PAUL SELIGSON

CAMILA ABREU English

1
TEACHER’S BOOK
T

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58 St Aldates
Oxford
OX1 1ST
United Kingdom
Printed in Mexico
ISBN: 978-607-06-0775-2
First edition: April 2013
© Richmond Publishing / Santillana Educación S.L.
Publisher: Paul Berry
Editorial Manager: Sandra Possas
Content Development: Paul Seligson
Project Manager: Eduardo Trindade
Editor: Cristina Cesar
Assistant Editors: Nathália Horvath, Sandra Romani
Art Coordinator: Christiane Borin
Art Editor: Fabiane Eugenio
Project and Cover Design: Raquel Buim
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Risther, Thais Giammarco, Vivian Cristina de Souza
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English ID TCH 21x29.3 Int.indd 22
All rights reserved. No part of this book may be reproduced, stored in a
retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without prior
permission in writing from the Publisher.
Richmond publications may contain links to third party websites. We
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be used with our materials. Teachers and students are advised to exercise
discretion when accessing the links.
© Santillana Educación, S.L. 2013
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Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, México, D.F.
We would like to thank the following reviewers for their valuable feedback, which
has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros de Souza, Brian
Lawrence Kilkenny, Clara Haddad, Denise Almeida, Deyvis Sánchez, Diva Maria
Abalada Ghetti, Elisa Borges, Elisabeth Blom, Frank Lício Couto, Henrick Oprea,
Isabela de Freitas Villas Boas, José David Ramos Solano, José Olavo Amorin,
Juliana Tavares, Kathleen M. Johnson Scholl, Kátia Andréa da Silva Falcomer,
Lilian Leventhal, Louise Potter, Luzia Colferai Araujo, Lycia Lourenço Lacerda,
Maria Cecília Pérez Gamboa, Maria Luiza Guimarães Carmo, Maria Rute Leal, Mauro
Vieira, Pamela Vittorio, René F. Valdívia, Ronaldo Mangueira Lima Junior, Silvana
Sanini, Sueli Monteiro, Suzy Teixeira de Almeida, Thais Musa.
Paul Seligson would like to express his incalculable gratitude to all his 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.
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 Contents

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

44

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

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

ID Café ..................................................................................................................................................................... 162

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 ID Language Map
Question Syllabus Vocabulary Grammar Audio / Video / Pron.
³ Are you American? ³ Countries & nationalities ³ Verb Be – Present
1 1.1 ³ Subject Pronouns – I, you, he, she, it

³
Are you an excellent actor? ³
Adjectives (opinion) ³
A / an ³
The Alphabet
1.2 ³
The alphabet ³
Position of adjectives
³
Numbers 11-100
³
How do you spell your last name? ³
Personal objects ³
Verb Be – Wh questions ³ First name / last name
1.3 (singular & plural) ³ Demonstrative Pronouns ³ Making a hotel reservation
³ Are these your glasses? ³
Colors ³
Possessive Adjectives
1.4 ³
Adjectives (opposites)
³
More adjectives
³
What’s your full name? ³
ID Café 1 – An Excellent Reunion
1.5 ³ How are you? ³
Greetings
³
When do you get up? ³
Go (to) + places in town ³
At / on (time) ³
Numbers / Flight times
2 2.1 ³
Days of the week
³
What do you do in the mornings? ³
Morning routine ³
Present Simple
2.2 ³ Time phrases

³
Do you use your cell phone a lot? ³ Family members
³
Cell phone uses
2.3

³
Who do you live with? ³
Who, Where, What ³ Present Simple ³ Question intonation / Silent E
2.4 ³ Talking about some photos
³
How old are you? ³
How old...? How often...? ³
Frequency Adverbs
2.5 ³
How do you celebrate your birthday? ³
Birthday activities ³
ID Café 2 – The Critic

Review 1 – p. 26
³
What’s the weather like? ³ Weather & temperature ³ It’s raining vs. It’s rainy ³
Weather report
3 3.1
³ Are you busy at the moment? ³
Months & seasons ³
Present Continuous
3.2 ³
Daily actions

³ What are you doing? ³ Everyday activities ³ Present Simple vs. Present Continuous ³
Ad
3.3 ³
Occupations

³
What are you doing tomorrow night? ³
Weather ³
Present Continuous for future
3.4 ³
Future time phrases
³
Why are you learning English? ³
Need / want / have to ³
Obligation
³
Prepositions to, for
3.5
³
Are you thirsty? ³ Adjectives (feelings) ³ Informal English ³ ID Café 3 – Storm Tracker

³ Do you like tennis? ³ Sports

4 4.1
³
Can you drive a tractor? ³
Abilities ³
Can / Short Answers ³
Job interview
4.2
³
What are you wearing? ³ Clothes & accessories ³ Can ³ Obama’s speech
4.3
³ Is your closet organized? ³ More clothes & accessories ³ Possessive Pronouns ³
An interview
4.4
³
Do you like salons? ³
Spa facilities
4.5
³
What shoe size are you? ³ Clothes sizes ³ Punctuation ³ ID Café 4 – Whose Action Hero?
Review 2 – p. 48
³
Is there a mall on your street? ³
Public places ³
There + Be (Present)
5 5.1
³ Do you like watching TV? ³ Free time activities ³ Love / like / not mind / hate + verb + -ing
5.2 ³
Adjectives (describing places) ³
Too / either vs. also
³
What do you like doing on vacation? ³
Household chores ³
Sentence stress
5.3 ³
Vacation / free time activities ³
Ad for a show
³
Do you have a cat? ³
Types of vacation ³
Imperatives ³
Phone message
5.4 ³ Instructions ³ Object Pronouns
³
What’s a staycation? ³ Word formation
5.5
³
Do you live near here? ³ ID Café 5 – Miss GPS

Review 3 – p. 60

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

 Speaking & Skills Reading / Writing Common Mistakes Box R Box & World of English
³ Introducing yourself & greetings ³ Verb Be – word order to form ³ Suffixes for nationalities
³ Asking & answering about nationalities
questions
³
Giving opinions ³
Word order – Adjectives ³
A / an
³
The most common letters in English

³
Spelling your name ³
This vs. these
³ Asking for & giving personal information
³
Talking about possessions ³
Your vs. Her vs. His
³
Describing an object

³
Completing a form ³ Personal information: form
³
Meeting people & social interaction
³ Describing routine ³
Prepositions ³
On / at
³
Telling the time
³
Talking about morning routine ³
The World Sleeps: fact box ³
3rd person S ³
Then = After that
³ Sleeping habits

³ Talking about how people use cell ³ How do your friends and ³ False cognates ³ Syllable stress
phones relatives use their cell phones?:
magazine
³
Writing p. 148
³
Talking about family members ³ An Informal Profile ³
Auxiliary verbs – Do / Does ³
Question intonation / Silent E

³
Processing personal information ³
Ginny Lomond: interview ³
Saying the age
³
Expressions for celebrating ³
Prepositions

Review 1 – p. 26
³ Talking about the weather ³ Talk about the weather ³ Special letters: S & Y
³
It’s raining now vs. It's usually rainy
³
Talking about seasons & months ³
Four seasons or two? ³
Subject + verb Be / months ³
Phone phrases
³
Describing what’s happening Encyclopedia (Capital letter)
³ Present Continuous

³ Asking & answering about occupation ³ Questions for occupations

³
Contrasting what people are doing to
what they usually do
³
Talking about future arrangements ³
Storm Chasers: TV guide ³
Present Continuous for future
³
Prepositions
³
Analyzing your English ³
Why are you learning English? ³
Prepositions
³
A Language Profile
³ Making offers ³ Writing p. 149 ³ Prepositions
³
Making offers
³ Talking about sports / the Olympics ³ Definite article ³ Pronunciation of the
³
American English vs. British English
³
Talking about abilities ³
Ten Keys to Success: website ³
Sequence of adverbs ³
More abilities
³
Suffixes -tion / -sion
³ Talking about other people’s abilities ³ Clothes (wear / countability) ³ Some words have more than one
³
Describing what people are wearing meaning – Can
³ Talking about how people organize / share ³ Is it impossible for two people to ³ Possessive Whose ³ Same sounds vs. Different meanings
their closets share closet space? ³
Mine / Whose
³
Reading for details ³ All Yours!: ad ³
Suffixes -ist / -ique
³ Shopping for clothes ³ Sizes of clothes
Review 2 – p. 48
³
Talking about public facilities ³
A City Brochure ³
Bookstore vs. library ³
Cognates – easy words to be recognized
³
There be vs. have ³
Similar grammar items – ex, superlative
³ Describing a neighborhood / town ³ Come to Markville!: brochure ³ Like / hate / not mind / + verb
³
Talking about free-time activities ³
Writing p. 150 + -ing
³
Saying what you like doing ³
Different uses of like
³
Comparing free time activities tastes
³
Leaving a message for a house-sitter ³
Yoga Rica! & Oceans of Peace!: ³
Enjoy + verb + ing
³ Expressing preferences about vacations tourist brochure ³ Object pronouns: him / her
³ Understanding instructions ³ Vacations for less!: information ³ New words in English
leaflet
³ Asking for / giving directions ³ Embedded questions ³ Use mime and gesture to express yourself

Review 3 – p. 60

English ID TCH 21x29.3 Int.indd 5 4/10/13 9:58 AM

 ID Language Map
Question Syllabus Vocabulary Grammar Audio / Video / Pron.
³
Do you live in an apartment? ³
Rooms in a house ³
There + Be (Past)
6 6.1 ³ Furniture
³ Where were you last night? ³ Party items ³ Verb Be (Past)
6.2 ³
Past time expressions ³
Recycle past forms of Be
³
How was your last New Year’s Eve? ³
Celebrations ³
Prepositions of place
6.3 ³ Saying years
³
Were there trams in your city? ³
Recycle places in town ³
Prepositions of place ³
Description of a house
6.4 ³
There Be (Present vs. Past)
³
Do you enjoy the Oscars? ³
Special events
6.5
³ How about a BBQ on Sunday? ³
Types of parties ³
ID Café 6 – House Rules
Review 4 – p. 72
³
When did you start school? ³ Biography ³ Past Simple regular
7 7.1

³ What did you do last weekend? ³

Recycle saying years ³
Past Simple irregular ³
An interview about a bad travel
7.2 experience

³
Where did you go last vacation? ³
Dates & ordinal numbers ³
Past Simple ³
Elision did_you
7.3 ³
Prepositions
³ When do you listen to music? ³
Recycle routine verbs ³ Subject vs. Object Questions ³
What rapper Jay-Z did yesterday
7.4 ³
Sounding impressed
³
Music
³
Can I use your phone? ³
Phone phrases
7.5 ³
Could you help me, please? ³
Can / Could ³
ID Café 7 – The Favor
³ Will (unplanned responses)
³
What do you have in your fridge? ³ Food & drink ³ A couple talking about what they have
8.1
8 in their fridge
³
Are you on a diet at the moment? ³
Portions of food ³
Countable vs. Uncountable
8.2 Nouns
³
Quantifiers (some / any)
³ How often do you eat chocolate? ³ Nutrition facts ³ Quantifiers “a lot of ”, “a few” ³
A dialog about nutritional values
8.3 ³
Large numbers & “a little”.

³
How much meat do you eat? ³ Recycle nutrition facts ³ How much vs. How many ³ How much do you know about what you
8.4 ³
Recycle Quantifiers eat?
³ Are you hungry? ³
Alliteration ³
Make vs. Do
8.5
³
What would you like for lunch? ³ I like vs. I’d like ³ ID Café 8 – Party Planners
Review 5 – p. 94
³
How did you get here today? ³
Means of transportation ³
How do / did you get to…? ³ Occupations
9 9.1 ³ What do you do? / Jobs ³ Suffixes for jobs

³ What’s your occupation? ³

More jobs ³
Wh questions about jobs ³
An unusual commute
9.2

³ Where are you going to be in 2022? ³

Future plans ³
(Be) Going to ³
A couple talking about their future
9.3
³
What are you going to do next year? ³
Life changes ³
Going to vs. Present ³
Four phone messages
9.4 Continuous for plans
³
Would you like to be a nurse? ³
Jobs of the future ³
Comparatives

9.5
³
Do you mind if I borrow your pen? ³ Borrow / lend ³ ID Café 9 – The Sky’s the Limit
³
Do you look like your mom? ³
The body & face ³
Irregular plural forms ³
Science class about body parts
10 10.1 ³ Adjectives (appearance) ³ What does he look like? ³ A TV assistant talking about body parts
³ Description of a suspect

³
Are you like your dad? ³
People’s descriptions ³
Comparatives ³ Description of twin sisters
10.2 ³ Adjectives (character)
³
What’s the prettiest city you know? ³
Personality adjectives ³
Superlatives ³ Which type are you?
10.3
³
What’s the best place in the world? ³ Geographical features ³ Recycle Comparatives & ³
Comparatives & Superlatives
Superlatives
10.4

³
What’s your blood type? ³ More parts of the body
10.5
³ Is your English better than a year ago? ³
Adjectives ³
ID Café 10 – Geminis
Review 6 – p. 116

English ID TCH 21x29.3 Int.indd 6 4/10/13 9:58 AM

 Speaking & Skills Reading / Writing Common Mistakes Box R Box & World of English
³
Talking about rooms & furniture in a house ³
Tiny houses ³
There + Be (Past) ³
I’ve got = I have

³ Describing a party you went to ³ Word order – verb Be ³ Talk about past times
³
Interviewing a partner about their past
³
Talking about a memorable party ³
The millennium ³
Saying years as numbers
³
Describing positions of objects celebration: website ³
Prepositions
³
Comparing your town back then & now ³
Lasso Lake—Back Then ³
Past Simple – time expressions ³
Use of one: to avoid unnecessary repetition
and Now! blog
³
Predicting from context ³ Dream tickets: report
³
Making invitations ³
Invitations ³
Going vs. to go
Review 4 – p. 72
³ Talking about past events ³ “I told you I was trouble”: ³ Past Simple – Be born ³ Silent vowels
biography ³
Prepositions
³ Definite article

³
Telling a famous musician’s bio ³
A bad travel experience? ³
Past Simple – Be born ³
Irregular verbs – Simple Past
Not really!: interview ³
Past Simple – Negative
³
Prepositions
³
Asking & answering about your last vacation ³
A Biography ³
Past Simple – go ³
How to say dates
³
Saying when people were born ³
Writing p. 151 ³
Ordinal numbers
³ Talking about past routine ³ Past Simple
³
Asking & answering about cultural facts

³
Understanding & telling a story
³
Asking for favors ³
Could + verb ³
Can / could
³ Do vs. Make ³ Will + verb
³ Talking about what you have in your fridge ³ The schwa sound /Ǩ/
³
American vs. British pronunciation: letters T & R
³
Talking about portions of food ³
Countable vs. Uncountable ³
Countable and Uncountable
³
Talking about your own diet ³
Quantifiers ³
Use of some and any

³ Saying large numbers ³ A little chocolate goes a ³ Numbers ³ A little / a few / a lot of
³
Talking about your attitude to food long way: blog ³
A little vs. A few
³ How to say numbers in English

³ Asking & answering about quantities ³ Use of how much / how many with
³
Talking about eating habits & lifestyle uncountable nouns
³
Scanning a menu ³
Top Toppings: menu ³
Alliteration
³
Make vs. Do
³ Ordering food ³ Order food in a restaurant
Review 5 – p. 94
³
Talking about how you get to places ³
Prepositions ³
Verb get
³ Talking about your occupation ³ Jobs ³ I came back vs. I went back
³ Indefinite article ³ Suffixes for professions

³
Talking about unusual habits / ways to ³
An unusual commute: ³
Make / Earn money ³
Different measures
commute to work magazine ³
Indefinite article
³ Talk about jobs / occupations ³ Preposition

³
Talking about future plans / predictions ³
The Future?: website ³
(Be) Going to ³
Gonna = going to
³ Gonna + verb
³
Talking about plans & intentions ³
Alex James’ Blog ³
Present Continuous for future arrangements
³
Talking about New Year’s resolutions ³
A Blog Reply
³
Looking for connections ³
The best jobs for the future: ³
Irregular comparatives
article
³
Writing p. 152
³ Asking for permission ³ Borrow vs. Lend
³
Talking about parts of the body & face ³
Appearance: Look like vs. Verb Be ³
Irregular plural of body parts
³ Describing people’s appearance

³
Expressing opinion about an athlete ³
An extraordinary athlete: ³
Comparatives ³
Two uses of so
³ Comparing appearance & personality article
³
Describing personality & places ³
Which type are you?: ³
Superlatives
website
³ Talking about the wonders of nature ³ The new seven wonders ³ Word stress
³ Talking about travel ambitions of nature: website
³ A Holiday Message

³ Writing p. 153

³ Understanding facts
³
Making choices ³
More adjectives
Review 6 – p. 116

English ID TCH 21x29.3 Int.indd 7 4/10/13 9:58 AM

 Introduction
is Richmond’s new four-level general American
English course for young adults. With an amazing
design, lots of interesting topics and opportunities for
personalization in all four levels, English will make your
students progress faster and be able to express their own
identity in English.
What do Young Adults Most Expect from an
English Course?
You might want to note down your own answers before
you read on.
Our research suggests that, above all, learners expect:
➤ to become fluent listeners and speakers as fast as
possible;
➤ confidence building, quick results and a strong sense
of progress;
➤ contemporary, interesting content, i.e. real life, adult
relevance with lots and lots of personalization;
➤ overt teaching of grammar and vocabulary, a systematic
approach to pronunciation, plenty of skills practice, and
useful study tips;
➤
an appropriate, adult teaching style combined with
very strong self-study elements including autonomous
learning tools to speed up their learning;
➤ value—both for the time they invest and the money
they spend.
You will find all of these in , and much more.
So… Welcome to English ! for memorization, making learning much more likely.
The Language Friendly Course
Over four-levels, takes young adult and adult learners
from Beginner (CEFR A1) to Intermediate (CEFR B1) levels
through rich contexts, careful selection and presentation
of useful new language, informative language tips,
insights, step-by-step rules, practice and, above all,
massive personalization to help students build their own
identity in English—with lots of laughter throughout!
Hence the title English .
Students are guided to express their own ideas and
personalities, and learn to be themselves in the
new language.
Methodology
English is in every sense a communicative course,
teaching learners to speak as fast as they can and focusing
on both fluency and accuracy. See, for example, the large
number of speech bubbles and the Common Mistakes (with
anticipated errors that should be avoided) presented in
each lesson.
Learners need to be given opportunities to express their
own ideas and opinions in comprehensible English as often
as possible. progressively adapts as the series evolves to
reflect the best learning practices at each of the learner’s
advancing levels. Initially, English Starter relies on lots
of short question and answer exchanges supported by lots
8
English ID TCH 21x29.3 Int.indd 8
of drilling in the Students’ Book, to be done in class. Then,
at Elementary and Pre-Intermediate levels, such drills
become more discretionary, moving into both Workbook
and Teachers’ Book.
The same goes for the lexis—where the initial simple
matching vocabulary to pictures becomes more abstract
and contextualized—and grammar, where spoon-feeding
is reduced as learners’ confidence and foreign language
learning experience grow.
English provides the tools to allow you, the teacher, to
incorporate your own pedagogical identity into the course,
as well as emphasize what you think will be more relevant
for your learners.
Flexi-Lessons
English has a unique flexi-lesson structure because
one lesson is never enough to practice and consolidate all
of its content. gives students more opportunities than
most books to revisit, consolidate or extend what they first
learned in the previous lessons.
Rather than using a strict “Present / Practice / Personalize”
lesson format, which can be very artificial and restrictive,
students are often exposed to grammar in one lesson but only
taught or drilled in “formal rules” in the next one. Noticing
grammar is sometimes done in the audio script too, not just
the lesson itself. Frequently, there is something extra related to
the topic of the previous lesson in the next one.
Why? Because learning is not linear, it’s circular and
repetitive. Constant and consistent recycling is essential
regularly builds bridges between lessons rather than
packaging lessons in “artificially tidy” units just to fit a
notional design. Besides, every lesson / institution / teacher is
different, with its own identity. A lesson structure where there
is little or no connection between lessons is unlikely to foster
efficient, let alone optimum learning—hence our flexi-lessons.
An additional advantage is that students who missed a class
can have the lesson explained to them by those who were
there, providing an instant, highly authentic information
gap activity.
Our flexi-lessons also have multiple entry points for you to
choose from. You can begin with:
➤ the lesson title question, to see what students can come
up with;
➤ the suggested warm-up activity in the Teacher’s Book;
➤ the Song line: hum it, play it, elicit it;
➤ Common Mistakes , to highlight what to avoid right from the
start and to maximize opportunities to get things right
throughout the class;
➤ World of English , to provide a more interesting overview
and / or insights into the lesson;
➤ 5 box or the Grammar at the back, which also include some
exercises for students to have some extra practice (the key
to the Grammar is available on the portal);
➤ the books-closed presentation (either of main lexis
or grammar).
4/10/13 9:58 AM
 Or, of course, you can go straight into the first exercise.
Take a look at the colorful detailed presentation of the
main features of English on p. 17-24.
Key Concepts
The three friendlies: language friendly, learner friendly
and teacher friendly.
Language Friendly
English is not just another international series. It’s
a “language-friendly series”, which embraces students’
existing language knowledge and background, to help
them better understand how English works.
For example, word forms and grammatical concepts are all
familiar to young adult students, and helps them to see
how much and how quickly they can speak by transferring
these patterns into English, and also how to avoid all the
obvious traps.
Learner Friendly
respects learners’ need to be spoken to as adults, so
students learn to speak as fast and reasonably as possible.
It also:
➤ supports students, helping them avoid obvious errors in
form, word order and pronunciation;
➤ uses cognates and familiar language concepts to enrich
texts and add depth and authenticity to language exercises;
➤ motivates students, as they discover they can recognize
a lot of English, even as beginners, which they already
have “inside themselves”;
➤ offers a vast range of activities, resources and recycling
to ensure students have enough practice to finally learn
to speak English.
helps students to negotiate and build their own “new
identity” in English.
Teacher Friendly
respects each teacher’s need to teach as they want to.
Some wish to teach off the page with little preparation,
others dip in and out, while others largely follow the
Teacher’s Book. All these options have been built into
from the start.
The flexi-lesson structure helps teachers to individualize,
personalize and vary classes and also focus on what is
important for them.
It also helps students in monolingual classes to stay in
English. Without ever forcing first language (L1) in class,
shows what is common / different between students’
L1 and English, and helps them more quickly avoid the
Common Mistakes that a learner from their L1 background
would typically make.
The Teacher’s Book has a teaching-friendly visual code too,
providing a straightforward “quick route” or a substantially
longer one. Everything that is “essential” is clearly
separated from all the “optional” extras, which can be read
between lines, as you can see in the example below.
Tip For any listen and read activity, get students to shadow
the text, i.e., mouthing and quietly saying the words to
themselves to connect with and “feel” the pronunciation.
Advantaging Monolingual Classes
Globally, most classes are monolingual, which was how
was conceived—to facilitate monolingual classroom
learning. The frequent lack of opportunity to speak English
English ID TCH 21x29.3 Int.indd 9
locally means teachers need to maximize fluency practice,
getting the students to use the language as much as
possible in class.
In monolingual classes, learners share both the same
L1 and most aspects of a culture, which a teacher can
exploit. They share similar advantages / difficulties with
English too, which should be a unifying “strength” for
anticipating problems and errors. Accelerating through
what is easier for learners and spending more time on
what is difficult “sharpens” classes to maximize the
learning potential.
Yet, rather than using these “strengths” to enable more
focused, localized pedagogy, they are often treated as
weaknesses. Most English courses avoid a lot of common
yet tricky words, phrases, notions and structures, simply
because they are difficult to explain to students whose
language background is not the same. To our mind,
that impoverishes a student’s learning diet, reduces
opportunities to expand vocabulary quickly and can
actually slow down learning.
Adults need a radically different approach from children,
whose mother tongue is not yet established, and who learn
like sponges, absorbing all the English you throw at them.
Teens’ and adults’ minds are different: they cannot help
but translate—mentally at least—and immediately resort
to the mother tongue when they cannot find the words
to express their thoughts in English. Rather than running
against nature, avoids this trap by gently embracing
similar items when appropriate, but without ever forcing
active use of L1, leaving that option up to you.
Paraphrasing Ur (2011), “teachers should choose procedures
that lead to best learning by whichever students they’re
teaching” (extracted from Vocabulary Activities, Penny Ur,
Cambridge University Press, 2011). We believe ’s formula
can really help native speakers of Spanish and Portuguese
learn both more comfortably and more efficiently.
embraces students’ linguistic strengths. It helps
students to use what they know and helps you, the
teacher, to foresee these automatic transfers and focus
appropriately on them. With students can easily enjoy
what is easy and, at the same time, the more complex
issues can be made clearer for them.
Tip Especially with lower levels, prioritize, teach and, if
possible, display on your classroom walls words / phrases
students need to speak and interact in English together from
the start. This increases their expectation to actually do so.
The Right Level of Challenge
treats adults with respect throughout, with the
appropriate degree of challenge. Three examples:
1. A question syllabus
Every lesson begins with a question as the title. This
provides one of the task-based elements of . Students are
set a challenge—in the form of a question—at the start of
class, then, they learn to accomplish it by the end. This
gives a constant sense of achievement, crucial to building
and keeping confidence.
There are 60 questions in all, on audio and reviewed in the
last exercise of each of the Review lessons. These questions
can also form the basis for the oral test at the end of the
course. Tell students that if they learn to ask and answer
9
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 the 60 questions well—all of which they can see at a glance
in the language map on p. 4-7—they will have completed
the level successfully. You can also use the question
column in this map as the basis of a diagnostic test to
determine where to place new students.
2. A balanced approach to grammar
offers very rich grammar input, blending traditional and
newer approaches, not just the usual elicitation, charts
and rules. It combines an innovative blend of:
➤ inductive grammar, with students discovering patterns
and completing rules for themselves in and around the
lesson-page grammar boxes;
➤ deductive grammar through interesting facts about
language in the World of English boxes;
➤ regular reminders of key rules through the 5 box;
➤ a discrete degree of contrastive grammar analysis, by
showing what not to say via the Common Mistakes .
Plus, there is a full 20-page deductive grammar section
at the back of the Student’s Book, providing a page
of grammar accompanied by a corresponding page of
exercises for each unit. This can be done in class, when
necessary, or assigned as homework. The answer key is
on the Portal, so you don’t need to get involved in more
marking—unless, of course, you want to.
And there is a wide variety of extra grammar practice in
the Workbook, online and in the Tests, along with lots of
suggestions for oral drills in the Teacher’s Book.
3. It has to be personal
After providing the extensive oral and aural practice
that students need, each phase of every lesson in (and
many in the Workbook too), ends with a MAKE IT PERSONAL
activity. Imagine language learning without adequate
personalization: it would be unpleasant as well as
pointless, a bit like trying to learn theoretical Latin!
This is how students take steps to build their English
identity. They learn to say a little bit more about
themselves each time—whether it is to ask and answer
personal information, to give or share opinions (which in
they do right from the start) or to role-play a situation,
dealing with a series of questions or problems, and thus
growing in both confidence and knowledge. Successfully
“making it personal” is what makes students believe that
they can be themselves, who they really are in English.
4. Avoid common mistakes to speak better,
more quickly
You will quickly see that almost every lesson includes
Common Mistakes . This is a flexible resource to help
students and teachers anticipate and more quickly avoid,
revise and remember typical learner errors—without
reference to or use of L1. It’s a key resource in fostering
accuracy of language form. Choice of errors is based on
extensive research and our combined teaching experience
worldwide, but, while obviously referring to typical L1
transfer problems, they never force you or students to
translate. On the contrary, unique to , the point is firmly
made without any need for translation.
10
English ID TCH 21x29.3 Int.indd 10
Which Level Should I Start From?
Starter has only five units, half the length of the other
levels. It is designed to give a good start for complete
beginners, those who took English a while ago but either
did not learn to speak and listen or have forgotten most
of it. Those who need to get used to attending classes in
English, comprehending and then responding to basic
instructions, getting used to operating in a foreign
language and the idea of studying and learning it
properly.
Level 1 is ideal for false beginners or real beginners
with a real need and ability to go quickly. If in doubt, we
suggest you begin with Starter. Unlike other books, Level 1
does not go over exactly the same ground again in the
first few units.
Course Structure and Components
Nowadays, many English courses tend to be a bit too long,
or inflexible, meaning teachers have either to rush to get
through them—denying students the practice they need to
achieve an adequate degree of fluency, or start chopping
out sections, leaving students frustrated and sometimes
even slightly cheated at not being allowed to use the
material they paid for.
was designed to be flexible, so you can tailor it to fit
your timetable. provides from 80-100 class hours.
Has…
➤ Ten core units, each comprised of five approximately
One-hour lessons, = 50 lessons of Grammar, Vocabulary,
Speaking and Skills;
➤ ten optional video lessons, Café, to be done at the end
of each unit = 60 lessons including the video;
➤ Six one-page Writing lessons, to be done in class and / or
at home;
➤ Five two-page Review lessons (in class and / or at home);
➤ One two-page mid-point review game after unit 5;
➤ Grammar: Ten pages of Grammar Reference +
corresponding exercises + self-check answer key on
the Portal;
➤ Audio Script: highlighting features of pronunciation;
➤ Sounds and Usual Spellings: a complete pronunciation
reference table (see TB Intro p. 14);
➤ Workbook: one page of review and extra practice
material per lesson;
➤ Phrase Bank: most important phrases per unit / topic;
➤ Portal: it has a Teacher’s Area and a Student’s Area.
These can be accessed using the code that comes
with the book (see TB Intro p. 15);
➤ Digital Book for Teachers: IWB version of the book. For
shorter length courses (of about 40-50 hours), we suggest
you use the Split editions of , which incorporate units 1
to 5 and units 6 to 10 of both the Student’s and Teacher’s
Books. Use the mid-term review as the basis for an in-
class oral test at the end of Split editon 1A, plus the tests
from the Test Studio.
4/10/13 9:58 AM
 Organization and Timing of a Unit
UNIT1 Approximate class time

Student’s
L1 L1 L2 L2 L3 L3 L4 L4 L5 L5 5-7 hours
Book

Every two units +

Review R1 R1 1-2 classes per review
midterm review

1 every two
Writing W1 1 hour per writing
units

1 episode ID
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

Student’s 1 hour per lesson.

Portal Not to be 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 (5-10) Total course hours (80-100)

Motivating Features
Classic song lines to “hook” language
Throughout , significant use of music is made in
exercises, cultural references, images, and most
obviously, the authentic song lines situated at the top
right of each lesson. (1-4 in the Student’s Book and lesson
5 in the Workbook, because lesson 5 in the SB already has
two titles, one for Skills, the other for In Action.)
Why music? Besides being possibly the best, most
motivating and certainly most popular source of English
listening practice globally, most students, even beginners,
have picked up a lot of English words through songs, but
often they do not realize either that they know them, or the
exact meaning of what they are singing.
Unique to , the song lines have a direct link to each
lesson, whether to illustrate grammar, lexis or the theme,
and are designed to provide an authentic hook to help
students remember the lesson, the language, or just enjoy
the puzzle of trying to remember the song itself. Indeed, a
great warm-up for any lesson is to hum the melody or play
the music and see if students can remember the words.
Tip If students don’t know / like or respond well to the songs
from which we have taken the song lines, a great homework
activity is to get them to research and suggest “a better
song line,” which they both like and which links to the lexis,
grammar or theme of any lessons.
In the Teacher’s Book step-by-step lesson plan, there’s
background detail about the song, artist / band and date
of release, plus a tip for getting the most out of each song
line. There’s also an instrumental extract of the songs,
available in the Teacher’s area of the Portal, for you to use
when appropriate.
Tip As students progress and acquire more English, ask them
What do you associate the song with? See what they come
up with, e.g., a moment, night, dance, movie… The possibilities
for personalization and genuine fluency practice are immense.
In lesson 5 in the Workbook, students are asked to look
back at the five songs in each unit and find the link to the
lesson as a way of reviewing the units in a truly fun way.
The answer is in the Workbook answer key.
11

English ID TCH 21x29.3 Int.indd 11 4/10/13 9:58 AM

 For both pedagogical and copyright reasons, we only
reproduced a small key section of the song, but that is
the aim: to “hook” part of the lesson in a memorable and
motivating way. Obviously with your own classes you can:
➤ get them to research the songs, singers / bands, find the
complete lyrics, translations, videos, etc.;
➤ use snatches of the songs as a warm-up, review, listening
for pleasure, for fun as an end of the lesson sing-a-long, etc.
We are sure you will enjoy this new resource!
Note We do not suggest you use these songs in full. Many
are not actually appropriate for the level when you look at the
complete lyrics, but the lines we have chosen are globally
famous and should be both easy to identify and easy to be
sung by at least some students in most classes.
Welcome to World of English
We teachers are used to talking about Language with higher-
level students but much less so at an Elementary level.
helps you to do so right from the start. World of English
boxes—built into most lessons—talk to students
respectfully, as insiders or “language experts,” which
of course they all are in their mother tongues. Easily
comprehensible, yet adult in tone, these boxes give students
interesting tips and facts about English, and how to learn
it faster.
Teaches Cyber English
Information technology is responsible for a lot of new English
words, many of which are now “international.” Cyber English
boxes regularly highlight and teach these contemporary words
and expressions. Research suggests this is one of the most
motivating aspects of language learning for all age groups.
Vocabulary
Vocabulary teaching is a particularly strong feature of
because of the variety of input and revision options.
1. A built-in Picture Dictionary
The most popular way to teach / learn vocabulary is
through some kind of “picture + key” approach, whether
flashcards, a picture story or any other resource, where
students can work out the meaning from the visual, without
the need to translate, and then cover and test themselves.
In every unit begins with a contextualized, lesson-
integrated Picture Dictionary. Core vocabulary is presented
through various combinations of this basic four-step approach:
1. Match words / phrases to pictures.
2. Guess their pronunciation (from the stress / students’
own linguistic experience and growing knowledge
of English).
3. Listen to the words in context and check / repeat as
necessary, immediately and / or whenever you want to.
Students have the words individually on the Portal audio
and so they can listen to them in and out of context,
whenever they wish to.
4. Cover and test yourself / a partner, either immediately
or any time later for review.
All review lessons begin by sending students back to the
Picture Dictionary elements in each unit to review and
remember words. Virtually none of the images in are
purely illustrative. Almost all of them are contextualized
and reworked to present, review and test vocabulary in our
unique “Picture Dictionary System.”
12
English ID TCH 21x29.3 Int.indd 12
Below you will find some forms to explore the Picture
Dictionary. The same suggestions can be used when
appropriate.
➤ Students cover the list of words. In pairs, they take turns
pointing to the photos and asking and answering about
all the objects. Then, they can exchange roles.
➤ Students cover the short dialogs in in Action.
They look at the photos in in Action and read
MAKE IT PERSONAL to act out the five conversations in pairs.
➤ Students cover the phrases. In pairs, they point to photos
and ask and answer a question, which depends on the
topic of the unit.
2. A cognate-friendly approach
’s lexical syllabus is based largely on frequency. This
was done due to our comparative research into a variety
of corpus studies. However, is not exclusively based
on frequency. We have not limited our choice to what is
common in native speaker speech as we are not trying
to convert learners into native speakers, but rather help
them express themselves, their ideas and identities
as fast as they can using all their existing linguistic
resources.
Thousands of words with cognate relationships are
common to English and most Latin languages. Over 1,500
of these are very common. There are also thousands of
recognizable cognate-rooted words. By systematically
building them into , we feel we have created a unique
opportunity for students to progress more quickly and
more comfortably with English. Put simply, they can
both understand and produce more language—and more
interesting adult language—faster.
Throughout their learning process, students make cross-
linguistic connections, so we have chosen to nurture
this strategy, systematically, throughout . It enhances,
both their language awareness and their English lexical
knowledge, and makes learning more efficient.
prides itself on helping students to expand their
vocabulary quickly. Lexical presentations often separate what
is “known / easy”—whether from “international” English,
words already seen in the course, or near cognates—from
“what is new / unfamiliar,” to help students focus better.
Familiar words mainly require attention for pronunciation
and spelling whereas the unfamiliar require a lot more
effort to learn meaning too. This provides a valuable
additional “hook” into the student’s memory.
Significant stress or word formation patterns are regularly
highlighted to enable “learning leaps.” For example, once
students learn:
➤ noun suffixes: -tion, -al, -ity, -ism, -or, -ence, -y or -ist;
➤ adjective suffixes: -ic, -al, -ent, -ar, -ive, -able, -ous or -id;
➤ groups of verbs: like / celebrate / donate / operate / desist /
insult / visit / comment / consult / export;
➤ adverb suffix: -ly
and their associated stress patterns, their English can
literally leap forward by hundreds of words.
consciously works on developing the confidence the
students need to begin to guess how words might be
pronounced or spelled in English. Guessing—being willing
to take a shot, bringing in words that you already know
which might work well in English—is a key learning
strategy, often ignored elsewhere.
4/10/13 9:58 AM
 Embracing cognates also allows much more interesting,
more adult speaking and listening tasks too, e.g., asking
Any coincidences / similarities / pronunciation surprises? What
do you have in common? Who is more assertive?, etc. The
authors all feel that a key lesson they have learned
from their many years of teaching is “to let students use
their brains,” and not be restricted by only seeing over-
simplified language.
Tip We do not suggest you drill all these words nor try to
make them all into active vocabulary. In most cases, cognates
are there just as passive vocabulary, actually helping students
understand more. We see no point in hiding words from
students when they can cope with them, and indeed usually
enjoy doing so. The words which become active differ greatly
from group to group and will always be your choice, not ours.
We are simply trying to give students access to more adult
language more quickly.
also uses some contrastive analysis to facilitate
vocabulary learning, where it is obviously appropriate. For
example, the months exercise on p. 30 in 1: students
think about the mother tongue equivalents (without
having to say anything in L1) to determine what is similar /
harder, and where to focus most of their effort.
Skills
Speaking
teaches spoken English and prioritizes oral fluency.
Why? Because that’s what monolingual classes in non-
Anglophone countries need / want most.
In order to learn both fast and well, students should be
given every opportunity to try to express their ideas and
opinions in comprehensible English.
However, the on-page skills headings focus only on
Listening, Reading and Pronunciation. Why? Since every
lesson is full of controlled oral practice and personalized
speaking opportunities even within Grammar, Vocabulary
and other skills sections, had we put headings for Speaking
too, we would have ended up with double headings all over
the book! So, we have opted to use speech bubbles on every
page to indicate where there is a speaking task.
Listening
Statistics show Listening is approximately 45% of any
language (Speaking is 30%, Reading 16% and Writing 9%).
In other words, we spend almost half of our time in any
language listening. It’s the primary skill too—just think
how babies learn—and the one that needs the
most practice.
has a huge amount of recorded material, over 200 tracks
only in the Student’s Book plus over a 100 more tracks in
the Workbook, which are available on the Portal. The audio
is a mix of both authentic (for example, many videos
taken from YouTube), and scripted. All of it is available
for learners on the Portal, so, in class, you can pick and
choose what to use, and how many times students need to
listen, knowing that they can listen to all of it as much as
they like at home. There is at least one listening activity
in every Workbook lesson too, as we strongly believe in
setting aural homework.
Reading
really provides students with substantial reading
practice in terms of:
English ID TCH 21x29.3 Int.indd 13
➤ amount: there is a lot to read in every lesson, from the
authentic song lines and World of English boxes to the
audio script at the back;
➤ complexity of text: through selective use of cognates to
enrich texts. Compare for example the texts in Starter
with those in traditional course books. We have used a
very rich range of words, because knowing our target
student’s language allows us to select a syllabus of words
that are already familiar to them.
Most texts are from authentic sources, mainly the internet,
magazines and newspapers. Some “untouched,” others adapted
to provide the best input for classroom language learning.
Writing
Research suggests the following formula is what most
teachers and students favor: writing is imposed where
necessary but is not overly forced in class because class
time is precious. Rather, it is drip-fed throughout , as
and when it is either essential or you choose it to be the
best pedagogical option. There are plenty of optional extra
supplementary writing exercises suggested lesson by
lesson in the Teacher’s Book.
The required writing syllabus is primarily covered by
the six writing lessons, at the back of the Student’s Book,
covering six different genres. Here students are given
a clear written model, a variety of tasks to analyze it,
specific writing tips and a structured model to draft and
check it, and then send on to a colleague before finally
submitting it to you. The intention is to protect you, the
busy teacher, from having to dedicate time to excessive
marking of avoidable mistakes, as well as helping students
to be more in control of their own writing.
Skills and In Action
As you will immediately see, the fifth and final lesson in
each unit is different from the others. It has a different
background, is split in half and has two titles.
The first part, Skills, gives half a lesson on specific
reading or listening skills practice around an adapted
authentic text. At lower levels, we prioritize a variety of
reading skills, because it is generally hard to get students
to read much, and also because our listening focus is so
strong throughout the book. See language map on p. 4-7 for
list of sub-skills.
The second half of this final lesson in each unit, In
Action, provides contextualized functional practice,
usually dialog lead and ending with some kind of
personalized role-play, survey, or problem-solving situation.
Communicative functions are everywhere in , but we felt
it necessary to have a specific functional outcome in an
authentic context to close each unit because teachers and
students put such value on learning to survive and operating
in familiar situations, with increasingly natural conversation
strategies. See language map on p. 4-7 for list of functions.
Pronunciation
At last – a learning-friendly audio script
audio script section is not just a script to be read and /
or listened to with no clear focus. It’s designed to provide
real training with listening and pronunciation: after all,
pronunciation is learned primarily through the ear.
It aims to help students learn to listen better as the course
progresses by focusing on features of pronunciation:
➤ noticing sounds, stress, aspects of connected speech,
intonation and spelling relationships;
13
4/10/13 9:58 AM
 ➤ spoken language (e.g., noticing discourse signals
such as fillers, pauses, repetition, self-correction and
interruptions);
➤ sub-skills of listening, like inferring, predicting,
identifying main points in discourse, understanding
attitudinal meaning and all aspects of listening.
Again, it is flexible and both teacher and learner friendly.
All the tasks are “noticing” tasks, with different aspects to
focus on in each text. The tasks are always “highlighted,”
making them all free-standing, to avoid the need for
teacher intervention, unless, of course, you wish to spend
time here. So, you can choose to do them in class, or
students can do them on their own.
It is a good idea for students to listen, read and notice the
audio script tasks as extra preparation before a role-play.
Rather than just listening (and reading) again and again,
trying to memorize dialogs before role-playing them,
these tasks give a clear focus for additional listening and
pronunciation practice pre-role-play. The Audio Script
section brings relevant noticing tasks designed both
to make students think and motivate them more
towards pronunciation.
Tip An excellent homework activity is to ask students to
do the noticing tasks and then field any questions in the
next lesson.
Word stress is shown in pink only the first time a word
appears in either a word list or reading text, but not in
rubrics, nor when it appears again either in the same text,
or later in the book. To include it each time would give no
sense of syllabus or progress to students. The whole ethos
of is to make students use their brains, not spoon-feed
them! We want them to think “I’ve seen this already and I
need to remember how to pronounce it.”
Real help with all aspects of Pronunciation
Pronunciation should be taught rigorously because of its
basic role in communication. It allows us to understand
and convey meaning, and good pronunciation helps you
both to comprehend and communicate better. However,
this is an area where teachers often struggle, and course
books have often failed to deal with either systematically
or in a “friendly” way.
Pronunciation is at the heart of . New words are always
introduced in context, so students at least hear, for
example, nouns preceded by indefinite articles (a book,
an apple), as they usually would outside a classroom, and
are trained to pick them out in connected speech, rather
than unnaturally, one at a time. At the same time, all the
basic “listen and repeat” drills for new words, which so
many learners love and need, are available in the WB for
students to drill themselves outside class.
➤ Phonemic symbols are occasionally used in lexical
presentations to highlight irregular sound and spelling
patterns, when experience shows learners will probably
get it wrong otherwise.
➤
A significant break-through is the Sounds and Usual
Spellings table on p. 154-155. This gives: two illustrated
model words for each of the 40 sounds in U.S. English,
and access to the phonetic symbol.
Knowing all the potential sounds in a language sets a
ceiling on their guesses and builds confidence. If students
can learn those two words per sound, they should be able
to have a reasonable guess at the pronunciation of words
in a dictionary and begin to get comfortable with using
14
English ID TCH 21x29.3 Int.indd 14
phonetics. Remember, learning to guess pronunciation of
new words is a key skill.
The table also provides model words to illustrate the usual
spelling patterns for each sound. Sensitizing students to
sound-spelling combinations is a key part of learning, to
read, write and pronounce with confidence.
Initially, just provides example words, but as the course
progresses, these rules are made explicit to students. In
Starter and 1, we model the usual spellings for each sound
in order to begin to familiarize students with predictable
spelling / pronunciation relationships. In levels 2 and 3,
we also provide the exceptions, so this slowly builds into
a complete Sounds / Spelling reference. All of this aims to
sensitize students to the patterns of English and develop
“a sense for English.”
However, we have left this page largely optional, only
sending students there from the Review lessons to learn
the model words for each sound. You, the teacher, should
do what you think works best with your students. So, while
you have the option of teaching the sounds and even the
symbols from this chart, does not force this, as this
should depend on individual teacher preference.
The vowels chart on p. 154 of the SB is based on UNDERHILL,
Adrian. Sound Foundations: Learning and Teaching Pronunciation.
Oxford: Macmillan Publishers Limited, 1994. This format
helps students understand how the sounds are produced
in the mouth considering the opening of the jaw and the
spreading of the lips.
lips spread lips rounded
closed
jaw
open
jaw
The organization of the consonants chart on p. 155 of the
SB is based on the articulation points used for producing
those sounds according to author / teacher Robin Walker.
➤ Both the vowels and consonants tables are laid out as a
“map of the mouth,” according to where in the mouth the
sounds are produced.
➤ A unique feature is the highlighting of sounds that are
difficult for Spanish and Portuguese speakers. This builds
up confidence, as they immediately see what is easy for
them, but also motivates students to focus and facilitates
their efforts to learn what is hard for them. Learning
sounds which do not exist in their L1 largely involves
breaking the habits of a lifetime, finding new articulation
points and different combinations of muscle movement,
voicing and breathing.
Note For students with other mother tongues, we suggest
you spend some time on the chart, marking it up for them in
the same way. A good resource for this is Swan, M. Learner
English, OUP, 2001 or more recently, Hancock, M. English
Pronunciation in Use – Elementary CUP, 2003.
4/10/13 9:58 AM

➤ Standard American English is the chosen model for
all listen and repeat-type activities, but students are
exposed to a whole range of accents and types of English,
both native and non-native. We are all aware of the need
to teach “International English,” and is full of global
accents for precisely this reason.
➤ All new polysyllabic words are introduced in context,
with the stress highlighted for students in pink. We
have chosen the oral syllable according to the Merriam
Webster online dictionary. In cases where the oral stress
is not shown there, we marked the real syllable, again
according to Merriam Webster. Regularly marking stress
on new words (in the book and on the board) means you
progress from just teaching form and spelling, onto
really prioritizing teaching, modeling and recording
spoken language.
➤ focuses right from the start on all aspects of connected
speech, and there are exercises throughout, in all
components, on sentence stress, reductions and intonation,
particularly in the audio scripts, as mentioned above.
Learner Autonomy
Learner autonomy, sometimes also called learner
independence, is the ability of a learner to take charge of
his own learning. Autonomous learners have an active
role in their learning processes, which means they make
the most out of every learning opportunity, both in and
out of class.
There is never enough time for students to learn a language
in class, even if all students were to come and be fully
attentive to every minute of every class. Nor is there ever
time for them to cover every exercise fully. That means any
good course has to be largely transparent to students both in
and out of class, and give them really effective and efficient
tools for autonomous study out of class. Learners need to
be able both to self-monitor and self-evaluate, or motivation
becomes hard to maintain, and success less likely.
is the most student-friendly course yet, as it is very
linguistically accessible to students. Every page is written
in concise, simple, cognate-friendly English, to be easily
understood by students who have missed classes. Unlike
other courses, in even the features presentation spread
on p. 2-3 is written for students in language they can
understand from the start, to show them how works,
and get the most out of it.
Really Facilitates Autonomous Learning
Without adequate review, students are not going to learn much
at all. Throughout the course, they can look forward and back
to find interesting activities to practice on their own.
The regular Review lessons after units 2, 4, 5, 6, 8 and 10
recycle key vocabulary and grammar, review and extend
the Common Mistakes , take them back to re-read and listen
again to selected texts, and finally, revisit and answer all
the questions from the lesson titles.
also has a fully integrated Easy Autonomous Learning
program , mapped out as links to other sections,
when that option becomes the logical next step. Step-by-
step lesson plans in the Teacher’s Book also make it clear
which components can be used to further practice or
review core lessons content.
The components of are:
➤ the reference on to the Grammar section after each
grammar box;
English ID TCH 21x29.3 Int.indd 15
➤ the reference to the Workbook at the end of each lesson;
➤ the reference to the Phrase Bank at the end of each unit;
➤ carefully scheduled links to the Writing lessons;
➤ the Sounds and Spelling chart.
Plus all the optional noticing tasks in the Audio Script, and
all the content on the Portal.
Students who regularly have to miss classes should be
trained to use these routes to catch up. For example, how to:
➤ use the picture dictionary pages to cover the words and
test themselves;
➤ listen again to texts which they have read in class via the
audio on the Portal;
➤ work on their own pronunciation using the pink word
stress for all new polysyllabic words;
➤ do the audio script tasks and use the Sounds and
Spelling chart;
➤ use the word list and phrase bank from the Portal for
constant review, e.g., by recording, listening to and repeating
the phrase bank on their phones, in their cars, etc.;
➤ ask and answer the question titles, plus follow-up
questions;
➤ look at and avoid the common mistakes;
➤ investigate and sing the song lines via the Internet, etc.;
➤ enjoy all the features of the Portal.
We suggest you spend some class time taking them through
each of these features, and regularly reminding them how
much they can do with on their own.
English Learning Platform
Welcome to English Learning Platform. This resource
consists of a Portal, a Virtual Learning Environment (VLE)
and the Test Studio—a test generator.
This amazing blended learning tool has been developed in
parallel with the series and combines the best of formal and
informal learning to extend, review and test core lessons
content. The full range of resources is available to teachers
and students who adopt any of the English levels.
English Learning Platform will be regularly updated with
new features and content, and we believe both students
and teachers will enjoy it and benefit a lot from its content.
To access the platform, go to www.richmondenglishid.com
and use the access code that comes on the inside front
cover of the SB.
This Website Is Divided Into Two Main Sections
Teacher’s Area: Download Grammar and Writing sections,
answer keys, teaching tips, and CEF mapping documents.
Teachers have access to the VLE to assign tasks and track
students’ progress. You can also add your own activities,
such as tests created in the Test Studio.
The Test Studio is a test generator where you will be able
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
tests. This tool allows you to create printable or interactive
tests that can be uploaded to the VLE. You can also add them
to your own Learning Management System (LMS).
Student’s Area: Watch all Café episodes and real YouTube
videos that are part of the core SB material. Listen to
all audio material from the SB and WB. It is possible for
students to download useful lists of Common Mistakes ,
World of English , tips, and more. Launch the VLE with
15
4/10/13 9:58 AM
 formal extra practice. Through the Student’s Area, students
can keep up with Breaking News and access ready-made
activities to practice comprehension of current world news.
Workbook
A single page to correspond to each two-page Student’s
Book lesson, designed to consolidate and reinforce all the
main language. Exercises can be used in class, e.g., for fast
finishers or extra practice of specific areas. It includes:
➤ a variety of exercises, texts and puzzles to scaffold,
continue practicing and extend the main Grammar and
Vocabulary of each lesson;
➤ skills practice: at least one listening activity per lesson
to continue practicing the most important skill outside
class too, plus plenty of short, juicy reading texts;
➤ a drill per unit at lower levels;
➤ cyber tools references that encourage students to engage
with English beyond the workbook itself;
➤ an additional song line for every 5th lesson;
➤ a final check back activity to revisit the song lines from
each lesson in the SB unit and look for a link with the
language / topic of the lesson itself as an additional fun
way to review the unit, and facilitate memorization. The
answer key for these and all the other exercises is at the
back of the WB so you can use it entirely for autonomous
study if you wish.
Gives Students Their Own Phrase Bank
After dictionaries, phrasebooks are probably the world’s
most popular language learning tool. In a four-page
section at the back of the WB, provides a unique unit-
by-unit Phrase Bank of all the key phrases, expressions
and exchanges students are expected to learn. To provide
context and reduce the need for translation, language is
grouped by theme.
Students are referred here after each unit to listen and review.
But of course, they can come at any time—before, during or
after any lesson, to look for phrases they wish to use.
It is a great resource to download and listen to when
working out or in a car, for example, or to mentally
translate until they feel they have acquired them.
Tip We have not forced learners to translate as that is your /
their choice, not ours. Perhaps you can suggest they write
any translations in pencil next to phrases they find difficult to
remember. Then, another day, they should cover the phrase in
English, look at the translations and try to remember the phrase.
Once they can do it, they should erase the translation to feel a
sense of progress. This encourages them to see translation as a
temporary rather than a permanent tool.
Videos
has an original blend of authentic and / or scripted
video in every unit. We have always included the
instruction Listen / Watch for any situations where
16
English ID TCH 21x29.3 Int.indd 16
a video player is not available. If this is your case,
we suggest you try to bring in some visual stills to
support the listening, e.g., in the form of a PowerPoint
presentation, flashcards, etc.
Tip One of these original videos, the Tiny House in unit 6,
has quite a lot of difficult lexis in it, so we have re-recorded a
simpler version for you on the Portal, if you wish to simplify
it for your classes.
Café
The video is a fun potpourri of popular American sitcoms
used to present, review, consolidate and extend the main
language content and contexts of each unit.
There are ten independent episodes which were specially
produced for English . The episodes focus on the contexts
of the unit and target the key elements to give students
further practice in real situations.
We suggest you watch and do these lessons at the
end of each unit, or whenever appropriate after that.
Remember, students can watch them on the Portal, so
you can assign them all for homework if you are really
pressed for time.
Besides the core unit videos, there are also extra units for
each level: one for Starter and two for each of the other levels.
Teacher’s Book
This book provides a complete step-by-step lesson plan for
every lesson, from start to finish, offering:
➤ unit and lesson overviews;
➤ detailed lesson aims;
➤ a warm-up for every lesson;
➤ alternative, books-closed presentations for key new
structures where appropriate;
➤ language and cultural notes;
➤ background information about the song lines;
➤ a vast number of teaching tips to bring variety to
your classes;
➤ regular suggestions for both stronger and weaker classes
and for fast finishers;
➤ ideas for extra writing and homework;
➤ suggestions for IWB activities and extra material to bring
to class.
Digital Book for Teachers / IWB
The Digital Book for Teachers is a separate media with all
the pages of the SB.
Teachers can use this resource to promote variety in their
classes so that students can see the images on the IWB
instead of looking at the book.
On the next pages you will find detailed information about
all the features of English .
4/10/13 9:58 AM
 Finally, an English course
Welcome to you can understand!

Famous song lines

illustrate language
from lessons.

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

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

17

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

 Cyber English: the English
of digital technology.

Speech bubbles:
models for speaking.

Stimulating
Grammar practice.

Easy Autonomous Learning

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

18

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

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

Make it personal: personalized speaking

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

19

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

 Reviews systematically recycle language.

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

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

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

duce
Intro elf
yoursAge /
/
Name
nality
Natio

How often do you…?

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

y
A ce leb rit Your
yo u lik e
/ famil Sp or ts
e Ne xt y
do n’t lik we ek en
d Fa vo rit
e
How often do se as on De scr ibe
you go to the
a frie nd ’s
superm arket? rou tin e

20

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

 Café: sitcom videos to consolidate language.

A complete Grammar reference with exercises.

21

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

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

Icons S and P highlight

difficult sounds for Spanish
and Portuguese speakers.

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

22

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

 Audio Script activities to
consolidate pronunciation.

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

23

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

 Workbook to practice and consolidate lessons.

Phrase Bank to practice common expressions.

The opportunity
for you to learn English!

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

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

Are you American?

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

Function Language
Lesson 1.1

Introducing yourself. Hi, I’m .

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

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

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

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

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

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

 1.1
have one in class. Tell / Elicit the countries. Ask: What
country is it? Pre-teach country, e.g. New York is a city. The
United States is a country. Give more examples if necessary.
Drill pronunciation of country.
Point to number 4 and elicit The USA. Tell sts to match
the other flags to the correct countries. Sts quickly
paircheck silently. Sts listen to 1.2 to check their
answers. Play the track again. Sts listen and repeat.
Draw sts’ attention to pink syllables and tell / show them
they are stressed. Tell sts to cover the names of the
countries with their hand and test each other in pairs
for a minute saying: “What’s number 4? It’s .” Write a
model on the board if necessary.
8 7 1 3 / 6 2 5 4
1.2 Notice s = /]/.
A OK. Let’s check.
B Flag 1 is China.
A Yes. One point for you. And number 2?
B Spain.
A Yes! Two points.
B Number 3 is Japan.
A Yes!
B Flag 4 is the USA.
A Yes! That’s four points!
B 5 is the UK.
A Correct!
B And country 6 is Peru.
A Right! Six points! And number 7?
B It’s Canada and 8 is Argentina!
A Yes and yes! That’s eight points for you! Very good!
C Exercises C and D are also about nationalities and
questions / short answers with verb be. Then, after the
Grammar on p. 7, sts play a similar game themselves.
If you haven’t already done so, focus on the lesson title Are
you American?, and elicit the answer: Yes, I am. / No, I’m not.
Note Yes, we are / No, we aren’t is introduced in the
Grammar at the back of the book on p. 118.
Sts match the nationalities to the countries, 1-8. Using the
pink word stress, get them to guess the pronunciation in
pairs. Do the first one with them as an example.
Play 1.3. Use the audio to confirm. It is only the questions
extracted from a game, which they will hear in full in D,
so try to focus only on the nationalities—verb be is dealt
with in D.
Tip If you prefer to introduce the nationalities (or any other
lexical set in ) out of context, then all the active words are
available on the Word List (p. 70 Workbook) and you can
model and drill them yourself.
After the listening, elicit the correct pronunciation of each
country individually. Get the “best ones” to model and
“teach” those who may have difficulty.
Drill the countries and nationalities (Canada-Canadian,
the UK-British, etc.), highlighting those where either the
26
English ID TCH 21x29.3 Int.indd 26
stress or word changes. You can drill both, for sts to repeat,
or the country for them to say the nationality, or vice-
versa, and have them test each other in pairs, covering the
words and pointing at the flags: A says the country and B
says the nationality.
1.3
1 Are you Peruvian?
2 Are you Argentinian?
3 Is your camera Chinese?
4 Is it Japanese?
5 Is Justin Bieber American?
6 Is he Canadian?
7 Is Penelope Cruz Spanish?
8 Is Madonna British?
6 8 1 3 / 4 7 2 5
D Sts now listen to the complete game and check 9or
cross 8 the nationalities according to the answers they
hear. Play 1.4. Set it up by exemplifying on the board,
focusing on the line to check or cross. Elicit and cross the
first one, Peruvian, for them, but don’t yet drill the verb be.
Paircheck after the first listening. Then check answers
(checks and crosses only).
Peruvian 8 Argentinian 9 Chinese 8 Japanese 9
American 8 Canadian 9 Spanish 9 British 8
Tip Generally, after each listening, have sts paircheck to build
confidence and group dynamics.
Ask / Mime: Can you remember the eight questions and
answers? Focus on the speech bubbles underneath “Are
you Peruvian? / No, I’m not.” as the first example. Elicit
what they can remember of 2-8, then play the audio again
for them to check and try to write down the complete
questions and answers.
Tip If you prefer to head off mistakes by anticipating them,
read Common Mistakes and elicit the use of CAPITAL LETTERS
for “I” and nationalities.
Song line:
You are not alone,
I am here with you.
Song: “You’re not alone”
Artist: Michael Jackson (USA)
Year: 1995
Explore the Song line “You are not alone, I am here
with you.” to help support verb be forms at any time in
the lesson. Don’t tell them who sang it (Michael Jackson):
see if they can sing it to you first. Exploit it as much
as you can: Do you like it / him / his other music?, etc.
(see Common Mistakes and Song lines p. 8-16 in TB intro).
Monitor as they listen to see how much they can
write. Paircheck then listen again to confirm. Check
answers, e.g. by writing them quickly on the board
for sts to compare their version with yours and ask
any questions.
4/10/13 9:58 AM

1.4 Notice the sentence stress.
1 Are you Peruvian? No, I’m not.
2 Are you Argentinian? Yes, I am.
3 Is your camera Chinese? No, it isn’t.
4 Is it Japanese? Yes, it is.
5 Is Justin Bieber American? No, he isn’t.
6 Is he Canadian? Yes, he is.
7 Is Penelope Cruz Spanish? Yes, she is.
8 Is Madonna British? No, she isn’t.
E MAKE IT PERSONAL Play 1.5 for sts to listen and read
World of English . Drill the nationalities from the box with
the correct stress. Elicit / Show the meaning of before.
Tip For any listening and reading activity, get sts to shadow
the text, mouthing and quietly saying the words to “feel”
the pronunciation.
Encourage sts to “play” with suffixes -an, -ian and -ean and
have them say the nationalities of three countries which are
near your own country (e.g. in the case of Mexico it would be
American, Guatemalan, Honduran, Belizean). Correct on spot, write
the correct guesses on the board and drill pronunciation. For
Brazil, it would be Paraguayan, Uruguayan, Argentinian, Bolivian,
Chilean, Peruvian, Colombian, Venezuelan, Ecuadorian.
Tip Nationalities ending in -an, -ian or -ean have the stressed
syllable before these suffixes (Puerto Rican, Costa Rican),
with the exception of four ending in -ican: American, Mexican,
Dominican, and African. Highlight this for sts only if they
notice. If you’re teaching e.g. in Mexico, tell your sts they are
an exception. All 36 nationalities of the Americas follow this
pattern except Guyanese, so it’s very motivating for learners to
be able to produce all these words in lesson 1.1. For a complete
reference, see e.g. http://geography.about.com/library/weekly/
aa030900a.htm. If you are using the course in Italy, where the
other nationalities include, e.g. French and Swiss, you will need
to give sts more help, or even save this exercise until a bit later.
The main aim is to build confidence, make deductions and
associations. By doing this, sts can already identify / “know”
how much English they have inside them.
2 Grammar: Verb Be and Yes / No Questions
A Books closed.
Weaker classes With real beginnners you might need to draw
figures of a man, woman and any object to teach he, she, it.
Write To be or not to be, that is the question on the board.
Show six photos, four of famous people (from different
nationalities) and two of famous places / landmarks (from
different countries), e.g. Statue of Liberty and Christ the
Redeemer. You could display previously googled images on
the IWB or use the ones from the Digital Book for Teachers,
show flashcards or simply write their names on the board.
Ask: What’s her name? (sts: “Megan Fox”.) T: Is she
American? (sts: “Yes”.) Complete sts’ answer and chorally
drill the short answer: Yes, she is. Ask: Is she British? Teach:
No, she isn’t. Signal / Gesture to convey yes / no meanings.
Repeat procedures with other photos to expose sts to
he / she / it interrogative forms and short answers. Drill
chorally and individually.
English ID TCH 21x29.3 Int.indd 27
1.1
Elicit questions and short answers for the third and fourth
photos. Ask: What’s this? (sts are likely to say landmark name
in L1, then briefly give / teach them the name in English).
Ask: Is it Peruvian / American? Prompt sts’ yes / no answers
with short ones: Yes, it is. / No, it isn’t. Drill both questions
and answers, then elicit Qs / As for different landmarks.
Leave photos aside and say: I’m (nationality). Ask a student:
Are you (nationality)? When he / she answers yes, prompt him
/ her with: Yes, I am. Have the student repeat it, then have
the whole class repeat it. Ask another student: Are you (wrong
nationality)? Prompt no with: No, I’m not. Drill as necessary.
Books open. Sts complete the Grammar table. Monitor
closely. Remind them of Common Mistakes if necessary. Real
beginners will need help with the spelling of verb be forms.
Help them when necessary. Paircheck. Classcheck. Write the
answers on the board. Drill pronunciation at a brisk pace,
set various tones when drilling sentences (doubt, surprise,
happiness, sadness, etc.) and have sts copy them from you.
Grammar p. 119, part 1, could be set as homework or done in
class if sts need guided practice before going to oral practice
in 2B. As this is the first lesson, we suggest you take sts there
to help them know the different sections of English .
Yes, I am. / No, I’m not. Is he Mexican? Is she Colombian? Yes,
she is. / No, she isn’t. Is it Portuguese? Yes, it is. / No, it isn’t.
B Sts listen and follow the example exchange from the game,
then do the same. Concept check (How many sts? – Two; Who
asks the question? – St A; Who answers? – St B, etc.). Use open
pairs to set this up, then closed pairs to practice. Use all the
pictures on p. 6 and 7, but try to avoid telling sts all the names
at this stage to leave some doubt, so they try to express a bit
more. The answers will be confirmed in 2C.
Tip Bring in extra pictures of famous people and places to
extend this if you think it is necessary.
C To give sts a more extended listening and the answer key
to the game, sts listen to check if all their guesses are correct.
Have them listen once and then ask: Are all your guesses
correct? For fun, elicit the pronunciation of all of them too.
Turn to p. 156 and do the AS (Audio Script) task. Sts listen
again and notice how This_is and It’s_in sound like one word.
1.7 Notice it’s_in connects like one word.
Number 1 is Machu Picchu, it’s in Peru. And number 2 is the
Taj Mahal, it’s in India. Photo 3 is Shanghai, it’s in China. And
picture 4 is the Alhambra, Granada. It’s in Spain. Number 5
is Megan Fox, she’s American. And photo number 6 is Lionel
Messi. He’s Argentinian. Number 7 is Salma Hayek. She’s
Mexican. And 8 is Keanu Reeves. He’s Canadian.
Extra writing Get sts to write Yes / No questions on strips of
paper for other sts to read and write answers to them. All sts
should write one or two and stick them on the wall, for the class
to mingle in pairs and answer verbally, or in writing.
Workbook p. 4
ID Online Portal
Grammar p. 118
27
4/10/13 9:58 AM
 1.2

Are you an excellent actor?

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

Function Language
Lesson 1.2

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

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

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

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

A Books open. Play 1.8 and pause after sentence 1. Ask: Tip For fun, you can ask them who the sentences might be
Is it positive or negative? about to see who they are(n’t) into.

Tip Even if sts don’t know cool, they should pick up the
positive intonation. Elicit the adjective and show how cool
1.9
1 Oh, yeah, he’s a great player.
goes in the positive group, OK in the middle group as it can
2 Yeah, I think she’s a cool girl.
be positive and negative, and horrible in the negative one. Sts
3 Oh, yes, he’s a rich man. Very, very rich!
listen to 2-7 to identify and repeat the adjective they hear each
4 Hmm, she’s an OK person, I think.
time. Drill pronunciation as necessary.
5 No, it’s a horrible city!
6 Yeah, I think it’s an interesting country.
Replay it and tell sts to write the adjectives under or .
Paircheck.
1. a 2. a 3. a 4. an 5. a 6. an 5 box a / an
Optional: Ask sts which words are similar / the same in L1.

Stronger classes With a stronger class get sts to guess first For a books-closed presentation of an, use some song lines,
which are and , then use the audio to check and drill e.g. “Don’t wanna be an American idiot”, or ask Do you
know the band? (Green Day). Check if sts know why an is
pronunciation.
used before American / answer, etc.

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

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


Do a quick substitution drill:
T I think Neymar is a fantastic player.
Sts I think Neymar is a fantastic player.
T Great.
Sts I think Neymar is a great player.
Do the same for: Rome is an OK / interesting / excellent city. Bill
Gates is a cool / rich / smart person. I think Brazil is a cool / great
country. Encourage them to say No! and give an alternative
opinion when they disagree.
Books open. Read Common Mistakes . Say: In English, we don’t
say “He’s a person interesting.”
Optional: Compare to word order in L1. Elicit the correct
sentence. Focus on the speech bubbles and have sts
role-play / read the opinions in 3C.
Sts work in trios and give opinions about five people and
places from p. 6-7. Refer to the model on the board. Monitor
closely for mistakes with a / an and adjective-noun order.
Some sts tend to omit verb be when giving opinions.
Prompt the correct form.
4 Pronunciation: The Alphabet
A Go over each pair of words and quickly demonstrate
meaning, e.g. point to a shoe, your nose, a pen in the
classroom. If possible, bring pictures or quickly draw, e.g.,
a bottle of wine, a rose. Drill pronunciation, making sure
sts notice the similarity of vowel sounds in each pair, even
though the spelling is very different.
1.2
Cultural note YMCA stands for Young Men’s Christian
Association.
Write some acronyms (CNN, BBC, HBO, NBA, FBI, etc.)
on the board and elicit pronunciation. Elicit a few more
acronyms from sts (U2, MTV, ESPN, etc.), write them on the
board too and drill pronunciation. If sts struggle with this,
go straight into B.
Focus on the letters in each column of the chart. Sts listen
to 1.11 and repeat the letters and words (pause to make
space for repetition).
1.11
A, H, J, a plane, a train, /Hǹ/
B, C, D, E, three, a key, /L/
F, L, M, ten, a pen, /Ǫ /
I, nine, wine, /Dǹ/
O, a nose, a rose, /Rș/
Q, U, two, a shoe, /X/
O, a clock, a sock, /Ǡ/
C Write G on the board and ask: How do you say this in
English? Elicit and drill pronunciation. Point to the chart in
B and ask: What’s the vowel sound for “G”? (2. /L/).
Focus on the other ten letters and get sts to quickly guess
how to say them / which group they are in.
Don’t confirm but play 1.12, pausing after each letter. Sts
check their guesses and complete the chart in B with the
missing letters. Check at the end of the exercise.

Point to picture 1 in 4B and ask: What’s this? Elicit “a train” 1.12

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

1.10 D Play 1.13 and have sts repeat the complete chart. Do a
1 a plane, a train, /Hǹ/ column at a time.
2 a tree, three, /L/
3 a pen, ten, /Ǫ/ 1.13
4 nine, wine, /Dǹ/ a plane, a train, A, H, J, K
5 a nose, a rose, /Rș/ three, a tree, B, C, D, E, G, P, T, V, Z
6 a shoe, two, /X/ ten, a pen, F, L, M, N, S, X
7 a clock, a sock, /Ǡ/ nine, wine, I, Y
a nose, a rose, O
(6) a shoe, two /X/ (1) a train, a plane /Hǹ/ (7) a sock, a two, a shoe, Q, U, W
clock /Ǡ/ (2) three, a tree /L/ (3) a pen, ten /Ǫ/ (4) nine, a car, a star, R
wine /Dǹ/ (5) a nose, a rose /Rș/
Tip To increase the challenge, put the alphabet, A-Z, on the
B Focus on the Song line “It’s fun to stay at the YMCA”, board and get sts to try to do it without the groups. It will
elicit how to sing and pronounce the line, and make the make them keep looking back at the chart and understand
shapes of the letters. Ask: Do you know / like this song? how useful the seven columns are.

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

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

 1.2
they will resort to the most common ones in L1. After the
game, ask sts: What are the most common letters in English?
Books open. Focus on World of English . Play 1.14. Sts
read and check if their guesses were right. Follow up:
What are the most and least common letters in your
language? Sts answer in small groups and compare their
answers with the whole class. For a complete list, see:
http://scottbryce.com/cryptograms/stats.htm.
Cultural note The most common letters in Portuguese are:
A – 14.63%, E – 12.57%, O – 10.73%, S – 7.81%, R – 6.53%,
I – 6.18%, N – 5.05%, D – 4.99%, M / T – 4.74%, U – 4.63%.
The least common are W / Y – 0.01% and K – 0.02%.
In Spanish: E – 13.72%, A – 11.72%, O – 8.44%, S – 7.20%,
N – 6.83%, R – 6.41%, I – 5.28%, L – 5.24%, D – 4.67%,
T – 4.60%. The least common are W – 0.04%, K – 0.11%
and X – 0.14%.
Sources: Portuguese: www.numaboa.com.br/criptografia/
criptoanalise/310-frequencia-portugues?showall=&limitstart=
Spanish: www.sttmedia.com/characterfrequency-spanish
We have included superlatives most and least here because
they are easy for sts to comprehend.
5 Vocabulary: Numbers 11-100
A Elicit numbers 1-8. Play 1.15. Write them on the
board. Elicit / Continue the sequence on the board up to 20.
Drill pronunciation.
Focus on the numbers and currency symbols and tell sts
these are price tags. Check if they know the symbols and drill
the currencies: $ = dollar, c = cent, € = euro (/ɎMșǨUāRș]/). Tell
sts to complete the numbers with the missing letters.
Weaker classes Sts might need prompts on the board—write
e, i, o, u and say those are the letters they’ll need.
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen,
eighteen, nineteen, twenty
1.15
eleven dollars, twelve cents, thirteen dollars, fourteen cents,
fifteen euros, sixteen cents, seventeen dollars, eighteen euros,
nineteen dollars, twenty cents
B Elicit how to say the numbers 30-100, but don’t confirm
their guesses. Tell sts they’ll listen to a tourist changing
money in a bank to check their pronunciation.
After they listen to 1.16, elicit the pronunciation of each
number. Write 13 / 30 and 14 / 40 on the board. Elicit the
30
English ID TCH 21x29.3 Int.indd 30
correct word stress of each: thirteen / thirty, fourteen /
forty. Do the same for “15 / 50” and “16 / 60.”
Tip Make it clear for sts that there is contrastive stress (ty
vs. teen) when we pronounce them individually. In connected
speech we don’t stress thirteen dollars. In many cases the
context helps us figure out what number was said.
1.16
A A hundred dollars, please.
B OK, that’s thirty, forty, fifty, sixty, seventy, eighty, ninety, a
hundred. One hundred dollars. Thank you, sir. Have a great day.
C Play 1.17 sentence 1 and pause. Ask: What’s the
number? (85). Do the same for sentence 2, pause and elicit
the correct number (70). Say: Now listen to sentences 3-8
and circle the correct number.
If time allows, listen again to check. Get sts to try to
remember the whole thing and elicit the meaning of each
sentence. A stronger class can even try to make similar
sentences about themselves.
1.17 Notice the stress in the numbers.
1 I’m eighty-five today. Happy birthday to me!
2 My address is seventy Blue Drive.
3 I have eleven brothers and sisters!
4 This book is ninety-nine dollars.
5 Hmm, I think it’s fifteen miles to Los Angeles.
6 The number after thirty-nine is forty.
7 I have sixteen classmates in my English class.
8 Thirteen hours on a plane… I’m very tired!
1. 85 2. 70 3. 11 4. 99 5. 15 6. 40 7. 16 8. 13
D MAKE IT PERSONAL Before class write numbers 1-20
on strips of paper and put them in a bag or envelope.
Say Bingo time! and show sts the example card on p. 9.
Tell them to choose numbers 1-20 to complete their own
cards. Have sts take turns and pick a strip of paper from
the bag / envelope and call / announce numbers to class.
Sts circle called numbers and say “Bingo!” when one line
is complete.
If time allows, or another day, play again with numbers
20-40, 50-60, or 1-100.
Workbook p. 5
ID Online Portal
Grammar p. 118
4/10/13 9:58 AM
 1.3

How do you spell your last name?

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

Function Language
Lesson 1.3

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

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

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

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

7 Grammar: Verb Be — Wh Questions Song line:

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

B MAKE IT PERSONAL Sts work with a different partner.

1.20 Notice the sentence stress.
Elicit questions sts will need to ask for “first name,” “last
P = passenger O = officer
name,” etc. Sitting back to back, they ask questions in
pairs to fill out the school form. Remind sts to ask “Could O Good morning. I’m sorry, ma’am, but we need to check
you repeat, please?”, “Sorry?” and “How do you spell that?” your bag, please.
for clarification. Encourage sts to pretend to be using cell P No problem. Here you are.
phones while performing the task. O OK, let’s see. A wallet, a laptop, keys, hm… a phone, a
pen, an umbrella, hm… what’s this?
P Oh, this is a lipstick. Look!
8 Vocabulary: Personal Objects – Singular O I see… Are these your glasses?
and Plural
P Yes, they are.
A Books closed. Use objects available in class or in your bag O OK… And what’s that?
(student’s glasses, earrings, wallet, keys) as realia to present P Come on! That’s a sandwich!
some of the words in 8A. Show sts one object at a time and O Exactly! But you can’t enter this country with food,
ask: How do you say this in English? Provide answers for what ma’am!
they don’t know. Ask for chorus and individual repetition. P Oh-oh. Sorry, it’s my first time here.
Encourage sts to ask you “How do you say this in English?”
O I need to take that. Thank you. Right, and what are those?
Drill pronunciation of the questions and all the objects you
P These are my earrings. Look… Aren’t they beautiful?
can present / find in the classroom.
O Hm… yes, they’re very beautiful. Please, wait a minute,
Books open. Point to photo in 8A and ask: What’s letter i? OK?
(Earrings.) Sts match photos with correct vocabulary items.
Paircheck. Classcheck.
a bag (1) earrings (11) glasses (9) keys (4) a laptop (3)
Put plurals sts have already seen from the first two lessons
a lipstick (8) a pen (6) a phone (5) a sandwich (10)
on the board in three columns and review how to form
an umbrella (7) a wallet (2)
plurals in English.

+ s (extra syllable /ǹ]/ C Sts look at the picture. Ask: What’s the problem? Sts
+s – y + ies after sounds /V/, /]/, /Gȡ/ listen to 1.21 and complete the dialog.
& /WȒ/)
numbers dollars countries messages
1.21
flags euros nationalities phrases
answers names sentences P = passenger O = officer
adjectives dialogs places O Sorry, ma’am, but we have a big problem.
opinions questions
pairs turns
P What? But, I don’t understand.
letters objects O That lady over there says those are her earrings.
P Oh, no! But, no, no, no. They're a gift! A rich passenger on
the plane gave me those earrings and I…
Tip Whenever sts have matched a set of pictures to a list of
O Oh, dear. Please come with me…
words in the book, a good technique is to have them cover
the words and test themselves in pairs. St A points and asks:
“What’s letter (H)?” St B: “A phone.” we / problem / I / are / They
32

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


D Books closed. Quickly gather objects you used as realia
in 8A. Place them in different places in the classroom.
Hold up one, e.g., a bag, and ask What’s this? Prompt: It’s
a… bag. Repeat procedure with another singular object.
Place one of them on a student’s desk (don’t hold it). Ask:
What’s that? It’s a… Do the same / Change between this /
that perspectives for some more singular objects and elicit
the questions from sts. Alternate objects to this and that
position. Drill form and pronunciation. Teach here and
there, but do not overdo distance when working on the
concept of that.
Some learners tend to mistake that for “very far”—show
them an example of that referring to an object which is
near you but not with you and clear up any doubts sts
might have about it.
Repeat procedures for plural nouns (glasses, earrings,
wallets, bags, pens, etc.). Ask: What are these? They’re… /
What are those? They’re… Drill form and pronunciation.
Books open. Read the lesson Song line on top of p. 11 with
the class, “You can stand under my umbrella, ella, ella,
ella,” and elicit the name of the song or artist (“Umbrella”
by Rihanna).
English ID TCH 21x29.3 Int.indd 33
1.3
Tell sts to read the AS 1.20 on p. 156 and look for
examples of this / that / these / those. Elicit the rules,
encourage sts to draw their own conclusions. For each
case, ask: Is it singular? Is it plural? Why “this” and not
“that”?, etc. Sts go back to p. 11 and complete the rules by
themselves in pairs. Classcheck.
Practice: Ask sts to form small groups and ask and answer
questions using their own belongings. For real beginners,
have prompts on the board: What’s this / that? It’s a… or
What are these / those? They’re…. Monitor closely and provide
any new words sts may need to name their objects.
this these
that those
E Books closed. St A points an object and asks st B: What
is / are this / that / these / those?
St B answers. Then swap roles and do it again.
Workbook p. 6
ID Online Portal
Grammar p. 118
33
4/10/13 9:58 AM
 1.4
Are these your glasses?
Lesson Aims: Sts continue to practice verb be by asking and answering about possessions. Sts also learn colors, more adjectives
and practice describing and giving their opinion.
Function
Lesson 1.4
Talking and asking about possessions.
Describing and giving opinion.
Vocabulary: Colors (red, white, blue, black, green, yellow, purple, pink, brown, orange) and opposite adjectives (good / bad,
pretty / ugly, light / heavy, new / old).
Grammar: Possessive adjectives (my, her, his, your, our, their). Recycling verb be interrogative form and demonstrative pronouns.
Before the lesson: Prepare about six photos of objects which sts learned in activity 8A, lesson 1.3, p. 11. You’ll also need a photo
of an old heavy cell phone.
Warm-up Recycle personal objects and demonstrative pronouns.
Display about six photos on the IWB, or use flashcards or realia
of objects sts learned in lesson 1.3 activity 8A. When selecting
your photos, choose a variety of singular and plural nouns. From
the sts’ perspective, they should point to the board (or flashcards
/ realia on the teacher’s table) and use that or those to test each
other in pairs, asking “What is that? / What are those?” and
answering “It’s a… / They’re…” Drill pronunciation briefly and
model the activity with a student. Books open to p. 11. Sts now
test each other by pointing to the items in 8A. Make sure they
switch to this and these and ask “What’s this? / What are these?”
9 Grammar: Possessive Adjectives
A Books open. Focus on the pictures and elicit / pre-teach
objects sts can see in each of them. Establish the context
(after a party).
Ask: What’s this? / What are these? (Earrings, chips, a
sandwich, a phone, a laptop, etc.) If you have time, for
each object they identify, review “The Alphabet” and
ask the whole class How do you spell that?, writing on
the board as sts spell objects for you. Say: Listen to six
dialogs and match them to the correct picture / situation.
Point to the dialogs in 9A and pictures. Highlight the
small box in each dialog where they should write the
corresponding picture numbers 1-6. Say: Don’t write in
the spaces, only write the picture numbers here. (show your
book and point to top-left boxes in dialogs). Play 1.22.
Paircheck. Classcheck.
1.22 Notice / ç/ and /ˠ/.
L = Lara R = Rosa J = Jake E = Ed
1 L Hey! Those are our chips!
R Come on, Jake! These are their chips! Stop eating them!
J Sorry.
2 J Are these your earrings, Rosa?
R No, they aren’t my earrings. They’re ugly! Are they your
earrings, Lara?
L Yes, they are. Hmpf! Thanks.
3 E Where are my glasses?
R Uh… Are these your glasses, Ed?
E Yes, they are. Thanks.
4 R Gee, what a party! Look at this mess! Is this your
sandwich, Jake?
J Hmmm… Yes, it is. It’s good!
34
English ID TCH 21x29.3 Int.indd 34
Language
Are these your glasses?
Is this your sandwich?
Hey! Those are my chips!
They’re small, black and they’re cool.
R And are these your keys?
J Yes, they are, thanks.
5 R Is that your phone?
E No, I think it’s her phone.
R Hey, Lara. Is that your phone?
L No, it isn’t. My phone’s new. I think it’s his phone. Jake,
is that your phone?
J Oh, no! Where’s my phone?
R Is this your phone?
J Phew! Thanks! Yes, that’s my phone… Uh… Hi, Mom!
6 E Oh, no! Is that your laptop, Rosa?
R No, it isn’t. Is that your laptop, Lara?
L Oh, my God! Yes, it is! That’s my laptop! It’s new!
5 4 1
2 6 3
B To present his / her / their with books closed briefly
test sts’ memory about classmates’ names. Walk around
and ask several sts What’s my / your / her / his name?
What are their / our names? (point to different sts /
yourself) and see if they have learned all names so far
and can make full sentences with His / Her name is…
Sts look at possessive adjectives in the box. Say: Now
let’s complete the dialogs (point to blanks in 9A). Listen
again and complete with “her”, “his”, “my”, “our”, “their”,
“your”. Play 1.22. Pause after each dialog if necessary.
Classcheck with board answers. Focus on answers on the
board and elicit rules / use of each possessive adjective.
Associate them with personal pronouns I, you, he, she, etc.
5. I think it’s her phone. I think it’s his phone. 4. Is this your
sandwich, Jake? Are these your keys? 1. Hey! Those are our
chips! Come on, Jake! These are their chips! 2. No, they aren’t
my earrings. 6. That’s my laptop! 3. Are these your glasses?
Common Mistakes Focus on the first sentence with the
mistake—and respond accordingly: What?! With my boyfriend?!
(Look angry. Make sure sts see the misunderstanding caused
by your.) Write YOUR on the board and highlight the word “you”
in it. Say: I only use “your” when I talk to you and refer to your
objects, things, etc. (point to a student). Exemplify with objects.
Hold a pen and say: This is YOUR pen. (talking to the pen
owner). Still holding the same pen, talk to a different st and
elicit correct sentence: This is (her / his) pen. Read the second
4/10/13 9:58 AM

sentence in the box and talk about the difference in meaning
with your sts.
Tip Write the phrase “What’s the opposite of…?” on a large
sheet of paper and add it to your list of helpful phrases on the
classroom wall.
10 Vocabulary: Adjectives and Colors
A Books closed. Point to different colors in the classroom
and elicit them. Ask: What color is it / are they? Teach and
drill pronunciation of red, white, blue, black, green, yellow,
purple, pink, brown and orange. Play a quick game: call out
a color and sts have to find / point to it in the classroom.
Have sts call out colors as well and take part in the game
with the whole class.
Books open. Read the lesson Song line on top of p. 13, “We
all live in a yellow submarine,” and check if sts know the
song / band (“Yellow Submarine,” by The Beatles).
Song line:
We all live in a yellow submarine.
Song: “Yellow Submarine”
Band: The Beatles (UK)
Year: 1966
Sts look at pictures 1-10. See if they can identify what some
of them are about, e.g. The Beatles’ yellow submarine in
picture 7. Elicit / Pre-teach vocabulary from some of the
pictures (chili pepper, suede shoes, etc.). Start the quiz
with the whole class: do “Purple Rain” (9 / j) as an example.
In pairs, sts match sentences a-j plus pictures 1-10 to the
second column of the quiz. Sts listen to 1.23 and check
their answers. Classcheck. Promote chorus repetition of the
colors at the end of each sentence in the audio track.
1.23
a “Yellow Submarine” is a popular Beatles song… Yellow.
b Black Sabbath is Ozzy Osbourne’s old, British heavy metal
band… Black.
c Orange is a fruit and a color… Orange.
d The Pink Panther is a pretty cartoon animal, and a very
bad detective… Pink.
e “Brown sugar” is a type of sugar and a classic Rolling
Stones song… Brown.
f “Blue Suede Shoes” is an Elvis Presley rock ’n’ roll song
about shoes… Blue.
g Red Hot Chili Peppers is a California band that’s also the
name of a vegetable… Red.
h Green Day is an American band famous for the big hit
“American idiot”… Green.
i “Black or White” is a Michael Jackson’s song about two
colors… White.
j “Purple Rain” is a famous Prince’s song, album and
movie… Purple.
(f / 1) Blue Suede Shoes (i / 10) Black or White (g / 4)
Red Hot Chili Peppers (h / 2) Green Day (j / 9) Purple
Rain (c / 3) Orange (b / 5) Black Sabbath (a / 7) Yellow
Submarine (e / 6) Brown Sugar (d / 8) The Pink Panther
B Focus on adjectives 1-5 (good, new, light, small, ugly).
Write them on the board and give / ask for opinions about.
English ID TCH 21x29.3 Int.indd 35
1.4
Say: I think Harry Potter is a good book / movie. Ask: What
about you? Ask for opinions about pretty / ugly actresses /
female singers, good / bad actors / actresses / singers /
soccer players.
Tip Allow opportunity for sts to use adjectives previously
learned in this unit (excellent, fantastic, interesting, terrible,
etc.), but also guide them / generate opportunities to teach
the opposites in this lesson (bad, ugly, etc.). Keep a record on
the board of incidental vocabulary / adjectives that come up in
the conversation.
Show (a photo of) an old cell phone and contrast it to a new
one to teach new and light vs. old and heavy. Use gestures to
convey meaning.
Sts look at the quiz in A again and notice the adjectives in
bold. Individually, they write opposites to the adjectives
in B. Paircheck. Classcheck. Drill pronunciation.
Have sts test each other briefly. St A closes his / her book.
St B looks at 10B and asks “What’s the opposite of good? /
new?” for 30 seconds. Then sts swap roles.
1. good / bad 2. new / old 3. light / heavy 4. small / big
5. ugly / pretty
C Point to the cartoons on p. 12 and tell sts to listen to
descriptions of five items. They should name the objects
after they hear a beep. Play 1.24. Classcheck.
1.24
1 They’re small and red… The earrings.
2 They’re big and blue. There are two in the picture…
The sofas.
3 They’re small and brown… The glasses.
4 It’s not big or small, it’s new and it’s on the table… The laptop.
5 It’s small and black… The phone.
1. the earrings 2. the sofas 3. the glasses 4. the laptop
5. the phone
D MAKE IT PERSONAL Model the activity yourself.
Choose a singular object in the classroom, but don’t tell
sts what it is. Choose something they will easily guess
/ spot. Describe and give your opinion of it. Say: It’s
big, red and cool. Ask: What is it? (e.g. a student’s bag).
Encourage / Prompt questions like “Is it my / his bag?”
Repeat procedure for a plural object. Invite a student to
describe and give his / her opinion of an object in the
room, and you and the rest of the group try to guess it
by asking “Is it / Are they his / her (wallet / glasses)?”
Drill verb be + possessive adjectives questions to foster
fluency. In groups of three, sts play the game on their
own. Monitor closely.
Workbook p. 7
ID Online Portal
Grammar p. 118
35
4/10/13 9:58 AM
 1.5
What’s your full name? / How are you?
Lesson Aims: Sts continue to practice verb be through the context of reading / completing documents and forms. Sts also learn
a range of greetings / short exchanges when meeting.
Function
Lesson 1.5
Reading documents and forms.
Listening to a phone banking registration.
Asking and answering personal questions.
Listening to colleagues meet at work.
Talking to / Meeting people.
Vocabulary: Personal information (address, name, surname, etc.). Chunks (Thank you, You’re welcome, Excuse me?, etc.)
Grammar: Review personal information questions.
WB Song Line: “They call me ‘her,’ they call me ‘Jane.’ That’s not my name, that’s not my name.”
Warm-up Recycle colors, the alphabet and “How do you spell
that?” Hand out slips of paper with different colors written
on them. In pairs, sts test each other and ask “How do you
spell (blue)?” “How do you spell (green)?”, etc. Sts take turns
spelling their partner’s words for a few minutes.
Skills: Completing a form
A Books open. Focus on the six authentic texts. Sts read
and answer the four questions. Classcheck.
1. Gillian Jane Murphy 2. Lucas Singh, Ken Chang, Amy
Johnson, Susana Souza 3. Lucas Singh 4. The USA
B Focus on the forms in A and draw sts’ attention to the
various ways to refer to name, age and nationality. Do
number 1 (Name) together with the group. Sts complete 2
and 3 by themselves. Paircheck. Classcheck.
1. Name: full name, given names / first name, surname /
last name, name 2. Age: date of birth, birthdate, age
3. Nationality: country of origin, country of birth, nationality
Tip Make sure sts understand those are ways which names,
ages and nationalities are usually referred to / requested in
forms, that is, written language: passports, hotel check-in
forms, company tags, etc. In spoken English, people often
ask Where are you from? How old are you? rather than What’s
your nationality / country of origin? / What’s your age? etc.
So, although these are not the most common ways of asking
for those things, transforming each form field into a natural-
sounding question is the skill sts are learning in this part of
the lesson.
C Tell sts they’ll listen to a phone conversation. Before they
listen, explore the form. Ask: What’s the name of the bank?
($econd State Bank.) What information is necessary? (Name,
account number, address, telephone and e-mail.) Elicit what
questions they might hear for each (prompt if necessary):
What’s your… (name)? What’s your… (account number)?, etc.
Play 1.25. Sts listen to fill out the form with the correct
information. Paircheck. Classcheck with answers on the board.
36
English ID TCH 21x29.3 Int.indd 36
Language
Country of birth: France.
Surname: Murphy.
What’s your address?
Where are you from?
What’s your phone number?
How are you?
Hi! How’s it going?
Use a show of hands to check how many sts use telephone
banking and perhaps introduce “online banking” too.
1.25 Notice the sentence stress.
M = Mark J = Justine
M Good evening! Welcome to telephone banking registration.
My name’s Mark. How can I help you today?
J I need to register for telephone banking.
M Certainly. I just need some information. What’s your name?
J Justine Wallace.
M How do you spell that?
J J-U-S-T-I-N-E W-A-L-L-A-C-E.
M Your account number, please?
J It’s 106924.
M And what’s your address, Ms. Wallace?
J 18 Jeffrey Drive, that’s J-E-F-F-R-E-Y Drive.
M Thank you, and what’s your phone number?
J 707 is the area code and the number is 988-3405.
M Thanks, and what’s your e-mail?
J It’s jwallace26 at webmail dot com.
M Thanks, now let’s talk about passwords…
Name: Justine Wallace. Account number: 106924. Address:
18 Jeffrey Drive. Telephone number: (707) 988-3405.
E-mail: jwallace26@webmail.com.
D MAKE IT PERSONAL Sts choose a form from p. 14 or,
alternatively, create a form together with the whole class.
It could be a school registration form, a passport request,
etc. Ask sts what information they would like to include
(name? age? nationality? sex?) and draw the sts’ form
on the board. Sts copy their form into their notebooks /
sheets of paper. Elicit what questions they’ll need to ask
to complete each field / box. In pairs, sts ask and give
information about themselves and complete the forms
about each other.
When they’ve finished, ask some sts’ to introduce their
friends to the whole class. For real beginners, you’ll need
to prompt language—write a model on the board: This is
my friend… He’s (nationality). He’s (age)., etc.
4/10/13 9:58 AM
 1.5
in Action: Meeting people Use the example to model what they have to do. Play 1.28.
Sts listen to the other five dialogs and write numbers 2-6
A Books closed. Review / Elicit greetings (good morning / in the correct boxes.
afternoon / evening) and ways of introducing yourself (Hi /
Hello / I’m / My name’s… Nice to meet you (too)). Introduce How 1.28 Notice the sentence stress.
are you? and elicit possible answers. Prompt by asking: How GF = grandfather GD = granddaughter
are you? Are you OK? Ask for a volunteer in class to act out 1 GF Here’s your gift! Happy birthday!
a dialog with the teacher. Pair up with the volunteer and GD Thank you.
introduce yourself; ask: How are you? I’m fine, What about
GF You’re welcome.
you? Do the same with other sts, alternate asking: How is
it going? How are you doing? Gesture / Signal questions are 2A Excuse me.
similar / used for the same purpose. B Oh, I’m sorry.

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

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

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

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

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

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

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

When do you get up?

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

Function Language
Lesson 2.1

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

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

Warm-up In pairs, sts flick back through p. 6-15 and take
turns asking and answering the six title questions from unit 1,
that is, “Are you American?”, “Are you an excellent actor?”,
“How do you spell your last name?”, etc. Monitor closely for
accuracy. Round off the activity by asking sts to tell the class
all they can remember from their partner’s answers.
1 Vocabulary: Activities and Days of the Week
Books open. Focus on photos 1-8 on p. 16 and 17. Elicit
places sts can see and teach what is new vocabulary for
them (a café, the gym, etc.). Exemplify with local places
and / or elicit examples from sts. Say e.g.: (Carrefour) is a
supermarket. (A well-known local church) is a church.
A Sts look at the phrases. Ask: What’s in all the phrases?
(the verb go). If they say to, refer them to Common Mistakes .
Tip Read the first phrase (go to a café) with them and say
A café is a place where we drink coffee, eat cake, etc.
Give examples: Starbucks is a café. The drink is called coffee.
Write café vs. coffee on the board so sts can see the difference
in spelling and practice pronunciation. café = /NǨ
IHǹ / and board 1) I go to the café on my street every morning. and 2)
coffee = /
NǠIǹ /. Every morning I go to a café. Elicit the difference. Ask In
Point to the pictures on p. 16 and ask: Where’s the café? (#1)
Show number 1 has been done as an example. Ask: What
about “go to church”? (#5) Sts match the other phrases to
the correct photos. Paircheck. Classcheck.
Tell sts they will listen to people talking about places 1-8.
Sts point to the photos they hear about. Play 2.1 and
monitor closely to see if sts follow.
Tip Pause after each sentence in case you notice it is too fast
for them.
2.1 Notice to /WǨ/ and to a /WXZǨ/.
Int
= interviewer
When do you go to these places?
Int
A I go to a café every day before class for a coffee.
B I go to church on Sundays.
C I go to the gym after school.
D I usually go home after work.
E I want to go to a party but I have to work.
F I go to school Monday through Friday, and Saturday
morning too!
G I go to the supermarket on Saturdays.
H I go to work at eight o’clock.
(1) go to a café (5) go to church (2) go to the gym
(8) go home (7) go to a party (6) go to school
(4) go to the supermarket (3) go to work
B Focus on the four expressions in the box. Write on the
which sentence do I go to the same café every morning? (1)
and In which sentence don’t we know which café I go every
morning? (2)
Extra writing Tell sts to read 1 in B. Ask: Is it a specific place /
always the same place? (No.) Sts look at 2 and complete
with “go to the.” Ask the same question: Is it a specific…?
(Yes.) Now sts look at the phrases in 1A and complete 3 and
4 in B.

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Read Common Mistakes with sts and highlight the mistake. Say
“home” is an exception and no preposition is used after go.
2. go to the 3. go 4. go to
C Tell sts to cover the phrases in A and, in pairs, take turns
pointing to the photos and testing each other. What’s this?
D Sts complete the days with the missing letters and
number them in the correct order. Sts listen to 2.2 and
check. Paircheck. Classcheck with board answers.
Tip Elicit the days of the week and associate each day to a
well-known local TV program / event. Ask What’s on TV on
Monday? and so on.
Weaker classes Play 2.2 and ask sts to read AS 2.2 on
p. 157 as they listen, and underline the days in the sentences
so they learn the spelling and correct order. Drill pronunciation.
For each day, ask: What’s on TV on Monday / Tuesday, etc.?
Give examples, e.g. the days they have English lessons, to help
convey meaning. Go back to p. 16 and elicit the days in D before
sts attempt to fill in the missing letters. In pairs, sts complete the
words and order them, 1-7. Classcheck with answers on the board.
2.2 Notice the stress on weekdays.
1 Sunday, lovely Sunday!
2 Oh, no! Tomorrow’s Monday. School! Yuk!
3 Gee, it’s only Tuesday—four more days of work.
4 I have an important meeting on Wednesday.
5 Only two more days of work—it’s Thursday.
6 Today is Friday. Let’s go to a bar after work!
7 Great! It’s Saturday! My favorite day! No more work for the
weekend!
(1) Sunday (6) Friday (7) Saturday (2) Monday
(5) Thursday (3) Tuesday
Song line:
I don’t care if Monday’s blue,
Tuesday’s gray and Wednesday too.
Thursday I don’t care about you. It’s…
Song: “Friday I’m in Love”
Band: The Cure (UK)
Year: 1992
Ask sts to look at the lesson Song line on p. 17. Check if
they know the song / band. If you have the song, play it as
a follow-up to D or at the end of the class. Ask sts to guess
positive or negative attitudes towards each day of the week
in the song, e.g. “Monday’s blue,” “Tuesday’s gray,” etc. Ask:
What’s the composer’s favorite day of the week? (Friday.)
E Model the activity. Encourage a student to say the days
in the correct order as fast as he / she can and silently
time him / her (use your fingers or a watch to count). Sts
now do the same in pairs. St A says the days of the week,
st B times it on either a watch or his / her fingers. Sts swap
roles and then compare results to see who was the fastest.
Ask sts to report their results to the group.
English ID TCH 21x29.3 Int.indd 39
2.1
F Focus on the speech bubbles and perhaps ask two sts
to read the dialog. Elicit some examples / encourage them
to use / prompt other go activities from A. In pairs, sts tell
each other when they go to… (photos 1-8 in A).
Tip For some activities, sts are likely to need help with other
time phrases they might want to say such as everyday or “from
Monday to Friday.” Pre-teach / Prompt them while monitoring.
While sts perform the activity, monitor for the correct use
of phrases learned in B (go to / the / a) and preposition on
before days of the week.
Weaker classes You may find it useful to do a quick drill
before sts say their own sentences in pairs.
T I go to a café on Mondays.
Sts I go to a café on Mondays.
T Tuesdays.
Sts I go to a café on Tuesdays.
T The gym.
Sts I go to the gym on Tuesdays.
Prompts: work / school / church
2 Listening
A Focus on the departures chart. Ask: Where are we now?
(At / In an airport.) In small groups, sts briefly test each
other by asking Where’s New York? (In the USA.); Where’s
Rio de Janeiro? (In Brazil.); etc. Focus on the flight times
and elicit number 1 (10:15 a.m.). Play 2.3 and pause after
number 2 (6:00 a.m.). Ask: What’s number 2? (New York
flight.) Tell sts to number the other flights in the order
they hear them. Play the rest of 2.3. Paircheck. Play the
audio again if necessary. Classcheck.
2.3 Notice the stress in the time.
1 We say ten fifteen or a quarter past ten.
2 We say six a.m. or just six o’clock.
3 We say eleven p.m. or just eleven o’clock.
4 We say noon or midday.
5 We say six thirty or half past six.
6 We say five forty-five p.m. or a quarter to six.
7 We say midnight or twelve midnight.
8 We say nine a.m. or just nine o’clock.
2 8 1 4 6 5 3 7
B This exercise gives sts a first passive “taste” of the 3rd
person s. Say: Look at the clock / your watch. What time is it?
Say: I get up at (6:00). Gesture getting up or show a photo of
someone in bed getting up. Ask a couple of sts: What time do
you get up? Repeat procedures with “go to bed” and “get home.”
Tip Do this step as a brief pre-listening stage. Pre-teach
only the daily routine activities which are present in 2.4,
but do NOT cover all verbs of daily routine just yet nor make
a grammar presentation of the Present Simple tense. These
items will be dealt with in lesson 2.2 (see SB p. 18-19).
39
4/10/13 9:58 AM
 2.1
Tell sts to listen to two interviews and complete with the
times and days they hear. Paircheck. Classcheck with
answers on the board.
2.4 Notice the vowel sounds. Which one sounds different?
Int = interviewer W = woman M = man
1
Int Hi, I’m doing a survey about sleeping habits. What time
do you get up?
W Uh, um, at six in the morning. I go to school at six forty-five.
Int Thanks. And what time do you go to bed?
W Hmm. At around ten p.m., during the week. Maybe at
twelve midnight on Friday and Saturday.
Int So you get about eight hours sleep a night?
W Yeah, that’s it… Bye!
Int Thanks.
2
Int Hello. We’re doing a survey about working hours. What
time do you go to work?
M Hmm… I go to work at eight thirty a.m.
Int Every day?
M No, no. From Monday to Friday. I don’t work on Saturdays
and Sundays.
Int And when do you get home from work?
M Well, I usually get home at around six fifteen p.m. OK? Bye!
The woman gets up at six in the morning. She goes to
school at six forty-five. She goes to bed at ten p.m. She gets
eight hours sleep a night.
The man goes to work at eight thirty from Monday to Friday.
He gets home at six fifteen.
40
English ID TCH 21x29.3 Int.indd 40
C Write ON and AT on the board and tell sts to complete
numbers 1-6 with either word as they listen to 2.4 again.
Paircheck. Sts look at the 5 box and decide / write the rules
by themselves. Classcheck.
1. at 2. at 3. on 4. at 5. on 6. at 5 box at / on
Focus on Common Mistakes and teach What time do you…?
as a chunk. Focus on the mistake and highlight there’s no
preposition for now in the question.
D MAKE IT PERSONAL Books closed. Conduct choral
and individual repetition of What time do you…? and use
prompts 1-4 from D (get up / go to bed / go to school, etc.).
Books open. Read the model dialog with the whole class. In
pairs, sts ask each other What time do you questions about
weekdays and weekends. After they finish, ask a pair to
present part of their dialog (three questions) to the class.
Tip Asking sts to report what their partners said might lead
to errors at this stage, as they don’t know Present Simple 3rd
person singular. Let them say what they can. prioritizes
fluency as much as accuracy, and they will learn it next
lesson anyway. Or you might ask What time does he / she…?
and accept short answers though, e.g. “at 6 a.m.” instead of
complete sentences (“He gets up at…”).
Workbook p. 9
ID Online Portal
Grammar p. 120
4/10/13 9:58 AM

What do you do in the mornings?
Lesson Aims: Sts learn to use several verbs of action in the 3rd person singular in the context of telling their daily routine.
Function
Lesson 2.2
Daily sleep patterns.
Telling your daily routine.
Vocabulary: Morning routine: brush my teeth, exercise, get dressed, get up, have breakfast, leave home, make the bed, shave,
sleep, take a shower, wake up.
Time phrases: about, hours, minutes, on weekdays / weekends, a night, how many, at (around) + time, for + time, immediately.
Grammar: Present Simple: all persons, & forms, Present Simple 3rd person s, following on from preview in 2B.
Review / extend: countries / nationalities (France / French, Korea / Korean, Japan / Japanese).
Warm-up Play a quick mime game with the go activities and
daily routine verbs from the previous lesson: go to the gym, go
to the supermarket, get up, go to bed / sleep, go home, etc. You
might ask sts to choose a verb from p. 16 and 17 or hand out
slips of paper with verbs written on them to each student, e.g. I
go to school at 7 a.m. to mime their phrase for the class to guess.
3 Reading
A Ask: What do you know about the four countries? Capital?
Famous people? Money? Famous food? What do the people like
/ eat, etc.?
Focus on the question in white on the report. Ask sts to
give predictions for each country. Focus on the picture.
Ask: What can you see? (The world in bed / sleeping.) Then
complete the table. Play 2.5 and ask sts to follow / read
the text as they listen. Paircheck. Classcheck. Ask about
your country What about ? How many hours do
sleep? Let’s check! and move to B.
8 hours and 50 minutes / 8 hours and 38 minutes / 7 hours
and 49 minutes / about 8 hours
B MAKE IT PERSONAL Drill pronunciation of questions
1 and 2. Ask sts to stand up and walk around the class
asking 1 and 2. Tell them to take notes and interview as
many classmates as possible. When they have finished, ask
them to sit in small groups and compare their answers.
Ask the whole class question 3: On average, how many
hours do people in your class sleep?
4 Vocabulary: Morning Routine
A Focus on the pictures. Say: This is Jim. (point to
the character). Elicit as much as possible and use the
illustrations and gestures / mime to convey meaning. In
pairs, sts match phrases 1-10 to Jim’s pictures. Paircheck.
Sts listen to 2.6 to check their answers and repeat
phrases as they hear them.
Follow-up: Ask sts to cover the phrases and test each other
in pairs. St A points to the pictures, st B comes up with the
correct phrase. After a minute, sts swap roles. In pairs, they
play a mime game. Sts A and B take turns choosing one
action from pictures 1-10 to mime for the other to guess.
English ID TCH 21x29.3 Int.indd 41
2.2
Language
How many hours a night do you sleep?
I wake up at…
Mr. Bean wakes up at around 8 a.m.
2.6
“wake up”
“get up”
“make the bed”
“exercise”
“take a shower”
“shave”
“get dressed”
“have breakfast”
“brush my teeth”
“leave home”
wake up (10) get up (4) make the bed (7) exercise (2)
take a shower (9) shave (8) get dressed (3)
have breakfast (5) brush my teeth (1) leave home (6)
B Tell sts they will hear sound effects of Jim doing the
activities from A and they need to guess them. Say: Listen
and guess the activity and write it down first, then compare
with a partner. Play 2.7 and classcheck.
exercise; have breakfast; get up; brush my teeth; wake up;
leave home; shave; make the bed; take a shower; get dressed.
C Sts listen to Jim talking about his morning routine. Tell
them to use the numbers from A , as in the example
(10) (wake up) at 6:30 a.m. Look at the times and time
expressions and elicit from sts how they are said. Play
2.8 and sts match other activities to correct times.
Paircheck. Classcheck.
Tip Always encourage sts to use language / short dialogs to
paircheck, instead of doing it visually / looking at each other’s
books. E.g.: St A: Not immediately? B: Get up. Number 4.
What about for 30 minutes? A: (That’s) exercise. Number 2.
2.8 Notice the word stress.
Well, I wake up at around six thirty a.m., but I don’t get up
immediately. I stay in bed for three or four minutes, then I get
up. I don’t make my bed. Then I exercise for thirty minutes.
After that, I take a shower, shave, get dressed and have
breakfast—coffee, juice and cereal. Then I brush my teeth
and, finally, leave home at around eight a.m.
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4/10/13 9:58 AM
 2.2
(10) Wake up at around six thirty. (4) Don’t get up
immediately. (2) Exercise for 30 minutes. (6) Leave home
at around eight a.m.
D MAKE IT PERSONAL In pairs, sts tell each other what
they do every morning. Ask them to refer to pictures in A
and include the time they do each activity.
Weaker classes Learners often feel more confident if they
have the chance of writing a small paragraph about their
morning routine before they talk about it. You could give them
3-5 minutes to write down their morning routine beforehand.
Read the lesson Song line on top of p. 19 with sts and elicit
the name of the song / band from them. Ask: Do you know
the song? Do you like The Beatles? What other Beatles songs
do you know / like?
The aim of the song is to help anchor 3rd person s which is
coming now.
Song line:
She loves you, yeah, yeah, yeah!
She loves you, yeah, yeah, yeah!
Song: “She Loves You”
Band: The Beatles (UK)
Year: 1967
Tip Mask the bottom of the screen if you wish to hide the
subtitles.
E Ask sts: Do you know / remember Mr. Bean? Do you like
him? Do you think he’s funny? Play 2.9 or the video and tell
sts they need to remember at least five morning activities
shown in the video. Feedback. Then open books and focus
on the highlighted s and es on the photo.
2.9
He wakes up at eight a.m., but he doesn’t get up. He sleeps
again. He gets up, he makes his bed, he exercises, he shaves,
then he leaves home.
F MAKE IT PERSONAL Ask a student to read the speech
bubble to the class. Write I wake up at 8 a.m. on the board.
Then write Mr. Bean… and elicit the rest of the sentence from
sts. Highlight the “s” for 3rd person and elicit other verb forms.
If possible, conduct a quick drill (T: I get up at 7 a.m. He…
Sts: “He gets up at 7 a.m.”).
In pairs, sts compare their routine to Mr. Bean’s. Monitor
closely for accuracy.
5 Grammar: Present Simple
A Focus on the sentence subjects with sts and check
if they know the meaning of sister, dad and brothers. If
not, exemplify with a family tree on the board or refer to
a locally-famous family, but don’t spend too much time
presenting family members as this vocabulary will be dealt
with in lesson 2.3. Sts complete the chart with the correct
42
English ID TCH 21x29.3 Int.indd 42
form of the verb in parenthesis. Paircheck. Classcheck with
board answers. Drill sentences and change subjects so as
to consolidate form. If you feel sts need further practice, do
Grammar p. 120 in class.
1. I leave home at 6 a.m. 2. You go to school at 7:30 a.m.
3. My sister makes her bed in the morning. 4. My dad
takes a shower at night. 5. My brother and I get up at 6 a.m.
6. My partners have breakfast at 10 a.m.
B In pairs talk about Jim’s routine (from 4A). St A is
his mother / father. St B shows interest in Jim’s routine.
Classcheck.
Jim wakes up at around 6:30 a.m, but he doesn’t get up
immediately. He stays in bed for a few minutes, then he
gets up. He doesn’t make his bed. Then he exercises for 30
minutes. After that, he takes a shower, shaves, gets dressed
and has breakfast. Then he brushes his teeth and, finally,
leaves home at around 8 a.m.
Common Mistakes Focus sts’ attention on 3rd person S,
the use of has and the use of does not.
C Elicit negative forms of some sentences in the
Grammar table in A. Sts listen to 2.10 to check their
answers. Classcheck with answers on the board. Play the
track again and have sts repeat the sentences. As a follow-
up activity, ask sts to work in different pairs and say the
sentences in A according to what is true for them, e.g. My
sister doesn’t make her bed in the morning (if a student does
not have a sister, he / she needs to change to brother, etc.).
Ask some sts to report their sentences to class.
2.10
1 I don’t leave home at 6 a.m.
2 You don’t go to school at 7:30 a.m.
3 My sister doesn’t make her bed in the morning.
4 My dad doesn’t take a shower at night.
5 My brother and I don’t get up at 6 a.m.
6 My partners don’t have breakfast at 10 a.m.
I don’t leave home at 6 a.m. You don’t go to school at
7:30 a.m. My sister doesn’t make her bed in the morning.
My dad doesn’t take a shower at night. My brother and I
don’t get up at 6 a.m. My partners don’t have breakfast
at 10 a.m.
D In pairs, sts try to remember four things Mr. Bean
doesn’t do before leaving home. Classcheck.
He doesn’t take a shower. He doesn’t get dressed.
He doesn’t have breakfast. He doesn’t brush his teeth.
Workbook p. 10
ID Online Portal
Grammar p. 120
4/10/13 9:58 AM

Do you use your cell phone a lot?
Lesson Aims: Sts learn to talk about how people use cell phones and family relationships.
Function
Lesson 2.3
Reading / Talking about how people use cell phones.
Talking about family relationships.
Vocabulary: Cell phone uses (send / receive texts, write e-mails / tweets, take photos, go on Facebook, etc.). Family words (son,
daughter, mother, grandparents, etc.). Possessive ’s.
Grammar: Present Simple: all persons, & forms, a lot.
Warm-up Elicit and write well-known brands on the board
which have ’s in their names, e.g. Levi’s, McDonald’s, or any
other local brand, and elicit from sts or introduce the ’s.
6 Reading
A Books closed. Ask: Do you use your cell phone a lot?
Books open. Sts read the title question. Draw their attention
to “relatives” and go over the Common Mistakes on p. 21.
Sts read the survey and match photos 1-4 to four of the
seven texts. Paircheck. Classcheck and clarify any new
vocabulary. Ask follow-up questions: What about your sister /
husband / dad? Is he / she a cell phone addict too?
Picture 1 is Lucia’s friend. Picture 2 is Yuri’s son.
Picture 3 is Kenan’s mom. Picture 4 is Maria’s boyfriend.
Cyber English Ask sts to find and underline the words
e-mails and texts in Jan’s and Ruben’s texts. For each one,
ask: Is it a verb? (Yes.) Read Cyber English with them and
give more examples, such as: I skype my sister every day. /
I never text people. I prefer to call them. / When I don’t know a
word, I usually google it.
B Sts re-read the texts in A and match the sentences
halves in B. Paircheck. Classcheck with number sequence
on the board. Highlight the use of possessive ’s and elicit
how the same idea is expressed in sts’ mother tongue. If
you favor contrastive analysis, encourage comparison of
word order between L1 and L2.
(7) watches movies (4) orders pizza (3) texts in the car
(1) texts friends when she’s at school (5) calls friends on
his way to work (2) takes photos and e-mails them (6) plays
games and uses language apps.
C MAKE IT PERSONAL Ask: Are you a cell phone king or
queen? Let’s check! Sts individually answer all 14 questions
about how they use their cell phones and write 9or 8 in
both columns 1. After that, model Do you…? questions and
drill pronunciation of four or five sentences. In pairs, sts
interview each other and write their partners’ answers
English ID TCH 21x29.3 Int.indd 43
2.3
Language
My sister uses her cell phone to listen to music.
Do you use your phone to send and receive texts?
I use my phone to call people and post tweets.
Chris is Lois’ son.
Francis is Thelma’s husband.
in columns 2. Classcheck by inviting sts to report their
partners’ answers. Refer to the model in the speech bubble.
7 Vocabulary
A Read the Song line at the top of p. 21 with sts and
check if they know the song / band. Ask them to sing the
song line or hum the melody in case they know it.
Song line:
We are family.
I got all my sisters with me.
We are family.
Get up everybody and sing.
Song: “We Are Family”
Band: Sister Sledge (USA)
Year: 1979
Explore the cartoon in 7A and elicit what sts can see in it
(a dog, a baby, a family at home, etc.). Ask: Do you know The
Griffins? Tell them the man in white is Peter Griffin. Ask
How many children does he have? (3) Play 2.12 and tell sts
to listen and read the text and complete the family tree
table. Paircheck. Classcheck.
Tip Elicit / Drill pronunciation in pairs as necessary using pink
stresses. A says female, B says male + plural, etc.
Francis + Thelma / Peter + Lois / Meg, Chris, Brian
B Sts complete the family table with words from the TV
ad in A. Paircheck.
parent(s); brother; daughter; wife
5 box Draw sts attention to the pink syllables in B.
Common Mistakes Focus on it at any time, e.g. in title of 6A.
C Model the activity. Ask sts to look at the family tree in
A and ask: Who’s Lois’ husband? (Peter.) Prompt Thelma’s
husband and elicit the question from sts, “Who’s Thelma’s
husband?” and have a student answer (Francis.) In pairs, sts
take turns asking and answering about The Griffin family.
43
4/10/13 9:59 AM
 2.3

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

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

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

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

 2.4

Who do you live with?

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

Function Language
Lesson 2.4

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

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

Warm-up Review Wh questions. Write questions on the board C Read one of the answers aloud to sts and elicit which
or slips of paper and have sts interview each other in pairs. question in B could match it. For example, No, I don’t. I live
Remember to include a few Yes / No questions so sts start with my girlfriend. Ask What’s the question? and point to B
internalizing the different types of questions, which will be (4). Sts match the rest of the answers to the questions in B.
dealt with in 8A, p. 22. Suggestions: Where do you live? How Play 2.13. Sts listen to an immigration officer interviewing
many hours do you study English on weekends / per week? Do a tourist to check. Classcheck.
you speak French? When do you cook? Do you like Japanese
food? What time do you have dinner? How do you get to 2.13 Notice the intonation at the end of each question.
school / work / college? Encourage sts to report their partner’s Int = interviewer M = Miguel
answers to the whole class. Monitor closely for the use of Int What’s your full name?
Present Simple 3rd person singular when they do so. M Miguel Hernandez. But please call me Mickey.
Int OK. And… are you Spanish?
M Yes, I am. I’m from Valencia.
8 Grammar: Present Simple Int Where do you live?

A Books open. Focus on the Grammar box. Refer to the M In Madrid, I work there.
questions sts have just used in the warm-up and tell them Int Do you live with your parents?
to identify which of them are Information questions and M No, I don’t. I live with my girlfriend.
which are Yes or No questions. For further practice, go to Int Where exactly in the U.S. do you plan to travel to?
Grammar p. 120. M Alaska. Everybody says it’s a beautiful place.
Int Do you know anyone in Alaska?
(2) ASI. (1) QASI. M Yes, my sister lives there.

Tip Acronyms ASI (Auxiliary + Subject + Infinitive) and

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

B Individually, sts classify sentences in ASI or QASI. Stronger classes Remind sts that intonation does not
Paircheck. Classcheck. Do not drill pronunciation of
exist in isolation, that is, different contexts create room
sentences just yet (or have sts ask the questions) as for exceptions. E.g. an Information question such as
number 9 on p. 22 works on the intonation of each one in “How many cousins do you have?” might be uttered with
depth and sts will then practice. rising intonation if the speaker is surprised and asking for
repetition / confirmation. Yes / No questions could have
1. QASI 2. ASI 3. QASI 4. ASI 5. QASI 6. ASI falling intonation, e.g., “Are you married?” if the question
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English ID TCH 21x29.3 Int.indd 45 4/10/13 9:59 AM

 2.4
is asked with disappointment. If sts notice exceptions to the
general “rule” celebrate! It means they have taken it on the
board, noticed something different and, on top of this, had the
courage to raise it with you.
Optional activity In pairs, sts practice saying the words in the
box and notice which ones rhyme (come / some, before / more,
make / take, where / there). Remembering words in rhyming
pairs is a very useful learning strategy.

In yes / no questions the intonation usually goes up.

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

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

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

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

 2.5

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

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

Function Language
Lesson 2.5

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

No, I don’t. People don’t want to date a famous person.
Talking about how often you do activities. How often do you go to the gym?
I never go to the gym!
Talking about celebrations. Happy birthday! / Happy New Year!
Talking about what you usually do on your birthday. I always have a special meal at home.
I sometimes have a party.
Vocabulary: Review go activities. Chunks for celebrating special dates and occasions (Merry Christmas!, Congratulations!, Enjoy
your meal!, Have a good trip!, etc.).
Grammar: Frequency adverbs. How often + Present Simple questions.
WB Song line: “It’s your birthday. We’re gonna party like it’s your birthday.”

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

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

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

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

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

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 2.5
Drill pronunciation. Classcheck by inviting sts to report
some of their partner’s answers.
D Books open. Focus on the chart to establish meaning.
Drill pronunciation of the six adverbs. Elicit some
examples from sts. Say: (Student), tell me something you
always do, etc. Sts look at Ginny’s answers in A and
underline five examples of frequency adverbs. Paircheck,
and sts complement their answers if their partner has
underlined a different example in the text. Classcheck.
Highlight and drill the question How often do you…?
Weaker classes Review / Elicit the days of the week
and write them on the board. Make it look like a calendar.
Give some examples about your routine, exemplifying
adverbs of frequency. Say, for example: I always have
dinner at 8 p.m. Check off all days. Now say: I usually have
breakfast in the morning and check off four days. Say I
occasionally take a bus / drive to work and check off one
day in the week calendar on the board. Then go to activity D
on p. 24, as above.
How often do you visit your dad? / Oh, I always go to L.A. in
December / I sleep a lot and occasionally go for a walk. And
I never work on Mondays / I usually go to bed at 11 p.m.
E MAKE IT PERSONAL Send sts to p. 16 and review /
elicit the go activities in the lesson photos. Sts write five
activities and How often do you…? questions to interview
their partners. Monitor closely as they write.
Weaker classes Model the activity by having sts interview you
before they work in pairs.
in Action: Celebrating
A Focus on photos 1-6. Elicit what people might be saying
in photo number 6 (Happy birthday!). In pairs, sts match
the rest of the photos to the phrases in A. Do not tell them
the answer just yet—they will check in B.
Tip For fun get sts to suggest what the people might
be saying, e.g. “Yum, yum!”, “Bye! See you!”, “Thank
you!” “Wow! I hate you!”, etc. You can do this with most
people photos and it helps sts to learn lots of useful little
exclamations.
B Sts listen to 2.17 to check their answers to A.
Classcheck and drill pronunciation of all phrases. In pairs,
sts test each other: st A covers the phrases and st B points
to the photos in A. Sts swap roles. Round off by asking all
sts to cover the phrases and you point to each photo and
test the whole class.
48
English ID TCH 21x29.3 Int.indd 48
2.17
1 A Enjoy your meal!
B Thanks! Thank you! You too!
2 A Merry Christmas!
B Merry Christmas!
3 A Have a good trip!
B Thanks.
4 A Congratulations!
B Thank you!
5 Happy New Year!
6 A Happy birthday!
B Thanks.
4 1 6 5 3 2
C In pairs, sts look at situations 1-6 and take turns asking
each other What do you usually say…? Classcheck.
1. Enjoy your meal! 2. Congratulations! 3. Happy
birthday! 4. Have a good trip! 5. Merry Christmas!
6. Happy New Year!
Cultural note We use merry Christmas, but we say happy birthday.
Common Mistakes Highlight the different uses of on + day /
date but at for a festive period. Elicit more examples for
both or use those in MAKE IT PERSONAL . In pairs, sts talk
as much as they can about their own preferred activities
on these festive occasions. Add in any locally relevant
ones too, e.g. at Easter, at Ramadan (it’s a month long), on
Independence Day, etc. Get them to ask you first.
Tip Correct any important mistakes, but otherwise try to see
the second phase as fluency as much as accuracy. If you
encourage sts to use the phrases in the table and then gesture /
mime / draw other things they can’t say, they should really
enjoy seeing how much they are able to express here.
D MAKE IT PERSONAL Ask What do you usually do on your
birthday? and point to the table in D. Individually, sts check
how they celebrate their birthdays with each suggestion.
Sts paircheck by asking How often do you…? questions.
Highlight position of often after don’t in the example.
Classcheck by asking sts to report some of their partner’s
answers to the class.
Workbook p. 13
Phrase Bank p. 64, 65
ID Online Portal
Grammar p. 120
ID Café Video p. 139
4/10/13 9:59 AM
 Review 1
Units 1-2
Grammar and Vocabulary
A Picture Dictionary. Pairwork. Sts test each other and
review the main vocabulary items learned in units 1 and 2.
St A asks “What’s this in English?” and st B answers. Tell
sts to try to focus on the pronunciation of words. There
are some possible techniques mentioned on p. 12 of the
introduction section on how to work with the Picture
Dictionary in order to review vocabulary. You can select
whichever of these best suit the needs of your class.
Page 6 8 countries and nationalities
Page 11 11 personal objects
Page 13 11 colors
Page 15 5 shorts dialogs for photos 1-5
Pages 16-17 8 go activities
Pages 18-19 10 morning routine verbs
Page 25 6 phrases for special occasions
Page 154 22 picture words for vowels
B MAKE IT PERSONAL Pairwork. Assign which student is A
or B in each pair. Ask sts Bs to close their books and make
sure sts As cover / do not look at sentences 4-6.
St A spells each word in sentences 1-3 for st B to write in a
notebook or on a sheet of paper.
Tip Tell sts not to say / signal to their partners where spaces
are between words when spelling—the student who listens and
writes the letters is supposed to recognize each word / where
the spaces are once the sentence is complete. They should
say: “Number 1: m-y-c-i-t-y-i-s-i-n-t-e-r-e-s-t-i-n-g.”
Paircheck: encourage st A to check if st B’s sentences are OK.
Swap roles. St A closes the book. St B spells all letters of
sentences 4-6 for st A to write down. Paircheck: St B reads
and checks if st A made any mistakes.
Sts take turns saying sentences 1-6 and adapting them
to make true sentences about themselves, e.g. “My city is
interesting.” / “I think Jazz isn’t great. Jazz is OK.” / “I’m not
from New York City.”, etc. Classcheck by inviting some sts
to say their adapted sentences to the whole class.
C Individually, sts complete the dialog with verb be.
Paircheck. Play Review Audio 1.1 for sts to listen and check
their answers. Classcheck with answers on the board.
Replay the track for the sts to listen and repeat (pause
after each line.) In pairs, sts role-play the dialog. Make sure
they use contractions whenever possible. Swap roles and
act out the dialog once again. Ask one pair to act it out for
the whole class.
English ID TCH 21x29.3 Int.indd 49
1.1
R = receptionist S = Sandy
R What’s your name?
S Sandy Clark.
R Are you American?
S No, I’m Canadian.
R Where in Canada are you from?
S Vancouver.
R That’s very nice. What’s your address?
S 76 Burton Road.
R And what’s your e-mail address?
S saclark@hotmail.com
R Thank you. Here’s your key. Room 89.
’s (is) / Are / ’m (am) / are / ’s (is) / ’s (is) / ’s (is) / ’s (is)
D Sts play Draw it, name it! on a sheet of paper or notebook.
St A draws six objects from p. 8 ex. 4 Pronunciation for st B
to guess, e.g. a shoe, a plane, etc. Sts swap roles. St B draws
six objects from p. 11 ex. 8 Vocabulary for st A to guess, e.g.
a lipstick, a sandwich, etc.
Tip If time is available, ask some sts to go to the board and draw
objects from either p. 8 or p. 11 for the whole class to guess.
E MAKE IT PERSONAL Individually, sts complete questions
1-6 with do or does. Paircheck. Classcheck with answers on
the board.
Weaker classes Drill pronunciation of all questions before sts
ask and answer in pairs.
In pairs, sts take turns asking and answering questions
1-6. Monitor closely for accuracy. At the end, ask sts to
report some of their partners’ answers to the whole class.
1. do 2. Do 3. Do 4. Does 5. do 6. does
F Elicit the appropriate response to phrase 1, “Thank
you.” (You’re welcome.) Sts match phrases 2-8 to a suitable
response in the right column. Paircheck. Classcheck.
Tip In pairs, sts act out short conversations. Monitor for
appropriate intonation.
1. You’re welcome. 2. It’s Jackie. 3. Not much. 4. Thanks!
5. Good, thanks. 6. Bye for now. 7. 17. 8. Purple and white.
G Point to Common Mistakes and tell sts it is now their turn
to correct the sentences. Write sentence 1 on the board
Are you colombian? Yes, I’m. and call sts’ attention to the
number of mistakes between parentheses (Two mistakes.)
49
4/10/13 9:59 AM
 R1
Elicit corrections and mark the phrase on the board: Are
you Colombian? Yes, I am.
In pairs, sts correct sentences 2-10. Encourage them to flip
back through p. 6-25 and check their answers in units 1
and 2. Classcheck with answers on the board.
1. Are you Colombian? Yes, I am. 2. That is a ridiculous
umbrella. 3. David loves his girlfriend. 4. John goes home
after school. 5. My girlfriend has 20 close relatives.
6. What time do you go to school? 7. My father works in
the city. 8. On Saturday, my mom doesn’t get up early.
9. My brother is 25. 10. When does he work?
Skills Practice
A Sts go to p. 20. Play 2.11 for sts to listen and read the
text in 6A. Ask sts to close their books. Replay the track
and ask sts to rate their listening comprehension from 0%
to 100%. At the end, ask the whole class: Do you think you’re
making progress with listening?
B In pairs, sts match the phone phrases. Sts read the
text to find the phone phrases and check their answers.
Classcheck. Drill the pronunciation of all the phrases.
1. send a (text) message 2. make a call 3. take a photo
4. go online 5. use the dictionary 6. organize a meeting
C MAKE IT PERSONAL Sts listen to the text in B. Ask them
to complete the blanks with frequency adverbs always,
often, usually, sometimes, occasionally, never. Play Review
Audio 1.2. Paircheck. Classcheck. At the end, encourage sts
to say which character they are most similar to. Ask: Are
you similar to any of these people? Any surprises in the text?
1.2
There are about 6 billion cell phones in the world, that’s 87%
of the world’s population. Let’s take a look at how people use
their phones.
I use it every day. I can’t imagine life without it! I often send about
30 to 40 messages a day and I use the dictionary at school.
I don’t have a cell phone. I think they are unhygienic. And
they ruin conversation! I occasionally use my girlfriend’s
phone to make calls.
Oh, wow! I love my cool, new phone! It does everything—I can
go online, make free calls and it even understands me when
I speak to it!
I usually use it for work. I sometimes make calls from the
car to talk with clients or organize meetings for the day.
I don’t use my digital camera, I always take photos on my phone.
I often send about 30 to 40 messages a day. / I occasionally
use my girlfriend’s phone. / I usually use it for work. / I
sometimes make calls from the car. / I always take photos.
D Ask sts: Are you a soccer fan? What’s your favorite
soccer team? Sts hear a soccer fan talk about his favorite
team. Allow sts a few seconds to read sentences 1-5.
Play Review Audio 1.3. Sts circle the numbers they hear.
Paircheck. Replay the track if necessary. Classcheck with
answers on the board.
50
English ID TCH 21x29.3 Int.indd 50
Weaker classes Review / Elicit how to say all pairs of numbers
in sentences 1-5 before sts perform the activity.
1.3
My name is Elio, I am 17 and I live in La Floresta, a small town
in Spain about 13 km from Barcelona. Of course, I support
Barça—the best soccer team in the world! I’m a member of the
club and go to all 19 league games at the Camp Nou stadium.
I sometimes go to watch European games too. Barcelona have
a fantastic record—14 international cups and over 60 domestic
cups. My favorite player is Messi—he’s absolutely incredible.
And we have the same birthday—June 24.
1. 17 2. 13 km 3. 19 4. 14 5. 60
E Replay Review Audio 1.3. In pairs, sts answer questions
1-4. Classcheck with answers on the board. Do you think
Barcelona are the best club in the world? Is Messi the best
soccer player in your opinion? Who’s your favorite soccer player?
1. Elio. 2. In La Floresta / Near Barcelona / In Spain.
3. Lionel Messi. 4. June 24.
F Swap partners. In pairs, st A talks about family A and
st B talks about family B. Sts use family words from p. 21.
Monitor closely for accuracy. At the end, ask a student
to describe family A and another student to describe
family B. Names of some characters may be different
in some countries. The important thing here is that the
relationships are described correctly. The suggested
answers below use the English names but don’t worry if
your sts use the names they are more familiar with.
A The Simpsons. Marge and Homer have three children,
Bart, Lisa and Maggie.
B Fred Flintsone’s wife is Wilma and they have a daughter
called Pebbles. Wilma’s best friend is Betty Rubble and
her husband is Fred’s friend Barney. They have a son called
Bam-Bam. The dinosaur’s name is Dino.
G MAKE IT PERSONAL Ask sts to complete the table with
frequency adverbs such as always, often, usually, sometimes,
occasionally, never, according to their habits. In pairs, sts
take turns saying how they spend their weekends and find
similarities and differences between them. Refer sts to the
model sentence in the speech bubble. Round off by asking
sts to tell the whole class what they have in common.
H MAKE IT PERSONAL Elicit possible names (of celebrities
or even sts’ relatives) to complete sentence 1, e.g. “Bill
Gates” is a rich old man. Sts complete sentences 2-6 with
any suitable answer. In pairs, sts tell each other their
sentences. Monitor closely for coherence. Ask some sts to
read their sentences to the whole class.
I Point to the photo and elicit vocabulary, asking: What’s
this? (A hotel reception.) Is it a one star hotel? (No, it’s
4/10/13 9:59 AM

expensive.) How many guests do you see at the reception?
(Four.) How many receptionists? (One.) Sts work in pairs.
Assign who is A and B and allow sts some time to read
about their roles. In pairs, sts role-play the situation.
Weaker classes Ask sts to write the minidialog before they
role-play it so they have more time to plan their questions and
answers. Help whenever necessary.
J MAKE IT PERSONAL Question time. Sts look at the
Language Map on p. 2-3 and take turns asking and
answering the lesson titles from units 1 and 2. Monitor
closely for accuracy and encourage sts to ask follow-up
questions when suitable. At the end, ask them how they
English ID TCH 21x29.3 Int.indd 51
R1
felt performing the task: Do you feel comfortable with all of
the questions? Which ones are easy? Which ones are difficult?
Tip As a form of evaluation, get sts to record themselves
answering the questions in pairs, in or out of class, e.g.
on their phones. When they listen to themselves they will
get much of the feedback they need. They can upload
these recordings digitally to build a portfolio of themselves
speaking English, which you can use as a proportion (e.g.
10-20%) of their overall marks. When you ask sts to record
themselves as part of their assessment they often re-record
many times in order to get a satisfactory result, which is
excellent practice for them.
51
4/10/13 9:59 AM
 3
Unit overview: The main topics of unit 3 are the weather, months, Present Continuous (for both present and future uses),
time expressions (tomorrow morning, next week, etc.) and making offers. The topics are introduced and practiced through the
contexts of weather forecast, phone conversations, talking about what celebrities are doing in photos taken by paparazzi,
the routine of the members of the British Royal Family. Sts also answer a questionnaire about the reasons why they’re learning
English and how they feel about it and role-play a dialog with informal language / chunks for making simple offers.

What’s the weather like?

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

Function Language
Lesson 3.1

Talking about the weather. How’s the weather in ?

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

Warm-up Books closed. Write the lesson Song line Here comes the obviously, and this symbol means wind or windy. The next
sun. Here comes the sun and I say it’s alright. on the board. Check symbol is for fog or foggy weather. The cloud with these
if sts know the song / band. Draw (or quickly mime) the “sun,” little lines means rain or rainy weather. And the white cloud
“rain,” “wind,” “cloud” and “snow” and elicit all items. with stars means snow or snowy conditions. OK?
C Yes, miss!
Song line: T And for temperature, we usually just say hot, warm, cool or
Here comes the sun. cold. Any questions?
Here comes the sun and I say it’s alright. C No, miss!
Song: “Here Comes the Sun”
Band: The Beatles (UK) cloudy, windy, foggy, rainy, snowy
Year: 1969

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

1 Vocabulary: The Weather
A Books closed. Ask When do we use the letter S at the
end of words in English? Elicit examples of the four uses in
World of English . There are two more uses too (Let’s, where
’s = us, and She’s gone, where ’s = has), but we suggest you
avoid mentioning these at this stage.
Read World of English with the whole class. Highlight the -y
endings of the three adjectives and ask if sts know other
adjectives that have the same ending (early, military, easy,
ready). Remind them that of course not all adjectives end in
-y by any means! Elicit examples they already know (colors,
new, old, good, great, big, etc.). Elicit the correct adjective for
sun (sunny). Point to the weather table. Sts complete the table
with the correct adjective under each noun. Paircheck. Play
3.1 for sts to check. Drill pronunciation using opposing
pairs of words so sts spot the differences: sun—sunny,
cloud—cloudy, etc.
3.1 Notice the sentence stress.
T = teacher C = class
T Today, let’s look at the weather symbols. This yellow circle
means the sun, or sunny weather. A cloud means cloudy,
52
to teach warm, cool, cold and hot. Exemplify with the day’s
local weather. Write all the words on the board and draw
sts’ attention to last consonant sounds—correct them if
sts add extra vowel sounds to the end of those words as
they might follow the adjective pattern presented in A (rainy,
cloudy, etc.).
Cultural note In some tropical regions, the concept of “cold”
may vary according to the inhabitants’ perspective. If you teach
in a tropical climate region, your sts are likely to think (and
argue) that 15 degrees means “cold”—but make sure they
understand that in most English-speaking countries that would
be considered “cool.”
(a) cold (b) cool (d) hot (c) warm
C In pairs, sts cover A and B and refer to the thermometer
and the photos on p. 28-29. They test each other and see
how many weather words they can come up with by looking
at the photos from the lessons. Monitor closely. Classcheck.
Stronger classes Prompt / Teach any new words sts feel like
expressing (e.g.: dry, wet, humid, etc.).

052a061-U3-TB1-TNC-P7
English okokok.indd
ID TCH 21x29.3 Int.indd 52 52 12:05 PM
4/10/13 12:15 052a061-U3

D Sts hear two people talking about two different photos
(from p. 28-29). They have to listen and guess which two
photos are being described. Paircheck. Classcheck. Tell sts
to remember the words that made them guess the photos.
There is more than one possible correct answer for this
exercise. The important aspect to take into consideration is
how sts justify their choice.
3.2
A OK, in this photo, the weather is beautiful.
B Yes, it’s hot and very sunny.
A Maybe it’s Cancun?
B And in this picture it’s hot.
A Yes, and it isn’t raining. It’s very dry.
Pictures 1, 2 or 6 are possible answers.
E In pairs, sts perform the task about photos 1-10. Ask
sts to refer to AS 3.2 on p. 157 in case they have a specific
doubt or feel they need a model. Classcheck by playing a
guessing game with the whole class: a pair of sts talk about
a photo. The rest of the group listens and tries to guess
which photo is being described. For small groups, repeat
the procedure three times. For larger groups, repeat the
procedure for five different photos in order to get more sts
to participate.
Weaker classes Write some prompts on the board: In this
photo, the weather is… / It’s (hot) and (dry). / Maybe it’s
(city). / Yes, I agree., etc.
2 Listening
A Focus on the five places from the table and elicit
where they are (the Alps: Europe; the Amazon forest:
South America; the Atacama Desert: Chile; Cancun:
Mexico; Chicago: the USA) and what sts think the
weather is usually like in each of them. Play 3.3 and ask
sts to number the places in the order they hear them.
Paircheck. Classcheck. Ask sts: Why do they say the
weather is crazy?
3.3 Notice the s endings.
B = Bob M = Mary J = Joe
B Everywhere, the weather is… crazy! Take the Amazon
forest, for example. It’s usually very rainy there, but now…
no rain for three months! The Amazon river is down by ten
meters. It’s crazy!
From the forest to the desert: the Atacama Desert is usually
hot and sunny 350 days a year. This year, the days and
nights are cool and cloudy. It’s crazy!
And how’s the weather in Chicago, the Windy City? Mary,
tell us. What’s the weather like in Chicago?
M Well, Bob, no wind for us! This month, every morning, it’s
cool and foggy. It’s crazy!
B Thanks, Mary. Let’s go to the Alps. Those beautiful
mountains. What’s the weather usually like there? It’s
snowy, right? And what’s it like this year? Tell us, Joe?
0/13 12:05 PM 052a061-U3-TB1-TNC-P7
English okokok.indd
ID TCH 21x29.3 Int.indd 53 53
3.1
J Uh-huh. It’s warm and there’s absolutely no snow. Skiing is
impossible. It’s crazy!
B How about Cancun, that fantastic beach? Well, tourists go
to Cancun to enjoy the hot weather, but this summer: it’s
cold. Really cold. It’s crazy!
What’s the weather like where you are? Any crazy weather
stories? Write to us at globalwarming.org.
(4) The Alps – it’s warm and there’s absolutely no snow.
(1) The Amazon forest – no rain for three months. (2) The
Atacama Desert – the days and nights are cool and cloudy.
(5) Cancun – it’s cold. (3) Chicago – no wind.
Extra Internet / Smartphone activity If you have an IWB and /
or cell phones with Internet in the classroom, ask sts to guess
(and write on a piece of paper) the temperature and weather
conditions in a distant city at a certain month of the year
(e.g. Moscow, Chicago, etc.). Collect the slips of paper and
redistribute them to sts so they can check their classmates’
guesses about the current weather conditions in that place. The
winner is the one who gets closer to the real weather conditions.
B Now sts listen to 3.3 again and fill in the table in A
with the adjectives used to describe the weather (Usually /
Now) in the five different places. Paircheck. Classcheck
with answers on the board. Ask sts: Is the weather crazy in
your / our country too? Why? / Why not?
Usually Now
the Alps snowy warm, no snow
the Amazon forest very rainy no rain for three months
river down by ten meters
the Atacama Desert hot and sunny cool and cloudy
Cancun hot really cold
Chicago the Windy City no wind, cool and foggy
C Ask: Do you remember the questions from the weather
forecast? ( 3.3) Elicit the missing word in the first question
(how). Individually, sts complete questions 1-3. Paircheck.
Classcheck with answers on the board.
Weaker classes Real beginners might need to read the audio
script and look for questions 1-3 in it.
Ask sts to read the R box and elicit what the weather is like
now / is usually like in (your city).
1. And how’s the weather in Chicago? 2. What’s the
weather usually like there? 3. What’s it like this year?
D MAKE IT PERSONAL Ask sts to read the speech bubbles.
Drill the questions “What’s the weather like?” / “How’s the
weather now in…?” before sts perform the activity. In pairs, sts
take turns asking and answering about the weather in their
city and / or the photos from p. 28-29. Classcheck.
Workbook p. 14
ID Online Portal
Grammar p. 122
53
12:05 PM
4/10/13 12:15
 3.2

Are you busy at the moment?

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

Function Language
Lesson 3.2

Talking about seasons and months. What’s your favorite season?

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

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

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

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

2. winters, falls, springs. 3. dry season, rainy season.
4. Continents: Europe, North America, South America,
Central America. Countries: India, Australia. 5. North,
West, South.
C Sts read the text in B and try to guess how to
pronounce the words. Then, they listen to 3.5 to check
54
4 Grammar: Present Continuous
A Explore pictures 1-6 and guide sts to the correct
activity / actions. Use gestures, mime some of the
actions, e.g. running, cooking, riding a bike and doing
homework. Drill the pronunciation of each phrase. Sts
match photos 1-6 to the correct actions. Play 3.6 and
ask: Which action was not in the audio? (You don’t hear
the action in picture 2—doing homework.)

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 3.2
Play 3.7. Sts listen and check off the correct answers for
3.6 Notice s = /s/ or /z/.
1 and 2.
E = Eli M = Maddie R = Rita
Mi = Michael S = Susan P = person
3.7 Notice the connections for similar sounds.
E Hello?
M Eli? This is Maddie. Are you busy? M = Maddie S = Sean
E Actually, yes. I’m cooking dinner. What’s up? M I don’t believe this. One more call. That’s it.
M Oh, no problem. Call you later. S Hey, Maddie. Long time no see. How are things?
E OK, bye. M Good! Uh, Sean, are you busy?
S Um, well, I’m doing my homework.
S = Susan M Oh, never mind…
M Hi, Susan. This is Maddie. S But I’m just finishing. What are your plans?
S Oh, hi, Maddie. Sorry, I’m running in the park. I can’t hear M I have two tickets to today’s game. L.A. Lakers and
you. Can I call you later? Houston Rockets. It starts at three o’clock.
M Sure, Susan. Talk to you later. S So we have thirty minutes! Let’s go!
S Bye. M Are you saying yes?
M OK, uh, bye. Not my day today, is it? Let me try Michael. S Of course! Why are you surprised?
M You have no idea… Meet you at the subway station. Let’s go!
Mi Michael Rogers speaking.
M Hey, Michael!
Mi Maddie, darling. How are you doing? 1. To go to a sports event. 2. She finally finds a friend.
M Great.
Mi Are the tomatoes fresh? Sorry, darling. I’m buying Grammar box – Present Continuous
groceries. What’s up? Sts complete number 1 with the correct forms of be.
M Well, I have… Write the first sentence on the board She is talking
Mi These tomatoes here? Fresh? Really? Uh, sorry, Maddie. on the telephone. Ask a few concept-check questions,
M Oh, you’re busy now. Don’t worry. Bye. e.g.: Is it past / present or future? (present) Is it about
Mi Bye, darling. Nice talking to you. an action that happens every day, now or sometimes?
M So, Michael is busy, too. Maybe Rita Marques? Let me try (now). Sts cross out the wrong options in 2. Read the
her. Uh… the line’s busy… pronunciation tip with them and drill the pronunciation
of “doing,” “talking,” “cooking” in isolation and within
M Oh, someone is calling. Maybe one of my friends is finally sentences / context.
free now. Hello?
1 is am not are
P Gregory Hanes, please?
M Uh, I’m sorry, this is not his number. 2 every day at the moment sometimes
P Oh, sorry. Wrong number.
For further practice, refer sts to Grammar on p. 122.
M Humph. Typical! Well, let me call Rita again.

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

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

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

Are you busy? No problem. Call you later. Don’t worry. The
E MAKE IT PERSONAL Sts role-play Maddie’s conversation
and give different excuses.
line’s busy. Sorry, wrong number. Receiver phrases: I can’t
hear you. My battery’s dying. Weaker classes Sts will need to refer to either a model on
the board or the AS on p. 158.
C Point to photo 1 in A, say Look at Maddie. Is she happy?
(No.) Why not? No company? Who is she calling? and let sts
speculate a bit. Focus on C, read the rubrics with sts and
ask question 1 (What does Maddie want company for?) and Workbook p. 15
the three options (to have dinner, to go to a sports event, ID Online Portal
or she’s feeling lonely) and elicit possible answers. Do the Grammar p. 122
same for question 2 and its three options. 55

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What are you doing?

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

Function Language
Lesson 3.3

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

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

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

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B Point to Liv Tyler in A (photo 1) and ask What is she
doing? Sts match photos 1-6 to actions in B. Sts paircheck
by asking each other “What’s Pink / Liv Tyler / etc. doing?”
and answering “He / She is…” Classcheck.
(1) walk her dog (6) ride a bike (5) watch a soccer game
(4) carry a shopping bag (3) run (2) talk on the phone
C Grammar box – Present Simple vs. Present Continuous
Draw a two-column table on the board, each column
under one of these headings: Present Simple (PS) / Present
Continuous (PC). Elicit time expresions and where they go in
the chart, e.g. now, at the moment, every day, sometimes,
always, usually, etc. Sts decide whether the sentences in
number 1 are in the PC or PS tense. Paircheck. Classcheck.
In pairs, sts reflect and decide about the rules in number 2
for PS vs. PC use. Classcheck with answers on the board.
1. a PS b PC c PS d PC
2. b, a, a, b
For further practice, refer sts to Grammar on p. 122.
D Use the dialog in the speech bubbles as a model. Ask
a student to read the ones in blue and another to read
the ones in green. In pairs, sts do the same dialog for the
other times (12:00, 2:00, etc.) and swap roles at each time.
Monitor closely for the correct use of Present Simple and
Present Continuous. Classcheck by asking a pair of sts to
act out the dialog for two diferent times from the chart.
3.11 Notice /h/.
Rep = reporter F = friend
Rep Today on Shhh! Top Secret, we’re talking with an intimate
friend of Kate Middleton’s Shhh! No names, remember! So,
Miss X, welcome to our show.
F Thank you.
Rep So, what’s the routine of the royal couple? Shhh!
F William is a helicopter pilot, and he works and trains at
a base in Wales. Kate doesn’t have a paid job, but she
goes to the supermarket and helps her husband like any
other wife. Shhh!
Rep That’s interesting. And do you know what they are doing
now? Shhh!
F Yes! This afternoon Kate is visiting a hospital near the
base and William is flying a helicopter to Scotland on a
military mission. Shhh!
Rep Well, thank you for talking to us!
F You’re welcome. Shhh!
1. F 2. F 3. T 4. T
B Before sts listen to 3.11 again, in pairs, they ask and
try to answer questions 1-4 with what they can remember
from the interview. Play the track so they can check their
answers. Classcheck with answers on the board.
1. William is a helicopter pilot. 2. William is flying a
helicopter to Scotland on a military mission. 3. She goes
to the supermarket. 4. Kate is visiting a hospital.

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

3.10 Don’t stop me now.

I’m having such a good time.
Kate Middleton has a famous beauty ritual, and our reporters
I’m having a ball.
are following her today. Right now, she is going into her
favorite hair salon, where she gets a styling every morning. Song: “Don’t Stop me Now”
Band: Queen (UK)
She washes and dries her hair here every day after she runs in
Year: 1978
Hyde Park. Our photographers are registering every moment of
her routine today and our reporters are talking to her stylists.
Read a full review of all this tomorrow on our site.

Workbook p. 16
ID Online Portal
7 Listening Grammar p. 122
A Tell sts they will hear an interview about Kate. Elicit
what sts know about her, asking Does she have a job?
What’s her routine like? / What does she do every day? Have
sts read sentences 1-4 and write T (true) or F (false) as they
listen. Paircheck. Classcheck with answers on the board.

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 3.4
What are you doing tomorrow night?
Lesson Aims: Sts learn to talk about future arrangements using the Present Continuous.
Function
Lesson 3.4
Talking about future arrangements.
Reading a TV guide.
Vocabulary: Recycle weather vocabulary (tornado, storm, etc.) and time expressions (tomorrow morning / afternoon, next week,
next Monday, etc.).
Grammar: Present Continuous for future arrangements.
Warm-up Before the lesson: Prepare cards / slips of paper
with different go activities Recycle adverbs of frequency and
go activities. Distribute slips of paper with several go activities
from unit 2 (go to a café, go to school / college, go to work,
go to church, go to the gym, etc.) and have sts work in pairs.
Sts take turns saying how often they go to each place. Write
prompts on the board to help them: I always / usually / often /
sometimes / never go to…. When sts finish, ask them to report
three sentences about their partners.
8 Reading
A Books open. Ask sts: Do you know the TV show Storm
Chasers? Which channel is it on? (Discovery channel.) Is this
the type of show you like to watch? Sts can watch videos
from this show online at http://dsc.discovery.com/tv/
storm-chasers.
Ask sts to listen ( 3.12) and read the text and find the
season that is mentioned (spring). Drill the pronunciation
of “tornado” and elicit the pronunciation of the other words
with pink stressed syllables (objective, document, survive).
Sts read the text again. Ask What’s a storm? and elicit the
correct answer for sentence 1 (wind and rain). Sts circle
the correct option in 2 and 3. Paircheck. Classcheck.
1. A storm is very strong wind and rain. 2. A chaser is a
person who is trying to capture something. 3. A plain is a
large area of flat land.
B Focus on the text title, “What’s happening in tonight’s
episode?”, and elicit some answers / guesses from the sts.
Sts listen to 3.13 while they read the text and match 1-7
to the second column. Paircheck. Classcheck with answers
on the board.
Stronger classes Ask sts to explain the uses of “What’s
happening” and “What happens” in the text.
(6) their next destination (5) the number of people they’re
evacuating (7) a famous American singer (1) their location
(2) the class of the tornado (4) a storm chaser (3) their
vehicle’s weight
C Refer to the text in B again and ask: What are they
doing today? (They’re studying the weather conditions in
Tuscaloosa, Alabama.) Ask sts to underline that sentence
in the text. Ask: What about tomorrow? What are they
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Language
What are you doing tomorrow / after class / next week?
I’m filming the storm.
I’m studying.
doing? (They’re helping to evacuate a population of about…)
In pairs, sts underline and copy the sentences into the
table in C. Classcheck with answers on the board.
Focus on the answers on the board. Ask: What verb tense is
this? (Present Continuous) What’s happening tomorrow? Is
it present, past or future? (future). Ask the same questions
for the last two answers (after filming the action / next
week). Ask the whole group: What do you think about their
activities? Do you think they’re crazy? Brave?
Today they are studying the weather conditions in
Tuscaloosa and reporting a strong tornado for tomorrow.
Tomorrow they are evacuating a town and filming the action.
After filming the action they have to cut and edit the footage
into a program.
Next week they are traveling to Missouri.
9 Grammar: Present Continuous for Future
A Read the lesson Song line and check if sts know the song
/ band. Focus on the last sentence, “Girl, I’m leaving you
tomorrow”, and ask What verb tense is it? (Present Continuous)
Is it about the present or the future? (Future – “tomorrow”).
Song line:
I know it sounds funny,
but I just can’t stand the pain.
Girl, I’m leaving you tomorrow.
Song: “Easy”
Band: The Commodores / Lionel Richie (USA)*
Year: 1977
*Also recorded by the band Faith No More (USA, 1993).
Sts go back to the text in 8B and underline seven examples
of Present Continuous. In pairs, they discuss whether the
sentences refer to a present or future action. Classcheck.
What’s happening in tonight’s episode? (future) Today the
teams of meteorologists are studying the weather conditions
in Tuscaloosa, Alabama. (present) They’re reporting a really
strong tornado for tomorrow morning. (present) Tomorrow
we’re helping to evacuate a population of about 2,000
inhabitants and we’re filming all the action. (future) Next
week, they’re traveling to Missouri (future) The answer, my
friend, is blowing in the wind! (present)
B Elicit time expressions from sts to expand the list in
9B. Briefly conduct repetition of the expressions and a
few questions (What are you doing tomorrow morning /
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tomorrow night / next Monday?) and encourage sts to come
up with their own Present Continuous example sentences.
tomorrow afternoon / evening
next month / year / lesson
C Tell sts Reed, Chris and Joel work as Storm Chasers.
Read sentences 1-3 with sts and encourage them to guess
who is doing what, asking Who do you think is filming the
storm, Reed, Chris or Joel? Sts listen to 3.14 and write their
initials (R, C or J). Paircheck. Classcheck.
For further practice of Present Continuous for future
arrangements, go to Grammar on p. 122.
3.14 Notice the word stress.
Rep = reporter R = Reed C = Chris G = the guys
Rep Today we’re interviewing one of the teams from the TV
show Storm Chasers. Hi guys.
G Hi.
Rep What’s the name of your team?
R Dominator.
Rep Dominator, right. And you are…?
R My name’s Reed Timmer, this is Chris Chittick and this
is Joel Taylor.
Rep So, what are your plans for tomorrow?
R We’re traveling to Mississippi tomorrow.
C We’re predicting a big storm there.
Rep And who’s filming the action?
R Chris. He’s our videographer.
Rep And what are you and Joel doing?
R Well, we’re meteorologists, so we’re studying the photos
from the satellite to get to the center of the storm.
Rep Well, good luck.
G Thanks.
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3.4
1. Reed, Chris and Joel are traveling to Mississippi tomorrow.
2. Chris is filming the storm. 3. Reed and Joel are studying
the photos from the satellite.
D Sts work in pairs. St A is the reporter / interviewer and
st B, one of the Storm Chasers, e.g. Reed. St A interviews
Reed and also asks questions about his two other co-
workers (Joel and Chris). Refer to the model in the speech
bubble and elicit more possible answers. Monitor closely
for the correct use of Present Continuous. Sts swap roles.
B is the interviewer and A plays the role of another Storm
Chasers team member, who answers a question about his /
her own plans and the rest of the team’s.
Cyber English Point to Joel’s notes and elicit the Present
Continuous sentence for “e-mail the information to the
TV station.” Some sts are likely to say “He’s sending an
e-mail…” but remind them that “e-mail” is now a common
verb in English. Read Cyber English with them and ask How
often do you e-mail your friends? Are you e-mailing them
today?, etc.
E MAKE IT PERSONAL Give sts a couple of minutes to
think about their appointment book and write down notes
in E. Do the same for yourself and have the class ask you
“What are you doing…?” questions. Answer with Present
Continuous so sts have a clear model from their teacher. In
pairs, sts interview each other. Monitor closely. Classcheck
with reported answers.
Workbook p. 17
ID Online Portal
Grammar p. 122
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 3.5

Why are you learning English? / Are you thirsty?

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

Function Language
Lesson 3.5

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

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

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

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

1. F 2. T
C Play 3.18 for sts to check their guesses. Paircheck.
Classcheck.
B Individually, sts take the questionnaire in A. In pairs,
they interview / read the questionnaire to each other 3.18 Notice the connecting sounds.
and compare their answers. Classcheck by asking sts to M = Mark L = Linda
report their partner’s answers to the whole class. Take this
M Wanna go home?
moment to get to know your sts’ needs as much as possible.
L No, I really have to finish this tonight.

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

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

M = Mark L = Linda D Read World of English with the whole class and drill
M Hey Linda, what are you doing? It’s 12:30 a.m. the pronunciation of all the phrases. Ask: Did Mark and
L Oh, it’s you, Mark. Umm… I’m working on this report. I Linda use “grammatical” or informal phrases? (Informal.)
have to finish it by tomorrow. Play 3.18 again and ask sts to write L (Linda) or M (Mark)
M Ah. Is it a big one? next to the informal phrases they say in the audio in
L Yep, I still need to do three more pages. World of English . Paircheck. Classcheck.
M Ooosh. You tired?
L Yeah, kind of. Mark: Wanna go home? / Cookie?
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E Play 3.18 again, pause after each line and have sts
repeat all the phrases. Elicit the dialog from the pictures
in the chart and check how much sts can remember. In
pairs, sts role-play the dialog. Swap roles. Monitor closely
for accuracy and intonation. Ask a pair of sts to act out the
dialog for the whole group.
Weaker classes Ask sts to refer to AS 3.18 on p. 158 in
case they have difficulty role-playing the dialog with the aid of
the pictures only.
F Individually, sts match the first two columns (questions
and offers) in the table. Paircheck. Play 3.19 for sts to
check their answers. Classcheck. Ask the class Are you
thirsty?, Would you like a drink?, point to the 3rd column
(responses) and elicit possible answers.
In pairs, sts role-play minidialogs using the questions,
offers and responses from the table. Monitor closely for
accuracy and appropriateness. At the end, ask three pairs
of sts to act out different dialogs to the whole class.
Tip Encourage sts to use informal versions of the questions
and offers, e.g. “You hungry? Wanna a sandwich?”.
As an extra activity, ask sts to notice the silent letters
(marked in gray here) and write the words down as they
listen to 3.19.
3.19
1 Are you bored? Wanna go out for a drink?
2 Are you cold? Do you want a sweater? Do you want my jacket?
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3.5
3 Are you hot? Do you want a cold drink? Do you want an ice
cream?
4 Are you hungry? Do you want a sandwich? Want a cookie?
5 Are you thirsty? Would you like a drink?
6 Are you tired? Would you like to go home? Would you like
a coffee?
G Mime you are tired / thirsty / hungry and elicit the
correct adjectives. For each case, elicit the appropriate
question and offer, e.g.: mime tired. Question: Are you
tired? Offer: Would you like a coffee? Give sts a positive
or negative response from the table in F, e.g. “No, really,
I’m fine.”
Swap partners. Write the words bored / cold / hot / hungry /
thirsty / tired on the board. In pairs, st A mimes an
adjective from the board. St B asks a question and makes
an offer from the table in F. St A replies with one of the
responses from F. Sts swap roles and mime and act out
another dialog.
Round off the lesson by asking volunteers to mime
adjectives to the whole class and have the group as a whole
ask questions and make offers.
Workbook p. 18
Phrase Bank p. 65
ID Online Portal
Grammar p. 122
ID Café Video p. 140
Writing p. 149
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 4
Unit overview: The main topics of unit 4 are sports, can / can’t, possessive pronouns, clothes, and shopping for clothes. They are
introduced and practiced through the contexts of a sports TV program, a man’s first day at the gym, questions about abilities such
as using Google efficiently, cooking the basics and dressing appropriately, and a job interview. Sts also listen to / watch a video with
Barack Obama (“Yes, we can!”) and give opinions about political ideas.
Do you like tennis?
Lesson Aims: Sts talk about sports.
Function
Lesson 4.1
Listening to a sports program.
Listening to people talk about their favorite sports.
Talking about sports.
Vocabulary: Sports.
Grammar: Definite article the.
Skills: Shopping for clothes.
Warm-up In pairs, sts take turns asking and answering the
18 title questions from unit 3 (p. 28-37): “What’s the weather
like?” “Are you busy at the moment?” “What are you doing?”
etc. Monitor closely for accuracy and ask each student to tell
you one interesting answer they got from their partner.
1 Vocabulary: Sports
Focus on the photos on p. 38 and ask: What are the
photos of? (Sports.) Do you like sports? Do you watch
sports on TV? Do you play sports? Do you like / watch the
Olympic Games?
A Sts match two groups of words to the sports. In pairs,
they check their answers and try to pronounce the name
of each sport, paying attention to the pink syllables. Say:
Listen to part of a sports program and notice the pronunciation
of the name of each sport. Play 4.1 so sts can notice if their
pronunciation was correct. Classcheck.
Ask: Is your favorite sport there? Use a show of hands to
see which are their favorites. Why are the sports in two
different groups / lists? (Three possible answers: 1- first
group are ball games, second group, no balls. 2- first
group are sports people play, second group are sports
people go + -ing or 3- first group are words which tend to
be similar in L1 except for soccer, which is recognizable
by most Latin sts.)
Tip The authors strongly believe that grouping words in
different ways, and then getting sts to think about why, really
helps them to notice spelling, pronunciation, word roots and
origins, and similarities / differences to L1, and thus both
process and remember them better. The standard way of
presenting groups of words with none of these distinctions is
both much less helpful, and less interesting too.
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English ID TCH 21x29.3 Int.indd 62
Language
Today’s exciting events at the Olympic Games include
basketball, soccer, tennis, volleyball, cycling, running…
Skiing. I love to ski.
I like volleyball and cycling.
Our country is usually good at soccer.
Focus on Common Mistakes with the sts and encourage
them to make comparisons between the use of the definite
article in their mother tongue and in English. Ask Are these
typical mistakes you would make from translation? to help
you make the point without the need for them to speak any
L1. Make sure they understand the rule in red. NB: We can
use “the” before uncountable nouns to specify what we are
talking about. E.g. I don’t like the soccer they play in Italy.
We suggest you only mention this if it arises.
4.1
Today’s exciting events at the Olympic Games include
basketball, soccer, tennis, volleyball, cycling, running,
swimming… Wow!
(7) basketball (3) soccer / football (5) tennis
(4) volleyball (2) cycling (6) running (1) swimming
B MAKE ITPERSONAL This is a nice way of integrating
cognitive thinking into behaviorist drills. The teacher can
drill any “I like” sentences inside sts’ vocabulary range, and
sts only repeat if the sentence is true for them. Suggestions:
I like swimming / basketball / cycling / volleyball / sandwiches /
big cities / Mondays / English / my teacher, etc.
Tip As with any teacher-lead drill, give a clear, strong signal, like
a conductor type signal, or a sweep of the hands, after you have
said a sentence so sts repeat it together.
C Sts listen to more of the same sports program. Point to
the two lists of sports in A and to the blank next to each
sport. Sts listen to 4.2 and check off the sports they hear
the TV presenter Big Mac say in A. Paircheck. Classcheck.
Ask How does Big Mac feel? Can you remember the six
countries? and move on to D.
4/10/13 9:59 AM
 4.1

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

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

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English ID TCH 21x29.3 Int.indd 63 4/10/13 9:59 AM

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

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English ID TCH 21x29.3 Int.indd 64 4/10/13 9:59 AM


Can you drive a tractor?
Lesson Aims: Asking and answering questions using can.
Function
Lesson 4.2
Talking about abilities.
Listening / Reading / Talking about essential abilities.
Listening / Role-playing a job interview.
Vocabulary: Various abilities (play a musical instrument, drive, cook well, sing, flirt, bargain, dress appropriately, understand
directions, etc.).
Grammar: Can questions / short answers.
Warm-up Sts play a spelling guessing game in small groups with
the sports they learned in the previous lesson. St A spells out a
sport, e.g. T-E-N-N-I-S, and the first to guess the sport before
student A finishes spelling the complete word scores one point.
St B now spells out a different sport from p. 39, and A and C
compete to guess it. Sts swap roles again. If time allows, round
off the activity by asking one group to challenge the others.
2 Grammar: Can Questions / Short Answers
A Focus on the lesson title and the photo of the tractor.
Ask sts Can you drive a tractor? and see how many people
raise their hands. Tell sts that today’s lesson is about
abilities, what they can and can’t do. Point to Mark’s
photo and ask: What’s his name? (Mark) How old is he? (sts
guess) Is he in good shape? (mime the meaning if they don’t
understand “shape”) Does he need to exercise / do sports?
Tell sts it is Mark’s first day at the gym. What’s the name
of the gym? (Jimbo’s) Elicit the activities / sports in the
pictures. Ask sts: Do you think Mark can run? Can he swim?
Highlight the three options: can / can, but not very well /
can’t (at all). Sts listen to 4.4 and check the correct options.
Paircheck. Classcheck. Ask What do you think of Mark now?
What does Janet think of him? to see what they think / can
express. Listen again if necessary and if time allows, do the
AS tasks which focuses on intonation in Can questions.
4.4 Notice the intonation in yes / no questions and
Wh questions.
J = Janet M = Mark
J Hi, Mark. My name is Janet and I’m your instructor.
M Oh, hi, Janet. How’s it going?
J Good. I need to ask you a few questions. Is that OK?
M Sure.
J What’s your full name?
M Mark Swift. S-W-I-F-T.
J Swift, OK. How old are you, Mark?
M I’m 23.
J OK. Can you run two kilometers?
M Run? I don’t think I can walk two kilometers! That’s why
I’m here.
J OK, great! How about swimming? Can you swim?
M Uh, yes, I can, but not very well. I need lessons.
English ID TCH 21x29.3 Int.indd 65
4.2
Language
Can you run two kilometers?
Can you swim?
Can you use Google efficiently?
I can’t read very well.
Can you understand directions?
Yes, I can, but not very well. / I can’t at all.
J We can help you with that. Let’s see… Can you ride a
bicycle?
M A bike? Yes, I can. But I don’t like cycling.
J Hmm. OK. Can you play tennis?
M No, no, I can’t play tennis at all. I hate tennis.
J I see. Well, so you can run in the gym every day, and our
swimming lessons are…
Mark, 23 years old: can ride a bicycle – can swim, but not
very well – can’t run at all – can’t play tennis at all.
B Read the model dialog with a student. In small groups,
sts interview each other with Can questions.
Focus on Common Mistakes with sts. Draw their attention
to the fact that the bare infinitive (infinitive without to)
must be used after can; and to the inversion of can in Can
questions. Drill some Can you… well? questions, e.g. “Can
you dance / cook / swim / play volleyball / speak English/
Chinese well?” Read the model dialog and highlight the
three answer options for the time being for this initial
practice stage (there are more coming in 3A): “Yes, I can.” /
“Yes, I can, but not very well.” / “No, I can’t.”
Ask a few individual sts questions to make sure they know
the range of options. Help them notice rising and falling
intonation too. In trios, sts practice. Monitor, check, praise
and express interest in their answers too. Classcheck. How
many “Yes, I can” answers did each student get?
C MAKE ITPERSONAL 1 Write Play on the board and
elicit sports which go with it, e.g., basketball / volleyball /
soccer, etc. Write Other sports and elicit (go +) swimming /
cycling / running. Establish that the question for these is
“Can you swim / run / box?”, etc. NOT “Can you go running?”
In pairs, sts ask each other Can you + sports questions.
Tip Try to avoid the play / go / do distinction at this stage unless
your class want to talk about a lot of activities they will need “do”
for (gymnastics / karate / judo / yoga), etc. Then if necessary, put
the 3rd column up on the board and explain the difference.
Play + ball sports / competitive games against another person
(poker, computer games) / musical instruments.
Go + -ing activities: fishing, motor racing.
Do + recreational activities / non team sports without a ball:
karate, ballet, puzzles.
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 4.2
2 Refer to the 5 box and elicit Can you + activity? questions
from sts. This can become a mingle. Ask them (with a
show of hands if they don’t manage to ask everybody)
what’s the most popular sport in the class—to play and to
watch too if there is time. Sts work with different partners
and ask Can questions. If they say they can do something
difficult, e.g. speak Chinese or sing in harmony, make them
prove it, e.g. with the song line. Sts report their partner’s
abilities to the whole class.
Tip This can become much more fun if sts start to mime
activities which they can’t yet express in English, like whistle,
touch their nose with their tongue, stand on their head, bend
their arms / fingers to funny angles, etc.
Focus on the Song line and check if sts know the song /
artist. Ask if sts like the song / singer, if they know any of
the re-recordings, if they can associate it with anything, etc.
Song line:
I believe I can fly. I believe I can touch the sky.
Song: “I Believe I Can Fly”
Artist: R. Kelly (USA)
Year: 1996
3 Reading
A Ask sts: Is it important to speak English these days? What
about Spanish? If you’re looking for a job, is it important to
know how to use a computer? Sts read and listen to a text
about the ten most important abilities for success and play
4.5. Ask: Do you agree that these abilities are important?
Sts match the photos and the abilities in A. Paircheck.
Classcheck. Drill pronunciation as necessary, either modeling
it yourself or having students repeat after the audio.
Tip There are ten abilities, but only six photos to illustrate
them because the others are either known or easily
recognizable as cognates.
Focus on World of English . It addresses the most common
suffixes for noun formation. Encourage sts to come
up with more examples of words ending in -tion and
-sion and make them feel confident when playing /
transferring from L1 to L2, especially if their first
language is of Latin origin.
Knowing simple rules like this can be a great leap forward
for sts as it gives them the ability to start to use many
difficult words and express more complex ideas that they
didn’t realize they “knew” in English. It will give them
confidence to express their own identity in English. This
should be very motivating too, so try to praise them every
time they do so.
10 5 7 9 2 8 M Uh, a little, yes.
B Focus on the symbols and drill the four answers. Sts
focus on abilities in A and use the four different symbols to
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English ID TCH 21x29.3 Int.indd 66
express what they can do, what they can do very well, not
very well or can’t at all.
In pairs, sts interview each other with Can you + ability?
questions from the “Ten Keys to Success” article. Drill
some example questions with the abilities in A before sts
perform the activity. Their aim is to find out their partner’s
top five from the list (that he or she can do). Classcheck
with reported answers.
C Ask sts to circle the five most important abilities in A
according to their opinion or profession and try to explain
why. Use the example to set this up. Ask sts to report their
top five abilities to the whole class. Encourage them to
justify their choices.
Tip Write on the board all ten answers and check them off
each time they get a vote to work out easily and visually which
are the class top five.
Stronger classes Ask learners if there’s anything else they
consider important.
4 Listening
A Elicit some Can you + ability? questions from 2B, 2C and
3B, which are likely to be asked in a job interview. Tell sts
to write down these questions to use them in C. Say: Listen
to a job interview and circle the job Maddie wants. Play 4.6.
Paircheck. Classcheck and ask: What questions do you
remember from the listening? What does he think of Maddie?
What does she think of him?
Ask sts to rate their listening comprehension from 0-4. Ask:
How much of the audio could you understand? 50%? 80%?
Tip This is a useful activity to get a quick feedback after any
listening. It also helps train sts to judge their own individual
performance.
4.6 Notice / / and /Ǫ/.
J = Joel M = Maddie
J Hello. I’m Joel Clinton. I have your curriculum vitae here
and I want to ask you some questions.
M Sure.
J There is no information about your language abilities. How
many languages can you speak?
M Uh, one. I speak a little Spanish.
J ¿Como estas?
M What?
J Hmpf. Yes, I can see you speak very little Spanish. Anyway,
I’m also interested in your athletic abilities. Can you play
any sports?
J What sports can you play?
M I can play volleyball and tennis, but not very well.
J Not perfect, but OK. One more question: Can you text fast?
4/10/13 9:59 AM

M Yes, I think so.
J How many words a minute can you text?
M I don’t know—about 40, I think. But wait! Why are these
questions relevant? Isn’t this a job interview for a position
as a babysitter?
J No, I want a nanny, and I want my son to have the best
education!
M And how old is your son?
J Two!
a babysitter
B Sts listen to 4.6 again and complete the sentences
with can or can’t. Paircheck. Classcheck. Ask sts to rate
their listening comprehension again. Ask: Can you
understand more when you listen again / for the 2nd time?
Allow them to ask any questions about listening and
perhaps explain that it is one of the most difficult skills
and that it requires a lot of practice, especially from adult
learners. Ask: Do you think Maddie gets the job? Do you think
she wants it after that interview?
1. Maddie can’t speak Spanish very well. 2. She can play
volleyball and tennis, but not very well. 3. She can text fast.
English ID TCH 21x29.3 Int.indd 67
4.2
C Elicit the correct word order for question 1 and write
it on the board. Individually, sts order sentences 2-4.
Paircheck. Classcheck with answers on the board.
1. Can you speak any other languages?
2. How many languages can you speak?
3. Can you text fast?
4. What sports can you play?
Drill pronunciation of questions 1-4. In pairs, sts role-play
a job interview using the questions they came up with in A
plus the four here. Ask a pair of sts to act out the dialog for
the whole class.
Extra writing Sts can write their answers to C in the form of
sentences, or even a short paragraph about their own abilities.
Workbook p. 20
ID Online Portal
Grammar p. 124
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4/10/13 9:59 AM
 4.3
What are you wearing?
Lesson Aims: Sts further practice and extend their knowledge of can / can’t by watching a video with Obama and learn to talk about
what they are wearing through the context of a fashion show.
Function
Lesson 4.3
Talking about other people’s abilities.
Listening to / Watching a political speech.
Expressing opinion on simple world views.
Listening to a fashion show.
Describing what people are wearing.
Vocabulary: Clothes. What’s he wearing? / He’s wearing…
Grammar: Can / Can’t.
Warm-up Books closed. Ask sts to write two sentences with
can / can’t about two classmates, based on what they
remember, e.g. “Julia can’t drive a tractor.” / “Victor can use
Google efficiently.” Sts take turns reading their sentences
aloud, and the student mentioned comments whether the
information about him / her is true or false.
5 Grammar: Can
A Books open. Sts read World of English about the four
meanings of can. Use the photo to teach the noun can. Any
surprises? Teach / Review some classroom language, e.g.:
“Can I drink some water?” “Can you give me a pencil?” etc.
Refer to the sts’ sentences in the Warm-up above (“Julia
can’t drive a tractor.”) and ask: Is it possibility, ability or
permission? (ability) What about: “Can I drink some water?”
Is it possibility, ability or permission? (permission)
Tip Have some fun with can, e.g. a quick tongue twister: “I can
drink a can of Coke.” “Candy can’t drink a can of Coke.” etc.
Sts read the rules in A and mark true (T) or false (F) individually.
Paircheck. Classcheck with answers on the board.
All three are true. Explain that “No, I cannot” is also a possible
short answer instead of the contracted form “No, I can’t.”
B Sts have to fill in the blanks in 1-6 with can or can’t
and elicit the possible answers for sentence 1. Sts do
2-6 on their own. Paircheck. Play 4.7 so sts can check
their answers. Play 4.7 again and ask sts to notice the
pronunciation of can and can’t. Give examples of full form
and weak forms of can. Explain we use the full form can
for short answers and for emphasis, but we pronounce can
/kn/ (weak form) when it’s unstressed (before a verb or as
a question). Always pronounce the negative form can’t /
kænt/. Sts listen and repeat the sentences in B.
4.7 Notice the pronunciation of can and can’t.
1 I can’t dance very well, but my wife can. She’s a very good
dancer.
2 My mother can cook really well. Her food is delicious.
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English ID TCH 21x29.3 Int.indd 68
Language
My mother can cook really well.
My best friend can’t play rugby.
Yes, we can!
One person can change the world.
The opinion of one person can change a community.
She’s wearing black boots.
He’s wearing a purple shirt.
3 My best friend can’t play rugby or handball. He doesn’t like
team sports.
4 I can skate, but I can’t ski at all. Skiing is too difficult!
5 My friends can play soccer very well. They play every
weekend.
6 Can you do any martial arts? No, I can’t.
1. I can’t dance very well, (weak form) but my wife can.
(strong form) She’s a very good dancer. 2. My mother can
(weak form) cook really well. Her food is delicious. 3. My
best friend can’t play rugby or handball. (strong form) He
doesn’t like team sports. 4. I can (weak form) skate, but
I can’t ski at all. (strong form) Skiing is too difficult! 5.
My friends can (weak form) play soccer very well. They play
every weekend. 6. Can (weak form) you do any martial
arts? No, I can’t. (strong form)
C MAKE ITPERSONAL In pairs, sts use the activities in B to
tell each other what they can or can’t do. Use the model in
the speech bubble to set this up. Monitor closely for accuracy.
Ask some sts to report what their classmates have said.
6 Listening
A Write Yes, we can! on the board and ask if sts remember
which famous person said that in 2008 (for his first election
campaign). Play the video 4.8 and ask sts to check the
words they hear in 6A. Paircheck. Play the video / track
again. Classcheck. In pairs, sts should summarize Obama’s
speech. The original video can be found at www.youtube.
com/watch?v=qznAeFsUxXI.
4.8 Notice can = /N Q/ or /NǨQ/.
One voice can change a room. And if one voice can change
a room, then it can change a city. And if it can change a
city, it can change a state. And if it can change a state,
it can change a nation. If it can change a nation, it can
change the world. Your voice can change the world.
Obama thinks we can change the world. Items he mentions:
a voice, a room, a city, a state, a nation, the world.
4/10/13 9:59 AM

B In pairs (or trios / small groups), sts take turns
pretending they are Obama and give the speech again.
Ask sts to refer to AS 4.8 on p. 159. After all sts have
done the activity, they nominate “the best Obama” in
their group. Ask a more extroverted student to deliver
the speech to the whole class just for fun. Encourage the
class to applaud and say “Yes, we can!” Ask: Do you agree
with Obama?
C MAKE ITPERSONAL Read the Song line on top of
p. 43 with sts. Check if they know / like the song / band
and perhaps know the history of the song. “Sunday Bloody
Sunday” is the first track from U2’s 1983 album, War. The
song is about a horrible incident in Derry, Ireland, where
British troops shot and killed unarmed protesters and
bystanders. Highlight the use of “can’t” and elicit other songs
with “can” or “can’t” sts can remember. (e.g. “You and me we
can ride on a star. If you stay with me girl, we can rule the
world” – Take That, “I know it sounds funny but I just can’t
stand the pain” – The Commodores, “Can’t buy me love” – The
Beatles, “Just can’t get enough” – The Black Eyed Peas, etc.)
Song line:
I can’t believe the news today. I can’t close my eyes
and make it go away.
Song: “Sunday Bloody Sunday”
Band: U2 (UK)
Year: 1983
Individually, sts complete sentences 1-4 according to their
opinion. Use the example to set this up and ask sts if they
agree. In pairs, sts compare answers. Classcheck. How
many pairs have exactly the same opinion?
4.3
Jacobelli Klein Karan is a fashion designer.
B Point to Justin in A and ask: What color are his clothes?
(Green, orange, etc.). Point to the options in B and help sts
match Justin’s clothes to the right description. The colors
should guide them and lead them to discover how to name
the different items of clothing shown in A. In pairs, sts
match numbers 1-16 from A to the items in B. Paircheck.
Classcheck with answers on the board.
Drill the pronunciation of some phrases in B and make sts
notice that some pairs of “color + clothing item” have the
same (S) vowel sound, e.g.: a white tie (/Dǹ/), a golden coat
(/Rș/); and in some pairs the vowel sounds are not the
same (NS), as in a silver belt (/ǹ/ and /Ǫ/).
Play 4.9 so sts can pay attention to the pronunciation of
all the pairs of words in B. In pairs, sts decide if the vowel
sounds have the same (S) sound or not the same (NS)
sound. Classcheck.
Practice: in pairs, sts test each other. St B closes the book
and st A reads / says five colors from p. 43. St A has to say
the piece of clothing (as on the page).
E.g.:
A: Purple.
B: A purple shirt.
A: Yellow.
B: A yellow dress.
A: Blue.
B: Blue boots.

Sts swap roles. St B opens the book and says five colors. St
7 Vocabulary: Clothes A closes the book and says the correct clothes item as in
the model above.
A Focus on the four models and elicit the meaning of
Monitor closely for accuracy and pronunciation.
“fashion show.” Ask: Are you interested in fashion? Draw
students’ attention to the models’ names below the photos (6) a silver belt NS (15) a pink skirt NS
and to JKK. Who’s he? Is he a model? A journalist? A fashion
designer? Don’t confirm but have them listen and check as (14) a brown blouse S (12) beige socks NS
the first listening is just to get the general gist. Play 4.9. (16) blue boots S (2) a blue suit S
Classcheck. Point to the clothes / outfits in 7A and ask sts
(13) a golden coat S (5) blue shoes S
Do you like the designs? to see what they thought and which
clothes items they were able to pick up. (7) a yellow dress S (9) a green T-shirt S

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

4.9
Our first model is Justin. He’s wearing a green T-shirt, (1) a purple shirt S (11) gray sneakers NS

orange shorts, gray sneakers and beige socks. Ready for the
gym or the park!
And here comes Sheila. She’s wearing a brown blouse, a
golden coat, a pink skirt and blue boots. Lots of colors on
Sheila!
Next we have Dylan in a blue suit. To add more color, Dylan
is wearing a purple shirt and a white tie. Blue shoes finalize
the formal look. Formal and modern, that’s Dylan.
Finally, here comes Marissa. Marissa is a picture of
summer. She’s wearing a yellow dress, and she guarantees
glamour wearing a silver belt, black sandals. She’s ready for
the night!
Now, please welcome the man, the one and only…
Jacobelli Klein Karan!
(10) orange shorts S (4) blue pants NS
Tip Highlight the examples of alliteration, remembering words
with the same (vowel) sound. Both are great ways to help
sts learn “two things for the price of one.” To work on any
individual sounds they found hard, and want more examples
of, turn to the Pronunciation Chart on p. 154-155.
C Write the question What’s Justin wearing? on the
board and point to Justin in A. Prompt He’s wearing… and
encourage sts to complete the answer.
Drill the What’s… wearing? question with the other models’
names. In pairs, sts ask each other about Justin, Sheila,
Dylan and Marissa in A. Classcheck.
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 4.3
Point to 7B phrases and ask sts: Which phrases have the Tip Ask one student to leave the classroom. Describe his / her
article “a / an”? (a silver belt, a brown blouse, a golden coat, clothes making errors in the colors. Sts correct you.
etc.) Ask: Which phrases have NO article? (blue boots, black
sandals, orange shorts, etc.) Ask Why? and elicit / remind
sts of singular vs. plural concept and the use of indefinite E MAKE ITPERSONAL Ask sts if they have photos on their
article a / an. cell phones. Sts select one or two photos and describe what
the people in them are wearing. Group work. Classcheck
Read Common Mistakes and elicit the explanation of
by asking some sts to present and describe their photos to
mistakes from sts. Also highlight that we use the verb
the whole class. Alternatively, if sts don’t have any pictures
wear for all clothes and accessories we put on, e.g. we wear
available, ask them to open the book to a random page and
shorts, glasses, earrings, shoes, etc. and that we say a pair
describe the clothes worn by someone on the page. Their
of glasses / shorts / pants / jeans / pajamas / shoes / boots /
partner then has to figure out who they are describing.
socks / sneakers / sandals.

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

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English ID TCH 21x29.3 Int.indd 70 4/10/13 9:59 AM


Is your closet organized?
Lesson Aims: Sts further practice clothes by listening to a serious Suri Holmes Cruise fan and learn to use possessive pronouns
talking about closets and their contents.
Function
Lesson 4.4
Listening to an interview with a blogger.
Reading about how people organize / share their closets.
Writing your own blog post.
Vocabulary: Recycle clothes. Closet.
Grammar: Possessive Pronouns. Review of articles.
Warm-up Re-focus on Common Mistakes on p. 43. Then, in
pairs, sts play the same game as 7E on p. 43: sts taking turns
describing a classmate and the other has to guess who is
being described.
8 Listening
Show sts photo(s) of Tom Cruise, his ex-wife Katie Holmes
and their daughter Suri Holmes Cruise and make sure all
sts know about them. Ask What does he / she do? How many
children do they have? Do you like him / her?, etc.
Show the photo of a closet and ask: Do you think Suri has a
big closet? Does she have a lot of clothes and shoes?
A Sts open books to p. 44 and read the text about Suri.
Ask them How old is she now? to check comprehension of
born. Say: Georgia Brown is a serious Suri fan who writes a
blog about her clothes. Encourage sts to guess about Suri’s
closet, asking: How many pairs of shoes / jeans / pants
does she have? Listen and check. Play 4.10. Paircheck.
Classcheck. Are you surprised at the numbers? What do
you think of her parents attitude toward their daughter?
And what do you think of Georgia? Ask: How many pairs
of each item do you have? Sts can quickly ask each other in
pairs. Any surprises?
4.10 Notice /Gȡ/ and /J/.
J = Jim G = Georgia
J So, Georgia, why a blog about Suri Holmes Cruise? She’s
only a little girl!
G Well, Jim, she’s not a regular little girl. She’s the daughter of
two big movie stars. And, most important, she loves clothes!
J OK. Is it true that her clothes cost 3 million dollars?
G That’s what they say. According to some paparazzi, she has
fifty different pairs of shoes.
J Wow! That’s a lot.
G Maybe for you, Jim, but not for me or Suri.
J How about jeans?
G The numbers are not precise. People say she only has
thirty pairs of jeans.
J Only?
English ID TCH 21x29.3 Int.indd 71
4.4
Language
That’s the rumor.
My closet is enormous and hers is not.
My clothes are so organized, but his are not!
I share my closet with my wife…
G Of course! Jeans are not very chic. She also has fifty-five
pairs of pants.
J Oh, wow!
G She rarely repeats her clothes.
J Even her pajamas?
G This is a big secret, but the rumor is that she has more
than a hundred pairs of pajamas–for summer, for winter, to
sleep at home, to sleep in hotels…
J Do you think she has a future as a model?
G No, not a future. A present! She is the most important,
most famous, most wonderful child model in the world.
J Thanks, Georgia. Ladies and gentlemen, a big thank you to
Georgia Brown, author of the blog Suri and Me—A Universe
of Clothes. Go online and check it out!
50 pairs of shoes, 55 pairs of pants, 30 pairs of jeans,
100 pairs of pajamas
B Replay 4.10 and ask sts to raise hands whenever
they notice that Georgia sounds vague / uncertain. Sts go to
AS 4.10 on p. 159 and look for phrases Georgia uses to avoid
legal problems. Classcheck with answers on the board.
Phrases she uses to avoid being precise are: That’s the
rumor; According to some paparazzi…; The numbers are not
precise, but people say…; the rumor is that…
9 Reading
A Focus on Angie’s blog and her photo. Ask: What’s she
wearing? Who is she? What does she do? Ask: Do you read
/ like blogs? Do you have one? Point to the three avatars
and elicit sts’ impressions. Use the example to show
what they can say. Read the title question and ask sts:
Is it impossible to share closet space? Do you have a closet
just for yourself? If not, would you like to?
B Play 4.11 and ask sts to follow the text and notice
the pronunciation of the words with pink letters. In pairs,
sts try to repeat the pronunciation correctly (impossible,
husband, organized, ignore, etc.). Classcheck by playing the
audio again for them to notice what they got right / wrong.
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4/10/13 9:59 AM
 4.4
4.11 Pay attention to the pronunciation of the words
clothes and closet.
Angie Is it impossible for two people to share closet space?
Victoria Not impossible, but difficult. At home it’s only me
and my husband. My clothes are always organized,
but his are not! Sometimes we have problems, but I
usually just ignore my husband’s part.
Kyle I confess: I have more clothes than my wife, so my
closet is enormous and hers is not. Our kids are not
very organized, but they clean their closets—I never
look at theirs! My son’s is full of sports equipment too
—balls, rackets, skis, etc. Horrible!
Tanya In my house, we don’t say “mine” or “yours.”
Everything is ours. Our closet is small but clean
and organized. We share space and clothes. We
occasionally have a discussion like this: “Whose
sweater is this?” “It’s yours!” “No, it’s yours!” A big
advantage of living with your twin sister!
C Point to the Forum in A, ask Who lives with her sister?
(Tanya) and ask sts to write “Tanya” in sentence number 1.
Individually, sts re-read the blog in A and complete
sentences 2-6 in C with Victoria, Kyle or Tanya. Paircheck.
Classcheck.
1. Tanya lives with her sister. 2. Victoria lives with her
husband. 3. Kyle lives with his wife and children.
4. Kyle doesn’t share closet space. 5. Tanya has no
problem sharing. 6. Victoria has difficulty sharing.
Read World of English with sts and drill the pronunciation
of the words so sts can notice similarities between them.
Mime the example sentence for them. Ask: Do you know
what these are called? (Homophones.) Do you have them in
your language too?
10 Grammar: Possessive Pronouns
A Focus on the yellow highlighted sentences in 9A and
encourage sts to guess what they refer to, e.g. “his are not” =
his clothes are not organized, “hers is not” = her closet is not
enormous, etc. In pairs, sts complete the table. Play 4.12 to
check answers. Ask questions 1 and 2 to the whole class.
Read / Sing the lesson Song line with sts and ask: Do you
know this song? (“Sweet Child O’ Mine”.) Do you like it / them?
Why did the authors choose this song for this lesson? (Sweet
child = Suri, mine = possessive pronoun.) Who sings it?
(Guns N’ Roses). Elicit other songs which have Possessive
Pronouns, e.g. “I’m Yours” by Jason Mraz.
Song line:
Oh, oh, oh, sweet child o’ mine.
Oh, oh, oh, oh, sweet love of mine.
Song: “Sweet Child O’ Mine”
Band: Guns N’ Roses (USA)
Year: 1987
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English ID TCH 21x29.3 Int.indd 72
4.12
/Dǹ/ my – mine
/ǣ/ your – yours
/ǹ/ his – his
/ǫU/ her – hers
/DX/ our – ours
/Ǫ/ their – theirs
For further practice, go to Grammar p. 124.
my / mine; his / his; our / ours; your / yours; her / hers;
their / theirs. 1. Five end in -s. 2. The final -s is pronounced /z/.
B Demonstrate Whose…? questions with objects around
the classroom. Hold a student’s (pen) and ask the whole
class: Whose pen is this? (It’s his / hers.) Drill both the
question and possible answers as you elicit / present new
dialogs with different objects in class.
In pairs, sts complete 5 box with mine, ’s or whose.
Use whose to ask about possession. Use ’s after a noun to
indicate possession. Use possessive pronouns, for example
mine, to replace possessive adjective + noun in a sentence.
C Sts read another post from the forum, but this time
the post is full of language mistakes. Individually, sts find
and correct five mistakes with possessives and five with
articles. Paircheck. Classcheck with answers on the board.
I live with the my parents, my brother and my sister. I don’t
have a closet in the my room, but mine my sister has a
closet in her hers, so we share that space. Ours Our closet is
organized, but my brothers brother’s is very disorganized. My
parents have a big bedroom, so they have two separate closets.
My mother’s closet is big and my father father’s is small.
D MAKE ITPERSONAL Sts complete sentences 1-4 making
true sentences about themselves. Then compare in pairs.
Are they similar? Is it possible for them to share a closet?
Have students report back anything interesting they
learned about each other.
Extra writing If time allows, or for homework, get them to
write a blog post for the forum, design their own avatar and
post them online.
Workbook p. 22
ID Online Portal
Grammar p. 124
4/10/13 9:59 AM

Do you like salons? / What shoe size are you?
Lesson Aims: Sts practice reading an ad for details, learn two more suffixes. Sts also learn how to talk about and shop for
clothes.
Function
Lesson 4.5
Reading a magazine ad.
Guessing the meaning and pronunciation of new words.
Talking about your favorite area in a spa.
Listening to people shopping for clothes.
Role-playing a shopping for clothes dialog.
Vocabulary: Words ending in -ist (hair stylist, manicurist, nutritionist) and -ique (unique, boutique). High, low, the same,
ultramodern. Review clothes vocabulary.
Grammar: Singular and plural differences in shopping for clothes dialogs (it / them / this / those, etc.).
WB Song line: “You can’t always get what you want. But if you try sometimes, yeah, you just might find you get what you need.”
Warm-up Go around the class picking up different items (pens,
books, etc.), singular and plural, and ask Whose is this? Whose
are these? Is this mine? Are these yours / hers / etc.?, pointing
to different sts to elicit positive and negative responses. If time
allows, sts can do the same in groups, pooling their possessions
on a table and asking / answering together.
Skills: Reading for details
A Begin by asking the lesson title question to gauge sts’
interest in salons. Encourage them to say / express as
much as they can. Don’t correct much at this stage.
Tip This initial fluency practice based around answering the
title question can always be repeated at the end of a phase /
lesson. When sts re-answer the question, hopefully this time
they will have more vocabulary and greater accuracy too. This
loop input (try – feel the need to learn some language – learn
it – try again – feel progress) method can be a very good
approach to help sts feel short-term success and find real
relevance / personalization in your classes.
Sts quickly read the text and answer questions 1-3.
Paircheck. Classcheck.
1. A magazine. 2. An ad. 3. The four areas in the center
are: Super Salon; The Really Rich restaurant; Be Beautiful
boutique; Marvelous Me massage.
See if they notice / like alliteration and if it reminds them
of anything they’ve seen earlier in the course (the fashion
show in lesson 4.3).
Tip For fun, sts can easily alliterate each other’s names with
an adjective: Big Bertha, Cool Claude, Easy Enrique, etc.
B Sts re-read the text. In pairs, they decide whether
sentences 1-5 are T (true) or F (false). Classcheck.
Encourage sts to justify / explain false sentences with
evidence from the text.
1. T 2. T 3. F (apart from walking around, you can’t
exercise) 4. F (it’s for men and women) 5. T
English ID TCH 21x29.3 Int.indd 73
4.5
Language
All yours! is the perfect place for you.
serves low-calorie food.
I love to go to salons.
Can I try it / them on?
What size?
Can I help you?
C In small groups, sts look for words in the text which
match meanings 1-4. Do number 1 as an example
(different / the same, line 4). Classcheck with answers on
the board.
1. the same 2. ultramodern 3. available 4. low
D In pairs, sts try to pronounce the words in the text
which have pink letters. Play 4.13 and pause after each
comma or period, asking sts to repeat and confirm their
guesses. Any pronunciation surprises? Did they find the ad
more convincing as a listening or as a reading? Why?
Read World of English with sts and ask them to underline all
the words ending in -ist and -ique in the All Yours! text. Elicit
the pronunciation of each word sts underlined and drill
their correct pronunciation.
Tip Write a prompt to a conversation on the board, How
often do you see a…?. In pairs, sts interview each other
using the professionals from the text (hair stylist, manicurist,
therapist, etc.).
E Swap partners. In pairs, sts talk about their favorite
area of All Yours! Encourage them to say why. At the end,
ask sts to tell the class which area their partners prefer
and why. Ask: Do you like salons? Would you like to go to
this salon? See if they come up with better answers now
than at the beginning of class, congratulate them and
reward them with a bit more corrective feedback too,
if appropriate.
in Action: Shopping for clothes
A Explore the cartoon of the man and his dog. Say How
old is he? Is he small? Weak?, etc. Do you know people with
small dogs like this? Focus on sentences 1-4 and elicit
possible guesses as answers for the sentences. Play 4.14.
Sts complete the sentences and paircheck. Classcheck. To
review possessives, go with answers on the board. How
many correct guesses? Can you predict how the dialog ends?
Elicit more guesses.
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4/10/13 9:59 AM
 4.5
4.14 Notice the connections.
S = salesclerk J = Jason
S Can I help you?
J Yes, please. Can I see the sweater in the window?
S Sure! What color? We have it in black, blue or green.
J Uh, blue, please.
S All right. What size?
J Extra small.
S Extra small in blue? OK, just a moment, please. Here you are.
J Thanks. Can I try it on?
S Try it on? Uh, sure, no problem. The fitting rooms are
over there.
1. The man’s at a boutique / clothes shop. 2. He wants a
sweater. 3. The color he wants is blue. 4. The problem is
that the man is big and the sweater is extra small.
B Play part two of the dialog 4.15. In pairs, sts answer
questions 1-3. Classcheck. Ask sts some follow-up
questions, such as Do you have a dog? What’s its name?
Do you buy clothes for it? Does it have a favorite color too?
4.15 Notice the t and silent t.
S Try it on?? Uh, sure, no problem. The fitting rooms are over
there.
J Thank you.
S Do you need any help, sir?
J No, no, it’s perfect.
J What do you think? Blue is Jackson’s favorite color. Isn’t it,
Jackson?
S And for you, sir? We have wonderful T-shirts, pants,
jackets, suits…
1. The sweater is for Jackson, his dog. 2. He wants it in
blue because blue is Jackson’s favorite color. 3. Personal
answer, but probably yes, he is very helpful and stays calm
in a strange situation, and is good at selling!
C Sts go to AS 4.14 and 4.15 on p. 159 and find answers
1-3. Paircheck. Classcheck.
1. We use in before colors. 2. The verb for testing clothes
is try on. 3. We try clothes on in the fitting room.
D Sts now listen and complete a short version of the same
dialog with the missing words. Paircheck. Classcheck with
answers on the board.
Ask sts: What three changes do you need to make if he asks
for jeans? Guide them to singular vs. plural differences
and refer the first to the 5 box on p. 47 under the
World of English . Do a quick drill. Say Nice jeans for sts to say
“You like them,” then say and point to a Nice T-shirt, “You
like it,” etc.
4.16
S Can I help you?
J Yes, please. Can I see the sweater in the window?
74
English ID TCH 21x29.3 Int.indd 74
S Sure! What color? We have it in black, blue or green.
J Uh, blue, please.
S All right. What size?
J Extra small.
S Extra small in blue? Just a moment, please. Here you are.
J Thanks. Can I try it on?
S Sure. The fitting rooms are over there.
J Thank you.
S Can I help you?
J Yes, please. Can I see the sweater / jeans in the window?
S Sure! What color? We have it / them in black, blue or green.
J Green, please.
S All right. What size?
J Extra small.
S Extra small in blue? OK, just a moment please. Here
you are.
J Thanks. Can I try it / them on?
S Sure. The fitting rooms are over there.
E Write S, M, L, XL on the board and ask sts if they know
what those letters mean. Point to World of English and play
4.17. Ask sts to check their clothing labels and see if sizes
are in English, or what the equivalent symbol in L1 is.
F Sts practice the dialog in D, paying attention to
singular / plural changes. Ask them to choose clothes
items from p. 43 (7A and 7B). Monitor closely for accuracy.
Ask two pairs of sts to present their dialog to the whole class.
G Write some punctuation marks on the board and refer
sts to the 5 box on punctuation. Drill pronunciation and, if
time allows, sts can cover the words with their hands, look
at the symbols and quickly remember the five punctuation
marks’ names. Divide the class into three or four groups.
Sts also have to put capital letters whenever they think it
is necessary. Tell them it is a competition. In groups, sts
read and punctuate part three of the dialog. The group that
finishes first is the winner. Ask two sts from the winning
group to write their punctuated dialog on the board. Play
4.18. Then, in pairs, sts cover the words, look only at the
six small photos and practice from the pictures.
Tip Remember that just as in lesson 3.5 on p. 37, this is a
good technique to practice any dialog.
4.18
J No, thanks. Just the sweater. How much is it?
S 49,99.
J Great! Here’s my credit card.
S Thank you! Please, enter your PIN number.
J There you go.
S Here’s your receipt. Have a nice day! Bye, Jackson!
4/10/13 9:59 AM
 4.5
1. No, thanks. Just the sweater. How much is it? Note Write down sts’ mistakes for delayed correction. Ask two
2. Forty-nine ninety-nine. 3. Great! Here’s my credit card. sts to act out their dialog for the whole group if time allows.
4. Thank you! Please, enter your PIN number.
5. There you go. 6. Here’s your receipt. Have a nice day! Extra writing Sts can write their own shopping dialog—e.g.
Bye, Jackson!
shopping for a luxury item at their own favorite shop, then give
it to a partner to read / give feedback on.
H MAKE ITPERSONAL In pairs, sts role-play a complete
dialog (shopping for clothes). Give an example first with
a strong student. You play the customer. Swap roles
and do it again with another student. In pairs, they do Workbook p. 23
the same. Phrase Bank p. 65, 66
Tip With an odd number of sts, have two customers. With a ID Online Portal
small group, play the other role yourself but stay in the center Grammar p. 124
of the room so you can hear the other sts at the same time. ID Café Video p. 141

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 Review 2
Units 3-4
Grammar and Vocabulary
A Picture Dictionary. Pairwork. Sts test each other and
review the main vocabulary items learned in units 3 and 4.
There are some possible techniques mentioned on p. 12 of
the introduction section on how to work with the Picture
Dictionary in order to review vocabulary. You can select
whichever of these best suit the needs of your class.
Pages 28-29 10 weather words
Page 30 4 seasons
Page 31 6 activities
Pages 38-39 7 sports
Page 41 6 abilities
Page 43 16 clothes items
Page 47 the shop dialog
Page 154 10 picture words for diphthongs
B Individually, sts complete sentences 1-7 with weather
words and months. Sts refer to p. 28 and p. 30 in case they
have doubts. Paircheck. Classcheck with answers on the
board. At the end, elicit / drill pronunciation of all answers
on the board. Note that the numbers in parentheses refer to
the months of the year. For example, 12 refers to December.
2. cloudy, July 3. rainy, October 4. foggy, January
5. snowy, May 6. sunny, February 7. windy, August
C MAKE IT PERSONAL In pairs, sts match questions
1-3 to answers a-c. Tell them not to fill in the blanks
yet. Classcheck. Individually, sts complete answers a-c.
Paircheck. Classcheck with answers on the board.
1. b It’s (adjective). 2. c Yes, it is. / No, it isn’t.
3. a Yes, it does. / No, it doesn’t.
D Sts read the dialog and circle the correct options. Play
Review Audio 2.1 so sts can check their answers. Classcheck.
At the end, replay the track and ask sts to repeat after each
sentence. In pairs, sts role-play the dialog. Sts swap roles and
act out the dialog once more. Ask two sts to act it out for the
whole class.
2.1
T = Tyler S = Shannon
T Hello?
S Hi, Tyler. This is Shannon. What are you doing?
T Oh, hi, Shannon. I’m watching the football game.
S Oh? Who’s playing?
T You’re kidding, right?
S Tyler, you know that I don’t like sports.
T Fine. The Cowboys and the Giants are playing right now.
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English ID TCH 21x29.3 Int.indd 76
S And who’s winning?
T The Giants, 31-14. They always win. I hate them!
S Sorry to hear that! Um… do you want to go out later?
What are you doing?
Oh, hi, Shannon. I’m watching the football game.
Oh? Who’s playing?
You’re kidding, right?
Tyler, you know that I don’t like sports.
Fine. The Cowboys and the Giants are playing right now.
And who’s winning?
The Giants, 31-14. They always win. I hate them!
Sorry to hear that! Um… do you want to go out later?
E Do number 1 with the whole class. Read the question
(When are you leaving?) and elicit which answer is incorrect (a
Every day.) Individually, sts continue choosing the incorrect
answers to questions 2-6. Paircheck. Classcheck.
1. a 2. b 3. c 4. a 5. c 6. a
F MAKE IT PERSONAL In pairs, sts ask each other questions
4-6 from E. Monitor closely for accuracy. Ask sts to report
their partners’ answers to the whole class.
G Point to Common Mistakes and tell sts they have to correct
the sentences. Draw sts’ attention to the number of mistakes
between parentheses. Elicit corrections to sentence 1 and
mark the phrase on the board.
In pairs, sts correct sentences 2-10. Whenever sts are
uncertain, encourage them to flip back through p. 28-47
and check their answers in units 3 and 4. Classcheck with
answers on the board.
1. What’s the weather like? OR How’s the weather? 2. It’s
raining. 3. The weather is bad today. 4. It’s usually cold
in December in the U.S. 5. She’s studying at the moment.
6. What is your friend doing now? 7. He is going to Europe
next month. 8. Patty can play tennis very well.
9. Gloria is wearing blue jeans. 10. Whose are these
shoes? They’re Jane’s.
Skills Practice
A Direct sts to one of the texts indicated (p. 30 3B 3.5,
p. 44 9A 4.1 or p. 46 Skills A 4.13.) Play the audio
for sts to listen and read the text. Ask sts to close their
books. Replay the track and ask sts to rate their listening
comprehension from 0% to 100%. Do the same for the
other texts or encourage sts to do this for self-study.
4/10/13 9:59 AM

At the end, ask the whole class: Do you think you’re making
progress with listening? Help them to see that “success” is
not understanding every word—that is usually not possible,
realistic or necessary. Getting the idea and understanding
from 30-50% is usually enough and a major success for low-
level learners. Encourage sts to ask any questions they wish
about listening / skills / good tips for extra practice, using
L1 as necessary. This is all essential learner training, giving
students a better idea about language learning, how to set
themselves appropriate goals, find success, etc. Remind
them that listening is by far the hardest and most important
skill, the one they need to practice the most if they want to
make good progress with both speaking and pronunciation
as well as comprehension.
B Explore the photo. What’s he doing? Where is he?
Anything special about him?, etc. Sts will hear an
interview with Paralympic champion Rob Jones. Allow
sts a few seconds to read the questions. Tell sts to
number the questions in the order they hear them,
1-4. Play Review Audio 2.2. Paircheck. Classcheck with
answers on the board.
2.2
G = Gale R = Rob
G And here with us today we have the Paralympic champion,
Rob Jones. Hello, Rob.
R Hi, Gale. It’s nice to be here.
G So, Rob, what’s your favorite sport?
R Well, I love swimming, of course.
G And do you like soccer?
R Yes, I love to watch my team play.
G Cool, and what do you like doing when you’re not
swimming or watching your team?
R Well, I like to help other kids with disabilities.
G That’s great. And a final question: What are you doing
these days?
R I’m working hard to prepare for the next Paralympic
Games. I want to beat my own record.
G Nice! Well, thank you for talking to us today, Rob.
R Thank you, Gale!
(3) What do you like doing when you’re not swimming or
watching your team? (2) And do you like soccer? (4) What are
you doing these days? (1) So, Rob, what’s your favorite sport?
C Sts will listen to the interview again. Point to Rob Jones’
answers 1-4 and tell sts they are all incorrect. Sts listen to
Review Audio 2.2 and correct the sentences according to
what they hear. Paircheck. Classcheck.
1. Well, I love singing swimming, of course. 2. Yes, I love to
watch my team win play. 3. I like to read to help other kids
with disabilities. 4. I’m working hard to prepare for the next
Panamerican Paralympic Games.
D In pairs, sts match words 1-3 to definitions a-c. Classcheck.
English ID TCH 21x29.3 Int.indd 77
R2
1. Paralympics c) the special Olympic Games for
athletes with disabilities
2. disability a) a physical or mental problem
3. beat the record b) to go more quickly than anyone before
E Swap partners. Assign roles A and B: Rob Jones and the
reporter. Tell sts to use the questions from B and answers
in C to role-play the interview. Sts swap roles and act out
the interview again. At the end, ask two sts to role-play the
dialog for the whole class.
F Point to the photo and blog post. Ask sts What’s his
name? Where does he live? Can he speak Spanish? and have
sts scan the text to find the answers. Tell sts to read the
text and, in pairs, try to guess the missing words. Play
Review Audio 2.3 to check answers. Classcheck.
2.3
My name is George Valenzuela and I am twenty-three years
old. I live in Santa Monica, California. My parents are originally
from Chile, so I can speak Spanish very well. I love sports. I go
to the beach every day, and I surf and swim when the weather
is good. It’s usually very hot and sunny here! I love it!
I’m a very casual guy. I usually wear shorts and a T-shirt during the
day, and jeans at night. When it’s cold, I sometimes wear a sweater,
but I don’t like it very much. I prefer to wear summer clothes.
Write me an e-mail! Maybe we can go to the beach together
next summer.
My name is George Valenzuela and I am twenty-three years
old. I live in Santa Monica, California. My parents are
originally from Chile, so I can speak Spanish very well. I
love sports. I go to the beach every day, and I surf and swim
when the weather is good. It’s usually very hot and sunny
here! I love it! I’m a very casual guy. I usually wear shorts
and a T-shirt during the day, and jeans at night. When it’s
cold, I sometimes wear a sweater, but I don’t like it very
much. I prefer to wear summer clothes. Write me an e-mail!
Maybe we can go to the beach together next summer.
G In pairs, sts take turns asking and answering questions
1-4. Classcheck.
1. Because his parents are originally from Chile.
2. Swimming and surfing. 3. Hot and sunny.
4. Summer clothes, shorts, T-shirts and jeans.
H MAKE IT PERSONAL Question time. Sts look at the
Language Map on p. 4-7 and take turns asking and
answering the lesson titles from units 3 and 4. Monitor
closely for accuracy and encourage sts to ask follow-up
questions when suitable. At the end, ask them how they
felt performing the task: Do you feel comfortable with all of
the questions? Which ones are easy? Which ones are difficult?
Tip A nice idea is to print out and cut up all the question
titles from units 1-4 and put them in envelopes, for sts in
pairs to pull out random questions and ask each other.
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 5
Unit overview: The main topics of unit 5 are describing places around a city and your own neighborhood,
verbs of emotion, everyday activities, different types of vacation and vacation activities as well as following
directions. We go from Kentucky to a talent show in Britain, then from snorkeling and sunbathing on a cruise
in Mexico to yoga in Costa Rica, then feeding a friend’s pet and back to San Francisco!

Is there a mall on your street?

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

Function Language
Lesson 5.1

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

Listening to a description of a city. Welcome to Louisville…
Talking about interesting places in a city. I think the most interesting place is probably the racetrack.
Asking / Answering questions about things you can do in a city. Can you go to the movies?
Can you watch soccer?
Describing (comparing) your hometown and Louisville. In Louisville there’s a baseball stadium, but there’s no baseball
stadium in my hometown.
Vocabulary: Public places. Use of the most + adjective. Welcome to… Review high numbers.
Grammar: There is / are , There’s no / There aren’t any . Review Can / Can’t.
Skills: Understand instructions. Give directions.

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

Follow-up: Drill the pronunciation of the dialog lines—

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

Finally, ask sts why words in 1A are divided in two columns.
(The lexis is split into two groups: 1-8 = common cognates
for Latin language speakers and 9-15 = places that are
usually different in sts L1 although mall is increasingly
becoming “international.”)
1 Vocabulary: Public Places
A Sts read World of English .
Tip Elicit some examples of English words which are similar to
words in their own language, e.g. just from the World of English
text itself; similar, language, recognize, focus, pronunciation
and differences. Remind sts the whole ethos of is to keep
building on this foundation of similarity.
Books closed presentation. Put some singular and plural
items on / under your table. Elicit / present / drill. There
is a book / pen / cup / bag on / under the table. There are
keys / pencils / papers / shoes on / under the table. Once
78
Ask: Are these words (1-8) similar in your language? How many
have the same number of syllables in your language? Which
ones do you find difficult to pronounce?
5.1
M = man, W = woman
M Nice places near here? Well, there’s a bar, and a club and
a hotel.
W And there’s a nice museum, a park and there’s a very good
restaurant.
M And a small stadium, oh and an old theater.
B Focus on the photos in the Louisville, Kentucky,
brochure on p. 50 and elicit the names of place a (a
mall). Show sts they should match it to number 11 on
the list.
Sts match the other photos to words 9-15. Paircheck.
Play 5.2 to check answers. Replay it again and sts
repeat after the model.

English ID TCH 21x29.3 Int.indd 78 4/10/13 9:59 AM


Some sts may not like or even know the name of a library
(10), a racetrack (13), a river (14) and a swimming pool (15).
In this case, these items do not need to be named.
5.2
A OK. Let’s check.
B Right. A is a mall, the Fourth Street Mall, B is a library, C is
a movie theater, D is a racetrack, E is a swimming pool, F
is a bookstore, and G is a river.
A Yes!
9. f 10. b 11. a 12. c 13. d 14. g 15. e
C Write KFC on the board and see how much sts know
about it. Ask: What’s this? (A restaurant.) What type of
food do they sell? (Fried chicken.) Do you like it / eat it often?
How do you pronounce KFC in English? What does KFC stand
for? (Kentucky Fried Chicken.) What do you know about
Kentucky? What’s the capital / largest city?
Cultural note Originally a part of Virginia, in 1792 Kentucky
was the 15th state to join the Union. Kentucky is the 37th
most extensive and the 26th most populous of the 50 states
in the United States. Its capital is Frankfort, but its largest
city is Louisville.
Sts listen to an ad for Louisville and check the places in A
(1-15) in the order that they are mentioned in the audio.
Play 5.3. Paircheck. Classcheck.
Listen again to confirm. Ask Which do you think is the
most interesting place? and use a show of hands, asking
individual sts to say why if they can.
Focus on the second World of English . Although there are
difficulties for sts with shorter adjectives (“the most big”)
they are usually understandable, even “the most good.” Sts
read the text and hopefully get the message that grammar
is often much easier than they think, especially for Latin
language speakers.
Tip If you wish to take this further, give sts some longer
adjectives (so they don’t make too many mistakes) so they can
enjoy making examples: typical, beautiful, popular, important,
common. What’s the most typical food? / Who’s the most
beautiful person in our country?
5.3 Notice the word stress.
Welcome to Louisville, the largest city in Kentucky! It’s a great
place to visit. Situated on the Ohio river with a population of
about 750,000, it’s the City of Parks. There are 122 parks in
the city.
Downtown there are seven museums, and three theaters, plus
the Louisville Ballet, Orchestra and Opera.
Louisville is home to the famous Kentucky Derby horse race,
sometimes called the Greatest Two Minutes in Sports! There’s
a famous racetrack and a museum at Churchill Downs.
There’s also a football and a baseball stadium in the city. If
you like shopping, there are three enormous shopping malls
to choose from.
English ID TCH 21x29.3 Int.indd 79
5.1
And for readers, there’s a fantastic public library with
branches all over town.
Kentucky is the home of KFC (Kentucky Fried Chicken), but
we don’t only eat fried chicken! There are restaurants of all
kinds here.
There aren’t any public swimming pools in downtown
Louisville, but there are six pools in the city, so everything is
easy. And of course there are bars, clubs and four multiscreen
movie theaters, and seven world-class hotels, just in the
downtown area.
So come to Louisville—there are no worries here, just
relaxation and fun.
All places in A are mentioned except 9 (a bookstore).
Weaker classes If sts find a text of this length a little
overwhelming, use the AS for a reassuring listen and read.
2 Grammar: There is / are
A Ask the lesson title and get sts to raise their hands if
there is a mall on their street. Elicit from or teach the sts
who raised hands the answer “Yes, there is,” and the others
“No there isn’t.”
Focus on Common Mistakes . This is particularly difficult
for Portuguese speakers, which is why there are so many
errors here. Highlight that the first one is the correct form
for a statement, the second for a statement, the third
for a .
Focus on the Grammar box and get sts to use each of
the seven phrases there to elicit examples of there is / are
sentences, using places in their own town / neighborhood,
etc. Sts complete sentences 1-4 with the words a, any, are or
no. Paircheck. Listen to the extracts in 5.4 to classcheck.
5.4
1 There are seven museums downtown.
2 There’s a famous racetrack at Churchill Downs.
3 There aren’t any swimming pools in downtown Louisville.
4 There are no worries here.
1. There are seven museums downtown. 2. There’s a famous
racetrack at Churchill Downs. 3. There aren’t any swimming
pools in downtown Louisville. 4. There are no worries here.
In pairs, sts study sentences 1-4 in 2A.
Then, study the Grammar box and read Common Mistakes .
Elicit some examples of there is / are sentences, using places
from the lesson and talking about their own neighborhood.
B Read the lesson Song line, elicit the melody and check
if they remember / like the song / artists. Ask: What do you
know about / think of New York city? Do you think the song
line is true? Why? What can / can’t you do there?
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 5.1
Song line: With a stronger class, encourage them to experiment with
locally important places and activities: Can you swim in
There’s nothing you can’t do
a lake / river, go shopping in a good street market, eat (a
now you’re in New York.
local food), etc.
Song: “Empire State of Mind” (New York)
Artist: Jay-Z and Alicia Keys (USA)
Year: 2009 C MAKE ITPERSONAL In small groups, sts compare
Louisville to their hometown with There is / are sentences.
Continuing the theme of what you can / can’t do in cities, Use the example to set this up. Ask sts to find four
sts ask and answer Can you ? questions with the
differences between the two cities. Round off the activity
expressions suggested in B. Use the example in the speech
by asking some sts to report and compare their answers.
bubble to model it.

Extra writing Sts can describe the differences between

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

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

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

80

English ID TCH 21x29.3 Int.indd 80 4/10/13 9:59 AM


Do you like watching TV?
Lesson Aims: Sts read another brochure about a city, extend their ability to use there + be to talk / ask about a town / neighborhood
and learn some chores / free time activities + love / like / mind / hate + -ing.
Function
Lesson 5.2
Reading a brochure about a city.
Asking / Answering questions about a town.
Talking / Writing (a brochure) about your neighborhood.
Reading / Listening about free time activities.
Talking about free time activities you like / dislike.
Vocabulary: Free time activities (clean, cook, eat out, etc.), weird, mind (v), fun, I’m joking, sad, surprised. Review places in a
town / city.
Grammar: Is there a / an / Are there any ?, too vs. also. Review: There’s no / There aren’t any.
Warm-up Recycle giving opinions and object pronouns. Draw
five columns with headings on the board, as shown below.
Ask sts to write one example under each category. In small
groups, sts ask each other “What do you think of (Shakira)?”
and answer with “I like (her). I think (she’s) a great singer.”
Monitor and listen to / learn about their individual tastes
and preferences in order to help you personalize more in the
future. Get class feedback on any interesting disagreements.
An artist / A soccer A TV A country / A famous
type of player / program / city local person
music an athlete / film
a team
Language note If they ask / talk about soccer teams the pronoun
is them: “What do you think of (Chelsea)?” “I hate them.”
3 Reading
A Books closed. Ask Do you remember Louisville (from the
previous lesson)? What places can you see / visit there? to see
how much sts remember.
Books open. Sts read about a different town, Markville. Say:
Don’t look at the pictures now, just at the text. Quickly read and
answer this question: How many different places are mentioned
in the text? Sts read and find the number of places and tell
you / name them (two museums, a library, a mall, hotels, etc.).
Sts re-read and complete the text with a, an, is, are or
no. Paircheck. Play 5.5 to check sts’ answers and try
to remember the pronunciation of the words with pink
letters. Write on the board any problematical answers and
drill pronunciation as necessary.
Tip Visually beat the stress when you drill words like
pe-des-tri-an, to help sts “see” and “feel” them. Clearly
show there are four beats (syllables), raising your hand high on
the stressed syllable. Try to do so from your right shoulder to
your left shoulder so sts “read” the word across your body.
5.5
Come to Markville! It’s a great place to live. There are two
museums and a great public library. There’s also a movie
theater, so you can see a movie if you want. There’s a mall,
and there are lots of cool shops and a historical bank.
English ID TCH 21x29.3 Int.indd 81
5.2
Language
There are two museums and a great public library.
Is there a mall in Markville?
Are there any nice hotels?
There’s a great theater and two shopping malls.
Sandy loves playing video games and going out with her
friends.
I don’t mind cooking but I love eating out.
Markville has two hotels: there’s an old traditional hotel and
there is a new modern one, so you can choose where you
stay. There are no clubs, but there is a bar inside one of the
hotels. For food lovers, there are two delicious restaurants,
one French, the other Mexican, and an interesting café too.
We’re going green too! Downtown is only for pedestrians, so
there are no cars to ruin the peace.
See you soon!
are a is a a are a an is no is are an no
B Focus on the two pictures in 1A. Elicit what places
sts can see in each of them. In pairs, sts re-read the text
in A and decide which picture, 1 or 2, shows Markville.
Classcheck as in the example. Ask: Would you like to visit
Markville? Why (not)? What are two good things and two
bad things about Markville? to get some feedback on what
they are thinking about the place and help them prepare
for the next activity.
Picture 1 is Markville.
C To review Is / Are there, in pairs, sts find four differences
between pictures 1 and 2 in A. Make st A turn her / his
back to st B so she / he can’t see the picture. Set this up by
example, turning your back to the class and asking Is there
a park in picture 1? And is there a park in picture 2? When
they’ve found four differences they should swap roles and
try to find some more. By now, st A should know the map
quite well and be able to ask about specific shop names: “Is
there a toy / jewellery store, etc. in picture 1?” Help with
form and pronunciation as necessary.
D MAKE ITPERSONAL In pairs, sts talk about their own
neighborhood. Model this with a town / neighborhood you
know well and they don’t (your or your grandparent’s town /
neighborhood), and tell them about it / let them ask
questions. With a weaker class, prompt the sentences on
the board. Write There’s a / an… / There are… / There are
no…. In small groups sts describe a place they know well.
Tip Either split the sts from the same place into groups so they
enjoy their local pride together, or make them split into different
groups so the communication between people from different places
becomes more genuine / informative. You know your groups best!
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 5.2
Either in class, if you have time, or for homework,
refer sts to the Writing section, p. 150, so they write a
brochure about their town / neighborhood. If you set it for
homework, give them a word count of 100-120 words, and
some guidance criteria: who’s their audience, how many
paragraphs, how to check it, etc.
Tip The website www.glogster.com is great for making a
brochure.
4 Vocabulary: Free Time Activities
Tip Use the Song line at any time —if you think your class
knows and likes it—to present I don’t mind + gerund.
A Focus on photos a-g and elicit vocabulary / activities
sts are likely to already know, e.g. b (cooking), c (shopping
for clothes), e (playing video games), g (using a computer,
going online). Point to Sandy’s list of activities and ask sts to
match seven of them to photos a-g. Paircheck. Classcheck.
(f) cleaning the house (b) cooking (d) eating out
(g) going online (a) going out with friends (e) playing
video games (c) shopping
Ask sts to listen and read the introduction to her blog
( 5.6). Focus on Cyber English and the five emoticons. Mime
and drill the phrases, with lots of appropriate noises and
exaggerated intonation. Ask Do you use emoticons a lot (in
texts / e-mails / tweets)? Which ones do / don’t you use? for
sts to tell you the ones they (don’t) use in English.
B In pairs, sts decide which activities Sandy prefers and
order them 1-10. Highlight the clues Sandy has given in the
form of emoticons, and that the first one is given. Sts guess
the order, 1-10, according to the emoticons. Encourage
them to say the phrase for each emoticon using the
phrases from Cyber English .
Tip Where the emoticons are the same, tell them to guess
according to their own preferences.
Focus on the line under the ten options, Click here to hear my
answer, and play 5.7, as if you are clicking to hear her, for
sts to check answers. She is saying them 1-10, so sts need
to number them 1-10 in the exact order she says them.
Ask: Did anybody get all ten correct?
Now focus on (and perhaps replay) her final question and
elicit answers. Do they think she is weird?
5.7 Notice /ǹ/ and /Dǹ/. Notice the position of also and too.
Well, I love playing video games. It’s my favorite thing in the
world. I also love going out with my friends. I like to shop and I
like to eat out. And, um, I like going online too. And I don’t mind
going to work. I also don’t mind cooking—sometimes it’s fun, but
I don’t like going to the gym very much. I don’t like watching TV
either, but the one thing I really hate is cleaning. I hate cleaning
the house! What about you? Are you similar? Or am I weird?
82
English ID TCH 21x29.3 Int.indd 82
Sandy loves playing video games (1) and going out with her
friends (2).
She likes shopping (3), eating out (4) and going online (5).
She doesn’t mind going to work (6) or cooking (7).
She doesn’t like going to the gym (8) or watching TV (9).
She hates cleaning the house (10).
Tip If they misorder them within the same category, tell them
not to worry. The only real way of knowing is her intonation.
C Sts listen to 5.8, repeat the sentences and mime them.
Tip Help shyer sts with simple gestures to convey and
consolidate meaning. Again, the idea of miming as they
repeat is to add meaning, their own feelings / identity
and memorability to what is otherwise just mechanical
repetition. For further practice, you or they can lead the
class in “repeat if it’s true mode” (as in 1B on p. 39). One
says a phrase (“I hate cooking”) and the class repeats it
only if they share that feeling.
5.8
1 I love playing video games!
2 I also love going out with my friends!
3 I like to shop!
4 I like to eat out too!
5 I like going online too!
6 I don’t mind going to work.
7 I don’t mind cooking.
8 I don’t like going to the gym.
9 I don’t like watching TV.
10 I hate cleaning the house!
D MAKE ITPERSONAL Sts write two lists, their likes and
dislikes, containing the free time activities from 4A. Focus
on the model on the page and highlight too and either in the
second speech bubble. Ask: When do we say “either”? And
“too”? What about “also”?
With a stronger class, let the sts try to give examples to
explain. With other classes, tell them to turn to the AS and
highlight four examples of these words. Then refer them to
the 5 box to read the rules. Give some quick practice, based
on the books closed presentation below.
Tip For a books closed presentation, bring in two flashcards
of people and two of chocolate and spinach and present this:
Rod likes chocolate.
Sue likes chocolate too. Or Sue also likes chocolate.
Rod doesn’t like spinach.
Sue doesn’t like spinach either.
Elicit / Teach these rules of use and position:
Too and also are used in sentences to “agree.” Either is
used in sentences to “agree.” Too and either come at the
end of a clause. Also comes after the pronoun. Invent some
simple quick drills by giving different likes and dislikes yourself
for sts to respond to. I like / don’t like / hate .
4/10/13 9:59 AM

Language note Also comes after verb be (I’m also a teacher)
and auxiliary / have / modals (I’ve also been a teacher, I can
also teach), but to keep it simple we didn’t mention these
here. Highlight these positions only when they come up later.
Following the model on the page, in pairs, sts tell each
other about what they like or don’t like doing and find
two things in common. Listen and monitor. If you hear
lots of problems, intervene and get them to look at
Common Mistakes before continuing.
Classcheck two things they have in common from each
pair. To finish, ask: Do any of you think your partner is
weird? Do you know any really weird person?
5 Grammar: Love / Like / Not mind / Hate + Verb
+ -ing
A In pairs, sts study Common Mistakes . Emphasize how
common verb + -ing is in English (as subject, after verbs of
emotion, in continuous verb forms), compared with Latin
languages. Give / Elicit other wrong examples yourself for
sts to correct you (I love to eating out. Eat out is great.). The
funnier the better!
Sts complete the rules with to + infinitive and / or verb + -ing.
Paircheck. Classcheck with answers on the board.
Note American English uses both verb forms with no
difference. British English tends to use the gerund when
“like” means “enjoy.” It is possible to use to + infinitive in
a subject position, however this is not very common and
is usually used in dictionaries, instructional material and
quotes. A subject infinitive is usually followed by verb be or a
stative verb.
1. to + infinitive or verb + -ing 2. verb + -ing 3. verb + -ing
B Read the lesson Song line with the sts and check if
they know / like the song / band. Do they know the chorus?
What songs of this band can they sing? Ask: What’s the link
to the lesson? (don’t mind + gerund).
English ID TCH 21x29.3 Int.indd 83
5.2
Song line:
I don’t mind spending everyday out on your corner in
the pouring rain.
Song: “She Will Be Loved”
Band: Maroon 5 (USA)
Year: 2004
Write on the board number 1. Prompt the first words, I don’t…,
and elicit the rest of the sentence (… like watching soccer).
Sts order the words to complete 2-5. Paircheck. Classcheck
with answers on the board.
In pairs, sts say the sentences, changing them to make
true statements about themselves and their family /
friends. Highlight the speech bubble example. Classcheck
by asking sts to report their partner’s answers. Put some
more locally relevant jumbled sentences on the board to
personalize this further, e.g.: 6 hate / watching / I / (local
soccer team) / lose 7 to love / eat / (bad local restaurant)
8 mind / sun / the / in / walking / midday / don’t / I.
Tip As with any exercise like this, fast finishers can make
another jumbled sentence for a partner to order, or you can set
this as written homework.
Finally, explore the lesson title question. Write it on the
board + some other prompts, and let them talk freely in
pairs. How often? Favorite programs / channels / actors. Least
favorite? Every day? How many TVs / at home? How many
channels / have? Who watches TV most / least?
1. I don’t like watching soccer. 2. My best friend loves to
go to the movies. 3. I don’t mind going shopping. 4. My
parents love playing video games. 5. Cycling is my favorite
way to exercise. / My favorite way to exercise is cycling.
Workbook p. 25
ID Online Portal
Grammar p. 126
Writing p. 150
83
4/10/13 9:59 AM
 5.3
What do you like doing on vacation?
Lesson Aims: Sts learn to talk about vacation and free time activities.
Function
Lesson 5.3
Understanding stress / intonation in short sentences.
Reading an ad for a TV program.
Listening to / Watching part of a TV talent show.
Introducing yourself for a talent show.
Talking about vacation activities you like / dislike.
Vocabulary: House chores (cleaning, tidying, etc.) Vacation activities. Review free time activities.
Grammar: Like as a preposition and a verb, prefer + -ing. Review: There is / are. Personal information (My name’s, I’m… years
old and I’m from…) I can / can’t. / love / like / not mind / hate + -ing.
Warm-up Start off the lesson by reviewing free time activities.
Put these questions on the board as they come in. In pairs, sts
ask each other What do you like doing / like to do in your free
time / during the week / on weekends?. Monitor and provide
sts with some vocabulary / a few activities they enjoy doing
but haven’t learned how to say in English yet. Classcheck any
interesting findings either that you hear or that they want to say.
Tip Teaching a few items sts really want to express is very
motivating. But teaching too many can be overwhelming, so
try to strike a balance, introduce three or four phrases and
move briskly on.
6 Pronunciation
A Books open. Point to photos a-d and ask What do photos
a-d make you think of? What are they doing? (but don’t
teach the new phrases yet) Do you like domestic activities?
to get an initial reaction. Play 5.9 and ask sts to complete
sentences 1-4 with the missing words. Paircheck and get
sts to match the sentences and photos a-d. Classcheck
with answers on the board.
Point to photos a-d again and elicit the names of each
household chore. Drill pronunciation.
Tip Have sts in pairs quickly cover sentences 1-4 and
remember what each person said for the four photos. Don’t
give feedback but go straight into 6B.
5.9
1 I don’t mind cleaning the bathroom.
2 I love tidying my room.
3 I hate doing the laundry.
4 I like washing the dishes.
a. I don’t mind cleaning the bathroom. b. I hate doing the
laundry. c. I like washing the dishes. d. I love tidying my room.
B Read the 5 box with sts emphasizing verbally and visually
the word emphasis. If necessary, give an example of words with
/ without meaning, by writing am, the, at on one side of the
board and cook, quickly, beautiful on the other, and ask: Which
84
English ID TCH 21x29.3 Int.indd 84
Language
I hate doing the laundry.
There are versions of it in more than 30 countries.
I would like to be a singer and a diva.
Good evening everybody, I’m…
I like sightseeing.
can you imagine? Play 5.9 again and ask them to notice and
underline the two most stressed words in each sentence (1-4
in 6A). Number 1 has been done as an example. Paircheck.
Classcheck. Replay the track and have sts repeat the sentences.
2. I love tidying the room.
3. I hate doing the laundry.
4. I like washing the dishes.
C Ask sts about the house chores in A (Do you like cleaning
the bathroom / tyding up the room, etc.?) and ask them to
order the chores according to their preferences. Sts re-
write sentences 1-4 from 6A, making true sentences, e.g.
“I hate cleaning the bathroom.” “I don’t mind washing the
dishes.” Check their answers in D ensuring they stress the
words with more meaning.
D In pairs, sts share their preferences and say the
sentences they wrote in C. Classcheck.
E Ask the whole class: Which house chore do you hate the
most? Which do you think is the most unpopular? Use a show
of hands to vote. Ask: How many hours per week do you and
your children / brothers and sisters spend on chores? Then
play 5.10 and check if these American statistics match
the group’s preferences / weekly hours on chores. Ask: Any
surprises? Do you agree?
5.10 Notice the /Ǩ/s.
Listen to this! Statistics show that cleaning the bathroom is at
the top of the list of chores that people hate the most. And,
on average, parents report spending 8.6 hours at home each
week doing chores. But children say they spend only 4.9
hours on chores. Lucky children!
Source:www.jelmar.com/chorewars/cleaningstudy.htm
Cleaning the bathroom is the chore that people hate the
most. Parents spend 8.6 hours while children spend only
4.9 hours each week doing chores.
7 Listening
A Ask sts if they know / like / watch / America / Britain’s
Got Talent TV shows and if there is a similar version of this
talent show on their national TV.
4/10/13 9:59 AM

Sts read the ad for the show and, in pairs, guess some
information about the girl in the photo by answering questions
1-3. Play 5.11 for sts to listen and check. Sts can also watch the
video on the portal to check their answers. Answer key in 7B.
B Sts listen to 5.12 or watch the video on Portal to
check their answers. Classcheck. Ask: Do you know any
girls like her? / Do you know / like Beyoncé / the Alicia Keys’
song she’s going to sing?
Tip To best answer the last question of the rubric, show the
original video at www.youtube.com/watch?v=J7_k5tUeoUc.
There you can see her sing too—like a bird!
5.12 Notice main sentence stress on content words and at
the end of phrases.
N = Natalie J = judge
N I’m Natalie and I’m ten years old and I love to sing. I’ve been
singing ever since I was four. I sing at school, I sing at home, I
sometimes sing when I’m eating my dinner! I would like to be a
singer and a diva and I definitely want to be like Beyoncé.
J Hello, darling.
N Hello.
J What’s your name and how old are you?
N My name is Natalie and I’m ten years old.
J And what are you doing today?
N Well, I’m going to sing a song called “No one” from Alicia Keys.
J OK, yeah—I know that one. Good luck, darling.
1. Natalie is ten years old. 2. She loves to sing. 3. She
sings at school, at home and when she is eating her dinner!
C MAKE ITPERSONAL Ask sts: Do you have any hobbies /
talents? Do you like singing / dancing / playing a musical instrument?
Tip Remember to show any talents or tricks you know / have
yourself as a way to encourage them.
Sts pretend they are taking part in a talent show and
introduce themselves to the whole class.
8 Vocabulary: Vacation
A Ask When I say vacation, what do you think of? to see
what they can come up with.
Focus on the list of vacation activities. Conduct this
exercise as a meaningful drill. Play 5.13 and have sts
repeat each activity (1-8), but say them in I like / I don’t like…
sentences. The first eight aren’t illustrated as they are
either already known or cognates.
B Use pictures a-f to present new vocabulary / activities.
Sts match photos to activities 9-14. Paircheck. Play 5.14
to check answers. Play 5.14 again and have sts repeat the
activities after the model.
5.14
My favorite vacation activities are: a. kayaking; b. snorkeling;
c. taking a class; d. sunbathing; e. reading novels; f. sightseeing.
English ID TCH 21x29.3 Int.indd 85
5.3
a (9) b (12) c (14) d (13) e (10) f (11)
C Point to the names Emily and Josh in the chart in 8B
and tell sts they will listen to Emily and Josh talk about
activities they like. Divide the class in two groups. Group
A checks off Emily’s activities while they listen. Group
B checks off Josh’s activities. Play 5.14. Sts paircheck
their answers within their groups, A or B. Listen again to
confirm / catch anything they missed.
For extra practice, pair-up sts A and B (one student from
each group). In pairs, sts exchange information about
Emily and Josh to complete the chart in 8B. St A asks:
“Does Josh like camping / cooking / dancing?” and st B
asks about Emily. Play 5.14 again so sts can check their
answers.
5.15 Notice the pronunciation of the ing form.
J = Josh E = Emily
J Let’s go on vacation together, Emily. What do you like doing
on vacation?
E Well, I love sunbathing and swimming. How about you?
J Hmm, well, I don’t really like swimming or sunbathing, but
I love snorkeling and kayaking. I sometimes like to take
a class or to visit the museums to discover more about
where I am.
E Do you? I prefer reading novels and eating out and drinking
wine and dancing, nothing cultural for me.
J What about sightseeing?
E I like sightseeing, but not too much.
J And camping? Do you like camping?
E Not really. I hate shopping and cooking when I’m on
vacation. I just want to relax.
J Those are the things I love doing on vacation! Hmm…
Emily likes sunbathing, swimming, reading novels, eating
out, drinking wine, dancing and sightseeing.
Josh likes snorkeling, kayaking, taking a class, visiting
museums, camping, shopping and cooking.
D MAKE ITPERSONAL Individually, sts check off activities
they like in the “You” column in the table in 8B, next to
Josh and Emily. In small groups, sts compare preferences
and decide whether they would prefer to go on vacation
with Josh or Emily, or with a classmate. Classcheck to see
their preferences with a show of hands and encourage
open class feedback as they attempt to explain why.
Tip For additional practice sts can each imitate 5.14, but
racing to say their favorite vacation activities in a maximum
of ten seconds. This could be done for homework, where they
record themselves on a site like www.vocaroo.com, then send
the recordings to you to be played the following class.
Workbook p. 26
ID Online Portal
Grammar p. 126
85
4/10/13 9:59 AM
 5.4
Do you have a cat?
Lesson Aims: Sts learn to use enjoy + verb + -ing and talk further about vacation preferences. They also learn to use imperatives
and object pronouns through the context of giving instructions to a house-sitter.
Function
Lesson 5.4
Reading two ads for vacations.
Talking about vacation preferences.
Listening to an answering machine message for a
house-sitter.
Giving instructions to a house-sitter.
Vocabulary: Review vacation activities. Vacation words (sunset, massage, hammock.) Enjoy + -ing. Instructions (feed, don’t
forget, pick up, put X on, open / close the windows, water plants, plate, let X out, take X for a walk.)
Grammar: Imperatives ( & ). Object Pronouns. Review word order: adjective before noun.
Warm-up Ask a few sts: Where do you usually go on
vacation? Then write: What do you usually do? Where do you
usually go? on the board for them to ask and answer in pairs.
Monitor, take feedback from a few pairs and check if there are
similar answers. You can also ask sts Who generally prefers to
go to a calm place / to a busy place? with a show of hands.
9 Reading
A Focus on the two ads and their titles. Sts quickly read
(scan) them and answer questions 1-3. Paircheck. Classcheck.
Tip These texts are quite long, with several new words, so you
might want to use the listen and read option provided by the
optional 5.16 either here or at stages B or C of the activity, or
as a final listen and enjoy activity at the end of exercise 9.
1. Yoga Rica is in Costa Rica, Oceans of Peace is in Mexico.
2. Yoga Rica is a retreat, Oceans of Peace is a cruise.
3. Both destinations are open all year.
B Elicit what sts can see in photos 1-8. Draw sts’ attention
to some cognates, such as pyramids, vegetarian, herbal,
professionals, options, spectacular, cultural, festivals,
massage, relax, meditate, volcano, mountains. In pairs, sts
match the words in bold from the ads to photos 1-8. Play
5.17 to check and repeat the phrases.
Tip Instead of just repeating after the audio, drill by asking
a variety of questions to make sts say different phrases each
time: Which of the items / phrases do you like best / sound
the nicest in English / is the quietest / best for your health /
is the smallest / would you like to enjoy right now / do you
have in your country?
5.17 Notice spelling and stress.
1 a yoga retreat
2 a wonderful waterfall
3 a beautiful beach
4 a cup of herbal tea
86
English ID TCH 21x29.3 Int.indd 86
Language
Don’t miss our guided tours…
I prefer the yoga retreat because I enjoy relaxing on vacation.
Feed the fish in the morning.
Don’t forget to feed the cat.
Please water the plants, pick up the mail…
5 a relaxing cruise
6 a yellow hammock
7 a fantastic rain forest
8 a spectacular sunset
1. retreats 2. waterfalls 3. beaches 4. herbal tea
5. cruises 6. hammock 7. rain forest 8. sunsets
C Focus on Common Mistakes and review last lesson’s
grammar if necessary. Unlike, like, enjoy (and mind) are
always followed by the gerund. Ask sts question 1: Which
ad offers more history and culture? Sts continue in pairs and
write Y (yoga) or C (cruise) for questions 2-5. Paircheck
with answers on the board. Open up as a class discussion
with more questions: Have any of you been to Costa Rica /
Mexico / to a yoga retreat / on a cruise? What do you know
about these countries / activities?
1. C 2. Y 3. C 4. and 5. Personal answers
10 Listening
A Ask the lesson title question Do you have a cat? A dog?
A hamster? A snake? to find out what pets they have and
whether they are into pets. Who has the most animals at
home? Point to the woman in the large picture in A and
ask What’s she doing? (She’s taking care of / cleaning the
house.) Say The house owners are on vacation and she is
taking care of the place. She’s a house-sitter. Refer to
babysitter to convey meaning.
Sts read the eight verb phrases and match them to objects
a-g in the photo. Play 5.18 to check answers. Classcheck.
Play the track again and have sts repeat the phrases.
In pairs, sts test each other and take turns miming and
guessing the phrases in A.
Tip Do not go into the grammar of phrasal verbs at this stage,
just stick to teaching them as chunks. These are introduced in
levels 2 and 3.
4/10/13 9:59 AM
 5.4
Read Common Mistakes with the sts. Explain animals are
5.18
referred to as “it” in English, but domesticated animals
a Don’t let the cat out!
(pets) are usually refered to as he / she / him / her.
b Pick up the mail and put it on the table.
c Feed the dog.
1. Open the windows and close them again every day (them
d Feed the cat.
refers to the windows.) 2. Pick up the mail and put it on
e Give the cat some water.
the table (it refers to the mail.) 3. Feed Fish in the morning
f Take the dog for a walk. and evening (don’t give her too much food) (her refers to the
g Water the plants. cat.) 4. Don’t forget to give her some water (don’t let her out)
h Open the windows, and close them when you leave. (her refers to the cat.) 5. Feed Chips, take him for a walk
(don’t take him near the road) (him refers to the dog.)
d-e-c-f-h-b-g-a
D Read the lesson Song line with the sts and check if they
B Tell sts they will hear a phone message for a house-
know / like the song / artist / can sing it, etc. Explain “Don’t
feel” in this case is not an Imperative, but an omission of
sitter. Play 5.19. In 10A, they number the tasks (1-8) in the
the subject “I” (don’t feel.) Ask: What’s the link to the lesson?
order they hear them. Paircheck. Classcheck with answers
(leaving a message on the phone, pick up, don’t.)
on the board.
Song line:
5.19 Notice the pronunciation of object pronouns in speech.
Don’t feel like picking up my phone,
Hi, Lori! Thanks for house-sitting for us during our vacation. so leave a message at the tone.
Hope you don’t have any problems. ’Cause today I swear I’m not doing anything.
Just a few things to remember. Song: “The Lazy Song”
Uh, when you come in, please pick up the mail and put it on Artist: Bruno Mars (USA)
the table. Year: 2011

Um, yeah, please open the windows every day and close Pairwork. Say: Now think about your home. Imagine you’re
them again when you leave—oh, and water the plants, please, going on vacation and your classmate will house-sit for you.
every day. Write him / her a list of instructions. Ask sts to refer to AS
Feed Fish (that’s the cat!) in the morning and evening, but 5.19 on p. 160 for help. If technology is available, have
please don’t give her more than two plates a day. She’s sts record their notes, e.g. sts might record their messages
enormous! Oh, and don’t forget to give her some water and, online via www.croak.it or www.vocaroo.com and send the
please, don’t let her out. link via e-mail to you and the classmate(s). These two sites
Please, feed Chips—the dog—too and take him for a walk in are both free. Finish the lesson with Please don’t forget to
the morning and afternoon, but please, please, don’t take him do your homework!
near the road because he’s very nervous.
Tip For extra practice at any time, have sts listen to you and
Call me if you have any questions. Thanks again! See you in
practice simple instructions like these: Pick up your pen. Put
two weeks. Have fun! Bye. it on your book. Now pick up your book and pen and give
them to your partner, etc. Sts can then do the same thing in
d. 4 e. 5 c. 7 f. 8 h. 2 b. 1 g. 3 a. 6 pairs or groups.

C Sts listen to 5.19 again and complete Lori’s notes with

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

87

English ID TCH 21x29.3 Int.indd 87 4/10/13 9:59 AM

 5.5
What’s a staycation? / Do you live near here?
Lesson Aims: Sts get further practice in understanding instructions and compare two more types of vacations. They also learn to
understand and give simple directions in San Francisco.
Function
Lesson 5.5
Asking about opposites.
Reading about two more types of vacations.
Talking about / Comparing vacations.
Listening to and asking for directions.
Vocabulary: Newly invented words (staycation, couchsurfing.) Adjectives (boring, relaxing, exciting, interesting, rude, polite,
safe, dangerous, tidy, messy.) Directions: turn left / right, cross at the stoplight, go straight, a corner, a stop sign. Review vacation
activities, places around town, prepositions of place and movement.
Grammar: -ing adjectives. Review Imperatives ( & ).
WB Song line: “Do you know the way to San Jose?”
Warm-up Review the alphabet and adjectives of opinion. Either
play Hangman or a How do you spell ? with the words: boring,
fun, expensive, interesting, cheap, relaxing, safe and dangerous.
Skills: Understanding instructions
A Elicit vocabulary from pairs of pictures a-d. Sts match
pairs of opposites 1-4 to pairs of pictures a-d. Paircheck.
Play 5.20 to check answers.
In pairs, sts test each other with the question “What is the
opposite of (safe)?”
Tip If time allows, with a stronger class, compare adjectives
ending in -ing with -ed adjectives as in “I’m excited / tired /
bored,” as opposed to “It’s exciting / tiring / boring.” This is
taught in 2 Unit 9.
5.20
1 boring – fun / interesting
2 expensive – cheap
3 safe – dangerous
4 tidy – messy
1. d 2. a 3. b 4. c
B Ask Where are you going for your next vacation? to see
what their plans are. Ask the lesson title question What’s
a staycation? to see what they can come up with. Do the
same with What’s couchsurfing? but don’t give them the
answers yet if they don’t know. Focus on the definitions
and tell them to read the two texts to find which is which.
Play 5.21 so sts can listen and read the texts. Sts match
texts 1 and 2 to the best description. Ask: Have any of you
tried either of these vacations?
Tip After any (listening and) reading activity like this, it can
be a very good idea to get sts to cover the text and in pairs
tell each other what they can remember from it. This gives
you instant feedback on what they’ve understood, where
pronunciation problems lie, etc.
88
English ID TCH 21x29.3 Int.indd 88
Language
What’s the opposite of ?
A staycation is a vacation that you spend home!
In my opinion, it can be boring.
Cross at the stoplight.
Leave the school and turn left.
How do I get to ?
Tell sts that couchsurfing also includes the possibility
of a couchsurfer asking for local advice and going out
with another couchsurfer for a meal or a tour in a town
without necessarily staying at his / her house. For further
information, sts can go to www.couchsurfing.org.
(2) A staycation is when you take a vacation at home.
(1) Couchsurfing is when you go and stay in another person’s
home—on their couch.
C Pairwork. Ask sts to cover the texts in B and decide
whether sentences 1-6 are true or false based on what
they remember. Sts cover texts, re-read and check if their
guesses were right. Classcheck.
1. F 2. T 3. T 4. F 5. F 6. T
D Play 5.22 and pause after each sentence. Sts say
staycation or couchsurfing for each sentence they hear.
Check answers one by one as sts say their guesses.
Read World of English with the sts and refer to the terms
“couchsurfing” and “staycation” in the texts. Ask Would
you find these words in a dictionary? (Probably not, except in
more recent ones.) In order to make the task more dynamic,
some dictionaries can be brought to class or even accessed
online, if technology is available, just to check if these two
words can or cannot be found. The list of words mentioned in
World of English can be expanded if you think it is relevant.
Tell sts that language is “alive” and words are often
included and excluded in every new edition of a paper
dictionary. In case of online dictionaries, new words are
uploaded every time there is an update of the dictionary.
5.22
1 Don’t be rude or messy.
2 Relax and don’t think about work.
3 Spend time at home.
4 Write a reference as soon as possible.
5 Invite friends to use your pool or sunbathe in your
backyard.
6 Help with the household chores.
4/10/13 9:59 AM

1. couchsurfing 2. staycation 3. staycation
4. couchsurfing 5. staycation 6. couchsurfing
E MAKE ITPERSONAL Sts talk about both types of vacations
and say if they would like to spend their vacations like that.
Encourage them to use the adjectives in A. Put some more
questions on the board to push them to say as much as they
can. Where would you most like to couchsurf? Would you like to
be a couchsurfer? Is a staycation really a vacation?
in Action: Giving directions
A Ask the title question Do you live near here? Where
exactly? How do I get there? to see what the class can come
up with. Hopefully, they will feel the need to learn to
give directions! Maybe leave the question on the board
until the end of the lesson when they will have learned to
answer it properly.
In pairs, sts match the signs and images 1-6 to the phrases
in A. Play 5.23 to check answers. Play it again and have sts
repeat and mime all the phrases. In pairs, sts mime signs
and phrases for their partners to guess and say.
6 1 2 / 5 4 3
5.23
1. go straight 2. turn left 3. turn right 4. oh! a stop sign,
stop! 5. cross at the stoplight 6. It’s there on the corner.
Read World of English and elicit more signs / instructions
which can be easily mimed when giving or asking
for directions. Emphasize the importance of miming,
gesturing, making noises, even drawing as vital forms of
communication and increasing “expressivity,” plus of course
they are great ways to avoid having to translate all the
time, which is often a big issue in monolingual classes. For
example, when sts ask you “How do you say in English?”
try to get them to show you the words / phrases they want
before providing them with a translation. Besides you can’t
give directions without moving your hands!
Cultural note Body language is non-verbal communication:
body posture, gestures, facial expressions, and eye
movements. Humans send and interpret such signals almost
entirely subconsciously.
There is some debate over how important it is: James
Borg states that human communication consists of 93%
body language and paralinguistic cues, while only 7% of
communication consists of words themselves. However, Albert
Mehrabian, the researcher whose 1960s work is the source
of these statistics, says this is a misunderstanding of the
findings. Others assert that “Research has suggested that
between 60 and 70 percent of all meaning is derived from
nonverbal behavior.” Whatever the proportion may be, it is
certainly high and a key aspect of communication. Source:
http://en.wikipedia.org/wiki/Body_language.
B Write San Francisco on the board. Ask Where is it?
(California, the USA.) and make sure all sts know about it.
If possible show some images from Google images.
English ID TCH 21x29.3 Int.indd 89
5.5
Cultural note San Francisco: about 8 million people live in
S.F. Bay area, which includes San Jose and Oakland, and it’s
the 14th most populous city in the U.S.
Famous events: 1849 California Gold Rush; 1906
earthquake and fire; 1970s hippies and summer of love,
gay rights movement.
It’s the 35th most visited city worldwide, famous for cool
summers, fog, steep hills, eclectic architecture. Landmarks
include the Golden Gate Bridge, cable cars, and Chinatown.
C Books closed. Sts will hear a tourist in San Francisco
asking for information in the street. Ask How many people
does he speak to? Play 5.24. Classcheck (six different people.)
Books open. Sts read the four questions. Play 5.24 again
and sts number the questions in the order they hear them.
Paircheck. Classcheck.
5.24 Notice /L/ and /Hǹ/ sounds.
T = tourist
1 T Excuse me.
A Hi. How are you doing?
T Oh, hi, good, thanks, uh, where’s the mall?
A It’s in front of you, on Market Street. Cross here at the
stoplight.
T Thanks.
A No problem. Have a nice day!
2 T Excuse me.
B Sorry. Me tourist. No English!
T Oh, OK, sorry.
T Excuse me. Is there a movie theater around here?
C Yes, there is. Go straight on Market Street and turn right
on Fourth Street. Go straight for one block and the movie
theater is on the corner of Fourth and Mission Street.
3 T Excuse me. Do you know where the library is?
D I’m sorry?
T The library?
D Ah, yes. Um, uh, I know! Go straight on Market Street for
four blocks. Turn right on Grove Street at the stop sign.
Then, um, uh, go straight for one block and the library is
on the right.
T Thank you.
4 T Um, uh, excuse me, are there any…
E Sorry. No time, bye!
T Hmpf… Excuse me. Are there any bookstores near here?
F Yes, my friend, there are.
T Good, uh, where are they?
F Oh, yes, sorry. There’s one on Market Street. Go straight for
about four blocks. The bookstore’s on your left, before the
stop sign.
T Sorry, can you say that again?
F I’m sorry. There’s one on Market Street. Go straight for
about four blocks. The bookstore’s on your left, before the
stop sign. OK?
T Uh, thank you.
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 5.5
(2) Is there a movie theater around here? (4) Are there any
bookstores near here? (1) Where’s the mall? (3) Do you
know where the library is?
The tourist speaks to six people.
D Sts listen to 5.24 again and complete 1-4. Paircheck.
Classcheck. Ask Do you think he understood the last lady?
Have you ever been in a situation like this? Are you good at
giving directions? Practice: turn to AS 5.24 on p. 160. Sts
role-play the dialogs.
1. It’s in front of you on Market Street. Cross here at
the stoplight. 2. Go straight on Market Street and turn
right on Fourth Street. Go straight for one block. On the
corner of Fourth and Mission Street. 3. Turn right on
Grove Street. 4. Go straight for about four blocks. The
bookstore’s on your left.
E Sts look at the map on p. 59 and take turns asking and
giving directions for places 1-4. Answers may vary a little
depending on the route sts choose. As long as the directions
take them to the right place, let them play with the routes.
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English ID TCH 21x29.3 Int.indd 90
F MAKE ITPERSONAL Go back to the initial question Do
you live near here? Give a model yourself, e.g. how to get to
your own home and see if they can follow your directions.
In pairs, sts do the same. If possible, have some local maps
available or sts can use their cell phones. You can even get
sts to try to draw the instructions they hear from their
partner. Monitor and correct as necessary.
Round off by telling sts to practice mentally giving
directions to themselves as they walk or travel home after
class, and look out for tourists they can practice giving
directions to!
Workbook p. 28
Phrase Bank p. 64, 66
ID Online Portal
Grammar p. 126
ID Café Video p. 142
4/10/13 9:59 AM
 Review 3
Mid-term

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

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

Do you live in an apartment?

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

Function Language
Lesson 6.1

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

Talking about essential and optional items in a house. In my opinion, a bed is essential.
Reading and watching a video about tiny homes. There are two chairs.
Listening about and describing homes in the past. There was a living room.
There wasn’t a bathtub.
There weren’t any windows.
Vocabulary: Rooms (a bedroom, a bathroom, the basement, the kitchen, the office, the utility room, the garage, etc.) and
furniture (a closet, a bed, a sink, storage place, etc.).
Grammar: There was / There were. Review: There is / There are.

Warm-up Before sts arrive, have prompts written on the
board for these six questions: How many hours / you sleep a
day? Where / you usually eat? How often / you cook? What
time / you usually take a shower? How often / you wash your
clothes? Where / you keep your car?
Elicit and drill the questions. In pairs, sts ask and answer the
questions from the board. Monitor closely for Present Simple
use. If time allows, they can swap partners and report what
they remember.
1 Vocabulary: Rooms and Furniture
3 You can cook in… the kitchen.
4 Take a shower in… a bathroom.
5 People work in… the office.
6 We keep our car in… the garage.
7 We watch TV in… the living room.
8 You wash and dry clothes in… the utility room.
9 Store things you don’t need in… the basement.
(9) the basement (4) a bathroom (1) a bedroom
(2) the dining room (6) the garage (3) the kitchen
(7) the living room (5) the office (8) the utility room

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

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

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A Hmm… it’s kind of ugly.
T Here in the dining room we have this big table with eight
chairs. Good for dinner parties.
A No, I don’t think so. I don’t cook for other people.
T Now for the bathroom—just a toilet and shower, there’s no
bathtub, I’m afraid.
A Oh… I really like to take a bath.
T This is your bedroom—you can see it’s large and it has a
large bed and a table and a big closet and plenty of storage
space and there is a fan, so you don’t get hot at night.
A Hmm… it smells bad.
T Here’s the utility room—there’s more storage space on
these shelves here. So, what do you think? Do you like it?
A Well, I need to think about it.
T Sure. Give us a call tomorrow.
1. the living room 2. the kitchen 3. the dining room
4. the bathroom 5. the bedroom 6. the utility room
The basement, the garage and the office are not mentioned.
C Point to the picture on p. 62 again and ask: What’s letter a?
(a TV), What’s letter f? (a bed). Focus on the first group of
words in 1C and ask sts to match them to letters a-i in the
picture. Paircheck. Classcheck and drill pronunciation.
Note By familiar we mean either that they have already
seen the words in , or that they are recognizable cognates.
Breaking lexis up into groups like this really should facilitate
learning. Recognizing cognates is a special feature of . See
TB Intro, p. 8-16, Advantaging monolingual classes.
In pairs, sts test each other and take turns asking and
answering (for letters a-i) “What’s letter a?”, “What’s letter
b?”, etc.
Repeat procedures above for vocabulary items j-r. Start off
by asking about what is likely to be more familiar or easily
recognizable for sts, e.g. ask What’s letter r? (a microwave)
and What’s letter q? (a fireplace).
In pairs, sts write two lists with items they think are
essential or optional at home. Encourage sts to share
their conclusions (“We think a bed and a refrigerator are
essential”, etc.). For fun, you could limit them to the eight
most essential itens.
(f) a bed (d) a chair (i) a closet (e) a refrigerator
(b) a shower (c) a sofa (g) a table (a) TV (h) a toilet
(o) an armchair (p) a bathtub (l) a fan (q) a fireplace
(r) a microwave (n) shelves (k) a sink (j) storage space
(m) a stove
D Ask sts to write down the six rooms mentioned in 6.2.
Write a model on the board.
The The The The The The
living kitchen dining bathroom bedroom utility
room room room
Sts listen to the conversation between Tom and Anna
again and list the furniture in each room. Play 6.2 again.
Paircheck. Classcheck with answers on the board. Do they
think Anna likes the house? Why not?
English ID TCH 21x29.3 Int.indd 93
6.1
1. the living room: a fireplace, a TV, armchairs, a sofa
2. the kitchen: a gas stove, a microwave, a sink, a refrigerator,
a table, two chairs 3. the dining room: a big table, eight
chairs 4. the bathroom: a toilet, a shower (no bathtub)
5. the bedroom: a bed, a table, a closet, a fan, storage
space 6. the utility room: storage space on the shelves. Anna
doesn’t like the house. She says it is ugly and it smells bad.
2 Reading
A Focus on the photo in 2A and ask: Is it a big house? As
sts reply it is small, introduce the meaning of “tiny.” Say
It’s a tiny house. and gesture very small. Read questions 1-3
with sts and give them three or four minutes to find the
answers in the text or play 6.3 for sts to listen and read.
Paircheck. Classcheck.
1. Tiny houses are very small houses. 2. Small houses don’t
cause problems for the environment. 3. He plans, designs
and makes the houses. And sells plans too.
B Point to Jay’s house in 2A again, ask Would you like to
live in a tiny house? Is there a living room in Jay’s house? Is
there a kitchen? A bedroom? How many rooms are there? and
see if sts can guess. (There are four rooms in his house.).
Play 6.4 or the video so sts can find out which four rooms
there are in Jay’s tiny house. Focus on the 5 box and give
examples of I’ve got and I have (e.g. a car, a stove, two beds)
and make sure sts understand that they have the same
meaning. Tell them to notice which form Jay uses (I’ve got).
Cultural note Jay mentions a “faux fireplace.” In case sts ask
for clarification, explain “faux” is pronounced /foș/ as it comes
from French, meaning “fake.”
The authentic video here has quite a few tricky words,
so for weaker classes, or if you just wish to keep it really
simple, we have recorded an easier version for you to use
without the video. This is available on the Portal and the
alternative script is below. You might like to play one then
the other, i.e., harder then simple or simple then harder.
Choose what’s best for your classes. The main point is to
practice listening in a useful way, and build confidence,
so if you do use the harder version, ensure sts realize
that comprehending even 50% is a great success, and that
they really shouldn’t either worry about nor expect to
fully understand every word. Original video from: www.
youtube.com/watch?v=SbRvsWuWNUM.
AS task If time allows, do the AS task 6.4 on p. 161. Focus on
the highlighted sounds and get sts to repeat the words / links /
stressed items / correct sentence stress as they hear them / it.
6.4 Notice the contractions.
This is my tiny house. Come on in.
Just inside the front door I’ve got these two puffy chairs
flanking this little faux fireplace. It’s a very tiny fireplace, but
it’s a tiny house. Closet storage and cabinet space below this
desk. Computer storage space and there’s a little table down
here. When I pull this table out, believe it or not, as long as I
have tiny plates, it seats four people. Like that.
Here in the kitchen I’ve got a bar sink, a double burner stove,
a little refrigerator and a toaster oven.
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 6.1
The bathroom is the shower, so when I want to take a shower
the nozzle’s on the ceiling and everything would get wet,
except for I’ve got these little sliding doors that keep things
dry, umm… and I can put this plastic curtain in here over the
toilet which is right down here.
Above the kitchen I’ve got access to the loft—that’s where I
sleep. So the loft is nothing more than storage and sleeping.
I’ve got all the storage at this end and then at this end I’ve got
the sleeping—with the bed. It sleeps two really comfortably.
So this is my bed and I’ve got a window at this end and a fan
vent behind the shelves at the other, so that if it ever gets hot I
can just turn this whole thing into a wind tunnel.
1. a living room 2. a kitchen 3. a bathroom 4. a bedroom
C Elicit / Drill the pronunciation of the words in the box.
Sts listen to 6.4 again or watch the video to complete the
ad for Jay’s tiny house. Paircheck. Classcheck. Ask sts if
they think Jay’s house is comfortable.
In the living room there are two chairs and a fireplace.
There’s storage space for your computer and there’s a table
for four people. In the kitchen there’s a bar sink, a double-
burner stove, a little refrigerator and a toaster oven. The
bathroom has a shower and a toilet. The loft is above the
kitchen. The loft has storage space for clothes and a bed,
and there is a small window for air.
Follow-up activity. Sts describe their favorite room in their
house or apartment. If nece ssary, write prompts on the
board with There is / There are. Sts talk in pairs. Ask sts to
report back on their classmate’s favorite room. They can
also write a description of it for homework.
3 Grammar: There was / There were
A Sts hear Anna and her partner Leo talk about the tiny
house after visiting it. Ask Who wins their conversation?
and play 6.5. Ask: Did they like the house? Classcheck.
6.5 Notice the sentence stress.
A = Anna L = Leo
A So, Leo, what do you think? Do you like the tiny house?
L No!! Not at all. There was no storage space.
A There was storage space in the living room and in the
bedroom.
L There was no dining room!
A There was a table in the living room—for four people.
L Yeah, but there wasn’t a bathtub.
A You don’t like taking a bath!
L There weren’t any windows. It was dark.
A There were three windows and there were lots of little lamps.
L Anna, it was very small. We can’t live in a tiny house.
A OK. Maybe you’re right.
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English ID TCH 21x29.3 Int.indd 94
Leo wins the argument.
B Have sts look at AS 6.5 on p. 161 and focus on There
was / There were examples in Anna and Leo’s conversation.
Ask sts: Are they talking about the past or the present? (the
past). Read Common Mistakes on p. 63 with the sts and have
them complete the Grammar box.
If time allows, ask sts to find There is / There are examples
in the text in 2C and encourage comparisons between past
and present forms of There be.
was – there – were – Were
Tip For immediate practice, get sts to close their books and,
in pairs, remember (and write down) as much as possible
about the house on p. 62 and its contents, using There was /
were. E.g. There were six rooms and there was a garage, there
was a red car in the garage, etc.
Help sts to notice that the positive form is unstressed but
the negative (including no) is stressed.
For further practice, go to Grammar on p. 128.
C MAKE ITPERSONAL To model the activity, tell sts that
you now live in a tiny house and that you will compare it
to your “old home.” Refer to the speech bubble on the page
and make sure sts understand they are supposed to talk
about their homes as if they did not live there anymore,
but in a tiny house like Jay’s. Monitor closely for singular
and plural uses of the past form of There + be. Ask two or
three sts to share their comparisons with the whole class.
Round off the lesson with the Song line on top of p. 63.
Check if sts can recognize the song / band. Encourage sts
to remember a house they lived in when they were younger
and talk about / describe it using There was / There were.
Song line:
Our house in the middle of our street, our house
in the middle of our…
Song: “Our House”
Band: Madness (UK)
Year: 1982
Workbook p. 29
ID Online Portal
Grammar p. 128
4/10/13 9:59 AM

Where were you last night?
Lesson Aims: Sts learn to use the Past Simple and past time expressions by talking about a party and finding out about each
other’s past.
Function
Lesson 6.2
Naming and identifying party items.
Listening to a description of how to give a good party.
Talking about the last party you went to.
Reading an informal e-mail.
Asking and answering questions about past events.
Vocabulary: Party-related Vocabulary (balloons, beer, invitations, snacks, plates, etc., space to dance, music). Past Time
Expressions (yesterday + morning, night, afternoon; at + time; last + night, Sunday, weekend, etc.).
Grammar: Recycle: There was / There were. Verb be (Past Simple).
Warm-up Books closed. Elicit what sts can remember about
Jay’s tiny house from lesson 6.1. If possible, hand out a slip
of paper to each student containing a word from 2C, p. 63
(bed, chairs, oven, refrigerator, shower, etc.) and ask sts to
make true sentences about Jay’s home using There was /
There were. In large groups, sts collaboratively try to describe
the tiny house. Sts re-read the text in 2C, p. 63, to check if
they were right.
4 Vocabulary: Party Items
A Books closed. Make use of some realia to present party-
related vocabulary. Most teachers’ rooms / schools have
glasses, (plastic) plates, napkins and even candles stored—
so, if possible, bring them to the classroom. Tell sts you’re
having a party and show what you have brought. Elicit /
Teach new words. Ask: What else do we need for a party?
Encourage contributions (food = snacks, drinks = beer,
wine, lemonade, etc.) and see what sts suggest.
Note The use of realia has been widely employed by language
teachers to convey meaning and strengthen sts’ associations.
Although technology (slides presentations, internet images,
etc.) offers a quick and practical tool to present vocabulary,
bringing in real items is still a great technique to make words
tangible, real and memorable in the classroom.
Books open. Explore the photo and ask sts to point to
items in it. They won’t write at this stage. Ask: Can you see
napkins? Balloons? A cake? Plates? Drill pronunciation and
help them find any new vocabulary items.
B Read the lesson Song line with the whole class and
check if sts know / like the song / band. Elicit the meaning
of “wanna.” Draw sts’ attention to the fact that “party” can
also be a verb, as in the Song line. Ask sts: In your opinion,
what’s important in a party? Music? Food? People?
Song line:
I wanna rock ’n’ roll all night
and party every day!
Song: “Rock ’n’ Roll All Night”
Band: Kiss (USA)
Year: 1975
English ID TCH 21x29.3 Int.indd 95
6.2
Language
There was a lot of wine.
We need snacks, beer, a cake.
I was at a fantastic party last week.
There was great music and dancing.
Where were you last night?
Were you at home last Sunday?
Sts listen to Liz, an events planner, talk about how to give a
good party. Sts listen to 6.6 and order items 1-12 in the boxes
in 4A. Paircheck. Classcheck with answers on the board.
6.6 Notice /Hǹ / and /Ǫ / sounds. Notice how they follow
the stress.
Hello, my name’s Liz Marshall and I’m an events planner.
Today I want to talk to you about how to give a great party.
Well, it all starts with the invitation. Send the invitations
early—three weeks before the party—and include all the
important information. Where? When? What type of party?
Now… what you need for the party. First, food and drinks.
Well, for drinks you need some coke, maybe some homemade
lemonade—and then you need some alcoholic drinks. I like to
keep it simple: just wine and beer. You can have champagne
too if it’s a special celebration.
For food, I recommend chips and one or two other snacks.
Don’t forget the plates, glasses and napkins too. If it’s a
birthday party, a cake is essential.
Next—decorations—again keep it simple with balloons. You
can decorate the house with candles too—this gives a nice
atmosphere. If you have a yard, why not have some fireworks
too? Everyone loves fireworks!
Now for entertainment—music is essential for a good party—
make sure there’s space for people to dance.
OK, so it’s time to start planning. Have fun!
(10) balloons (4) beer (9) a cake (11) candles
(12) fireworks (7) glasses (1) invitations (2) lemonade
(8) napkins (6) plates (5) snacks (3) wine
C Say: Liz mentions five extra items, which are not in 4A. She
says they are essential. Point to the letter M… / Elicit which
item Liz talked about and see if sts can come up with “Music.”
Play 6.6 again for sts to complete the five extra party items
in 4C. Paircheck. Classcheck with answers on the board.
Coke; Champagne; Chips; Music; Space (for people) to
dance.
Ask sts to remember the last party they went to. In pairs,
sts talk about their last party saying which items in 4A and
4C there was(n’t) / there were(n’t). refer to the speech bubble
in D as a model.
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 6.2
5 Grammar: Verb Be – Past Simple
A Ask sts to describe the photos using There is / There
are, e.g. “There’s a cake,” “There’s a glass of champagne,”
“There’s a man, a bed,” etc. plus their ages, clothes, what
they are doing, etc.
Tell sts Martha went to the party (in the photo) yesterday,
and she is now talking to Rob about it. Tell sts they will
listen to the conversation and identify the people in the
photos. They should write 1 for Martha, 2 for Rob, 3 for
Jane and 4 for Rick in the small boxes in the photos. Play
6.7. Paircheck. Classcheck.
Follow-up questions about 6.7: Why does Rob know Jane’s
parents? How does Rob feel? Why does Martha change the
topic of conversation at the end?
6.7 Notice N and P intonation.
M I was at a great party yesterday, Rob!
R Oh, that’s nice, Martha. What kind of party was it?
M It was Jane Foster’s birthday.
R Oh! Were there a lot of people?
M Yep, there were about fifty.
R Wow! Was there a lot of food?
M Oh, yes, and there was an enormous chocolate cake.
R Hmmm… And… Was Jane’s partner there?
M Yep, he was. Rick and Jane make a perfect couple!! He’s
so attractive, they were so beautiful together and the music
was great—everyone was dancing, you know.
R He sounds nice. Were Jane’s parents there?
M No, they weren’t. Do you know them?
R Yes. Hmmm… I was Jane’s boyfriend before Rick.
M Oh, I’m sorry… I didn’t know that… In fact, the party
wasn’t that great… and her new boyfriend was not really
that nice…
R No problem. It’s fine. Don’t worry about it.
M … Hey, there was a great show on TV last night. Did you see it?
From left to right – Martha (1), Jane (3), Rick (4), and Rob (2).
B Focus on Common Mistakes and remind sts of word
order for Yes / No questions. Ask them to look for sentences
which are questions in lines 1-10 (2-4-6-7). In pairs, sts
write questions 2-4-6-7 in the correct order. Classcheck
with answers on the board.
Now elicit the correct order for line 1 (It was Jane
Foster’s birthday.) In pairs, sts unscramble the rest of the
sentences. Classcheck with answers on the board.
Ask: Do you remember who said each line? Was it Martha
or Rob? Give sts a minute to guess who said each line and
write Martha or Rob. Play 6.7 again so sts can check if
their guesses were right. Classcheck.
1. It was Jane Foster’s birthday. (Martha) 2. Were there a
lot of people? (Rob) 3. There were about 50. (Martha)
4. Was there a lot of food? (Rob) 5. There was an enormous
chocolate cake. (Martha) 6. Was Jane’s partner there? (Rob)
7. Were Jane’s parents there? (Rob) 8. No, they weren’t.
(Martha) 9. I was Jane’s boyfriend before Rick. (Rob)
10. The party wasn’t that great. (Martha)
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English ID TCH 21x29.3 Int.indd 96
C Sts study ordered lines 1-10 in B and complete the
table in C with the correct past forms of be. Paircheck.
Classcheck with answers on the board.
They were home. / She was not home. / We were not home. /
Was he home? / Yes, they were. / No, he wasn’t.
Tip Explore the Grammar box. Ask How many different forms
are there for verb be in the past? (Only two, was / were). When
do we use “was?” (with I / he / she / it) And “were?” (with we
/ you / they). Remind sts that English only has one form for
you, which is why they need to be careful with Were you / Yes,
I was. If you think it will motivate them, ask: How many forms
are there in your language?
D Point to the e-mail. Tell sts to skim through it and ask
them: What type of text is this? (an e-mail) How do you
know it’s an e-mail? (boxes “to”, “cc”, “subject”; text format)
Who is it from? (Stacey) Who is it to? (Martin) What is it
about? (a party yesterday).
Sts fill in the blanks with the correct form of be. Paircheck.
Classcheck with answers on the board.
Tip Tell sts that different texts have different characteristics.
An e-mail has its own characteristics, such as a sender, a
receiver, a topic, a date and it may have an attached file.
Hi, Martin! Where were you yesterday evening? It was
Lina’s party and it was great! There was great music and
dancing and the food was delicious! Were you at home?
Your cell phone wasn’t on, so I couldn’t talk to you. You
weren’t / aren’t at school and you weren’t at the party.
Where were you???
I hope you’re OK. Write back, XX Stacey.
Read the 5 box on past time expressions with the sts and
have them practice verb be Past Simple on Grammar,
p. 128, before they do the next activity. Clear up any doubts.
Tip Highlight any common mistakes sts are likely to make by
transferring from their own language, e.g. by crossing out “in
the” in this phrase: yesterday in the evening.
Still on p. 65, drill Were you / Where were you… + past time
expression questions. E.g.:
T Where were you yesterday morning?
Sts (Repeat.)
T Yesterday evening.
Sts Where were you yesterday evening?
T Last Sunday.
Sts Where were you last Sunday?
Prompts: last Monday / yesterday morning / last night /
last summer.
T Were you at home last night?
Sts (Repeat.)
T At work.
Sts Were you at work last night?
T Yesterday morning.
Sts Were you at work yesterday morning?
4/10/13 9:59 AM
 6.2

E MAKE ITPERSONAL Encourage sts to mime as much as speech bubbles as a model. Classcheck by asking sts to
possible what they can’t say yet, e.g. born, flying, driving, report on what their partner said / answered. Were there
etc. They should be able to express a lot even though they lots of coincidences?
will almost certainly make mistakes with verb forms
and prepositions but this will obviously get better with
practice. Focus your corrective feedback on helping them
to get was / were and the time phrases right for now. Workbook p. 30
ID Online Portal
In pairs, sts have five minutes to discover as much as
Grammar p. 128
possible about their partner’s past activities. Refer to the

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 6.3
How was your last New Year’s Eve?
Lesson Aims: Sts are going to read about five different millennium celebrations and talk about a party they remember. Sts are also
going to learn prepositions of place.
Function
Lesson 6.3
Reading and writing about a past New Year’s Eve celebration.
Saying years.
Talking about a party you remember.
Listening to and describing positions.
Reading and writing text messages.
Vocabulary: Recycle: Party vocabulary. Adjectives (amazing, dangerous, anxious, worried, cold, awesome, magical, fabulous).
Numbers for saying years.
Grammar: Recycle: Past forms of be. Prepositions of place.
Warm-up Recycle furniture and party items with a one-minute
race game. Give each pair of sts a sheet of paper and tell them
they will have one minute to write as many words as possible
about a topic given by you. Start off with furniture items and
give sts one minute to list all the items they can remember from
lesson 6.1. When time is up, ask them to count how many words
they have and the pair with the highest number reads their list
aloud. Check spelling and correct pronunciation on the spot.
Repeat the procedures for party vocabulary.
6 Reading
A Books open. Tell sts that today’s lesson is about special
nights late in December. Point to the photos and ask: What
is this celebration? Do you recognize the places / cities in the
photos? Have you been to any of them?
The photos are of New Year’s Eve 1999 (in Paris, New York,
Sydney and London). Answer may vary but sts can see: the
Eiffel Tower, fireworks, people kissing, crowds, a flag, a
harbor, Sydney Opera House, millennium glasses.
B Focus on the web forum and ask sts: What is it about?
What are people writing about? (The Millennium Celebration.)
Ask Are your memories positive or negative? and tell sts to write
or according to what they hear. Play 6.8 for sts to listen
and read the text. Paircheck. Classcheck.
Tip The listening is optional. With a stronger class you might
want to get them to try to do it in pairs, first as a listening
then as a reading, telling each other whether they thought it
was a or experience after each one. If you do it as a listen
and read, again we suggest you pause after each one for them
to check in pairs, to break up the activity.
Write 2000 on the board. Draw sts’ attention to the posting
written by Jodie (Berlin, Germany – second column) and
ask sts how he refers to the year 2000 (Y2K). Explain
Y stands for year, and K = thousand. Have sts read
World of English and discover different ways of saying years.
Write these examples on the board and elicit the correct
forms of saying them: 1980, 2003, 2013, 1974, 2222.
Kerry, Dave, Habibah, Sabine, Kevin, Jodie, Luis
Kirsty, Lindsey, Larry
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English ID TCH 21x29.3 Int.indd 98
Language
It was cold.
There were fantastic fireworks.
We were anxious, worried about Y2K.
There were a lot of drinks and food.
The mouse is under the bed.
Wan 2 come 2 a party?
C Elicit and drill pronunciation of the words with pink
letters in the text. Elicit what sts can remember from the
texts in 6B and ask: Who was cold? (Kirsty) Who was in
a big city? (Dave, Kirsty, Habibah, Sabine, Lindsey, Larry,
Kevin, Jodie and Luis.) Classcheck.
Who: 1. Kirsty 2. Dave, Kirsty, Habibah, Sabine, Lindsey,
Larry, Kevin, Jodie and Luis 3. Lindsey and Jodie 4. Luis
Where: 1. Gisbourne, New Zealand 2. Cairo and
Guadalajara 3. London 4. New York
D Sts answer the question with a small paragraph. Remind
sts to mention where they were, who they were with and
how they felt. Have sts swap their texts and read each
other’s memories. Sts find two things in common about how
they spent the New Year’s Eve 1999. Classcheck.
Tip With a very young class who may not remember the
Millennium, focus on the lesson title and get them to write
about last New Year’s Eve!
E MAKE ITPERSONAL Have sts sit next to classmates
they usually do not work with. In small groups, sts ask
and answer questions 1-6 about a party they remember.
Make sure they understand it can be any type of party
(a wedding, a birthday party, etc.) and not necessarily a
New Year’s Eve celebration. Monitor closely for the use of
past forms of be. Round off with sts reporting what their
partners said to the whole class. For fun they can choose /
vote on what they think was the best party.
7 Grammar: Prepositions of Place
A Review prepositions sts know by writing song lines
from previous lessons on the board and blanking out
prepositions for sts to complete.
1 You can stand my umbrella.
2 We all live a yellow submarine.
3 Our house of our street.
4 I don’t mind spending every day out the corner in
the pouring rain.
Sts read the lesson Song line and try to remember the
melody / sing it a little bit.
4/10/13 9:59 AM

Song line:
Oh, what a night! Late December back in ’63.
What a very special time for me.
As I remember, what a night!
Song: “December, 1963 (Oh, What a Night)”
Band: The Four Seasons (USA)
Year: 1975
Focus on the picture and elicit what sts can see in it (a
desperate couple, a man on the phone, a mouse—in ten
different positions, a living room and pieces of furniture).
In pairs, sts match the mice 1-10 to the prepositions. Sts’
previous knowledge of furniture items will help them
figure out new meanings in this task. Ask them to do
what they can and help each other. Monitor and help as
necessary. Play 6.9 to check answers. Tell sts to listen to
Mike and then pause after the first “Hmmmmm” and ask
Who’s Mike? (the mouse). Then play it right through. For
fun, laugh at them for learning prepositions of place from a
talking mouse!
6.9 Notice /Rș/ and /Dș/ sounds.
Is that… Cheese? Mm. It is! Where is it? Is it in this box?
No… Maybe under the table… Hmmm? Where is it? …
People! Oh, no! Now, quietly between the table and the sofa,
slowly, next to the sofa… Where are the people? Where is the
cheese?! OK, let’s go! In the bed… on the bed… and jump!
Ah! There they are! Ah! I’m opposite the people! I’m opposite
the people! Quick! OK, concentrate, where IS that cheese? It
is somewhere on the left. Hmmm… In front of the TV? No.
Behind the TV? No. Not here. Ah, there it is! Now. How can I
get above the TV? Hmmmm.
English ID TCH 21x29.3 Int.indd 99
6.3
(10) above the TV (9) behind the TV (3) between the sofa
and the table (8) in front of the TV (5) in the bed
(1) in the box (4) next to the sofa (6) on the bed
(7) opposite the people (2) under the table
For a quick practice game, get sts in pairs to describe the
position of an object in the classroom for their partner to guess.
It’s on the wall / in the corner / above the door (the clock).
For further practice, go to Grammar on p. 128.
B In pairs, sts test each other in three different ways. Pair
up with a student and model each activity. In pairs, sts
continue the tasks.
Ask What are the most common prepositions in English? and
see what sts’ guesses are. Read World of English with them
and see if their answers were right.
C Ask sts to read the text messages in Cyber English and
find three prepositions (@ = at, 2 = to, 4 = for). If time allows,
write these messages on the board in standard English and
ask sts to write them in “texting language”: Where are you
going to? / I’m at the door. / Text me before you leave. Where r
u goin 2? / I’m @ the door. / Txt me b4 u leave.
Now, ask sts to write a short text message to a partner. Sts
can use Cyber English if they want to.
Workbook p. 31
ID Online Portal
Grammar p. 128
99
4/10/13 9:59 AM
 6.4
Were there trams in your city?
Lesson Aims: Sts review prepositions and learn to use There was / There were to talk about the changes in their town.
Function
Lesson 6.4
Retelling a mouse’s route.
Reading about changes in a city.
Talking about your town back then and now.
Vocabulary: Recycle places in town. Past time expressions with ago.
Grammar: There was / There were. Review Past forms of be and Prepositions of place.
Warm-up Review prepositions of place. Place some classroom
objects in various positions (under / on the chair, in a box /
cupboard, next to a student, between sts, etc.) and elicit the
right preposition by asking e.g. Where’s the pen? Where’s the
pencil case? In pairs, have sts ask Where questions using their
own classroom objects. Monitor closely and correct on the spot.
8 Listening
A Books open to the previous page. Sts listen to a
conversation between the couple in the picture in 7A. The
mouse appears in ten different positions, but only seven
will be mentioned. Sts listen to 6.10 and circle the seven
mice in the picture in 7A. Paircheck. Classcheck with
answers on the board. Ask: Is it the same route as audio 6.9?
(No, it is different.)
6.10 Notice stress to emphasize change.
M= man W = woman
M See that?
W What?
M There was a mouse under the table.
W Oh, no! Where?
M Over there!
W Oh, now I see it! It’s next to the sofa. It’s moving!
M Where did it go?
W Ahhhh! It was in front of the TV, now it’s behind the TV.
M Let me see if I can get it.
W Ahhhh! It’s on the bed. It was in the bed and now it’s on
the bed!
M There it goes. It was on the bed, but now it’s in that box.
W Quick, close the box and take it out to the garden.
M Good idea!
1. under the table 2. next to the sofa 3. in front of the TV
4. behind the TV 5. on the bed 6. in the bed 7. in the box
B Ask sts Where was position 1 ? (under the table) What
about position 2? and see what they can remember from
the mouse’s route. Tell them to draw the mouse’s route
using the picture in 8A on p. 68 as they listen to the couple
again. Play 6.10. Ask How do you feel about Mike now? Are
you afraid of mice?
Sts paircheck by describing the mouse’s route using
prepositions of place and the Past Simple of verb be. Write
on the board a few simple narrative markers such as
first, then, after that, finally. Focus on the speech bubble
100
English ID TCH 21x29.3 Int.indd 100
Language
First, the mouse was under the table.
There wasn’t a lot of traffic downtown.
Twenty years ago, there was a park near my house…
Now, there’s a swimming pool complex in the same place.
to model the speaking task and focus on the Past form of
be (“First, the mouse was under the table…”). In pairs, sts
“retell” the mouse’s route in the photo.
Invite one student at a time to say where the mouse was to
the whole class until the full route is told.
C MAKE ITPERSONAL Demonstrate the activity to the
whole class first. Place five objects onto your desk and give
sts 30 seconds to memorize positions. Tell them to close
their eyes and move one object. Sts open their eyes and say
what has changed, e.g. “The pen was next to the book, now
it’s under the book.” Sts play this memory game with their
own objects in pairs.
9 Reading
A Focus on the lesson Song line on p. 69. Check if they
know / like the song / band. Elicit the title and draw the
link with this lesson.
Song line:
The city, she loves me. Lonely as I am,
together we cry.
I don’t ever wanna feel like I did that day.
Take me to the place I love…
Song: “Under the Bridge”
Band: Red Hot Chili Peppers (USA)
Year: 1991
Sts have two minutes to read and remember as much as
they can about the Lasso Lake text in 9A. When time is up,
sts close their books and tell each other all they remember
about Pat’s blog. After they have compared their memories,
encourage some sts to share their discussion with the
whole class.
Focus on the 5 box and the meaning of a lot of / lots
of. If sts ask if they can use many or much, we suggest
you can say yes and move on rather than deal with the
differences here.
Note You can say “Thanks a lot,” but not “Thanks lots,” so
this may be a useful thing to highlight.
B Books open again. Sts listen to 6.11 and re-read the
text to notice information they did not remember in 9A.
Tell them to underline something they did not talk about
in pairs. Elicit pronunciation of the words with pink letters.
Were there many pronunciation surprises in the text?
4/10/13 9:59 AM
 6.4

C Point to pictures 1 and 2 (Lasso Lake back then D Ask sts: Which do you prefer, the town in picture 1 or in
and now) and ask sts to circle five differences that are picture 2? Do you think Pat feels more positive about the city
mentioned in the text. Paircheck. Classcheck. as it is now or as it was before? How do you feel about your
own town back then and now? Sts talk to the student next
In pairs, sts refer to the text to complete the table in 9C.
to him / her.
Make sure they understand the first column refers to Lasso
Lake in the past and the second one to the present town.
E MAKE ITPERSONAL Focus on Common Mistakes
Back then Today highlighting the correct use of past expressions and a lot.
Ask sts to give examples with “five years ago,” “a long time
There wasn’t a lot of traffic. There are a lot of cars.
ago,” etc. In pairs, sts talk about their own city 20, 15 or 10
There was no supermarket. There are three big ones. years ago, depending on their age.
The movie theater was next There is a cinema complex
to the bank. near there. Before they start, brainstorm some ideas of topics they
could compare regarding past vs. present (the traffic, the
There was a theater opposite There’s no theater and there’s
the park. no park. buildings, the landmarks, the shops, the cinemas, etc.).
In pairs, sts talk about their city back then and now and
There were no security There are lots of security
cameras. cameras. mention two positive and two negative changes according
to their opinion. Encourage sts to share their discussion
There was just a bus station. There’s a subway station too.
with the whole class.

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

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

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 6.5
Do you enjoy the Oscars? / How about a BBQ on Sunday?
Lesson Aims: Sts are going to learn to predict information from the context. Sts are also going to learn how to make invitations.
Function
Lesson 6.5
Reading about famous events.
Listening to numbers and quickly relate them to facts in the
texts read.
Talking about your favorite event.
Reading and writing invitations to parties.
Listening to people invite, accept and refuse invitations.
Inviting, accepting and refusing invitations.
Vocabulary: Famous world events. Numbers. Celebrations and Invitations.
Grammar: Expressions for Inviting, Accepting and Refusing. Review: Past forms of be and There was / There were.
WB Song line: “Here we are now, entertain us. I feel stupid and contagious. Here we are now, entertain us.”
Skills: Predicting from context
Warm-up Sts play a mime game to review sports. Before
class, prepare slips of paper with sports from lesson 4.1 on
p. 38-39, e.g. basketball, soccer, tennis, volleyball, cycling,
running, swimming, skiing, etc. Hand out one or two items to
each student and, in small groups, sts take turns miming their
words for the rest of the group to guess “You’re skiing / playing
tennis.” At the end, ask: What’s your favorite sport? Tell sts to
open their books to p. 70 and find two photos of events related
to sports (Olympic Games and the World Cup).
A Ask: Who’s the actor? (Douglas Fairbanks) Who’s the
player with the World Cup? (Carlos Alberto Torres — the
captain of the Brazilian team) Focus on photos 1-5 in B and
see if sts can identify the type of events shown in them,
e.g. a wedding, the Oscar ceremony, the World Cup, a music
festival, etc. Sts match photos 1-5 in B to the events in A.
One photo will be left out. Paircheck. Classcheck. Ask:
What’s the extra event? (the opening ceremony of the
Olympic Games, London 2012). Ask What can you tell me
about each event? to brainstorm ideas.
(4) The Live Aid concert (1) The first Oscar Ceremony
(3) Prince William and Kate Middleton’s wedding
(2) The 1970 World Cup
The extra photo is the opening ceremony of the Olympic
Games, London 2012.
B Point to the text “Dream Tickets”. Sts listen to and read
the reports and discover which event they describe. Play
6.12. Paircheck. Classcheck.
Tip In pairs, have sts try to remember (from 6.12) the
pronunciation of words with pink syllables. Drill the pronunciation
of words that are cognates to sts’ L1, e.g. private, luxury, present,
president, triumph, event, or any other words you notice sts have
difficulty pronouncing.
The first Oscar ceremony, Prince William and Kate Middleton’s
wedding, the 1970 World Cup, the Live Aid concert
C Ask sts to cover their texts with a sheet of paper. In
pairs, sts uncover and read the first line and try to guess
102
English ID TCH 21x29.3 Int.indd 102
Language
There were about 2,000 guests at Westminster Abbey in London.
There were 72,000 people at Wembley.
My favorite event is the World Cup because…
Do you want to come to a barbecue on Sunday?
How about going ?
Sure. That sounds great!
I’m sorry. We already have other plans.
the upcoming word on the following line. Each correct guess
equals one point. Sts continue uncovering one line at a time
and trying to guess the following word(s) in the line below.
Sts play the reading game in B. Ask sts how many points
they scored. As they may have either come up with different
alternatives for some of the lines or not understood certain
links in the text, ask sts if they have any questions.
D Sts hear twelve numbers which appear in the texts
in B. Play 6.13 and pause after “36.” Focus on the speech
bubbles and “Got it!” meaning I remember / I know that one.
Ask them to find the numbers in the text and say what each
number refers to. On the audio they only have four or five
seconds to beat the beep. You may want to extend this to
ten or more seconds by pausing the audio yourself, especially
if you are asking them to write down their answers. Give
them ten seconds to say what the numbers refer to.
6.13
36 4-1 2,000 150 1.9 billion
270 5,000 1929 2011 100,000
107,412 72,000
Tip This can be a fun competitive game where sts have to
write down what each number referred to, and made even
harder if you don’t let them look back at the text. Then add up
the correct guesses at the end!
•36 tables • World Cup final score 4-1 • 2,000 guests at
Westminster Abbey • 150 nations showed Live Aid • 1.9 billion
people watched Live Aid on TV • 270 guests • 5,000 street
parties • The first Oscar ceremony was in 1929 • Prince
William and Kate Middleton got married in 2011 • 100,000
people in Philadelphia watched Live Aid • 107,412 fans watched
Brazil vs. Italy • 72,000 people watched Live Aid in Wembley
E Point to photos 1-5 in B again and ask the whole class
What’s your favorite event? An obvious written homework
follow-up is to ask sts to write a description of their “Dream
Ticket” event. Focus on the model answer as an example
and see if they agree about Pelé. Encourage them to say why
and share their preferences. Can they think of any other
“Dream Ticket” event they would love to have gone to?
4/10/13 9:59 AM
 6.5
in Action: Making invitations 6
K Hello, Kit! We’re throwing a baby shower for Laura and
A Books closed. Write the lesson title on the board and Michael on Saturday. Do you think you can come?
elicit the meaning of BBQ (barbecue). Ask for a response
L Of course we can! What time?
to see how many different answers sts can come up with.
Point to pictures a-f and ask: What are these? (invitations). K Three pm at Laura’s.
Encourage sts to say what type of invitation each one is, L Great. See you there.
e.g. a text message, a formal invitation, an e-mail, etc. Ask:
What kind of event is each one for? Play 6.14 for sts to listen
1. e 2. a 3. c 4. b 5. d 6. f
and read the invites. Allow them some time to compare their
answers in pairs before saying them to you. Classcheck.
C Ask sts: Do you remember if people accept or refuse
a. to watch a movie b. a wedding c. a barbecue the invitations? Sts listen to 6.15 again and put a check
d. a birthday party e. a housewarming party f. a baby shower (accept) or a cross (refuse) in the boxes. Paircheck.
Classcheck with answers on the board.
B Sts will hear people talking about the events in A. Play
Conversation 1 ( 6.15) and pause. Point to the invitations in A 1. 8 2. ‫ ݱ‬3. 8 4. ‫ݱ‬ 5. ‫ ݱ‬6. ‫ݱ‬
and ask: Which event are they talking about? (Housewarming
party – invitation e). In B, sts write e in box 1. Play the rest of D Elicit what phrases were used to accept and refuse
the track. Paircheck. Classcheck with answers on the board. invitations in 6.15. Ask What did they say to accept? And
to refuse? What did they say to invite people to the events?
6.15 Notice the pronunciation of to, on, at, for. When are and see how much sts can remember from the previous
they stressed, when are they unstressed? listening activity.
1
Focus on the table and elicit possible answers to
A Hello, Morgan!
complete the phrases. Make sure sts read all the phrases
B Hi, Mara!
and options before you replay it. Play 6.15 again for sts
A Scott and I are having a housewarming party on Sunday.
to complete the table. Paircheck. Classcheck
Can you and Sandy come?
with answers on the board. Drill the pronunciation of
B Oh, I’m sorry, we already have plans for Sunday.
all sentences.
A Oh, well, never mind.
B Thanks for inviting us and I hope the party goes well. In pairs, sts create and role-play conversations about two
A Thanks, Morgan. events from A. Tell them to use the phrases from the
B See you. table in D to take turns inviting and accepting or refusing
A Bye. invitations. Monitor closely for accuracy. Ask a pair of sts
to act out their dialog for the whole class.
2
C Hi, Frankie! How about going to the movies tonight?
Inviting Accepting Refusing
D Sure, sounds good. What time?
Do you want to Sure. That sounds Thanks for the
C The movie starts at eight pm.
come? good! invitation. Sorry,
D Great!
I can’t.
3 How about I’d love to! Thanks. I’m sorry. We
E Hi, Julie! It’s David. We’re having a barbecue tomorrow. going…? already have plans.
Do you want to come? Can you come? Sounds great! Thanks for inviting
F Thanks for the invitation, but sorry, I can’t. I’m away all What can I bring? us.
weekend, not back until Monday. Would you like to Of course we can. Maybe next time.
E Oh, well. Maybe next time, then. come…?
F Yes, definitely. Do you think you
4 can come?
G Would you like to come to my sister’s wedding with me?
H When is it? E MAKE ITPERSONAL Ask sts to pretend they are
G On March 28th. throwing a party or any kind of event shown in A and write
H What time? an invitation for it. Sts stand up and invite as many people
G It starts at two pm. as possible. Remind them they need to use phrases from
H Great. I’d love to. Thanks. D to invite, accept or refuse. When they finish, give them
5 feedback on the language used and ask: Who has the most
I Hey, Roz! We’re having a surprise party for Lucy’s birthday. people going to their event?
Are you free on Friday?
J What time?
I At about seven thirty.
Workbook p. 33
J Sounds great! What can I bring? Phrase Bank p. 67
I Your favorite snack, maybe? ID Online Portal
J OK—sure, see you there. ID Café Video p. 143

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 Review 4
Units 5-6

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

Page 50 7 places around town

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

Page 67 10 prepositions 4.1

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

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

finishers to suggest another item / activity for each verb. Skills Practice
Tip If time is available, have sts work in pairs and ask each A Direct sts to one of the texts indicated (p. 56 9A 5.16,
p. 58 Skills B 5.21 or p. 66 6B 6.8.) Play the audio for sts
other questions about five activities, e.g.: Do you like cleaning
to listen and read the text. Ask sts to close their books. Replay
the house?, Do you like doing the dishes?, etc.
the track and ask sts to rate their listening comprehension
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from 0% to 100%. Ask any other useful questions about the
listening. Do the same for the other texts.
Tip Since this is quite a long activity, if you are doing this
in class either choose the best one to do as a group and set
the others as homework. Or, if space and equipment allows,
perhaps you can do them as a “jigsaw” listening: divide the
class into three groups. Each listens to one of the audios, then
sts report back their successes.
At the end, ask the whole class: Do you think you’re making
progress with listening?
R4
B Excuse me. How do I get to the movie theater?
Turn left at the stoplight. It’s on Brown St., on the right, next
to the library.
C Do you know where the mall is?
Sure. Turn right at the corner. Go straight for one block.
The mall’s on the corner of Brown and Liberty.
D Excuse me. Is there a gym near here?
Yes. Go straight for two blocks. Turn right. The gym is
on Green St. between the supermarket and the French
restaurant.

B MAKE IT PERSONAL Refer to the model dialog in the

speech bubbles or have two sts role-play it for the whole
class. In pairs, sts talk about the activities in the box and
D
say if they hate / don’t mind / like / love doing each of
them. Monitor for -ing use of the verbs after hate / don’t
mind / like / love.

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

phrases to the whole class, e.g. “He hates cleaning the
bathroom.” / “He doesn’t mind cooking.” Monitor closely for B C
Present Simple 3rd person -s / doesn’t.

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

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

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

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

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

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

Play Review Audio 4.2 and pause after dialog A. Allow

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

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

When did you start school?

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

Function Language
Lesson 7.1

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

Warm-up Start off the lesson with the Song line on p. 75. Check (F) Kurt Cobain (Nirvana) – guitarist, singer – American – drug
if sts know / like the song and singer. Ask: Do you like her songs? problems
Do you have any of her albums? What else do you know about (E) Robert Johnson – guitarist, singer – drank too much and
her? This should make them feel a need to learn the past tense flirted with other men’s wives
and show you what, if anything, they already know.
B Point to Amy Winehouse’s pictures 1-10 and the
Song line: phrases in B. In pairs, sts match the phrases to the correct
They tried to make me go to rehab, pictures. Classcheck. Tell sts each / (slash) in the phrases
stands for a missing word. Elicit what the first / might be
I said “no, no, no.” (get divorced in 2009). In pairs, sts guess the missing words
Song: “Rehab” in all the phrases. Play 7.1 for sts to check their answers.
Artist: Amy Winehouse (UK) Classcheck.
Year: 2006
Do not focus on Past Simple yet. That will be dealt with in
1C (AS 7.2).
1 Reading: Died at 27 Club
7.1 Notice the silent e of the -ed endings: why do these
A In groups of three or four, sts identify the seven /ǨG/ sound different?
musicians in photos A-G and say what they know about 1 Amy was born in 1983.
their nationality, the instruments they played and the 2 She studied at theater school.
problems they had. 3 She received her first guitar.
4 She got her first piercings and tattoos.
Tip This speaking task should be modeled carefully so as not to 5 She started her professional career.
demand language your sts do not know yet (e.g. He played the 6 She recorded her first album.
guitar or had problems with…). Read the speech bubbles with sts
7 She received five Grammy Awards.
and write prompts on the board to better guide their production:
8 She got married to Blake.
Photo A is (name). She was (nationality). I remember she was a
9 She got divorced in 2009.
(singer / guitar player), etc. I think her problems were…
10 Amy died at 27.
When they finish, ask each group to talk about one of the
musicians. (9) get divorced in 2009
(4) get piercings and tattoos
(G) Amy Winehouse – singer – British – drinking and drug (8) get married to Blake
problems (1) be born in 1983
(B) Brian Jones – guitarist, multi-instrumentalist – British – (7) receive five Grammy Awards
drinking and drug problems (3) receive her first guitar
(A) Janis Joplin – singer – American – drug problems (10) die at 27
(C) Jim Morrison (The Doors) – singer – American – drug (6) record her first album
problems (5) start her professional career
(D) Jimi Hendrix – guitarist, singer – American – drug problems (2) study at theater school
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C Read Common Mistakes with the whole class and
encourage sts to come up with sentences of their own, e.g.
“I was born in (year).” / “I started school at (age).” / “Tom
Cruise was married to Katie Holmes.”
Focus on the photo of Amy Winehouse in C and have
sts ask and answer in pairs: “What do you think of Amy
Winehouse?” “I think she was awesome / fantastic /
horrible, etc.” (Recycle giving opinion). Have sts report their
partner’s answers to the whole class. Focus on the title “I
told you I was trouble.” Do they know where it comes from?
It’s a line from one of her songs, “You Know I’m No Good.”
Sts listen and read just the first paragraph. Play 7.2
and pause after “Died at 27 Club,” at the end of the first
paragraph. Ask sts to cover the text and, in pairs, tell each
other all they can remember about the first paragraph.
Sts challenge their partners and see who remembers more
details. Do not worry if they make language mistakes
at this point. Repeat the procedure with all the other
paragraphs. Make it like a memory game.
Tip In this activity sts will have the opportunity to practice
fluency as opposed to accuracy. Let them speak freely so that
they can gain confidence.
Write the words from World of English on the board:
musically, guitar, etc. Have sts repeat them after you
and then underline the silent vowels—as highlighted
in World of English on p. 75—and ask: Are these letters
pronounced? (no.) Raise sts’ awareness to silent vowels
in English.
Play 7.2 again for sts to listen and do the AS task
suggested below. Draw their attention to silent vowels in
-ed endings and exceptions as mentioned in World of English
on p. 75.
Tip Past Simple negative forms will be dealt with in lesson 7.2.
7.2 Notice the pronunciation of the -ed endings: /G/, /W /
and /ǹG/.
“I told you I was trouble”
Famous for her great voice, big hair and bad habits, on July
23, 2011, Amy Winehouse joined legends Robert Johnson,
Brian Jones, Jimi Hendrix, Janis Joplin, Jim Morrison and Kurt
Cobain in the “Died at 27 Club.”
Amy Jade Winehouse was born on September 14, 1983, in
London, England. From the age of 12 Amy studied at theater
school, and at 13, she received her first guitar. Always a rebel,
she got her first piercings and tattoos at 14.
At only 16, she recorded her first demos, and three years
later, she recorded Frank, an album that the critics really
loved. Young Amy lived very fast! Only five years later, in
2008, she received five Grammy Awards, including Best New
Artist and Record of the Year for “Rehab”.
Her lifestyle provoked a lot of interest, too. She married Blake
English ID TCH 21x29.3 Int.indd 107
7.1
Fielder-Civil, a music video assistant, in May, 2007. But their
marriage didn’t last long—they got divorced at the end of 2009.
Amy’s impact was incredible. Millions loved her and copied
her look, but others didn’t accept her because of her drug and
alcohol abuse. Musically, Amy developed a new style, mixing
jazz, soul, pop, reggae, world beat and R & B. She transmitted
incredible emotion.
Amy died of alcohol poisoning alone at home in Camden. “We
only said goodbye with words.” Goodbye, Amy.
The information above is based on www.biography.com/
people/amy-winehouse-244469?page=1.
D In pairs, have sts quickly re-read and decide if
sentences 1-6 are T (true), F (false) or N (not mentioned).
Classcheck with answers on the board.
1. N 2. T 3. F 4. N 5. T 6. F
E Point to the phrases in 1B on p. 74 and elicit the Past
Simple forms of the verbs in boxes 1, 2 and 3. Elicit why
they are in three groups: 1 = irregular, 2 = regular (silent E),
3= regular /ǹG/. Drill the pronunciation of all the verbs.
Monitor closely for the -ed ending silent vowel in box 2.
Tip When the final sound before -ed is /t/ or /d/, an extra
syllable is added, e.g. added, wanted, visited.
Focus on Amy Winehouse’s pictures 1-10 again and have sts
retell the story chronologically in pairs. Remind sts to use
discourse markers (First, Then, After that, Finally.) Encourage
them to include all the extra information about the singer’s
life they can remember / have learned from the lesson.
Tip Fast finishers can tell each other about one of the
musicians in 1A they know well or their favorite artist, using
the same verbs as in 1B.
Monitor closely. When they finish, ask each student to
retell part of the story to the whole class.
F MAKE ITPERSONAL Sts ask / answer the title
question “When did you start school?” Insist they make
a full sentence and celebrate their excellent accurate
pronunciation of “started!”
Extra writing Sts can research and write their own minibiography
of any musician / artist they like, preferable one who has died, or
else they would have to use the Present Perfect tense, which they
haven’t learned yet. Don’t correct their work yet and make them
look again after lessons 7.2 and 7.3 to see if they can improve it
themselves as they learn more past tense forms.
Workbook p. 34
ID Online Portal
Grammar p. 130
107
4/10/13 9:59 AM
 7.2
What did you do last weekend?
Lesson Aims: Sts learn the form and uses of both regular and irregular verbs in the Past Simple
Function
Lesson 7.2
Talking about past events.
Telling a famous musician’s bio.
Writing your own bio.
Reading an interview with a book writer about a travel
experience.
Vocabulary: Recycle saying years (1971, 1943.) Recycle be born, start school, get divorced, get married to, record a song and
finish school. Two different uses of “so” (to intensify and conclude.) Irregular verbs – Past Simple forms – had, did, said, went,
made, knew, thought, took, saw, came.
Grammar: Past Simple . Irregular Past Simple forms.
Warm-up Recycle weather. Ask sts What’s the weather like
today? or How’s the weather today? (It’s sunny, cold, etc.)
Elicit the same question “What’s the weather like?” in the
past, e.g. yesterday. Write some past time expressions on
the board, e.g. yesterday, last Sunday, last Saturday, last
holiday, last winter, and in pairs have sts ask each other:
What was the weather like + past time expression?
2 Grammar: Past Simple
A Books closed. Ask sts Do you remember what we
talked about last class? What do you remember about Amy
Winehouse? and encourage them to say a few sentences
from her biography. If sts are too quiet, ask more direct
questions, e.g. When did Amy start school? How many
Grammy Awards did she receive? When was she born? etc.
Books open. In pairs, sts scan the text in 1C on p. 75 to
answer questions 1-4 in 2A. Classcheck with answers on the
board. When you write the verbs on the board, cross out the
silent e in the -ed endings in received / died / loved / lived /
provoked / divorced / studied / married / copied / joined /
developed and drill pronunciation for all the verbs in the
answer key. See if sts can remember any other silent E
words from lesson 2.4.
(3) +ed (joined / recorded / developed / transmitted)
(4) change the form / not ed (was / got / said)
(1) +d (received / died / loved / lived / provoked / divorced)
(2) -y +ied (studied / married / copied)
Focus on the highlighted words in Amy’s bio (didn’t last /
didn’t accept) and have sts complete the Grammar box in
2A. Read Common Mistakes with sts and reinforce the need
to avoid these typical mistakes when learning Past Simple.
Tip Do a quick transformation drill with the whole class. Say
affirmative sentences, e.g. She started school in 1989. She
got divorced in 2009. I got tattoos last week. I studied English
last night. I was born in Lima. etc. and have sts transform the
sentences into negative ones.
In pairs, sts answer questions a, b and c in the Grammar
box. Classcheck with answers on the board.
108
English ID TCH 21x29.3 Int.indd 108
and .
Language
I was born in Bogotá.
He started The Doors in 1965.
I started school in 1997.
I got my first job in 2003.
I went to Morocco.
I met his three daughters.
Grammar box – Past Simple
Their marriage didn’t last long. Some people didn’t
accept her.
a. did b. the infinitive form c. did not
B Focus on Jim Morrison’s photo and elicit what sts
wknow about him. Do they like him / his music? Why is his
image still so common today? In pairs, sts tell his bio using
the dates and prompts in the graphic. Monitor closely for
accuracy. Have six different sts retell Morrison’s biography,
a sentence each, to the whole class. Do they know anything
else about him? E.g. He died in a bath in Paris after too
much alcohol and heroin.
He was born on…; He finished high school in…; He
graduated from college and started The Doors in…; He
recorded “Light My Fire” in…; He started living with Pamela
Courson in… but didn’t get married or have children; He
died in Paris on July 3, 1971 at the age of 27.
C MAKE ITPERSONAL Elicit the past forms of the verbs
in the box. Focus on the example to check and exemplify
what they have to do. Ask sts to draw a timeline for
themselves (with the years of important events in their
lives) and individually sts write a short bio using six of the
given verbs. Have sts swap and read each other’s bios and
report them to the whole class, e.g. “Juan was born in…”
“He started school in 1992.” etc.
Tip Alternatively, quickly collect and randomly number them,
then display them on the walls for sts to read and guess who
wrote each one, i.e. 1 Eduardo, 2 Paula, etc.
3 Reading
A Focus on the five pictures and ask: Where do you think
Ms. Riggs traveled to? Elicit some guesses and focus on
Common Mistakes for sts to discover the answer (She went
on a trip to Turkey.) Following the second sentence from
Common Mistakes , ask sts to point the picture in which she
4/10/13 9:59 AM

got to the airport. Explore what is happening in all the
images. What is she doing in the 3rd picture? What about
the 4th?
Tip Don’t let them read it yet. Get them to cover the text and
Common Mistakes with a piece of paper. Focus on the title of
the magazine interview, the “Not really!” at the end, and the
pictures. Get them to speculate on what they can see: where
she went to / what might have happened, etc. NB: Ms. Riggs is
the woman in orange.
Elicit some guesses then uncover the text. Sts quickly read
the interview and number the pictures in the order the
events happen in the text.
Sts can also listen to the interview with Ms. Riggs ( 7.3).
Paircheck. Classcheck. Ask Do you know any similar travel
stories with a happy ending? to see what they can come up
with. Use anecdotes of your own if you can.
5 1 3 4 2
B Sts perform the task individually this time. Write on
the board How often do you travel? Who do you travel with?
Where do you like to go? Where’s your favorite place in the
world? Why? Do you enjoy flying / traveling? Any “Oops!”
travel experiences? In pairs, sts answer the questions then
report back any interesting answers. Obviously, they
will make mistakes but again they should still easily be
understandable and will learn more past tense forms now.
Tip If they listen to a text after reading it, it’s often a good
idea to ask them to compare the reading and listening
experiences and try to talk about the problems they have with
reading or listening.
Paircheck. Classcheck with answers on the board.
2 She cried because the company canceled the flight to
Cappadocia.
3 Semir offered to help her.
4 The trip to Cappadocia took around thirteen hours.
5 She had some Turkish food with Semir in Ankara.
C Write a sentence from the interview on the board
Two years ago, I went to Turkey and say “Went” is the past
form of… and let sts complete your sentence (go.) Focus
on World of English . Tell sts that the twelve most common
English ID TCH 21x29.3 Int.indd 109
7.2
verbs in English all have irregular past forms. Drill
pronunciation for all the past forms from World of English .
Books open. Focus on / explore the Song line. Do they
know / like the song / singer? Can they sing it? How many
past tense forms are there in it? Are they regular or
irregular? When do you say “Oops!” in English? (when you
make a mistake or have an accident.)
Song line:
Oops, I did it again. I played with your
heart, got lost in the game. Oh, baby, baby.
Song: “I Did it Again”
Singer: Britney Spears
Year: 1999
Tip The most frequent irregular verbs list of this book is on
p. 130. only puts phonetics next to words we think sts will
struggle with because of irregular sound / spelling relationship.
Don’t forget to refer to the picture words in the Pronunciation Chart
on p. 154-155 to help them remember the symbols and sounds.
Individually, sts find at least ten irregular verbs in the
Past Simple in the text in 3A . Paircheck. Classcheck.
Monitor closely for pronunciation. For an extra activity
at any time now you can play Past Tense Bingo. Sts write
down six verbs in the infinitive form then you call out
the irregular past tense forms they know until they’ve
got them all.
The verbs from World of English sts can find in the
interview are:
­ had, went, was, got, did, came, said, took, knew, saw,
thought.
D Draw sts’ attention to the title question on top of p. 76,
“What did you do last weekend?”. Refer to World of English
and ask sts to use at least two verbs from it. In pairs, sts
ask and answer the lesson title question. Discuss any
coincidences or particularly interesting answers. Did
anybody have an “Oops!” moment?
Workbook p. 35
ID Online Portal
Grammar p. 130
109
4/10/13 9:59 AM
 7.3
Where did you go last vacation?
Lesson Aims: Sts learn to form Past Simple questions to talk with some fluency about their last vacation, then move on to dates
of birth and birthdays.
Function
Lesson 7.3
Asking and answering about your last vacation.
Saying when people were born.
Asking and answering about birthdays.
Vocabulary: Dates and ordinal numbers.
Grammar: Past Simple . Prepositions.
Warm-up Print out or write the sentences below on the
board. Sts work in small groups. They have to complete each
sentence with a verb from World of English p. 77.
1. I cereal for breakfast this morning.
2. I to the cinema last night.
3. I to class by bus today.
4. I an interesting movie yesterday.
5. I my homework five minutes before class.
6. I “Hello” to my teacher when I arrived today.
7. I married last year.
had / went / came / saw / did / said / got
In pairs, sts make true sentences about themselves, saying
sentences 1-7 in affirmative or negative forms, e.g. “I didn’t
have cereal for breakfast this morning. I had bread and
coffee”, etc. Monitor closely for accuracy. Ask some sts to
report their sentences to the whole class.
4 Grammar: Past Simple Questions
Books open to p. 77. Have sts look at the questions in
the interview in 3A and read the rules for Past Simple
Questions in the Grammar box on p. 78. Write on the
board: When do you go to the gym? vs. When did you go to
the gym? Elicit the differences in form and meaning. Elicit
the same questions for “he” or “she.” In pairs, sts fill in the
blanks in the Grammar box. Classcheck.
Grammar box – Past Simple
do / does
A Draw sts’ attention to the tips in Common Mistakes . Sts
will hear part two of the interview but do not play it just
yet. Say These were the questions in the interview with Ms.
Lane. and point to questions 1-6. In pairs, sts fill in the
blanks. Play 7.4 for sts to check their answers. Classcheck
with answers on the board. Then get sts to speculate on
what Ms. Lane’s answers might be. Don’t confirm but let
them listen to check. Ask: How many did you get right?
Swap partners. In pairs, sts try to remember the answers
to questions 1-6.
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English ID TCH 21x29.3 Int.indd 110
Language
What did you do last vacation?
Where did you go?
How did you get there?
I traveled to Europe.
Janis Joplin was born on January 19th, 1943.
When were you born?
When’s your birthday?
I was born on… / It’s on…
Language note The word ever in sentences in the Past Simple,
such as sentence 1, is only used in spoken English. In other
cases, ever is often used with sentences in the Present Perfect.
They will learn this tense in 2 unit 3.
7.4 Notice the sentence stress.
TtW = Travel the World ML = Ms. Lane
TtW And let’s welcome our next guest, Ms. Lane, the travel
guide. So, tell us, dear. Were you ever afraid of flying?
ML Yeah! I’m a very nervous flier. In fact, I’m terrified of planes.
TtW Really? But you’re a travel guide!
ML Yes, but I prefer city tours. I hate planes.
TtW And when did that start?
ML Well, once I was going from Manila to Hong Kong and
there was a lot of turbulence. I didn’t hold the hand of the
man next to me, but I was so nervous I really wanted to!
TtW Did you say anything to him?
ML No, I didn’t. He never knew!
TtW I see. But did you land safely?
ML Well, at least when we got to Hong Kong airport, we
didn’t crash into the buildings, but for me, um, that was
a miracle. The turbulence was really strong and the
buildings are so near the airport!
TtW And did the passengers applaud?
ML Yes, some of them. I didn’t. I was just so tense!
TtW Right! How did you feel after that?
ML Well… terrified of planes!
1. Were you ever afraid of flying? 2. When did that
start? 3. Did you say anything to him? 4. Did you land
safely? 5. And did the passengers applaud? 6. How did
you feel after that?
B Sts listen to 7.4 again and mark the stress on the
words in the box with a blob above the stressed syllable
as in the example. Paircheck. Classcheck with answers on
the board. Drill the pronunciation of all words in the box.
Ask sts Were you ever afraid of flying? and encourage them
to give details (When? Where were you flying to? Was it a
long flight? Was there turbulence? etc.)
4/10/13 9:59 AM

afraid nervous terrified turbulence buildings
C Ask sts: Do you know Ilha Grande? Explain it is a big
island located off the south coast of Rio de Janeiro in
Brazil, hence the name Ilha Grande! Elicit the past forms
of all the given verbs. Sts complete the blog post with the
appropriate verb. Paircheck. Classcheck with answers on
the board. Ask: Would you like to visit Ilha Grande / Rio de
Janeiro / Brazil? Does the blog post remind you of any places
you visited? Google it and show sts some images of the
island if technology is available.
Last vacation my sister and I went to Ilha Grande—that’s Big
Island in English! We traveled by car and then took the ferry.
There are no cars there, so we walked a lot! The island’s
incredible, the forest is really beautiful and the smell of
nature is fantastic. We visited lots of lovely beaches too and
I saw three dolphins! We ate lots of fish. It was very hot and
I drank a lot of cold soda too! We stayed in a small hotel and
met some nice tourists from Argentina. We had a lovely time
and I can’t wait to go there again.
D Highlight the two routes—left or right—depending
on the first answer. The questions in the middle work for
either response. Point to the questions in the flowchart.
Play 7.5. Sts hear seven questions and they have to find
and point to the questions they hear. Pause after each
question so you can monitor more efficiently. At the end,
ask: How do you pronounce “did you?”
Draw sts attention to the elision, that is, the connection of
sounds when did you is pronounced. To help them produce
it, beat the stress on the question and main verb and
encourage them to accelerate on the unstressed parts.
7.5
Where did you go?
Did you relax?
Where did you stay?
Did you watch a lot of TV?
Did you have a good time?
How did you get there?
Did you eat well?
did you = /Gǹȳș/
E MAKE ITPERSONAL Model the activity with the whole
group and have sts interview you about your last vacation
before they get to work in pairs. Have a different student
ask you the next question each time and help them to
produce did you (/Gǹȳș/).
Stronger classes Strong groups can have an extra challenge.
In pairs, sts decide if the questions in the flowchart have
rising or falling intonation (as seen in lesson 2.4, SB p. 22).
Weaker classes Elicit all the questions. Make sure they
understand each “/” stands for “did you”. Drill the rising
English ID TCH 21x29.3 Int.indd 111
7.3
intonation for yes / no questions and falling intonation for Wh
miracle questions. Have sts take turns asking you all the questions in
the flowchart.
In pairs, sts ask and answer questions about their last
vacation. Monitor closely for accuracy. Make sure the
student who is answering doesn’t look at the flowchart,
but instead makes eye contact with his / her partner.
Discuss any interesting answers they want to share
with the class. Pay special attention to did you when sts
ask the questions.
Extra writing For extra writing practice, sts can write up their own
(or their partner’s) last vacation as a blog. If they e-mail them to
you, you can post them on the Learning Platform and they can all
read and enjoy each other’s stories about their last vacation.
5 Vocabulary: Dates
A Have sts work in small groups and match the musicians
from the “Died at 27 Club” to their dates by drawing lines as
in the example. Play 7.6 so they can check if their guesses
were right. Check which group got most dates right.
Tip Don’t give them too long or it will feel more like a
math problem!
7.6 Notice the connections to prepositions and the pauses
between the dates and the years.
These talented musicians all died at the age of 27. Blues
singer and guitarist Robert Johnson was born on May 8th,
1911 and died on August 16th, 1938. The original Rolling
Stone Brian Jones was born on February 28th, 1942 and died
on July 3rd, 1969. The incredible Jimi Hendrix was born on
November 27th, 1942 and died on September 18th, 1970. The
pearl, Janis Joplin, was born on January 19th, 1943 and died
on October 4th, 1970. Finally, Nirvana leader Kurt Cobain was
born on February 20 th, 1967. And he died on April 5th, 1994.
A coincidence or a curse?
Robert Johnson was born on May 8th, 1911 and died on
August 16th, 1938.
Brian Jones was born on February 28th, 1942 and died on
July 3rd, 1969.
Jimi Hendrix was born on November 27th, 1942 and died on
September 18th, 1970.
Janis Joplin was born on January 19th, 1943 and died on
October 4th, 1970.
Kurt Cobain was born on February 20th, 1967 and died on
April 5th, 1994.
B Write one of the dates from 5A on the board, e.g.
November 27, 1942. Tell sts you will play 7.6 again and ask
them to notice which sound comes after the day (27) and
all the other days in the audio track. Classcheck. Ask sts:
Did you notice any different sound apart from “th?”
You can hear the unvoiced /ˠ/ “th” at the end of the days.
3rd is different.
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 7.3
C For the unvoiced “th,” quickly group sts to stand up
and form a line, e.g. from the tallest to shortest in the
group. Ask: Who’s the first in line? And the second? Use the
sts’ position to convey the meaning and use of ordinal
numbers. Sts sit down. Focus on the 5 box and explain
the differences in form (1st, 2nd, 3rd, and th uses) and drill
pronunciation for several examples of ordinal numbers.
Read World of English with the whole class and elicit ways
of saying a few dates, e.g. the present date, the teacher’s
birthday, celebration dates (Christmas, New Year’s Eve, etc.)
Ask: Is the way you write the date here the same as in the
USA? (month / day / year). In pairs, sts take turns saying
the dates from 5A table: St A: “Robert Johnson was born
on the 8th of May, 1911.” St B: “That’s right. And he died on
August 16th, 1938.”
Monitor closely for accuracy. Ask a few sts to say some of
the dates to the whole class.
Tip The “th” ending is particularly hard for many sts as it
does not exist in their language. For extra practice use picture
words in the Pronunciation Chart on p. 154-155.
D Elicit prepositions from sts and write all the prepositions
they can remember on the board. Make sure you include of,
at, in and on.
Weaker classes Narrow down options to choose from the
board. Circle the four prepositions (of, at, in, on) and say they
will use them to complete 5D.
Individually, sts complete Janis Joplin’s bio with suitable
prepositions. Paircheck.
Play 7.7 for sts to check their answers. Do they know /
like her music?
Elicit some rules for preposition use and see if they can
recognize some patterns, e.g. before dates with days, use
on; for years and months, use in, etc.
7.7
Janis Joplin was born in 1943 on January 19. She was an only
child until the age of six.
In 1962, Joplin left home to study at the University of Texas.
She left college in January, 1963.
Janis Joplin die at 27, from an overdose, on October 4, 1970.
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English ID TCH 21x29.3 Int.indd 112
She was an only child until the age of six. In 1962, Joplin
left home to study at the University of Texas.
She left college in January, 1963.
Joplin died at 27, from an overdose, on October 4, 1970.
E MAKE ITPERSONAL Tell sts to stand up again, but this
time the line will follow a different order: the birthdays.
Make sure they take their books with them as they will need
them for part two of the exercise. Drill the question When’s
your birthday? and have sts discover each others’ birthdays
to form the line in the correct order. At the end, check if they
got it right: do a chain drill (A asks B, B asks C, C asks D, etc.)
and have sts ask the next person in line: When were you
born? Drill pronunciation first and say it is another way
to ask about birthdays. Make sure they reply using “I was
born on…” before the dates.
Still in line, get the first five sts to form a group, the
following five form another and then so on. In groups of
five, sts interview each other and complete the chart in 5E.
Use the speech bubbles on the page to model their
conversation. Classcheck.
Round off with the lesson’s Song line on top of p. 79. Read the
lines with the sts and see if they know / like the song / singer.
Ask: Which of the female singers in the last three lessons do you
prefer: Amy Winehouse, Britney Spears, Janis Joplin, Lady Gaga?
Song line:
I’m beautiful in my way, ‘cause God makes no mistakes.
I’m on the right track, baby, I was born this way.
Song: “Born This Way”
Artist: Lady Gaga (USA)
Year: 2011
Workbook p. 36
Writing p. 151
ID Online Portal
Grammar p. 130
4/10/13 9:59 AM

When do you listen to music?
Lesson Aims: Sts learn to ask subject questions to interview someone. Sts also learn to use ordinal numbers.
Function
Lesson 7.4
Talking and listening / watching a video about past routine.
Asking and answering about yesterday.
Reading / Taking a pop culture quiz.
Asking and answering about cultural facts.
Writing your own quiz.
Vocabulary: Recycle routine verbs. Expression to show you’re impressed (Wow, so early! / No! I can’t believe it!, etc.)
Grammar: Subject questions.
Warm-up Recycle dates. Have some prompts on the board
or printed on slips of paper: Christmas, Halloween, (local
holidays, e.g. Independence Day), your mother’s birthday, your
best friend’s birthday, your English teacher’s birthday.
Have sts take turns asking each other When is ?
questions and practice saying dates in English. Were there
any coincidences?
6 Listening
A Books open to p. 80. Point to the photo in 6A and ask:
Who’s he? (rapper Jay-Z) Do you know his music / any of his
songs / anything about him or his family?
Point to the two example phrases already done for them
and ask: What did he do first? (1. got up at around eight
o’clock.) Ask: What was the seventh thing he did yesterday?
(7. downloaded some music.) Ask: What about the second
thing? Elicit sts’ guesses.
Tip Drill the pronunciation of the past form of read: /red/.
Individually, sts try to guess about Jay-Z’s day and order
the phrases in A, 1-13.
In pairs, sts compare their guesses: “I think he got up at
around eight and then he had some breakfast. After that,
I think he…”
B Sts listen to the audio / watch the video to check their
guesses in A.
Weaker classes Pause the track or video every three actions
so sts have more time to check their answers in A.
In pairs, sts tell each other what they remember from the
video. Encourage them to use ordinal numbers to ask: What
was the first thing he did? And the second? The third?
Classcheck the correct order in 6A. How many did they get
right? Did anybody guess the whole thing correctly? What
else did they learn about Jay Z? (He runs a little and supports
the Nets, a New York basketball team.)
English ID TCH 21x29.3 Int.indd 113
7.4
Language
Jay-Z got up at around eight o’clock.
Then, he had breakfast.
What did you do yesterday?
I read a book.
Who recorded more songs?
Which singer won six Grammys in 2012?
Which band composed ?
When did Neil Armstrong land on the moon?
Who directed The Avengers?
Who composed the song “Imagine”?
7.8
Int = interviewer J = Jay-Z
Int What’s a typical Jay-Z day?
J Mmm… Typical…
Int Obviously… give me your day yesterday. Obviously you
flew out here late last night or early this morning. What
was your day like? From the time you got up to the time
you went to the Nets game last night.
J I got up around eight, had some breakfast, I ran a mile, it
was really tough.
Int A mile?
J You know, I just wanted to touch it.
Int Quite a marathon. A mile.
J Yeah, one mile. Everyone can’t be like you*, man. Ran a
mile. Then I went to the office, read a bunch of e-mails, read
some more e-mails, downloaded some music—legally—
Um… uh… had a meeting with some great people, I don’t
want to say any names yet. After that I listened to some music,
went to the studio, had dinner, went to the Nets game, we
won, we’re up 3-2, thank you very much, went to sleep.
Note *In formal grammar / written English, this sentence
would be “Not everyone can be like you.”
Cultural note A mile is equivalent to 1.6 km.
(7) downloaded some music (1) got up at around eight
o’clock (8) had a meeting (11) had dinner (2) had some
breakfast (9) listened to some music (3) ran a mile
(5) read a bunch of e-mails (6) read some more e-mails
(13) went to sleep (12) went to the Nets game (4) went to
the office (10) went to the studio
C Now sts listen to another interview (this time with an
unknown person) and number phrases, 1-5, as they hear
them. Paircheck. Classcheck.
This is very much a tongue in cheek activity to help them
enjoy asking and answering about yesterday, which can
get a little mundane afterwards. It also helps a lot with
intonation too. Enjoy it!
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 7.4
Tip Drill the pronunciation and intonation of all the
expressions. Make sure you and your sts sound impressed!
7.9 Notice the intonation in the “impressed” words.
A So, what’s your typical day like? Let’s see. What time did
you get up yesterday morning?
B I got up at about six.
A Wow, so early! Did you have breakfast?
B Yes, I had an egg and some coffee!
A Fantastic! And who did you have breakfast with?
B My mom was with me.
A That’s great! And what did you do after that?
B I took a shower and went to work!
A No!! I can’t believe it! And then what happened?
B After work I went back home, played a video game, had
dinner and went to sleep.
A Incredible! What a fantastic routine! Thanks a lot!
1. Wow, so early! 2. Fantastic! 3. That’s great! 4. No!!
I can’t believe it! 5. Incredible! What a fantastic routine!
D Swap partners. In pairs, sts interview each other about
yesterday. Elicit possible questions (What was the first thing
you did? And then? And after that?) Tell sts the interviewer
has to look / sound impressed, and use some of the phrases
in 6C with the appropriate intonation.
At the end, if possible, have one pair of volunteers act out
their dialog for the whole class.
7 Grammar: Subject Questions
A Focus on the lesson Song line. Read it for the sts and
see if they can tell which singer recorded it and what the
song is called. Ask sts: Do you know music well? Can you
sing it? Do you like the singer? Do you know any other song
by Adele? Let’s see.
Song line:
I heard that your dreams came true.
Guess she gave you things, I didn’t give to you.
Song: “Someone Like You”
Artist: Adele (UK)
Year: 2011
Point to the Quiz photos and elicit who some of the people are
(Menudo / Ricky Martin, Whitney Houston, Bono Vox, Flea, Bob
Marley, Michael Jackson, Adele, Shakira, Elvis Presley). Ask sts
to choose their two favorites to see how they react / learn more
about their tastes in music. In pairs, sts take the Quiz 1-10.
Tip Alternatively, you might have sts listen to track
7.10 and
choose their answers individually, and then paircheck.
B Play 7.11 for sts to check their guesses. Check who
got the most answers right. If sts are not really into music,
instead of asking how many answers they got right, ask
them how many answers they got wrong. Invite sts to say
something they learned from the Quiz, e.g. “I didn’t know /
I learned the Spider-Man musical was composed by U2.”
114
English ID TCH 21x29.3 Int.indd 114
7.11 Notice the -ed endings and /Ǩ/ in was.
T = teacher S = student
T So everyone finished? Time for the answers. Number 1 was
in fact Adele.
S Yes! We got that one!
T OK… the Spider-Man musical was composed by the
famous Irish band U2.
S Another one right!
T Madonna did…
S No!
T Madonna did NOT write the song for the 2010 World Cup.
It was in fact Shakira.
S I knew it. Three points!
T OK, question 4. “Accidentaly in love” was in the movie
Shrek 2.
S That is correct. I love that song.
T OK. A difficult one now. Which of these three recorded
more songs? Was it A) The Beatles, B) Elvis Presley or C)
Michael Jackson?
S I know, I know, I’ve got it, I know the answer! It was The
Beatles—my dad has all of their records. He has hundreds
of them.
T Well, actually it wasn’t The Beatles. They only recorded
about 250. Elvis recorded between 700 and 1,000 songs.
S I don’t believe it. No. I’m sure it was The Beatles.
T Well, I’m sorry. On to question 6, Flea plays the bass guitar,
and for question 7—that is Jay-Z.
S Hmm.
T Now, on to famous deaths. Janis Joplin—the great ’60s
singer—died on the bathroom floor. Whitney Houston died
in the bath and Michael Jackson died in his bed.
S I didn’t know that.
T And Bob Marley’s last words were “Money can’t buy life.”
S Really?
T Yep. And finally Ricky Martin sang with Menudo before he
went solo.
1. c Adele 2. b U2 3. a Shakira 4. c Shrek 2. 5. b Elvis
Presley 6. c Flea (Red Hot Chili Peppers) 7. b Jay-Z
8. Janis Joplin: bathroom floor / Whitney Houston: bath /
Michael Jackson: bed 9. c “Money can’t buy life.”
10. a Menudo
Focus on questions 9 and 10 from the Pop Quiz. Ask: Is
there an auxiliary verb? (did) Now focus on question 1.
Can you see an auxiliary verb? (No.) What about 2? (No.)
Have sts match the rules in the Grammar box.
Weaker classes The concept of object and subject might not
be very clear for sts. In this case, sts will need more guidance to
understand the difference between object and subject questions.
Have sts compare two simple questions on the board: 1) What
did Alexander Graham Bell invent? vs. 2) Who invented the
telephone? Help them see the differences in grammar and
meaning. Label the subject and object for them. After that,
write: J.K. Rowling wrote the Harry Potter books. Cover or
erase the subject and elicit the question (Who wrote Harry
Potter books?) Then cover or erase the object and elicit the
question (What did J.K. Rowling write?)
4/10/13 9:59 AM

Grammar box – Subject Questions
Subject Questions 1-8 refer to the subject of the question
and don’t need an auxiliary verb. 9-10 refer to the object of
the question and need an auxiliary verb.
1 2 2 1
C In pairs, sts take turns asking subject and object
questions. Monitor closely for accuracy. Sts check their
answer and facts they do not know in C, in smaller font
upside down just below sentences 1-5. Classcheck.
Tip Refer to Common Mistakes whenever you need to correct
sts’ mistakes on the spot or for delayed correction afterwards.
Possible suggestions: 1. Who landed on the moon? When
did they land on the moon? 2. Who directed The Avengers?
When did he direct The Avengers? 3. Who published the Da
Vinci Code? When did he publish the Da Vinci Code? 4. Who
became U.S. President in 2008? 5. Who won six medals?
When did he win six medals? Where did he win six medals?
English ID TCH 21x29.3 Int.indd 115
7.4
D MAKE ITPERSONAL In pairs or small groups, sts prepare
their own quizzes. Tell them to write five questions about
well-known musicians, TV or movie stars, songs, albums,
movies, characters, awards. Make it clear that they do not
have to stick to music, but can ask about any aspects of
pop culture. Make sure they include at least three subject
questions. Monitor closely and correct any mistakes by
referring them back to Common Mistakes before moving on
to the next stage.
Have groups swap quizzes to test each other. Sts answer the
quizzes and see who got most answers right. Classcheck.
Workbook p. 37
ID Online Portal
Grammar p. 130
115
4/10/13 9:59 AM
 7.5

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

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

Function Language
Lesson 7.5

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

Warm-up Recycle routine verbs in the past. Write What did you A customer in a phone store and the shop assistant talking
do yesterday? on the board and have sts talk about what they did about a phone that doesn’t work.
the day before class. Ask them to find three things in common.
At the end, sts report similarities to the class, plus any surprises
or special things they discovered about their partner.
C Replay 7.12 again for sts to listen and fill in the blanks.
Paircheck. Classcheck with answers on the board. Elicit
predictions about what happens next in the story. Ask:
What do you think will happen next? How does the story end?
Skills: Understanding a story
A Ask sts How often do you use your cell phone? What do you Yes, I hope so.
use it for? and see who is more “addicted” to phones in class. There’s a problem with my phone.

Books open to p. 82. Read phrases 1-5 with the whole It doesn’t work.
class and have a conversation with all the sts. Use the What exactly is the problem?
example on the page and give another of your own to help when I turned it on
them get started. As you read one at a time, check if they
the battery died
understand all the phrases and ask them: Do you remember
the last time you said it? Where were you? What did you do? as soon as I started making calls.
etc. Have as many sts participate as possible. Respond Hmmm… Did you try recharging it?
positively (using impressed intonation as in the last lesson)
Yes, I did that right away,
to sts’ contributions. Have sts vote on the one they think is
the most common.
but it didn’t work.
I called a friend,
B Books closed. Say: You’re going to hear two people the phone died again
talking. One of them has a problem with his cell phone.
after about two minutes.
What’s the problem? Play 7.12 and elicit the answer
(There’s a problem with the phone battery.) After they
listen, ask: Who are the people in the conversation? D Play 7.13 so sts can discover how the story ends. Ask:
(Customer and shop assistant.) Where are they? (At the How does he solve the problem?
store.) Open books and move to C.
7.13 Notice the stress in the questions.
7.12 Notice the connection between /W/, /G/ at the end of A OK. So when did you buy this phone?
words and the vowel at the beginning of the next word. C Uh… last week.
A = assistant C = customer A Oh, it’s really new. And where did you buy it?
A Hello, can I help you? C I bought it in this store. The assistant was very helpful.
C Yes, I hope so. There’s a problem with my phone. It A That’s good! Well, did you keep the receipt?
doesn’t work.
C Yes, I think so…. Ah! Here it is!
A I see. What exactly is the problem?
A OK. Can you leave your phone with me?
C Well, it’s a new phone, but when I turned it on the battery
C Uh…, but, um…, how long?
died as soon as I started making calls.
A Maximum two days. We either repair it, or give you a new one.
A Hmmm… Did you try recharging it?
C Yes, I did that right away, but it didn’t work. I mean, I C Phew! Thanks!
called a friend, but the phone died again after about
two minutes. The shop assistant agrees to send the phone for repair.

116

English ID TCH 21x29.3 Int.indd 116 4/10/13 9:59 AM


E In pairs, sts role-play the complete dialog. St A is the
shop assistant and st B is the customer. Exchange roles
afterwards.
F Focus on the five pictures, put them in the correct
order to make a story. They should write numbers 1-5
next to the letters a-e. Then, listen to 7.14 to check the
right answers. Ask: How many did you get right? Elicit any
different stories that they may come up with.
a2 b3 c1 d5 e4
Tip Tell sts to write in pencil so that they can erase / correct
their answers if they need to. It would be helpful if you
pre-teach the words drop, boss, and hand-dryer from the
pictures.
7.14 Notice the expressions for responding to a story.
M = Mike C = Chris
M Hey, Chris! How’s it going? I tried to phone you.
C Hi, Mike, I’m not happy at all.
M Why? What happened?
C Man! I’m so stupid. I dropped my cell phone in
the toilet!
M You’re kidding! How did that happen?
C Well, I was at work, right, and I had my phone in my jacket
pocket. My boss was—like—“Chris, can you clean the
bathroom?”. So OK, I cleaned the bathroom. But I’m like,
cleaning behind the toilet when… SPLASH!
M Oh, no! Disgusting!
C Well, at least I cleaned the toilet first!
M Phew! Did you get it out?
C Yeah, of course. That phone cost $200, man.
M What did you do?
C Well, I put it under the hand-dryer in the bathroom but it
still doesn’t work.
M Gee! That’s bad luck.
G Tell sts to listen to Mike and Chris and remember
which four questions Mike asks Chris. Paircheck.
Classcheck. If time allows, go to AS 7.14 on p. 163 and do
the AS task, Expressions for responding to a story.
Ideally you would tell an anecdote of your own about
losing or leaving your phone somewhere so they can ask
questions and you respond to them. Ask sts: Do you have
any similar stories? If so, have them tell their stories to
the whole class and encourage other sts to ask for details,
using some of Mike’s questions and the expressions for
responding too.
What happened? How did that happen? Did you get it
out? What did you do?
Language note “How’s it going?” is not a proper question, it is
a greeting, although it has a question mark at the end of it.
English ID TCH 21x29.3 Int.indd 117
7.5
in Action: Asking for favors
A Point to pictures 1-5 and elicit what they are doing /
wearing / thinking, then say All the people need some help.
They are asking other people to do them favors. Can you
match the requests (point to 1-5) to the correct favors (a-e)
below? and sts try to guess the right combinations.
Tip Ask sts to start the activity individually for about 30
seconds before moving them into pairs to complete it.
Play 7.15 for sts to check their answers. Classcheck with
answers on the board. Ask Which actions a-e did not
happen? or Who didn’t get any help?
7.15 Notice the connections.
1C Oh, no! Look at this mess. Sophie!
D Yes, Mom?
C Could you please wash the dishes?
D Uh, sorry, it’s Brian’s turn today.
C OK, forget it. Brian!!!
2 E Excuse me. Uh, could you open the door for me, please?
F Oh, sure. There you go.
E Thank you so much.
3 A Dan, there’s someone at the door.
B Could you see who it is? I’m busy.
A Don’t worry, I’ll get it.
4H Jim!
I Uh?
H Could you please cut the grass, Jim?
I Uh, but… the game…. Come on, I can do it tomorrow.
H Could you do it this afternoon, please? Your mother’s
coming to visit.
I Oh, oh, uh, OK, I’ll do it now.
5J Could I ask you a favor?
K Hmmm, that depends. What do you want?
J Could I leave my son with you this weekend?
K Oh. I’m really sorry, but I can’t. I have two parties to go
this weekend so I can’t be with your son. Sorry.
J Oh, no problem. Thanks anyway!
1. c 2. d 3. b 4. e 5. a
Washing the dishes and looking after the son did not happen.
B Read the 1st 5 box (Can / Could) with sts. Play 7.15
again for sts to complete questions 1-7. Paircheck.
Classcheck. Draw sts’ attention to Common Mistakes and
drill the pronunciation of some of the questions they have
just completed.
Ask the sts to match the questions to the best responses
in the right column. Paircheck. Classcheck. Use the 2nd
5 box to explain the use of “will” in “OK, I’ll do it now.” and
“Don’t worry. I’ll get it.” Contrast with Present Continuous
for arrangements, which are of course planned. They will
learn “going to” in lesson 9.3.
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 7.5
1. Could you please wash the dishes? Sorry, it’s Brian’s turn
today. 2. Could you open the door for me, please? Sure.
There you go. 3. Could you see who it is? Don’t worry. I’ll
get it. 4. Could you please cut the grass, Jim? Come on,
I can do it tomorrow. 5. Could you do it this afternoon,
please? OK, I’ll do it now. 6. Could I ask you a favor? That
depends. What do you want? 7. Could I leave my son with
you this weekend? I’m really sorry, but I can’t.
C MAKE ITPERSONAL Sts role-play situations 1-4 using
Could you…? requests and the responses from B. Use the
examples to illustrate what they have to do.
Weaker classes Sts might need more thinking time before
they perform this activity. Give them time to write one or two
dialogs together before they role-play the situations. Offer help
whenever needed.
Tip If you want to continue to review phone language have
them play back to back, cell phones in hand and role-play
that way.
Have four different pairs of sts act out each situation for
the whole group. For fun, at the end of the lesson, drop
your pens / book on the floor, pretend your bag is too heavy
to lift, your arm hurts so you can’t open the door, turn off
the light, etc. to spontaneously practice requests and get
them to respond accordingly!
Workbook p. 38
Phrase Bank p. 67-69
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Grammar p. 130
ID Café Video p. 144

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Unit overview: The main topics of unit 8 are countable vs. uncountable food items and nouns, Quantifiers and How much
vs. How many, which are presented by a newly married couple who reappear several times throughout the unit through
the contexts of writing a shopping list, going on a diet and reading a food nutrition facts table. In this unit, sts also read /
scan a menu for specific information and learn / practice how to order a meal at a restaurant.
What do you have in your fridge?
Lesson Aims: Sts learn to talk about food and drink items.
Function
Lesson 8.1
Naming food and drink items.
Talking about food and drinks you like / dislike.
Listening to a person making a shopping list.
Making your own shopping list.
Listening to a couple talk about what they have in their fridge.
Vocabulary: Food and drink items.
Grammar: Countable vs. uncountable, some, any.
Warm-up Have sts browse pages from unit 7 and, in pairs,
ask and answer all title questions in the unit: When did you
start school?, What did you do last weekend?, Where did you go
last vacation?, etc. Monitor closely for accuracy. If time allows,
they can reuse the flowchart in lesson 7.3 to ask and answer
questions about last weekend / last vacation.
1 Vocabulary: Food and Drink
A Point to the photo on p. 84 and elicit the word “kitchen.”
Draw sts’ attention to the fridge and counter and for each
of them ask: What do you call it? Focus on the food on the
counter and elicit food and drink vocabulary. Point to the
list of words in 1A and have sts match them to the items
on the counter in the picture. These are familiar food
words and / or cognates. The rest are introduced in 1C.
Cultural note fridge = refrigerator
Write banana on the board and highlight the first and
the last a. Drill the pronunciation of the word and draw
sts’ attention to the schwa sound /Ǩ/. Do the same with
pajamas and remind sts they have the picture words in the
Pronunciation Chart on p. 154-155.
Read World of English with the whole class for more
information about the /Ǩ/ sound. Drill the sound (e.g. mime
hitting yourself in the stomach so they make the right
unstressed “uh” noise!), the two picture words from the
Pronunciation Chart (bananas, pajamas) and the sentence
with bold letters in World of English . If time allows, elicit
other examples they know with schwas too. Tell them all
highlighted letters (in yellow) in 1A have schwa /Ǩ/ sounds.
In pairs, sts try to pronounce all the words on the list.
Monitor closely for accuracy and offer help / model
pronunciation if necessary. The columns “Spelling” and
“Pron.” will only be used in 1B.
Play 8.1 for sts to notice how words are pronounced.
Conduct a repetition. Ask: Who is Jeff talking to? (himself)
English ID TCH 21x29.3 Int.indd 119
8
Language
bananas, chocolate, oil, salt…
I really like bananas, but I hate vinegar.
We need some milk, fish and chicken.
I need to buy some eggs, coffee, sugar…
Why did you buy all this food in the fridge?
Tip For extra practice on pronunciation, go to AS 8.1 on
p. 163 and ask sts to notice the schwa sounds.
8.1
Let’s see. We need bananas and chocolate… oil and salt…
uh… maybe some spaghetti? Yes, definitely some spaghetti
and some tea. Oh, and I have to get tomatoes and vinegar.
21. bananas 17. chocolate 19. oil 18. salt
15. spaghetti 22. tea 16. tomatoes 20. vinegar
B Elicit some comparisons between the words in 1A and
how they are spelled and pronounced in the sts’ mother
tongue. These first eight are presented in a separate
group because most are cognates for Latin learners. In
pairs, sts rate the eight words in A as having D (a very
different spelling or pronunciation to L1), S (similar spelling
or pronunciation to L1) or V (very similar spelling or
pronunciation to L1). Classcheck with answers on the board.
Tip There may be some disagreements but try to keep the
productive focus on English and how it is pronounced rather
than on the mother tongue. After all they don’t need to learn
these words, as they all know them already. Remember, you
don’t need to say or use the words in your L1 yourself, merely
ask sts to mentally compare with what they already have in
their minds in order to focus on what’s easy / difficult for
them, and so focus (and celebrate!) accordingly.
There is no key for this exercise as it obviously depends on
what their mother tongue is.
C Now focus on the food and drink items in the fridge.
These are in a second group because most are non-
cognates for Latinos. Point to some of the items and elicit
how to say them in English. Name what sts do not know
and ask Do you like it / them? How often do you eat / drink…?
about a few of them.
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 8.1
Individually, sts match 1-14 to the items in the fridge. Sts
listen to 8.2 to check. Paircheck. Classcheck with answers
on the board.
In pairs, sts try to pronounce the words. Monitor closely
and offer help whenever needed.
Play 8.2 for sts to notice how the words are pronounced.
Extra activity Ask sts to think about their own fridges
back home and think about what they need to buy. Allow them
some time to write a shopping list. In pairs, sts compare their
lists, e.g. “I need to buy (some) milk, eggs, etc.”. The some /
any distinction is taught in 8.2 so don’t force it too much here.
8.2 Notice s = /]/ or /V/.
J We need some milk, fish and chicken… oh, and some
apples and carrots, Sandra loves carrots! Then some eggs
and lettuce. Oh, and butter and onions. Oh, finally, some
cheese, oranges, potatoes… do we need sugar? Oh, yes,
and some sugar.
2. apples 10. bread 5. butter 13. carrots 6. cheese
8. chicken 7. eggs 9. fish 4. lettuce 11. milk
12. onions 3. oranges 14. potatoes 1. sugar
D Focus on the photos of the couple on the fridge. Elicit
that they are recently married and tell sts that they are Jeff
and Sandra. Sts listen to 8.3 and answer questions 1-3
about Sandra and Jeff. Have sts paircheck their answers
before checking answers with the whole class. Ask: Have
you tried freezing bananas? Listen again and / or do the
silent letter AS task on p. 163 if time allows.
8.3 Notice the silent letters.
J = Jeff S = Sandra
S Jeff! I’m home, baby.
J Hi, hon.
S Oh my God!
J What? What’s the problem?
S What’s all this food on the counter?
J What do you mean, “all this?”
S Well, to be precise, one chocolate bar, tomatoes, uh, some
spaghetti…
J Oh, that?
S I’m not finished! There’s also some salt, some tea, oil and
vinegar here…
J I can explain…
S And—8, 9, no, 10 bananas. You know I can’t eat bananas!
J There was a special offer on bananas, darling.
We can always freeze them!
S Freeze bananas? Are you crazy?
1. Jeff, the husband, did the shopping. 2. Sandra is not
happy because Jeff bought too much food. 3. Jeff bought
ten bananas because there was a special offer on bananas.
E Sts listen to part two of Sandra and Jeff’s conversation. Ask
them to notice which two items are not mentioned. Paircheck.
Play it again if you notice part of the class could not get it.
Classcheck. Ask sts: Do you keep all these items in your fridge?
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English ID TCH 21x29.3 Int.indd 120
8.4 Notice the sentence stress.
S Jeff, we’re traveling tomorrow. Why did you buy all this
food?
J Just some fruit for your diet: apples and oranges.
S I don’t like apples.
J But you like oranges. And I got some onions and potatoes
too.
S Potatoes? I can’t eat them. I’m on a diet, hellooo!
J OK, but I also got some chicken and fish.
S Well, we can freeze those. But what do we do with the milk,
cheese and butter?
J Sorry, Sandra…That’s not all… I got some lettuce and
carrots for your salad, too.
S Hm, I guess I can make a salad for dinner. And why all
those eggs!!
J Well, I can make an omelet!
S Yeah, right! Your specialty! Jeff, darling, remember. Never
irritate a woman on a diet! We can be dangerous! But, wait
—what’s that doing in the refrigerator?
Sugar and bread are not mentioned in the dialog.
F Point to item 1 (sugar) in the fridge and ask sts if they
also keep it in the fridge.
Tip Get sts to guess the answers first as a way of ensuring
they fully understand the questions / tasks and have tried to
imagine in advance what will be said.
Sts hear the last part of Sandra and Jeff’s conversation.
Sts listen to 8.5 and mark true (T) or false (F) for
sentences 1-5. Paircheck. Classcheck with answers on
the board. To end this part of the Jeff and Sandra story,
ask: What do you think of them? (they return several
times in this unit).
Extra activity Ask sts to cover p. 85 (with a sheet of paper).
Focus on the food and drink items on p. 84. In pairs, sts talk
about what they like or don’t like on the page. Monitor closely
and make sure they don’t say “this” and “that,” but actually
name items they want to talk about. Encourage peer correction
when sts can’t remember or pronounce an item from the
picture. At the end, ask sts to remember and report their
partner’s preferences to the whole class.
8.5 Notice /ș/ vs. /X/.
J In the refrigerator? Where?
S Here! Look! You put bread and sugar in the refrigerator!
What are they doing there?
J Uh, I don’t know.
S You don’t know?
J Well, my mother always puts sugar and bread in the
refrigerator, but I don’t know why. So I called to ask—but
she didn’t answer.
S Not your mother, not again. We’re married now, remember?
You don’t have to ask your mother.
J Yes, but I love you and I just want everything to be perfect
for you, darling.
S Oh, Jeff, that’s really romantic…
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 8.1
1. T 2. T 3. F 4. F 5. T What’s your opinion of this song? Do you know any other
songs by Dire Straits?

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

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 8.2

Are you on a diet at the moment?

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

Function Language
Lesson 8.2

Talking about portions of food. I usually have a slice of bread and a piece of fruit for breakfast.
Listening to a woman talk about her diet. For lunch, it’s a bowl of rice, two spoons of beans…
Talking about your own diet. For dinner, I often have a bowl of rice and some fish or chicken.
Vocabulary: Portions of food (a bowl of rice, 2 spoons of beans, ½ pound of meat, a can of diet soda, etc.). Healthy / junk food.
liquids.
Grammar: Countable and uncountable nouns. Quantifiers – some in sentences and any in and .

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

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

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

B Have sts read sentences 1-2 and, in pairs, answer the
questions: “Do we usually count these food items? Which
word indicates ‘an unspecified quantity of’?”
Salt, tea, oil, vinegar and fish are not usually counted. When
they are counted it means different types, e.g. a variety of
teas. Chicken is also not usually counted when it is a food
item, however you can buy two whole chickens from the
supermarket and a farmer can have a number of chickens.
The word “some” indicates “an unspecified quantity of.”
C Tell sts that uncountable nouns are usually liquids,
items that come in (small) parts or items you eat only a
part of. In pairs, sts add two more items to each category.
Paircheck. Classcheck with answers on the board.
Have sts read the 5 box and Common Mistakes to discover
other uncountable nouns which are not related to food and
drink. They might be surprised by some of these, but it is
worth anticipating problems they will otherwise have in
the future. If some sts remember, they can help to correct
the others that don’t remember the rule.
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Song line:
A little patience, yeah, yeah.
Need a little patience, yeah, yeah.
Just a little patience, yeah, yeah.
Some more patience
Song: “Patience”
Band: Guns N’ Roses (USA)
Year: 1989
Sts hear Sandra recording day 1 of her video diary of her
new diet. Point to the headings of her notes (After waking
up, Breakfast, Lunch, etc.) and elicit what she has for each
meal. Elicit food vocabulary from pictures 1-10 and get
them to match the photo to the first item.
Tip Sts can probably match up all the words from the food
photos alone, but the aim of the audio is to introduce the
quantities / portions, so use the audio to confirm / correct their
guesses as well as the pronunciation.
Sts listen to 8.7 and match pictures 1-10 to the diet items.
Paircheck. Classcheck. Ask: Which item doesn’t have a photo?

English ID TCH 21x29.3 Int.indd 122 4/10/13 9:59 AM


(one can of diet soda). Where in have you seen a can
before? (unit 4, the lesson on can as a verb).
Notice that Sandra writes “1 bowl of salad” because she
needs to remember the quantity. We only use 1 when the
quantity is important. Usually we say “a bowl of salad.”
8.7 Notice /ǨY/ connections and the other /Ǩ/ (schwas).
S So, today is day one of my new diet. After waking up, I
have a bottle of mineral water, and that’s all! For breakfast,
I can have a cup of coffee, a slice of bread and a piece
of fruit! Wow! For lunch, it’s a bowl of rice, one spoon of
beans and just one little can of diet soda. Booo! In the
afternoon I get a snack! Hurrah! A granola bar! Then for
dinner, I get a bowl of salad, half a pound of meat, and a
glass of juice. And that’s it! But this time it’s going to work!
Cultural note
1 lb = 1 pound = 453,6 grams
½ lb = half a pound= 226,8 grams
(10) 1 bottle of mineral water (6) 1 cup of coffee (3) 1 slice
of bread (4) 1 piece of fruit (7) 1 bowl of rice
(5) 1 spoon of beans (9) 1 granola bar (2) 1 bowl of
salad (8) ½ pound of meat (1) 1 glass of juice
There’s no photo of one can of diet soda.
B In pairs, sts try to predict possible answers to questions
1-4. Play 8.8 for them to check if they guessed all the
answers right. Classcheck. Explore the content too. Ask:
Do you always eat meat for lunch? Do you like the same food
as Sandra?
Then listen again. Ask: How much more did you understand
the second time? Do you know anyone who keeps a video diary?
8.8 Notice /IǨU/ and /ǨY/.
N = Nelly S = Sandra
N Hi, Sandra. Want some chocolate?
S No, thanks. I’m on a diet.
N Oops, sorry. How’s it going?
S Great. I’m keeping a video diary. It really helps.
N So, what do you usually have for lunch?
S I just have some rice and beans for lunch.
N Rice and beans? That’s… unusual.
S Uh huh, but I can’t eat any meat for lunch. Only for dinner.
N No meat for lunch? Wow! That’s not easy! You really need a
lot of patience.
S I know. But I have to lose weight. I gained fifteen pounds
and Jeff is not happy…
N Uh… Well, maybe if you stop eating sugar…
S I never eat any sugar. I don’t like sweets.
N How about pasta? Is there any pasta in your diet?
S Well, that’s a no-no too. And I love spaghetti with tomato
sauce and Parmesan cheese.
N And, of course, you are not allowed any cheese, right?
S Right.
N Oh, I’m sorry. Do you want some Coke?
S Is it diet?
N Yes.
English ID TCH 21x29.3 Int.indd 123
8.2
S Then yes, please. I can only drink one can of soda a day,
but it’s the best part of my day. Cheers!
N Cheers!
1. Sandra can’t eat: chocolate, pasta / spaghetti or cheese.
(She can eat meat but not for lunch and she never eats
sugar—even when she is not on a diet). 2. She is on a diet
because she has gained 15 pounds and her husband, Jeff,
isn’t happy. (1 lb (pound) = 0.453592 kg so she has gained
6.8 kg). 3. The best part of her diet is the one can of soda
per day.
4 Grammar: Quantifiers
A Sts listen to 8.9 and complete the sentences 1-5
extracted from the listening. Paircheck. Classcheck with
answers on the board.
Have sts decide in pairs how to best complete the 5 box
about the use of some and any. Draw sts’ attention to the
exceptional use of some in questions when we offer people
some food or drink, as shown in Common Mistakes .
For a quick practice activity, get sts to practice offering and
accepting / refusing the food in the photos here and in the
previous lesson. Do you want some bread / rice, etc.? Yes, please /
No, thanks.
Tip For further practice, go to Grammar on p. 132.
8.9 Focus on the link after eat and there.
I just have some rice and beans for lunch.
I can’t eat any meat for lunch.
I never have any sugar.
Is there any pasta in your diet?
Do you want some Coke?
1. I just have some rice and beans for lunch. 2. I can’t eat
any meat for lunch. 3. I never have any sugar. 4. Is there
any pasta in your diet? 5. Do you want some Coke?
5 box 1. Use some in phrases and when you expect a
answer. 2. Use any in phrases and .
B Individually, sts circle the best options in the dialog.
Paircheck. Play 8.10 so sts can check their answers. Ask
for sts’ opinion about Sandra’s diet: Is her diet really going
to work?
8.10 Pay attention to the pronunciation of t in these
words.
N So, Sandra, what do you have when you get up?
S I only have some water.
N Wow! Don’t you eat any food?
S Yeah, I have some bread and some fruit two hours later,
for breakfast.
N Two hours later? And can you drink any beer or wine?
S Never! I can’t drink any alcohol. Why?
N We’re going out on Saturday night, but you’re not drinking
any beer!
S Well, I can have a break from my diet on special occasions!
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 8.2
Nelly So, Sandra, what do you have when you get up? they need to use at least two quantifiers from 3A (a slice
Sandra I only have some water. of, a cup of, etc.). Encourage them to say whether their
partner’s diet is healthy or unhealthy. If there is time, they
Nelly Wow! Don’t you eat any food?
can swap partners and do it again.
Sandra Yeah, I have some bread and some fruit two hours
later, for breakfast.
Weaker classes Write prompts on the board For breakfast,
Nelly Two hours later? And can you drink any beer or wine?
I usually have a cup of…, For lunch, I usually… so sts know
Sandra Never! I can’t drink any alcohol. Why? where to start from.
Nelly We’re going out on Saturday night, but you’re not
drinking any beer!
Extra writing Sts can write their daily diet following Sandra’s
Sandra Well, I can have a break from my diet on special model in 3A.
occasions!

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

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

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How often do you eat chocolate?
Lesson Aims: Sts learn to use quantifiers with countable and uncountable nouns. Sts also learn to say large numbers.
Function
Lesson 8.3
Reading and talking about sugar / sweet items.
Listening to a couple decide what to have for lunch.
Listening to information about a Nutrition Facts table.
Saying large numbers.
Talking about your attitude towards food.
Vocabulary: Words related to sugar (sugar, sweet, candy, dessert, chocolate, mousse, fruit, Nutella). Nutrition Facts (calories,
cholesterol, total fat, fiber, protein, sodium). Large numbers.
Grammar: Quantifiers “a lot of”, “a few” and “a little”.
Warm-up Books open to p. 89. Have sts read the lesson Song
line and see who in the class knows the song / band, where
they know the song from, if they can sing it. Ask sts: Do you
eat a lot of sugar? What’s your favorite sweet item?
Song line:
Sugar, oh honey, honey.
You are my candy girl,
and you got me wanting you.
Song: “Sugar Sugar”
Band: The Archies (UK)
Year: 1969
Point to the title question on p. 88 and have sts briefly ask
and answer it in pairs. Classcheck.
In groups of three, sts list all foods involving chocolate
they can think of (chocolate cake, mousse, brownie, ice
cream, milkshake, cookies, etc.). Have sts share their lists
with the whole class and say which chocolate recipe is
their favorite.
5 Reading
A Focus on Cyber English . Sts read the acronyms in
the box and elicit any (= NE) other abbreviations sts
can remember.
Focus on the photo of Nelly. Ask: What do you remember
about her? She’s Sandra’s friend from the previous lesson.
She offered Sandra chocolate there too. Sts read the text
for gist and underline at least six different words related
to sugar. Paircheck. Classcheck with answers on the board.
Drill the pronunciation of all the words.
sugar sweet candy dessert chocolate mousse fruit Nutella
B Sts re-read and, if you wish, they can listen to the text
and in pairs decide whether sentences 1-5 are true (T) or
false (F). Get them to give evidence from the text to justify
their answers. Classcheck. In small groups, sts tell each
other how similar or different they are compared to Nelly
and “Forever Rocher” (who comments on Nelly’s post). Ask:
Do you know anybody like these women? Do you eat a lot
after you fight with people?
English ID TCH 21x29.3 Int.indd 125
8.3
Language
When I eat a lot of chocolate, I compensate the next day.
Are you ready for lunch?
How much cholesterol does the vegetarian burrito have?
68,087.
I eat everything and never worry about calories.
Cultural note The person who wrote on Nelly’s blog signed
Forever Rocher. That is a reference to the manufacturer
Ferrero, the producer of Ferrero Rocher, Nutella and other
chocolate products.
Weaker classes Conduct the suggested speaking activity
above in teacher-class pattern, not student-student, as
they might struggle with language for this task. Ask sts:
Do you also love sweet items like Nelly? Do you need large
portions? How much do you eat? When you eat sugar in
excess on one day, do you compensate the next day? Does
chocolate make you feel good?
1. F (“only” is too strong) 2. T (“quality, not quantity”) 3. T (“…
I just eat some salad or a few pieces of fruit the next day”) 4. F
(the emoticon shows the answer) 5. T (“OMG, it really helps”)
C Sts find and circle the six examples of a little, a few and
a lot of in Nelly’s blog in 5A. Also, ask them to underline
the word / noun that follows each expression. In pairs, sts
decide if the nouns which follow a little, a few and a lot of
are countable or uncountable, and then, complete the rules
in the 5 box. Classcheck.
Read World of English about the uses of a few and a little. Give
them some prompts (e.g. apples / sugar / honey / bananas /
pencils / paper) and elicit if the given nouns would go with a
little or a few.
1. Use a little with nouns. 2. Use a few with nouns.
3. Use a lot of with or nouns.
D Elicit some possible ways of saying phrases 1-6 with a
little, a few and a lot of. Have some sts read the dialogs in the
speech bubbles to the whole class. In pairs, sts create their
own conversations about phrases 1-6. Monitor closely for
accurate uses of a little, a few and a lot of. At the end, have one
or two pairs act out one of their dialogs for the whole class.
6 Listening
A Elicit what sts remember about Sandra and Jeff and
from Sandra’s diet (lesson 8.2). Ask: What can / can’t she
eat? Tell them Sandra and Jeff are going to have lunch
together. Sts listen to 8.12 and fill in the blanks 1-8 with
J (Jeff) or S (Sandra). Paircheck. Classcheck with answers
on the board. Do they like / eat a lot of Mexican food?
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 8.3
Play 8.12 for sts to complete the table. Paircheck.
8.12 Notice the dark l vs. normal l.
Classcheck with answers on the board.
J = Jeff S = Sandra
J Hey, Sandra. Ready for lunch? In pairs, have sts answer questions 1-4. Classcheck.
S Yeah, hon. I’m so hungry!
A chicken burrito has 370 calories; a vegetarian one has
J Come on! Let’s go to that Mexican restaurant on the corner.
350. The vegetarian burrito has 5 mg of cholesterol and the
I’m dying for a burrito.
meat one has 25 mg.
S I don’t think that’s a good idea. My diet, remember?
J Oh, darling, burritos are healthy! Look, I’m googling the
C Sts cover the table in 6B. In pairs, sts tell each
nutritional table.
other all they remember about the ingredients of the
S Oh, I hate those lists! three types of burritos. They then uncover and check
J But they have important information! See? A chicken their own performance.
burrito is probably the best option for you.
S How many calories does it have? I can’t see anything D Write the numbers 2,500 and 456 and elicit how these
without my glasses. numbers are said in English. Read Common Mistakes and
J Um, let’s see. It only has three hundred seventy calories. World of English with sts. Clear up any doubts before sts say
S Aw! That’s a lot. numbers 1-4.
J Then the vegetarian burrito is the best. It only has beans and
Tip If suitable, make sts aware of the fact that some
cheese and three hundred and fifty calories.
languages use “.” (dot) instead of the “,” (comma) used in
S Ugh! Beans, beans, beans! I’m living on beans now. The
English in numbers with four or more digits (e.g. 2,000 = two
doctor told me to watch my cholesterol, too. How much
thousand). The “.” (dot) in English is used before fractional
cholesterol does the vegetarian burrito have?
parts, e.g. 7.4 (seven dot four).
J Only five milligrams.
S And the others? In pairs, sts practice saying the figures 1-4. Monitor closely
J Thirty-five and twenty-five milligrams. for accuracy and help them out if necessary. Classcheck.
S That’s a lot, but, like, do I have to eat the boring, healthy
option? Tip Fast finishers can challenge each other with more
J Babe, this diet was your idea. And you know the vegetarian numbers too.
burrito is perfect for you.
S I guess you’re right. 1,275 one thousand, two hundred (and) seventy-five.
J Well, I’m having the chicken burrito. 34,912 thirty-four thousand, nine hundred (and) twelve.
S And I’m having the meat burrito. 68,087 sixty-eight thousand, (and) eighty-seven.
J But… darling. 911,354 nine hundred (and) eleven thousand, three
S I can’t live without meat, Jeff. And we just spent a lot of hundred (and) fifty-four.
calories checking all these numbers, darling, so I think it’s OK! 73,100 seventy-three thousand, one hundred.
The “and” is always used in British English; in American
1J 2S 3J 4J 5S 6J 7S 8S English, it is sometimes dropped. The “and” goes after the
first number in a group of three and you don’t need to say it
Tip This listening is quite long so they may need / welcome if the following two numbers are both 0.
the opportunity to listen again. A nice extra task is to ask sts
to pick out some of the most useful phrases from the dialog
and see if sts can finish them from memory.
E MAKE IT PERSONAL In trios, sts use the prompts to ask
Do you…? questions. Get them to interview you first to set
I’m dying…
this up and practice pronunciation. Ask sts to report their
I can’t see anything…
partners’ answers to the whole class. Is there anyone in
The doctor told me to…
the group that has a similar attitude to food as Sandra?
I can’t live without…
Focus on the two example answers too. Monitor closely to
spot the main errors and praise a lot too.
B Point to the Nutrition Facts table and check if sts
are familiar with the vocabulary in the first column
(calories, total fat, cholesterol, sodium, etc.). Ask Which
Workbook p. 41
burrito is the healthiest / best for Sandra’s diet? Chicken,
ID Online Portal
Beans & Rice? Meat, Beans & Rice? Or Beans & Cheese? and
Grammar p. 132
listen to sts’ first opinions.

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 8.4

How much meat do you eat?

Lesson Aims: Sts learn to use how much and how many to talk about food.

Function Language
Lesson 8.4

Asking and answering questions about quantities. How many calories do you eat a day?
How much fiber do you eat a day?
Choosing a burrito at a restaurant. How many calories does it have?
Reading / Taking a pop culture quiz. Which of these items dehydrates the body?
Asking and answering questions about eating habits and lifestyle. Do you eat a lot of meals at home?
Vocabulary: Recycling nutrition facts (calories, cholesterol, total fat, grams of fiber, protein, sodium).
Grammar: How much vs. How many. Recycling quantifiers (a lot of, a few and a little).

Warm-up Write question prompts on the board: cheese? Bananas. How many bananas? Use other and
What / you have for breakfast this morning? nouns e.g.: fruit, meals, furniture, chairs, people, etc. Point
What / you eat for dinner last night? to the relevant question on the board to help if necessary.
What / you have for lunch earlier / yesterday? / Song line:
you have any snacks?
How many roads must a man walk down before you
How much water / you drink yesterday?
can call him a man?
How many calories / you think you had yesterday?
Focus on the weak pronunciation of did you /Gǹȳș/. Elicit Song: “Blowin’ in the Wind”
the complete questions and have sts ask and answer them in Artist: Bob Dylan (USA)
Year: 1963
pairs. Ask sts to report their partner’s answers to the whole
class. Establish that have and eat are synonyms for food.
8.14
Sue Hi, Sandra. I heard you’re on a diet.
7 Grammar: How Much vs. How Many Sandra That’s true. Again!
Sue How many calories can you eat a day?
A Explore the photo. Ask Who can you see? (Jeff and Sandra Only a few: just a thousand and two hundred.
Sandra.) What do you remember about them? Where are Sue Wow! That sounds hard. Can you eat any spaghetti?
they? What are they doing?, etc. Play 8.13 for sts to listen Sandra No, but I can eat a little rice.
and read the dialog. Ask sts to study the two questions Sue How about meat? How much meat do you eat a day?
Sandra asked and, in pairs, circle the correct Sandra Only a little too, but I can eat a lot of vegetables. And I
options in sentences 1-5 from the 5 box. Classcheck love carrots!
with answers on the board. Sue Well, good luck, then.

Tip With a stronger class, do this as a “dictagloss.” Have sts Sue Hi, Sandra. I heard you’re on a diet.
close their books, and they listen and write down as much of the Sandra That’s true. Again!
dialog as they can, then paircheck. Replay the dialog and repeat Sue How many calories can you eat a day?
procedure two or three more times. Then have sts open their Sandra Only a few: just a thousand and two hundred.
books, check their spelling and see how much they got right.
Sue Wow! That sounds hard. Can you eat any spaghetti?
Sandra No, but I can eat a little rice.
Tip For further practice, go to Grammar on p. 132. Sue How about meat? How much meat do you eat a day?
Sandra Only a little too, but I can eat a lot of vegetables.
1. how much 2. how many 3. how many 4. how much And I love carrots!
5. A lot (of) Sue Well, good luck, then.

B Individually, sts complete the dialog between Sandra
and another of her friends with how much, how many, a lot of,
a little or a few. Paircheck. Play 8.14 for sts to check their
answers. Classcheck with answers on the board. What do
they think of her diet?
Get sts to repeat the various questions in pairs and then
answer them together.
Focus on the lesson title question and the Song line on
p. 91. Elicit the difference between the two questions
( and nouns). Check if sts know / like the song. Elicit
answers to the lesson title question. Write How much
meat…? and How many roads…? on the board and practice
the questions with a substitution drill. Cheese. How much
C Point to the speech bubbles and have two sts act out
the conversation. Help with pronunciation when necessary,
reviewing the table in the previous lesson.
In pairs, sts role-play choosing a burrito. Make sure they
include How many / much questions in their dialog. Monitor
closely for accuracy.
Have one or two pairs of sts present their dialogs to the
whole group.
D Swap partners. In pairs, sts complete and then ask and
answer questions 1-10. Make sure they ask all the relevant
options. Classcheck. Ask sts: How many answers did you
get right? Put your stress on “many” to draw sts’ attention.
Make sure they are applauded at the end.
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 8.4
1. How many 2. How much 3. How many 4. How many M Milk?
5. How much 6. How much 7. How much 8. How many W Yeah! Wow—you know something! Milk has a lot of
9. How many 10. How many nutrients, and is a food, a food that you can drink! Now
lettuce—the ultimate diet food.
Tip Fast finishers can invent and then ask the class M Zero?
more questions. W Sorry, it actually contains eighteen calories per hundred
grams. Question 5?
E MAKE IT PERSONAL Sts choose one of the question M Spinach?
options, 1-10, and then mingle to ask the whole class and W No!
produce a class survey. Focus on the speech bubble to show M But what about Popeye?
them what they should be able to say by the end of the W Maybe Popeye didn’t know anything about food either! It’s
activity. Elicit what the question was: “How many showers beans. They have a lot more protein than spinach. OK, do
do you have at home / in your apartment?”. Sts interview you know anything about vitamin C?
each other about eating habits and lifestyle. Make sure they M Uh, yeah, it’s good for you!
make eye contact and use natural intonation when asking W Yes, but which fruit doesn’t have a lot of vitamin C?
questions 1-10. Ask a few sts to report their findings.
M Strawberries?

F Sts do a quiz to check how much they know about W No. The answer is pears. But the good news is pears
contain no fat and a lot of fiber. So, just one point? Now,
what they eat. Paircheck. Play 8.15 to check. Were
do you want something to eat?
there any surprises? How many did they get right? Drill
M Uh, no, thanks. I’m really not hungry.
pronunciation for the words with highlighted letters.

Tip Focus on the photos and elicit / drill the items they can see 1. d 2. b 3. d 4. c 5. a 6. b
(potato chips, lettuce, strawberries, milk, a kiwi, a pear, a knife and
fork, hands). Focus on the title and elicit some answers from sts. G MAKE IT PERSONAL Sts work in pairs. They ask and
answer questions 1-6. Then classcheck for sts to compare
8.15 Notice the /K/ sound. their answers.
W= woman M = man
Tip Add in some locally relevant questions on the board too.
W OK, number 1. What do you think?
How many vacation days do you take during (Carnival)? How
M Chocolate?
much money do you usually spend? How much do you eat /
W Yep. Chocolate has one hundred and forty-five calories drink / dance?, etc.
per hundred grams. The healthy option is potato—only
seventy-six calories. Next?
M Tea?… Or coffee?
W No, you don’t know much about food. Tea and coffee can Workbook p. 42
help hydrate you. Alcohol dehydrates the body, so the ID Online Portal
answer is wine. Sorry! Question three? Grammar p. 132

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Are you hungry? / What would you like for lunch?
Lesson Aims: Sts learn to scan a menu, make requests and order food in a restaurant, then do a restaurant role-play.
Function
Lesson 8.5
Reading a menu.
Choosing dishes from a menu.
Ordering and serving a meal.
Vocabulary: Dishes and drinks in a restaurant. Fruit and vegetables. Meals, starters, salads, the main course, desserts,
beverages, the check / bill, decaf coffee, chamomile tea.
Grammar: Polite requests with Can I have, I’d like, I’ll have.
WB Song Line: “I am sitting in the morning at the diner. I am waiting at the counter for the man to pour the coffee.”
Warm-up Find someone who. Write the prompts below on the
board or print them out before class and hand out copies to sts.
Elicit the questions sts will need to ask for the activity and have
them stand up and talk to as many classmates as possible.
Find someone who…
1) … eats out everyday.
2) … loves Japanese food.
3) … is vegetarian.
4) … never has salads.
5) … had dinner at a special restaurant last weekend.
6) … cooked dinner last night.
7) … prefers fruit juice to soda.
Skills: Scanning a menu
A Get some feedback on what they have managed to learn.
Ask the lesson title question and see what they say. Focus on
the photos. Elicit all the food items they can see (fish, sauce,
lettuce / salad, fruit salad, etc ). Ask: What’s the name of the
restaurant? (Top Toppings) Does it look good? Now ask Are
you hungry now? to see if anybody has changed their mind.
Sts work in groups of three or four sts. Within their groups,
sts help each other find the answers to questions 1-6 on
the menu. Walk around the classroom and offer help when
necessary. Classcheck. Drill pronunciation as necessary too.
Read World of English with the whole class and elicit
other examples of alliteration sts can find on the menu,
e.g. Seasonal Salad, Fish Fillet, Special Steak, Chopped
Chicken, Going Green.
Cultural note Explain to sts that “alliteration” is a repetition
of (the same) sound(s), usually in the first syllables of a group
of words in a phrase. It is widely used in literature, especially
poetry, and is often employed by companies as well, e.g.
Dunkin’ Donuts, PayPal, Coca-Cola.
1. The orange symbol shows low-calorie dishes and the
green symbol shows vegetarian dishes. 2. There are three
non-vegetarian dishes. 3. The starters are either soup or
salad. 4. There are three main courses and three desserts.
5. The names of the dishes are alliterative. 6. (1) Fish Fillet
US$31.49, (2) Going Green US$8.95, (3) Seasonal Salad
English ID TCH 21x29.3 Int.indd 129
8.5
Language
Salads. Going Green: lettuce and spinach topped with the best
salad dressing in L.A.
Chocolate Chunk: Chocolate cake with chocolate ice cream
and fresh cream.
For my starter, I’m having the soup.
Can I have the Chopped Chicken, please?
I’d like a can of soda, please.
Would you like to order the main course now?
US$7.45, (4) Pasta Pomodoro US$20.29, (5) Chopped
Chicken US$6.75, (6) Annie’s Apple US$4.99, (7) Special
Steak US$42.65, (8) Chocolate Chunk US$5.99, (9) Totally
Tomato US$6.29.
B Sts listen to an ad for Top Toppings. Play 8.16.
Sts listen and check which four dishes on the menu
in A are mentioned. Paircheck. Classcheck. Use the AS
8.16 on p. 164 to clear up any doubts. Did they like
the ad / find it convincing? Would they like to go to Top
Toppings this weekend?
8.16 Notice the alliterations.
This is Wonderful Weekend at Top Toppings! Special savings
on our fabulous favorites!
Our special starter is the Chopped Chicken: a nice salad made
with fresh lettuce and tomato. Topped with grilled chicken.
This week we offer you two choices from our marvelous main
courses: Fish Fillet, our delicious grilled salmon in orange
sauce and sautéed potatoes. Or the Special Steak, succulent
½ pound barbecued steak topped with a light cream and
pepper sauce. Finally, there’s nothing like a light, refreshing
dessert: our Seasonal Salad, which includes strawberry,
mango, melon, grapes and kiwi topped with fresh fruit juice.
All for a fixed price! Come to Top Toppings and check it out!
Chopped Chicken, Fish Fillet, Special Steak, Seasonal Salad
C Sts re-read the menu in A for specific information. In
pairs, they decide whether sentences 1-6 are true (T), false
(F) or the information is not in text (N). Ask them to justify
the false ones with evidence from the text. Classcheck
with answers on the board.
1. F 2. F 3. F 4. T 5. T 6. N
D MAKE IT PERSONAL Say: Imagine you’re at Top Toppings
restaurant. What are you ordering? Ask sts to choose
one option under each heading (starters, main courses,
desserts) following the example. In pairs, sts tell each other
their choices. Model their dialogs with Present Continuous
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 8.5
sentences, e.g. “For my main course, I’m having the Fish
8.18
Fillet.” How many of them order exactly the same meal?
Ser OK. How are your starters?
Sa Great, thanks.
in Action: Ordering food Ser Would you like to order your main course now?
Sa Yes, please. I’d like the Pasta Pomodoro, please.
A Ask: What do you remember about Jeff and Sandra? Then
Ser OK. And you, sir?
say: Guess where they are today. (Top Toppings) Point to
J I’ll have the Special Steak, please.
the palmtop on the right and briefly read what customers
Ser Sure. Any drinks with your meal?
might order for starters (tomato soup, onion soup, etc.) and
J We’re fine with water, thanks.
salads (potato, spinach, etc.). If they enjoyed Sandra and
Sa No, I’ll have a soda, please.
Jeff, get them to predict what each of them might eat first.
Say: Now imagine you’re the server. Listen to Jeff and Sandra
Ser OK. Just a moment, please.
and check what they order for starters and salads. Play 8.17.
Paircheck. Classcheck. (6) I’ll have the Special Steak, please. (8) We’re fine with
water, thanks. (2) Great, thanks. (4) I’d like the Pasta
8.17 Notice the /ǹ/ and /L/ sounds. Pomodoro, please. (9) No, I’ll have a soda, please. (5) OK.
Ser = server J = Jeff Sa = Sandra And you, sir? (7) Sure. Any drinks with your meal? (10) OK.
Ser Hi, my name’s Melissa, your server today. Are you ready Just a moment, please. (1) OK. How are your starters?
to order? (3) Would you like to order your main course now?
J Yes, please.
Ser What would you like as a starter? C Focus on the Hot drinks and Desserts list on the second
J I’ll have the tomato soup, please. tablet. Elicit and drill pronunciation as necessary. Sts
listen to part three of the dialog and check the drinks and
Ser OK. With croutons and Parmesan cheese?
desserts they order. Paircheck. Classcheck. What is the last
Sa No cheese, please. thing they order? (the check).
Ser OK. How about you, madam? What would you like?
Highlight the difference between I like and I’d like in the
Sa What is in the chicken salad?
5 box. Ask: Why does Jeff panic? (He thinks she’s going
Ser The Chopped Chicken salad is lettuce, green peppers, to break her diet again.) Does she? (No, it’s a sugar free
red peppers and tomato. It comes with sliced chicken. ice cream.) Do you think her diet is going to work at last?
Sa Can I have only the salad, and no chicken, please? (probably / possibly / who knows!)
J You and your diet…
Sa Shush, Jeff! 8.19 Notice the final sound in these words /V/ and the
J Sorry. connecting sounds.
Ser Uh, certainly, madam. Ser = server J = Jeff Sa = Sandra
J Excuse me, miss?
Ser Yes, sir?
Jeff wants the tomato soup with croutons, but no cheese.
J Can I have some decaf coffee, please?
Sandra wants the mixed salad: lettuce, green peppers, red
Ser OK. And you, madam? What would you like to drink?
peppers and tomato, but no chicken.
Sa I’d like some tea, please. What kind of tea do you have?
Ser Lemon and chamomile.
B Play 8.18 for sts to order part two of the dialog Sa I’ll have some chamomile tea, then, please.
1-10. Play the track once again if necessary for them to Ser Anything else?
complete. Paircheck. Classcheck with answers on the J No, that’s all, thanks.
board. Highlight the three ways to order. Ask: Do you say Sa Uh, actually, I’d like some dessert.
please and thank you a lot in your language too? J Sandra? No!!
Sa Jeff, relax. Can I have a bowl of sugar-free vanilla
Tip Read World of English with sts and do a quick ice cream, please?
substitution drill: J Phew—for a moment there I was afraid, hon! Oh,
T Can I have the soup, please? and excuse me again, miss. Can you bring us the check,
Sts Can I have the soup, please? too, please?
T I’d like. I’d like the soup, please.
Sts I’d like the soup, please.
Decaf coffee, chamomile tea, and sugar-free vanilla
T I’ll have.
ice cream
Sts I’ll have the soup, please.
T The Chocolate Chunk.
Sts I’ll have the Chocolate Chunk, please. D MAKE IT PERSONAL In groups of three or four, one student

T Can I have. is the server and the others order a meal (friends at the same
table). Sts role-play the full meal, that is, in four stages: 1) order
Sts Can I have the Chocolate Chunk, please?
starters and drinks; 2) then the main course; 3) the dessert;
T I’d like.
4) and finally the bill. Monitor closely for accuracy. Have one or
Sts I’d like the Chocolate Chunk, please.
two groups act out their conversations for the whole class.

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 8.5
Tip To add fun, it is probably best to be the server yourself
first to briskly / humorously show sts what to do and then to
move quickly through the different stages. Workbook p. 43
Phrase Bank p. 68
Extra writing Sts could write up their own version of the ID Online Portal
complete restaurant role-play at a restaurant of their choice. ID Café Video p. 145
See if they can get an English version of the menu, e.g. online,
so they learn a few more words as they do so.

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 Review 5
Units 7-8
Grammar and Vocabulary
A Picture Dictionary. Pairwork. Sts test each other and
review the main vocabulary items learned in units 7 and 8.
There are some possible techniques mentioned on p. 12 of
the introduction section on how to work with the Picture
Dictionary in order to review vocabulary. You can select
whichever of these best suit the needs of your class.
Pages 74-75 10 verb phrases
Page 77 Ms. Riggs’ story
Page 83 5 favors
Page 84 22 food items
Pages 86-87 10 food portions
Page 155 16 picture words for rows 3 & 4 of consonants
B MAKE IT PERSONAL If possible, bring a photo of Gnarls
Barkley and Radiohead to elicit their previous knowledge
and opinions before this exercise. Individually, sts
complete stories 1 and 2 with the past forms of the verbs
given. Paircheck. Classcheck with answers on the board.
Ask the class: Do you know any similar stories?
Story 1
I love Gnarls Barkley, so when I read about a writing competition
to win tickets for his show I was really excited. I wrote about how
his songs make me happy or sad and I sent the letter. I didn’t
think about it anymore, but imagine my surprise when, two
weeks later, a letter arrived. I couldn’t believe it! I won two tickets
to their show. I took my sister and we had a really good time.
Story 2
I saw Radiohead about two years ago when they visited my
city, and the best thing was—I had a VIP pass! The band came
on and they started with “Bloom” from their new album. Not
everybody knew the words, but I did and sang really loudly.
They finished with an old song—“Karma Police.” After the
show, I went backstage and met the band. They were fantastic.
C Elicit what the “Died at 27 Club” is. Tell sts Robert Johnson
and Brian Jones are part of that group of artists who died
at 27. Refer sts back to the photos of both artists on p. 74 or
show them on the IWB. Individually, sts order the questions
about the musicians and write one more. Paircheck.
Tip At the end, have sts ask and answer the questions in pairs.
Who was born on May 8, 1911?
Where was Robert Johnson born?
When was Robert Johnson born?
What did Brian Jones do?
When did he found the Rolling Stones?
Who did he found the Rolling Stones with?
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English ID TCH 21x29.3 Int.indd 132
D Sts listen to Brian Jones’ bio and write everything they
can remember. Paircheck. Play Review Audio 5.1.
Brian Jones formed the Rolling Stones in 1962 and he
gave them their name. He played the guitar and many other
instruments. But he started to have serious drug problems
and left the band in June 1969. The next month he died in
his swimming pool. He was only 27 years old.
E Sts complete the dialog with some or any. Paircheck.
Classcheck with Review Audio 5.2.
Sts role-play the dialog in pairs. Ask sts to practice the
conversation with different food items. At the end, ask two
sts to act out their dialog for the whole class.
5.2
T = Tina C = Carl
T I’m thirsty. Is there any juice in the fridge?
C No, we didn’t buy any juice this week. But, look, there are
some oranges. Do you want me to make you some juice?
T Yes, thanks. Uh, and did we buy any cookies?
C No, but there are still some cookies in the cabinet.
T Nice!
Tina I’m thirsty. Is there any juice in the fridge?
Carl No, we didn’t buy any juice this week. But, look, there are
some oranges. Do you want me to make you some juice?
Tina Yes, thanks. Uh, and did we buy any cookies?
Carl No, but there are still some cookies in the cabinet.
Tina Nice!
F Explore the topic with your sts and ask: Do you like doing
homework? What type of homework do you enjoy? What type
you don’t enjoy? How much homework is the right amount for
you? Sts circle the correct options. Paircheck. Classcheck.
Tip Swap partners. Get sts to practice the dialog in pairs.
Dan Do we have a lot of homework for next class?
Lee No, just a little.
Dan How many exercises?
Lee I’m not sure, Dan. Only a few. Why do you ask?
Dan I have a party tonight and a lot of my friends are going,
so I don’t have much time for homework!
G Point to Common Mistakes and tell sts it is their turn now
to correct the sentences. Draw sts’ attention to the number
of mistakes between parentheses.
In pairs, sts correct sentences 1-10. Whenever sts are
uncertain, encourage them to flip back through p. 74-93
and check their answers in units 7 and 8. Classcheck with
answers on the board.
4/10/13 9:59 AM

1. I finished school when I was eighteen.
2. Kurt was born in ’67. He wasn’t born in NY.
3. Amy got married to Blake but the marriage didn’t last long.
4. What did Ms. Riggs see on her trip?
5. How did she get to Cappadocia?
6. What happened to her there?
7. Who did she travel with?
8. Could you open the door for me?
9. Sandra ate some / a little bread and some / a little yogurt.
10. You look tired. Do you want some coffee? (offer)
Skills Practice
A Books closed. Sts will listen to Ms. Lane’s interview
again (p. 77.) Tell them: When I pause the audio, you need to
predict the next sentence. Play 7.3 and pause after two or
three sentences and elicit from the whole class what the
next sentence is. Carry on playing the track and pausing
every two or three lines, but have sts whisper the next
sentence to each other in pairs before you classcheck. Do
the same for 8.14 on p. 90.
This is a good technique to suggest for homework when
they listen again to anything, or can be a really effective
way to talk to a class yourself, pausing before words that
you think they will be able to guess, or even mid-word for
them to finish the sentence for you.
B Focus on the photo. Ask sts: What do you think of Elvis
Presley? Do you like him? Which songs do you know? Write
one or two of his famous song lines on the board to see if
anybody recognizes or can sing them. In pairs, sts circle
their guesses for sentences 1-4. Elicit their answers but do
not correct them. Tell sts to briefly read the text in C to
check guesses. Classcheck.
1. Elvis died at the age of 42.
2. Elvis was born in Tupelo.
3. Elvis was in the army.
4. He started singing in 1954.
C Individually, sts order the paragraphs 1-4. Paircheck.
Play Review Audio 5.3 so sts can check the right order.
5.3
Elvis Presley was born in Tupelo, Mississippi, on January
8, 1935. His family moved to Tennessee in 1948, and Elvis
finished high school there in 1953.
He started singing in Memphis in 1954. By 1956, he was an
international success. His style was a combination of many
musical influences, and his dance moves shocked parents
and attracted young people all over the world.
He was a celebrity, but that didn’t stop him from joining the
military in 1958. Elvis went to Germany for 18 months with
the army, and there he met Priscilla in 1959. She moved to
the United States to be with him, but they only got married in
1967. Their marriage didn’t last very long: they got divorced in
1972, when their daughter, Lisa Marie, was only 4 years old.
English ID TCH 21x29.3 Int.indd 133
R5
Elvis acted in 33 movies, sold over one billion albums and won
four Grammy awards. His talent and charisma captivated
audiences around the globe, but he wasn’t a happy man. Elvis
was addicted to food and ate around 100,000 calories per
day! Elvis died at the young age of 42 at his Memphis home,
Graceland, on August 16, 1977, after years of drug abuse and
a terrible diet.
(4) Elvis acted in 33 movies…
(1) Elvis Presley was born in…
(3) He was a celebrity, but…
(2) He started singing in…
D Sts will hear five sentences about Elvis Presley. Tell them to
write T (true) or F (false) based on the text in C. Classcheck.
5.4
1 Elvis was originally from Tennessee.
2 Some parents didn’t like Elvis’ dancing.
3 Elvis met his wife in the United States.
4 Priscilla and Elvis had no children.
5 Elvis had a healthy diet.
1. F 2. T 3. F 4. F 5. F
E Swap partners. Assign roles A and B. St A covers table
2. St B covers table 1. In pairs, sts ask each other How
many / How much…? questions in order to complete their
tables. Refer sts to the model dialog in the speech bubbles.
Monitor closely for accuracy. At the end, sts uncover tables
to check their answers. Ask: What do you think of his diet?
How many:
bananas did he eat? 4
snacks did he eat? 8
hamburgers did he eat? 5
How much:
bread did he eat? 2 kg
bacon did he eat? 500 g
peanut butter did he eat? 600 g
strawberry jam did he eat? 800 g
F Swap partners. Assign roles A and B. Have sts read the
instructions for their roles. Classcheck if they understand
what they have to do and ask them to use phrases from
the restaurant dialog on p. 93. Monitor closely and help sts,
if necessary. At the end, ask a pair of sts to act out their
dialog for the whole class.
G MAKE IT PERSONAL Question time. Sts look at the
Language Map on p. 4-7 and take turns asking and
answering the lesson titles from units 7 and 8. Monitor
closely for accuracy and encourage sts to ask follow-up
questions when suitable. Sts can make use of recordings
and the other suggestions made earlier in the TB notes
for this exercise. At the end, ask them how they felt
performing the task: Do you feel comfortable with all of the
questions? Which ones are easy? Which ones are difficult?
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 9
Unit overview: The main topics of unit 9 are means of transportation, more jobs, be + going to and Present Continuous for plans
and future arrangements, as well as common requests (for permission). These are presented through the contexts of people
talking about how they got / went to the music festival venue, how sts commute to and from places, listening / reading about
plans and life changes, and about jobs which are likely to be in high demand in the future.

How did you get here today?

Lesson Aims: Sts learn to talk about how they get to places. Sts also learn to talk about a range of occupations.

Function Language
Lesson 9.1

Listening / Talking about how people got to a music festival. By car. I drove.
How did she get there?
By bike.
That’s right. She cycled.
Talking about how you get / got to various places. What’s the best way for you to get to your usual supermarket?
How did you get here today?
Listening / Talking about jobs / occupations. What do you do?
I’m a cook.
I’m the manager in a restaurant.
Vocabulary: Means of Transportation. Occupations.
Grammar: How do / did you get to…? By boat, by car, on foot, etc. What do you do? questions. Suffixes -er, -ian, -ist in occupations.

Warm-up In pairs, sts take turns asking and answering the title
questions from unit 8 (“What do you have in your fridge?”, “Are
you on a diet at the moment?”, etc.). Encourage sts to expand
on the topic / give more details when appropriate, e.g. “Yes, I
am (on a diet). I can’t eat sweets or junk food for a month!” For
a change, get them to look forward and ask the title questions
in this unit too, to see what they can say and build motivation
for this penultimate unit.
1 Vocabulary: Transportation
A Books open. To set / introduce the context of transportation,
read the lesson Song line at the top of p. 97 with sts and elicit
the name of the song / singer.
Paircheck. Classcheck and drill the pronunciation of all
phrases in the first column. Elicit which two verbs have
the same vowel sound (drove / rode).
Point again to photos 1-12 and help sts find the right match
for each of the phrases in the second column in A. Drill
pronunciation. Play 9.1 for sts to listen to the people in
photos 1-12 talk about how they got to the NYC Music
Festival. Use photo 8 to teach the meaning of crew.
Read World of English and elicit any other phrases they
know with get. Then, sts move on to practice 1B.
Tip To emphasize the use of get in the question but not the
answer, invent some additional common mistakes for sts to
correct with you on the board, e.g. How did you get to school?
I got by car. (I came by car.)

Song line:
9.1 Notice the word stress.
Oh, I want to get away.
Int Hello and welcome to the NYC music festival! So, how did
I wanna fly away, yeah, yeah, yeah!
you all get here?
Song: “Fly Away”
1 I came by bike. I rode 30 miles.
Artist: Lenny Kravitz (USA)
Year: 1998
2 We took the train.
3 We took the bus.
Ask: Do you know this song / his music / him? Can you sing the 4 I came on foot.
song? Point to photos 1-12 on p. 96 and elicit vocabulary sts 5 By motorcycle.
already know (a car, a bike, a plane, a train, the subway, etc.). 6 One of the bands came by boat!
Ask: What does get away mean? (escape) Tell sts the people in 7 By car. I drove.
photos 1-12 are all going to the same place / event—the New 8 The crews all came by truck!
York City Music Festival. Focus on Common Mistakes on p. 96 9 We came by ferry.
and highlight the use of by + car but on + foot. 10 I flew. I’m from Japan and my plane landed this morning.
11 Most of the bands came by helicopter, I think.
Tip If there is time, use the photos to review Present Continuous + 12 I came by subway.
clothes / actions, e.g. He / She’s wearing / talking / laughing, etc.

Focus on the first column of nouns (which are cognates in (1) by bike (3) by bus (7) by car (11) by helicopter
several languages) and the past tense forms of the verbs (5) by motorcycle (2) by train (6) by boat (9) by ferry
that go with them. Have sts match them to photos 1-12. (4) on foot (10) by plane (12) by subway (8) by truck

134

English ID TCH 21x29.3 Int.indd 134 4/10/13 9:59 AM


B Elicit or briefly drill How did (subject) get there? questions
by pointing to different people / photos on p. 96, e.g. point
to photo 1 and say “She” – How did she get there? Point to
photo 10 (“They”) and elicit the question.
Tip Model the activity with a student:
T (Point to photo 10) How did they get there?
St By plane.
T (Rephrase) That’s right, they flew.
Refer to the speech bubbles in B and make sure sts
understand they also need to rephrase their partner’s
answers by saying That’s right… and, alternatively, use
either the means of transportation or verbs in 1A.
In pairs, sts point to photos 1-12, follow the model and test
each other. Monitor closely for accuracy.
C MAKE IT PERSONAL Swap partners. Draw sts’ attention
to the use of “come (back)” here and “go (back)” there in the
5 box. In pairs, sts interview each other with questions 1
and 2 (a, b, c). Focus on the example in the speech bubble
and another use of “away” from the line “I live (X) km away
(from here).” Ask sts to report their partner’s answers.
Tip With a stronger class, put these phrases on the board
It depends (on the weather). When it rains / it’s very hot, I
It depends how I feel. When I’m tired / in a hurry, I
It depends what day it is. On weekends, I . Marilyn goes by subway.
and get sts to use them and be more adventurous in their
answers to discover greater fluency in themselves. This can
easily be turned into a class survey, e.g. a show of hands to
find out the most popular ways to get to places, the most
popular supermarkets, etc.
2 Listening
A Point to the photos and elicit the occupations of the
four professionals. Provide sts with vocabulary they do not
know and have them write the jobs under each photo using
the words given. Drill pronunciation.
Focus on Common Mistakes . Remind sts “a cooker” is the
British word for “a stove.” Say: A person with no job is
unemployed. Ask: Do you say I’m retired or I’m a retired?
Why? (no article for adjectives)
Jake: a manager Jane: a dentist Ken: a cook
Marilyn: a sales assistant
B Point to Jake in A, ask How do you think he gets to work?
What about Jane? and elicit some guesses from sts. Play
9.2 for sts to fill in the blanks (“Gets there: ”) in
2A. Paircheck. Classcheck with answers on the board. Ask
What else did you hear? to check their perception / what
else they managed to pick up.
9.2
1 Notice the sentence stress and weak forms in the questions.
A Hi, are you…?
B Hi, I’m Jane. Who are you?
A I’m Jake, Marilyn’s brother. How do you do?
English ID TCH 21x29.3 Int.indd 135
9.1
B Oh, nice to meet you. Er… And what do you do, Jake?
A I’m the manager at Margaritas bar in town.
B I don’t know Margaritas. How do you get there?
A I usually take the 14 bus. It takes you right there. What
about you? What’s your… uh… occupation?
B I’m a dentist.
A Oh, really? That’s interesting… And how do you get to work?
B I always drive to work, but there’s so much traffic!
A I know! It’s terrible!! Last week…
2 Notice the final consonants.
C Hi, Marilyn! How are you?
D I’m great, thanks. I’m so happy you’re here, Ken.
C Cool party. And, wow, this is a beautiful house… uh… are
you an interior designer?
D No, but thanks… I’m a sales assistant in a clothing
boutique.
C Oh, really? Which one?
D It’s called Ambience on Church Street. Do you know it?
C Yeah, I cycle to work and I ride past it every day!
D It’s great that you go by bike. I usually take the subway.
And what’s your job?
C I’m a cook in an Italian restaurant.
D Mmmmm… I love Italian food…
.
. Jake goes by bus. Jane goes by car. Ken goes by bicycle.
C In pairs, sts try to remember the answers to questions
1-6 (from the track they’ve just heard). Play 9.2 again so
sts can check their answers / match the questions and
answers. Classcheck with answers on the board. Ask
again: What else did you hear? (The names of the places,
who is flirting with who, etc.)
Read World of English with sts and drill the pronunciation
of the professions in the box. Elicit pronunciation of those
which don’t have the stress in pink (because sts have
already seen them earlier in the book). Elicit some other
professions ending in -er (e.g. teacher, driver), -ian (e.g.
politician, magician) and -ist (e.g. therapist, psychologist).
Ask Do you stress the equivalent suffixes in your language? to
highlight only key differences.
3 5 1 6 2 4
D Sts work in pairs or stand up and mingle with as many
classmates as possible. Ask the class to imagine they
are at a party. Allow some preparation time so sts can
come up with a zany, famous or imaginary character (an
occupation, a name, nationality, etc.). Sts role-play dialogs
similar to the ones in 9.2. At the end, ask sts to tell you
all they can remember about their partner / people they
talked to. Did they flirt with anybody?
Workbook p. 44
ID Online Portal
Grammar p. 134
135
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 9.2
What’s your occupation?
Lesson Aims: Sts learn to talk in some depth about occupations and their good / bad points. Sts also learn to talk about
distances and weight.
Function
Lesson 9.2
Reading / Talking about ways to commute home and to work.
Talking about distances and weight.
Talking about unusual habits / ways to commute to work.
Talking about occupations.
Vocabulary: Commute to work. Jobs. Make money, work long hours, work alone.
Grammar: Countable and Uncountable Nouns. Quantifiers: some in sentences and any in and .
Warm-up Review Present Simple. Have these prompts written
on the board and get sts first to ask you, and then to ask
and answer the questions in pairs. Establish the model, e.g.,
How often do you use elevators? Did you use one yesterday?
Classcheck by asking sts to report their partners answers to
the whole class.
1. How often / use elevators? / use one yesterday?
2. How often / you cycle? / cycle yesterday?
3. How much exercise / you do? / exercise yesterday?
4. What / you do to stay in shape? What / do yesterday?
5. How / you get to work? How / get here today?
3 Reading
A Point to the photo of Dr. Houk and ask sts to cover
the text. In pairs, sts guess the answers to questions 1-4.
Classcheck their predictions. Play 9.3 for sts to (listen
and) read the text and check their answers. Classcheck
with answers on the board.
Tip It’s a good idea to separate the optional listening from
the reading, e.g. sts read first to do 3A then try to guess the
pronunciation of the words with pink letters then listen to
check (without reading), so they can concentrate on one skill
at a time. Remember they can always listen to it again at
home. Sts have access to the audio on Portal. Ask Do you
agree with the doctor’s ideas? and put eight prompts on the
board to help them answer:
running to / from work
running in all weather conditions
running with a bag in his hand
fruit is good for you
vegetables help with the memory
running is a good way to lose weight
use alcohol to remove perspiration
your sweat is clean
Ask sts: Does Dr. Houk carry a bag to work? (yes) How much
does Dr. Houk’s bag weigh? (about 10 pounds) Is it a heavy
bag? Read World of English about weights and measures for
sts to compare pounds (lb) vs. kilos (kg), and also miles
(mi) vs. kilometers (km).
136
English ID TCH 21x29.3 Int.indd 136
Language
He never takes the bus to work.
His bag weighs ten pounds.
He runs eight miles.
My father cycles two kilometers.
I never use elevators.
What does he do?
He’s a computer programmer.
Doctors work long hours and make a lot of money.
What’s your occupation?
What do / don’t you like about your job?
1. a 2. b 3. a (8 miles is a little under 13 km) 4. b
B Sts re-read the text in A and in pairs decide whether
sentences 1-6 are true (T) or false (F). Classcheck.
Encourage sts to justify / correct the false sentences.
Extra writing Sts write a paragraph or two giving their opinion
about Dr. Houk’s means of going to work. Sts can also mention
if they know anyone like him.
1. T 2. F 3. F 4. T 5. T 6. F
C MAKE IT PERSONAL Ask the whole class Do you know
any people, friends or relatives with unusual diets or ways
to get exercise? and encourage personal contributions.
Use the two examples plus some more of your own to
set this up.
4 Vocabulary: Jobs
A Ask sts Do you remember the professions / jobs we
learned last class? and elicit what sts can remember (a cook,
a manager, a dentist, etc.) Focus on photos a-h and elicit
what some of the people do as a profession.
Tip To elicit more language, focus on actions rather than the
occupations, e.g. Say: I’m a teacher. I teach, prepare lessons
and correct tests. Point to e and say: She takes photos.
What about d? (He drives a car.) And b? (She serves food
and drinks on planes.)
Sts match the jobs to photos a-h, then listen to 9.4 to hear
two sts checking the activity to check their own answers.
Paircheck. Replay 9.4 if necessary. Classcheck with
answers on the board. Drill the pronunciation of all jobs.
Tip Get them to sub-vocally echo the pronunciation of
each job as they hear it. Then, in pairs, sts remember and
pronounce the words correctly together. Classcheck then have
sts test each other. In pairs, sts cover the jobs and take turns
pointing to photos a-h and asking “What does he / she do?”,
remembering the jobs.
4/10/13 9:59 AM

9.4
OK. Picture a, the guy is a firefighter. The flight attendant
is picture b. Next, picture c… Yes, he’s a police officer. OK,
picture d… He’s a cab driver. Now look at picture e. What
does she do? She’s a freelance journalist. Next, the guy with
the glasses and the computer in picture f… He’s a computer
programmer. Picture g… She’s a beauty technician. And
finally, the girl in picture h is a personal secretary.
gdfabehc
B Point to the illustration in the center. Tell sts that it’s
an old photo and the teenagers in it are now the adults in
photos a-h. In pairs, sts try to guess which job each person
in the illustration does today. Tell sts they will listen to
Lisa and James talking about their old classmates. Play
9.5 to check their predictions.
9.5 Notice the article a /Ǩ/.
S = Simon J = James
S Look at this old picture of us from school, James! What are
they all doing now?
J Well, I’m a cab driver.
S Yes, you always loved driving!
J And Valerie is a beauty technician. She does make-up,
hair, you know—she loves it.
S And Marcos is a firefighter. He was so strong in high school.
J I know. What about Kristina? What does she do?
S She’s a flight attendant. She loves to travel!
J And I heard that Lisa is a journalist.
S Really? Well, she was a good writer in high school.
J What about Larry? Do you know anything about him?
S Yes! He’s a police officer!
J Wow, and Jane?
S She’s a personal secretary to a singer! You know how she
loves to organize people!
J Yeah! That’s Jane! Nice job!
S I know—and I’m a computer programmer.
James is a cab driver, Valerie is a beauty technician,
Marcos is a firefighter, Kristina is a flight attendant, Lisa
is a freelance journalist, Larry is a police officer, Jane is a
personal secretary, Simon is a computer programmer.
C In pairs, sts answer questions 1-5 about the jobs in 4A.
Tip Encourage sts to give examples and express as much as they
can without over-correcting so they feel some degree of fluency.
English ID TCH 21x29.3 Int.indd 137
9.2
At the end, they need to tell you / the whole class which
job in A they think is the best one and why. Read
Common Mistakes with the whole class. Highlight
the anticipated errors to avoid them (e.g. win is for
competitions, don’t forget articles with jobs, use at + the
name of the institution where you work). Check if sts agree
with the sentences in the box: “Doctors make / earn a lot
of money.” Ask: Which jobs make a lot of money nowadays?
Read the second sentence, “I’m a student…”, and remind
sts of the use of the indefinite article before professions,
e.g. I’m a doctor, an engineer.
Have sts read the lesson Song line at the top of p. 99.
Check if they recognize the song / singer / band. Ask Do
you know this song? Do you know the artist? Where does
she (woman from the song line) work? (in an office) What do
you think she does? / What’s her occupation? Do you think
she likes her job? Would you like to work in an office with
lots of people? and encourage sts to guess the job based
on the phrase “office where the papers grow.” (Accept
sts’ suggestions of jobs which involve a great amount of
paperwork: she could be an accountant, a secretary, a
lawyer, etc.)
Song line:
At the office where the papers grow,
she takes a break, drinks another coffee
and she finds it hard to stay awake.
Song: “Another Day”
Artist: Paul McCartney & Wings (UK)
Year: 1971
D MAKE IT PERSONAL Swap partners. In pairs, sts ask
each other the three questions in D.
Tip With a young or unemployed class, get them to talk about
the jobs of their family members.
Monitor closely for accuracy. Have sts report their
partner’s answers to the whole class.
Extra writing If time allows, sts can write their example
answer. Then collect and mix them up, read them to the class
to see if they can guess who wrote them.
Workbook p. 45
ID Online Portal
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 9.3
Where are you going to be in 2022?
Lesson Aims: Sts learn to use all forms of going to to talk about plans intentions and predictions.
Function
Lesson 9.3
Listening / Talking about future plans and predictions.
Asking and answering questions about future plans.
Reading an online forum about future plans and predictions.
Vocabulary: Grad school, psychologist, veterinarian. Buildings, education, politics, space travel, population, business.
Grammar: (Be) going to , and .
Warm-up Get sts to work in small groups and talk about
their friends’ and close relatives’ professions. Write
What / your father do? on the board and elicit the question
(What does your father do?). Write prompts on the board for
sts to ask and answer questions about (your mother / father /
brother / sister / best friend / husband / wife / boyfriend /
girlfriend / son / daughter). Tell them each student has
to ask at least four questions and should remember their
partners’ answers. Classcheck.
Stronger classes Encourage sts to ask follow-up questions:
Does he like his job? Does he work long hours? Does he make
a lot of money?
5 Listening
A Books open to p. 100. Focus on the photo. Introduce
Kelly and Michael. They are discussing their plans for the
future. Get sts to describe the two people’s clothes, age and
guess what they are saying / thinking. Tell sts to listen and
complete the chart. Play 9.6. Get them to spell the jobs in
English. Paircheck. Classcheck.
Go to AS 9.6 on p. 165 and do the AS task with sts. Notice
the difference between going to and gonna. Then, have sts
read the Song line on p. 101.
Song line:
I’ve got a feeling that tonight’s gonna be a good
night.
Song: “I Gotta Feeling”
Band: The Black Eyed Peas (USA)
Year: 2009
Have sts read World of English on p. 100 and elicit other
examples of famous songs with “gonna” or “going to”
(Lenny Kravitz: “Are you gonna go my way?”, Bob Marley:
“Every little thing’s gonna be alright,” etc.).
9.6 Notice the going to / gonna phrases.
K = Kelly M = Michael
K What are you going to do when you finish school, Michael?
M Well, first I’m gonna go to grad school and then I’m gonna
be a financial advisor.
K Really? Why? That sounds boring.
138
English ID TCH 21x29.3 Int.indd 138
Language
I’m going to go to grad school.
We’re going to be very rich.
What are you going to do this evening?
How are you going to celebrate your next birthday?
We’re all going to live on the moon.
I’m going to be a space pilot.
M Well, you can make a lot of money as a financial advisor.
K I see!
M But seriously, you get to help people and you can be your
own boss.
K That’s cool. Your parents are going to be happy. You can
give them financial advice.
M What about you?
K Promise not to laugh if I tell you?
M Of course not. C’mon, tell me. What are you gonna do?
K I’m going to be a pet psychologist!
M What? How?
K Stop laughing! You promised not to laugh!
M Sorry!
K Yeah, I’m going to go to grad school and study psychology
and I’m going to get a certificate in animal behavior and
then be a pet psychologist. It’s not going to be easy, but it’s
what I want.
M That’s great! But, uh, why, why do you want to be a pet
psychologist?
K Well, first because I love animals, but I don’t want to be a
veterinarian. I wanna work with animals. It’s going to be fun
and I’m gonna meet lots of people and I’m going to make
people happy.
M Sounds good. But your parents are not gonna be happy!…
K I know, but we’re both going to be rich!
M That’s true! OK… tell me what that dog is thinking.
K Don’t be ridiculous!
Kelly wants to be a pet psychologist and Michael wants to
be a financial advisor. They both need to go to grad school.
B Point to sentences 1-8 and ask sts to try to remember who
said each line, Michael or Kelly. Replay 9.6 for sts to check
their guesses. Classcheck with answers on the board. In pairs,
sts ask each other “Which job do you prefer? Why?”. Have sts
report their partner’s opinions to the whole class.
1. K 2. M 3. M 4. M 5. K 6. K 7. K 8. M
6 Grammar: (Be) going to
A Get sts to study the Grammar box and Common Mistakes .
Write I’m going to be very rich. Ask Is it about the present? Is
it about the future? and elicit the negative and interrogative
forms of the same sentence. Write them on the board. I’m
4/10/13 9:59 AM

not going to be very rich. Are you going to be very rich? Elicit
the short answers to the question. Yes, I am. No, I’m not. I
hope so! Ask sts to write their own true example sentences
( and ) and prepare one Are you going to (verb)…? question
to ask a partner. Monitor closely for accuracy and help
whenever needed.
Extra activity Get sts to read out their sentences to the class.
Sts should shout out “Bingo” if they have exactly the same one.
Then, in pairs, they should ask and answer their questions.
B Play 9.6 again for sts to fill in the blanks in sentences
1-8. Paircheck. Classcheck with answers on the board.
Tip Since sts have now studied the grammar, heard this at
least twice and read the AS, see if they can do this from
memory to avoid having to play the audio again.
1. I’m going to go to grad school. 2. Your parents are going
to be happy. 3. I’m going to get a certificate in animal
behavior. 4. It’s not going to be easy. 5. It’s going to be fun.
6. I’m going to make people happy. 7. But your parents are
not going to be happy! 8. We’re both going to be rich!
C Read sentence 1 in B with sts, “I’m going to go to
grad school”, and ask: Is this an intention or a prediction?
(intention). Ask the same question about sentence 2
(prediction). In pairs, sts decide whether sentences 3-8 are
intentions or predictions and write I or P in the boxes in
6B. Classcheck with answers on the board.
1. I’m going to go to grad school. (I) 2. Your parents are
going to be happy. (P) 3. I’m going to get a certificate in
animal behavior. (I) 4. It’s not going to be easy. (P) 5. It’s
going to be fun. (P) 6. I’m going to make people happy. (P)
7. But your parents are not going to be happy! (P) 8. We’re
both going to be rich! (P)
D Elicit the correct order of the words for question 1.
Individually, sts unscramble questions 2-4. Paircheck.
Classcheck with answers on the board.
In pairs, sts practice asking and answering questions using
gonna. Monitor closely for accurate answers. Ask them to
find two things in common / similar answers between
them. Sts report the plans they have in common to the
whole class. Fast finishers can invent and ask / answer
more questions of their own.
1. What are you going to do this evening? 2. Are you going to
watch any TV tonight? 3. Are you going to go on vacation next
year? 4. How are you going to celebrate your next birthday?
English ID TCH 21x29.3 Int.indd 139
9.3
7 Reading
A Ask sts: Are you optimistic or pessimistic about the future?
Point to the online forum in A. Sts read and listen to people
talk about their plans and predictions for the future. Focus
on words 1-7 and tell sts they need to identify who talks
about each topic in the forum. Play 9.7 for sts to complete
the task. Paircheck. Classcheck with answers on the board.
Elicit and drill pronunciation of the words with pink letters.
1. buildings / Marco 2. education / Laisa 3. politics /
Javier 4. space travel / Mariana 5. technology / Saul
6. transportation / Margarita 7. video / Chris
B Sts find six going to sentences in the text in A and mark
them as P (predictions) or I (intentions). Paircheck. Classcheck.
What is work going to be like for young people? (P)
“I’m not going to be like my parents. (I) They have a DVD
rental store. I’m going to change the business so that
everything is online.” (I)
“We’re all going to live on the moon (P), so I’m going to be a
space pilot and fly people to the moon and back.” (I)
“We’re not going to educate our kids in the same way in the
future. (P) We’re gonna use video games to teach kids. (P)
I’m gonna be an educational video games designer.” (I)
“Humans are not going to use cars forever. (P) I think we’re
going to be able to teleport pretty soon.” (P)
“I’m not going to work in an office. (I) With new technology
everyone is going to be able to telecommute.” (P)
“Politics is a career that’s not going to change. (P) Even if
you don’t like politicians, this is a safe job and this is what
I’m going to do.” (I)
“Because we can print in 3D now, soon we’re not going to
need construction workers (P) and we’ll be able to ‘print’
new houses. I’m going to work in this business.” (I)
C MAKE IT PERSONAL In pairs, sts take turns agreeing
or disagreeing with the predictions in A. Read the
speech bubbles to model language for the task. Monitor
supportively and hear their ideas. Ask some sts to report
their opinions to the whole class. Use a show of hands to
find out the majority class opinion on each one, especially
any more controversial ones.
Extra writing Sts can write up their opinions on the predicitons
for homework and post them on the class website.
Workbook p. 46
ID Online Portal
Grammar p. 134
139
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 9.4
What are you going to do next year?
Lesson Aims: Sts continue to learn to talk about plans and intentions using going to, and also practice using the Present
Continuous to talk about fixed plans.
Function
Lesson 9.4
Listening and reading about life changes.
Talking about fixed plans and intentions.
Talking about New Year’s resolutions.
Vocabulary: Verbs related to life changes. Leave college, find a partner, get engaged, start a family, move house, lose a job, retire
(from a job).
Grammar: Going to vs. Present Continuous for plans.
Warm-up Recycle Past Simple. In pairs, sts play a
miming game. Sts need to mime three things they did
yesterday for their partner to guess (by saying e.g. You…
watched TV!). Monitor closely for past forms use. At the
end, ask sts: What did (partner’s name) do yesterday?
Fast finishers can make their plans for tomorrow for them to
guess with going to.
8 Vocabulary: Life Changes
A Sts listen to a father, Mr. James, the guy in the
cartoon, talking to his son Alex James (the guy in the
blog photo). Explore the cartoons. What’s Mr. James
doing / wearing / saying in each picture? Focus on
phrases 1-11. Sts need to complete them with one word.
Play 9.8 for sts to do the task. Paircheck. Play 9.8
once again if necessary. Classcheck with answers on the
board. Elicit phrases from the six pictures. If there is
time, do AS task 9.8. Ask: Did he enjoy his life? Do you
think he’s happy now he’s retired? Do you think his son is
going to make the same mistakes?
9.8 Notice three pronunciations of letter o – /ǨX/, /Ǡ/ and
/Ǩ/ (schwa).
Well, Alex, maybe you can learn a few lessons from your
old man. I left college in 1975 before graduating. I couldn’t
wait to get married, so I found a partner immediately and
got engaged after six weeks! I left home and we got married
only a month later. At the same time I started a new job as
a photographer in a photography studio. And we started a
family! But as you know things didn’t work and your mom
and I got divorced when you were five. So I moved. Then I
lost my job, because of digital photography, so I changed
careers and became a computer programmer—boring, but it
paid the bills. I finally retired from my job last week and now
I think it’s time for you to make a few changes in your life—I
don’t want you to make the same mistakes I did.
1. leave college 2. find a partner 3. get engaged
4. leave home 5. get married 6. start a (new) job
7. start a family 8. get divorced 9. move house
10. lose a job 11. retire (from a job)
140
English ID TCH 21x29.3 Int.indd 140
Language
I left college in 1975 before graduating.
I got engaged after six weeks!
I’m going to get a new job soon.
I’m having dinner with a friend tonight.
I’m going to go on a diet on Monday.
Next year, I’m going to move.
B Ask sts: At what age do people usually leave college / get
married in your country? Individually, sts order phrases
1-11 in A according to what they think is the usual
“logical” order in their culture. In pairs, sts compare their
sequences, e.g. “People in (my country / city) usually leave
home when they’re 25.”
Ask one or two sts to report their opinion to the whole class.
9 Reading
A Tell sts the man in the photo is Mr. James’ son, Alex. Do
they look similar? Ask sts to notice changes he’s going to make
after having talked to his father. He mentions eight changes.
Play 9.9 for sts to listen and read the text. Classcheck.
Alex is going to: exercise more, get a new job, go back to
school, learn a new language, move out of his mother’s
house, get an apartment, buy a car, find a new girlfriend.
B Ask sts: Why is Alex going to do more exercise? (He
ate too much over the holidays.) Individually, sts re-read
the text and complete the table in B with Alex’s reasons.
Paircheck. Classcheck. Help with any pronunciation
questions. Then focus on his question and elicit their
opinions of him / his plan.
Sts read the comment written to Alex and elicit other
possible comments to encourage him. Ask sts to write Alex
a blog comment to encourage him. Walk around and read /
help sts with their texts. In groups of four, sts read each
others’ comments and choose the best one to present /
read to the whole class.
Read the lesson Song line at the top of p. 103 with sts. Check
if sts know the song / singer. Focus on the use of gonna.
Song line:
Singing don’t worry about a thing,
’cause every little thing is gonna be alright.
Song: “Three Little Birds”
Artist: Bob Marley (Jamaica)
Year: 1977
Note “Everything is gonna be alright” is not really a prediciton,
it’s just another use of going to, but only point this out if it arises.
4/10/13 9:59 AM

do more exercise he ate too much over the holidays
get a new job he hates his boss / he wants to
be a web designer
go back to school (to) get a bachelor’s degree
get a new girlfriend he is lonely
have dinner with mom to tell her he is moving out
10 Grammar: Going to vs. Present Continuous
for Plans
Individually, sts mark if the sentences (from 9A) in the
Grammar box are in the Present Continuous (PC) or Going
To (GT), and if they mean a fixed plan (FP) or an intention
(I). Paircheck. Classcheck with answers on the board.
Read World of English with the whole class either after the
grammar activity or mid-way through if they find it hard.
Grammar Box – Going to vs. Present Continuous for Plans
Emphasize that going to is the most common way to refer
to the future, the one sts should use when they are not
sure. If they still worry after this, sing them the song line
to make them happy.
a. I’m going to get a new job soon. (GT / I) b. After lunch
I’m going to exercise with my friend, Carl. (GT / FP)
c. Tonight I’m having dinner with my mom. (PC / FP)
A Sts find four more examples of Present Continuous
and eight more of Going To in Alex’s blog in 9A. In pairs,
sts decide whether each example is a fixed plan (FP) or an
intention (I). Classcheck.
Alex’s blog – PC: I’m having dinner with my mom (FP) / I’m
leaving home (I) / Next week I’m talking to a career specialist
(FP) / I’m starting a Chinese class (FP). GT: I’m going to exercise
more (FP) / I’m going to get a new job soon (I) / I’m going to
learn a new language (FP) / I’m also going to move out of my
parent’s house (FP) or (I) / I’m going to buy a new car (FP) / I’m
going to find a new girlfriend (I) / I’m going to exercise with my
friend Carl (FP) / I’m going on a date tomorrow night (FP) / What
are you going to do in the new year? (FP) or (I)
B In pairs, sts discuss if sentences 1-5 are appropriate.
Ask them to correct the wrong ones and justify their
answers. Classcheck.
In pairs, sts say / change sentences 1-5 to make true
sentences about themselves. Their partner should ask
follow-up questions seeking more details too. Exemplify
this yourself by making true sentences and then eliciting
possible follow-up responses. Ask a few sts to tell the
whole class their partner’s sentences.
1. PC or GT 2. PC or GT 3. PC or GT (GT more likely)
4. PC or GT 5. GT
11 Listening
A Elicit what is happening in photos 1-4. Ask: What is /
are he / she / they doing? Sts will hear four phone messages
and match 1-4 to the answers in the second column. Play
9.10. Paircheck. Classcheck with answers on the board. At
the end, ask sts to identify who is who in the photos—ask:
Who’s Carla’s brother? (photo 1) Who are John’s parents?
(photo 2) Who’s Julia? (photo 3) and Who’s Martin? (photo 4).
English ID TCH 21x29.3 Int.indd 141
9.4
9.10 Notice the future verb forms.
1 Hi Ronnie! It’s Carla. My brother’s moving to Paris in July.
He’s going to fly there and he wants me to help him pack
all his stuff. Can you help us too?—it’s going to take us
weeks, but you’re really good at packing. I hope you can!
And I promise to buy you dinner! Thanks. Call me back.
2 Hi, Melissa, it’s John. Listen, you know I told you that
my parents are going to retire in February. Well, they’ve
decided that they’re going to move to a warmer place—so
they’re going to travel through Central and South America,
and I wonder if you could help… I know you lived in Costa
Rica with your parents for a long time. What do you think?
3 Hi, mom! It’s Julia. Umm… Are you sitting down? We have
some big news. Guess what! We’re getting engaged! We’re not
going to get married until we finish school, so don’t panic. So,
umm, call me back when you get this message. Ciao!
4 Hi, Lucy, it’s Martin. I got in! It’s official! Yeah! I’m changing
careers at last. I’m going to study medicine and I’m going
to be a doctor. A doctor! Woohoooo! I just got the news—
they accepted me at the med school. I’m so excited! Call
me back, we need to celebrate. I’m going to be at work all
afternoon, but then I’m going home, so give me a call and
let’s go out! Love you! Yeah!
1. Carla’s brother is going to live in France. 2. John’s parents
are going to move to a warmer place. 3. Julia is going to get
engaged. 4. Martin is going to go back to school.
B Sts listen again to notice the main reason why each
person is calling / leaving a message. Ask them to notice
who the most surprised person is and say why. Paircheck.
Ask: Did you enjoy the activity? Who was easier / harder
to understand? Do the people from the audio remind you of
anybody you know? Classcheck. Do the AS task 9.10 on
p. 166 if there is time.
1. Carla wants Ronnie to help with packing. 2. John wants
Melissa to give him some information. 3. Julia wants to tell
her mom some important news. 4. Martin wants Lucy to go
out with him.
C MAKE IT PERSONAL Write New Year’s Eve on the board and
ask sts: What do you usually do on this date? Do you make any
“promises” / resolutions? Tell them to imagine it is New Year’s
Eve and write a blog post (a paragraph) about the changes
they are going to make in their lives in the New Year.
You might either collect their texts to mark at home or ask
them to read their texts to the whole class.
Tip With a stronger class, or if time is short, do this orally,
with the prompts on the board to help sts.
exercise smoking diet
health alcohol job
study home social life
love family
Workbook p. 47
ID Online Portal
Grammar p. 134
Writing Bank p. 152
141
4/10/13 9:59 AM
 9.5
Would you like to be a nurse? / Do you mind if I borrow your pen?
Lesson Aims: Sts practice looking for connections in an authentic text about the best jobs for the future and learn to use Could
you / Do you mind…? to ask for permission.
Function
Lesson 9.5
Reading about the best jobs in the future.
Listening to people ask for permission.
Asking for, giving and refusing permission.
Vocabulary: Jobs. Areas of work. Bachelor’s (degree), look after (old people), companies, in high demand, buy / sell, lend / borrow.
Grammar: Asking for permission and responding to permission requests.
WB Song line: “Lend me your ears and I’ll sing you a song and I’ll try not to sing out of key. Oh, I get by with a little help from
my friends.”
Warm-up Review or present the final 16 picture words for
the last eight consonant sounds of American English. Tell sts
to turn to p. 154-155, cover the words and, in pairs, sts have
to give the two picture words for each sound for the last two
horizontal lines. Give them a minute or two to see how many
they know / remember. Monitor and praise as necessary.
Then, play the corresponding tracks from the pronunciation
chart section on the Portal. Ask How many did you get
right? and work with sts on their doubts. Elicit the common
sound for each pair of pictures. You can also introduce sts to
the phonetic symbols, if you want. If necessary, use the “To
make these sounds we use” column and show the highlighted
voiced / unvoiced feature. In case of monolingual Spanish or
Portuguese speaking sts, highlight and celebrate those that
are easy for them. Give extra practice for those sounds that
are more difficult.
Tip Fast finishers can review the 16 pairs of picture words
for the other consonant sounds, the vowels and diphthongs
too if you have time. If you think it would benefit them, focus
on, review and explore the different sounds and spelling
relationships for each consonant sound.
Skills: Looking for connections
A Books open to p. 104. In pairs, sts match jobs 1-6 to
the area of work. Play 9.11 for sts to check their answers.
Classcheck with answers on the board. Elicit / Drill the
pronunciation of all jobs. Point to the photos on the page and
ask: Which jobs can you see in the photos? (a civil engineer, a
software developer, a market research analyst, a nurse)
9.11 Notice two pronunciations of letter e – /Ǫ/ and /i:/.
A civil engineer: an engineer that builds public works, for
example, bridges or roads.
A dentist: a person that takes care of other people’s teeth.
A financial advisor: a person that helps people invest their
money.
A market research analyst: a person that studies the reasons
people buy certain products.
142
134a143-U9-TB1-TNC-P7.indd
English ID TCH 21x29.3 Int.indd 142
142
Language
People who know how to use a computer are going to be in
high demand.
Could I take the day off?
Can I borrow some money?
Do you mind if I turn on the air conditioner?
Sure. Go ahead.
Help yourself.
I’d love to but…
A nurse: a person that takes care of sick people.
A software developer: a person that writes computer programs.
1. a civil engineer / bridges and roads 2. a dentist / teeth
3. a financial advisor / money and finance 4. a market
research analyst / what people buy 5. a nurse / health and
medicine 6. a software developer / computers
B Focus on the text title, “The Best Jobs for the Future”,
and elicit what jobs sts think are going to be really
necessary or valued in the future. Sts listen to 9.12 and
read about six jobs which are going to be really important
in ten years time in the USA. Pause after the 1st paragraph.
Elicit what job number 1 is about (a financial advisor).
Play the rest of 9.12 with no pauses this time. Paircheck.
Classcheck. Elicit and drill the pronunciation of the words
with pink letters.
1. a financial advisor 2. a dentist 3. a civil engineer
4. a market research analyst 5. a software developer
6. a nurse
C Get sts to re-read the article and circle the best options
in sentences 1-6. Classcheck. Read World of English with sts
about the use of better and worse in sentence 6. This is a
preview as they will study comparatives in lesson 10.2.
Tip For World of English . For fun get sts to repeat the two
examples with fun intonation, the first like competitive children
and the second like a whining employee. Little tricks like this can
bring any text to life and make it more memorable for sts too.
In pairs, sts agree or disagree with predictions 1-6.
Classcheck.
Write on the board:
completely
I agree / disagreee
I’m not sure
I hope so
I hope not
Maybe / Perhaps
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4/10/13 9:59 AM
 9.5
Tip To make it more personal, ask sts to think carefully about responses they hear. Paircheck. Classcheck. Drill the
each of the six predictions in the text and share their opinions. pronunciation of some of the questions and all the
Focus on the speech bubble and elicit more phrases to (dis)agree. responses in the table. Use Common Mistakes to explain
the difference between borrow and lend. Associate
borrow with taking and lend with giving. To quickly
1. When old people retire they need help with their money.
practice, get sts to ask for permission to use classroom
2. Old people now usually have false teeth. 3. We need to
build roads because of more traffic. 4. Companies want objects with Can I borrow…? / Can you lend me…? first
information about why people buy things. 5. You need a to you and then, in pairs, to each other.
degree or experience to make software. 6. Medicine is better
than it was before. Tip Again vary your intonation and speed to add fun and
energy to this repetition stage, e.g. be happy, sad, angry, tired,
in a hurry, etc.
in Action: Asking for permission
A Point to photos a-d and say: All the people in these photos Asking for permission
Giving
Saying no
are asking for permission (to do something). Point to the permission
phrases and elicit what each person is asking permission Can I ask you That’s fine. No, I’m busy.
to do. E.g. photo c shows a man who wants permission to something? Sure. Go ahead. Maybe next
turn on the A/C (air conditioner). The easiest way for sts to Could I take the time.
Of course. No
express this is by following the example on the page. day off? problem. No, I’m sorry,
Can I borrow the car? Help yourself. you can’t.
B Play 9.13 and ask sts to write 1-4 (dialogs 1-4) next to Could you lend me Not at all. I’m sorry, but…
four of the phrases in A. Paircheck. Classcheck. They then some money? I’m sorry, but
match photos a-d to conversations 1-4 in B, writing a-d in Do you mind if I turn it’s too cold.
the boxes. Classcheck. on the air conditioner?

9.13 Notice the connections.

1
A Argh, do you mind if I turn on the A/C?
D In pairs, sts role-play conversations for pictures 1-4
using the questions and responses from C. Monitor closely
B No, not at all. It’s really warm in here.
for accuracy. Ask some sts to act out their dialogs for the
A Phew, thanks.
whole class. Refer weaker classes to the AS 9.13 on p. 165
2 to help them if necessary.
C I hate to ask this, but could you lend me some money? I
left my money at home and I need to get something to eat.
D I’m sorry, but I don’t have any money with me at the moment. E MAKE IT PERSONAL Focus on the prompts given (a

C Oh, OK, I’ll ask Jeff. Thanks anyway. cookie, a candy, a kiss, etc.) the two example exchanges
(the laptop and the phone). Ask sts to think of something
3
they could ask permission for in the class. Give them some
E Excuse me, Jane. Can I ask you something?
time to plan their requests and then encourage them to
F That’s fine, Len. What is it?
stand up and ask different people for permission. Make
E Could I take the day off tomorrow? I need to take my son to
the doctor. sure sts give appropriate responses.
F Sure. Go ahead!
Tip For mingle activities, set a time limit so sts work quickly
E Thanks, Jane. Phew! That’s great!
and stay on-task. After e.g. four minutes get them to sit
4
down before asking for feedback. Ask: How many positive
G Can I borrow the car, mom?
responses did you get? Who didn’t get any? What was the
H No, I’m sorry, you can’t. I need it this afternoon.
craziest request? And the most common?
G Ooooooh! Why not? You never let me borrow the car…

Phrases in A: 1. to turn on the A/C 2. to borrow some money

3. to take the day off 4. to borrow the car Workbook p. 48
B: 1. c 2. d 3. a 4. b Phrase Bank p. 67-69
ID Online Portal
Grammar p. 134
C Give sts time to read the table before you replay
ID Café Video p. 146
9.13. Sts complete the questions and circle the

143

/13 10:44 AM English ID TCH 21x29.3 Int.indd 143 4/10/13 9:59 AM

 10
Unit overview: The main topics of unit 10 are parts of the body and face, appearance / personality adjectives, comparatives
and superlatives, which are presented and practiced through the contexts of listening to part of a sports science class and
a TV make-up artist, listening to the physical description of suspects given to a police officer, reading an article about an
athlete, and listening to comparisons between twin sisters. Sts also listen to / watch a video about “The New Seven Wonders
of Nature” and practice understanding facts in a quiz, making decisions by choosing a gig they’d like to go to together.

Do you look like your mom?

Lesson Aims: Sts learn parts of the body and face to describe and talk about people’s appearance and to describe suspects to a
police officer. Sts also learn some irregular plural forms.
Lesson 10.1

Function Language
Talking about parts of the body and face. You need your legs and your feet to run.
I really like my ears and nose because they’re not too big and
they’re not too small.
Describing people’s appearance. What does he look like?
He is short and slim. He has long dark hair and brown eyes.
Vocabulary: The body and face (parts). Long dark hair, short fair hair, slim, overweight, average build, average height, short, tall.
Wanted suspects.
Grammar: Irregular plural forms (feet, teeth). What does he / she look like?

Warm-up Have sts ask each other and answer as many
question titles from units 1-9 as they can in about four minutes,
plus a follow-up question to see what they can remember from
the previous units. Monitor closely for accuracy. Ask some sts to
say three answers they had in common or two things they found
interesting about their partner’s answers.
Tip If you are planning to use questions as the basis of an
oral test at the end of this unit, remind sts that this is very
useful test rehearsal time and they should be doing this out of
class (e.g. on the cell phone) to get themselves ready.
1 Vocabulary: The Body and Face
A Books closed. Elicit names of some body parts: point to
your own body (your head, hand, arm, stomach, back, etc.)
and ask: What’s this in English? When they don’t know the
answer, name it and ask sts to repeat after you.
Books open. Explore the photos. Ask: Where are they?
What’s the relationship between them? What are they doing?
Where do you think they’re from? Point to number 1 in the
photo and ask sts: What’s this in English? (head). Point to
the numbered boxes 1-10 and tell sts to write the body
parts from A in the correct boxes in the photos. Paircheck.
Sts listen to a sports science class. Play 10.1 to classcheck
answers. Ask sts to point to the body parts in the photos as
they hear them. Encourage them to look at each other and
compare answers as they do this.
same spelling pattern). They are also picture words in the
Pronunciation Chart on p. 154-155.
Ask: Do you remember any others? (child / children, person /
people, man / men, woman / women). These irregular plural
nouns are the main ones they’ve been exposed to so far.
Read Common Mistakes with sts and clarify any doubts about
fingers vs. toes. Read the Song line at the top of p. 107 and see
if sts can recognize the song / band.
Song line:
I feel it in my fingers,
I feel it in my toes.
The love that’s all around me
and so the feeling grows.
Song: “Love Is All Around”
Band: Troggs* (UK)
Year: 1967
*The song was also recorded by the Scottish band Wet Wet
Wet in 1994, and was soundtrack of the film Four Weddings
and a Funeral.
10.1 Notice the /N /, /J/ and /Ǫ / sounds.
… So the important parts of the body we are going to study
in this course are: 1. the head; 2. the arms; 3. the legs;
4. the chest; 5. the stomach; 6. the back; 7. the hands;
8. the fingers; 9. the feet; 10. the toes. We’re going to look
at how each one is important in sports. Any questions?

Ask: Have any of you attended a sports science class? Elicit
the plural form of “arm.” Say We say 1 (gesture 1 with your
finger) arm and 2… arms. What about hand? 1 hand and
2…? and let sts finish the sentence. Do the same for finger,
leg and toe.
Focus on the 5 box and make them aware of irregular
plurals. The two irregular plurals (both of which follow the
Tip As an extra processing task to help sts think about, feel
and remember the words, you can always add a “find the
common sound” task. For example, write on the board: Find
two / k / sounds, two /J/ sounds, two / / sounds and two /Ǫ/
sounds in the ten body parts. In pairs, sts find the sounds in
the ten body parts, then turn to the AS on p. 166 for the key.
They will also find more examples of /k/ highlighted there too.

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1. the head 2. the arms 3. the legs 4. the chest
5. the stomach 6. the back 7. the hands 8. the fingers
9. the feet 10. the toes
The words back and stomach have a /N /, legs and fingers
have a /J/ sound, back and hand have a /Ǡ/ sound and chest,
legs and head have a /Ǫ/ sound.
B Ask the class: What body parts do you need to think? (head)
What body parts do you need to run? (legs, feet). Point to the
prompts in B. Sts continue answering What do you need to…?
questions 3-8. Classcheck. Expect a variety of answers.
Suggested answers. 1. You need your head to think.
2. You need your legs and feet to run. 3. You need your
arms, hands, feet and legs to swim. 4. You need your legs
and arms to ride a bicycle. 5. You need your feet, legs and
head to play soccer. 6. You need your hands and fingers to
write. 7. You need everything to do yoga. 8. You need your
head to learn English.
Tip Presenting words like this helps sts first focus on listening
and pronunciation before they worry about the written form.
When they then see the written form they are often surprised,
but this can later help them to remember both and prevent
them from imposing a mother-tongue influenced pronunciation
on the word.
C Point to parts of your own face and elicit vocabulary sts
already know and present items they don’t. Have sts repeat
parts of the face after you as you elicit / present them.
Focus on the photo in C and ask: What’s number 5? (nose)
Individually, sts match face parts 1-8 to the words in C. Play
10.2. Paircheck. Any spelling / pronunciation surprises?
Sts check their answers. Classcheck. Ask: Would you like to
do his job?
10.2 Notice /Dǹ/, /DƟ/ and /RƟ/.
Well, my job is to get people ready for the camera. I have to
think about all these things: first, the hair, then the eyes and the
eyebrows, then I quickly check the ears and the nose. Finally
I work on the mouth, and this means working on the lips, and
checking the teeth. I want people to look absolutely perfect!
(4) ears/ǹU]/ (2) eyes/Dǹ]/ (7) lips/OǹSV/
(5) nose/QRș]/ (3) eyebrows/DǹEUDș]/
(1) hair/KǪU/ (6) mouth/PDșˠ/ (8) teeth/WLˠ/
Tip Ask: How many of these items are picture words on
the pronunciation chart? (3. Nose, teeth and lips.)
D Ask: What part do we use to eat? (mouth / teeth). In
pairs, sts match parts of the face 1-8 from C to the verbs
in D. Classcheck.
Eyes: look, see, read Mouth / teeth: eat
Mouth / lips: speak, kiss Ears: listen Nose: smell
English ID TCH 21x29.3 Int.indd 145
10.1
E MAKE IT PERSONAL Swap partners. In pairs, sts talk
about which parts of their faces they like the most / least
and say why. Ask sts to report their partner’s answers.
Round off this section by asking the title question Do you
look like your mother? to see who does / doesn’t. Ask: Do you
look more like your father or your mother? They may want to
say “I have my mother’s eyes, but my father’s nose,” so help
them to do so with correct use of the possessive ’s.
2 Listening
A Focus on the pictures of the suspects. Point to the
word “Wanted” and tell sts the men committed a crime
and the police are looking for them. Point to suspect
1 and say: Look at his hair. Is it long or short? (gesture
long and short). Exemplify dark and fair hair with sts’
hair or famous people’s hair: say Madonna has fair hair.
Angelina Jolie has dark hair. etc. Point to the 4th box of
options (long dark hair / short dark hair / short fair hair)
and ask sts to write 1, 2 or 3, matching suspects to their
description. Repeat procedures for the suspects’ eye
colors and physical shapes.
Tip If technology is available, google images of celebrities
who could be examples of overweight / average build / slim
people. Make use of gestures as well to teach tall / short /
average height. You might ask sts to stand up to see who’s the
shortest and tallest in class to help convey meaning. This will
help to introduce comparatives in lesson 10.2.
Sts write 1, 2 or 3 in all boxes in 2A. Paircheck. Classcheck
with answers on the board. Drill pronunciation for the
first six phrases.
(1) average build (3) overweight (2) slim (1) average height
(2) short (3) tall (3) blue eyes (2) brown eyes (1) green
eyes (1) long dark hair (2) short dark hair (3) short fair hair
B Point to the picture of the suspects in 2A. Sts hear
the descriptions for Adam, Charlie and Mark. Sts listen
to 10.3 and write the names of each suspect below the
correct picture. Paircheck. Classcheck.
10.3 Notice the connecting sounds.
PO = police officer A, B and C = victims
1
PO OK, and what does the suspect look like?
A Well, he’s short and slim. And he said his name was
Charlie, but, well, who knows.
PO Uh-huh? What else do you remember?
A Hmm, uh… He has short dark hair and brown eyes.
PO OK, thank you, madam.
2
PO OK, can you describe the suspect, please? You said his
name was Mark, right? What does he look like?
B Well, he’s tall and a little overweight. Like you!
PO Hmm, right, and what color is his hair?
B Uh, I think he has short fair hair and blue eyes.
Like you. Yes, definitely blue eyes.
PO OK, thank you. Oh, and don’t worry. I’m not Mark.
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 10.1
3 Describe one of the suspects, e.g. say He is tall and overweight.
PO So, the man who took your bag. What did he look like?
C Hmm… he wasn’t tall or short. He was… um, average
height. And he wasn’t fat or slim, he was average build
I think.
PO And can you remember the color of his hair?
C Yeah, he, uh… He had dark hair.
PO Long or short?
C Uh, long dark hair and he had green eyes, I think.
PO OK. I think I know who you mean. That’s Adam. We
know where he lives. Thanks! Let’s go!
1. Adam 2. Charlie 3. Mark
C Focus on Common Mistakes . Write on the board:
1) What does he like?
2) What does he look like?
Elicit possible answers to both questions, e.g. 1) He likes
chocolate, beer, soccer. 2) He is tall and slim. He has
short hair.
Drill the question What does he look like? with prompts he /
she / they / you. Below question 2, write “He is…” and “He
has…” and elicit possible sentences, e.g. “He is tall / short /
average height / overweight, etc.” and “He has short dark
hair and blue eyes.”. Underline the words hair and eyes and
for each of them ask sts: Is it a noun or an adjective? (noun).
Make sure sts understand we use Subject + have + nouns
and Subject + be + adjectives when describing people.
Draw somebody with a single very long hair to illustrate
the other common mistake.
Sts play the game “Spot the suspect!”. Model the activity
with the whole class. Get a student to ask you: “What does
he look like?”.
146
English ID TCH 21x29.3 Int.indd 146
He has short fair hair and blue eyes and ask the student to
point / say which suspect you’re talking about (Mark). In
pairs, sts play the game. Use the example on the page to
set this up and give a further example yourself. Monitor
closely for accuracy. Sts might ask “How does he look?” or
“How does he look like?”. Use Common Mistakes to correct sts.
D MAKE IT PERSONAL Sts play the same guessing game,
but now describing “suspects” in the classroom. Make sure
they start their descriptions with “This person” and not he /
she. Use the example on the page to set this up and give a
further example yourself. One student speaks at a time and
the whole class tries to guess who the suspect / classmate
is. Monitor closely for accuracy.
Tip If working with large groups, split the class in two groups.
Sts play the game within their groups and take turns
describing people either from their group or the other one.
The other members of the group try to guess who is being
described.
Tip For extra practice of parts of the body you can play Body
Parts Bingo at any time. Sts write down six parts of the body,
you call them out randomly until one student gets a “Bingo”.
Extra writing Sts can write a description of themselves, e.g.
for a lonely hearts column and post it on the class website.
Workbook p. 49
ID Online Portal
4/10/13 9:59 AM

Are you like your dad?
Lesson Aims: Sts learn to give better physical description, to use comparatives and to describe / compare people’s appearance
and personality.
Lesson 10.2
Function
Reading about an amazing athlete.
Expressing an opinion about an athlete.
Comparing people’s appearance and personality.
Vocabulary: Recycling descriptions of people’s appearance. Adjectives (active, athletic, courageous, determined, etc.).
Grammar: Comparatives (long and short adjectives).
Warm-up Play a quick “hangman” game with the whole class.
Write seven blanks on the board (one for each letter of the
word “athlete”) and have sts take turns guessing the letters of
the mystery word. When they’ve guessed it, ask them: Who’s
your favorite athlete? Do you like watching sports on TV?
What sports do you play?
3 Reading
A Point to the text title and ask: Who’s the extraordinary
athlete? (sts point to the photo of Kelly Bruno). Ask What’s
her name? and have sts quickly find her name in the text
and complete the information table. Ask When was she
born? (March 23, 1984) and sts complete the field “Date
of birth.” Individually, sts carry on reading and find her
(physical) “Description,” “Hobby” and “Occupation.” Maybe
play 10.4 for them to listen and read the text. Paircheck.
Classcheck with answers on the board.
Tip This page is a good example of what you will find in
but not other courses at this level. There are a lot of words /
expressions in the text and exercises B and C which would
not normally be included in a Level 1 language course,
because they would be too hard for a teacher to deal with
in a multilingual class. However, because we know the
language identity of our target learners, and are aiming
primarily at monolingual classes, we know virtually all of
them are cognates, and easily accessible. There’s no problem
with meaning or needing to translate, so why hide such
words from sts? Once they’ve heard the pronunciation and
have the stress clues for reference, they can begin to use
them immediately, which is very motivating. And, if they do
mispronounce them, another English speaker ought to be
able to understand and help them.
Full name: Kelly Bruno Date of birth: March 23, 1984
Description: tall, slim, long dark hair, brown eyes Hobby:
sports, especially triathlon Occupation: medical student
B Ask What happened to Kelly when she was six months
old? and point to the first event in her timeline in B (part
of her leg was amputated). In pairs, sts re-read the text and
complete Kelly’s timeline with the other events from the text
in A. Play 10.5 for sts to listen to two people talking about the
article and check their answers. Classcheck.
English ID TCH 21x29.3 Int.indd 147
10.2
Language
She was good at sports at school, especially baseball…
I think she’s strong, determined, and heroic. What about you?
Scott is taller than Jake.
Scott is more interesting than Jake.
Jake is happier than Scott.
10.5 Notice the /U/.
A What are you reading?
B It’s an article about a runner with a prosthetic leg.
A Oh, OK. So, what does it say?
B Well, her leg was amputated when she was a baby—only
six months old.
A Oh! That’s terrible. Poor thing!
B I know! But she got a prosthetic leg at nine months old.
A Wow!
B And four months later she started to walk. She’s incredible.
A Oh, my God! My niece is the same age and she can’t even walk!
B But that isn’t everything. In 2008 she actually won the New
York Triathlon. Can you believe it?
A No way! She’s so determined…
B Well, yes, I guess so. Then she started university in 2009—
just like all her friends. But poor her…
A What?
B Her father died in 2010 in the earthquake in Haiti…
A No way!
9 months old: got a prosthetic leg 13 months old: began to
walk 2008: won the New York Triathlon 2009: began her
studies 2010: her father died
C MAKE IT PERSONAL Elicit pronunciation of the pink
stressed words and ask: How many are recognizable from
your language? (earthquake is possibly the most difficult
word for Latin speakers to recognize but you can use the
context of “Haiti” to help.) Focus on the adjectives in C and
drill pronunciation for all of them. Again most words will
be cognates for Latin language speakers. Ask sts to ask each
other in pairs: What do you think of Kelly? Tell them they need
to use three words from the box.
Weaker classes Leave prompts on the board, as follows:
What / you think of Kelly?
I think she’s… What about you?
Round off the activity by asking sts to tell the class what
their partners think of Kelly.
4 Grammar: Comparatives
A For a fun books closed presentation of comparatives,
compare your country with a neighboring one, preferably
one that they historically “don’t like”, e.g. Britain and France,
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 10.2
Brazil and Argentina, etc. Put some adjectives on the board
and get them to make comparisons. Elicit and drill X is
bigger / richer / better at soccer / more important /
more beautiful, etc. Or you can do the same with any pair
of famous actors, musicians, animals, cars, etc. Drill the
sentences they come up with by saying the adjective and
nominating a student to make the comparative sentence.
Focus on the men in photos 1 and 2. Elicit some physical
descriptions (ask: What does he look like? What’s he wearing?
How’s he feeling?). Focus on the six adjectives and ask
sts: What’s the opposite of happy? (sad). Gesture a person
crying / make a sad face and teach them the word. Elicit
the three pairs of opposites. Get sts to match them to the
photos, either 1 or 2. Boring and interesting are obviously
subjective, so they have to listen and check. It’s a fifty-fifty
call so the idea is just to add a bit of fun!
Tip Use the audio itself to set up the situation and build a bit
of tension. Pause after “what to do” and elicit the situation. Ask:
Who are they? (friends) Who has a problem? (Maggie) What is
it? Two guys want to take her out for dinner. Establish that it’s the
two guys in the photos, and make them guess who she chooses.
Tell them they have to listen for the two guys names too. Play the
audio again from the beginning for them to listen to the whole
thing, check their answers and see if they guessed the right guy.
10.6 Notice the schwas /Ǩ/.
M = Maggie S = Steve
M I need some help, Steve.
S What’s up, Maggie?
M Two guys want to take me for dinner on Saturday! And I
don’t know what to do.
S Well, which one do you like better?
M Well, Scott is taller than Jake and you know I usually like
tall men.
S Yes, so go out with Scott!
M But Scott is always so sad. Jake is happier than Scott.
S So, go out with Jake! That’s more important. It doesn’t
matter that he’s shorter.
M I know, but Scott is more interesting than Jake. Jake is a
bit boring.
S Why don’t you go out with both of them? And then see
which one you like more?
M Good idea. I can go to the movies with Jake and then have
dinner with Scott.
S Problem solved!
(2) boring (2) happy (1) interesting (1) sad
(2) short (1) tall
Paircheck then classcheck. Get them to justify their
answers (She said Scott’s taller, so he’s number 1, etc.). Ask:
What did Maggie decide? / Who is she going out with: Scott
or Jake? (She’s going to the movies with Jake and having
dinner with Scott.) Ask: Do you think Maggie made the right
decision? Who would you prefer to date? An interesting, tall,
sad man or a short, happy, boring man?
B Focus on sentences 1-4. Ask What’s she doing?
(Comparing them). Point to the four comparatives in B and
148
English ID TCH 21x29.3 Int.indd 148
ask sts to listen to the track again and complete 1-4 with
what they hear. Ask them to remember Steve’s last line too.
Play 10.6 again. Paircheck. Classcheck with answers on the
board. Make sure sts notice the word than in all phrases.
Language note The last line is Problem solved!, a nice
expression which sts can use from now on. Highlight the silent
“E” and cross it out for them as reference.
1. Scott is taller than Jake. 2. Jake is happier than Scott.
3. It doesn’t matter that he’s shorter than Scott. 4. Scott is
more interesting than Jake.
Read Common Mistakes with sts and ask them: Why can’t
you say “more stronger”? Say: You can say “more interesting”
(point to sentence 4). Write tall, happy, short and interesting
on the board. In pairs, ask them to notice what happened
to the adjectives on the board in the sentences in B, and
match the rules in the Grammar box: Comparatives.
Classcheck with answers on the board.
Tip For immediate practice, show some photos of locally
famous pairs of people, places, cars, soccer teams, etc. for sts
to compare in pairs. E.g. (Robert de Niro) is younger / taller /
richer / fatter / more famous / more interesting / better-looking
/ a worse actor than (Al Pacino).
(d): good £ better; bad £worse (c): use more + adjective
(e): double final consonant + add -er (b): take off -y and
add -er (a): add -er
C In pairs, sts say who would be the best guy for Maggie:
Scott or Jake. Make sure they justify their choices with
comparatives. Tell them to use the adjectives from 4A. Ask
sts to report their partner’s opinion to the whole class.
Now, ask sts to read the Song line at the top of p. 109 and
check if they know the song / artists. Ask sts to find a
comparative adjective in the song line (brighter). What
does “ones” refer to (people) and refer them back to lesson
6.4 if necessary.
Do they like / know the song? Can they sing it? When did
Michael Jackson die? Who else sang the song?
Song line:
We are the world,
we are the children.
We are the ones who make a brighter day,
so let’s start giving.
Song: “We Are the World”
Artist: Michael Jackson / USA for Africa (USA)
Year: 1985
5 Listening
A Point to the photo of twin sisters Zoe and Rebecca and
ask sts: Are they similar? (Yes, they are identical twins.) Can
you see any differences? Who’s Zoe and who’s Rebecca? Let’s
listen to their brother and check. Play 10.7. Classcheck.
4/10/13 9:59 AM

Tip Elicit the question used to ask about appearance and
write it on the board, What does he / she look like? Refer to
lesson 10.2 if necessary. Ask sts to go to AS 10.7 on p. 166
and ask them: Are they talking about Zoe’s and Rebecca’s
appearance or personality? (personality). Ask What question
do you use for personality? and have sts find and underline
two questions in the AS (What’s Zoe like? What’s she like?).
Write the prompts friendly, shy, organized, calm, intelligent
on the board. In pairs, sts take turns asking and answering the
questions: “What are you like?” “What’s your mother / father
/ wife / husband / girl / boyfriend like?”. Monitor closely for
accuracy.
10.7 Notice word stress in the underlined words.
B = Brad L = Louise
B These are my twin sisters, Zoe and Rebecca.
L Wow, Brad! They look identical.
B Yes, but they’re very different.
L What’s Zoe like?
B She’s friendlier than Rebecca and she’s more generous.
She likes to be with other people and she’s always giving
people presents.
L What about Rebecca? What’s she like?
B She’s more timid than Zoe, and she’s calmer. She likes to
be alone, but she’s more intelligent and more organized
than Zoe.
The girl on the left is Rebecca, the other is Zoe.
Tip Tell sts to observe body language in the pictures. If they
have difficulty in identifying who is who, inform them that
crossing your arms is a sign of being shy.
If sts want to have further information, you can read the
following text about body language.
Cultural note Noticing the signals that people send out with their
body is a very useful social skill. Some of us can read it naturally
and some of us are notoriously oblivious to it. Fortunately, with
English ID TCH 21x29.3 Int.indd 149
10.2
a little extra attentiveness, you can learn to read body language,
and with enough practice it’ll become second nature.
People with crossed arms are closing themselves to social
influence. Though some people just cross their arms as a habit, it
may indicate that the person is (slightly) reserved, uncomfortable
with their appearance (i.e.: self-conscious and trying to cover it),
or just trying to hide something on their shirt.
Extracted from: www.wikihow.com/Read-Body-Language
Accessed on November 12th, 2012.
B Sts listen to 10.7 again and complete sentences 1-6
with Z (Zoe) or R (Rebecca). Paircheck. Classcheck with
answers on the board.
Ask sts to close their books. Do a quick repetition drill with
sentences 1-6.
1. Zoe is friendlier than Rebecca. 2. Zoe is more generous
than Rebecca. 3. Rebecca is more timid / shyer than Zoe.
4. Rebecca is calmer than Zoe. 5. Rebecca is more
intelligent than Zoe. 6. Rebecca is more organized than Zoe.
C MAKE IT PERSONAL Point to the lesson title question at
the top of p. 108 and ask sts: Are you like your dad? Have sts
write down a few comparisons between them and someone
in their family. Tell them to use adjectives from 4A. In pairs,
sts tell each other their sentences. Monitor closely for
accuracy. Classcheck by asking sts to remember / tell the
class their partner’s comparisons.
Extra writing Sts can write several minicomparisons about
themselves and other members of their families, both
physically (What does he / she look like?) and about their
personalities (What’s he / she like?).
Workbook p. 50
ID Online Portal
Grammar p. 136
149
4/10/13 9:59 AM
 10.3

What’s the prettiest city you know?

Lesson Aims: Sts continue to learn to describe more aspects of personality. Sts also learn to form and use superlatives.
Lesson 10.3

Function Language
Reading about personality types. I’m (enneagram) type 1. I’m a perfectionist and I’m idealistic.
Describing personality. What are you like?
What’s your mother like?
I’m fun and spontaneous. Sometimes, I’m moody.
She’s critical, calm and very generous.
Taking a quiz. What’s the second most populated city in the world?
Rating items as the best or second best in a given category. Salzburg is the prettiest city in the world.
Mexico City is the second most populated city in the Americas.
I’m the tallest person in my family.
Vocabulary: Personality adjectives (moody, critical, generous, ambitious, solitary, romantic, suspicious, etc.). Enneagram.
Grammar: What’s he / she like? Superlative forms of long and short adjectives.

Warm-up If an E-board and the internet are available, have Type Positive side Negative side
some photos of celebrities displayed on the board, two at a
1 Idealistic Critical of others
time. If not, write a few pairs of celebrities’ names on the
board, e.g. Angelina Jolie vs. (a local celebrity), Tom Cruise 2 Helpful, generous Possessive of friends
vs. Elton John, Kate Middleton vs. Hillary Clinton, etc. Write 3 Ambitious, good at things Can be arrogant
/ Elicit adjectives to describe people, e.g. tall, slim, long
(hair), short, overweight, old, young, beautiful, ugly, attractive, 4 Romantic, understanding, Moody
intelligent. In pairs, sts compare the pairs of people using sympathetic
the adjective given. They can add in more of their own too, 5 Interested in the world Can feel alone at
e.g. personality adjectives from p. 109. Monitor closely for around them, inquisitive times
accuracy. At the end, ask sts to share their comparisons with 6 Loyal, responsible Suspicious
the whole class. Encourage the class to respond / say if they
agree or disagree. 7 Fun, spontaneous, happy Disorganized
8 Strong, want to do Get angry when others
important things for the disagree
6 Reading world
9 Avoids conflict, calm Accept things they
A Books open. Focus on the purple picture / symbol and don’t like
ask sts: What’s the enneagram? Do you like / usually agree
with generalization about personality types, e.g. horoscopes or C Within the same groups, sts ask and answer questions
numerology? Have you heard of or used an enneagram before? to complete the table in B. Refer to the model question in
Sts listen and read the introduction to the text and choose the speech bubble: “What’s the negative side of type 1?”. Set a
the best answer, 1 or 2. Play 10.8—pause after “Here is an time limit of two minutes and try to stick to it.
example of each type.” Paircheck. Classcheck.
Tip The sts asking the questions should cover the texts
An enneagram is a diagram that represents nine and look only at the photos of each type, so they listen to
personality types. each other as they write down the words and imagine the
characteristics the person shows. Make the sts answering
Tip Walk around the classroom to check if sts are on the right and giving the information spell the adjectives to his / her
track, but do not correct answers with the whole class. They’ll partners too so they really are communicating in English.
ask their partners about their findings in 6C Focus on the nine photos. Ask: Do you think they look like
their “enneagram type?”
B Have sts work in trios. Point to personality types 1-9 in
Play 10.9 for sts to check their answers. Ask:
the text in A (numbers are in bold). St A reads types 1-3,
Did you sound similar to these students when you were doing
st B, types 4-6, and st C, types 7-9. In the table in B, each
the activity?
student completes the positive and negative sides of the
three personality types they’ve read about. There is an Tip It may help sts to read AS 10.9 and see if they notice
example done for each of them.
anything there.

Tip Elicit and drill pronunciation of the words with pink letters
as necessary. If you think they can manage it, in trios they 10.9
can then cover the texts and try together to remember the key A Type 1 is a perfectionist. They’re idealistic, but sometimes
words for each type. they’re critical of other people.

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B And what about type 2? What are they like?
A They’re generous people, but they’re also possessive.
B And type 3?
A They’re ambitious, but they can become arrogant. Can you
tell me about type 4? What are they like?
B Type 4. Umm, they’re romantic, but sometimes they can
be moody too.
A What about types 5 and 6?
B Type 5 people are solitary and they try to understand the
world, but sometimes they feel depressed. That’s type 5.
Type 6 people are loyal and responsible, but also suspicious.
A OK, the last three. Type 7 people are spontaneous, happy
and fun. But they are very disorganized.
B Yes, and type 8 people are strong and try to do important
things. The bad side is that they get angry.
A And the last one, type 9. They are calm and avoid conflict.
The negative side is that they accept things they don’t like.
D MAKE IT PERSONAL In pairs, sts take turns describing
their personality with adjectives from this lesson and also
lesson 10.2. Ask sts to find three differences between them
and write down three comparative sentences, e.g. “(Juan)
is more idealistic than me.”. At the end, ask some sts to
read their sentences to the whole class and ask: Which
personality type are you and your partner? Finally return
to your original question Do you believe in the enneagram
system? to see if anybody else is convinced now.
Extra writing Sts can write a short description of their own
personality type and say which enneagram type is most similar
to their personality.
7 Grammar: Superlatives
A Books open. Point to photos a-e and tell sts there’s a
corresponding question for each photo in the quiz. In pairs, sts
match the questions to the photos. Ask sts: What’s the highest
mountain in the world? Gesture tall / very high mountain
(sts should say “Mount Everest”). Ask: What about the second
highest? (gesture 2nd). Refer to the quiz title and introduction
and make sure they understand the quiz is about second
places, not first. In pairs, sts do the quiz. Play 10.10 for them
to check their answers. Were there any surprises?
Cultural note
Rank City Country Population Year
1 São Paulo Brazil 11,316,149 2010
2 Mexico City Mexico 8,851,080 2010
3 New York City United States 8,175,133 2010
Extracted from:
1: www.ibge.gov.br/home/estatistica/populacao/censo2010/
tabelas_pdf/total_populacao_sao_paulo.pdf
2: www3.inegi.org.mx/sistemas/mexicocifras/default.
aspx?src=487&e=9
3: http://factfinder2.census.gov/faces/tableservices/jsf/
pages/productview.xhtml?pid=DEC_10_PL_GCTPL2.
ST13&prodType=table
Accessed on March 20th, 2013.
English ID TCH 21x29.3 Int.indd 151
10.3
These statistics are based on the figures for the city proper.
If urban agglomeration statistics are used then Mexico has
the top three biggest cities in the Americas. Extracted from:
http://data.un.org/Data.aspx?d=POP&f=tableCode:240
Accessed on March 20th, 2013.
Tip It is important to tell sts that the photos do not correspond
to the answers of the quiz. The photos show the first in each
category. The quiz is about the second in each category.
Read sentence a in the Grammar box. Ask if sts agree or
disagree with the sentences, e.g. “I disagree. I think Rio
de Janeiro is the most beautiful city in the world.” Still on
the first sentence, ask sts In this sentence, is Salzburg more
beautiful than one specific city or more cities? (more cities, all
of them in fact!).
Tip Give sts a more visual example. Ask two average-height
sts to stand up (not the tallest one in the class) and elicit the
comparison, e.g. “(Julia) is taller than (Danielle).”. Then, ask
all sts to stand up and ask: Who’s the tallest in class? The
same demonstration would also work with the adjectives “old”
or “young.”
Have sts read the Grammar box sentences in 1 a-d and
match them with the four rules. Paircheck. Classcheck.
Sts study the quiz questions and decide: Which rule a-d
do the superlative forms in the quiz follow? Paircheck.
Classcheck with answers on the board.
Books closed presentation. Cover the text on the page
and focus on any of the photos (or use IWB photos if you
can). Ask: What can you see in photo a? (Mount Everest.)
Give me a (superlative) sentence about Mount Everest.
(It’s the highest mountain in the world.) Elicit and drill
superlative sentences about photos b, c and d too using
the longest, the most populated, the largest and the
most successful.
10.10
The highest mountain in the world is Mount Everest, the
second highest is… answer C, K2.
The Nile is the longest river, the second longest is… the
Amazon.
The most populated city in the Americas is São Paulo, the
second most populated city is… Mexico City.
Russia is the world’s largest country and… Canada is the
second largest.
The most successful national soccer team is Brazil, with five
World Cups. The second is Italy, with four.
1. c 2. b 3. c 4. b 5. c
Grammar box – Superlatives
1. (d) irregular: good – the best / bad – the worst (b) one
syllable: the -est (a) two syllables ending in -y: the
-iest (c) adjectives with two or more syllables: the
most
2. 1 b 2b 3c 4b 5c
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 10.3

B MAKE IT PERSONAL Elicit the word order for question 1.
Individually, sts order questions 2-7. Paircheck. Classcheck
with answers on the board.
Read Common Mistakes with sts and remind them of
superlative forms of short and long adjectives. In pairs,
sts take turns asking and answering questions 1-7 and
the connection preposition for “world.” Monitor closely for
accuracy. Encourage sts to give more complete answers,
e.g.: “I think the oldest city in (Argentina) is…”. Classcheck.
Elicit each pairs’ most interesting answers.
1. What is the oldest city in your country? 2. What are the
most expensive supermarkets in your town? 3. What is the
biggest stadium in your country? 4. What are the most popular
beaches in your country? 5. Who is the youngest person
in your class? 6. Who are the most famous people in the
world? 7. What is the most important possession you have?
Extra writing Get sts to write up their answers to 7B and
justify their choices.

Encourage sts to disagree if they want to, but make sure

they use correct superlative forms. Workbook p. 51
Round off the lesson with the Song line at the top of p. 111. ID Online Portal
Ask sts who recognize the song to hum or sing it to help Grammar p. 136
others remember the tune (Tina Turner’s hit from the 80’s).
Ask sts: What’s the best song of all time? And the best film?
Who’s the best (living) actor in your opinion?

Song line:
You’re simply the best,
better than all the rest.
Song: “The Best”
Artist: Tina Turner* (USA)
Year: 1989

*The song was first recorded by American artist Bonnie Tyler in 1988.

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What’s the best place in the world?
Lesson Aims: Sts contrast comparatives and superlatives, learn some stress rules and read / watch a video / talk about Wonders
of Nature.
Lesson 10.4
Function
Noticing and pronouncing sentence stress.
Writing Comparative and Superlative sentences.
Reading / Listening about The Wonders of Nature.
Talking about Wonders of Nature you’d like to visit.
Vocabulary: A canyon, a cave, flowers, an island, a lake, a lizard, a mountain top, a volcano, etc. The Wonders of Nature.
Grammar: Recycling Comparatives and Superlatives.
Warm-up Turn to p. 154-155 and review the full Pronunciation
Chart. Divide sts into groups of five and give them some minutes
to cover the words and write down all 80 illustrated words, two
per sound. After that, uncover the list at the bottom and check.
They score one point for remembering the word and two points if
they do so with the correct spelling. Which group is the winner?
Tip These picture words run throughout and are well worth
investing time on memorizing, for both form and spelling.
Where appropriate other possible common spellings for each
sound are illustrated below the chart.
8 Pronunciation: Comparatives and
Superlatives
A Books open. Have sts work in pairs and decide whether
sentences 1-4 have adjectives in the comparative or superlative
forms. (Comparatives: 2 and 4, Superlatives: 1 and 3.)
Focus on World of English . After sts read it, give them a
simple example of what “content words” are, that is, words
that carry the message / meaning. Write on the board:
A box of chocolate. With your hands, cover the words “box”
and “chocolate” and ask: If you say “a” “of,” can people
understand you? (No.) Now cover “a” and “of” and ask: If
you say “box” “chocolate,” can people understand you? (Yes.)
Tell them these words, which carry the main message, are
usually stressed in a sentence. Function words, such as
articles and prepositions, are usually NOT stressed.
Point to sentence 1 and focus on the four underlined words.
Tell the class all sentences 2-4 in A have three stressed
words each. In pairs, sts decide which three words in
sentences 2-4 are stressed. Play 10.11 for sts to check if
their guesses were right. Classcheck with answers on the
board. Replay 10.11 but pause after each sentence and ask
for chorus repetition. Monitor closely for sentence stress.
10.11
1 Everest is the highest mountain in the world.
2 And K2 is higher than Kilimanjaro.
3 The Nile is the longest river.
4 The Amazon is longer than the Mississippi.
2. K2, higher, Kilimanjaro 3. Nile, longest, river
4. Amazon, longer, Mississippi
English ID TCH 21x29.3 Int.indd 153
10.4
Language
Everest is the highest mountain in the world.
São Paulo is the most populated city in the Americas.
Mexico City is more populated than New York.
The Amazon Forest is the largest rain forest in the world.
I want to visit Table Mountain. I really want to go to South
Africa and I love flowers.
Cultural note South America’s Amazon River is the world’s
largest because it carries more water to the sea than any other
river. The Amazon’s discharge at its mouth is approximately 7
million cubic feet per second.
Extracted from: http://geography.about.com/library/faq/
blqzlargeriver.htm
Accessed on November 12th, 2012.
The Nile is the longest river in the world. The Amazon is the
largest in volume of water.
The Nile is 6,650 km long. The Amazon is 6,400 km long.
Extracted from: www.unp.me/f8/top-9-longest-rivers-in-the-
world-100757/
Accessed on November 12th, 2012.
B Tell sts to go to p. 111. Model the activity. Point to the
Quiz (7A) and read question 3 with the whole class. Write
1st, 2nd and 3rd place on the board and elicit the cities from sts.
Ask: Which city is number 1 / the 1st? (São Paulo). Elicit the
superlative sentence about São Paulo. Say So what can we
say about it? São Paulo is… and let sts finish your sentence.
(São Paulo is the most populated city in the Americas). Now focus
on the 2nd and 3rd places and elicit the comparison between
Mexico City and New York. (Mexico City is more populated than
New York City). Make sure you leave the two model sentences
on the board so sts can refer to them.
Individually, sts write one superlative sentence and one
comparative sentence about each for questions 4 and 5 from
the quiz. Paircheck. Classcheck with answers on the board.
Tip When pairchecking, get sts to say their sentences aloud
simultaneously, stressing the content words and unstressing /
reducing / saying faster the others. Get them to clap the
stress or tap their feet to try to find the same rhythm and
speed together.
São Paulo is the most populated city in the Americas.
Mexico City is more populated than New York City. Russia
is the largest country in the world and Canada is larger than
China. Brazil is the most successful national soccer team in
the world. Italy is more successful than Germany. (2013)
C Individually, sts mark the stressed words in the
sentences they wrote in 8B. Paircheck. Classcheck. In pairs,
sts practice saying them with the right pronunciation.
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 10.4
9 Reading
A Read the lesson Song line at the top of p. 113 with sts.
Elicit the name of the song / singer. If technology is available,
search / display images of beautiful islands to convey
meaning / pre-teach “an island” and sing to pre-teach nature
too. The silent “s” in the word is pronounced as /ɎDǹOǨQG/.
Tip If your sts aren’t Spanish-speakers, explain “la isla
bonita” means “the beautiful island” in Spanish.
Song line:
Tropical the island breeze,
all the nature wild and free.
This is where I long to be,
La Isla Bonita.
Song: “La Isla Bonita”
Artist: Madonna (USA)
Year: 1987
Ask What’s your favorite Madonna song? to see what they
can come up with. Point to photos 1-9 and check if sts
can recognize some of the places. When you explore the
photos, introduce some new preferably cognate friendly
vocabulary by saying: There’s an elephant and a volcano
in photo 3. Where is it? Either Africa or India, obviously.
Look at photo 4. What do you call this animal? (if sts don’t
know, give them the word, “a lizard”). Elicit vocabulary and
introduce as many words as possible before sts focus on
the vocabulary box in A.
Point to the vocabulary box in A and drill pronunciation of all
words. In pairs, sts find examples of each word in the photos
1-9. Classcheck. Elicit and drill pronunciation as necessary.
1. a canyon 8. a cave 9. flowers 2. an island 4. a lake
4. a lizard 3. a mountain top 1. rocks
8. an underground river 7. a volcano 5. a waterfall
B Elicit “Wonders of the World” (monuments) from sts,
e.g. the Taj Mahal in India, Machu Picchu in Peru. Which
ones have they visited? Which ones have they heard of?
Tell them they’ll listen to and read about the seven New
Wonders of Nature and ask them to match the places
to photos 1-9 as they hear them. Play 10.12. Paircheck.
Classcheck. Again ask Which ones (if any) have you visited?
Tip Get sts who haven’t visited the places to ask questions
like When / go ? Who / go with? How / get there? What / like?,
etc. for some genuine communicative practice.
1. The Grand Canyon 2. Halong Bay 3. Mount
Kilimanjaro 4. Komodo National Park 5. The Iguazu
Falls 6. The Amazon rain forest 7. Jejudo 8. The Puerto
Princesa National Park 9. Table Mountain
C Ask sts: Which place is in nine different countries? (The
Amazon). Point to questions 1-9 in C and, in pairs, sts re-
read the text and answer them. Classcheck.
1. The Amazon 2. Table Mountain 3. Halong Bay
4. The Puerto Princesa National Park 5. The Iguazu Falls
6. Jeju 7. The Grand Canyon 8. Komodo National Park
9. Mount Kilimanjaro
154
English ID TCH 21x29.3 Int.indd 154
Stronger classes Get sts to cover the texts and, in pairs,
remember as much as they can about each place.
D Tell sts they’re going to watch a video (or just listen to
10.13) and at the end they need to say which two places
were not mentioned. Classcheck. Did they guess correctly?
Original video from www.youtube.com/watch?v=qsayRzDWcfI.
Accessed on November 12th, 2012.
10.13 Notice the stress.
Ladies and gentlemen, adults and children, citizens of the
world, welcome to the announcement of the first count and
provisional results of the global vote to elect the new Seven
Wonders of Nature.
The moment has come and I now proceed to announce the
provisional new Seven Wonders of Nature in alphabetical order.
Amazon, in South America.
Halong Bay, in Vietnam.
Iguazu Falls, in Argentina and Brazil.
Jeju Island, in South Korea.
Komodo, in Indonesia.
Puerto Princesa Underground River, in the Philippines, and
Table Mountain, in South Africa.
The Grand Canyon and Mount Kilimanjaro are not mentioned.
E Play the video or 10.13 again and ask sts to number
the seven places in the order they hear them. Paircheck.
Classcheck.
The order is: 1. Amazon 2. Halong Bay 3. Iguazu Falls
4. Jeju Island 5. Komodo 6. Puerto Princesa 7. Table Mountain
F MAKE IT PERSONAL In pairs, sts say if they agree with
the selection of the seven Wonders of Nature in the text
and ask which of those places they’d most like to visit
and why. Classcheck by asking sts to report what their
partner has said.
Tip Finally focus on the title question and get sts to answer
it. Help them to produce variations like these, with prompts on
the board.
for a holiday is
to relax is
The best place in
the world to travel with money is
to sleep is
to learn English is
Extra writing Sts can write a description of “The best place to
visit in my country” and post it on the class website.
Workbook p. 52
ID Online Portal
Grammar p. 136
Writing Bank p. 153
4/10/13 9:59 AM

What’s your blood type? / Is your English better than a year ago?
Lesson Aims: Sts practice understanding facts with comparatives and superlatives. They also learn to express preferences and
to make suggestions.
Lesson 10.5
Function
Reading / Listening / Talking about human body facts.
Listening to people making choices.
Making choices about restaurants, films and gigs.
Vocabulary: Review parts of the body and face. More parts of the body and face: the beard, the brain, lungs, the heart,
fingernails, toenails, blood, a tongue, blood type.
Grammar: Recycle comparatives and superlatives. Chunks for making decisions (I prefer…, Why don’t we…, etc.).
WB Song line: “Work it harder, make it better, do it faster, make us stronger, more than ever, hour after hour.”
Warm-up Ask sts to pair up with classmates they don’t
usually work with. In pairs, sts take turns asking and answering
the question titles from unit 10. Get them to ask follow-up
questions too and to vary the subjects of each question (best
friend, sister, town, village, etc). Monitor closely for accuracy.
At the end, ask sts to report one or two of their partner’s
answers to the whole class.
Skills: Understanding facts
A Books closed. Review parts of the body and face. Point
to some parts of your body / face and elicit the words from
the class (e.g. your nose, your arm, your leg, your ears). In
pairs, sts test each other for a minute. For 30 seconds, st
A: points to parts of his / her body and face. St B: names
them. Sts swap roles and play the game again for 30
seconds. Monitor closely for vocabulary and pronunciation.
Books open. Point to pictures a-g and elicit vocabulary sts
might already know, e.g. heart, brain and blood. Help sts
match the words to the correct picture. Classcheck.
Drill pronunciation for all words and ask: Which two words
rhyme? (lung and tongue) Which two have similar spelling
but a different pronunciation? (heard and heart) Which three
have similar sounds? (lung, tongue and blood)
d. a beard g. blood b. a brain f. a heart e. a lung
a. fingernails c. a tongue
Lung and tongue rhyme.
B Focus on the “True or false?” quiz heading in A. Ask sts:
How much do you know about the human body? Point to facts
1-8 about the human body in the quiz and have sts decide
in pairs whether each of them is true of false. Then, elicit
some opinions about facts 1-8. Classcheck with 10.14.
Ask: Which fact is not illustrated? Who got the most answers
correct? Who is the class expert on the human body?
10.14 Notice the sentence stress and the weak forms.
F OK, so let’s see how we did.
Number 1 is true. Scientists don’t know why, but your brain
is very active when you sleep.
M OK—I knew that one—number 2?
English ID TCH 21x29.3 Int.indd 155
10.5
Language
The most common blood type in the world is type A.
For me, fact 6 is the most interesting.
I prefer the Chinese restaurant, but it’s more expensive than
the Italian.
Why don’t we go to The Rolling Stones’ gig?
I’m not sure. They’re too old. Shakira is more modern.
F True. It says that if men don’t shave, a beard can grow to
more than ten meters!
M Wow! What about number 3?
F That’s false. Your toenails grow slower than your fingernails
because they get less sun.
M Hmm. Interesting. And number 4?
F This is true, because women are smaller than men, so the
heart needs to move the blood faster to the different parts
of the body.
M Ohhhh! I didn’t know that. What about number 5?
F False. The heart needs a lot of space, so the left lung is
smaller.
M Really? OK, what about number 6?
F That’s false. We can live for a month or even two months
without food, but the longest time a person can go with no
sleep is 11 days. Sleep is more important than food.
M Wow, this is really interesting! And number 7?
F This is true. When you eat or talk you’re using the tongue,
so it gets a lot of exercise.
M I suppose so. Blablabla. What about 8?
F This is false—the most common type of blood is type O.
M I think I’m type O. How about you?
1. T 2. T 3. F 4. T 5. F 6. F 7. T 8. F
Fact 6 is not illustrated.
C Point to sentence 1 in C and elicit the missing words.
Make sure sts notice the first letter of each word has been
given. Sts hear the conversation again and complete the
facts. Paircheck. Classcheck with answers on the board. Ask:
Which is the most interesting fact in your opinion? Highlight
the two example answers and get sts to give their opinions.
Tip Looking for pronunciation and spelling links between
groups of new words is a great way to help sts process
them intelligently and notice aspects which may help them
remember them more easily.
Tip Write the lesson title question on the board and ask: How
many different types are there? Elicit answers. Who knows
their blood type? If you know, stand up, please. Then ask
standing individuals the question What’s your blood type?
getting them to sit down as they answer.
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 10.5
Cultural note There are four blood types A, B, AB and O. Each
blood type can be Rh+ or Rh– (rhesus positive or negative).
Teach them how to say blood types in English (Type A+ (A
positive), Type A– (A negative), Type B, Type AB and Type O
/RƟ/ as in phone).
1. Your brain is very active when you sleep. 2. It says that if
men don’t shave, a beard can grow to more than ten meters.
3. Your toenails grow slower than your fingernails. 4. Women
are smaller than men, so their heart needs to move the blood
faster. 5. The heart needs a lot of space. 6. The longest
time a person can go with no sleep is 11 days. 7. When you
eat or talk you are using your tongue. 8. The most common
blood type is O.
in Action: Making choices
A Focus on photos 1-4 and elicit what sts can see (1 = an
Italian and a Chinese restaurant; 2 = different ice cream
flavors: strawberry, chocolate, banana, vanilla; 3 = three
movies: The Vow, The Watch, Stolen; 4 = a beach, mountains). Sts
listen to three conversations in which one group of pictures
will not be mentioned. Ask them to match the three dialogs to
three groups of pictures. Play 10.15. Paircheck. Classcheck.
10.15 Notice the connecting sounds.
1 A So, what do you think?
B I’m not sure, Chinese or Italian?
A Hmm, I prefer the Chinese restaurant, but it’s more
expensive than the Italian.
B Yes, and in the Italian restaurant the service is faster
than in the Chinese.
A I can’t decide.
B Well, we’re not in a hurry, so let’s go to the Chinese
restaurant.
A OK. Sounds good.
2 C Hmm, which one is the best?
A Well, chocolate and coconut are the sweetest ones,
they’re actually too sweet for me.
And I’m not a fan of strawberry, so I like banana best.
C OK. I’ll have a banana ice cream, please.
3 A So, where do you want to go? To the beach or to the
mountains?
B Well, the beach is warmer than the mountains.
A Yes, but it’s more peaceful in the mountains.
B Well, I don’t know. I can’t decide.
A OK, why don’t we go to the beach? We need to have
some fun!
B That sounds great.
Dialog 1: photo 1 (They choose the Chinese restaurant.)
Dialog 2: photo 2 (They choose the banana ice cream.)
Dialog 3: photo 4 (They choose to go to the beach.)
156
English ID TCH 21x29.3 Int.indd 156
B Say: The people in the conversations were making decisions.
Ask: Do you remember what they decided? Did they choose
the Italian or the Chinese restaurant? Play 10.15 for sts to
notice the decisions made in each dialog. Classcheck. Can
you remember any other interesting phrases they said?
Ask sts to go to AS 10.15 on p. 167. For one minute, have
sts read the conversations. Ask them to close the books
and, in pairs, tell each other all they can remember from
dialogs 1-3. Classcheck.
C In pairs, sts role-play one of the dialogs from AS
10.15. Then, ask some pairs of sts to role-play their
dialog to the whole class. Monitor and tell them which
was the most popular.
Weaker classes Weaker sts may need to read it from AS
10.15 on p. 167, or at least refer to it.
Swap pairs. In pairs, sts create a similar dialog for picture
3 in A. Monitor closely and offer help when necessary. Ask
sts to act out their dialogs for the whole class.
D MAKE IT PERSONAL Point to the photos of Bruno Mars,
Beyoncé, and The Rolling Stones and elicit the artists’
names and briefly ask sts’ opinions of them and their
music. Say: Imagine all of them are playing in (your town).
Together (in pairs), they need to decide which gig they’re
going to and say why. Sts refer to the adjectives in 5 box
to help them create their dialogs. In pairs, sts act out their
conversation and decide what to watch.
Tip If sts struggle with language at this point, provide them
with useful chunks / prompts on the board, e.g. So what do
you think?, Why don’t we go to…?, I prefer…, He / She is more
(fun / exciting / modern) than…, etc.
Finally, ask sts to role-play their dialogs to the whole class.
Tip If you’re working with a small group, you could have the
whole class talk and decide which gig to go to.
Round off the class with the in Action title question and
get sts to ask each other in pairs: “Is your English better
than a year ago?”. Ask sts to report what their partners
said to the whole class. Hopefully they’re all ending on a
positive note!
Workbook p. 53
Phrase Bank p. 69
ID Online Portal
Grammar p. 136
ID Café Video p. 147
4/10/13 9:59 AM
 Review 6
Units 9-10

Grammar and Vocabulary 3. Scott is going to ask Laila to marry him. She’s going to
say yes.
A Picture Dictionary. Pairwork. Sts test each other and 4. Yes, the wine is going to fall.
review the main vocabulary items learned in units 9 and 10.
5. The dog is going to eat the steak.
There are some possible techniques mentioned on p. 12 of
the introduction section on how to work with the Picture 6. Rachel and Owen are going to eat.
Dictionary in order to review vocabulary. You can select
whichever of these best suit the needs of your class.
E Read sentence 1 with sts and tell them to order
requests 2-6. Paircheck. In pairs, sts think of a verb for
Page 96 12 means of transportation
each blank. Play Review Audio 6.1 for sts to check their
Page 99 8 jobs answers. Classcheck with answers on the board.
Page 102 6 life changes
6.1
Page 105 4 short dialogs for photos a-d
Do you mind if I borrow your bike?
Page 106 10 parts of the body No, sorry. I need it.
Page 107 8 parts of the face Could you lend me a pen?
Page 107 descriptions of the 3 suspects Sure. Here.
Can I close the door?
Page 114 7 more parts of the body
Of course. Go ahead.
Page 155 16 picture words for rows 5 & 6 of consonants Do you mind if I eat this pizza?
No, not at all. That’s fine.
B Individually, sts read the table to choose the right Can I use your laptop?
options in sentences 1-5. Paircheck. Classcheck. Sorry, but I’m leaving now.
Could I go home earlier today?
1. Canada is larger than China. Sure. That’s fine.
2. China has a bigger population than Russia.
3. The population of Canada is smaller than the population
2. Could you lend me a pen? 3. Can I close the door?
of Russia.
4. Do you mind if I eat this pizza? 5. Can I use your
4. People live longer in China than in Russia. laptop? 6. Could I go home earlier today?
5. Mount Logan is higher than Elbrus.

F Swap partners. In pairs, sts practice the dialogs in E

C MAKE IT PERSONAL Elicit the superlative form of
as shown in the speech bubbles. Encourage them to vary
“small” to complete question 1. Sts complete questions
the way they ask and answer. Tell sts to refer to p. 105,
2-4 with superlative adjectives. Paircheck. Classcheck
in Action C, for more options. Monitor closely for accuracy
with answers on the board.
and appropriacy. At the end, ask two pairs of sts to act out
At the end, have sts ask and answer the questions in pairs. a dialog each for the whole class.
Classcheck.
G Sts quickly match the opposites. Paircheck. Classcheck.
1. Which country is the smallest? China.
Fast finishers can invent their own What’s the opposite of X?
2. Which country has the largest population? China. for the class to answer.
3. Where do people live the longest? Canada.
In pairs, sts test each other. St A closes the book. St B asks
4. Which is the highest mountain? Mount Everest.
“What’s the opposite of (five adjectives)?” Swap roles.

D Sts look at the picture and, in pairs, take turns asking 1. kind mean 2. tall short 3. calm crazy
and answering questions 1-6. Monitor closely for the use of 4. polite rude 5. active lazy
be going to. Classcheck.

1. Mark is going to take an order into the kitchen.

H Point to Common Mistakes and tell sts it is their turn now
to correct the sentences. Draw sts’ attention to the number
2. Fred and Rory are not honest. They are not going to pay.
of mistakes between parentheses.

157

English ID TCH 21x29.3 Int.indd 157 4/10/13 9:59 AM

 R6
In pairs, sts correct sentences 1-10. Whenever sts are
uncertain, encourage them to flip back through p. 96-115
and check their answers in units 9 and 10. Classcheck with
answers on the board.
1. My mom is a great cook.
2. I’m a student at UCLA and I’m unemployed.
3. Sales assistants don’t earn / make a lot of money.
4. I’m not going to be famous.
5. Are you gonna go to the party?
6. Could you lend me a book?
7. I broke my toes, so I can’t walk. OR I broke my fingers, so
I can’t write.
8. She looks slim.
9. I’m bigger than my father.
10. It’s the oldest city in the country.
Skills Practice
A Books closed. Sts listen to 9.3 (p. 98, 3A: An unusual
commute.) Ask sts: How much did you understand without
reading? Sts open their books to p. 98 and listen again to
9.3 but this time they also read the text in 3A. At the end,
ask: Which parts could you only understand when reading?
Do the same for 9.12 (p. 104, Skills B: The Best Jobs for
the Future) and 10.12 (p. 112, 9B: The New Seven Wonders
of Nature.)
B Split the class into two groups, A-B, or, if working with
very large classes, into four groups, A-B, A-B. Team A
covers Card 2 and team B covers Card 1.
Refer sts to the model dialog in the speech bubbles.
Team A starts: Sts give clues about number 1 from Card 1.
Tell sts to give one clue at a time. Team B tries to guess the
word being described. After number 1 is guessed, teams
swap roles: Team B gives clues to number 1 on Card 2.
Ensure that all sts have a turn reading the clues and trying
to guess the words. For fun, make it a competition.
Card 1
1. a vet 2. a police officer 3. subway 4. bike 5. ears
Card 2
1. a dentist 2. a flight attendant 3. a bus 4. a motorcycle
5. toes
C MAKE IT PERSONAL In pairs, sts ask and answer
questions 1-3. Encourage sts to agree / disagree with their
partners’ opinions. At the end, ask sts to report their
discussion to the whole class.
D MAKE IT PERSONAL Point to the list / column of
adjectives in the table and elicit the superlative forms for
each of them. After that, elicit from sts a few combinations
from the table to form questions.
Try not to overcorrect as this is really intended to be a
fluency activity. Praise all successful communicative
responses at least as much as you intervene and “fix” errors.
Sts, particularly in monolingual classes, need to see and
feel themselves communicating successfully in English, no
158
English ID TCH 21x29.3 Int.indd 158
matter how few words they use or how many errors they
make in order to give them the courage to keep trying.
In pairs, sts take turns asking and answering questions
from the table and agreeing / disagreeing with their
partners’ answers. Monitor closely for accuracy. At the end,
ask some sts to report a few of their partners’ answers.
E Ask sts: What type of text is this? (An e-mail.) Who is
it from? (Laila.) And who is it to? (Jenna.) What’s the e-mail
about? (Laila’s finishing grad school and planning her
vacation / making plans for the future.)
Sts read the e-mail and decide if sentences 1-6 are T (true),
F (false) or N (not mentioned.) Paircheck. Classcheck.
1. F 2. T 3. F 4. N 5. T 6. T
F Sts will hear Laila and Jenna talking on the phone.
Allow sts some time to read questions 1-4 and play
Review Audio 6.2. Paircheck. Replay the track if necessary.
Classcheck with answers on the board.
6.2
L = Laila J = Jenna
L Hi Jenna, how are you?
J Hi Laila. I’m great, thanks. Hey, I got your e-mail. Great
news! I can’t believe you’re getting married!
L I know! I’m so excited!
J So tell me all about it. How did he ask you to marry him?
L Oh, it was so romantic. He took me out to dinner and then
he went down on one knee and proposed in the middle of
the restaurant.
J Oh. That’s beautiful! But listen, Laila. My brother went to
work in Los Angeles and his room is empty. You can stay
there until you go to Thailand.
L Your brother’s room! Really? Oh that’s very kind of you. Are
you sure he doesn’t mind?
J No problem at all. But when exactly are you going on
vacation?
L Well, I finish school on June 20th and I’m going to fly to
Bangkok on July 16th.
J So you need a room for about two weeks, right?
L Umm, let me check… No, about three and a half weeks
actually.
J Three and a half weeks. No problem.
L Thanks so much, Jenna. OK, now tell me about Nando. Are
you guys going to get married?
1. In a restaurant. 2. Her brother’s room. 3. July 16th.
4. Three and a half weeks.
G MAKE IT PERSONAL Question time. Sts look at the
Language Map on p. 4-7 and take turns asking and
answering the lesson titles from units 9 and 10. Encourage
them to ask the question titles from all ten units, and use
this as the basis of an oral assessment. Monitor closely
for accuracy and encourage sts to ask follow-up questions
when suitable. At the end, ask them how they felt
performing the task: Do you feel comfortable with all of the
questions? Which ones are easy? Which ones are difficult?
4/10/13 9:59 AM
 Writing
Writing 1 An Informal Profile
A If time allows, consider the speaking activity below:
Integrated speaking Ask sts to cover the text. Point to the girl
in the photo and to the registration form and elicit questions for
each blank, for example, (Last name) “What’s her last name?”,
(First name) “What’s her first name?”, (Age) “How old is
she?”, (Nationality) “Where’s she from?”, etc. In pairs, sts ask
and speculate about the girl. Write on the board simple chunks to
show uncertainty, e.g. I don’t know / I’m not sure / I think she’s…,
and encourage sts to use them. Monitor closely for accuracy.
Sts look at Cristina’s profile and scan it to complete the
registration form. Paircheck. Classcheck with answers on
the board.
Last name: Gonzalez
First Name: Cristina
Age: 17
Nationality: Venezuelan
Country of residence: Canada
In a relationship with: Alex
E-mail: cristina1996@e-mates.com
B Read Write it Right! with the whole class. Point to the
underlined words in the text in A (I’m and and) and ask
sts to underline seven more contractions and five more
connectors in Cristina’s profile. Paircheck. Classcheck.
Tip If an IWB is available, display the page on the Digital
Book for Teachers and classcheck by asking sts to go to the
board and underline their answers.
Contractions: I’m, I’m, don’t, I’m, Toronto’s, doesn’t, don’t.
Connectors: and, but, too, and, but.
C Tell sts that Cristina got one reply from a boy. Ask sts
What’s his name? Where’s he from? and let sts find the
answers in Luis’ reply. Point to the mistakes corrected in
red (capitalization) and ask sts to find and correct ten more
mistakes in the text. Paircheck. Classcheck with answers
on the board or on the Digital Book for Teachers.
… and I have am 19 years. Wow! You live in Toronto—that
is excelent excellent. I live in Porto with my mother and father
and I have a lot of parents relatives here. I too also study
english English, but its it’s very dificult difficult! My brother
play plays baseball, maybe you can meet him, hahaha! Pleas
Please e-mail me at luisporto94@e-mates.com and tell me
mor more about Toronto.
D Read question 1 with sts and ask: Can we answer this
question about Cristina? (Yes, she’s from Venezuela.) What
about Luis? (Yes, he’s from Portugal.) Teach / Convey meaning
of “both.” Sts read questions 2-11 and write if they can find
answers in A and C about Cristina (C), Luis (L) or both (B).
Paircheck. Classcheck with answers on the board.
2. B 3. C 4. B 5. L 6. B 7. C 8. C 9. L
10. L 11. C
English ID TCH 21x29.3 Int.indd 159
E Your turn! Read the steps “before,” “while” and “after” with
sts so as to better guide them in writing their own profiles.
Tell them to use Cristina’s profile in A as a model and draw
their attention to the length of the composition, that is, up to
80 words (one paragraph of approximately 8-10 lines).
Writing 2 A Language Profile
A Point to the two diagrams and explain that each color
stands for a skill or area of English, as shown in the key on
the right bottom corner: red is for speaking, green is for
listening, etc. Tell sts each diagram represents a student
(point to the texts above), Marta or Mateo. Sts read both
profiles and label the diagrams as being Marta’s or Mateo’s.
Paircheck. Classcheck.
Note The blanks in Marta’s profile will only be used /
completed later on in C.
Diagram 1. Mateo Diagram 2. Marta
B Read Write it Right! with the whole class. Ask sts to
look at Mateo’s profile in A and notice the prepositions in
the underlined phrases. Ask them to find and circle five
more words / phrases followed by to + infinitive. Paircheck.
Classcheck with answers on the board or on the Digital
Book for Teachers.
I hope to get a promotion.
It’s often difficult to communicate.
I want to speak.
I don’t have much time to practice.
I need to practice.
C Sts fill in the blanks in Marta’s profile in A with to, for,
with, at, in. Tell sts to refer to Mateo’s profile in case they
are uncertain about which preposition to use. Paircheck.
Classcheck with answers on the board.
to, to, to, For, to, with, at, to, to, at, in, to
D Sts complete the diagram about themselves. Remind
them / Elicit what each color stands for. (Key in A.) Sts assess
their performance in each skill 0-5 and draw their own
diagram. Sts can use this at any time to check progress.
Integrated speaking Ask sts to compare / talk about their
diagrams in pairs. Write some prompts on the board to help
them: I’m (not) good at… / I know how to… / I like… / I need
to…, etc. Monitor closely for preposition use. At the end, ask sts
to talk about their partners’ diagrams to the whole class.
E Your turn! Read the steps “before,” “while” and “after”
with sts so as to guide them to write their own language
profiles. Tell them to refer to Marta’s and Mateo’s profiles
in A as a model and draw their attention to the length of
the composition, that is, approximately 80-120 words. As a
follow-up activity and before handing in their texts, ask sts
to swap compositions and draw his / her partner’s diagram.
159
4/10/13 9:59 AM
 Writing
Writing 3 A City Brochure
A Point to the photos and ask sts: Do you know where
these places are? Which one do you prefer? Why?
Both photos were taken in Chicago. They show the “Bean”
or “Cloud Gate” and a painting in the Art Institute.
B Ask sts: Would you like to visit Chicago? Which places would
you visit there? Point to questions 1-8 and tell sts to read them
and find the answers in the text. Paircheck. Classcheck.
1. Valois Cafeteria. 2. The Bean. 3. The Art Institute
or the shopping malls. 4. Millennium Park. 5. Valois
Cafeteria, the Russian café, the Irish pub and the American
hot-dog restaurant. 6. Yes, the observatory tower. 7. Visit
a blues club. 8. The blues.
C Sts look at the underlined words in B. Remind them
that all the underlined phrases have adjectives. In pairs,
sts study the phrases in B and answer questions 1-3 to
come up with rules for adjective use. Classcheck.
1. Adjectives come before a noun. 2. Adjectives come after
the verb be. 3. Adjectives are not pluralized.
D Elicit the right order for sentence 1. Individually, sts
order sentences 2-5. Paircheck. Classcheck with answers
on the board.
1. France is famous for wine. 2. Try the local cheese.
3. There is a spectacular view. 4. You can walk in the
beautiful mountains. 5. You can visit the amazing museum.
E Read Write it Right! with sts and ask them to find eight
sequencing words / phrases in B. Paircheck. Classcheck with
answers on the board or use the Digital Book for Teachers.
First, After eating, Before leaving, After that, When, after
lunch, and then, finally.
F In pairs, sts take turns asking and answering the
questions in B about their town or city. Classcheck by
having eight different sts answer each of the questions.
Encourage other sts to provide different answers.
G Your turn! Tell sts to imagine a tourist is coming to their
town or city. Read the steps “before,” “while” and “after” with
sts so as to better guide their writing. Tell them to refer
to text B as a model to write a one-day plan for the tourist.
Remind them to use adjectives and sequencing words.
160
English ID TCH 21x29.3 Int.indd 160
Writing 4 A Biography
A Ask sts to cover the text. Point to the photo of the
Jackson 5 and check if sts know them. In pairs, sts guess
the correct options in 1-5. Sts uncover the text and check if
their guesses were correct. Classcheck.
1. 50s 2. 6 3. 1982 4. twice 5. 2009
B Focus on the words / phrases in the box and check if
sts understand them. Point to the timeline.
Tip Review Saying years, p. 66. Elicit how to say each of the
years in the line.
Individually, sts re-read Michael Jackson’s biography in
A and complete the timeline with the phrases given.
Paircheck. Classcheck.
1958 – was born
1964 – joined the Jackson 5
1969 – first hit
1979 – broke his nose
1982 – Thriller!
1984 – went solo, accident with fireworks
2009 – died
Don’t know when: married
C Point to the text in A and ask sts: How is the information
in the text organized? Point to sentences 1-3 in C and have
sts choose the best description in pairs. Classcheck.
2. The information is not completely chronological.
Paragraph 2 describes his career as a singer and is positive.
Paragraph 3 deals with the negative aspects.
D Elicit what sts know about Ronaldo (photo). Ask:
Where’s he from? Where does he live? What is he famous for?
What is he doing now? What do you think of him?
Read Write it Right! and have sts use the linking words
in it to complete Ronaldo’s biography. Use the bold words
from the text in A to help. Paircheck. Classcheck with
answers on the board. At the end, ask sts: Did you learn
anything new about Ronaldo from the text?
soon, also, like, until, Although, however, either, later,
because of, for example.
E Your turn! Tell sts to think of a celebrity they like or know
well. Read the steps “before,” “while” and “after” with sts
so as to better guide their writing. Tell them to refer to the
biographies in A and B as models to write their biographies.
Tell them to keep their texts to a maximum of 150 words.
4/10/13 9:59 AM
 Writing
Writing 5 A Blog Reply
A Point to the man in the photo and ask: What’s his
name? Tell sts Jay had a terrible day and wrote a blog post
about it. Elicit predictions about Jay’s bad day. Ask: What do
you think happened to him?
Read questions 1-3 with the whole class. Sts read the text
and answer the questions. Paircheck. Classcheck.
1. He lost his job. 2. He wants people to tell him their
plans and give him advice. 3. Personal answer.
B Sts read the three replies and check if any of the people
gave the same advice they talked about in A (question 3).
Ask sts: Which advice do you agree with?
Integrated speaking Alternatively, split the class into groups of
three and assign roles A, B and C. St A reads Megan’s reply,
st B reads Jorge’s, st C reads Lionel’s. Within their groups,
sts take turns telling one another about the reply they’ve just
read and, at the end, decide which piece of advice is the most
useful. Classcheck by asking sts to briefly summarize each blog
reply and say which one they agree with the most.
C Read Write it Right! with the whole class.
Point to the first word in bold in B (it). Ask sts: What’s
“it” in this sentence? What does it refer to? Show sts “your
dream” has been circled for them. Sts look at all the other
words in bold in the blog replies and circle the words or
phrases they refer to.
Paircheck. Classcheck with answers on the board or, if
possible, circle the answers on the Digital Book for Teachers.
In pairs, sts complete rules 1-5 with the bold words from
the texts in B. Classcheck.
Megan Jorge Lionel
your dream – it your job – mine my teachers – they
work hard for your a course – one Europe – there
dream – that
go back to a bank – there jobs – ones
college to study
medicine – it
to work with foreign
customers – this
I need to improve
my English – that
Rules 1-5
1. It, this and that all refer back to a thing or situation. This and
that give more emphasis and introduce new information.
2. They and ones refer back to more than one person or thing.
3. There refers back to a place.
4. One or ones replaces countable singular or plural nouns.
5. Mine replaces my + noun.
D Your turn! Tell sts it’s their turn now to give Jay some
advice. Read the steps “before,” “while” and “after” with sts
English ID TCH 21x29.3 Int.indd 161
so as to better guide their writing. Tell them to refer to the
blog replies in B as models to write their own texts. Don’t
forget to allow time for sts to share their ideas and choose
the best reply in class.
Writing 6 A Holiday Message
A Explore the photos and elicit what sts can see in the
images. Ask: Where is this vacation? Sts quickly read the
e-mail to discover where the person who wrote the e-mail
is spending his vacation. Classcheck.
Follow-up questions: Ask sts: Who wrote the e-mail? (Steve.)
Who did he write to? (His parents.) Did he travel alone? (No,
he traveled with Laura.)
Vietnam
B Point to questions 1-5 and have sts re-read Steve’s
e-mail in A to answer them. Paircheck. Classcheck.
1. Yes. 2. No. 3. They feel positive. (Excited, happy.)
4. Toby is a dog. 5. XXX means kisses.
C Point to the text in A again and ask sts: How many
paragraphs are there? (Five.) Ask: What does Steve talk
about in paragraph 1? (He says he’s OK, talks about the
hotel, food and the weather.) Point to the green table
in C and to questions 1-6. Individually, sts match the
questions to paragraphs 1-4 in the table, according to the
order in which the topics are mentioned in Steve’s e-mail.
Paircheck. Classcheck with answers on the board.
Paragraph 1. 2, 5 Paragraph 2. 3, 4 Paragraph 3. 1
Paragraph 4. 6
D Read Write it Right! with the whole class. Ask sts: How does
Steve start and end his e-mail? How does he start paragraphs 1
and 4? Explain that the punctuation mark shown in the box is
called “dash” and is often used to add comments / opinions.
Ask sts to also underline five added comments in A.
Hi Mom and Dad,
Lots of love and see you soon,
Paragraph 1 – This is just a short e-mail to…
Paragraph 4 – Anyway, I have to go.
– very hot and spicy
– it’s much hotter than back home
– there are so many things to do
– it was beautiful
– that was really cool
– one of the most beautiful places in Vietnam
– it’s gonna be great
E Your turn! Say: Imagine you’re on vacation abroad and
need to send some news to your family. Help sts plan their
e-mail to their family. Read the steps “before,” “while”
and “after” with the whole class so as to better guide their
writing. Suggest sts refer to Steve’s e-mail in A as a model.
Tell them to keep their texts between 100 and 150 words.
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4/10/13 9:59 AM
 ID Café
UNIT 1 An Excellent Reunion
Before watching
A Point to the photo and say: These three friends are at a
class reunion. Explain sts that a class reunion is a party /
get-together where you meet your ex-classmates from
school or college. Have sts read sentences 1-3 and ask:
What are their names? (Andrea, August and Genevieve.)
Sts complete sentences 1-3 with a suitable word. Paircheck.
Classcheck.
1. is — our 2. is — His 3. my — is
B MAKE IT PERSONAL Get two sts to read the model dialog
in the speech bubbles. In pairs, sts ask each other: “What’s
your opinion of class or family reunions?” Have sts report
back their partners’ opinions. At the end, elicit what sts
think are good places to have a class reunion.
While watching
Give instructions to tasks A, B and C before sts watch
Video 1 for the first time.
A Tell sts they are going to watch the video of Andrea’s,
August’s and Genevieve’s class reunion. Ask: Where’s
the reunion? Point to the options in A and elicit some
predictions, asking: What do you think?
in an apartment
B Ask sts to notice Andrea saying what’s on the wall.
Read the options with them and refer to / exemplify with
the objects you have on your classroom wall, if any.
class photos
C Tell sts they are going to hear Andrea, August and
Genevieve talk about five classmates. Point to the table and
ask sts to complete it with the missing information, that is,
classmates’ names, country / city and nationality.
Classmate Country / City Nationality
Manny Vasquez Peru Peruvian
Tommy Findley England British
Kitty Jones Ireland Irish
Joe Bellucci USA / New York American
Johnny Jones England / London British
Play Video 1. Have sts paircheck all answers. Classcheck
answers for A and B. Elicit what sts wrote in C and, in case
they are unsure about their answers or couldn’t get most
of them, replay the video. Paircheck. Classcheck C with
answers on the board.
Give instructions to D and E and replay Video 1.
D Ask sts: What’s a nickname? Do you remember Genevieve’s
nicknames? Elicit / Say how each option is pronounced.
Gen / Gigi / Jenny / Vie-Vie
E Ask sts: What about August’s nicknames? Elicit / Say
how each option is pronounced.
Augustus / Guto
162
English ID TCH 21x29.3 Int.indd 162
Paircheck. If sts couldn’t get most nicknames, replay the
video. Classcheck.
Weaker classes Sts might find it helpful if you pause the
video after a few nicknames are mentioned. Have them
paircheck before you resume the video.
F MAKE IT PERSONAL Swap partners. In pairs, sts ask
and answer questions about their nicknames. Refer to the
model dialog in the speech bubbles. Classcheck by having
sts tell the class what their partners’ nicknames are.
After watching
A Individually, sts decide whether sentences 1-7 are true
or false. Classcheck after sts perfom activity B.
1. F 2. T 3. F 4. F 5. F 6. T 7. F
B Elicit the interrogative form of sentence 1 in A (Is Mrs.
Grandby an old classmate?). Drill pronunciation. Do the
same for sentences 2 and 3.
Weaker classes Ask sts to write down the interrogative forms
of all sentences in A.
In pairs, sts take turns asking and answering the
interrogative forms of statements in A. Tell sts to refer to
the dialog in the speech bubbles. Tell sts to correct the
false statements. Monitor closely for accuracy.
Classcheck A (true or false 1-7) with answers on the board.
C Ask sts: Do you remember the greetings the people in
the video used to say hello? Point to people 1-5 and the
greetings on the right column. Sts fill in the blanks and
match greetings to persons 1-5. Paircheck. Classcheck
with answers on the board.
(1) Oh, hey! (2) Mrs. Grandby, how are you? (5) Hey,
Jenny, what’s up? (4) I’m so happy to see you!
D Elicit from the whole class the correct intonation—
or the intonation sts were exposed to in the video—for
numbers 1-3 and briefly conduct chorus repetition
of them. In pairs, sts continue saying sentences 4-12
with the appropriate intonation. Monitor closely for
pronunciation / intonation. Correct sts on spot. At the end,
have a different student say each of sentences 1-12 at a
time. Praise whenever possible.
Weaker classes Focus on sentences 1-6 and drill pronunciation
(chorus and some individual repetition after you). In pairs, sts
practice saying sentences 1-6. Monitor closely and correct on
spot. Classcheck by having some sts say each of the first half
of sentences. Then, do the same for sentences 7-12.
Swap partners. Ask sts to write August, Andrea, Genevieve
or Joe next to sentences 1-12, according to who says them in
the video. Classcheck with answers on the board.
1. Genevieve 2. August 3. Genevieve 4. Joe
5. Andrea 6. August 7. Genevieve 8. Genevieve
9. August 10. Andrea 11. August 12. Andrea
4/10/13 9:59 AM
 ID Café
UNIT 2 The Critic B Ask: Do you remember Rory in the video? Point to the
sentences and ask: Do you remember Rory’s routine? Let’s
Before watching watch the video again and check.

A Point to the photo of Genevieve singing. Elicit what sts (2) He sits down at a table.
can remember about her (from Café 1). Ask: What’s her (1) Rory comes to the café.
name? / Do you remember her name? / Where’s she from? (4) Rory orders coffee.
In order to raise sts’ curiosity, write the questions below (3) He waits for Genevieve to take his order.
on the board and have them guess the answers in pairs. (5) He drinks his coffee and dreams.
Pre-teach / Clarify any doubts sts might have about the Replay Video 2. Have sts paircheck all answers.
meaning of “voice,” “critics” and “reviews.” Classcheck answers for A and B.
Is she a good singer? Does she have a good voice?
Does she sing professionally? C Ask sts: What’s Genevieve’s schedule? Have sts complete the
table from memory, preferably in pencil. Tell them to mark M
What do critics write about her: positive or negative reviews?
for morning, A for afternoon, or N for night. Paircheck. Replay
Ask some sts to report their predictions but don’t say Video 2 for sts to check their answers. Classcheck.
whether their guesses about Genevieve are right or wrong.
Genevieve… M A N
Sts complete sentences 1-6 with a word from the box.
… practices the guitar for 9
Paircheck. Classcheck.
two hours.
1. guitar 2. critic 3. review 4. voice 5. video camera … takes a class. 9
… goes to work. 9
6. performance
… gets up. 9
… writes a song. 9
B Point to the photo of Rory and the critic and ask sts: … sings at the café. 9
What do you think they do? Get two sts to read the model
dialog in the speech bubbles. Tell sts not to complete the After watching
table yet, but only to make predictions—they are going to
watch the video to check their guesses. In pairs, sts ask A Drill pronunciation for all four adjectives in the box.
Ask the whole class: How does Genevieve feel in the video
each other: “What does Rory / the critic do?”
about her performance? What about the critic, Andrea and
Classcheck / Elicit predictions from the whole class. Ask: Rory? Point to sentences 1-4 and ask sts to complete them
What does Rory do? What about the critic? with the adjectives in the box. Paircheck. Classcheck.
Play Video 2. Sts complete the table. Get each pair of sts
1. nervous 2. annoyed 3. excited 4. upset
to briefly compare their marked tables with another pair.
Classcheck.
B Read the phrases in the box with sts and check if they
Rory The critic understand them. Swap partners. In pairs, sts take turns
9 uses a video camera. asking and answering questions about each character. Refer
them to the model dialog in the speech bubbles. Monitor
9 wears glasses.
closely for Present Simple 3rd person singular. Classcheck.
9 9 listens to music.
August goes find Rory. The critic writes a review.
9 9 sits at a table in the café every day.
August gives advice. The critic listens to music.
9 9 drinks a cup of coffee.
Rory leaves the café. Genevieve plays the guitar.
9 writes on a tablet. Rory posts a video. Genevieve writes a song.
Rory plays soccer.
While watching
Focus on tasks A and B first. Read rubrics and options with C Have sts read the question in the rubrics and answer it
sts before you replay Video 2. individually. Paircheck. Classcheck.

95
A Tell sts they are going to watch the video again and
match characters 1-4 to the sentences they say.
D Allow sts a few seconds to check the kinds of reviews
(4) She’s the best there is. they usually read. Get two sts to read the model dialog in
(2) That was awesome. Good job! the speech bubbles. In pairs, sts ask and answer: “What
kind of reviews do you read?” Classcheck by asking sts:
(1) You have an amazing voice.
What kind of reviews does (partner’s name) read? Are the
(3) It’s my dream! critics usually / always right?
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UNIT 3 Storm Tracker Elicit a few questions for sts to perform the activity, e.g. say:
What’s the question to number 1 (in A)? (Is Daniel having
shaky hands?) Drill pronunciation for the questions you elicit.
Before watching Encourage sts to give short answers and also correct the
A Point to the photo of August and Daniel, ask Who information (when suitable) as shown in the model dialog.
are they? What are they doing? and point to the table. Sts In pairs, sts refer to questions 1-8 in A to ask and answer
check who is doing what (August or Daniel) in the video. using the Present Continuous. Monitor closely for accuracy.
Paircheck. Classcheck. Round off by getting sts to ask other classmates the same
August Daniel questions (open pairs).
‫ݱ‬ is looking in a bag.
A Is Daniel filming the storm?
‫ݱ‬ is sitting on a couch.
B No, he’s not. August is filming the storm.
‫ݱ‬ is using a computer.
‫ݱ‬ is checking a list. A Is Daniel having shaky hands?
B No, he’s not. August is having shaky hands.
‫ݱ‬ is standing behind the couch.
‫ݱ‬ is holding a smartphone. A Is Daniel preparing the equipment?
B Yes, he is.
B Ask sts to look at the table in A and, in pairs, take turns A Is Daniel forgetting the keys?
describing what August and Daniel are doing. Monitor B No, he’s not. August is forgetting the keys.
closely for accuracy. Classcheck by asking several sts to
A Is Daniel driving the car?
say a sentence each to the whole class.
B No, he’s not. August is driving the car.
August is looking in a bag. Daniel is sitting on a couch. Daniel A Is Daniel keeping the camera steady?
is using a computer. August is standing behind the couch. B No, he’s not. August is keeping the camera steady.
Daniel is checking a list. Daniel is holding a smartphone.
A Is Daniel getting an internship?
B Yes, he is.
C Elicit / Drill pronunciation of all words in the box. Point
to the table and ask: Which words are related to the weather? A Is Daniel introducing his storm tracker?
Get sts to work in pairs and write the words from the box B Yes, he is.
under the correct category. Classcheck.
After watching
Weather Video camera equipment Other equipment
clouds videodisc smartphone
A Read sentence 1 with sts and ask: Is it true or false? (False.)
Sts continue deciding whether sentences 2-10 are true or
lightning zoom lens app false. Paircheck. Classcheck with answers on the board.
storm microphone
wind 1. F 2. T 3. F 4. T 5. T 6. F 7. T 8. F 9. F 10. T

While watching
A Explore the photo. Ask Where are Daniel and August?
What are they doing? and listen to sts’ guesses.
Point to sentences 1-8 and ask sts to pay attention to
Daniel in the video. Read all sentences with the whole
class and teach new vocabulary items, e.g. shaky hands
(act out being nervous and show you have shaky hands),
keeping the camera steady (pretend you are going to take a
photo with your cell phone and mime you are trying to
keep it still / not to shake it), getting an internship (explain
an internship is a period of time spent doing / learning a
job to become qualified).
Tell sts to write Y (yes) or N (no) while they watch
the video. Play Video 3. Paircheck. Replay the video if
necessary. Classcheck.
1. N 2. Y 3. N 4. Y 5. N. 6.Y 7. N 8. Y
B Point to the sentences and tell sts they are in the wrong
order. Individually, sts reorder the story according to what
they remember from the video. Paircheck. If necessary,
replay the video to check answers. Classcheck with
answers on the board.
In pairs, sts take turns retelling the story. Round off with a
collaborative storytelling activity: have nine sts retell the
story to the whole class, pick one student at a time or the
last student to read a line chooses the next to continue.
(9) Daniel and August get wet and go home. (2) Daniel and
August are checking their list and Daniel asks about the
tripod. (1) Daniel invents the “storm tracker.” (3) August
doesn’t bring the tripod. (5) Daniel’s annoyed with August.
(6) August’s filming Daniel and the camera isn’t steady.
(4) August and Daniel drive to the field. (7) August
videotapes Daniel while the storm’s passing over them.
(8) There’s lightning when they are making the video.

B Swap partners. Tell sts to cover the answers in A, but
to look at sentences 1-8. In pairs, sts try to remember what
Daniel is doing in the video. Have two sts read the model
dialog in the speech bubbles.
164
C Have sts talk in groups of three about taking photos
(how and what.) Refer to the questions in the rubrics and
the model dialog in the speech bubbles. At the end, sts tell
their partners’ answers to the whole class.

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UNIT 4 Whose Action Hero? While watching
A Tell sts they are going to watch a video showing
Before watching Andrea, Lucy and Paolo at the gym. Allow sts some time to
briefly read the skills in the table and tell them to check
A Have sts look at the photo and answer the question in what Andrea, Lucy and Paolo can or can’t do. Make sure sts
the rubrics, “Where are Andrea and Lucy?” know the meaning of all the skills listed.

at a gym Play Video 4. Paircheck. Replay the video. Classcheck with

answers on the board. Check answers on the same page in
the Digital Book for Teachers, if technology is available.
B Write on the board the words Sport, Skill and Activity.
Elicit from sts an example of a sport, e.g. soccer, volleyball, Andrea Lucy Paolo
Skills
and write it under the heading sport on the board. Focus on can can’t can can’t can can’t
“skill,” ask sts Being fast: is it a skill or an activity? (A skill.) and talk to Paolo ‫ݱ‬ ‫ݱ‬
write it under the correct heading on the board. Ask: What join the class ‫ݱ‬ ‫ݱ‬
about “running?” Is it a skill or an activity? (if necessary, do acrobatics ‫ݱ‬
mime running to convey meaning) and write running dance ‫ݱ‬ ‫ݱ‬
under activity. do gymnastics ‫ݱ‬
Elicit / Drill pronunciation of phrases 1-7. Individually, sts
be an action hero ‫ݱ‬ ‫ݱ‬
check each of them under the correct category in the table.
help someone
‫ݱ‬
catch up
Paircheck. Classcheck.

Sport Skill
1. acrobatics
2. be flexible ‫ݱ‬
3. be strong ‫ݱ‬
4. gymnastics ‫ݱ‬
5. dancing
6. kickboxing ‫ݱ‬
7. martial arts ‫ݱ‬
C MAKE IT PERSONAL Model the activity. Write I can
sing. on the board and ask sts: Can you sing? Tell sts who
say “yes” to check ‫ݱ‬sentence 1 in their books. Elicit the
negative form from sts who said “no” and correct the
sentence on the board, I can’t sing. Tell sts to do the same
in their books.
Sts check sentences which are true for them and change
the wrong ones to make true statements about themselves.
If possible, walk around the classroom to monitor their
writing. Sts paircheck below in D MAKE IT PERSONAL .
D MAKE IT PERSONAL Elicit / Drill Can you…? questions
about sentences 1-5 in C. In pairs, sts ask and answer
questions about the activities in C as in the model dialog
in the speech bubbles. Ask sts to find three things in
common. Monitor closely for accuracy. Ask sts to tell you
and the whole class what they have in common, e.g. “We
can’t do acrobatics or kickboxing, but we can dance.”
Activity B Point to sentences 1-6 and tell sts all of them are
incorrect. Individually, sts correct the statements
‫ݱ‬
according to what they remember from Video 4. Paircheck.
If necessary, replay the video to check answers. Classcheck
with answers on the board.
1. Lucy and Andrea can take an exercise class.
‫ݱ‬
2. Andrea’s action film is due next week.
3. Andrea can do gymnastics.
4. Martial arts is not Andrea’s taste.
5. Lucy shakes Paolo’s hand and says hello.
6. Paolo says they can join the class.
After watching
A Individually, sts complete sentences 1-5 with his / her /
their / noun + possessive ’s, that is, a person’s name + ’s.
Paircheck. Classcheck with answers on the board.
1. her 2. his 3. her 4. Lucy’s 5. their
B Point to the dialog between Lucy and Andrea and tell
sts the conversation is a part of the video. Sts fill in the
blanks with a suitable word each. Paircheck.
Weaker classes Have sts work in pairs to complete the dialog.
Classcheck.
is can my Whose ’s ’s is he’s your my can’t can

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UNIT 5 Miss GPS Ask the whole class: What do you think about using
technology? Do you like it? Hate it? Before sts can answer, say:
Talk in pairs. Tell them to use at least three verbs from A.
Before watching Monitor closely for the use of verbs of emotions + verb + -ing.
A Write the questions below on the board and have sts At the end, ask sts to tell the class their partners’ opinion.
ask and answer them in pairs. Classcheck.

Can you drive? C Say: Daniel doesn’t mind driving. Is it true or false?
Do you like traveling by car? (True.) Point to sentences 1-5 and ask sts to write T (true) or
Do you enjoy driving long distances? F (false) according to what they remember from the video.
Paircheck. Replay the video if necessary. Classcheck with
Ask sts: What do you need for a road trip? Point to words /
phrases 1-8 and get sts to check the items they need for answers on the board.
this type of trip. Sts paircheck in B.
1. T 2. T 3. F 4. F 5. F

B Have sts read the model dialog in the speech bubbles.

In pairs, sts talk about the items they checked in A. After watching
Encourage sts to tell each other why they chose / like
each item. Classcheck by getting sts to talk about their A Point to statements 1-7 and ask sts to check the
partners’ choices. true sentences and correct the false ones. Paircheck.
Classcheck.

C Sts match items 1-5 to their definitions. Paircheck. 1. True 2. True 3. True 4. False – August does not have
Classcheck with answers on the board. a strong signal on his cell phone. 5. False – They stop the car
and Andrea looks at the map. 6. True 7. False – August
(2) gets you from one place to another
gets no signal on his cell phone.
(5) picks up a signal so you can make a call
(4) saves people time
(1) shows roads and highways B Focus on the table and have sts check which character
(3) can give you directions by voice says each sentence in the video. Paircheck. If time allows,
replay Video 5 to check answers. Classcheck.

While watching An Aug Dan Lu

A Tell sts they are going to watch a video showing 1. I love using maps.
‫ݱ‬
Andrea, August, Daniel and Lucy going on a road trip. Point Especially old maps.
to the verbs in the box and pre-teach “avoid” and “waste” 2. They’re like works of art. ‫ݱ‬
—provide sts with some simple example sentences, e.g. “I
3. Who uses maps anymore? ‫ݱ‬
avoid going to the supermarket on Fridays. There are always
too many people!” “Don’t waste your time phoning her. 4. Are you kidding me? We
She’s not home.” don’t go anywhere without ‫ݱ‬
Give sts time to read the dialog and predict answers. Miss GPS.
5. Technology takes all the
Play Video 5. Sts complete the dialog with the verbs from ‫ݱ‬
fun out of traveling!
the box. Paircheck. Classcheck.
6. Technology saves time. ‫ݱ‬
love like takes saves waste avoid love hate
7. Let’s not waste time
‫ݱ‬
arguing.
B MAKE IT PERSONAL Point to the dialog in the speech 8. GPS helps us avoid traffic. ‫ݱ‬
bubbles and get two volunteers to read the conversation.

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UNIT 6 House Rules
Before watching
A MAKE IT PERSONAL Get a student to ask you the
questions in the rubrics, “What’s your house like?” “Do
you like old houses or new ones?” Give a short description
of your house as shown in the speech bubbles. In pairs,
sts ask and answer about their houses. Monitor closely for
accuracy. At the end, ask each student to talk about his /
her partner’s house to the whole class.
and play it until Daniel reads the 4th rule, “Absolutely
no parties” and August reacts, “Uh-oh” (pause here).
Classcheck. (There are 10 rules.)
Point to rules 1-7 and get sts to check the rules they
remember from the video. Paircheck. Rewind the video a
bit and replay the part in which Daniel and Andrea read
the list of rules. Pause after August says: “Uh-oh.” Sts check
all rules mentioned. Paircheck. Classcheck.
The rules mentioned are: 3 4 5 7.

B Briefly elicit some parts of the house (living room,

C Ask sts: Why does August say “Uh-oh”? Are they giving a
party at the house? Let’s see! Play the rest of the video. Point
bedroom, etc.) Point to photo 4 and ask: What’s this? (Sts
may say a swimming pool.) Tell them it’s “an indoor pool” to sentences 1-5 and have sts decide in pairs whether they
and have sts write 4 in the correct box. Go on exploring are true or false. Classcheck.
the photos and use them to present new vocabulary. Drill
1. F 2. T 3. F 4. F 5. T
pronunciation of all words, especially “cellar” /ɎVǪOǨU/, “attic”
/Ɏ WǹN/ and “antique” / QɎWLN/. Sts match photos 2-5 to the
correct words / phrases. Classcheck.
After watching
(3) antique furniture (2) an attic (1) a cellar A Point to the photo showing Andrea, Lucy, August and
(4) an indoor pool (5) a lake house Daniel, all asleep at the table and on the sofa. Ask sts: Is it
before or after the party? (after) What kind of party was it?

C Refer sts to the photo showing Andrea and August

Get two sts to read the model dialog in the speech bubble.
Sts answer the questions in pairs. Classcheck.
and ask them to complete sentences 1-6 with the correct
preposition. Paircheck. Classcheck with answers on the board.
It was a big party. There were a lot of people, food, drinks
1. on 2. in 3. next to 4. behind 5. at 6. in front of and music.

B Sts find out what the party was like (sentences 1-5). Ask
While watching them to fill in the blanks with was / were, affirmative forms
A Elicit what sts can remember from Café 5 (Andrea, only. Paircheck. Classcheck with answers on the board.
August, Daniel and Lucy were traveling by car, on a road
trip.) Tell sts they are going to watch a video with the 1. were 2. was — were 3. was 4. was 5. were
same characters and ask: Where are Andrea and August
going? Read the options. Play Video 6 and pause after
Andrea says: “This house is over 200 years old. Look at all this
C Swap partners. In pairs, sts reorder events, 1-6,
according to what they remember from the video. Replay
antique furniture.” Sts check the correct option. Paircheck.
Video 6 if necessary. Classcheck.
Classcheck.

a house on the lake (4) The cleaning crew arrives.

(5) The crew goes upstairs.
(1) August sends an e-mail to someone.
B Ask sts: Is the lake house Andrea and August’s or is it
(3) August says he is selling his car.
rented? (They rented it for the weekend.) Tell sts there’s a
list of rules in the house. Ask: How many rules are there? (2) August hires a cleaning crew.
Watch and see. Summarize Video 6 from where you paused (6) Everyone goes to the beach.

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 ID Café
UNIT 7 The Favor 3 1 5 8 4 2 7 6

Before watching B In pairs, sts decide which character, August (A),

A Point to the photo and ask: What’s August doing? Genevieve (G) or Rory (R), said sentences 1-12. Classcheck
with answers on the board or, if possible, display the same
He’s checking his voice mail. page on the IWB with the Digital Book for Teachers and
check answers in the table.

B Tell sts there was a message from Genevieve in August’s A G R

inbox. Say Genevieve needs help. Elicit predictions about
what Genevieve needs help with. Ask What type of favor 1. Oh, sorry, yeah. ‫ݱ‬
does she need? and listen to sts’ guesses. Tell them they are 2. Everything’s fine. ‫ݱ‬
going to discover in a minute, when they watch Video 7. 3. Tell her I’m sorry. ‫ݱ‬
Get two sts to read the speech bubbles. Ask the whole 4. Sounds simple! ‫ݱ‬
class: Do your friends / family ask you for favors? Before sts 5. Thanks a lot. ‫ݱ‬
answer, have them tell each other in pairs. Round off by
6. I’m a little busy here. ‫ݱ‬
asking some sts to report what their partners said.
7. Oh, I see. ‫ݱ‬
8. Thanks anyways... ‫ݱ‬
While watching
9. What do you mean? ‫ݱ‬
A Tell sts they are going to watch a video showing August 10. Thank you so much. ‫ݱ‬
checking his voice mail. It’s Genevieve asking for help with her
computer. Tell sts August is busy, so he asks Rory to help her. 11. I really appreciate it. ‫ݱ‬
12. You did me a favor! ‫ݱ‬ ‫ݱ‬
Say Rory is calling Genevieve to offer help and point to the
dialog. Ask sts to complete it with the Past Simple forms
of the verbs given. Paircheck. Play Video 7 for sts to check C In pairs, sts try to remember what each character did
their answers. Ask: Is Rory happy to help Genevieve? (Yes, he in the story. When they have finished, let sts perform D
likes her.) Classcheck with answers on the board. before you classcheck answers.

said didn’t know had called said need A G R

1. Asked for a favor. ‫ݱ‬
B Elicit the correct order for number 1. Tell sts all 2. Called someone back. ‫ݱ‬
sentences were taken from Video 7. Sts order sentences 2-5.
Replay Video 7 for sts to check their answers. Classcheck
3. Fixed a computer. ‫ݱ‬
with answers on the board. 4. Listened to a voice mail ‫ݱ‬
message.
1. Could you do me a favor? 2. Could you do something 5. Needed computer help. ‫ݱ‬
for me? 3. I didn’t know you had my number. 4. I just
6. Thanked a friend. ‫ݱ‬ ‫ݱ‬
exercised but thanks anyways. 5. You did me a favor.
7. Worked on an invention. ‫ݱ‬

After watching D Swap partners. In pairs, sts take turns asking “What
A Tell sts to number the sentences in the order they are did August / Genevieve / Rory do?” and paircheck answers
said in the video. Paircheck. If time allows, play Video 7 for C. Refer sts to the model dialog in the speech bubbles.
once more. Classcheck with answers on the board. Classcheck C with answers on the board.

168
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UNIT 8 Party Planners 4. How many cups are there on the table?
There are two cups on the table.
Before watching 5. How many dishes does Andrea order?
A Explore the photo. Ask: Who are they? (August and She orders four dishes and one slice of cake.
Andrea, they are brother and sister.) Where are they? (At a
restaurant.) What are they doing? (They’re eating.)
C Sts complete sentences 1-5 with the suggested
Tell sts Andrea and August have plans. They went to the
quantifiers. Paircheck. Replay Video 8 to check answers.
restaurant to taste and choose the food that will be served
Classcheck.
at a party.

Elicit the meaning of tasting. Have sts match 1-4 to their 1. a bowl of 2. a cup of 3. a lot of 4. a slice of
meanings. Paircheck. Classcheck. 5. pieces of

(3) be certain (1) share (4) not know at all (2) trying
After watching
B Sts ask and answer the questions in the rubrics. A Swap partners. In pairs, sts decide whether sentences
Classcheck by listening to their guesses and telling them 1-5 are T (true) or F (false). Classcheck with answers on the
what Video 8 will be about. board.

They’re at a restaurant. They are planning a surprise party 1. F 2. T 3. F 4. T 5. F

for their parents and are at the restaurant to taste and
choose which food will be served at the party.
B Elicit the best answer for question 1. Sts write 1 in the
correct box (“Yes, I am. I’d like the fish.”). Sts continue the
While watching activity and match questions 2-6 to the correct responses.
Paircheck. Classcheck with answers on the board.
A Play Video 8 for sts to get an overall idea of what
August and Andrea are doing. Ask: How much food do they
2 4 3 6 1 5
eat, a lot or a little? (A lot.)

Point to dialogs 1 and 2 and ask sts to fill in the blanks

with like, would like, will have or love. Paircheck. Replay
Video 8 for sts to check their answers. Classcheck.
1. would like love would like like 2. Would you like
will have will have
B Sts complete questions 1-5 with how much or how many.
Paircheck. Classcheck.
In pairs, sts ask and answer questions 1-5 according to
what they remember from Video 8, as in the model
dialog in the speech bubbles. Monitor closely for accuracy.
Classcheck.
C Point to number 1 and ask: Do you remember what
August said? Play the beginning of Video 8 and pause
after August says “Are you sure they don’t know it’s a
surprise party?”
Individually, sts try to remember the expressions from
the video and fill in the blanks 1-5. Play the video so that
sts can fill in the blanks with the expressions they could
not remember. Paircheck. Replay the video once so sts
can check their answers. Classcheck with answers on
the board.
1. Are you sure 2. make sure 3. for sure 4. Just in time
5. I guess you’re right

1. How much food do they order?

They order a lot of food.
2. How many different dishes are there?
There are eight different dishes.
3. How many slices of cake do they order?
They order two slices of cake.
D Ask the whole class: What was the problem? Why did
they eat a lot and pay too much?
They thought the menu they used was a tasting menu.
They just wanted to taste items and choose the food for the
surprise party. But they ordered from the regular menu.

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UNIT 9 The Sky’s the Limit
Before watching
A Elicit / Drill pronunciation of all words. Sts complete
sentences 1-4 with a suitable word from the box.
Paircheck. Classcheck.
1. meteorologist
2. tornado alley
3. internship
4. climatology
B Point to the photo showing Daniel. Ask What’s Daniel
doing? and get sts to answer in pairs. Classcheck.
Possible answers:
I think he’s being interviewed.
I don’t think so. I think he’s talking to his friends using Skype.
C Elicit the correct option for sentence 1 and have sts
circle it. Sts continue the activity and circle the correct
options for sentences 2-5. Paircheck. Classcheck with
answers on the board.
1. going to 2. going 3. going to 4. going to 5. going to
D Sts complete sentences 1-5 with the Present
Continuous. Paircheck. Classcheck. At the end, ask sts
to circle the time phrases in sentences 1-5 (on Friday,
tonight, next week, tomorrow, after you get home.) Ask: Are the
sentences about the present or the future? (Future – plans.)
1. am planning 2. are reporting 3. is making 4. is sending
5. Are — calling
While watching
A Tell sts they are going to watch an interview with
Daniel. Say: Daniel was working on an invention, do you
remember? So watch the video and tell me, “What did he
invent?” (A storm tracker.) Play Video 9. Classcheck.
Sts complete sentences 1-6 with going to / Present Continuous
for plans. Paircheck. Classcheck.
1. is going to talk 2. is going to track 3. is going to be
4. is going to recommend 5. is going to e-mail 6. is starting
B Ask sts Is Daniel talking on video chat now or in the
future? (now) and have them check number 1 under “Now”
in the table. Replay Video 9 and while sts watch it, ask
them to check if actions 2-9 are either happening now or in
the future. Paircheck. Classcheck.
170
English ID TCH 21x29.3 Int.indd 170
Tasks Now Future
1. talking on a video chat 9
2. feeling nervous about the interview 9
3. sitting at the computer 9
4. having an interview 9
5. talking about this storm tracker 9
6. going to graduate school 9
7. sending Dr. DiChristina his program 9
8. starting an internship after school 9
9. getting an e-mail from Dr. DiChristina 9
After watching
A Sts check all true sentences. Paircheck. Classcheck. Ask
sts to correct the false ones.
Daniel’s nervous.
Dr. DiChristina’s interviewing Daniel.
She’s not in her office.
Daniel lived in Missouri and then Kansas.
She gives Daniel a paid internship.
Daniel doesn’t express his feelings about her.
Dr. DiChristina’s in Kansas for a week.
Daniel’s going to be an environmental reporter.
She asks Daniel: “Where do you see yourself in five years?”
B Elicit Wh words and keep record of their contributions
on the board. For prompts 1-5, sts make five Wh questions.
Paircheck. Classcheck with answers on the board.
1. What are you planning to do after school?
2. What time is she starting the interview?
3. When is he waiting for the phone call?
4. What are they doing after their conversation?
5. Who are you talking to this afternoon?
C MAKE IT PERSONAL Drill pronunciation of all questions
in B. Swap partners. In pairs, sts take turns asking and
answering the questions in B. Monitor closely for accuracy.
Classcheck by asking sts about their partners’ answers:
What is (partner’s name) planning to do after school?
D MAKE IT PERSONAL Swap partners. In pairs, sts talk
about themselves in five years’ time. Have them ask and
answer the question from the rubrics, “What do you think
you’re going to do…?” and refer sts to the model dialog in
the speech bubbles. Round off by asking sts to report / tell
the whole class what their partners think they are going to
be doing five years from now.
4/10/13 9:59 AM
 ID Café
UNIT 10 Geminis B Read the dialog with sts and tell them to complete it
with a comparative or superlative according to what they
Before watching remember from Video 10. Have them predict answers in
pairs. Replay Video 10. Sts fill in the blanks. Paircheck.
A Elicit / Drill pronunciation of all words. Sts complete Classcheck with answers on the board.
sentences 1-5 with a suitable word from the box.
Paircheck. Classcheck. the ugliest the ugliest the worst better

1. attitude 2. horoscope 3. tattoo 4. zodiac sign — genius the biggest

5. twins

After watching
B In pairs, sts ask and answer the questions in the rubrics.
A Sts decide whether sentences 1-8 are true or false.
Classcheck.
Paircheck. If time allows, replay Video 10 so sts can check
their answers. Classcheck.
They’re at a salon. They’re talking to each other.
They are looking at magazines to see pictures of celebrities.
1. F 2. T 3. T 4. F 5. T 6. T 7. F 8. T

C Elicit / Drill pronunciation of all words from the box.

Check / Convey meaning by asking What’s the opposite of…? /
What’s the synonym of…? or an example from sts, e.g. a
scary film, an ugly celebrity, etc. Sts complete sentences
1-8 with the adjectives from the box or the superlative.
Paircheck. Classcheck.
1. the worst 2. the most annoying 3. awful 4. scary
5. the biggest 6. ugly 7. the funniest 8. brilliant
While watching
A Tell sts they are going to watch a video showing Lucy
and Andrea in a salon. Ask (female) sts: Do you enjoy going
to salons? How often do you go?
Point to statements 1-5 and tell sts to check all they hear
in Video 10. Paircheck. Classcheck.
2 5
B Elicit the correct order for number 1. Sts reorder the
words to make sentences 2-5. Paircheck. Classcheck with
answers on the board.
1. This is the worst nose job ever.
2. And now she has the biggest lips in Hollywood.
3. When we were at the lake, I noticed that August has
a tattoo!
4. The brilliant genius is now cool!
5. She had the most annoying voice and a really awful attitude.
C MAKE IT PERSONAL Swap partners. In pairs, sts take
turns asking and answering the questions from the
rubrics. Encourage them to make comparisons, as shown
in the model dialog in the speech bubbles. Monitor
closely for accuracy. At the end, have sts talk about their
partners’ answers.

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 Notes

English ID TCH 21x29.3 Int.indd 172 4/10/13 9:59 AM