-mail: jwallace26@webmail.com.
forms, company tags, etc. In spoken English, people often
ask Where are you from? How old are you? rather than Whats
your nationality / country of origin? / Whats your age? etc. D MAKE IT PERSONAL Sts choose a form from p. 14 or,
So, although these are not the most common ways of asking alternatively, create a form together with the whole class.
for those things, transforming each form field into a natural- It could be a school registration form, a passport request,
sounding question is the skill sts are learning in this part of etc. Ask sts what information they would like to include
the lesson. (name? age? nationality? sex?) and draw the sts form
on the board. Sts copy their form into their notebooks /
sheets of paper. Elicit what questions theyll need to ask
C Tell sts theyll listen to a phone conversation. Before they
to complete each field / box. In pairs, sts ask and give
listen, explore the form. Ask: Whats the name of the bank?
information about themselves and complete the forms
($econd State Bank.) What information is necessary? (Name,
about each other.
account number, address, telephone and e-mail.) Elicit what
questions they might hear for each (prompt if necessary): When theyve finished, ask some sts to introduce their
Whats your (name)? Whats your (account number)?, etc. friends to the whole class. For real beginners, youll need
Play 1.25. Sts listen to fill out the form with the correct to prompt languagewrite a model on the board: This is
information. Paircheck. Classcheck with answers on the board. my friend Hes (nationality). Hes (age)., etc.
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English ID TCH 21x29.3 Int.indd 36 4/10/13 9:58 AM


1.5
in Action: Meeting people Use the example to model what they have to do. Play 1.28.
Sts listen to the other five dialogs and write numbers 2-6
A Books closed. Review / Elicit greetings (good morning / in the correct boxes.
afternoon / evening) and ways of introducing yourself (Hi /
Hello / Im / My names Nice to meet you (too)). Introduce How 1.28 Notice the sentence stress.
are you? and elicit possible answers. Prompt by asking: How GF = grandfather GD = granddaughter
are you? Are you OK? Ask for a volunteer in class to act out 1 GF Heres your gift! Happy birthday!
a dialog with the teacher. Pair up with the volunteer and GD Thank you.
introduce yourself; ask: How are you? Im fine, What about
GF Youre welcome.
you? Do the same with other sts, alternate asking: How is
it going? How are you doing? Gesture / Signal questions are 2A Excuse me.
similar / used for the same purpose. B Oh, Im sorry.

Books open. Sts read the questions and possible answers 3A Oops, Im sorry.
chart. Sts listen to 1.26 and check the six questions and
B Dont worry about it.
answers they hear.
4A See you later!
1.26 B Bye for now!
A Hi, Judy! How are you? S = server C = customer
B Good, thanks. What about you? Whats new? 5 S We have a great fish special today.
A Oh, not much. Things are good. C Excuse me? Can you say that again, please?
B So, are you ready for the meeting?
S Sure I said we have a great fish special today.
6S Dya wanna order now?
9 How are you? 9 Good, thanks. 9 What about you?
C I dont understand.
9 Whats new? 9 Not much. 9 Things are good.
S Oh, sorry. Are you ready to order?

B Play 1.27 and ask sts to repeat / imitate the intonation of 6 1 3


the other phrases and identify the repeated response from A.
4 5 2

1.27
1 Hows it going? Fine, thanks! E MAKE IT PERSONAL Ask sts to read the instructions to
2 How are you doing? Im well, thanks! letter E silently. Then ask them: What do you have to do?
3 Whats up? Not much! Check if they understand the task. Clarify the rubrics
if they are not clear and look at photos 1-5. In pairs, sts
act out each situation and use expressions from A and D.
The repeated response from A is: Not much! Assign different pairs / partners. Round off the activity by
inviting sts to act out their favorite dialog. Make sure all
C Ask two sts to read the speech bubbles in C. Monitor their
learners have a go and present a dialog to the whole class.
intonation when reading aloud. Tell sts to work in pairs and
create two minidialogs using the questions and possible
answers from A. In Dialog 1, st A starts. Dialog 2, st B starts. Workbook p. 8
Monitor for appropriateness. When pairs have finished, ask Phrase Bank p. 64
some to act out their dialogs to the group. ID Online Portal
Grammar p. 118
D Focus on the short dialogs and read them with the ID Caf Video p. 138
whole class. see TB Intro p. 8-16

Tip At this stage (end of unit 1), sts are likely to be familiar
with most of the sentences, but check if sts understand
Dont worry about it (clarify it by saying: Its not a problem.
Remind them of the popular song Dont worry, be happy, by
Bobby McFerrin, which is the song line from WB) and ask for
the L1 equivalent of Youre welcome.

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English ID TCH 21x29.3 Int.indd 37 4/10/13 9:58 AM


2
Unit overview: Through the contexts of routine and habits, family, celebrations and reading and listening to interviews, sts learn
to use and practice the Present Simple with daily routine verbs, places they visit, frequency adverbs and common chunks for
congratulating people or celebrating holidays and events. The Present Simple 3rd person singular is introduced through the
memorable context of a Mr. Bean video. The main theme is asking & answering personal questions.

When do you get up?


Lesson Aims: Sts learn to use go phrases by talking about places they go to and when or what day(s) of the week they do so.
Sts also learn how to tell the time.

Function Language
Lesson 2.1

Talking about places you go. I go to a caf on Mondays.


Talking about when or what day(s) of the week you do I go to the supermarket on Sundays.
activities. I go to the gym from Monday to Friday.
Telling what time you do activities. What time do you get up?
Telling the time. I go to bed at 10:30 p.m.
Its 9:30.
Vocabulary: go + places (the gym, the supermarket, a caf, etc.). Daily routine verbs: get up, go to bed, go to work. Days of the
week.
Grammar: Indefinite articles a / an and definite article the in go + activities. Preposition on and days of the week. What time do
you? questions.

Warm-up In pairs, sts flick back through p. 6-15 and take Tip Pause after each sentence in case you notice it is too fast
turns asking and answering the six title questions from unit 1, for them.
that is, Are you American?, Are you an excellent actor?,
How do you spell your last name?, etc. Monitor closely for
2.1 Notice to /W/ and to a /WXZ/.
accuracy. Round off the activity by asking sts to tell the class
Int
= interviewer
all they can remember from their partners answers.
When do you go to these places?
Int
A I go to a caf every day before class for a coffee.
B I go to church on Sundays.
1 Vocabulary: Activities and Days of the Week C I go to the gym after school.
Books open. Focus on photos 1-8 on p. 16 and 17. Elicit D I usually go home after work.
places sts can see and teach what is new vocabulary for E I want to go to a party but I have to work.
them (a caf, the gym, etc.). Exemplify with local places F I go to school Monday through Friday, and Saturday
and / or elicit examples from sts. Say e.g.: (Carrefour) is a morning too!
supermarket. (A well-known local church) is a church. G I go to the supermarket on Saturdays.
H I go to work at eight oclock.
A Sts look at the phrases. Ask: Whats in all the phrases?
(the verb go). If they say to, refer them to Common Mistakes .
(1) go to a caf (5) go to church (2) go to the gym
(8) go home (7) go to a party (6) go to school
Tip Read the first phrase (go to a caf) with them and say (4) go to the supermarket (3) go to work
A caf is a place where we drink coffee, eat cake, etc.
Give examples: Starbucks is a caf. The drink is called coffee.
Write caf vs. coffee on the board so sts can see the difference B Focus on the four expressions in the box. Write on the
in spelling and practice pronunciation. caf = /N
IH / and board 1) I go to the caf on my street every morning. and 2)
coffee = /
NI /. Every morning I go to a caf. Elicit the difference. Ask In
which sentence do I go to the same caf every morning? (1)
and In which sentence dont we know which caf I go every
Point to the pictures on p. 16 and ask: Wheres the caf? (#1)
morning? (2)
Show number 1 has been done as an example. Ask: What
about go to church? (#5) Sts match the other phrases to Extra writing Tell sts to read 1 in B. Ask: Is it a specific place /
the correct photos. Paircheck. Classcheck.
always the same place? (No.) Sts look at 2 and complete
with go to the. Ask the same question: Is it a specific?
Tell sts they will listen to people talking about places 1-8.
(Yes.) Now sts look at the phrases in 1A and complete 3 and
Sts point to the photos they hear about. Play 2.1 and
4 in B.
monitor closely to see if sts follow.

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English ID TCH 21x29.3 Int.indd 38 4/10/13 9:58 AM


2.1
Read Common Mistakes with sts and highlight the mistake. Say F Focus on the speech bubbles and perhaps ask two sts
home is an exception and no preposition is used after go. to read the dialog. Elicit some examples / encourage them
to use / prompt other go activities from A. In pairs, sts tell
2. go to the 3. go 4. go to
each other when they go to (photos 1-8 in A).

C Tell sts to cover the phrases in A and, in pairs, take turns


Tip For some activities, sts are likely to need help with other
pointing to the photos and testing each other. Whats this? time phrases they might want to say such as everyday or from
Monday to Friday. Pre-teach / Prompt them while monitoring.

D Sts complete the days with the missing letters and While sts perform the activity, monitor for the correct use
number them in the correct order. Sts listen to 2.2 and
of phrases learned in B (go to / the / a) and preposition on
check. Paircheck. Classcheck with board answers.
before days of the week.

Tip Elicit the days of the week and associate each day to a Weaker classes You may find it useful to do a quick drill
well-known local TV program / event. Ask Whats on TV on before sts say their own sentences in pairs.
Monday? and so on. T I go to a caf on Mondays.
Sts I go to a caf on Mondays.
Weaker classes Play 2.2 and ask sts to read AS 2.2 on T Tuesdays.
p. 157 as they listen, and underline the days in the sentences Sts I go to a caf on Tuesdays.
so they learn the spelling and correct order. Drill pronunciation. T The gym.
For each day, ask: Whats on TV on Monday / Tuesday, etc.? Sts I go to the gym on Tuesdays.
Give examples, e.g. the days they have English lessons, to help Prompts: work / school / church
convey meaning. Go back to p. 16 and elicit the days in D before
sts attempt to fill in the missing letters. In pairs, sts complete the
words and order them, 1-7. Classcheck with answers on the board.
2 Listening
2.2 Notice the stress on weekdays. A Focus on the departures chart. Ask: Where are we now?
1 Sunday, lovely Sunday! (At / In an airport.) In small groups, sts briefly test each
2 Oh, no! Tomorrows Monday. School! Yuk! other by asking Wheres New York? (In the USA.); Wheres
3 Gee, its only Tuesdayfour more days of work. Rio de Janeiro? (In Brazil.); etc. Focus on the flight times
4 I have an important meeting on Wednesday. and elicit number 1 (10:15 a.m.). Play 2.3 and pause after
number 2 (6:00 a.m.). Ask: Whats number 2? (New York
5 Only two more days of workits Thursday.
flight.) Tell sts to number the other flights in the order
6 Today is Friday. Lets go to a bar after work!
they hear them. Play the rest of 2.3. Paircheck. Play the
7 Great! Its Saturday! My favorite day! No more work for the
audio again if necessary. Classcheck.
weekend!

2.3 Notice the stress in the time.


(1) Sunday (6) Friday (7) Saturday (2) Monday 1 We say ten fifteen or a quarter past ten.
(5) Thursday (3) Tuesday
2 We say six a.m. or just six oclock.
3 We say eleven p.m. or just eleven oclock.
Song line:
4 We say noon or midday.
I dont care if Mondays blue,
5 We say six thirty or half past six.
Tuesdays gray and Wednesday too.
6 We say five forty-five p.m. or a quarter to six.
Thursday I dont care about you. Its
7 We say midnight or twelve midnight.
Song: Friday Im in Love
Band: The Cure (UK) 8 We say nine a.m. or just nine oclock.
Year: 1992

Ask sts to look at the lesson Song line on p. 17. Check if 2 8 1 4 6 5 3 7


they know the song / band. If you have the song, play it as
a follow-up to D or at the end of the class. Ask sts to guess
B This exercise gives sts a first passive taste of the 3rd
positive or negative attitudes towards each day of the week
person s. Say: Look at the clock / your watch. What time is it?
in the song, e.g. Mondays blue, Tuesdays gray, etc. Ask:
Say: I get up at (6:00). Gesture getting up or show a photo of
Whats the composers favorite day of the week? (Friday.)
someone in bed getting up. Ask a couple of sts: What time do
you get up? Repeat procedures with go to bed and get home.
E Model the activity. Encourage a student to say the days
in the correct order as fast as he / she can and silently Tip Do this step as a brief pre-listening stage. Pre-teach
time him / her (use your fingers or a watch to count). Sts
only the daily routine activities which are present in 2.4,
now do the same in pairs. St A says the days of the week,
but do NOT cover all verbs of daily routine just yet nor make
st B times it on either a watch or his / her fingers. Sts swap
a grammar presentation of the Present Simple tense. These
roles and then compare results to see who was the fastest.
Ask sts to report their results to the group. items will be dealt with in lesson 2.2 (see SB p. 18-19).

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English ID TCH 21x29.3 Int.indd 39 4/10/13 9:58 AM


2.1
Tell sts to listen to two interviews and complete with the C Write ON and AT on the board and tell sts to complete
times and days they hear. Paircheck. Classcheck with numbers 1-6 with either word as they listen to 2.4 again.
answers on the board. Paircheck. Sts look at the 5 box and decide / write the rules
by themselves. Classcheck.
2.4 Notice the vowel sounds. Which one sounds different?
Int = interviewer W = woman M = man 1. at 2. at 3. on 4. at 5. on 6. at 5 box at / on
1
Int Hi, Im doing a survey about sleeping habits. What time Focus on Common Mistakes and teach What time do you?
do you get up? as a chunk. Focus on the mistake and highlight theres no
W Uh, um, at six in the morning. I go to school at six forty-five. preposition for now in the question.
Int Thanks. And what time do you go to bed?
W Hmm. At around ten p.m., during the week. Maybe at
twelve midnight on Friday and Saturday.
D MAKE IT PERSONAL Books closed. Conduct choral
and individual repetition of What time do you? and use
Int So you get about eight hours sleep a night?
prompts 1-4 from D (get up / go to bed / go to school, etc.).
W Yeah, thats it Bye!
Int Thanks. Books open. Read the model dialog with the whole class. In
pairs, sts ask each other What time do you questions about
2
weekdays and weekends. After they finish, ask a pair to
Int Hello. Were doing a survey about working hours. What present part of their dialog (three questions) to the class.
time do you go to work?
M Hmm I go to work at eight thirty a.m. Tip Asking sts to report what their partners said might lead
Int Every day? to errors at this stage, as they dont know Present Simple 3rd
M No, no. From Monday to Friday. I dont work on Saturdays person singular. Let them say what they can. prioritizes
and Sundays. fluency as much as accuracy, and they will learn it next
Int And when do you get home from work? lesson anyway. Or you might ask What time does he / she?
M Well, I usually get home at around six fifteen p.m. OK? Bye! and accept short answers though, e.g. at 6 a.m. instead of
complete sentences (He gets up at).

The woman gets up at six in the morning. She goes to


school at six forty-five. She goes to bed at ten p.m. She gets
eight hours sleep a night. Workbook p. 9
The man goes to work at eight thirty from Monday to Friday. ID Online Portal
He gets home at six fifteen. Grammar p. 120

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English ID TCH 21x29.3 Int.indd 40 4/10/13 9:58 AM


2.2

What do you do in the mornings?


Lesson Aims: Sts learn to use several verbs of action in the 3rd person singular in the context of telling their daily routine.

Function Language
Lesson 2.2

Daily sleep patterns. How many hours a night do you sleep?


Telling your daily routine. I wake up at
Mr. Bean wakes up at around 8 a.m.
Vocabulary: Morning routine: brush my teeth, exercise, get dressed, get up, have breakfast, leave home, make the bed, shave,
sleep, take a shower, wake up.
Time phrases: about, hours, minutes, on weekdays / weekends, a night, how many, at (around) + time, for + time, immediately.
Grammar: Present Simple: all persons, & forms, Present Simple 3rd person s, following on from preview in 2B.
Review / extend: countries / nationalities (France / French, Korea / Korean, Japan / Japanese).

Warm-up Play a quick mime game with the go activities and 2.6
daily routine verbs from the previous lesson: go to the gym, go wake up
to the supermarket, get up, go to bed / sleep, go home, etc. You get up
might ask sts to choose a verb from p. 16 and 17 or hand out
make the bed
slips of paper with verbs written on them to each student, e.g. I
exercise
go to school at 7 a.m. to mime their phrase for the class to guess.
take a shower
shave
3 Reading get dressed
have breakfast
A Ask: What do you know about the four countries? Capital? brush my teeth
Famous people? Money? Famous food? What do the people like leave home
/ eat, etc.?

Focus on the question in white on the report. Ask sts to wake up (10) get up (4) make the bed (7) exercise (2)
give predictions for each country. Focus on the picture. take a shower (9) shave (8) get dressed (3)
Ask: What can you see? (The world in bed / sleeping.) Then have breakfast (5) brush my teeth (1) leave home (6)
complete the table. Play 2.5 and ask sts to follow / read
the text as they listen. Paircheck. Classcheck. Ask about
your country What about ? How many hours do B Tell sts they will hear sound effects of Jim doing the
sleep? Lets check! and move to B. activities from A and they need to guess them. Say: Listen
and guess the activity and write it down first, then compare
8 hours and 50 minutes / 8 hours and 38 minutes / 7 hours with a partner. Play 2.7 and classcheck.
and 49 minutes / about 8 hours
exercise; have breakfast; get up; brush my teeth; wake up;
B MAKE IT PERSONAL Drill pronunciation of questions leave home; shave; make the bed; take a shower; get dressed.
1 and 2. Ask sts to stand up and walk around the class
asking 1 and 2. Tell them to take notes and interview as C Sts listen to Jim talking about his morning routine. Tell
many classmates as possible. When they have finished, ask them to use the numbers from A , as in the example
them to sit in small groups and compare their answers. (10) (wake up) at 6:30 a.m. Look at the times and time
Ask the whole class question 3: On average, how many expressions and elicit from sts how they are said. Play
hours do people in your class sleep? 2.8 and sts match other activities to correct times.
Paircheck. Classcheck.

4 Vocabulary: Morning Routine Tip Always encourage sts to use language / short dialogs to
A Focus on the pictures. Say: This is Jim. (point to
paircheck, instead of doing it visually / looking at each others
books. E.g.: St A: Not immediately? B: Get up. Number 4.
the character). Elicit as much as possible and use the
What about for 30 minutes? A: (Thats) exercise. Number 2.
illustrations and gestures / mime to convey meaning. In
pairs, sts match phrases 1-10 to Jims pictures. Paircheck.
Sts listen to 2.6 to check their answers and repeat 2.8 Notice the word stress.
phrases as they hear them. Well, I wake up at around six thirty a.m., but I dont get up
immediately. I stay in bed for three or four minutes, then I get
Follow-up: Ask sts to cover the phrases and test each other
in pairs. St A points to the pictures, st B comes up with the
up. I dont make my bed. Then I exercise for thirty minutes.
correct phrase. After a minute, sts swap roles. In pairs, they
After that, I take a shower, shave, get dressed and have
play a mime game. Sts A and B take turns choosing one
breakfastcoffee, juice and cereal. Then I brush my teeth
action from pictures 1-10 to mime for the other to guess. and, finally, leave home at around eight a.m.

41

English ID TCH 21x29.3 Int.indd 41 4/10/13 9:58 AM


2.2

(10) Wake up at around six thirty. (4) Dont get up form of the verb in parenthesis. Paircheck. Classcheck with
immediately. (2) Exercise for 30 minutes. (6) Leave home board answers. Drill sentences and change subjects so as
at around eight a.m. to consolidate form. If you feel sts need further practice, do
Grammar p. 120 in class.

D MAKE IT PERSONAL In pairs, sts tell each other what 1. I leave home at 6 a.m. 2. You go to school at 7:30 a.m.
they do every morning. Ask them to refer to pictures in A 3. My sister makes her bed in the morning. 4. My dad
and include the time they do each activity. takes a shower at night. 5. My brother and I get up at 6 a.m.
6. My partners have breakfast at 10 a.m.
Weaker classes Learners often feel more confident if they
have the chance of writing a small paragraph about their
morning routine before they talk about it. You could give them B In pairs talk about Jims routine (from 4A). St A is
3-5 minutes to write down their morning routine beforehand. his mother / father. St B shows interest in Jims routine.
Classcheck.
Read the lesson Song line on top of p. 19 with sts and elicit
the name of the song / band from them. Ask: Do you know Jim wakes up at around 6:30 a.m, but he doesnt get up
the song? Do you like The Beatles? What other Beatles songs immediately. He stays in bed for a few minutes, then he
do you know / like?
gets up. He doesnt make his bed. Then he exercises for 30
minutes. After that, he takes a shower, shaves, gets dressed
The aim of the song is to help anchor 3rd person s which is and has breakfast. Then he brushes his teeth and, finally,
coming now. leaves home at around 8 a.m.

Song line:
Common Mistakes Focus sts attention on 3rd person S,
She loves you, yeah, yeah, yeah! the use of has and the use of does not.
She loves you, yeah, yeah, yeah!
Song: She Loves You
Band: The Beatles (UK)
C Elicit negative forms of some sentences in the
Year: 1967 Grammar table in A. Sts listen to 2.10 to check their
answers. Classcheck with answers on the board. Play the
Tip Mask the bottom of the screen if you wish to hide the track again and have sts repeat the sentences. As a follow-
up activity, ask sts to work in different pairs and say the
subtitles.
sentences in A according to what is true for them, e.g. My
sister doesnt make her bed in the morning (if a student does
E Ask sts: Do you know / remember Mr. Bean? Do you like not have a sister, he / she needs to change to brother, etc.).
him? Do you think hes funny? Play 2.9 or the video and tell Ask some sts to report their sentences to class.
sts they need to remember at least five morning activities
shown in the video. Feedback. Then open books and focus 2.10
on the highlighted s and es on the photo. 1 I dont leave home at 6 a.m.
2 You dont go to school at 7:30 a.m.
2.9 3 My sister doesnt make her bed in the morning.
He wakes up at eight a.m., but he doesnt get up. He sleeps 4 My dad doesnt take a shower at night.
again. He gets up, he makes his bed, he exercises, he shaves, 5 My brother and I dont get up at 6 a.m.
then he leaves home. 6 My partners dont have breakfast at 10 a.m.

F MAKE IT PERSONAL Ask a student to read the speech I dont leave home at 6 a.m. You dont go to school at
bubble to the class. Write I wake up at 8 a.m. on the board. 7:30 a.m. My sister doesnt make her bed in the morning.
Then write Mr. Bean and elicit the rest of the sentence from My dad doesnt take a shower at night. My brother and I
sts. Highlight the s for 3rd person and elicit other verb forms. dont get up at 6 a.m. My partners dont have breakfast
If possible, conduct a quick drill (T: I get up at 7 a.m. He at 10 a.m.
Sts: He gets up at 7 a.m.).

In pairs, sts compare their routine to Mr. Beans. Monitor D In pairs, sts try to remember four things Mr. Bean
closely for accuracy. doesnt do before leaving home. Classcheck.

He doesnt take a shower. He doesnt get dressed.


5 Grammar: Present Simple He doesnt have breakfast. He doesnt brush his teeth.
A Focus on the sentence subjects with sts and check
if they know the meaning of sister, dad and brothers. If
not, exemplify with a family tree on the board or refer to
Workbook p. 10
a locally-famous family, but dont spend too much time
ID Online Portal
presenting family members as this vocabulary will be dealt
Grammar p. 120
with in lesson 2.3. Sts complete the chart with the correct

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English ID TCH 21x29.3 Int.indd 42 4/10/13 9:58 AM


2.3

Do you use your cell phone a lot?


Lesson Aims: Sts learn to talk about how people use cell phones and family relationships.

Function Language
Lesson 2.3

Reading / Talking about how people use cell phones. My sister uses her cell phone to listen to music.
Do you use your phone to send and receive texts?
I use my phone to call people and post tweets.
Talking about family relationships. Chris is Lois son.
Francis is Thelmas husband.
Vocabulary: Cell phone uses (send / receive texts, write e-mails / tweets, take photos, go on Facebook, etc.). Family words (son,
daughter, mother, grandparents, etc.). Possessive s.
Grammar: Present Simple: all persons, & forms, a lot.

Warm-up Elicit and write well-known brands on the board in columns 2. Classcheck by inviting sts to report their
which have s in their names, e.g. Levis, McDonalds, or any partners answers. Refer to the model in the speech bubble.
other local brand, and elicit from sts or introduce the s.

7 Vocabulary
6 Reading A Read the Song line at the top of p. 21 with sts and
check if they know the song / band. Ask them to sing the
A Books closed. Ask: Do you use your cell phone a lot? song line or hum the melody in case they know it.
Books open. Sts read the title question. Draw their attention Song line:
to relatives and go over the Common Mistakes on p. 21.
We are family.
Sts read the survey and match photos 1-4 to four of the
I got all my sisters with me.
seven texts. Paircheck. Classcheck and clarify any new
We are family.
vocabulary. Ask follow-up questions: What about your sister /
Get up everybody and sing.
husband / dad? Is he / she a cell phone addict too?
Song: We Are Family
Band: Sister Sledge (USA)
Picture 1 is Lucias friend. Picture 2 is Yuris son.
Year: 1979
Picture 3 is Kenans mom. Picture 4 is Marias boyfriend.
Explore the cartoon in 7A and elicit what sts can see in it
Cyber English Ask sts to find and underline the words (a dog, a baby, a family at home, etc.). Ask: Do you know The
e-mails and texts in Jans and Rubens texts. For each one, Griffins? Tell them the man in white is Peter Griffin. Ask
ask: Is it a verb? (Yes.) Read Cyber English with them and How many children does he have? (3) Play 2.12 and tell sts
give more examples, such as: I skype my sister every day. / to listen and read the text and complete the family tree
I never text people. I prefer to call them. / When I dont know a table. Paircheck. Classcheck.
word, I usually google it.
Tip Elicit / Drill pronunciation in pairs as necessary using pink
B Sts re-read the texts in A and match the sentences stresses. A says female, B says male + plural, etc.
halves in B. Paircheck. Classcheck with number sequence
on the board. Highlight the use of possessive s and elicit Francis + Thelma / Peter + Lois / Meg, Chris, Brian
how the same idea is expressed in sts mother tongue. If
you favor contrastive analysis, encourage comparison of
word order between L1 and L2.
B Sts complete the family table with words from the TV
ad in A. Paircheck.

(7) watches movies (4) orders pizza (3) texts in the car
parent(s); brother; daughter; wife
(1) texts friends when shes at school (5) calls friends on
his way to work (2) takes photos and e-mails them (6) plays 5 box Draw sts attention to the pink syllables in B.
games and uses language apps.
Common Mistakes Focus on it at any time, e.g. in title of 6A.
C MAKE IT PERSONAL Ask: Are you a cell phone king or
queen? Lets check! Sts individually answer all 14 questions C Model the activity. Ask sts to look at the family tree in
about how they use their cell phones and write 9or 8 in A and ask: Whos Lois husband? (Peter.) Prompt Thelmas
both columns 1. After that, model Do you? questions and husband and elicit the question from sts, Whos Thelmas
drill pronunciation of four or five sentences. In pairs, sts husband? and have a student answer (Francis.) In pairs, sts
interview each other and write their partners answers take turns asking and answering about The Griffin family.
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English ID TCH 21x29.3 Int.indd 43 4/10/13 9:59 AM


2.3

D Sts sit together in small groups and pick a well-known Optional activity The lesson could end with sts showing each
family (e.g. The Simpsons) to draw a family tree and create other photos from their cell phones and explaining who the
a TV ad. Go over questions 1-4 with sts and tell them they people in the photos are and their relationship with them.
need to include those answers. Monitor and give feedback
as you read their texts.

E Sts swap their TV ads, read them and answer both


Workbook p. 11
ID Online Portal
questions in E.
Grammar p. 120
Writing p. 148

44

English ID TCH 21x29.3 Int.indd 44 4/10/13 9:59 AM


2.4

Who do you live with?


Lesson Aims: Sts continue to practice word order and intonation in questions through the context of an immigration officer
interviewing a tourist.

Function Language
Lesson 2.4

Listening to an immigration officer interview a tourist. Where do you live?


Do you live with your parents?
Asking / Answering personal questions. Do you have a brother?
How many cousins do you have?
Listening / Talking about family photos. This is my brother, Carlos.
Where does he live?
He lives in Mexico.
Vocabulary: Review family relationships (brothers, cousins, parents, etc.).
Grammar: Present Simple Question order. QASI (Question Word + Auxiliary + Subject + Infinitive) vs. ASI (Auxiliary + Subject +
Infinitive).

Warm-up Review Wh questions. Write questions on the board C Read one of the answers aloud to sts and elicit which
or slips of paper and have sts interview each other in pairs. question in B could match it. For example, No, I dont. I live
Remember to include a few Yes / No questions so sts start with my girlfriend. Ask Whats the question? and point to B
internalizing the different types of questions, which will be (4). Sts match the rest of the answers to the questions in B.
dealt with in 8A, p. 22. Suggestions: Where do you live? How Play 2.13. Sts listen to an immigration officer interviewing
many hours do you study English on weekends / per week? Do a tourist to check. Classcheck.
you speak French? When do you cook? Do you like Japanese
food? What time do you have dinner? How do you get to 2.13 Notice the intonation at the end of each question.
school / work / college? Encourage sts to report their partners Int = interviewer M = Miguel
answers to the whole class. Monitor closely for the use of Int Whats your full name?
Present Simple 3rd person singular when they do so. M Miguel Hernandez. But please call me Mickey.
Int OK. And are you Spanish?
M Yes, I am. Im from Valencia.
8 Grammar: Present Simple Int Where do you live?

A Books open. Focus on the Grammar box. Refer to the M In Madrid, I work there.
questions sts have just used in the warm-up and tell them Int Do you live with your parents?
to identify which of them are Information questions and M No, I dont. I live with my girlfriend.
which are Yes or No questions. For further practice, go to Int Where exactly in the U.S. do you plan to travel to?
Grammar p. 120. M Alaska. Everybody says its a beautiful place.
Int Do you know anyone in Alaska?
(2) ASI. (1) QASI. M Yes, my sister lives there.

Tip Acronyms ASI (Auxiliary + Subject + Infinitive) and


QASI (Question Word + Auxiliary + Subject + Infinitive) 6 1 4 3 2 5
are extremely useful as a mnemonic resource to help sts
remember word order in questions. Keep referring back to
it for correction. 9 Pronunciation: Question Intonation
and Silent E
Common Mistakes Try to elicit from sts why they usually A Read the rubrics with sts then turn to p. 157 to read
make the mistakes shown (transferring from mother AS 2.13 while listening again to notice falling and rising
tongue structure / comparing questions in L1 and L2). intonation. Sts complete the 5 box on p. 22. Conduct choral
Remind them that the A of ASI and QASI is the easiest part and individual repetition of all the questions in 2.13.
Monitor sts ability to produce rising and falling intonation.
to get wrong.
Use gestures to help. Correct sts on the spot.

B Individually, sts classify sentences in ASI or QASI. Stronger classes Remind sts that intonation does not
Paircheck. Classcheck. Do not drill pronunciation of
exist in isolation, that is, different contexts create room
sentences just yet (or have sts ask the questions) as for exceptions. E.g. an Information question such as
number 9 on p. 22 works on the intonation of each one in How many cousins do you have? might be uttered with
depth and sts will then practice. rising intonation if the speaker is surprised and asking for
repetition / confirmation. Yes / No questions could have
1. QASI 2. ASI 3. QASI 4. ASI 5. QASI 6. ASI falling intonation, e.g., Are you married? if the question
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2.4
is asked with disappointment. If sts notice exceptions to the Optional activity In pairs, sts practice saying the words in the
general rule celebrate! It means they have taken it on the box and notice which ones rhyme (come / some, before / more,
board, noticed something different and, on top of this, had the make / take, where / there). Remembering words in rhyming
courage to raise it with you. pairs is a very useful learning strategy.

In yes / no questions the intonation usually goes up.


In information questions the intonation usually goes down. 10 Listening
B Sts complete questions 1-5 with either an auxiliary verb or
A Explore the photos and elicit possible relationships
between the people. (Theyre family, but let sts speculate
a question word. Paircheck. Classcheck with answers on the
a little and do not provide answers.) Tell sts to listen to
board. Now ask sts to work in different pairs. Together, they
Miguel talking about the photos to a friend and check if
decide whether sentences 1-5 have rising or falling intonation.
their guesses were right. Play 2.15 once. Classcheck.
Do number 1 as a model. Say Do you have a brother? and
ask: Is the intonation of this question going up or down? (Up.)
2.15 Notice the intonation at the end of each question.
Classcheck and drill pronunciation. Round off the activity by
M = Miguel W = woman
having sts ask and answer questions 1-5 about themselves.
W Hm Whos this?
Sts report their partners answers to the whole class.
M Thats my brother, Juan.
1. Do you have a brother? 2. How many cousins do you W Uh-huh. Does he play soccer?
have? 3. Whats your mothers name? 4. Whats your M Yes, he does! He loves soccer.
fathers name? 5. Do they live in your town? W And whos that?
M Thats my sister, Martina.
Explore the lesson Song line on top of p. 23 and see if sts
W So you have a sister! Where does she live?
know the song / band. Focus on Wh words Who and What
and elicit more example questions with both words from sts. M In Alaska. And, those are my parents.
W Wow, Alaska! And, do your parents live there too?
Song line: M No, they live in Barcelona.
I know, I know its you.
You say hello and then I say I do. There are five questions in the dialog. The man with the ball
Where dyou wanna go? is Miguels brother, Juan. The girl is his sister, Martina, and
Who dyou wanna be? the others are his parents.
What dyou wanna do?
Just stay with me.
B MAKE IT PERSONAL Ask sts to show photos of their
Song: Around The World
family or simply write down some relatives names. Set the
Band: Red Hot Chili Peppers (USA)
activity using the minidialogs in the speech bubbles. Sts
Year: 1999
work in small groups and ask and answer questions about
their relatives. Classcheck. Get individual sts to tell you
C World of English Write the following words on the board: any interesting secrets they learned!
HOME, GIVE and ARE. Highlight the last E in all of them
and ask sts: Do we say / pronounce this letter? (No.) Remind
them it is the most common letter in English (see lesson
1.2). Play 2.14 and ask sts to read World of English while Workbook p. 12
listening to it. Tell sts to find three more words on p. 22 ID Online Portal
and 23 ending in silent E. Grammar p. 120

Besides the words in the box, others in this lesson with a


silent E include: simple, type, Europe, mistake, these, have,
live, use, infinitive, page, anyone, complete and people.

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English ID TCH 21x29.3 Int.indd 46 4/10/13 9:59 AM


2.5

How old are you? / How do you celebrate your birthday?


Lesson Aims: Sts continue to practice asking and answering personal questions through the context of an interview with a rock
star and to talk about how often they do daily activities.

Function Language
Lesson 2.5

Reading / Role-playing an interview with a rock star. Do you have a boyfriend?


No, I dont. People dont want to date a famous person.
Talking about how often you do activities. How often do you go to the gym?
I never go to the gym!
Talking about celebrations. Happy birthday! / Happy New Year!
Talking about what you usually do on your birthday. I always have a special meal at home.
I sometimes have a party.
Vocabulary: Review go activities. Chunks for celebrating special dates and occasions (Merry Christmas!, Congratulations!, Enjoy
your meal!, Have a good trip!, etc.).
Grammar: Frequency adverbs. How often + Present Simple questions.
WB Song line: Its your birthday. Were gonna party like its your birthday.

Warm-up Play a competitive game to review nationalities. Sts 2.16


work in pairs or trios. Sts have one minute to write as many Host So, Ginny, ten quick questions. Ready?
words in English under a given topic as possible. All sts should
Ginny Uh-huh.
contribute with suggestions but only one member of each group
Host What is your full name?
writes down the vocabulary list. Give an example: For example,
Food! You write hamburger, sandwich, pizza, hot- Ginny Virginia Maria Lomond.
dog, etc. until I say Stop! After sts have understood the Host Hm. And how old are you?
task, say: But the topic is not food its nationalities! Ginny Umm!!! OK, Im 23.
Host Do you have a boyfriend?
Give them one minute to write their lists. Then ask the Ginny No, I dont. People dont want to date a famous person.
group with the longest list to read their nationalities
Host Where do you live?
aloud. Keep track of all words they say on the board and
Ginny I live in Paris.
ask other groups to check off the ones they have on their
lists. When the winning group finishes reading their lists,
Host And where does your family live?
elicit different ones. For fun, take off one point for each Ginny Well, my mom lives in Paris and my dad lives in L.A.
mispronunciation other groups might have come up with. Host Nice! How often do you visit your dad?
Ginny Oh, I always go to L.A. in December to stay with him.
L.A. is fantastic!
Skills: Processing personal information Host Great! Do you have any brothers or sisters?
Ginny No. Im an only child.
A Explore the photo. Ask: Whos Ginny Lommond? What
Host I see. And what do you do on the weekend?
does she do? (Shes a pop singer.) Sts look at the interview
questions and in pairs fill in the blanks. Classcheck Ginny I sleep a lot and occasionally go for a walk. And I never
with board answers. When correcting question 2 (And work on Mondays, so I often go to bed late on Sundays.
how old are you?), take the opportunity to look at the Host OK, and what time do you go to bed on weekdays?
Common Mistakes . Ginny I usually go to bed at 11 p.m. from Monday to
Thursday, but I sometimes go to parties!
Common Mistakes Elicit possible answers for question 2 Host And our final question! Do you exercise regularly?
in A. Sts look at the mistake and check how the question Ginny No, I dont exercise. Well, only occasionally (when I
should be answered. Highlight the fact that the verb be is walk). Im a little lazy!
also present in the question (How old are you?).

2. are 3. have 4. do 5. does 6. do 7. have 6 10 5 8 9 3 4 1 7 2


8. do 9. go 10. Do
C MAKE IT PERSONAL Sts interview each other using

B Point to the interview / Ginnys answers in A and ask questions from Ginnys interview, but answer about
sts to match them to the correct questions in A as well. themselves.
Set up using the example given. Paircheck. Play 2.16 for
Tip If time allows, before sts perform the task, elicit whether
students to check their answers. Elicit any surprises in
pronunciation they may have noticed.
the questions in A have rising or falling intonation.

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English ID TCH 21x29.3 Int.indd 47 4/10/13 9:59 AM


2.5
Drill pronunciation. Classcheck by inviting sts to report
2.17
some of their partners answers.
1 A Enjoy your meal!
B Thanks! Thank you! You too!
D Books open. Focus on the chart to establish meaning. 2 A Merry Christmas!
Drill pronunciation of the six adverbs. Elicit some B Merry Christmas!
examples from sts. Say: (Student), tell me something you
3 A Have a good trip!
always do, etc. Sts look at Ginnys answers in A and
B Thanks.
underline five examples of frequency adverbs. Paircheck,
and sts complement their answers if their partner has 4 A Congratulations!
underlined a different example in the text. Classcheck.
B Thank you!
Highlight and drill the question How often do you? 5 Happy New Year!
6 A Happy birthday!
Weaker classes Review / Elicit the days of the week B Thanks.
and write them on the board. Make it look like a calendar.
Give some examples about your routine, exemplifying
4 1 6 5 3 2
adverbs of frequency. Say, for example: I always have
dinner at 8 p.m. Check off all days. Now say: I usually have
breakfast in the morning and check off four days. Say I C In pairs, sts look at situations 1-6 and take turns asking
occasionally take a bus / drive to work and check off one each other What do you usually say? Classcheck.
day in the week calendar on the board. Then go to activity D
on p. 24, as above. 1. Enjoy your meal! 2. Congratulations! 3. Happy
birthday! 4. Have a good trip! 5. Merry Christmas!
6. Happy New Year!
How often do you visit your dad? / Oh, I always go to L.A. in
December / I sleep a lot and occasionally go for a walk. And
I never work on Mondays / I usually go to bed at 11 p.m. Cultural note We use merry Christmas, but we say happy birthday.

Common Mistakes Highlight the different uses of on + day /


E MAKE IT PERSONAL Send sts to p. 16 and review /
date but at for a festive period. Elicit more examples for
elicit the go activities in the lesson photos. Sts write five
both or use those in MAKE IT PERSONAL . In pairs, sts talk
activities and How often do you? questions to interview
as much as they can about their own preferred activities
their partners. Monitor closely as they write.
on these festive occasions. Add in any locally relevant
ones too, e.g. at Easter, at Ramadan (its a month long), on
Weaker classes Model the activity by having sts interview you
Independence Day, etc. Get them to ask you first.
before they work in pairs.
Tip Correct any important mistakes, but otherwise try to see
the second phase as fluency as much as accuracy. If you
in Action: Celebrating encourage sts to use the phrases in the table and then gesture /
mime / draw other things they cant say, they should really
A Focus on photos 1-6. Elicit what people might be saying enjoy seeing how much they are able to express here.
in photo number 6 (Happy birthday!). In pairs, sts match
the rest of the photos to the phrases in A. Do not tell them
the answer just yetthey will check in B. D MAKE IT PERSONAL Ask What do you usually do on your
birthday? and point to the table in D. Individually, sts check
Tip For fun get sts to suggest what the people might how they celebrate their birthdays with each suggestion.
be saying, e.g. Yum, yum!, Bye! See you!, Thank Sts paircheck by asking How often do you? questions.
you! Wow! I hate you!, etc. You can do this with most Highlight position of often after dont in the example.
people photos and it helps sts to learn lots of useful little Classcheck by asking sts to report some of their partners
exclamations. answers to the class.

B Sts listen to 2.17 to check their answers to A.


Classcheck and drill pronunciation of all phrases. In pairs, Workbook p. 13
Phrase Bank p. 64, 65
sts test each other: st A covers the phrases and st B points
ID Online Portal
to the photos in A. Sts swap roles. Round off by asking all
Grammar p. 120
sts to cover the phrases and you point to each photo and
ID Caf Video p. 139
test the whole class.

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English ID TCH 21x29.3 Int.indd 48 4/10/13 9:59 AM


Review 1
Units 1-2

Grammar and Vocabulary 1.1


A Picture Dictionary. Pairwork. Sts test each other and
R = receptionist S = Sandy
review the main vocabulary items learned in units 1 and 2. R Whats your name?
St A asks Whats this in English? and st B answers. Tell S Sandy Clark.
sts to try to focus on the pronunciation of words. There R Are you American?
are some possible techniques mentioned on p. 12 of the S No, Im Canadian.
introduction section on how to work with the Picture R Where in Canada are you from?
Dictionary in order to review vocabulary. You can select S Vancouver.
whichever of these best suit the needs of your class. R Thats very nice. Whats your address?
S 76 Burton Road.
Page 6 8 countries and nationalities R And whats your e-mail address?
S saclark@hotmail.com
Page 11 11 personal objects
R Thank you. Heres your key. Room 89.
Page 13 11 colors

Page 15 5 shorts dialogs for photos 1-5 s (is) / Are / m (am) / are / s (is) / s (is) / s (is) / s (is)
Pages 16-17 8 go activities

Pages 18-19 10 morning routine verbs D Sts play Draw it, name it! on a sheet of paper or notebook.
St A draws six objects from p. 8 ex. 4 Pronunciation for st B
Page 25 6 phrases for special occasions
to guess, e.g. a shoe, a plane, etc. Sts swap roles. St B draws
Page 154 22 picture words for vowels six objects from p. 11 ex. 8 Vocabulary for st A to guess, e.g.
a lipstick, a sandwich, etc.

B MAKE IT PERSONAL Pairwork. Assign which student is A Tip If time is available, ask some sts to go to the board and draw
or B in each pair. Ask sts Bs to close their books and make objects from either p. 8 or p. 11 for the whole class to guess.
sure sts As cover / do not look at sentences 4-6.

St A spells each word in sentences 1-3 for st B to write in a


notebook or on a sheet of paper.
E MAKE IT PERSONAL Individually, sts complete questions
1-6 with do or does. Paircheck. Classcheck with answers on
the board.
Tip Tell sts not to say / signal to their partners where spaces
are between words when spellingthe student who listens and Weaker classes Drill pronunciation of all questions before sts
writes the letters is supposed to recognize each word / where ask and answer in pairs.
the spaces are once the sentence is complete. They should
say: Number 1: m-y-c-i-t-y-i-s-i-n-t-e-r-e-s-t-i-n-g. In pairs, sts take turns asking and answering questions
1-6. Monitor closely for accuracy. At the end, ask sts to
Paircheck: encourage st A to check if st Bs sentences are OK. report some of their partners answers to the whole class.
Swap roles. St A closes the book. St B spells all letters of
sentences 4-6 for st A to write down. Paircheck: St B reads 1. do 2. Do 3. Do 4. Does 5. do 6. does
and checks if st A made any mistakes.

Sts take turns saying sentences 1-6 and adapting them F Elicit the appropriate response to phrase 1, Thank
to make true sentences about themselves, e.g. My city is you. (Youre welcome.) Sts match phrases 2-8 to a suitable
interesting. / I think Jazz isnt great. Jazz is OK. / Im not response in the right column. Paircheck. Classcheck.
from New York City., etc. Classcheck by inviting some sts
to say their adapted sentences to the whole class. Tip In pairs, sts act out short conversations. Monitor for
appropriate intonation.

C Individually, sts complete the dialog with verb be.


Paircheck. Play Review Audio 1.1 for sts to listen and check 1. Youre welcome. 2. Its Jackie. 3. Not much. 4. Thanks!
their answers. Classcheck with answers on the board. 5. Good, thanks. 6. Bye for now. 7. 17. 8. Purple and white.

Replay the track for the sts to listen and repeat (pause
after each line.) In pairs, sts role-play the dialog. Make sure G Point to Common Mistakes and tell sts it is now their turn
they use contractions whenever possible. Swap roles and to correct the sentences. Write sentence 1 on the board
act out the dialog once again. Ask one pair to act it out for Are you colombian? Yes, Im. and call sts attention to the
the whole class. number of mistakes between parentheses (Two mistakes.)
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English ID TCH 21x29.3 Int.indd 49 4/10/13 9:59 AM


R1
Elicit corrections and mark the phrase on the board: Are Weaker classes Review / Elicit how to say all pairs of numbers
you Colombian? Yes, I am. in sentences 1-5 before sts perform the activity.
In pairs, sts correct sentences 2-10. Encourage them to flip
back through p. 6-25 and check their answers in units 1
1.3
and 2. Classcheck with answers on the board.
My name is Elio, I am 17 and I live in La Floresta, a small town
1. Are you Colombian? Yes, I am. 2. That is a ridiculous in Spain about 13 km from Barcelona. Of course, I support
umbrella. 3. David loves his girlfriend. 4. John goes home Barathe best soccer team in the world! Im a member of the
after school. 5. My girlfriend has 20 close relatives. club and go to all 19 league games at the Camp Nou stadium.
6. What time do you go to school? 7. My father works in I sometimes go to watch European games too. Barcelona have
the city. 8. On Saturday, my mom doesnt get up early. a fantastic record14 international cups and over 60 domestic
9. My brother is 25. 10. When does he work? cups. My favorite player is Messihes absolutely incredible.
And we have the same birthdayJune 24.

Skills Practice
1. 17 2. 13 km 3. 19 4. 14 5. 60
A Sts go to p. 20. Play 2.11 for sts to listen and read the
text in 6A. Ask sts to close their books. Replay the track
and ask sts to rate their listening comprehension from 0% E Replay Review Audio 1.3. In pairs, sts answer questions
to 100%. At the end, ask the whole class: Do you think youre 1-4. Classcheck with answers on the board. Do you think
making progress with listening? Barcelona are the best club in the world? Is Messi the best
soccer player in your opinion? Whos your favorite soccer player?
B In pairs, sts match the phone phrases. Sts read the
text to find the phone phrases and check their answers. 1. Elio. 2. In La Floresta / Near Barcelona / In Spain.
Classcheck. Drill the pronunciation of all the phrases.
3. Lionel Messi. 4. June 24.
1. send a (text) message 2. make a call 3. take a photo
4. go online 5. use the dictionary 6. organize a meeting F Swap partners. In pairs, st A talks about family A and
st B talks about family B. Sts use family words from p. 21.
Monitor closely for accuracy. At the end, ask a student
C MAKE IT PERSONAL Sts listen to the text in B. Ask them
to describe family A and another student to describe
to complete the blanks with frequency adverbs always,
family B. Names of some characters may be different
often, usually, sometimes, occasionally, never. Play Review
Audio 1.2. Paircheck. Classcheck. At the end, encourage sts in some countries. The important thing here is that the
to say which character they are most similar to. Ask: Are relationships are described correctly. The suggested
you similar to any of these people? Any surprises in the text? answers below use the English names but dont worry if
your sts use the names they are more familiar with.
1.2
There are about 6 billion cell phones in the world, thats 87% A The Simpsons. Marge and Homer have three children,
of the worlds population. Lets take a look at how people use Bart, Lisa and Maggie.
their phones. B Fred Flintsones wife is Wilma and they have a daughter
I use it every day. I cant imagine life without it! I often send about called Pebbles. Wilmas best friend is Betty Rubble and
30 to 40 messages a day and I use the dictionary at school. her husband is Freds friend Barney. They have a son called
I dont have a cell phone. I think they are unhygienic. And Bam-Bam. The dinosaurs name is Dino.
they ruin conversation! I occasionally use my girlfriends
phone to make calls.
Oh, wow! I love my cool, new phone! It does everythingI can G MAKE IT PERSONAL Ask sts to complete the table with
go online, make free calls and it even understands me when frequency adverbs such as always, often, usually, sometimes,
I speak to it! occasionally, never, according to their habits. In pairs, sts
I usually use it for work. I sometimes make calls from the take turns saying how they spend their weekends and find
car to talk with clients or organize meetings for the day. similarities and differences between them. Refer sts to the
I dont use my digital camera, I always take photos on my phone. model sentence in the speech bubble. Round off by asking
sts to tell the whole class what they have in common.

I often send about 30 to 40 messages a day. / I occasionally


use my girlfriends phone. / I usually use it for work. / I H MAKE IT PERSONAL Elicit possible names (of celebrities
sometimes make calls from the car. / I always take photos. or even sts relatives) to complete sentence 1, e.g. Bill
Gates is a rich old man. Sts complete sentences 2-6 with
any suitable answer. In pairs, sts tell each other their
D Ask sts: Are you a soccer fan? Whats your favorite sentences. Monitor closely for coherence. Ask some sts to
soccer team? Sts hear a soccer fan talk about his favorite read their sentences to the whole class.
team. Allow sts a few seconds to read sentences 1-5.
Play Review Audio 1.3. Sts circle the numbers they hear.
Paircheck. Replay the track if necessary. Classcheck with I Point to the photo and elicit vocabulary, asking: Whats
answers on the board. this? (A hotel reception.) Is it a one star hotel? (No, its

50

English ID TCH 21x29.3 Int.indd 50 4/10/13 9:59 AM


R1
expensive.) How many guests do you see at the reception? felt performing the task: Do you feel comfortable with all of
(Four.) How many receptionists? (One.) Sts work in pairs. the questions? Which ones are easy? Which ones are difficult?
Assign who is A and B and allow sts some time to read
about their roles. In pairs, sts role-play the situation. Tip As a form of evaluation, get sts to record themselves
answering the questions in pairs, in or out of class, e.g.
Weaker classes Ask sts to write the minidialog before they on their phones. When they listen to themselves they will
role-play it so they have more time to plan their questions and get much of the feedback they need. They can upload
answers. Help whenever necessary. these recordings digitally to build a portfolio of themselves
speaking English, which you can use as a proportion (e.g.
J MAKE IT PERSONAL Question time. Sts look at the 10-20%) of their overall marks. When you ask sts to record
Language Map on p. 2-3 and take turns asking and themselves as part of their assessment they often re-record
answering the lesson titles from units 1 and 2. Monitor
many times in order to get a satisfactory result, which is
closely for accuracy and encourage sts to ask follow-up
excellent practice for them.
questions when suitable. At the end, ask them how they

51

English ID TCH 21x29.3 Int.indd 51 4/10/13 9:59 AM


3
Unit overview: The main topics of unit 3 are the weather, months, Present Continuous (for both present and future uses),
time expressions (tomorrow morning, next week, etc.) and making offers. The topics are introduced and practiced through the
contexts of weather forecast, phone conversations, talking about what celebrities are doing in photos taken by paparazzi,
the routine of the members of the British Royal Family. Sts also answer a questionnaire about the reasons why theyre learning
English and how they feel about it and role-play a dialog with informal language / chunks for making simple offers.

Whats the weather like?


Lesson Aims: Sts continue to practice verb be to learn to ask and answer about the weather.

Function Language
Lesson 3.1

Talking about the weather. Hows the weather in ?


Whats the weather usually like in ?
Its usually hot and windy.
Vocabulary: Weather words hot, warm, cool, cold, sun, sunny, rain (verb / noun), rainy, fog, foggy, snow (verb / noun), snowy,
cloud, cloudy, wind, windy.
Grammar: Whats the weather like?
Skills: Analyzing your English.

Warm-up Books closed. Write the lesson Song line Here comes the obviously, and this symbol means wind or windy. The next
sun. Here comes the sun and I say its alright. on the board. Check symbol is for fog or foggy weather. The cloud with these
if sts know the song / band. Draw (or quickly mime) the sun, little lines means rain or rainy weather. And the white cloud
rain, wind, cloud and snow and elicit all items. with stars means snow or snowy conditions. OK?
C Yes, miss!
Song line: T And for temperature, we usually just say hot, warm, cool or
Here comes the sun. cold. Any questions?
Here comes the sun and I say its alright. C No, miss!
Song: Here Comes the Sun
Band: The Beatles (UK) cloudy, windy, foggy, rainy, snowy
Year: 1969

B Point to the thermometer on the left top of p. 28. Use it


1 Vocabulary: The Weather to teach warm, cool, cold and hot. Exemplify with the days
local weather. Write all the words on the board and draw
A Books closed. Ask When do we use the letter S at the sts attention to last consonant soundscorrect them if
end of words in English? Elicit examples of the four uses in sts add extra vowel sounds to the end of those words as
World of English . There are two more uses too (Lets, where they might follow the adjective pattern presented in A (rainy,
s = us, and Shes gone, where s = has), but we suggest you cloudy, etc.).
avoid mentioning these at this stage.
Cultural note In some tropical regions, the concept of cold
Read World of English with the whole class. Highlight the -y may vary according to the inhabitants perspective. If you teach
endings of the three adjectives and ask if sts know other in a tropical climate region, your sts are likely to think (and
adjectives that have the same ending (early, military, easy, argue) that 15 degrees means coldbut make sure they
ready). Remind them that of course not all adjectives end in understand that in most English-speaking countries that would
-y by any means! Elicit examples they already know (colors, be considered cool.
new, old, good, great, big, etc.). Elicit the correct adjective for
sun (sunny). Point to the weather table. Sts complete the table
with the correct adjective under each noun. Paircheck. Play (a) cold (b) cool (d) hot (c) warm
3.1 for sts to check. Drill pronunciation using opposing
pairs of words so sts spot the differences: sunsunny, C In pairs, sts cover A and B and refer to the thermometer
cloudcloudy, etc. and the photos on p. 28-29. They test each other and see
how many weather words they can come up with by looking
3.1 Notice the sentence stress. at the photos from the lessons. Monitor closely. Classcheck.
T = teacher C = class
T Today, lets look at the weather symbols. This yellow circle Stronger classes Prompt / Teach any new words sts feel like
means the sun, or sunny weather. A cloud means cloudy, expressing (e.g.: dry, wet, humid, etc.).
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3.1

D Sts hear two people talking about two different photos J Uh-huh. Its warm and theres absolutely no snow. Skiing is
(from p. 28-29). They have to listen and guess which two impossible. Its crazy!
photos are being described. Paircheck. Classcheck. Tell sts B How about Cancun, that fantastic beach? Well, tourists go
to remember the words that made them guess the photos. to Cancun to enjoy the hot weather, but this summer: its
There is more than one possible correct answer for this cold. Really cold. Its crazy!
exercise. The important aspect to take into consideration is Whats the weather like where you are? Any crazy weather
how sts justify their choice. stories? Write to us at globalwarming.org.

3.2
(4) The Alps its warm and theres absolutely no snow.
A OK, in this photo, the weather is beautiful. (1) The Amazon forest no rain for three months. (2) The
B Yes, its hot and very sunny. Atacama Desert the days and nights are cool and cloudy.
A Maybe its Cancun? (5) Cancun its cold. (3) Chicago no wind.
B And in this picture its hot.
A Yes, and it isnt raining. Its very dry. Extra Internet / Smartphone activity If you have an IWB and /
or cell phones with Internet in the classroom, ask sts to guess
(and write on a piece of paper) the temperature and weather
Pictures 1, 2 or 6 are possible answers.
conditions in a distant city at a certain month of the year
(e.g. Moscow, Chicago, etc.). Collect the slips of paper and
E In pairs, sts perform the task about photos 1-10. Ask redistribute them to sts so they can check their classmates
sts to refer to AS 3.2 on p. 157 in case they have a specific guesses about the current weather conditions in that place. The
doubt or feel they need a model. Classcheck by playing a winner is the one who gets closer to the real weather conditions.
guessing game with the whole class: a pair of sts talk about
a photo. The rest of the group listens and tries to guess B Now sts listen to 3.3 again and fill in the table in A
which photo is being described. For small groups, repeat with the adjectives used to describe the weather (Usually /
the procedure three times. For larger groups, repeat the Now) in the five different places. Paircheck. Classcheck
procedure for five different photos in order to get more sts with answers on the board. Ask sts: Is the weather crazy in
to participate. your / our country too? Why? / Why not?

Weaker classes Write some prompts on the board: In this


Usually Now
photo, the weather is / Its (hot) and (dry). / Maybe its
the Alps snowy warm, no snow
(city). / Yes, I agree., etc.
the Amazon forest very rainy no rain for three months
river down by ten meters

2 Listening the Atacama Desert hot and sunny cool and cloudy
Cancun hot really cold
A Focus on the five places from the table and elicit Chicago the Windy City no wind, cool and foggy
where they are (the Alps: Europe; the Amazon forest:
South America; the Atacama Desert: Chile; Cancun: C Ask: Do you remember the questions from the weather
Mexico; Chicago: the USA) and what sts think the forecast? ( 3.3) Elicit the missing word in the first question
weather is usually like in each of them. Play 3.3 and ask (how). Individually, sts complete questions 1-3. Paircheck.
sts to number the places in the order they hear them. Classcheck with answers on the board.
Paircheck. Classcheck. Ask sts: Why do they say the
weather is crazy? Weaker classes Real beginners might need to read the audio
script and look for questions 1-3 in it.
3.3 Notice the s endings.
Ask sts to read the R box and elicit what the weather is like
B = Bob M = Mary J = Joe
now / is usually like in (your city).
B Everywhere, the weather is crazy! Take the Amazon
forest, for example. Its usually very rainy there, but now 1. And hows the weather in Chicago? 2. Whats the
no rain for three months! The Amazon river is down by ten weather usually like there? 3. Whats it like this year?
meters. Its crazy!
From the forest to the desert: the Atacama Desert is usually D MAKE IT PERSONAL Ask sts to read the speech bubbles.
hot and sunny 350 days a year. This year, the days and Drill the questions Whats the weather like? / Hows the
nights are cool and cloudy. Its crazy! weather now in? before sts perform the activity. In pairs, sts
And hows the weather in Chicago, the Windy City? Mary, take turns asking and answering about the weather in their
tell us. Whats the weather like in Chicago? city and / or the photos from p. 28-29. Classcheck.
M Well, Bob, no wind for us! This month, every morning, its
cool and foggy. Its crazy!
B Thanks, Mary. Lets go to the Alps. Those beautiful Workbook p. 14
mountains. Whats the weather usually like there? Its ID Online Portal
snowy, right? And whats it like this year? Tell us, Joe? Grammar p. 122

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3.2

Are you busy at the moment?


Lesson Aims: Sts continue to practice verb be to talk about the seasons and months. Sts learn the Present Continuous through the
context of routine activities.

Function Language
Lesson 3.2

Talking about seasons and months. Whats your favorite season?


Describing actions which are happening at the moment. What are you doing?
Are you busy?
Im cooking dinner now.
Vocabulary: Months, seasons, actions (buying groceries, cooking dinner, doing homework, riding a bike, running in the park,
talking on a landline). Key phrases: Are you busy? Call you later. No problem.
Grammar: Present Continuous.

Warm-up Display some weather photos around the class or their answers. Classcheck.
on the IWB and have sts ask and answer Whats the weather
like? / Its Monitor closely for accuracy. Tip When checking answers to numbers 2-3 (seasons), get sts
to read the World of English section.
Tell sts to open their books to p. 31 and have them read the
lesson Song line. Check if sts know the song / band and Cultural note There are various definitions of a continent.
when it was recorded. In English-speaking countries, North and South America
are considered to be separate continents. However, they are
Song line:
considered as one continent in Spanish and Portuguese-
Just about half past ten, speaking countries.
for the first time in history
its gonna start raining men!
3.5
Its raining men! Hallelujah!
Four seasons or two?
Song: Its Raining Men
Countries with a temperate climate, like the ones in Europe
Band: The Weather Girls (USA)
Year: 1982 and North America, have four very defined seasons: hot
summers in June, July and August; cold winters in December,
January and February, with heavy snow in some countries;
3 Reading cool, windy falls in September, October and November and
warm springs in March, April and May.
A Books open. Sts read the months and, with the aid of the In contrast, tropical regions, especially around the equator,
pink syllables, try to pronounce them in pairs. Ask them to have only two seasons: the dry season and the rainy season.
write S if word stress is the same in their mother tongue and So, in places like India, West Africa, Central America, the
D in case word stress is different. The words with no pink north of South America and the north coast of Australia, the
syllables have only one syllable. Classcheck with 3.4. Play the
rainy season is in the winter calendar (June, July and August),
track again and have sts repeat all the months.
and its accompanied by very high temperatures.

3.4
January, February, March, April, May, June, July, August,
D Sts focus on Common Mistakes . Encourage them to
practice saying a few sentences about their country. Write
September, October, November, December. on the board: Its usually cool / cold / hot / warm / rainy in
(month) in (country). Sts use the prompts on the board and
B Focus on the encyclopedia text title and elicit / pre- create their own sentences. Classcheck.
teach the four seasons of the year. Go over tasks 1-5 and MAKE IT PERSONAL Assign different groupsmake sts
make sure sts understand what they have to do. In small work with classmates they do not usually sit near. In small
groups, sts read the text and help each other. Walk around groups, sts take turns asking and answering questions 1-4.
the class and offer help when needed. Sts check their Round off the activity by asking a student of each group to
answers in C. report group answers.

1. July, February, October, March, May, June, August.


4 Grammar: Present Continuous
2. winters, falls, springs. 3. dry season, rainy season.
4. Continents: Europe, North America, South America, A Explore pictures 1-6 and guide sts to the correct
Central America. Countries: India, Australia. 5. North, activity / actions. Use gestures, mime some of the
West, South. actions, e.g. running, cooking, riding a bike and doing
homework. Drill the pronunciation of each phrase. Sts
match photos 1-6 to the correct actions. Play 3.6 and
C Sts read the text in B and try to guess how to ask: Which action was not in the audio? (You dont hear
pronounce the words. Then, they listen to 3.5 to check the action in picture 2doing homework.)
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3.2
Play 3.7. Sts listen and check off the correct answers for
3.6 Notice s = /s/ or /z/.
1 and 2.
E = Eli M = Maddie R = Rita
Mi = Michael S = Susan P = person
3.7 Notice the connections for similar sounds.
E Hello?
M Eli? This is Maddie. Are you busy? M = Maddie S = Sean
E Actually, yes. Im cooking dinner. Whats up? M I dont believe this. One more call. Thats it.
M Oh, no problem. Call you later. S Hey, Maddie. Long time no see. How are things?
E OK, bye. M Good! Uh, Sean, are you busy?
S Um, well, Im doing my homework.
S = Susan M Oh, never mind
M Hi, Susan. This is Maddie. S But Im just finishing. What are your plans?
S Oh, hi, Maddie. Sorry, Im running in the park. I cant hear M I have two tickets to todays game. L.A. Lakers and
you. Can I call you later? Houston Rockets. It starts at three oclock.
M Sure, Susan. Talk to you later. S So we have thirty minutes! Lets go!
S Bye. M Are you saying yes?
M OK, uh, bye. Not my day today, is it? Let me try Michael. S Of course! Why are you surprised?
M You have no idea Meet you at the subway station. Lets go!
Mi Michael Rogers speaking.
M Hey, Michael!
Mi Maddie, darling. How are you doing? 1. To go to a sports event. 2. She finally finds a friend.
M Great.
Mi Are the tomatoes fresh? Sorry, darling. Im buying Grammar box Present Continuous
groceries. Whats up? Sts complete number 1 with the correct forms of be.
M Well, I have Write the first sentence on the board She is talking
Mi These tomatoes here? Fresh? Really? Uh, sorry, Maddie. on the telephone. Ask a few concept-check questions,
M Oh, youre busy now. Dont worry. Bye. e.g.: Is it past / present or future? (present) Is it about
Mi Bye, darling. Nice talking to you. an action that happens every day, now or sometimes?
M So, Michael is busy, too. Maybe Rita Marques? Let me try (now). Sts cross out the wrong options in 2. Read the
her. Uh the lines busy pronunciation tip with them and drill the pronunciation
of doing, talking, cooking in isolation and within
M Oh, someone is calling. Maybe one of my friends is finally sentences / context.
free now. Hello?
1 is am not are
P Gregory Hanes, please?
M Uh, Im sorry, this is not his number. 2 every day at the moment sometimes
P Oh, sorry. Wrong number.
For further practice, refer sts to Grammar on p. 122.
M Humph. Typical! Well, let me call Rita again.

R Hi, Maddie.
D Sts look back at p. 18-19 (Jims morning routine)
and now talk about what is happening in each picture.
M Hi, Rita. Are you running?
Have sts follow the model given in the speech bubbles
R No, Im not running! Im riding a bike and my batterys
in D, p. 31.
dying. Call you later?
M Of course Bye Stronger classes Learners can use photos from their
cell phones. Although that leads to freer practice and is
(6) buying groceries (3) cooking dinner (5) riding a bike therefore bound to bring up verbs they still do not know,
(4) running in the park (1) talking on a landline it can be interesting for stronger groups to have more
(2) doing homework is not mentioned. challenge at this stage.

B Sts listen to 3.6 again and check off the phrases in Jim is: waking up / getting up / making the bed / exercising /
World of English they hear. Paircheck. Classcheck. Drill taking a shower / shaving / getting dressed / having breakfast /
pronunciation of all phrases in World of English . brushing his teeth / leaving home.

Caller phrases (all spoken by Maddie except the last one):


Are you busy? No problem. Call you later. Dont worry. The
E MAKE IT PERSONAL Sts role-play Maddies conversation
and give different excuses.
lines busy. Sorry, wrong number. Receiver phrases: I cant
hear you. My batterys dying. Weaker classes Sts will need to refer to either a model on
the board or the AS on p. 158.
C Point to photo 1 in A, say Look at Maddie. Is she happy?
(No.) Why not? No company? Who is she calling? and let sts
speculate a bit. Focus on C, read the rubrics with sts and
ask question 1 (What does Maddie want company for?) and Workbook p. 15
the three options (to have dinner, to go to a sports event, ID Online Portal
or shes feeling lonely) and elicit possible answers. Do the Grammar p. 122
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3.3

What are you doing?


Lesson Aims: Sts learn how to ask and answer questions about occupations. Sts learn Present Simple vs. Present Continuous
through the context of routine activities.

Function Language
Lesson 3.3

Asking and answering questions about occupations. What does she do?
Shes an actress.
Talking about what people are doing. Liv Tylers walking her dog.
Piqu and Shakira are watching a soccer game.
Reading / Talking about a journalists schedule. What does he usually do at 8 a.m.?
Whats he doing today?
Listening to / Talking about British Royal family members What does Prince William do?
daily life. Kates visiting a public place at the moment.
Vocabulary: Celebrities. Daily routine: walk the dog, ride a bike, carry shopping bags, etc. Time expressions: at the moment,
right now, usually.
Grammar: Present Simple vs. Present Continuous.

Warm-up Show some pictures of different people doing certain C Sts listen to the special effects in 3.9 and, in pairs,
actions. You can mime some actions as well. Make sure you guess what the people are doing. Classcheck.
also clarify that the actions are happening at the moment you
are miming them. You can reinforce the use of words such as 3.9
now and expressions such as at the moment so that sts clearly 1 person cooking
understand that the actions are happening at that moment. 2 person taking a shower
3 person driving
4 person drinking something noisily
5 Listening 5 person cleaning the house
A Play 3.8 or the video if you have a DVD player in the 6 person eating something noisily
classroom and ask sts to pay attention to how many times
the same question is asked. 1. person cooking 2. person taking a shower 3. person
driving 4. person drinking 5. person cleaning the house
3.8 6. person eating
This is Brad.
What are you doing?
D Sts play a mime game. Hand out some slips of paper
What are you doing?
with Present Continuous sentences, e.g. Youre doing
Just watching the market re-cap, drinking an import. homework. Youre talking on the phone. and other
That is correct. That is correct. actions from the previous lesson.
What are you doing?
What are you doing?
Hey Brad, whos that? 6 Grammar: Present Simple vs. Present
Hey Chad. Pick up the cordless. Continuous
Chad here.
A Sts read World of English . Have sts ask each other in
What are you doing? small groups What do you do? Im a / an. At the end,
What are you doing? ask sts to tell the rest of the class what their partners do.
What are you doing? Ask: What does he / she do?
Ahhhhh!
Focus on one of the celebrities in the photos and elicit who
he / she is. Ask sts: Whos this? (Sts: I think he / she is),
They ask What are you doing? seven times. What does he / she do? (Sts: He / She is a). In pairs, sts do
the same. Ask them to refer to the speech bubbles in A as
B Sts listen to / watch again and number the phrases in a model and ask and answer about the celebrities in each
the order they appear in the video. photo. Classcheck.

(6) Chad here. (4) Hey Brad, whos that? (5) Hey Chad. 1. Liv Tyler is an actress. 2. Cristiano Ronaldo is a soccer
Pick up the cordless. (2) Just watching the market recap, player. 3. Justin Timberlake is a singer and Jessica Biel is
drinking an import. (3) That is correct. That is correct. an actress. 4. Robin Williams is an actor. 5. Piqu is a
(1) This is Brad. soccer player and Shakira is a singer. 6. Pink is a singer.

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3.3

B Point to Liv Tyler in A (photo 1) and ask What is she 3.11 Notice /h/.
doing? Sts match photos 1-6 to actions in B. Sts paircheck Rep = reporter F = friend
by asking each other Whats Pink / Liv Tyler / etc. doing? Rep Today on Shhh! Top Secret, were talking with an intimate
and answering He / She is Classcheck.
friend of Kate Middletons Shhh! No names, remember! So,
Miss X, welcome to our show.
(1) walk her dog (6) ride a bike (5) watch a soccer game
(4) carry a shopping bag (3) run (2) talk on the phone F Thank you.
Rep So, whats the routine of the royal couple? Shhh!
F William is a helicopter pilot, and he works and trains at
C Grammar box Present Simple vs. Present Continuous a base in Wales. Kate doesnt have a paid job, but she
Draw a two-column table on the board, each column goes to the supermarket and helps her husband like any
under one of these headings: Present Simple (PS) / Present other wife. Shhh!
Continuous (PC). Elicit time expresions and where they go in Rep Thats interesting. And do you know what they are doing
the chart, e.g. now, at the moment, every day, sometimes, now? Shhh!
always, usually, etc. Sts decide whether the sentences in F Yes! This afternoon Kate is visiting a hospital near the
number 1 are in the PC or PS tense. Paircheck. Classcheck. base and William is flying a helicopter to Scotland on a
In pairs, sts reflect and decide about the rules in number 2 military mission. Shhh!
for PS vs. PC use. Classcheck with answers on the board. Rep Well, thank you for talking to us!
F Youre welcome. Shhh!
1. a PS b PC c PS d PC
2. b, a, a, b
1. F 2. F 3. T 4. T
For further practice, refer sts to Grammar on p. 122.
B Before sts listen to 3.11 again, in pairs, they ask and
D Use the dialog in the speech bubbles as a model. Ask try to answer questions 1-4 with what they can remember
a student to read the ones in blue and another to read from the interview. Play the track so they can check their
the ones in green. In pairs, sts do the same dialog for the answers. Classcheck with answers on the board.
other times (12:00, 2:00, etc.) and swap roles at each time.
Monitor closely for the correct use of Present Simple and 1. William is a helicopter pilot. 2. William is flying a
Present Continuous. Classcheck by asking a pair of sts to helicopter to Scotland on a military mission. 3. She goes
act out the dialog for two diferent times from the chart. to the supermarket. 4. Kate is visiting a hospital.

E Point to the photo and ask Whos she? (Kate Middleton.) Extra activity Round off the lesson by focussing on the
Sts read the text and cross out the wrong forms of the Song line on top of p. 33. Check if sts know the song /
verbs. Do the first one as an example and ask sts to cross band. Ask sts to underline all verbs in it and in pairs,
out the other wrong answers by themselves, individually. decide if they are in the Present Simple or Present
Paircheck. Play 3.10 so sts can check their answers. Ask Continuous. Classcheck.
sts to circle six time expressions. The AS is the answer key
for this task. Song line:

3.10 Dont stop me now.


Im having such a good time.
Kate Middleton has a famous beauty ritual, and our reporters
Im having a ball.
are following her today. Right now, she is going into her
favorite hair salon, where she gets a styling every morning. Song: Dont Stop me Now
Band: Queen (UK)
She washes and dries her hair here every day after she runs in
Year: 1978
Hyde Park. Our photographers are registering every moment of
her routine today and our reporters are talking to her stylists.
Read a full review of all this tomorrow on our site.

Workbook p. 16
ID Online Portal
7 Listening Grammar p. 122
A Tell sts they will hear an interview about Kate. Elicit
what sts know about her, asking Does she have a job?
Whats her routine like? / What does she do every day? Have
sts read sentences 1-4 and write T (true) or F (false) as they
listen. Paircheck. Classcheck with answers on the board.

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3.4

What are you doing tomorrow night?


Lesson Aims: Sts learn to talk about future arrangements using the Present Continuous.

Function Language
Lesson 3.4

Talking about future arrangements. What are you doing tomorrow / after class / next week?
Reading a TV guide. Im filming the storm.
Im studying.
Vocabulary: Recycle weather vocabulary (tornado, storm, etc.) and time expressions (tomorrow morning / afternoon, next week,
next Monday, etc.).
Grammar: Present Continuous for future arrangements.

Warm-up Before the lesson: Prepare cards / slips of paper doing? (Theyre helping to evacuate a population of about)
with different go activities Recycle adverbs of frequency and In pairs, sts underline and copy the sentences into the
table in C. Classcheck with answers on the board.
go activities. Distribute slips of paper with several go activities
from unit 2 (go to a caf, go to school / college, go to work, Focus on the answers on the board. Ask: What verb tense is
go to church, go to the gym, etc.) and have sts work in pairs. this? (Present Continuous) Whats happening tomorrow? Is
Sts take turns saying how often they go to each place. Write it present, past or future? (future). Ask the same questions
prompts on the board to help them: I always / usually / often / for the last two answers (after filming the action / next
sometimes / never go to. When sts finish, ask them to report week). Ask the whole group: What do you think about their
three sentences about their partners. activities? Do you think theyre crazy? Brave?

Today they are studying the weather conditions in


Tuscaloosa and reporting a strong tornado for tomorrow.
8 Reading Tomorrow they are evacuating a town and filming the action.
A Books open. Ask sts: Do you know the TV show Storm
After filming the action they have to cut and edit the footage
into a program.
Chasers? Which channel is it on? (Discovery channel.) Is this
the type of show you like to watch? Sts can watch videos Next week they are traveling to Missouri.
from this show online at http://dsc.discovery.com/tv/
storm-chasers.
9 Grammar: Present Continuous for Future
Ask sts to listen ( 3.12) and read the text and find the
season that is mentioned (spring). Drill the pronunciation A Read the lesson Song line and check if sts know the song
of tornado and elicit the pronunciation of the other words / band. Focus on the last sentence, Girl, Im leaving you
with pink stressed syllables (objective, document, survive). tomorrow, and ask What verb tense is it? (Present Continuous)
Sts read the text again. Ask Whats a storm? and elicit the Is it about the present or the future? (Future tomorrow).
correct answer for sentence 1 (wind and rain). Sts circle
Song line:
the correct option in 2 and 3. Paircheck. Classcheck.
I know it sounds funny,
1. A storm is very strong wind and rain. 2. A chaser is a but I just cant stand the pain.
person who is trying to capture something. 3. A plain is a Girl, Im leaving you tomorrow.
large area of flat land. Song: Easy
Band: The Commodores / Lionel Richie (USA)*
Year: 1977
B Focus on the text title, Whats happening in tonights
episode?, and elicit some answers / guesses from the sts. *Also recorded by the band Faith No More (USA, 1993).
Sts listen to 3.13 while they read the text and match 1-7
Sts go back to the text in 8B and underline seven examples
to the second column. Paircheck. Classcheck with answers
of Present Continuous. In pairs, they discuss whether the
on the board. sentences refer to a present or future action. Classcheck.

Stronger classes Ask sts to explain the uses of Whats


Whats happening in tonights episode? (future) Today the
happening and What happens in the text.
teams of meteorologists are studying the weather conditions
in Tuscaloosa, Alabama. (present) Theyre reporting a really
(6) their next destination (5) the number of people theyre strong tornado for tomorrow morning. (present) Tomorrow
evacuating (7) a famous American singer (1) their location were helping to evacuate a population of about 2,000
(2) the class of the tornado (4) a storm chaser (3) their inhabitants and were filming all the action. (future) Next
vehicles weight week, theyre traveling to Missouri (future) The answer, my
friend, is blowing in the wind! (present)

C Refer to the text in B again and ask: What are they


doing today? (Theyre studying the weather conditions in B Elicit time expressions from sts to expand the list in
Tuscaloosa, Alabama.) Ask sts to underline that sentence 9B. Briefly conduct repetition of the expressions and a
in the text. Ask: What about tomorrow? What are they few questions (What are you doing tomorrow morning /
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tomorrow night / next Monday?) and encourage sts to come 1. Reed, Chris and Joel are traveling to Mississippi tomorrow.
up with their own Present Continuous example sentences.
2. Chris is filming the storm. 3. Reed and Joel are studying
the photos from the satellite.
tomorrow afternoon / evening
next month / year / lesson
D Sts work in pairs. St A is the reporter / interviewer and
st B, one of the Storm Chasers, e.g. Reed. St A interviews
C Tell sts Reed, Chris and Joel work as Storm Chasers. Reed and also asks questions about his two other co-
Read sentences 1-3 with sts and encourage them to guess
workers (Joel and Chris). Refer to the model in the speech
who is doing what, asking Who do you think is filming the
bubble and elicit more possible answers. Monitor closely
storm, Reed, Chris or Joel? Sts listen to 3.14 and write their
for the correct use of Present Continuous. Sts swap roles.
initials (R, C or J). Paircheck. Classcheck.
B is the interviewer and A plays the role of another Storm
For further practice of Present Continuous for future Chasers team member, who answers a question about his /
arrangements, go to Grammar on p. 122. her own plans and the rest of the teams.

3.14 Notice the word stress. Cyber English Point to Joels notes and elicit the Present
Rep = reporter R = Reed C = Chris G = the guys Continuous sentence for e-mail the information to the
Rep Today were interviewing one of the teams from the TV TV station. Some sts are likely to say Hes sending an
show Storm Chasers. Hi guys. e-mail but remind them that e-mail is now a common
G Hi. verb in English. Read Cyber English with them and ask How
Rep Whats the name of your team? often do you e-mail your friends? Are you e-mailing them
R Dominator. today?, etc.
Rep Dominator, right. And you are?
R My names Reed Timmer, this is Chris Chittick and this E MAKE IT PERSONAL Give sts a couple of minutes to
is Joel Taylor. think about their appointment book and write down notes
Rep So, what are your plans for tomorrow? in E. Do the same for yourself and have the class ask you
R Were traveling to Mississippi tomorrow. What are you doing? questions. Answer with Present
C Were predicting a big storm there. Continuous so sts have a clear model from their teacher. In
Rep And whos filming the action? pairs, sts interview each other. Monitor closely. Classcheck
R Chris. Hes our videographer. with reported answers.
Rep And what are you and Joel doing?
R Well, were meteorologists, so were studying the photos
from the satellite to get to the center of the storm. Workbook p. 17
Rep Well, good luck. ID Online Portal
G Thanks. Grammar p. 122

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Why are you learning English? / Are you thirsty?


Lesson Aims: Sts learn to talk about the reasons they are learning English. Sts learn to use Do you want? and Would you like ?
in the context of making offers.

Function Language
Lesson 3.5

Reading the introduction of a questionnaire. Why are you learning English?


Answering a questionnaire. Im learning English for many reasons.
Im going abroad next year.
Listening to two friends talking. What time is it?
Whats Linda working on?
When does she have to finish it?
How many more pages does she have to write?
Is she tired?
Vocabulary: Informal English: You tired? Wanna go home?
Grammar: Use of have to express obligation, use of to + verb and for + noun, questions (Are you bored?), offers (Would you like
to go home?) and responses (Yes, please. / No, thanks.)
WB Song line: I want to break free, I want to break free.

Skills: Analyzing your English 1. 12:30. 2. Shes working on a report. 3. Tomorrow.


4. Three pages. 5. Yes, she is. / Yes, kind of.
A Books open. Sts focus on the website photos and see
if they can recognize what they are about (New York City,
a woman / college student, London). Ask: Why do people B Sts will hear the conversation again and write down
learn English? Marks three questions. Play 3.17. Paircheck. Play the
Focus on the title question but do not ask your sts just audio again if necessary. Classcheck with answers on the
yet, as they will talk about their own reasons for learning board. Elicit what sts think is going to happen next. Ask: Is
English in B. Play 3.16 for sts to listen and read the Linda going home? Is she finishing the report today?
introduction. In pairs, sts mark T (true) or F (false) for
sentences 1-2. Classcheck. What are you doing? / Is it a big one? / You tired?

1. F 2. T
C Play 3.18 for sts to check their guesses. Paircheck.
Classcheck.
B Individually, sts take the questionnaire in A. In pairs,
they interview / read the questionnaire to each other 3.18 Notice the connecting sounds.
and compare their answers. Classcheck by asking sts to M = Mark L = Linda
report their partners answers to the whole class. Take this
M Wanna go home?
moment to get to know your sts needs as much as possible.
L No, I really have to finish this tonight.

C Sts read the Common Mistakes section and the R box and,
M OK, so would you like a coffee?
in pairs, try to explain the uses of to and for in question 1 L Are you having one?
from the questionnaire in A. M Yes.
L Yes, please, then. Black, no sugar.
Want / need / have are verbs usually followed by to. To
M Do you want a sandwich too?
communicate / to pass an exam / to travel / to emigrate:
we use to to introduce a verb as a reason or purpose. For L No, thanks.
my job / for school / for college / for pleasure: we use for to M Cookie?
introduce a noun as a reason or purpose. L Uh-uh, really. Im not hungry.
M OK. One coffee, coming up.
in Action: Making offers L Thanks. Youre great!
A Sts listen to Linda and Mark and answer questions 1-5.
Paircheck. Classcheck with answers on the board.
She wants a coffee.

3.17 Notice have to /f/ and kind of /v/.


M = Mark L = Linda D Read World of English with the whole class and drill
M Hey Linda, what are you doing? Its 12:30 a.m. the pronunciation of all the phrases. Ask: Did Mark and
L Oh, its you, Mark. Umm Im working on this report. I Linda use grammatical or informal phrases? (Informal.)
have to finish it by tomorrow. Play 3.18 again and ask sts to write L (Linda) or M (Mark)
M Ah. Is it a big one? next to the informal phrases they say in the audio in
L Yep, I still need to do three more pages. World of English . Paircheck. Classcheck.
M Ooosh. You tired?
L Yeah, kind of. Mark: Wanna go home? / Cookie?
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E Play 3.18 again, pause after each line and have sts 3 Are you hot? Do you want a cold drink? Do you want an ice
repeat all the phrases. Elicit the dialog from the pictures cream?
in the chart and check how much sts can remember. In 4 Are you hungry? Do you want a sandwich? Want a cookie?
pairs, sts role-play the dialog. Swap roles. Monitor closely 5 Are you thirsty? Would you like a drink?
for accuracy and intonation. Ask a pair of sts to act out the 6 Are you tired? Would you like to go home? Would you like
dialog for the whole group. a coffee?

Weaker classes Ask sts to refer to AS 3.18 on p. 158 in


case they have difficulty role-playing the dialog with the aid of
G Mime you are tired / thirsty / hungry and elicit the
correct adjectives. For each case, elicit the appropriate
the pictures only.
question and offer, e.g.: mime tired. Question: Are you
tired? Offer: Would you like a coffee? Give sts a positive
F Individually, sts match the first two columns (questions or negative response from the table in F, e.g. No, really,
and offers) in the table. Paircheck. Play 3.19 for sts to Im fine.
check their answers. Classcheck. Ask the class Are you
Swap partners. Write the words bored / cold / hot / hungry /
thirsty?, Would you like a drink?, point to the 3rd column
thirsty / tired on the board. In pairs, st A mimes an
(responses) and elicit possible answers.
adjective from the board. St B asks a question and makes
In pairs, sts role-play minidialogs using the questions, an offer from the table in F. St A replies with one of the
offers and responses from the table. Monitor closely for responses from F. Sts swap roles and mime and act out
accuracy and appropriateness. At the end, ask three pairs another dialog.
of sts to act out different dialogs to the whole class.
Round off the lesson by asking volunteers to mime
adjectives to the whole class and have the group as a whole
Tip Encourage sts to use informal versions of the questions
ask questions and make offers.
and offers, e.g. You hungry? Wanna a sandwich?.

As an extra activity, ask sts to notice the silent letters


(marked in gray here) and write the words down as they Workbook p. 18
listen to 3.19. Phrase Bank p. 65
ID Online Portal
3.19 Grammar p. 122
1 Are you bored? Wanna go out for a drink? ID Caf Video p. 140
2 Are you cold? Do you want a sweater? Do you want my jacket? Writing p. 149

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4
Unit overview: The main topics of unit 4 are sports, can / cant, possessive pronouns, clothes, and shopping for clothes. They are
introduced and practiced through the contexts of a sports TV program, a mans first day at the gym, questions about abilities such
as using Google efficiently, cooking the basics and dressing appropriately, and a job interview. Sts also listen to / watch a video with
Barack Obama (Yes, we can!) and give opinions about political ideas.

Do you like tennis?


Lesson Aims: Sts talk about sports.

Function Language
Lesson 4.1

Listening to a sports program. Todays exciting events at the Olympic Games include
basketball, soccer, tennis, volleyball, cycling, running
Listening to people talk about their favorite sports. Skiing. I love to ski.
Talking about sports. I like volleyball and cycling.
Our country is usually good at soccer.
Vocabulary: Sports.
Grammar: Definite article the.
Skills: Shopping for clothes.

Warm-up In pairs, sts take turns asking and answering the Focus on Common Mistakes with the sts and encourage
them to make comparisons between the use of the definite
18 title questions from unit 3 (p. 28-37): Whats the weather
like? Are you busy at the moment? What are you doing? article in their mother tongue and in English. Ask Are these
etc. Monitor closely for accuracy and ask each student to tell typical mistakes you would make from translation? to help
you one interesting answer they got from their partner. you make the point without the need for them to speak any
L1. Make sure they understand the rule in red. NB: We can
use the before uncountable nouns to specify what we are
talking about. E.g. I dont like the soccer they play in Italy.
1 Vocabulary: Sports We suggest you only mention this if it arises.
Focus on the photos on p. 38 and ask: What are the
4.1
photos of? (Sports.) Do you like sports? Do you watch
sports on TV? Do you play sports? Do you like / watch the Todays exciting events at the Olympic Games include
Olympic Games? basketball, soccer, tennis, volleyball, cycling, running,
swimming Wow!
A Sts match two groups of words to the sports. In pairs,
they check their answers and try to pronounce the name (7) basketball (3) soccer / football (5) tennis
of each sport, paying attention to the pink syllables. Say: (4) volleyball (2) cycling (6) running (1) swimming
Listen to part of a sports program and notice the pronunciation
of the name of each sport. Play 4.1 so sts can notice if their
pronunciation was correct. Classcheck.
B MAKE ITPERSONAL This is a nice way of integrating
cognitive thinking into behaviorist drills. The teacher can
Ask: Is your favorite sport there? Use a show of hands to drill any I like sentences inside sts vocabulary range, and
see which are their favorites. Why are the sports in two sts only repeat if the sentence is true for them. Suggestions:
different groups / lists? (Three possible answers: 1- first I like swimming / basketball / cycling / volleyball / sandwiches /
group are ball games, second group, no balls. 2- first big cities / Mondays / English / my teacher, etc.
group are sports people play, second group are sports
people go + -ing or 3- first group are words which tend to Tip As with any teacher-lead drill, give a clear, strong signal, like
be similar in L1 except for soccer, which is recognizable a conductor type signal, or a sweep of the hands, after you have
by most Latin sts.) said a sentence so sts repeat it together.

Tip The authors strongly believe that grouping words in


different ways, and then getting sts to think about why, really C Sts listen to more of the same sports program. Point to
helps them to notice spelling, pronunciation, word roots and the two lists of sports in A and to the blank next to each
origins, and similarities / differences to L1, and thus both sport. Sts listen to 4.2 and check off the sports they hear
process and remember them better. The standard way of the TV presenter Big Mac say in A. Paircheck. Classcheck.
presenting groups of words with none of these distinctions is Ask How does Big Mac feel? Can you remember the six
both much less helpful, and less interesting too. countries? and move on to D.
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4.1

4.2 Notice the word stress. 4.3 Notice intonation = speakers emotion.
T = Tasha BM = Big Mac Int = interviewer Ja = Jane
T Wow! Tell us about it, Big Mac! M = Mark K = Karen J = Joe
BM Hi Tasha! Yeah, its July 2nd, and well, what a day of
Int Excuse me, miss? Can I ask you a question?
sports at the Olympics! A very exciting morning here at
the Olympic complex. First we have basketball at the Ja Yes?
Olympic Arena. Its the semi-final between Cuba and Int Whats your favorite sport?
Russia, at nine a.m. Then, at nine thirty at the Olympic Ja Skiing. I love to ski.
Stadium we have soccer, Uruguay versus Italy. What Int Nice! Thanks.
a difficult match! At ten a.m. we have tennis, mens Ja Youre welcome.
doubles, at the Central Courts. After that, at ten thirty at
Int Hi, uh, do you have a moment?
North Park we have womens volleyball, the USA and
Australia going for a bronze medal. And at eleven, M Uh, OK.
its time for cycling at the Igloo. The mens five Int Whats your favorite sport?
thousand meter final! And thats just this morning! M Its golf. Absolutely, golf. To play and to watch. Best game
Tasha, its impossible to decide what to watch! in the world!
Int Thanks.
Sports: basketball, soccer, tennis, volleyball and cycling. K Uh, hi! Excuse me!
Int Sorry, uh, hello! Do you have time to answer one
Countries: Cuba, Russia, Uruguay, Italy, the USA and Australia.
question?
K Uh, what question?
D Sts read the 5 box. Help them with the phonetics, Int Its for a survey. Whats your favorite sport?
perhaps referring to the Pronunciation Chart on p. 154-155
K Let me think. Its definitely not football. I hate football.
to remind them of the picture words for /L/ and //. Drill the
pronunciation of the in different phrases (The Igloo / The Int You mean soccer?
Central Courts, etc.). Sts listen to 4.2 again and match times K Oh, yeah, soccer. Thats what you call it here.
and places. Paircheck. Classcheck with answers on the board. Int Uh-huh.
K Uh is skateboarding a sport?
Stronger classes Instead of beginning with the 5 box, focus
Int Well, yes, I guess so.
on AS 4.2 p. 158. Write the on the board and tell sts it
K So its skateboarding. I absolutely love it.
can be pronounced in two different ways, /L/ or //. Drill
both forms. Play 4.2 again for sts to listen and read the Int OK, thanks then!
AS and ask them to notice how the is pronounced. You K Is that all?
may pause after each the phrase (the Olympic Games, Int Yes. Thanks very much!
the Olympics, the Central Courts, etc.) and elicit the K Oh, no problem!
pronunciation used in each case. Then sts go back to p. 39 Int Excuse me?
and read the 5 box to check.
J Uh? What?
Int Sorry, but, uh Do you have time to answer one
Tip Write on the board some famous examples they will question?
have seen many times but may have mispronounced, e.g.,
J Uh, I guess. But only one!
the Americans, the end, the Incas, the iPhone, the Olympic
Int Whats your favorite sport?
Games, the subway, etc., so they can enjoy saying them
correctly now. J To watch or to play?
Int To watch and to play.
Then, ask sts to match times and places in D from memory. J Well, I like to watch baseball on TV, but, you know,
Paircheck. Listen again to confirm and classcheck with I dont play baseball. I love to surf. I go surfing
answers on the board if necessary. every weekend.
Int Watch baseball and surf. Thanks a lot.
(5) the Igloo (4) North Park (1) the Olympic Arena
J Youre welcome. Bye.
(2) the Olympic Stadium (3) the Central Courts

(6) baseball (1) skiing (3) football (4) soccer (2) golf
E Sts listen to four short interviews for a street survey
(7) surfing (5) skateboarding
( 4.3) and number the sports in the order they hear them.
Paircheck. Classcheck. The third person is British because she calls the game
where you kick a ball with your feet football.
Read World of English with the sts. Play 4.3 again and ask
them to raise their hands when they hear a British person
speak. Is there anything else they notice about British F In pairs, sts answer the questionnaire about sports.
pronunciation, apart from the words football / soccer? Classcheck. Accept different answers / opinions for 4, 5 and 6.

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4.1
1. volleyball, football / soccer, tennis, basketball, baseball, golf Song line:
2. volleyball, football / soccer, tennis 3. swimming, surfing No time for losers, cause we are the champions of
the world.
Round off the lesson with the Song line at the top of
Song: We Are the Champions
p. 39 and see if sts can guess the name of the song / band,
Band: Queen (UK)
and sing the melody or chorus. Do they like the song / Year: 1977
Queen? Elicit how good they are at sports and a range of
other abilities, traditional and modern. Tell them the song
is often played at sporting events, and it was the official
theme song for 1994 FIFA World Cup. Workbook p. 19
ID Online Portal
Grammar p. 124

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4.2

Can you drive a tractor?


Lesson Aims: Asking and answering questions using can.

Function Language
Lesson 4.2

Talking about abilities. Can you run two kilometers?


Can you swim?
Listening / Reading / Talking about essential abilities. Can you use Google efficiently?
I cant read very well.
Listening / Role-playing a job interview. Can you understand directions?
Yes, I can, but not very well. / I cant at all.
Vocabulary: Various abilities (play a musical instrument, drive, cook well, sing, flirt, bargain, dress appropriately, understand
directions, etc.).
Grammar: Can questions / short answers.

Warm-up Sts play a spelling guessing game in small groups with J We can help you with that. Lets see Can you ride a
the sports they learned in the previous lesson. St A spells out a bicycle?
sport, e.g. T-E-N-N-I-S, and the first to guess the sport before M A bike? Yes, I can. But I dont like cycling.
student A finishes spelling the complete word scores one point. J Hmm. OK. Can you play tennis?
St B now spells out a different sport from p. 39, and A and C M No, no, I cant play tennis at all. I hate tennis.
compete to guess it. Sts swap roles again. If time allows, round J I see. Well, so you can run in the gym every day, and our
off the activity by asking one group to challenge the others. swimming lessons are

Mark, 23 years old: can ride a bicycle can swim, but not
2 Grammar: Can Questions / Short Answers very well cant run at all cant play tennis at all.

A Focus on the lesson title and the photo of the tractor.


Ask sts Can you drive a tractor? and see how many people B Read the model dialog with a student. In small groups,
raise their hands. Tell sts that todays lesson is about sts interview each other with Can questions.
abilities, what they can and cant do. Point to Marks Focus on Common Mistakes with sts. Draw their attention
photo and ask: Whats his name? (Mark) How old is he? (sts to the fact that the bare infinitive (infinitive without to)
guess) Is he in good shape? (mime the meaning if they dont must be used after can; and to the inversion of can in Can
understand shape) Does he need to exercise / do sports? questions. Drill some Can you well? questions, e.g. Can
Tell sts it is Marks first day at the gym. Whats the name you dance / cook / swim / play volleyball / speak English/
of the gym? (Jimbos) Elicit the activities / sports in the Chinese well? Read the model dialog and highlight the
pictures. Ask sts: Do you think Mark can run? Can he swim? three answer options for the time being for this initial
Highlight the three options: can / can, but not very well / practice stage (there are more coming in 3A): Yes, I can. /
cant (at all). Sts listen to 4.4 and check the correct options. Yes, I can, but not very well. / No, I cant.
Paircheck. Classcheck. Ask What do you think of Mark now? Ask a few individual sts questions to make sure they know
What does Janet think of him? to see what they think / can the range of options. Help them notice rising and falling
express. Listen again if necessary and if time allows, do the intonation too. In trios, sts practice. Monitor, check, praise
AS tasks which focuses on intonation in Can questions. and express interest in their answers too. Classcheck. How
many Yes, I can answers did each student get?
4.4 Notice the intonation in yes / no questions and
Wh questions. C MAKE ITPERSONAL 1 Write Play on the board and
J = Janet M = Mark elicit sports which go with it, e.g., basketball / volleyball /
J Hi, Mark. My name is Janet and Im your instructor. soccer, etc. Write Other sports and elicit (go +) swimming /
M Oh, hi, Janet. Hows it going? cycling / running. Establish that the question for these is
J Good. I need to ask you a few questions. Is that OK? Can you swim / run / box?, etc. NOT Can you go running?
In pairs, sts ask each other Can you + sports questions.
M Sure.
J Whats your full name? Tip Try to avoid the play / go / do distinction at this stage unless
M Mark Swift. S-W-I-F-T. your class want to talk about a lot of activities they will need do
J Swift, OK. How old are you, Mark? for (gymnastics / karate / judo / yoga), etc. Then if necessary, put
M Im 23. the 3rd column up on the board and explain the difference.
J OK. Can you run two kilometers? Play + ball sports / competitive games against another person
M Run? I dont think I can walk two kilometers! Thats why (poker, computer games) / musical instruments.
Im here. Go + -ing activities: fishing, motor racing.
J OK, great! How about swimming? Can you swim? Do + recreational activities / non team sports without a ball:
M Uh, yes, I can, but not very well. I need lessons. karate, ballet, puzzles.
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4.2
2 Refer to the 5 box and elicit Can you + activity? questions express what they can do, what they can do very well, not
from sts. This can become a mingle. Ask them (with a very well or cant at all.
show of hands if they dont manage to ask everybody)
In pairs, sts interview each other with Can you + ability?
whats the most popular sport in the classto play and to
questions from the Ten Keys to Success article. Drill
watch too if there is time. Sts work with different partners
some example questions with the abilities in A before sts
and ask Can questions. If they say they can do something
perform the activity. Their aim is to find out their partners
difficult, e.g. speak Chinese or sing in harmony, make them
top five from the list (that he or she can do). Classcheck
prove it, e.g. with the song line. Sts report their partners
with reported answers.
abilities to the whole class.

Tip This can become much more fun if sts start to mime C Ask sts to circle the five most important abilities in A
activities which they cant yet express in English, like whistle, according to their opinion or profession and try to explain
touch their nose with their tongue, stand on their head, bend why. Use the example to set this up. Ask sts to report their
their arms / fingers to funny angles, etc. top five abilities to the whole class. Encourage them to
justify their choices.
Focus on the Song line and check if sts know the song /
artist. Ask if sts like the song / singer, if they know any of Tip Write on the board all ten answers and check them off
the re-recordings, if they can associate it with anything, etc. each time they get a vote to work out easily and visually which
are the class top five.
Song line:
I believe I can fly. I believe I can touch the sky. Stronger classes Ask learners if theres anything else they
Song: I Believe I Can Fly consider important.
Artist: R. Kelly (USA)
Year: 1996

4 Listening
3 Reading A Elicit some Can you + ability? questions from 2B, 2C and
3B, which are likely to be asked in a job interview. Tell sts
A Ask sts: Is it important to speak English these days? What to write down these questions to use them in C. Say: Listen
about Spanish? If youre looking for a job, is it important to to a job interview and circle the job Maddie wants. Play 4.6.
know how to use a computer? Sts read and listen to a text Paircheck. Classcheck and ask: What questions do you
about the ten most important abilities for success and play
remember from the listening? What does he think of Maddie?
4.5. Ask: Do you agree that these abilities are important?
What does she think of him?
Sts match the photos and the abilities in A. Paircheck.
Ask sts to rate their listening comprehension from 0-4. Ask:
Classcheck. Drill pronunciation as necessary, either modeling
How much of the audio could you understand? 50%? 80%?
it yourself or having students repeat after the audio.
Tip This is a useful activity to get a quick feedback after any
Tip There are ten abilities, but only six photos to illustrate
listening. It also helps train sts to judge their own individual
them because the others are either known or easily
recognizable as cognates. performance.

Focus on World of English . It addresses the most common 4.6 Notice // and //.
suffixes for noun formation. Encourage sts to come J = Joel M = Maddie
up with more examples of words ending in -tion and
J Hello. Im Joel Clinton. I have your curriculum vitae here
-sion and make them feel confident when playing /
and I want to ask you some questions.
transferring from L1 to L2, especially if their first
M Sure.
language is of Latin origin.
J There is no information about your language abilities. How
Knowing simple rules like this can be a great leap forward many languages can you speak?
for sts as it gives them the ability to start to use many M Uh, one. I speak a little Spanish.
difficult words and express more complex ideas that they
J Como estas?
didnt realize they knew in English. It will give them
M What?
confidence to express their own identity in English. This
J Hmpf. Yes, I can see you speak very little Spanish. Anyway,
should be very motivating too, so try to praise them every
Im also interested in your athletic abilities. Can you play
time they do so.
any sports?
10 5 7 9 2 8 M Uh, a little, yes.
J What sports can you play?
M I can play volleyball and tennis, but not very well.
B Focus on the symbols and drill the four answers. Sts
J Not perfect, but OK. One more question: Can you text fast?
focus on abilities in A and use the four different symbols to

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4.2
M Yes, I think so. C Elicit the correct word order for question 1 and write
J How many words a minute can you text? it on the board. Individually, sts order sentences 2-4.
M I dont knowabout 40, I think. But wait! Why are these Paircheck. Classcheck with answers on the board.
questions relevant? Isnt this a job interview for a position
1. Can you speak any other languages?
as a babysitter?
2. How many languages can you speak?
J No, I want a nanny, and I want my son to have the best
education! 3. Can you text fast?

M And how old is your son? 4. What sports can you play?
J Two!
Drill pronunciation of questions 1-4. In pairs, sts role-play
a job interview using the questions they came up with in A
a babysitter plus the four here. Ask a pair of sts to act out the dialog for
the whole class.

B Sts listen to 4.6 again and complete the sentences Extra writing Sts can write their answers to C in the form of
with can or cant. Paircheck. Classcheck. Ask sts to rate sentences, or even a short paragraph about their own abilities.
their listening comprehension again. Ask: Can you
understand more when you listen again / for the 2nd time?

Allow them to ask any questions about listening and


perhaps explain that it is one of the most difficult skills Workbook p. 20
and that it requires a lot of practice, especially from adult ID Online Portal
learners. Ask: Do you think Maddie gets the job? Do you think Grammar p. 124
she wants it after that interview?

1. Maddie cant speak Spanish very well. 2. She can play


volleyball and tennis, but not very well. 3. She can text fast.

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4.3

What are you wearing?


Lesson Aims: Sts further practice and extend their knowledge of can / cant by watching a video with Obama and learn to talk about
what they are wearing through the context of a fashion show.

Function Language
Lesson 4.3

Talking about other peoples abilities. My mother can cook really well.
My best friend cant play rugby.
Listening to / Watching a political speech. Yes, we can!
Expressing opinion on simple world views. One person can change the world.
The opinion of one person can change a community.
Listening to a fashion show. Shes wearing black boots.
Describing what people are wearing. Hes wearing a purple shirt.
Vocabulary: Clothes. Whats he wearing? / Hes wearing
Grammar: Can / Cant.

Warm-up Books closed. Ask sts to write two sentences with 3 My best friend cant play rugby or handball. He doesnt like
can / cant about two classmates, based on what they team sports.
remember, e.g. Julia cant drive a tractor. / Victor can use 4 I can skate, but I cant ski at all. Skiing is too difficult!
Google efficiently. Sts take turns reading their sentences 5 My friends can play soccer very well. They play every
aloud, and the student mentioned comments whether the weekend.
information about him / her is true or false.
6 Can you do any martial arts? No, I cant.

5 Grammar: Can 1. I cant dance very well, (weak form) but my wife can.
(strong form) Shes a very good dancer. 2. My mother can
A Books open. Sts read World of English about the four (weak form) cook really well. Her food is delicious. 3. My
meanings of can. Use the photo to teach the noun can. Any best friend cant play rugby or handball. (strong form) He
surprises? Teach / Review some classroom language, e.g.: doesnt like team sports. 4. I can (weak form) skate, but
Can I drink some water? Can you give me a pencil? etc. I cant ski at all. (strong form) Skiing is too difficult! 5.
Refer to the sts sentences in the Warm-up above (Julia My friends can (weak form) play soccer very well. They play
cant drive a tractor.) and ask: Is it possibility, ability or every weekend. 6. Can (weak form) you do any martial
permission? (ability) What about: Can I drink some water? arts? No, I cant. (strong form)
Is it possibility, ability or permission? (permission)

Tip Have some fun with can, e.g. a quick tongue twister: I can C MAKE ITPERSONAL In pairs, sts use the activities in B to
tell each other what they can or cant do. Use the model in
drink a can of Coke. Candy cant drink a can of Coke. etc.
the speech bubble to set this up. Monitor closely for accuracy.
Sts read the rules in A and mark true (T) or false (F) individually. Ask some sts to report what their classmates have said.
Paircheck. Classcheck with answers on the board.
6 Listening
All three are true. Explain that No, I cannot is also a possible
short answer instead of the contracted form No, I cant. A Write Yes, we can! on the board and ask if sts remember
which famous person said that in 2008 (for his first election
B Sts have to fill in the blanks in 1-6 with can or cant campaign). Play the video 4.8 and ask sts to check the
and elicit the possible answers for sentence 1. Sts do words they hear in 6A. Paircheck. Play the video / track
2-6 on their own. Paircheck. Play 4.7 so sts can check again. Classcheck. In pairs, sts should summarize Obamas
their answers. Play 4.7 again and ask sts to notice the speech. The original video can be found at www.youtube.
pronunciation of can and cant. Give examples of full form com/watch?v=qznAeFsUxXI.
and weak forms of can. Explain we use the full form can
for short answers and for emphasis, but we pronounce can 4.8 Notice can = /NQ/ or /NQ/.
/kn/ (weak form) when its unstressed (before a verb or as One voice can change a room. And if one voice can change
a question). Always pronounce the negative form cant / a room, then it can change a city. And if it can change a
knt/. Sts listen and repeat the sentences in B. city, it can change a state. And if it can change a state,
it can change a nation. If it can change a nation, it can
4.7 Notice the pronunciation of can and cant. change the world. Your voice can change the world.
1 I cant dance very well, but my wife can. Shes a very good
dancer. Obama thinks we can change the world. Items he mentions:
2 My mother can cook really well. Her food is delicious. a voice, a room, a city, a state, a nation, the world.

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4.3
B In pairs (or trios / small groups), sts take turns Jacobelli Klein Karan is a fashion designer.
pretending they are Obama and give the speech again.
Ask sts to refer to AS 4.8 on p. 159. After all sts have
done the activity, they nominate the best Obama in B Point to Justin in A and ask: What color are his clothes?
their group. Ask a more extroverted student to deliver (Green, orange, etc.). Point to the options in B and help sts
the speech to the whole class just for fun. Encourage the match Justins clothes to the right description. The colors
should guide them and lead them to discover how to name
class to applaud and say Yes, we can! Ask: Do you agree
the different items of clothing shown in A. In pairs, sts
with Obama?
match numbers 1-16 from A to the items in B. Paircheck.
Classcheck with answers on the board.
C MAKE ITPERSONAL Read the Song line on top of
Drill the pronunciation of some phrases in B and make sts
p. 43 with sts. Check if they know / like the song / band
notice that some pairs of color + clothing item have the
and perhaps know the history of the song. Sunday Bloody
same (S) vowel sound, e.g.: a white tie (/D/), a golden coat
Sunday is the first track from U2s 1983 album, War. The
(/R/); and in some pairs the vowel sounds are not the
song is about a horrible incident in Derry, Ireland, where
same (NS), as in a silver belt (// and //).
British troops shot and killed unarmed protesters and
bystanders. Highlight the use of cant and elicit other songs Play 4.9 so sts can pay attention to the pronunciation of
with can or cant sts can remember. (e.g. You and me we all the pairs of words in B. In pairs, sts decide if the vowel
can ride on a star. If you stay with me girl, we can rule the sounds have the same (S) sound or not the same (NS)
world Take That, I know it sounds funny but I just cant sound. Classcheck.
stand the pain The Commodores, Cant buy me love The Practice: in pairs, sts test each other. St B closes the book
Beatles, Just cant get enough The Black Eyed Peas, etc.) and st A reads / says five colors from p. 43. St A has to say
the piece of clothing (as on the page).
Song line:
I cant believe the news today. I cant close my eyes E.g.:
and make it go away. A: Purple.
Song: Sunday Bloody Sunday
B: A purple shirt.
Band: U2 (UK)
Year: 1983 A: Yellow.
Individually, sts complete sentences 1-4 according to their B: A yellow dress.
opinion. Use the example to set this up and ask sts if they
A: Blue.
agree. In pairs, sts compare answers. Classcheck. How
many pairs have exactly the same opinion? B: Blue boots.

Sts swap roles. St B opens the book and says five colors. St
7 Vocabulary: Clothes A closes the book and says the correct clothes item as in
the model above.
A Focus on the four models and elicit the meaning of
Monitor closely for accuracy and pronunciation.
fashion show. Ask: Are you interested in fashion? Draw
students attention to the models names below the photos (6) a silver belt NS (15) a pink skirt NS
and to JKK. Whos he? Is he a model? A journalist? A fashion
designer? Dont confirm but have them listen and check as (14) a brown blouse S (12) beige socks NS
the first listening is just to get the general gist. Play 4.9. (16) blue boots S (2) a blue suit S
Classcheck. Point to the clothes / outfits in 7A and ask sts
(13) a golden coat S (5) blue shoes S
Do you like the designs? to see what they thought and which
clothes items they were able to pick up. (7) a yellow dress S (9) a green T-shirt S

(8) black sandals S (3) a white tie S


4.9
Our first model is Justin. Hes wearing a green T-shirt, (1) a purple shirt S (11) gray sneakers NS

orange shorts, gray sneakers and beige socks. Ready for the (10) orange shorts S (4) blue pants NS
gym or the park!
And here comes Sheila. Shes wearing a brown blouse, a Tip Highlight the examples of alliteration, remembering words
golden coat, a pink skirt and blue boots. Lots of colors on with the same (vowel) sound. Both are great ways to help
Sheila! sts learn two things for the price of one. To work on any
Next we have Dylan in a blue suit. To add more color, Dylan individual sounds they found hard, and want more examples
is wearing a purple shirt and a white tie. Blue shoes finalize of, turn to the Pronunciation Chart on p. 154-155.
the formal look. Formal and modern, thats Dylan.
Finally, here comes Marissa. Marissa is a picture of C Write the question Whats Justin wearing? on the
summer. Shes wearing a yellow dress, and she guarantees board and point to Justin in A. Prompt Hes wearing and
glamour wearing a silver belt, black sandals. Shes ready for encourage sts to complete the answer.
the night!
Drill the Whats wearing? question with the other models
Now, please welcome the man, the one and only names. In pairs, sts ask each other about Justin, Sheila,
Jacobelli Klein Karan! Dylan and Marissa in A. Classcheck.
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4.3
Point to 7B phrases and ask sts: Which phrases have the Tip Ask one student to leave the classroom. Describe his / her
article a / an? (a silver belt, a brown blouse, a golden coat, clothes making errors in the colors. Sts correct you.
etc.) Ask: Which phrases have NO article? (blue boots, black
sandals, orange shorts, etc.) Ask Why? and elicit / remind
sts of singular vs. plural concept and the use of indefinite E MAKE ITPERSONAL Ask sts if they have photos on their
article a / an. cell phones. Sts select one or two photos and describe what
the people in them are wearing. Group work. Classcheck
Read Common Mistakes and elicit the explanation of
by asking some sts to present and describe their photos to
mistakes from sts. Also highlight that we use the verb
the whole class. Alternatively, if sts dont have any pictures
wear for all clothes and accessories we put on, e.g. we wear
available, ask them to open the book to a random page and
shorts, glasses, earrings, shoes, etc. and that we say a pair
describe the clothes worn by someone on the page. Their
of glasses / shorts / pants / jeans / pajamas / shoes / boots /
partner then has to figure out who they are describing.
socks / sneakers / sandals.

The key to this task is AS 4.9. Extra writing Get sts to write a short description of who the
people are and what they are wearing in a photo, either using
D MAKE ITPERSONAL Move on to some more personal their own photo or one from .
examples in class and ask: Whats (students name)
wearing? (Hes wearing). Give sts 60 seconds to observe
each other and memorize what their classmates are
wearing. Workbook p. 21
ID Online Portal
Sts take turns describing a classmate for other sts to Grammar p. 124
guess who he / she is talking about. Do not overcorrect sts
while theyre performing the activitytake notes of sts
mistakes and give them feedback after they finish playing
the guessing game.

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4.4

Is your closet organized?


Lesson Aims: Sts further practice clothes by listening to a serious Suri Holmes Cruise fan and learn to use possessive pronouns
talking about closets and their contents.

Function Language
Lesson 4.4

Listening to an interview with a blogger. Thats the rumor.


Reading about how people organize / share their closets. My closet is enormous and hers is not.
My clothes are so organized, but his are not!
Writing your own blog post. I share my closet with my wife
Vocabulary: Recycle clothes. Closet.
Grammar: Possessive Pronouns. Review of articles.

Warm-up Re-focus on Common Mistakes on p. 43. Then, in G Of course! Jeans are not very chic. She also has fifty-five
pairs, sts play the same game as 7E on p. 43: sts taking turns pairs of pants.
describing a classmate and the other has to guess who is J Oh, wow!
being described. G She rarely repeats her clothes.
J Even her pajamas?
G This is a big secret, but the rumor is that she has more
8 Listening than a hundred pairs of pajamasfor summer, for winter, to
Show sts photo(s) of Tom Cruise, his ex-wife Katie Holmes sleep at home, to sleep in hotels
and their daughter Suri Holmes Cruise and make sure all J Do you think she has a future as a model?
sts know about them. Ask What does he / she do? How many G No, not a future. A present! She is the most important,
children do they have? Do you like him / her?, etc. most famous, most wonderful child model in the world.
Show the photo of a closet and ask: Do you think Suri has a J Thanks, Georgia. Ladies and gentlemen, a big thank you to
big closet? Does she have a lot of clothes and shoes? Georgia Brown, author of the blog Suri and MeA Universe
of Clothes. Go online and check it out!

A Sts open books to p. 44 and read the text about Suri.


Ask them How old is she now? to check comprehension of 50 pairs of shoes, 55 pairs of pants, 30 pairs of jeans,
born. Say: Georgia Brown is a serious Suri fan who writes a 100 pairs of pajamas
blog about her clothes. Encourage sts to guess about Suris
closet, asking: How many pairs of shoes / jeans / pants
B Replay 4.10 and ask sts to raise hands whenever
does she have? Listen and check. Play 4.10. Paircheck.
they notice that Georgia sounds vague / uncertain. Sts go to
Classcheck. Are you surprised at the numbers? What do AS 4.10 on p. 159 and look for phrases Georgia uses to avoid
you think of her parents attitude toward their daughter? legal problems. Classcheck with answers on the board.
And what do you think of Georgia? Ask: How many pairs
of each item do you have? Sts can quickly ask each other in Phrases she uses to avoid being precise are: Thats the
pairs. Any surprises? rumor; According to some paparazzi; The numbers are not
precise, but people say; the rumor is that
4.10 Notice /G/ and /J/.
J = Jim G = Georgia
J So, Georgia, why a blog about Suri Holmes Cruise? Shes 9 Reading
only a little girl!
A Focus on Angies blog and her photo. Ask: Whats she
G Well, Jim, shes not a regular little girl. Shes the daughter of wearing? Who is she? What does she do? Ask: Do you read
two big movie stars. And, most important, she loves clothes! / like blogs? Do you have one? Point to the three avatars
J OK. Is it true that her clothes cost 3 million dollars? and elicit sts impressions. Use the example to show
G Thats what they say. According to some paparazzi, she has what they can say. Read the title question and ask sts:
fifty different pairs of shoes. Is it impossible to share closet space? Do you have a closet
just for yourself? If not, would you like to?
J Wow! Thats a lot.
G Maybe for you, Jim, but not for me or Suri.
J How about jeans? B Play 4.11 and ask sts to follow the text and notice
the pronunciation of the words with pink letters. In pairs,
G The numbers are not precise. People say she only has
sts try to repeat the pronunciation correctly (impossible,
thirty pairs of jeans.
husband, organized, ignore, etc.). Classcheck by playing the
J Only? audio again for them to notice what they got right / wrong.

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4.4

4.11 Pay attention to the pronunciation of the words 4.12


clothes and closet. /D/ my mine
Angie Is it impossible for two people to share closet space? // your yours
Victoria Not impossible, but difficult. At home its only me // his his
and my husband. My clothes are always organized, /U/ her hers
but his are not! Sometimes we have problems, but I /DX/ our ours
usually just ignore my husbands part. // their theirs
Kyle I confess: I have more clothes than my wife, so my
closet is enormous and hers is not. Our kids are not For further practice, go to Grammar p. 124.
very organized, but they clean their closetsI never
my / mine; his / his; our / ours; your / yours; her / hers;
look at theirs! My sons is full of sports equipment too
their / theirs. 1. Five end in -s. 2. The final -s is pronounced /z/.
balls, rackets, skis, etc. Horrible!
Tanya In my house, we dont say mine or yours.
Everything is ours. Our closet is small but clean B Demonstrate Whose? questions with objects around
and organized. We share space and clothes. We the classroom. Hold a students (pen) and ask the whole
occasionally have a discussion like this: Whose class: Whose pen is this? (Its his / hers.) Drill both the
sweater is this? Its yours! No, its yours! A big question and possible answers as you elicit / present new
advantage of living with your twin sister! dialogs with different objects in class.

In pairs, sts complete 5 box with mine, s or whose.


C Point to the Forum in A, ask Who lives with her sister?
Use whose to ask about possession. Use s after a noun to
(Tanya) and ask sts to write Tanya in sentence number 1.
indicate possession. Use possessive pronouns, for example
Individually, sts re-read the blog in A and complete
mine, to replace possessive adjective + noun in a sentence.
sentences 2-6 in C with Victoria, Kyle or Tanya. Paircheck.
Classcheck.
C Sts read another post from the forum, but this time
1. Tanya lives with her sister. 2. Victoria lives with her the post is full of language mistakes. Individually, sts find
husband. 3. Kyle lives with his wife and children. and correct five mistakes with possessives and five with
4. Kyle doesnt share closet space. 5. Tanya has no articles. Paircheck. Classcheck with answers on the board.
problem sharing. 6. Victoria has difficulty sharing.
I live with the my parents, my brother and my sister. I dont
Read World of English with sts and drill the pronunciation have a closet in the my room, but mine my sister has a
of the words so sts can notice similarities between them. closet in her hers, so we share that space. Ours Our closet is
Mime the example sentence for them. Ask: Do you know organized, but my brothers brothers is very disorganized. My
what these are called? (Homophones.) Do you have them in parents have a big bedroom, so they have two separate closets.
your language too? My mothers closet is big and my father fathers is small.

D MAKE ITPERSONAL Sts complete sentences 1-4 making


10 Grammar: Possessive Pronouns true sentences about themselves. Then compare in pairs.
Are they similar? Is it possible for them to share a closet?
A Focus on the yellow highlighted sentences in 9A and
Have students report back anything interesting they
encourage sts to guess what they refer to, e.g. his are not = learned about each other.
his clothes are not organized, hers is not = her closet is not
enormous, etc. In pairs, sts complete the table. Play 4.12 to Extra writing If time allows, or for homework, get them to
check answers. Ask questions 1 and 2 to the whole class. write a blog post for the forum, design their own avatar and
Read / Sing the lesson Song line with sts and ask: Do you post them online.
know this song? (Sweet Child O Mine.) Do you like it / them?
Why did the authors choose this song for this lesson? (Sweet
child = Suri, mine = possessive pronoun.) Who sings it?
Workbook p. 22
(Guns N Roses). Elicit other songs which have Possessive
ID Online Portal
Pronouns, e.g. Im Yours by Jason Mraz.
Grammar p. 124
Song line:
Oh, oh, oh, sweet child o mine.
Oh, oh, oh, oh, sweet love of mine.
Song: Sweet Child O Mine
Band: Guns N Roses (USA)
Year: 1987

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4.5

Do you like salons? / What shoe size are you?


Lesson Aims: Sts practice reading an ad for details, learn two more suffixes. Sts also learn how to talk about and shop for
clothes.

Function Language
Lesson 4.5

Reading a magazine ad. All yours! is the perfect place for you.
Guessing the meaning and pronunciation of new words. serves low-calorie food.
Talking about your favorite area in a spa. I love to go to salons.
Listening to people shopping for clothes. Can I try it / them on?
What size?
Role-playing a shopping for clothes dialog. Can I help you?
Vocabulary: Words ending in -ist (hair stylist, manicurist, nutritionist) and -ique (unique, boutique). High, low, the same,
ultramodern. Review clothes vocabulary.
Grammar: Singular and plural differences in shopping for clothes dialogs (it / them / this / those, etc.).
WB Song line: You cant always get what you want. But if you try sometimes, yeah, you just might find you get what you need.

Warm-up Go around the class picking up different items (pens, C In small groups, sts look for words in the text which
books, etc.), singular and plural, and ask Whose is this? Whose match meanings 1-4. Do number 1 as an example
are these? Is this mine? Are these yours / hers / etc.?, pointing (different / the same, line 4). Classcheck with answers on
to different sts to elicit positive and negative responses. If time the board.
allows, sts can do the same in groups, pooling their possessions
on a table and asking / answering together. 1. the same 2. ultramodern 3. available 4. low

Skills: Reading for details D In pairs, sts try to pronounce the words in the text
which have pink letters. Play 4.13 and pause after each
A Begin by asking the lesson title question to gauge sts comma or period, asking sts to repeat and confirm their
interest in salons. Encourage them to say / express as guesses. Any pronunciation surprises? Did they find the ad
much as they can. Dont correct much at this stage. more convincing as a listening or as a reading? Why?

Tip This initial fluency practice based around answering the Read World of English with sts and ask them to underline all
title question can always be repeated at the end of a phase / the words ending in -ist and -ique in the All Yours! text. Elicit
lesson. When sts re-answer the question, hopefully this time the pronunciation of each word sts underlined and drill
they will have more vocabulary and greater accuracy too. This their correct pronunciation.
loop input (try feel the need to learn some language learn
it try again feel progress) method can be a very good Tip Write a prompt to a conversation on the board, How
approach to help sts feel short-term success and find real often do you see a?. In pairs, sts interview each other
relevance / personalization in your classes. using the professionals from the text (hair stylist, manicurist,
therapist, etc.).
Sts quickly read the text and answer questions 1-3.
Paircheck. Classcheck.
E Swap partners. In pairs, sts talk about their favorite
1. A magazine. 2. An ad. 3. The four areas in the center area of All Yours! Encourage them to say why. At the end,
are: Super Salon; The Really Rich restaurant; Be Beautiful ask sts to tell the class which area their partners prefer
boutique; Marvelous Me massage. and why. Ask: Do you like salons? Would you like to go to
this salon? See if they come up with better answers now
See if they notice / like alliteration and if it reminds them than at the beginning of class, congratulate them and
of anything theyve seen earlier in the course (the fashion reward them with a bit more corrective feedback too,
show in lesson 4.3). if appropriate.

Tip For fun, sts can easily alliterate each others names with
an adjective: Big Bertha, Cool Claude, Easy Enrique, etc. in Action: Shopping for clothes
A Explore the cartoon of the man and his dog. Say How
B Sts re-read the text. In pairs, they decide whether old is he? Is he small? Weak?, etc. Do you know people with
sentences 1-5 are T (true) or F (false). Classcheck. small dogs like this? Focus on sentences 1-4 and elicit
Encourage sts to justify / explain false sentences with possible guesses as answers for the sentences. Play 4.14.
evidence from the text. Sts complete the sentences and paircheck. Classcheck. To
review possessives, go with answers on the board. How
1. T 2. T 3. F (apart from walking around, you cant many correct guesses? Can you predict how the dialog ends?
exercise) 4. F (its for men and women) 5. T Elicit more guesses.

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English ID TCH 21x29.3 Int.indd 73 4/10/13 9:59 AM


4.5

4.14 Notice the connections. S Sure! What color? We have it in black, blue or green.
S = salesclerk J = Jason J Uh, blue, please.
S Can I help you? S All right. What size?
J Yes, please. Can I see the sweater in the window? J Extra small.
S Sure! What color? We have it in black, blue or green. S Extra small in blue? Just a moment, please. Here you are.
J Uh, blue, please. J Thanks. Can I try it on?
S All right. What size? S Sure. The fitting rooms are over there.
J Extra small. J Thank you.
S Extra small in blue? OK, just a moment, please. Here you are.
J Thanks. Can I try it on?
S Try it on? Uh, sure, no problem. The fitting rooms are S Can I help you?
over there. J Yes, please. Can I see the sweater / jeans in the window?
S Sure! What color? We have it / them in black, blue or green.
1. The mans at a boutique / clothes shop. 2. He wants a J Green, please.
sweater. 3. The color he wants is blue. 4. The problem is S All right. What size?
that the man is big and the sweater is extra small.
J Extra small.
S Extra small in blue? OK, just a moment please. Here
B Play part two of the dialog 4.15. In pairs, sts answer you are.
questions 1-3. Classcheck. Ask sts some follow-up
J Thanks. Can I try it / them on?
questions, such as Do you have a dog? Whats its name?
S Sure. The fitting rooms are over there.
Do you buy clothes for it? Does it have a favorite color too?

4.15 Notice the t and silent t. E Write S, M, L, XL on the board and ask sts if they know
S Try it on?? Uh, sure, no problem. The fitting rooms are over what those letters mean. Point to World of English and play
there.
4.17. Ask sts to check their clothing labels and see if sizes
J Thank you.
are in English, or what the equivalent symbol in L1 is.
S Do you need any help, sir?
J No, no, its perfect.
J What do you think? Blue is Jacksons favorite color. Isnt it, F Sts practice the dialog in D, paying attention to
Jackson?
singular / plural changes. Ask them to choose clothes
S And for you, sir? We have wonderful T-shirts, pants,
items from p. 43 (7A and 7B). Monitor closely for accuracy.
jackets, suits
Ask two pairs of sts to present their dialog to the whole class.

1. The sweater is for Jackson, his dog. 2. He wants it in


blue because blue is Jacksons favorite color. 3. Personal G Write some punctuation marks on the board and refer
answer, but probably yes, he is very helpful and stays calm sts to the 5 box on punctuation. Drill pronunciation and, if
in a strange situation, and is good at selling! time allows, sts can cover the words with their hands, look
at the symbols and quickly remember the five punctuation
marks names. Divide the class into three or four groups.
C Sts go to AS 4.14 and 4.15 on p. 159 and find answers
Sts also have to put capital letters whenever they think it
1-3. Paircheck. Classcheck.
is necessary. Tell them it is a competition. In groups, sts
1. We use in before colors. 2. The verb for testing clothes read and punctuate part three of the dialog. The group that
is try on. 3. We try clothes on in the fitting room. finishes first is the winner. Ask two sts from the winning
group to write their punctuated dialog on the board. Play
4.18. Then, in pairs, sts cover the words, look only at the
D Sts now listen and complete a short version of the same six small photos and practice from the pictures.
dialog with the missing words. Paircheck. Classcheck with
answers on the board. Tip Remember that just as in lesson 3.5 on p. 37, this is a
Ask sts: What three changes do you need to make if he asks good technique to practice any dialog.
for jeans? Guide them to singular vs. plural differences
and refer the first to the 5 box on p. 47 under the
4.18
World of English . Do a quick drill. Say Nice jeans for sts to say
J No, thanks. Just the sweater. How much is it?
You like them, then say and point to a Nice T-shirt, You
like it, etc. S 49,99.
J Great! Heres my credit card.
4.16 S Thank you! Please, enter your PIN number.
S Can I help you? J There you go.
J Yes, please. Can I see the sweater in the window? S Heres your receipt. Have a nice day! Bye, Jackson!

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4.5
1. No, thanks. Just the sweater. How much is it? Note Write down sts mistakes for delayed correction. Ask two
2. Forty-nine ninety-nine. 3. Great! Heres my credit card. sts to act out their dialog for the whole group if time allows.
4. Thank you! Please, enter your PIN number.
5. There you go. 6. Heres your receipt. Have a nice day! Extra writing Sts can write their own shopping dialoge.g.
Bye, Jackson!
shopping for a luxury item at their own favorite shop, then give
it to a partner to read / give feedback on.
H MAKE ITPERSONAL In pairs, sts role-play a complete
dialog (shopping for clothes). Give an example first with
a strong student. You play the customer. Swap roles
and do it again with another student. In pairs, they do Workbook p. 23
the same. Phrase Bank p. 65, 66
Tip With an odd number of sts, have two customers. With a ID Online Portal
small group, play the other role yourself but stay in the center Grammar p. 124
of the room so you can hear the other sts at the same time. ID Caf Video p. 141

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Review 2
Units 3-4

Grammar and Vocabulary S And whos winning?


T The Giants, 31-14. They always win. I hate them!
A Picture Dictionary. Pairwork. Sts test each other and
S Sorry to hear that! Um do you want to go out later?
review the main vocabulary items learned in units 3 and 4.
There are some possible techniques mentioned on p. 12 of
the introduction section on how to work with the Picture What are you doing?
Dictionary in order to review vocabulary. You can select Oh, hi, Shannon. Im watching the football game.
whichever of these best suit the needs of your class.
Oh? Whos playing?
Pages 28-29 10 weather words Youre kidding, right?

Page 30 4 seasons
Tyler, you know that I dont like sports.
Fine. The Cowboys and the Giants are playing right now.
Page 31 6 activities
And whos winning?
Pages 38-39 7 sports
The Giants, 31-14. They always win. I hate them!
Page 41 6 abilities Sorry to hear that! Um do you want to go out later?
Page 43 16 clothes items

Page 47 the shop dialog E Do number 1 with the whole class. Read the question
(When are you leaving?) and elicit which answer is incorrect (a
Page 154 10 picture words for diphthongs
Every day.) Individually, sts continue choosing the incorrect
answers to questions 2-6. Paircheck. Classcheck.
B Individually, sts complete sentences 1-7 with weather
words and months. Sts refer to p. 28 and p. 30 in case they 1. a 2. b 3. c 4. a 5. c 6. a
have doubts. Paircheck. Classcheck with answers on the
board. At the end, elicit / drill pronunciation of all answers
on the board. Note that the numbers in parentheses refer to F MAKE IT PERSONAL In pairs, sts ask each other questions
the months of the year. For example, 12 refers to December. 4-6 from E. Monitor closely for accuracy. Ask sts to report
their partners answers to the whole class.
2. cloudy, July 3. rainy, October 4. foggy, January
5. snowy, May 6. sunny, February 7. windy, August
G Point to Common Mistakes and tell sts they have to correct
the sentences. Draw sts attention to the number of mistakes
C MAKE IT PERSONAL In pairs, sts match questions between parentheses. Elicit corrections to sentence 1 and
1-3 to answers a-c. Tell them not to fill in the blanks mark the phrase on the board.
yet. Classcheck. Individually, sts complete answers a-c.
Paircheck. Classcheck with answers on the board. In pairs, sts correct sentences 2-10. Whenever sts are
uncertain, encourage them to flip back through p. 28-47
1. b Its (adjective). 2. c Yes, it is. / No, it isnt. and check their answers in units 3 and 4. Classcheck with
3. a Yes, it does. / No, it doesnt. answers on the board.

1. Whats the weather like? OR Hows the weather? 2. Its


D Sts read the dialog and circle the correct options. Play raining. 3. The weather is bad today. 4. Its usually cold
Review Audio 2.1 so sts can check their answers. Classcheck. in December in the U.S. 5. Shes studying at the moment.
At the end, replay the track and ask sts to repeat after each
6. What is your friend doing now? 7. He is going to Europe
sentence. In pairs, sts role-play the dialog. Sts swap roles and
next month. 8. Patty can play tennis very well.
act out the dialog once more. Ask two sts to act it out for the
9. Gloria is wearing blue jeans. 10. Whose are these
whole class.
shoes? Theyre Janes.

2.1
T = Tyler S = Shannon
Skills Practice
T Hello?
S Hi, Tyler. This is Shannon. What are you doing? A Direct sts to one of the texts indicated (p. 30 3B 3.5,
T Oh, hi, Shannon. Im watching the football game. p. 44 9A 4.1 or p. 46 Skills A 4.13.) Play the audio
S Oh? Whos playing? for sts to listen and read the text. Ask sts to close their
T Youre kidding, right? books. Replay the track and ask sts to rate their listening
S Tyler, you know that I dont like sports.
comprehension from 0% to 100%. Do the same for the
T Fine. The Cowboys and the Giants are playing right now.
other texts or encourage sts to do this for self-study.
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R2
At the end, ask the whole class: Do you think youre making 1. Paralympics c) the special Olympic Games for
progress with listening? Help them to see that success is athletes with disabilities
not understanding every wordthat is usually not possible,
2. disability a) a physical or mental problem
realistic or necessary. Getting the idea and understanding
3. beat the record b) to go more quickly than anyone before
from 30-50% is usually enough and a major success for low-
level learners. Encourage sts to ask any questions they wish
about listening / skills / good tips for extra practice, using E Swap partners. Assign roles A and B: Rob Jones and the
L1 as necessary. This is all essential learner training, giving reporter. Tell sts to use the questions from B and answers
students a better idea about language learning, how to set in C to role-play the interview. Sts swap roles and act out
themselves appropriate goals, find success, etc. Remind the interview again. At the end, ask two sts to role-play the
them that listening is by far the hardest and most important dialog for the whole class.
skill, the one they need to practice the most if they want to
make good progress with both speaking and pronunciation F Point to the photo and blog post. Ask sts Whats his
as well as comprehension. name? Where does he live? Can he speak Spanish? and have
sts scan the text to find the answers. Tell sts to read the
text and, in pairs, try to guess the missing words. Play
B Explore the photo. Whats he doing? Where is he?
Review Audio 2.3 to check answers. Classcheck.
Anything special about him?, etc. Sts will hear an
interview with Paralympic champion Rob Jones. Allow
2.3
sts a few seconds to read the questions. Tell sts to
My name is George Valenzuela and I am twenty-three years
number the questions in the order they hear them,
old. I live in Santa Monica, California. My parents are originally
1-4. Play Review Audio 2.2. Paircheck. Classcheck with
from Chile, so I can speak Spanish very well. I love sports. I go
answers on the board.
to the beach every day, and I surf and swim when the weather
is good. Its usually very hot and sunny here! I love it!
2.2
Im a very casual guy. I usually wear shorts and a T-shirt during the
G = Gale R = Rob
day, and jeans at night. When its cold, I sometimes wear a sweater,
G And here with us today we have the Paralympic champion, but I dont like it very much. I prefer to wear summer clothes.
Rob Jones. Hello, Rob.
Write me an e-mail! Maybe we can go to the beach together
R Hi, Gale. Its nice to be here. next summer.
G So, Rob, whats your favorite sport?
R Well, I love swimming, of course.
My name is George Valenzuela and I am twenty-three years
G And do you like soccer?
old. I live in Santa Monica, California. My parents are
R Yes, I love to watch my team play. originally from Chile, so I can speak Spanish very well. I
G Cool, and what do you like doing when youre not love sports. I go to the beach every day, and I surf and swim
swimming or watching your team? when the weather is good. Its usually very hot and sunny
R Well, I like to help other kids with disabilities. here! I love it! Im a very casual guy. I usually wear shorts
G Thats great. And a final question: What are you doing and a T-shirt during the day, and jeans at night. When its
these days? cold, I sometimes wear a sweater, but I dont like it very
much. I prefer to wear summer clothes. Write me an e-mail!
R Im working hard to prepare for the next Paralympic
Maybe we can go to the beach together next summer.
Games. I want to beat my own record.
G Nice! Well, thank you for talking to us today, Rob.
R Thank you, Gale! G In pairs, sts take turns asking and answering questions
1-4. Classcheck.

(3) What do you like doing when youre not swimming or 1. Because his parents are originally from Chile.
watching your team? (2) And do you like soccer? (4) What are 2. Swimming and surfing. 3. Hot and sunny.
you doing these days? (1) So, Rob, whats your favorite sport? 4. Summer clothes, shorts, T-shirts and jeans.

C Sts will listen to the interview again. Point to Rob Jones H MAKE IT PERSONAL Question time. Sts look at the
answers 1-4 and tell sts they are all incorrect. Sts listen to Language Map on p. 4-7 and take turns asking and
Review Audio 2.2 and correct the sentences according to answering the lesson titles from units 3 and 4. Monitor
what they hear. Paircheck. Classcheck. closely for accuracy and encourage sts to ask follow-up
questions when suitable. At the end, ask them how they
1. Well, I love singing swimming, of course. 2. Yes, I love to felt performing the task: Do you feel comfortable with all of
watch my team win play. 3. I like to read to help other kids the questions? Which ones are easy? Which ones are difficult?
with disabilities. 4. Im working hard to prepare for the next
Panamerican Paralympic Games. Tip A nice idea is to print out and cut up all the question
titles from units 1-4 and put them in envelopes, for sts in
D In pairs, sts match words 1-3 to definitions a-c. Classcheck. pairs to pull out random questions and ask each other.

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5
Unit overview: The main topics of unit 5 are describing places around a city and your own neighborhood,
verbs of emotion, everyday activities, different types of vacation and vacation activities as well as following
directions. We go from Kentucky to a talent show in Britain, then from snorkeling and sunbathing on a cruise
in Mexico to yoga in Costa Rica, then feeding a friends pet and back to San Francisco!

Is there a mall on your street?


Lesson Aims: Sts learn to use there + be to talk about public places.

Function Language
Lesson 5.1

Recognizing common cognates. A bar, a club, a hotel, etc.


Listening to a description of a city. Welcome to Louisville
Talking about interesting places in a city. I think the most interesting place is probably the racetrack.
Asking / Answering questions about things you can do in a city. Can you go to the movies?
Can you watch soccer?
Describing (comparing) your hometown and Louisville. In Louisville theres a baseball stadium, but theres no baseball
stadium in my hometown.
Vocabulary: Public places. Use of the most + adjective. Welcome to Review high numbers.
Grammar: There is / are , Theres no / There arent any . Review Can / Cant.
Skills: Understand instructions. Give directions.

Warm-up Play Messenger Race (also known as Running theyve got the idea, point to items to elicit a full sentence
Dictation). Stick a previously printed dialog (shopping from individual sts. For further practice get them to
for clothes, p. 47, or the best one from sts own writing) describe the classroom and use the contracted form for
on a wall outside the classroom. Number the dialog lines there is: Theres a door / board / window / light. There
from 1-10. Split the class in groups of four or five sts. are chairs / posters / songs / four walls.
Each student goes outside, one at a time, reads and Focus on the list of places 1-8. Ask: How do you pronounce
memorizes one sentence from the dialog and comes back
them in English? In pairs, sts try to say places 1-8. Play 5.1
to dictate the sentence to his / her group. All sts should
to check sts guesses. Sts listen and repeat the words. They
copy the sentence. A second student goes outside and does
then name a real example of each place that they know /
the same. The group who completes the dialog first is the
like / dislike, and give their opinion of it. Use the example
winner. Classcheck with answers on the board.
in the speech bubble.

Follow-up: Drill the pronunciation of the dialog lines


Tip You can practice There is / are at any time like this, using
sts repeat after you or after 4.16. Sts role-play the
the objects in the room or any photo.
dialog in pairs.

Finally, ask sts why words in 1A are divided in two columns. Ask: Are these words (1-8) similar in your language? How many
(The lexis is split into two groups: 1-8 = common cognates have the same number of syllables in your language? Which
for Latin language speakers and 9-15 = places that are ones do you find difficult to pronounce?
usually different in sts L1 although mall is increasingly
becoming international.) 5.1
M = man, W = woman
M Nice places near here? Well, theres a bar, and a club and
1 Vocabulary: Public Places a hotel.
A Sts read World of English . W And theres a nice museum, a park and theres a very good
restaurant.
Tip Elicit some examples of English words which are similar to M And a small stadium, oh and an old theater.
words in their own language, e.g. just from the World of English
text itself; similar, language, recognize, focus, pronunciation
and differences. Remind sts the whole ethos of is to keep
B Focus on the photos in the Louisville, Kentucky,
brochure on p. 50 and elicit the names of place a (a
building on this foundation of similarity.
mall). Show sts they should match it to number 11 on
Books closed presentation. Put some singular and plural the list.
items on / under your table. Elicit / present / drill. There Sts match the other photos to words 9-15. Paircheck.
is a book / pen / cup / bag on / under the table. There are Play 5.2 to check answers. Replay it again and sts
keys / pencils / papers / shoes on / under the table. Once repeat after the model.
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5.1
Some sts may not like or even know the name of a library And for readers, theres a fantastic public library with
(10), a racetrack (13), a river (14) and a swimming pool (15). branches all over town.
In this case, these items do not need to be named.
Kentucky is the home of KFC (Kentucky Fried Chicken), but
we dont only eat fried chicken! There are restaurants of all
5.2 kinds here.
A OK. Lets check.
There arent any public swimming pools in downtown
B Right. A is a mall, the Fourth Street Mall, B is a library, C is Louisville, but there are six pools in the city, so everything is
a movie theater, D is a racetrack, E is a swimming pool, F
easy. And of course there are bars, clubs and four multiscreen
is a bookstore, and G is a river.
movie theaters, and seven world-class hotels, just in the
A Yes! downtown area.
So come to Louisvillethere are no worries here, just
9. f 10. b 11. a 12. c 13. d 14. g 15. e relaxation and fun.

C Write KFC on the board and see how much sts know All places in A are mentioned except 9 (a bookstore).
about it. Ask: Whats this? (A restaurant.) What type of
food do they sell? (Fried chicken.) Do you like it / eat it often? Weaker classes If sts find a text of this length a little
How do you pronounce KFC in English? What does KFC stand
overwhelming, use the AS for a reassuring listen and read.
for? (Kentucky Fried Chicken.) What do you know about
Kentucky? Whats the capital / largest city?

Cultural note Originally a part of Virginia, in 1792 Kentucky


2 Grammar: There is / are
was the 15th state to join the Union. Kentucky is the 37th
most extensive and the 26th most populous of the 50 states
A Ask the lesson title and get sts to raise their hands if
there is a mall on their street. Elicit from or teach the sts
in the United States. Its capital is Frankfort, but its largest
city is Louisville. who raised hands the answer Yes, there is, and the others
No there isnt.
Sts listen to an ad for Louisville and check the places in A
Focus on Common Mistakes . This is particularly difficult
(1-15) in the order that they are mentioned in the audio.
for Portuguese speakers, which is why there are so many
Play 5.3. Paircheck. Classcheck.
errors here. Highlight that the first one is the correct form
Listen again to confirm. Ask Which do you think is the for a statement, the second for a statement, the third
most interesting place? and use a show of hands, asking for a .
individual sts to say why if they can.
Focus on the Grammar box and get sts to use each of
Focus on the second World of English . Although there are
the seven phrases there to elicit examples of there is / are
difficulties for sts with shorter adjectives (the most big)
sentences, using places in their own town / neighborhood,
they are usually understandable, even the most good. Sts
read the text and hopefully get the message that grammar etc. Sts complete sentences 1-4 with the words a, any, are or
is often much easier than they think, especially for Latin no. Paircheck. Listen to the extracts in 5.4 to classcheck.
language speakers.
5.4
Tip If you wish to take this further, give sts some longer 1 There are seven museums downtown.
adjectives (so they dont make too many mistakes) so they can 2 Theres a famous racetrack at Churchill Downs.
enjoy making examples: typical, beautiful, popular, important, 3 There arent any swimming pools in downtown Louisville.
common. Whats the most typical food? / Whos the most 4 There are no worries here.
beautiful person in our country?

1. There are seven museums downtown. 2. Theres a famous


5.3 Notice the word stress. racetrack at Churchill Downs. 3. There arent any swimming
Welcome to Louisville, the largest city in Kentucky! Its a great pools in downtown Louisville. 4. There are no worries here.
place to visit. Situated on the Ohio river with a population of
about 750,000, its the City of Parks. There are 122 parks in In pairs, sts study sentences 1-4 in 2A.
the city.
Downtown there are seven museums, and three theaters, plus Then, study the Grammar box and read Common Mistakes .
the Louisville Ballet, Orchestra and Opera. Elicit some examples of there is / are sentences, using places
Louisville is home to the famous Kentucky Derby horse race, from the lesson and talking about their own neighborhood.
sometimes called the Greatest Two Minutes in Sports! Theres
a famous racetrack and a museum at Churchill Downs. B Read the lesson Song line, elicit the melody and check
Theres also a football and a baseball stadium in the city. If if they remember / like the song / artists. Ask: What do you
you like shopping, there are three enormous shopping malls know about / think of New York city? Do you think the song
to choose from. line is true? Why? What can / cant you do there?
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5.1
Song line: With a stronger class, encourage them to experiment with
locally important places and activities: Can you swim in
Theres nothing you cant do
a lake / river, go shopping in a good street market, eat (a
now yourein New York.
local food), etc.
Song: Empire State of Mind (New York)
Artist: Jay-Z and Alicia Keys (USA)
Year: 2009 C MAKE ITPERSONAL In small groups, sts compare
Louisville to their hometown with There is / are sentences.
Continuing the theme of what you can / cant do in cities, Use the example to set this up. Ask sts to find four
sts ask and answer Can you ? questions with the
differences between the two cities. Round off the activity
expressions suggested in B. Use the example in the speech
by asking some sts to report and compare their answers.
bubble to model it.

Extra writing Sts can describe the differences between


Tip Ask a few individual sts questions about New York or
Louisville and their city in a written paragraph.
another city first to set this up, so the questions they ask and
answer in pairs about Louisville are fresher.

St A asks st B four of the questions, then they swap roles.


Workbook p. 24
Monitor and praise / correct there is / are. When they finish,
ID Online Portal
extend the speaking activity by having them ask the same
Grammar p. 126
questions about their own town / neighborhood. Classcheck.

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5.2

Do you like watching TV?


Lesson Aims: Sts read another brochure about a city, extend their ability to use there + be to talk / ask about a town / neighborhood
and learn some chores / free time activities + love / like / mind / hate + -ing.

Function Language
Lesson 5.2

Reading a brochure about a city. There are two museums and a great public library.
Asking / Answering questions about a town. Is there a mall in Markville?
Are there any nice hotels?
Talking / Writing (a brochure) about your neighborhood. Theres a great theater and two shopping malls.
Reading / Listening about free time activities. Sandy loves playing video games and going out with her
friends.
Talking about free time activities you like / dislike. I dont mind cooking but I love eating out.
Vocabulary: Free time activities (clean, cook, eat out, etc.), weird, mind (v), fun, Im joking, sad, surprised. Review places in a
town / city.
Grammar: Is there a / an / Are there any ?, too vs. also. Review: Theres no / There arent any.

Warm-up Recycle giving opinions and object pronouns. Draw Markville has two hotels: theres an old traditional hotel and
five columns with headings on the board, as shown below. there is a new modern one, so you can choose where you
Ask sts to write one example under each category. In small stay. There are no clubs, but there is a bar inside one of the
groups, sts ask each other What do you think of (Shakira)? hotels. For food lovers, there are two delicious restaurants,
and answer with I like (her). I think (shes) a great singer. one French, the other Mexican, and an interesting caf too.
Monitor and listen to / learn about their individual tastes Were going green too! Downtown is only for pedestrians, so
and preferences in order to help you personalize more in the there are no cars to ruin the peace.
future. Get class feedback on any interesting disagreements. See you soon!
An artist / A soccer A TV A country / A famous
type of player / program / city local person are a is a a are a an is no is are an no
music an athlete / film
a team
B Focus on the two pictures in 1A. Elicit what places
sts can see in each of them. In pairs, sts re-read the text
Language note If they ask / talk about soccer teams the pronoun in A and decide which picture, 1 or 2, shows Markville.
Classcheck as in the example. Ask: Would you like to visit
is them: What do you think of (Chelsea)? I hate them.
Markville? Why (not)? What are two good things and two
bad things about Markville? to get some feedback on what
3 Reading they are thinking about the place and help them prepare
for the next activity.
A Books closed. Ask Do you remember Louisville (from the
previous lesson)? What places can you see / visit there? to see Picture 1 is Markville.
how much sts remember.

Books open. Sts read about a different town, Markville. Say: C To review Is / Are there, in pairs, sts find four differences
Dont look at the pictures now, just at the text. Quickly read and between pictures 1 and 2 in A. Make st A turn her / his
answer this question: How many different places are mentioned back to st B so she / he cant see the picture. Set this up by
in the text? Sts read and find the number of places and tell example, turning your back to the class and asking Is there
you / name them (two museums, a library, a mall, hotels, etc.). a park in picture 1? And is there a park in picture 2? When
Sts re-read and complete the text with a, an, is, are or theyve found four differences they should swap roles and
no. Paircheck. Play 5.5 to check sts answers and try try to find some more. By now, st A should know the map
to remember the pronunciation of the words with pink quite well and be able to ask about specific shop names: Is
letters. Write on the board any problematical answers and there a toy / jewellery store, etc. in picture 1? Help with
drill pronunciation as necessary. form and pronunciation as necessary.

Tip Visually beat the stress when you drill words like D MAKE ITPERSONAL In pairs, sts talk about their own
pe-des-tri-an, to help sts see and feel them. Clearly neighborhood. Model this with a town / neighborhood you
show there are four beats (syllables), raising your hand high on know well and they dont (your or your grandparents town /
the stressed syllable. Try to do so from your right shoulder to neighborhood), and tell them about it / let them ask
your left shoulder so sts read the word across your body. questions. With a weaker class, prompt the sentences on
the board. Write Theres a / an / There are / There are
no. In small groups sts describe a place they know well.
5.5
Come to Markville! Its a great place to live. There are two Tip Either split the sts from the same place into groups so they
museums and a great public library. Theres also a movie enjoy their local pride together, or make them split into different
theater, so you can see a movie if you want. Theres a mall, groups so the communication between people from different places
and there are lots of cool shops and a historical bank. becomes more genuine / informative. You know your groups best!
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English ID TCH 21x29.3 Int.indd 81 4/10/13 9:59 AM


5.2
Either in class, if you have time, or for homework, Sandy loves playing video games (1) and going out with her
refer sts to the Writing section, p. 150, so they write a friends (2).
brochure about their town / neighborhood. If you set it for
She likes shopping (3), eating out (4) and going online (5).
homework, give them a word count of 100-120 words, and
She doesnt mind going to work (6) or cooking (7).
some guidance criteria: whos their audience, how many
paragraphs, how to check it, etc.
She doesnt like going to the gym (8) or watching TV (9).
She hates cleaning the house (10).
Tip The website www.glogster.com is great for making a
brochure. Tip If they misorder them within the same category, tell them
not to worry. The only real way of knowing is her intonation.

4 Vocabulary: Free Time Activities C Sts listen to 5.8, repeat the sentences and mime them.

Tip Use the Song line at any time if you think your class Tip Help shyer sts with simple gestures to convey and
knows and likes itto present I dont mind + gerund. consolidate meaning. Again, the idea of miming as they
repeat is to add meaning, their own feelings / identity
A Focus on photos a-g and elicit vocabulary / activities and memorability to what is otherwise just mechanical
sts are likely to already know, e.g. b (cooking), c (shopping repetition. For further practice, you or they can lead the
for clothes), e (playing video games), g (using a computer, class in repeat if its true mode (as in 1B on p. 39). One
going online). Point to Sandys list of activities and ask sts to says a phrase (I hate cooking) and the class repeats it
match seven of them to photos a-g. Paircheck. Classcheck. only if they share that feeling.

(f) cleaning the house (b) cooking (d) eating out


5.8
(g) going online (a) going out with friends (e) playing
1 I love playing video games!
video games (c) shopping
2 I also love going out with my friends!
Ask sts to listen and read the introduction to her blog 3 I like to shop!
( 5.6). Focus on Cyber English and the five emoticons. Mime 4 I like to eat out too!
and drill the phrases, with lots of appropriate noises and 5 I like going online too!
exaggerated intonation. Ask Do you use emoticons a lot (in
6 I dont mind going to work.
texts / e-mails / tweets)? Which ones do / dont you use? for
7 I dont mind cooking.
sts to tell you the ones they (dont) use in English.
8 I dont like going to the gym.
9 I dont like watching TV.
B In pairs, sts decide which activities Sandy prefers and
10 I hate cleaning the house!
order them 1-10. Highlight the clues Sandy has given in the
form of emoticons, and that the first one is given. Sts guess
the order, 1-10, according to the emoticons. Encourage D MAKE ITPERSONAL Sts write two lists, their likes and
them to say the phrase for each emoticon using the dislikes, containing the free time activities from 4A. Focus
phrases from Cyber English . on the model on the page and highlight too and either in the
second speech bubble. Ask: When do we say either? And
Tip Where the emoticons are the same, tell them to guess too? What about also?
according to their own preferences.
With a stronger class, let the sts try to give examples to
explain. With other classes, tell them to turn to the AS and
Focus on the line under the ten options, Click here to hear my
highlight four examples of these words. Then refer them to
answer, and play 5.7, as if you are clicking to hear her, for
the 5 box to read the rules. Give some quick practice, based
sts to check answers. She is saying them 1-10, so sts need
to number them 1-10 in the exact order she says them. on the books closed presentation below.
Ask: Did anybody get all ten correct?
Tip For a books closed presentation, bring in two flashcards
Now focus on (and perhaps replay) her final question and of people and two of chocolate and spinach and present this:
elicit answers. Do they think she is weird? Rod likes chocolate.
Sue likes chocolate too. Or Sue also likes chocolate.
5.7 Notice // and /D/. Notice the position of also and too. Rod doesnt like spinach.
Well, I love playing video games. Its my favorite thing in the Sue doesnt like spinach either.
world. I also love going out with my friends. I like to shop and I Elicit / Teach these rules of use and position:
like to eat out. And, um, I like going online too. And I dont mind Too and also are used in sentences to agree. Either is
going to work. I also dont mind cookingsometimes its fun, but used in sentences to agree. Too and either come at the
I dont like going to the gym very much. I dont like watching TV end of a clause. Also comes after the pronoun. Invent some
either, but the one thing I really hate is cleaning. I hate cleaning simple quick drills by giving different likes and dislikes yourself
the house! What about you? Are you similar? Or am I weird? for sts to respond to. I like / dont like / hate .

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5.2
Language note Also comes after verb be (Im also a teacher) Song line:
and auxiliary / have / modals (Ive also been a teacher, I can I dont mind spending everyday out on your corner in
also teach), but to keep it simple we didnt mention these the pouring rain.
here. Highlight these positions only when they come up later. Song: She Will Be Loved
Band: Maroon 5 (USA)
Following the model on the page, in pairs, sts tell each Year: 2004
other about what they like or dont like doing and find
two things in common. Listen and monitor. If you hear Write on the board number 1. Prompt the first words, I dont,
lots of problems, intervene and get them to look at and elicit the rest of the sentence ( like watching soccer).
Common Mistakes before continuing. Sts order the words to complete 2-5. Paircheck. Classcheck
Classcheck two things they have in common from each with answers on the board.
pair. To finish, ask: Do any of you think your partner is In pairs, sts say the sentences, changing them to make
weird? Do you know any really weird person? true statements about themselves and their family /
friends. Highlight the speech bubble example. Classcheck
by asking sts to report their partners answers. Put some
5 Grammar: Love / Like / Not mind / Hate + Verb
more locally relevant jumbled sentences on the board to
+ -ing
personalize this further, e.g.: 6 hate / watching / I / (local
A In pairs, sts study Common Mistakes . Emphasize how soccer team) / lose 7 to love / eat / (bad local restaurant)
common verb + -ing is in English (as subject, after verbs of 8 mind / sun / the / in / walking / midday / dont / I.
emotion, in continuous verb forms), compared with Latin
languages. Give / Elicit other wrong examples yourself for Tip As with any exercise like this, fast finishers can make
sts to correct you (I love to eating out. Eat out is great.). The another jumbled sentence for a partner to order, or you can set
funnier the better! this as written homework.

Sts complete the rules with to + infinitive and / or verb + -ing. Finally, explore the lesson title question. Write it on the
Paircheck. Classcheck with answers on the board. board + some other prompts, and let them talk freely in
pairs. How often? Favorite programs / channels / actors. Least
Note American English uses both verb forms with no
favorite? Every day? How many TVs / at home? How many
difference. British English tends to use the gerund when
channels / have? Who watches TV most / least?
like means enjoy. It is possible to use to + infinitive in
a subject position, however this is not very common and
1. I dont like watching soccer. 2. My best friend loves to
is usually used in dictionaries, instructional material and
go to the movies. 3. I dont mind going shopping. 4. My
quotes. A subject infinitive is usually followed by verb be or a parents love playing video games. 5. Cycling is my favorite
stative verb. way to exercise. / My favorite way to exercise is cycling.

1. to + infinitive or verb + -ing 2. verb + -ing 3. verb + -ing

B Read the lesson Song line with the sts and check if
Workbook p. 25
ID Online Portal
they know / like the song / band. Do they know the chorus?
Grammar p. 126
What songs of this band can they sing? Ask: Whats the link
Writing p. 150
to the lesson? (dont mind + gerund).

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5.3

What do you like doing on vacation?


Lesson Aims: Sts learn to talk about vacation and free time activities.

Function Language
Lesson 5.3

Understanding stress / intonation in short sentences. I hate doing the laundry.


Reading an ad for a TV program. There are versions of it in more than 30 countries.
Listening to / Watching part of a TV talent show. I would like to be a singer and a diva.
Introducing yourself for a talent show. Good evening everybody, Im
Talking about vacation activities you like / dislike. I like sightseeing.
Vocabulary: House chores (cleaning, tidying, etc.) Vacation activities. Review free time activities.
Grammar: Like as a preposition and a verb, prefer + -ing. Review: There is / are. Personal information (My names, Im years
old and Im from) I can / cant. / love / like / not mind / hate + -ing.

Warm-up Start off the lesson by reviewing free time activities. can you imagine? Play 5.9 again and ask them to notice and
underline the two most stressed words in each sentence (1-4
Put these questions on the board as they come in. In pairs, sts
in 6A). Number 1 has been done as an example. Paircheck.
ask each other What do you like doing / like to do in your free
Classcheck. Replay the track and have sts repeat the sentences.
time / during the week / on weekends?. Monitor and provide
sts with some vocabulary / a few activities they enjoy doing 2. I love tidying the room.
but havent learned how to say in English yet. Classcheck any 3. I hate doing the laundry.
interesting findings either that you hear or that they want to say. 4. I like washing the dishes.

Tip Teaching a few items sts really want to express is very C Ask sts about the house chores in A (Do you like cleaning
motivating. But teaching too many can be overwhelming, so the bathroom / tyding up the room, etc.?) and ask them to
try to strike a balance, introduce three or four phrases and order the chores according to their preferences. Sts re-
move briskly on. write sentences 1-4 from 6A, making true sentences, e.g.
I hate cleaning the bathroom. I dont mind washing the
dishes. Check their answers in D ensuring they stress the
6 Pronunciation words with more meaning.

A Books open. Point to photos a-d and ask What do photos


D In pairs, sts share their preferences and say the
a-d make you think of? What are they doing? (but dont
sentences they wrote in C. Classcheck.
teach the new phrases yet) Do you like domestic activities?
to get an initial reaction. Play 5.9 and ask sts to complete
E Ask the whole class: Which house chore do you hate the
sentences 1-4 with the missing words. Paircheck and get
most? Which do you think is the most unpopular? Use a show
sts to match the sentences and photos a-d. Classcheck
of hands to vote. Ask: How many hours per week do you and
with answers on the board.
your children / brothers and sisters spend on chores? Then
Point to photos a-d again and elicit the names of each play 5.10 and check if these American statistics match
household chore. Drill pronunciation. the groups preferences / weekly hours on chores. Ask: Any
surprises? Do you agree?
Tip Have sts in pairs quickly cover sentences 1-4 and
remember what each person said for the four photos. Dont 5.10 Notice the //s.
give feedback but go straight into 6B. Listen to this! Statistics show that cleaning the bathroom is at
the top of the list of chores that people hate the most. And,
on average, parents report spending 8.6 hours at home each
5.9
week doing chores. But children say they spend only 4.9
1 I dont mind cleaning the bathroom.
hours on chores. Lucky children!
2 I love tidying my room.
3 I hate doing the laundry. Source:www.jelmar.com/chorewars/cleaningstudy.htm
4 I like washing the dishes.
Cleaning the bathroom is the chore that people hate the
most. Parents spend 8.6 hours while children spend only
a. I dont mind cleaning the bathroom. b. I hate doing the
4.9 hours each week doing chores.
laundry. c. I like washing the dishes. d. I love tidying my room.

B Read the 5 box with sts emphasizing verbally and visually


7 Listening
the word emphasis. If necessary, give an example of words with A Ask sts if they know / like / watch / America / Britains
/ without meaning, by writing am, the, at on one side of the Got Talent TV shows and if there is a similar version of this
board and cook, quickly, beautiful on the other, and ask: Which talent show on their national TV.
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5.3
Sts read the ad for the show and, in pairs, guess some a (9) b (12) c (14) d (13) e (10) f (11)
information about the girl in the photo by answering questions
1-3. Play 5.11 for sts to listen and check. Sts can also watch the
video on the portal to check their answers. Answer key in 7B. C Point to the names Emily and Josh in the chart in 8B
and tell sts they will listen to Emily and Josh talk about

B Sts listen to 5.12 or watch the video on Portal to activities they like. Divide the class in two groups. Group
check their answers. Classcheck. Ask: Do you know any A checks off Emilys activities while they listen. Group
girls like her? / Do you know / like Beyonc / the Alicia Keys B checks off Joshs activities. Play 5.14. Sts paircheck
song shes going to sing? their answers within their groups, A or B. Listen again to
confirm / catch anything they missed.
Tip To best answer the last question of the rubric, show the For extra practice, pair-up sts A and B (one student from
original video at www.youtube.com/watch?v=J7_k5tUeoUc. each group). In pairs, sts exchange information about
There you can see her sing toolike a bird!
Emily and Josh to complete the chart in 8B. St A asks:
Does Josh like camping / cooking / dancing? and st B
5.12 Notice main sentence stress on content words and at asks about Emily. Play 5.14 again so sts can check their
the end of phrases. answers.
N = Natalie J = judge
N Im Natalie and Im ten years old and I love to sing. Ive been 5.15 Notice the pronunciation of the ing form.
singing ever since I was four. I sing at school, I sing at home, I J = Josh E = Emily
sometimes sing when Im eating my dinner! I would like to be a J Lets go on vacation together, Emily. What do you like doing
singer and a diva and I definitely want to be like Beyonc. on vacation?
J Hello, darling. E Well, I love sunbathing and swimming. How about you?
N Hello. J Hmm, well, I dont really like swimming or sunbathing, but
J Whats your name and how old are you? I love snorkeling and kayaking. I sometimes like to take
a class or to visit the museums to discover more about
N My name is Natalie and Im ten years old.
where I am.
J And what are you doing today?
E Do you? I prefer reading novels and eating out and drinking
N Well, Im going to sing a song called No one from Alicia Keys.
wine and dancing, nothing cultural for me.
J OK, yeahI know that one. Good luck, darling. J What about sightseeing?
E I like sightseeing, but not too much.
1. Natalie is ten years old. 2. She loves to sing. 3. She J And camping? Do you like camping?
sings at school, at home and when she is eating her dinner! E Not really. I hate shopping and cooking when Im on
vacation. I just want to relax.
C MAKE ITPERSONAL Ask sts: Do you have any hobbies / J Those are the things I love doing on vacation! Hmm
talents? Do you like singing / dancing / playing a musical instrument?

Tip Remember to show any talents or tricks you know / have Emily likes sunbathing, swimming, reading novels, eating
out, drinking wine, dancing and sightseeing.
yourself as a way to encourage them.
Josh likes snorkeling, kayaking, taking a class, visiting
Sts pretend they are taking part in a talent show and museums, camping, shopping and cooking.
introduce themselves to the whole class.

D MAKE ITPERSONAL Individually, sts check off activities


they like in the You column in the table in 8B, next to
8 Vocabulary: Vacation Josh and Emily. In small groups, sts compare preferences
A Ask When I say vacation, what do you think of? to see and decide whether they would prefer to go on vacation
what they can come up with. with Josh or Emily, or with a classmate. Classcheck to see
their preferences with a show of hands and encourage
Focus on the list of vacation activities. Conduct this
open class feedback as they attempt to explain why.
exercise as a meaningful drill. Play 5.13 and have sts
repeat each activity (1-8), but say them in I like / I dont like
Tip For additional practice sts can each imitate 5.14, but
sentences. The first eight arent illustrated as they are
either already known or cognates. racing to say their favorite vacation activities in a maximum
of ten seconds. This could be done for homework, where they
B Use pictures a-f to present new vocabulary / activities. record themselves on a site like www.vocaroo.com, then send
Sts match photos to activities 9-14. Paircheck. Play 5.14 the recordings to you to be played the following class.
to check answers. Play 5.14 again and have sts repeat the
activities after the model.

5.14 Workbook p. 26
My favorite vacation activities are: a. kayaking; b. snorkeling; ID Online Portal
c. taking a class; d. sunbathing; e. reading novels; f. sightseeing. Grammar p. 126

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5.4

Do you have a cat?


Lesson Aims: Sts learn to use enjoy + verb + -ing and talk further about vacation preferences. They also learn to use imperatives
and object pronouns through the context of giving instructions to a house-sitter.

Function Language
Lesson 5.4

Reading two ads for vacations. Dont miss our guided tours
Talking about vacation preferences. I prefer the yoga retreat because I enjoy relaxing on vacation.
Listening to an answering machine message for a Feed the fish in the morning.
house-sitter. Dont forget to feed the cat.
Giving instructions to a house-sitter. Please water the plants, pick up the mail
Vocabulary: Review vacation activities. Vacation words (sunset, massage, hammock.) Enjoy + -ing. Instructions (feed, dont
forget, pick up, put X on, open / close the windows, water plants, plate, let X out, take X for a walk.)
Grammar: Imperatives ( & ). Object Pronouns. Review word order: adjective before noun.

Warm-up Ask a few sts: Where do you usually go on 5 a relaxing cruise


vacation? Then write: What do you usually do? Where do you 6 a yellow hammock
usually go? on the board for them to ask and answer in pairs. 7 a fantastic rain forest
Monitor, take feedback from a few pairs and check if there are 8 a spectacular sunset
similar answers. You can also ask sts Who generally prefers to
go to a calm place / to a busy place? with a show of hands.
1. retreats 2. waterfalls 3. beaches 4. herbal tea
5. cruises 6. hammock 7. rain forest 8. sunsets

9 Reading
C Focus on Common Mistakes and review last lessons
A Focus on the two ads and their titles. Sts quickly read grammar if necessary. Unlike, like, enjoy (and mind) are
(scan) them and answer questions 1-3. Paircheck. Classcheck. always followed by the gerund. Ask sts question 1: Which
ad offers more history and culture? Sts continue in pairs and
Tip These texts are quite long, with several new words, so you write Y (yoga) or C (cruise) for questions 2-5. Paircheck
might want to use the listen and read option provided by the with answers on the board. Open up as a class discussion
optional 5.16 either here or at stages B or C of the activity, or with more questions: Have any of you been to Costa Rica /
as a final listen and enjoy activity at the end of exercise 9. Mexico / to a yoga retreat / on a cruise? What do you know
about these countries / activities?
1. Yoga Rica is in Costa Rica, Oceans of Peace is in Mexico.
2. Yoga Rica is a retreat, Oceans of Peace is a cruise. 1. C 2. Y 3. C 4. and 5. Personal answers
3. Both destinations are open all year.

B Elicit what sts can see in photos 1-8. Draw sts attention
10 Listening
to some cognates, such as pyramids, vegetarian, herbal, A Ask the lesson title question Do you have a cat? A dog?
professionals, options, spectacular, cultural, festivals, A hamster? A snake? to find out what pets they have and
massage, relax, meditate, volcano, mountains. In pairs, sts whether they are into pets. Who has the most animals at
match the words in bold from the ads to photos 1-8. Play home? Point to the woman in the large picture in A and
5.17 to check and repeat the phrases. ask Whats she doing? (Shes taking care of / cleaning the
house.) Say The house owners are on vacation and she is
Tip Instead of just repeating after the audio, drill by asking
taking care of the place. Shes a house-sitter. Refer to
a variety of questions to make sts say different phrases each
babysitter to convey meaning.
time: Which of the items / phrases do you like best / sound
the nicest in English / is the quietest / best for your health / Sts read the eight verb phrases and match them to objects
is the smallest / would you like to enjoy right now / do you a-g in the photo. Play 5.18 to check answers. Classcheck.
have in your country? Play the track again and have sts repeat the phrases.

In pairs, sts test each other and take turns miming and
5.17 Notice spelling and stress. guessing the phrases in A.
1 a yoga retreat
2 a wonderful waterfall Tip Do not go into the grammar of phrasal verbs at this stage,
3 a beautiful beach just stick to teaching them as chunks. These are introduced in
4 a cup of herbal tea levels 2 and 3.

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5.4
Read Common Mistakes with the sts. Explain animals are
5.18
referred to as it in English, but domesticated animals
a Dont let the cat out!
(pets) are usually refered to as he / she / him / her.
b Pick up the mail and put it on the table.
c Feed the dog.
1. Open the windows and close them again every day (them
d Feed the cat.
refers to the windows.) 2. Pick up the mail and put it on
e Give the cat some water.
the table (it refers to the mail.) 3. Feed Fish in the morning
f Take the dog for a walk. and evening (dont give her too much food) (her refers to the
g Water the plants. cat.) 4. Dont forget to give her some water (dont let her out)
h Open the windows, and close them when you leave. (her refers to the cat.) 5. Feed Chips, take him for a walk
(dont take him near the road) (him refers to the dog.)
d-e-c-f-h-b-g-a
D Read the lesson Song line with the sts and check if they
B Tell sts they will hear a phone message for a house-
know / like the song / artist / can sing it, etc. Explain Dont
feel in this case is not an Imperative, but an omission of
sitter. Play 5.19. In 10A, they number the tasks (1-8) in the
the subject I (dont feel.) Ask: Whats the link to the lesson?
order they hear them. Paircheck. Classcheck with answers
(leaving a message on the phone, pick up, dont.)
on the board.
Song line:
5.19 Notice the pronunciation of object pronouns in speech.
Dont feel like picking up my phone,
Hi, Lori! Thanks for house-sitting for us during our vacation. so leave a message at the tone.
Hope you dont have any problems. Cause today I swear Im not doing anything.
Just a few things to remember. Song: The Lazy Song
Uh, when you come in, please pick up the mail and put it on Artist: Bruno Mars (USA)
the table. Year: 2011

Um, yeah, please open the windows every day and close Pairwork. Say: Now think about your home. Imagine youre
them again when you leaveoh, and water the plants, please, going on vacation and your classmate will house-sit for you.
every day. Write him / her a list of instructions. Ask sts to refer to AS
Feed Fish (thats the cat!) in the morning and evening, but 5.19 on p. 160 for help. If technology is available, have
please dont give her more than two plates a day. Shes sts record their notes, e.g. sts might record their messages
enormous! Oh, and dont forget to give her some water and, online via www.croak.it or www.vocaroo.com and send the
please, dont let her out. link via e-mail to you and the classmate(s). These two sites
Please, feed Chipsthe dogtoo and take him for a walk in are both free. Finish the lesson with Please dont forget to
the morning and afternoon, but please, please, dont take him do your homework!
near the road because hes very nervous.
Tip For extra practice at any time, have sts listen to you and
Call me if you have any questions. Thanks again! See you in
practice simple instructions like these: Pick up your pen. Put
two weeks. Have fun! Bye. it on your book. Now pick up your book and pen and give
them to your partner, etc. Sts can then do the same thing in
d. 4 e. 5 c. 7 f. 8 h. 2 b. 1 g. 3 a. 6 pairs or groups.

C Sts listen to 5.19 again and complete Loris notes with


her, him, it or them. Paircheck. Classcheck with answers on Workbook p. 27
the board. Ask What does it / them / her / him refer to? for ID Online Portal
Grammar p. 126
each sentence as you check sts answers.

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5.5

Whats a staycation? / Do you live near here?


Lesson Aims: Sts get further practice in understanding instructions and compare two more types of vacations. They also learn to
understand and give simple directions in San Francisco.

Function Language
Lesson 5.5

Asking about opposites. Whats the opposite of ?


Reading about two more types of vacations. A staycation is a vacation that you spend home!
Talking about / Comparing vacations. In my opinion, it can be boring.
Listening to and asking for directions. Cross at the stoplight.
Leave the school and turn left.
How do I get to ?
Vocabulary: Newly invented words (staycation, couchsurfing.) Adjectives (boring, relaxing, exciting, interesting, rude, polite,
safe, dangerous, tidy, messy.) Directions: turn left / right, cross at the stoplight, go straight, a corner, a stop sign. Review vacation
activities, places around town, prepositions of place and movement.
Grammar: -ing adjectives. Review Imperatives ( & ).
WB Song line: Do you know the way to San Jose?

Warm-up Review the alphabet and adjectives of opinion. Either Tell sts that couchsurfing also includes the possibility
play Hangman or a How do you spell ? with the words: boring, of a couchsurfer asking for local advice and going out
fun, expensive, interesting, cheap, relaxing, safe and dangerous. with another couchsurfer for a meal or a tour in a town
without necessarily staying at his / her house. For further
information, sts can go to www.couchsurfing.org.
Skills: Understanding instructions
(2) A staycation is when you take a vacation at home.
A Elicit vocabulary from pairs of pictures a-d. Sts match
(1) Couchsurfing is when you go and stay in another persons
pairs of opposites 1-4 to pairs of pictures a-d. Paircheck.
homeon their couch.
Play 5.20 to check answers.

In pairs, sts test each other with the question What is the
opposite of (safe)?
C Pairwork. Ask sts to cover the texts in B and decide
whether sentences 1-6 are true or false based on what
Tip If time allows, with a stronger class, compare adjectives they remember. Sts cover texts, re-read and check if their
guesses were right. Classcheck.
ending in -ing with -ed adjectives as in Im excited / tired /
bored, as opposed to Its exciting / tiring / boring. This is
1. F 2. T 3. T 4. F 5. F 6. T
taught in 2 Unit 9.

5.20
D Play 5.22 and pause after each sentence. Sts say
staycation or couchsurfing for each sentence they hear.
1 boring fun / interesting
Check answers one by one as sts say their guesses.
2 expensive cheap
3 safe dangerous Read World of English with the sts and refer to the terms
4 tidy messy couchsurfing and staycation in the texts. Ask Would
you find these words in a dictionary? (Probably not, except in
more recent ones.) In order to make the task more dynamic,
1. d 2. a 3. b 4. c some dictionaries can be brought to class or even accessed
online, if technology is available, just to check if these two
words can or cannot be found. The list of words mentioned in
B Ask Where are you going for your next vacation? to see World of English can be expanded if you think it is relevant.
what their plans are. Ask the lesson title question Whats
Tell sts that language is alive and words are often
a staycation? to see what they can come up with. Do the
included and excluded in every new edition of a paper
same with Whats couchsurfing? but dont give them the
dictionary. In case of online dictionaries, new words are
answers yet if they dont know. Focus on the definitions
uploaded every time there is an update of the dictionary.
and tell them to read the two texts to find which is which.
Play 5.21 so sts can listen and read the texts. Sts match
texts 1 and 2 to the best description. Ask: Have any of you 5.22
tried either of these vacations? 1 Dont be rude or messy.
2 Relax and dont think about work.
Tip After any (listening and) reading activity like this, it can 3 Spend time at home.
be a very good idea to get sts to cover the text and in pairs 4 Write a reference as soon as possible.
tell each other what they can remember from it. This gives 5 Invite friends to use your pool or sunbathe in your
you instant feedback on what theyve understood, where backyard.
pronunciation problems lie, etc. 6 Help with the household chores.

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5.5
1. couchsurfing 2. staycation 3. staycation Cultural note San Francisco: about 8 million people live in
4. couchsurfing 5. staycation 6. couchsurfing S.F. Bay area, which includes San Jose and Oakland, and its
the 14th most populous city in the U.S.
Famous events: 1849 California Gold Rush; 1906
E MAKE ITPERSONAL Sts talk about both types of vacations
earthquake and fire; 1970s hippies and summer of love,
and say if they would like to spend their vacations like that.
gay rights movement.
Encourage them to use the adjectives in A. Put some more
Its the 35th most visited city worldwide, famous for cool
questions on the board to push them to say as much as they
can. Where would you most like to couchsurf? Would you like to summers, fog, steep hills, eclectic architecture. Landmarks
be a couchsurfer? Is a staycation really a vacation? include the Golden Gate Bridge, cable cars, and Chinatown.

in Action: Giving directions C Books closed. Sts will hear a tourist in San Francisco
asking for information in the street. Ask How many people
A Ask the title question Do you live near here? Where does he speak to? Play 5.24. Classcheck (six different people.)
exactly? How do I get there? to see what the class can come
up with. Hopefully, they will feel the need to learn to Books open. Sts read the four questions. Play 5.24 again
give directions! Maybe leave the question on the board and sts number the questions in the order they hear them.
until the end of the lesson when they will have learned to Paircheck. Classcheck.
answer it properly.

In pairs, sts match the signs and images 1-6 to the phrases 5.24 Notice /L/ and /H/ sounds.
in A. Play 5.23 to check answers. Play it again and have sts T = tourist
repeat and mime all the phrases. In pairs, sts mime signs 1 T Excuse me.
and phrases for their partners to guess and say. A Hi. How are you doing?
T Oh, hi, good, thanks, uh, wheres the mall?
6 1 2 / 5 4 3
A Its in front of you, on Market Street. Cross here at the
stoplight.
5.23
T Thanks.
1. go straight 2. turn left 3. turn right 4. oh! a stop sign,
A No problem. Have a nice day!
stop! 5. cross at the stoplight 6. Its there on the corner.
2 T Excuse me.
Read World of English and elicit more signs / instructions B Sorry. Me tourist. No English!
which can be easily mimed when giving or asking
T Oh, OK, sorry.
for directions. Emphasize the importance of miming,
T Excuse me. Is there a movie theater around here?
gesturing, making noises, even drawing as vital forms of
C Yes, there is. Go straight on Market Street and turn right
communication and increasing expressivity, plus of course
they are great ways to avoid having to translate all the on Fourth Street. Go straight for one block and the movie
time, which is often a big issue in monolingual classes. For theater is on the corner of Fourth and Mission Street.
example, when sts ask you How do you say in English?
3 T Excuse me. Do you know where the library is?
try to get them to show you the words / phrases they want
before providing them with a translation. Besides you cant D Im sorry?
give directions without moving your hands! T The library?
D Ah, yes. Um, uh, I know! Go straight on Market Street for
Cultural note Body language is non-verbal communication: four blocks. Turn right on Grove Street at the stop sign.
body posture, gestures, facial expressions, and eye Then, um, uh, go straight for one block and the library is
movements. Humans send and interpret such signals almost on the right.
entirely subconsciously.
T Thank you.
There is some debate over how important it is: James
Borg states that human communication consists of 93% 4 T Um, uh, excuse me, are there any
body language and paralinguistic cues, while only 7% of
E Sorry. No time, bye!
communication consists of words themselves. However, Albert
T Hmpf Excuse me. Are there any bookstores near here?
Mehrabian, the researcher whose 1960s work is the source
of these statistics, says this is a misunderstanding of the F Yes, my friend, there are.
findings. Others assert that Research has suggested that T Good, uh, where are they?
between 60 and 70 percent of all meaning is derived from F Oh, yes, sorry. Theres one on Market Street. Go straight for
nonverbal behavior. Whatever the proportion may be, it is about four blocks. The bookstores on your left, before the
certainly high and a key aspect of communication. Source: stop sign.
http://en.wikipedia.org/wiki/Body_language. T Sorry, can you say that again?
F Im sorry. Theres one on Market Street. Go straight for
B Write San Francisco on the board. Ask Where is it?
about four blocks. The bookstores on your left, before the
(California, the USA.) and make sure all sts know about it. stop sign. OK?
If possible show some images from Google images. T Uh, thank you.
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5.5
(2) Is there a movie theater around here? (4) Are there any F MAKE ITPERSONAL Go back to the initial question Do
bookstores near here? (1) Wheres the mall? (3) Do you you live near here? Give a model yourself, e.g. how to get to
know where the library is? your own home and see if they can follow your directions.
The tourist speaks to six people. In pairs, sts do the same. If possible, have some local maps
available or sts can use their cell phones. You can even get
sts to try to draw the instructions they hear from their
D Sts listen to 5.24 again and complete 1-4. Paircheck. partner. Monitor and correct as necessary.
Classcheck. Ask Do you think he understood the last lady?
Have you ever been in a situation like this? Are you good at Round off by telling sts to practice mentally giving
giving directions? Practice: turn to AS 5.24 on p. 160. Sts directions to themselves as they walk or travel home after
role-play the dialogs. class, and look out for tourists they can practice giving
directions to!
1. Its in front of you on Market Street. Cross here at
the stoplight. 2. Go straight on Market Street and turn
right on Fourth Street. Go straight for one block. On the
corner of Fourth and Mission Street. 3. Turn right on Workbook p. 28
Grove Street. 4. Go straight for about four blocks. The Phrase Bank p. 64, 66
bookstores on your left. ID Online Portal
Grammar p. 126
E Sts look at the map on p. 59 and take turns asking and ID Caf Video p. 142
giving directions for places 1-4. Answers may vary a little
depending on the route sts choose. As long as the directions
take them to the right place, let them play with the routes.

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Review 3
Mid-term

Sts work in groups of four or eight. Within their groups, sts St A: I hate washing the
form two teams to play against each other. There are two Chores + / p. 54 dishes. I dont mind
starting points, one for each team (teams go in opposite doing the laundry.
directions.) Point to the coins in the instructions box on St B: How do you spell
top of p. 60 and explain sts that if they get heads, they Spell your full name. p. 8-9 your first name?
move one square; if they get tails, they move two squares. St A: M-A-R-I-A.
Hi! Im Rebecca. /
heads tails Introduce yourself. Name /
p. 6
My names and Im
Age / Nationality (18) years old. Im
At each square they stop, sts from the same team take turns (Canadian).
talking about the suggested topic (for more info, refer to the St A mimes an action
table below.) The winning team is the first to complete the full What am I doing? Mime an for his / her team to
p. 31
action. guess (using the Present
circuit. Draw sts attention to the language prompts in both Continuous).
inner curves of the circuit, and to the winners task (talk about
St B: What are you
himself / herself for a minute) at the finishing point. Monitor doing next weekend?
closely for accuracy and offer help whenever necessary. Next weekend p. 35 St A: Im watching a
DVD and studying for
When sts are uncertain about what to say at a specific a test.
square, offer help by either prompting language or
St B: How often do
telling them the pages where to find the items / topics,
you go to the
as listed below. supermarket?
How often do you go to the
p. 16, 24 St A: I (usually /
St A is the one who tosses the coin and is expected to supermarket?
always / etc.) go to
either speak on his / her own or answer a question. The the supermarket on
questions should be asked by a member of the same team, (Saturday) (afternoon).
referred as st B in the table below. Do not allow strong sts I think Tom Hanks is
to monopolize the activityvary participants as much as a fantastic actor. Hes
A celebrity you like / dont
possible so that no learner is left out. p. 8, 32 American. I think hes
like.
about (50) years old.
I love his movies.
Expected language
Topics Reference St A: In my town, there
production
are seven museums,
St A: I have a (small) a lot of shopping malls
family. My mothers Your town p. 51
and supermarkets.
name is (Sarah) and my Theres a There
Your family p. 21
fathers names (Anthony) arent any
I have (two) brothers,
(Juan) and (Carlos). St B: (pointing to an
Whats this? Describe an photos on
object) Whats this?
St B: Whats your object from the page. game page
St A: Its a
favorite season?
Favorite season p. 30
St A: My favorite season St A talks about two
is summer because things he / she can do
Abilities + / p. 40-41
well and two things he /
St A: (Nathan) usually she cant do.
gets up at 6 am, has
Describe a friends routine. p. 18-19 breakfast at 6:30 and St A: I get up at I
leaves home at He / Morning routine p. 18-19 brush my teeth I have
She starts work at breakfast at
Sports p. 39 St A names five sports. St B: Whats the weather
like today?
St B: Why are you The weather p. 28
St A: Its cloudy and
Why are you learning learning English? cool.
p. 36
English? St A: I have to learn
English for my job. St B: What do you
usually do in your free
St A describes a time?
classmate: (Luis) is Free time activities p. 52-53
What are they wearing? St A: I usually go out
p. 43 wearing a brown jacket, with friends. / I like
Describe a classmate.
blue jeans and a white going out with friends.
T-shirt.
Introduce yourself / Talk
Winners Prize!
St A: I like sunbathing about abilities / likes
Vacation activities p. 55 Talk about yourself for a Units 1-5
and sightseeing. I dont and dislikes / family /
minute.
like camping. routine.

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6
Unit overview: The main topics of unit 6 are rooms & furniture, there was / there were, party items, talking about the past
and saying years (1998, 2009, etc.), describing where objects are, and making invitations. Sts learn and practice the
topics through the contexts of describing homes, describing cities, listening to a party planners tips, talking about your
last party, reading a blog about different new millennium celebrations (2000), and role-playing short dialogs inviting,
accepting and refusing invitations to different events. Sts also watch a video and listen to an interview with a man who
created tiny houses.

Do you live in an apartment?


Lesson Aims: Sts learn to use there be in the present and in the past to identify parts of the house and furniture.

Function Language
Lesson 6.1

Naming and identifying rooms and furniture. You sleep in a bedroom.


Talking about essential and optional items in a house. In my opinion, a bed is essential.
Reading and watching a video about tiny homes. There are two chairs.
Listening about and describing homes in the past. There was a living room.
There wasnt a bathtub.
There werent any windows.
Vocabulary: Rooms (a bedroom, a bathroom, the basement, the kitchen, the office, the utility room, the garage, etc.) and
furniture (a closet, a bed, a sink, storage place, etc.).
Grammar: There was / There were. Review: There is / There are.

Warm-up Before sts arrive, have prompts written on the 3 You can cook in the kitchen.
board for these six questions: How many hours / you sleep a 4 Take a shower in a bathroom.
day? Where / you usually eat? How often / you cook? What 5 People work in the office.
time / you usually take a shower? How often / you wash your 6 We keep our car in the garage.
clothes? Where / you keep your car? 7 We watch TV in the living room.
Elicit and drill the questions. In pairs, sts ask and answer the 8 You wash and dry clothes in the utility room.
questions from the board. Monitor closely for Present Simple 9 Store things you dont need in the basement.
use. If time allows, they can swap partners and report what
they remember.
(9) the basement (4) a bathroom (1) a bedroom
(2) the dining room (6) the garage (3) the kitchen
1 Vocabulary: Rooms and Furniture (7) the living room (5) the office (8) the utility room

A Ask the title question to see how many sts live in an


B Write the word housemate on the board and elicit its
apartment. Explore the picture, pointing to it and asking:
meaning. Help sts grasp the idea by comparing it to the
Is this a house or an apartment? (a house). Help sts find
words classmate and workmate. Play 6.2. Sts listen to
numbers 1-9 in the picture. Ask Wheres number 1? / Can Tom showing his house to Anna, a potential housemate,
you see number 1? and point to it in the bedroom, but and number the rooms in the order they hear them, that is,
do not name rooms yet. Play a quick game: you say the write 1-6 in the blanks next to the words in 1A. Paircheck.
number, sts point to / find it in the picture. Say Wheres Classcheck. Ask sts: Which three rooms in A are not
number 2? 3? and so on. That will help sts focus on mentioned in the passage? Play it only once as they listen
numbers onlyletters a-r are only dealt with in 1C. again in D.
Model the activity. Point to number 1 in the picture, ask
What do people usually do in number 1? (e.g. sleep, watch 6.2 Notice /H / vs. // sounds.
TV, read) and say You sleep in, letting sts complete your T = Tom A = Anna
sentence (a bedroom). Do the same for number 2 (the T This is the living room.
kitchen). Ask: What do people do in number 2? (cook). In pairs, A Hmm Its very small.
sts match the clues 2-9 to the correct room. Play 6.1 for sts T Theres a fireplace and a nice TV with cable and, uh,
to listen and check their answers. Get them to say the room armchairs, and, uh, what else, ah, we love this sofaits
as soon as they hear the clue so that they get feedback on the center of the house.
their own pronunciation when they hear the answers. A Hmm I never watch TVand the sofas old.
T Oh, this is the kitchenit has a gas stove and a microwave
6.1 and you can wash the dishes in the sink here. Heres the
1 You sleep in a bedroom. refrigerator. Its new. And, uh, theres a table and two chairs
2 People usually eat in the dining room. here if you want to eat in the kitchen.

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6.1
A Hmm its kind of ugly. 1. the living room: a fireplace, a TV, armchairs, a sofa
T Here in the dining room we have this big table with eight 2. the kitchen: a gas stove, a microwave, a sink, a refrigerator,
chairs. Good for dinner parties. a table, two chairs 3. the dining room: a big table, eight
A No, I dont think so. I dont cook for other people. chairs 4. the bathroom: a toilet, a shower (no bathtub)
5. the bedroom: a bed, a table, a closet, a fan, storage
T Now for the bathroomjust a toilet and shower, theres no
space 6. the utility room: storage space on the shelves. Anna
bathtub, Im afraid.
doesnt like the house. She says it is ugly and it smells bad.
A Oh I really like to take a bath.
T This is your bedroomyou can see its large and it has a
large bed and a table and a big closet and plenty of storage 2 Reading
space and there is a fan, so you dont get hot at night.
A Hmm it smells bad. A Focus on the photo in 2A and ask: Is it a big house? As
T Heres the utility roomtheres more storage space on sts reply it is small, introduce the meaning of tiny. Say
these shelves here. So, what do you think? Do you like it? Its a tiny house. and gesture very small. Read questions 1-3
A Well, I need to think about it. with sts and give them three or four minutes to find the
answers in the text or play 6.3 for sts to listen and read.
T Sure. Give us a call tomorrow.
Paircheck. Classcheck.

1. the living room 2. the kitchen 3. the dining room 1. Tiny houses are very small houses. 2. Small houses dont
4. the bathroom 5. the bedroom 6. the utility room cause problems for the environment. 3. He plans, designs
The basement, the garage and the office are not mentioned. and makes the houses. And sells plans too.

C Point to the picture on p. 62 again and ask: Whats letter a? B Point to Jays house in 2A again, ask Would you like to
(a TV), Whats letter f? (a bed). Focus on the first group of live in a tiny house? Is there a living room in Jays house? Is
words in 1C and ask sts to match them to letters a-i in the there a kitchen? A bedroom? How many rooms are there? and
picture. Paircheck. Classcheck and drill pronunciation. see if sts can guess. (There are four rooms in his house.).
Play 6.4 or the video so sts can find out which four rooms
Note By familiar we mean either that they have already there are in Jays tiny house. Focus on the 5 box and give
seen the words in , or that they are recognizable cognates. examples of Ive got and I have (e.g. a car, a stove, two beds)
Breaking lexis up into groups like this really should facilitate and make sure sts understand that they have the same
learning. Recognizing cognates is a special feature of . See meaning. Tell them to notice which form Jay uses (Ive got).
TB Intro, p. 8-16, Advantaging monolingual classes.
Cultural note Jay mentions a faux fireplace. In case sts ask
In pairs, sts test each other and take turns asking and for clarification, explain faux is pronounced /fo/ as it comes
answering (for letters a-i) Whats letter a?, Whats letter from French, meaning fake.
b?, etc.
The authentic video here has quite a few tricky words,
Repeat procedures above for vocabulary items j-r. Start off so for weaker classes, or if you just wish to keep it really
by asking about what is likely to be more familiar or easily simple, we have recorded an easier version for you to use
recognizable for sts, e.g. ask Whats letter r? (a microwave) without the video. This is available on the Portal and the
and Whats letter q? (a fireplace). alternative script is below. You might like to play one then
In pairs, sts write two lists with items they think are the other, i.e., harder then simple or simple then harder.
essential or optional at home. Encourage sts to share Choose whats best for your classes. The main point is to
their conclusions (We think a bed and a refrigerator are practice listening in a useful way, and build confidence,
essential, etc.). For fun, you could limit them to the eight so if you do use the harder version, ensure sts realize
most essential itens. that comprehending even 50% is a great success, and that
they really shouldnt either worry about nor expect to
(f) a bed (d) a chair (i) a closet (e) a refrigerator fully understand every word. Original video from: www.
(b) a shower (c) a sofa (g) a table (a) TV (h) a toilet youtube.com/watch?v=SbRvsWuWNUM.
(o) an armchair (p) a bathtub (l) a fan (q) a fireplace
(r) a microwave (n) shelves (k) a sink (j) storage space AS task If time allows, do the AS task 6.4 on p. 161. Focus on
(m) a stove the highlighted sounds and get sts to repeat the words / links /
stressed items / correct sentence stress as they hear them / it.

D Ask sts to write down the six rooms mentioned in 6.2.


Write a model on the board. 6.4 Notice the contractions.
This is my tiny house. Come on in.
The The The The The The Just inside the front door Ive got these two puffy chairs
living kitchen dining bathroom bedroom utility flanking this little faux fireplace. Its a very tiny fireplace, but
room room room its a tiny house. Closet storage and cabinet space below this
desk. Computer storage space and theres a little table down
Sts listen to the conversation between Tom and Anna here. When I pull this table out, believe it or not, as long as I
again and list the furniture in each room. Play 6.2 again.
have tiny plates, it seats four people. Like that.
Paircheck. Classcheck with answers on the board. Do they Here in the kitchen Ive got a bar sink, a double burner stove,
a little refrigerator and a toaster oven.
think Anna likes the house? Why not?
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6.1
The bathroom is the shower, so when I want to take a shower Leo wins the argument.
the nozzles on the ceiling and everything would get wet,
except for Ive got these little sliding doors that keep things
dry, umm and I can put this plastic curtain in here over the
B Have sts look at AS 6.5 on p. 161 and focus on There
was / There were examples in Anna and Leos conversation.
toilet which is right down here.
Ask sts: Are they talking about the past or the present? (the
Above the kitchen Ive got access to the loftthats where I
past). Read Common Mistakes on p. 63 with the sts and have
sleep. So the loft is nothing more than storage and sleeping.
Ive got all the storage at this end and then at this end Ive got them complete the Grammar box.
the sleepingwith the bed. It sleeps two really comfortably. If time allows, ask sts to find There is / There are examples
So this is my bed and Ive got a window at this end and a fan in the text in 2C and encourage comparisons between past
vent behind the shelves at the other, so that if it ever gets hot I
and present forms of There be.
can just turn this whole thing into a wind tunnel.
was there were Were
1. a living room 2. a kitchen 3. a bathroom 4. a bedroom
Tip For immediate practice, get sts to close their books and,
C Elicit / Drill the pronunciation of the words in the box. in pairs, remember (and write down) as much as possible
Sts listen to 6.4 again or watch the video to complete the about the house on p. 62 and its contents, using There was /
ad for Jays tiny house. Paircheck. Classcheck. Ask sts if were. E.g. There were six rooms and there was a garage, there
they think Jays house is comfortable. was a red car in the garage, etc.

In the living room there are two chairs and a fireplace. Help sts to notice that the positive form is unstressed but
Theres storage space for your computer and theres a table
the negative (including no) is stressed.
for four people. In the kitchen theres a bar sink, a double-
burner stove, a little refrigerator and a toaster oven. The For further practice, go to Grammar on p. 128.
bathroom has a shower and a toilet. The loft is above the
kitchen. The loft has storage space for clothes and a bed, C MAKE ITPERSONAL To model the activity, tell sts that
and there is a small window for air. you now live in a tiny house and that you will compare it
Follow-up activity. Sts describe their favorite room in their to your old home. Refer to the speech bubble on the page
house or apartment. If nece ssary, write prompts on the and make sure sts understand they are supposed to talk
board with There is / There are. Sts talk in pairs. Ask sts to about their homes as if they did not live there anymore,
report back on their classmates favorite room. They can but in a tiny house like Jays. Monitor closely for singular
also write a description of it for homework. and plural uses of the past form of There + be. Ask two or
three sts to share their comparisons with the whole class.

Round off the lesson with the Song line on top of p. 63.
3 Grammar: There was / There were
Check if sts can recognize the song / band. Encourage sts
A Sts hear Anna and her partner Leo talk about the tiny to remember a house they lived in when they were younger
house after visiting it. Ask Who wins their conversation? and talk about / describe it using There was / There were.
and play 6.5. Ask: Did they like the house? Classcheck.
Song line:
6.5 Notice the sentence stress. Our house in the middle of our street, our house
A = Anna L = Leo in the middle of our
A So, Leo, what do you think? Do you like the tiny house? Song: Our House
L No!! Not at all. There was no storage space. Band: Madness (UK)
A There was storage space in the living room and in the Year: 1982
bedroom.
L There was no dining room!
A There was a table in the living roomfor four people.
L Yeah, but there wasnt a bathtub. Workbook p. 29
A You dont like taking a bath! ID Online Portal
L There werent any windows. It was dark. Grammar p. 128
A There were three windows and there were lots of little lamps.
L Anna, it was very small. We cant live in a tiny house.
A OK. Maybe youre right.

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6.2

Where were you last night?


Lesson Aims: Sts learn to use the Past Simple and past time expressions by talking about a party and finding out about each
others past.

Function Language
Lesson 6.2

Naming and identifying party items. There was a lot of wine.


Listening to a description of how to give a good party. We need snacks, beer, a cake.
Talking about the last party you went to. I was at a fantastic party last week.
Reading an informal e-mail. There was great music and dancing.
Asking and answering questions about past events. Where were you last night?
Were you at home last Sunday?
Vocabulary: Party-related Vocabulary (balloons, beer, invitations, snacks, plates, etc., space to dance, music). Past Time
Expressions (yesterday + morning, night, afternoon; at + time; last + night, Sunday, weekend, etc.).
Grammar: Recycle: There was / There were. Verb be (Past Simple).

Warm-up Books closed. Elicit what sts can remember about Sts listen to Liz, an events planner, talk about how to give a
Jays tiny house from lesson 6.1. If possible, hand out a slip good party. Sts listen to 6.6 and order items 1-12 in the boxes
of paper to each student containing a word from 2C, p. 63 in 4A. Paircheck. Classcheck with answers on the board.
(bed, chairs, oven, refrigerator, shower, etc.) and ask sts to
make true sentences about Jays home using There was / 6.6 Notice /H / and / / sounds. Notice how they follow
There were. In large groups, sts collaboratively try to describe the stress.
the tiny house. Sts re-read the text in 2C, p. 63, to check if Hello, my names Liz Marshall and Im an events planner.
they were right. Today I want to talk to you about how to give a great party.
Well, it all starts with the invitation. Send the invitations
earlythree weeks before the partyand include all the
4 Vocabulary: Party Items important information. Where? When? What type of party?
Now what you need for the party. First, food and drinks.
A Books closed. Make use of some realia to present party- Well, for drinks you need some coke, maybe some homemade
related vocabulary. Most teachers rooms / schools have lemonadeand then you need some alcoholic drinks. I like to
glasses, (plastic) plates, napkins and even candles stored keep it simple: just wine and beer. You can have champagne
so, if possible, bring them to the classroom. Tell sts youre too if its a special celebration.
having a party and show what you have brought. Elicit /
For food, I recommend chips and one or two other snacks.
Teach new words. Ask: What else do we need for a party?
Dont forget the plates, glasses and napkins too. If its a
Encourage contributions (food = snacks, drinks = beer,
birthday party, a cake is essential.
wine, lemonade, etc.) and see what sts suggest.
Nextdecorationsagain keep it simple with balloons. You
Note The use of realia has been widely employed by language can decorate the house with candles toothis gives a nice
atmosphere. If you have a yard, why not have some fireworks
teachers to convey meaning and strengthen sts associations.
too? Everyone loves fireworks!
Although technology (slides presentations, internet images,
etc.) offers a quick and practical tool to present vocabulary, Now for entertainmentmusic is essential for a good party
bringing in real items is still a great technique to make words make sure theres space for people to dance.
tangible, real and memorable in the classroom. OK, so its time to start planning. Have fun!

Books open. Explore the photo and ask sts to point to


(10) balloons (4) beer (9) a cake (11) candles
items in it. They wont write at this stage. Ask: Can you see
(12) fireworks (7) glasses (1) invitations (2) lemonade
napkins? Balloons? A cake? Plates? Drill pronunciation and
(8) napkins (6) plates (5) snacks (3) wine
help them find any new vocabulary items.

B Read the lesson Song line with the whole class and C Say: Liz mentions five extra items, which are not in 4A. She
check if sts know / like the song / band. Elicit the meaning says they are essential. Point to the letter M / Elicit which
of wanna. Draw sts attention to the fact that party can item Liz talked about and see if sts can come up with Music.
also be a verb, as in the Song line. Ask sts: In your opinion, Play 6.6 again for sts to complete the five extra party items
whats important in a party? Music? Food? People? in 4C. Paircheck. Classcheck with answers on the board.

Song line: Coke; Champagne; Chips; Music; Space (for people) to


I wanna rock n roll all night dance.
and party every day! Ask sts to remember the last party they went to. In pairs,
Song: Rock n Roll All Night sts talk about their last party saying which items in 4A and
Band: Kiss (USA) 4C there was(nt) / there were(nt). refer to the speech bubble
Year: 1975 in D as a model.

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6.2

5 Grammar: Verb Be Past Simple C Sts study ordered lines 1-10 in B and complete the
table in C with the correct past forms of be. Paircheck.
A Ask sts to describe the photos using There is / There Classcheck with answers on the board.
are, e.g. Theres a cake, Theres a glass of champagne,
Theres a man, a bed, etc. plus their ages, clothes, what They were home. / She was not home. / We were not home. /
they are doing, etc. Was he home? / Yes, they were. / No, he wasnt.
Tell sts Martha went to the party (in the photo) yesterday,
and she is now talking to Rob about it. Tell sts they will Tip Explore the Grammar box. Ask How many different forms
listen to the conversation and identify the people in the are there for verb be in the past? (Only two, was / were). When
photos. They should write 1 for Martha, 2 for Rob, 3 for do we use was? (with I / he / she / it) And were? (with we
Jane and 4 for Rick in the small boxes in the photos. Play / you / they). Remind sts that English only has one form for
6.7. Paircheck. Classcheck. you, which is why they need to be careful with Were you / Yes,
Follow-up questions about 6.7: Why does Rob know Janes I was. If you think it will motivate them, ask: How many forms
parents? How does Rob feel? Why does Martha change the are there in your language?
topic of conversation at the end?

6.7 Notice N and P intonation.


D Point to the e-mail. Tell sts to skim through it and ask
them: What type of text is this? (an e-mail) How do you
M I was at a great party yesterday, Rob! know its an e-mail? (boxes to, cc, subject; text format)
R Oh, thats nice, Martha. What kind of party was it? Who is it from? (Stacey) Who is it to? (Martin) What is it
M It was Jane Fosters birthday. about? (a party yesterday).
R Oh! Were there a lot of people?
Sts fill in the blanks with the correct form of be. Paircheck.
M Yep, there were about fifty.
Classcheck with answers on the board.
R Wow! Was there a lot of food?
M Oh, yes, and there was an enormous chocolate cake. Tip Tell sts that different texts have different characteristics.
R Hmmm And Was Janes partner there? An e-mail has its own characteristics, such as a sender, a
M Yep, he was. Rick and Jane make a perfect couple!! Hes receiver, a topic, a date and it may have an attached file.
so attractive, they were so beautiful together and the music
was greateveryone was dancing, you know.
Hi, Martin! Where were you yesterday evening? It was
R He sounds nice. Were Janes parents there?
Linas party and it was great! There was great music and
M No, they werent. Do you know them?
dancing and the food was delicious! Were you at home?
R Yes. Hmmm I was Janes boyfriend before Rick. Your cell phone wasnt on, so I couldnt talk to you. You
M Oh, Im sorry I didnt know that In fact, the party werent / arent at school and you werent at the party.
wasnt that great and her new boyfriend was not really Where were you???
that nice I hope youre OK. Write back, XX Stacey.
R No problem. Its fine. Dont worry about it.
M Hey, there was a great show on TV last night. Did you see it? Read the 5 box on past time expressions with the sts and
have them practice verb be Past Simple on Grammar,
p. 128, before they do the next activity. Clear up any doubts.
From left to right Martha (1), Jane (3), Rick (4), and Rob (2).
Tip Highlight any common mistakes sts are likely to make by
transferring from their own language, e.g. by crossing out in
B Focus on Common Mistakes and remind sts of word
the in this phrase: yesterday in the evening.
order for Yes / No questions. Ask them to look for sentences
which are questions in lines 1-10 (2-4-6-7). In pairs, sts Still on p. 65, drill Were you / Where were you + past time
write questions 2-4-6-7 in the correct order. Classcheck expression questions. E.g.:
with answers on the board.
T Where were you yesterday morning?
Now elicit the correct order for line 1 (It was Jane
Sts (Repeat.)
Fosters birthday.) In pairs, sts unscramble the rest of the
sentences. Classcheck with answers on the board. T Yesterday evening.
Sts Where were you yesterday evening?
Ask: Do you remember who said each line? Was it Martha
T Last Sunday.
or Rob? Give sts a minute to guess who said each line and
write Martha or Rob. Play 6.7 again so sts can check if Sts Where were you last Sunday?
their guesses were right. Classcheck. Prompts: last Monday / yesterday morning / last night /
last summer.
1. It was Jane Fosters birthday. (Martha) 2. Were there a T Were you at home last night?
lot of people? (Rob) 3. There were about 50. (Martha)
Sts (Repeat.)
4. Was there a lot of food? (Rob) 5. There was an enormous
T At work.
chocolate cake. (Martha) 6. Was Janes partner there? (Rob)
7. Were Janes parents there? (Rob) 8. No, they werent. Sts Were you at work last night?
(Martha) 9. I was Janes boyfriend before Rick. (Rob) T Yesterday morning.
10. The party wasnt that great. (Martha) Sts Were you at work yesterday morning?
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6.2

E MAKE ITPERSONAL Encourage sts to mime as much as speech bubbles as a model. Classcheck by asking sts to
possible what they cant say yet, e.g. born, flying, driving, report on what their partner said / answered. Were there
etc. They should be able to express a lot even though they lots of coincidences?
will almost certainly make mistakes with verb forms
and prepositions but this will obviously get better with
practice. Focus your corrective feedback on helping them
to get was / were and the time phrases right for now. Workbook p. 30
ID Online Portal
In pairs, sts have five minutes to discover as much as
Grammar p. 128
possible about their partners past activities. Refer to the

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6.3

How was your last New Years Eve?


Lesson Aims: Sts are going to read about five different millennium celebrations and talk about a party they remember. Sts are also
going to learn prepositions of place.
Function Language
Lesson 6.3

Reading and writing about a past New Years Eve celebration. It was cold.
There were fantastic fireworks.
Saying years. We were anxious, worried about Y2K.
Talking about a party you remember. There were a lot of drinks and food.
Listening to and describing positions. The mouse is under the bed.
Reading and writing text messages. Wan 2 come 2 a party?
Vocabulary: Recycle: Party vocabulary. Adjectives (amazing, dangerous, anxious, worried, cold, awesome, magical, fabulous).
Numbers for saying years.
Grammar: Recycle: Past forms of be. Prepositions of place.

Warm-up Recycle furniture and party items with a one-minute C Elicit and drill pronunciation of the words with pink
race game. Give each pair of sts a sheet of paper and tell them letters in the text. Elicit what sts can remember from the
they will have one minute to write as many words as possible texts in 6B and ask: Who was cold? (Kirsty) Who was in
about a topic given by you. Start off with furniture items and a big city? (Dave, Kirsty, Habibah, Sabine, Lindsey, Larry,
give sts one minute to list all the items they can remember from Kevin, Jodie and Luis.) Classcheck.
lesson 6.1. When time is up, ask them to count how many words
they have and the pair with the highest number reads their list Who: 1. Kirsty 2. Dave, Kirsty, Habibah, Sabine, Lindsey,
aloud. Check spelling and correct pronunciation on the spot. Larry, Kevin, Jodie and Luis 3. Lindsey and Jodie 4. Luis
Repeat the procedures for party vocabulary. Where: 1. Gisbourne, New Zealand 2. Cairo and
Guadalajara 3. London 4. New York

6 Reading D Sts answer the question with a small paragraph. Remind


sts to mention where they were, who they were with and
A Books open. Tell sts that todays lesson is about special how they felt. Have sts swap their texts and read each
nights late in December. Point to the photos and ask: What others memories. Sts find two things in common about how
is this celebration? Do you recognize the places / cities in the they spent the New Years Eve 1999. Classcheck.
photos? Have you been to any of them?
Tip With a very young class who may not remember the
The photos are of New Years Eve 1999 (in Paris, New York, Millennium, focus on the lesson title and get them to write
Sydney and London). Answer may vary but sts can see: the about last New Years Eve!
Eiffel Tower, fireworks, people kissing, crowds, a flag, a
harbor, Sydney Opera House, millennium glasses.
E MAKE ITPERSONAL Have sts sit next to classmates
they usually do not work with. In small groups, sts ask
B Focus on the web forum and ask sts: What is it about? and answer questions 1-6 about a party they remember.
What are people writing about? (The Millennium Celebration.) Make sure they understand it can be any type of party
Ask Are your memories positive or negative? and tell sts to write (a wedding, a birthday party, etc.) and not necessarily a
or according to what they hear. Play 6.8 for sts to listen New Years Eve celebration. Monitor closely for the use of
and read the text. Paircheck. Classcheck. past forms of be. Round off with sts reporting what their
partners said to the whole class. For fun they can choose /
Tip The listening is optional. With a stronger class you might
vote on what they think was the best party.
want to get them to try to do it in pairs, first as a listening
then as a reading, telling each other whether they thought it
was a or experience after each one. If you do it as a listen 7 Grammar: Prepositions of Place
and read, again we suggest you pause after each one for them
to check in pairs, to break up the activity. A Review prepositions sts know by writing song lines
from previous lessons on the board and blanking out
Write 2000 on the board. Draw sts attention to the posting prepositions for sts to complete.
written by Jodie (Berlin, Germany second column) and 1 You can stand my umbrella.
ask sts how he refers to the year 2000 (Y2K). Explain
Y stands for year, and K = thousand. Have sts read 2 We all live a yellow submarine.
World of English and discover different ways of saying years. 3 Our house of our street.
Write these examples on the board and elicit the correct
forms of saying them: 1980, 2003, 2013, 1974, 2222. 4 I dont mind spending every day out the corner in
the pouring rain.
Kerry, Dave, Habibah, Sabine, Kevin, Jodie, Luis Sts read the lesson Song line and try to remember the
Kirsty, Lindsey, Larry melody / sing it a little bit.
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6.3
Song line: (10) above the TV (9) behind the TV (3) between the sofa
Oh, what a night! Late December back in 63. and the table (8) in front of the TV (5) in the bed
What a very special time for me. (1) in the box (4) next to the sofa (6) on the bed
(7) opposite the people (2) under the table
As I remember, what a night!
Song: December, 1963 (Oh, What a Night) For a quick practice game, get sts in pairs to describe the
Band: The Four Seasons (USA) position of an object in the classroom for their partner to guess.
Year: 1975 Its on the wall / in the corner / above the door (the clock).

Focus on the picture and elicit what sts can see in it (a For further practice, go to Grammar on p. 128.
desperate couple, a man on the phone, a mousein ten
different positions, a living room and pieces of furniture).
B In pairs, sts test each other in three different ways. Pair
In pairs, sts match the mice 1-10 to the prepositions. Sts
up with a student and model each activity. In pairs, sts
previous knowledge of furniture items will help them continue the tasks.
figure out new meanings in this task. Ask them to do
what they can and help each other. Monitor and help as Ask What are the most common prepositions in English? and
necessary. Play 6.9 to check answers. Tell sts to listen to see what sts guesses are. Read World of English with them
Mike and then pause after the first Hmmmmm and ask and see if their answers were right.
Whos Mike? (the mouse). Then play it right through. For
fun, laugh at them for learning prepositions of place from a C Ask sts to read the text messages in Cyber English and
talking mouse! find three prepositions (@ = at, 2 = to, 4 = for). If time allows,
write these messages on the board in standard English and
6.9 Notice /R/ and /D/ sounds. ask sts to write them in texting language: Where are you
going to? / Im at the door. / Text me before you leave. Where r
Is that Cheese? Mm. It is! Where is it? Is it in this box?
u goin 2? / Im @ the door. / Txt me b4 u leave.
No Maybe under the table Hmmm? Where is it?
People! Oh, no! Now, quietly between the table and the sofa, Now, ask sts to write a short text message to a partner. Sts
slowly, next to the sofa Where are the people? Where is the can use Cyber English if they want to.
cheese?! OK, lets go! In the bed on the bed and jump!
Ah! There they are! Ah! Im opposite the people! Im opposite
the people! Quick! OK, concentrate, where IS that cheese? It
is somewhere on the left. Hmmm In front of the TV? No. Workbook p. 31
Behind the TV? No. Not here. Ah, there it is! Now. How can I ID Online Portal
get above the TV? Hmmmm. Grammar p. 128

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6.4

Were there trams in your city?


Lesson Aims: Sts review prepositions and learn to use There was / There were to talk about the changes in their town.

Function Language
Lesson 6.4

Retelling a mouses route. First, the mouse was under the table.
Reading about changes in a city. There wasnt a lot of traffic downtown.
Talking about your town back then and now. Twenty years ago, there was a park near my house
Now, theres a swimming pool complex in the same place.
Vocabulary: Recycle places in town. Past time expressions with ago.
Grammar: There was / There were. Review Past forms of be and Prepositions of place.

Warm-up Review prepositions of place. Place some classroom to model the speaking task and focus on the Past form of
objects in various positions (under / on the chair, in a box / be (First, the mouse was under the table). In pairs, sts
cupboard, next to a student, between sts, etc.) and elicit the retell the mouses route in the photo.
right preposition by asking e.g. Wheres the pen? Wheres the Invite one student at a time to say where the mouse was to
pencil case? In pairs, have sts ask Where questions using their the whole class until the full route is told.
own classroom objects. Monitor closely and correct on the spot.
C MAKE ITPERSONAL Demonstrate the activity to the
whole class first. Place five objects onto your desk and give
8 Listening sts 30 seconds to memorize positions. Tell them to close
their eyes and move one object. Sts open their eyes and say
A Books open to the previous page. Sts listen to a what has changed, e.g. The pen was next to the book, now
conversation between the couple in the picture in 7A. The
its under the book. Sts play this memory game with their
mouse appears in ten different positions, but only seven
own objects in pairs.
will be mentioned. Sts listen to 6.10 and circle the seven
mice in the picture in 7A. Paircheck. Classcheck with
answers on the board. Ask: Is it the same route as audio 6.9? 9 Reading
(No, it is different.)
A Focus on the lesson Song line on p. 69. Check if they
6.10 Notice stress to emphasize change. know / like the song / band. Elicit the title and draw the
link with this lesson.
M= man W = woman
M See that? Song line:
W What?
The city, she loves me. Lonely as I am,
M There was a mouse under the table.
together we cry.
W Oh, no! Where?
M Over there! I dont ever wanna feel like I did that day.
W Oh, now I see it! Its next to the sofa. Its moving! Take me to the place I love
M Where did it go? Song: Under the Bridge
W Ahhhh! It was in front of the TV, now its behind the TV. Band: Red Hot Chili Peppers (USA)
M Let me see if I can get it. Year: 1991
W Ahhhh! Its on the bed. It was in the bed and now its on
Sts have two minutes to read and remember as much as
the bed!
they can about the Lasso Lake text in 9A. When time is up,
M There it goes. It was on the bed, but now its in that box.
sts close their books and tell each other all they remember
W Quick, close the box and take it out to the garden.
about Pats blog. After they have compared their memories,
M Good idea! encourage some sts to share their discussion with the
whole class.
1. under the table 2. next to the sofa 3. in front of the TV Focus on the 5 box and the meaning of a lot of / lots
4. behind the TV 5. on the bed 6. in the bed 7. in the box of. If sts ask if they can use many or much, we suggest
you can say yes and move on rather than deal with the
B Ask sts Where was position 1 ? (under the table) What differences here.
about position 2? and see what they can remember from
the mouses route. Tell them to draw the mouses route Note You can say Thanks a lot, but not Thanks lots, so
using the picture in 8A on p. 68 as they listen to the couple this may be a useful thing to highlight.
again. Play 6.10. Ask How do you feel about Mike now? Are
you afraid of mice?
B Books open again. Sts listen to 6.11 and re-read the
Sts paircheck by describing the mouses route using text to notice information they did not remember in 9A.
prepositions of place and the Past Simple of verb be. Write Tell them to underline something they did not talk about
on the board a few simple narrative markers such as in pairs. Elicit pronunciation of the words with pink letters.
first, then, after that, finally. Focus on the speech bubble Were there many pronunciation surprises in the text?
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6.4

C Point to pictures 1 and 2 (Lasso Lake back then D Ask sts: Which do you prefer, the town in picture 1 or in
and now) and ask sts to circle five differences that are picture 2? Do you think Pat feels more positive about the city
mentioned in the text. Paircheck. Classcheck. as it is now or as it was before? How do you feel about your
own town back then and now? Sts talk to the student next
In pairs, sts refer to the text to complete the table in 9C.
to him / her.
Make sure they understand the first column refers to Lasso
Lake in the past and the second one to the present town.
E MAKE ITPERSONAL Focus on Common Mistakes
Back then Today highlighting the correct use of past expressions and a lot.
Ask sts to give examples with five years ago, a long time
There wasnt a lot of traffic. There are a lot of cars.
ago, etc. In pairs, sts talk about their own city 20, 15 or 10
There was no supermarket. There are three big ones. years ago, depending on their age.
The movie theater was next There is a cinema complex
to the bank. near there. Before they start, brainstorm some ideas of topics they
could compare regarding past vs. present (the traffic, the
There was a theater opposite Theres no theater and theres
the park. no park. buildings, the landmarks, the shops, the cinemas, etc.).
In pairs, sts talk about their city back then and now and
There were no security There are lots of security
cameras. cameras. mention two positive and two negative changes according
to their opinion. Encourage sts to share their discussion
There was just a bus station. Theres a subway station too.
with the whole class.

Tip 5 box Focus on the word ones in the second sentence Extra writing Sts can write this up for homework.
in column 2 today. Ask: What does ones mean here?
(supermarkets). Then read sts through the 5 box and the examples To finish, divide the class into two groups, those who
there. This is quite a tricky point for Latin sts, so this is just an think their city is better now and those who think it was
initial taste to help them understand it and avoid repetition where better 20 years ago. See if they can convince someone to
possible. This is presented in greater detail in 2 unit 10. change sides.

Tip For extra practice, put some examples on the board for
sts to replace the repeated words with one / ones. Workbook p. 32
1 Chris has three cars: a red car and two silver cars. ID Online Portal
2 Which girls are your daughters? The tall girl over there.
3 Which coat is yours? The black coat is mine. That black
coat over there.
4 How much is a sandwich? The tuna sandwich is $5 and
the cheese sandwiches are $6.

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6.5

Do you enjoy the Oscars? / How about a BBQ on Sunday?


Lesson Aims: Sts are going to learn to predict information from the context. Sts are also going to learn how to make invitations.

Function Language
Lesson 6.5

Reading about famous events. There were about 2,000 guests at Westminster Abbey in London.
Listening to numbers and quickly relate them to facts in the There were 72,000 people at Wembley.
texts read.
Talking about your favorite event. My favorite event is the World Cup because
Reading and writing invitations to parties. Do you want to come to a barbecue on Sunday?
Listening to people invite, accept and refuse invitations. How about going ?
Inviting, accepting and refusing invitations. Sure. That sounds great!
Im sorry. We already have other plans.
Vocabulary: Famous world events. Numbers. Celebrations and Invitations.
Grammar: Expressions for Inviting, Accepting and Refusing. Review: Past forms of be and There was / There were.
WB Song line: Here we are now, entertain us. I feel stupid and contagious. Here we are now, entertain us.

Skills: Predicting from context the upcoming word on the following line. Each correct guess
equals one point. Sts continue uncovering one line at a time
Warm-up Sts play a mime game to review sports. Before and trying to guess the following word(s) in the line below.
class, prepare slips of paper with sports from lesson 4.1 on Sts play the reading game in B. Ask sts how many points
p. 38-39, e.g. basketball, soccer, tennis, volleyball, cycling, they scored. As they may have either come up with different
running, swimming, skiing, etc. Hand out one or two items to alternatives for some of the lines or not understood certain
each student and, in small groups, sts take turns miming their links in the text, ask sts if they have any questions.
words for the rest of the group to guess Youre skiing / playing
tennis. At the end, ask: Whats your favorite sport? Tell sts to
open their books to p. 70 and find two photos of events related D Sts hear twelve numbers which appear in the texts
to sports (Olympic Games and the World Cup). in B. Play 6.13 and pause after 36. Focus on the speech
bubbles and Got it! meaning I remember / I know that one.
Ask them to find the numbers in the text and say what each
A Ask: Whos the actor? (Douglas Fairbanks) Whos the number refers to. On the audio they only have four or five
player with the World Cup? (Carlos Alberto Torres the seconds to beat the beep. You may want to extend this to
captain of the Brazilian team) Focus on photos 1-5 in B and ten or more seconds by pausing the audio yourself, especially
see if sts can identify the type of events shown in them, if you are asking them to write down their answers. Give
e.g. a wedding, the Oscar ceremony, the World Cup, a music them ten seconds to say what the numbers refer to.
festival, etc. Sts match photos 1-5 in B to the events in A.
One photo will be left out. Paircheck. Classcheck. Ask:
6.13
Whats the extra event? (the opening ceremony of the
36 4-1 2,000 150 1.9 billion
Olympic Games, London 2012). Ask What can you tell me
270 5,000 1929 2011 100,000
about each event? to brainstorm ideas.
107,412 72,000
(4) The Live Aid concert (1) The first Oscar Ceremony
(3) Prince William and Kate Middletons wedding Tip This can be a fun competitive game where sts have to
(2) The 1970 World Cup write down what each number referred to, and made even
The extra photo is the opening ceremony of the Olympic harder if you dont let them look back at the text. Then add up
Games, London 2012. the correct guesses at the end!

B Point to the text Dream Tickets. Sts listen to and read 36 tables World Cup final score 4-1 2,000 guests at
the reports and discover which event they describe. Play Westminster Abbey 150 nations showed Live Aid 1.9 billion
6.12. Paircheck. Classcheck. people watched Live Aid on TV 270 guests 5,000 street
parties The first Oscar ceremony was in 1929 Prince
Tip In pairs, have sts try to remember (from 6.12) the William and Kate Middleton got married in 2011 100,000
pronunciation of words with pink syllables. Drill the pronunciation people in Philadelphia watched Live Aid 107,412 fans watched
of words that are cognates to sts L1, e.g. private, luxury, present, Brazil vs. Italy 72,000 people watched Live Aid in Wembley
president, triumph, event, or any other words you notice sts have
difficulty pronouncing.
E Point to photos 1-5 in B again and ask the whole class
Whats your favorite event? An obvious written homework
The first Oscar ceremony, Prince William and Kate Middletons
follow-up is to ask sts to write a description of their Dream
wedding, the 1970 World Cup, the Live Aid concert
Ticket event. Focus on the model answer as an example
and see if they agree about Pel. Encourage them to say why
C Ask sts to cover their texts with a sheet of paper. In and share their preferences. Can they think of any other
pairs, sts uncover and read the first line and try to guess Dream Ticket event they would love to have gone to?
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6.5
in Action: Making invitations 6
K Hello, Kit! Were throwing a baby shower for Laura and
A Books closed. Write the lesson title on the board and Michael on Saturday. Do you think you can come?
elicit the meaning of BBQ (barbecue). Ask for a response
L Of course we can! What time?
to see how many different answers sts can come up with.
Point to pictures a-f and ask: What are these? (invitations). K Three pm at Lauras.
Encourage sts to say what type of invitation each one is, L Great. See you there.
e.g. a text message, a formal invitation, an e-mail, etc. Ask:
What kind of event is each one for? Play 6.14 for sts to listen
1. e 2. a 3. c 4. b 5. d 6. f
and read the invites. Allow them some time to compare their
answers in pairs before saying them to you. Classcheck.
C Ask sts: Do you remember if people accept or refuse
a. to watch a movie b. a wedding c. a barbecue the invitations? Sts listen to 6.15 again and put a check
d. a birthday party e. a housewarming party f. a baby shower (accept) or a cross (refuse) in the boxes. Paircheck.
Classcheck with answers on the board.
B Sts will hear people talking about the events in A. Play
Conversation 1 ( 6.15) and pause. Point to the invitations in A 1. 8 2. 3. 8 4. 5. 6.
and ask: Which event are they talking about? (Housewarming
party invitation e). In B, sts write e in box 1. Play the rest of D Elicit what phrases were used to accept and refuse
the track. Paircheck. Classcheck with answers on the board. invitations in 6.15. Ask What did they say to accept? And
to refuse? What did they say to invite people to the events?
6.15 Notice the pronunciation of to, on, at, for. When are and see how much sts can remember from the previous
they stressed, when are they unstressed? listening activity.
1
Focus on the table and elicit possible answers to
A Hello, Morgan!
complete the phrases. Make sure sts read all the phrases
B Hi, Mara!
and options before you replay it. Play 6.15 again for sts
A Scott and I are having a housewarming party on Sunday.
to complete the table. Paircheck. Classcheck
Can you and Sandy come?
with answers on the board. Drill the pronunciation of
B Oh, Im sorry, we already have plans for Sunday.
all sentences.
A Oh, well, never mind.
B Thanks for inviting us and I hope the party goes well. In pairs, sts create and role-play conversations about two
A Thanks, Morgan. events from A. Tell them to use the phrases from the
B See you. table in D to take turns inviting and accepting or refusing
A Bye. invitations. Monitor closely for accuracy. Ask a pair of sts
to act out their dialog for the whole class.
2
C Hi, Frankie! How about going to the movies tonight?
Inviting Accepting Refusing
D Sure, sounds good. What time?
Do you want to Sure. That sounds Thanks for the
C The movie starts at eight pm.
come? good! invitation. Sorry,
D Great!
I cant.
3 How about Id love to! Thanks. Im sorry. We
E Hi, Julie! Its David. Were having a barbecue tomorrow. going? already have plans.
Do you want to come? Can you come? Sounds great! Thanks for inviting
F Thanks for the invitation, but sorry, I cant. Im away all What can I bring? us.
weekend, not back until Monday. Would you like to Of course we can. Maybe next time.
E Oh, well. Maybe next time, then. come?
F Yes, definitely. Do you think you
4 can come?
G Would you like to come to my sisters wedding with me?
H When is it? E MAKE ITPERSONAL Ask sts to pretend they are
G On March 28th. throwing a party or any kind of event shown in A and write
H What time? an invitation for it. Sts stand up and invite as many people
G It starts at two pm. as possible. Remind them they need to use phrases from
H Great. Id love to. Thanks. D to invite, accept or refuse. When they finish, give them
5 feedback on the language used and ask: Who has the most
I Hey, Roz! Were having a surprise party for Lucys birthday. people going to their event?
Are you free on Friday?
J What time?
I At about seven thirty.
Workbook p. 33
J Sounds great! What can I bring? Phrase Bank p. 67
I Your favorite snack, maybe? ID Online Portal
J OKsure, see you there. ID Caf Video p. 143

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Review 4
Units 5-6

Grammar and Vocabulary cleaning the house / the bathroom / the car
going online / out with friends / to the gym
A Picture Dictionary. Pairwork. Sts test each other and
watching TV / a movie / tennis
review the main vocabulary items learned in units 5 and 6.
There are some possible techniques mentioned on p. 12 of playing video games / soccer / cards
the introduction section on how to work with the Picture taking a class / a shower / a course
Dictionary in order to review vocabulary. You can select doing the dishes / the laundry / homework
whichever of these best suit the needs of your class. visiting museums / relatives / a friend

Page 50 7 places around town


F Individually, sts complete questions 1-5 with a pronoun.
Page 55 6 vacation activities Paircheck. Sts listen to Review Audio 4.1 and check their
answers. Fast finishers can try to write another one for the
Page 59 6 traffic signs
class to complete.
Page 62 9 rooms and 18 furniture words

Page 67 10 prepositions 4.1


1 Hi Mike, how are you?
Page 69 5 differences between the pictures
2 These are Nick and Steve, I work with them.
Page 155 16 picture words for rows 1 & 2 of consonants 3 Your coat is on the floor. Please put it on your chair.
4 Thats Jessica. I was at school with her.
B MAKE IT PERSONAL Ask each student to write an 5 This is Davids phone. Can you give it to him?
example for 1-6. In pairs, sts compare their answers.
Classcheck. 2. These are Nick and Steve. I work with them.
3. Your coat is on the floor. Please put it on your chair.
Tip Encourage sts to use words they think they know and then 4. Thats Jessica. I was at school with her.
sts use their cell phones or a bilingual dictionary to check 5. This is Davids phone. Can you give it to him?
spelling if necessary.
Help them with stress and pronunciation whenever necessary,
but remember we are not trying to create native speakers
G Point to Common Mistakes and tell sts it is their turn now
to correct the sentences. Call sts attention to the number
just good foreign language switchers, so dont insist on
of mistakes between parentheses. Read sentence 1 and
perfect pronunciation.
elicit corrections from the whole class.
And, at this low level, where possible, get them to try to stick
to cognates, e.g. to choose crocodile over alligator, Can you In pairs, sts correct sentences 2-10. Whenever sts are
repeat that? rather than Can you say that again, please? uncertain, encourage them to flip back through p. 50-71
and check their answers in units 5 and 6. Classcheck with
answers on the board.
C Individually, sts choose the best options a-c for each
of sentences 1-10. Paircheck. Classcheck with answers on 1. Theres a problem with my computer.
the board. 2. I love walking on the beach. OR I love to walk on the beach.
3. Swimming is good for you.
1. b 2. a 3. c 4. c 5. a 6. c 7. b 8. b 9. c 10. a 4. I enjoy doing the dishes.
5. Do you know where the club is?
D Tell sts to write the time expressions in the timeline.
6. When I was 15, there was one cinema in my town.
7. Were you at school today?
Paircheck.
8. A: Were you on vacation last week? B: Yes, I was.
9. 5 years ago, there were a lot of trees here.
8 4 1 7 5 2 3 6
10. A long time ago, my dad was young.

E Sts match the columns. Paircheck. Classcheck. Get fast


finishers to suggest another item / activity for each verb. Skills Practice
Tip If time is available, have sts work in pairs and ask each A Direct sts to one of the texts indicated (p. 56 9A 5.16,
p. 58 Skills B 5.21 or p. 66 6B 6.8.) Play the audio for sts
other questions about five activities, e.g.: Do you like cleaning
to listen and read the text. Ask sts to close their books. Replay
the house?, Do you like doing the dishes?, etc.
the track and ask sts to rate their listening comprehension
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English ID TCH 21x29.3 Int.indd 104 4/10/13 9:59 AM


R4
from 0% to 100%. Ask any other useful questions about the B Excuse me. How do I get to the movie theater?
listening. Do the same for the other texts. Turn left at the stoplight. Its on Brown St., on the right, next
to the library.
Tip Since this is quite a long activity, if you are doing this
C Do you know where the mall is?
in class either choose the best one to do as a group and set
Sure. Turn right at the corner. Go straight for one block.
the others as homework. Or, if space and equipment allows,
The malls on the corner of Brown and Liberty.
perhaps you can do them as a jigsaw listening: divide the
class into three groups. Each listens to one of the audios, then D Excuse me. Is there a gym near here?
sts report back their successes. Yes. Go straight for two blocks. Turn right. The gym is
on Green St. between the supermarket and the French
restaurant.
At the end, ask the whole class: Do you think youre making
progress with listening?

B MAKE IT PERSONAL Refer to the model dialog in the


speech bubbles or have two sts role-play it for the whole
class. In pairs, sts talk about the activities in the box and
D
say if they hate / dont mind / like / love doing each of
them. Monitor for -ing use of the verbs after hate / dont
mind / like / love.

At the end, ask sts to report some of their partners A


phrases to the whole class, e.g. He hates cleaning the
bathroom. / He doesnt mind cooking. Monitor closely for B C
Present Simple 3rd person -s / doesnt.

C Read / Point to both text titles and briefly ask sts: Do


you prefer (watching) the Olympics or the World Cup?

Individually, sts read both texts and, for sentences 1-6, write
T (true), F (false) or N (not mentioned). Paircheck. Classcheck.

1. T 2. F 3. T 4. F 5. F 6. F

D Point to the four bold words in the text in C. Ask sts


to look at the photo on p. 72 and identify a goal-scorer, a
glove, a goalkeeper, and a boot (from top to bottom.)
F MAKE IT PERSONAL Sts read sentences 1-5 and talk
about their own neighborhood or town. Refer to the model
E Sts will hear four people asking for directions to dialog in the speech bubbles before sts compare answers in
places A-D. If an IWB is available, use the Digital Book for pairs. Tell them not to use the words true or false (For
Teachers to better explore the map. Point to the four white me number 4 is false) when comparing, but to say theres
squares on the map and tell sts they need to discover / isnt / there are /arent sentences. At the end, ask each pair
which places are A, B, C and D. Draw sts attention to the to tell you one similarity and one difference between their
street names and the notes next to the green squares. neighborhood or street.

Play Review Audio 4.2 and pause after dialog A. Allow


sts some time to find where the bookstore is. Paircheck. G MAKE IT PERSONAL Question time. Sts look at the
Classcheck (A). Language Map on p. 4-7 and take turns asking and
answering the lesson titles from units 5 and 6. Monitor
Play the rest of the audio for dialogs B-D. Paircheck.
closely for accuracy and encourage sts to ask follow-up
Replay the track if necessary. Classcheck (B-D).
questions when suitable. At the end, ask them how they
felt performing the task: Do you feel comfortable with all of
4.2 the questions? Which ones are easy? Which ones are difficult?
A Hi. Is there a bookstore around here? Again sts can make use of recordings and the other
Yes, there is. Go straight for two blocks. Theres one on the suggestions made earlier in the TB notes for this kind
left, opposite the theater.
of exercise.

105
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English ID TCH 21x29.3 Int.indd 105 4/10/13 9:59 AM


7
Unit overview: The main topic of unit 7 is the Past Simple with both regular and then irregular verbs. The contexts are the Died
at 27 Club (artists who died at 27), Amy Winehouses biography, talking about your last vacation and an interview with rapper
Jay-Z. Questions with and without auxiliaries (subject questions) are introduced and practiced through a quiz on pop culture.
The unit ends practicing more phone language and polite requests and responses.

When did you start school?


Lesson Aims: Sts start using the Past Simple in the affirmative form. The rules are taught in the next lesson.

Function Language
Lesson 7.1

Talking about past events. He was American and I think he was a guitar player.
Listening and reading a famous artists biography. She was born in 1983.
Amy got divorced in 2009.
She died at 27.
She received five Grammy Awards.
I started school in 1989.
Vocabulary: Recycle saying years (1983, 2009.) Music idols-related vocabulary: be born, start school, get divorced, get married
to, get piercings / tattoos, trouble, musicians, receive an award, record an album, play the guitar.
Grammar: Past Simple

Warm-up Start off the lesson with the Song line on p. 75. Check (F) Kurt Cobain (Nirvana) guitarist, singer American drug
if sts know / like the song and singer. Ask: Do you like her songs? problems
Do you have any of her albums? What else do you know about (E) Robert Johnson guitarist, singer drank too much and
her? This should make them feel a need to learn the past tense flirted with other mens wives
and show you what, if anything, they already know.
B Point to Amy Winehouses pictures 1-10 and the
Song line: phrases in B. In pairs, sts match the phrases to the correct
They tried to make me go to rehab, pictures. Classcheck. Tell sts each / (slash) in the phrases
stands for a missing word. Elicit what the first / might be
I said no, no, no. (get divorced in 2009). In pairs, sts guess the missing words
Song: Rehab in all the phrases. Play 7.1 for sts to check their answers.
Artist: Amy Winehouse (UK) Classcheck.
Year: 2006
Do not focus on Past Simple yet. That will be dealt with in
1C (AS 7.2).
1 Reading: Died at 27 Club
7.1 Notice the silent e of the -ed endings: why do these
A In groups of three or four, sts identify the seven /G/ sound different?
musicians in photos A-G and say what they know about 1 Amy was born in 1983.
their nationality, the instruments they played and the 2 She studied at theater school.
problems they had. 3 She received her first guitar.
4 She got her first piercings and tattoos.
Tip This speaking task should be modeled carefully so as not to 5 She started her professional career.
demand language your sts do not know yet (e.g. He played the 6 She recorded her first album.
guitar or had problems with). Read the speech bubbles with sts
7 She received five Grammy Awards.
and write prompts on the board to better guide their production:
8 She got married to Blake.
Photo A is (name). She was (nationality). I remember she was a
9 She got divorced in 2009.
(singer / guitar player), etc. I think her problems were
10 Amy died at 27.
When they finish, ask each group to talk about one of the
musicians. (9) get divorced in 2009
(4) get piercings and tattoos
(G) Amy Winehouse singer British drinking and drug (8) get married to Blake
problems (1) be born in 1983
(B) Brian Jones guitarist, multi-instrumentalist British (7) receive five Grammy Awards
drinking and drug problems (3) receive her first guitar
(A) Janis Joplin singer American drug problems (10) die at 27
(C) Jim Morrison (The Doors) singer American drug (6) record her first album
problems (5) start her professional career
(D) Jimi Hendrix guitarist, singer American drug problems (2) study at theater school
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7.1
C Read Common Mistakes with the whole class and Fielder-Civil, a music video assistant, in May, 2007. But their
encourage sts to come up with sentences of their own, e.g. marriage didnt last longthey got divorced at the end of 2009.
I was born in (year). / I started school at (age). / Tom Amys impact was incredible. Millions loved her and copied
Cruise was married to Katie Holmes. her look, but others didnt accept her because of her drug and
alcohol abuse. Musically, Amy developed a new style, mixing
Focus on the photo of Amy Winehouse in C and have
jazz, soul, pop, reggae, world beat and R & B. She transmitted
sts ask and answer in pairs: What do you think of Amy
incredible emotion.
Winehouse? I think she was awesome / fantastic /
Amy died of alcohol poisoning alone at home in Camden. We
horrible, etc. (Recycle giving opinion). Have sts report their
only said goodbye with words. Goodbye, Amy.
partners answers to the whole class. Focus on the title I
told you I was trouble. Do they know where it comes from? The information above is based on www.biography.com/
Its a line from one of her songs, You Know Im No Good. people/amy-winehouse-244469?page=1.
Sts listen and read just the first paragraph. Play 7.2
and pause after Died at 27 Club, at the end of the first D In pairs, have sts quickly re-read and decide if
paragraph. Ask sts to cover the text and, in pairs, tell each sentences 1-6 are T (true), F (false) or N (not mentioned).
other all they can remember about the first paragraph. Classcheck with answers on the board.
Sts challenge their partners and see who remembers more
details. Do not worry if they make language mistakes 1. N 2. T 3. F 4. N 5. T 6. F
at this point. Repeat the procedure with all the other
paragraphs. Make it like a memory game.
E Point to the phrases in 1B on p. 74 and elicit the Past
Simple forms of the verbs in boxes 1, 2 and 3. Elicit why
Tip In this activity sts will have the opportunity to practice
they are in three groups: 1 = irregular, 2 = regular (silent E),
fluency as opposed to accuracy. Let them speak freely so that
3= regular /G/. Drill the pronunciation of all the verbs.
they can gain confidence. Monitor closely for the -ed ending silent vowel in box 2.

Write the words from World of English on the board: Tip When the final sound before -ed is /t/ or /d/, an extra
musically, guitar, etc. Have sts repeat them after you syllable is added, e.g. added, wanted, visited.
and then underline the silent vowelsas highlighted
in World of English on p. 75and ask: Are these letters Focus on Amy Winehouses pictures 1-10 again and have sts
pronounced? (no.) Raise sts awareness to silent vowels retell the story chronologically in pairs. Remind sts to use
in English. discourse markers (First, Then, After that, Finally.) Encourage
them to include all the extra information about the singers
Play 7.2 again for sts to listen and do the AS task
life they can remember / have learned from the lesson.
suggested below. Draw their attention to silent vowels in
-ed endings and exceptions as mentioned in World of English Tip Fast finishers can tell each other about one of the
on p. 75. musicians in 1A they know well or their favorite artist, using
the same verbs as in 1B.
Tip Past Simple negative forms will be dealt with in lesson 7.2.
Monitor closely. When they finish, ask each student to
retell part of the story to the whole class.
7.2 Notice the pronunciation of the -ed endings: /G/, /W /
and /G/.
I told you I was trouble F MAKE ITPERSONAL Sts ask / answer the title

Famous for her great voice, big hair and bad habits, on July question When did you start school? Insist they make
a full sentence and celebrate their excellent accurate
23, 2011, Amy Winehouse joined legends Robert Johnson,
pronunciation of started!
Brian Jones, Jimi Hendrix, Janis Joplin, Jim Morrison and Kurt
Cobain in the Died at 27 Club. Extra writing Sts can research and write their own minibiography
Amy Jade Winehouse was born on September 14, 1983, in of any musician / artist they like, preferable one who has died, or
London, England. From the age of 12 Amy studied at theater else they would have to use the Present Perfect tense, which they
school, and at 13, she received her first guitar. Always a rebel, havent learned yet. Dont correct their work yet and make them
she got her first piercings and tattoos at 14. look again after lessons 7.2 and 7.3 to see if they can improve it
At only 16, she recorded her first demos, and three years themselves as they learn more past tense forms.
later, she recorded Frank, an album that the critics really
loved. Young Amy lived very fast! Only five years later, in
2008, she received five Grammy Awards, including Best New Workbook p. 34
Artist and Record of the Year for Rehab. ID Online Portal
Her lifestyle provoked a lot of interest, too. She married Blake Grammar p. 130

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7.2

What did you do last weekend?


Lesson Aims: Sts learn the form and uses of both regular and irregular verbs in the Past Simple and .

Function Language
Lesson 7.2

Talking about past events. I was born in Bogot.


Telling a famous musicians bio. He started The Doors in 1965.
Writing your own bio. I started school in 1997.
I got my first job in 2003.
Reading an interview with a book writer about a travel I went to Morocco.
experience. I met his three daughters.
Vocabulary: Recycle saying years (1971, 1943.) Recycle be born, start school, get divorced, get married to, record a song and
finish school. Two different uses of so (to intensify and conclude.) Irregular verbs Past Simple forms had, did, said, went,
made, knew, thought, took, saw, came.
Grammar: Past Simple . Irregular Past Simple forms.

Warm-up Recycle weather. Ask sts Whats the weather like Grammar box Past Simple
today? or Hows the weather today? (Its sunny, cold, etc.) Their marriage didnt last long. Some people didnt
accept her.
Elicit the same question Whats the weather like? in the
past, e.g. yesterday. Write some past time expressions on a. did b. the infinitive form c. did not
the board, e.g. yesterday, last Sunday, last Saturday, last
holiday, last winter, and in pairs have sts ask each other:
What was the weather like + past time expression? B Focus on Jim Morrisons photo and elicit what sts
wknow about him. Do they like him / his music? Why is his
image still so common today? In pairs, sts tell his bio using
2 Grammar: Past Simple the dates and prompts in the graphic. Monitor closely for
A Books closed. Ask sts Do you remember what we accuracy. Have six different sts retell Morrisons biography,
talked about last class? What do you remember about Amy a sentence each, to the whole class. Do they know anything
Winehouse? and encourage them to say a few sentences else about him? E.g. He died in a bath in Paris after too
from her biography. If sts are too quiet, ask more direct much alcohol and heroin.
questions, e.g. When did Amy start school? How many
Grammy Awards did she receive? When was she born? etc. He was born on; He finished high school in; He
graduated from college and started The Doors in; He
Books open. In pairs, sts scan the text in 1C on p. 75 to
recorded Light My Fire in; He started living with Pamela
answer questions 1-4 in 2A. Classcheck with answers on the
Courson in but didnt get married or have children; He
board. When you write the verbs on the board, cross out the
died in Paris on July 3, 1971 at the age of 27.
silent e in the -ed endings in received / died / loved / lived /
provoked / divorced / studied / married / copied / joined /
developed and drill pronunciation for all the verbs in the C MAKE ITPERSONAL Elicit the past forms of the verbs
answer key. See if sts can remember any other silent E in the box. Focus on the example to check and exemplify
words from lesson 2.4.
what they have to do. Ask sts to draw a timeline for
themselves (with the years of important events in their
(3) +ed (joined / recorded / developed / transmitted)
lives) and individually sts write a short bio using six of the
(4) change the form / not ed (was / got / said)
given verbs. Have sts swap and read each others bios and
(1) +d (received / died / loved / lived / provoked / divorced)
report them to the whole class, e.g. Juan was born in
(2) -y +ied (studied / married / copied)
He started school in 1992. etc.
Focus on the highlighted words in Amys bio (didnt last /
didnt accept) and have sts complete the Grammar box in Tip Alternatively, quickly collect and randomly number them,
2A. Read Common Mistakes with sts and reinforce the need then display them on the walls for sts to read and guess who
to avoid these typical mistakes when learning Past Simple. wrote each one, i.e. 1 Eduardo, 2 Paula, etc.

Tip Do a quick transformation drill with the whole class. Say


affirmative sentences, e.g. She started school in 1989. She 3 Reading
got divorced in 2009. I got tattoos last week. I studied English
last night. I was born in Lima. etc. and have sts transform the A Focus on the five pictures and ask: Where do you think
sentences into negative ones. Ms. Riggs traveled to? Elicit some guesses and focus on
Common Mistakes for sts to discover the answer (She went
In pairs, sts answer questions a, b and c in the Grammar on a trip to Turkey.) Following the second sentence from
box. Classcheck with answers on the board. Common Mistakes , ask sts to point the picture in which she
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7.2
got to the airport. Explore what is happening in all the verbs in English all have irregular past forms. Drill
images. What is she doing in the 3rd picture? What about pronunciation for all the past forms from World of English .
the 4th?
Books open. Focus on / explore the Song line. Do they
Tip Dont let them read it yet. Get them to cover the text and know / like the song / singer? Can they sing it? How many
Common Mistakes with a piece of paper. Focus on the title of past tense forms are there in it? Are they regular or
the magazine interview, the Not really! at the end, and the irregular? When do you say Oops! in English? (when you
pictures. Get them to speculate on what they can see: where make a mistake or have an accident.)
she went to / what might have happened, etc. NB: Ms. Riggs is
the woman in orange. Song line:
Oops, I did it again. I played with your
Elicit some guesses then uncover the text. Sts quickly read heart, got lost in the game. Oh, baby, baby.
the interview and number the pictures in the order the
Song: I Did it Again
events happen in the text. Singer: Britney Spears
Sts can also listen to the interview with Ms. Riggs ( 7.3). Year: 1999
Paircheck. Classcheck. Ask Do you know any similar travel
stories with a happy ending? to see what they can come up Tip The most frequent irregular verbs list of this book is on
with. Use anecdotes of your own if you can. p. 130. only puts phonetics next to words we think sts will
struggle with because of irregular sound / spelling relationship.
5 1 3 4 2
Dont forget to refer to the picture words in the Pronunciation Chart
on p. 154-155 to help them remember the symbols and sounds.
B Sts perform the task individually this time. Write on
the board How often do you travel? Who do you travel with? Individually, sts find at least ten irregular verbs in the
Where do you like to go? Wheres your favorite place in the Past Simple in the text in 3A . Paircheck. Classcheck.
world? Why? Do you enjoy flying / traveling? Any Oops! Monitor closely for pronunciation. For an extra activity
travel experiences? In pairs, sts answer the questions then at any time now you can play Past Tense Bingo. Sts write
report back any interesting answers. Obviously, they down six verbs in the infinitive form then you call out
will make mistakes but again they should still easily be the irregular past tense forms they know until theyve
understandable and will learn more past tense forms now. got them all.

Tip If they listen to a text after reading it, its often a good The verbs from World of English sts can find in the
idea to ask them to compare the reading and listening interview are:
experiences and try to talk about the problems they have with
had, went, was, got, did, came, said, took, knew, saw,
reading or listening.
thought.
Paircheck. Classcheck with answers on the board.
D Draw sts attention to the title question on top of p. 76,
2 She cried because the company canceled the flight to What did you do last weekend?. Refer to World of English
Cappadocia.
and ask sts to use at least two verbs from it. In pairs, sts
3 Semir offered to help her. ask and answer the lesson title question. Discuss any
4 The trip to Cappadocia took around thirteen hours. coincidences or particularly interesting answers. Did
5 She had some Turkish food with Semir in Ankara. anybody have an Oops! moment?

C Write a sentence from the interview on the board


Two years ago, I went to Turkey and say Went is the past Workbook p. 35
form of and let sts complete your sentence (go.) Focus ID Online Portal
on World of English . Tell sts that the twelve most common Grammar p. 130

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7.3

Where did you go last vacation?


Lesson Aims: Sts learn to form Past Simple questions to talk with some fluency about their last vacation, then move on to dates
of birth and birthdays.

Function Language
Lesson 7.3

Asking and answering about your last vacation. What did you do last vacation?
Where did you go?
How did you get there?
I traveled to Europe.
Saying when people were born. Janis Joplin was born on January 19th, 1943.
Asking and answering about birthdays. When were you born?
Whens your birthday?
I was born on / Its on
Vocabulary: Dates and ordinal numbers.
Grammar: Past Simple . Prepositions.

Warm-up Print out or write the sentences below on the Language note The word ever in sentences in the Past Simple,
board. Sts work in small groups. They have to complete each such as sentence 1, is only used in spoken English. In other
sentence with a verb from World of English p. 77. cases, ever is often used with sentences in the Present Perfect.
1. I cereal for breakfast this morning. They will learn this tense in 2 unit 3.
2. I to the cinema last night.
3. I to class by bus today.
7.4 Notice the sentence stress.
4. I an interesting movie yesterday.
TtW = Travel the World ML = Ms. Lane
5. I my homework five minutes before class.
TtW And lets welcome our next guest, Ms. Lane, the travel
6. I Hello to my teacher when I arrived today.
guide. So, tell us, dear. Were you ever afraid of flying?
7. I married last year.
ML Yeah! Im a very nervous flier. In fact, Im terrified of planes.
TtW Really? But youre a travel guide!
had / went / came / saw / did / said / got
ML Yes, but I prefer city tours. I hate planes.
In pairs, sts make true sentences about themselves, saying TtW And when did that start?
sentences 1-7 in affirmative or negative forms, e.g. I didnt ML Well, once I was going from Manila to Hong Kong and
have cereal for breakfast this morning. I had bread and there was a lot of turbulence. I didnt hold the hand of the
coffee, etc. Monitor closely for accuracy. Ask some sts to man next to me, but I was so nervous I really wanted to!
report their sentences to the whole class.
TtW Did you say anything to him?
ML No, I didnt. He never knew!
4 Grammar: Past Simple Questions TtW I see. But did you land safely?
ML Well, at least when we got to Hong Kong airport, we
Books open to p. 77. Have sts look at the questions in
didnt crash into the buildings, but for me, um, that was
the interview in 3A and read the rules for Past Simple
a miracle. The turbulence was really strong and the
Questions in the Grammar box on p. 78. Write on the
buildings are so near the airport!
board: When do you go to the gym? vs. When did you go to
the gym? Elicit the differences in form and meaning. Elicit TtW And did the passengers applaud?
the same questions for he or she. In pairs, sts fill in the ML Yes, some of them. I didnt. I was just so tense!
blanks in the Grammar box. Classcheck. TtW Right! How did you feel after that?
ML Well terrified of planes!
Grammar box Past Simple
do / does 1. Were you ever afraid of flying? 2. When did that
start? 3. Did you say anything to him? 4. Did you land
A Draw sts attention to the tips in Common Mistakes . Sts safely? 5. And did the passengers applaud? 6. How did
will hear part two of the interview but do not play it just you feel after that?
yet. Say These were the questions in the interview with Ms.
Lane. and point to questions 1-6. In pairs, sts fill in the
blanks. Play 7.4 for sts to check their answers. Classcheck B Sts listen to 7.4 again and mark the stress on the
with answers on the board. Then get sts to speculate on words in the box with a blob above the stressed syllable
what Ms. Lanes answers might be. Dont confirm but let as in the example. Paircheck. Classcheck with answers on
them listen to check. Ask: How many did you get right? the board. Drill the pronunciation of all words in the box.
Ask sts Were you ever afraid of flying? and encourage them
Swap partners. In pairs, sts try to remember the answers to give details (When? Where were you flying to? Was it a
to questions 1-6. long flight? Was there turbulence? etc.)
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English ID TCH 21x29.3 Int.indd 110 4/10/13 9:59 AM


7.3
intonation for yes / no questions and falling intonation for Wh
afraid nervous terrified turbulence buildings miracle questions. Have sts take turns asking you all the questions in
the flowchart.
C Ask sts: Do you know Ilha Grande? Explain it is a big
island located off the south coast of Rio de Janeiro in In pairs, sts ask and answer questions about their last
Brazil, hence the name Ilha Grande! Elicit the past forms vacation. Monitor closely for accuracy. Make sure the
of all the given verbs. Sts complete the blog post with the student who is answering doesnt look at the flowchart,
but instead makes eye contact with his / her partner.
appropriate verb. Paircheck. Classcheck with answers on
the board. Ask: Would you like to visit Ilha Grande / Rio de Discuss any interesting answers they want to share
Janeiro / Brazil? Does the blog post remind you of any places with the class. Pay special attention to did you when sts
you visited? Google it and show sts some images of the ask the questions.
island if technology is available.
Extra writing For extra writing practice, sts can write up their own
Last vacation my sister and I went to Ilha Grandethats Big (or their partners) last vacation as a blog. If they e-mail them to
Island in English! We traveled by car and then took the ferry. you, you can post them on the Learning Platform and they can all
There are no cars there, so we walked a lot! The islands read and enjoy each others stories about their last vacation.
incredible, the forest is really beautiful and the smell of
nature is fantastic. We visited lots of lovely beaches too and
I saw three dolphins! We ate lots of fish. It was very hot and 5 Vocabulary: Dates
I drank a lot of cold soda too! We stayed in a small hotel and
met some nice tourists from Argentina. We had a lovely time
A Have sts work in small groups and match the musicians
from the Died at 27 Club to their dates by drawing lines as
and I cant wait to go there again.
in the example. Play 7.6 so they can check if their guesses
were right. Check which group got most dates right.
D Highlight the two routesleft or rightdepending
on the first answer. The questions in the middle work for Tip Dont give them too long or it will feel more like a
either response. Point to the questions in the flowchart. math problem!
Play 7.5. Sts hear seven questions and they have to find
and point to the questions they hear. Pause after each
7.6 Notice the connections to prepositions and the pauses
question so you can monitor more efficiently. At the end, between the dates and the years.
ask: How do you pronounce did you?
These talented musicians all died at the age of 27. Blues
Draw sts attention to the elision, that is, the connection of singer and guitarist Robert Johnson was born on May 8th,
sounds when did you is pronounced. To help them produce 1911 and died on August 16th, 1938. The original Rolling
it, beat the stress on the question and main verb and Stone Brian Jones was born on February 28th, 1942 and died
encourage them to accelerate on the unstressed parts. on July 3rd, 1969. The incredible Jimi Hendrix was born on
November 27th, 1942 and died on September 18th, 1970. The
7.5 pearl, Janis Joplin, was born on January 19th, 1943 and died
on October 4th, 1970. Finally, Nirvana leader Kurt Cobain was
Where did you go?
born on February 20 th, 1967. And he died on April 5th, 1994.
Did you relax?
A coincidence or a curse?
Where did you stay?
Did you watch a lot of TV?
Robert Johnson was born on May 8th, 1911 and died on
Did you have a good time?
August 16th, 1938.
How did you get there?
Brian Jones was born on February 28th, 1942 and died on
Did you eat well?
July 3rd, 1969.
Jimi Hendrix was born on November 27th, 1942 and died on
did you = /G/ September 18th, 1970.
Janis Joplin was born on January 19th, 1943 and died on
E MAKE ITPERSONAL Model the activity with the whole October 4th, 1970.
group and have sts interview you about your last vacation Kurt Cobain was born on February 20th, 1967 and died on
before they get to work in pairs. Have a different student April 5th, 1994.
ask you the next question each time and help them to
produce did you (/G/). B Write one of the dates from 5A on the board, e.g.
November 27, 1942. Tell sts you will play 7.6 again and ask
Stronger classes Strong groups can have an extra challenge. them to notice which sound comes after the day (27) and
In pairs, sts decide if the questions in the flowchart have all the other days in the audio track. Classcheck. Ask sts:
rising or falling intonation (as seen in lesson 2.4, SB p. 22). Did you notice any different sound apart from th?

Weaker classes Elicit all the questions. Make sure they You can hear the unvoiced // th at the end of the days.
understand each / stands for did you. Drill the rising 3rd is different.

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7.3
C For the unvoiced th, quickly group sts to stand up She was an only child until the age of six. In 1962, Joplin
and form a line, e.g. from the tallest to shortest in the left home to study at the University of Texas.
group. Ask: Whos the first in line? And the second? Use the She left college in January, 1963.
sts position to convey the meaning and use of ordinal
Joplin died at 27, from an overdose, on October 4, 1970.
numbers. Sts sit down. Focus on the 5 box and explain
the differences in form (1st, 2nd, 3rd, and th uses) and drill
pronunciation for several examples of ordinal numbers. E MAKE ITPERSONAL Tell sts to stand up again, but this
time the line will follow a different order: the birthdays.
Read World of English with the whole class and elicit ways
Make sure they take their books with them as they will need
of saying a few dates, e.g. the present date, the teachers
them for part two of the exercise. Drill the question Whens
birthday, celebration dates (Christmas, New Years Eve, etc.)
your birthday? and have sts discover each others birthdays
Ask: Is the way you write the date here the same as in the to form the line in the correct order. At the end, check if they
USA? (month / day / year). In pairs, sts take turns saying got it right: do a chain drill (A asks B, B asks C, C asks D, etc.)
the dates from 5A table: St A: Robert Johnson was born and have sts ask the next person in line: When were you
on the 8th of May, 1911. St B: Thats right. And he died on born? Drill pronunciation first and say it is another way
August 16th, 1938. to ask about birthdays. Make sure they reply using I was
Monitor closely for accuracy. Ask a few sts to say some of born on before the dates.
the dates to the whole class. Still in line, get the first five sts to form a group, the
following five form another and then so on. In groups of
Tip The th ending is particularly hard for many sts as it
five, sts interview each other and complete the chart in 5E.
does not exist in their language. For extra practice use picture
words in the Pronunciation Chart on p. 154-155. Use the speech bubbles on the page to model their
conversation. Classcheck.

D Elicit prepositions from sts and write all the prepositions Round off with the lessons Song line on top of p. 79. Read the
they can remember on the board. Make sure you include of, lines with the sts and see if they know / like the song / singer.
at, in and on. Ask: Which of the female singers in the last three lessons do you
prefer: Amy Winehouse, Britney Spears, Janis Joplin, Lady Gaga?
Weaker classes Narrow down options to choose from the
Song line:
board. Circle the four prepositions (of, at, in, on) and say they
will use them to complete 5D. Im beautiful in my way, cause God makes no mistakes.
Im on the right track, baby, I was born this way.
Individually, sts complete Janis Joplins bio with suitable Song: Born This Way
prepositions. Paircheck. Artist: Lady Gaga (USA)
Year: 2011
Play 7.7 for sts to check their answers. Do they know /
like her music?

Elicit some rules for preposition use and see if they can
Workbook p. 36
recognize some patterns, e.g. before dates with days, use
Writing p. 151
on; for years and months, use in, etc.
ID Online Portal
Grammar p. 130
7.7
Janis Joplin was born in 1943 on January 19. She was an only
child until the age of six.
In 1962, Joplin left home to study at the University of Texas.
She left college in January, 1963.
Janis Joplin die at 27, from an overdose, on October 4, 1970.

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7.4

When do you listen to music?


Lesson Aims: Sts learn to ask subject questions to interview someone. Sts also learn to use ordinal numbers.

Function Language
Lesson 7.4

Talking and listening / watching a video about past routine. Jay-Z got up at around eight oclock.
Then, he had breakfast.
Asking and answering about yesterday. What did you do yesterday?
I read a book.
Reading / Taking a pop culture quiz. Who recorded more songs?
Which singer won six Grammys in 2012?
Which band composed ?
Asking and answering about cultural facts. When did Neil Armstrong land on the moon?
Who directed The Avengers?
Writing your own quiz. Who composed the song Imagine?
Vocabulary: Recycle routine verbs. Expression to show youre impressed (Wow, so early! / No! I cant believe it!, etc.)
Grammar: Subject questions.

Warm-up Recycle dates. Have some prompts on the board 7.8


or printed on slips of paper: Christmas, Halloween, (local Int = interviewer J = Jay-Z
holidays, e.g. Independence Day), your mothers birthday, your Int Whats a typical Jay-Z day?
best friends birthday, your English teachers birthday.
J Mmm Typical
Int Obviously give me your day yesterday. Obviously you
Have sts take turns asking each other When is ?
flew out here late last night or early this morning. What
questions and practice saying dates in English. Were there
was your day like? From the time you got up to the time
any coincidences?
you went to the Nets game last night.
J I got up around eight, had some breakfast, I ran a mile, it
6 Listening was really tough.
Int A mile?
A Books open to p. 80. Point to the photo in 6A and ask: J You know, I just wanted to touch it.
Whos he? (rapper Jay-Z) Do you know his music / any of his Int Quite a marathon. A mile.
songs / anything about him or his family?
J Yeah, one mile. Everyone cant be like you*, man. Ran a
Point to the two example phrases already done for them mile. Then I went to the office, read a bunch of e-mails, read
and ask: What did he do first? (1. got up at around eight some more e-mails, downloaded some musiclegally
oclock.) Ask: What was the seventh thing he did yesterday? Um uh had a meeting with some great people, I dont
(7. downloaded some music.) Ask: What about the second want to say any names yet. After that I listened to some music,
thing? Elicit sts guesses. went to the studio, had dinner, went to the Nets game, we
won, were up 3-2, thank you very much, went to sleep.
Tip Drill the pronunciation of the past form of read: /red/.
Note *In formal grammar / written English, this sentence
Individually, sts try to guess about Jay-Zs day and order would be Not everyone can be like you.
the phrases in A, 1-13.

In pairs, sts compare their guesses: I think he got up at Cultural note A mile is equivalent to 1.6 km.
around eight and then he had some breakfast. After that,
I think he
(7) downloaded some music (1) got up at around eight
oclock (8) had a meeting (11) had dinner (2) had some
B Sts listen to the audio / watch the video to check their
breakfast (9) listened to some music (3) ran a mile
guesses in A.
(5) read a bunch of e-mails (6) read some more e-mails
(13) went to sleep (12) went to the Nets game (4) went to
Weaker classes Pause the track or video every three actions
the office (10) went to the studio
so sts have more time to check their answers in A.

In pairs, sts tell each other what they remember from the C Now sts listen to another interview (this time with an
video. Encourage them to use ordinal numbers to ask: What unknown person) and number phrases, 1-5, as they hear
was the first thing he did? And the second? The third? them. Paircheck. Classcheck.

Classcheck the correct order in 6A. How many did they get This is very much a tongue in cheek activity to help them
right? Did anybody guess the whole thing correctly? What enjoy asking and answering about yesterday, which can
else did they learn about Jay Z? (He runs a little and supports get a little mundane afterwards. It also helps a lot with
the Nets, a New York basketball team.) intonation too. Enjoy it!
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7.4
Tip Drill the pronunciation and intonation of all the 7.11 Notice the -ed endings and // in was.
expressions. Make sure you and your sts sound impressed! T = teacher S = student
T So everyone finished? Time for the answers. Number 1 was
7.9 Notice the intonation in the impressed words. in fact Adele.
A So, whats your typical day like? Lets see. What time did S Yes! We got that one!
you get up yesterday morning? T OK the Spider-Man musical was composed by the
B I got up at about six. famous Irish band U2.
A Wow, so early! Did you have breakfast? S Another one right!
B Yes, I had an egg and some coffee! T Madonna did
A Fantastic! And who did you have breakfast with? S No!
B My mom was with me. T Madonna did NOT write the song for the 2010 World Cup.
A Thats great! And what did you do after that? It was in fact Shakira.
B I took a shower and went to work! S I knew it. Three points!
A No!! I cant believe it! And then what happened? T OK, question 4. Accidentaly in love was in the movie
B After work I went back home, played a video game, had Shrek 2.
dinner and went to sleep. S That is correct. I love that song.
A Incredible! What a fantastic routine! Thanks a lot! T OK. A difficult one now. Which of these three recorded
more songs? Was it A) The Beatles, B) Elvis Presley or C)
Michael Jackson?
1. Wow, so early! 2. Fantastic! 3. Thats great! 4. No!!
I cant believe it! 5. Incredible! What a fantastic routine! S I know, I know, Ive got it, I know the answer! It was The
Beatlesmy dad has all of their records. He has hundreds
of them.
D Swap partners. In pairs, sts interview each other about T Well, actually it wasnt The Beatles. They only recorded
yesterday. Elicit possible questions (What was the first thing
about 250. Elvis recorded between 700 and 1,000 songs.
you did? And then? And after that?) Tell sts the interviewer
has to look / sound impressed, and use some of the phrases S I dont believe it. No. Im sure it was The Beatles.
in 6C with the appropriate intonation. T Well, Im sorry. On to question 6, Flea plays the bass guitar,
and for question 7that is Jay-Z.
At the end, if possible, have one pair of volunteers act out
their dialog for the whole class. S Hmm.
T Now, on to famous deaths. Janis Joplinthe great 60s
singerdied on the bathroom floor. Whitney Houston died
7 Grammar: Subject Questions in the bath and Michael Jackson died in his bed.
S I didnt know that.
A Focus on the lesson Song line. Read it for the sts and
T And Bob Marleys last words were Money cant buy life.
see if they can tell which singer recorded it and what the
song is called. Ask sts: Do you know music well? Can you S Really?
sing it? Do you like the singer? Do you know any other song T Yep. And finally Ricky Martin sang with Menudo before he
by Adele? Lets see. went solo.

Song line:
1. c Adele 2. b U2 3. a Shakira 4. c Shrek 2. 5. b Elvis
I heard that your dreams came true.
Presley 6. c Flea (Red Hot Chili Peppers) 7. b Jay-Z
Guess she gave you things, I didnt give to you.
8. Janis Joplin: bathroom floor / Whitney Houston: bath /
Song: Someone Like You
Michael Jackson: bed 9. c Money cant buy life.
Artist: Adele (UK)
10. a Menudo
Year: 2011
Focus on questions 9 and 10 from the Pop Quiz. Ask: Is
Point to the Quiz photos and elicit who some of the people are
there an auxiliary verb? (did) Now focus on question 1.
(Menudo / Ricky Martin, Whitney Houston, Bono Vox, Flea, Bob
Can you see an auxiliary verb? (No.) What about 2? (No.)
Marley, Michael Jackson, Adele, Shakira, Elvis Presley). Ask sts
Have sts match the rules in the Grammar box.
to choose their two favorites to see how they react / learn more
about their tastes in music. In pairs, sts take the Quiz 1-10.
Weaker classes The concept of object and subject might not
Tip Alternatively, you might have sts listen to track be very clear for sts. In this case, sts will need more guidance to
7.10 and
understand the difference between object and subject questions.
choose their answers individually, and then paircheck.
Have sts compare two simple questions on the board: 1) What
did Alexander Graham Bell invent? vs. 2) Who invented the
B Play 7.11 for sts to check their guesses. Check who telephone? Help them see the differences in grammar and
got the most answers right. If sts are not really into music, meaning. Label the subject and object for them. After that,
instead of asking how many answers they got right, ask write: J.K. Rowling wrote the Harry Potter books. Cover or
them how many answers they got wrong. Invite sts to say erase the subject and elicit the question (Who wrote Harry
something they learned from the Quiz, e.g. I didnt know / Potter books?) Then cover or erase the object and elicit the
I learned the Spider-Man musical was composed by U2. question (What did J.K. Rowling write?)

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7.4
Grammar box Subject Questions D MAKE ITPERSONAL In pairs or small groups, sts prepare
Subject Questions 1-8 refer to the subject of the question their own quizzes. Tell them to write five questions about
and dont need an auxiliary verb. 9-10 refer to the object of well-known musicians, TV or movie stars, songs, albums,
movies, characters, awards. Make it clear that they do not
the question and need an auxiliary verb.
have to stick to music, but can ask about any aspects of
1 2 2 1 pop culture. Make sure they include at least three subject
questions. Monitor closely and correct any mistakes by
C In pairs, sts take turns asking subject and object referring them back to Common Mistakes before moving on
questions. Monitor closely for accuracy. Sts check their to the next stage.
answer and facts they do not know in C, in smaller font
Have groups swap quizzes to test each other. Sts answer the
upside down just below sentences 1-5. Classcheck.
quizzes and see who got most answers right. Classcheck.
Tip Refer to Common Mistakes whenever you need to correct
sts mistakes on the spot or for delayed correction afterwards.
Workbook p. 37
Possible suggestions: 1. Who landed on the moon? When ID Online Portal
did they land on the moon? 2. Who directed The Avengers? Grammar p. 130
When did he direct The Avengers? 3. Who published the Da
Vinci Code? When did he publish the Da Vinci Code? 4. Who
became U.S. President in 2008? 5. Who won six medals?
When did he win six medals? Where did he win six medals?

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7.5

Can I use your phone? / Could you help me, please?


Lesson Aims: Sts learn more phone phrases to understand an anecdote. They also learn to use can / could to ask for favors.

Function Language
Lesson 7.5

Listening and telling stories about cell phone problems. I cant get a signal. Can you?
Oh, no! My cell batterys dead.
Listening to people request favors. Could you see who it is?
Could you please wash the dishes?
Asking for favors and offering help. Im really sorry, but I cant.
Dont worry. Ill get it.
Sure. There you go.
Vocabulary: Cell phone related words (battery, signal, credit, recharge, make calls, etc.)
Grammar: Requests and favors. Can vs. Could for politeness. Will for unplanned responses or decisions.
WB Song Line: Help! I need somebody. Help! Not just anybody. Help! You know I need someone. Help!

Warm-up Recycle routine verbs in the past. Write What did you A customer in a phone store and the shop assistant talking
do yesterday? on the board and have sts talk about what they did about a phone that doesnt work.
the day before class. Ask them to find three things in common.
At the end, sts report similarities to the class, plus any surprises
or special things they discovered about their partner.
C Replay 7.12 again for sts to listen and fill in the blanks.
Paircheck. Classcheck with answers on the board. Elicit
predictions about what happens next in the story. Ask:
What do you think will happen next? How does the story end?
Skills: Understanding a story
A Ask sts How often do you use your cell phone? What do you Yes, I hope so.
use it for? and see who is more addicted to phones in class. Theres a problem with my phone.

Books open to p. 82. Read phrases 1-5 with the whole It doesnt work.
class and have a conversation with all the sts. Use the What exactly is the problem?
example on the page and give another of your own to help when I turned it on
them get started. As you read one at a time, check if they
the battery died
understand all the phrases and ask them: Do you remember
the last time you said it? Where were you? What did you do? as soon as I started making calls.
etc. Have as many sts participate as possible. Respond Hmmm Did you try recharging it?
positively (using impressed intonation as in the last lesson)
Yes, I did that right away,
to sts contributions. Have sts vote on the one they think is
the most common.
but it didnt work.
I called a friend,
B Books closed. Say: Youre going to hear two people the phone died again
talking. One of them has a problem with his cell phone.
after about two minutes.
Whats the problem? Play 7.12 and elicit the answer
(Theres a problem with the phone battery.) After they
listen, ask: Who are the people in the conversation? D Play 7.13 so sts can discover how the story ends. Ask:
(Customer and shop assistant.) Where are they? (At the How does he solve the problem?
store.) Open books and move to C.
7.13 Notice the stress in the questions.
7.12 Notice the connection between /W/, /G/ at the end of A OK. So when did you buy this phone?
words and the vowel at the beginning of the next word. C Uh last week.
A = assistant C = customer A Oh, its really new. And where did you buy it?
A Hello, can I help you? C I bought it in this store. The assistant was very helpful.
C Yes, I hope so. Theres a problem with my phone. It A Thats good! Well, did you keep the receipt?
doesnt work.
C Yes, I think so. Ah! Here it is!
A I see. What exactly is the problem?
A OK. Can you leave your phone with me?
C Well, its a new phone, but when I turned it on the battery
C Uh, but, um, how long?
died as soon as I started making calls.
A Maximum two days. We either repair it, or give you a new one.
A Hmmm Did you try recharging it?
C Yes, I did that right away, but it didnt work. I mean, I C Phew! Thanks!
called a friend, but the phone died again after about
two minutes. The shop assistant agrees to send the phone for repair.

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7.5
E In pairs, sts role-play the complete dialog. St A is the in Action: Asking for favors
shop assistant and st B is the customer. Exchange roles
afterwards. A Point to pictures 1-5 and elicit what they are doing /
wearing / thinking, then say All the people need some help.
They are asking other people to do them favors. Can you
F Focus on the five pictures, put them in the correct match the requests (point to 1-5) to the correct favors (a-e)
order to make a story. They should write numbers 1-5 below? and sts try to guess the right combinations.
next to the letters a-e. Then, listen to 7.14 to check the
right answers. Ask: How many did you get right? Elicit any Tip Ask sts to start the activity individually for about 30
different stories that they may come up with.
seconds before moving them into pairs to complete it.

a2 b3 c1 d5 e4
Play 7.15 for sts to check their answers. Classcheck with
answers on the board. Ask Which actions a-e did not
Tip Tell sts to write in pencil so that they can erase / correct happen? or Who didnt get any help?
their answers if they need to. It would be helpful if you
pre-teach the words drop, boss, and hand-dryer from the
7.15 Notice the connections.
pictures.
1C Oh, no! Look at this mess. Sophie!
D Yes, Mom?
7.14 Notice the expressions for responding to a story. C Could you please wash the dishes?
M = Mike C = Chris D Uh, sorry, its Brians turn today.
M Hey, Chris! Hows it going? I tried to phone you. C OK, forget it. Brian!!!
C Hi, Mike, Im not happy at all.
2 E Excuse me. Uh, could you open the door for me, please?
M Why? What happened?
F Oh, sure. There you go.
C Man! Im so stupid. I dropped my cell phone in
E Thank you so much.
the toilet!
M Youre kidding! How did that happen? 3 A Dan, theres someone at the door.
B Could you see who it is? Im busy.
C Well, I was at work, right, and I had my phone in my jacket
pocket. My boss waslikeChris, can you clean the A Dont worry, Ill get it.
bathroom?. So OK, I cleaned the bathroom. But Im like, 4H Jim!
cleaning behind the toilet when SPLASH! I Uh?
M Oh, no! Disgusting! H Could you please cut the grass, Jim?
C Well, at least I cleaned the toilet first! I Uh, but the game. Come on, I can do it tomorrow.
M Phew! Did you get it out? H Could you do it this afternoon, please? Your mothers
C Yeah, of course. That phone cost $200, man. coming to visit.
I Oh, oh, uh, OK, Ill do it now.
M What did you do?
C Well, I put it under the hand-dryer in the bathroom but it 5J Could I ask you a favor?
still doesnt work. K Hmmm, that depends. What do you want?
M Gee! Thats bad luck. J Could I leave my son with you this weekend?
K Oh. Im really sorry, but I cant. I have two parties to go
this weekend so I cant be with your son. Sorry.
G Tell sts to listen to Mike and Chris and remember J Oh, no problem. Thanks anyway!
which four questions Mike asks Chris. Paircheck.
Classcheck. If time allows, go to AS 7.14 on p. 163 and do
the AS task, Expressions for responding to a story. 1. c 2. d 3. b 4. e 5. a
Washing the dishes and looking after the son did not happen.
Ideally you would tell an anecdote of your own about
losing or leaving your phone somewhere so they can ask
questions and you respond to them. Ask sts: Do you have B Read the 1st 5 box (Can / Could) with sts. Play 7.15
any similar stories? If so, have them tell their stories to again for sts to complete questions 1-7. Paircheck.
the whole class and encourage other sts to ask for details, Classcheck. Draw sts attention to Common Mistakes and
using some of Mikes questions and the expressions for drill the pronunciation of some of the questions they have
responding too. just completed.

Ask the sts to match the questions to the best responses


What happened? How did that happen? Did you get it
in the right column. Paircheck. Classcheck. Use the 2nd
out? What did you do?
5 box to explain the use of will in OK, Ill do it now. and
Dont worry. Ill get it. Contrast with Present Continuous
Language note Hows it going? is not a proper question, it is
for arrangements, which are of course planned. They will
a greeting, although it has a question mark at the end of it. learn going to in lesson 9.3.

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7.5
1. Could you please wash the dishes? Sorry, its Brians turn Tip If you want to continue to review phone language have
today. 2. Could you open the door for me, please? Sure. them play back to back, cell phones in hand and role-play
There you go. 3. Could you see who it is? Dont worry. Ill that way.
get it. 4. Could you please cut the grass, Jim? Come on,
I can do it tomorrow. 5. Could you do it this afternoon, Have four different pairs of sts act out each situation for
please? OK, Ill do it now. 6. Could I ask you a favor? That the whole group. For fun, at the end of the lesson, drop
depends. What do you want? 7. Could I leave my son with your pens / book on the floor, pretend your bag is too heavy
you this weekend? Im really sorry, but I cant. to lift, your arm hurts so you cant open the door, turn off
the light, etc. to spontaneously practice requests and get
them to respond accordingly!
C MAKE ITPERSONAL Sts role-play situations 1-4 using
Could you? requests and the responses from B. Use the
examples to illustrate what they have to do.
Workbook p. 38
Weaker classes Sts might need more thinking time before Phrase Bank p. 67-69
they perform this activity. Give them time to write one or two ID Online Portal
dialogs together before they role-play the situations. Offer help Grammar p. 130
whenever needed. ID Caf Video p. 144

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8
Unit overview: The main topics of unit 8 are countable vs. uncountable food items and nouns, Quantifiers and How much
vs. How many, which are presented by a newly married couple who reappear several times throughout the unit through
the contexts of writing a shopping list, going on a diet and reading a food nutrition facts table. In this unit, sts also read /
scan a menu for specific information and learn / practice how to order a meal at a restaurant.

What do you have in your fridge?


Lesson Aims: Sts learn to talk about food and drink items.

Function Language
Lesson 8.1

Naming food and drink items. bananas, chocolate, oil, salt


Talking about food and drinks you like / dislike. I really like bananas, but I hate vinegar.
Listening to a person making a shopping list. We need some milk, fish and chicken.
Making your own shopping list. I need to buy some eggs, coffee, sugar
Listening to a couple talk about what they have in their fridge. Why did you buy all this food in the fridge?
Vocabulary: Food and drink items.
Grammar: Countable vs. uncountable, some, any.

Warm-up Have sts browse pages from unit 7 and, in pairs, Tip For extra practice on pronunciation, go to AS 8.1 on
ask and answer all title questions in the unit: When did you p. 163 and ask sts to notice the schwa sounds.
start school?, What did you do last weekend?, Where did you go
last vacation?, etc. Monitor closely for accuracy. If time allows,
they can reuse the flowchart in lesson 7.3 to ask and answer 8.1
questions about last weekend / last vacation. Lets see. We need bananas and chocolate oil and salt
uh maybe some spaghetti? Yes, definitely some spaghetti
and some tea. Oh, and I have to get tomatoes and vinegar.
1 Vocabulary: Food and Drink
21. bananas 17. chocolate 19. oil 18. salt
A Point to the photo on p. 84 and elicit the word kitchen.
15. spaghetti 22. tea 16. tomatoes 20. vinegar
Draw sts attention to the fridge and counter and for each
of them ask: What do you call it? Focus on the food on the
counter and elicit food and drink vocabulary. Point to the B Elicit some comparisons between the words in 1A and
list of words in 1A and have sts match them to the items how they are spelled and pronounced in the sts mother
on the counter in the picture. These are familiar food tongue. These first eight are presented in a separate
group because most are cognates for Latin learners. In
words and / or cognates. The rest are introduced in 1C.
pairs, sts rate the eight words in A as having D (a very
Cultural note fridge = refrigerator different spelling or pronunciation to L1), S (similar spelling
or pronunciation to L1) or V (very similar spelling or
Write banana on the board and highlight the first and pronunciation to L1). Classcheck with answers on the board.
the last a. Drill the pronunciation of the word and draw
sts attention to the schwa sound //. Do the same with Tip There may be some disagreements but try to keep the
pajamas and remind sts they have the picture words in the productive focus on English and how it is pronounced rather
Pronunciation Chart on p. 154-155. than on the mother tongue. After all they dont need to learn
these words, as they all know them already. Remember, you
Read World of English with the whole class for more dont need to say or use the words in your L1 yourself, merely
information about the // sound. Drill the sound (e.g. mime ask sts to mentally compare with what they already have in
hitting yourself in the stomach so they make the right their minds in order to focus on whats easy / difficult for
unstressed uh noise!), the two picture words from the them, and so focus (and celebrate!) accordingly.
Pronunciation Chart (bananas, pajamas) and the sentence
with bold letters in World of English . If time allows, elicit
There is no key for this exercise as it obviously depends on
other examples they know with schwas too. Tell them all
highlighted letters (in yellow) in 1A have schwa // sounds.
what their mother tongue is.

In pairs, sts try to pronounce all the words on the list.


Monitor closely for accuracy and offer help / model
C Now focus on the food and drink items in the fridge.
These are in a second group because most are non-
pronunciation if necessary. The columns Spelling and
cognates for Latinos. Point to some of the items and elicit
Pron. will only be used in 1B.
how to say them in English. Name what sts do not know
Play 8.1 for sts to notice how words are pronounced. and ask Do you like it / them? How often do you eat / drink?
Conduct a repetition. Ask: Who is Jeff talking to? (himself) about a few of them.
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8.1
Individually, sts match 1-14 to the items in the fridge. Sts
8.4 Notice the sentence stress.
listen to 8.2 to check. Paircheck. Classcheck with answers
on the board.
S Jeff, were traveling tomorrow. Why did you buy all this
food?
In pairs, sts try to pronounce the words. Monitor closely J Just some fruit for your diet: apples and oranges.
and offer help whenever needed.
S I dont like apples.
Play 8.2 for sts to notice how the words are pronounced. J But you like oranges. And I got some onions and potatoes
too.
Extra activity Ask sts to think about their own fridges
S Potatoes? I cant eat them. Im on a diet, hellooo!
back home and think about what they need to buy. Allow them
J OK, but I also got some chicken and fish.
some time to write a shopping list. In pairs, sts compare their
S Well, we can freeze those. But what do we do with the milk,
lists, e.g. I need to buy (some) milk, eggs, etc.. The some /
any distinction is taught in 8.2 so dont force it too much here. cheese and butter?
J Sorry, SandraThats not all I got some lettuce and
carrots for your salad, too.
8.2 Notice s = /]/ or /V/. S Hm, I guess I can make a salad for dinner. And why all
J We need some milk, fish and chicken oh, and some those eggs!!
apples and carrots, Sandra loves carrots! Then some eggs J Well, I can make an omelet!
and lettuce. Oh, and butter and onions. Oh, finally, some
S Yeah, right! Your specialty! Jeff, darling, remember. Never
cheese, oranges, potatoes do we need sugar? Oh, yes,
irritate a woman on a diet! We can be dangerous! But, wait
and some sugar.
whats that doing in the refrigerator?

2. apples 10. bread 5. butter 13. carrots 6. cheese


Sugar and bread are not mentioned in the dialog.
8. chicken 7. eggs 9. fish 4. lettuce 11. milk
12. onions 3. oranges 14. potatoes 1. sugar
F Point to item 1 (sugar) in the fridge and ask sts if they
D Focus on the photos of the couple on the fridge. Elicit also keep it in the fridge.
that they are recently married and tell sts that they are Jeff
Tip Get sts to guess the answers first as a way of ensuring
and Sandra. Sts listen to 8.3 and answer questions 1-3
about Sandra and Jeff. Have sts paircheck their answers
they fully understand the questions / tasks and have tried to
before checking answers with the whole class. Ask: Have
imagine in advance what will be said.
you tried freezing bananas? Listen again and / or do the
Sts hear the last part of Sandra and Jeffs conversation.
silent letter AS task on p. 163 if time allows.
Sts listen to 8.5 and mark true (T) or false (F) for
sentences 1-5. Paircheck. Classcheck with answers on
8.3 Notice the silent letters.
the board. To end this part of the Jeff and Sandra story,
J = Jeff S = Sandra
ask: What do you think of them? (they return several
S Jeff! Im home, baby. times in this unit).
J Hi, hon.
S Oh my God! Extra activity Ask sts to cover p. 85 (with a sheet of paper).
J What? Whats the problem? Focus on the food and drink items on p. 84. In pairs, sts talk
S Whats all this food on the counter? about what they like or dont like on the page. Monitor closely
J What do you mean, all this? and make sure they dont say this and that, but actually
S Well, to be precise, one chocolate bar, tomatoes, uh, some name items they want to talk about. Encourage peer correction
spaghetti when sts cant remember or pronounce an item from the
J Oh, that? picture. At the end, ask sts to remember and report their
partners preferences to the whole class.
S Im not finished! Theres also some salt, some tea, oil and
vinegar here
J I can explain 8.5 Notice // vs. /X/.
S And8, 9, no, 10 bananas. You know I cant eat bananas! J In the refrigerator? Where?
J There was a special offer on bananas, darling. S Here! Look! You put bread and sugar in the refrigerator!
We can always freeze them! What are they doing there?
S Freeze bananas? Are you crazy? J Uh, I dont know.
S You dont know?
1. Jeff, the husband, did the shopping. 2. Sandra is not J Well, my mother always puts sugar and bread in the
refrigerator, but I dont know why. So I called to askbut
happy because Jeff bought too much food. 3. Jeff bought
she didnt answer.
ten bananas because there was a special offer on bananas.
S Not your mother, not again. Were married now, remember?
You dont have to ask your mother.
E Sts listen to part two of Sandra and Jeffs conversation. Ask
J Yes, but I love you and I just want everything to be perfect
them to notice which two items are not mentioned. Paircheck.
for you, darling.
Play it again if you notice part of the class could not get it.
S Oh, Jeff, thats really romantic
Classcheck. Ask sts: Do you keep all these items in your fridge?
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8.1
1. T 2. T 3. F 4. F 5. T Whats your opinion of this song? Do you know any other
songs by Dire Straits?

G Write the word city on the board and elicit its Song line:
pronunciation. Remind sts that British and American
We gotta install microwave ovens.
English have lots of differences between them, e.g. the way
Custom kitchens deliveries.
the letter t can be pronounced. Play 8.6 for sts to listen
We gotta move these refrigerators.
and read World of English . Drill both American and British We gotta move these
pronunciation of the words in the box and ask Which do Song: Money for Nothing
you prefer? Why? Artist: Dire Straits (UK)
Year: 1985
Have sts read the Song line at the top of p. 85 and draw
their attention to how the t in gotta and refrigerator are
pronounced in the song Money for Nothing by the
British band Dire Straits. Make it clear they need to be
Workbook p. 39
able to understand both, but the choice of which to say is
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entirely up to them.

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8.2

Are you on a diet at the moment?


Lesson Aims: Sts learn to use countable and uncountable nouns to talk about food.

Function Language
Lesson 8.2

Talking about portions of food. I usually have a slice of bread and a piece of fruit for breakfast.
Listening to a woman talk about her diet. For lunch, its a bowl of rice, two spoons of beans
Talking about your own diet. For dinner, I often have a bowl of rice and some fish or chicken.
Vocabulary: Portions of food (a bowl of rice, 2 spoons of beans, pound of meat, a can of diet soda, etc.). Healthy / junk food.
liquids.
Grammar: Countable and uncountable nouns. Quantifiers some in sentences and any in and .

Warm-up Play the Memory Race game with food and drink Tip For further practice, go to Grammar on p. 132.
items. Sts have one minute to write down all the items (from
the previous lesson or not) they can remember. Classcheck
Items that come in Items you eat
with answers on the board. Include (s) after each countable Liquids
(small) parts only a part of
noun to help with the next activity: apple(s), banana(s), etc.
water, ice, oil, rice, salt, spaghetti, bread, chicken,
tea (drink), sugar, tea chocolate, butter,
milk. (product). cheese, fish,
2 Grammar: Countable vs. Uncountable Nouns lettuce.
A Refer to the list of words on the board (from the warm-
up above). Elicit which items are countable or uncountable D MAKE IT PERSONAL In small groups, sts take turns asking
but do not provide sts with answers yet. and answering questions 1-3. Encourage them to use some
Books open. Focus on the task in 2A and have sts underline for uncountable nouns and say countable words in the plural
all the plural words in 1A and 1C on p. 85. Ask: Why arent as in the examples.
the other words (oil, vinegar, tea, etc.) in the plural?

The eight plural words are: bananas, tomatoes, apples,


3 Vocabulary: Portions of Food
carrots, eggs, onions, oranges, potatoes. The other words A Ask the whole class: Do you remember Sandra from last
are not pluralized because they are uncountable, or mass lesson? Tell sts shes on a diet. Focus on the words This time,
nouns. These substances cannot be divided into separate be patient! and ask: Do you have to be patient to go on a diet?
elementse.g. vinegar cannot be counted, but 2 spoons
of vinegar or 2 bottles of vinegar can be counted. In this Have sts read the lesson Song line at the top of p. 87, which
case we count the unit of measurement. also refers to the topic of being patient. Ask sts: Do you
remember this song? Who recorded it? Do you like this song?
Do you know their music?
Tip To help with the concept, mime the futility of trying to
count sugar, rice or water. Is patience countable or uncountable?

Song line:
B Have sts read sentences 1-2 and, in pairs, answer the
A little patience, yeah, yeah.
questions: Do we usually count these food items? Which
word indicates an unspecified quantity of? Need a little patience, yeah, yeah.
Just a little patience, yeah, yeah.
Salt, tea, oil, vinegar and fish are not usually counted. When Some more patience
they are counted it means different types, e.g. a variety of Song: Patience
teas. Chicken is also not usually counted when it is a food Band: Guns N Roses (USA)
item, however you can buy two whole chickens from the Year: 1989
supermarket and a farmer can have a number of chickens.
The word some indicates an unspecified quantity of. Sts hear Sandra recording day 1 of her video diary of her
new diet. Point to the headings of her notes (After waking
up, Breakfast, Lunch, etc.) and elicit what she has for each
C Tell sts that uncountable nouns are usually liquids, meal. Elicit food vocabulary from pictures 1-10 and get
items that come in (small) parts or items you eat only a them to match the photo to the first item.
part of. In pairs, sts add two more items to each category.
Paircheck. Classcheck with answers on the board. Tip Sts can probably match up all the words from the food
Have sts read the 5 box and Common Mistakes to discover photos alone, but the aim of the audio is to introduce the
other uncountable nouns which are not related to food and quantities / portions, so use the audio to confirm / correct their
drink. They might be surprised by some of these, but it is guesses as well as the pronunciation.
worth anticipating problems they will otherwise have in
the future. If some sts remember, they can help to correct Sts listen to 8.7 and match pictures 1-10 to the diet items.
the others that dont remember the rule. Paircheck. Classcheck. Ask: Which item doesnt have a photo?
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8.2
(one can of diet soda). Where in have you seen a can S Then yes, please. I can only drink one can of soda a day,
before? (unit 4, the lesson on can as a verb). but its the best part of my day. Cheers!
N Cheers!
Notice that Sandra writes 1 bowl of salad because she
needs to remember the quantity. We only use 1 when the
quantity is important. Usually we say a bowl of salad. 1. Sandra cant eat: chocolate, pasta / spaghetti or cheese.
(She can eat meat but not for lunch and she never eats
8.7 Notice /Y/ connections and the other // (schwas). sugareven when she is not on a diet). 2. She is on a diet
because she has gained 15 pounds and her husband, Jeff,
S So, today is day one of my new diet. After waking up, I
isnt happy. (1 lb (pound) = 0.453592 kg so she has gained
have a bottle of mineral water, and thats all! For breakfast, 6.8 kg). 3. The best part of her diet is the one can of soda
I can have a cup of coffee, a slice of bread and a piece per day.
of fruit! Wow! For lunch, its a bowl of rice, one spoon of
beans and just one little can of diet soda. Booo! In the
afternoon I get a snack! Hurrah! A granola bar! Then for 4 Grammar: Quantifiers
dinner, I get a bowl of salad, half a pound of meat, and a
glass of juice. And thats it! But this time its going to work! A Sts listen to 8.9 and complete the sentences 1-5
extracted from the listening. Paircheck. Classcheck with
Cultural note answers on the board.
1 lb = 1 pound = 453,6 grams Have sts decide in pairs how to best complete the 5 box
lb = half a pound= 226,8 grams about the use of some and any. Draw sts attention to the
exceptional use of some in questions when we offer people
(10) 1 bottle of mineral water (6) 1 cup of coffee (3) 1 slice some food or drink, as shown in Common Mistakes .
of bread (4) 1 piece of fruit (7) 1 bowl of rice For a quick practice activity, get sts to practice offering and
(5) 1 spoon of beans (9) 1 granola bar (2) 1 bowl of accepting / refusing the food in the photos here and in the
salad (8) pound of meat (1) 1 glass of juice previous lesson. Do you want some bread / rice, etc.? Yes, please /
Theres no photo of one can of diet soda. No, thanks.

Tip For further practice, go to Grammar on p. 132.


B In pairs, sts try to predict possible answers to questions
1-4. Play 8.8 for them to check if they guessed all the
answers right. Classcheck. Explore the content too. Ask: 8.9 Focus on the link after eat and there.
Do you always eat meat for lunch? Do you like the same food I just have some rice and beans for lunch.
as Sandra? I cant eat any meat for lunch.
I never have any sugar.
Then listen again. Ask: How much more did you understand
Is there any pasta in your diet?
the second time? Do you know anyone who keeps a video diary?
Do you want some Coke?

8.8 Notice /IU/ and /Y/.


N = Nelly S = Sandra 1. I just have some rice and beans for lunch. 2. I cant eat
N Hi, Sandra. Want some chocolate? any meat for lunch. 3. I never have any sugar. 4. Is there
S No, thanks. Im on a diet. any pasta in your diet? 5. Do you want some Coke?
N Oops, sorry. Hows it going? 5 box 1. Use some in phrases and when you expect a
S Great. Im keeping a video diary. It really helps. answer. 2. Use any in phrases and .
N So, what do you usually have for lunch?
S I just have some rice and beans for lunch. B Individually, sts circle the best options in the dialog.
N Rice and beans? Thats unusual. Paircheck. Play 8.10 so sts can check their answers. Ask
S Uh huh, but I cant eat any meat for lunch. Only for dinner. for sts opinion about Sandras diet: Is her diet really going
N No meat for lunch? Wow! Thats not easy! You really need a to work?
lot of patience.
S I know. But I have to lose weight. I gained fifteen pounds 8.10 Pay attention to the pronunciation of t in these
and Jeff is not happy words.
N Uh Well, maybe if you stop eating sugar N So, Sandra, what do you have when you get up?
S I never eat any sugar. I dont like sweets. S I only have some water.
N How about pasta? Is there any pasta in your diet? N Wow! Dont you eat any food?
S Well, thats a no-no too. And I love spaghetti with tomato S Yeah, I have some bread and some fruit two hours later,
sauce and Parmesan cheese. for breakfast.
N And, of course, you are not allowed any cheese, right? N Two hours later? And can you drink any beer or wine?
S Right. S Never! I cant drink any alcohol. Why?
N Oh, Im sorry. Do you want some Coke? N Were going out on Saturday night, but youre not drinking
S Is it diet? any beer!
N Yes. S Well, I can have a break from my diet on special occasions!

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8.2
Nelly So, Sandra, what do you have when you get up? they need to use at least two quantifiers from 3A (a slice
Sandra I only have some water. of, a cup of, etc.). Encourage them to say whether their
partners diet is healthy or unhealthy. If there is time, they
Nelly Wow! Dont you eat any food?
can swap partners and do it again.
Sandra Yeah, I have some bread and some fruit two hours
later, for breakfast.
Weaker classes Write prompts on the board For breakfast,
Nelly Two hours later? And can you drink any beer or wine?
I usually have a cup of, For lunch, I usually so sts know
Sandra Never! I cant drink any alcohol. Why? where to start from.
Nelly Were going out on Saturday night, but youre not
drinking any beer!
Extra writing Sts can write their daily diet following Sandras
Sandra Well, I can have a break from my diet on special model in 3A.
occasions!

C MAKE IT PERSONAL For two minutes, sts look at photos


from lessons 8.1 and 8.2 and make some notes about their Workbook p. 40
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daily diet. In pairs, sts tell each other what they usually
Grammar p. 132
have for breakfast, lunch, snacks, and dinner. Tell them

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8.3

How often do you eat chocolate?


Lesson Aims: Sts learn to use quantifiers with countable and uncountable nouns. Sts also learn to say large numbers.

Function Language
Lesson 8.3

Reading and talking about sugar / sweet items. When I eat a lot of chocolate, I compensate the next day.
Listening to a couple decide what to have for lunch. Are you ready for lunch?
Listening to information about a Nutrition Facts table. How much cholesterol does the vegetarian burrito have?
Saying large numbers. 68,087.
Talking about your attitude towards food. I eat everything and never worry about calories.
Vocabulary: Words related to sugar (sugar, sweet, candy, dessert, chocolate, mousse, fruit, Nutella). Nutrition Facts (calories,
cholesterol, total fat, fiber, protein, sodium). Large numbers.
Grammar: Quantifiers a lot of, a few and a little.

Warm-up Books open to p. 89. Have sts read the lesson Song Cultural note The person who wrote on Nellys blog signed
line and see who in the class knows the song / band, where Forever Rocher. That is a reference to the manufacturer
they know the song from, if they can sing it. Ask sts: Do you Ferrero, the producer of Ferrero Rocher, Nutella and other
eat a lot of sugar? Whats your favorite sweet item? chocolate products.

Weaker classes Conduct the suggested speaking activity


Song line:
above in teacher-class pattern, not student-student, as
Sugar, oh honey, honey. they might struggle with language for this task. Ask sts:
You are my candy girl, Do you also love sweet items like Nelly? Do you need large
and you got me wanting you. portions? How much do you eat? When you eat sugar in
Song: Sugar Sugar excess on one day, do you compensate the next day? Does
Band: The Archies (UK) chocolate make you feel good?
Year: 1969

1. F (only is too strong) 2. T (quality, not quantity) 3. T (


Point to the title question on p. 88 and have sts briefly ask
I just eat some salad or a few pieces of fruit the next day) 4. F
and answer it in pairs. Classcheck.
(the emoticon shows the answer) 5. T (OMG, it really helps)
In groups of three, sts list all foods involving chocolate
they can think of (chocolate cake, mousse, brownie, ice C Sts find and circle the six examples of a little, a few and
cream, milkshake, cookies, etc.). Have sts share their lists a lot of in Nellys blog in 5A. Also, ask them to underline
with the whole class and say which chocolate recipe is the word / noun that follows each expression. In pairs, sts
their favorite. decide if the nouns which follow a little, a few and a lot of
are countable or uncountable, and then, complete the rules
in the 5 box. Classcheck.
5 Reading Read World of English about the uses of a few and a little. Give
A Focus on Cyber English . Sts read the acronyms in them some prompts (e.g. apples / sugar / honey / bananas /
pencils / paper) and elicit if the given nouns would go with a
the box and elicit any (= NE) other abbreviations sts
little or a few.
can remember.

Focus on the photo of Nelly. Ask: What do you remember 1. Use a little with nouns. 2. Use a few with nouns.
about her? Shes Sandras friend from the previous lesson. 3. Use a lot of with or nouns.
She offered Sandra chocolate there too. Sts read the text
for gist and underline at least six different words related D Elicit some possible ways of saying phrases 1-6 with a
little, a few and a lot of. Have some sts read the dialogs in the
to sugar. Paircheck. Classcheck with answers on the board.
speech bubbles to the whole class. In pairs, sts create their
Drill the pronunciation of all the words.
own conversations about phrases 1-6. Monitor closely for
accurate uses of a little, a few and a lot of. At the end, have one
sugar sweet candy dessert chocolate mousse fruit Nutella
or two pairs act out one of their dialogs for the whole class.

B Sts re-read and, if you wish, they can listen to the text
and in pairs decide whether sentences 1-5 are true (T) or 6 Listening
false (F). Get them to give evidence from the text to justify
A Elicit what sts remember about Sandra and Jeff and
their answers. Classcheck. In small groups, sts tell each from Sandras diet (lesson 8.2). Ask: What can / cant she
other how similar or different they are compared to Nelly eat? Tell them Sandra and Jeff are going to have lunch
and Forever Rocher (who comments on Nellys post). Ask: together. Sts listen to 8.12 and fill in the blanks 1-8 with
Do you know anybody like these women? Do you eat a lot J (Jeff) or S (Sandra). Paircheck. Classcheck with answers
after you fight with people? on the board. Do they like / eat a lot of Mexican food?
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8.3
Play 8.12 for sts to complete the table. Paircheck.
8.12 Notice the dark l vs. normal l.
Classcheck with answers on the board.
J = Jeff S = Sandra
J Hey, Sandra. Ready for lunch? In pairs, have sts answer questions 1-4. Classcheck.
S Yeah, hon. Im so hungry!
A chicken burrito has 370 calories; a vegetarian one has
J Come on! Lets go to that Mexican restaurant on the corner.
350. The vegetarian burrito has 5 mg of cholesterol and the
Im dying for a burrito.
meat one has 25 mg.
S I dont think thats a good idea. My diet, remember?
J Oh, darling, burritos are healthy! Look, Im googling the
C Sts cover the table in 6B. In pairs, sts tell each
nutritional table.
other all they remember about the ingredients of the
S Oh, I hate those lists! three types of burritos. They then uncover and check
J But they have important information! See? A chicken their own performance.
burrito is probably the best option for you.
S How many calories does it have? I cant see anything D Write the numbers 2,500 and 456 and elicit how these
without my glasses. numbers are said in English. Read Common Mistakes and
J Um, lets see. It only has three hundred seventy calories. World of English with sts. Clear up any doubts before sts say
S Aw! Thats a lot. numbers 1-4.
J Then the vegetarian burrito is the best. It only has beans and
Tip If suitable, make sts aware of the fact that some
cheese and three hundred and fifty calories.
languages use . (dot) instead of the , (comma) used in
S Ugh! Beans, beans, beans! Im living on beans now. The
English in numbers with four or more digits (e.g. 2,000 = two
doctor told me to watch my cholesterol, too. How much
thousand). The . (dot) in English is used before fractional
cholesterol does the vegetarian burrito have?
parts, e.g. 7.4 (seven dot four).
J Only five milligrams.
S And the others? In pairs, sts practice saying the figures 1-4. Monitor closely
J Thirty-five and twenty-five milligrams. for accuracy and help them out if necessary. Classcheck.
S Thats a lot, but, like, do I have to eat the boring, healthy
option? Tip Fast finishers can challenge each other with more
J Babe, this diet was your idea. And you know the vegetarian numbers too.
burrito is perfect for you.
S I guess youre right. 1,275 one thousand, two hundred (and) seventy-five.
J Well, Im having the chicken burrito. 34,912 thirty-four thousand, nine hundred (and) twelve.
S And Im having the meat burrito. 68,087 sixty-eight thousand, (and) eighty-seven.
J But darling. 911,354 nine hundred (and) eleven thousand, three
S I cant live without meat, Jeff. And we just spent a lot of hundred (and) fifty-four.
calories checking all these numbers, darling, so I think its OK! 73,100 seventy-three thousand, one hundred.