UNIT 1: FAMILY AND FRIENDS

Level: Pre-intermediate Date:

Teaching points: Listening, Writing, Reading, Speaking Duration: 4 periods
A. Objectives
 At the end of the lesson, students are able to:
- ask common questions about people;
- respond to questions in natural way;
- describe people you know;
- recognize collocations-words that go together;
- talk about how often you do things;
- focus on some grammar points: the simple present tense, form the questions, use
the words for similarity and contrast.
 Teaching aids: board, markers, pictures, textbook: Pre-Intermediate Outcomes
B. Procedure
Time Contents Teacher and students’ activities
10‟ VOCABULARY: PEOPLE YOU KNOW
Aim: To revise nouns used for people and
lead in listening.
 Put the people in the box below into - Ask students to look at the
three groups. words in A and put them into three
Answers: categories: male; female or either.
Male Female Either - They could do this in pairs or
brother actress cousin individually, then check in pairs.
businessman aunt colleague - Check with the whole group.
dad housewife flatmate - Model, drill and ask concept
uncle gran friend questions where necessary. With the
waiter sister teenager female/ male words, elicit their male/
boyfriend nurse female counterparts.
lawyer
retired
neighbor
 Tell a partner about six different friends - Put students in pairs and ask
or family members and the jobs they do or them to tell each other about six
did. For example: friends or family members, as in the
- My granddad is a retired nurse. He was example in exercise B.
working until last year. - Model by telling students about
- My cousin Hamid is a student and he two or three people in your life first.
 works part-time as a waiter.
 Work in pairs. Check any words you
don't know in the Vocabulary Builder.
Then discuss questions 1-3.
25‟ LISTENING
Aim: To give practice in listening for gist and
specific information and to provide a context hear a conversation between two
for the grammar (question information).
Listen: Who are the people in the photo?
Answers:
Anna from Poland, Maya‟s brother.
 Complete the questions. Listen and
check.
Answers:
1. How long have you been here?
2. How do you know her?
3. When did you do that?
4. Is she just visiting?
5. What does he do?
6. Why did he go there?
7. How old is he?
8. Do you get on well?
15‟ GRAMMAR:
Aim: To present question forms in the present
simple and continuous, the past simple and
present perfect simple.
 present simple:
Whqs +do/does + S + v (inf)?
- Conduct feedback by asking a
few students who their partners told
them about.
- Put students in new pairs or
threes and ask them to look at the
adjectives in С and try to help each
other with meanings. If they have
problems, ask them to look at the
Vocabulary Builder on pp.2-3. Ask
them to discuss the questions in C.
- Conduct brief feedback.
- Tell students they are going to
friends, Laura and Maya. Ask them to
look at the photo as they listen and try
to identify the people in the photo.
- Play the recording.
- Check in pairs then check with
the whole group.
- Put students in pairs.
- Ask them to look at the
questions in В and complete them by
putting the correct question word/
phrase at the beginning of each one.
Then play the recording again for
them to check.
- Ask students to look back at
the questions in Listening B. Elicit
examples of the four different tenses
and check the form/ word order for
the question in each tense.
  past simple:
Whqs + did + S + v (inf)?
 present perfect:
Whqs + have/has + S + v (pp) +?
 Put the words in the correct order to
make questions. - Ask students to look at A and
Answers: put the words in the correct order to
1. Where do you live? form questions. Check in pairs then
2. Do you know anyone in this class? check with the whole group.
3. How long have you known him?
4. Why are you studying English?
5. Have you studied in this school before?
6. Are you enjoying the class?
7. Did you have a nice weekend?
8. What did you do?
 Listen and practice saying the questions. - Ask students to listen to the
next recording and pause so they can
repeat each question after they hear it.
Model and drill. Then get students to
ask and answer the questions in open
pairs.
 Ask and answer the questions in pairs. - Put students in closed pairs and
tell them to take turns asking each
other the questions in В and
answering.
15‟ DEVELOPING CONVERSATIONS:
Responding naturally
Aim: To show how we respond naturally to
questions, and give practice.
In conversations, we usually give short initial - Read out the box, checking as
replies and then explain more. you read. Then ask students to look at
A: Really? How old is he? the conversation in A and cross out
B: 24 all the unnecessary words in the
A: And do you get on well? answers to make them sound more
B: Yes. We're quite close. He's very caring natural. Do the first example with
and generous. them.
 Cross out all the words you don't really - Check in pairs then play the
 need to say.
 Listen and check your ideas.
5‟ CONVERSATION PRACTICE:
Aim: To give freer practice of the target
language.
You are going to have similar conversations
to the one you heard in Listening. Think of
three peopl e you know. One should be a
friend, one a member of your family, and one
you decide.
10‟ SPEAKING
Aim: To give fluency practice and le d into
the Listening.
Work in groups. Discuss these questions.
- Which part of your country or of the
world do you think is the best place:
• to be a child? Why?
recording for them to check. Check
with the whole group.
- Tell students they are going to
have a similar conversation to the one
in Listening. Ask them individually to
draw simple pictures of three people
they know if they have them.
- In pairs, ask students to take
turns telling each other about their
pictures. They should start by asking
“Who's that?” And continue with at
least four questions about each
person.
- Ask students individually to
look at the questions in A and think
about how they would answer them.
They could make a few notes. Then
put students in small groups to
discuss their answers to the questions.
 • to be a teenager? Why? Conduct brief feedback.
• to start a family? Why?
• to get old? Why?
- Do you like the place you grew up in?
What was good/ bad about it?
25‟ READING
Aim: To introduce the idea of collocations
(words which frequently go together from - Ask students what they know
phrases). about The Netherlands and Japan.
 Read the article and answer these
questions.
Answers:

Netherlands: lots of parks and facilities;

most mothers don’t go out to work; not
much pressure; families open and
communicative.
- Ask them to look at the
pictures, identify the country and
Japan: large number of retired people; describe the pictures.
healthy diet; exercise; plenty to do.

He eats well, keeps fit, is a happy

patient person and also keeps busy.

- Ask students to try to complete

 Cover the text. Complete the the phrases in В from memory, then
collocations Look back at the bold words look back at the words in bold in the
in the article to check. article to check.
1. a recent report - Check in pairs then check with
2. put pressure on someone the whole group.
3. liberal parents
4. cause arguments
5. spend time with someone
6. a long life
7. fresh fish
8. go swimming

10‟ GRAMMAR: PRESENT SIMPLE

Aim: To revise the present simple to talk - Write the examples on the
 about regular occurrences/habits and board and ask students which tense
permanent states. this is and how we form the
- Use the present simple to talk about affirmative, negative and
facts or regular occurrences and habits. interrogative form including third
- Use adverbials of frequency with the person.
present simple. Some go before the
main verb and some go at the
beginning or end of a sentence. - Ask students to look at the
 Make questions using the words in questions in A and complete them
brackets. using the words in brackets. Check in
Answers: pairs then with the whole group.
1. Are any of your brothers and sisters
married?
2. Who are you closest to in your family?
3. Where are your parents from originally?
4. Do you get on well with your parents?
5. Do you like studying?
6. Does anyone in your family speak good
English?
7. Does anyone you know live abroad?
8. Do you speak any other languages? - Put students in pairs and tell
 In pairs, ask and answer the eight them to take turns to ask and answer
questions above. the questions in A. Monitor and
correct mistakes in target language.

10‟ SPEAKING
Aim: To provide fluency practice and lead in
to Listening.
 Read the text below. Then discuss the - Lead in by writing this
questions in groups. question on the board: What makes us
1. How much do you think the following the people we are? Ask students to
things are caused by genes? How much by discuss this as a class and feed in/
childhood experiences? How much by other check vocabulary.
factors such as where you live? Say a
percentage for each one.
a. Poor sight
 b. Confidence
c. How creative you are
d. How fit you are
e. Good grades at school
f. The colour of your hair
g. Heart disease - Ask students to read the text in
h. Criminal behaviour A, then in small groups ask them to
2. What other causes could there be? discuss the questions. Conduct brief
feedback.
20‟ LISTENING:
Aim: To give practice in listening for gist. - Lead in by asking students to
 Discuss why you think they're interested look at the people in the pictures and
in the genes v childhood debate and what describe them briefly.
opinion you think they will have. - Ask students to listen and
decide whether each speaker thinks
 Listen and decide if 1-10 are true or their character is shaped more by
false. genes or childhood/background.
Answers: - Play the recording. Check in
1.T 2.T 3.F 4.T 5.T pairs, then with the whole group.
6.F 7.T 8.T 9.F 10.T

10‟ GRAMMAR: SIMILARITIES AND

CONTRASTS
Aim: To introduce ways of talking about
similarities and differences between people. - Ask students to read the
- Both (of) and neither (of) show that examples from Listening in the box.
two people or things have something in Elicit examples from them about their
common. Neither is the negative form of own families or friends, using both,
Both. neither, all, none, no-one, whereas
Ex: Both of my brothers are quite tall. and but.
Neither of my parents are scientists, but
they both read widely.
- When we are talking about more than
two, we can use all for positive statements
and none of or no-one for negative
statements.
Ex: All her family are messy. - Ask students to work in pairs
 None of us are neat and tidy. and give them five minutes to find as
No-one in my family likes sport. many similarities and differences
- We can show a contrast by using between them as they can. They
“whereas” or “but”. should note down their ideas.
Ex: Both my brothers are dark, whereas I'm
quite fair.
My parents and gran go to church every
week, but I don't.
10‟ VOCABULAR Y: CHARACTER AND
HABITS
Aim: To introduce vocabulary to talk about
personality and behaviour.
 Match 1-8 (containing character - Ask students to look at
adjectives) with a- h (describing habits and sentences1-8 and a-h and find
behaviour). matching pairs. Do the first one with
1. D 2. F 3. A 4. E them. Check in pairs then check with
5. B 6. H 7. C 8. G the whole group. Make sure students
understand and can pronounce all the
5‟ PRONUNCIATION “AND” adjectives.
Ai m: To draw students' attention to the weak - Read out the box and model
form of and, especially in expressions like and drill some examples, drawing
neat and tidy. students' attention to the weak form.
 Listen and practice saying the word Ask students to listen and repeat the
pairs. word pairs. Play the recording.
10‟ SPEAKIN G
Aim: To give fluency practice and round off
the unit. - Read out the box and model
In groups, tell each other about your family. and drill some examples, drawing
In what ways are you similar to and different students' attention to the weak form.
from your grandparents, parents, brothers and - Ask students to listen and
sisters? Who are you most/ least similar to? repeat the word pairs. Play the
Talk about your character, your habits and recording.
your looks.
 UNIT 2: SHOPS
Level: PRE-INTERMEDIATE Date:
Teaching points: Listening, Writing, Reading, Speaking Duration: 5 periods
A. Objectives
 At the end of the lesson, students are able to:
- talk about shops and things you buy;
- make offers and ask for permission;
- make and respond to compliments;
- learn how to understand newspaper headlines;
- focus on some grammar points: the past simple, comparatives and passives.
 Teaching aids: board, markers, pictures, textbook: Pre-Intermediate Outcomes
B. Procedure
Time Contents Teacher and students’ activities
10‟ VOCABULARY
Aim: To revise items commonly bought and
to practice adjectives to describe them.
 Label the pictures below with the words - Ask students what kind of
in the box. things they enjoy buying. Then ask
Answers: them to look at the pictures and label
1. He is wearing a T-shirt and holding a them with the words in the box.
camera. Check in pairs then check with the
2. He is wearing a suit and tie, white shirt, whole group. Model and drill the
nice watch, with a mobile. words.
3. She is wearing a skirt, top, coat, and
hat, she has a laptop.
 Use the extra information in 1-12 to
guess the meanings of the words in bold. - Ask students to read the
- good quality, last, reliable, wide sentences in С and try to is like guess
selection, shut, thick, uncomfortable, the meaning of the words in bold
complicated, bright, good value, smart, from the context, and then to translate
doesn‟t suit me, neat. them into their own language.

5‟ NATIVE SPEAKER ENGLISH: COOL - Ask students to read the box or

We often say something looks cool if it has a read it aloud to them. Elicit a few
modern design. A cool person looks more examples from them by asking
fashionable and attractive. who or what they think is cool or
uncool and why.
25‟ LISTENING:
Aim: To give practice in listening for specific
information and lead in to the grammar (past
simple).
You are going to hear three friends - Keira,
Claire and Dan – talking about things they - Tell students they are going to
have bought. hear a conversation between three
 Listen. Take notes on what they bought, friends, Keira, Claire and Dan, about
where they bought these things and what shopping. Ask them to listen and take
they are like. notes on what each person bought,
What Where What where they bought it and what each
item is item is like.
like

Speaker camera Jessops nice,

1 in town light,
simple

Speaker earrings second- lovely,

2 hand old
shop

Speaker jacket same thick

3 shop and
warm,
great

 Work in pairs. Discuss these questions.

• Where can you buy second-hand things? - Put students in pairs and ask
• Have you ever bought/ received anything them to discuss the questions in B.
second hand? Conduct brief feedback.

10‟ DEVELOPING CONVERSATIONS:

COMPLIMENTING
Aim: To introduce ways of giving and
responding to compliments.
- Lead in by complimenting
some of the students on various
 accessories and items of clothing, and
elicit appropriate replies e.g. I really
like your jacket. Check compliment/
to pay someone a compliment. Read
out the box and check understanding.

- Ask students to look at the

sentences in A and put the second
 Work in pairs. Take turns saying the halves in the correct place. Check in
sentences i n 1-6 and giving replies. pairs then with the whole group.
1. Is it new? Model, drill and concept check.
2. It's a really nice design.
3. I'd love one like that.
4. How long have you had it?
5. They look really comfortable.
6. It really suits you.

15‟ GRAMMAR: THE PAST SIMPLE

Aim: To revise and practice the past simple
of regular and irregular verbs and the verb to
be. - Lead in by asking one or two
(+) S + V (2/ed) + …. students what they did last night or
(-) S + DIDN’T + V (-inf) + … last weekend. Elicit which tense they
(?) DID + S + V (-inf) + …? are using or should be using.
Yes, S + DID/
No, S + DIDN’T.
Ex: I went to the cinema.
What did you do?
I didn‟t go to the park.
Note: I was/wasn‟t at home.
  Complete the dialogue with the correct
forms of the verbs. You will also need to
add some pronouns.
10‟ CONVERSATION PRACTICE: FREE
PRACTICE
Aim: To give freer practice.
 Work in pairs. Have a conversation that
starts:
A: Did you do anything at the weekend?
B: Yeah, I went shopping.
A: Really? Did you buy anything nice?
(Try to continue the conversation for as long
as you can)
 Talk to some other students.
Compliment them on things they are
wearing –or have.
35‟ LISTENING:
Aim: To give practice in listening for specific
information and detail.
 Before you listen, look at the picture
above. What do you think the people in
situations a-e are saying?
 Listen. Match the conversations to
situations a- e in the picture.
Answers:
1a 2d 3b 4e 5c.
 Which conversations did you hear these
questions in? Can you remember the
answers? Listen again to check.
Answers:
C3- No, of course not.
C5- I‟m afraid not.
- Ask students to complete the
dialogue. Do the first question with
them to demonstrate. Then ask them
to continue in pairs.
- Tell students they are going to
have a conversation similar to the one
in Grammar. Put students in pairs and
ask them to practice conversations, as
in the example. Tell them to continue
the conversation by asking more
questions.
- Put students in small groups
and get them to compliment each
other on their clothes/ accessories.
- Put students in pairs/ threes and
ask them to look at the pictures and
guess what the people are saying. Tell
them they are going to hear five
conversations. They should number
the pictures in the order in which they
hear the conversations that match.
Play the recording. Check in pairs,
then with the whole group.
- Put students in pairs and ask
them to try to identify which
conversation the questions in С are
 C2- Well, there‟s quite a big selection in the from and what the answers were. Play
stationery department. the recording again for them to check.
C1- Are you sure?
C4- Yes, but I don‟t think you can pay here.
 Answer the questions.
1. He has a lot of things. - Put students in pairs and ask
2. To wrap the present. them to answer the questions in D.
3. A camera Then tell them to look at the
4. The customer thinks the service is audioscript on page 163 to check their
terrible. answers.
5. She thinks it suits her son and it‟s
reduced.
10‟ LANGUAGUE PATTERN:
Aim: To draw students’ attention to patterns
with the other day/week.
Write the sentences in your language. - Ask students to look at the
Translate them back into English. Compare sentences in the box and notice the
your English to the original. similarities.

15‟ DEVELOPING CONVERSATIONS:

MAKING OFFERS AND CHECKING
Aim: To introduce ways of making offers and
checking things are OK and to give practice.
 We often make offers using “Do you - Lead in by eliciting examples
want or I’ll. of offers from Listening: e.g. Do you
A: Do you want to go first?/ I'll go after you. want to go first? How does the
 Look at how to check things are OK: speaker check this is OK? By asking,
B: You don't mind?/ Are you sure? Are you sure?
 We usually then say it's fine – and add a
comment.
A: Not at all./ Of course. I have lots of things.
 To accept the offer, just say “Thanks.”

15‟ GRAMMAR:
COMPARATIVES
Aim: To revise and practice basic - Elicit some examples of
comparative forms, including short and long comparatives by showing/ drawing
 adjectives/adverbs and adverbs of degree (a pictures or asking two students to
bit/much). stand up and the others to describe
- To make comparatives, add –er to differences.
adjectives/ adverbs of one syllable or just –r if
the adjective/ adverb ends in -e.
- Two-syllable words ending in –y
change to -ier.
- We usually use more with two –or
three syllable adjectives/ adverbs.
- To say there's a big difference, use
much. To say there's a small difference, use a
bit. This applies to adverbs too.
 Complete 1-7 with the correct
comparatives.
Answers:
1. smaller - Ask students to complete the
2. easier sentences in A, using the comparative
3. bigger form of the adjective in brackets.
4. smarter
5. better, longer
6. brighter, more colourful
7. more comfortable, more practical,
lighter, more easily
 Work in groups. Discuss what you think
the people are talking about in 1-7 above. - In small groups ask students to
Suggested answers: discuss what they think the speakers
1. shoes are talking about in each of the
2. computer or camera sentences in A.
3. shirt or jacket
4. scruffy clothes/ jeans and t-shirt
5. chair or table
6. anything, could be item of clothing
7. pushchair or pram
10‟ SPEAKING
Aim: To give fluency practice of the target
language.
 Work in groups. Think of two examples - Put students in small groups
 of each of the following for where you live: and ask them to think of examples of
A supermarket the shops and brands in A. Or elicit
A department store these from the whole group and write
A bookshop them on the board.
A clothes shop
An electronics shop
A shoe shop
 Individually, spend two minutes
deciding which one of each of the shops or
makes you prefer.
30‟ READING
Aim: To give practice in predicting, guessing
from context, and reading for gist and detail.
 Look at the headlines below and check - Put students in pairs and ask
you understand the highlighted words. In them to look at the headlines and try
pairs, discuss what you think the story for to guess the meaning of the
each head line is. highlighted words and predict what
the articles are about.
 Complete the collocations using the
nouns from the two texts.
Answers:
Text 1: a. Macau b. tourists c. because it was
part of the tour d. they wanted to see historic
buildings rather than shops e. no one was hurt - Put students in groups of four
(not stated). and ask them to form A and В pairs.
Text 2: a. London b. shoppers c. because a
new shop was opening and there were rumors
of sale d. they were fighting to get in first e. - Put students in small groups to
two people were hurt. discuss the questions in G. Do the
 Tell a partner which of the people in the first one with them, you might like to
stories you think the podcaster will have prompt them to talk about
more sympathy with. architectural styles. Conduct brief
 Listen and find out if you were right. feedback at the end.

20‟ GRAMMAR: PASSIVES

Aim: To introduce/revise passive forms
 Look at these two sentences from the - Ask students to look at the
 texts. Do you know who called the police in
each sentence? Which verb is in the passive?
 Find five more passive forms in texts 1
and 2.
 Choose the correct forms in this article.
5‟ PRONUNCIATION
Aim: To focus on contractions and weak
forms of the verb to be in passive forms.
 When we use passives in speech, the
verb be is usually pronounced as a weak
form in the past.
 Say these sentences using a weak or
contracted form.
 Listen and compare what you hear with
the way you said the sentences.
15‟ SPEAKING
In newspaper headlines, the verb be is often
left out of the passive construction.
Aim: To give writing and speaking practice.
 In pairs, explain the following headlines.
Discuss what you think each story is probably
about.
1. MAN ARRESTE D AFTE R
STEALING 10 KILOS O F BANANAS.
2. A SHOP PAYS $20,000 TO WOMAN
INJURED IN CHANGING ROOMS.
3. A WOMAN FINED AFTE R
CALLING AMBULANCE TO HELP HER
HOM E WITH SHOPPIN G.
Answers:
1. A man stole 10 kilos of bananas from a
supermarket and was arrested by the police.
sentences in A, Who called the police
in each sentence? Which verb is the
passive? Elicit the information in the
box and/ or read it out. Check that
students understand.
- Ask students to look back at
the articles from Reading and find
more examples of passive forms and
underline them.
- Read out the box to students
and check they understand. Ask them
to look at the sentences in A and say
them to each other in pairs, paying
attention to weak forms and
contractions.
- Ask them to listen and check
the pronunciation. They could repeat
after each sentence.
- Ask students to look at the
headlines from Reading. Is the verb
to be included?
- Put students in pairs and ask
what each headline in A means and
what they think each article is about.
Check their ideas.
 2. A woman slipped on a wet floor in a
changing and sued the shop for $20,000.
3. A woman called 999 and asked the
ambulance service to help her carry her
shopping.
 Choose one of the headlines and write a
short news report of 60 – 80 words about it.
- Ask students individually to
choose one of the headlines and write
a short news report (60-80 words)
about it. Monitor and correct as they
write, especially their use of passive
forms.
 UNIT 3: EAT
Level: PRE-INTERMEDIATE Date:
Teaching points: Listening, Writing, Reading, Speaking Duration: 5 periods
A. Objectives
 At the end of the lesson, students are able to:
- describe restaurants and meals;
- make and respond to suggestions;
- talk about different kinds of food;
- understand menus, order and pay in restaurants;
- focus on some grammar points: the present perfect simple, too/not...enough, offers,
requests, permission, suggestions.
 Teaching aids: board, markers, pictures, textbook: Pre-Intermediate Outcomes
B. Procedure
Time Contents Teacher and students’ activities
10‟ SPEAKIN G
Aim: To lead into the topic/ unit and give - Ask students to look at the
fluency practice. pictures and describe the restaurants.
 Work in groups. Discuss these questions. Then ask them to look at the
• Look at the different kinds of restaurants in questions in A and think about how
the box below. Which do you have in your they would answer them. Check they
town/ city? understand all the vocabulary in the
• Can you describe where each restaurant is? word box.
• Which of the different kinds of food below - Put students in small groups of
do you like? Which don't you like? Why? three or four, and ask them to discuss
• Can you cook any of these different kinds of the questions in A. Ask them to note
food? any similarities or differences with in
Thai Indian fast food Japanese their group. Conduct brief feedback
Turkish vegetarian steak Mexican by asking a member of each group to
Greek Italian seafood Moroccan report back on any similarities.

20‟ VOCABULARY: RESTAURANTS

Aim: To introduce words and phrases about
restaurants and give practice.
 Complete the sentences with the pairs of
words.
Answers:
1. delicious + disgusting
- Lead in by asking students
about what kind of restaurants they
like. Ask them to look at the words in
the box and choose the correct pairs
 2. money + portions of words to complete sentences 1-8.
3. service + staff Do the first example with them.
4. busy + seat - Ask students individually to
5. dishes + choose look again at the sentences in A and
6. choice + options underline any words or expressions
7. place + do that describe two restaurants they
8. terrace + view know. Then put students in pairs to
tell each other about them. Conduct
30‟ LISTENING: You are going to hear two brief feedback.
friends deciding where to eat.
Aim: To give practice in listening for specific - Tell students they are going to
information and taking notes. listen to two friends deciding where
 Listen and take notes on what you hear to eat. Ask them to look at the table in
about each of these places. Then compare A and make notes on what they hear
your ideas in pairs. about each of the places as they
Answer: listen. Play the recording. Check in
The Thai Really nice, nearby, pairs then check with the whole
Restaurant spicy food group.
The Steak Near department store
Restaurant
Sofra Turkey, good selection,
delicious food, busy - Ask students to look at the
words/ phrases in В and decide which
 Can you remember why they talked conversation each one applies to. Ask
about these things? Compare your ideas. them to compare their ideas in pairs
Listen again to check. then play the recording again for
Answer: them to check. Check with the whole
+ Spicy food: Speaker B doesn‟t want to go group.
to the Thai restaurant because he doesn‟t like
spicy food.
+ The big department store: near steak
restaurant.
+ Red meat: Speaker A doesn‟t want to go
to the steak restaurant because she doesn‟t - Put students in pairs or threes
like red meat. to discuss the questions in C. Conduct
+ The bus station: near Turkey restaurant. brief feedback.
+ Dishes: Sofra has a good selection
 + Phone: they should phone to book at Sofra
10‟ DEVELOPING CONVERSATIONS
SUGGESTIONS
Aim: To show how we make and respond to
suggestions and give practice.
 Look at this way of making and
responding to suggestions.
A: Where do you want to go?
B: How about that Indian place round the
corner?
A: To be honest, I don't really feel like a curry
today.
B: Well, we could go to Prego instead.
 Work in pairs. Have similar
conversations using these ideas.
25‟ GRAMMAR THE PRESENT PERFECT
SIMPLE
Aim: To focus on the present perfect simple
to talk about experiences at an unspecified
time in the past.
 S + HAVE/HAS + V 3/ED
- It shows something happened before the
present at an unspecified time in the past
- We often use it to start conversations
about our experiences.
Ex: I've seen it, but I've never eaten there.
A: Have you been there?
B: No. I‟ve never heard of it. Where is it?
 Say all three forms of each of the verbs
in the box.
 Complete the sentences using the
present perfect form of the verbs in
brackets.
1. Have been/ have tried
- Read out the box, checking
understanding as you read. Ask
students what phrases are used to
make a suggestion and to reject a
suggestion. Then ask students to
practice conversations using the
prompts in A. Tell them to suggest
somewhere, their partner should
reject it, and they should suggest
somewhere else. Model with a strong
student then in open pairs, before
continuing in closed pairs. Monitor
and note down errors in target
language for a corrections lot at the
end.
- Conduct brief feedback.
- Lead in by asking the students
questions about food and restaurants.
Ask them which tense they are using,
or should be using. Read out the
explanation in the box, checking as
you read.
- Put students in pairs and ask
them to say all three forms of each of
the verbs. Check with the whole
group.
- Ask students to complete the
sentences in В with the present
perfect form of the verb in brackets.
Check in pairs then check with the
 2. Have eaten/ have had whole group. Ask students which
3. Have gone tense В uses in answers 4 and 5 and
4. Have found why.
5. Have complained - Put students in pairs. Tell them
6. Have tried/ have heard to take turns asking the questions in В
 Which tense does B use in answers 4 and and giving answers which are true for
5? Why? them. Monitor and correct mistakes in
target language.
5‟ CONVERSATION PRACTICE
Aim: To extend the topic and give further - Give students a few minutes to
practice. individually think about three places
 Think of three places you like eating in where they like eating and why.
and why they are good places to go to. - Elicit ways of suggesting a
 Work in pairs. Have a conversation restaurant from Listening and
similar to the one in listening. Developing conversations.
10‟ SPEAKING
Aim: To give fluency practice and lead into
the Reading. - Ask students to look at the
 Work in groups. Discuss these questions. questions in A and think about how
1. What's the most important meal of the day they would answer them.
for you - breakfast, lunch or dinner? Why?
2. Where do you usually have each meal?
3. What do you usually have? - Put students in small groups
4. Do you eat anything between meals? and ask them to discuss the questions.
What? Conduct brief feedback.
30‟ READING
Aim: To give practice in predicting and
reading for specific information.
You are going to read a text about breakfast - Lead in by asking students
in different countries. what they usually have for breakfast.
 Label the pictures with the words in the Then ask them to look at the pictures
box. and label them with the words from
Answers: the box. Check in pairs then check
1. olives with the whole group. Model and drill
2. flat bread for stress/ pronunciation.
3. boiled egg
4. grilled fish
 5. toast
6. honey - Put students in pairs/ threes and
7. fried egg ask them to answer the questions in
8. onion B. Do not check their answers, as
9. yoghurt they'll be doing this in the next
 Work in pairs. Discuss these questions. exercise.
(page 22) - Direct students to the questions
 Read the text and answer these in C. Ask them to read the text and
questions. try to answer the questions.

20‟ GRAMMAR: TOO/NOT...ENOUGH

Aim: To introduce or revise too/not...enough
and give practice.
 Use too + adjective/adverb to explain why
you don't like something or to talk about
problems. Use not + adjective/ adverb +
enough when you need more.
Ex: Most people are too conservative to
change their eating habits.
We aren't usually adventurous enough to
experiment.
 Complete the sentences using too or
not... enough and the adjectives in the box.
Answers:
1. too hot
2. n‟t big enough
3. n‟t good enough
4. too expensive
5. too fattening
6. n‟t cooked enough
NATIVE SPEAKER ENCLISH
5‟  Crab
If you grab food or drink, you have it quickly.
Plenty of Koreans just grab a quick coffee
and some cereal.
Let's grab a quick drink after class.
Do you want to grab something to eat before
- Ask students to read the box or
read it out to them. Write the
examples on the board and use them
to elicit/ highlight form and meaning.
Elicit a few more examples about
food or restaurants.
- Ask students to complete the
sentences in A, using too or
not...enough and the correct adjective
from the box. Check in pairs, then
check with the whole group.
- Put students in pairs/ threes and
ask them to discuss possible problems
with the items in B. Monitor and
correct mistakes in target language
and conduct brief feedback at the end.
- Ask students to look back at
the South Korea section of the
reading and ask them what they think
grab means here (= to have something
quickly, often on the go). Read out
the box, then elicit a few more
 the meeting? examples.
10‟ SPEAKIN G
Aim: To extend the topic of restaurants and
give fluency practice. - Ask students to look at the
 Discuss these questions in groups. questions in A and think about how
• How often do you eat out? they would answer them.
• Who do you usually go out for meals with? - Put students in small groups to
• Do you generally order the same thing or do discuss the questions. Conduct brief
you like trying different things? feedback.
10‟ VOCABULARY: DESCRIBING FOOD
Aim: To extend students' vocabulary about
food and help them to describe it in more
detail. - Tell students to look at the
Put the words in the box into the correct table in A. Check they understand
list. that part of the body refers to meat
Kind of Part of Taste How here. Ask them to put the words from
food body/ and cooked/ the box in the correct column. Check
vegetable texture eaten in pairs then check with the whole
fruit skin thick roasted group. Model and drill for
seafood shell soft raw pronunciation/ stress and concept
herb stone mild grilled check by asking for examples.
sauce bitter
salty
- Ask students to look at the
 Match the descriptions to the pictures pictures and match them with the
below. descriptions. Elicit what each one is.
20‟ LISTENING
Aim: To give practice in predicting, listening
for gist and detail. - Ask students to look at the
 Listen to six short conversations. Put the menu and tick [V] the items that look
ten questions from exercise C into the good, put across [x] by items that
order you hear them in. don't look good and a question mark
1. 7 [?] by items they don't understand.
2. 8 - Put students in small groups to
3. 6 discuss their ideas about the menu.
4. 3 Get them to try to explain dishes to
5. 5 each other, and say what they would
 6. 10 order and why.
7. 2 - Tell students they are going to
8. 1 hear six short conversations in a
9. 9 restaurant. They should listen and
10. 4 check their numbering from Step3.
 Can you remember the answers to any Check in pairs then check with the
of the ten questions? Discuss your ideas and whole group.
then listen again to check.
1. Me too. An espresso.
2. I‟m ok, thanks. - Put students in pairs and ask
3. Yes, sorry. It‟s got lamb in it. them to try to remember the answers
4. No, look. Service is included. to the questions in C. Ask them to
5. Of course. Sparkling or still? work together and note them down.
6. Not quite. Play the recording again for them to
7. No. Is that a problem? check. Check with the whole group.
8. That‟d be great.
9. Yes, of course.
10.Certainly madam.
10‟ GRAMMAR: OFFERS, REQUESTS,
PERMISSION, SUGGESTIONS
WOULD, COULD AND SHALL
Aim: To focus on the use of would, could and
shall in the context of a restaurant and give
practice.
 We use „would, could and shall‟ to add - Read out the explanation in the
meaning to other verbs. Would, could and box, checking they understand the
shall are often used when you want to do difference between would (for offers),
things. could (for permission) and shall (for
Ex: suggestions).
- Make polite offers (instead of „Do you
want...?' )
Would you like to see the menu?
- Make polite requests(instead of
imperatives)
Could you get us a cloth, please?
- Ask for permission (instead of „Is it OK
if I...?')
 Could I/we change the baby somewhere?
- Make suggestions (instead of 'How about -
ing...?')
Shall we leave a tip?
 Complete the questions with would/
could/ shall - Then ask students to look at the
Answer: sentences in A and complete them
1. A Could (request/ asking for permission) with would, could or shall.
2. A Shall (suggestion)
З. А Could (request/ asking for permission)
4. A Would (offer)
4. B Could (request/asking for permission)
5. A Shall (suggestion)
6. A Could (request)
7. A Would (offer)
8. A Shall (suggestion)
 In pairs, take turns saying questions 1-8. - Put students in pairs and ask
Your partner should give different replies them to practice conversations by
to the ones above. using the questions in A and giving
their own answers.
10‟ SPEAKIN G
Aim: To give fluency practice and round off - Tell students they are going to
the unit. role-play a situation in The Globe
You are going to role-play a conversation Restaurant. Divide them into A B
in The Globe Restaurant. pairs. Give them time to think about
 Work in pairs. what they are going to say.
 Spend five minutes planning what you - When they are ready, ask them
are going to say. to role-play the conversation and try
Use as much language from these pages as to use as much language from the unit
possible. The n role-play the conversation. as they can. Monitor and note down
errors in target language. Conduct a
brief corrections lot at the end.
 UNIT 4: JOBS
Level: Pre-Intermediate Date:
Teaching points: Listening, Writing, Reading, Speaking Duration: 5 periods
A. Objectives
 At the end of the lesson, students are able to:
- talk about jobs;
- talk about what they are doing at the moment;
- tell stories about students‟ experiences;
- talk about plans and wishes for the future;
- focus on some grammar points: the contrast of the present simple and present
continuous, and the past simple and past continuous.
 Teaching aids: board, markers, pictures, textbook: Pre-Intermediate Outcomes
B. Procedure
Time Contents Teacher and students’ activities
10‟ VOCABULARY: TALKING ABOUT
JOBS - Ask students about jobs they
Aim: To lead in to the topic and extend do or would like to do.
students' vocabulary about jobs.
 Looking at the pictures in File 21 on - Ask students to look at the
page 161. Then discuss these questions in pictures in File 21 on page 161 and
pairs. discuss the questions in A in pairs.

 Match a-f with the words in bold.
Answers:
1. с 2. d 3. b 4. a 5. e 6. f
 Work in pairs
Students A: Choose one of the Jobs on page
161.
Students B: guess the job.
Students C: if B is wrong, say another
allocation.
 In which of the jobs might you do the
following?
Suggested answers
Negotiate a price = retail or sales; make
appointments = business person, secretary;
- Ask students to read sentences
1-6 and to match each phrase in bold
with the correct alternative endings in
a-f.
- Check in pairs.
- Put students in new pairs to test
each other and take turns to choose a
job from the list in File 21 on page
161 and describe it using phrases
from B. Their partner should guess
the job. If they get it wrong, the first
student should add more phrases until
they get it right.
 sort out a problem = teacher; arrest somebody - Put students in pairs or threes
= police person; fight for someone's and ask them to look at the phrases in
rights = lawyer; install a computer system = D and talk about which jobs go with
IT each one.
5‟ DEVELOPING CONVERSATIONS
QUESTIONS ABOUT JOBS
Aim: To introduce common questions about - Ask students what questions
jobs. they could ask someone about his job.
 Match the questions 1-6 to the answers Then read out the box or ask students
a-g. to read it.
Answers
1. с 2. e 3. b 4. a 5. g 6.f - Ask students to match
 Work in pairs. Take turns saying the six questions with the correct answers
questions. and check in pairs.

15‟ LISTENING
Aim: To hear the target language in context - Put students in pairs. Ask them
and practice listening for specific to take turns asking each other the
information. questions and giving different,
 Which questions from Developing invented answers.
conversations do they ask in each
conversation?
Answers - Tell students to hear two
1. What do you do? people talking about work.
2. Where do you work? - Listen and tick the questions
3. How long have you worked for them? from Developing conversations that
4. Do you enjoy it? they hear.
5. What are the hours like? - Play the recording. Check in
6. How do you get on with the people you pairs.
work with?
(Is it difficult being the boss's daughter?)
 Can you remember the answer to the
questions? Compare your ideas in pairs.
Listen again. - Put students in pairs and ask
Answers them to note down the answers to the
Conversation 1 questions that they remember.
1. I'm an engineer. - Play the recording again for
 2. The company I work for is based in
London, but I travel around quite a bit.
3. Yeah, it's great.
4. I often do a 60-hour week.
Conversation 2
1. I work for a small company in Korea /
I'm a student.
3. About two years.
6. Maybe a little bit sometimes.
 Work in groups. Discuss these questions.
30‟ GRAMMAR
Aim: To contrast the present continuous, to
talk about what people are doing now or
around now, with the present simple, to talk
about what they generally do or permanent
states.
Ex: I'm working in Scotland at the moment.
Subject + be + Verb + ing
Use: to talk about a temporary situation,
happening around now.
Ex: I usually come down to London every
two weeks.
Subject (+ adverb of frequency) + base
form (add -s / -es in third person)
Use: to talk about what people generally do.
 Choose the correct form.
Answers
1. A What do you do?
2. A How's your job going?
B We're working
3. is doing
4. I'm looking
5. I'm doing
6. A do you start
B 1 usually leave, get up
 Work in groups. Discuss 1-3 below. Use
the present continuous and present simple
them to check.
- Put students in small groups to
discuss the questions in C. Conduct
brief feedback.
- Ask students what they and
people they know do as jobs and what
they think they are doing at the
moment. Read out the box and ask
checking questions.
- Write up the examples on the
board and use them to highlight form
and meaning.
- Ask students to look at the
sentences in A and choose the correct
form.
- Check in pairs.
- Ask students to look at the
instructions and examples in В and
think about possible responses. Then
put them in small groups to talk about
their ideas.
- Check students understand
construction work = building new
houses or office.
- Ask students about unpaid
(voluntary) work and some reasons
for doing it.
- Put students in pairs and ask
them to make a list of different jobs

30‟ LISTENING
Aim: To extend the topic and give practice in
listening for specific information and detail.
 In pairs, make list of all the different
kinds of work people do for no money.
 Compare your list with another pairs.
Then discuss these questions in groups.
Listen and answer the questions below.
Answers
Claudia:
1. unpaid work with a public relations
company
2. couldn't get a job after university
3. not happy about it
4. to look for a new, paid job
Jerome:
1. a doctor in Sierra Leone
2. he retired but got bored
3. best thing he's ever done
4. to stay another year
Sulochana:
1. an organization that's fighting for the rights
of housewives in Kerala
2. feels it's important
3. want to get paid / recognized for what they
do
4. planning to start a website to tell more
people about our situation and maybe going
on strike
 Work in pairs. Can you remember
which of the three speakers said each of the
things below and why?
people do for no money.
- Ask them to join another pair
to compare their lists and discuss the
questions in B.
- Tell students they are going to
hear three people talking about
unpaid work.
- Listen and make notes on the
answers to the questions in С about
each one.
- Play the recording and check in
pairs.
- Put students in pairs and ask
them to look at the phrases in D and
try to remember which of the
speakers said each one and why.
- Play the recording again for
checking.
- Ask students to look at the
sentences in the box and notice the
similarities. Ask students to translate
these sentences into their own
language.
 Answers - And then ask students to cover
1. Sulochana (3) 6. Claudia (1) the English translations and translate
2. Claudia (1) 7. Sulochana (3) the sentences back into English using
3. Jerome (2) 8. Jerome (2) their translations.
4. Sulochana (3) 9. Claudia (1)
5. Jerome (2)
5‟ LANGUAGE PATTERNS
Aim: To draw students' attention to patterns
with work (-ing) as a / an to talk about jobs.
- Ask students to look at the
questions and think about how they
would answer them.
- Put them in groups to discuss
the questions.
5‟ SPEAKING - Ask students to read the box or
Aim: To give fluency practice and encourage read it out to them.
students to express their opinions. - Ask students whether these
 Work in groups. Discuss these questions. sentences describe what people are
doing around this time or what they
generally do (around this time) and
which tense is used here (present
continuous).
10‟ VOCABULARY: ACTIVITIES AT - Ask students to complete the
WORK sentences using the correct verb from
Aim: To introduce words and phrases the box in the present continuous.
commonly used in association with work and - Check in pairs and elicit other
give practice of these with the present nouns / noun phrases that could go
continuous. with the verbs
 Complete the sentences with the present
continuous form of the verbs in the box.
Answers
1. I'm currently advising
2. I'm doing, I'm teaching
3. I'm organizing
4. We're negotiating
5. I'm doing
6. I'm working on
 7. I'm installing
8. I'm attending. We're learning
 Work in pairs. Discuss these questions.

45‟ GRAMMAR PLANS AND WISHES FOR - Put students in pairs and ask
THE FUTURES them to discuss the questions
Aim: To introduce / revise ways of talking
about the future in relation to jobs.
Ex: I'm going to start looking for another job - Ask students what they plan /
soon. hope to do in the future in relation to
Subject + be + going to + base form work and study. Elicit some forms
Use: to talk about a definite future plan or they used.
intention. - Ask them to read out the box or
Ex: I'd like to work here full-time. read it out to them, or write the
subject + would like to + base form examples on the board and use them
Ex: We're hoping to make them pay us a to highlight form and meaning.
fixed salary.
Subject + be + hoping to + base form
Use: to talk about things we want to do or to
happen in the future.
Ex: I'm planning to stay here for another year,
Subject + be + planning to + base form
Use: to talk about something you have
thought about and have a plan to do.
Ex: We're thinking of…
Subject + be + verb (-ing)
Use: to talk about future plans aren‟t yet
certain.
 Correct the mistakes in the sentences
below.
Answers
1. I'm hoping to become a photographer. - Ask students to look at the
2. My parents are going to give me a job. sentences in A and correct the
3. I'd like to run my own business in the mistakes. And then check in pairs.
future.
4. I'm thinking of negotiating a new contract.
5. I'm planning to apply for a new job next
 year.
6. I wouldn't like to work for myself.
 Complete the sentences below using
your ideas. Then work with a partner and
compare what you have written.
 Spend three minutes thinking about the
following. Then discuss your ideas in
groups.
10‟ PRONUNCIATION GOING TO
Aim: To focus on different ways of
pronouncing going to.
 Listen and write down six sentences.
The sentences will be said in two different
ways- the first time will be faster.
Answers
1. I'm going to sort it out tomorrow.
2. They're going to do an English course.
3. He's going to rent a small flat.
4. I'm going to talk to my boss about it.
5. What're you going to do?
6. She's not going to go to university.
 Compare your sentences with a partner.
 Listen again to check your ideas. Then
discuss.
5‟ SPEAKING
Aim: To give speaking practice and to lead in easier to understand / say. And then
to Reading.
 Work in pairs. Look at the ideas about
working in an office.
30‟ READING
Aim: To read for gist and detail and to focus
on collocations.
 Read the extract and decide who the
people in the pictures are. Explain your
- Ask students to look at the
sentences in В and to complete them
using their own ideas.
- Give them an example to start.
Remind them to use to + base form
with all of them except thinking of.
- Put them in pairs to compare
and correct what they have written.
- Ask students to look at the
instructions and think about how to
respond. Then put them in small
groups to discuss their ideas.
- Read out the box. Then tell
students they are going to hear six
sentences, each pronounced in two
different ways and that the first time
will be faster.
- Write down each of the
sentences once.
- Play the recording.
- Put students in pairs to
compare what they have written. Play
the recording again for them to check.
- Ask them to discuss which is
ask them to say the sentences to each
other in the way they find easier.
- Ask students to look at the
comments in A and think about
whether they agree or disagree and
 ideas to a partner.
Answers
1 Rick 2 Marian 3 Harry 4
 Work in pairs. Discuss these questions.
Answers
1. She is awful and looked happy when Annie
was caught out for not paying attention in the
meeting.
2. He is angry because he had to ask her a
question two or three times.
3. She put his papers in the shredder instead
of copying them.
 Finds the verbs which go nouns in bold.
Can you think of one more verbs that go
with each noun?
Answers
skills-, improve; also develop, demonstrate,
learn;
figures: present; also show, work out,
calculate;
link: check out; also go to, click on, find;
button-, press; also push;
desk: leave on; also put on, move, sit a
 Discuss these questions in groups.
why. And then put them in pairs or
threes to discuss their ideas.
- Ask students to look at the
picture and say what is happening.
Then ask them to read the text
quickly, ignoring the words in bold
and try to identify the people in the
picture. Point out that the glossary is
there to help them.
- Put students in pairs and ask
them to discuss the questions in B .
Check their answers as a class.
- Ask students to look at the
words in bold in the text and find the
verbs that go with them. Then try to
think of more verbs that could go
with each noun. Compare in pairs.

10‟ VOCABULARY FORMING WORDS

Aim: To look at common suffixes used to form
nouns.
- communicate -communication - Put students in small groups
- improve -improvement and ask them to discuss the questions
- educate-education in D.
- locate-location
- manage-management
- govern-government - Elicit the nouns from verbs.
 Which of these verbs are also nouns?
Answers
 Interview, plan, repair, experience, produce
(stress changes), arrest, research, return, offer,
proposal, organization, negotiation
 Write the verb form of each of the
underlined nouns.
Answers
1. impress
2. present - Put students in pairs and ask
3. exploit them to identify the verbs in the list
4. contribute that can also be nouns.
5. manage - Elicit the noun forms from the
6. advertise other verbs.
7. apply
GRAMMAR THE PAST CONTINUOUS - Ask students to write the verbs
15‟ AND PAST SIMPLE from the nouns in B and check in
Aim: To contrast the past continuous to talk pairs.
about a background situation / unfinished - Concept check, model and drill
action in the past, with the past simple to talk focusing on word stress.
about a single action / event.
Ex: I met Harry when I was working for a
public relations company.
Are we talking about the present or the past?
(the past).
Which action started first? (was working).
Which is the longer action? (was working).
Which is a short action? (met).
After I met Harry, did I continue to work for
the public relations company? (yes).
 Match this sentence from the extract to - Read out the box or put the
one of the pictures below. Explain your example and timeline on the board
choice to partner. and use to highlight form and
Answers meaning.
He probably meant the office coffee was of
poor quality.
 When Annie’s boss asked her a question - Ask students to match the
in the meeting, which three activities were sentence in A with the correct picture.
unfinished? Look again to check. Ask them what they think Rick meant
Answers about the coffee. Check in pairs then
1. Marian was presenting some figures with the whole group.
2. Annie was looking at Harry and thinking
about him. - Ask students if they remember
3. Harry was wearing a nice suit. what each person in exercise В was
 Complete the sentences by putting the doing when Annie's boss asked her a
verbs in brackets into the past simple or question at the meeting. Ask them to
past continuous. look back at the text to check.
Answers
1. we were working - Ask students to complete the
2. were you doing sentences, using the correct form
3. came (past simple or continuous) of the
4. was not feeling verb in brackets.
5. was talking, walked - Check in pairs and then check
6. did not know with the whole group.
7. crashed, as driving
8. was not looking, was going
 UNIT 5: RELAX
Level: Pre-intermediate Date:
Teaching points: Listening, Writing, Reading, Speaking Duration: 5 periods
A. Objectives
 At the end of the lesson, students are able to:
- introduce negative comments;
- make plans and arrange what to do;
- talk about watching and doing different sports;
- form common nouns from adjectives;
- focus on the use of superlatives, might, present continuous and be going to +
verb
 Teaching aids: board, markers, pictures, textbook: Pre-Intermediate Outcomes
B. Procedure
Time Contents Teacher and students’ activities
10‟ SPEAKING
Questions: - Put students in small groups and ask
- Are the activities in the pictures them to discuss the questions in A.
relaxing? Why? Why not? - Conduct brief feedback.
- Which of the things in the pictures do
you do? How often? Which do other
people you know do?
10‟ VOCABULARY: ACTIVITIES, PLACES
AND EQUIPMENT
Aim: To introduce and practice words and - Put students in pairs and ask them to
phrases associated with sports. look at the words / phrases in the box
 In pairs, complete the table with the and complete the table.
words in the box. - Check with the whole group, model,
Answers: drill and concept check where
 Activity: dance classes, basketball, necessary.
fishing, pool (game), cycling,
Pilates, walking
 Clothes: boots, trainers, shorts
 Equipment: racket, bat, golf clubs, - Ask students to complete the
net, cards sentences in В with as many different
 Place: golf course, tennis court, words / phrases as possible from A.
running track, pool (swimming) - Ask them to notice the collocations
and grammar in the examples, e.g.
 Note: Pool has two possible meanings here:
swimming pool, or the game pool.
 Which words from exercise A could
complete each question below? Notice the
collocations and grammar.
Answers:
1. fishing, cycling, walking
2. basketball, pool, cards
3. Pilates
4. tennis court, football pitch, pool, running
track
5. bat, racket
6. golf clubs, trainers, shorts, cards
 Ask and answer the questions. Give
true answers.
(Textbook, page 36)
25‟ LISTENING
Aim: To give practice in listening for specific
information and detail.
Listening context: You are going to hear a
conversation between Corinne and her
friend, Maribel, who is visiting her for the
weekend. It‟s Thursday.
 Listen and tick [√] the things they talk
about doing.
Answers:
relaxing and doing nothing special, buying a
few things, doing some exercise, going on a
trip to the country
 Work in pairs. Discuss these questions.
Answers:
1. no swimsuit, cold water, early start
2. lovely river, clear water, beautiful in the
mountains
 Listen again and check your ideas.
NATIVE SPEAKER ENGLISH gear
Gear
go + verb + -ing.
- Check in pairs, then with the whole
group.
- Ask students to look at the model in
C. They should answer in one of the
three different ways, depending on
how they feel.
- Model the conversation with a
strong student, then in open pairs. Put
students in closed pairs to continue
practicing.
- Model and correct where necessary.
- Tell students they are going to hear
a conversation between Corinne and
her friend, Maribel, who is visiting
her for the weekend. Today is
Thursday.
- Ask them to look at the list in A and
tick [√] the activities they hear
mentioned.
- Play the recording.
- Put students in pairs and ask them to
try to answer the questions in exercise
В from memory.
- Play the recording again for them to
check.
- Ask students if they remember
which phrase Maribel used for her
swimsuit [swimming gear). Ask if
they know what this means and try to
elicit other examples with gear
 We use gear to talk about the special
equipment and clothes you need or wear
for a particular activity.
15‟ SPEAKING
Aim: To personalize the topic and give
fluency practice.
 Work in groups. Discuss these
questions.
- Would you go on the Sunday trip if you
were Maribel?
- What time do you usually get up at the
weekend?
- Do you prefer swimming in a pool or the
sea? Why?
- Where’s the nicest place you’ve been
walking, running or swimming?
15‟ DEVELOPING CONVERSATIONS:
INTRODUCING NEGATIVE
COMMENTS
Aim: To present ways of introducing
negative comments.
We often add a short expression before
stating things that are negative in some
way. For example:
I must admit, I’m a bit soft.
To be honest, I’d prefer a park.
I have to say, I hate sport
 Tell a partner about negative
characteristics you have using I must
admit/ I have to say/ To be honest.
Use some of the adjectives in the box.
(textbook, p.37)
Notes:
 messy = untidy and disorganised
 unreliable = you can't trust this person to
do what they say they will do
e.g. running gear.
- Read out the box (textbook, p.36).
- Ask students to look at the questions
and think about how to answer them.
Then put them in small groups to
discuss the questions.
- Conduct brief feedback.
- Ask students if they remember what
reason Maribel gave for not
swimming in cold water and what she
said (/ must admit, I'm a bit soft. I like
a heated pool.)
- Read out the box and model and
drill the expressions.
- Check students understand the
adjectives in the box.
- Model and drill.
- Put them in pairs and ask them to
tell each other about their own
negative characteristics, using the
words / phrases in A.
- Monitor closely and correct where
necessary.
  unfit = not in good condition physically
 conservative = traditional, not keen on
change.
 Use the sentence starters in bold to tell
a partner six negative things.
Examples:
- I must admit, I hate golf.
- I have to say, I can‟t stand Julia Roberts.
- To be honest, I think studying is a waste of
time.
30 GRAMMAR: MIGHT, PRESENT
CONTINUOUS, BE GOING TO + VERB
Aim: To present / revise different ways of
talking about the future.
(Grammar reference on page 144)
 Match two items from 1-6 to each of
the following.
Answers:
l. a 2. b 3. b 4. c 5. a 6. c
 Put the words in 1-3 a and b into the
correct order to make questions.
Answers:
1. a Who else is going?
1. b Where are you going to have it?
2. a Who are they playing?
2. b When are you thinking of getting the
tickets?
3. a How long is she going to stay?
3. b What are you thinking of doing while
she is here?
 In pairs, have the conversations in
exercise B.
 Change words in 1-6 below so they are
true for you.
- Put students in new pairs and ask
them to tell their new partner about
themselves, using the sentence
starters in B. Then ask them to report
to the class something they found out
about their partner.
- Lead in by asking students what
they are planning to do the next
weekend.
- Try to get examples of present
continuous, going to and might.
- Ask students to match each of the
examples 1-6 with one of the uses
(meanings) a, b or c.
- Check in pairs, and then check with
the whole group.
- Put the examples on the board and
use them to highlight form and
meaning, especially thinking of+ verb
+ ing.
- Ask students to look at the
exchanges in В and put the responses
a and b in the correct order.
- Check in pairs, and then check with
the whole group.
- In pairs, ask students to practice the
conversations in exercise B.
- Ask students to look at sentences 1-
6 in D and change some words to
 make the sentences true for them.
- Tell them they can change the
activity as well, e.g. / might play
tennis on Saturday.
- Tell them to use might or thinking
of+ verb + -ing for plans which are
not certain.
 Tell your partner your sentences from - Put students in pairs and get them to
exercise D. Your partner should ask take turns to ask and tell each other
questions to find out more. about their plans.
- Monitor and correct where
necessary.
15‟ CONVERSATION PRACTICE - Feedback by asking each student to
Aim: To give freer practice of the target tell the class one thing their partner is
language. planning, and one thing they might
Context: You are going to have similar do.
conversations to the one in Listening. - Put students in AB pairs. Student A
Student A is the host; student B is the visitor. is the host and Student В is the
 Before you start, decide where B is visitor. Ask them to imagine В is
visiting and what activity A suggests. Then visiting A for the weekend, as in
decide what to say using the chart in File 18 Listening. They should decide who
on page 159. and where they are and choose an
 Role-play the conversation. activity for person A to suggest. Then
ask them individually to think about
what they are going to say, using the
chart in File 18 on page 159.
10‟ VOCABULARY: - When they are ready, ask them to
SPORTS AND GAMES VERBS role-play the conversation. They
Aim: To extend the topic and lead in to the could swap roles if there is time.
Listening and Grammar (superlatives). - Monitor and note down errors in
 Complete 1-8 with the words in the target language for a correction slot at
box. the end.
Answers:
1. won 4. drew 7. throw - Lead in to the topic by asking about
2. scored 5. beats 8. support recent football - or any sporting -
3. time 6. kicked results.
 Work in pairs. - Ask students to complete sentences
 Student A: act or explain the eight verbs
from exercise A.
Students B: try to guess the verbs.
 Work in groups. Discuss these
questions.
30‟ LISTENING
Aim: To give practice in predicting and
listening for specific information.
 Listening context: you are going to hear
a short speech discussing why football is so
popular.
(Audio script)
Last night I watched the big game in England between
Liverpool and Chelsea. I was one of 1 billion people
watching in places as far apart as Peru, Saudi Arabia
and Vietnam. It was a nil-nil draw and perhaps the
most boring game I've ever seen. Football may be the
most popular sport in the world, but it's difficult to
know why when you see a game like that. Knowing
that the players earn millions a year just makes it
worse! So why do we watch when there are plenty of
alternatives? The Olympics contains thirty-five sports;
other countries have different national sports such as
cricket; and new sports are being created all the time.
Maybe it's because football is the simplest game to
play. Does anyone really understand the rules of
cricket? Football doesn't need expensive equipment. In
fact, it requires hardly any gear at all and you need no
real skill to play-who can't kick a ball? So nearly
everyone has played at least once in their life and once
you've played a sport, you appreciate it more. Finally,
football's different every game. Last night's game was
boring, but next time Chelsea might win five-four,
with a goal in the last minute! You never know.
20‟ GRAMMAR: SUPERLATIVES
Aim: To introduce / revise superlatives.
Rules:
 Short adjectives  add -er,
 Longer adjectives  add more before the
1-8 with the correct word from the
box.
- Check they know that Slavia Prague
is a football team.
- Check in pairs then with the whole
group.
- Ask students to 'test' each other. Put
them in AB pairs.
- Ask student A to mime or explain
the verbs from A in random order.
Student В should guess.
- Demonstrate this first.
- Put students in small groups and ask
them to discuss the questions in C.
- Conduct brief feedback.
- Tell students they are going to hear
a speech about why football is so
popular.
- Put them in pairs and ask them to
make a list of reasons for football's
popularity and a list of why some
people might not like it.
- Ask students to listen to the speech
and see if the speaker mentions the
same ideas.
- Play the recording.
- Check in pairs, then with the whole
group.
- Ask students to look at the audio
script on page 166 and tick [√] the
ideas they agree with, put a cross [x]
where they disagree and a question
mark [?] where they don't understand.
- Put students in pairs / threes to
discuss their responses to the speech.
- Conduct brief feedback.
 adjective
 Adjectives ending in -y  change y to i
and add -e).
 Use the most with three-syllable
adjectives or longer and with some two-
syllable adjectives.
 Use the... est with one-syllable adjectives
and some two-syllable ones.
 Use the... iest with short adjectives
ending in -y.
Answers
1. the tallest
2. the fittest
3. the cleverest
4. the most relaxed
5. the ugliest
6 the most exciting
5‟ PRONUNCIATION: /I/FOR WEAK
SOUNDS
Aim: To focus on III for weak sounds,
especially in the context of superlatives.
Tape script 5.3 and answers
1. These days, people are married on
average for eleven and a half years, but
the longest marriage lasted eighty years!
2. English must be one of the easiest
languages to learn.
3. We wanted to go there because they said
it's the nicest place to eat.
4. It's the prettiest village round here, so
there's often a shortage of places to stay.
20‟ READING
Aim: To read for gist and specific
information and use the target language in
context.
Answers (A)
- Elicit some of the things the speaker
said about football in Listening, e.g.
the most boring game I've ever seen,
Football may be the most popular
sport in the world.
- Try to elicit the examples in
Grammar, or read them out. Remind
students of the rules of comparatives
- Ask them to discuss the question in
A.
- Check with the whole group.
- Ask students to complete sentences
1-6 with the superlative form of the
adjective in brackets.
- Tell them not to worry about the
other gaps at this point. Check in
pairs then check with the whole
group.
- Ask students to complete the
sentences in В so that they are true
for them. Model what you want them
to say, as in the example.
- Put them in pairs to tell each other
about their examples.
- Monitor and correct where
necessary.
- Elicit the pronunciation of the
greatest and focus on /1st/.
- Read out the explanation and model
and drill.
- Ask students to look at sentences 1-
4 in exercise A and underline all the
 pato = a, f III sounds.
Keirin = b, e - Check in pairs then ask them to
Bossaball = c,d listen and check.
Answers (B) - Play the recording. Check with the
1. Keirin whole group. Then play the recording
2. Pato / Horseball again and ask students to repeat after
3. Bossaball each sentence.
4. Pato - Ask students to look at the pictures
5. Keirin and try to identify the sports. If they
Answers (C) can't, ask them what is happening in
a. pace b. outcome each picture.
с. spectator(s) d. aim - Ask them to read the texts quickly,
e. banned f. bet ignoring the words in bold, and match
each text with a picture.
- Check with the whole group.
- Ask students to read the texts again
and answer the questions in B.
- Check in pairs, and then check with
the whole group.
30‟ LISTENING - Ask students to look at the words in
Aim: To practice predicting, listening for bold and try to match them with the
specific information and taking notes. definitions in C.
- Ask students to check in the
Notes Vocabulary Builder on pp. 18-19
 productive = efficient at producing things before checking as a class.
or ideas - Ask students to listen again and fill
 concentration = giving your full attention in the gaps in the notes in C.
to something - Check in pairs then check with the
 opportunities = chances. whole group.
Answers (B) - Put students in small groups and ask
people can go out and enjoy their social lives them to discuss the questions in D.
more - Remind them to explain their
people feel happier and more creative choices.
Answers (C) - Conduct brief feedback.
1. 7pm - Lead in by miming taking a nap in
2. 10pm front of the students.
3. 2, 3 or 4 am - Ask them what you are doing and
 4. 20 minutes why they think you are doing it. Then
5. 1-3 pm ask them to read the dictionary
6. mood definition or read it out to them.
7. creativity - Put the students in pairs / threes and
8. suffering ask them to discuss the questions in
9. the benefits of napping A.
10. a special hi-tech room - Check students‟ understanding of
11. fold the words.
12. put it away - Ask them to listen to the recording
and tick the points in A that the
10‟ LANGUAGE PATTERNS speaker says are the actual results of
Aim: To draw students' attention to patterns napping.
with more and more. - Play the recording.
(textbook p.40) - Check in pairs, and then check with
the whole group.

- Ask students to listen again and fill

in the gaps in the notes in C.
- Check in pairs then check with the
whole group.
10‟ VOCABULARY - Put students in pairs or threes and
Aim: To raise students' awareness of how to ask them to discuss the questions in
build nouns from adjectives. E.
Notes: - Conduct brief feedback at the end.
tired  tiredness - Ask students to look at the
happy  happiness sentences in the box and notice the
(draw their attention to the similarities (repetition of the
fact we remove the -y and add -/' + ness) comparative adjective for dramatic
good  goodness. effect).
Answers - Ask students to translate these
1. a lazy 1. b laziness sentences into their own language.
2. a fitness 2. b fit - Ask students to work in pairs and
3. a weakness 3. b weak tell each other if the sentences were
4. a ill 4. b illness easy to translate and whether they
5. a mad 5. b madness were able to translate them word for
6. a homeless 6. b homelessness word.
7. a consciousness 7. b conscious - Elicit some nouns from the
 8. a aware 8. b awareness adjectives
- Read out the box.
- Ask students to complete the pairs
of sentences with either the noun or
the adjective from the words in the
box.
- Do the first example with them.
15‟ SPEAKING Check in pairs, then with the whole
Aim: To give fluency practice and round off group.
the unit. - Put students in pairs and ask them to
(textbook p. 41) think of two more nouns ending in -
ness, for example, sad sadness,
empty  emptiness. Then ask them to
join another pair, share their nouns
and write four pairs of sentences, as
in exercise A, to show how to use the
adjective and noun forms.
- Check with the whole group.
- Put students in small groups to
discuss the questions in C.
- Conduct brief feedback.
- Ask students to read the Fact File
and put an exclamation mark [!] next
to any facts that surprise them.
- Put students in pairs to compare
their ideas.
- Check understanding and what facts
surprised them as a class.
- Ask students to look at the questions
in С and check they understand the
words / phrases in bold. (They could
check in the Vocabulary Builder, or
with you, if they are not sure).
- Put students in small groups of four
or five to discuss the questions.
- Conduct brief feedback as a class.
 UNIT 6: HOME
Level: Pre-Intermediate Date:
Teaching points: Listening, Writing, Reading, Speaking Duration: 5 periods
A. Objectives
 At the end of the lesson, students are able to:
- explain where they are from;
- ask useful questions when staying with people;
- describe their hometown and area;
- ask for permission to do things;
- talk about how often you do things;
- focus on some grammar points: have to, don‟t have to, can, will, won‟t.
 Teaching aids: board, markers, pictures, textbook: Pre-Intermediate Outcomes
B. Procedure
Time Contents Teacher and students’ activities
5‟ SPEAKING
Aim: To lead in to the topic of home and give
fluency practice. - Ask students to think about
 Work in pairs. Discuss these questions how they would answer the questions
in A. Then put them in pairs / threes
20‟ LISTENING to discuss them.
Aim: To give practice in predicting and
listening for specific information and detail. - Tell students they are going to
 Before you listen, discuss with a partner hear three conversations about three
whether you have heard of them- and different places: Treviso, Muscat and
where you think they might. Port Isabel. Put them in pairs and ask
Answers: them what – if anything - they know
Treviso is in Italy, Muscat is in Oman, Port about these places, and where they
Isabel is in think they are. Do not conduct
Texas (US). feedback as they will hear the
answers to these in the next step.
 Listen and find out where each of the
places is. - Ask students to listen to the
Answers: conversations and note down where
Treviso: a small city in the north-east. It's each place is. Check in pairs then as a
about 40 kilometres from Venice. Old group.
buildings, and a river and a park. Benetton is
based there.
 Muscat: in the Middle East - on the Indian
Ocean, capital of the country, millions of
people, beautiful – sea and mountains.
Port Isabel: lovely climate and beach, near the
Mexican border.
 Listen again and take notes on anything
else you find out about the three places
 Work in pairs. Discuss these questions
30‟ DEVELOPING CONVERSATIONS:
EXPLAINING WHERE PLACES ARE
Aim: To give practice in describing places in
more detail.
 Decide which of the places on the map of is being described in each of the
Germany are described in sentences 1-8
Ex: It's a big port in the north-east; it's on and drill some of the key phrases
the coast; it's in the west; it borders France about location,
and Germany.
 Work in pairs. Cover 1-8 in exercise A.
use the map of Germany and take turns
starting conversations like this.
- Tell students to listen again and
write down anything else they find
out about the three places.
- Put students in pairs or threes
to discuss the questions in D.
Conduct brief feedback.
- Ask students to look at the map
of Germany and decide which place
sentences in A. Check in pairs then
check with the whole group. Model
- Put students in pairs and ask
them to practise having conversations
about where they are from. They
should cover the sentences in A and
use the map and imagine they are
from different places in Germany.
Tell them to have conversations as in
the example. Model and drill with a
strong student, then in open pairs,
before continuing in closed pairs.
Monitor and correct mistakes in
target language.
- Demonstrate to students how
we often mime drawing a map when
we explain where places are. Show
them, using the example in the box.
Then put them in small groups to

 Work in groups. Try to explain where
the countries and cities below are.
15‟ VOCABULARY: CITIES AND AREAS
Aim: To extend the topic and introduce more
vocabulary about places.
 Decide which word is the odd one out in
each of the groups 1-10 and explain your
decision.
Ex: student / study / desk /cinema.
Which word is the odd one out? Cinema.
Why?
Answers:
1. buildings - other words are about climate
2. a forest - others are about industry
3. dirty - others are about nature
4. churches - others are about transport
5. village - others are about city life
6. squares - others are about the countryside
7. desert - others are about the sea
8. modern - others are old
9. lovely - others are negative, about crimes
10. financial - others are about water
(Note bank might be tricky, but here it relates
to a river bank.)
practise explaining and 'drawing'
using the examples in C. Model with
a strong student first.
- Tell them to make up where the
places are if they aren't sure. Ask
them to check on the world map in
File 6 on page 157 at the end to see
how accurate they were.
- Ask students to look at the
groups of words in A and decide
which is the odd one out. Check they
understand 'odd one out'.
- The others are related to
school. Do the first example with
them. Check in pairs then with the
whole group.
- Put students in small groups
and ask them to pick four of the
descriptions in В and think of places
that fit each description. Ask them to
discuss what they know about the
places, whether they have been there,
etc.
- Ask students individually to
write descriptions of three places in
their country, using the phrases from
A. In a multilingual class, they could
write descriptions of places in the
country where they are studying.
Then put them in pairs and ask them
to read the descriptions and guess
their partner's places. Conduct brief
feedback.
- Tell students they are going to
practice conversations similar to the
one they heard in Listening. Ask them

 In groups, try to think of places that fit
these descriptions. Discuss what you know
about each place.
 Write three more descriptions of places
in your country using words from exercise
a. can your partner guest the places?
5‟ CONVERSATION PRACTICE
Aim: To give freer practice of the target
language.
 Either choose a country from the world
map on page 157 or think about where you
really from. Then decide how to answer
these questions.
 Have conversations with other students
to find out where they are from and what
it’s like.
5‟ SPEAKING
Aim: To give fluency practice and lead in to
Listening.
 Work in groups. Discuss these questions.
30‟ LISTENING
Aim: To give practice in listening for gist,
specific information and detail.
 Listen and decide what kind of place
he’s living.
Answer:
Room in student accommodation / university
hall of residence, like the third picture.
 Listen again and take notes on the good/
to choose a country from the world
map on page 157, or think about
where they are really from, and to
look at the questions in A and prepare
to answer them.
- Put students in small groups
and get them to take turns asking and
answering the questions in A.
Conduct brief feedback by asking
students to tell you something they
learnt about their partner(s).
- Ask students to think about
how they would answer the questions
in A. Then put them in small groups
to discuss their answers. Conduct
brief feedback.
- Tell students they are going to
hear a Chinese man, Guo, talking
about leaving home. Ask them to
listen and decide what kind of place
he's living in.
- Ask students to listen again and
make notes on the good and bad
things about where Guo lives. Check
in pairs then check with the whole
group.
- Ask students to complete the
sentences in С from what they
remember. Then tell them to look at
the audioscript on page 167 to check
their answers.
 bad thing Guo mentions about the place - Ask students to look at the
he’s living in. Compare what you heard sentences in the box and notice the
with a partner. similarities. Ask students to translate
Answers: these sentences into their own
Good: freedom, nice place, own room language.
Bad: has to do everything himself, e.g. - Ask students to cover the
housework, share bathroom and kitchen, English translations and translate the
sometimes noisy sentences back into English using
 Can you complete these sentences that their translations. Then ask them to
Guo said? Compare your ideas with the compare their translations in pairs
audio script on page 167. against the book.
Answers
1. have to 2. have to
3. can 4. can 5. don't have to
5‟ LANGUAGE PATTERNS
Aim: To draw students' attention to patterns - Write the examples on the
with whenever, wherever, whoever, etc. board and use them to highlight form
and meaning. Check especially that
students understand the difference
between don't have to and mustn't.
Read out the box or ask students to
25‟ GRAMMAR: HAVE TO, DON'T HAVE read it.
TO, CAN - Ask students to look at the
Aim: To introduce modals of obligation and sentences in A and complete them
permission. using the correct form of have to,
- don't have to = it isn't necessary, don't have to or can / can't. Do the
- mustn't =you can't do it. first example with them. Put them in
pairs to check their answers, then
check with the whole group. Direct
them to the grammar reference on
 Complete the sentences with the correct page 145 if they still seem unsure.
form of have to, don’t have to, or can.
Answers:
1. can - Read out the pronunciation
2. have to box, highlighting the weak forms.
3. don't have to Then get students to say the sentences
4. can in A again, paying attention to the
 5. doesn't have to
6. don't have to
7. have to
8. can
9. have to
 Listen and repeat the sentences from
exercise A.
1. We can walk there in ten minutes.
2. Do you have to pay extra for the bills?
3. I don't have to pay my parents rent.
4. Friends can stay at my house if they want
to.
5. She doesn't have to do any housework at
all!
6. You don't have to cook for everyone in the
flat.
7. I have to help with all the cooking and
cleaning.
8. I can talk to her about anything.
9. They have to find a bigger place.
 Make a list of good thing and bad things
about where you live. Use “have to, don’t
have to and can.”
 Compare your ideas in groups.
25‟ READING
Aim: To give practice in predicting, reading
for detail and responding to text.
 What advice do you think the writer
might give about following subjects?
Answers:
Money: a budget, a healthy bank balance -
it's important to budget
Food: frozen meals, your weight -you should
eat healthily and learn to cook
Housework: iron your clothes, tools - learn
weak forms. Play the recording and
ask them to repeat after each
sentence.
- Ask students to make a list of
good and bad things about where they
live.
- Put students in small groups to
compare their ideas. Ask them to
decide who has the best life in each
group and why, and to tell each other
if anyone they know has a better life
and to explain why using has to /
doesn't have to/can. Conduct brief
feedback.
- Tell students they are going to
read an article about things you
should know before you leave home.
Put them in pairs / threes and ask
them to imagine what advice the
writer might give about the items in
A.
- Ask students to look at the
phrases in В and decide which item in
A each one connects to.
- Ask them to read the article to
check their predictions and find out
what the writer says about each thing.
Check in pairs then as a group.
 how to use basic tools
Flat-sharing: a pint of milk, argue - don't
share with your best friends - Put students in pairs or threes
Loneliness: fill your time, your own and ask them to discuss the questions
company learn to appreciate being on your in D. Conduct brief feedback.
own
 Which of the five subjects above do you
think each of the words below is connected - Ask students to look at the
to? Why? sentences in A and complete each one
 Read the article and find out which with the correct word from the box.
subjects the words connect to. What does Check in pairs then as a group.
the writer say about each thing?
 Work in pairs. Discuss these questions.
15‟ VOCABULARY: STAYING WITH
PEOPLE
Aim: To introduce vocabulary associated
with staying at someone's house. - Check guest = person staying
 Complete the sentences with the verbs in in someone else's home, host / hostess
the box. = person inviting them to their home.
Answers: Ask students to read through the
1. take off sentences in A again, and in pairs to
2. borrow discuss which of the sentences are
3. sit said by the guest and which by the
4. leave host. Check with the whole group.
5. hang
6. lend
7. lock - Put students in pairs and ask
8. show them to think of two more things the
9. use guest might say, and two more things
10. help the host might say. Check with the
 Which five sentences above do you think whole group.
the guest says-and which five does the host - Ask students to think about
say? Compare your ideas in pairs. how they would answer the questions
Answers: in A. Put students in small groups to
Guest: 1, 2, 3,6,9 discuss their ideas. Conduct brief
Host: 4, 5, 7,8,10 feedback.
Suggested answers:
 Guest = Could you lend me a towel, please?
Could you show me how to use the shower,
please?
Host = Would you like a drink? Could you
leave your shoes at the door, please?
 Work with your partner.
5‟ SPEAKING
Aim: To give fluency practice.
 Work in groups. Discuss these questions.
- Tell students they are going to
hear a student from Uzbekistan
arriving at his host family's in
London. Ask them to take notes on
what they learn about the host family
and the house rules. Play the
recording. Check in pairs, then as a
group.

10‟ LISTENING - Ask students to look at the

Aim: To give practice in listening for specific statements in В and decide if they are
information and detail, and note-taking. true or false. Then play the recording
 Listen and take notes on what you learn again for them to check. Check in
about the host family and the house rules. pairs then as a group. Ask students to
Answers: correct the false sentences.
Family: Isabel and Oliver, vegetarian
House rules: own key, no overnight guests,
breakfast from 7-8 am, lock the front door at
night, no smoking in room
 Listen again and decide if 1-10 are true
or false
Answers:
1. F = Oliver takes his coat. - Put students in pairs or threes
2. F = He asks for some water. to discuss the questions in C. Conduct
3. F = His host family find the present a bit brief feedback.
strange.
4. T
5. F = He can come home when he likes.
6. T
7. T
8. T
9. F = The host father will show him how to
get to the school. - Read out the box, checking
 10. T
 Work in pairs. Discuss these questions.
5‟ DEVELOPING CONVERSATIONS:
ASKING FOR PERMISSION
Aim: To give practice in ways of asking for
permission and responding appropriately.
 Match the questions 1-6 to the responses with the whole group. Model and drill
a-f
1. Do you mind if I open the window?
a. No, of course not. It is quite hot, isn't it?
2. Do you mind if I use your computer?
c. No, of course not. One minute. I'll just log
off.
3. Do you mind if I borrow your phone for a
minute?
f. Well, actually, I'd rather you didn't. I don't Monitor and correct where necessary.
have much credit.
4. Is it OK if I leave class early today?
e. Yes, of course. Just make sure you
remember to do your homework.
5. Is it OK if I close the window?
d. Yes, of course. It is quite cold, isn't it?
6. Is it OK if I stay a few more days?
b. Well, actually, I'd rather you didn't. My
mother is visiting tomorrow, you see.
 Listen to check your answers. Then
practice asking and responding to the
questions in exercise A with a partner.
 Work in pairs.
understanding as you read. Elicit
more examples by getting students to
ask permission to do things in open
pairs and respond appropriately.
- Ask students to look at
sentences 1-6 in A and match them
with the correct response a-f. Then
ask students to listen to check their
answers. Play the recording. Check
a few examples, especially for polite
intonation.
- Put students in pairs and ask
them to practise asking and
answering the questions in A.
- Still in pairs, ask students to
write three new questions people
might ask when staying in someone's
house. Tell them to use, Do you mind
if I... / Is it ok if... ? Check as a group.
- Read out the examples in the
box, checking as you read. Elicit
more examples of each use of will /
won't from students by miming,
- Ask students to look at the
sentences in A and to complete them
using 'II / won't + a suitable verb.
Check in pairs, then as a group.
15‟ GRAMMAR WILL /WON'T Direct students to the grammar
Aim: To introduce will / won't + verb to talk reference on page 145 if they still
about spontaneous decisions, to make offers seem unsure.
or promises and to give immediate responses.
Ex: I'll open the door for you. I won't drop it.
- Put students in pairs and ask
 Complete the sentences with ’ll/won/t them to practice conversations, using
and suitable verb, the sentences in В as starters and
Answers: giving a suitable response using I'll...
1. 'll probably just stay + If you want /like.
2. 'll lend - Ask students in the same pairs
3. 'll call / phone to have three-line conversations,
4. 'll bring based on their ideas in Step 3 and the
5. 'll just go sentences in B.
6. 'll show 06 HOME
7. won't be - Draw students' attention to the
8. won't tell weak form of 'II. Model and drill a
 Work in pairs. Decide what to say in few examples from their
response to each of the sentences below. conversations in Step 4. Ask them to
Use I’ll + if you like/want. listen to the recording and repeat the
6B see Teacher's notes p. 122. sentences. Play the recording.

 With the same partner, have three-line

conversation using your ideas and the
sentences in exercise B. (optional)

 Listen and repeat the sentence you hear

Answer: - Tell students they are going to
1. I'll call you later. role-play similar conversations to the
2. I'll see you tomorrow. one they heard in Listening. Put them
3. I'll help you with that. in pairs and ask them to list five
4. I'll go and get some. things the host mother / father should
5. We'll be there at 6. say to the student about the house
6. She'll email you. rules, the area and the town / city.
7. He'll bring it with him on Monday. Ask students to choose their roles.
8. They'll probably forget. The foreign student should ask three
 questions from “Developing
conversations” exercise C, and both
10‟ SPEAKING should look at the audioscript on page
Aim: To give fluency practice and round off 168 for ideas and useful expressions.
the unit. - When ready, students role-play
the conversation. When finished, they
swap roles and start again. Monitor
and note down errors in target
language for a correction slot at the
end.