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TeacherEnglishIDStarter PDF
TeacherEnglishIDStarter PDF
Starter
TEACHER’S BOOK
Paul Seligson
CAMILA ABREU
58 St Aldates All rights reserved. No part of this book may be reproduced, stored in
Oxford a retrieval system or transmitted in any form by any means, electronic,
OX1 1ST mechanical, photocopying, recording or otherwise, without the prior
United Kingdom permission in writing of the Publisher.
© 2015, Santillana Educación, S.L. / Richmond
Richmond publications may contain links to third party websites. We
ISBN: 978-84-668-2184-1 have no control over the content of these websites, which may change
Printed in Spain frequently, and we are not responsible for the content or the way it may
DL: M-33473-2015 be used with our materials. Teachers and students are advised to exercise
discretion when assessing links.
Publishers: Ruth Goodman, Sandra Possas We would like to thank the following reviewers for their valuable feedback,
Content Development: Paul Seligson which has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros
ID Café and Grammar Section: Pamela Vittorio de Souza, Brian Lawrence Kilkenny, Clara Haddad, Denise Almeida, Deyvis
Editors: Jennifer Wise, Eduardo Trindade Sánchez, Diva Maria Abalada Ghetti, Elisabeth Blom, Frank Lício Couto,
Assistant Editors: Olivia McGrath, Ed Prosser, Sarah Pollard, Henrick Oprea, Isabela de Freitas Villas Boas, José David Ramos Solano, José
Sarah Finch, Hannah Champney Olavo Amorin, Juliana Tavares, Kathleen M. Johnson Scholl, Kátia Andréa da
Art Coordinator: Christiane Borin Silva Falcomer, Lilian Leventhal, Louise Potter, Luzia Colferai Araujo, Lycia
Art Editor: Lorna Heaslip Lourenço Lacerda, Maria Cecília Pérez Gamboa, Maria Luiza Guimarães Carmo,
Project and Cover Design: Raquel Buim Maria Rute Leal, Mauro Vieira, Pamela Vittorio, René F. Valdívia, Ronaldo
Design Manager: Lorna Heaslip Mangueira Lima Junior, Silvana Sanini, Sueli Monteiro, Suzy Teixeira de
Layout: HL Studios, Arbore Editoração, Dave Kuzmicki, Almeida, Thais Musa.
Sarah Finch
Paul Seligson would like to express his incalculable gratitude to all his
Digital Content: Jennifer Wise, Jemma Hillyer, Luke Baxter
family, friends, fellow teachers, ex-students, co-authors and the entire
Richmond team, without whom ID could never have happened.
The Publisher has made every effort to trace the owner of copyright material;
however, the Publisher will correct any involuntary omission at the earliest
opportunity.
Unit 2 ............................................................................................................................... 35
osé
da Review 1 ........................................................................................................................ 45
a
mo,
Unit 3 ............................................................................................................................... 49
Unit 4 ............................................................................................................................... 61
Review 2 ........................................................................................................................ 71
Unit 5 ............................................................................................................................... 74
rial;
st
Review 3 ........................................................................................................................ 87
ID Café ............................................................................................................................. 89
Writing ............................................................................................................................. 94
➤➤
Numbers 1-12
Classroom language ➤➤ Article the ➤➤ Listen to the dialogue
1.2
➤➤ What’s this in English? ➤➤ Classroom objects ➤➤ Articles a or an ➤➤ Listen and complete
1.3
➤➤ Familiar words ➤➤ Verb be – I, you, it
➤➤ What’s your phone number? ➤➤ The alphabet ➤➤ Verb be ➤➤ Listen and repeat
1.4 ➤➤ Listen to check
➤➤ Who’s Natalie Portman? ➤➤ Famous people and things ➤➤ Verb be ➤➤ Listen to check
2 2.1
➤➤ We, you, they + verb be
➤➤ Is ceviche Mexican? ➤➤ Numbers 13-20 ➤➤ Verb be third-person singular ➤➤ Listen and repeat
2.3 ➤➤ Listen and complete
➤➤ How old are you? ➤➤ Numbers 20-100 + ➤➤ Verb be ➤➤ Listen and circle
2.4
➤➤ Is English a global language? ➤➤ More familiar words ➤➤ Listen and order
2.5
➤➤ How old is Rihanna? ➤➤ Listen and match
➤➤ ID Café 2 – People, places, passports!
Review 1
➤➤ What do you do? ➤➤ Jobs ➤➤ A / An + jobs and occupations ➤➤ Word stress
3 3.1
➤➤ Have you got any brothers and ➤➤ Family members, singular and ➤➤ Present simple verb + have ➤➤ Listen and repeat
3.2 sisters? plural forms ➤➤ Possessive adjectives
➤➤ Where do you work? ➤➤ Places of work ➤➤ Present simple ➤➤ Podcast
3.3 ➤➤ Prepositions in / at for places
➤➤ Where does your mother work? ➤➤ Unusual jobs ➤➤ Present simple – third-person singular ➤➤ Listen to the interview
3.4
➤➤ Do you live near here? ➤➤ Listen for specific information
➤➤ Is there a video camera in your ➤➤ There + be ➤➤ Listen and match the cartoons
4.4 rucksack?
➤➤ How do you pronounce ➤➤ Technology words
email in English?
4.5 ➤➤ How many people are there ➤➤ Quantifiers ➤➤ ID Café 4 – In the bag
in your house?
Review 2
➤➤ Do you drink a lot of coffee? ➤➤ Meals, food & drinks ➤➤ Word stress and silent letters
5.1
5 ➤➤ What’s your favourite food? ➤➤ Food words ➤➤ Present simple review
5.2
➤➤ What do you usually do at the ➤➤ Days of the week ➤➤ Frequency adverbs ➤➤ Newsfeed entry
5.3 weekend? ➤➤ Weekend activities
➤➤ Do you like football? ➤➤ Famous people’s possessions ➤➤ Object pronouns
5.4
➤➤ Do you eat a lot of fast food? ➤➤ Fast food
5.5 ➤➤ Anything to drink? ➤➤ ID Café 5 – It’s about taste
Review 3
➤➤ Asking about phone numbers ➤➤ Writing names and telephone ➤➤ English has 26 letters
➤➤ Spelling your name numbers ➤➤ Spelling & phone numbers
➤➤ Talking about personal information
➤➤ Saying numbers ➤➤ Saying your age: I’m vs I have ➤➤ Saying / Writing numbers
➤➤ Playing a guessing name ➤➤ Plurals
➤➤ Asking and answering questions ➤➤ Reading for general
comprehension
➤➤ Complete the profiles
➤➤ Possessive adjectives
➤➤ Talking about workplaces ➤➤ Prepositions ➤➤ Song lines help you learn grammar
➤➤ Don’t use a / an for adjectives
➤➤ Asking and answering about family ➤➤ Order the words ➤➤ She’s got a daughter. ➤➤ Present simple forms.
➤➤ Complete the ID form ➤➤ She doesn’t work from home. ➤➤ I, you, we, they have got… / He, she, it has got…
➤➤ Talking about what you have in ➤➤ Listening tips
common with another person
➤➤ Meeting new people ➤➤ Ten questions to ask at a ➤➤ Be positive to show you are interested
➤➤ Exchanging personal information party
➤➤ Asking / Answering about objects ➤➤ What’s this? ➤➤ Plurals
➤➤ These are pens. ➤➤ This is vs These are
➤➤ Asking / Answering about personal ➤➤ This vs That ➤➤ Here = a place near you
objects ➤➤ There = a place near other people
➤➤ Talking about what’s in your ➤➤ Never lost, but found daily: ➤➤ There + be ➤➤ Certain plurals have special spelling and
partner’s bag Japanese honesty pronunciation
➤➤ In vs on
➤➤ Asking questions to compare ➤➤ What’s in that bag? ➤➤ Use on for digital media
personal belongings
➤➤ Identifying specific ➤➤ Pronunciation of international ➤➤ A lot of = many
information words
➤➤ Asking and answering about the ➤➤ How many people are there...?
approximate number of things ➤➤ Are you on Facebook?
Review 2
➤➤ Talking about your eating habits and ➤➤ Nutrition tip ➤➤ Don’t use the with nouns to talk ➤➤ Silent letters
expressing opinions about things generically ➤➤ Words of Latin origin – spelling / pronunciation
➤➤ Talking about your favourite food ➤➤ What kind of food do you and ➤➤ I like chicken very much.
➤➤ Doing a class survey your friends like? ➤➤ He likes bananas.
➤➤ Order the words ➤➤ She doesn’t like fruit.
➤➤ Talking about what you do at the ➤➤ Weekends around the world ➤➤ We go dancing on Friday evening. ➤➤ Syllable stress in days of the week
weekend ➤➤ Order the words ➤➤ Prepositions + day / part of the day
➤➤ Talking about possessions ➤➤ Prepositions ➤➤ s has many functions
➤➤ Talking about likes and dislikes ➤➤ Object pronouns
➤➤ Comparing likes and dislikes ➤➤ Identifying key words
➤➤ Ordering food ➤➤ Opposites / Associations
Review 3
is Richmond’s four-level general English advancing levels. Initially, English Starter relies on lots
course for young adults. With an amazing design, lots of of short question and answer exchanges supported by
interesting topics and opportunities for personalisation in lots of drilling in the Student’s Book, to be done in class.
all four levels, English will make your students progress Then, at Elementary and Pre-Intermediate levels, such
faster and be able to express their own identity in English. drills become more discretionary, moving into both the
Workbook and the Teacher’s Book.
The same goes for the lexis – where the initial simple
What do young adults most expect from an English
matching vocabulary to pictures becomes more abstract
course? and contextualised – and grammar, where spoon-feeding
You might want to note down your own answers before is reduced as learners’ confidence and foreign language
you read on. learning experience grow.
Our research suggests that, above all, learners expect: English provides the tools to allow you, the teacher, to
➤➤ to become fluent listeners and speakers as fast as possible; incorporate your own pedagogical identity into the course,
as well as emphasise what you think will be more relevant
➤➤ to build confidence, quick results and a strong sense
for your learners.
of progress;
➤➤ contemporary, interesting content, i.e., real life, adult
relevance with lots and lots of personalisation; Flexi-lessons
➤➤ overtteaching of grammar and vocabulary, a systematic English has a unique flexi-lesson structure because
approach to pronunciation, plenty of skills practice, and one lesson is never enough to practise and consolidate all
useful study tips; of its content. gives students more opportunities than
most books to revisit, consolidate or extend what they first
➤➤ an appropriate, adult teaching style combined with
learned in the previous lessons.
very strong self-study elements including autonomous
learning tools to speed up their learning; Rather than using a strict ‘Present / Practise / Personalise’
➤➤ value – both for the time they invest and the money lesson format, which can be very artificial and restrictive,
they spend. students are often exposed to grammar in one lesson but
only taught or drilled in ‘formal rules’ in the next one.
You will find all of these in , and much more.
Noticing grammar is sometimes done in the Audio Script
So… Welcome to English ! (AS) too, not just the lesson itself. Frequently, there is
something extra related to the topic of the previous lesson
in the next one.
The language-friendly course
Why? Because learning is not linear, it’s circular and
Over four-levels, takes young adult and adult learners repetitive. Constant and consistent recycling is essential
from Starter (CEFR A1) to Intermediate (CEFR B1) levels for memorisation, making learning much more likely.
through rich contexts, careful selection and presentation regularly builds bridges between lessons rather than
of useful new language, informative language tips, packaging lessons in ‘artificially tidy’ units just to fit
insights, step-by-step rules, practice and, above all, a notional design. Besides, every lesson / institution /
massive personalisation to help students build their own teacher is different, with its own identity. A lesson
identity in English – hence the title English . structure where there is little or no connection between
Students are guided to express their own ideas and lessons is unlikely to foster efficient, let alone optimum
personalities, and learn to be themselves in their learning – hence our flexi-lessons.
new language. An additional advantage is that students who missed a
lesson can have it explained to them by those who were
there, providing an instant, highly authentic information
Methodology gap activity.
English is in every sense a communicative course,
Our flexi-lessons also have multiple entry points for you to
teaching learners to speak as fast as they can and focusing
choose from. You can begin with:
on both fluency and accuracy. See, for example, the large
number of speech bubbles and the Common Mistakes (with ➤➤ the lesson question title, to see what students can come
anticipated errors that should be avoided) presented in up with;
each lesson. ➤➤ the suggested Warm-up activity in the Teacher’s Book;
➤➤ the Song Line: hum it, play it, elicit it;
Learners need to be given opportunities to express their
own ideas and opinions in comprehensible English as often ➤➤ Common Mistakes , to highlight what to avoid right from
as possible. progressively adapts as the series evolves to the start and to maximise opportunities to get things
reflect the best learning practices at each of the learner’s right throughout the lesson;
6
The Teacher’s Book has a teaching-friendly visual code too, The right level of challenge
providing a straightforward ‘quick route’ or a substantially treats adults with respect throughout, with the
longer one. Everything that is ‘essential’ is clearly appropriate degree of challenge. Here are four examples:
7
Student’s
L1 L1 L2 L2 L3 L3 L4 L4 L5 L5 5-7 hours
Book
1 every two
Writing units + 1 after W1 1 hour per writing
unit 5
1 episode ID
Café 1 hour per episode
per unit Café 1
Homework 1 hour
5 pages per
Workbook WB1 WB2 WB3 WB4 WB5 per page. Not to be
unit
done in class
Workbook
(5 hours)
ID Café
(1 hour)
W
(1 hour)
R
(1-2 hours)
SB
(5-7 hours)
Total hours of 1 unit (8-10) Total course hours (40-50)
Motivating features picked up a lot of English words through songs but often do
not realise that they know them, or the exact meaning of
Classic song lines to ‘hook’ language
what they are singing.
Throughout , there is significant use of music: cultural
references, images, and, most obviously, the authentic song Unique to , the song lines have a direct link to each
lesson, whether to illustrate grammar, lexis or the theme,
lines situated at the top of the right-hand page of each lesson
and are designed to provide an authentic hook to help
1-4 in the Student’s Book and lesson 5 in the Workbook.
students remember the lesson, the language or just enjoy
Why music? Because it is possibly the best, most motivating the puzzle of trying to remember the song itself. Indeed, a
and certainly most popular source of English listening great warm-up for any lesson is to hum the melody or play
practice globally; most students, even beginners, have the music and see if students can remember the words.
9
2. A cognate-friendly approach
’s lexical syllabus is based largely on frequency. This is due
Welcome to World of English
to our comparative research into a variety of corpus studies.
We teachers are used to talking about language with However, we have not limited our choice to what is common
higher-level students but much less so at Starter level. in native speaker speech as we are not trying to convert
Starter helps you to do so right from the start. learners into native speakers, but rather help them express
World of English boxes – built into most lessons – talk to themselves, their ideas and their identities as quickly as
students respectfully, as insiders or ‘language experts’, possible using all their existing linguistic resources.
which of course they all are in their mother tongues.
Easily comprehensible, yet adult in tone, these boxes Thousands of words with cognate relationships are
give students interesting tips and facts about international common to English and most Latin languages. Over 1,500
English, and how to learn it faster. of these are very common. There are also thousands of
recognisable cognate-rooted words. By systematically
building these into , we feel we have created a unique
teaches Cyber English opportunity for students to progress more quickly and
more comfortably with English. Put simply, they can
Information technology is responsible for a lot of new
both understand and produce more language – and more
English words, many of which are now international. interesting adult language – faster.
Cyber English boxes regularly highlight and teach these
contemporary words and expressions. Research suggests Throughout their learning process, students make
this is one of the most motivating aspects of language cross-linguistic connections, so we have chosen to nurture
learning for all age groups. this strategy, systematically, throughout . It enhances
both their language awareness and their English lexical
knowledge, and makes learning more efficient.
Vocabulary prides itself on helping students to expand their
Vocabulary teaching is a particularly strong feature of vocabulary quickly. Lexical presentations often separate
because of the variety of input and revision options. what is ‘known / easy’ – whether from international
10
Statistics show that listening makes up approximately The second part, in Action, provides contextualised
45% of learning any language (speaking 30%, reading 16% functional practice, usually dialogue led and ending with
and writing 9%). In other words, we spend almost half some kind of personalised role-play, survey or problem-
of our time in any language listening. It’s the primary solving situation.
11
Website format Tip We have not forced learners to translate as that is your /
their choice, not ours. Perhaps you can suggest they write
Teacher’s Area: Download Grammar and Writing sections,
any translations in pencil next to phrases they find difficult to
answer keys, teaching tips, and CEF mapping documents.
remember. Then, another day, they should cover the phrase
Teachers have access to the VLE to assign tasks and track
in English, look at the translations and try to remember the
students’ progress. You can also add your own activities,
phrase. Once they can do it, they should erase the translation
such as tests created in the Test Studio. to feel a sense of progress. This encourages them to see
The Test Studio is a test generator where you will be able translation as a temporary rather than a permanent tool.
to create unit tests, review tests, end-of-semester tests
or tests for the whole book. You can choose to include
reading, listening, grammar or vocabulary tasks in your Café
tests. This tool allows you to create printable or interactive These fun videos consist of five independent episodes
tests that can be uploaded to the VLE. You can also add them which were specially produced for English . The episodes
to your own Learning Management System (LMS). present, review, consolidate and extend the main language
Student’s Area: Watch all Café episodes and listen to content and contexts of each unit and target the key
elements to give students further practice in real situations.
all audio material from the Student’s Book and Workbook.
Download useful lists of Common Mistakes , World of English We suggest you watch and teach these lessons at the end of
tips and more. Launch the VLE with formal extra practice. each unit, or whenever appropriate after that. Remember,
Through the Student’s Area, students can keep up with students can watch them on the Portal, so you can assign
Breaking News and access ready-made activities to practise them all for homework if you are really pressed for time.
comprehension of current world news.
Besides the core unit videos, there is an extra video for
Starter level available on the Portal. The videos use American
English but notes are given to point out any differences in
Workbook
vocabulary or spelling.
A single page to correspond to each two-page Student’s
Book lesson, designed to consolidate and reinforce all of
the main language. Exercises can be used in class, e.g., for Teacher’s Book
fast finishers or extra practice of specific areas. It includes: This book provides a complete step-by-step lesson plan for
➤➤ a variety of exercises, texts and puzzles to scaffold, every lesson, from start to finish, offering:
continue practising and extend the main Grammar and ➤➤ unit and lesson overviews;
Vocabulary of each lesson; ➤➤ detailed lesson aims;
➤➤ Skills Practice: at least one listening activity per lesson ➤➤ a Warm-up for every lesson;
to continue practising the most important skill outside ➤➤ alternative,
books-closed presentations for key new
class too, plus plenty of short, juicy reading texts; structures where appropriate;
➤➤ cyber tools references that encourage students to engage ➤➤ language and cultural notes;
with English beyond the Workbook itself; ➤➤ background information about the song lines;
➤➤ an additional song line for every fifth lesson; ➤➤ avast number of teaching tips to bring variety to
➤➤ a final check-back activity to revisit the song lines from your lessons;
each lesson in the Student’s Book unit and look for a ➤➤ regularsuggestions for both stronger and weaker classes
link with the language / topic of the lesson itself as an and for fast finishers;
additional fun way to review the unit, and facilitate ➤➤ ideas for extra writing and homework;
memorisation. The answer key for these and all the other ➤➤ suggestions for IWB activities and extra material to bring
exercises is at the back of the Workbook so you can use it to class.
entirely for autonomous study if you wish.
15
Word stress
in pink on
new words.
Common Mistakes
anticipate and prevent Easy Autonomous Learning
students’ errors. system integrates all
components for comprehensive
autonomous study.
16
Make it personal:
personalised speaking for
students to express their
World of English:
identity in English.
interesting facts
and study tips.
17
18
19
Icon ! highlights
difficult sounds for
non-native speakers.
Extra examples of
common spellings Pictures illustrate
for each sound. how and where
sounds are produced.
20
Portal: practice
activities, games, audio,
video... and more!
21
The opportunity
22 for you to learn English!
Function Language
Lesson 1.1
Listening to a teacher introduce herself. Hi. I’m Isadora Torres, your teacher.
Please call me Dora.
Introducing yourself. Hello. I’m… Nice to meet you (too).
Noticing and practising sentence and word stress. Nice to meet you.
Welcome. Hello. Teacher.
Counting 1-12. 1-2-3 o’clock, 4 o’clock rock…
Vocabulary: Functional chunks (‘Hi!’, ‘Hello!’, ‘I’m...’, ‘Please call me...’, ‘Nice to meet you’). Welcome. Teacher / Student.
Numbers 1-12.
Grammar: Verb be + first-person singular.
Warm-up Before sts walk into class, have some international Say: Hi. I’m (real name). Nice to meet you. (shake hands if
English words and close cognates written on the board, as appropriate). Prompt him / her to reply with ‘Hi / Hello.
suggested in the list below. Prioritise vocabulary you think I’m (name). Nice to meet you too’. Briefly drill the dialogue
most people in your country / town are likely to recognise – below, but do not write it on the board:
add or leave out words according to the relevance / frequency A Hi!
they have locally. B Hello!
A What’s your name?
Tip If you have an IWB and Internet access in class, you B I’m... What’s your name?
can make this list more visually attractive to sts. Go to A I’m... Nice to meet you.
<www.wordle.net> and create a ‘word cloud’: click on ‘Create’ B Nice to meet you too.
and type words randomly. Then, click on ‘Go’ to see your word Walk around the class and start the dialogue above with
cloud. Edit the layout to your preferences.
more sts. (Keep interaction to teacher / student pattern at
50% off diet / light Internet photos taxi this stage – sts will practise this dialogue in pairs when
air bag email jeans Photoshop telephone books are open, in activity 1C.)
basketball Facebook laptop shopping video game
When you’ve learned sts’ names, point to the list of
club fashion MBA centre website
international words on the board ( flash drive, Internet,
dance flash drive music smartphone Welcome (to
Mexico) hot dog, etc.). Tell them to rate their understanding of the
delivery hot dog no stress sport
words on the board from 0% to 100%. If your institution
design I love you notebook stop yes
allows some L1 use in class, use sts’ mother tongue to give
Leave the words on display on the board as sts come in (so instructions. Tell them will advance their English quickly
they have something motivating to read before the lesson by favouring common international words and cognates.
starts) – and make reference to it later, as mentioned
below. As sts walk into class, greet them with Hi! / Hello!,
and see if they can respond to you in English.
1 Listening
Introduce yourself to the class and welcome sts to your A Books open. If technology is available, display the
institution. Say: Welcome to (institution’s name) School of Digital Book for Teachers on the IWB so as to better refer
English! I’m (name), your teacher. Ask one student: What’s to images and activities in the book.
your name? and if necessary, help / prompt: ‘I’m...’. If a Point to the classroom photo and say: This is an English
student comes up with ‘My name is...’ as an answer, accept
class. Point to the sts in the photo and say: They’re students,
it / gesture ‘equal’ sign to the class.
and have sts repeat the word ‘students’ after you. Point to
As you learn sts’ names, present the chunk ‘Nice to the teacher in the photo and say: She’s a teacher. Repeat,
meet you (too)’. Model a mini-dialogue with a student. please: teacher. (sts repeat ‘teacher’).
23
teacher Dora Focus on the dialogue. Read the first line to sts and pause
badge nickname: Dora at / elicit the missing words (‘I’m Pedro Sanchez’). Tell sts
to complete the dialogue. Paircheck. Play 1.3 for sts to
Ask sts to listen to the dialogue again and underline the
check answers. Pause after they hear each missing word or
words that are stressed in each sentence. Play 1.1 again,
phrase and classcheck with answers on the board.
pause after each line and have sts repeat the conversation
Replay the track and have sts repeat the dialogue (pause
with the correct sentence stress. At the end, get sts to
after each line and ask for chorus repetition from the
practise the dialogue in pairs. Monitor closely for accuracy
whole group).
and praise whenever possible. Ask one pair to act out the
dialogue to the whole class. In new pairs, sts role-play the conversation between Pedro
and Mariana. Sts swap roles and act out the dialogue once
1.1 more. Monitor closely for accuracy and sentence stress.
T = teacher S = student
T Welcome to the New ID School of English! Tip Add a bit of a challenge. After sts role-play with books
S Hello. open, ask them to close their books and try to role-play the
T Hi. I’m Isadora, your teacher. Nice to meet you. dialogue from memory.
S Nice to meet you too, Isadora.
At the end, ask a pair of sts to act out the dialogue to the
T Please, call me Dora.
whole class.
encourage sts not to look at their books. Monitor closely for between 1-12 with your hands and ask the whole class:
accuracy. What’s the number? Do the same with two more numbers.
Ask the whole group to stand up. Tell sts to walk around Have sts do the same in pairs. St A shows a number with
the class and talk to at least three different people. At the his / her hands, st B says the number. After 30 seconds, sts
end, check if sts have learned each other’s names, point to swap roles. Monitor closely for accuracy and pronunciation.
several or all sts and ask the rest of the group: What’s his / At the end, have a student show numbers with his / her
her name? hands for the whole class to say.
Song line:
-2-3 o’clock, 4 o’clock rock,
1
5-6-7 o’clock, 8 o’clock rock,
9-10-11 o’clock, 12 o’clock rock.
Song: ‘Rock Around the Clock’
Band: Bill Haley & His Comets (USA)
Year: 1954
25
Function Language
Lesson 1.2
Warm-up Books closed. Write a model for an badge on the Point to items 1-6 and ask: What’s number 3? (Look at the
board with the fields ‘first name,’ ‘surname’ and ‘nickname’ photo.) Say: Listen to teacher Isadora and match. (Gesture
(as on p. 6). Complete it with information about an imaginary matching / linking columns.) Play 1.6. Sts paircheck
character or a famous person and introduce yourself to the answers. Replay the track if necessary. Classcheck with
whole class using the fake : Hello. I’m (false names). Please answers on the board.
call me (false nickname). Nice to meet you.
1.6
Ask sts to do the same. Provide them with some paper and
1. Complete the exercise.
tell them to make their own badges with false information.
Explain they can invent a new first name, surname, nickname, 2. Listen to the dialogue.
or they can be a famous person. 3. Look at the photo.
4. Read the text.
Tell sts to stand up and mingle around the classroom,
5. Repeat the numbers.
introducing themselves to at least five people with their
6. Say the sentence.
‘new’ identities. Monitor closely for accuracy. At the end,
check if sts can remember the false names used by their
classmates – point to some sts and ask the whole group: C Explain that ‘the’ is pronounced in two different
What’s her / his (new) name? forms: /ði/ before vowel sounds, e.g. the exercise, and /ðə/
before consonant sounds, e.g. the sentence. Drill both forms
and provide sts with a clear model to copy from when
3 Vocabulary: Classroom language conducting the drills below. Carry out the drill.
1.7 3 OK, and where are you from, Lu? São Paulo?
T = teacher S = student 2 No, I’m not. I’m from Salvador. And you?
T Listen to the dialogue. The sentence. 3 I’m from Santiago.
S Listen to the sentence.
T Read the sentence. The text. C Carry out the drill. Do chorus and individual repetition.
S Read the text.
T Now you do it. Listen to the dialogue. The sentence. Substitution drill
Prompts Say Listen to the model and play 1.9 up to ‘Now you do
Complete the text. (The exercise.) it’, then pause. Say Where are you from? and prompt
‘Santiago’. Say I’m from Santiago and get the whole class
Look at the exercise. (The photo.)
to repeat after you. Get a few individual repetitions too.
Repeat the exercise. (The numbers.)
Then, say Where are you from? – Lima and elicit from the
Say the numbers. (The alphabet.)
whole group ‘I’m from Lima’.
1.8
D Do number 1 as an example. Sts match 2-6 to the right
1 Hi Lu! halves. Paircheck. Classcheck. Drill pronunciation of all
2 Hello Mari! Good to see you. sentences.
1 This is my friend Pedro. Pedro, this is Luiza.
Read Common Mistakes to sts. Briefly drill both the correct
3 Nice to meet you, Luiza.
question and answer in the box and have sts ask each
2 Nice to meet you too. Please, call me Lu.
other in pairs, ‘Where are you from?’ / ‘I’m from...’.
3 OK, and where are you from, Lu? São Paulo?
2 No, I’m not. I’m from Salvador. And you? (2) ... to see you.
3 I’m from Santiago. (1) ... is Lu.
(5) ... you from?
(6) ... from Caracas.
1. Mari 2. Luiza 3. Pedro
(3) ... teacher, Dora.
(4) ... to meet you.
B Point to the dialogue in A. Say: Listen to the dialogue
again and complete. Replay 1.8. Paircheck. Classcheck.
Point to the photo in A and ask: Who’s Luiza? (In the
E MAKE IT PERSONAL In groups of three, sts introduce
one friend to the other. Monitor closely for accuracy. Swap
middle.) Mari is the one who introduces Luiza to Pedro.
partners. Have sts do the same in their new group.
Play the track again and pause after each sentence for sts
to repeat. Then, have sts role-play the dialogue in groups
of three. While sts perform the activity, encourage them
Workbook p. 88
to make gestures for introducing (pointing) and meeting
ID Online Portal
people (shaking hands). Monitor closely for accuracy and
Grammar p. 62
intonation. At the end, get three sts to act out the dialogue
to the whole class.
27
Function Language
Lesson 1.3
Warm-up Review Introducing people. Play some cheerful to check answers. Classcheck with answers on the board.
background music and ask sts to stand up. Say: We’re at Replay and have sts repeat the words.
a party! Model the activity. Pair up with a student and say:
Come with me! (get him / her to walk with you). Stop at Tip Ask sts to cover the list of words and, in pairs, test each
another student, say Hello! and introduce your partner to the other. Sts take turns to ask and answer: ‘What’s number 7?’ /
student (refer to the dialogue below). Encourage them to say ‘It’s a pen. What’s number…?’.
‘Nice to meet you (too)’ and ask ‘Where are you from?’.
Pair up sts and explain that they have to stay together as 1.10
they walk around the classroom and meet people. Sts greet OK, what’s on this list? Let’s see, er…
classmates and take turns to introduce their partners to 1. a tablet
friends. Monitor and offer help if necessary. 2. a dictionary
3. a rubber
Weaker classes Write this model dialogue on the board and 4. a notebook
leave it there throughout the activity. 5. a pencil
1 Hi Ana. This is my friend Justin. Justin, this is Ana. 6. a flash drive
2 Hi! Nice to meet you, Justin. 7. a pen
3 Hello! Nice to meet you too, Ana. 8. a marker pen
2 Where are you from, Justin? 9. a mechanical pencil
3 I’m from… And you? 10. an apple. What, an apple? Oops! Oh no!
2 I’m from…
Tip Get sts to role-play the dialogue in pairs. Swap roles. Pre-teach ‘I don’t know’. Show / Point to an object you think
Sts act out the dialogue once more. Monitor closely for sts are unlikely to know the name of in English and ask:
pronunciation. At the end, have a pair of sts role-play Dora and What’s this in English? or What’s (name in L1) in English?
Pedro to the whole group. Write I don’t know on the board and gesture to convey
meaning.
P What’s this in English, please? A pen? Read the model dialogue in speech bubbles with a student
D No, it isn’t a pen. It’s a mechanical pencil! Look! to model the game. In pairs, sts take turns to ask about the
items in the photos and other words in English which they
P And what’s this in English?
know. Sts score one point whenever their partner says ‘I
D It’s a notebook. don’t know’ (and he / she knows the answer). At the end,
D Erm… It’s… an apple! classcheck who scored more points in the group.
P You’re welcome!
1 a mouse, 2 a sink / a toilet / a shower, 3 a car, 4 a dog,
5 a taxi, 6 a hotel, 7 a cat, 8 a laptop, 9 a cheeseburger,
6 Grammar: Verb be 10 a banana.
29
Function Language
Lesson 1.4
Point to the doctor’s chart and play 1.14. Sts listen and
complete. Paircheck. Replay the track. Classcheck with C Sts go to Sounds and Usual Spellings, Vowels and
Diphthongs on p. 80. Write the first group of letters on the
answers on the board. Ask: Which two letters of the alphabet
board, A – H – J – K, and elicit the vowel sound from sts,
are NOT in the chart? /eɪ/. Point to the chart, ask Where’s the /eɪ/ sound? and help
sts find it. Point to each of the two pictures in /eɪ/ and ask:
1.14 What’s this? (It’s a plane.), What’s this? (It’s a train.) Repeat
D = doctor M = Mr Jones the procedure for the group ‘B – C – D – E – G – P – T – V’, etc.
D Now, Mr Jones, please read the letters in line 1. Write the rest of the letter groups on the board so sts can
M A-H-J-K-8. refer to them. In pairs, sts find each letter group’s vowel or
D OK. Line 2? diphthong sound in the chart and name the corresponding
M B-C-D-E-G… picture words. Classcheck.
D And then?
M P-T-V-3. /eɪ/ train, plane (A – H – J – K)
D And line 3? /iː/ tree, three (B – C – D – E – G – P – T – V)
M Erm… F-L… M-N… um… S-X-Z. 7? /e/ pen, ten (F – L – M – N – S – X – Z)
D Next!
/aɪ/ nine, wine (I – Y)
M Erm… I-Y-5-9…
/uː/ two, shoe (Q – U – W)
D And the last line?
M O? No, no. Q. Q-U-W. And erm… R? No, no, 2? I don’t know! /ɑː/ car, heart (R)
D That’s OK. Thank you! /aʊ/ nose, rose (O)
30
E Point to the first photo and elicit the pronunciation / C Elicit the answer to question 1 (I’m fine, thanks).
Sts match questions 2-5. Paircheck. Play 1.19 to check
ask: What’s this? (USA’s flag). Sts take turns to say the
acronyms in the photos. Classcheck. answers. Classcheck.
1.17
Tip Swap partners. Get sts to briefly role-play the questions
A = Amy M = Mike
and answers (1-5). At the end, ask five pairs to role-play a
Part 1
mini-dialogue each to the whole class.
A Mike!
M Amy! Hello. Good to see you.
A How are you? 1.19
M I’m fine, thanks. And you? 1. A How are you?
A I’m OK. Please, sit down. M I’m fine, thanks.
M Is this seat free? 2. M What’s your phone number?
A Yes, it is. A It’s 07700 900972.
M Thanks. Coffee? 3. M Are you married?
A Yes. Two coffees, please. A No, I’m not.
4. M What’s your surname?
Part 2
A Hart.
A Yes, yes! Please call me!
5. M Spell that, please.
M OK! What’s your phone number?
A H-A-R-T.
A It’s 07700 900972.
M And what’s your surname?
A Hart. 4 1 5 3 2
M Hmmm. Spell that, please.
A H-A-R-T. D Model the activity with the whole class. Point to the list of
M OK! Thank you! names and say: Listen but don’t say the name, OK? D-E-double
B-Y. Ask What’s the phone number? and have sts tell you
Part 1 – picture 2 Debby’s phone number. Ask a student to spell another name
Part 2 – picture 1 from the table and ask the class: What’s the phone number?
They’re work colleagues. In pairs, sts take turns to spell the names and say
the phone numbers. Monitor closely for spelling and
B Point to the pictures and teach / drill pronunciation numbers and ensure sts use the words ‘double’ and ‘oh’
of all words. Ask: Is Amy single? Married? Say: Listen and appropriately.
31
Lesson 1.5
mobile phones to check their partner’s notes).
T Now you do it. Double 2-7-4-3-6-9-0. Question.
a. What’s this? It’s a rubber. question for each of the headings in the table (refer sts
b. Are you married? No, I’m single. to the questions in the speech bubbles). Ask sts to stand
c. How are you? I’m OK, thanks. up and walk around the class, interviewing at least three
d. What’s your name? Pablo. classmates to complete the table.
e. Where are you from? I’m from Valparaíso.
32
Function Language
Lesson 1.5
Reading two blog entries about the English language. English is an incredible language.
Recognising cognates and saying international phrases. Made in China
Listening to a student talk to a school secretary. What’s your email address, please?
Saying email addresses. juan (dot) soares (at) englishidmail (dot) com
Greeting people and asking for personal information. Hello. Good evening.
Bye for now. See you.
How are you?
What’s your ID card number?
Vocabulary: Cognates (flexible, receptive, incredible, respect, devotion, etc). Dot (.), at (@), greetings (good morning /
afternoon / evening / night, goodbye, see you).
Grammar: Review verb be questions.
Warm-up Before class, prepare some paper cards with words B English is an incredible language. I adore it! There’s a
from unit 1. Write one word onto each card / slip of paper. perfect word or expression for anything a person can
Suggested words: imagine. For example, ‘adore’… It’s a splendid word! It
(your computer rubber meet single transcends ‘love’. It contains respect, devotion and a sense
surname) dictionary flash drive notebook tablet of eternity. Wow…
(your name) divorced four (4) pencil three (3)
apple eight (8) good phone two (2) C Read World of English with the whole class. Ask: Which
banana email pen photo what words are similar to (sts’ mother tongue)?
book English married seven (7) where
In pairs, sts try to remember some other words or
Give out three cards to each student and teach ‘How do expressions they know, which are either similar in L1 or are
you spell ?’ as a chunk (do not give grammatical used internationally. Classcheck with answers on the board.
explanations about ‘do’ or present simple). Write the question
on the board and drill pronunciation with a few prompts, e.g.: D Explore the photo. Ask: Where are they? (At a language
How do you spell book / computer / your name? school, talking to the receptionist.) Say: They are new students.
The secretary is completing a form. (Point to the form and allow
In pairs, sts test each other, asking and answering ‘How do
sts some time to read it.) Write an example email address on
you spell ?’ with words on the paper cards. Monitor
the board to pre-teach the symbols ‘dot (.)’ and ‘at (@)’, e.g.
closely for accuracy. Encourage peer correction. At the end,
juan.soares@englishidmail.com and elicit / say it in English.
have sts spell one of their words for the whole class to guess.
Show sts that part of the email is already written in the form.
Play 1.22 for sts to complete the form. Paircheck. Replay the
Skills: Recognising cognates track if necessary. Classcheck with answers on the board.
A Books open. Point to the blog posts and ask: What’s the 1.22
blog about? Allow sts a few seconds for gist reading. (It’s about
R = receptionist A = Antonio
the English language.) Say: There are two people writing. Ask:
R Next!
What are their names / nicknames? (wallyjoe and Roxanne.)
A Good morning. How are you?
Ask sts to re-read the text and answer: Who likes English R Fine, thanks. Your surname, please?
more, wallyjoe or Roxanne? Paircheck. Classcheck. A Chaves. Antonio Chaves.
R Is that C-H-A-V-E-Z?
Roxanne. (She shows more admiration and emotion towards A No, C-H-A-V-E-S.
English. Hint words: adore, splendid, devotion, etc.) R Oh, are you from Caracas?
A No, I’m from Brasília.
B Play 1.21 for sts to listen and read the blog entries in A. R What’s your email address, please?
Ask sts to underline words they don’t understand. In pairs, A It’s toni.ch@gvr.com.
sts guess the meaning of new words. Classcheck. Elicit R Can you repeat that, please?
pronunciation of the words with pink letters. A Sure! Toni– that’s T-O-N-I, dot C-H, at G-V-R dot com.
R Thanks. Phone number?
1.21 A 21 8977 4053.
A English is an incredible language. It’s flexible and R Thank you. Here’s your student ID card.
receptive. English is, in effect, a collection of languages. A Thanks. Bye.
About 60% of its vocabulary is Latin-based! R Goodbye.
33
1. c 2. d 3. a 4. b
G MAKE IT PERSONAL Get all sts to write an email address
book (on their notebooks or a separate sheet of paper).
Write a model on the board: E Ask sts to complete gaps 1-7 with the words from the
box. Paircheck. Play 1.27 to check answers. Classcheck
Name Email with answers on the board if necessary. Replay the track
1. Yasmine and get sts to repeat after each sentence.
2. Pierre
3. Nevin 1.27
4. Clara A How are you?
etc B What’s your surname?
Get one student at a time to say his / her email address in C Bye-bye! See you!
English to the whole class. Do not write on the board while D What’s your email address?
they’re performing the activity. At the end, complete the E Where are you from?
table on the board for sts to check. F Hello! Good evening.
G What’s your phone number?
Column A – picture 1
F MAKE IT PERSONAL Point to the form and elicit from sts
Column B – picture 2 the questions they’ll need to interview each other. Tell sts
to start their conversation with the phrases in the speech
B Play 1.25 and have sts repeat all phrases in activity A. bubbles (‘Hello, what’s your name?’, ‘Hello, I’m…’) – but also
encourage them to use one of the ‘hello’ phrases from A
C Tell sts they’ll hear four dialogues. Ask them to tick (column A). Remind sts to end the conversation with one of
the expressions they hear from A. Play 1.26. Paircheck. the ‘bye-bye’ expressions from A (column B).
Replay the track if necessary. Classcheck. Encourage sts to use the chunk ‘Spell that, please’ or ‘How
do you spell that?’ if they can’t spell their partner’s first
1.26 name or surname.
Conversation 1
In pairs, sts interview each other and complete the form
A Hello! It’s so good to see you!
about their partner. Monitor closely for accuracy.
B Oh, hi…
Conversation 2
C Good evening. A table for two?
D Yes, please. Workbook p. 91, 117, 119
Conversation 3 ID Online Portal
E OK, good to see you! Bye for now! Grammar p. 62
F See you! Bye! ID Café Video p. 72
34
Function Language
Lesson 2.1
Warm-up Briefly review verb be questions, spelling names Tip When classchecking the Snoop Dogg photo, refer sts
and saying phone numbers and email addresses. Write the to the Song Line on the top of p. 17. Ask: Do you like Snoop
question prompts below on the board. Elicit and drill all Dogg? Do you know this song? If possible, play part of the
questions. Get sts to ask and answer them in pairs. Swap song on YouTube.
roles. Monitor closely for accuracy.
Hello. How / you?
Song line:
What / your surname? Spell that, please?
Where / you from? B eautiful, I just want you to know.
What / your phone number? Oh, oh, you’re my favorite girl.
What / your email address? Song: ‘Beautiful’
Singer: Snoop Dogg (USA)
Year: 2003
Hello. How are you? (E.g., ‘I’m fine / OK, thanks.’)
What’s your last name? (E.g., Rodrigues) Spell that, please?
Cultural note American English spells favourite without the
(R-O-D-R-I-G-U-E-S.)
u, which is why Snoop Dogg’s lyrics contain this spelling.
Where are you from? (E.g., ‘I’m from São Paulo.’) There are many other differences between British and
What’s your phone number? (E.g., ‘It’s 25146670.’) American English, in spelling, grammar and vocabulary.
What’s your email address? (E.g., ‘It’s
almir.rodrigues@hotmail.com.’)
2.1 Notice different ways to say ‘Yes’.
W = woman M = man
1 Vocabulary: Famous people and things W So I read the headlines, and you guess the photos. OK?
M Sure! Go on.
A Books closed. Pre-teach the words ‘newspaper,’ ‘online W New Film of Famous Comic Book. What’s the photo?
news’ and ‘headlines.’ If possible, show the class a real M Photo 8?
newspaper and ask: What’s this in English? Say It’s a W Correct! Next: Oscar Nomination for American Actress.
newspaper, and have sts repeat ‘newspaper’ after you. If M Photo 4!
technology is available, display an online news website in
W Yeah! Ern… Scandal for Hollywood Actor.
English and ask sts: Do you read / prefer the newspaper or
M That’s photo 3!
the online news? Point to the headlines on both / either the
W Yesssss! Good! Famous Politician at the Olympic Games.
newspaper and / or the online news website and tell sts they
are ‘headlines’. Say: Let’s see the headlines in our books… M Ah, this is easy! Photo 9.
W Yep. Multimillion Dollar Contract for Football Player.
Books open. Point to the headlines on p. 17 and read aloud
M It’s photo 5, obviously.
the one in the middle to sts (‘Multimillion dollar contract
W Mmm-hmm. Snoop Dogg Song is Big Hit.
for football player.’). Point to the photos on p. 16 and elicit
M The… song? Oh, of course… Photo 6?
which photo the headline is about (photo 5). Sts read
the headlines and match them to photos 1-9. Paircheck. W Whooo, yes! Fatal Video Game for Korean Man.
Classcheck with 2.1 – say: Listen to two students correcting M Photo 2!
the exercise. Replay the track if necessary. W Yes! Italian Car is Incredible Success.
35
M Photo 7. Say: Brad Pitt’s an actor. Ask He or she? and elicit the full
W 2,000 Fans Welcome Beautiful Mexican Singer. sentence, ‘He’s an actor’. Say Madonna’s a singer and
M That’s photo 1. elicit from the whole class, ‘She’s a singer’.
W Right! Wow, you’re a genius! Say: Mercedes is a car. Prompt / Help sts say ‘It’s a car’.
M Hmpf!
Say Now listen to the model and play the rest of 2.4.
Lesson 2.2
After each pause, pick a different student. Vary with
8 4 3 9 5 6 2 7 1
chorus repetition after three or four individual ones. If
time allows, play 2.4 again so more sts can participate.
B Point to the words in bold in A and play 2.2 for sts to
listen and repeat. Ask: What are the two extra words?
2.4
2.2 T = teacher S = student
A film. A football player. A car. T Thalia’s a singer.
An actress. A teacher. A camera. S She’s a singer.
An actor. A song. A singer. T A Ferrari’s a car.
A politician. A video game. S It’s a car.
T Now you do it. Thalia’s a singer.
The extra words are a teacher and a camera. Prompts
Barack Obama, politician
C Play 2.3 for sts to listen and read World of English . ‘Yesterday’, song
If your institution allows L1 comparison, elicit the Penélope Cruz, actress
translation of phrases / nouns which have gender in the Justin Bieber, singer
sts’ mother tongue but not in English, e.g., ‘a cat’, ‘a table’ The Sims, video game
or ‘the telephone’. Avatar, film
Sts rewrite sentences 1-6 using he, she, it + indefinite article
a or an + a word in bold from A. E MAKE IT PERSONAL Write bold words from A (film,
Refer sts to the R box and tell them to rewrite all the actress, car, etc) on the board. Elicit examples / names for
sentences using contractions. some of the words, e.g., Say the name of a film. Tell sts to
Paircheck. Classcheck with answers on the board. write down one name for each of the words on the board,
as if they were playing ‘categories’. When they’re done,
2. She’s a singer. 5. It’s a film. read the R box with the whole class and elicit questions
3. He’s an actor. 6. He’s a football player. and answers, e.g., Tom Cruise (‘Who’s Tom Cruise?’, ‘He’s
4. She’s an actress. an actor’.), Star Wars (‘What’s Star Wars?’, ‘It’s a film’.),
Madonna / BMW / Will Smith / Skyfall.
D Point to Common Mistakes and read it aloud to the whole In pairs, sts test each other and take turns to ask What /
class. Carry out the drill.
Who questions about their names and to answer with bold
words 1-9, as in the model dialogue. Monitor closely for
Transformation drill
accuracy. At the end, ask some sts to test the whole class.
Say Listen to the model and play 2.4 up to ‘Now you do it’,
then pause. Test sts with a few prompts to get them ready.
Say Hillary Clinton’s a politician and ask sts to repeat after
you. Say She’s a politician and ask for chorus repetition. Workbook p. 92
ID Online Portal
Grammar p. 64
36
Function Language
Lesson 2.2
Listening to people talk about famous people and things. I think she’s an excellent singer!
Giving and asking for opinions. ‘Who’s your favourite actor?’
‘Charlie Sheen. I think he’s a fantastic actor.’
Agreeing and disagreeing with others’ opinions. I disagree. I think he’s a bad actor.
Doing a quiz about places and countries. I think this cathedral is in Spain.
Asking and answering about which country one’s from / Are you Colombian?
nationality one is. Are you from Venezuela?
Vocabulary: Opinion adjectives (fantastic, excellent, brilliant, terrible, etc). Agree / disagree.
Countries and nationalities. Review famous people and things (singer, actress, film, etc).
Grammar: Word order for adjectives + nouns. Review verb be questions and short answers.
Warm-up Review What / Who questions. Tell sts to open their the lesson Song Line on the top of p. 19 and draw their
books to p. 16. attention to adjective + noun order in ‘American Woman’.
Model the activity. Point to one of photos (e.g., Thalia) and
show it to the class. Ask: Who’s Thalia? (‘She’s a singer.’) Song line:
In pairs, sts ask and answer about famous names on photos merican woman, stay away from me.
A
1-9. Monitor closely for accuracy. At the end, have some sts American woman, mama let me be.
test the whole class.
Song: ‘American Woman’
Singer: Lenny Kravitz (USA)
Year: 1999
2 Listening Song originally recorded by Canadian rock band The Guess Who
in 1970.
A Books still open on p. 16. Tell sts they’ll listen to
a conversation about three of the photos. Play 2.5.
I think she’s an excellent singer!
Paircheck. Classcheck.
I think he’s a fantastic actor!
2.5 Notice the connecting sounds. I think it’s a terrible film!
W Look! Thalia’s a big success at the airport. Two thousand
people!
C Read question 1 and elicit the answer. Individually,
M Yes! I think she’s an excellent singer!
sts match questions 2-4 to the best answers. Paircheck.
W I agree.
Classcheck with answers on the board.
M She’s my favourite singer.
W And who’s your favourite actor?
(2) I agree. She’s good!
M Charlie Sheen.
(4) I disagree. I think it’s excellent!
W Yeah, I think he’s a fantastic actor!
M OK, and what’s your favourite film? (1) Meryl Streep. I think she’s fantastic!
W Er... that’s difficult. I don’t know... The Amazing Spider-Man (3) The Lord of the Rings.
2, I think.
M NO!!! I think it’s a terrible film! D Play 2.6 and carry out the drill.
Lesson 2.3
S He’s a terrible singer. M No. It’s in Barcelona, Spain.
T Actor. W I love your photos. They’re excellent!
S He’s a terrible actor.
T Now you do it. She’s an excellent singer. Terrible. 1. Brazil – e 2. China – a 3. England (the UK) – f
Prompts 4. Mexico – d 5. Spain – g 6. the USA – b 7. Venezuela – c
he, actor, brilliant, Tom, politician, horrible
B Have sts read the Common Mistakes box. Ask: Where’s
E Read number 1 with sts. Sts order sentences 2-4. she from? (UK.) Write UK and British on the board under
the headings Countries and Nationalities. Write USA
Paircheck. Classcheck with answers on the board. At the
under Countries and elicit the nationality from sts. Point
end, conduct chorus repetition of all sentences.
to World of English and read it to the whole class. Conduct
2. What’s the name of your favourite song? chorus repetition of all nationalities in the box (Costa
Rican, Peruvian, etc).
3. I think he’s a terrible politician.
4. Who’s a horrible singer? In pairs, sts complete the nationalities in A, using
World of English as a reference. Play 2.8 to check answers.
F MAKE IT PERSONAL Model the activity with an open Classcheck with answers on the board. Replay 2.8 and get
pair, that is, get two sts to act out the dialogue to the sts to repeat after each word.
whole class. Refer them and the class to the prompts in the
speech bubbles, e.g., ‘Who’s your favourite singer / 2.8
actor / actress?’ or ‘What’s your favourite film / book / M One. Brazilian. B-R-A-Z-I-L-I-A-N.
video game?’, ‘Meryl Streep. I think she’s an excellent M Two. Chinese. C-H-I-N-E-S-E.
actress’. Encourage sts to agree or disagree. W Three. English. E-N-G-L-I-S-H. British. B-R-I-T-I-S-H.
W Four. Mexican. M-E-X-I-C-A-N.
In pairs, sts take turns to ask for and give opinions about
their favourite people and things at the moment. Monitor M Five. Spanish. S-P-A-N-I-S-H.
closely for accuracy and offer help whenever necessary. At W Six. American. A-M-E-R-I-C-A-N.
the end, ask some of the pairs: Are your opinions similar or M Seven. Venezuelan. V-E-N-E-Z-U-E-L-A-N.
different?
1. Brazilian 4. Mexican 5. Spanish 6. American
7. Venezuelan
3 Vocabulary: Countries and nationalities
A With the aid of photos a-g, pre-teach the following C MAKE IT PERSONAL Sts play Guess Who or What! Model
vocabulary items from 2.7: a palace, a waterfall, a telephone box, the activity. Pick a celebrity name, e.g., Thalia, and keep it
a pyramid, a festival, a cathedral. Point to each of the photos on secret. Say: I’m not (your name) anymore. I’ve got a new identity. p
p. 19 or use the Digital Book for Teachers and ask: What’s this? I’m a famous person. Point to the model question in the speech
Prompt / Present the new items, saying, e.g., It’s a cathedral / bubbles and get sts to ask you ‘Are you Colombian?’. Point
a palace / etc. Have sts repeat the new words after you. to the nationalities in A and B and elicit more ‘Are you (+
nationality)?’ or ‘Are you from (+ country)?’ questions until sts
Ask: Where’s this cathedral? Is it in China? (It’s in Spain.)
guess you are Mexican. Pretend / Gesture you are singing or
Ask sts to write the letter g next to Spain in the ‘Countries’
acting. Elicit the questions ‘Are you a singer / actor / actress?’.
column. (Nationalities will be dealt with later on in B.) Ask:
Then, when they’ve discovered you are a singer, get sts to ask
What about the telephone box? Where is it? Sts match photos
you ‘Are you Selena Gomez?’, ‘Are you Thalia?’. Ensure they ask
a-g to the correct countries. Paircheck. Elicit their guesses
you verb be Yes / No questions throughout the activity.
and the pronunciation of each country. Do not correct
them at this stage – ask them to check answers and notice Sts choose a famous person or object and complete their
pronunciation while listening to 2.7. Play the track once. new badge. Tell them not to show their badges to their
Replay it if necessary. Classcheck with answers on the partners. In pairs, sts take turns to ask and answer ‘Are
board. Drill pronunciation of all countries in the table. you (+ nationality)?’ or ‘Are you from (+ country)?’ to guess
who or what their partners are. Monitor closely and offer
2.7 Notice the intonation at the end of each question. help if necessary. Round off by asking the class to ask
M And this is the photo of a palace in China. questions to a few sts and guess their identities.
W It’s beautiful! And what about this one? Is it in the USA?
M Mmm-hmm. Hollywood. The next one is Angel Falls, in
Venezuela. Fantastic place! Workbook p. 93
W Where’s this incredible pyramid? ID Online Portal
M It’s in Mexico, near Mexico City. Grammar p. 64
38
Is ceviche Mexican?
Lesson Aims: Sts are exposed to the verb be and short answers for persons ‘he’, ‘she’, ‘it’, and practise with a guessing
game. Sts also learn numbers 13-20 in the context of flat numbers, measurements, money and TV channels.
Function Language
Lesson 2.3
Listening to people talk about magazine photos. Oh, what’s her name?
She’s from Mexico, I think.
Asking and answering about famous people and places. ‘Is she Brazilian?’, ‘Yes, she is’.
‘Is she a singer?’, ‘No, she isn’t’.
Saying and listening to numbers 13-20 in various contexts. Channel 17; 20 pounds; 13 litres.
Vocabulary: Numbers 13-20. Flat, litres, (TV) channel, kilos, pounds, miles per hour (mph), happy birthday. Review countries,
nationalities and opinion adjectives.
Grammar: Verb be third-person singular.
Warm-up Review giving opinions / opinion adjectives and B Read Common Mistakes to sts. Help them complete the
he / she / it + verb be. Before class, choose some photos of Grammar table with ’s, is or isn’t. Drill pronunciation of all
famous people and things and either have them printed out sentences in the table.
or displayed digitally on the IWB. Show the first photo, e.g.,
Robert Downey Jr, and say: I think he’s an excellent actor. Tip For extra practice, ask sts to go to Grammar on p. 65.
What about you? Encourage sts to agree or disagree with you,
e.g., ‘I agree. He’s a brilliant actor’.
In pairs, sts give opinions about the selected photos.
He’s American. He isn’t from the UK.
Encourage them to agree / disagree with their partners.
Monitor closely for accuracy. Ask sts to refer to opinion She’s from Argentina. She isn’t Cuban.
adjectives on p. 18, activity 2B. It’s Mexican. It isn’t from Brazil.
Short Answers
he he he
4 Grammar: Verb be third-person singular Is she from the USA? Yes, she is. No, she
’s not.
isn’t.
A Books open. Point to the magazine page and ask sts: it it it
What’s this? Is it a newspaper? Teach / Drill the word
‘magazine’. Elicit what sts can see in the photos, point to
C Play 2.10 and carry out the drill.
one at a time and ask: What / Who’s this? Where’s she /
he / it from?
Transformation drill
Ask sts to cover the dialogue. Tell them they’re going to
Say Listen to the model and play 2.10 up to ‘Now you do
listen to Ela and Ben talk about the magazine. Ask: Which
it’, then pause. Before continuing with the the drills on
photos do they mention? Play 2.9. Paircheck. Replay the
the track, test the whole group and some sts individually
track. Classcheck.
with your own voice. Suggested prompts: He’s Brazilian.
Sts uncover the dialogue. Replay 2.9 for sts to listen and Question. / It’s from Japan. Question. / She’s Argentinian.
complete the gaps. Paircheck. Classcheck with answers Negative. / He isn’t American. Positive.
on the board.
Classcheck. Play the rest of 2.10 and at each pause, pick
a different student to say / transform the model with the
2.9 Notice interjections Oh!, What?, Hey, Wow! and their prompt given.
intonation.
E = Ela B = Ben
E Look. 2.10
B Hmmm! Nice! T = teacher S = student
E What’s her name? Oh, I don’t remember. She’s a fantastic T He’s Chilean. Question.
actress. S Is he Chilean?
B Yes, and beautiful! She’s from Mexico, I think. T Negative.
E No, she isn’t! She’s American. Oh, what’s her name?! S He isn’t Chilean.
B Sorry, I don’t remember. Hey, and what’s this? T Now you do it. He’s Chilean. Question.
E It’s the berimbau, a musical instrument. Prompts
B Wow! Is it Chinese? It’s from China.
E No, it isn’t! It’s from Brazil. She’s Venezuelan.
He’s Mexican.
Mexico American Chinese Brazil It’s American.
39
Lesson 2.4
end, ask a couple of sts to test the whole class on a photo of
2.12 to check answers. Classcheck with answers on the
their choice.
board.
attention to the line ‘I’m eighteen’. the board with his back to the class. With your finger,
write, e.g., 3 on his back. Make it visible to the rest of the
Song line: class, but ask only him / her: What’s the number? Try again
if he / she can’t guess it.
I ’m eighteen and I don’t know what I want.
Eighteen. I just don’t know what I want. In pairs, sts do the same. Tell them to write numbers
Song: ‘I’m Eighteen’ between 1 and 20 only. Walk around the classroom and
Singer: Alice Cooper (USA) keep a record of any pronunciation mistakes sts might
Year: 1971 make. After three minutes, ask sts to swap partners and
play the game again, or round off the activity by asking
Books open. Point to photos a-h and get sts to match them sts which numbers are easy / difficult to guess. Drill
to the words. Paircheck. Play 2.11 twice to check answers. pronunciation of numbers sts mispronounced while
Classcheck with answers on the board. playing the game.
Read World of English with the whole class.
2.11 Workbook p. 94
thirteen fifteen seventeen nineteen ID Online Portal
fourteen sixteen eighteen twenty Grammar p. 64
40
Function Language
Lesson 2.4
Warm-up Review the alphabet. Tell the sts they are going 2.14 Notice th /θ/ or /ð/.
to play a spelling game in pairs. Ask each student to choose A W This car’s twenty-three years old and it’s horrible!
five words from units 1 and 2 to test their partner. Each word M How old? Twenty-three? Wow, that’s old. Really old!
spelled correctly is worth one point. In pairs, sts ask and
B W2 How old are you, guys?
answer ‘How do you spell…?’. At the end, ask: Which word
M2 We’re thirty-eight and we’re single.
was difficult / easy for you?
C W3 How old is she?
M3 She’s forty-nine!
D M4 They’re antiques, aren’t they? How old are they?
6 Vocabulary: Numbers 20-100+ M5 They’re about ninety-five years old. And so beautiful!
A Books closed. Write 20 on the board and ask: What’s
this in English? How do you spell it? Write twenty as sts spell a. 23 b. 38 c. 49 d. 95
it for you. Write / Teach 30 (thirty) and underline the suffix
‘ty’ in both words.
C Read Common Mistakes to sts, play 2.15 and carry out
Books open. Have sts complete the table with numbers 30- the drill.
90. Point to the underlined suffixes on the board and elicit
the words for 40-90. Sts complete words for 30-90 with ‘ty’.
Game drill
Play 2.13 to check answers. Ask sts to complete 101. Drill
pronunciation of all numbers. Write on the board 15 + 2 = 17 and elicit the sum from
sts. Say Listen and play 2.15 up to ‘Now you do it’,
2.13 then pause. Say: Now listen and answer. Play the first
Twenty dogs. addition in 2.15 and pause. Elicit the correct answer
from the whole group and resume 2.15 to check.
Thirty apples.
Make it sound like a game and set a time limit, e.g., five
Forty pens.
seconds to come up with the final sum.
Fifty cats.
Sixty bananas. Play the rest of 2.15 and, at each pause, pick a different
Seventy rubbers. student to say the correct result. Ask for chorus
repetition now and then, e.g., after a student gets a
Eighty tablets.
number right, the whole class repeats it after him / her.
Ninety cars.
One hundred notebooks.
One hundred and one flash drives. 2.15
T = teacher S = student
20 twenty dogs 70 seventy rubbers T 12 + 3.
30 thirty apples 80 eighty tablets S Fifteen.
40 forty pens 90 ninety cars T 24 + 10.
S Thirty-four.
50 fifty cats 100 one hundred notebooks
T Now you do it. 12 + 3.
60 sixty bananas 101 one hundred and one flash drives
Prompts
21 + 6 (27), 33 + 11 (44), 54 + 2 (56), 9 + 9 (18),
B Show sts a very old object (or a photo of it) and say: This 85 + 3 (88), 98 + 3 (101), 13 + 6 (19), 55 + 22 (77)
(e.g.) pen is very old… It’s 100 years old! Point to the photo of
the car and ask: How old is it? Listen and circle. Play 2.14
and pause after ‘Really old!’. Paircheck and classcheck. D MAKE IT PERSONAL Play 2.16 for sts to listen and
Play the rest of the recording. Paircheck. Replay the track if read World of English . Ask the whole class: What year is it?
necessary. Classcheck with answers on the board. (Current year.)
41
Lesson 2.5
Yes, they are.
aren’t.
42
Function Language
Lesson 2.5
Reading a text about English as a global language. It’s the international language of this planet.
Listening to people talk about celebrities. ‘Who’s he?’, ‘I’ve got no idea’.
Asking and answering about other people. How old is she? Where’s she from?
Sharing information about famous people. How old is Ricky Martin?
Vocabulary: Cognates (official, government, communicate, scientists, artists, curriculum, etc). Chunks ‘You’re right’, ‘I don’t
know’, ‘No idea’, ‘I’m not sure’.
Grammar: Review verb be questions in third-person singular.
Warm-up Tell the class you’re thinking of a number. Write 20-50 M Are you sure?
on the board and say: My secret number is between 20 and 50. W Hmmm. No. Hmmm. He’s American!
Write it on a piece of paper but don’t let the class see it. Sts try M How old is he?
to guess the secret number. Ask each student to write down one W He’s about 57.
guess only, between 20-50. Sts say their guesses. The student M Is he married?
whose guess is closest to your number is the winner. If there’s
W No, he’s divorced.
time, play the game again with a number between 50-100.
M Er, who are the two girls?
W They’re Ami and Yumi, of the Puffy band.
M Ami and Yumi? Where are they from?
Skills: Reading for general comprehension W They’re from Japan, of course!
A Books open. Point to the text and ask: What’s the text M How old are they?
about? (English.) Read titles 1-3 and ask: What’s the correct W I don’t know. No idea!
title for the text? Sts read and choose the best option. M Are they married?
Paircheck. Classcheck. W Yes… Ummm. I think they are… yes.
M And who’s she?
2. a global language W I’m not sure, but she’s, er, familiar…
M Hmmm, wait. I know! She’s a tennis player!
B Play 2.19 for sts to listen and re-read the text in A. W You’re right! She’s Maria Sharapova.
Ask sts to underline words they don’t understand. In pairs, M Sharapova? Where’s she from? Russia?
sts guess the meaning of new words. Classcheck. Elicit W Yes, she’s Russian. And she’s about 28! And she’s married,
pronunciation of the words with pink letters. I think! OK?
M OK!
2.19
English is an essential language in the modern world. In
(3) Who are the two girls?
over 100 countries it is part of the school curriculum, and
the most important international language for government, (6) Who’s she?
education, business, media and art. Chinese politicians use (4) Where are they from?
English to communicate with American politicians, Brazilian (2) How old is he?
artists with Nigerian artists, Russian scientists with Japanese
(1) Where’s he from?
scientists. Globally, over two billion people speak or study
English. It’s the international language of this planet. (5) How old are they?
(7) Where’s she from?
44
St A: (points to photo 3) D Sts complete answers with verb be. Paircheck. Sts
Sts cover p. 17. In pairs Who’s he? match questions 1-8 in C to the best responses. Paircheck.
Famous Play R1.1 for sts to check answers. Elicit / Write the
they point to photos 1-9 St B: He’s Charlie Sheen.
people and
and ask each other Who’s (points to photo 1) answer key sequence numbers on the board.
things
she / he? and What’s Who’s she?
p. 16 R1.1
this? questions. St A: She’s Thalia. (points
to photo 8) What’s this? 1
M What’s your name?
W My name’s Carmen.
Sts test each other in 2
pairs and take turns to W How old are you?
say opinion adjectives in St A: Fantastic. M I’m 23 years old.
Opinion
descending order. Then St B: Excellent. 3
adjectives
swap roles (st B St A: Brilliant.
p. 18 W Are you married?
starts this time) and St B: Good.
M Yes, I am.
repeat activity in
ascending order. 4
M What’s your phone number?
W It’s 41-8777-4883.
45
46
47
48
Function Language
Lesson 3.1
Warm-up To set the context of famous TV-series characters and Focus on photos 1-5. Point to the waiter and ask: What
their jobs, start off the class with an informal chat about the does he do? Prompt the answer and have sts repeat after
topic. Ask sts: Do you like TV series? What’s your favourite? you, ‘He’s a waiter’. Repeat procedures with the rest of the
Elicit some programmes from sts and write them on the board, photos. Then, get sts to quickly match jobs f-j to photos 1-5.
e.g., Doctor Who, Downton Abbey, Sherlock, Mad Men. If Paircheck. Classcheck with answers on the board.
technology is available, show photos of episodes / characters
and ask the group: Who’s your favourite TV character? What f. 3 g. 2 h. 4 i. 5 j. 1
does he / she do? / What’s his / her job? Use this opportunity to
Drill pronunciation of all jobs. Read World of English with
pre-teach some jobs sts will see in the lesson.
sts. Drill questions and answers in the box.
Song line:
B Read Common Mistakes and World of English with the
hy don’t you get a job?
W whole class. Sts complete the gaps in A with a / an.
Say no way, say no way, no way. Paircheck. Classcheck with answers on the board.
Song: ‘Why don’t you get a job?’
Band: The Offspring (USA) a. a b. a c. an d. a e. a f. a g. a h. a i. a j. an
Year: 1998
Point to the first column of words. Ask: How do you C Point to the picture and ask: How many people (are there)
pronounce jobs a-e? Have sts guess pronunciation of in team A? What are their names? And how many participants
cognates a-e in pairs and ensure they notice the pink in team B? Names? What do they do? Tell sts they’ll listen
letters. Elicit guesses but don’t correct them just yet. Tell to the TV programme and match jobs a-j in A to each of
sts they’ll hear a radio commercial about a TV programme the participants. Play 3.2 twice. Paircheck. Replay 3.2 if
and ask them to notice / check pronunciation of a-e. Play necessary. Classcheck with answers on the board.
3.1. Replay for chorus repetition of each item.
3.2 Notice the rhyming sounds.
3.1 M = man W = woman
M = man M Good evening and welcome to FABULOUS FAMILIES.
M Don’t miss FABULOUS FAMILIES! Tonight, the topics I am Louie Green. And these are tonight’s FABULOUS
are TV-series characters and their jobs. What does your FAMILIES. Hello, everyone, how are you tonight?
favourite TV character do? Is he or she a bank cashier, a All Good evening. / Hi. / Great. / Fine.
doctor, an engineer, a police officer, a university professor? M Here’s team A, The Smiths. Can we have your names,
Tonight at eight o’clock on KYZ TV. guys? Who are you, and what do you do?
49
W1 My name’s Tessa. I’m a hairdresser. pairs, sts take turns saying what each participant in C does.
M Hah! Tessa, the hairdresser! Classcheck by having different sts say a sentence each.
M2 I’m Paul and I’m a shop assistant. And this is my wife,
Gloria. F MAKE IT PERSONAL 1 Write on the board I’m a teacher
W2 Yes, that’s right! And I’m a lawyer. and ask a student: What about you? What do you do? Ask
sts to complete the sentence about themselves. Remind
M What? Gloria, the lawyer?
them to use a / an and offer help to sts whose jobs aren’t in
M3 Hello, everybody. I’m Fred. I’m a waiter.
the lesson. Walk around to monitor spelling.
M Thank you! What about FABULOUS FAMILY team B,
The Andersons? Who are you? What do you do? 2 In pairs, sts ask and answer about their own occupations.
W3 I’m Maria. I’m an engineer. Refer the class to the model dialogue in speech bubbles. Swap
M Maria, the engineer! partners and repeat the activity. Monitor closely for accuracy.
W3 And this is my husband… At the end, ask sts about their partners: What does he / she do?
M4 Thank you, Maria, dear. My name’s Roger, and I’m a Then, read the R box with the whole class.
police officer.
W4 I’m a bank cashier. My name’s Sophia.
M No way! Sophia, the cashier too? 2 Listening
M5 I’m James, and I’m very happy to be here.
A Point to photos a-d and check if sts know the
M Great, James! And what do you do?
programmes / characters. Elicit what sts know, e.g., ask:
M5 Oh, sorry! I’m an IT professional. What does Sheldon Cooper do? Point to options 1-4. Play 3.4
M Thank you all! And now let’s start our quiz with the first for sts to listen and match the characters and their jobs.
question… Tell sts that only two photos are mentioned. Paircheck.
Replay 3.4 if necessary. Classcheck.
Tessa (h) Maria (c) Paul (i) Roger (d) Gloria (f)
Sophia (a) Fred (g) James (j) 3.4 Notice the intonations of surprise and encouragement.
M OK, the next topic is television. Here’s question one.
Doctor and university professor are not mentioned.
Ready? In the famous NBC sitcom, Friends – do you
remember Friends? In Friends, what’s David Schwimmer’s
D Play 3.3 and pause after each job. Get sts to repeat full occupation? Is he: a) a university professor, b) an actor or
sentences. c) a lawyer? Yes! Paul?
M2 He’s a university professor.
3.3 M That’s absolutely correct! David Schwimmer plays Ross
1 Ladies and gentlemen of the jury. This is impossible. Geller, a university professor at New York University.
(She’s a lawyer. ) Question two is about the Fox series House. Ready?
2 OK, guys. This is great. Good job! (He’s an engineer.) What’s the occupation of actors Lisa Edelstein and Jesse
3 One hundred, two hundred, three hundred and fifty-five. Spencer on House? Are they: a) IT professionals,
Thank you. Have a nice day! (She’s a bank cashier.) b) doctors or c) engineers? Yes! Fred?
4 OK. One coffee, one tea and a Coke with lemon. M5 C! They’re engineers!
(He’s a waiter.) M No, they aren’t! Yes, Maria?
5 W OK, say ‘Ah!’ W3 They’re doctors, obviously!
M Aaaagh. M Yes, they are, Maria! The characters are doctors– Dr Lisa
W Thanks. Oh, don’t worry, you’re OK. (She’s a doctor.) Cuddy and Dr Robert Chase. The next question is about…
6 Mmm-hmm, ooh, no, ooooh! There! Beautiful! (He’s a
hairdresser.) b. a university professor d. doctors
7 W1 Er, this shirt? It’s £100. It’s beautiful, isn’t it?
W2 Have you got it in black? (She’s a shop assistant.)
8 OK, OK. Good morning, everybody. Today’s topic is ‘the
B Play 3.5 and carry out the drill.
Play the rest of 3.5 for drills. Pick one student at a time
1. She’s a lawyer. 2. He’s an engineer. and have chorus repetition now and then. Replay 3.5 so
3. She’s a bank cashier. 4. He’s a waiter. more sts can participate.
5. She’s a doctor. 6. He’s a hairdresser.
7. She’s a sales assistant. 8. She’s a university professor.
3.5
9. He’s an IT professional. 10. She’s a police officer.
T = teacher S = student
T Ross. University professor.
E Point to Tessa in C and say: Tessa’s a hairdresser. Point to S He’s a university professor.
Paul and elicit the full sentence, ‘Paul’s a sales assistant.’ In
50
Workbook p. 97
C Draw sts’ attention to photos a and c in A. In pairs, sts ID Online Portal
take turns to say what the characters in A do. Encourage
Grammar p. 66
sts to use the chunks in the model. Classcheck.
51
Function Language
Lesson 3.2
Listening to and reading about a TV programme. HBO’s Game of Thrones is a fantasy TV series.
Giving information about a family member. Antonio’s 31 years old and he’s married. He’s a taxi driver.
Guessing which family member is being described. Is he your husband? Is he your brother?
Listening to people ask and answer about family. Do you live alone? Have you got any children?
Asking and answering about family. ‘Have you got any brothers or sisters?’, ‘Yes, I have / No, haven’t’.
Vocabulary: Family members (wife, husband, brother, sister, children, father, mother, parents).
Grammar: Present simple: I, you . Review verb be questions and short answers.
Warm-up Ask the class to stand up. Tell sts they’ve got B Get sts to read the text again. Draw their attention to
three minutes to ask classmates about their jobs. Say: the highlighted words. Ask them to read Common Mistakes .
When we finish, you need to remember the professions of five Elicit the female equivalent to ‘husband’ and get sts to
people. Drill the question ‘What do you do?’ and answers ‘I’m complete the table with family words from the text.
a / an (job)’. If necessary, write and leave them on the board Paircheck. Classcheck.
for reference.
Sts mingle and interview as many classmates as possible Woman Man Both (Man & Woman)
about what they do. When the time is up, ask sts to sit mother father parents
down. Write this sentence on the board: (Your name) is a wife husband couple
teacher. Ask sts to write similar sentences about five different daughter son children
classmates from what they remember, e.g., ‘Julia is a lawyer,’ sister brother siblings
‘Marco is a doctor,’ ‘Patricia is an engineer,’ and so on. Sts
paircheck to see what sentences they have in common and C Point to Cersei Lannister’s name on the family tree
correct / help each other. At the end, ask sts to read some of on p. 30 and the empty box next to it and ask: Who’s
their sentences and check with the whole class if information her husband? Get sts to look for the answer in the text.
is correct, e.g.: Is Julia a lawyer? Is Patricia an engineer? Classcheck. Sts re-read the text to complete the Game of
Thrones family tree with all the missing names. Paircheck.
Classcheck with answers on the board.
3 Reading
Tywin Lannister
A Books closed. Show a picture of a famous family to Tyrion Jaime Cersei Lannister Robert Baratheon
pre-teach vocabulary, e.g., The Simpsons. Point to Homer
Joffrey Tommen Myrcella
Simpson and ask Is Homer married or single? Start
introducing family words, say: This is Marge. She’s his wife.
Point to the children and say: They’ve got three children: two D Play 3.7 for chorus repetition. Replay for individual
daughters (Lisa and Maggie) and a son (Bart). Additionally, repetitions. Correct sts on the spot.
you may also draw your own family tree on the board –
or show a personal photo – to exemplify husband / wife, 3.7
mother / father, son / daughter. W Mother. M Son.
W Wife. M Brother.
Books open. Point to the Song Line on p. 31 and elicit the
W Daughter. W Parents.
song title / band. If possible, play a bit of the song in case
sts don’t remember / know it. W Sister. M Couple.
M Father. W Children.
Song line: M Husband. M Siblings.
e’re a happy family, we’re a happy family,
W
We’re a happy family, me, mom and daddy. E MAKE IT PERSONAL Model the activity. Give information
Song: ‘We’re a Happy Family’ about a relative. Say, e.g.: (Your mother’s name) is 52 years
Band: The Ramones (USA) old and she’s divorced. She’s a doctor. Ask Who’s this person?
Year: 1977 and elicit / prompt ‘Is she your sister / mother?’ questions. A
Do the same with another relative. Drill ‘Is he / she + your A
Sts look at the family tree and text. Ask: Do you know this TV
+ (family word)?’
programme? What channel is it on? Play 3.6 for sts to listen
and read about the programme. Sts answer questions 1-4. In pairs, sts take turns to play roles A and B, as in the
model. Monitor closely for accuracy.
1. HBO. 2. Politics, war, love and family. Round off by asking a couple of sts to play the game with
3. Myrcella. 4. Joffrey and Tommen. the whole class.
52
4 Grammar: Present simple Write on the board I’m Brazilian. Elicit the negative form
from sts: ‘I’m not Brazilian’. Write I live alone and elicit /
Tip Before sts listen, encourage them to predict conversations 1-3 prompt the negative, ‘I don’t live alone’.
and elicit what they think people are talking about in pictures a-c. Point to the two underlined auxiliaries on the board and
Point to a and ask: What’s the question? Do the same with b-c. tell sts to complete the Grammar table with ‘do’ or ‘don’t.’
Paircheck. Classcheck and drill all sentences.
A Tell the sts they’ll hear three conversations. Say: Listen
to conversation 1 and tell me, is this picture a, b or c? Play 3.8 Tip For further practice, tell sts to go to Grammar on p. 67.
and pause after 1. Ask: What’s the picture? Replay in case sts
didn’t get it. Play the rest of 3.8. Paircheck. Classcheck.
1. son 2. live / with 3. family / haven’t Tip Swap partners. In pairs, sts role-play all six questions
and answers.
C Get sts to read the text Mystery Man on their own.
Then, ask them to circle the best options in 1-3. Paircheck. (4) His name’s Nando. (6) Yes, I am. (1) Yes, I have. Two
Classcheck with answers on the board and clear up any brothers and one sister. (3) Yes. I’ve got a son. (2) Fred,
doubts sts might have. Brian and Sofia. (5) No, I don’t. I live with my partner.
Function Language
Lesson 3.3
Warm-up Write JOBS on the board. Circle the word. Then draw 1. in a school 4. in a pharmacy 7. in an office
a line from it and write a lawyer. Elicit more occupations from 2. in a restaurant 5. in a travel agent’s 8. in a city centre
sts and keep a record of their contributions, in the shape of a
3. in a hospital 6. in a bank 9. from home
diagram.
a lawyer The podcast is about people who have two jobs / work in two
different places.
JOBS an engineer
C Focus on Common Mistakes . Ask sts to cover the phrases
from A and, in pairs, try to remember all the places of
Elicit / Drill pronunciation of all jobs and add vocabulary from
work. Ensure sts say prepositions / complete phrases.
lesson 3.1, activity 1A, which sts did not mention, until there
Monitor closely and correct on the spot.
are about ten jobs on the board. Have sts briefly ask each other
in pairs the questions ‘What do you do?’ and ‘What does your
sister / brother / father / mother do?’ Leave the questions on the
board to help them.
6 Listening
A Explore the webpage. Point to the questions ‘Who are
they?’, ‘What do they do?’ and ‘Where do they work?’.
5 Vocabulary: Places of work Get sts to answer about Hanna and Victor in pairs.
Classcheck.
A Books closed. Say: I’m a teacher. I work in a school. Point
Tell sts they’ll hear an interview with Hanna and Victor.
to one of the occupations on the board (from the warm-up
Ask: What’s Hanna’s second job? Is she a secretary and a
activity above) and ask: Where does a doctor work? Prompt
‘In a hospital’. doctor? Elicit some guesses and then play 3.12. Pause after
Hanna says ‘shop assistant’. Classcheck and ask sts to
Books open. Point to the phrases in group 1. Draw sts’ complete the informatiton on the webpage. Ask: What’s her
attention to the pink letters and encourage them to guess favourite job? Play the rest of her interview and get sts to
the pronunciation. tick Hanna’s preference.
Point to photo a and the phrases in group 2. Ask: What’s Say: Now listen to Victor and complete. Play the interview
this? (a city centre). Sts match photos a-e to group 2. without pausing. Paircheck. Classcheck with answers on
Paircheck. Classcheck with answers on the board. the board.
B Say: Hanna works at two different places. Victor too. Song line:
He works at two places. Point to the phrases in 5A and Y ou don’t have to be rich to be my girl.
ask: Where do Hanna and Victor work? Listen and check. You don’t have to be cool to rule my world.
Replay 3.12. Sts tick in 5A four places-of-work phrases Song: ‘Kiss’
mentioned. Paircheck. Classcheck below in C. Singer: Prince (USA)
Year: 1986
in a restaurant (V) in a pharmacy (H) from home (V)
in an office (H) Ask a student question 2 from A, and prompt / ask for
short answer ‘Yes, I do’. or ‘No, I don’t’. Point to questions
1-6 in A and ask sts to match them with the appropriate
C Play 3.13 for sts to check answers. Replay and pause answers. Paircheck. Classcheck.
after each sentence for chorus repetition.
In pairs, sts role-play, asking questions from A and
3.13 answering using responses from B.
H I work in a pharmacy.
H I work in an office. (2) No, I don’t. I want to be a lawyer.
V I work from home. (4) I’m a bank cashier.
V I work in a restaurant. (6) I want to work from home.
(3) Yes, flat 61.
(1) Yes, I do. I work freelance.
7 Grammar: Present simple (5) I work in Ventura.
A Write the gapped question on the board ____ you live
alone? and ask the whole class to complete it. C Play 3.15 and carry out the drill.
Cultural note ‘Do You Really Want to Hurt Me?’ is a hit If sts don’t have jobs, remind them to consider ‘want to’ in
released in the 80s by British band Culture Club, led all questions.
by singer Boy George. ‘Boys Don’t Cry’ was written by
2 In pairs, sts interview each other and write their
The Cure.
partners’ answers in column B.
55
Lesson 3.4
possible, display their sentences on the school / class wall.
Provide them with models, e.g.:
‘I’m Andrew and I’m married. I’m 34 years old. I live with my
wife and two sons in Buenos Aires. I’m an engineer and I work
in an office in the city centre.’
‘I’m Renata and I’m single. I’m 21 years old. I live with my
parents in Bogotá. I want to be a doctor or a nurse. I want to
work in a hospital.’
56
Function Language
Lesson 3.4
Warm-up Review verb be Yes / No questions (he / she). Before W Oh. OK. Are you married, Natesh?
class, write on the board 5-7 verb be sentences about your M No, I’m not, but I have a girlfriend. Her name’s Reva.
family and friends, mixing true and false facts, e.g.: She’s from India.
My brother is from Guadalajara. W I see… You’re a limo driver, right? Where do you work?
My father is a lawyer. M I work in the Manhattan area, 13 hours a day.
My sister is a fantastic actress. W That’s a lot, isn’t it? And what do you think of your job?
My best friend is German. M Oh, I think it’s very interesting! I love my limo!
My boss is 85 years old.
Lesson 3.5
and play the sentence for sts to check.
singular
3.18
A Get sts to look at the Song Line on p. 35 and elicit the T = teacher S = student
name of the song / band. Focus on the line ‘How does it feel?’.
T I live alone. He.
Song line: S He lives alone.
ow does it feel? How does it feel?
H T I’ve got a brother. She.
To be on your own, with no direction home? S She’s got a brother.
Song: ‘Like a Rolling Stone’ T Now you do it. I live alone. He.
Singer: Bob Dylan (USA)
Prompts
Year: 1965
I work from home. She.
Raise the comparison between Do vs Does. Write Where do I haven’t got a sister. He.
you live? on the board and ask: What about Natesh? Point I live with a friend. She.
to the questions in 8B and ask: What’s the question (for
Natesh)? (2 – Where does he live?). Do the same for ‘Do you C MAKE IT PERSONAL Ask sts to read World of English .
live alone?’ and question 3, ‘Does he live alone?’. 1 Model the activity. Display the page using the Digital
Read Common Mistakes with sts. Write I’ve got a brother on Book for Teachers or the board and complete an form
the board and invite sts to transform / complete the same about a member of your family. Sts do the same. Walk
sentence with ‘He...’ (’s got a brother). Repeat procedure with around to monitor their production.
‘I haven’t / He hasn’t got a sister’ and make sure sts notice 2 Swap partners. Refer sts to the Lesson Question Title on
the -s for third-person singular is only used in affirmative top of p. 34. Elicit questions sts will need for the activity.
sentences. Get sts to read the model dialogue in speech bubbles. In
Focus on the Grammar table. Sts complete it with does, pairs, sts interview each other about their chosen relatives.
doesn’t, has, hasn’t or -s when appropriate. Paircheck. If possible, ask sts to show a photo of their selected family
Classcheck with answers on the board. Drill pronunciation member on their smartphone picture gallery or online, e.g.,
of all sentences as you classcheck them. on Facebook.
58
Function Language
Lesson 3.5
Reading about listening strategies. Before you listen, imagine the context.
Listening for specific information. I’m unemployed at the moment. But I’m a university student.
Saying what you have in common with other people. Laura is unemployed. I’m not unemployed, I have a job.
Listening to people meeting for the first time. Do you have a girlfriend?
Exchanging personal information and responding positively. What does she do? Does she have any children? She has a son.
Vocabulary: Review vocabulary for personal information (marital status, jobs, family). Phrases to respond positively (Right! Cool!
Wow!).
Grammar: Review present simple and .
Warm-up Books open to Sounds and Usual Spellings on p. 80. C Point to the list of words and the photo in A and
Focus on vowels. Ask sts to cover the words and look at the say: Remember their conversation. Do they say / mention
pictures only. Point to the tree / three drawing and elicit ‘beautiful’? What about ‘car’? Have sts tick eight words
vocabulary from the whole class. In pairs, sts take turns to used by Laura and Charlie from what they remember.
point and name pictures in all eleven vowel sounds. Monitor Paircheck. Play 3.20 to check answers. Replay if necessary.
closely for accuracy. Classcheck briefly. Classcheck.
B Say: Listen and check. Play 3.22. Classcheck with Tip When sts go over the phrase ‘Here’s my number’, check
answers on the board. Replay 3.22 and pause after each if they know the song ‘Call Me Maybe’ by Carly Rae Jepsen, in
question and answer so sts can repeat in chorus. Monitor which she sings ‘But here’s my number, so call me maybe…’ If
closely for intonation. time allows, you could even play part of the song /
video so sts can sing along, either at this stage or at any time
3.22 towards the end of the lesson.
M Do you live near here?
W No. I live in the city centre.
E MAKE IT PERSONAL Have sts walk around the classroom
W Do you live alone?
and mingle as if they were at a party. If technology is
M No, I live with my parents. available, let them choose some background music on
M Have you got any brothers and sisters? the Internet. Before sts perform the task, elicit language
W Yes, I’ve got one brother. they’ll need for ‘meeting new people.’ Ask them to use
W Have you got any children? questions from A and remind them to respond to their
M Yes, I’ve got two sons. partners’ answers with phrases from World of English .
W Have you got a girlfriend? Monitor without much interference – jot down some of sts’
M Yes, I have. Her name’s Emily. utterances for delayed correction, but ensure you provide
W What do you do? them with positive feedback as well, e.g., at the end also
M I’m an engineer. tell them what was right / good about their production:
M Where do you study? I could hear Erol using ‘Really?’, ‘Nice!’ and Mariam said
W At LSE. ‘Here’s my number’ to Sarah.
W Where does your father work?
M He’s retired.
W What does your wife do? Workbook p. 101, 117, 118
M She’s a housewife. ID Online Portal
M How old is your daughter? Grammar p. 66
W She’s ten. ID Café Video p. 74
60
Function Language
Lesson 4.1
Warm-up Ask sts to flick back through units 2 and 3 and B Ask sts to point to the objects they hear. Play 4.2 and
choose five questions from the lesson titles. In pairs, sts ask get sts to repeat after each item.
and answer their selected questions. Ask some sts to tell the
class their partners’ answers. 4.2
M An ID card.
W Mints.
1 Vocabulary: Personal objects 1 M Pills.
W Keys.
A Books closed. If possible, bring realia to class and show M Coins.
sts some of the objects from p. 38. Show the class your own
W A wallet.
ID card and other objects you might have in your bag (or
M A comb.
borrow them from another teacher), e.g., a nail file, a comb,
W A nail file.
earphones, a wallet /purse, etc. Show each object one at a
time, and present and drill the plural vocabulary items in
M Earphones.
isolation, and singular ones with articles a / an. Ask What’s W A lipstick.
this? / What are these? and answer a wallet / earphones,
then ask for chorus repetition. C Play a quick game with the whole class and say: I say
Books open. Point to the photos on p. 38 and elicit / test sts’ singular, you say plural! Use the prompts ‘an aspirin’, ‘a
memory about items you’ve just shown them. Ask: What’s key’, ‘a lipstick’, ‘a wallet’, and elicit / have sts say plural
letter 1 / 2 / 3 etc? Point to the words in A and get sts to forms after each item. Then, do the opposite: I say plural,
match them to photos 1-10. Paircheck. Classcheck with you say singular! Use the prompts ‘keys’, ‘nail files’, ‘coins’,
answers on the board. etc.
Tell sts they’re going to listen to a woman looking inside Model the activity. Now mix plural and singular prompts
her bag. Ask: Which object is not in the photos? Play 4.1. and elicit the opposite forms. Carry on until you feel sts
Classcheck. are confident enough to play the game on their own.
Lesson 4.2
Read the Song Line on the top of p. 39 with the whole class. ✓
Elicit the name of the song / band and encourage sts to
sing along if they know the lyrics.
C Write This is a / an… and These are… on the board.
Song line: Point to photo 1 on p. 38 and elicit the correct sentence
(‘This is an ID card.’). Do the same for photos 10 and
I s this love, is this love,
4 (‘This is a lipstick.’, ‘These are keys.’). Play 4.5 and
Is this love that I’m feeling?
after sts hear ‘1’, point to the prompts on the board and
Song: ‘Is This Love?’ elicit the correct sentence before the beep. Pause only
Band: Bob Marley & The Wailers (Jamaica)
if necessary but ensure sts understand they must race
Year: 1978
the beep.
g
B Play 4.4. Pause after sentence 2 and ask sts to tick d MAKE IT PERSONAL Sts look at units 1-3 and test each
/I/ or /iː/ for each sentence they hear. Play the rest of the other, asking ‘What’s this?’/ ‘What are these?’ Monitor
recording. Pause after each sentence or replay the track closely for accuracy.
if necessary. Paircheck. Classcheck with answers on the
board. Play the track again and pause after each sentence E Sts turn to p. 80 and take turns to test each other on
for sts to repeat. the picture words for the vowel sounds in pairs.
/i/ /iː/
3. Big pills and little mints. ✓
Workbook p. 102
4. Listen to this Swiss singer. ✓ ID Online Portal
5. Read and complete these forms. ✓ Grammar p. 68
62
Function Language
Lesson 4.2
Listening to a couple look for and find objects. Over there. What’s that?
Referring to objects that are near you. These are earphones.
Referring to objects that are near other people. What are those?
Vocabulary: Review personal objects.
Grammar: Demonstrative pronouns this / that / these / those.
Warm-up Before class, prepare sets of six word cards for and holding objects to exemplify concepts of ‘near you’ and
each group of sts. In groups of three, sts play Draw and ‘near other people’. Hold a pen and say: This is a pen. Place
guess! They draw the words on the cards for the group to the same pen onto a student’s desk and say: That’s a pen.
guess, or, alternatively, prepare just one set of cards and ask Repeat the procedure with a plural object.
some sts to draw objects on the board for the whole class to
guess. Suggested words: a lipstick, a wallet, a purse, coins, 4.7
an aspirin, earphones, a key. Remind sts to say articles a / an M OK. Uh, let’s see. Hmm… What’s this?
with singular items. W Oh, come on! It’s a lipstick!!!
M Oh yeah! And what are these here? Mints?
W No, they’re not mints! They’re pills... I guess.
3 Grammar: Demonstrative pronouns M Oh yes! And here’s a nail file.
W Is there a purse?
A Books closed. Use the drawings sts produced in the
M No, no purse, and no ID card… but look here… these are
warm-up above. Hold a student’s drawing in your hands
coins.
and ask the whole class What’s this? / What are these? or
let the student hold it while you point and ask: What’s
W Yep. What are those? Earphones?
that? / What are those? Repeat the procedure with about M Yes, they are. And look! There’s a mobile phone here!
five drawings. You can also use objects in the classroom. W Great! Let’s phone one of her friends.
Ensure your gestures and positioning are clear enough M Ah! OK!
for sts to notice the change of reference between ‘here’
and ‘there’, ‘near me’ or ‘near other people’, but do
They find: a lipstick, pills, a nail file, coins, earphones and a
not give explanations about the use of demonstrative
mobile phone.
pronouns or those concepts. Just expose sts to the items
in a natural way.
Lesson 4.3
with the whole class.
These. Earphones.
Use this and these for objects that are with you. Those. Pills.
This. A book.
Use that and those for objects that are not with you, but
with other people, or distant from you.
This / That = singular. F Sts complete sentences with this, these, that or those.
Paircheck. Play 4.10 to check answers. Classcheck with
These / Those = plural.
answers on the board. Replay 4.10 and pause after each
sentence for chorus repetition.
Tip Tell sts to go to Grammar on p. 68 for extra practice.
4.10
E Play 4.9 and carry out the drill. 1. This is a delicious apple.
2. What’s this?
Transformation drill 3. Those are my books.
Say Listen to the model and play 4.9 up to ‘Now you do 4. What’s that?
it’, then pause. Test sts with a few prompts to get them 5. Hey! That’s my car!
ready. Say, e.g.: This. Question. Elicit ‘What’s this?’ from 6. What are these?
sts. Then say, e.g., A lipstick and elicit the full sentence
from sts, ‘It’s a lipstick’.
1. This 2. this 3. Those 4. that 5. That 6. these
Say Now you do it and play the rest of 4.9. After each
pause, pick a different student. Vary with chorus
repetition after three or four individual ones.
G MAKE IT PERSONAL Swap partners. In pairs, sts test
each other, performing tasks 1 and 2. Ask sts to point to
their own objects, their partners’, or objects around the
4.9 classroom, as well as photos in the book. Monitor closely
T = teacher S = student for accuracy. At the end, ask some sts to test the whole
T This. Question. class.
S1 What’s this?
T A lipstick.
S2 It’s a lipstick. Workbook p. 103
T Those. Question. ID Online Portal
S2 What are those? Grammar p. 68
64
Function Language
Lesson 4.3
Listening to and reading an article about Japanese honesty. Hundreds of people lose their mobile phones, keys, combs…
Agreeing / Disagreeing with opinions. People are honest here too.
Naming more personal objects. There’s one umbrella in the box.
Asking and answering about quantity. How many toothbrushes are there?
Vocabulary: Personal objects 2 (a ring, toothbrushes, sunglasses, watches).
Grammar: There + be + prepositions in / on.
Warm-up Tell sts they’re going to play a game. In groups of two M2 Sunglasses, one pair. And two watches.
or three, sts have one minute to write as many words as possible. M1 What else?
All sts contribute with words but only one writes them down. M2 Oh, there’s an umbrella. A big umbrella.
Write the topic on the board: Objects. Sts have a minute to write M1 Only one umbrella?! That’s unusual!
their vocabulary list. The winner is the group with the longest M2 I know!
list. Classcheck by asking the winners to say their list to the
M1 Is there anything really unusual?
whole class. Write their words on the board and ask other groups
M2 Well, there are three toothbrushes! And there’s a ring!
to check the items they have in common. Ask other groups What
M1 A ring? Hmm… Maybe someone is not married anymore!
other words do you have? and write them on the board too.
Point to photos and sentences 1-4 in the text and get sts to 4.13
match them. Paircheck. Classcheck. a W A ring.
b M An umbrella.
3–4–2–1 c W Sweets.
d M Two watches.
B MAKE IT PERSONAL Ask the whole group: Are Japanese e W Sunglasses.
people honest? What about in our country? Is it similar or f M Three toothbrushes.
different? Read sentence 1 and elicit some opinions, asking: g W A rucksack.
Do you agree with number 1? In pairs, sts share their h M Four rulers.
opinion about sentences 1-5. Refer sts to the model in the
speech bubbles. Offer help if necessary. Classcheck.
E MAKE IT PERSONAL Sts tell the whole class which
objects in C they have with them. Monitor closely for plural
C Point to photo a and ask: What’s this? Then say: Let’s
forms and pronunciation.
listen. Have sts repeat ‘a ring’. Point to the list of words and
ask sts to match them to photos a-h. Paircheck. Classcheck
and drill all items.
5 Grammar: There + be
a. a ring b. an umbrella c. sweets d. watches
e. sunglasses f. toothbrushes g. a rucksack h. rulers A Point to and have sts read the lesson title, ‘How many
students are there in this class?’ Start counting and let sts finish
Say: Listen to two men who work in the underground. They and tell you the number of sts in class. Prompt them to say /
are at the Lost and Found Centre. All objects are in a box. drill a complete answer: ‘There are X students in this class’.
What’s in the box? Listen and check. Play 4.12. Replay it
if necessary. Classcheck. Point to 4C and ask: Do you remember the objects in the box?
Sts look at the Grammar table and read the first question,
4.12 Notice the sentence stress. ‘How many toothbrushes are there in the box?’ Elicit what
M1 So, Wally, what’s in that box today? they remember from the listening in C. In pairs, sts match
M2 Oh, the usual…There are sunglasses, watches… questions and answers in the table. Play 4.14 to check
M1 How many? answers. Classcheck. Replay audio for chorus repetition.
65
Lesson 4.4
there is time available, play part of the song online so sts
pencils, umbrellas, earphones, wallets
can check it.
Song line: C Elicit question 1 (‘How many students are there in this
T here are many things that I would like class?’). Sts complete questions 1-6 with there’s, there are or
to say to you but I don’t know how. are there. Paircheck. Classcheck.
Song: ‘Wonderwall’
Band: Oasis (UK) 1. are there 2. There are 3. there’s 4. There’s
Year: 1995 5. are there 6. There are
Tip Ask sts to go to Grammar on p. 68 for further practice. D Point to the flash drive photo and role-play the
dialogue with a student. In pairs, sts ask and answer ‘How
many… is there / are there?’ questions. Monitor closely for
4.14 accuracy. Offer help with vocabulary if necessary.
M How many toothbrushes are there in the box?
W There are three. How many dogs are there? There are five.
M How many umbrellas are there in the box? How many lipsticks are there? There’s one.
W There’s one. How many apples are there? There are nine.
M How many watches are there in the box?
How many games are there? There are four.
W There are two.
How many marker pens are there? There are seven.
How many tablets are there? There’s one.
2–3–1
How many mechanical pencils are there? There are six.
How many boxes are there? There are three.
B Play 4.15 and carry out the drill.
How many notebooks are there? There are two.
How many wallets are there? There are three.
Substitution drill
How many paperclips are there? There are eight.
Say Listen to the model and play 4.15 up to ‘Now you do
it’, then pause. Say: How many sweets are there in the box?
Repeat. Elicit ‘How many sweets are there in the box?’ E MAKE IT PERSONAL Model the activity. Role-play the
and play the sentence for sts to check. model dialogue with a student and try to guess what’s in
his / her rucksack / bag / pocket.
Play the rest of the track and at each pause, pick a
different student to ask the question. Have sts work with partners they usually don’t work
with. In pairs, sts try to guess what’s in their partner’s
rucksack / bag / pocket. Monitor closely for accuracy and
4.15 ensure sts use affirmative sentences to guess, and
T = teacher S = student not questions.
T Sweets.
S How many sweets are there in the box?
T Four. Workbook p. 104
S There are four sweets in the box. ID Online Portal
T Watches. Grammar p. 68
66
Function Language
Lesson 4.4
Asking and answering about what’s in a bag / on TV / on a Is there a virus on your computer?
website / on a computer. Is there a good film on tonight?
Listening and reading about the contents of a celebrity’s bag. There are always two phones in my bag.
Describing what’s in your bag and comparing it to other bags. Picture A is similar. There’s a lipstick, a mobile phone…
Vocabulary: Review personal objects (dental floss, film, virus, make-up).
Grammar: There + be .
Warm-up Review vocabulary and spelling. Ask sts to open their Is there a virus on your computer? 4
books to pp. 42-43 or, if an IWB is available, display the same Is there a good film on TV tonight? 1
pages with the Digital Book for Teachers. Model the activity.
Are there any free photos on this website? 3
Spell an object from lesson 4.3 to the whole class, e.g., U-M-B-
R-E-double L-A, and ask: What’s the object? In pairs, sts do the Are there any mints in your bag? 2
same to test each other. St A chooses objects from pp. 42-43
and spells them for st B to guess. After a minute, sts swap roles C Play 4.17 for sts to repeat the questions and answers.
and play the game again. Monitor closely for accuracy. At the
end, ask a few sts to spell words to challenge the whole class. Tip Ask sts to role-play the mini-dialogues in pairs. Monitor
closely for pronunciation and intonation. Then, ask four different
pairs of sts to act out a dialogue each to the whole group.
6 Grammar: There + be
A Books open. Point to the words in the box and elicit 4.17
their pronunciation. Elicit the missing words in the first W Is there a virus on your computer?
cartoon. Sts complete the gaps with words from the box. M No, there isn’t.
Tell sts not to write in the boxes now, as they’ll be used in M2 Is there a good film on TV tonight?
B. Paircheck. Classcheck. M3 Yes, there is!
Draw sts’ attention to the prepositions used in each M4 Are there any free photos on this website?
question (on your computer, on TV, etc) and read Cyber English W2 Yes, there are.
with the whole class. W3 Are there any mints in your bag?
W4 No, there aren’t.
Is there a virus on your computer?
Is there a good film on TV tonight? D Sts complete the Grammar box with ’s, is, are, isn’t or
Are there any free photos on this website? aren’t. Paircheck. Classcheck. Drill pronunciation of all
Are there any mints in your purse? sentences.
Short Answers Objects which are not in her bag: sweets, a toothbrush, a
Yes, there is. Yes, there are. flash drive and sunglasses.
No, there isn’t. No, there aren’t.
Contractions: there’s = there is. B Ask sts to complete sentences 1-6 about Lily Collins’
bag with there’s, there isn’t, there are or there aren’t. Paircheck.
Classcheck with answers on the board. Drill pronunciation
E Play 4.18 and carry out the drill. of all sentences.
Lesson 4.5
Transformation drill 1. There aren’t 2. There’s 3. There isn’t 4. There isn’t
5. There are 6. There aren’t
Say Listen to the model and play 4.18 up to ‘Now you do
it’, then pause. Say There’s a lipstick in my bag and get
chorus repetition from sts. Say Question and have sts ask C Explore the contents of bags a-d. Ask What’s in bag a?
you ‘Is there a lipstick in your bag?’. Say Negative and get What about b? and get sts to notice / say as many items as
a student to say ‘There isn’t a lipstick in my bag’. possible.
Resume 4.18 and, at each pause, pick a different student Tell sts they’re going to hear two sts talk about two photos.
to ask the question. Ask Which bags are they talking about? and play 4.20.
Paircheck. Replay the recording. Classcheck.
4.18 4.20
T = teacher S = student W Photo... is similar to my bag. In my bag there’s a
T There’s a film on TV. Question. toothbrush, a flash drive, sweets and earphones!
S Is there a film on TV? M I don’t have a bag, but photo... is similar. I just have a
T Negative. wallet with some coins and a credit card.
S There isn’t a film on TV.
T There are mints in my bag. Question. They’re talking about photo b and photo a.
S Are there any mints in my bag?
T Negative.
D MAKE IT PERSONAL 1 Point to photos a-d in C and ask
A
S There aren’t any mints in my bag. sts: Which one is similar to your bag? Read the model in
A
T Now you do it. There’s a film on TV. Question. the speech bubbles with sts. In pairs, sts compare and say
which bag is similar to theirs. Ensure they say why, using
Prompts
there + be sentences to describe bag contents. At the end,
umbrella in my car
have some sts share their discussion with the whole class.
coins in my rucksack
virus on my computer 2 Swap partners. Model the activity. Point to Lily Collins’
bag items in A and have sts ask you if you have the same
items in your bag. Refer to the model question, ‘Do you
7 Reading have an apple in your bag too?’. In pairs, sts do the same.
Monitor closely for accuracy. At the end, ask some sts: Is
A Point to the photo of Lily Collins and ask: Who’s she? (partner’s name)’s bag similar to Lily Collins’ bag?
Point to her bag and ask: What’s this? Read the text title
‘What’s in that bag?’ with sts and elicit some guesses. Refer
to the objects next to the text and get sts to say what they Workbook p. 105
think is in Lily Collins’ bag. ID Online Portal
Grammar p. 68
Play 4.19 for sts to listen and read. Ask sts to cross four
Writing Bank p. 78
items which are not in her bag. Paircheck. Classcheck.
68
Function Language
Lesson 4.5
Warm-up Write Internet on the board and elicit related M Oh, I don’t know. A lot! About 40! But there’s an app for
words from sts, e.g., email, website, Facebook, Twitter, blog, emails, one for Facebook, another one for Twitter…
computer, etc. Write the following questions on the board and W Oh, no…! So you’re online all the time!
get sts to ask each other in pairs: M Is that a problem?
Do you have a smartphone? W Yes! It’s probably impossible to talk to you now!
Do you have Internet on your phone?
Are you on Facebook?
Are you on Twitter? Tablet, Internet, apps, emails, Facebook, Twitter.
A Books open. Read the text title with sts. Ask them to a
find the words on the board (from the warm-up above) as
they listen and read the text. Play 4.21. Classcheck.
E Write 512 MB on the board and ask sts to say it. Read the
Point to statements 1-5. Sts look for specific information in rubrics with sts and play 4.23 for them to listen and read
the text and decide whether sentences 1-5 are true or false. Cyber English . Elicit the English pronunciation of ‘megabytes’,
Paircheck. Classcheck with answers on the board. ‘gigabytes’, ‘a Facebook post’, ‘a tweet’ and ‘characters’.
Prompts
B Play 4.26 and carry out the drill. Books in your bag. Only one.
Apples in the class. None.
Substitution drills
Say Listen to the model and play 4.26 up to ‘Now you do C MAKE IT PERSONAL In groups of three or four, sts take
it’, then pause. Say a lot and get sts to say ‘There are a turns to ask and answer ‘How many’ questions. Refer sts
lot’. Say a few and have sts say ‘There are a few’. to Common Mistakes and encourage them to use words from
Play the rest of 4.26 and, at each pause, pick a A. Monitor closely for accuracy. At the end, ask each group:
different student. Correct on the spot and monitor Do you have a lot of things in common?
closely for intonation.
70
Grammar and Vocabulary B MAKE IT PERSONAL Point to question 1 and elicit the
missing word. Sts complete questions 1-5 with do or does.
A Picture dictionary. Pairwork. Sts test each other and Paircheck. Classcheck with R2.1. Use answers on the
review the main vocabulary items learned in units 3-4. board. Replay R2.1 for chorus repetition.
71
1. works in 2. is 3. doesn’t / her 4. has / hasn’t Books closed. Play 4.11. Then, sts go to p. 42 to read the
text in 4A and check how much they understood. Ask sts to
5. hasn’t
rate their listening comprehension from 0 to 100%.
72
H What does she do? Is she a diplomat too? Sts read the text and complete the gaps with affirmative
forms only, there is or there are. Paircheck. Play R2.4 to
A No, Rosa’s an English teacher.
classcheck. Use answers on the board.
H Really? Where does she work?
A In a big school in the city centre. R2.4
H Have you got any children? F If you’re in Lisbon, Portugal, a visit to MUDE (Museum of
A Yes, we’ve got a daughter. Her name’s Marcela. Design and Fashion) is essential. It’s a fantastic collection
H How old is she? of objects. They show the evolution of industrial design in
A She’s four years old. the past 150 years! There are paperclips, combs, lipsticks,
H Where do you live here in Bogotá? sunglasses, some 100 years old, and a lot of other common
objects we use every day. It’s fascinating to see the
A We live in Chicó, a very nice part of the city.
differences in style and design from the past to the present.
H What do you think of Bogotá and Colombia?
There are very old personal computers – over 20 years
A Oh, I think Colombia is a beautiful country, and Bogotá is old – and very recent technology, like tablets. There’s a
an excellent city to live in. toothbrush from 1938 and a pen from 1945, together
H What’s your favourite thing about Colombia? with flash drives and bluetooth earphones. There’s even a
A My favourite thing? Hmmm. I think it’s the fruit! Vespa motorbike!
H The fruit?! And there are T-shirts, purses, tables, chairs and a lot of
A Yes. And my favourite Colombian fruit is lulo. It’s delicious! other fashion and furniture items.
Don’t miss MUDE – it’s fun, it teaches you a lot and you
don’t have to pay for the lesson!
All questions are asked except How old is your wife? and
What’s her name?
There are There are There is There is there are
D In pairs, sts circle the correct answers in sentences 1-9
using what they remember from C. Classcheck with R2.3. G Read sentence 1 with the whole class and ask: Is it true
or false? Sts decide whether sentences 1-5 are true or false.
1. is 2. 43 3. isn’t Paircheck. Classcheck with answers on the board.
4. teacher 5. in the city centre 6. daughter
7. live 8. thinks 9. fruit 1. F 2. F 3. T 4. F 5. T
73
Function Language
4.1
Lesson 5.1
Naming meals, food and drinks. She sometimes eats this for breakfast.
Lesson
Talking generically about food and drinks. I think soft drinks are bad for you.
Reading a nutrition tip. We say, it all depends on quantity.
Noticing pronunciation of cognates. Moderation, alcohol, exaggeration.
Listening to an interview. I eat a lot of vegetables, and fruit too.
Asking and answering about your eating habits. Do you eat (a lot of) vegetables?
Vocabulary: Meals, food and drinks (breakfast, lunch, dinner, a snack, beans, bread, cheese, soft drinks, orange juice,
vegetables, fruit, coffee, tea). A lot of.
Grammar: Review present simple.
Warm-up Get sts to sit next to classmates they don’t usually Note: As sts haven’t been taught time-telling yet, avoid saying
work with. Assign sts A and B roles and write on the board: ‘half past’ or ‘o’clock’ in your presentation. They should be OK
St A: Units 1 and 3 with ‘8am’ plus the visual input on the board. You might find
St B: Units 2 and 4 it even more helpful to say ‘eight in the morning’, ‘one in the
Ensure sts understand where to find the lesson question titles afternoon’ and ‘seven in the evening’.
(always at the start of a lesson). Ask them to choose five Drill pronunciation of the words ‘breakfast’, ‘lunch’ and
question titles from their group of units. For example, ‘dinner’. Ask a few sts Do you have breakfast every day?
st A could choose question titles from units 1 and 3: ‘What’s and move on.
your phone number?’ (p. 12), ‘What’s this in English?’ (p. 10),
‘What do you do?’ (p. 28), ‘Where do you work?’ (p. 32) and Books open. Point to photos 1-4. Read the first sentence
‘Have you got any children?’ (p. 37). with sts and elicit which photo could represent a
Allow sts time to choose the questions they want to ask. British breakfast. Sts match the rest of the photos to
When they’re ready, sts work in pairs and take turns to ask the sentences. Paircheck. Play 5.1 to check answers.
and answer their selected question titles. Monitor closely for Classcheck with answers on the board.
accuracy. Correct on the spot. Classcheck by having sts report
Say: Breakfast, lunch, dinner, a snack, they are meals. People
their partners’ answers to the whole class. Monitor for third-
usually have three meals per day. Ask the class: What’s your
person singular use.
favorite meal of the day?
5.1
1 Vocabulary: Meals, food & drinks 1. She sometimes eats this for breakfast. a
A Books closed. Write on the board the question How 2. We usually eat this for lunch. d
many times do you eat every day? and get sts to briefly 3. I eat and drink this for dinner. b
ask each other in pairs. Classcheck by asking sts to raise 4. This is only a snack. c
their hands if they eat one time / two times / three times
(write 1, 2, 3, 4 on the board as you survey the class. We
1. a 2. d 3. b 4. c
discourage the use of ‘once’ or ‘twice’ at this level as sts
are unlikely to understand). Tell sts about yourself. Say:
I usually eat three times per day. In the morning, I have B Point to item 1 and ask: How do you say / pronounce
breakfast at about 8am. Then I have lunch at (usual local number 1? What about number 2? Don’t correct or prompt
time for lunch). And at (usual / local time for dinner) I have pronunciation at the moment. In pairs, sts try to guess the
dinner. As you talk to the class, signpost times and meals pronunciation of words 1-12 and match them to items a-l
on the board for them. Write, for example: in the big photo. Play 5.2 to check answers. Classcheck
with answers on the board.
8am. – breakfast
1pm. – lunch Read World of English with sts. Replay 5.2 for sts to listen
7pm. – dinner and repeat all items.
74
5.5
They don’t mention coffee, fruit or vegetables.
W Do you eat a lot of meat, Jack?
J No, I don’t.
D MAKE IT PERSONAL Write the Song Line from p. 51 on W What about vegetables?
the board and check if sts know the song / singer. Ask: Is
J I eat a lot of vegetables, and fruit too.
coffee good for you?
W Do you drink a lot of coffee?
Song line: J No, but I drink a lot of fruit juice.
ne more cup of coffee for the road.
O W Do you eat bread?
One more cup of coffee before I go. J Yes. Usually at breakfast, with cheese. I love it!
To the valley below.
Song: ‘One More Cup of Coffee’ Jack eats vegetables, fruit, bread and cheese, and he drinks
Singer: Bob Dylan (USA) fruit juice. He has generally good habits.
Year: 1975
Write two gapped sentences on the board: D Play 5.6 and carry out the drill.
75
Lesson 5.2
the question after you. Say Vegetables and ask for chorus
repetition of ‘Do you eat vegetables?’. Say a few more
prompts and get individual repetitions: coffee / meat /
E MAKE IT PERSONAL Point to the lesson question title
tea /cookies. and have one student ask another, ‘Do you drink (a lot
of) coffee?’ Refer sts to the model in the speech bubbles.
Say Now you do it and play the rest of 5.6. After each
In pairs, sts interview each other about their eating
pause, pick a different student. Vary with chorus
habits, asking ‘Do you eat / drink (a lot of)…?’ Remind
repetition after three or four individual ones.
sts to use various items learned in this lesson. Monitor
closely for accuracy. Conduct delayed correction along
5.6 with positive feedback.
T = teacher S = student
T Meat.
S Do you eat meat? Workbook p. 107
T Coffee. ID Online Portal
S Do you drink coffee? Grammar p. 70
76
Function Language
Lesson 5.2
Reading online forum posts. My partner and I like variety. We think food from different
countries is great!
Listening to interviews about food preferences. She likes beef and chicken… Hmm… And fish… Yuck!
Producing the sound /ə/. Tomatoes, potatoes, carrots, lettuce, bananas.
Talking about food and drinks you like. I like chicken very much.
Doing a class survey about food. Do you like fish?
Vocabulary: Food items (beef, chicken, fish, lettuce, Italian food, Chinese food). Very much, not much, not really, not at all.
Grammar: Present simple review.
Warm-up To review the alphabet, sts play a spelling game in W1 Yes, she does. Tomatoes, potatoes, carrots, lettuce…
groups of three. Before class, prepare a set of six word cards She’s only a baby, but I think she’s a vegetarian.
for each group, with vocabulary from the previous lesson,
pp. 50-51 (e.g., breakfast, meat, orange juice, tea, M2 We have a problem at home. My wife likes meat very
vegetables, moderation). Give out two cards to each student. much, but I don’t.
Review the question How do you spell ‘tea’? on the board.
R Does she like all kinds of meat?
Sts take turns to test partners within their group. Explain
M2 She likes beef and chicken… Hmm… And fish… Yuck!
that when st A is testing st B, st C is responsible for listening
and saying ‘right’ or ‘wrong’. Monitor closely for accuracy and
encourage peer correction. When they’re finished, have some W2 I’m terrible, I really like fast food. I think it’s delicious!
sts test the whole class with their words. R Really? What’s your favourite?
W2 All of it! I like pizza, hot dogs… And chips! Oh, chips!
2 Ask the class: Are you hungry? Say: Look at your books and Resume 5.10 and pause when indicated. Elicit the first
choose five things you’d like to eat or drink now. Sts write sentence ‘Does she like tomatoes?’. Play the sentence to
down their items. Swap partners. In pairs, sts compare check.
their lists and cross out the items they have in common.
Again, don’t allow them to show their lists to each other.
5.10
Have them talk to each other about the food they like to
T = teacher S = student
eat. Explain that they score one point for each unique item.
T Do you like tomatoes? She.
Classcheck who in the class scored the most points.
S Does she like tomatoes?
T Beef.
4 Grammar: Present simple review S Does she like beef?
T Now you do it. Do you like tomatoes? She.
A Read Common Mistakes with the whole class. Test sts
and challenge them to transform the sentences in the box. Prompts
On the board, elicit negative forms of ‘I like chicken very grapes, chicken, oranges, Italian food
much’ and ‘He likes bananas’. Elicit affirmative form of your wife, you, they, your grandparents
‘She doesn’t like fruit’.
Cultural note The word tomato can be pronounced
Depending on the level of the group, ask sts to complete
(təˈmɑːtəʊ) 5.8 or (təˈmeɪtoʊ) 5.10. British people tend
the Grammar table in pairs or individually. Allow them
to pronounce it the first way, and Americans the second.
time to work on their own. Classcheck with answers on the
There is a well-known song by George Gershwin about this
board. Drill sentences as you check them.
difference in pronunciation, called ‘Let’s Call the Whole
Yes / No Questions: Short Answers Thing Off’. You could find this on the Internet to play for
sts, but be sure to clarify that nobody really pronounces
Do do don’t
potato as pəˈtɑːtəʊ or oysters as ˈɔɜːrstərs as in the song!
Does does doesn’t
Wh- Questions: & :
do don’t D MAKE IT PERSONAL 1 Ask sts to look back at pp. 50-52,
does doesn’t tick the food they like and cross the food they don’t like.
Remind them to include other items they know in English,
e.g., their list from 3C.
B Point to number 1 and elicit the answer. Sts unscramble
the words and match the questions to appropriate answers. 2 Read the model dialogue and elicit possible questions from
Paircheck. Play 5.9 to check answers. Use answers on sts, e.g., ‘Do you like pizza / chicken?’, ‘What kind of food
the board if necessary. Replay 5.9 and pause after each do you like?’. Tell sts to ask as many classmates as possible
question and answer for chorus repetition. about various food and drink items. It’s OK if they don’t get
to ask about all food words learned in lessons 5.1 and 5.2.
5.9 You may ask them to only choose four or five items.
1 Do you like Chinese food?
Point to the responses and scores 3-0. Ask the class Do
Not really, but I like Indian food. you like fish? and elicit the four ways of answering the
78
79
Function Language
Lesson 5.3
Listening to a poem about the days of the week. Monday – no fun day.
Tuesday – blues day.
Reading / Listening to people talk about their weekends. We sometimes go to a restaurant or go to the cinema.
Asking and answering questions about weekend activities. ‘What do you usually do on Saturday evening?’ ‘I always go to
the cinema.’
Vocabulary: Prepositions + days of the week and / or parts of the day (on Sunday morning). Weekend activities (go dancing, go
shopping, go to the gym, hang out with friends).
Grammar: Frequency adverbs (always, usually, sometimes and never).
Point to the current day and say: Today’s (Monday). Point to 6 Reading
the following day and say: Tomorrow’s (Tuesday). Elicit the
rest of the days (Wed-Sun).
A Focus on the heading of the social network group
page. Say: These people are talking about what they do at the
weekend. Point and say: Look at Gil López. What does he do
A Books open. Point to the calendar and ask sts to at the weekend? Point to the photos in 5A and ask: Does he
complete it with the missing days. Don’t deal with the
watch TV? Does he go to the cinema? Read about Gil López
vocabulary / activities in the photos just yet, as they’ll be
and find out. Tell sts not to complete the gaps just yet.
presented further on in 7A. Tell sts they’re going to listen to
a poem about the days of the week. Say: Listen and check the Classcheck activities for Gil López. Point to photos f, g and
order. Play 5.11. Classcheck with answers on the board. h and ask: Which one did he mention? (Go to the gym.)
Emphasise that weekdays always start with capital letters, Sts do the same for Lee Kon’s and Hala Gamil’s posts. Tell them
regardless of their position in a sentence. Write two to match activities to either photo f or h. Paircheck. Classcheck.
sentences on the board: Drill pronunciation of all phrases in bold, in all three posts.
1) I study on Mondays. Point to the gaps in the posts and say: Listen and complete.
2) I study on mondays. Play 5.12. Paircheck. Replay 5.12. Classcheck with
answers on the board.
Ask sts to decide in pairs which sentence is correct.
Classcheck.
5.12
Gil López Here in Barranquilla, Colombia, football and
5.11
baseball are very popular! I’m usually very busy
Monday, no fun day.
at the weekend. I play football or baseball with
Tuesday, blues day. my friends on Sunday morning, and in the
Wednesday, a little grey. afternoon we play video games or go to the gym.
Thursday, good day. Lee Kon We live in Seoul, South Korea, and we never stay
Friday, hurray! at home on Saturday evening. We sometimes go
Saturday, we play! to a restaurant, or go to the cinema. In Seoul you
Sunday, relax all day! can go to the cinema 24 hours a day!
80
Hala Gamil I’m from Alexandria, Egypt. I always go to the B Go over the Common Mistakes with sts. Then play 5.14
mosque on Fridays during the day, but in the and carry out the drill.
evening I stay at home. I listen to music or I read
a book – it depends how tired I am. Transformation drill
81
Lesson 5.4
and elicit ‘We always play football on Fridays.’ Play the Ask sts to complete the table with their partners’ answers.
rest of 5.16 and at each pause, pick a different student Refer them to the weekend activities in 6A and 7A. Monitor
to form the sentence. closely and offer help if necessary. Classcheck by having
sts report their partners’ answers to the whole class and
ask: What does (partner’s name) usually do on Saturday
5.16 morning / at the weekend? Monitor closely for third-person
T We play football on Fridays. Always. -s use at this stage.
S We always play football on Fridays. Ask sts to go to Writing Bank on p. 79.
T Never.
S We never play football on Fridays.
T Now you do it. We play football on Fridays. Always.
Workbook p. 109
Prompts ID Online Portal
usually, sometimes Grammar p. 70
Writing Bank p. 79
Song line:
T his Friday night, do it all again.
This Friday night, TGIF, TGIF, TGIF.
Song: ‘Last Friday Night’
Singer: Katy Perry (USA)
Year: 2011
82
Function Language
Lesson 5.4
Reading photo captions and newsfeed entries. It’s Gordon Ramsey’s restaurant. It’s David Letterman’s TV
programme.
Listening to a couple decide what to watch on TV. Look! All Marilyn Monroe’s films are available on Blu-ray now.
Talking about possessions. Is this your brother’s name?
Giving opinions about people and things. ‘What do you think of Lady Gaga?’, ‘I don’t like her’.
Vocabulary: A racket, paintings, a nose. A tennis champion, a painter, a writer, a chef, a singer.
Grammar: Possessive ’s. Object pronouns.
Warm-up Write the set of scrambled questions below on the Men all over the world admire (3), the Aston Martin DB5.
board and, in pairs, sts have five minutes to order the words. Blu-ray collection of (1) released this weekend.
1) do / evening / usually / what / you / Friday / on / eat / ? They don’t talk about James Bond’s car.
2) you / usually / morning / what / do / do / on / Saturday / ?
3) do / your / do / you / always / homework / ?
4) eat / usually / do / you / breakfast / what / for / ?
C Read World of English with sts. Get sts to notice the ’s
in photo captions 1-3. Write on the board / Elicit other
5) the / do / sometimes / a / have / afternoon / snack / in / you / ?
examples with sts’ names and their belongings, e.g., ‘This
Classcheck with answers on the board. In pairs, sts take turns is Malik’s bag’, ‘This is his bag’, ‘That’s Sandra’s book’,
to ask and answer all five questions. At the end, ask some sts ‘That’s her book’.
to tell the class about their partners, e.g., ‘Sally usually eats
Play 5.18 and carry out the drill.
bread and cheese for breakfast’.
Transformation drill
1. What do you usually eat on Friday evening?
Say Listen to the model and play 5.18 up to ‘Now you do
2. What do you usually do on Saturday morning? it,’ then pause. Say The films of Marilyn Monroe and elicit
3. Do you always do your homework? ‘Marilyn Monroe’s films’, then say Possessive adjective
4. What do you usually eat for breakfast? and elicit ‘Her films’.
5. Do you sometimes have a snack in the afternoon? Play the rest of 5.18 and, at each pause, pick a different
student to transform the sentence and occasionally have
the whole class do it. Replay 5.18 if you’re working with
8 Listening a very large group.
Lesson 5.5
other and take turns to ask ‘What’s photo 4?’, ‘It’s Gordon
group ‘I like her’.
Ramsay’s restaurant’. Classcheck by asking the whole
class: What’s photo 4 / 5 / 6…? Resume 5.20 and, at each pause, pick a different
student. Monitor closely for sentence stress – ensure sts
4. Isabel Allende’s books 7. Gordon Ramsay’s restaurant pronounce weak forms of object pronouns.
5. Novak Djokovic’s racket 8. Frida Kahlo’s paintings
6. Justin Bieber’s nose
5.20
T = teacher S = student
E MAKE IT PERSONAL Possess the S. Model the activity. On T I like Adele.
one side of the board, draw three objects, e.g., a car, a book S I like her.
and a pen. On the opposite side, write the names of three T I like Justin Bieber.
people in your family.
S I like him.
Sts then guess which family member each name belongs to T I don’t like American films.
by asking, e.g., ‘Is (David) your brother’s name?’. They then S I don’t like them. _
guess which object belongs to each person by asking, e.g., T I don’t like cricket.
‘Is that (David)’s car?’. If time allows, sts do the same in S I don’t like it. _
pairs with members of their own families.
T Now you do it. I like Marilyn Monroe.
Prompts _
9 Grammar: Object pronouns Robert Pattinson, the Twilight books, tomatoes, beef, milk,
Natalie Portman _
A Ask the whole class: What do you think of Lady Gaga?
Do you like her? Point to the options ‘she / him / her’ and
elicit the correct answer. Sts circle correct answers for all
C Elicit the answer to number 1. Sts complete the
gaps with him, her, it or them. Paircheck. Classcheck with
questions in the Grammar table. Paircheck. Play 5.19 to
answers on the board.
check answers. Write answers on the board.
Swap partners. In pairs, sts role-play the mini-dialogues.
Read Common Mistakes with sts and, for further practice,
Monitor closely for intonation. At the end, have four
ask them to go to Grammar on p. 71.
different pairs of sts role-play a mini-dialogue each.
5.19
1. it it 2. them them 3. her her 4. him
W What do you think of Lady Gaga?
M I love her.
W Do you like the Harry Potter books?
D MAKE IT PERSONAL Have two sts read the dialogue in
the speech bubbles to the whole class. In pairs, sts ask
M I like them.
and answer about the people and things in the photos.
W What do you think of Nadal?
Encourage them to vary and ask about / add local people
M I like him. and things too. Monitor closely for accuracy.
W Do you like Mexican food?
M I don’t like it.
Workbook p. 110
I like her. I like him. ID Online Portal
I like them. I don’t like it. Grammar p. 70
84
Function Language
Lesson 5.5
Warm-up Review opinion adjectives from unit 2 on p. 18 2 W1 Chocolate or vanilla, my mum’s milkshake is always
(activity 2B). Make a gapped list of them of the board: the best!
____________ 3 W2 Do you like salad? I do. Very much. I eat it every day.
excellent Lettuce, tomatoes, carrots and a lot more… Delicious!
____________ 4 B1 I don’t usually like ice cream, except for this one.
good I love Chico’s chocolate ice cream!
OK 5 M1 The bread is always fresh, the pork is excellent – 100%
____________ organic! Eat a Henry’s hot dog… and be happy!
terrible 6 M2 At the weekend, my girlfriend and I always have a
____________ beefburger with chips. It’s a good, good thing!
7 W3 Cheese, tomatoes and basil – a perfect combination! I
Elicit missing words from sts. Ask them to go to p. 18 and
like them all, but this is my favourite.
check answers in 2B (lesson 2.2). Elicit pronunciation of all
8 M3 These are the cheeseburgers at Jazzy Joe’s. Great
words on the board. Have a student ask you ‘What do you
meat, great cheese and a very special sauce. Yum
think of Shakira?’ and give your opinion using both an object
yum! I really recommend them.
pronoun and an opinion adjective. Say, e.g.: I like her. I think
she’s an excellent singer. In order to give a clear model to sts,
write your answer on the board. 8 1 5 6 3 4 2 7
Elicit names of famous people and things from sts by asking
Give me the names of two singers… Now two actors… One
actress… Two films… Now the name of a famous book… and
B In pairs, sts guess the pronunciation of all words
with pink letters in A. Tell sts they’re going to listen to
write all the names they mention on the board.
an English class. Tell them the teacher is checking sts’
In pairs, sts take turns to ask for and give opinions about
pronunciation of the same words (in A). Play 5.22 to check
the people and things on the board. Remind them to follow
answers. Replay 5.22 for chorus and individual repetition.
your model answer (above); that is, they should use an object
pronoun and another sentence with an opinion adjective.
5.22
Monitor closely for accuracy. At the end, sts share their
T = teacher St = student
opinions with the whole group.
T So, what do you think? St4 SALad?
Look at the pink stress. T Yes. SALad! What’s next?
St1 CHEESEburger. St4 Ice CREAM?
Skills: Identifying key words T Good. Next? T Great! Next one?
A Books open. Point to the photos / texts and say: This is a St2 BURgers? Sts CHOColate!
website where people make comments about places they visit, T That’s it! Next? T Perfect! And next?
food they eat… St3 BEEFburger? Sts VaNILLa!
T Correct. Repeat. T Yes! And the last one?
Briefly explore the photos. Elicit what sts can see in photos
1-8 by asking: What’s in number…? Point to the texts and have
Sts BEEFburger! Sts MILKshake.
sts match them to photos 1-8. Ask sts to circle the words that T Good. Next? T Very good! You’re great!
help them decide which photo the text is about. Paircheck.
Play 5.21 to check answers. Classcheck. Point to the photos C Read number 1 with sts and ask: Is it true or false?
and ask the class: What would you like to eat or drink? Sts decide if sentences 1-6 are true or false. Paircheck.
Classcheck with answers on the board.
5.21
1 G1 Coke – I like it with ice. It’s a fantastic drink to go with 1. T
your burgers. 2. F (They both eat tomatoes.)
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D MAKE IT PERSONAL Read number 1 in C and say Well, I C Read aloud with sts question number 1, ‘Can I help
like burgers and chips too, or Well, I’m different, I don’t like you?’. This is done as an example. Sts carry on matching
burgers… Ask sts to do the same. In pairs, they compare / questions and answers. Paircheck. Play 5.24 to check
say if sentences 1-6 are true or false for them. Refer sts to answers. Use answers on the board.
the model dialogues in the speech bubbles. Classcheck by
asking sts to report some of their partners’ answers to the
5.24
whole class.
1 A Can I help you? 4 A Milk and sugar?
B A hot dog, please. B Just sugar, please.
in Action: Ordering food 2 A Anything to drink? 5 A Anything else?
B A tea, please. B No, thanks.
A Point to the photo and ask: Where are the people? Sts 3 A Large, medium or small?
tick the answer. Read World of English with the whole class. B Large, please.
A Anything else? assistants and the customers. If possible, change the seating
C1 No, thanks. arrangements and have assistants and customers sit opposite
each other. In pairs, sts role-play the dialogue at the fast-food
A Eat in or take away?
restaurant. Refer sts to the food and drinks on pp. 58-59 so
C1 Eat in.
they can make their orders. Then, sts swap roles and act out
2 A Can I help you? the dialogue once again. Monitor closely for accuracy. Have a
C2 A hot dog and chips, please. couple of sts role-play their dialogue to the whole class.
A Anything to drink?
C2 Yes. A small coffee.
A Milk and sugar? Workbook p. 111, 118, 119
C2 Yes, both, please. ID Online Portal
A Anything else? Grammar p. 70
C2 No, thanks. ID Café Video p. 76
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form two teams of two to play against each other. In each B: What / favourite meal of St B: What’s your favourite
p. 50
the day? meal of the day?
pair, get sts to decide who is st A and st B. Ask the class:
St A: Breakfast.
Where’s the princess? (She’s in the castle tower on p. 61).
A: Introduce one student St A: Mariana, this is
Explain that they have to save her to win the game. p. 9
to another. Eduardo.
B: Say three female family St B: Mother, sister,
Read the instructions on p. 60 with the whole class. Point p. 30
members. daughter.
to the knight on the bottom left of the game and show
St A: Where you do work
sts there is one different starting point for each team / / study?
pair (green and red pointers). Tell them the teams go in A: Where / work or study? p. 32 St B: I work in an office.
opposite directions. Point to the coins in the instructions B: Ask a question about St B: What does your
box and explain that if they get heads, they move one your partner’s family. p. 34 mother do? / Have you got
square and if they get tails, they move two. any brothers or sisters / a
big family?
p. 13 St A: S-O-U-Z-A.
A: Spell your surname.
heads tails St B: Where do you live?
B: Where / live?
p. 36 St A: I live in Copacabana.
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Before watching E Sts read the extracts and complete them while
A Point to the men in the photo (on the left, August; on watching the snippet from 00:02:00 to 00:02:50, when
the right, Daniel) and say: This is August and this is Daniel. August and Daniel walk into yoga class. Paircheck. Replay
Ask the whole class How do you spell ‘August’? and let sts the snippet with subtitles to check answers.
have a guess as you write the name on the board. Ask How
do you spell ‘Daniel’? and write it on the board too. Then, August Oh, sorry. What class is this?
point to the photo again and ask: Where are they? Sts tick Andrea August? Uh… are you in our yoga class?
the right answer.
August Yoga? Uh… Yes, actually, yes I am.
Daniel Huh? August… We’re in the capoeira class.
in a gym
August No, no… You’re in the capoeira. I’m in the yoga class!
B Invite five to ten sts to stand up and form a straight
line. Say: You are in a queue. Point to photo 2, say Look at
this long line of people waiting in the queue, and elicit the After watching
correct sentence from sts. Then, they match the rest of the A Sts decide whether sentences 1-6 are true or false.
photos to the correct sentences. Classcheck. Paircheck. Classcheck.
(2) I’m in line (in a queue). (4) Sign here, please. 1. T 2. T 3. T 4. F (Daniel is a capoeira student.)
(1) I know. I’m so tired. (3) I’m your instructor for yoga. 5. F (Jim Hardy is a yoga instructor.) 6. T
Cultural note The ID Café videos are in American English, so B Read the table headings with sts. Read the first
sts will encounter US spellings and expressions such as in line sentence, ‘Hey Lucy!’, and ask: Is she saying hello / greeting,
and last name (British English = in a queue and surname). asking for information or introducing herself? Sts carry on
ticking the correct categories for each phrase. Classcheck.
1. birthday / 19 / 19 / 20
D MAKE IT PERSONAL Get sts to sit next to partners they
2. phone / 847 / 1976 / 312 / 2468 haven’t worked with recently. Provide them with some
prompts on the board such as phone number, birthday, age,
name, nationality. Elicit questions for each topic on the board.
In pairs, sts take turns to ask and answer questions. Also
refer them to the model dialogues in the speech bubbles.
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While watching 1. in the morning 2. a burger and French fries (chips) 3. beef
A Point to the photo and ask the class: Who are these
people? (Genevieve and Rory.) Ask: Where do they work?
( Café.) Tell sts they’re going to watch a video of
After watching
Genevieve and Rory talking about their routine. Remind A Sts complete the gaps in 1-5 with words from the box.
sts that the videos are in American English so they may Classcheck with answers on the board.
see spelling variations in the subtitles and hear different
expressions such as French fries (chips). Tip Have sts ask and answer questions 1-2 in pairs. Classcheck.
Point to the words in the box and ask sts to complete
sentences 1-5. Paircheck. Play Video 5 from start to 1. hours 2. have time 3. waste time 4. so busy 5. day off
00:02:15 to classcheck. Write answers on the board.
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B Read the first question with sts. Point to table lines E Your turn!
1-8 in A and ask: Where’s the answer? (number 4, City / Before
Country). Sts write ‘4’ next to ‘Where are you from?’. Tell Sts answer the questions in B and complete the third column
sts to match questions 1-8 in A. Paircheck. Classcheck with in the table in A about themselves, 1-8. Walk around the
answers on the board. classroom to monitor their work and help when necessary.
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