QQ One-on-One Book Four Is, As The Title Suggests, A One-To-One, Online

To the teacher
QQ One-on-One Book Four is, as the title suggests, a one-to-one, online

course book written exclusively for QQ English to build skills and confidence at
false beginner level. The course book is very gently paced with a clearly defined
and limited grammatical and lexical syllabus to avoid overloading the learner.
QQ One-on-One Book Four presents the material in 25 units, based on the

‘Three Ps (Presentation, Practice, and Production)’ approach, which I think is the
most effective modern methodology employed to create effective communicative
language learning. Each unit reviews and consolidates what has already been
learned in the previous unit. You may finish one unit in two or three lessons, or
in one lesson, depending on your student levels.
The organization of QQ One-on-One Book Four is similar to that of Book

Two and Book Three. Each unit starts with a Presentation of new language.
New language points are presented by the teacher acting various roles and
using puppets*/ character figures while the student watches you with the text
covered. Then, after that, your student can read and listen. This Practice stage
enables students to relate the spelling to the sounds of English, and helps with
pronunciation, as well as form and use. The Practice section contains a variety
of controlled and freer practice exercises, involving all four skills. And finally
there is a Production section where your students take the target language
and use it in conversations. Make sure that they are using the target language
to talk about themselves, their daily lives, feelings and interests. Successful
Personalized Production is a clear indication that the language learners have
made the transition from “students” of the key language to “users” of the
language.
The underlying philosophy of the course remains that the verb plays a key role
in forming English sentences. Mastering the most important verb patterns is a
shortcut to achieving communicative competence in English.
Vocabulary is another major element. Generally speaking, students forget about

eighty per cent of new words after 24 hours. To help them remember more,
recycle or review new vocabulary during the next lesson.
Yoshito Miyosawa
RSA/Cambridge/ CELTA
*Puppets/ character figures have long been recognized as a powerful stimulus for oral
work.
• They provide an ideal vehicle for individual role-play presentation, requiring both
question and answer skills. They are particularly useful for beginners in that they
can model the way questions are asked and answered.
• Speech delivered with puppetry has a visual element, rendering it more
memorable for the language learner.
• They can be improvised from almost anything . . . a ruler, pen or a finger can be
easily pressed into service to bring the target language into action.
Syllabus Map
QQ One-on-One BOOK FOUR

Scope and sequence
LESSON TITLE GRAMMAR EVERYDAY ENGLISH
1 Nice to meet you. Verb to be : is, am, are My name is . . . I am . . .

Possessive adjectives : my, your He is from Cebu.
Subject pronouns : I, you, he, she, Is she a nurse?
we, they Numbers 0 – 20
2 How are you? Link verb be + nouns/ adjectives How are you?
Present Simple: I / you / we / they How are your parents?
Verb to be : Questions/ Negatives Numbers 21 – 100
3 What languages Modal verb: can I can play tennis but I can’t
can you speak? Positive/ Negative/ Questions play baseball.
Coordinating conjunction: but I can speak English because I
Subordinating conjunction: because live in England.
Enjoy + noun/ gerund We enjoy skiing.
4 Can you tell me Time expressions What time is it, please?

the time, please? I’m sorry I don’t know.
I don’t have a watch.
Numbers 101 – 1,000
5 What time do you Present Simple : I, you, we, they What time do you get home?
wake up? Positive/ Negative/ Question It’s exciting. It’s boring.
Phrasal Verbs Numbers 1,001 – 3,000
6 What does he do? Present Simple: he¸ she, it What does he do?
Positive/ Negative/ Question He is a teacher.
Give + O(someone) + O(something) He uses the subway to
A chance + to infinitive commute to work.
7 How long does Time expressions for length of time Can you tell me if . . .?
it take to get into Verb: third person singular How long does it take . . .?
Rotterdam?
Be careful.
8 First, lift the Present Progressive Don’t dial the wrong number.
receiver. Imperatives Let’s have a try.
Making suggestions Please write your name here.
9 Hello. Can I speak Present Progressive for future plans Hello. Is that Mary?
to Jason, please? Telephone conversation No, it isn’t. Just a minute,
please.
It’s Q-rex, here.
10 It’s going to rain in ‘will’ vs. ‘be going to’ How’s the weather?
Cebu. Spelling of verb ~ing What’s the weather like?
‘Present Simple’ vs. ‘Present I think it is going to rain.
Progressive’
PROGRESS CHECK
11 It was Dad’s Past Simple: the verb be What’s the date today?
birthday on Saying dates Today must be the eleventh
Monday. Modals ‘must’ ‘could’ of March.
She could play the guitar
when she was six.
12 I played tennis Past Simple: regular verbs I always used the same
almost every day. Infinitive of purpose tennis rackets.
I wanted to become a
professional tennis player.
13 Did you play Past Simple: Yes/No questions and Why did you play tennis
tennis? short answers almost every day?
WH questions Did you enjoy working
there?
Numbers 3,001 - 10,000
14 Q-ty wrote an Past Simple: Irregular verbs She went to the supermarket
e-mail message Yes/No questions and short on Saturday morning to do
last week. answers the shopping.
WH questions
15 Have you ever Present Perfect: Experiential My parents have been to

been to Italy? perfect Venice.
Past participles
16 I think I’ve broken Present Perfect (2): Perfect of I’ve forgotten my key.
Mum’s hair-dryer. result She’s gone out.
‘have to’ vs. ‘must’
17 I’ve known him for Present Perfect (3): Perfect of I’ve just finished writing a
five years. persistent sit. report.
Present Perfect (4): Perfect of
recent past
18 I’ve been reading Present Perfect Progressive It’s good of you to say so.
your report. ‘information’ is uncountable It took me a long time to
Present Perfect Summary finish it.
19 Mont Blanc is the Comparative and superlative adjectives K2 is much higher than
highest mountain - one syllable Mont Blanc.
in the EU. Much/ a little + comparative + than The highest mountain in
the world is Mount
Everest.
20 He’s the most Comparative and superlative adjectives This book is more
famous boxer in - more than two syllables interesting than that one.
the Philippines. ‘one’ as a pronoun
PROGRESS CHECK
21 Q-ty is almost as As . . . as comparatives I’m twice as heavy as you.

tall as Jane. Quantity expressions Peter is not as tall as
Jason.
22 Could you tell me Directions (1) Turn right and keep on the
the way to the Prepositions of place main road.
nearest bank, Polite expressions You’ll come to the first
please? pedestrian crossing.
23 You take the M3 Directions (2) Would you like to come to

motorway first. Prepositions of place and movement our country house for the
Invitations weekend?
24 It’s called a Passive voice structure Why are they called

Catseye road stud. Catseyes?
Many people Tag questions You often play tennis, don’t

25 speak English, Expressions of quantity: you?
don’t they? Countable nouns/ Uncountable nouns Jason can play tennis very
well, can’t he?
PROGRESS CHECK
IRREGULAR VERBS
Unit
One
Nice to meet you.
Target Language
‘be’ verb (am / are / is)
Possessive adjectives (my / your / his / her / our)
Numbers 0 - 20
Presentation (1) : Dialogue between the teacher and the student.
T: <ACT One>
Hello. My name’s .………(T’s name)…. I’m your teacher. What’s your name?
S: My name’s ………….
T: Nice to meet you, ……S’s name……
S: Nice to meet you.
T: <Introducing Q-rex and Jason>

Pointing at Q-rex; This is Q-rex.
Pointing at Jason; And this is Jason.
Name : Q-rex Name : Jason

Phone number : 032-234-5678 Phone number : 208-740-9876
Picture A
Jason
Q-rex
Fido
Adriana
Unit
One
LISTENING AND READING
1. Look at Picture A and watch your teacher playing the roles of

Q-rex and Jason.
Presentation (2) : T. plays the roles of Q-rex and Jason with the figurines.
T: <ACT Two> OK. S’s name. Please look at Picture A and listen to the dialogue
between Q-rex and Jason.
Q-rex Jason
Hello. I’m Q-rex. What’s your name?

My name’s Jason.
Nice to meet you, Jason. Nice to meet you,
Jason. Nice to meet you, Jason.
And you, Q-rex.
Where are you from? Where are you from?
Where are you from?
I’m from the Philippines and I live in Cebu.
Where are you from?
I’m from England and I live in London.
By the way,
<pointing at the dog> this is our dog.
What’s his name? What’s his name? What’s
his name?
His name’s Fido. He’s very friendly. He’s very
friendly. He’s very friendly
Hi, Fido.
<Pointing at the cat> This is our cat.
What’s her name? What’s her name? What’s
her name?
Her name’s Adriana. She’s very playful. She’s
very playful. She’s very playful.
Hi, Adriana.
Unit
One
GRAMMAR MEMO
Practice (1) :
‘Hello’ and ‘Hi’
2. Read and listen. In informal situations, you
say ‘hi’ to greet someone.
Q-rex : Hello. I’m Q-rex. What’s your name?
Jason : My name’s Jason.
Q-rex : Nice to meet you, Jason.
Jason : And you, Q-rex. Where are you from?
Q-rex : I’m from the Philippines and I live in Cebu. Where are you from?
Jason : I’m from England and I live in London. By the way, this is our dog.
Q-rex : What’s his name?
Jason : His name’s Fido. He’s very friendly.
Q-rex : Hi, Fido. This is our cat.
Jason : What’s her name?
Q-rex : Her name’s Adriana. She’s very playful.
Jason : Hi, Adriana.
WRITING
Practice (2) :
3. Exercise
Put am, are, or is into the gaps and then write the questions for each statement.
1. Q-rex …is…….. from Cebu. ……Is he from Cebu?…….
2. I ……. … Q-rex. ……………………………..
3. This ……………. our dog. …………………………….
4. His name ……….. Fido. ……………………………..
5. Dogs ………. friendly. ……………………………..
6. You ……….. from England. ……………………………..
7. Cats ………… playful. ……………………………..
8. They ………… playful. ……………………………...
9. We …………… friends. ……………………………...
Unit
One
Grammar Reference
am / are / is
(person) (singular ) (be verb) (plural ) (be verb)
1st I am we are
2nd you are you are
3rd he / she / it is they are
Positive Question
Contraction
I am am I
He = I’m he
She is = He’s is she
It from Japan. = She’s it from?
We = It’s Where we
You are = We’re you
= You’re are
They = They’re they
Linking verb “be”(am/ are/ is)
ADJECTIVE NOUN
He = friendly. This = our dog.
is is
I = friendly. I = Q-rex.
( ___ ) ( ___ )
You = friendly. You = Jason.
( ___ ) ( ___ )
Practice (3) :
4. Listen and repeat. Numbers 0 – 20
0 1 2 3 4 5 6 7 8 9 10
zero one two three four five six seven eight nine ten
(oh)
11 12 13 14 15 16 17 18 19 20
eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty
S. listens and repeats each number after you. Write ‘eight’ on the board and put a stroke
through the ‘g’ to show that it is silent.
Practice (4) :
5. Say the numbers your teacher writes on the white board.

S. reads the numbers 0 – 20 that T. writes at random on the board.
Unit
One
6. What’s the phone number of Q-rex?
7. What’s Jason’s phone number?
WRITING
Practice (5) :
8. Write the numbers your teacher says.
Practice (6) :
9. Write the contractions.
1. My name is  My name’s
2. I am 
3. He is 
4. You are 
5. They are 
6. We are 
7. She is 
10. Complete the sentences. Use my, your, our, his, her, or ours.
Q-rex : Hello. _______ name’s Q-rex. What’s ________ name?
Jason : Hello. _______ name’s Jason. This is _______ dog. ________ name’s Fido.
This dog is ______________.
Q-rex : This is _________ cat. __________ name’s Adriana. This cat is ___________.
GRAMMAR MEMO
my cat = mine your cat= yours

his cat = his her cat = hers
our cat = ours their cat = theirs
E.g This is my cat. This is mine.
11. Complete the chart in Pronouns

Subject pronouns I you he she we they
Possessive adjectives my ………. ……. ……. ……… ………..
Possessive pronouns mine ………. ……. ……. ……… ………..
Unit
One
Grammar Reference
Possessive adjectives Possessive pronouns
(person) singular plural singular plural

1st my our mine ours
2nd your your yours yours
3rd his / her their his / hers theirs
E.g. This is his racket. E.g. It’s his. (= his racket)

This is their car. It’s theirs. (= their car)
SPEAKING
12. Now answer your teacher’s questions.
Production (1) : T-S
T: OK. S’s name. What’s my name?
S:
T: Where is Q-rex from?
S:
T: What’s his phone number?
S:
T: Where is Jason from?
S:
T: What’s his phone number?
S:
T: Where are you from?
S:
Grammar Focus
t Linking Verb “be”
t Possessive adjectives and possessive nouns
Production (2)
WRITING
Check 1 Word order
Write the words in the correct order. Each sentence must begin with a capital letter.
1. name / Jason / my/ is / . /

2. am / London / I / from / . /
3. is / by / dog / this / way / our / the / . /
4. is / dog / friendly / our / very / . /
Unit
Two
How are you?
Target Language
My mother is from Spain.
I have one sister.
We live in London next door to Jason’s family.
We work in the same hospital.
Warm-up Review and consolidate Unit One.
Presentation (1) : Introducing new vocabulary.

Focus S’s attention on the written forms of the words.
Pronounce the words and have S repeat the items. Drill pronunciation.
<Key Vocabulary>
Jason (20) Qty (22)
NOUNS
a student
a nurse
a pilot
a dentist
a brother
a sister
father +mother = parents
Scotland
Spain
hospital
VERBS
live
have
work
ADJECTIVES
married
same
tall
heavy
short
thin
Unit
Two GRAMMAR MEMO
Nouns are naming words (to name
a person, animal, place, thing,
and abstract idea).
LISTENING AND READING A verb expresses the doing of an
action or the existence of a state.
An adjective modifies a noun.
1. Listen about Jason.
Presentation (2) :
T: <ACT One> T. reads twice the following using the figurine of Jason.
My name is Jason and I am a student. I am 20. I am tall and heavy. I am not married. I
don’t have a brother, but I have a sister. Her name is Jane. She is a nurse. My father is
from Scotland and my mother is from Spain. We live in London.
Practice (1):
2. Read and listen.
My name is Jason and I am a student. I am 20. I am tall and heavy. I am not married. I don’t
have a brother, but I have a sister. Her name is Jane. She is a nurse. My father is from Scotland
and my mother is from Spain. We live in London.
3. Listen and repeat.
4. Listen about Q-ty.
Presentation (3) :
T: <ACT Two> T. reads twice the following, using the figurine of Q-ty.
My name is Q-ty and I am a nurse. I am 22. I am short and thin. My father is a pilot. My
mother is a dentist. I am not married. I’m an only child. We live in London next door to
Jason’s family. Jason’s sister Jane is my best friend. We work in the same hospital.
Practice (2):
5. Read and listen.
My name is Q-ty and I am a nurse. I am 22. I am short and thin. My father is a pilot. My
mother is a dentist. I am not married. I’m an only child. We live in London next door to
Jason’s family. Jason’s sister Jane is my best friend. We work in the same hospital.
6. Listen and repeat
WRITING
Practice (3):
7. Complete the text about Jason.
_________ name is Jason and I ______ a ________ . I am 20. I am tall and ________. I
am not married. I _______ have a brother, but I _______ a ___________. Her name is
Jane. She is a _______. My father is from Scotland and my mother is from Spain. We
_________ in London.
8. Complete the text about Q-ty.
My _________ is Q-ty and I am a nurse. I _______ 22. I am short and ________. My father
is a pilot. My mother is a ___________. I am not married. I’m an ______ child. We live in
London next _________ to Jason’s family. Jason’s sister Jane is my best __________, We
__________ in the _________ hospital.
Unit
Two
9. Write the answers.
1. Is Jason a pilot? ………………………….........………………
2. What’s the name of Jason’s sister? ……………………………………………....
3. Where is Jason’s father from? ………………………………………………
4. Where is Jason’s mother from? ………………………………………………
5. Is Jason thin? ………………………………………………
6. Is Q-ty a student? ………………………………………………
7. Is Q-ty married? ………………………………………………
8. Is Q-ty tall? ………………………………………………
Grammar Reference
Verb to be
Yes/ No questions Short answers
he Yes, he is.
a doctor? No, she isn’t.
Is she
your father (noun) No, he isn’t.
you Yes, I am.
Are we happy? No, we aren’t.
they (adjective) No, they aren’t.
Negative Contraction
I am not I’m not ( × I amn’t)
He is not He isn’t
She is not from Canada. She isn’t
It is not (prep. Phrase) It isn’t
You are not You aren’t
We are not We aren’t
They are not They aren’t
LISTENING AND REPEATING GRAMMAR MEMO
We use ‘How are you?’

to ask about someone’s
EVERYDAY ENGLISH health. You know them.

Presentation (4) : T plays the roles of Jason and Q-ty using the figurines.
T: <ACT Three> Instruct S. to listen to the dialogue between Jason and Q-ty.
Jason Q-ty
Hello, Q-ty. How are you?
Very well, thank you. How are you?
Fine, thanks.And how are
your parents? They are both very well, thanks. They are
both very well, thanks. They are both very
well, thanks.
Unit
Two
LISTENING AND WRITING
Practice (4):
11. Listen to the conversation again. Write it in the correct order.
□ Very well, thank you. How are you?
□ They are both very well, thanks. GRAMMAR MEMO
□ Fine, thanks. And how are your parents?
□ Hello, Q-ty. How are you? You use‘both’ to refer to
two people or things.
J: …………………………………………………………….
Q: ……………………………………………………………..
J: ……………………………………………………………
Q: …………………………………………………………….
Grammar Reference
Verbs Present Simple: I / you / we / they
Positive Negative
I have a sister. I don’t have a brother.
You live in London. You don’t live in Tokyo..
We work in a hospital. We don’t work in a shop.
They They
Do you live in Tokyo? Yes, I do./ No, I don’t.

Do they work in a restaurant? Yes, they do. / No, they don’t.
Numbers 21 – 100
Presentation (5) : S. listens and repeats each number after you.
21 22 23 24 25 26 27
twenty-one twenty- two twenty- three twenty-four twenty- five twenty- six twenty-seven
28 29 30 31 40 50 60 70 80 90
twenty- eight twenty- nine thirty thirty-one forty fifty sixty seventy eighty ninety
100
one hundred
Unit
Two
Practice (5):
S. reads the numbers 21 - 100 you write at random on the board.
SPEAKING
After the greetings like “How are you?” ask questions which elicit what is
learnt during the lesson, such as “Where are you from?” “Are you tall?”, etc.
Grammar Focus
t Linking verb be + nouns/ adjectives

t Present Simple : I/ you/ we/ they
t Everyday greetings and numbers 21 - 100
Production (2)
WRITING
Check 2 Word order

1. not / I / married / am / . /
2. brother / have / a / don’t / I / . /
3. hospital / same / in / work / the / we / . /
4. family / live / door / Jason’s / London / next / to / in / we / . /

Unit
Three
What languages can you speak?
Target Language
What can I do? I can use a computer.
I can speak Spanish because my mother is Spanish.
I can play tennis, but I can’t play baseball.
Baseball is not popular here in England.
Warm-up Review and consolidate Unit Two.

Focus S’s attention on the pictures of vocab items as well as on the written forms of
the words. Pronounce the words and have S repeat the items. Drill pronunciation.
<Key Vocabulary>
NOUNS
a computer
a car
a guitar
tennis
baseball
skiing
VERBS
use
do
drive
run
swim
play
sing
dance
ski
enjoy
ADJECTIVES
popular
ADVERBS
often
fast
Unit
Three


Presentation (2) :
T: <ACT One> T. reads twice the following, using the figurine of Jason.
Hi, I’m Jason. What can I do? Well, I can use a computer, of course. I can speak English
because I live in England. And I can speak Spanish because my mother is Spanish. But I
can’t speak Japanese. I can drive a car and I can run very fast. And I can swim. I can play
the guitar and I can sing and dance. I can play tennis but I can’t play baseball. Baseball
is not popular here in England. I can ski. My father is from Scotland. We often go to
Scotland and we enjoy skiing.
Practice (1):
2. Read and listen.
Hi, I’m Jason. What can I do? Well, I can use a computer, of course. I can speak English
because I live in England. And I can speak Spanish because my mother is Spanish. But I can’t
speak Japanese. I can drive a car and I can run very fast. And I can swim. I can play the guitar
and I can sing and dance. I can play tennis but I can’t play baseball. Baseball is not popular
here in England. I can ski. My father is from Scotland. We often go to Scotland and we enjoy
skiing.
Practice (2) :
T: Read the text above again and instruct S. to complete the chart.
3. Listen to Jason and complete the chart.
Put √ or × . GRAMMAR MEMO
Can . . . ? Jason ‘because’
You use because for
speak English □ giving the reason for
something.
speak Spanish □
speak Japanese □
drive a car □
run fast □
swim □
play tennis □
play baseball □
ski □
play the guitar □
play the piano □
sing and dance □
Practice (3):
4. Complete the sentences. Use the correct question words to get the
underlined info.
1. “ Where can you cook? “ “ I can cook in the kitchen.”
2. “……………can swim fast?” “John can.”
3. “……………sports can you play?” “I can play volleyball.”
4. “…………….can you go skiing?” “I can go skiing in winter.”
Unit
Three

Practice (4):
5. Match the questions with their answers.
1. “Can you make pizza?” “He can play the piano.”
2. “Who can drive a car?” “Emily can.””
3. “Can I open the window?” “Yes, I can.”
4. “Can John play the piano or the guitar?” “Sure.”
Grammar Reference
‘can’ is a modal verb. ‘can’ goes before another verb in the base form.
E.g. can be / can have / can speak, etc.
It has no ‘-s’ form for the 3rd person singular.
× She cans play the piano.
× She can plays the piano.
You use ‘can’ to indicate that someone has the ability to do something.
I can play the guitar.
You can also use it to request or offer permission.
Can I use your pen? You can drive my car on Sundays.
Positive statements Questions
I I
You you
He/ She can play the piano. What can he/ she do?
We we
They they
Negative statements Yes/ No questions
I I*
You you
He/ She can’t play the piano. Can he/ she play the piano?
We we *
They they
*permission
SPEAKING

Ask questions involving ‘can’; Can you drive a car? , Can you run fast? ,etc.
Unit
Three
Grammar Focus
t Can: affirmative/ negative/ questions

t Enjoy + noun/ gerund(~ing) ×enjoy + to ~
t Conjunction : because
Production (2)
WRITING
Check 3 Word order

1. do / I / can / what / ? /
2. Spanish / Spanish / mother / speak / because / my / is / can / I / . /
3. tennis / baseball / but / play / play / can / can’t / I / I / . /
4. England / is / in / popular / here / not / baseball / . /

Unit
Four
Can you tell me the time, please?
Target Language
What time is it, please?
It’s three o’clock in the afternoon. It’s 3 p.m.
Excuse me. Can you tell me the time, please?
I’m sorry, I don’t know. I don’t have a watch.
Warm-up Review and consolidate Unit Three.

<Key Vocabulary>
NOUNS
midnight am
midday
clock
watch
time 12:00 11:59
quarter
half midnight
VERBS
tell
know
PREPOSITIONS
pm
to
past 12:00 11:59
before
after midday
Unit
Four


1. Watch your teacher playing the roles of Q-rex and Q-ty.
Presentation (2) :
T: <ACT One> OK. S’s name. Please listen to the dialogue between Q-rex and Q-ty.
Q-rex Q-ty
Hello, Q-ty.
Hello, Q-rex.
Thank you very much.
Practice (1):
2. Read and listen.
Q-rex : Hello, Q-ty.
Q-ty : Hello, Q-rex.
Q-rex : What time is it, please?
Q-ty : It’s three o’clock in the afternoon. It’s 3 p.m.
Q-rex : Thank you very much.
Presentation (3) : T reads the times and get the S to listen and repeat.
4. Look at the times. Listen and repeat.
12 1 12 1 12 1 12 1 12 1
11 11 11 11 11
10 2 10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5 7 6 5
1:10 1:15 1:30 1:45 1:50

It’s ten past one. It’s quarter past one. It’s half past one. It’s quarter to two. It’s ten to two.
(It’s ten after one.) (It’s a quarter after one.)
Unit
Four

Practice (2):
5. Practise saying the times. GRAMMAR MEMO
The verb practice? Or practise?

(the noun is the same, ‘practice’ ,
for both USA and UK)
In American English, use ‘practice’.
WRITING In British English, use ‘practise’.
Practice (3):
6. Look at the clocks. Write the times.
12 1 12 1 12 1 12 1 12 1
11 11 11 11 11
10 2 10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5 7 6 5
1 _________ 2 __________ 3 __________ 4 ___________ 5 __________
Presentation (4) :
7. Look at the times. Listen and repeat.
12 1 12 1 12 1
11 11 11
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
It’s just before one o’clock. It’s one o’clock. It’s just after one o’clock.
Practice (4) : T. uses a toy clock to show different times.

8. Look at your teacher’s clock and say the times.
EVERYDAY ENGLISH
Unit
Four

LISTENING AND REPEATING

9. Watch your teacher playing the roles of A and B.
Presentation (5) :
T: <ACT Two> Instruct S. to listen to the dialogue between A and B.
A B
Excuse me. Can you tell me the time, please?

Can you tell me the time, please? Can you
tell me the time, please?
Never mind. Thanks.

Practice (5) :
11. Read and listen.

A: Excuse me. Can you tell me the time, please?
B: I’m sorry, I don’t know. I don’t have a watch.
A: Never mind. Thanks.
ROLE PLAYING
WRITING
Practice (3) :
T. plays the role of A and S. plays the role of B. If successful, change roles.
12. Roleplay. Your teacher is A. You are B.

Presentation (6) :
T. introduces numbers 101 – 1,000
13. Change roles. Numbers 101 – 1000
101 one hundred (and) one 199 one hundred (and) ninety-nine 200 two hundred
201 two hundred (and) one 299 two hundred (and) ninety-nine 300 three hundred
901 nine hundred (and) one 999 nine hundred (and) ninety-nine 1,000 one thousand
Unit
Four

SPEAKING

Ask questions involving the time.
Grammar Focus
t Time expressions
t Numbers 101 – 1,000
Production (2)
WRITING
Check 4 Word order

1. time / it / please / what / is / ? /

2. the / you / time / please / me / tell / can / ? /
3. past / is / six / quarter / it / . /
4. o’clock / is / one / just / after / it / . /
Unit
Five
What time do you wake up?
Target Language
Every morning I wake up at 7:00.
I get out of bed. I go into the bathroom.
I use the toilet and flush it.
I brush my teeth and have a shower.
We don’t like cricket very much. It’s boring!
Warm-upReview and consolidate Unit Four.

Focus S’s attention on the pictures of vocab items as well as on the written forms of the
words. Pronounce the words and have S repeat the items. Drill pronunciation.
7:00am 12 1 12 1
<Key Vocabulary> 11 11 12 1
11
10 2 10 2 2
10
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5
NOUNS
7 6 5
bathroom
toilet
tooth (pl. teeth)
shower 8:30am 4:30pm
breakfast
lunch 7:00pm 12 1 11:00pm 12 1
dinner 11 11
10 2 10 2
9 3
alarm
9 3
8 4 8 4
7 6 5 7 6 5
television
cricket
VERBS
use
flush
brush
leave
watch
PHRASAL VERBS
wake up
get out of
go into
go to school/ work
get home
go to bed
set
Unit
Five


Presentation (2) :
T: <ACT One> OK. S’s name. Please listen about Jason.
T. reads the following, using the figurine of Jason.
Hi, I’m Jason. Every morning I wake up at 7:00. I get out of bed. I go into the bathroom. I
use the toilet and flush it. I brush my teeth and have a shower. I have breakfast at 8:00. I
go to school at 8:30. I have lunch at 12:45. I leave school at 4:00. I get home at 4:30. I have
dinner at 7:00 and watch television. I go to bed at 11:00 and set my alarm for 7:00 a.m.
Practice (1) :
2. Read and listen.
Hi, I’m Jason. Every morning I wake up at 7:00. I get out of bed. I go into the bathroom. I
use the toilet and flush it. I brush my teeth and have a shower. I have breakfast at 8:00. I
go to school at 8:30. I have lunch at 12:45. I leave school at 4:00. I get home at 4:30. I have
dinner at 7:00 and watch television. I go to bed at 11:00 and set my alarm for 7:00 a.m.
4. Watch your teacher playing the roles of Q-ty and Jason.
Presentation (3) :
T: <ACT Two> Instruct S. to listen to the dialogue between Q-ty and Jason.
Q-ty Jason
What time do you wake up?

I wake up at seven.
What time do you go to school?
I go to school at 8:30.
What time do you get home?
I get home at 4:30.
What time do you have dinner?
I have dinner at 7:00.
And then, what do you do?
I watch television.
What time do you go to bed?
I go to bed at 11:00.
Unit
Five

Practice (2) :
5. Read and listen.
Q-ty : What time do you wake up?
Jason : I wake up at seven.
Q-ty : What time do you go to school?
Jason : I go to school at 8:30.
Q-ty : What time do you get home?
Jason : I get home at 4:30.
Q-ty : What time do you have dinner?
Jason : I have dinner at 7:00.
Q-ty : And then, what do you do?
Jason : I watch television.
Q-ty : What time do you go to bed?
Jason : I go to bed at 11:00.
ROLE PLAYING
Practice (3) :
T. plays the role of Q-ty and S. plays the role of Jason. If successful, change roles.
7. Roleplay. Your teacher is Q-ty.You are Jason.
8. Change roles.
9. Listen about Jason, again.
Presentation (4) :
T: OK. S’s name. Please listen about Jason again.
T. reads twice the following, using the figurine of Jason.
Hi, I’m Jason, again. On Saturday I play tennis with Q−ty. We like tennis a lot. It’s exciting.
But we don’t like cricket very much. It’s boring! But some people like it. Cricket is an outdoor
game. Players try to score points by hitting a ball with a wooden bat.
Practice (4) :
10. Read and listen.
Hi, I’m Jason, again. On Saturday I play tennis with Q−ty. We like tennis a lot. It’s exciting.
But we don’t like cricket very much. It’s boring! But some people like it. Cricket is an
outdoor game. Players try to score points by hitting a ball with a wooden bat.
WRITING
12. Complete the questions and answers.
What …… Jason and Q-ty like? They ……………………………..
Why ……. they like tennis? Because ……………………..
What don’t they like? They …………………….
Why? Because ……………………
Unit
Five

13. Complete the table for the Present Simple.

Positive Negative
I like tennis don’t like tennis
You ……………… don’t like tennis
We ……………… ………………………
They ……………… ………………………
SPEAKING

Ask questions.
E.g. What time do you wake up? / get out of bed? /have breakfast/ lunch/ dinner/ go
to school(work)/ go to bed? Do you like tennis? Etc.
Presentation (5) :
T. introduces numbers 1,001 – 3,000, reading the numbers.
Numbers 1,001 – 3,000

1,001 one thousand one 1,999 one thousand nine hundred (and) ninety-nine
2,000 two thousand 2,001 two thousand one
2,100 two thousand one hundred 3,000 three thousand
Practice (5) :
S. listens and repeats each number after you.
15.WRITING
Listen and repeat.
S. reads the numbers 1,001 – 3,000 that T. writes at random on the board.
WRITING
Practice (6) :

Unit
Five

Grammar Focus
t Present Simple : I/ you/ we/ they
Positive/ negative
Questions with question words
Yes/ No questions and short answers
t Numbers 1,001 – 3,000
WRITING
Check 5 Word order
1. and / I / flush / use / toilet / it / the / . /
2. alarm / and / my / go / set / at / for / to / I / bed / 11:00 p.m. / 7:00 a.m. / . /
3. score / players / to / points / a / a / by / bat / with / ball / try / hitting / wooden / . /

Unit
Six
What does he do?
Target Language
What does he do?
He is a teacher.
He teaches English five days a week at a language school.
He uses the subway to commute to work.
Warm-up Review and consolidate Unit Five.

<Key Vocabulary>
NOUNS
language
job
subway
bank
chance
people
VERBS
give
use
study
commute
meet
ADJECTIVES
busy
ADVERBS
sometimes
Unit
Six
1. Listen about Jim.
Presentation (2) :
T: <ACT One> T. reads twice the following.
Jim is a teacher. He is 30 years old. He comes from Edinburgh in Scotland, but now he lives
and works in Tokyo. He teaches English five days a week at a language school. He loves his
job. It gives him a chance to meet people. He uses the subway to commute to work. He
studies the folk art of Japan on Saturdays. He speaks three languages; English, Japanese,
and French. He is married to a Japanese. His wife works for a bank and she is very busy.
She sometimes plays the piano on weekends. He likes playing tennis and listening to
music in his free time. He goes skiing in winter.
Practice (1) :
2. Read and listen.

Jim is a teacher. He is 30 years old. He comes from Edinburgh in Scotland, but now he lives
and works in Tokyo. He teaches English five days a week at a language school. He loves his
job. It gives him a chance to meet people. He uses the subway to commute to work. He
studies the folk art of Japan on Saturdays. He speaks three languages; English, Japanese,
and French. He is married to a Japanese. His wife works for a bank and she is very busy. She
sometimes plays the piano on weekends. He likes playing tennis and listening to music in
his free time. He goes skiing in winter.
Practice (2) :
T. instructs S. to underline all the verbs in the text.
GRAMMAR MEMO
3. Underline all the finite verbs in the text.
1. Verbs like give can have two
is comes lives objects: give someone something.
2. a chance + to infinitive:
a chance to go abroad
a chance to learn English
4. What is the last letter of these verbs?
PRONOUNCIATION
5. Is “ -s “ pronounced /s/, /z/, or /ız/ ?

Listen and write the verbs.
T. reads the verbs and S. completes the following table.
is/ comes/ lives/ works/ teaches/ loves/ gives/ uses/ studies/ speaks/ plays/ likes/ goes
Unit
Six

-/s/ -/z/ -/ız/

works is teaches
……………. ………………. ………………
……………. ………………
………………
………………
………………
………………
……………….
6. Practice saying them.

Grammar Reference
How to choose between the three pronunciations -/ız/ , -/z/ , and -/s/ :
• Add -/ız/ after consonants which have a ‘hissing’ or ‘buzzing’ sound: i.e. after
/z/ , /s/ , /dʒ/ , /tʃ/, /ʒ/, /ʃ/.
• Add -/z/ after any other voiced sound: i.e. after a vowel, or after the voiced consonants.
• Add -/s/ after any other voiceless sound: i.e. after the consonants /p/ , /t/ , /k/ , /f / , /θ/.
WRITING
Practice (3) :
7. Complete the sentences about Jim.
1. Jim ………….. from Edinburgh, but now he …………… and ………….. in Tokyo.
2. He …………. English and he …………. his job.
3. It ……….. him a chance to meet people.
4. He …………… the subway to commute to work.
5. He …………… the folk art of Japan on Saturdays.
6. He ……………. three languages.
7. His wife sometimes …………. the piano on weekends.
8. He …………… playing tennis.
9. He …………… skiing in winter.
Unit
Six

Grammar Reference
Present Simple
• The Present Simple expresses a fact which is always or generally true.

He comes from Edinburgh. He lives and works in Tokyo.
• It also expresses a present habit.
She plays the piano on weekends. He goes skiing in winter.
Form of the Present Simple
• We add –s or –es to the base form of the verb in the third person singular.
He/ She/ It works.
I/ You/ We/ They work.
• Most verbs add –s in the third person singular.
• Add –es when they end in -o, -s, -ch, -x, -sh (goes/ misses/ watches/ mixes/ finishes)
• If the verb ends in a consonant + -y, the –y changes to –ies (studies).
• But if the verb ends in a vowel + -y, the –y does not change (plays).
• Have is irregular(havehas)
Practice (3) :
8. Write the third person singular form of the verbs.

1. go …………………
2. work ……………..
3. speak …………………
4. have ……………..
5. study …………………
6. play ………………
7. watch ………………..
8. live ………………..
9. Change the sentences from positive to negative.
1. He comes from Edinburgh. ……………………………………………….
2. He lives in Tokyo. ……………………………………………
3. He speaks three languages. ………………………………………………
4. She works for a bank. ..........................................................................................................
5. She plays the piano on weekends. ............................................................
10. Make questions.
1. does/ weekends / play / on / the / she / piano / ? /
2. does/ where / he / live / ? /
3. sports / does / what / play / he / ? /
4. does / when / go / he / skiing / ? /
5. he / does / what / study / ? /
Unit
Six

Grammar Reference
Present Simple
Positive Negative
I/You/We/They work. I/You/We/They don’t work.
He/She/It works. He/She/It doesn’t work.
Question
When do I/ you/ we/ they work?
When does he/she/it work?

Do you/they work? No, I/we/they don’t. Yes, I/we/they do.
Does he/ she/ it work? No, he/she/it doesn’t. Yes, he/she/it does.
SPEAKING

Ask questions (both WH and Yes/No) about Jim using the Present Simple tense.
E.g. Where does Jim come from? / Does he come from Canada? Etc.
Grammar Focus
t Present Simple : he/ she/ it

t give + someone + something
Production (2)
WRITING
WRITING
Check 6 Word order
1. him / his / meet / chance / gives / job / people / a / to / . /
2. uses / work / commute / he / subway / the / to / to / . /
3. of / folk / he / on / Saturdays / Japan / art / the / studies / . /
4. likes / tennis / he / his / playing / time / free / in / . /

Unit
Seven
How long does it take to get into Rotterdam?
Target Language
Can you tell me if there’s a night ferry from London to Rotterdam?
How long does it take to get into Rotterdam?
It takes thirteen hours.
It takes me half an hour to get to work.
It takes some time for me to go to sleep.
Warm-up Review and consolidate Unit Six.

Focus S’s attention on the pictures of vocab items as well as on the written forms of the words.
Pronounce the words and have S repeat the items. Drill pronunciation.
<Key Vocabulary>
NOUNS
a travel agency
a night ferry
a night shift
VERBS
take
CONJUNCTION
if
Unit
Seven
1. Listen to the conversation.
Presentation (2) :
T: <ACT One> Instruct S. to listen to the dialogue between a travel agent and a traveller.
TRAVEL AGENT TRAVELLER

Can I help you?
Yes. Can you tell me if there’s a night ferry
from London to Rotterdam?
Yes, it’s eight o’clock every evening.
How long does it take to get into
It arrives in Rotterdam at nine o’clock the Rotterdam?
next morning. It takes thirteen hours.
I see. Well, thank you.
Practice (1) :
Travel agent : Can I help you?
Traveller : Can you tell me if there’s a night ferry from London to Rotterdam?
Travel agent : Yes, it’s eight o’clock every evening.
Traveller : How long does it take to get into Rotterdam?
Travel agent : It arrives in Rotterdam at nine GRAMMAR MEMO
o’clock the next morning.
It takes thirteen hours. Can you tell me if . . . ?
Traveller : I see. Well, thank you. ‘If’, in this context, is used to
introduce clauses mentioning things
2. Read and listen. that someone asks about.
Travel agent : Can I help you?

Traveller : Can you tell me if there’s a night ferry from London to Rotterdam?
Travel agent : Yes, it’s eight o’clock every evening.
Traveller : How long does it take to get into Rotterdam?
Travel agent : It arrives in Rotterdam at nine
o’clock the next morning.
It takes thirteen hours.
Traveller : I see. Well, thank you.
Grammar Reference
Time expressions : for a length of time during which something happens or
someone does something
<Question> How long does it take (for you) to get to work ?
<Answer> It takes half an hour (for me) to get to work.
=It takes (me) half an hour to get to work.
Unit
Seven
ROLE PLAYING
Practice (3) :
T. plays the role of the travel agent and S. plays the role of the
traveller. If successful, change roles.
4. Roleplay.
Your teacher is the travel agent.
You are the traveller.
5. Change roles.
Presentation (3) :
T: <ACT Two> T. reads twice the following. Nurse Q-ty in a white coat
Hi, I’m Q-ty. I normally get up at 6 a.m. and go to work at 7. It takes me half an hour
to get to work. I leave work at 4 in the afternoon and get home at 4:30. I usually have
dinner at 6:00 and watch TV till 7:30. But I work on the night shift, from 9 p.m. to 7 a.m.,
every fortnight. When I’m on the night shift, I set my alarm clock for 8 p.m. and go to
bed at 1 p.m. But it takes some time for me to go to sleep.
7. Read and listen.

Hi, I’m Q-ty. I normally get up at 6 a.m. and go to work at 7. It takes me half an hour to
get to work. I leave work at 4 in the afternoon and get home at 4:30. I usually have dinner
at 6:00 and watch TV till 7:30. But I work on the night shift, from 9 p.m. to 7 a.m., every
fortnight. When I’m on the night shift, I set my alarm clock for 8 p.m. and go to bed at 1
p.m. But it takes some time for me to go to sleep.
WRITING
8. Rewrite the above text in the third person singular.
Q-ty normally gets up at 6 a.m. and goes to work at 7. It takes her half an hour to get to
work. She .…………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………..
Unit
Seven
9. Correct the four grammatical errors in the following two sentences.
Q-ty arrives at home to the 4:30 o’clock.
She usually has a dinner at six o’clock and watches TV till at 7:30.
Answer key
 ×arrives at home  ✔arrives home

When home is used as an adverb, no preposition is needed with verbs of
movement.
 to the 4:30 o’clock  at 4:30
Use at with clock times
We use o’clock when the clock shows the exact hour as a number from 1 to 12.
✔　one o’clock/ two o’clock
× half past one o’clock / ten past one o’clock / 1:15 o’clock / 1:30 o’clock/ 1:00 o’clock
 ×She usually has a dinner  ✔She usually has dinner
A dinner is a formal social event in the evening at which a meal is served.
 till at 7:30  till 7:30

Use till / until to mark the end point of a period of time
Grammar Focus
t Time expressions for the length of time

How long? It takes + time.
t Uncountable noun ‘dinner’
t Can you tell me if . . . ?
Production (2)
WRITING
Check 7 Word order

1. if / night / tell / you / me / there / a/ ferry / can / is / ? /
2. into / it / long / get / take / does / Rotterdam / to / how / ? /
3. half / her / takes / get / hour / to / to / work / an / it / . /
4. takes / to / for / it / go / me / to / some / sleep / time / . /

Unit
Eight
First, lift the receiver.
Target Language
First, lift the receiver and hear a dial tone.
Be careful. Don’t dial the wrong number.
Let’s have a try.
Please write your name here.
Warm-up Review and consolidate Unit Seven.
Presentation (1) : Introducing new vocabulary. Focus S’s attention on the pictures of
vocab items as well as on the written forms of the words. Pronounce the words and have
S repeat the items. Drill pronunciation.
<Key Vocabulary>
NOUNS
(tele)phone call
phone number
receiver
VERBS
make
dial
lift= pick up
answer
talk
ring Hello, Mum?
CONJUNCTION
This is Emily...
when
ADJECTIVES
wrong
careful
Unit
Eight
GRAMMAR MEMO
Your girl cousin is the daughter of your uncle or aunt.
LISTENING AND READING Your boy cousin is the son of your uncle or aunt.
Your niece is the daughter of your sister or brother.
Your nephew is the son of your sister or brother.
1. Listen to the conversation between Q-ty and her girl cousin

Emily. Emily is Q-ty’s aunt Alison’s youngest daughter aged 6.
Presentation (2) :
T: <ACT One> Instruct S. to listen to the dialogue between Q-ty and her girl cousin Emily.
Emily is Q-ty’s aunt Alison’s youngest daughter aged 6.
Emily Q-ty
Q-ty, can you tell me how to make a
telephone call to my mum, please? OK, Emily. First, lift the receiver and hear a dial
tone. First, lift the receiver and hear a dial tone.
First, lift the receiver and hear a dial tone.
Then, dial the number. Then, dial the number.
Then, dial the number.
Be careful. Don’t dial the wrong number. Be
careful. Don’t dial the wrong number. Be
careful. Don’t dial the wrong number.
When your mum answers the phone, you just
talk. That’s all.
I see. Let’s have a try. Let’s have a try.
Let’s have a try.
First, I pick up the receiver. First, I pick
up the receiver. First, I pick up the
receiver. And then, I dial the number.
Yes, it’s ringing. Yes, it’s ringing. Yes, it’s
ringing. Hello, Mum? This is Emily.
Practice (1) :
2. Read and listen.
Emily : Q-ty, can you tell me how to make a telephone call to my mum, please?
Q-ty : OK, Emily. First, lift the receiver and hear a dial tone. Then, dial the number.
Be careful. Don’t dial the wrong number. When your mum answers the phone,
you just talk. That’s all.
Emily : I see. Let’s have a try. First, I pick up the receiver.
And then, I dial the number. Yes, it’s ringing.
Hello, Mum? This is Emily.
GRAMMAR MEMO
3. Listen and repeat. The phone is ringing. Am/

is/ are + verb -ing describes
activities happening now.
Unit
Eight
Grammar Reference
The imperative
• We use imperatives to tell someone to do something.

• To form imperatives, we use the base form of a verb with no subject.
• We use imperatives for giving orders, making offers (“Have a cigarette.”), or giving directions
• ( “Turn right at the first corner.”) or instructions (“Lift the receiver and hear a dial tone.”)
• Imperatives can be impolite. To make a request a little more polite, add ‘please’ at the
beginning or end of the sentence.
• To make an imperative negative, add ‘Don’t’ before the verb (“Don’t work too hard.”)
Practice (2) :
4. Make the sentences negative.

1. Please open the window.
2. Stand up, please.
3. Use my book.
4. Please write your name here.
Practice (3) :
5. Make the sentences negative.
1. Let’s watch TV.
2. Let’s go to the cinema.
3. Let’s dance.
ROLE PLAYING
Practice (4) :
T. plays the role of Q-ty and S. plays the role of Emily. If successful, change roles.
6. Roleplay. Your teacher is Q-ty.
You are Emily. Grammar Focus
7. Change roles. t The imperative
t Making suggestions : Let’s
Production (2) t Be + ~ing
WRITING
Check 8 Word order
1. to / how / make / please / tell / you / me / telephone / a/ call / can / ? /

2. when / mum / the / just / talk / you / phone / answers / your / . /
3. tone / lift / and / hear / receiver / the / a / dial / . /
Unit
Nine
Hello. Can I speak to Jason, please?
Target Language
This is Jason.
Just a minute, please.
Is Saturday afternoon OK for tennis?
We’re having a party at my house on Sunday.
Warm-up  Review and consolidate Unit Eight.

1. Listen to the telephone conversations. Write them in the
correct order.
Presentation (1) :
T: <ACT One>　
Q-rex Jason
Hello, 7404132.
Hello, Jason. It’s Q-rex here.
Q-rex! How are you?
Very well, thanks. And you?
I’m OK, thanks. .
Practice (1) :
A. Q-rex and Jason

( 5 ) I’m OK, thanks. GRAMMAR MEMO
( ) Very well, thanks. And you? “Hello”
( ) Hello, Jason. It’s Q-rex here. • As a greeting when you see or
( ) Q-rex! How are you? meet someone.
( ) Hello, 7404132. • When answering the telephone
or starting a telephone
conversation.
Unit
Nine
Presentation (2) :
T: <ACT Two>　
Q-ty Jason
Hello.
This is Jason.
Oh! Hi, Jason. This is Q-ty. Is
Saturday afternoon OK for tennis?
Yes, that’s fine.
Good! I’ll see you on Saturday at
two o’clock, then. Bye!
Bye, Q-ty.
Practice (2) :
B.
( ) Bye, Q-ty.
( ) Good! I’ll see you on Saturday at two o’clock, then. Bye!
( ) Hello. Can I speak to Jason, please?
( ) Yes, that’s fine.
( 1 ) Hello.
( ) Oh! Hi, Jason. This is Q-ty. Is Saturday afternoon OK for tennis?
( ) This is Jason.
Presentation (3) :
T: <ACT Three>　
Jason Jenny
Hello.
Hello. Is that Mary?
No, it isn’t. Just a minute, please.
Jason Mary
Hello, Mary here.
Hi, Mary. It’s Jason. We’re having a
party at my house on Sunday. Can
you come? Oh sorry, Jason. I can’t. It’s my
sister’s wedding.
Never mind. Perhaps next time.
Bye. Bye.
Practice (3) :
C. Jason and Jenny
( ) No, it isn’t. Just a minute, please.
( 1 ) Hello.
( ) Hello. Is that Mary?
Unit
Nine GRAMMAR MEMO
Present Progressive “Be + V-ing”
Practice (3) : We’re having a party at my house
on Sunday.
D. Jason and Mary The Present Progressive also describes
( ) Bye. an activity in the near future.
• I am (not) playing tennis this
( ) Hi, Mary. It’s Jason. We’re having a party at weekend.
my house on Sunday. Can you come?
( ) Never mind. Perhaps next time. Bye.
( ) Oh sorry, Jason. I can’t. It’s my sister’s wedding.
( 1 ) Hello, Mary here.
ROLE PLAYING
Practice (4) : the telephone conversation between Q-rex and Jason
T. plays the role of Q-rex and S. plays the role of Jason. If successful, change roles.
2. Roleplay. Telephone Conversation A

Your teacher is Q-rex.
You are Jason.
3. Change roles.
Practice (5) : the telephone conversation between Q-ty and Jason
T. plays the role of Q-ty and S. plays the role of Jason. If successful, change roles.
4. Roleplay. Telephone Conversation B

Your teacher is Q-ty.
You are Jason.
5. Change roles.
Practice (6) : the telephone conversation between Jason and Jenny.
T. plays the role of Jason and S. plays the role of Jenny. If successful, change roles.
6. Roleplay. Telephone Conversation C

Your teacher is Jason.
You are Jenny.
7. Change roles.
Practice (7) : the telephone conversation between Jason and Mary.
T. plays the role of Jason and S. plays the role of Mary. If successful, change roles.
8. Roleplay. Telephone Conversation D

Your teacher is Jason.
You are Mary.
9. Change roles.
Unit
Nine
SPEAKING
T gets the S to make a telephone conversation.
Grammar Focus
t Present Progressive for future plans

t Telephone conversation
Production (2)
WRITING
Check 9 Word order
1. speak / Jason / I / to / please / can / ? /
2. house / party / on / at / are / a / my / having / Sunday / we / . /
3. afternoon / is / tennis / for / Saturday / OK / ? /

Unit
Ten
It’s going to rain in Cebu.
Target Language
How’s the weather in London today?
What’s the weather like in Cebu?
I think it is going to rain here.
I’ll get it.
Warm-up Review and consolidate Unit Nine.

<Key Vocabulary>
NOUNS
cloud
sky
season
VERBS
write
ADJECTIVES
black
dry
wet
sunny
windy
cloudy
Unit
Ten
1. Listen to the conversations between Q-ty’s mother Betty and Q-ty.
Presentation (1) :
T: <ACT One>　
Betty Q-ty
The phone is ringing, Q-ty! I’m in

the kitchen. I’m cooking. Can you
answer the phone?
OK, Mum. I’ll get it.
Practice (1) :
GRAMMAR MEMO
I’ll = I will
I’ll get it. = I will answer the phone.
2. Read and listen. ‘will’ expresses your immediate
Betty : The phone is ringing, Q-ty! I’m in the ‘on-the-spot’ decision.
‘be going to’ expresses your future plans.
kitchen. I’m cooking. Can you answer × I’m going to answer the phone.
the phone?
Q-ty : OK, Mum. I’ll get it.
Grammar Reference
The Present Progressive is used for temporary actions happening right now (NOT permanent
situations) and the action must have a beginning and an end. The form of Be is determined by
the subject of the sentence.
• The phone is (not) ringing.

• I am (not) dancing.
• We are (not) running now.
Practice (2) :
3. Complete the sentences. Use the Present Progressive.
1. I …………… the party. (enjoy)
2. She ……………. the piano now. (not play)
3. We …………….. English at university. (study)
Practice (3) :
4. Write the –ing form.
1. go 3. write 5. jog
2. swim 4. dance
Unit
Ten
Grammar Reference
Spelling of verb + -ing
• Most verbs just add –ing.

ring  ringing
• If the infinitive ends in –e, drop the –e.
dance  dancing
• When a one-syllable verb has one vowel and ends in a consonant,
double the consonant.
run  running
5. Listen to the telephone conversations.

Presentation (3) :
T: <ACT Two>　
Q-rex Q-ty
Hello, 7409876.
Hello, Q-ty. It’s Q-rex here.
Q-rex! How are you?
Very well, thanks. And you?
I’m fine, thanks. .
How’s the weather in London
today? It’s raining. What’s the weather
like in Cebu?
There are black clouds in the sky
and I think it is going to rain here.
Does it rain a lot in Cebu?
We have a dry and a wet season,
but it never rains all day. By the
way, what are you doing this
weekend? I’m going to see a friend of mine.
How about you?
I’m going to play baseball with my
friends and then . . .
Practice (1) :
6. Read and listen.
Q-ty : Hello, 7409876. GRAMMAR MEMO
Q-rex : Hello, Q-ty. It’s Q-rex here.
Q-ty : Q-rex! How are you? How’s the weather?
Q-rex : Very well, thanks. And you? =
Q-ty : I’m fine, thanks. . What’s the weather like?
Q-rex : How’s the weather in London today?
Q-ty : It’s raining. What’s the weather like in Cebu?
Q-rex : There are black clouds in the sky and I think it is going to rain here.
Q-ty : Does it rain a lot in Cebu?
Q-rex : We have a dry and a wet season, but it never rains all day. By the way, what are
you doing this weekend?
Q-ty : I’m going to see a friend of mine. How about you?
Q-rex : I’m going to play baseball with my friends and then . . .
Unit
Ten
GRAMMAR MEMO
7. Explain the difference in meaning. × a my friend
1. We are having lunch right now. ✔ a friend of mine
2. We are having a party this Friday.
Grammar Reference
The Present Progressive also describes an

activity in the near future.
• I am (not) playing tennis this
weekend.
8. Which sentence refers to a temporary situation?

a. The house sits well back from the street.
b. You’re sitting in my seat.
Grammar Reference
Present Simple vs. Present Progressive
The Present Progressive form describes a temporary happening, i.e. something which happens
during a limited period. If something continues for a long time, it is no longer temporary: it is a
state or a habit, and we use the Present Simple.
• We normally live in London, but at present we are living in Paris.
9. Complete the sentences with the verbs in the Present Simple or

Present Progressive.
1. He usually ……………..(wear) a suit but today he ………………(wear) shorts.
2. She …………….(work) in a bank, but today she …………….(enjoy) her holiday.
3. It often …………..(rain) in London and it …………….. (rain) there now.
Grammar Reference
Future forms: ‘will’ vs. ‘be going to’
‘Be going to’
• is used for talking about what we intend to do in the near future. Often there is no difference between
‘going to’ and ‘the Present Progressive’ to refer to a future intention.
“What are you doing this weekend?”
“I’m seeing a friend.” “I’m going to see a friend.”
• is used when we link our prediction to the present, i.e. when we can see now that something is sure to
happen in the near future.
“Look out! Your chair is going to collapse! (I can see it starting to happen)”
“She is going to have a baby next month. (I can see it)”
“According to the weather forecast it’s going to rain tomorrow.(The prediction is based on the
present weather forecast)”
‘Will’
• is used when you are in the process of making an on-the-spot decision about the future.
<At a restaurant> Looking at the menu
“What will you have? “
“I will have the roast lamb.”
• is used when we make a general prediction
“It will rain next week.”
Unit
Ten
SPEAKING

Ask questions involving the weather (using the pictures at the beginning of this unit) and
future plans.
Grammar Focus
t Present Progressive “Be + V-ing”
t Present Simple vs. Present Progressive
t ‘will’ vs. ‘be going to’
Production (2)
WRITING
Check 10 Word order

1. in / weather / how / today / London / the / is / ? /
2. the / like / what / Cebu / in / weather / is / ? /
3. with / play / my / am / to / baseball / friends / going / I / . /
4. mine / friend / see / am / to / of / a / going / I / . /

Answer Key (Lesson 1-10)
I. Put am, are, or is into the gaps and then write the questions for each
statement.
1. We _ _are_ _ _ friends. _Are
_ _we_ _friends?
______
2. He _ _is_ _ _ our neighbor. _Is_he
_ _our_ _neighbor?
_ ____
3. Her cat _ _is_ _ _ friendly. _Is_her
_ _ cat
_ _friendly?
_____
4. They _ _ _ _ _ from Japan. _Are
are _ _they
_ _ _from
_ _ Japan?
___
5. I _ _am
_ _ _ Jason. _Am_ _I _Jason?
_______
II. Complete the sentences. Use my, your, our, his, her, or ours.
Q-ty : Hello. _ My
_ _ _ name’s Q-ty. What’s _ _your
_ _ _ _ name?
Q-rex : Hi._ My
_ _ _ name’s Q-rex. This is _ our
_ _ _ cat. _ Her
_ _ _ name’s Adriana.
This is _ mine _ _ _ _.
_ _ _ _ name’s Sandra. This is _ mine
Q-ty : I have a cat, too. _ _Her _ _ _ _.
III. Write the conversation in the correct order.
3
__Where are you from Takeshi?
__Hello.
1 My name’s Judy. What’s your name?
__I’m
4 from Tokyo. Where are you from?
__Hi,
2 Judy. I’m Takeshi.
__Yes,
6 I am.
__I’m
5 from UK. Are you Japanese?
J : Hello.
____ My_ name’s
_ _ _ _ _Judy.
_ _ _What’s
_ _ _ _your
_ _ name?
___
T : Hi,
_ _ Judy.
_ _ _ I’m
_ _ Takeshi.
_____
J : Where
_ _ _ _ are
_ _ you
_ _ _from
_ _ Takeshi?
_____
T : I’m
_ _ from
_ _ _Tokyo.
_ _ _ _Where
_ _ _ are you from?
J : I’m
_ _ from
_ _ _UK.
_ _ Are
_ _ _you
_ _Japanese?
_____
T : _Yes,
_ _ I_am.
__
IV. Complete the sentences. Use the correct question words to get the
underlined information.
1. _What
_ _ _ _ musical instrument can she play? “She can play the piano.”
2. _Where
_ _ _ _ can I have lunch? “You can eat in the cafeteria.”
3. _When
_ _ _ _ can we meet? “We can meet tomorrow evening.”
4. _Who
_ _ _ _ can sing well? “Mae can.”
5. _How
_ _ _ _ can they get to the train station? “They can get there by bus”.
V. Look at the clocks. Choose the correct time from the given choices.
11 12 1 11 12 1
10 2 10 2
9 QQ 3 9 QQ 3
8 4 8 4
7 6 5 7 6 5
1. 2.
a. It’s ten to two. a. It’s quarter past one.
b. It’s quarter to two. b. It’s half past one.
c. It’s ten past two. c. It’s just before one o’clock.
11 12 1 11 12 1
10 2 10 2
9 QQ 3 9 QQ 3
8 4 8 4
7 6 5 7 6 5
3. 4.
a. It’s quarter past nine. a. It’s half past five.
b. It’s half past nine. b. It’s ten to five.
c. It’s nine o’clock. c. It’s ten past five.
V1. Fill the gaps below with a suitable verb in the box.
eat get take brush get starts finishes
Judy’s week
On weekdays, I _get _ _ up at half past six. I _take

_ _ a shower, _brush
_ _ _ my teeth and _get
__
_ _ _ at a quarter to eight. School _finishes
_ dressed. I go to school by car. School _starts _ _ _ _ at
half past three. I _ eat
_ _ _ lunch at one o’clock.
goes does watches meets plays
John’s week
On Saturday, he _plays
_ _ _ hockey in the morning. In the evening, he _does
_ _ _ his home-
work and _goes
_ _ _ _ to bed at half past one. On Sunday morning he _meets
_ _ _ his friends and
in the evening watches
_ _ _ _ _ TV.
VII. Put the words in brackets into the gaps. Some are negative imperatives.
Example : _ _ _ _ your books. (to open)

Answer : Open your books.
_ Go
_ _ _ upstairs. (to go)
_ Do
_ _ _ your homework. (to do)
_ _ _ _talk
Don’t _ _ during the lesson. (not/ to talk)
_ _ _ _be
Don’t _ late for school. (not/ to be)
_Brush
_ _ _ your teeth. (to brush)
VIII. Write the telephone conversation in the correct order.
( 3 ) Why? What are you doing there?

( 1 ) Hi, Ted. It’s Maria. Where are you?
( 7 ) Ok. See you tomorrow.
( 2 ) I’m at Jane’s house.
( 6 ) I’m sorry, but today there’s an important match.
( 5 ) It’s Thursday. We always have a revision class of English on Thursday.
( 4 ) I’m watching the football match Manchester United versus Real Madrid. Why? What’s
the problem?
Unit
Eleven
It was Dad’s birthday on Monday.
Target Language
What’s the date today?
Monday was the seventh. It was Dad’s birthday on Monday.
So today must be the eleventh of March.
We were both born in London.
She could play the guitar when she was six.
Warm-up Review and consolidate Unit Ten.

Days of the Week
<Key Vocabulary>
NOUNS
Months
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
birthday
January
February
March
April The Johnson Family
May
June
July
August
September
October
November
December
dad =father
mom / mum = mother
Unit
Eleven
1. Watch Jason and his sister Jane.

Presentation (2) : Dialogue between Jason and Jane
T: <ACT One>
Jason Jane
Jane, what’s the date today?
It must be the tenth or the
eleventh of March. It must be the
tenth or the eleventh of March. It
must be the tenth or the eleventh
Well, Monday was the seventh. It of March.
was Dad’s birthday on Monday.
Well, Monday was the seventh. It
Well, Monday was the seventh. It
So Tuesday was the eighth,
Wednesday was the ninth and
Thursday was the tenth.
And today is Friday. So today must
be the eleventh of March.
Yes. And tomorrow will be the
twelfth.
Practice (1) :
2. Read and listen.
Jason : Jane, what’s the date today?
Jane : It must be the tenth or the eleventhof March.
Jason : Well, Monday was the seventh. It was Dad’s birthday on Monday.
Jane : So Tuesday was the eighth, Wednesday was the ninth and Thursday was the tenth.
Jason : And today is Friday. So today must be the eleventh of March.
Jane : Yes. And tomorrow will be the twelfth.

GRAMMAR MEMO
Modal verb ‘must’
Grammar Hint 1. Deduction
Look at his expensive sports car!
Saying dates He must be rich.
2. Strong obligation
We say the fifteenth of March and You must give up smoking: it’s
we write 15 March, March 15, or bad for your health.
15/3/10 in the UK and 3/15/10 in the US.
Unit
Eleven
Practice (2) :
4. Decide if each sentence below is talking about a deduction or a

strong obligation.
1. All passengers must wear seat belts.
2. He must be nearly 90 years old now.
3. You must work harder to pass the exam.
4. We must get up early tomorrow.
5. She is back at work now, so she must be feeling better.

5. Watch Jason and his sister Jane, again
T: <ACT Two>
Jason Jane
I was born in London. And Jane,

you were born in London, too. Yes, that’s right. We were both
born in London. But our father
was born in Scotland. He could
speak Scottish Standard dialect
when he was eight. And our
mother was born in Spain. She
could play the guitar when she
was six. She could play the guitar
Both of them were born in the when she was six. She could play
same year. the guitar when she was six.
They were born in 1964.

Practice (3) :
GRAMMAR MEMO
6. Read and listen. Be born
Jason : I was born in London. And Jane,
you were born in London, too. When a person is born,
they come out of their
Jane : Yes, that’s right. We were both born in London. mother’s body.
But our father was born in Scotland.
He could speak Scottish Standard
dialect when he was eight. And our mother was
born in Spain. She could play the guitar when she was six.
Jason : Both of them were born in the same year.
They were born in 1964. GRAMMAR MEMO
Both of them
We use the object pronoun after
the preposition.
×both of they ✔both of them
Unit
Eleven
Grammar Reference
Verb to be
Present Simple Past Simple
I am (not)
was (not)
He/ She/ It is (not)
in Rome.
We
You are (not) were (not)
They
WH Question
was I/ he/ she/ it?
Where
were you/ we/ they?
Yes/ No questions
Short answers
Was he/ she at work? Yes, he/ she was.
No, he/ she wasn’t.
you Yes, I was. / Yes, we were.
Were at home? No, I wasn’t. / No, we weren’t.
they Yes, they were. / No, they weren’t.
Practice (4) :
8. Complete the table with the past of to be.
Affirmative Negative
I was wasn’t
You
He / She / It
We
They
Practice (5) :
9. Decide if each sentence below is talking about a time in the past,
present or future.
1. I am a student.
2. I am going to be a teacher.
3. I was a teacher.
4. He will become a good teacher.
Grammar Reference
Modal verb ‘could’
The past form of ‘can’ to indicate that someone had the ability to do something in the
past. The negative form is ‘couldn’t’.
Present Past
Can you play the guitar? Could you play the guitar when you were four?
No, I can’t. No, I couldn’t.
Unit
Eleven
Practice (6) :
10. Complete the sentences with was/ wasn’t/ were/ weren’t/ could.
1. Where ………. your father born?
2. Where ………..your parents born?
3. No, my parents …………. born in 1960. But they …………both born in 1964.
4. ‘……….. your father at home yesterday?’ ‘No, he ……………’
5. She …………… sing like an angel when she was a child.
Practice (7) :
11. Correct the sentences.
1. Were you can play the piano?
2. I could run fast when I am young.
3. He doesn’t can play the guitar.
Practice (8) :
12. Rewrite the sentences in the past. Use was or were.
1. I’m at school. ………………………………………….
2. They are in London. ……………………………………
3. Are you at school? ………………………………………
4. Where’s your father? …………………………………..
5. We aren’t at a party. ……………………………………
SPEAKING
Ask questions (both WH and Yes/No) using the Past Simple tense of to be.
E.g. Where were you born? / When were you born? / Where was your mother born?/ Were you
happy when you were a child? Etc.
Grammar Focus
t Past Simple: the verb ‘be’
t Saying dates
t Modal verb ‘must’
t Modal verb ‘could’
Production (2)
WRITING
Check 11 Word order
1. the / six / she / she / when / guitar / could / was / play / . /
2. year / both / born / them / same / the / were / in / of / . /
3. Monday / birthday / was / Dad’s / it / on / . /
4. must / today / March / eleventh / the / of / be / so / . /
Unit
Twelve
I played tennis almost every day.
Target Language
I was in the tennis club and I played tennis almost every day.
I always used the same tennis rackets.
I wanted to become a professional tennis player.
I enjoyed working there.
Warm-up  Review and consolidate Unit Eleven.

<Key Vocabulary>
NOUNS
certified public accountant
accounting firm
pub
ADJECTIVES
final
professional
Unit
Twelve
1. Listen to Jason’s father, Paul.

Presentation (2) :
T: <ACT One> T. reads the following twice.
Hi. My name is Paul and I’m Jason’s father. When I was at university, I could play tennis
very well. I was in the tennis club and I played tennis almost every day. I always used the
same tennis rackets. I wanted to become a professional tennis player. But in my final year I
stopped playing tennis, and studied hard to become a certified public accountant. When I
graduated from university, I joined an accounting firm in the City. I enjoyed working there.
I particularly liked pubs in London!
Practice (1) :
2. Read and listen.
Hi. My name is Paul and I’m Jason’s father. When I was at university, I could play tennis very
well. I was in the tennis club and I played tennis almost every day. I always used the same
tennis rackets. I wanted to become a professional tennis player. But in my final year I stopped
playing tennis, and studied hard to become a certified public accountant. When I graduated
from university, I joined an accounting firm in the City. I enjoyed working there. I particularly
liked pubs in London!
GRAMMAR MEMO
almost (adverb)
= nearly but not completely
GRAMMAR MEMO Dinner’s almost ready.
It was almost midnight.
Infinitive of purpose
The to-infinitive (to + the basic form of a verb)
can express why a person does something.
I studied hard to become a certified public accountant
He joined the club to enjoy swimming.
Practice (2) :
4. Find and underline the Past Simple of play, use, want, stop, study,
graduate, join, enjoy, and like in the above text. The Past Simple
expresses a past action that is finished. How do we form the Past
Simple of regular verbs?
Unit
Twelve
Grammar Reference
Past Simple: Regular Verbs
Spelling of regular verbs
• The regular Past Tense is formed by adding ‘–ed’, e.g. played.
• Drop the silent –e.
E.g. like  liked
• Change a final ‘–y’ after a consonant to ‘–i ’ , before you add ‘–ed’.
E.g. study studied
• Double the final consonant when the last two letters of a word are a single vowel letter
followed by a consonant letter (e.g. stop) and add ‘–ed’.
E.g. stop stopped
Base form Past Simple Base form Past Simple

play played use used
want wanted stop stopped
study studied graduate graduated
join joined enjoy enjoyed
like liked
Grammar Reference
Past Simple
Rules for pronouncing –ed forms
• Pronounce –ed as /id/ only after verbs ending /t/ or /d/.
E.g. want / wɒnt/  wanted / wɒntid/
• Pronounce –ed as /d/ after verbs ending in other voiced consonants and vowels.
E.g. use / ju:z/  used / ju:zd/
play / plei/  played / pleid/
• Pronounce –ed as /t/ after verbs ending in other voiceless consonants.
E.g. like / laik/  liked / laikt/
Practice (3) :
5. Put in the underlined verbs from 4. in the correct column. Practice

the pronunciation of –ed endings.
/-id/ /-d/ /-t/
wanted played liked
……………. …………… …………….
…………….
……………..
……………..
Practice (4) :
6. Match a sentence with a time expressions
We study two years ago
He stopped smoking now
I’m playing tennis every day
Unit
Twelve
SPEAKING
Get the S to talk about what he/she did when younger.
Grammar Focus
t Past Simple : regular verbs
t Infinitive of purpose
Production (2)
WRITING
Check 12 Word order

1. I / I / university / tennis / well / was / could / very / play / when / at / . /
2. accountant / become / studied / I / public / a / hard / certified / to / . /
3. stopped / I / tennis / playing / . /
4. day / almost / played / I / every / tennis / . /

Unit
Thirteen
Did you play tennis?
Target Language
Why did you play tennis almost every day?
Because I wanted to become a professional tennis player.
What did you do after graduation?
Did you enjoy working there?
Warm-up Review and consolidate Unit Twelve.

Jason Paul
<Key Vocabulary>
NOUNS
graduation
pro player
Unit
Thirteen
1. Watch your teacher playing the roles of Jason and his father, Paul.
Presentation (2) : Dialogue between Jason and his father, Paul.
T: <ACT One>
Jason Paul
Dad, when you were at university, did you
play tennis? Did you play tennis? Did you
play tennis? Yes, I did. Yes, I did. Yes, I did. I played tennis
almost every day. I played tennis almost
every day. I played tennis almost every day.
Why did you play tennis almost every day? Because I wanted to become a professional
tennis player. Because I wanted to become
a professional tennis player. Because I
wanted to become a professional tennis
player.
Wow! But you didn’t become a pro player.
But you didn’t become a pro player. But you
didn’t become a pro player.
No. I stopped playing tennis in my final
year at university. I stopped playing tennis
in my final year at university. I stopped
playing tennis in my final year at university.
Why did you stop playing tennis? Why did
you stop playing tennis? Why did you stop
playing tennis?
Because I studied hard to become a
certified public accountant. Because I
studied hard to become a certified public
accountant. Because I studied hard to
become a certified public accountant.
What did you do after graduation? What did
you do after graduation? What did you do
after graduation?
I joined an accounting firm in the City.
Did you enjoy working there? Did you enjoy
working there? Did you enjoy working
there?
Yes, I did. Yes, I did. Yes, I did.
Unit
Thirteen
Practice (1) :
Jason : Dad, when you were at university, did you play tennis?
Paul : Yes, I did. I played tennis almost every day.
Jason : Why did you play tennis almost every day?
Paul : Because I wanted to become a professional tennis player.
Jason : Wow! But you didn’t become a pro player.
Paul : No. I stopped playing tennis in my final year at university.
Jason : Why did you stop playing tennis?
Paul : Because I studied hard to become a certified public accountant.
Jason : What did you do after graduation?
Paul : I joined an accounting firm in the City.
Jason : Did you enjoy working there?
Paul : Yes, I did.
3. Read and listen.
ROLE PLAYING
Practice (2) :
4. Roleplay. Your teacher is Jason. You are Paul.
Practice (3) :
5. Change roles.
Grammar Reference
• Past Simple positive
The form is the same for all persons.
I / You / He / She / It / We / They played
• Past Simple questions: Use ‘did’.
Present do / does  Past ‘did’
• Negative: Use ‘didn’t’.

I / You / He / She / It / We / They didn’t play tennis.
• Yes / No questions and short answers
Did you play tennis? Yes, I did. / No, I didn’t.
Did they play tennis? Yes, they did. / No, they didn’t.
• WH questions
Where did you play tennis?
Where did they play tennis?
Unit
Thirteen
Presentation (3) :
T. introduces numbers 3,001 – 10,000, reading the numbers.
Numbers 3,001 – 10,000
3,001 three thousand one 3,999 three thousand nine hundred (and) ninety-nine
4,000 four thousand 5,000 five thousand 6,000 six thousand
7,000 seven thousand 8,000 eight thousand 9,000 nine thousand
9,999 nine thousand nine hundred (and) ninety-nine 10,000 ten thousand
Practice (4) :
S. listens and repeats each number after you.
S. reads the numbers 3,001 – 10,000 that T. writes at random on the board.
WRITING
Practice (5) :
SPEAKING
Ask questions (both WH and Yes/No) using the Past Simple tense.
Grammar Focus
t Past Simple : Yes / No questions and short answers
WH questions
t Numbers 3,001 – 10,000
Production (2)
Check 13 Word order

1. every / play / you / why / day / tennis / did / almost / ? /

2. wanted / a / because / player / to / I / professional / become / tennis / . /
3. graduation / do / what / did / after / you / ? /
4. enjoy / there / working / you / did / ? /
Unit
Fourteen
Q-ty wrote an e-mail message last week.
Target Language
She got the apple pie recipe from her mother.
She went to the supermarket on Saturday morning
to do the shopping.
She sat down in the kitchen and began peeling the apples.
Warm-up Review and consolidate Unit Thirteen.

<Key Vocabulary>
NOUNS
apple pie
recipe
cutting board
peel
slice
Unit
Fourteen

Presentation (2) : T. reads the following twice.
Q-ty wrote an e-mail message last week to her friends and said that she wanted to ask
them to tea on Saturday afternoon. They accepted her invitation. She decided to make
an apple pie. She knew nothing about how to make an apple pie. So she got the apple
pie recipe from her mother. She went to the supermarket on Saturday morning to do
the shopping. She bought some crisp green apples. When she came back home, she
sat down in the kitchen and began peeling them. Then she put them on the cutting
board and cut them into thin slices. She felt quite happy because she made a very
good apple pie. They all had a good time on Saturday afternoon.
Practice (1) :
3. Read and listen.
Q-ty wrote an e-mail message last week to her friends and said that she wanted to ask
them to tea on Saturday afternoon. They accepted her invitation. She decided to make
an apple pie. She knew nothing about how to make an apple pie. So she got the apple
pie recipe from her mother. She went to the supermarket on Saturday morning to do
the shopping. She bought some crisp green apples. When she came back home, she sat
down in the kitchen and began peeling them. Then she put them on the cutting board
and cut them into thin slices. She felt quite happy because she made a very good apple
pie. They all had a good time on Saturday afternoon.
Practice (2) :
4. Find and underline the Past Simple of all the verbs in the above text.
Many common verbs are irregular.
Present  Past Present  Past
am / is / are was / were write wrote

say said know knew
get got go went
buy bought come came
sit sat begin began
put put cut cut
make made feel felt
have had do / does did
Unit
Fourteen
Presentation (3) : Dialogue between Q-rex and Q-ty.
T: <ACT One>
Q-rex Q-ty
Hi, Q-ty. What did you do last week? What

did you do last week? What did you do last
week? I wrote an e-mail message to my friends.
I wrote an e-mail message to my friends.
I wrote an e-mail message to my friends.
Why did you write an e-mail message? Why

did you write an e-mail message? Why did
you write an e-mail message? To ask them to come to tea on Saturday
afternoon. To ask them to come to tea on
Saturday afternoon. To ask them to come to
tea on Saturday afternoon.
Did they accept your invitation? Did they

accept your invitation? Did they accept your
invitation?
Yes, they did.
Did you make anything special for your
afternoon tea? Did you make anything
special for your afternoon tea? Did you
make anything special for your afternoon
tea? Yes, I made an apple pie for them. Yes, I
made an apple pie for them. Yes, I made an
apple pie for them.
Did they like it? Did they like it? Did they
like it?
Yes, they did.
Practice (3) :
7. Read and listen
Unit
Fourteen
Q-rex : Hi, Q-ty. What did you do last week?
Q-ty : I wrote an e-mail message to my friends.
Q-rex : Why did you write an e-mail message?
Q-ty : To ask them to come to tea on Saturday afternoon.
Q-rex : Did they accept your invitation?
Q-ty : Yes, they did.
Q-rex : Did you make anything special for your afternoon tea?
Q-ty : Yes, I made an apple pie for them.
Q-rex : Did they like it?
Q-ty : Yes, they did.
ROLE PLAYING
Practice (4) :
8. Roleplay. Your teacher is Q-rex. You are Q-ty.
Practice (5) :
9. Change roles.
Practice (6) :
10. Complete the questions about Q-ty.

1. When ………. she …………. an e-mail message to her friends?
Last week.
2. Why ……….. she …………. an e-mail message?
To ask them to come to tea.
3. What ………….. she ……………. for her afternoon tea?
An apple pie.
Practice (7) :
11. Put the verbs in brackets in the past simple tense.
1. She (write) an e-mail message last week.
2. She (know) nothing about how to make an apple pie.
3. She (get) the apple pie recipe from her mother.
4. She (go) to the supermarket.
5. She (buy) some apples.
6. She (come) back home.
7. She (sit) down in the kitchen.
8. She (begin) peeling them.
9. She (put) them on the cutting board.
10. She (cut) them into thin slices.
11. She (feel) quite happy.
12. She (make) a very good apple pie.
13. They (have) a good time.
Unit
Fourteen
SPEAKING

Ask questions involving the Past Simple tense of irregular verbs.
Grammar Focus
t Past Simple : Irregular verbs
Yes / No questions and short answers
WH questions
Production (2) :
WRITING
Check 14 Word order

1. last / her / an / Q-ty / to / e-mail / friends / week / message / wrote / . /
2. pie / make / an / about / apple / how / nothing / she / to / knew / . /
3. the / got / from / mother / recipe / her / she / . /
4. apple / happy / felt / because / made / pie / good / a / very / quite / she / she / . /
Unit
Fifteen
Have you ever been to Italy?
Target Language
No, I haven’t. I have never been to Italy.
But my parents have been to Venice.
They went there thirty years ago.
Warm-up Review and consolidate Unit Fourteen.

<Key Vocabulary>
NOUNS
Italy
Rome
Venice
Naples
Unit
Fifteen
1. Watch your teacher playing the roles of Q-rex and Q-ty
Presentation (2) :
T: <ACT One> Instruct S. to listen to the dialogue between Q-rex and Q-ty.
Q-rex Q-ty
Hi, Q-rex. Have you ever been to Italy? Have

you ever been to Italy? Have you ever been
to Italy?
Yes, I have.
When did you go? When did you go? When
did you go?
I went to Rome two years ago.
Did you like it? Did you like it? Did you like
it?
Yes, very much. It was beautiful.
No, I haven’t. I have never been to Italy. I
have never been to Italy. I’ve never been to
Italy. But my parents have been to Venice.
They have been to Venice. They’ve been to
Venice.
When did they go there? When did they go
there? When did they go there?
They went there thirty years ago.
Practice (1) :
3. Read and listen.
Q-ty : Hi, Q-rex. Have you ever been to Italy?
Q-rex : Yes, I have. GRAMMAR MEMO
Q-ty : When did you go?
Q-rex : I went to Rome two years ago. have / has been to + place
vs
Q-ty : Did you like it? have/ has gone to + place
Q-rex : Yes, very much. It was beautiful.
Have you ever been to Italy? He’s been to Brazil.
( = He’s back now. He’s here now.)
Q-ty : No, I haven’t. I’ve never been to Italy. He’s gone to Brazil.
But my parents have been to Venice. ( = He’s there now. He’s not here now.)
Q-ty : When did they go there?
Q-rex : They went there thirty years ago.
Unit
Fifteen
Grammar Reference
• Present Perfect (1) : Experiential perfect
We use the Present Perfect to talk about experience at some time in the past leading up
to the present. The exact time is not important.
Have you ever (at any time in your life) been to Italy?
I have never been there.  I’ve never been there.
Contractions:
I’ve been = I have been You’ve been = You have been We’ve been = We have been
They’ve been = They have been He’s been = He has been She’s been = She has been
It’s been = It has been
We make the Present Perfect with “has/ have + the past participle”.
Positive Negative
I / You / We / They ‘ve (have) haven’t been to Venice.
He / She / It ‘s (has) hasn’t been to Venice.
WH Questions
Where have I/ you/ we/ they been?
Where has she/ he/ it been?
ever and never
We use ever in questions and never in negative sentences and questions.
Have you ever been to China? I’ve never been to China.
• Past Simple
We use the Past Simple to say exactly when something happened. At one particular time
in the past, this happened. It began and ended in the past.
When did you go?
I went to Rome two years ago.
When did they go there?
They went there in 1985.
Practice (2) :
4. Make sentences in the Present Perfect.
1. She / never / be / Naples /. /
…………………………………………………
2. You / ever / be / Portugal / ?
………………………………………………….
3. Where / they / be / ?
………………………………………………….
Practice (3) :
5. Here are the past participles of some verbs. Write the infinitive.
been ……be………. had ………………..
done ………………. played ……………..
broken ……………… written ………………..
gone ………………… said ………………….
decided ………………… known ……………….
bought ………………….. accepted ……………….
come …………………. made ………………..
felt ………………….. put ……………….
Unit
Fifteen
6. Which are the three regular verbs?
7. What are the Past Simple forms of the verbs?
8. Look at the list of irregular verbs at the end of this course book
and check your answers.
Grammar Hint
The regular Past Tense and Past Participle are formed by adding –ed.
walk , walked, walked
Many of the most common verbs in English are irregular. This means that they form their Past Tense form
and their Past Participle form in a different way from the regular –ed ending.
Practice (4) :
9. Choose the correct verb form.
1. (Have you ever been / Did you ever go ) to a rock concert?
2. When (did you go / have you been) to Greece?
3. We ( have been / went) to Africa in 2004.
4. I ( never went / have never been) to New Zealand.
SPEAKING
Ask questions (both WH and Yes/No) involving the Present Perfect (Experiential Perfect)
and the Past Simple.
Grammar Focus
t Present Perfect: Experiential perfect
t Past participles
Production (2)
SPEAKING
Check 15 Word order

1. been / China / ever / you / to / have / ? /

2. been / I / China / have / to / never / . /
3. there / they / 1985 / went / in / . /
4. been / have / where / you / ? /
Unit
Sixteen
I think I’ve broken Mum’s hair-dryer.
Target Language
I’ve forgotten my key.
I’ve broken Mum’s hair-dryer.
She’s gone out.
Do you have to work unsocial hours?
Warm-up Review and consolidate Unit Fifteen.

<Key Vocabulary>
NOUNS
door bell
hair dryer
ADJECTIVES
unsocial
hard
extra
Unit
Sixteen
1. Watch your teacher playing the roles of Jason and his sister Jane.
T: <ACT One> Instruct S. to listen to the dialogue between Jason and Jane.
Jason Jane
(Jason rings the doorbell)

Jane, It’s me. I have forgotten my key. I have
forgotten my key. I’ve forgotten my key.
Please let me in. Please let me in. Please let
me in. All right. Just a minute . . .(Jane opens the
door).
Jason, I think I have broken Mum’s hair-
dryer. I think I have broken Mum’s hair-
dryer. I think I’ve broken Mum’s hair-dryer.
How?
I don’t know. It doesn’t work any more. It
doesn’t work any more. It doesn’t work any
more.
Where’s Mum?
She’s not here now. She has gone out. She
has gone out. She’s gone out.
Practice (1) :
3. Read and listen.
GRAMMAR MEMO
(Jason rings the doorbell)
Jason : Jane, It’s me. I’ve forgotten my key.
Not . . . any more
Please let me in. The dryer doesn’t work any more.
Jane : All right. Just a minute . . . = It worked once but doesn’t
(Jane opens the door). work now.
Jason, I think I’ve broken Mum’s hair-dryer.
Jason : How?
Jane : I don’t know. It doesn’t work any more.
Jason : Where’s Mum?
Jane : She’s not here now. She’s gone out.
Unit
Sixteen
Grammar Hints
• Verbs (let/ help/ make) + somebody + bare infinitive (no to)
Please let me in. let me (get) in.
Please let me out. let me (get) out.
My father makes me work harder.
• Verbs (allow/ force/ get) + somebody + to infinitive
My father forces me to work harder.
Practice (1) :
4. Correct mistakes, if any.
1. Her parents let her to study in Italy.
2. Her parents allowed her to study in Italy.
3. My computer doesn’t work some more.
4. Her mother made her to work harder.
Grammar Reference
Present Perfect (2) : Perfect of result
We use the Present Perfect to talk about things that took place
in the past with an effect or result in the present. In this case a
present state is viewed as being the result of some past situation.
I’ve forgotten my key. I don’t have the key now.
I’ve broken Mum’s hair-dryer. It doesn’t work now.
She’s gone out.  She is not here now.

5. Watch your teacher playing the roles of Q-rex and Q-ty
Presentation (3) :
T: <ACT Two> Instruct S. to listen to the dialogue between Q-rex and Q-ty.
Q-rex Q-ty
Hi, Q-ty. Tell me. What do you do for a
living? What do you do for a living? What
do you do for a living?
I have a good job as a nurse. I have a good
job as a nurse. I have a good job as a nurse.
Do you have to work unsocial hours? Do
you have to work unsocial hours? Do you
have to work unsocial hours?
Yes, I sometimes have to work at night. Yes,
I sometimes have to work at night. Yes, I
sometimes have to work at night.
It must be hard for you. It must be hard for
you. It must be hard for you.
Yes, but I get extra money for working
unsocial hours.
Unit
Sixteen
Practice (2) :
7. Read and listen.
Q-rex : Hi, Q-ty. Tell me. What do you do for a living?
Q-ty : I have a good job as a nurse.
Q-rex : Do you have to work unsocial hours?
Q-ty : Yes, I sometimes have to work at night.
Q-rex : It must be hard for you.
Q-ty : Yes, but I get extra money for working unsocial hours.
Practice (3) :
8. Put the sentences in the past.
1. What do you do for a living?
2. I have a good job as a nurse.
3. Do you have to work unsocial hours?
4. I sometimes have to work at night.
Grammar Hints
1. ‘have + noun’ can express possession.
ROLE PLAYING 2. ‘have + to infinitive’ expresses strong obligation. The obligation
comes from ‘outside’ - perhaps a law, a rule at work, or someone in
authority.
3. ‘must’ also expresses strong obligation, but generally this obligation
Practice (4) : comes from ‘inside’ the speaker. E.g. I really must stop smoking.
Grammar Hints
Practice (5) :
10. Change roles.
SPEAKING
Ask questions prompting S. to use the Present Perfect (esp. Perfect of result) as well as
‘have to’ and/or ‘must’.
Grammar Focus
t Present Perfect (2) : Perfect of result
t’ have to’ vs. ‘must’
Production (2)
WRITING
Check 16 Word order
1. living / do / for / do / you / a / what / ? /
2. have / hours / work / to / you / do / unusual / ? /
3. forgotten / have / my / I / key / . /
4. dryer / I / broken / hair / Mum’s / have / . /
Unit
Seventeen
I’ve known him for five years.
Target Language
I’ve just finished writing a report.
I’ve known him for five years.
Warm-up Review and consolidate Unit Sixteen.

Focus S’s attention on the pictures of vocab items as well as on the written
forms of the words. Pronounce the words and have S repeat the items. Drill
pronunciation.
<Key Vocabulary>
NOUNS
revolution
France
Paris
Unit
Seventeen
Presentation (2) :
Q-rex Q-ty
Hi, Q-ty. I have just finished writing a

report on the French Revolution. I have
just finished writing a report on the French
Revolution. I’ve just finished writing a report
on the French Revolution. Really? That’s great! Can I have a look at it?
Can you send it by e-mail?
Sure. No problem. Have you ever been to France? Have you

ever been to France? Have you ever been to
France?
Yes, I have. I went to Paris last year to see a
friend of mine. I went to Paris last year to
see a friend of mine. I went to Paris last year
to see a friend of mine.
Do you know him well? Do you know him
well? Do you know him well?
Yes. I have known him for five years. I have
known him for five years. I’ve known him
for five years. I met him in London in 2005,
when I was a student. I met him in London
in 2005, when I was a student. I met him in
London in 2005 when I was a student.
Practice (1) :
3. Read and listen.
Q-rex : Hi, Q-ty. I’ve just finished writing a report on the French Revolution.
Q-ty : Really? That’s great! Can I have a look at it? Can you send it by e-mail?
Q-rex : Sure. No problem.
Q-ty : Have you ever been to France?
Q-rex : Yes, I have. I went to Paris last year to see a friend of mine.
Q-ty : Do you know him well?
Q-rex : Yes. I’ve known him for five years. I met him in London in 2005 when I was a
student.
Unit
Seventeen
Practice (2) :
4. Find examples of the Past Simple in the sentences in the
dialogue.
Practice (3) :
5. Find examples of the Present Perfect.
Practice (4) :
6. Why are the different tenses used in these sentences?
Grammar Reference
Present Perfect (3) : Perfect of persistent situation
We use the Present Perfect to describe a situation that started in the past
and persists until the present.
The time expressions ‘for’ and ‘since’ are common with this use. We use
‘for’ with a period of time, and ‘since’ with a point in time in the past.
I’ve known him for 15 years./ since 1990.
We haven’t had any rain for the last two months.
Practice (5) :
7. Complete the time expressions with ‘for’ or ‘since’.
1. …………. five years 2. …………… five o’clock 3. …………….. two weeks
4. ………… an hour 5. ………….. April, 2006
Practice (6) :
8. Complete the conversation. What tenses are the two questions?
A: Where …………… you live?
B: In a house in London.
A: How long ……………………. there?
B: Only …………… nine months. Yes, ……….. April last year.
Grammar Reference
Present Perfect (4) : Perfect of recent past
We use the Present Perfect when the past situation is very recent,
meaning ‘a short time ago’, especially with ‘just’ (American English uses
Past Simple here).
I’ve just been to the airport to see off my friend.
I’ve just finished writing a report.
ROLE PLAYING
Practice (7) :
Unit
Seventeen
Practice (8) :
10. Change roles.
SPEAKING
Ask questions prompting S. to use the Present Perfect (esp. Perfect of persistent situation
and of recent past)
Grammar Focus
t Present Perfect (3) : Perfect of persistent situation
t Present Perfect (4) : Perfect of recent past
Production (2)
WRITING
Check 17 Word order
1. five / have / years / I / him / known / for / . /
2. on / finished / French / the / a / just / have / report / writing / revolution / I / . /
3. see / airport / been / the / just / friend / to / to / my / I / off / have / . /
4. by / send / you / e-mail / it / can / ? /

Unit
Eighteen
I’ve been reading your report.
Target Language
I’ve been reading your report.
It’s good of you to say so.
It took me a long time to finish it.
He gave me a lot of useful information.
Warm-up Review and consolidate Unit Seventeen.

<Key Vocabulary>
ADJECTIVES
last
helpful
useful
ADVERBS
completely
Unit
Eighteen

Presentation (2) :
Q-rex Q-ty
Hello, Q-rex. This is Q-ty. I’ve just received

your report on the French Revolution.
Thank you for sending it to me.
I have been reading it for the last twenty
minutes. I have been reading it for the last
twenty minutes. I’ve been reading it for
the last twenty minutes. Although I haven’t
finished reading it completely, I think it’s
very good. Well done.
Hi, Q-ty. It’s good of you to say so. It took
me a long time to finish it, but my friend
in Paris has been very helpful. My friend in
Paris has been very helpful. My friend in
Paris has been very helpful. He gave me a
lot of useful information.
Practice (1) :
3. Read and listen.
Q-ty : Hello, Q-rex. This is Q-ty. I’ve just received your GRAMMAR MEMO
report on the French Revolution. Thank you for ‘Information’ is uncountable.
sending it to me. I’ve been reading it for the
last twenty minutes. Although I haven’t finished × a lot of informations
× an information
reading it completely, I think it’s very good. ✔ a lot of information
Well done.
Q-rex : Hi, Q-ty. It’s good of you to say so. It took me a
long time to finish it, but my friend in Paris has
been very helpful. He gave me a lot of useful information.
Grammar Reference
• Present Perfect Progressive (=has/ have + been + ~ing)
We use the Present Perfect Progressive to talk about recent actions which are not
completed (without any adverbials).
Here are some examples showing the difference between Present Perfect and
Present Perfect Progressive.
(i) Who’s eaten my cake? (The plate is empty.) Who’s been eating my cake? (Some is left.)
(ii) I’ve read your book. (I’ve finished it.) I’ve been reading your book. (I haven’t finished it.)
Unit
Eighteen
ROLE PLAYING
Practice (2) :
4. Roleplay. Your teacher is Q-ty. You are Q-rex.
Practice (3) :
5. Change roles.
Grammar Reference
Present Perfect Summary
The Present Perfect describes a past happening which is related in some way to the present time.
Here is a summary of the main uses of the Present Perfect:
(i) Talking about something which began in the past and hasn’t changed (especially with FOR, SINCE).
(ii) Talking about general experience (especially with EVER or NEVER).
(iii) Talking about something in the recent past (especially with ALREADY, STILL and YET).
(iv) Talking about something in the more recent past, meaning ‘only a short while ago’ (especially with
JUST). American English uses Past Simple here.
Practice (4) :
6. What’s the difference in meaning?
1a Have you been busy this morning?
1b Were you busy this morning?
2a Have you had a good holiday?
2b Did you have a good holiday?
3a She’s starred in a lot of films.
3b She starred in a lot of films.
KEY
1a It is still the morning now.
1b This morning is the finished past. It is in the afternoon or evening.
2a You have just returned.
2b Your holiday finished some time before the question.
3a She is still alive and acting.
3b Her acting career is finished or she’s dead.
Practice (5) :
7. Find and correct a mistake in each sentence.
1. Jason knows Brigitte for five years.
2. Mary was a teacher for ten years and she enjoys it.
3. They have known each other since four days.
4. When have you been to Hong Kong?
Unit
Eighteen
Practice (6) :
8. Make sentences in the Present Perfect.
1. You / finish / report? Have you finished your report?
2. He / be / Manila / twice. …………………………………………..
3. How long / know / Q-rex? …………………………………………..
4. I / know / him / 1990. ……………………………………………
SPEAKING

Ask questions prompting S. to use the Present Perfect (all the four uses plus the Present
Perfect Progressive)
Grammar Focus
t Present Perfect Progressive (=has/ have + been + ~ing)
t ’information’ is uncountable.
Production (2)
WRITING
Check 18 Word order

1. report / been / have / your / reading / I / . /
2. of / is / you / say / to / good / it / so / . /
3. a / it / it / me / time / to / finish / took / long / . /
4. me / a / information / lot / gave / of / useful / he / . /

Unit
Nineteen
Mont Blanc is the highest mountain in
the European Union.
Target Language
K2 (8,611m) is much higher than Mont Blanc.
Mount Everest is a little higher than K2.
The highest mountain in the world is Mount Everest.
Jason is the tallest of the four.
Elena is the shortest in the family.
Warm-upReview and consolidate Unit Eighteen.
Mont Blanc
A
<Key Vocabulary>
NOUNS
Mont Blanc
K2
Mt. Everest
K2 Mt. Everest
B C
Unit
Nineteen
Presentation (2) :
T: <ACT One> Instruct S. to listen to the telephone conversation between Q-rex and Q-ty.
Q-rex Q-ty
Have you ever seen the picture of Mont
Blanc? Have you ever seen the picture
of Mont Blanc? Have you ever seen the
picture of Mont Blanc? Yes, I have. Mont Blanc is the highest
mountain in the European Union. Mont
Blanc is the highest mountain in the
European Union. Mont Blanc is the highest
mountain in the European Union. It rises
4,810 m above sea level. It rises 4,810 m
above sea level. It rises 4,810 m above sea
level.
But K2 (8,611m) is much higher than Mont
Blanc. But K2 (8,611m) is much higher than
Mont Blanc. But K2 (8,611m) is much higher
than Mont Blanc. Yes. And the highest mountain in the world
is Mount Everest. And the highest mountain
in the world is Mount Everest. And the
highest mountain in the world is Mount
Everest. Mount Everest is a little higher than
K2. Mount Everest is a little higher than K2.
Mount Everest is a little higher than K2.
The height of Mount Everest is over 8,800 m.
Practice (1) :
3. Read and listen.
Q-rex : Have you ever seen the picture of Mont Blanc?
Q-ty : Yes, I have. Mont Blanc is the highest mountain in
the European Union. It rises 4,810 m above sea level.
Q-rex : But K2 (8,611m) is much higher than
Mont Blanc. GRAMMAR MEMO
Q-ty : Yes. And the highest mountain in the Much / a little + comparative + than
world is Mount Everest.
Mount Everest is a little higher ‘much’ (or ‘a little’ ) can come before the
than K2. The height of Mount Everest comparative to give emphasis.
is over 8,800 m. She is much younger than her sister.
He is a little older than his brother.
Unit
Nineteen
Practice (2) :
4. What are comparative and superlative adjectives?

• To compare two things (two people) we use the comparative form by adding the
ending ‘-er’ to one-syllable adjectives. E.g. high - higher
• ‘than’ is often used after a comparative adjective.
• To compare three or more things (people) we use the superlative form by adding ‘-est’
to one-syllable words. E.g. high - highest
• ‘the’ is used before superlative adjectives.
• After superlatives, we use ‘in’ to show what place we are talking about, and ‘of’ to show
what group we are talking about. Usually ‘in’ is followed by a singular noun, while ‘of’ is
followed by a plural noun.
Practice (3) :
ROLE PLAYING

Practice (4) :
6. Change roles.
D Jason Paul
Elena Jane
Unit
Nineteen
Practice (5) :
7. Look at Picture D and fill in the blanks.
Paul is ( ) than Elena. Jane is ( ) than Elena. Jane is ( ) than Paul. Jason is ( )
than Paul. Jason is ( ) ( ) ( ) the four and Elena is ( )( ) ( ) the family.
Practice (6) :
8. Look at the chart. Match an adjective with its opposite.
Adjective Opposite
high small
tall clean
dirty cold
large young
hot short
old low
9. What are the comparatives and the superlatives of the adjectives

in the chart?
10. What are the rules?
T: Get S to work out the rules without looking at the following rules.
Grammar Reference
Comparative and superlative adjectives

One-syllable adjectives
• Add the ending ‘-er’ for the comparative form , e.g. taller and the ending ‘-est’ for the superlative
form, e.g. the tallest
• Drop the silent –e.
E.g. large  larger; the largest
• Change a final ‘–y’ to ‘–i ’ , before you add ‘-er’ and ‘-est
E.g. dirty  dirtier; the dirtiest
• Double the final consonant when the last two letters of a word are a single vowel letter followed by
a consonant letter (e.g. big) and add ‘-er’ and ‘-est’.
E.g. big  bigger; the biggest
hot  hotter; the hottest
• Irregular adjectives
good/ well better the best
bad/ ill worse the worst
Unit
Nineteen
SPEAKING

Ask questions prompting S. to use the Comparative and superlative (one-syllable
adjectives).
Grammar Focus
t Comparative and superlative adjectives – one syllable
t Much / a little + comparative + than
Production (2)
WRITING
Check 19 Word order

1. K2 / than / higher / much / is / Mont Blanc / . /
2. mountain / world / the / highest / the / is / in / Mount Everest / . /
3. four / is / of / tallest / Jason / the / the / . /
4. Elena / in / family / the / shortest / the / is / . /

Unit
Twenty
He’s the most famous boxer in the
Philippines today.
Target Language
Manny Pacquiao has an exciting job.
He is the most famous boxer in the Philippines today.
Pacquiao has another interesting job.
This book is more interesting than that one.
Warm-up Review and consolidate Unit Nineteen.

<Key Vocabulary>
NOUNS
boxer
history
politician
congressman
residence
Unit
Twenty
1. Listen to Q-rex talking about Manny Pacquiao.
Presentation (2) :
T: <ACT One> T. reads the following twice.
Manny Pacquiao has an exciting job. He is the most famous boxer in the Philippines today.
He’s an eight-division world champion. He’s the first boxer in history to win ten world titles
in eight weight divisions. Pacquiao has another interesting job. He’s a popular politician. In
May 2010, he became a congressman in the Philippines. He has a beautiful wife and four
children and lives in his hometown General Santos City, South Cotabato, Philippines. But
as a congressman his official residence is in Kiamba, Sarangani, the hometown of his wife.
Practice (1) :
3. Read and listen.
Manny Pacquiao has an exciting job. He is the most famous boxer in the Philippines today.
He’s an eight-division world champion. He’s the first boxer in history to win ten world titles
in eight weight divisions. Pacquiao has another interesting job. He’s a popular politician. In
May 2010, he became a congressman in the Philippines. He has a beautiful wife and four
children and lives in his hometown General Santos City, South Cotabato, Philippines. But as
a congressman his official residence is in Kiamba, Sarangani, the hometown of his wife.
Practice (2) :
4. Find and underline all the adjectives in the above text.
5. Write the comparative and superlative of each adjective.
Grammar Reference
Comparative and superlative adjectives
Two-syllable adjectives
• Put ‘more’ (the comparative) and ‘the most’ (the superlative) in front of two-syllable adjectives
except for the ones ending in ‘-y’.
careful more careful the most careful
happy happier the happiest
Long adjectives with three or more syllables
• Put ‘more’ (the comparative) and ‘the most’ (the superlative) in front of long adjectives.
difficult more difficult the most difficult
Unit
Twenty
Practice (3) :
6. Write the comparative and superlative of each adjective.
old older oldest
famous
large
hot
happy
interesting
pretty
popular
boring
beautiful
Practice (4) :
7. Complete the sentences with the comparative or superlative
form of the adjective in brackets.
1. This book is ……………………………. (interesting) than that one.
2. This church is …………………(old) than that one.
3. This church is the …………………… (old) in the city.
4. Can you tell me the …………………… (quick) way to get to the airport?
5. Who is the ………………….(popular) singer in your country?
GRAMMAR MEMO
SPEAKING
We use ‘one’ to mean something
(or someone) of a type that has
8. Now answer your teacher’s questions. already been mentioned.
E.g. I don’t have a camera. I want
Production (1) : T-S to buy one. (= a camera)
Ask questions prompting S. to use the Comparative and
superlative (more than two-syllable adjectives).
Grammar Focus
t the comparative and superlative (more than two-syllable adjectives).
t ’one’ as a pronoun
Production (2)
WRITING
Check 20 Word order

1. the / is / popular / country / in / your / singer / most / who / ? /
2. famous / the / the / is / most / Philippines / boxer / he / in / today / . /
3. than / is / this / that / interesting / book / more / one / . /

I. Decide if each statement below is talking about a deduction or strong obligation.
1. Jane keeps crying. She must have some problems. deduction

2. John looks really pale. He must be sick. deduction
3. I must go to bed early. strong obligation
4. You must be worried that she is so late coming home. deduction
5. You must come and see me tomorrow. strong obligation
II. Put the correct forms of the verbs into the gaps. Use the Simple Past
in the statements.
1. I _ talked
_ _ _ _ to Andrew last night. (to talk)
2. My friend _planned
_ _ _ _ a trip. (to plan)
3. She _washed
_ _ _ _ her hair this morning. (to wash)
4. He _carried
_ _ _ _ a box. (to carry)
5. Amanda _danced
_ _ _ _ with Carl. (to dance)
III. Change the following affirmative statements into questions.
For example: He closed the door? Did he close the door?
1. She lifted the suitcase. Did

___ she
_ _lift
__ the
_ _suitcase?
_____
2. We watched the traffic. _Did
_ _we
_ _watch
_ _ _the_ _ traffic?
____
3. You arranged the flowers carefully. _Did
_ _you
_ _ arrange
_ _ _ _ _the_ _flowers
_ _ _ _carefully?
______
4. He waited for her. _Did _ _he
_ wait
_ _ _for_ _her?
__
5. They enjoyed sightseeing. _Did
_ _they
___ enjoy
_ _ _sightseeing?
_______
IV. Put the verb in brackets in the correct past form.
Yesterday, I _ met
_ _ _ _ (meet) my friend Alice. We _walked
_ _ _ _ (walk) around the park
for 10 minutes to get to the restaurant. When we _ arrived
_ _ _ _ _ (arrive) at the restaurant, the
place was
_ _ _ (is) full. The waiter _ asked
_ _ _ _ (ask) us if we _ _ _ _ _ _ (have) a reservation.
had
_ _ _ _ _ (forget) to make a reservation. My friend and I _decided
Unfortunately, we _ _forgot _____
(decide) to eat in a fast food restaurant instead.
V. Change the verb into the correct form of the past simple or present perfect.
1. I _have
_ _ visited
_ _ _ _ (visit) London three times.
2. Last year I _ visited
_ _ _ _ _ (visit) London.
3. I _have
___ lost
_ _ (lose) my keys. Can you help me look for them?
4. Last night I _ _lost
_ _ _ _ (lose) my keys. I had to call my room-mate to let me in.
5. I _ _knew
_ _ _ _ (know) my grandmother for a few years. She died when I was seven.
6. I _ _have
_ _ _known
_ _ _ _ _ (know) Greg for two years. We still meet once a month.
7. I _ _ _ _ _played
have _ _ _ _ _ (play) soccer since I was a child. I’m good at it.
8. He _played
_ _ _ _ _ (play) soccer at school but he didn’t like it.
9. I _have
___ _ _ _ (drink) three cups of coffee today.
drunk
10. I _ _drank
_ _ _ _ (drink) three cups of coffee yesterday.
VI. Fill in the comparative and superlative forms of the adjectives.
Example: old older oldest
COMPARATIVE SUPERLATIVE
new newer newest
bad worse worst
difficult more difficult most difficult
large larger largest
good better best
big bigger biggest
much more most
little less least
easy easier easiest
interesting more interesting most interesting
VII. Find all the adjectives in the text below.
Jane is an orphan. She lives with her foster parents, Anna and Robert. She is
a carefree and happy person. Every day, she sings lovely songs while she walks to
school. All the people in her small town love to hear Jane sing her lovely songs. Other
school children go with her and listen to her melodious songs.

Jane’s neighbour, Aida, plays the piano every day. She tries to play beautifully.
She is annoyed with Jane for singing. She finds her songs disturbing. She wants to
put an end to the singing next door.
Unit
Twenty-One
Q-ty is almost as tall as Jane.
Target Language
Q-ty is almost as tall as Jane.
The tallest U.S. President was Abraham Lincoln.
No other President was as tall as Abraham Lincoln.
Abraham Lincoln was taller than any other President
in the U.S.A
I’m twice as heavy as you.
Warm-up Review and consolidate Unit Twenty.

<Key Vocabulary>
NOUNS
A B
U.S. President
centimeters
river
kilograms
VERBS
weigh (=to have a
particular
weight)
check (=to find out)
President Abraham Lincoln

Unit
Twenty-one
T: <ACT One>
Q-rex Q-ty
Hi, Q-ty. How tall are you? I’m 160 centimeters tall. And Jane, my friend
next door, is 162 centimeters tall. She is almost
as tall as me. She is almost as tall as me. She’s
almost as tall as me.
Did you know that the tallest U.S. President
was Abraham Lincoln, 16h President of the
U.S.A.? He was 193 centimeters tall! I didn’t know that. So no other President was as
tall as Abraham Lincoln. No other President was
as tall as Abraham Lincoln. No other President
was as tall as Abraham Lincoln.
That’s right. Abraham Lincoln was taller
than any other President in the U.S.A.
Abraham Lincoln was taller than any other
President in the U.S.A. Abraham Lincoln
was taller than any other President in the
U.S.A.
Practice (1) :
3. Read and listen
Q-rex : Hi, Q-ty. How tall are you?
Q-ty : I’m 160 centimeters tall. And Jane,
my friend next door, is 162 centimeters tall. GRAMMAR MEMO
She’s almost as tall as me.
Q-rex : Did you know that the tallest U.S. When ‘as’ and ‘than’ are followed by
President was Abraham Lincoln, personal pronouns, both subject
16th President of the U.S.A.? (formal) and object (informal) forms
He was 193 centimeters tall! are possible.
Q-ty : I didn’t know that. So no other President He is as tall as me.
was as tall as Abraham Lincoln. =He is as tall as I (am).
Q-rex : That’s right. Abraham Lincoln was taller He is taller than me.
than any other President in the U.S.A =He is taller than I (am).
Unit
Twenty-one
Practice (2) :
SPEAKING
4. Look at Pictures A and B and answer your teacher’s questions.
T. asks the following questions.
1. Who is taller, Q-ty or Jane?

Answer: Jane is. / Jane is a little taller than Q-ty. /
2. By how much?
Answer: Jane is taller than Q-ty by two centimeters.
3. Who was the tallest U.S. President?
Answer: Abraham Lincoln was.
Practice (3) :
WRITING
5. Fill in the gaps.
1. Abraham Lincoln was the tallest U.S. President.
=( )( ) U.S. President was ( ) tall as Abraham Lincoln.
=( )( ) U.S. President was ( ) ( ) Abraham Lincoln.
= Abraham Lincoln was taller than ( ) ( ) President in the U.S.A.
2. The Thames is the longest river in England.
=( )( ) river in England is ( ) long as the Thames.
=( )( ) river in England is ( ) ( ) the Thames.
= The Thames is longer than ( ) ( ) river in England.
Answer
1 Abraham Lincoln was the tallest U.S. President.

= (No) (other) U.S. President was (as/so) tall as Abraham Lincoln.
= (No) (other) U.S. President was (taller) (than) Abraham Lincoln.
= Abraham Lincoln was taller than (any) (other) President in the U.S.A.
2 The Thames is the longest river in England.

= (No) (other) river in England is (as/so) long as the Thames.
= (No) (other) river in England is (longer) (than) the Thames.
= The Thames is longer than (any) (other) river in England.
Unit
Twenty-one
6. Watch your teacher playing the roles of Jason and Q-ty.
Presentation (3) : Dialogue between Jason and Q-ty.
T: <ACT Two>
Jason Q-ty
How much do you weigh, Q-ty? How much
do you weigh, Q-ty? How much do you
weigh, Q-ty?
The last time I checked, I weighed 45 kilograms.
The last time I checked, I weighed 45
kilograms. The last time I checked, I weighed
45 kilograms.
I weigh nearly 90 kilograms. So I’m twice
as heavy as you. I’m twice as heavy as you.
I’m twice as heavy as you.
Yes. I’m half as heavy as you are. I’m half as
heavy as you are. I’m half as heavy as you are.
Practice (4) :
8. Read and listen
Jason : How much do you weigh, Q-ty?
Q-ty : The last time I checked, I weighed 45 kilograms.
Jason : I weigh nearly 90 kilograms. So I’m twice as heavy as you.
Q-ty : Yes. I’m half as heavy as you are.
Grammar Reference
‘As + adjective / adverb + as’ shows that something or someone is the same or equal.
• adjective
Q-ty is as tall as Jane.
Soccer is as exciting as Rugby.
• adverb
He can run as fast as she can.
You write English as well as he does.
• Quantity expressions , such as ‘half’ ‘twice’ ‘three times’ , are put before ‘as . . . as’
This room is three times as large as that one.
My father is twice as heavy as my sister.
• ‘not as / so . . . as’ shows that something or someone is not the same or equal.
Peter is not as tall as Jason. = Jason is taller than Peter.
Practice (5) :
WRITING
9. Complete the sentences. Use ‘as . . . as’ and a word from the box.
Unit
Twenty-one
big difficult exciting high
1. K2 is not ………………………… Mount Everest.
2. I passed the exam. It wasn’t ………………………. I expected.
3. Rome is not …………………………… Tokyo.
4. Cricket is not ………………………………. Boxing.
10. Rewrite the above sentences using the comparative form.
1. Mount Everest is higher than K2.
2. The exam …………………………… I expected.
3. Tokyo ……………………………….. Rome.
4. Boxing …………………………………….. Cricket.
Practice (6) :
LISTENING AND WRITING

11. Listen about Mary and complete the sentences below with quantity
expressions.
T reads the following.
Mary is fourteen years old. She weighs forty kilograms. Mary’s father is forty-two years old.
He weighs eighty kilograms
1. Mary’s father is ( )( ) as old as Mary.
2. Mary’s father is ( ) as heavy as Mary.
3 . Mary is ( )( ) heavy as Mary’s father.
SPEAKING
Ask questions (both WH and Yes/No) to encourage S. to use the comparative forms about
themselves.
E.g. Who is taller, you or your father?
Grammar Focus
t As . . . as comparatives
t Quantity expressions
Production (2)
WRITING
Check 21 Word order
1. twice / am / heavy / as / as / you / I / . /
2. President / in / than / other / any / taller / Abraham Lincoln / was / the U.S.A / . /
3. other / as / as / was / tall / President / Abraham Lincoln / no / . /
4. Q-ty / as / as / Jane / is / tall / almost / . /
Unit
Twenty-two
Could you tell me the way to the nearest
bank, please?
Target Language
Turn right and keep on the main road.
You’ll come to the first pedestrian crossing.
Walk over the crossing, and there’s a turning to the left.
It is next to the Library.
Warm-upReview and consolidate Unit Twenty-one.
Presentation (1) : Introducing new vocabulary .
<Key Vocabulary> E
NOUNS Albert Street
F
bank
pedestrian A
crossing Park Lane
library B
traffic lights
Main Pedestrian crossing

Road
C
Brook
Square Duke Street
Park Street
Grand Hotel
YOU ARE HERE
West Street East Street
Crossroads Post Office

Unit
Twenty-two
1. Q-rex is now in London. He wants to go to a bank. Watch your
teacher playing the roles of Q-rex and a hotel receptionist .
Presentation (2) : Dialogue between Q-rex and a hotel receptionist.
T: <ACT One>
Q-rex Receptionist
Excuse me. Could you tell me the way to
the nearest bank, please? Could you tell
me the way to the nearest bank, please?
Could you tell me the way to the nearest
bank, please?
Well, it’s in Duke Street, near Brook Square.
Is it far to walk?
It isn’t far from here. Turn left outside the hotel
and go straight ahead until you get to the main
road. Turn left outside the hotel and go straight
ahead until you get to the main road. Turn
left outside the hotel and go straight ahead
until you get to the main road. Turn right and
keep on the main road. You’ll come to the first
pedestrian crossing. Turn right and keep on the
main road. You’ll come to the first pedestrian
crossing. Turn right and keep on the main road.
You’ll come to the first pedestrian crossing.
Walk over the crossing, and there’s a turning to
the left. Go up there. Walk over the crossing,
and there’s a turning to the left. Go up there.
Walk over the crossing, and there’s a turning to
the left. Go up there.
What’s the name of the road?

Duke Street. Go up there and the bank is about
fifty meters up there on the right hand side. Go
up there and the bank is about fifty meters up
there on the right hand side. Go up there and
the bank is about fifty meters up there on the
right hand side. It is next to the Library. It is next
to the Library. It is next to the Library.
Thank you very much indeed.

Unit
Twenty-two
3. Read and listen
Q-rex : Excuse me. Could you tell me the way to the nearest bank, please?
Receptionist : Well, it’s in Duke Street, near Brook Square.
Q-re : Is it far to walk?
Receptionist : It isn’t far from here. Turn left outside the hotel and go straight ahead
until you get to the main road. Turn right and keep on the main road.
You’ll come to the first pedestrian crossing. Walk over the crossing, and
there’s a turning to the left. Go up there.
Q-rex : What’s the name of the road?
Receptionist : Duke Street. Go up there and the bank is about fifty meters up there
on the right hand side. It is next to the Library.
Q-rex : Thank you very much indeed.

GRAMMAR MEMO
Polite expressions
• Excuse me.
You say excuse me to somebody you do
not know when you want to attract their
attention.
• Could you
“Could you .....?” is often used for
requests. This is more polite than “Can
you ……?”
SPEAKING
Practice (2) :
4. Answer the questions without looking at the text.
1. Where is the turning to the bank? Is it at the first pedestrian crossing or at the
second pedestrian crossing?
2. Do you have to turn right or left?
3. What is the name of the street that you have to turn into?
4. How far along this road do you have to walk?
5. Which side of the road is the bank on?
6. Find the bank on the map. Is it A, B, C, D, E or F?
5. With your teacher, ask for and give directions to the Post Office.
Start from YOU ARE HERE on the map.
Some useful expressions
Excuse me, is there a supermarket near here?

Yes. It’s in Church Road , between the chemist’s and the baker’s.
Go straight ahead
The pub is on the corner of Station Road and Lower Road.
On the opposite side of the Cinema.
It’s opposite the car park.
Unit
Twenty-two
SPEAKING
Get your S to ask for and give directions to A, B, E, or F on the map.
Grammar Focus
t Directions (1)
t Prepositions of place
t Polite expressions
Production (2)
WRITING
Check 22 Word order

1. road / right / and / main / on / turn / keep / the / . /
2. crossing / come / pedestrian / the / you’ll / first / to / . /
3. over / to / walk / a / left / crossing / turning / and / the / the / there’s / . /
4. library / is / the / it / next / to / . /

Unit
Twenty-three
You take the M3 motorway first.
Target Language
Would you like to come to our country house for the
weekend?
Then leave the M3 at Woking.
Turn right at the traffic lights.
Then go up the hill, and over the first bridge.
Warm-upReview and consolidate Unit Twenty-two.

<Key Vocabulary>
NOUNS
bridge
hill
journey
VERBS
invite
accept
decline
M3 Motorway
Unit
Twenty-three
1. Watch your teacher playing the roles of Jane and Q-ty .
Presentation (2) : Dialogue between Jane and Q-ty.
T: <ACT One>
Jane Q-ty
Hi, Jane. Would you like to come to our country
house for the weekend? Would you like to
come to our country house for the weekend?
Would you like to come to our country house
for the weekend?
Thank you, I’d like to very much. But how
do I find your country house, Q-ty? But
how do I find your country house, Q-ty? But
how do I find your country house, Q-ty?
Well, you take the M3 motorway first. Then
leave the M3 at Woking. Turn right at the traffic
lights. Then go up the hill, and over the first
bridge. Turn left and along the road by the
river. Go past the pub, and turn right up the hill.
Go round the corner past the farm on the left,
and our country house is at the end of the road.
It’s easy!
OK. So I’ll see you on Saturday, then.
Bye. Safe journey.
Practice (1) :
3. Read and listen
Q-ty : Hi, Jane. Would you like to come to our country house for the weekend?
Jane : Thank you, I’d like to very much. But how do I find your country house, Q-ty?
Q-ty : Well, you take the M3 motorway first. Then leave the M3 at Woking. Turn right
at the traffic lights. Then go up the hill, and over the first bridge. Turn left and
along the road by the river. Go past the pub, and turn right up the hill. Go
round the corner past the farm on the left, and our country house is at the end
of the road. It’s easy!
Jane : OK. So I’ll see you on Saturday, then.
Q-ty : Bye. Safe journey.
GRAMMAR MEMO
The M3 motorway runs in England from
the edge of South West London. It heads
south west to reach Southampton.
Unit
Twenty-three
Practice (2) :
WRITING
T: Read the following directions so that S. can fill in the blanks with the prepositions.
4. Listen to Q-ty’s directions to her country house again and complete

the text with the prepositions in the box.
at at at over along by past past up up round on
Well, you take the M3 motorway first. Then leave the M3 ( ) Woking. Turn right ( ) the
traffic lights. Then go ( ) the hill, and ( ) the first bridge. Turn left and ( ) the road
( ) the river. Go ( ) the pub, and turn right ( ) the hill. Go ( ) the corner ( ) the
farm ( ) the left, and our country house is ( ) the end of the road.
T: Read the following directions again so that S. can draw a map to Q-ty’s
country house
5. Listen to Q-ty’s directions again and draw a map to her country house.
M3
River Wey
WOKING
Unit
Twenty-three
GRAMMAR MEMO
Practice (3) : Polite expressions
• Would you like to . . . ?
SPEAKING “Would you like to .....?” is often used for
invitations. This is more polite than “Do
6. You are invited to dinner and you want to ……?”
you are accepting it. Fill in the blanks.
( ) you ( ) to come and have dinner with us this evening?
1. Thank you, I’d ( ) to very much.
2. That ( ) be very nice.
3. ( ) pleasure.
4. I ( ), very much.
Answer Key:
(Would ) you ( like ) to come and have dinner with us this evening?
Thank you, I’d ( like ) to very much.
That (would ) be very nice.
( With ) pleasure.
I ( would ), very much.
Would you like to come and watch a game of cricket with me?
1. Thank you very much, ( ) I’m a bit busy at the moment.
2. Thank you ( ) asking me, ( ) I have to finish this report today.
3. I’d ( ) to, ( ) I’ve got an exam this afternoon.
4. I’m very ( ), I can’t. My uncle is coming this afternoon.
7. You are invited to dinner and you are declining it. Fill in the blanks.
Answer Key:
Thank you very much, ( but ) I’m a bit busy at the moment.
Thank you ( for ) asking me, ( but ) I have to finish this report today.
I’d ( like ) to, ( but ) I’ve got an exam this afternoon.
I’m very ( sorry ), I can’t. My uncle is coming this afternoon.
SPEAKING
Invite and get your S to accept as well as decline the invitation.
Grammar Focus
Production (2) t Directions (2)
t Prepositions of place and movement
WRITING t Invitations
Check 23 Word order

1. for / country / you / the / come / to / to / weekend / house / like / our / would / ? /
2. Woking / M3 / at / leave / the / then / . /
3. lights / right / at / traffic / turn / the / . /
4. go / the / the / up / over / and / bridge / first / hill / . /
Unit
Twenty-four
It’s called a Catseye road stud.
Target Language
The Catseye road stud was invented and patented by
Percy Shaw in 1934.
His own company was formed in 1935
Why are they called Catseyes?
This was set in the road.
Warm-up Review and consolidate Unit Twenty-three.

<Key Vocabulary> A
NOUNS
road stud
reflector
fog
precipice
beam
device
VERBS
invent
patent
manufacture
fade
shine
inspire

1. Watch your teacher playing the roles of Q-rex and Q-ty .
3. Read and listen
Unit
Twenty-four
T: <ACT One>
Q-rex Q-ty
Hi, Q-ty. Let’s take a look at Picture A. Can

you tell me what this is?
Well, I have no idea, Q-rex. What is it?

It’s called a Catseye road stud. The Catseye
road stud was invented and patented by
Percy Shaw in 1934. And his own company
was formed in 1935 to manufacture the
new Catseye road studs.
What is a Catseye road stud exactly?
Catseyes are the road reflectors and they

help drivers see in the fog or at night.
When other road markings fade, Catseyes
shine to lead the way.
Why are they called Catseyes?
In 1933, Percy was driving in dense fog. He

narrowly avoided going over a precipice,
when the beam of his headlights reflected
in the eyes of a cat sitting on a roadside
fence. This inspired him to invent a small
device involving two glass beads placed
close together encased in rubber. This was
then set in the road at intervals between
the lanes of traffic.
How interesting!
Practice (1) :
3. Read and listen
Unit
Twenty-four
Q-rex : Hi, Q-ty. Let’s take a look at Picture A. Can you tell me what this is?
Q-ty : Well, I have no idea, Q-rex. What is it?
Q-rex : It’s called a Catseye road stud. The Catseye road stud was invented and
patented by Percy Shaw in 1934. And his own company was formed in 1935 to
manufacture the new Catseye road studs.
Q-ty : What is a Catseye road stud exactly?
Q-rex : Catseyes are the road reflectors and they help drivers see in the fog or at night.
When other road markings fade, Catseyes shine to lead the way.
Q-ty : Why are they called Catseyes?
Q-rex : In 1933, Percy was driving in dense fog. He narrowly avoided going over a
precipice, when the beam of his headlights reflected in the eyes of a cat sitting
on a roadside fence. This inspired him to invent a small device involving two
glass beads placed close together encased in rubber. This was then set in the
road at intervals between the lanes of traffic.
Q-ty : How interesting!
Practice (2) :
4. Underline all the Passives in the text.
Grammar Reference
The Passive
• Form of the passive: be + past participle

• In the passive, the object of an active verb becomes the subject of the passive verb.
(Active)
actor action (non-actor)

My father made these chairs.
(Passive)
(non-actor) action actor

These chairs were made by my father.
• Only transitive verbs (verbs that are followed by an object) are used in the passive.
• The passive without ‘by + agent’ allows us to omit the ‘actor’, if the ‘actor’ is not important or is not
known.
WRITING
Practice (3) :
5. Change the passive to the active by supplying the correct form of be.
1. Q-ty opens the door.  The door ……is………… opened by Q-ty.
2. Q-ty has opened the door.  The door …………………opened by Q-ty
3. Q-ty opened the door.  The door …………………opened by Q-ty
4. Q-ty will open the door.  The door …………………opened by Q-ty
5. Q-ty is going to open the door.  The door …………………opened by Q-ty
Unit
Twenty-four
Practice (4) :
6. Change the passive to the active.

1. It is called a catseye road stud.  They call it a catseye road stud.
2. The Catseye road stud was invented by Percy Shaw in 1934.
 Percy Shaw ……………………..
3. His own company was formed in 1935.  He …………………………………
4. This was set in the road at intervals between the lanes of traffic.
 They ……………………………
SPEAKING
Ask questions (both passive and active) about your student.
Grammar Focus
t Passive voice structure
Production (2)
WRITING
Check 24 Word order

1. invented / 1934 / Percy Shaw / was / it / in / by / . /
2. in / company / formed / own / was / 1935 / his / . /
3. are / Catseyes / they / why / called / ? /
4. was / road / this / set / in / the / . /

Unit
Twenty-five
Many people speak English, don’t they?
Target Language
You are from England, aren’t you?
Your parents are from Italy, aren’t they?
In England baseball isn’t a popular sport, is it?
Tennis is a popular sport, isn’t it?
You often play tennis, don’t you?
Jason can play tennis very well, can’t he?
Warm-upReview and consolidate Unit Twenty-four.

<Key Vocabulary> Money (Uncountable)

NOUNS
money
coins
notes (=banknotes/ bills)
Coins (countable) Notes (countable)

Unit
Twenty-five
T: <ACT One>
Q-rex Q-ty
Hi, Q-ty. You are from England, aren’t you?

You are from England, aren’t you? You are
from England, aren’t you?
Yes, I am. And your parents are from Italy, aren’t
they?
Yes, they are. Tell me. In England baseball
isn’t a popular sport, is it? Baseball isn’t a
popular sport, is it? Baseball isn’t a popular
sport, is it?
No, it isn’t. Only a few people play baseball.
But tennis is a popular sport, isn’t it? Tennis
is a popular sport, isn’t it? Tennis is a
popular sport, isn’t it?
Yes, a lot of people play tennis.
You often play tennis, don’t you? You
often play tennis, don’t you? You often
play tennis, don’t you?
Yes, I do.
Yes, he can. He teaches me a lot.
Practice (1) :
3. Read and listen
Q-rex : Hi, Q-ty. You are from England, aren’t you?
Q-ty : Yes, I am. And your parents are from Italy, aren’t they?
Q-rex : Yes, they are. Tell me. In England baseball isn’t a popular sport, is it?
Q-ty : No, it isn’t. Only a few people play baseball.
Q-rex : But tennis is a popular sport, isn’t it?
Q-ty : Yes, a lot of people play tennis.
Q-rex : You often play tennis, don’t you?
Q-ty : Yes, I do.
Q-rex : Jason can play tennis very well, can’t he?
Q-ty : Yes, he can. He teaches me a lot.
Unit
Twenty-five
Practice (2) :
4. Rewrite the following statements into tag questions.

1. Many people speak English, don’t they?
2. English is spoken by many people, ……………………
3. Snow is white, ………………………….
4. You don’t like fish, ……………………………
5. We must go, …………………………….
6. Mike should try harder, ……………………………….
7. Jane was here, ………………………………
8. It isn’t raining, ………………………………..
Grammar Reference
Tag question
A tag question is a little question we add to the end of a statement. It is made up of “auxiliary verb (or
be)” + “subject pronoun”.
You like fish, don’t you?
• If the statement is positive, the tag is negative.
• If the statement is negative, the tag is positive.
• If there is no “auxiliary” or “be” in the statement, we use “do” as the auxiliary in the tag question.
§ The tag question invites the hearer to respond to a statement. Negative tags expect a ‘Yes’
answer, positive tags expect a ‘No’ answer.
§ If the tag has a rising tone, it means ‘I’m not sure, so please confirm that it is true.’
§ If the tag has a falling tone, it means ‘I know it’s true, so please agree with me.’
Practice (3) :
5. Choose the correct question tags for the statements.

1. Mike catches the bus, a. will she?
2. Jane finished work, b. isn’ t she?
3. My mother won’t be back, c. hasn’t she?
4. They don’t have a car, d. doesn’t he?
5. Sue is reading her book, e. do they?
6. He doesn’t drive his car, f. did I?
7. Linda has come, g. won’t you?
8. I didn’t say a lot, h. didn’t she?
9. You will give the car back, i. aren’t we?
10. We are on the right bus, j. does he?
Unit
Twenty-five
Practice (4) :
6. Choose the correct option.
1. Just a few / a little milk in my tea, please.
2. There is a few / a lot of traffic in Tokyo.
3. There are a few / a little books on the desk.
4. I didn’t buy some / any apples.
5. I want some / any sugar in my coffee.
6. Do you have some / any brothers or sisters?
7. How many / much money do you have?
8. How many / much coins do you have in your pocket?
Grammar Reference
Expressions of quantity
• We can say three books, two boys, ten dollars. We can count them. These are count (able) nouns.
• We cannot say three waters, two milks, one money. We cannot count them. These are
uncount(able) nouns.
• We use ‘a few’ with count nouns (=a small quantity of count nouns)
E.g. We bought a few eggs.
• We use ‘a little’ with uncount nouns (= a small quantity of uncount nouns)
E.g. We bought a little milk.
• We use ‘a lot of / lots of’ with both count and uncount nouns.
E.g. There is a lot of milk. There are a lot of people.
• ‘A lot of / lots of’ can be used in questions and negatives.
E.g. Are there lots of tourists in your country? There isn’t a lot of butter.
• ‘Some’ is used in positive sentences.
E.g. I want some sugar. I want some books.
• ‘Any’ is used in questions and negatives.
E.g. Do you need any apples? I don’t need any apples.
SPEAKING
Ask tag questions as well as questions using expressions of quantity.
Grammar Focus
t Tag questions
t Expressions of quantity: Countable nouns/ Uncountable nouns
Production (2)
WRITING
Check 25 Word order
1. is/ isn’t / in / sport / England / baseball / popular / it / a / ? /

2. a / is / popular / isn’t / tennis / sport / it / ? /
3. you / you / don’t / often / tennis / play / ? /
4. can / can’t / play / well / Jason / very / he / tennis / ? /
Unit
Twenty-five
LIST OF IRREGULAR VERBS
Base form Past Simple Past participle
be was / were been
become became become
begin began begun
break broke broken
bring brought brought
build built built
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
do did done
draw drew drawn
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feel felt felt
fight fought fought
find found found
fly flew flown
forget forgot forgotten
get got got / gotten
give gave given
go went gone
grow grew grown
have had had
hear heard heard
hit hit hit
hold held held
keep kept kept
know knew known
leave left left
lend lent lent
lose lost lost
make made made
meet met met
pay paid paid
put put put
read /ri:d/ read /red/ read /red/
ride rode ridden
run ran run
say said said
see saw seen
sell sold sold
send sent sent
shut shut shut
sing sang sung
sit sat sat
sleep slept slept
speak spoke spoken
spend spent spent
stand stood stood
steal stole stolen
swim swam swum
take took taken
teach taught taught
tell told told
think thought thought
understand understood understood
wake woke woken
wear wore worn
win won won
write wrote written
I. Complete the sentences. Use “as + adjective +as.”
1. Q-ty’s dog is cute.
Q-rex’s dog is cute, too.
Q-ty’s dog is _______________________
is as cute as Q-rex’s dog.
2. Chris is tall.
His brother is tall, too.
as tall as his brother.
Chris is _____________________
3. Q-ty’s house is new.
Jane’s house is new, too.
Q-ty’s house is_______________________
as new as Jane’s house.
4. Q-ty is pretty.
Beth is pretty, too.
Q-ty is _________________
as pretty as Beth.
5. Tina’s test score is good.
Beth’s test score is good, too.
Tina’s test score is ____________________________.
as good as Beth’s test score.
II. (True or false) If it is false, write the correct positions.

( True ) 1. The library is next to the park.
( False ) 2. The park is located on Main street. The park is located on the Second Avenue.
( False ) 3. The Men’s Department Store is along Dawson Avenue. The Men’s Department
( True ) 4. Jane’s house is by the river. Store is along the
( True ) 5. The park is on Second Avenue. Second Avenue.
Jane’s House
x
The Thames
Men’s
Wall School Park Library Department
Store
Second Avenue
Second Avenue
Mall Grand Hotel
Main Street
III. Complete the sentences with a preposition.
1. in
The sport socks are _________the Men’s department.
2. at
Do you like to shop _____ Lucky Seven Supermarket?
3. The park is ____the
on right of the library.
4. on
The Laundromat is _____Second Avenue.
5. She lives _____346
at Dawson Street.
IV. Change the active to the passive.
1. They stole the money. The money was stolen by them.

__________________________
2. My room was cleaned by me two weeks ago.
I cleaned my room two weeks ago. ____________________________________
3. A piece of choolate cake was eaten by me.
I ate a piece of chocolate cake. _____________________________.
4. She paints the wall. The wall is painted by her.
______________________
5. He writes a short poem. A short poem is written by him.
__________________________
V. Add tag questions to the following.
1. doesn’t she?
She works in a bank,____________
2. haven’t they?
They have soccer practice twice a week,______________
3. doesn’t he?
He likes to read books,____________
4. did she?
She didn’t eat anything,____________
5. does he?
He doesn’t talk much,________________
6. doesn’t she?
She looks beautiful today,_____________
7. He doesn’t want to come,___________
does he?
8. You haven’t got a car,____________
have you?
9. are you?
You aren’t going to France,_____________
10. aren’t there?
There are seven days in a week,____________

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QQ One-on-One Book Four is, as the title suggests, a one-to-one, online

QQ One-on-One Book Four presents the material in 25 units, based on the

The organization of QQ One-on-One Book Four is similar to that of Book

Vocabulary is another major element. Generally speaking, students forget about

QQ One-on-One BOOK FOUR

LESSON TITLE GRAMMAR EVERYDAY ENGLISH

1 Nice to meet you. Verb to be : is, am, are My name is . . . I am . . .

4 Can you tell me Time expressions What time is it, please?

15 Have you ever Present Perfect: Experiential My parents have been to

21 Q-ty is almost as As . . . as comparatives I’m twice as heavy as you.

23 You take the M3 Directions (2) Would you like to come to

24 It’s called a Passive voice structure Why are they called

Many people Tag questions You often play tennis, don’t

T: <Introducing Q-rex and Jason>

Name : Q-rex Name : Jason

1. Look at Picture A and watch your teacher playing the roles of

Hello. I’m Q-rex. What’s your name?

4. Listen and repeat. Numbers 0 – 20

5. Say the numbers your teacher writes on the white board.

my cat = mine your cat= yours

E.g This is my cat. This is mine.

11. Complete the chart in Pronouns

(person) singular plural singular plural

E.g. This is his racket. E.g. It’s his. (= his racket)

1. name / Jason / my/ is / . /

Warm-up Review and consolidate Unit One.

Presentation (1) : Introducing new vocabulary.

LISTENING AND REPEATING GRAMMAR MEMO

We use ‘How are you?’

10. Listen and repeat.

Verbs Present Simple: I / you / we / they

Yes/ No questions Short answers

Do you live in Tokyo? Yes, I do./ No, I don’t.

t Linking verb be + nouns/ adjectives

Check 2 Word order

2. brother / have / a / don’t / I / . /

3. hospital / same / in / work / the / we / . /

4. family / live / door / Jason’s / London / next / to / in / we / . /

Presentation (1) : Introducing new vocabulary.

LISTENING AND READING

Negative statements Yes/ No questions

Production (1) : T-S

t Can: affirmative/ negative/ questions

Check 3 Word order

2. Spanish / Spanish / mother / speak / because / my / is / can / I / . /

3. tennis / baseball / but / play / play / can / can’t / I / I / . /

4. England / is / in / popular / here / not / baseball / . /

Warm-up Review and consolidate Unit Three.

Presentation (1) : Introducing new vocabulary.

LISTENING AND READING

4. Look at the times. Listen and repeat.

1:10 1:15 1:30 1:45 1:50

The verb practice? Or practise?

1 _________ 2 __________ 3 __________ 4 ___________ 5 __________

Practice (4) : T. uses a toy clock to show different times.

LISTENING AND REPEATING

Excuse me. Can you tell me the time, please?

10. Listen and repeat.

11. Read and listen.

12. Roleplay. Your teacher is A. You are B.

13. Change roles. Numbers 101 – 1000

14. Now answer your teacher’s questions.

1 ___ 2 3 4 _ 5 ______