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INTRODUCTION

English for Life i s language learning Maximum support for students

T h e s i m p l e , d i r e c t a p p r o a c h a n d g e n e r o u s a m o u n t o f p r a c t i c e in
made simple
English for Life gives the students m a x i m u m support.
Engtish for Life is an e x c i t i n g n e w f o u r - l e v e l c o u r s e f o r a d u l t • There's plenty of simple, confidence-building practice.
and y o u n g adult learners. I t features British English, w i t h E x e r c i s e s r e g u l a r l y ask s t u d e n t s t o ' L i s t e n a n d r e p e a t ' a n d d r i l l s
i n t e r n a t i o n a l c o m m u n i c a t i o n in m i n d . T h e c o u r s e t a k e s l e a r n e r s give s t u d e n t s t h e chance t o learn and practise new l a n g u a g e
f r o m c o m p l e t e b e g i n n e r t o i n t e r m e d i a t e l e v e l . English for Life thoroughly before moving on to freer practice.
has b e e n d e v e l o p e d t o m a k e l a n g u a g e l e a r n i n g an e n j o y a b l e a n d • T h e r e are a u d i o s c r i p t s f o r a l l t h e r e a d i n g t e x t s ' t o h e l p
reassuring e x p e r i e n c e , o f f e r i n g e v e r y t h i n g n e e d e d for success. s t u d e n t s t h r o u g h ' and t o bring t e x t s t o life.

English for Life o f f e r s an e a s y , m a n a g e a b l e s y l l a b u s t h r o u g h : • R e a d i n g and l i s t e n i n g t e x t s are kept t o manageable lengths.

• carefully controlled i n p u t of grammar and vocabulary • Speaking and writing tasks have lots of s t r u c t u r e d support,
• skills work for revision o f g r a m m a r and v o c a b u l a r y t h e r e f o r e p l a c i n g r e a l i s t i c d e m a n d s o n s t u d e n t s in t e r m s o f
• a practical language syllabus w i t h real-life outcomes performance and ideas g e n e r a t i o n .

• an e n g a g i n g s t o r y l i n e . • The W o r k b o o k provides c o n s o l i d a t i o n work at home, one page

for every lesson.
English for Life is d e s i g n e d f o r t e a c h e r s a n d l e a r n e r s w h o w a n t
• The M u l t i R O M gives learners t h e o p p o r t u n i t y t o r e v i s i t t h e
a simple, direct approach w i t h lots o f s u p p o r t and practice. T h e
l e s s o n in t h e i r o w n t i m e , o r t o c a t c h u p w i t h a m i s s e d l e s s o n .
course provides e v e r y t h i n g teachers need t o make teaching and
learning easier:
Real-life focus
• o n e - p a g e , low preparation lessons
English for Life g i v e s s t u d e n t s t h e l a n g u a g e t h e y n e e d in t h e
• a step-by-step approach for building confidence
real w o r l d : for w o r k , for s t u d y , for t r a v e l , and for i n t e r n a t i o n a l
• l o t s o f r e p e t i t i o n o f n e w l a n g u a g e f o r l e a r n i n g a t a s t e a d y pace
communication.
• clear, a c h i e v a b l e lesson o u t c o m e s
• E a c h l e s s o n has a c l e a r l e a r n i n g o u t c o m e t a k e n f r o m t h e
• a u d i o m o d e l s for all new l a n g u a g e and t e x t s
• e a s y - t o - u s e s u p p o r t a n d t e s t i n g m a t e r i a l s in o n e , i n t e r l e a v e d
Common European Framework. T h e s e o u t c o m e s are e x p r e s s e d
as ' c a n d o ' s t a t e m e n t s , s h o w i n g s t u d e n t s t h e r e a l - w o r l d
Teacher's B o o k
relevance o f each lesson. For e x a m p l e , a t E l e m e n t a r y level, Now
• a full set of practice materials for students via t h e W o r k b o o k ,
I can ask for and give directions ( l e s s o n 2 4 ) , Now I can respond
M u l t i R O M , a n d t h e English for Life website.
to requests (lesson 63).

Approach and methodology • T h r o u g h o u t t h e b o o k , s t u d e n t s h a v e an o p p o r t u n i t y t o

p e r s o n a l i z e t h e n e w l a n g u a g e in t h e f r e q u e n t Your life
English for Life has b e e n c r e a t e d b y T o m H u t c h i n s o n , t h e
s e c t i o n s . T h e s e are s i m p l e s e n t e n c e - g e n e r a t i o n e x e r c i s e s , or
i n t e r n a t i o n a l l y r e s p e c t e d a u t h o r o f Hotline, Lifelines, and Project
v e r y m a n a g e a b l e 'ask a n d a n s w e r ' p a i r w o r k e x e r c i s e s a t t h e e n d
English. H e has o v e r 2 0 y e a r s ' e x p e r i e n c e o f w r i t i n g c o u r s e s t h a t
of the lesson.
really w o r k in t h e c l a s s r o o m . English for Life a i m s t o e s t a b l i s h a
• English for Life r e c o g n i z e s t h e i n t e r n a t i o n a l use o f E n g l i s h . T h e
new approach to language teaching which recognizes the need to
t h e m e s a n d characters reflect situations t h a t are m e a n i n g f u l
learn o n e t h i n g a t a t i m e . T h e clear s t e p - b y - s t e p a p p r o a c h g i v e s
t o e v e r y o n e . C o n t e x t s are c h o s e n f r o m a w i d e r a n g e o f
s t u d e n t s t h e c o n f i d e n c e t h e y n e e d t o use t h e l a n g u a g e e f f e c t i v e l y .
countries, not just the English-speaking world.
English for Life has: • The Engtish in the world feature looks at aspects of daily
life and English language use in a range of English-speaking
A simple format cultures. I t encourages learners t o c o m p a r e their o w n w o r l d ,
T h e f o r m a t o f t h e c o u r s e is s i m p l e a n d c o n s i s t e n t , so s t u d e n t s language, and experiences.
a l w a y s k n o w w h e r e t h e y are a n d w h a t t h e y are l e a r n i n g .
• The material is grouped in regular cycles of four lessons: F l e x i b i l i t y o f use
Vocabulary, Grammar, Skills, and English for Everyday Life. This E a c h p a g e in t h e English for Life S t u d e n t ' s B o o k p r o v i d e s t h e
ensures s y s t e m a t i c c o v e r a g e o f all t h e key e l e m e n t s o f t h e c o n t e n t f o r a t h o r o u g h a n d i n t e r e s t i n g lesson w i t h m i n i m a l
syllabus. p r e p a r a t i o n . H o w e v e r , s o m e t e a c h e r s m a y w i s h t o e x p a n d or
• T h e f o r m a t o f t h e S t u d e n t ' s B o o k is 8 0 o n e - p a g e lessons. d e v e l o p lessons t o m e e t t h e n e e d s o f t h e i r o w n p a r t i c u l a r s i t u a t i o n .
• E a c h lesson is d e s i g n e d t o l a s t 4 5 m i n u t e s a n d is s e l f - c o n t a i n e d , English for Life p r o v i d e s t e a c h e r s w i t h t h i s f l e x i b i l i t y in t w o w a y s :
w i t h a clear l e a r n i n g o u t c o m e g i v e n a t t h e b o t t o m o f t h e p a g e . • The q u i c k a n d s i m p l e lessons, each w i t h its own separate
• The course package is simple to use. Each one-page lesson learning o u t c o m e , make t h e course ideal for u s i n g o n e lesson
corresponds with one page of Workbook material, one page of at a t i m e according to your students' needs.
photocopiable classroom activities, one page of notes for t h e • English for Life makes it e a s y a n d q u i c k t o p l a n y o u r teaching
teacher, and one set of MultiROM activities. p r o g r a m m e . T h e i n t e r l e a v e d Teacher's Book makes q u i c k
reference to the teacher's notes easier in class. Having the
A direct approach teacher's notes d i r e c t l y o p p o s i t e t h e Student's Book page
English for Life o f f e r s clear s t a r t i n g p o i n t s a n d o u t c o m e s f o r e a c h means easy access to answer keys and audio scripts while
lesson. you teach.

• A l l n e w l a n g u a g e a n d v o c a b u l a r y is p r e s e n t e d o n t h e p a g e as • The Teacher's Book provides additional resources to use in

w e l l as o n a u d i o , so s t u d e n t s k n o w w h a t t h e y are l e a r n i n g . class, for h o m e w o r k , or t o t e s t y o u r s t u d e n t s ' progress.
• N e w v o c a b u l a r y is p r e s e n t e d in an a t t r a c t i v e p i c t u r e • For teachers w h o w a n t t o t r y o u t e x t r a r e s o u r c e s , additional
d i c t i o n a r y s t y l e with labelled pictures to show the meaning a c t i v i t i e s a n d i d e a s are p r o v i d e d in t h e T e a c h e r ' s B o o k v i a
directly. short warm-up and follow-up activities and photocopiable
• New grammar is highlighted in presentation texts and dialogues. a c t i v i t i e s f o r e v e r y l e s s o n . T h e English for Life website
• Students learn, practise, and produce o n e t h i n g at a t i m e , and (www.oup.com/elt/englishforlife) provides further extension
so are a b l e t o s e e t h e i r p r o g r e s s i m m e d i a t e l y . material, for both teachers and students.

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A t every level, t h e course consists of:

Course syllabus
T h e t i g h t l y s t r u c t u r e d s y l l a b u s o f English for Life guides students
t h r o u g h t h e language, at a comfortable and manageable pace.
Grammar
T h e c o u r s e has a c a r e f u l l y g r a d e d g r a m m a r s y l l a b u s . G r a m m a r
lessons i n t r o d u c e n e w s t r u c t u r e s o n e a t a t i m e . F o r e x a m p l e w i t h
t e n s e s , ' p o s i t i v e a n d n e g a t i v e s t a t e m e n t s ' are u s u a l l y i n t r o d u c e d in
o n e lesson a n d t h e n ' q u e s t i o n s ' are i n t r o d u c e d in a s e p a r a t e l e s s o n .
T h e r e is a l s o a g e n e r o u s o v e r l a p i n s y l l a b u s c o v e r a g e b e t w e e n
l e v e l s in t h e c o u r s e , so s t u d e n t s h a v e p l e n t y o f o p p o r t u n i t y t o
revise w h a t t h e y k n o w and build their c o n f i d e n c e before m o v i n g
o n . F o r e x a m p l e , t h o r o u g h r e v i s i o n is g i v e n t o basic t e n s e s a t t h e
beginning of a new level before proceeding t o new structures.
Vocabulary
B e t w e e n 1 2 a n d 2 0 n e w w o r d s can b e p r e s e n t e d in a V o c a b u l a r y
lesson f o r a c t i v e , p r o d u c t i v e u s e . T h e l e x i c a l s e t s in English
Life E l e m e n t a r y h a v e b e e n c h o s e n t o r e f l e c t b a s i c n e e d s s u c h as
everyday life ( l e s s o n 9 ) , furniture ( l e s s o n 2 5 ) , a n d clothes (lesson
5 7 ) , b u t a l s o i n c l u d e v e r y f u n c t i o n a l t o p i c s s u c h as places to
go ( l e s s o n 3 7 ) a n d at the post office ( l e s s o n 6 1 ) . V o c a b u l a r y is
r e c y c l e d in t h e S k i l l s lessons w h e r e g r e a t care has b e e n t a k e n t h a t
reading and listening t e x t s present a limited number of new words.
• S t u d e n t ' s B o o k , w i t h 80 s i n g l e - p a g e lessons
• W o r k b o o k , w i t h 80 single-page sets o f practice exercises
• T e a c h e r ' s B o o k , w i t h o n e p a g e o f class n o t e s n e x t t o e v e r y
S t u d e n t ' s B o o k l e s s o n , p l u s a c u s t o m i z a b l e T e s t CD
• 3 class audio CDs or 3 class audio cassettes, including all of
t h e t e x t s , d i a l o g u e s , and drills f r o m t h e S t u d e n t ' s B o o k
• M u l t i R O M w i t h i n t e r a c t i v e a u d i o p r a c t i c e o f t h e key n e w
language for every Student's Book lesson, and audio material
c o v e r i n g a l l o f t h e p r o n u n c i a t i o n w o r k in t h e S t u d e n t ' s Book.
E a c h o f t h e c o m p o n e n t s is d e s c r i b e d in m o r e d e t a i l b e l o w .
T h e w h o l e p a c k a g e is s u p p o r t e d b y a d e d i c a t e d w e b s i t e f o r
teachers and students, at w w w . o u p . c o m / e l t / e n g l i s h f o r l i f e .
The Student's Book
The Student's Book contains:
• an e a s y - t o - u s e c o n t e n t s p a g e
• 80 o n e - p a g e lessons
for
• 10 R e v i e w lessons - one for e v e r y 8 lessons
• w o r d lists
• audio scripts
• a list o f i r r e g u l a r v e r b s
• a pronunciation chart of the sounds of English.
F o r e a c h l e v e l , t h e 8 0 l e s s o n s in t h e S t u d e n t ' s B o o k are g r o u p e d
in c y c l e s o f f o u r . E v e r y c y c l e f o l l o w s t h e s a m e s e q u e n c e :

Functions • Vocabulary
• Grammar
T h e f u n c t i o n a l s y l l a b u s is o r g a n i z e d t o s u p p o r t a n d g i v e m o r e
• Skills
practice of the grammar and vocabulary points t h a t students
• English for E v e r y d a y Life.
are l e a r n i n g . S t u d e n t s l e a r n k e y l a n g u a g e t o e n a b l e t h e m t o
m a n a g e s i m p l e c o m m u n i c a t i v e c o n t e x t s , s u c h as ordering food and E a c h c y c l e a l s o has t w o s m a l l e r s u b - s e c t i o n s :
drink ( l e s s o n 1 6 ) , making arrangements (lesson 4 0 ) , and giving • Pronunciation
measurements (lesson 7 2 ) . • E n g l i s h in t h e w o r l d .

Skills work O n e page, one lesson, one focus

English for Life g i v e s s t u d e n t s r e g u l a r p r a c t i c e in r e a d i n g , w r i t i n g , T h e f o r m a t o f English for Life l e s s o n s is s i m p l e a n d p r e d i c t a b l e ,
l i s t e n i n g , a n d s p e a k i n g , in d e d i c a t e d S k i l l s l e s s o n s . T w o s k i l l s m a k i n g t h e m e a s y a n d r e l i a b l e t o u s e . E v e r y l e s s o n m o v e s in t h e
are f o c u s e d o n in a n y o n e l e s s o n , e . g . Listen and speak, Read and same manageable progression:
write, Listen and write, o r Read and speak. E a c h l e s s o n is b a s e d • p r e s e n t a t i o n o f o n e n e w t e x t or l a n g u a g e a r e a
around a manageable, graded t e x t . The main f u n c t i o n o f t h e • controlled practice activities
r e a d i n g a n d l i s t e n i n g t e x t s is f o r s t u d e n t s t o m e e t t h e g r a m m a r • several lessons contain a Language note box. These boxes
a n d v o c a b u l a r y o f t h e p r e v i o u s t w o l e s s o n s in a w i d e r c o n t e x t . h i g h l i g h t an i m p o r t a n t a s p e c t o f t h e l a n g u a g e area t h a t is
being studied.
Pronunciation • freer practice often ending with a Your life personalization
exercise, w h e r e learners t a l k or w r i t e a b o u t t h e i r o w n life
P r o n u n c i a t i o n is t a u g h t w i t h r e l e v a n t l a n g u a g e o r v o c a b u l a r y i n
separate 'boxes' at t h e end of a lesson. This gives t h e teacher t h e • a c l e a r 'Now I can . . . ' s t a t e m e n t , s u m m a r i z i n g t h e l e a r n i n g

f l e x i b i l i t y t o d e c i d e a t w h a t p o i n t in t h e lesson t h e y w i s h t o f o c u s o u t c o m e of t h e lesson.

on p r o n u n c i a t i o n for a particular language area. T h e p r o n u n c i a t i o n

boxes e m p h a s i z e problem areas, and i n t r o d u c e s t u d e n t s t o w o r k on
Vocabulary
i n d i v i d u a l sounds, stress, r h y t h m , and i n t o n a t i o n . S t u d e n t s s p e n d t h e f i r s t lesson in each cycle o f 4 lessons l e a r n i n g a
n e w s e t o f v o c a b u l a r y . T h e y m e e t t h e w o r d s a g a i n in t h e o t h e r t h r e e
Cultural awareness lessons in t h e cycle a n d h a v e f u r t h e r o p p o r t u n i t i e s t o use t h e m .
• G r o u p s o f n e w w o r d s are i n t r o d u c e d m e a n i n g f u l l y a r o u n d a
English for Life a i m s t o a p p e a l t o s t u d e n t s o f a l l c u l t u r a l
p a r t i c u l a r t o p i c , s u c h as family members ( l e s s o n 1 7 ) or school
b a c k g r o u n d s . T h e t o p i c s a n d t e x t s are s u p p l e m e n t e d b y a r e g u l a r
subjects (lesson 4 1 ) .
f o c u s o n a s p e c t s o f c u l t u r a l l i f e v i a E n g l i s h in t h e w o r l d b o x e s .
T h e s e f o c u s on t o p i c s s u c h as families (lesson 19) and tipping • T h e n e w v o c a b u l a r y is p r e s e n t e d t h r o u g h l a b e l l e d p i c t u r e s ,

( l e s s o n 5 6 ) . T h e y can b e u s e d as a s p r i n g b o a r d f o r c r o s s - c u l t u r a l 'picture dictionary' style. As t h e y work through t h e cycle,

c o m p a r i s o n , g i v i n g s t u d e n t s an o p p o r t u n i t y t o f i n d o u t m o r e s t u d e n t s can e a s i l y g o b a c k a n d c h e c k n e w w o r d s in t h e ' p i c t u r e

a b o u t each o t h e r and t h e E n g l i s h - s p e a k i n g world. dictionary'.

• Every presentation includes recorded models for students to
copy and repeat.
The English for Life course package
• S t u d e n t s t h e n practise via a range of simple exercises, t o build
E a c h l e v e l o f English for Life provides 6 0 - 1 2 0 hours o f teaching
confidence with the sound, meaning, and form of the words.
m a t e r i a l . This consists o f 80 lessons d e s i g n e d t o last at least 45
These might include drills, gap-filling, listening comprehension,
minutes, w i t h a wide range of a d d i t i o n a l classroom resources,
a n d 'ask a n d a n s w e r ' e x e r c i s e s .
h o m e w o r k , and testing material.

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• T h e exercises m o v e from controlled to freer, o f t e n ending w i t h • Everyday expressions boxes highlight the essential practical
a Your life exercise, which enables learners t o personalize t h e language t h a t students should learn.
language t h e y have learned. • S t u d e n t s p r a c t i s e t h e n e w l a n g u a g e in f u r t h e r l i s t e n i n g a n d
speaking exercises.
Grammar
That's Life! lessons
T h e G r a m m a r lesson is t h e s e c o n d in each cycle o f 4 l e s s o n s . I t
• T h e s e l e s s o n s d e a l w i t h e v e r y d a y s o c i a l i n t e r a c t i o n in t h e f u n
p r e s e n t s a n d p r a c t i s e s n e w g r a m m a r in a clear a n d s t r u c t u r e d w a y .
c o n t e x t of a soap opera story.
• T h e G r a m m a r lessons focus on one aspect o f s t r u c t u r a l
• T h e s t o r y revises t h e l a n g u a g e o f t h e cycle a n d focuses on
g r a m m a r , e . g . p r e s e n t s i m p l e : s t a t e m e n t s ( l e s s o n 1 0 ) , or
u s e f u l p h r a s e s f o r s o c i a l i n t e r a c t i o n in t h e Everyday expressions
present perfect and past simple (lesson 7 8 ) .
b o x e s , such as suggestions ( l e s s o n 2 0 ) or talking about sad events
• T h e n e w g r a m m a r is p r e s e n t e d in e v e r y d a y c o n t e x t s t h r o u g h a
(lesson 52).
s h o r t , simple t e x t or d i a l o g u e on t h e p a g e . O f t e n t h e familiar
• Learners read and listen t o t h e s t o r y , do a c o m p r e h e n s i o n
characters from t h e That's Life! s t o r y l i n e are u s e d in t h e
exercise, study the useful expressions and finally practise the
grammar presentation t e x t s and dialogues t o help students
s t o r y in p a i r s or g r o u p s .
relate new l a n g u a g e t o 'real' characters a n d s i t u a t i o n s .
• T h e e n g a g i n g s t o r y p r o v i d e s an o n g o i n g c o n t e x t w h i c h
• N e w l a n g u a g e i t e m s are h i g h l i g h t e d in b l u e in t h e p r e s e n t a t i o n
s t u d e n t s can relate t o . T h e s t o r y characters also occasionally
t e x t s a n d d i a l o g u e s , so i t ' s e a s y t o f o c u s o n l a n g u a g e p a t t e r n s .
a p p e a r e l s e w h e r e in t h e c o u r s e , t o i n t r o d u c e n e w l a n g u a g e in
• S t u d e n t s s t u d y t h e g r a m m a r t h r o u g h c l e a r rules a n d t a b l e s .
interactive contexts.
• Short and simple Language notes e m p h a s i z e p o i n t s of f o r m or
usage which s t u d e n t s should learn. E a c h c y c l e o f 4 l e s s o n s has t w o s u b - s e c t i o n s , P r o n u n c i a t i o n a n d
• S t u d e n t s practise via a range of simple exercises including E n g l i s h i n t h e w o r l d . T h e s e are i n t e g r a t e d i n t o t h e m a t e r i a l , in
drills, g a p - f i l l i n g , listening c o m p r e h e n s i o n , listen and check t h e m o s t r e l e v a n t lessons for t h e t e a c h i n g p o i n t .
e x e r c i s e s , a n d ask a n d a n s w e r e x e r c i s e s .
• As w i t h the Vocabulary lessons, t h e activities move from Pronunciation
controlled t o freer, o f t e n ending with a Your life exercise. • This focuses on i m p o r t a n t aspects o f English pronunciation
t h a t s t u d e n t s o f t e n f i n d d i f f i c u l t , s u c h as word stress (lessons
Skills 3 , 5, 33) a n d past participles (lesson 77).
S k i l l s l e s s o n s are t h e t h i r d l e s s o n in e a c h c y c l e o f 4 l e s s o n s . T h e y • T h e r e is a l s o an i n t r o d u c t i o n t o t h e p h o n e m i c a l p h a b e t a n d t o
g i v e learners t h e o p p o r t u n i t y t o see t h e v o c a b u l a r y a n d g r a m m a r s o u n d s t h a t c a u s e p r o b l e m s , s u c h as schwa / a / ( l e s s o n 1 7 ) or
f r o m t h e p r e v i o u s t w o l e s s o n s in t h e c o n t e x t o f a r e a d i n g o r / s / and / z / ( l e s s o n 5 7 ) .
listening t e x t on t h e general t o p i c o f t h e cycle.
• Across t h e course, t h e lessons provide a balance of t h e f o u r English in t h e world
skills - r e a d i n g , l i s t e n i n g , s p e a k i n g , a n d w r i t i n g . T h e lesson • This features aspects of English-speaking culture. A wide range
h e a d i n g always makes i t clear w h i c h skills s t u d e n t s w i l l o f t o p i c s are c o v e r e d , s u c h as foreign words in English (lesson
p r a c t i s e , e . g . Read and write o r Listen and speak. 1 6 ) , working hours ( l e s s o n 3 5 ) , a n d medical signs (lesson 4 7 ) .
• R e a d i n g a n d l i s t e n i n g t e x t s are c a r e f u l l y g r a d e d f o r l e n g t h a n d • T h e t o p i c s are d r a w n f r o m a s p e c t s o f l i f e in English-speaking
c o m p l e x i t y , t o ensure t h a t s t u d e n t s aren't d i s t r a c t e d by t o o c o u n t r i e s , a n d t h e m a i n a i m is t o e n c o u r a g e l e a r n e r s t o t h i n k
m u c h i n f o r m a t i o n or l a n g u a g e t h e y d o n ' t n e e d . a n d t a l k a b o u t t h e i r o w n c u l t u r e a n d l a n g u a g e in c o m p a r i s o n .
• R e a d i n g t e x t s are r e c o r d e d o n t h e class a u d i o c a s s e t t e s a n d
C D s , so y o u r s t u d e n t s c a n l i s t e n a n d r e a d a t t h e s a m e t i m e . A d d i t i o n a l Student's B o o k resources
• Comprehension tasks build students' confidence w i t h reading T h e S t u d e n t ' s B o o k a l s o has a s e t o f e s s e n t i a l l e a r n i n g r e s o u r c e s
for general and detailed meaning, and w i t h coping w i t h at t h e back o f t h e b o o k :
different types of text. • T h e r e is o n e R e v i e w f o r e v e r y t w o c y c l e s o f 4 l e s s o n s , i . e . e v e y
• S k i l l s s e c t i o n s b u i l d t o e i t h e r a s p e a k i n g or w r i t i n g t a s k 8 lessons, w i t h exercises on all f o u r lesson t y p e s
b a s e d on t h e t o p i c o f t h e l e s s o n . S p e a k i n g a n d w r i t i n g t a s k s • W o r d l i s t s , c o n t a i n i n g all o f t h e essential v o c a b u l a r y to learn,
are t i g h t l y c o n t r o l l e d a n d h a v e p l e n t y o f s u p p o r t . T h i s m a k e s together with phonemic transcriptions
t h e m e a s y t o r u n in c l a s s , a n d c o n f i d e n c e - b u i l d i n g f o r t h e • A u d i o s c r i p t s for quick checking and revision o f listenings and
s t u d e n t s . T h e t a s k can b e a s i m p l e r e s p o n s e t o t h e t e x t or m o r e d r i l l s d o n e in class
personalized practice of t h e main language focus.
• An I r r e g u l a r v e r b l i s t , covering all of t h e essential verbs for a
• The Your life sections offer motivating opportunities for p a r t i c u l a r l e v e l o f English for Life
students to talk and write about their own experiences. • A P r o n u n c i a t i o n c h a r t w i t h all o f t h e s o u n d s o f English for
easy reference.
English for Everyday Life
E n g l i s h f o r E v e r y d a y L i f e is t h e f o u r t h l e s s o n in e a c h c y c l e o f 4 Other course components
lessons. They focus on f u n c t i o n a l language and how this language
is u s e d in t h e r e a l w o r l d . E n g l i s h f o r E v e r y d a y L i f e l e s s o n s Workbook
a l t e r n a t e b e t w e e n f u n c t i o n a l l e s s o n s such as giving directions • E a c h S t u d e n t ' s B o o k o n e - p a g e l e s s o n has o n e p a g e o f p r a c t i c e
( l e s s o n 2 4 ) , a n d an e p i s o d e o f t h e That's Life! storyline. m a t e r i a l in t h e W o r k b o o k .
• S t u d e n t s c o n s o l i d a t e t h e l a n g u a g e o f t h e l e s s o n in s i m p l e
F u n c t i o n a l lessons
parallel c o n t e x t s .
• T h e l e s s o n s f o c u s o n c o m m o n a c t i v i t i e s a n d s i t u a t i o n s in
• T h e r e is n o d i s t r a c t i n g n e w l a n g u a g e w o r k .
e v e r y d a y l i f e , s u c h as making polite requests ( l e s s o n 3 2 ) , on the
• Practise and learn b o x e s g i v e s t u d e n t s an o p p o r t u n i t y t o
telephone ( l e s s o n 6 4 ) , a n d checking in ( l e s s o n 8 0 ) .
p e r s o n a l i z e a n d m e m o r i z e l a n g u a g e t h e y can use in t h e w o r l d
• T h e n e w l a n g u a g e is p r e s e n t e d in a m o d e l d i a l o g u e o n t h e p a g e
outside the classroom.
which s t u d e n t s can listen t o and t h e n practise.
• A s h o r t review exercise e v e r y f o u r lessons allows s t u d e n t s t o
assess t h e i r o w n p r o g r e s s .
 www.frenglish.ru

Class C a s s e t t e s / CDs e l i c i t l a n g u a g e , g i v e an i n s t r u c t i o n , o r w r i t e s o m e t h i n g , t h i s is
h i g h l i g h t e d in b o l d e . g .
• T h e s e c o n t a i n all t h e a u d i o w o r k f r o m t h e S t u d e n t ' s Book.
• T h e a u d i o m a t e r i a l is s h o w n b y t h i s s y m b o l in t h e S t u d e n t ' s W r i t e : My name is on t h e board.

Book: ron E l i c i t : He likes chocolate.

A s k : How many names can you find in the text?
MuttiROM S a y : I live in a f l a t .

• W h e n s t u d e n t s w a n t t o r e v i s i t t h e key l a n g u a g e in a l e s s o n , • S p e c i f i c l a n g u a g e n o t e s are g i v e n in b o x e s . T h e s e raise

because t h e y have had d i f f i c u l t i e s , or h a v e n ' t been able t o
a t t e n d t h e lesson, the M u l t i R O M will help t h e m t o 'catch-up'
and revise.
• F o r s t u d e n t s ' c o m p u t e r s t h e r e are i n t e r a c t i v e ' l i s t e n - a n d - d o '
exercises f o r e v e r y lesson o f t h e S t u d e n t ' s B o o k .
• F o r s t u d e n t s ' C D p l a y e r s t h e r e are a u d i o m o d e l s f o r p r a c t i s i n g
all o f t h e P r o n u n c i a t i o n areas f r o m t h e S t u d e n t ' s B o o k .
• A d d i t i o n a l l e a r n i n g r e s o u r c e s i n c l u d e : a l i s t o f t h e 'can d o '
s t a t e m e n t s f r o m t h e S t u d e n t ' s B o o k t o h e l p s t u d e n t s assess
t h e i r progress, a learning record for each c o m p o n e n t o f t h e
course for each level, and an a t t r a c t i v e ' b o o k m a r k ' w i t h space
for s t u d e n t s t o record new words and their t r a n s l a t i o n .
Teacher's B o o k
awareness of specific problems students might have w i t h
g r a m m a r and v o c a b u l a r y , or draw s t u d e n t s ' a t t e n t i o n t o t h e
differences between languages, including American and British
E n g l i s h . I t is i m p o r t a n t t o e n c o u r a g e s t u d e n t s t o t h i n k a b o u t
h o w their language m i g h t a f f e c t t h e way t h e y speak English.
• Answer keys and key audio scripts are provided in the notes
n e x t t o each c o r r e s p o n d i n g S t u d e n t ' s Book page. This makes
cross-reference whilst preparing and teaching very easy.
• D r i l l i n g is a v e r y u s e f u l t e c h n i q u e t o h e l p b u i l d s t u d e n t s '
c o n f i d e n c e w i t h n e w l a n g u a g e . T h r o u g h o u t English for L i f e , i t is
s u g g e s t e d t h a t y o u d r i l l as a w h o l e class a n d i n d i v i d u a l l y . Here
are s o m e t i p s f o r s u c c e s s f u l d r i l l i n g :
1 P r o v i d e a clear m o d e l at t h e s t a r t using e i t h e r t h e a u d i o
or y o u r s e l f i f y o u p r e f e r . A l l o w s t u d e n t s s u f f i c i e n t ' l i s t e n i n g

• A n i n t r o d u c t i o n t o t h e course. t i m e ' b e f o r e t h e y r e p e a t . S a y t h e i t e m t w o or t h r e e t i m e s i f

• Page-for-page teaching notes, interleaved with the Student's necessary.

B o o k l e s s o n s , so y o u o n l y h a v e t o c a r r y a n d c o n s u l t o n e b o o k . 2 D o a class d r i l l ( c h o r a l d r i l l i n g ) f i r s t . A s k s t u d e n t s t o r e p e a t

• O n e page o f p h o t o c o p i a b l e classroom activities for every lesson. t h e i t e m s as a g r o u p a t t h e s a m e t i m e . G i v e s h o r t , s i m p l e

• A d d i t i o n a l Warm-up and Follow-up activities for every lesson. c o m m a n d s : Everyone, Together, Again. U s e h a n d g e s t u r e s like a

• E x t r a i d e a s f o r g a m e s t o use in c l a s s . c o n d u c t o r o f an o r c h e s t r a t o k e e p e v e r y o n e t o g e t h e r in a brisk

• A c u s t o m i z a b l e T e s t CD w i t h t e s t s as W o r d d o c u m e n t s or as r h y t h m . B e e n t h u s i a s t i c a n d k e e p u p t h e p a c e - d r i l l i n g can be

d o w n l o a d a b l e P D F s . T h e r e are 20 p r o g r e s s t e s t s a n d a m i d - c o u r s e a l o t o f f u n i f d o n e w i t h c o n f i d e n c e a n d in a g o o d s p i r i t .

and end-of-course test. 3 Select a few individuals t o say t h e items ( i n d i v i d u a l drilling)

a n d g i v e a p p r o p r i a t e c o r r e c t i o n . T h i s is a g o o d t i m e f o r a l l
Website s t u d e n t s t o listen to t h e correction being given. O f f e r lots
of praise and t h e o p p o r t u n i t y for i n d i v i d u a l s t u d e n t s t o ' h a v e
English for Life has a w e b s i t e f o r t e a c h e r s , a n d o n e f o r s t u d e n t s .
a n o t h e r go' after correction.
Visit www.oup.com/elt/englishforlife , and you'll find a wide range
of materials and activities.
T h e V o c a b u l a r y lessons
For teachers:
• The 'picture dictionary' approach to vocabulary presentations
• customizable tests
m a k e s t h e m e a n i n g c l e a r . E a c h p i c t u r e is d i r e c t l y l a b e l l e d w i t h
• assessment records for y o u r s t u d e n t s
the appropriate word / phrase.
• g u i d a n c e o n English for Life and the CEF
• Students may well already know some of t h e words to
• w o r d l i s t s a n d English for Life s y l l a b u s d o c u m e n t s
be learned. T h e r e f o r e , before s t u d e n t s open t h e i r b o o k s ,
• l i n k s t o t h e w o r l d o f O x f o r d o n l i n e resources f o r l e a r n i n g E n g l i s h .
encourage t h e m t o supply any words t h e y k n o w on t h e t o p i c .
For s t u d e n t s : • U s e t h e Class C a s s e t t e / C D t o p r e s e n t a n d p r a c t i s e t h e
• separate customizable revision tests pronunciation o f t h e new words. Drill each word by playing t h e
• i n t e r a c t i v e e x t e n s i o n a c t i v i t i e s b a s e d o n t h e That's Life! story a u d i o or s a y i n g t h e w o r d a n d t h e n e n c o u r a g i n g t h e s t u d e n t s
• i n d i v i d u a l learning records t o r e p e a t t h e w o r d s t o g e t h e r a n d i n d i v i d u a l l y . D o t h i s as m a n y
• interactive language games. t i m e s as n e c e s s a r y , u n t i l s t u d e n t s f e e l c o n f i d e n t .
• Check the meaning and pronunciation of any useful new words
Teaching with English for Life w h i c h a r e n ' t p i c t u r e d ; use t r a n s l a t i o n w h e n y o u f e e l i t is
a p p r o p r i a t e . S o m e lessons m a y require a d d i t i o n a l v o c a b u l a r y for
General points t h e p r a c t i c e s t a g e s . T h e s e are l i s t e d in t h e t e a c h e r ' s n o t e s .
T h e l e s s o n s in English for Life have been designed t o make • Encourage students to contribute additional words to the
teaching simple, effective and enjoyable. v o c a b u l a r y a r e a , p a r t i c u l a r l y a n y t h a t m i g h t be u s e f u l t o t h e i r
• E a c h l e s s o n i n t h e T e a c h e r ' s B o o k has a c l e a r o b j e c t i v e , given o w n life o r j o b .
at t h e t o p o f t h e page, e . g . S t u d e n t s learn a lexical set o f • E n c o u r a g e s t u d e n t s t o k e e p a l l o f t h e i r v o c a b u l a r y w o r k in a
c o u n t r i e s a n d n a t i o n a l i t i e s a n d s a y w h e r e p e o p l e are f r o m . separate notebook.
(Vocabulary lesson) • Use t h e wordlists at t h e back o f t h e Student's Book to revise
• Each lesson is accompanied by short and simple procedural t h e new v o c a b u l a r y . Test t h e s t u d e n t s on b o t h m e a n i n g and
n o t e s which aim t o help teachers make t h e m o s t o f t h e pronunciation.
material. These notes should be particularly s u p p o r t i v e for
t h o s e t e a c h e r s w h o are j u s t e m b a r k i n g o n a c a r e e r in T E F L , or T h e G r a m m a r lessons
w h o may be t e a c h i n g t h e i r first e l e m e n t a r y - l e v e l class. T h e
• U s e t h e G r a m m a r lesson p r e s e n t a t i o n d i a l o g u e t o d r i l l t h e n e w
n o t e s e x p l a i n w h a t t o do a n d say a t e a c h s t a g e o f t h e l e s s o n .
l a n g u a g e , u n t i l s t u d e n t s are c o n f i d e n t w i t h t h e f o r m . S t u d e n t s can
F o r e x a m p l e , w h e r e t e a c h e r s are e x p e c t e d t o ask q u e s t i o n s ,
d r i l l as a w h o l e class, or in p a i r s , c h a n g i n g roles in t h e d i a l o g u e .

9

• S t u d y t h e r u l e s t a b l e a n d a n y L a n g u a g e n o t e b o x e s as a c l a s s .
U s e t r a n s l a t i o n t o e x p l a i n or c h e c k t h e m e a n i n g , w h e n y o u f e e l
i t is a p p r o p r i a t e . E n c o u r a g e s t u d e n t s t o w r i t e d o w n i n f o r m a t i o n
t h a t t h e y should learn.
• It's o f t e n u s e f u l t o copy t h e tables o n t o t h e board. T h e y can
t h e n b e r e f e r r e d t o d u r i n g t h e l e s s o n t o c l a r i f y or e x p l a i n .
• Work t h r o u g h t h e e x a m p l e s f o r each o f t h e exercises o n t h e b o a r d .
U s e t h e Class C a s s e t t e / C D t o c h e c k a n s w e r s . Y o u m a y w a n t t o
repeat the correct forms, to give students further practice.
T h e Skills lessons
• As a general rule, d o n ' t be afraid t o go t h r o u g h t e x t s ,
d i a l o g u e s , l i s t e n i n g s , e t c . s e v e r a l t i m e s . R e p e t i t i o n is a v e r y
e f f e c t i v e means o f learning a n d it's v e r y i m p o r t a n t t h a t
s t u d e n t s u n d e r s t a n d s o m e t h i n g as f u l l y as p o s s i b l e b e f o r e
m o v i n g o n . S t u d e n t s will be greatly reassured by t h i s .
R e a d i n g and L i s t e n i n g
• P r e - t e a c h or elicit a n y necessary v o c a b u l a r y . T h e teacher's
n o t e s w i l l p o i n t o u t a n y n e w w o r d s t h a t are n e e d e d .
• Use t h e pictures and t h e general first task t o help s t u d e n t s t o
get a good idea of t h e general meaning of the t e x t and a good
awareness o f t h e c o n t e x t / s e t t i n g for t h e reading or l i s t e n i n g
t e x t . Exploit the pictures for additional information, eliciting
details where helpful.
• L i s t e n t o t h e t e x t as a c l a s s . F o r r e a d i n g s , l i s t e n a n d read a t
the same time.
• Go t h r o u g h t h e t e x t at least t w i c e , w i t h students w o r k i n g
alone. For listenings, s t u d e n t s should listen at least three
t i m e s , as t h i s w i l l i m p r o v e t h e i r c o n f i d e n c e .
• E n c o u r a g e s t u d e n t s t o focus on t h e keywords and t h e m e a n i n g
of t h e t e x t , rather than on every individual word.
• D i s c o u r a g e s t u d e n t s f r o m u s i n g d i c t i o n a r i e s or w o r r y i n g a b o u t
u n k n o w n w o r d s in t h e t e x t u n t i l t h e y h a v e read / l i s t e n e d t o
t h e w h o l e t e x t at least once.
• As s t u d e n t s b e c o m e b e t t e r readers and listeners, e n c o u r a g e
them to find the parts of texts which contain the information
t h e y need t o answer t h e c o m p r e h e n s i o n tasks. For listenings,
g o t h r o u g h t h e a u d i o s c r i p t s w i t h t h e class i f n e c e s s a r y .
S p e a k i n g and W r i t i n g
• Clarify w h a t s t u d e n t s have t o do before t h e y s t a r t . Use t h e
board, if necessary, t o help w i t h instructions.
• E n c o u r a g e s t u d e n t s t o m a k e n o t e s , w o r k i n g a l o n e or in p a i r s ,
before they start the task.
• G o t h r o u g h t h e i r n o t e s as a c l a s s . L i s t i d e a s or u s e f u l l a n g u a g e
on t h e b o a r d .
• In a Skills lesson, refer s t u d e n t s back t o t h e t e x t , t o give t h e m
a model to work from.
• W h e n n e c e s s a r y , e s t a b l i s h a b a s i c p a t t e r n f o r t h e w r i t i n g or
s p e a k i n g on t h e b o a r d .
• W h e n s t u d e n t s h a v e c o m p l e t e d a t a s k , ask o n e or t w o t o read
o u t t h e i r w o r k , or r e p e a t t h e i r d i a l o g u e , f o r a l l o f t h e c l a s s .
Point out where t h e y have successfully used new language, t o
g i v e t h e m c o n f i d e n c e , a n d f o c u s t h e class o n w h a t t h e y h a v e
learned.
• M a k e a n o t e o f a n y errors t h a t y o u f e e l n e e d t o b e c o r r e c t e d ,
and deal w i t h these later if possible.
• W h i l s t w e n e e d t o e n c o u r a g e s t u d e n t s t o use t h e l a n g u a g e
f l u e n t l y , d o n ' t be a f r a i d t o i n s i s t o n a c c u r a c y , e s p e c i a l l y
where inaccurate usage makes comprehension difficult.
T h e r e ' s n o p o i n t in s t u d e n t s s a y i n g s o m e t h i n g f l u e n t l y i f t h e i r
pronunciation, for example, means t h a t people can't understand
w h a t t h e y are s a y i n g .
• E n c o u r a g e s t u d e n t s t o learn s p o k e n d i a l o g u e s b y h e a r t a n d g e t
t h e m t o p e r f o r m t h e d i a l o g u e s in f r o n t o f t h e c l a s s . T h i s w i l l
i n c r e a s e t h e i r c o n f i d e n c e in u s i n g t h e l a n g u a g e .
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The Pronunciation sections
• G i v e s t u d e n t s as m u c h e x p o s u r e as y o u c a n t o a n e w
p r o n u n c i a t i o n p o i n t b y m o d e l l i n g t h e s o u n d s y o u r s e l f , as w e l l
as p l a y i n g t h e Class C a s s e t t e / C D .
• D r i l l t h e p o i n t as a c l a s s , a n d i n d i v i d u a l l y . A s k s t u d e n t s t o d r i l l
e a c h o t h e r in pairs a n d t e s t e a c h o t h e r .
• E n c o u r a g e s t u d e n t s t o : t h i n k a b o u t h o w s o u n d s are m a d e , w i t h
t h e m o u t h , lips, a n d t e e t h ; c l a p t h e r h y t h m f o r s e n t e n c e s t r e s s ;
s h o w how i n t o n a t i o n m o v e s up a n d d o w n w i t h t h e i r h a n d s .
• Ask students t o spend five minutes every day repeating new
w o r d s a n d p r o b l e m a t i c s o u n d s in t h e i r o w n t i m e , f o r e x a m p l e
o n t h e w a y t o w o r k , or f i r s t t h i n g in t h e m o r n i n g .
The English in the world sections
• F o c u s s t u d e n t s c a r e f u l l y o n a n y p h o t o s / i l l u s t r a t i o n s in t h e
Student's B o o k and encourage t h e m to t e l l y o u w h a t t h e y see.
• E n c o u r a g e p a i r / g r o u p d i s c u s s i o n f o r t h i s p a r t o f t h e l e s s o n so
t h a t t h e d i s c u s s i o n is p r o d u c t i v e .
• W h e r e a s p e c t s o f t h e E n g l i s h l a n g u a g e are p r e s e n t e d , ask
students t o translate i n t o their own languages for comparison.
• I f y o u h a v e a m u l t i - l i n g u a l c l a s s , g e t as m a n y c o m p a r i s o n s as
y o u can w i t h w h a t is p r e s e n t e d in t h e S t u d e n t ' s Book.
• A s k s t u d e n t s t o draw a s p e c t s o f t h e i r o w n c u l t u r a l lives t o
support their verbal comparisons.
Vocabulary Activities
Games
B i n g o (lessons 8 , 5 0 , 7 8 )
P r e p a r e a list o f v o c a b u l a r y t h a t y o u w a n t t o r e v i s e .
Go t h r o u g h the items t o check t h a t students understand and know
h o w t o p r o n o u n c e each o n e .
A s k s t u d e n t s t o d r a w a 4 x 4 g r i d a n d t o w r i t e 1 6 w o r d s , o n e in
each square.
C a l l o u t w o r d s a t r a n d o m . I f s t u d e n t s h a v e an i t e m in t h e i r g r i d ,
t h e y cross i t o f f .
T h e w i n n e r is t h e f i r s t p e r s o n t o cross o f f f o u r i t e m s in a r o w
( a c r o s s , d o w n , or d i a g o n a l l y ) a n d s h o u t ' B i n g o ' .
Guess W h a t (lesson 7 7 )
Write o u t a s e l e c t i o n of a c t i v i t i e s or words t h a t s t u d e n t s have
l e a r n e d o n p i e c e s o f p a p e r e . g . run a marathon, drive a car, write
a letter, read a newspaper, drink a hot coffee, e t c . Place t h e papers
in a p i l e a t t h e f r o n t o f t h e c l a s s .
Put s t u d e n t s in A / B t e a m s . O n e s t u d e n t f r o m team A comes t o t h e
f r o n t a n d picks up a piece o f paper, t h e n mimes t h e a c t i v i t y .
T h e f i r s t t e a m has 30 s e c o n d s t o g u e s s t h e a c t i v i t y or w o r d . (Note
t h a t i f y o u have w r i t t e n a phrase, s t u d e n t s have t o guess t h e w h o l e
phrase.) Award a p o i n t for a correct guess. I f t h e first t e a m doesn't
g u e s s c o r r e c t l y , ask t h e o t h e r t e a m . S t i c k t o t h e t i m e l i m i t f o r each
phrase t o keep t h e game m o v i n g quickly and s t u d e n t s i n v o l v e d .
Hangman (lesson 2, 23, 62) —
C h o o s e a w o r d , e . g . Japan. P u t f i v e dashes on t h e U r \
board, one for each letter: . u ^ L J ^ - s
S t u d e n t s t a k e i t in t u r n t o call o u t letters t h a t ( \
t h e y t h i n k m i g h t b e in t h e w o r d . I f t h e y c a l l o u t / \
a c o r r e c t l e t t e r , w r i t e t h i s in t h e a p p r o p r i a t e 9
p l a c e , e . g . _ a _ a _ . I f t h e y c a l l o u t an i n c o r r e c t
letter, draw a piece o f t h e h a n g m a n .
S t u d e n t s h a v e t o g u e s s t h e w o r d b e f o r e t h e h a n g m a n is c o m p l e t e d .
Sentence H a n g m a n (lesson 24)
F o l l o w t h e i n s t r u c t i o n s f o r H a n g m a n (see a b o v e ) b u t use
s e n t e n c e s or a s h o r t t e x t i n s t e a d o f s i n g l e w o r d s . E a c h d a s h
r e p r e s e n t s a w o r d in t h e s e n t e n c e o r t e x t .
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P u t s t u d e n t s i n t o t w o t e a m s . Teams t a k e i t in t u r n s t o call o u t a T h e a c t i v i t i e s s u g g e s t e d h e r e are f o r p i c t u r e f l a s h c a r d s b u t

w o r d . I f t h e w o r d o c c u r s in o n e o f t h e s e n t e n c e s , w r i t e i t in t h e
correct place, and give the team a p o i n t .
C o n t i n u e u n t i l t h e t e x t is c o m p l e t e .
N o u g h t s and Crosses (Lessons 3 0 , 4 2 , 7 2 )
D r a w a 3 x 3 g r i d o n t h e b o a r d a n d w r i t e a w o r d in each s q u a r e .
D i v i d e s t u d e n t s i n t o t w o t e a m s - ' n o u g h t s ' ( 0 ) a n d 'crosses' ( X ) .
T e a m s t a k e i t in t u r n s t o c h o o s e a s q u a r e a n d m a k e up a s e n t e n c e
u s i n g t h e w o r d o r p h r a s e in t h a t s q u a r e . I f t h e s e n t e n c e is c o r r e c t ,
p u t a n o u g h t o r a cross s y m b o l o v e r t h e w o r d in t h e s q u a r e .
T h e w i n n e r is t h e f i r s t t e a m t o g e t t h e i r s y m b o l in t h r e e s q u a r e s
in a r o w ( d o w n , a c r o s s , or d i a g o n a l l y ) .
Spelling Lines (lesson 7 1 )
W r i t e a list o f w o r d s t h a t s t u d e n t s have l e a r n e d , e . g . mountain,
h i l l , river, ocean, desert, c l i f f , f i e l d , island.
A r r a n g e s t u d e n t s in t w o r o w s - A a n d B . S a y a w o r d . T h e f i r s t
p e r s o n in T e a m A says t h e f i r s t l e t t e r o f t h e w o r d , t h e n e x t p e r s o n
says t h e s e c o n d l e t t e r . T h e y c o n t i n u e , a l o n g t h e r o w , t o t h e e n d o f
t h e w o r d . I f a t e a m m a k e s a m i s t a k e t h e o t h e r t e a m has a c h a n c e
to finish the word and win the point.
V o c a b u l a r y S n a p (lessons 3 7 , 6 1 , 7 5 )
P r e p a r e a list o f c o l l o c a t i o n s or p h r a s e s t o r e v i s e , e . g . play
f o o t b a l l , Good morning.
Write h a l f of each c o l l o c a t i o n or phrase on separate pieces o f
p a p e r . U s e t h i c k p a p e r or c a r d so t h e w r i t i n g c a n n o t b e s e e n f r o m
t h e back. A r r a n g e t h e pieces o f paper face d o w n on a t a b l e .
P u t s t u d e n t s in t w o t e a m s . E a c h t e a m t a k e s i t in t u r n t o t u r n o v e r
t w o p i e c e s o f p a p e r . I f t h e y t u r n o v e r a m a t c h i n g pair o f w o r d s ,
t h e y keep t h e t w o pieces o f paper. I f t h e words don't m a t c h , t h e y
replace t h e pieces o f paper.
T h e t e a m w i t h t h e m o s t pairs a t t h e e n d o f t h e g a m e is t h e w i n n e r .
W h i t e b o a r d S c r a b b l e (lessons 5 5 , 6 9 )
Choose a vocabulary topic t o revise, e.g . f o o d . Write a word, e.g.
chicken in l a r g e l e t t e r s o n t h e b o a r d .
D i v i d e s t u d e n t s i n t o t w o t e a m s . T e a m s t a k e i t in t u r n s t o a d d o t h e r
w o r d s t o t h e b o a r d u s i n g o n e o f t h e l e t t e r s f r o m chicken, for example
t h e y m i g h t use t h e c t o add cheese, or t h e i t o a d d ice cream.
T e a m s s c o r e a p o i n t f o r e a c h l e t t e r in t h e i r w o r d s , e . g . cheese =
6 p o i n t s , ice cream = 8 p o i n t s . T h e w i n n i n g t e a m is t h e o n e w i t h
the most points.
W o r d S n a k e ( l e s s o n s 5, 1 4 , 2 6 , 3 3 )
Prepare a g r o u p o f words t o revise. Write o u t t h e words w i t h no
s p a c e s or p u n c t u a t i o n , e . g . sitpaintplayhaverun.
M a k e c o p i e s f o r s t u d e n t s t o w o r k in s m a l l g r o u p s ( o r w r i t e t h e
w o r d s n a k e o n t h e b o a r d ) . G r o u p s c o m p e t e t o f i n d as m a n y w o r d s
as p o s s i b l e in t h e w o r d s n a k e .
y o u can also make flashcards w i t h words o n , e i t h e r w r i t t e n o u t
n o r m a l l y or as p h o n e m i c s , a n d a d a p t t h e a c t i v i t i e s a c c o r d i n g l y .
Drilling
H o l d up each p i c t u r e . E l i c i t t h e t a r g e t v o c a b u l a r y a n d check
p r o n u n c i a t i o n . Drill each v o c a b u l a r y i t e m as a class a n d i n d i v i d u a l l y .
A n a l t e r n a t i v e t o t h i s is a ' d i s a p p e a r i n g drill'. S t i c k f l a s h c a r d s in a
line o n t h e b o a r d . E l i c i t a n d d r i l l e a c h w o r d t h e n r e m o v e t h e f i r s t
c a r d . S t u d e n t s s a y t h e w o r d s in o r d e r a g a i n , i n c l u d i n g t h e m i s s i n g
i t e m . C o n t i n u e u n t i l all o f t h e cards have b e e n r e m o v e d and
s t u d e n t s have t o say all o f t h e words f r o m m e m o r y .
L i s t e n i n g and i d e n t i f y i n g w o r d s
Give each s t u d e n t a flashcard.
Say a word. T h e s t u d e n t w i t h t h e m a t c h i n g flashcard holds it up.
Y o u c o u l d a l s o o r g a n i z e t h i s as a b o a r d r a c e : S t i c k f l a s h c a r d s o n
t h e b o a r d . P u t s t u d e n t s in t w o t e a m s . C a l l o u t a w o r d . O n e r u n n e r
f r o m e a c h t e a m races t o c o l l e c t t h e m a t c h i n g f l a s h c a r d . T h e t e a m
w i t h t h e m o s t c a r d s a t t h e e n d is t h e w i n n e r .
Memory game
Arrange flashcards on the board. Give students a minute to look
a t , a n d m e m o r i z e , all o f t h e i t e m s .
R e m o v e f l a s h c a r d s f r o m t h e b o a r d , t h e n p u t s t u d e n t s in p a i r s a n d
tell them to write down the things they remember.
A n o t h e r v e r s i o n o f t h i s a c t i v i t y is t o g i v e s t u d e n t s t i m e t o l o o k a t
t h e i t e m s t h e n t e l l t h e m t o close t h e i r eyes. R e m o v e one or t w o
i t e m s a n d m i x t h e r e s t u p , t h e n ask s t u d e n t s t o l o o k a n d s a y w h a t
has b e e n r e m o v e d .
Organizing words
Mix up flashcards for f o u r d i f f e r e n t topics a n d arrange t h e m on
the board.
P u t s t u d e n t s in t e a m s . G i v e t h e m o n e t o p i c e a c h , e . g . transport,
food, classroom items, free-time activities. Tell t h e m t o run t o t h e
b o a r d a n d c o l l e c t t h e w o r d s w h i c h are c o n n e c t e d t o t h e i r t o p i c .
A l t e r n a t i v e l y , use t h i s as a s p e l l i n g c h e c k . P u t s t u d e n t s in g r o u p s
a n d t e l l t h e m t o l o o k a t t h e f l a s h c a r d s a n d w r i t e t h e w o r d s in
topic groups.
P u t t i n g w o r d s in o r d e r / R e v i s i n g t h e a l p h a b e t
Select a mixture of vocabulary / vocabulary topics.
Give each s t u d e n t a flashcard. Tell t h e m t o t h i n k a b o u t h o w
t h e i r i t e m is s p e l t a n d t h e n o r g a n i z e t h e m s e l v e s in a line in
a l p h a b e t i c a l o r d e r , e . g . bag, book, bridge, cake, cat, chicken.
Go t h r o u g h t h e words and t h e spellings t o g e t h e r .
Spelling game
P u t s t u d e n t s in t e a m s . H o l d up a f l a s h c a r d . T h e f i r s t t e a m t o say t h e
w o r d has t o s p e l l i t . I f t h e y s p e l l i t c o r r e c t l y , t h e y w i n t h e w o r d .

S p o t t i n g the odd one out

Whispers (lesson 1 6 )
S t i c k a r o w o f f i v e or six f l a s h c a r d s o n t h e b o a r d . A l l b u t o n e
P r e p a r e a list o f s e n t e n c e s t o p r a c t i s e .
should be c o n n e c t e d by t o p i c .
A r r a n g e s t u d e n t s in t w o l i n e s . W h i s p e r a s e n t e n c e t o t h e s t u d e n t s
A s k s t u d e n t s t o g u e s s w h i c h is t h e o d d o n e o u t a n d s a y w h y . F o r
a t t h e f r o n t o f e a c h l i n e , e . g . I went shopping with my mother on
e x a m p l e i f y o u r w o r d s are bus, t a x i , t r a i n , plane, bicycle the odd
Saturday. T h e s t u d e n t s t h e n w h i s p e r t h e s e n t e n c e t o his / h e r
o n e o u t m i g h t be bicycle ( t h e o n l y o n e w i t h o u t an e n g i n e ) , or
n e i g h b o u r . W h e n t h e s e n t e n c e reaches t h e last s t u d e n t he / she
plane (the only one with wings). Accept any logical answers.
writes w h a t t h e y heard on t h e board.
Y o u can also play this g a m e w i t h :
T o k e e p s t u d e n t s i n t e r e s t e d , w a i t u n t i l t h e f i r s t s e n t e n c e has
• words b e g i n n i n g (or e n d i n g ) w i t h t h e same letter, e.g. house,
r e a c h e d t h e m i d d l e o f t h e l i n e a n d g i v e t h e n e x t s e n t e n c e so
hand, hamburger, hair, apple. Choose letters t h a t your students
t h e r e are t w o o r m o r e s e n t e n c e s t r a v e l l i n g d o w n t h e l i n e s .
regularly misspell.

Using flashcards • w o r d s w i t h t h e s a m e s o u n d , e . g . p l u r a l e n d i n g s : pens, cards,

apples, keys, watches.
F l a s h c a r d s are l a r g e p i c t u r e s s h o w i n g key v o c a b u l a r y i t e m s .
P r e p a r i n g f l a s h c a r d s c a n b e t i m e - c o n s u m i n g so i t ' s a g o o d i d e a t o
use g o o d q u a l i t y c a r d a n d , i f p o s s i b l e , t o l a m i n a t e y o u r c a r d s so
t h e y can be r e u s e d .

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\ Students learn how to introduce themselves and practise
TEACHER'S NOTES LESSON 1 spelling.

Warm-up 6 • Focus on t h e names. Drill each one. Tell s t u d e n t s t o listen

and write t h e surnames. Play audio m i .
• A r r a n g e t h e class in a circle. S a y y o u r n a m e . T h e s t u d e n t on
• G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s
y o u r l e f t says y o u r n a m e and h i s / h e r n a m e . T h e n e x t s t u d e n t
t o spell t h e first name and surname o f each person.
says y o u r n a m e , t h e n a m e o f t h e first s t u d e n t , and his/her
name, e.g. K a n u , WinfieLd, C h a g g a
Teacher Anna
Student 1 Anna, Giorgio
A u d i o script 1 . 4
Student 2 Anna, Giorgio, Kamel
1 Man 1 H e l l o . My name's I m r a n K a n u .
Man 2 S o r r y . What's y o u r last name again?
Man 1 It's K a n u .
la • E l i c i t / T e a c h : conference, advertising company.
Man 2 H o w do y o u spell t h a t ?
• A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Who can you see?
Man 1 It's K - A - N - U .
Where are they? Man 2 Oh y e s , t h a n k y o u . Here's y o u r b a d g e .
• Focus on t h e t e x t . P o i n t t o y o u r ear a n d t h e n t o t h e t e x t . Man 1 Thank you.
S a y : Read and listen. Play audio H I 2 Woman H e l l o . My name's Emily W i n f i e l d .
• D r i l l e a c h l i n e as a c l a s s t h e n i n d i v i d u a l l y . C h e c k i n t o n a t i o n Man S o r r y . Can y o u r e p e a t y o u r last n a m e a g a i n , please?
and pronunciation. Woman It's W i n f i e l d .
Man H o w do y o u spell t h a t ?
b • A s k t w o s t u d e n t s t o read t h e c o n v e r s a t i o n . Check Woman It's W - I - N - F - I - E - L - D .
pronunciation. Man Oh y e s , t h a n k y o u . Here's y o u r b a d g e .
• P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n . Monitor. Woman Thank you.
3 Man 1 H e l l o . My name's N e l s o n C h a g g a .
2 • Focus on the Language note. Write: a student, an engineer
Man 2 S o r r y . What's y o u r last name again?
on t h e board. Elicit more occupations and write t h e m on
Man 1 It's C h a g g a .
t h e b o a r d . P o i n t t o e a c h o n e . A s k : 'a' or 'an'? Drill each
Man 2 H o w do y o u spell t h a t ?
o c c u p a t i o n w i t h t h e a r t i c l e , e . g . a nurse, an engineer. Check Man 1 It's C - H - A - d o u b l e - G - A .
p r o n u n c i a t i o n o f a ( t h i s is a w e a k f o r m / s / ) . T e l l s t u d e n t s Man 2 Oh yes, here y o u are. Here's y o u r b a d g e .
t o look at t h e rules on S t u d e n t ' s Book page 1 0 3 . Man 1 Thank you.
• W r i t e : I work in a shop. I work for an advertising company.
o n t h e b o a r d . E l i c i t / E x p l a i n t h a t w e u s e in w i t h a p l a c e a n d I n some countries surnames have suffixes w h i c h tell y o u
for with a company. w h e t h e r t h e p e r s o n is m a l e or f e m a l e . T h i s d o e s n ' t happen
i n E n g l i s h , so ' A . M a n s o n ' c o u l d b e f e m a l e or m a l e .
3a l U l i m m
• W r i t e : I'm a teacher, on t h e board. Ask s t u d e n t s t o write a
sentence about their occupation. 7 IMIIHU-JI
• N o m i n a t e i n d i v i d u a l s t u d e n t s . A s k : What do you do, • A s k s t u d e n t s t o spell their first name and surname. Write

(Manolo)? Write t h e jobs on t h e board. Drill new words and t h e l e t t e r s o n t h e b o a r d so s t u d e n t s can c h e c k t h e y have

check comprehension. said t h e correct letters.

• N o m i n a t e i n d i v i d u a l s t u d e n t s t o say a s e n t e n c e about • F o c u s on t h e t e x t in e x e r c i s e 5. N o m i n a t e a s t u d e n t t o read

w h e r e t h e y w o r k u s i n g I work i n / f o r... Write the t h e part o f t h e m a n . Read Marie's part y o u r s e l f b u t use y o u r

p l a c e s / c o m p a n i e s on t h e board. o w n n a m e , e . g . Hetlo. My name's (Mark Jones).

• Tell s t u d e n t s t o m o v e a r o u n d t h e classroom and i n t r o d u c e • P u t s t u d e n t s in pairs t o p r a c t i s e . Monitor.

themselves to people. Monitor. • A s k d i f f e r e n t pairs o f s t u d e n t s t o read t h e i r c o n v e r s a t i o n to

t h e class. Check pronunciation.
b • F o c u s o n t h e p i c t u r e s . D r i l l e a c h l i n e as a class t h e n
i n d i v i d u a l l y . Tell s t u d e n t s t o look at t h e rules on S t u d e n t ' s
Book page 103.
E n g l i s h in t h e w o r l d
• A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t o n e o f t h e • F o c u s o n t h e t e x t . W r i t e : Hetto, I'm ( M a r k ) , on t h e board.

p e o p l e t h e y spoke t o in e x e r c i s e 3a. Introduce yourself using your first name. Ask different students

• P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e to introduce themselves using their first name.

o t h e r m e m b e r s o f t h e class. Monitor. • Repeat w i t h y o u r first name and y o u r surname. Tell students

t o s t a n d up and m o v e around i n t r o d u c i n g t h e m s e l v e s t o other
4 • Focus on t h e alphabet. Play audio 1 I M for students to m e m b e r s of t h e class. Monitor.
listen and repeat.
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
• D r i l l t h e a l p h a b e t as a c h a i n . S a y : A , p o i n t t o a s t u d e n t a n d
introduce myself and spell my name.
e l i c i t B, e t c . R e p e a t t h e c h a i n b a c k w a r d s . I f y o u r s t u d e n t s
are n o t used t o R o m a n s c r i p t , p r o v i d e e x t r a p r a c t i c e by
w r i t i n g t h e l e t t e r s o f t h e a l p h a b e t in u p p e r and lower case
Follow-up
on t h e board and drilling t h e letters o u t of order. • Write some of t h e names and words f r o m t h e lesson on pieces
o f p a p e r i n u p p e r a n d l o w e r c a s e , e . g . meet, music, nice, N A M E ,
5 • E l i c i t / T e a c h : r e g i s t r a t i o n , badge.
double, badge, B A N K , etc. Prepare one word for each s t u d e n t .
• A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Who can you see?
Where is Marie? What is she doing? • H a n d o u t t h e pieces o f paper and tell s t u d e n t s t o look at t h e i r

• Play audio i W t l for s t u d e n t s t o read and listen. words and arrange t h e m s e l v e s in a l p h a b e t i c a l order. A s k each

• D r i l l e a c h l i n e as a c l a s s t h e n individually. s t u d e n t to hold up their word and say it. Check p r o n u n c i a t i o n .

• W r i t e : Casson on t h e board. P o i n t t o t h e d o u b l e letter. Ask:

What's this? E l i c i t : double Y .
Resource activity pages 184 and 259
33
 www.frenglish.ru
TEACHER'S NOTES LESSON 2 Students learn and practise singular and plural nouns.

Warm-up • E l i c i t / T e a c h t h a t w e u s u a l l y u s e this/these
a r e c l o s e t o us a n d that/those for things that aren't.
for things t h a t
Hold
• A r r a n g e t h e class in a circle. I n t r o d u c e y o u r s e l f t o t h e u p t w o p e n s . S a y : these. Hold u p / p o i n t to different things
student on your left, e.g. i n t h e c l a s s r o o m t o e l i c i t t h i s , t h a t , these, those.
Teacher Hi. I'm (Maria). • N o m i n a t e a s t u d e n t . H o l d u p y o u r p e n . A s k : What's this
Student 1 Pleased to meet you, Maria. My name's (Samir). (Omer)? E l i c i t : It's a pen. Practise with different classroom
Teacher Nice to meet you, too, Samir. o b j e c t s t o e l i c i t It's a . . . / T h e y ' r e....

• The s t u d e n t on y o u r left introduces him / herself t o t h e next • P u t s t u d e n t s i n p a i r s . S a y : Ask and answer questions about

s t u d e n t , a n d so o n . I f y o u h a v e a large class, s t a r t a n o t h e r things in the classroom. Monitor.

chain with t h e s t u d e n t on y o u r right.

6a • Play t h e first conversation on audio V - K l for s t u d e n t s t o
read and listen.

la • Focus on t h e picture. Tell s t u d e n t s t o cover t h e words. Ask • D r i l l e a c h l i n e as a c l a s s a n d i n d i v i d u a l l y .

t h e m if t h e y can name any o f t h e i t e m s . • Repeat w i t h each conversation.

• G o t h r o u g h t h e w o r d s i n t h e b o x . D r i l l e a c h i t e m as a class • N o m i n a t e pairs of s t u d e n t s t o read a c o n v e r s a t i o n t o t h e

a n d i n d i v i d u a l l y . P o i n t t o i t e m s in t h e c l a s s r o o m or in t h e class. Check pronunciation.

p i c t u r e . A s k : What's this? Elicit t h e n a m e s o f t h e i t e m s in • P u t s t u d e n t s in pairs t o practise.

the box.
b • A s k : What does 'notebook' mean? E l i c i t : It means 'a thing we
• Point t o t h e words and gaps above t h e picture. Tell s t u d e n t s
write in'. Repeat with other items from exercise 1 , helping
t o write t h e words from t h e box in t h e correct place.
students with vocabulary.

b • Play audio W for s t u d e n t s t o listen and check. • A s k s t u d e n t s h o w t o say t h i n g s in t h e i r l a n g u a g e , e . g . How

• Play t h e audio again for s t u d e n t s t o listen and repeat. do you say 'Hello' in Spanish? Use words and expressions that

• D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . C h e c k i n t o n a t i o n s t u d e n t s h a v e l e a r n e d i n c l a s s , e . g . name, pleased to meet

you, pen.
and pronunciation.
• W r i t e : window o n t h e b o a r d . A s k : How do you say this word?
1 a door 2 a board 3 a desk 4 a bag 5 a pen 6 a book E l i c i t : / ' w i n d o u / . Practise w i t h other items from t h e lesson.
7 a pencil 8 a notebook 9 a computer • A s k : How do you spell 'pencil'? E l i c i t : P-E-N-C-I-L. Practise
with different items.
2 • P u t s t u d e n t s in pairs. G i v e t h e m o n e m i n u t e t o look a r o u n d • P u t s t u d e n t s in pairs t o practise t o g e t h e r . M o n i t o r a n d
t h e c l a s s r o o m a n d l i s t a s m a n y o b j e c t s as p o s s i b l e . check pronunciation.
• A s k s t u d e n t s t o call o u t t h e i r w o r d s a n d w r i t e t h e m on t h e
board.
7 m m i m
• W r i t e t h e n a m e s o f t h r e e i t e m s in t h e classroom on t h e
• Drill t h e new words and check comprehension.
b o a r d , e . g . ten pens, a desk, two computers.
3 • Focus on the table. Play audio E £ f l for s t u d e n t s t o listen • P o i n t t o t h e i t e m s . A s k : What's a (pen)? t o elicit sentences,
and repeat. e . g . It's a thing you write w i t h .
• Drill t h e singular and plural forms. Check p r o n u n c i a t i o n of 5 • S a y : Make a list of things in the classroom. Monitor.
in r e g u l a r p l u r a l s . • P u t s t u d e n t s in pairs t o c o m p a r e t h e i r lists. A s k i n d i v i d u a l
• Tell s t u d e n t s t o cover t h e t a b l e . Say words f r o m t h e t a b l e at s t u d e n t s t o read o u t s o m e o f t h e items on their list. Ask
r a n d o m t o e l i c i t t h e p l u r a l f o r m , e . g . S a y : man. Elicit: men. q u e s t i o n s a b o u t t h e i t e m s , e . g . What's a (notebook)? to
• Tell s t u d e n t s t o look at t h e t a b l e on Student's B o o k page 103. e l i c i t s e n t e n c e s , e . g . It's a thing you write in.
• W r i t e : umbrella on t h e board. Elicit t h e plural form
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
(umbrellas). Repeat with a selection of words from exercise 1.
can name things in my classroom.

T h e p l u r a l s is n o t u s u a l l y a p r o b l e m f o r s t u d e n t s whose
l a n g u a g e uses s to m a k e plural f o r m s , t h o u g h t h e y may
Follow-up
h a v e p r o b l e m s w i t h irregular plurals or forget to use • Play a game o f H a n g m a n (see page 10).
es w i t h w o r d s e n d i n g ch, sh, etc. H o w e v e r , speakers of
• A r r a n g e s t u d e n t s in t w o g r o u p s a n d e x p l a i n t h e r u l e s o f
l a n g u a g e s s u c h as A r a b i c , w h e r e p l u r a l s a r e o f t e n formed
H a n g m a n . Play t h e game using a selection of words from
b y changing the word itself, m a y forget to add s in
lessons 1 and 2.
English.
• O n c e s t u d e n t s u n d e r s t a n d t h e game, p u t t h e m in smaller

4 • Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio groups to play together, and monitor.

E 0 . S t u d e n t s h e a r a desk, m a k e t h e p l u r a l w i t h three, then

•
listen and repeat.
Play t h e rest o f t h e a u d i o .
Resource activity pages 175 and 254
Audioscript 2.3
1 a desk - t h r e e desks 4 a b a d g e - t h r e e badges
2 a woman - three women 5 a person - t h r e e p e o p l e
3 a window - three windows 6 a b o x - t h r e e boxes

5 • Focus on t h e pictures. Drill each question and answer.

14
 Students learn cardinal numbers 0-100 and ordinal www.frenglish.ru
numbers
LESSON 3 {first, second, etc.), and practise asking where things are.

Warm-up b • P l a y t h e a u d i o a g a i n a n d g o t h r o u g h t h e a n s w e r s as a c l a s s .

• D i v i d e t h e b o a r d i n t o t w o c o l u m n s w i t h six rows. L a b e l t h e Y o g a : 20, second E n g l i s h : 59, f i f t h Computers for beginners: 1 1 ,

c o l u m n s team 1 a n d team 2 and n u m b e r t h e rows 1-6. first

• P u t students in t w o teams. Each t e a m chooses one person

A u d i o script 3.4
t o w r i t e on t h e b o a r d . Teams have t w o m i n u t e s t o call o u t
1 Man Excuse me. Where is t h e m e e t i n g for new
classroom objects, which their 'writer' adds to their column.
s t u d e n t s , please?
N o t e t h a t t h e y c a n n o t use o b j e c t s w h i c h t h e o t h e r t e a m has Receptionist It's in R o o m 4 2 .
already written.. Man Room 42? Where's t h a t , please?
Receptionist It's on t h e f o u r t h floor.
• T h e w i n n i n g t e a m is t h e f i r s t t e a m t o w r i t e s i x c o r r e c t l y
Man Thank you.
spelt words.
2 Woman E x c u s e me. Where is t h e y o g a class, please?
Receptionist It's in R o o m 2 0 .
la • Tell s t u d e n t s t o cover t h e exercise. Write t h e f o l l o w i n g Woman Room 20?

n u m b e r s o n t h e b o a r d : 0, 1 , 2, 4 , 6, 8 , 1 0 , 1 1 , 1 3 , 15, Receptionist Yes. It's on t h e second floor.

Woman Thank you.
17, 19. Point to the first number. E l i c i t / T e a c h :z e r o / o h .
3 Woman E x c u s e me. Where is t h e English class, please?
C o n t i n u e t o nineteen. Check pronunciation of teen.
Receptionist English 1 or English 2?
R e p e a t w i t h 20, 30, 50, 60, 7 0 , 90, 100. Check pronunciation
Woman O h , English 1 .
of ty.
Receptionist English 1 is in R o o m 59.
F o c u s o n t h e n u m b e r s i n t h e b o x . D r i l l e a c h o n e as a c l a s s
Woman Room 59. Where's t h a t , please?
then individually. Receptionist It's on t h e f i f t h floor.
A s k s t u d e n t s t o c o m p l e t e t h e list o f n u m b e r s . Woman Thank you.
4 Man E x c u s e - m e . Where i s - X o m p u t e r s for b e g i n n e r s ,
b • Play audio for s t u d e n t s t o listen and check.
please?
• Play t h e audio again for students t o listen and repeat.
Receptionist It's in R o o m 1 1 .
Man R o o m 7?
3 three 5 five 7 seven 9 nine 12 twelve 14 fourteen
Receptionist No, Room 1 1 .
16 s i x t e e n 18 eighteen 40 forty 80 e i g h t y
Man O h . T h a n k y o u . Where is t h a t , please?
Receptionist It's on t h e first floor.
2 • P u t s t u d e n t s i n s m a l l g r o u p s t o s a y t h e n u m b e r s as a c h a i n
Woman Thank you.
from 30 t o 50, e.g. S I : t h i r t y , S2: t h i r t y - o n e . Monitor.
• G o t h r o u g h t h e n u m b e r s 3 0 - 5 0 as a class.
6 • N o m i n a t e t w o s t u d e n t s t o read o u t t h e e x a m p l e conversation.

3a • F o c u s o n t h e n u m b e r s . D r i l l e a c h o n e as a class t h e n Check p r o n u n c i a t i o n . P u t s t u d e n t s in pairs t o practise.

individually. Check pronunciation. • F o c u s o n t h e t a b l e i n e x e r c i s e 5 a . S a y : Make conversations

• Write t h e numbers on t h e board. P o i n t t o each one at about Yoga, English 1 , and Computers for beginners. Monitor.

random and elicit t h e number. • N o m i n a t e d i f f e r e n t pairs t o read o u t t h e i r c o n v e r s a t i o n s .

Check pronunciation.
b • Tell s t u d e n t s t o listen and write t h e numbers. Play audio
E H twice.
• G o t h r o u g h t h e a n s w e r s as a class. C h e c k pronunciation.
Pronunciation
1 • Elicit/Teach: syllable.
4 7 , 30, 1 6 , 99, 6 8 , 2 1
• Play audio 0 0 . W r i t e : thirteen on t h e board. M o d e l t h e
p r o n u n c i a t i o n b y p o i n t i n g t o e a c h s y l l a b l e as y o u s p e a k .
A u d i o script 3.2
A s k : Is the stress on the f i r s t or second syllable? Elicit: the
1 A H o w old are y o u ?
second s y l l a b l e , and mark this. Repeat w i t h t h i r t y ,making
B I'm f o r t y - s e v e n .
sure s t u d e n t s can hear t h e difference.
2 A H o w much is t h i s shirt?
B It's £ 3 0 . 2 • D r i l l t h e pairs o f n u m b e r s i n d i v i d u a l l y t h e n as a class.
3 A H o w m a n y s t u d e n t s are t h e r e in y o u r class? • Focus on t h e first pair o f numbers. Play t h e first i t e m on
B Sixteen.
audio 0 0 . A s
k ;
thirteen or thirty? E l i c i t : thirty and write
4 G o o d m o r n i n g . This is C i t y R a d i o . It's on 99 F M . t h i s o n t h e b o a r d so s t u d e n t s can c h e c k .
5 S o , here's y o u r key. You're in R o o m 68. • Play t h e rest of t h e audio.
6 This is our bus - n u m b e r t w e n t y - o n e .
A u d i o script 3.6

4 • Elicit/Teach: l i f t / e l e v a t o r , f l o o r . thirty, fifteen, sixty, seventeen, eighteen, ninety

• Focus on t h e ordinal numbers. Play audio M H for students

t o listen and repeat. • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
can use numbers and ask about location.
• D r i l l : It's on the third floor as a class t h e n individually.
Repeat w i t h each ordinal number.
• Say numbers at random t o elicit the ordinal, e.g. S a y : three.
Follow-up
Elicit: third. • D i c t a t e t e n pairs o f n u m b e r s . Tell s t u d e n t s t o add up t h e two
• P u t s t u d e n t s in pairs t o practise. n u m b e r s i n e a c h p a i r a n d w r i t e t h e t o t a l , e . g . y o u s a y 24 and
3 1 , students w r i t e 55.
5a • F o c u s o n t h e p i c t u r e . E l i c i t / T e a c h : meeting, yoga, beginner.
• A s k : Where is the meeting for new students? What floor is

•
Room 42 on? E l i c i t : In Room
Play audio H i C f t w i c e for students to listen and
42. On the fourth floor.
complete
Resource activity pages 176 and 255
the table.
17
 Students learn and practise expressions for sayingwww.frenglish.ru
hello and
TEACHER'S NOTES LESSON 4 goodbye.

Warm-up 2 • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d

and underline t h e m in t h e t e x t .
• Dictate 12 numbers between 0 and 100. Go through t h e
• Play audio E W - 1 for s t u d e n t s to listen and repeat.
numbers, w r i t i n g t h e figures on t h e b o a r d .
• E l i c i t / E x p l a i n w h e n t o use Good morning (before 12 p . m . ) ,
• P u t s t u d e n t s i n p a i r s . A s k t h e m t o w r i t e o u t t h e n u m b e r s as Good afternoon (between 12 p.m. and 6 p.m.), Good evening
words, e.g. twenty-one. (after 6 p.m.).
• D r i l l e a c h e x p r e s s i o n as a class t h e n i n d i v i d u a l l y .
• G o t h r o u g h t h e n u m b e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s
• P u t s t u d e n t s in p a i r s . S a y : Cover the text and write down
t o spell numbers.
expressions for saying 'hello'.
• Repeat with expressions for saying 'goodbye'.
la • E x p l a i n t h a t s t u d e n t s are g o i n g t o r e a d a n d l i s t e n t o a s t o r y
3 • F o c u s o n t h e s t o r y . P u t s t u d e n t s in g r o u p s . T e l l t h e m t o
t h r o u g h o u t t h e b o o k . I n this lesson t h e y m e e t some o f t h e
practise t h e conversation, each t a k i n g one part.
characters.
• G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e a l l six r o l e s .
• Play audio E H 1 t o familiarize students w i t h how t h e story
Monitor.
develops and with the characters' voices.
• A s k o n e g r o u p t o act o u t t h e s t o r y for t h e rest o f t h e class.
• E l i c i t / T e a c h key v o c a b u l a r y for each picture, e . g .
p i c t u r e 1 : Internet cafe, I r e l a n d , w i f e , shop, counter, sign, • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
unload can say hello and goodbye.
p i c t u r e 2 : street, mobile
p i c t u r e 3 : box, van, boss Follow-up
p i c t u r e 4 : f i x (a computer), o f f e r , computer engineer,
• Prepare a list o f words f r o m L e s s o n 1 t o 4 a n d mark t h e
Australia, boyfriend
number o f syllables, e.g.
p i c t u r e 5 : j o g , o f f i c e , USA, Singapore, magazine company
1 syllable: badge, spelt, desk, name, boss, wife
• W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d
2 syllables: country, music, notebook, vowel, boyfriend, cafe
individually.
3 syllables: umbrella, company, computer, alphabet, Internet,
• Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e magazine
p i c t u r e s t o check basic c o m p r e h e n s i o n , e.g.
* P u t s t u d e n t s i n t w o t e a m s . T e a m s t a k e i t in t u r n s t o s a y i f
p i c t u r e 1 : Where is the man? What is he doing? What does the
t h e y w a n t t o spell a w o r d w i t h o n e , t w o , or t h r e e syllables.
sign say? What is the woman's job?
A one-syllable word spelt correctly wins the team 1 point,
p i c t u r e 2 : Where is the girl? What is she doing?
t w o syllables wins 2 points, etc.
p i c t u r e 3 : What is the man holding? Where is the van?
p i c t u r e 4 : How many people are in the cafe? What are they
doing?
R e s o u r c e a c t i v i t y pages 1 7 7 and 255
p i c t u r e 5 : What is the girt doing? Where is the man going?
• Play t h e audio again. Ask questions a b o u t t h e t e x t t o check
comprehension, e.g.
p i c t u r e 1 : What is the man's first name? What's his surname?
Is he from London? Where does he live? Is he married? What's
his wife's name? Whose Internet cafe is this?
p i c t u r e 2 : What is the girl's f i r s t name?
p i c t u r e 3 : What's Lucy's surname? Is she a student? What
does she do? Who is Olive?
p i c t u r e 4 : Who is the man? What's his surname? Is he English?
What does he do? Is he married? Who is his girlfriend?
p i c t u r e 5 : Who is the man? Where is he from? Where does he
work? Does he work with Sarah? What's Sarah's surname?
Is Sarah from the USA? Does Sarah work?
b • Focus on t h e names. Drill each name.
• P u t s t u d e n t s in p a i r s . S a y : Read the text again and match
the first names with the surnames.
• G o o v e r t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s t o
spell t h e first names and surnames.

lb 2d 3e 4d 5c 6a

18
 Students learn a lexical set of countries and nationalities and say
www.frenglish.ru
where people are from.

Warm-up 2 Woman H e l l o . My name's I v a n a .

Man Nice t o m e e t y o u , I v a n a . I'm J o s e . Where are y o u
Make Word Snakes (see page 1 1 ) of t h e questions and
from?
answers in l e s s o n 2 e x e r c i s e 6, e . g . Woman I'm f r o m t h e U S A . A n d y o u ?
whatdoesfrenchmeanitmeansfromfrance. Man I'm f r o m B r a z i l .

P u t s t u d e n t s in g r o u p s t o u n s c r a m b l e t h e q u e s t i o n s a n d 3 Man H i . My name's S a m . I'm f r o m B r i t a i n .

Woman Pleased t o m e e t y o u , Sam. My name's O l g a . I'm f r o m
answers, rewrite t h e m with the correct punctuation, and
Russia.
then practise t h e m .
4 Woman H e l l o . My name's M a r i a .
Man Nice t o m e e t y o u , Maria. I'm Bill. Where are y o u f r o m ?
• E l i c i t / T e a c h : country, f l a g , n a t i o n a l i t y , language. Woman I'm f r o m I t a l y . A n d y o u ?
• Play audio H I all t h e w a y t h r o u g h . Man I'm f r o m A u s t r a l i a .

• W r i t e : Her country is , Her nationality is Point to

t h e f i r s t g a p . A s k : What's this? Elicit: I t a l y . Repeat with the Focus on t h e L a n g u a g e n o t e a n d read t h e e x a m p l e t o g e t h e r .

second gap t o elicit I t a l i a n . Play t h e first t h r e e lines o f t h e A s k : When do we use a capital letter? E l i c i t : at the beginning

audio for s t u d e n t s t o listen and repeat. of a sentence. N o t e t h a t w e also use c a p i t a l letters for

• D r i l l e a c h l i n e o f t h e c o n v e r s a t i o n as a c l a s s a n d p e o p l e ' s n a m e s , f o r c o u n t r i e s , a n d c i t i e s . R e p e a t w i t h full

individually. stops t o elicit t h a t w e use t h e s e a t t h e e n d o f a s e n t e n c e .

• Focus on t h e countries a n d nationalities. Play t h e rest o f E l i c i t / T e a c h : famous, a l i v e , dead. Focus on the pictures.

the audio for students t o listen and repeat. Check t h a t students recognize the people.

• Drill each i t e m as a class a n d i n d i v i d u a l l y . Tell s t u d e n t s t o D r i l l e a c h s e n t e n c e . W r i t e : Madonna is American, on the board.

cover the countries. Say nationalities t o elicit countries, e.g. P o i n t t o is. A s k : Is Madonna alive or dead? E l i c i t : She's alive.

S a y : Spanish, E l i c i t : Spain. Repeat with nationalities covered. R e p e a t w i t h Che Guevara was Argentinian. E l i c i t : He's dead.

• P u t s t u d e n t s in pairs t o p r a c t i s e . Monitor. Ask students t o name t w o famous people. Elicit sentences

a b o u t t h e i r n a t i o n a l i t y u s i n g is o r was a n d w r i t e t h e m on
• Focus on part 1 o f t h e L a n g u a g e n o t e . Drill t h e sentences.
the board.
• M a k e a s e n t e n c e a b o u t y o u r s e l f , e . g . S a y : I'm from ( B r i t a i n ) .
P u t s t u d e n t s in pairs. Tell t h e m t o w r i t e s e n t e n c e s about
I'm B r i t i s h . I speak E n g l i s h .
five more famous people. Monitor.
• N o m i n a t e individual students to make similar sentences
Ask i n d i v i d u a l s t u d e n t s t o read o u t one o f their sentences.
u s i n g c o u n t r i e s a n d n a t i o n a l i t i e s f r o m t h e l i s t , e . g . I'm from
Check pronunciation.
Argentina. I'm Argentinian. I speak Spanish.
• R e a d t h r o u g h p a r t 2 . W r i t e : I'm from Poland. I'm from Czech Y o u r life
Republic. P u t a cross n e x t t o t h e s e c o n d s e n t e n c e t o s h o w it • F o c u s o n t h e f i r s t q u e s t i o n a n d d r i l l i t as a c l a s s a n d
is i n c o r r e c t . E l i c i t t h a t t h e C z e c h R e p u b l i c n e e d s a d e f i n i t e i n d i v i d u a l l y . A s k : Where are you f r o m , (Hans)? Elicit: I'm
a r t i c l e ( o t h e r e x a m p l e s a r e the USA, the U K , the Netherlands). from (Germany). Repeat w i t h each question.
• Tell s t u d e n t s t o read t h e q u e s t i o n s and w r i t e answers for
2 • Play t h e first item on audio I M . S t u d e n t s h e a r He's from
themselves.
China, say t h e n a t i o n a l i t y , t h e n listen and repeat.
• Ask students t o move around, asking and answering the
• Play t h e rest o f t h e a u d i o .
questions. Monitor.

Audio script 5.2

1 He's f r o m C h i n a . She's f r o m France. Pronunciation
He's Chinese. She's French.
a • Play audio V K A . W r i t e : A u s t r a l i a / A u s t r a l i a n on the board.
She's f r o m B r a z i l . He's f r o m H o l l a n d .
M o d e l t h e p r o n u n c i a t i o n o f each word by p o i n t i n g t o each
She's B r a z i l i a n . He's D u t c h .
s y l l a b l e . A s k : Where is the stress? E l i c i t : On the second
He's from t h e U S A . She's from P o l a n d .
He's A m e r i c a n . She's Polish. s y l l a b l e , and mark this on b o t h words.
• R e p e a t w i t h China/Chinese t o e l i c i t t h a t t h e s t r e s s is o n t h e
f i r s t s y l l a b l e i n China and t h e s e c o n d in Chinese.
I n some languages adjectives describing nationality have
• Play the audio again for students t o underline t h e stress.
t w o f o r m s , m a s c u l i n e a n d f e m i n i n e . I n E n g l i s h t h e r e is
only one form, used w i t h b o t h male and female nouns, 1 Australia / Australian 2 China / Chinese 3 B r i t a i n / British
e . g . He/she is Spanish. 4 Hungary / Hungarian 5 P o l a n d / Polish 6 Italy / Italian
7 America / American 8 Canada / Canadian
• W r i t e : Hiroko is on the board. Point to the gap.
S a y : Listen. What is Hiroko's nationality? Play t h e first b • Play t h e audio again for s t u d e n t s t o listen and repeat.
conversation on audio 1 3 * 1 . E l i c i t : Hiroko is Japanese.
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
> Tell s t u d e n t s t o listen and c o m p l e t e t h e gaps.
can give someone's n a t i o n a l i t y .
' G o t h r o u g h t h e a n s w e r s as a class.

1 J a p a n e s e , Spanish 2 A m e r i c a n , Brazilian 3 B r i t i s h , Russian

Follow-up
4 Italian, Australian Write o u t countries and nationalities on t h e board but leave
a g a p f o r e a c h v o w e l , e . g . H _n g _ r y , P _l _s h.
A u d i o script 5.3
1 Woman H i . I'm H i r o k o . I'm f r o m J a p a n . P u t s t u d e n t s in pairs. Tell t h e m t o w r i t e t h e missing v o w e l s

Man Pleased t o m e e t y o u , H i r o k o . My name's Pedro. I'm in each w o r d . G i v e t h e m a t i m e limit.

from Spain.
Woman Nice t o m e e t y o u , t o o , Pedro.
Resource activity pages 179 and 256
22
 www.frenglish.ru
TEACHER'S NOTES LESSON 6 Students learn and practise the verb to be.

Warm-up Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio i

S t u d e n t s h e a r You're new here, make a question, t h e n listen
• Revise countries and nationalities with a board dash. Divide
and repeat.
t h e b o a r d i n t o f o u r c o l u m n s h e a d e d ian, ish, ese, other.
Play t h e rest of t h e audio.
• Put s t u d e n t s in t w o teams. Call o u t a c o u n t r y from l e s s o n 5,
Audio script 6.3
e . g . Spain. S t u d e n t s run t o t h e board t o w r i t e t h e nationality
1 You're n e w here. He's her b o y f r i e n d .
in t h e c o r r e c t c o l u m n . T h e f i r s t t e a m t o w r i t e t h e w o r d
A r e y o u new here? Is he her b o y f r i e n d ?
correctly wins a point.
2 She's on h o l i d a y . It's on t h e first floor.
• G o t h r o u g h t h e a n s w e r s as a c l a s s , e l i c i t i n g t h e countries. Is she on holiday? Is i t on t h e first floor?
Check pronunciation. 3 T h e y ' r e in a m e e t i n g . They're from Poland.
Are t h e y in a m e e t i n g ? A r e t h e y f r o m Poland?

la • Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e

p i c t u r e , e . g . Who can you see? Where are they?
6a F o c u s o n t h e c o n v e r s a t i o n s . E l i c i t / T e a c h : mobile, seat, f r e e ,
help yourself.
• E l i c i t / T e a c h : o f f i c e , there, here, Brussels, today, assistant,
P u t s t u d e n t s in pairs t o c o m p l e t e t h e c o n v e r s a t i o n s , using
conference, g u y , Marketing, u n f o r t u n a t e l y .
short forms where possible.
• Play a u d i o I - H l for s t u d e n t s t o read and listen.
G o o v e r t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s t o
• Ask questions a b o u t t h e t e x t to check comprehension,
say one line each. Check pronunciation.
e . g . Where is Paul Smith? Why are Paul and his assistant in
Brussels? Where does Tim work?
1 A r e , 'm n o t , 's/is 2 I s , i s n ' t , 's/is 3 A r e , a r e n ' t , 're/are
• D r i l l e a c h s e n t e n c e as a c l a s s . 4 A r e , a r e , ' m / a m is 5 I s , is

b • F o c u s on t h e t e x t . P u t s t u d e n t s in g r o u p s o f t h r e e . Tell
A s k d i f f e r e n t pairs o f s t u d e n t s t o read o u t one o f t h e
t h e m to practise t h e conversation, each taking one part.
conversations. Check pronunciation.
• Give s t u d e n t s an o p p o r t u n i t y t o play all t h r e e roles. Monitor.
P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n s . Monitor.
• Ask one g r o u p t o act o u t t h e t e x t for t h e rest o f t h e class.

2 • F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d
Your life
Focus on t h e cues. E l i c i t / T e a c h key v o c a b u l a r y , e.g. young,
individually. Check pronunciation.
old,f i l m star.
• G o t h r o u g h t h e rules on S t u d e n t ' s B o o k page 103.
P u t s t u d e n t s i n p a i r s . S a y : Write questions using the cues.
• W r i t e : 'm o n t h e b o a r d . A s k : What's this? E l i c i t : am. Repeat
G o t h r o u g h t h e q u e s t i o n s as a class. C h e c k pronunciation.
w i t h e a c h s h o r t f o r m ( ' s , i s n ' t , ' r e , aren't) to elicit t h e full
Think of a famous person t h a t your students will recognize.
f o r m s ( i s , is not, are, are not).
Tell s t u d e n t s t o ask y o u q u e s t i o n s t o f i n d o u t w h o t h e
• W r i t e : They's from I t a l y . She is in Brussels not. We arn't at
p e r s o n is. N o t e t h a t f o r a m i x e d n a t i o n a l i t y class y o u could
work, on t h e b o a r d . P u t a cross n e x t t o each s e n t e n c e t o
elicit a list o f f a m o u s p e o p l e t h a t e v e r y o n e recognizes and
s h o w t h e y are i n c o r r e c t . A s k s t u d e n t s t o c o r r e c t t h e m . Elicit:
use t h e s e p e o p l e in t h e game.
They're from I t a l y . She isn't in Brussels. We aren't at work.
P l a y t h e g a m e as a class u n t i l y o u r s t u d e n t s are c o n f i d e n t .
Do t h e examples together. Play t h e first item on audio P u t s t u d e n t s i n p a i r s . S a y : Play the game together. Monitor.
S t u d e n t s h e a r They're in P a r i s , s a y t h e n e g a t i v e , t h e n listen
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
and repeat. Do t h e same with the second example.
can say who and where people are.
Play t he rest of t h e audio.

A u d i o script 6.2 Follow-up

1 T h e y ' r e in Paris. She's Russian. W r i t e o u t t h e f o l l o w i n g p a r a g r a p h , or make up a similar o n e
T h e y aren't in Paris. She isn't Russian. about someone your students will recognize.
2 I'm his a s s i s t a n t . We're in R o o m 1 0 .
I'm from England. I'm not old. I'm married. My wife's a singer.
I'm n o t his a s s i s t a n t . We aren't in Room 1 0 .
I'm a sportsperson. We're famous. My name is
3 He's at a c o n f e r e n c e . This is my office.
He isn't at a c o n f e r e n c e . This isn't my office. P u t s t u d e n t s in A / B pairs. A r r a n g e t h e A s in a row w i t h a
p i e c e o f p a p e r a n d a p e n / p e n c i l a n d t h e Bs a t t h e f r o n t . Put

S t u d e n t s m i g h t h a v e p r o b l e m s w i t h t h e v e r b to be i f t h e i r a c o p y o f t h e p a r a g r a p h a t t h e f r o n t o f t h e class. T h e Bs race

o w n language doesn't h a v e a n equivalent, e.g. Arabic t o r e a d t h e p a r a g r a p h , r e m e m b e r as m u c h as p o s s i b l e , then

o r T u r k i s h , o r i f i t e x i s t s i n t h e i r l a n g u a g e b u t is r a r e l y run back t o t h e i r p a r t n e r w h o writes it d o w n .

used, e.g. Vietnamese.

G o o v e r t h e p a r a g r a p h as a class.

Write the names of three famous people on the board,

' F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d
i n c l u d i n g t h e o n e d e s c r i b e d i n t h e d i c t a t i o n , e . g . Tom Cruise,
individually. Check pronunciation.
Jennifer Lopez, David Beckham. Ask s t u d e n t s t o guess which
1
F o c u s on t h e rules on S t u d e n t ' s B o o k p a g e 104.
p e r s o n y o u w e r e t a l k i n g a b o u t . ( T h e e x a m p l e p a r a g r a p h is
• W r i t e : They here? You student? on t h e b o a r d . P u t a cross
about David Beckham.)
n e x t t o t h e q u e s t i o n s t o s h o w t h e y are i n c o r r e c t . Ask
s t u d e n t s t o c o r r e c t t h e m . R e p e a t w i t h Yes, I'm. Yes, we're.
R e m i n d s t u d e n t s n o t t o use c o n t r a c t e d f o r m s in s h o r t
answers.
Resource activity pages 179 and 256

22
 Students learn wh- questions with the verb to be andwww.frenglish.ru
practise
TEACHER'S NOTES LESSON 7 giving information about themselves.

Warm-up • F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a class
and individually. Check pronunciation.
• P u t a targe picture o f a f a m o u s person on t h e board (use • W r i t e : Is your name Teodor? on the board. Elicit possible
someone that students will recognize). a n s w e r s , e . g . Yes, it is. No, it isn't. Repeat for each question.

• E l i c i t a s m a n y d e t a i l s as p o s s i b l e a b o u t t h e p e r s o n using • P u t s t u d e n t s in pairs t o practise asking a n d a n s w e r i n g the

t h e s e c u e s o n t h e b o a r d , e . g .first name, surname, age, questions. Monitor.

nationality, married?, job, house?

3a • Focus on t h e f i r s t h e a d i n g on t h e f o r m in e x e r c i s e 1
( T i t l e ) . W r i t e : Mr o n t h e b o a r d . A s k : What's the bank clerk's
1 • E l i c i t / T e a c h : customer, bank account, bank clerk, application question? E l i c i t : What's your title? Play t h e f i r s t line o f
form. audio W N M again to check.

• Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e • R e p e a t w i t h t h e s e c o n d h e a d i n g . E l i c i t : What's your f i r s t

p i c t u r e , e . g . How many people are there? Where are they? name? and play the audio to check.

• Focus on t h e headings on t h e f o r m . Play audio for • P u t s t u d e n t s i n p a i r s . S a y : Write the bank clerk's questions
students t o listen and repeat. for each heading. ( R e m i n d s t u d e n t s t h a t t h e bank clerk

• D r i l l t h e h e a d i n g s as a class a n d i n d i v i d u a l l y . Check d o e s n ' t n e e d t o a s k i f T e o d o r is m a l e o r f e m a l e b e c a u s e s h e

pronunciation. can see h i m . ) Monitor.

• G o t h r o u g h t h e p e r s o n a l d e t a i l s . E l i c i t / T e a c h : Mr, Ms, Mrs, • Play t h e rest o f t h e audio, s t o p p i n g a f t e r each question for

Miss, male, female, single, married, separated, divorced, nurse. students to check.

• Ask students t o cover the personal details and look at the

b • Tell s t u d e n t s t o work i n d i v i d u a l l y and w r i t e their o w n
headings. Say personal details at random and nominate
answers to the questions.
students to tell you the correct heading, e.g. S a y : divorced.
E l i c i t : Marital status. 4 KAWHI/JI
• Repeat with t h e headings covered to elicit personal details. • Ask individual students questions about their details, e.g.
• P u t s t u d e n t s in pairs t o practise. Monitor. What's your title? How old are you? What's your post code?
• Tell s t u d e n t s t o copy o u t t h e f o r m h e a d i n g s . Put s t u d e n t s
2a • F o c u s on t h e f o r m in e x e r c i s e 1 . Tell s t u d e n t s t o listen a n d
i n p a i r s t o i n t e r v i e w e a c h o t h e r as b a n k c l e r k a n d c u s t o m e r
find four mistakes.
and complete the form. Monitor.
• Play audio WRrh twice.
• A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e person

b • Tell students t o correct t h e mistakes. they interviewed.

• G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y p l a y t h e
audio again, stopping after each mistake. English in t h e world
He's 35. He's Polish. H e lives in W i c k h a m S t r e e t . His t e l e p h o n e • W r i t e : I'm Mrs Ann Jones, I'm Mrs Jones on t h e board. Put a

n u m b e r is 0 7 2 1 3 8 9 3 2 1 4 c r o s s n e x t t o t h e f i r s t s e n t e n c e t o s h o w i t is i n c o r r e c t . Remind
s t u d e n t s t h a t we d o n ' t say t h e first n a m e w h e n we use a t i t l e .
• P o i n t t o y o u r s e l f . S a y : I'm (Mrs Jones). Point to a student. Ask:
Audio script 7.2
Who are you? Elicit t h e student's title and surname. Repeat with
Clerk First, I need some i n f o r m a t i o n for t h e f o r m . So,
different students.
w h a t ' s y o u r t i t l e ? Is i t Mister?
Customer Yes, i t is. • W r i t e : Good morning, Mr Kennedy, o n t h e b o a r d . A s k -.formal or
Clerk A n d w h a t ' s y o u r first name? informal? E l i c i t : f o r m a l . R e p e a t w i t h an i n f o r m a l g r e e t i n g , e.g.
Customer It's T e o d o r . Hi, Sam.
Clerk Is t h a t T - H - E - 0 . . . ? • Elicit and write examples o f formal and informal situations
Customer N o , i t i s n ' t . It's T - E - 0 - D - 0 - R . T e o d o r . i n t w o c o l u m n s o n t h e b o a r d , e . g . f o r m a l : hotel, bank, shop,
Clerk T h a n k y o u , a n d w h a t ' s y o u r surname? i n f o r m a l : work, a p a r t y , the pub.
Customer It's M a k k .
• N o m i n a t e a s t u d e n t . T e l l t h e m y o u are a h o t e l g u e s t a n d he/she
Clerk H o w do y o u spell t h a t , please?
is t h e r e c e p t i o n i s t . S a y : Good morning. My name's (Stefan Brun).
Customer It's M - A - d o u b l e K.
E l i c i t : Good morning, (Mr Brun). Repeat with another example
Clerk M - A - d o u b l e K. T h a n k y o u . H o w old are y o u , Mr Makk?
f r o m t h e list t o elicit an e x a m p l e o f an i n f o r m a l i n t r o d u c t i o n .
Customer I'm t h i r t y - f i v e .
Clerk O K . A n d you're male, o f course. A r e y o u married? • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t . Now I can
Customer I'm d i v o r c e d .
give and ask for personal information.
Clerk What's y o u r n a t i o n a l i t y ?
Customer I'm Polish.
Follow-up
Clerk O K . A n d w h a t do y o u do?
Customer I'm a nurse. • Write out t h e personal details cues from e x e r c i s e 1 on
Clerk What's y o u r address? separate pieces o f paper. Prepare one for each student.
Customer It's 29 Wickham S t r e e t - That's W - I - C - K - H - A - M
• H a n d o u t t h e pieces o f p a p e r . A s k s t u d e n t s t o m i n g l e a n d ask
- Wickham Street, Bristol.
Clerk A n d what's the postcode? a q u e s t i o n u s i n g t h e i r c u e , e . g . First name - What's your first
Customer It's BS6 7 P K . name? When students have asked and answered a question
Clerk What's y o u r p h o n e number? tell t h e m t o exchange papers and find another person to talk
Customer It's 0 7 2 1 3 8 9 3 2 1 4 . to with their new question.
Clerk A n d that's a mobile number.
Customer Y e s , i t is.

Customer
Clerk A n d w h a t a b o u t an e m a i l address?
Yes. It's t e o m a k k l , t h a t ' s T - E - O - M - A - K - K - l at m a k k . n e t .
Resource activity pages 184 and 259
Clerk OK. Thank you. Now which . . .

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TEACHER'S NOTES LESSON 8 Students learn to talk about days and times.

Warm-up
• Play Bingo (see page 1 0 ) t o revise numbers
• Tell s t u d e n t s t o f i l l in t h e i r 4 x 4
choice b e t w e e n 1 and 30.
7 A W h a t t i m e is t h e t r a i n ?
B It's at half p a s t s e v e n .
1-60.
8 A Is t h e s h o p o p e n t o d a y ?
grid with numbers of their
B N o , it's closed on S u n d a y s .

• Play again using numbers b e t w e e n 31 and 60. 5a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Go t h r o u g h each one.

E l i c i t / T e a c h k e y v o c a b u l a r y , e . g . meeting, appointment.
• G o t h r o u g h t h e w o r d s in t h e box.
1 • Elicit /Teach: time, dock.
• W r i t e : What is it today? on t h e board. P o i n t t o t h e gap.
• Focus on t h e pictures. Play audio M i l for students t o
A s k : What's this? Elicit: day.
listen and repeat t h e t i m e s .
• P u t s t u d e n t s in pairs t o c o m p l e t e t h e expressions.
• D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y . C h e c k p r o n u n c i a t i o n
o f o i n o'clock a n d to. T h e y are b o t h w e a k f o r m s ( / a / ) - b • Play audio H H for s t u d e n t s t o listen and check.
• Tell s t u d e n t s t o cover t h e t e x t and look at t h e pictures. • Play t h e audio again for students t o listen and repeat.
N o m i n a t e a s t u d e n t . A s k : What's number 3, (Omer)? Elicit: • Drill t h e e x p r e s s i o n s as a class a n d individually.
ten past eleven. Repeat with different times.
day, t h e , W h a t , W h e n
2 • F o c u s o n t h e p i c t u r e s . D r i l l : What's the time? as a class a n d
individually. • Focus on t h e L a n g u a g e n o t e . Drill t h e example sentences.
• Elicit t h e t i m e s s h o w n on t h e clock faces. Drill t h e m by • C h e c k c o m p r e h e n s i o n . A s k : What day is your English class?
p o i n t i n g t o e a c h c l o c k a n d a s k i n g What's the time? E l i c i t : It's on ( M o n d a y ) . A s k : What time is your English class?
• Point o u t t h e d i f f e r e n t ways o f saying each t i m e . E l i c i t : It's at (three o'clock).
• P u t s t u d e n t s in pairs t o practise. Monitor.
6 • Go t h r o u g h Sandy's diary. E l i c i t / T e a c h key v o c a b u l a r y for
• L o o k a t y o u r w a t c h . A s k : What's the time now? Elicit the
e a c h d a y , e . g . interview, conference, p a r t y , tennis match.
t i m e and write it on t h e board.
• Focus on t h e e x a m p l e dialogue. Drill each sentence.
3 a • A s k : What day is today? Elicit the day and write it on the E l i c i t / E x p l a i n t h a t w h e n we're t a l k i n g a b o u t s o m e t h i n g
board. t h a t h a s a l r e a d y b e e n m e n t i o n e d , e . g . a n a p p o i n t m e n t or
• D r i l l t h e w o r d s in t h e b o x as a class a n d i n d i v i d u a l l y . a m e e t i n g , w e o f t e n s h o r t e n What time/What day is the
• P u t s t u d e n t s in pairs. A s k t h e m t o w r i t e t h e days in t h e appointment? t o What time?/What day?
correct order. • W r i t e : When's the Marketing meeting? When's your
• G o t h r o u g h t h e a n s w e r s as a class. appointment? o n t h e b o a r d . U n d e r l i n e the, your. Explain
t h a t w e u s e the t o t a l k a b o u t a p a r t i c u l a r m e e t i n g and
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday your or a person's n a m e b e c a u s e we're t a l k i n g a b o u t t h e i r
a p p o i n t m e n t . Ask s t u d e n t s t o read Sandy's diary and f i n d
b • Play audio l i f M for s t u d e n t s t o listen and repeat. o t h e r e x a m p l e s w h e n w e w o u l d u s e the, your, or a n a m e .
• D r i l l t h e d a y s a s a c h a i n . S a y : Monday. Point to different E l i c i t : the computer class, the conference, your interview,
s t u d e n t s . E l i c i t : Tuesday, Wednesday, etc. Jack's p a r t y . N o t e t h a t tennis match c o u l d be e i t h e r , but
w e w o u l d u s u a l l y u s e the when talking about a match that
4 • Play audio K : M all t h e w a y t h r o u g h .
s o m e o n e is w a t c h i n g r a t h e r t h a n p l a y i n g i n .
• Tell s t u d e n t s t o listen a n d w r i t e t h e d a y or t h e t i m e t h e y
• A s k q u e s t i o n s a b o u t S a n d y ' s d i a r y , e . g . What day is her
hear. Play t h e first c o n v e r s a t i o n on t h e audio a g a i n . Elicit:
appointment at the doctor's? What time is her computer class?
Thursday. Repeat with the second conversation. Elicit:
t o e l i c i t s e n t e n c e s w i t h at a n d on.
quarter past one.
• P u t s t u d e n t s i n A / B p a i r s . S t u d e n t B is S a n d y . T e l l t h e m
• Play t h e rest o f t h e audio.
t o ask a n d a n s w e r q u e s t i o n s a b o u t S a n d y ' s w e e k . G i v e b o t h
• G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y p l a y t h e
s t u d e n t s t h e o p p o r t u n i t y to act t h e role o f S a n d y . Monitor.
audio again, s t o p p i n g a f t e r each conversation.
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
1 Thursday 2 quarter past one 3 Friday 4 t w e n t y t o nine
can talk about days and times.
5 Mondays 6 half p a s t n i n e , five o'clock 7 half p a s t seven
8 Sundays
Follow-up
• Ask students to draw a blank diary page and label the days
Audio script 8.3
Monday - Sunday.
1 A W h a t day is i t t o d a y ?
B It's T h u r s d a y . • Tell t h e m t o t h i n k o f one a c t i v i t y f o r each day (real or
2 A What's t h e t i m e ? imaginary) and to write it on the diary page w i t h the time.
B It's q u a r t e r p a s t o n e .
• P u t s t u d e n t s in pairs t o t a l k a b o u t t h e i r w e e k . Monitor.
3 A W h e n is our m e e t i n g ?
B It's on F r i d a y .
4 A My a p p o i n t m e n t at t h e dentist's is t o d a y . R e s o u r c e a c t i v i t y pages 1 8 1 and 2 5 7
B What time?
A Twenty to nine. R e v i e w a n d W o r d l i s t s Lessons 1 - 8
5 A Is K a t e here t o d a y ?
S t u d e n t ' s B o o k pages 8 3 - 8 4
B N o , she isn't here on M o n d a y s .
6 A Is t h e b a n k o p e n t o d a y ?
B Yes, it's o p e n f r o m half p a s t n i n e t o five o'clock.

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talk about
TEACHER'S NOTES LESSON 9 their daily life.

Warm-up 1 I usually w a t c h T V in t h e e v e n i n g .
2 I s o m e t i m e s wake up at five o' clock.
Write a selection o f t i m e s on pieces o f paper, e.g . f i v e
3 I always leave h o m e at 7 . 3 0 .
o'clock on Monday evening, twenty past two on Friday morning,
4 I s o m e t i m e s go s h o p p i n g a f t e r w o r k .
quarter past three on Monday afternoon, etc. Prepare one for
5 I usually cook dinner.
each s t u d e n t .
6 I always have c o f f e e in t h e m o r n i n g .
H a n d o u t t h e pieces o f paper. Tell s t u d e n t s t o organize
t h e m s e l v e s in a r o w s t a r t i n g w i t h t h e e a r l i e s t d a y / t i m e .
E l i c i t / T e a c h : hairdresser, weekdays, salon, f r i e n d , open.
A s k s t u d e n t s t o read o u t t h e i r t i m e s / d a y s . A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . How many people can
you see? What are they doing?
Read t h r o u g h t h e w h o l e t e x t . Focus on t h e first sentence o f
• E l i c i t / T e a c h : everyday life.
t h e t e x t . W r i t e : I get up at past s i x . Point to the gap.
• Focus on t h e pictures. Play audio i-'JIl for students to
A s k : What's this? Elicit possible w o r d s t o f i t in t h e g a p . e.g.
listen and repeat.
f i v e , ten, quarter, half.
• D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y .
Go t h r o u g h t h e t e x t eliciting possible words for each gap.
• Ask different students to say t h e activities. S a y : What's
Tell s t u d e n t s t o listen and c o m p l e t e t h e t e x t . Play audio
number 10? E l i c i t : cook dinner. Check pronunciation.
0 3 twice.
• P u t s t u d e n t s in pairs. Tell t h e m t o c o v e r t h e t e x t a n d t a k e it
G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y p l a y t h e
i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's this?
audio again, stopping after each answer.
N o m i n a t e a s t u d e n t t o read t h e first s e n t e n c e f r o m t h e
Students m a y have problems r e m e m b e r i n g h o w to say
t e x t . Check p r o n u n c i a t i o n . C o n t i n u e round t h e class, asking
or spell E n g l i s h w o r d s b e c a u s e t h e y are n o t always
d i f f e r e n t s t u d e n t s t o read one sentence each.
p r o n o u n c e d t h e w a y t h e y a r e s p e l t , e . g . shower /'Jaoa//
breakfast /'brekfast/.
1 half 2 breakfast 3 shower 4 drive 5 nine
6 have lunch 7 go f o r a d r i n k 8 cook 9 watch TV
• P u t s t u d e n t s in pairs. A s k t h e m t o add t h r e e m o r e daily 1 0 go s h o p p i n g
a c t i v i t i e s t o t h e list. ( T h e y can use t h e i r d i c t i o n a r i e s if
necessary.) 6a Your life
• A s k s t u d e n t s t o call o u t t h e daily a c t i v i t i e s a n d w r i t e t h e s e Use t h e pictures in e x e r c i s e 1 and adverbs o f f r e q u e n c y to
on t h e board. Drill t h e new words. t a l k a b o u t a t y p i c a l d a y f o r y o u . S a y : I usually wake up at
seven o'clock. I always have a shower. I usually leave home at
Do the examples together. Play the first item on audio
quarter to e i g h t , e t c .
S t u d e n t s h e a r to work, make a sentence, then listen and
Tell s t u d e n t s t o w r i t e sentences a b o u t a t y p i c a l day for
repeat. Do the same with the second example.
t h e m , using adverbs of frequency. Monitor.
Play t h e rest of t h e audio.

Ask d i f f e r e n t s t u d e n t s t o say sentences a b o u t their daily

Audio script 9.2
l i f e . S a y : I usually wake up at seven o'clock. What about you,
1 to work breakfast
(Maria)? E l i c i t : I usually wake up at seven o'clock, too. /
I go t o w o r k , I have b r e a k f a s t ,
I usually wake up at half past seven.
a shower t o bed
Focus on t h e e x a m p l e s e n t e n c e s . P u t s t u d e n t s in pairs t o
I have a s h o w e r , I go t o b e d .
lunch compare their days. Monitor.
shopping
I go s h o p p i n g . I have l u n c h . F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
can talk about my everyday life.
4a Focus on t h e L a n g u a g e n o t e . Drill t h e e x a m p l e sentences.
Play audio H M for s t u d e n t s t o read and listen. Follow-up
D r i l l e a c h l i n e as a class a n d i n d i v i d u a l l y .
• Give s t u d e n t s one m i n u t e t o read t h e t e x t f r o m e x e r c i s e 5
Focus on t h e rules on S t u d e n t ' s B o o k page 1 0 4 . W r i t e : I
again.
a shower never have. I watch TV. o n t h e b o a r d . P u t a c r o s s
n e x t t o t h e s e n t e n c e s t o s h o w t h e y are i n c o r r e c t . Ask • P u t s t u d e n t s in p a i r s / s m a l l g r o u p s . W r i t e t h e f o l l o w i n g
t i m e s o n t h e b o a r d : six o'clock, quarter past s i x , eight o'clock,
students to correct t h e m .
8.45, half past nine, 11 o'clock, half past one, f i v e , half past
Read t h r o u g h t h e sentences. s i x ,1 1 . 3 0 .
W r i t e : I watch TV in the evening, (usually) on t h e board.
• Tell s t u d e n t s t o t h i n k a b o u t t h e hairdresser's day and write
P o i n t t o usually. A s k : Where does this word go? Elicit:
w h a t she does at each of t h e s e t i m e s .
between T and 'watch'.
P u t s t u d e n t s in pairs a n d t e l l t h e m t o read t h e s e n t e n c e s
a n d p u t t h e a d v e r b s o f f r e q u e n c y in t h e c o r r e c t place.
G o t h r o u g h t h e a n s w e r s as a c l a s s .
Resource activity pages 182 and 258

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TEACHER'S NOTES L E S S O N 10 Students learn and practise present simple statements.

Warm-up Audio script 10.3

1 She w o r k s in a cafe.
• Draw t w o columns on the board. Write the first part of the
She d o e s n ' t w o r k in a cafe.
daily a c t i v i t i e s f r o m l e s s o n 9 e x e r c i s e 1 in t h e f i r s t c o l u m n
2 I live near a s h o p .
and t h e s e c o n d p a r t in t h e s e c o n d c o l u m n . W r i t e t h e m o u t o f
I d o n ' t live near a s h o p .
order, e.g.
3 They drive to work.
wake dinner
They don't drive to work.
watch up
4 He finishes w o r k at f i v e .
• P u t s t u d e n t s in t e a m s . T h e t e a m s t a k e it in t u r n s t o match He d o e s n ' t finish w o r k a t five.
t w o w o r d s a n d m a k e a s e n t e n c e , e . g . I wake up at six o'clock. 5 We g e t up at seven o'clock.
We d o n ' t g e t up at seven o'clock.
6 He washes cars.
1 • E l i c i t / T e a c h : j o b , pub, clean, wash, glasses, like, money. He d o e s n ' t wash cars.
• Focus on t h e picture. Ask questions a b o u t J o h n , e.g. How
old is he? What is he doing?
5 • Tell s t u d e n t s t o read t h e t e x t in e x e r c i s e 1 a g a i n . Write:
• Play audio H H I for s t u d e n t s t o read and listen.
John goes/doesn't go to school o n t h e b o a r d . A s k : Does John
• P l a y t h e f i r s t p a r t o f t h e a u d i o a g a i n ( t o I like the money).
go to school? E l i c i t : no a n d u n d e r l i n e doesn't go.
• D r i l l e a c h s e n t e n c e as a c l a s s . C h e c k pronunciation.
• P u t s t u d e n t s in pairs. Tell t h e m t o make sentences about
• Ask i n d i v i d u a l s t u d e n t s t o read sentences from t h e t e x t .
J o h n using t h e verbs in brackets.
Check pronunciation.
• G o t h r o u g h t h e a n s w e r s as a class. A s k d i f f e r e n t s t u d e n t s t o
• Repeat with the second part of the audio.
say t h e sentences. Check pronunciation.

S t u d e n t s o f t e n forget to use s in the t h i r d person 1 d o e s n ' t go 2 has 3 d o e s n ' t work 4 d o e s n ' t clean
- possibly because t h e r e are f e w v e r b e n d i n g s i n English. 5 washes 6 d o e s n ' t go 7 goes 8 d o e s n ' t like

2 • W r i t e : I go to Leeds U n i v e r s i t y , o n t h e b o a r d . A s k : state or 6 l A i i u m
activity? E l i c i t : state. R e p e a t w i t h I usually clean the tables. • Focus on t h e verbs in t h e box. Say positive and negative
to elicit a c t i v i t y . s e n t e n c e s a b o u t y o u r l i f e , e . g . I work in a school. I don't go
• P u t s t u d e n t s in pairs. Tell t h e m t o look at verbs in t h e f i r s t to work in the evening.
t e x t i n e x e r c i s e 1 . A s k : Which verbs are activities? Elicit: • Tell s t u d e n t s t o w r i t e t h r e e positive and t h r e e negative
clean, wash. R e p e a t w i t h Which verbs are states? to elicit go, sentences a b o u t their life. Monitor.
have, work, like. • N o m i n a t e a s t u d e n t . S a y : I work in a school. What about you,
• Focus on t h e table. Drill t h e examples. Check pronunciation ( K a t i a ) ? E l i c i t : I work in a school, t o o . / I don't work in a
o f es i n washes, goes ( a n e x t r a s y l l a b l e i n washes b u t n o t in school. Ask the same question to different students.
goes). G o t h r o u g h t h e rules on Student's B o o k page 104. • R e p e a t w i t h a n e g a t i v e s e n t e n c e , e . g . I don't go to work in
• T e l l s t u d e n t s t o c o v e r e x e r c i s e 1 . W r i t e : go, have, work, the evening. E l i c i t : I don't go to work in the evening either. /
clean, wash, l i k e , do o n t h e board. I go to work in the evening.
• P u t s t u d e n t s in pairs. A s k t h e m t o w r i t e t h e t h i r d person • P u t s t u d e n t s in pairs t o c o m p a r e t h e i r daily life. Monitor.
s i n g u l a r f o r e a c h v e r b . G o t h r o u g h as a c l a s s . C h e c k • Ask different students to say one positive and one negative
pronunciation. s e n t e n c e a b o u t t h e i r p a r t n e r ' s d a i l y l i f e , e . g . (Ana) works in
an o f f i c e . / (Ana) doesn't drive to work. Check pronunciation.
3 a • W r i t e : I go to the pub at six o'clock, on the board. Ask:
What does John do at six o'clock? E l i c i t : He goes to the pub
at six o'clock, and write it on the board. English in t h e world
• Focus on t h e sentences. Tell s t u d e n t s t o w r i t e a b o u t J o h n . • E l i c i t / T e a c h : part-time, term time, full-time, holiday.
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s . • R e a d t h r o u g h t h e t e x t as a c l a s s . A s k q u e s t i o n s t o c h e c k
c o m p r e h e n s i o n , e . g . Do all students in the UK have jobs? Where
b • P l a y a u d i o il*M f o r s t u d e n t s t o l i s t e n a n d c h e c k .
do students work?
• Play t h e audio again for s t u d e n t s t o listen and repeat.
• P u t s t u d e n t s in pairs t o discuss s t u d e n t j o b s in t h e i r c o u n t r y .
Audio script 1 0 . 2
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
1 He goes t o t h e pub at six o'clock. 2 He usually has dinner t h e r e .
describe someone else's everyday life.
3 He starts work at seven o'clock. 4 He finishes work at half past
eleven. 5 He lives near t h e p u b . 6 He always walks h o m e .
Follow-up
7 He w a t c h e s T V f o r half an hour. 8 T h e n he goes t o b e d .
• U s e t h e s e c o n d t e x t f r o m e x e r c i s e 1 as a d i c t a t i o n . Dictate

4a • G o t h r o u g h t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d each sentence t w i c e , speaking clearly and naturally.

individually. Check pronunciation. • P u t s t u d e n t s in pairs t o check each other's w o r k using t h e

• Focus on t h e rules on S t u d e n t ' s Book page 104. Student's Book. Remind t h e m t o check for correct spelling
• G o t h r o u g h t h e verbs in e x e r c i s e 1 and elicit t h e negative and punctuation.
f o r m o f e a c h , e . g . go = don't go, goes = doesn't go.

b • Do t h e examples t o g e t h e r . Play t h e first i t e m on audio

S t u d e n t s h e a r She works in a cafe, say t h e n e g a t i v e , t h e n
H i K I .
Resource activity pages 183 and 258
listen and repeat. Do t h e same w i t h t h e second e x a m p l e .
• Play t h e rest o f t h e a u d i o .
 Students revise the present simple and write a paragraph about
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TEACHER'S NOTES LESSON 11 their everyday life.

Warm-up
• F o c u s on t h e L a n g u a g e n o t e . E l i c i t t h a t t h e r e are t w o
• Write five present simple sentences on the board. Each
pieces of i n f o r m a t i o n in each o f t h e e x a m p l e sentences.
s e n t e n c e s h o u l d c o n t a i n o n e m i s t a k e , e . g . She haves a part-
• E l i c i t / E x p l a i n t h a t w e u s e and t o join t w o positive pieces
time job. They doesn't go to school. Wake they up at seven
o f i n f o r m a t i o n , but t o j o i n a positive and a n e g a t i v e piece
o'clock. I no like my job. He doesn't works in an office.
o f i n f o r m a t i o n , a n d because w h e n we give a reason for
• P u t s t u d e n t s in small g r o u p s . Tell t h e m t o f i n d t h e mistakes something.
and rewrite the sentences correctly, • W r i t e : 1 He cleans the tables. He washes the glasses. 2 She
earns a lot of money. She doesn't like her job. 3 He travels to
• Go t h r o u g h t h e answers, w r i t i n g t h e m on t h e board for
work by bus. He hasn't got a car. on the board.
students to check.
• P u t s t u d e n t s in pairs a n d t e l l t h e m t o w r i t e s e n t e n c e s with
• E l i c i t t h e o p p o s i t e o f e a c h s e n t e n c e , e . g . She has a part-time and, but, or because.
job. / She doesn't have a part-time job. • Ask i n d i v i d u a l s t u d e n t s t o rewrite t h e sentences on t h e
b o a r d . E l i c i t : He cleans the tables and washes the glasses.
She earns a lot of money but she doesn't like her job. He
1 • F o c u s o n t h e p i c t u r e o f L i g a y a . A s k : What's her name? How
travels to work by bus because he hasn't got a car.
old is she? Where does she live? Encourage s t u d e n t s t o guess
some of Ligaya's details.
• Play audio > H I for s t u d e n t s t o read and listen. Ask: • Use t h e cues t o tell s t u d e n t s a b o u t y o u r e v e r y d a y life, e . g .
What's Ligaya's job? E l i c i t : She's a teacher. S a y : My name is (Anna) and I live in ( L o n d o n ) .
• Ask questions to find out if your students know anything • F o c u s o n t h e p u n c t u a t i o n u s e d i n t h e p a t t e r n . A s k : How do
a b o u t t h e P h i l i p p i n e s , e . g . Where are the Philippines? What's you begin and end a sentence? E l i c i t : Begin with a capital
the capital city? letter and end with a f u l l stop. R e m i n d s t u d e n t s t o use
• E l i c i t / T e a c h key v o c a b u l a r y for each paragraph, e.g. capital letters with the names of days.
p a r a g r a p h 1 : elementary school, near, city centre, expensive, • S a y : Follow the pattern. Write about your l i f e . Monitor.
t r a v e l , long time, t r a f f i c , summer • P u t s t u d e n t s in pairs. A s k t h e m t o e x c h a n g e t h e i r t e x t s .
p a r a g r a p h 2 : normally, main road S a y : Read about your partner. Check s p e l l i n g , capital letters,
p a r a g r a p h 3 : earn, journey and f u l l - s t o p s .
p a r a g r a p h 4 : church, beach • N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o u t t h e i r t e x t s . Check
• Play t h e audio again while s t u d e n t s read and listen. pronunciation.

2 • Tell s t u d e n t s t o read t h e first paragraph again. Focus on t h e

f i r s t s t a t e m e n t . A s k : Is this true or false? E l i c i t : True and Pronunciation
write T next to the sentence.
1 • M o d e l t h e p r o n u n c i a t i o n o f / i / i n live a n d /v./ i n leave. Drill
• Read t h r o u g h t h e s t a t e m e n t s . P u t s t u d e n t s in pairs t o
e a c h s o u n d as a c l a s s t h e n i n d i v i d u a l l y . P l a y a u d i o H M
complete the exercise.
for s t u d e n t s t o listen and repeat.
• G o t h r o u g h t h e a n s w e r s as a c l a s s . I f s o m e s t u d e n t s f i n d
the exercise difficult, number the paragraphs and help by 2 • D r i l l e a c h pair o f w o r d s i n d i v i d u a l l y t h e n as a class. C h e c k
g i v i n g , or a s k i n g f o r , t h e n u m b e r o f t h e c o r r e c t paragraph pronunciation.
for each answer. • Focus on t h e first pair o f w o r d s . Play t h e first i t e m on audio
H i l A s k : live or leave? E l i c i t : leave and write this on the
I T 2 F 3 F 4 F 5T 6 F b o a r d so s t u d e n t s can c h e c k .
• Play t h e rest of t h e audio, stopping after each word.
• W r i t e : Ligaya teaches French, on the board. Ask students to
• Go through the answers.
c o r r e c t t h e s t a t e m e n t . E l i c i t : She teaches E n g l i s h .
• P u t s t u d e n t s in pairs. Tell s t u d e n t s t o look at t h e o t h e r A u d i o script 1 1 . 3
f a l s e s t a t e m e n t s 3 , 4 , a n d 6 . S a y : Make the statements true. 1 leave 2 his 3 it 4 these
• G o o v e r t h e a n s w e r s t o g e t h e r . E l i c i t : She takes the bus to
work. She likes her job. She doesn't normally go to work on • Play the audio again for s t u d e n t s t o listen and repeat.
Saturday. • P u t s t u d e n t s in pairs. O n e s t u d e n t says a w o r d f r o m t h e list
• Ask s t u d e n t s t o look at t h e t e x t again and underline t h e in p a r t 1 , t h e o t h e r p o i n t s t o t h e w o r d in t h e list.
adverbs of frequency. Elicit the adverbs and write t h e m on
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
t h e board. Ask students t o p u t t h e m in order w i t h always
can write about my everyday life.
f i r s t a n d never l a s t , i . e . always, usually/normally, often,
sometimes, never.
Follow-up
3 • F o c u s o n t h e f i r s t a c t i v i t y , gets up. Tell s t u d e n t s t o read t h e » F o c u s on t h e t e x t in e x e r c i s e 1 . Tell s t u d e n t s t o t h i n k about
t e x t a g a i n . A s k : When does Ligaya get up? E l i c i t : at quarter s o m e o n e t h e y k n o w , e . g . a f r i e n d or a r e l a t i v e . A s k t h e m to
to f i v e . write a paragraph about that person.
• P u t s t u d e n t s in pairs t o c o m p l e t e t h e exercise.
• G o t h r o u g h t h e a n s w e r s as a class.

1 at q u a r t e r t o five 2 at six o'clock 3 at h a l f p a s t seven

Resource activity pages 184 and 259
4 at five o'clock 5 at five o'clock 6 a f t e r w o r k / b e f o r e she goes
home / o n Saturday 7 on S u n d a y m o r n i n g 8 on S u n d a y a f t e r n o o n

33
 www.frenglish.ru
Students revise the present simple and learn phrases for
TEACHER'S NOTES LESSON 12 responding to things people say.

Warm-up 3a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o find

a n d u n d e r l i n e t h e m in t h e t e x t .
• Use t h e pictures in l e s s o n 4 t o revise t h e story t o date. Ask
• W r i t e : Yes, I kn_w. on t h e b o a r d . P o i n t t o t h e g a p a n d ask
q u e s t i o n s a b o u t t h e c h a r a c t e r s , e . g . Where does Ryan work?
students t o supply t h e missing letter. E l i c i t : o.
What's his wife's name? Who is Lucy's boss? Where is Peter
• Ask students to complete the expressions.
from? What's Jordan's job? Is he married? What does Sarah do?
b • Play audio I W I for students to check their answers.
• Play the audio again while s t u d e n t s listen and repeat.
la • Play audio to familiarize students with how the story
develops and with the characters' voices. Yes, I k n o w . That's funny. Oh, right. Really.
• E l i c i t / T e a c h key v o c a b u l a r y for each picture, e.g.
p i c t u r e 1 : coffee shop, customer, counter 4 • F o c u s on t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m to
p i c t u r e 2 : do j u d o , sport, go j o g g i n g , play tennis, stop practise t h e c o n v e r s a t i o n , each t a k i n g one part.
p i c t u r e 3 : that's f u n n y , f a n c y , r e a l l y , obvious • G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e all t h r e e roles.
picture 4: notice Monitor.
• W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d • Ask one g r o u p t o act o u t t h e story for t h e rest o f t h e class.
individually.
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
• Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e
can respond to things people say.
p i c t u r e s t o check basic c o m p r e h e n s i o n , e.g.
p i c t u r e 1 : How many people are there? Where are they? Who
Follow-up
is Ryan talking to?
p i c t u r e 2 : Who is Peter talking to? What is Cindy doing? • Write out the individual words from the Everyday

p i c t u r e 3 : Who is Ryan talking to? Is Peter arriving or e x p r e s s i o n s o n a Large piece o f paper. W r i t e t h e w o r d s a t

leaving? r a n d o m w i t h n o p u n c t u a t i o n , e . g . know, yes, thats, r e a l l y ,

p i c t u r e 4 : Who is Cindy talking to? right, funny.

• F o c u s o n t h e q u e s t i o n . A s k : Why does Peter come into The • M a k e e n o u g h copies so s t u d e n t s can w o r k in small g r o u p s .

Coffee Shop? P l a y t h e a u d i o a g a i n . E l i c i t : To see Sarah.
• Give each group one piece o f paper. A s k t h e m t o use t h e
• Ask questions a b o u t the t e x t to check comprehension, e.g.
words t o make f o u r expressions. Tell t h e m t o w r i t e t h e
p i c t u r e 1 : Who is Peter looking for? Is Sarah in the cafe? Does
expressions with punctuation.
Sarah usually come into the cafe? What time does she usually
come in?
p i c t u r e 2 : Where is Sarah? What sports does she do? When
R e s o u r c e a c t i v i t y pages 1 8 5 and 259
does she go jogging? Does she do judo at the weekend?
p i c t u r e 3 : Why does Peter come into The Coffee Shop? Does he
always have a cup of coffee? Why does he want to see Sarah?
p i c t u r e 4 : Why does Cindy say 'Men!'? What do men never
notice?

2 • F o c u s o n t h e s e n t e n c e s . W r i t e : It's 6.30/7.30 in the

evening, o n t h e b o a r d . S a y : Read the t e x t . What time is it?
E l i c i t : 6.30 a n d circle t h e correct answer.
• P u t s t u d e n t s i n p a i r s . S a y : Read the text again and choose
the correct answer.
• G o o v e r t h e a n s w e r s as a c l a s s .

1 6.30 2 Tuesday 3 sports centre 4 does j u d o

5 doesn't have 6 fancies

18
 Students learn a lexical set of free-time activities and talk about
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~ TEACHER'S NOTES LESSON 13 what they do in their free time.

Warm-up A u d i o script 1 3 . 3
Woman 1 My name's M a r i a . W h a t do I do in my free t i m e ? I go
• Elicit daily a c t i v i t i e s a n d w r i t e t h e s e on t h e b o a r d in random
s w i m m i n g and I play t e n n i s . I d o n ' t play a musical
order. Drill t h e words and check pronunciation.
i n s t r u m e n t , b u t I listen t o music. I like j a z z .
• Tell s t u d e n t s t o list t h e a c t i v i t i e s in t h e order t h a t t h e y do Man 1 My name's Dev. Free t i m e ? L e t me see. I do karate a n d
them. I play t h e p i a n o . A n d I play c o m p u t e r g a m e s , t o o .
Woman 2 My name's A n n a . I n m y free t i m e I read b o o k s - novels
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r lists a n d t a l k a b o u t
m o s t l y . I d o n ' t play a n y s p o r t s , b u t I do y o g a . A n d I
their daily activities. Monitor.
go j o g g i n g .
Man 2 My name's Caspar. I d o n ' t play a n y s p o r t s . I n my
1 • E l i c i t / T e a c h : free time. f r e e t i m e I go t o t h e cinema or I w a t c h T V . I go t o
r e s t a u r a n t s w i t h my f r i e n d s , t o o . I love f o o d .
• Focus on t h e pictures. Play audio nil for students to
listen and repeat.
• D r i l l e a c h i t e m as a class a n d individually. b • W r i t e : Maria swimming. She tennis and she

• Ask d i f f e r e n t s t u d e n t s t o say t h e a c t i v i t i e s . Check music, o n t h e b o a r d . P o i n t t o e a c h g a p . A s k : What's this?

pronunciation. E l i c i t : goes, plays, listens to.

• P u t s t u d e n t s in pairs. Tell t h e m t o t a k e it in t u r n s t o point • F o c u s o n t h e p i c t u r e s . S a y : Write sentences about the

a t d i f f e r e n t a c t i v i t i e s a n d a s k What's this? Monitor. activities that Dev, Anna, and Caspar do.
• P u t s t u d e n t s in pairs t o c o m p a r e their answers.
2 • Tell s t u d e n t s t o add more f r e e - t i m e a c t i v i t i e s t o t h e list
• G o t h r o u g h t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s
(using dictionaries if necessary).
t o read o u t o n e sentence each. Check pronunciation.
• A s k s t u d e n t s t o call t h e m o u t and w r i t e t h e m on t h e board.
Drill t h e new words and check comprehension. Dev does k a r a t e . He plays t h e p i a n o and he plays c o m p u t e r g a m e s .
A n n a reads b o o k s . She does y o g a a n d she goes j o g g i n g .
• F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
Caspar goes t o t h e cinema and he w a t c h e s T V . He goes t o
and individually.
r e s t a u r a n t s w i t h his f r i e n d s .
• T e l l s t u d e n t s t o c o v e r t h e p i c t u r e s in e x e r c i s e 1 . S a y a n
a c t i v i t y . Tell s t u d e n t s t o say y e s if we use t h e verb p l a y ,
a n d no i f w e u s e a d i f f e r e n t v e r b , e . g . S a y : tennis Elicit:
5 mam
• G o t h r o u g h t h e a c t i v i t i e s in e x e r c i s e 1 . S a y t r u e s e n t e n c e s
yes. Say t w o or t h r e e a c t i v i t i e s a t r a n d o m t h e n p u t s t u d e n t s
a b o u t t h e t h i n g s t h a t y o u d o / d o n ' t d o , e . g . I play table
in pairs t o practise.
tennis. / I don't play f o o t b a l l .

C o l l o c a t i o n s ( w o r d s t h a t go t o g e t h e r ) c a n cause p r o b l e m s • Ask d i f f e r e n t s t u d e n t s t o say sentences a b o u t t h e i r free-

f o r s t u d e n t s as t h e E n g l i s h c o l l o c a t i o n is n o t a l w a y s the t i m e a c t i v i t i e s . S a y : I play the piano. What about you,

s a m e as i n t h e s t u d e n t ' s l a n g u a g e . F o r e x a m p l e , English (Maria)? E l i c i t : I play the piano, t o o . / I don't play the piano.

uses t h e same verb ( p l a y )w i t h musical i n s t r u m e n t s and • Read through t h e example sentences.

some sports, b u t S p a n i s h uses d i f f e r e n t verbs. • W r i t e : I play table tennis and f o o t b a l l . I don't play the piano
or the v i o l i n . I do karate, but I don't do yoga, on the board.
U n d e r l i n e and, or, but. R e m i n d s t u d e n t s t h a t and connects
3 • Do t h e examples t o g e t h e r . Play t h e first i t e m on audio
t w o p o s i t i v e s e n t e n c e s , or c o n n e c t s t w o n e g a t i v e sentences,
B Q . S t u d e n t s h e a r karate, make a sentence with the
w h i l e but connects a positive and a negative sentence.
correct verb, t h e n listen and repeat. Do t h e same w i t h the
second item. • Tell s t u d e n t s t o w r i t e a paragraph a b o u t t h e a c t i v i t i e s in

• Play t h e rest of t h e audio. exercise 1 that they do/don't do.

• P u t s t u d e n t s in pairs. A s k t h e m t o e x c h a n g e a n d read each
Audio script 1 3 . 2 other's work.
1 karate 4 swimming • A s k i n d i v i d u a l s t u d e n t s t o read o u t t h e i r paragraphs.
I do k a r a t e . I go s w i m m i n g .
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
2 table tennis 5 t h e radio
can talk about my free-time activities.
I play t a b l e t e n n i s . I listen t o t h e r a d i o .
3 the violin
I play t h e v i o l i n
6 magazines
I read m a g a z i n e s
Follow-up _
• A r r a n g e t h e class in t w o or t h r e e t e a m s . A s k o n e member

4a • Focus on t h e first picture. Tell s t u d e n t s t o listen t o f r o m each t e a m t o come t o t h e f r o n t o f t h e class.

Maria a n d w r i t e t h e a c t i v i t i e s she does. Play t h e first • E x p l a i n t h a t y o u are g o i n g t o w h i s p e r a f r e e - t i m e activity

conversation on audio J H 0 twice. Elicit: swimming, to t h e s t u d e n t s at t h e f r o n t o f t h e class. T h e y have t o mime
tennis, listening to ( j a z z ) music.
t h e a c t i v i t y and their teams compete to guess t h e activity.
• Tell s t u d e n t s t o listen t o t h e o t h e r conversations and w r i t e T h e first t e a m t o call o u t t h e a c t i v i t y wins a p o i n t .
t h e activities. Play t h e rest of t h e audio.
• Repeat with different activities from exercises 1 and 3.
• G o t h r o u g h t h e a n s w e r s as a class.

Maria: s w i m m i n g , t e n n i s , l i s t e n i n g t o music ( j a z z )
D e v : k a r a t e , play t h e p i a n o , c o m p u t e r games Resource activity pages 226 and 280
A n n a : read b o o k s ( n o v e l s ) , y o g a , j o g g i n g
Caspar: go t o t h e c i n e m a , w a t c h T V , go t o r e s t a u r a n t s

117
 Students learn and practise present simple questions and ask
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~ TEACHER'S NOTES LESSON 14 each other about their free time.

Tell s t u d e n t s t o complete t h e conversation w i t h words from

Warm-up
t h e box. Remind t h e m t h a t t h e y need t o use some words
Make a Word Snake (see page 1 1 ) o f f r e e - t i m e a c t i v i t i e s from more than once. Monitor.
lesson 13, e.g. P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
swimmingviolinradiokaratecinemamagazinesfootballbooks.
1 Do 2 go 3 do 4 Do 5 go 6 don't 7 go 8 Does
When students have unscrambled the word snake, elicit t h e
9 go 10 doesn't 11 go 1 2 do 13 don't 1 4 go
v e r b s t h a t g o w i t h e a c h a c t i v i t y , e . g . go swimming.

b • P u t s t u d e n t s in pairs t o practise t h e conversation.

la 1
F o c u s o n t h e p i c t u r e . A s k : Who can you see? Where are they?
5 • D r i l l t h e e x a m p l e s as a class a n d i n d i v i d u a l l y . Check
What can you see?
p r o n u n c i a t i o n a n d f o c u s on i n t o n a t i o n , w h i c h falls in wh-
1
E l i c i t / T e a c h : sports centre, two or three times a week,
questions.
v o l l e y b a l l , love.
• Refer s t u d e n t s t o t h e rules on S t u d e n t ' s B o o k page 105.
1
Play audio > £ H 1 for s t u d e n t s t o read and listen.
• W r i t e : Do you read books? What books do you read? on the
1
D r i l l e a c h q u e s t i o n a n d a n s w e r as a c l a s s a n d i n d i v i d u a l l y .
board. E x p l a i n t h a t we use t h e s a m e w o r d order for yes/no
1
C h e c k p r o n u n c i a t i o n o f do a t t h e b e g i n n i n g o f a q u e s t i o n
a n d wh- questions.
( w h e n it's a w e a k f o r m / d a / ) a n d in a n s w e r s ( w h e n it's
a strong form / d u : / ) . N o t e t h a t native speakers o f t e n Your life
p r o n o u n c e do you as / d j u : / . W r i t e : W h a t / d o / i n your free time? on the board. Ask
s t u d e n t s t o m a k e a q u e s t i o n . E l i c i t : What do you do in
• P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n . Give
your free time? R e p e a t w i t h like/sport? t o e l i c i t Do you like
t h e m an o p p o r t u n i t y t o p r a c t i s e each role. Monitor.
sport?

Students who translate questions directly from their own Tell s t u d e n t s t o use t h e cues t o m a k e questions.
G o t h r o u g h t h e q u e s t i o n s as a class. A s k s t u d e n t s t o say o n e
language may make mistakes in English.
question each. Check i n t o n a t i o n and pronunciation o f do.
T h e y m a y o m i t t h e s u b j e c t p r o n o u n ( I , y o u , he, etc) or
f o r g e t t o u s e t h e a u x i l i a r y v e r b do i n q u e s t i o n s because
1 W h a t do y o u do in y o u r f r e e t i m e ? 2 Do y o u like sport?
t h e y don't h a v e to use t h e m i n their o w n language, e.g.
3 W h a t kind o f music do y o u listen to? 4 Do y o u p l a y a m u s i c a l
S p a n i s h . Problems w i t h w o r d order i n E n g l i s h m i g h t also instrument? 5 W h a t t h i n g s do y o u read? 6 Where do y o u m e e t
occur if questions and statements in the student's own y o u r friends? 7 Do y o u go t o t h e cinema e v e r y week?
language h a v e t h e same w o r d order, e.g. Chinese. 8 Do y o u play c o m p u t e r games?

' D r i l l t h e e x a m p l e s in t h e t a b l e as a class a n d i n d i v i d u a l l y . F o c u s o n t h e wh- questions. Elicit/Explain that these

Check p r o n u n c i a t i o n a n d f o c u s on i n t o n a t i o n , w h i c h rises in q u e s t i o n s a s k f o r i n f o r m a t i o n . G o t h r o u g h e a c h wh- question
yes/no questions. eliciting possible answers.
1
Refer s t u d e n t s t o t h e rules on S t u d e n t ' s B o o k page 105. S a y : Read the questions and write answers for you.
1
W r i t e : don't o n t h e b o a r d . A s k : What's this? E l i c i t : do not. N o m i n a t e i n d i v i d u a l s t u d e n t s . A s k : What do you do in your
R e p e a t w i t h doesn't t o e l i c i t does not. free time? What things do you read?
' U s e t h e t a b l e t o ask q u e s t i o n s a b o u t p e o p l e in t h e class, P u t s t u d e n t s in pairs t o i n t e r v i e w each o t h e r . Monitor.
e . g . Do you go to the gym, (Pedro)? Does (Hamid) play the Ask d i f f e r e n t s t u d e n t s t o say a sentence a b o u t t h e i r
piano? E l i c i t yes/no answers. p a r t n e r , e . g . (Manolo) likes sport.
• P u t s t u d e n t s in pairs t o practise asking and a n s w e r i n g t h e
W r i t e : What he in free time? on t h e board.
questions in t h e table.
P o i n t t o e a c h g a p . A s k : What's this? E l i c i t : does, do, his.
' Do t h e examples t o g e t h e r . Play the first item on audio Tell s t u d e n t s t o look a t t h e i r q u e s t i o n s and change t h e m
t f W - t . S t u d e n t s h e a r He goes to the gym, make the i n t o t h i r d p e r s o n s i n g u l a r u s i n g he or she.
q u e s t i o n , t h e n listen and repeat. Do t h e same w i t h the G o t h r o u g h t h e q u e s t i o n s as a c l a s s . C h e c k p r o n u n c i a t i o n of

second example. t h i r d p e r s o n s.

' Play t h e rest o f t h e audio. P u t s t u d e n t s w i t h n e w p a r t n e r s t o ask a n d a n s w e r q u e s t i o n s

about their first partner.
Audio script 1 4 . 2
1
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
1 He goes t o t h e g y m . T h e y listen t o music.
can ask people about their free time.
Does he go t o t h e g y m ? Do t h e y listen t o music?
2 Y o u read a l o t o f b o o k s . He does y o g a .
Do y o u read a l o t o f books? Does he do yoga?
Follow-up
3 She plays t h e v i o l i n . T h e y go t o t h e c i n e m a . • Choose a s t u d e n t b u t d o n ' t say h i s / h e r n a m e . Tell s t u d e n t s
Does she play t h e v i o l i n ? Do t h e y go t o t h e cinema? t h e y h a v e t o ask q u e s t i o n s a n d guess w h o t h e s t u d e n t is, e . g .
Is it a man? Is he Spanish? Does he like tennis? Does he work
4a F o c u s o n t h e c o n v e r s a t i o n . E l i c i t / T e a c h : on your own, meet, in an office? e t c . Y o u c a n o n l y s a y Y e s / N o . P l a y t w o g a m e s as
park. e x a m p l e s t h e n p u t s t u d e n t s in small groups t o play.
G o t h r o u g h t h e w o r d s in t h e b o x . W r i t e : you

Resource activity pages 226 and 280

jogging every day? on t h e board. P o i n t t o t h e first gap. Ask:
What's this? E l i c i t : Do. Repeat for the second gap ( g o ) .

117
t Students revise present simple questions and talk www.frenglish.ru
about likes
LESSON 15 and dislikes.

Warm-up 1 K a t h works in a b a n k , b u t E d d i e works in a s u p e r m a r k e t .

2 Eddie likes sailing, b u t K a t h likes j u d o .
• P u t s t u d e n t s in pairs. S e t t h e m a t i m e limit o f one m i n u t e t o
3 Eddie w a t c h e s T V in t h e e v e n i n g , b u t K a t h reads b o o k s .
l i s t as m a n y f r e e - t i m e a c t i v i t i e s as p o s s i b l e .
4 K a t h likes I n d i a n f o o d , b u t E d d i e likes I t a l i a n f o o d .
• Go through the activities. Check pronunciation.
5 K a t h likes o p e r a , b u t E d d i e likes rock music.

4 • Focus on t h e e x a m p l e c o n v e r s a t i o n . P o i n t t o t h e first pair of

1 • E l i c i t / T e a c h : D J , radio station.
pictures in e x e r c i s e 2 . Tell s t u d e n t s t o look at t h e e x a m p l e
• Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e
sentence for exercise 3.
p i c t u r e , e . g . How many people are there? Where are they?
• Ask t w o s t u d e n t s to read t h e e x a m p l e conversation.
• Focus on t h e questions. Play audio E S I twice for students
• Repeat w i t h t h e second pair of pictures ( s a i l i n g / j u d o ) .
t o listen and choose t h e correct answers.
• Tell s t u d e n t s t o make up similar c o n v e r s a t i o n s using t h e
• G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y , p l a y t h e
other pictures. Monitor.
audio again stopping after each answer.
• A s k pairs t o read o n e c o n v e r s a t i o n . Check pronunciation.

1 Ken S t e v e n s 2 his w i f e • Focus on t h e L a n g u a g e n o t e . Drill t h e examples.

• W r i t e : I like music. I like listening to music. Elicit/Explain
A u d i o script 1 5 . 1 t h a t w e u s e like + ing w h e n w e t a l k a b o u t a c t i o n s .
DJ It's W e d n e s d a y a f t e r n o o n and t h i s is t h e Ken S t e v e n s
5a E S 2 9 H
s h o w on R a d i o 656. O n t h e line n o w is E d d i e Baker. G o o d
• Draw t w o columns on t h e board and write t h e t h i n g s y o u
afternoon, Eddie.
Eddie Hello. like d o i n g in o n e a n d t h i n g s y o u d o n ' t like d o i n g in t h e

DJ N o w , y o u w a n t a song for y o u r w i f e , K a t h . other. Tell s t u d e n t s a b o u t these things.

Eddie Yes, it's her b i r t h d a y t o d a y . • T e l l s t u d e n t s t o m a k e a list o f f o u r t h i n g s t h e y like d o i n g

DJ O K . Well, H a p p y b i r t h d a y , K a t h . Where do y o u w o r k , a n d f o u r t h i n g s t h e y d o n ' t like d o i n g . A s k t h e m t o g i v e y o u
Eddie? e x a m p l e s . C h e c k t h e y h a v e u s e d -ing forms.
Eddie I work in a shop - a s u p e r m a r k e t . • S a y : Write sentences about the things on your l i s t .
DJ I see, and w h a t a b o u t K a t h , w h e r e does she work? • Ask i n d i v i d u a l s t u d e n t s t o say one o f t h e i r sentences.
Eddie She works in a b a n k .
DJ A n d w h a t do y o u do in y o u r free t i m e , Eddie? b • Focus on t h e e x a m p l e conversation.
Eddie I go sailing. • P u t s t u d e n t in pairs. Tell t h e m t o ask a n d a n s w e r q u e s t i o n s
DJ Does K a t h go w i t h y o u ? a b o u t t h e t h i n g s t h e y like or d o n ' t like d o i n g . Monitor.
Eddie N o , she d o e s n ' t . She d o e s n ' t like sailing.
• Ask i n d i v i d u a l s t u d e n t s t o say sentences a b o u t t h e i r
DJ S o , w h a t does she do?
p a r t n e r , e . g . I like j o g g i n g , but (Gemma) doesn't.
Eddie She does j u d o .
DJ I see. N o w w h a t do y o u do a f t e r w o r k in t h e evening?
Eddie I usually w a t c h T V . Pronunciation
DJ O K . W h a t t h i n g s do y o u and K a t h w a t c h ?
1 • M o d e l t h e p r o n u n c i a t i o n o f / d / i n jog a n d /su/ in yoga.
Eddie O h , K a t h d o e s n ' t like w a t c h i n g T V . She reads b o o k s .
D r i l l e a c h s o u n d as a c l a s s t h e n individually.
DJ So y o u like sailing, b u t K a t h d o e s n ' t . A n d y o u like
w a t c h i n g T V b u t she likes reading b o o k s . W h a t t h i n g s do • Play audio i H M for s t u d e n t s t o listen and repeat.
y o u do t o g e t h e r ? Do y o u go t o r e s t a u r a n t s ? 2a • D r a w t w o c o l u m n s o n t h e b o a r d l a b e l l e d / d / a n d /su/.
Eddie N o , we d o n ' t . K a t h likes I n d i a n f o o d , b u t I d o n ' t . I d o n ' t
• Say: jogging. Ask: /d/ or/su/? Elicit: /d/ and write
like h o t f o o d .
jogging in t h e c o r r e c t c o l u m n . R e p e a t w i t h yoga.
DJ W h a t kind o f f o o d do y o u like?
• Focus on t h e list. Tell s t u d e n t s t o c o p y t h e t a b l e a n d w r i t e
Eddie I like I t a l i a n f o o d .
t h e w o r d s in t h e c o r r e c t column.
DJ Well, w h a t a b o u t music?
Eddie Oh y e s , we b o t h like l i s t e n i n g t o music. b • Play audio < 1 * 1 for students to check their answers.
DJ G r e a t . W h a t kind o f music do y o u like? • Play the audio again for students t o listen and repeat.
Eddie Well, I like rock music.
DJ Does K a t h like rock m u s i c , t o o ? Audio script 15.3
Eddie Er n o , she d o e s n ' t . She likes o p e r a . / d / j o g g i n g , s o n g , o p e r a , s o r r y , rock, c o f f e e
DJ O K . Well, t h a n k s f o r t h a t , E d d i e . Here's a song f o r y o u and
/ a o / y o g a , o p e n , k n o w , go, p h o n e , d o n ' t
K a t h . I t isn't rock music or o p e r a , b u t I h o p e y o u like i t .
Bye f o r n o w .
Eddie T h a n k y o u . Bye. 3 • Ask s t u d e n t s t o say one sentence each. Check pronunciation.

• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
2 • E l i c i t / T e a c h : bank, supermarket, s a i l i n g , j u d o , TV, book, can talk about likes and dislikes.
Indian f o o d , I t a l i a n f o o d , opera, rock music. Write new words
on t h e board and drill t h e m . Follow-up
• Tell s t u d e n t s t o listen again and w r i t e E ( E d d i e ) or K ( K a t h )
• Use the wordlists for L e s s o n s 1 t o 1 5 to elicit more words
n e x t t o e a c h p i c t u r e . D o t h e f i r s t t w o as an e x a m p l e .
w i t h t h e s o u n d /o/ and / s o / . Write these on the board.
• P l a y t h e a u d i o t w i c e . G o t h r o u g h t h e a n s w e r s as a c l a s s . If
necessary play t h e audio again, stopping a f t e r each answer. • Put students in small groups t o make up sentences, using
w o r d s w i t h t h e s e s o u n d s , e . g . John goes j o g g i n g . My mobile
1 K, E 2 E, K 3 E, K 4 K, E 5 K, E phone is old. Ask groups t o read their sentences.

3 • Tell s t u d e n t s t o write five sentences a b o u t Eddie and

using their answers to e x e r c i s e 2. Do the example
Kath,
together. Resource activity pages 188 and 261
41
 Students learn and practise expressions for ordering food and
www.frenglish.ru
TEACHER'S NOTES LESSON 16 drink.

Warm-up Audio script 1 6 . 3

1 Assistant Yes, please?
• Play a game o f Whispers (see page 1 1 ) w i t h sentences from
Customer A tea and an espresso, please.
Lessons 13 to 16, e.g.
Assistant To drink here or t a k e out?
Where do you meet your friends? What kind of music do you
Customer To t a k e o u t , please.
like listening to? We go jogging in the park every morning. Assistant A n y t h i n g else?
My husband likes Indian f o o d , but I like I t a l i a n f o o d . Customer Yes, can I h a v e t w o o f t h o s e s a n d w i c h e s , please?
Assistant Here y o u are. Is t h a t e v e r y t h i n g ?
Customer Yes, t h a n k y o u .
la • Tell students t o cover t h e t e x t . Ask questions a b o u t t h e
Assistant That's £ 1 0 . 6 0 a l t o g e t h e r t h e n , please.
p i c t u r e , e . g . Who can you see? Where are they? What can you
2 Assistant Yes, please?
see? Customer O n e o r a n g e j u i c e and o n e m i n e r a l w a t e r , please.
• F o c u s o n t h e t e x t . P l a y a u d i o iffll f o r s t u d e n t s t o r e a d Assistant S t i l l or sparkling?
and listen. Customer S p a r k l i n g , please.
• Go t h r o u g h t h e m enu. E l i c i t / T e a c h key f o o d and drink Assistant To drink here or t a k e out?
v o c a b u l a r y , e . g . regular, large, espresso, cappuccino. Customer To drink here, please.
• W r i t e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d Assistant A n y t h i n g else?
Customer Yes, can I have t w o o f t h e s e cakes, please?
individually.
Assistant Here y o u are. Is t h a t e v e r y t h i n g ?
• G o t h r o u g h t h e prices. W r i t e : £ on t h e board. Elicit/Explain
Customer Yes, t h a n k y o u .
t h a t t h i s is t h e s y m b o l f o r a pound (the currency of Britain).
Assistant T h a t ' s £ 9 . 2 0 a l t o g e t h e r t h e n , please.
D r i l l e a c h p r i c e as a class a n d individually.
• F o c u s o n t h e q u e s t i o n What does the customer buy? Play t h e
4 • Focus on t h e m e n u . P u t s t u d e n t s in pairs. Tell t h e m t o use
a u d i o a g a i n . E l i c i t : two coffees and a cake.
the menu to make new conversations. Monitor.
• Ask questions a b o u t t h e t e x t to check comprehension, e.g.
• A s k d i f f e r e n t pairs t o c o m e t o t h e f r o n t o f t h e class a n d
Does the customer ask for large coffees? Does she want the
role play t h e i r c o n v e r s a t i o n s . Check pronunciation.
coffees to take out? How much does she pay?

b • A s k one pair t o read o u t t h e c o n v e r s a t i o n . Check English in the world

pronunciation.
• Elicit / Teach: foreign.
• P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n . Give
• G o t h r o u g h t h e e x a m p l e s . D r i l l e a c h i t e m as a class a n d
t h e m an o p p o r t u n i t y t o p r a c t i s e b o t h roles. Monitor.
individually.
2a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d • P u t s t u d e n t s in p a i r s . A s k t h e m t o m a k e a list o f w o r d s t h a t are
and underline t h e m in t h e t e x t . t h e s a m e in t h e i r l a n g u a g e a n d in English.
• Write: Y , please? on t h e board. P o i n t t o t h e gap and ask • Ask s t u d e n t s t o call o u t t h e i r suggestions. Students'
students to supply the missing word. Elicit: yes. suggestions will depend on w h a t languages t h e y speak but
• Ask students to complete the expressions. m a y i n c l u d e : supermarket, bar, I n t e r n e t , email, vodka, opera,
cigarette, g u i t a r , yoga, tea. Note that if you have a mixed-
b • Play audio W V W M for s t u d e n t s t o listen and check their
n a t i o n a l i t y class, t h e y will probably s u g g e s t d i f f e r e n t words.
answers.
I f t h i s is t h e c a s e , w r i t e t h e n e w w o r d s o n t h e b o a r d a n d c h e c k
• Play t h e audio again while students listen and repeat.
that everyone understands them.

Yes, here, o u t , a n y t h i n g , h a v e , t h a t , a l t o g e t h e r • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can

order food and d r i n k .
• Focus on the L a n g u a g e n o t e . Drill t h e examples.
• U s e t h e m e n u t o p r a c t i s e m o r e o f f e r s , e . g . A s k : Would you Follow-up
like a cup of tea? E l i c i t : Yes, p l e a s e . / N o , thank you.
• P u t s t u d e n t s in t e a m s .
• P u t s t u d e n t s in pairs t o practise. Monitor.
• U s e t h e m e n u in e x e r c i s e 1 t o make up orders t h e n dictate
3 • Focus on t h e t a b l e . E l i c i t / T e a c h : cost.
t h e order. Tell s t u d e n t s t o look at t h e m e n u while t h e y listen
• Tell s t u d e n t s t o listen and c o m p l e t e t h e t a b l e . Play a u d i o
and write the cost of each item and calculate t h e t o t a l , e.g.
i n g i twice.
S a y : a large coffee and two sandwiches. E l i c i t : £9.20. The
• G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e
first t e a m t o call o u t t h e correct answer w i n s a p o i n t .
audio again, stopping after each answer.
• As s t u d e n t s b e c o m e more c o n f i d e n t , make t h e orders longer
C u s t o m e r 1 : a t e a , an espresso, t w o s a n d w i c h e s , £ 1 0 . 6 0 e . g . a regular coffee, two hot chocolates, a still mineral water,
C u s t o m e r 2 : an o r a n g e j u i c e , a m i n e r a l w a t e r ( s p a r k l i n g ) , t w o and four sandwiches.
cakes, £ 9 . 2 0

R e s o u r c e a c t i v i t y pages 1 8 9 and 261

R e v i e w a n d W o r d l i s t s Lessons 9 - 1 6
S t u d e n t ' s B o o k pages 8 5 - 8 6

122
 Students learn a lexical set of family members and talk about
www.frenglish.ru
TEACHER'S NOTES LESSON 17 their family.

Warm-up 1 A n d r e w is B e t t y ' s h u s b a n d . B e t t y is A n d r e w ' s w i f e .

2 G a v i n is E l l i o t t ' s n e p h e w . E l l i o t t is Gavin's uncle.
• Collect individual pictures of well-known people and their
3 Diana is Ian's a u n t . I a n is Diana's n e p h e w .
w e l l - k n o w n r e l a t i v e s , e . g . David and Victoria Beckham, Pablo
4 Helen is Ian's c o u s i n . I a n is Helen's c o u s i n .
and Paloma Picasso, Enrique and Julio Iglesias, George W
5 G a v i n is Helen's b r o t h e r . H e l e n is Gavin's sister.
Bush and George Bush senior, the Queen and Prince W i l l i a m .
I n c l u d e a v a r i e t y o f r e l a t i o n s h i p s , e . g . mother and daughter, 6 B e t t y is Ian's g r a n d m o t h e r . I a n is B e t t y ' s g r a n d s o n .

grandmother and grandson, husband and w i f e , brother and 7 E l l i o t t is J e n n y ' s f a t h e r . J e n n y is E l l i o t t ' s d a u g h t e r .

sister. 8 A n d r e w is Helen's g r a n d f a t h e r . Helen is A n d r e w ' s g r a n d d a u g h t e r .

• Display t h e pictures on t h e board and number each one.

4 i w H ' i i i a
• Ask students to come to the board and work out which • Read through the t e x t . Ask questions about Anna's family,
p e o p l e are r e l a t e d . e . g . Who is the girl in the photo? What are her parents'

• G o t h r o u g h as a class. E l i c i t t h e n a m e s o f e a c h p e r s o n but names? How old is she? Is she married?

not the relationships at this stage. • W r i t e : family member, name, parents, age, marital status,
home, job on t h e b o a r d . S h o w t h e class a p h o t o o f a m e m b e r
o f y o u r family. Point to t h e words on t h e board. S a y : Ask
1 • E l i c i t / T e a c h : family member. questions about the person in my photo. E l i c i t : Who is
• Ask s t u d e n t s t o call o u t t h e names of a n y family members he/she? What's his/her name? etc. Write t h e answers on t h e
t h e y know and write these on the board. b o a r d n e x t t o t h e r e l e v a n t w o r d , e . g . family member = niece,
• G o t h r o u g h t h e family tree, describing each branch Say: name = Emily.
These are the grandparents, the man is the grandfather, the • Point to t h e i n f o r m a t i o n on t h e board and tell s t u d e n t s t o
woman is the grandmother, etc. m a k e similar n o t e s a b o u t s o m e o n e in t h e i r f a m i l y . Monitor.
• Play audio i M I for s t u d e n t s to listen and repeat. • P u t s t u d e n t s in pairs and ask t h e m t o t e l l t h e i r p a r t n e r
• D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . C h e c k i n t o n a t i o n about their family member.
and pronunciation. • A s k s t u d e n t s t o t e l l t h e class a b o u t t h e i r p a r t n e r ' s f a m i l y
• Ask d i f f e r e n t s t u d e n t s t o say t h e f a m i l y m e m b e r s , e.g. Say: member.
What's number 3? E l i c i t : grandmother. Check pronunciation.
• P u t s t u d e n t s in pairs. Tell t h e m t o t a k e it in t u r n s t o point
Pronunciation
a t t h e p i c t u r e s a n d a s k What's this?
1 • Model the pronunciation o f / a / . D r i l l t h e s o u n d as a c l a s s
Students often have problems w i t h English family words. then individually.
In English we use the word 'parents' to m e a n our mother • Focus on t h e list o f w o r d s . Play a u d i o i > W for students to
and father. Some languages, for example Spanish, don't listen and repeat.
have a separate w o r d for parents a n d use t h e plural • W r i t e : sister o n t h e b o a r d a n d u n d e r l i n e t h e /s/ sound.
of 'father' to mean b o t h m o t h e r and father. The words R e p e a t w i t h parents, children, husband.
' b r o t h e r ' a n d 'sister' can also be p r o b l e m a t i c ; I n English
t h e y are used t o refer to siblings^ b u t i n o t h e r languages, 2 • Check t h a t s t u d e n t s u n d e r s t a n d t h e w o r d s in t h e list.

for example Chinese, t h e y can be used to refer to v e r y • S a y : Listen. Tick the words with an / a / sound. Play audio
close f r i e n d s . I C T 1 twice.
• G o o v e r t h e a n s w e r s as a class.

2 • W r i t e : Your mother's sister is your Point to the gap.

p e r s o n , s t u d e n t , c o u s i n , b r o t h e r , centre
A s k : What's this? Elicit: aunt.

• P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e f a m i l y t r e e • Play t h e audio again.for students to listen and repeat.
again and complete the sentences. • P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e w o r d l i s t s f o r
• G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s cycles 1 - 4 and find five more words with /a/. Put students
t o read sentences. Check pronunciation. in small g r o u p s t o c o m p a r e t h e i r w o r d s . Monitor.

1 aunt 2 grandparents 3 cousins 4 uncle 5 nephew • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

6 parents 7 niece 8 grandson can talk about family relationships.

3 • Focus on t h e f a m i l y tree in e x e r c i s e 1 . A s k q u e s t i o n s about Follow-up

d i f f e r e n t p e o p l e , e . g . Who's Jenny's grandmother? Who's
• D i s p l a y t h e p i c t u r e s f r o m t h e W a r m - u p in pairs.
Gavin's father?
• W r i t e : Andrew/Betty on t h e board. Ask s t u d e n t s to make • E l i c i t t h e r e l a t i o n s h i p s b e t w e e n t h e p e o p l e , e . g . Julio and

t w o s e n t e n c e s a b o u t A n d r e w a n d B e t t y . E l i c i t : Andrew is Enrique are father and son. Prince William and the Queen of

Betty's husband. Betty is Andrew's wife. England are grandson and grandmother.

• Focus on t h e cues. Tell s t u d e n t s t o use t h e cues t o w r i t e

•
sentences.
G o t h r o u g h t h e a n s w e r s as a class. A s k d i f f e r e n t s t u d e n t s t o
Resource activity pages 204 and 269
read t h e sentences.

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Students learn and practise have/has got and talk about
~ TEACHER'S NOTES LESSON 18 possessions, families, and descriptions.

• Now tell them to write sentences about themselves.

Warm-up
Monitor.
• Tell students t o organize themselves in a line, according t o • Ask students to say sentences a b o u t themselves.
who's g o t the largest family. • Use t h e i n f o r m a t i o n t h a t students provide to make

• A s k s t u d e n t s t o say h o w m a n y p e o p l e t h e r e are in t h e i r s e n t e n c e s w i t h and, or, but, e . g . (Ivan and Carolina) have

f a m i l y a n d w h o t h e y a r e , e . g . There are four people in my both got sisters. ( M i k h a i l ) has got a brother but (Andrea)

f a m i l y : me, my brother Jaime, my f a t h e r , and my mother. hasn't. ( E r r o l ) hasn't got any sisters or brothers. Remind
s t u d e n t s w h e n t o u s e and, but, or.
• P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r s e n t e n c e s .
l a • E l i c i t / T e a c h : not yet, drawer. • Ask i n d i v i d u a l s t u d e n t s t o say sentences a b o u t t h e s t u d e n t s
• Play a u d i o B M I 1 f o r s t u d e n t s t o read and listen. i n t h e i r g r o u p . C h e c k f o r c o r r e c t u s e o f and, but, or.
• Focus on the first picture. Ask questions about the picture,
e . g . Who can you see? Where are they? What's Jordan doing? 4 • F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d

• P l a y t h e f i r s t p a r t o f t h e a u d i o ( t o in that drawer over there) individually. Check pronunciation.

for s t u d e n t s t o read a n d listen. • Focus on t h e rules on S t u d e n t ' s B o o k page 105.

• E l i c i t / T e a c h : lovely, long, d a r k , f a i r ,hair,I wonder. • N o m i n a t e pairs o f s t u d e n t s t o ask a n d a n s w e r t h e questions

• R e p e a t w i t h t h e rest o f t h e audio. in t h e t a b l e .

• Drill e a c h s e n t e n c e as a class a n d i n d i v i d u a l l y . Check • Nominate two students. Ask about their partners, e.g. Has

pronunciation. (Stefan) got a pen? Has (Elenor) got blue eyes?

• A s k q u e s t i o n s a b o u t t h e t e x t , e . g . Who's got a sister? Has • P u t s t u d e n t s in pairs t o practise asking and a n s w e r i n g

Jordan got any nieces or nephews? Has Jordan got a picture of a b o u t o t h e r s t u d e n t s in t h e class, using t h e q u e s t i o n s in

his sister? What colour hair has Jordan's sister got? the table.

b • Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n . Check 5 • Do t h e examples t o g e t h e r . Play t h e first item on audio

pronunciation. H - W S t u d e n t s h e a r Have you got any cousins? Yes. make a

• P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n . Monitor. short answer, t h e n listen and repeat. Do the same w i t h t h e

second example.
I n addition to possessions, families, and descriptions, • Play t h e rest of t h e audio.
have/have got i s u s e d t o t a l k a b o u t i l l n e s s e s (I've got
f l u ) a n d t i m e t a b l e d e v e n t s (I've got a meeting today). Audio script 1 8 . 2

Have c a n r e p l a c e have got i n e v e r y case a n d is t h e more 1 H a v e y o u g o t any cousins? Yes. - Y e s , I h a v e .

common form in American English. 2 Has he g o t a brother? N o . - N o , he h a s n ' t .

3 Has she g o t long hair? Yes. - Yes, she has.

2 • F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d 4 H a v e y o u g o t a dog? N o . - N o , I h a v e n ' t .

individually. Check pronunciation. 5 Has she g o t a b o y f r i e n d ? Yes. - Yes, she has.

• F o c u s o n t h e rules on S t u d e n t ' s B o o k p a g e 1 0 5 . 6 H a v e t h e y g o t a n y children? N o . - N o , t h e y h a v e n ' t .
• W r i t e : I've got some photos, o n t h e b o a r d . A s k : Is this about
possessions, f a m i l i e s , or descriptions? Elicit: possessions. 6 i w m w i
R e p e a t w i t h We haven't got any children, a n d She hasn't got • Write: you a pencil? o n t h e b o a r d . S a y : Make a
brown hair, t o e l i c i t families and descriptions. question with 'have got'. E l i c i t : Have you got a pencil?
• Ask students to write three sentences, one for possessions, • Focus on t h e list. Tell s t u d e n t s t o m a k e e i g h t q u e s t i o n s . Go
one for families, and one for descriptions. t h r o u g h t h e q u e s t i o n s as a c l a s s .
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s . Ask • N o m i n a t e a s t u d e n t . Tell h i m / h e r t o l o o k in h i s / h e r b a g or
i n d i v i d u a l s t u d e n t s t o read o u t t h e i r s e n t e n c e s . b r i e f c a s e . A s k : Have you got a pencil in your bag, ( K a t i a ) ?
E l i c i t : Yes, I h a v e . / N o , I haven't.
• Focus on t h e L a n g u a g e n o t e . Read t h r o u g h t h e examples.
• Ask different students a b o u t their possessions.
• W r i t e : He's got photos. Point to the gap. A s k : What's
• P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e
this? Elicit: some.
t h i n g s in t h e i r b a g . Monitor.
• R e p e a t w i t h We haven't got money. Have you got
• Ask different students about their partner's possessions,
sisters? to elicit any.
e . g . Has (Jean) got a diary?
3 a • Tell s t u d e n t s t o look at t h e t e x t in e x e r c i s e 1 a g a i n . Write:
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
J o r d a n / a sister on t h e board. Ask s t u d e n t s t o make a
can talk about possessions, f a m i l i e s , and descriptions.
s e n t e n c e a b o u t J o r d a n . E l i c i t : Jordan's got/has got a sister.
• P u t s t u d e n t s in pairs. Tell t h e m t o read t h e t e x t again a n d
Follow-up
use t h e cues t o make t r u e s e n t e n c e s . Monitor.
• Write o u t c o m m o n items on separate pieces o f paper, e.g.
• G o o v e r t h e a n s w e r s as a c l a s s .
car, pen, d i c t i o n a r y , cat. Prepare one for each s t u d e n t .
1 J o r d a n ' s g o t a sister. 2 He hasn't g o t a n y b r o t h e r s .
• H a n d t h e m o u t . Tell s t u d e n t s t o f i n d f i v e p e o p l e w h o own
3 He's g o t some p h o t o s o f his f a m i l y . 4 His sister hasn't g o t
t h e item on their piece o f paper.
any children. 5 Rachel's g o t long hair. 6 L u c y hasn't g o t a n y
brothers or sisters. • A s k s t u d e n t s a b o u t t h e i r f i n d i n g s , e . g . Who's got a cat?

Resource activity pages 226 and 280

b • Focus on t h e cues. Tell s t u d e n t s true sentences about
y o u r s e l f a n d a s k t h e m a b o u t t h e m s e l v e s , e . g . I've got a
brother, what about you, (Maria)? I haven't got any children,
what about you, (Hans)? E l i c i t f u l l s e n t e n c e s , e . g . I've got a
brother, too. I haven't got any children either.

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TEACHER'S NOTES LESSON 19 Students revise have/ has got and write about their families.

Warm-up 4 • W r i t e : Tom is my best f r i e n d . lives in London. I phone

every weekend, on t h e board. P o i n t t o t h e first gap.
• Draw t w o columns on the board w i t h a man at the top of one
A s k : What's this? E l i c i t : He. Repeat with the second gap to
and a woman at the top of the other.
elicit him.
• P u t s t u d e n t s in t w o teams, A and B. Ask each t e a m t o • F o c u s on t h e exercise. P u t s t u d e n t s in pairs t o c o m p l e t e t h e
c h o o s e o n e p e r s o n as t h e ' w r i t e r ' t o c o m e t o t h e f r o n t . Tell s e n t e n c e s using t h e w o r d s in brackets.
t e a m A t o call o u t f e m a l e f a m i l y m e m b e r s a n d t e a m B t o call • Go through the answers together.
out male family members for their 'writer' to write. Give the
1 h i m , he 2 I , me 3 them, they 4 We, us 5 her, She
t e a m s t w o m i n u t e s . T h e w i n n i n g t e a m is t h e t e a m w i t h the
most (correctly spelt) family members in their column.

• P u t s t u d e n t s in pairs. Tell t h e m t o m a t c h male a n d f e m a l e

• F o c u s on t h e s t r u c t u r e o f t h e t e x t in e x e r c i s e 1 . A s k : How
family members from the columns, e.g. brother/sister,
many paragraphs? Elicit: f o u r . Look at the first paragraph.
niece/nephew. P o i n t o u t t h a t a p a r a g r a p h is a g r o u p o f s e n t e n c e s t h a t a r e
connected, i.e. about the same subject.

1 • F o c u s o n t h e p i c t u r e o f L u i s . A s k : How old is he? Who are • G o t h r o u g h e a c h p a r a g r a p h . A s k : Who does Luis talk about in

the people in the photo with him? etc. Encourage students to each paragraph? E l i c i t : 1 - his wife and children, his parents,

make guesses a b o u t t h e p e o p l e in t h e photos. 2 - his grandfather, 3 - his sister, 4 - his brother.

• Play audio m i l t w i c e while s t u d e n t s read t h e t e x t . Ask: • Tell students t o look at t h e first paragraph. A s k : What

Who are the people in the photographs? information does Luis give about himself? E l i c i t : He talks

• Go through t h e answers together. about his w i f e , his children, where they l i v e , where he was
born. R e p e a t w i t h e a c h p e r s o n i n t h e t e x t , i . e . his parents,
1 L u i s , his w i f e , and t h e i r t w o children 2 his sister, her h u s b a n d , his grandfather, his brother and sister.
a n d t h e i r l i t t l e girl 3 his b r o t h e r , M a n o l o • F o c u s on t h e exercise. G o t h r o u g h t h e list o f p e o p l e a n d t e l l
s t u d e n t s t o m a k e n o t e s a b o u t t h e p e o p l e in t h e i r f a m i l y .
• Ask questions to find out if your students know anything
Monitor.
a b o u t S p a i n , e . g . Where is Spain? What's the capital city?
• N o w t e l l t h e m t o use t h e i r n o t e s t o w r i t e a b o u t t h e i r f a m i l y .
• E l i c i t / T e a c h key v o c a b u l a r y for each paragraph, e.g.
R e m i n d s t u d e n t s t o use paragraphs.
p a r a g r a p h 1 : born, south, v i s i t , New Year, celebration,
• P u t s t u d e n t s in p a i r s / s m a l l groups t o talk a b o u t their
wedding, birthday
families. Monitor.
p a r a g r a p h 2 : good fun
*
paragraph 3: send
p a r a g r a p h 4 : now and then, cool, sports car
English in t h e world
• Play t h e audio again while s t u d e n t s read and listen. • E l i c i t / T e a c h : t y p i c a l , single-parent, a d u l t , leave home.
• R e a d t h r o u g h t h e t e x t as a c l a s s . A s k q u e s t i o n s a b o u t t h e
2 • Tell s t u d e n t s t o read t h e first paragraph again. Focus on t h e
t e x t t o c h e c k c o m p r e h e n s i o n , e . g . What's a married couple?
f i r s t s t a t e m e n t . A s k : Have Luis and Mariluz got two or three How many children does a typical British family have? When do
children? E l i c i t : Two. children leave home in Britain?
• Read t h r o u g h t h e s t a t e m e n t s . P u t s t u d e n t s in pairs t o
• A s k s t u d e n t s q u e s t i o n s a b o u t families in t h e i r c o u n t r i e s , e.g.
complete the exercise.
Are there a lot of single-parent families in (China)? When do
• G o t h r o u g h t h e a n s w e r s as a class. I f s o m e s t u d e n t s find children usually leave home in ( I t a l y ) ? I f y o u r s t u d e n t s a r e a l l
the exercise difficult, number the paragraphs and help by t h e s a m e n a t i o n a l i t y , use t h e b o a r d t o r e c r e a t e a similar t e x t
g i v i n g , or a s k i n g f o r , t h e n u m b e r o f t h e c o r r e c t paragraph a b o u t a t y p i c a l f a m i l y in t h e i r c o u n t r y .
for each answer.
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
1 two 2 Madrid 3 d o n ' t like 4 one brother 5 O n l y o n e , is write about my f a m i l y .
6 Canada 7 daughter 8 s p o r t s car
Follow-up
3 • F o c u s o n t h e L a n g u a g e n o t e . D r i l l e a c h e x a m p l e as a c l a s s
• Put students in pairs. Tell t h e m t o look back at t h e t e x t in
and individually.
exercise 1 and make a family tree for Luis. (Refer t h e m to
• Focus on t h e table on Student's Book page 106.
lesson 1 7 for a model).
• Ask students to look at the t e x t again and underline the
o b j e c t p r o n o u n s (us, them, her, me, h i m ) . Write these on t h e • P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e f a m i l y trees

b o a r d a n d e l i c i t t h e s u b j e c t p r o n o u n (we, they, she, I, he). they've created.

Resource activity pages 224 and 279

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Students revise have got and learn phrases for making and
TEACHER'S NOTES LESSON 20 responding to suggestions.

Warm-up 3a • F o c u s on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d
a n d u n d e r l i n e t h e m in t h e t e x t .
• Use t h e pictures in l e s s o n 1 2 t o revise t h e s t o r y t o d a t e .
• W r i t e : Why we go for a meal? on t h e board. P o i n t t o
Ask questions a b o u t the characters and the story, e.g. Who
t h e gap a n d ask s t u d e n t s t o s u p p l y t h e missing w o r d .
are the people? Who does Peter fancy? Where is Sarah?
Elicit: don't.
• Ask students to complete the expressions.

1 • Play audio M O I B t o familiarize students w i t h how the story

b • Play audio W M M for students to check their answers.
develops and with the characters' voices.
• Play the audio again while students listen and repeat.
• E l i c i t / T e a c h key phrases and v o c a b u l a r y for each
picture, e.g. don't, Let's, How, idea, but
p i c t u r e 1 : date, need, on my own
p i c t u r e 2 : noodles, chopsticks, wonderful, both 4 • F o c u s o n t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m to
p i c t u r e 3 : auntie, all the time, back in Singapore, important practise t h e c o n v e r s a t i o n , each t a k i n g one part.
picture 4: j o i n , visitor • G i v e s t u d e n t s an o p p o r t u n i t y t o practise all t h r e e roles.
p i c t u r e 5 : nice guy Monitor.
• W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a • A s k one g r o u p t o act o u t t h e story for t h e rest o f t h e class.
class a n d i n d i v i d u a l l y .
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
• Tell s t u d e n t s t o cover t h e t e x t . Ask some questions about
can make and respond to suggestions.
t h e p i c t u r e s to check basic c o m p r e h e n s i o n , e.g.
p i c t u r e 1 : How many people are there? Where are they? Who
Foll.ow-up
is Sarah talking to?
p i c t u r e 2 a n d 3 : Where are Sarah and Jordan? What sort of • P u t s t u d e n t s in pairs. A s k t h e m t o w r i t e a list o f t h i n g s

restaurant is it? What are they doing? What are they eating t o d o , e . g . go to the cinema, go for a meal, etc. Encourage

with? s t u d e n t s t o be i m a g i n a t i v e a n d let t h e m use d i c t i o n a r i e s , or

help with vocabulary, if necessary.
p i c t u r e 4 : Who is talking to Sarah and Jordan? What do you
think Jordan says? What do you think Peter says? • Ask s t u d e n t s t o call o u t t h e i r ideas. Write t h e ideas on t h e
p i c t u r e 5 : Do you think Sarah likes Peter? board. Drill new words and check comprehension.
• F o c u s o n t h e q u e s t i o n Who is a nice guy? Play the audio
• Tell s t u d e n t s t o choose one of t h e ideas from t h e board and
again. Elicit: Peter.
move around making and responding to suggestions using
• Ask questions a b o u t the t e x t to check comprehension, e.g.
the expressions from exercise 3a.
p i c t u r e 1 : What day is it? Has Jordan got a date with Lucy?
Where is Lucy? Who doesn't like her boss? What sort of food
does Jordan want to eat?
R e s o u r c e a c t i v i t y pages 193 and 263
p i c t u r e 2 : Who makes good noodles? Is Sarah from a big
family? Are Sarah's brother and sister married?
p i c t u r e 3 : Is Sarah an aunt? Is Sarah married? Has Sarah got
a boyfriend? Who works with Sarah's father?
p i c t u r e 4 : Who is Peter at the restaurant with?
p i c t u r e 5 : Does Sarah like Peter? Does Jordan think Peter is a
nice guy?

2 • Focus on t h e sentences. W r i t e : hasn't got a date with

Lucy, o n t h e b o a r d . S a y : Read the t e x t . Who hasn't got a date
with Lucy? E l i c i t : Jordan a n d w r i t e this in t h e gap.
• Tell s t u d e n t s t o read t h e t e x t again and w r i t e t h e correct
n a m e s in t h e g a p s .
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
• G o o v e r t h e a n s w e r s as a c l a s s .

1 Jordan 2 Lucy 3 J o r d a n and Sarah 4 Sarah's g r a n d m o t h e r

5 Sarah 6 Sarah's b r o t h e r a n d sister 7 Sarah's parents 8 Peter

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S
Students learn a lexical set of places in a town and www.frenglish.ru
talk about
TEACHER'S NOTES LESSON 21 the area where they live.

Warm-up 4 E x c u s e me. Is t h e park near here?

He w a n t s t h e park.
• Write t e n a n a g r a m s o f places t h a t s t u d e n t s have learned
5 E x c u s e m e . H o w do I g e t t o t h e post office?
i n p r e v i o u s l e s s o n s o n t h e b o a r d , e . g . tcyi ( c i t y ) , cnkas rba
She w a n t s t h e p o s t o f f i c e .
(snack b a r ) , stauerrnta ( r e s t a u r a n t ) , nkba ( b a n k ) , feca ( c a f e ) ,
6 E x c u s e me. H o w do I g e t t o t h e hospital?
ortssp tercne (sports centre), lonsa ( s a l o n ) , bpu ( p u b ) , urchch
He w a n t s t h e h o s p i t a l .
(church), psoh (shop).

• P u t s t u d e n t s in small groups. Tell t h e m t h e t o p i c i.e.

"places". They have t o unscramble the letters to find the • D r a w t w o c o l u m n s o n t h e b o a r d l a b e l l e d yes a n d no. Write
words. f i v e p l a c e s f r o m e x e r c i s e s 1 a n d 2 t h a t y o u r area has g o t in
t h e yes c o l u m n a n d a d d t h e l o c a t i o n , e . g . bus stop (London
• T h e f i r s t g r o u p t o u n s c r a m b l e all o f t h e w o r d s a n d r e w r i t e
Road). W r i t e f i v e p l a c e s t h a t i t h a s n ' t g o t i n t h e no column.
t h e m c o r r e c t l y is t h e w i n n e r .
• Describe o n e place t h a t y o u r area has g o t a n d o n e place
t h a t i t h a s n ' t g o t , e . g . We've got a bus stop. It's in London
1 • Focus on t h e picture. Play audio W B I for students to Road. We haven't got a hospital.
listen and repeat. • P o i n t t o t h e p l a c e s i n t h e yes c o l u m n . A s k : What places has
• D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y . my area got? E l i c i t : You've got (some public t o i l e t s ) . They're
• N o m i n a t e different students to say t h e places, e.g. Say: in (Smith S t r e e t ) , etc. R e p e a t w i t h t h e places y o u r area
What's number 14? E l i c i t : a bus stop. Check pronunciation. h a s n ' t g o t . E l i c i t : You haven't got (a p a r k ) , e t c .
• P u t s t u d e n t s in pairs t o t a k e it in t u r n s t o p o i n t a t d i f f e r e n t • Focus on t h e e x a m p l e sentences. Tell students t o t h i n k
p l a c e s a n d a s k What's this? Monitor. a b o u t t h e area w h e r e t h e y live n o w and w r i t e f i v e places
t h a t t h e i r area has g o t and f i v e places i t hasn't g o t .
2 • Tell s t u d e n t s t o a d d more places in a t o w n t o t h e list ( u s i n g
Monitor.
dictionaries if necessary).
• P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r s e n t e n c e s .
• Ask s t u d e n t s t o call o u t t h e places and w r i t e t h e s e on t h e
• Ask i n d i v i d u a l students t o say a sentence a b o u t their area.
board. Drill new words and check comprehension.
Check pronunciation.
• Focus on t h e L a n g u a g e n o t e . Drill t h e e x a m p l e sentences.
E l i c i t / T e a c h : near here.
Pronunciation
• W r i t e : There's Internet cafe near here. Explain t h a t we
u s e an b e f o r e a v o w e l s o u n d ( a , e, i , o, u ) . 1 • Elicit/Teach: consonant.
• G o t h r o u g h t h e list o f w o r d s . Tell s t u d e n t s t o underline
We usually refer to smaller shops b y t h e job title of t h e examples of /s/ + consonant.
o w n e r , e . g . chemist's, hairdresser's, newsagent's. T h e r e is • Play audio M M for students t o listen and repeat.
a possessive apostrophe after the job title to show we • D r i l l t h e w o r d s as a class a n d i n d i v i d u a l l y . Check
are t a l k i n g a b o u t t h e shop t h a t belongs to t h e chemist, pronunciation.
hairdresser, etc. H o w e v e r , we rarely say 'chemist's shop',
2 • P u t s t u d e n t s in pairs t o p r a c t i s e t h e s e n t e n c e s .
'hairdresser's salon'.
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
3 • Go t h r o u g h t h e definitions. E l i c i t / T e a c h key v o c a b u l a r y , can name places in a town.
\ / e . g . medicine, money, park a car, cross the road.
• W r i t e : You take the train from here, on t h e board. Ask: FoUow-up
What's this place? Elicit: station.
• P u t s t u d e n t s in pairs. Tell t h e m t h a t t h e y are g o i n g t o listen
• P u t s t u d e n t s in pairs t o c o m p l e t e t h e exercise. R e m i n d t h e m
to the definitions you give and t h e n write t h e places.
t h a t t h e r e m a y be m o r e t h a n o n e possible a n s w e r f o r s o m e
of the definitions. • Read o u t a place d e f i n i t i o n f r o m e x e r c i s e 3 . Give pairs

• G o t h r o u g h t h e a n s w e r s as a c l a s s . e n o u g h t i m e t o listen, discuss, and write t h e place before

m o v i n g on t o t h e n e x t d e f i n i t i o n . Pick t h e d e f i n i t i o n s a t
1 a station 2 a chemist's 3 a post office 4 a car p a r k , random.
a street 5 a market 6 a hospital 7 a p e d e s t r i a n crossing
• G o t h r o u g h t h e a n s w e r s as a c l a s s . C h e c k pronunciation.
8 a newsagent's 9 a hairdresser's 1 0 a bus s t o p

4 • Do the example together. Play the first item on audio

R e s o u r c e a c t i v i t y pages 1 9 4 and 2 6 4
1 2 ® . S t u d e n t s h e a r Excuse me. Is there a newsagent's near
here?, say w h a t t h e speaker w a n t s , t h e n listen and repeat.
• Play t h e rest o f t h e audio.

A u d i o script 2 1 . 2
1 E x c u s e me. Is t h e r e a n e w s a g e n t ' s near here?
She w a n t s a n e w s a g e n t ' s .
2 E x c u s e me. H o w do I get t o t h e m a r k e t , please?
He w a n t s t h e m a r k e t .
3 E x c u s e me. Is t h e r e a chemist's near here?
She w a n t s a c h e m i s t ' s .

122
 Students learn and practise there is/are and say what there is in
www.frenglish.ru
TEACHER'S NOTES LESSON 22 a town.

Warm-up • G o t h r o u g h t h e a n s w e r s as a class. A s k d i f f e r e n t s t u d e n t s t o
say one sentence each. Check pronunciation.
• P u t s t u d e n t s in pairs. Give t h e m one m i n u t e t o write down
as m a n y p l a c e s i n a t o w n a s p o s s i b l e . 1 There's 2 There are 3 T h e r e isn't 4 There are t w o
5 There aren't a n y 6 There's 7 There isn't 8 There's
• A s k pairs t o call o u t their w o r d s . Write t h e m on t h e b o a r d
a n d d r i l l as a c l a s s a n d i n d i v i d u a l l y . C h e c k pronunciation.
b • Focus on t h e map. Ask questions a b o u t t h i n g s t h a t
a r e / a r e n ' t o n t h e m a p t o e l i c i t s h o r t a n s w e r s , e . g . Is there a
la • F o c u s o n t h e p i c t u r e s . A s k : Who /What can you see? What do church? Is there a sports centre?

you think the man / woman is saying? • G o t h r o u g h t h e e x a m p l e c o n v e r s a t i o n . D r i l l e a c h l i n e as a

• E l i c i t / T e a c h : town centre, cash machine, over there, petrol class a n d i n d i v i d u a l l y .

station. • Ask t w o s t u d e n t s to read t h e c o n v e r s a t i o n . Check

• Play a u d i o F - f - f f f for s t u d e n t s t o read a n d listen. pronunciation.

• D r i l l e a c h q u e s t i o n a n d a n s w e r as a class a n d individually. • P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e

Check pronunciation. village. Monitor.

b • P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n , each > KwnaTT?^

t a k i n g o n e role. G i v e t h e m an o p p o r t u n i t y t o practise both • Draw a simple map on t h e board o f t h e area a r o u n d t h e
roles. Monitor. school and mark t h e school on it. Elicit t h e names o f t h e
streets and some o f t h e local buildings and write t h e s e on
2 • F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s i n p a r t 1 as a c l a s s
the map.
and individually.
• Go through the cues.
• R e p e a t w i t h t h e e x a m p l e s i n p a r t 2 as a c l a s s a n d
• A s k q u e s t i o n s a b o u t t h e l o c a l a r e a , e . g . Is there a cash
individually. Check pronunciation and focus on intonation,
machine near here? E l i c i t : Yes, there i s . / N o , there isn't. If
w h i c h r i s e s i n yes/no questions.
t h e a n s w e r is yes, ask f o r t h e l o c a t i o n a n d mark this on t h e
• Refer s t u d e n t s t o t h e rules on S t u d e n t ' s B o o k page 106.
map.
• Ask questions a b o u t classroom objects to elicit short
• P u t s t u d e n t s in pairs. Focus on t h e cues a n d t h e m a p on t h e
a n s w e r s , e . g . Are there any computers? Is there a board?
b o a r d . Tell t h e m t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e area
• P u t s t u d e n t s in pairs. A s k t h e m t o m a k e up t w o positive
around the school. Monitor.
a n d t w o n e g a t i v e s e n t e n c e s a b o u t t h i n g s in t h e classroom,
e . g . There's a teacher. There are twelve students. There isn't a • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

telephone. There aren't any computers. can say what there is in a town.

W e u s e There is w i t h s i n g u l a r n o u n s a n d There are with Follow-up

p l u r a l n o u n s . I n s o m e l a n g u a g e s , s u c h as S p a n i s h ,
• C o l l e c t 2 0 p i c t u r e s or f l a s h c a r d s o f t h i n g s t h a t s t u d e n t s have
F r e n c h , P o r t u g u e s e , t h e r e is o n l y o n e f o r m , u s e d with
l e a r n e d , e . g . a man, some women, a football, a supermarket,
b o t h plural and singular nouns.
some shops, some chopsticks. ( I f y o u d o n ' t h a v e access t o
pictures, use a selection of c l a s s r o o m / e v e r y d a y items t h a t
3 • Do t h e e x a m p l e s t o g e t h e r . P l a y t h e f i r s t i t e m on a u d i o students know.)
E 0 - S t u d e n t s h e a r a chemist's, m a k e a q u e s t i o n w i t h Is
• Tell s t u d e n t s y o u are g o i n g t o s h o w t h e m s o m e p i c t u r e s .
there, t h e n listen and repeat. Do the same w i t h t h e second
They have to remember t h e things but t h e y can't write
e x a m p l e a n d Are there.
a n y t h i n g d o w n . Stick t h e pictures on t h e board a n d give
• Play t he rest of t h e audio.
students one minute t o look at t h e m , then remove t h e m .
A u d i o script 22.2
• P u t students in small groups. Give t h e m one m i n u t e t o w r i t e
1 a chemist's
down the things they remember.
Is t h e r e a chemist's near here?
2 a n y shops • G r o u p s t a k e i t i n t u r n s t o s a y There's a/There are some .... If

Are t h e r e a n y shops near here? t h e y guess correctly, t h e y 'win' t h e picture. I f t h e y make a

3 a car park mistake, move to the next group.

is t h e r e a car park near here?

4 any restaurants
A r e t h e r e a n y r e s t a u r a n t s near here? R e s o u r c e a c t i v i t y pages 1 9 5 and 2 6 4
5 a bus s t o p
Is t h e r e a bus s t o p near here?
6 a n y public t o i l e t s
A r e t h e r e a n y public t o i l e t s near here?

4 a • Elicit/Teach: village.
• T e l l s t u d e n t s t o l o o k a t t h e m a p . A s k : What places can you
see? L i s t as m a n y p l a c e s as p o s s i b l e , e . g . church, cafe.
• Write: _ _ a church, on t h e board. Tell s t u d e n t s t o look at
t h e m a p a n d c o m p l e t e t h e s e n t e n c e . E l i c i t : There's. Do the
second example together.
• P u t s t u d e n t s in pairs t o c o m p l e t e t h e exercise.

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 Students learn and practise prepositions of place, andwww.frenglish.ru
describe
TEACHER'S NOTES LESSON 23 their town.

Warm-up • Focus on t h e L a n g u a g e n o t e . Read t h e first e x a m p l e .

W r i t e : There's a bank. It's on the corner, on the board. Elicit
• P l a y a g a m e o f H a n g m a n ( s e e p a g e 1 0 ) t o r e v i s e p l a c e s in / E x p l a i n t h a t It i n t h e s e c o n d s e n t e n c e r e f e r s t o the bank.
t o w n from lessons 2 1 and 22. • R e p e a t w i t h t h e s e c o n d s e n t e n c e t o e l i c i t t h a t they refers t o
some shops.
• W r i t e : 1 There's a hotel. The hotel is called The Angel. 2 There
1 • Focus on t h e pictures. Play audio W B I for students t o
are two bookshops. The bookshops are opposite the bank, on
listen and repeat.
t h e b o a r d . A s k s t u d e n t s t o r e w r i t e t h e s e n t e n c e s u s i n g It or
• D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y .
They. E l i c i t : 1 There's a hotel. It's called The Angel. 2 There
• C h o o s e t h r e e i t e m s t h a t e v e r y s t u d e n t is l i k e l y t o h a v e , e . g .
a pencil, a coin, and a b o o k . Tell s t u d e n t s t o f i n d t h e s e are two bookshops. They're opposite the bank.

items and p u t t h e m on their desk. Give instructions using

t h e p r e p o s i t i o n s o f p l a c e , e . g . Put the pencil on the corner
• Write t h e n a m e o f y o u r t o w n or c i t y on t h e board. S a y : I'm
of the desk, put the book next to the pencil, put the coin
from ( H u l l ) . It's an old ( c i t y ) in the (north) of ( E n g l a n d ) . I f
between the book and the pencil.
p o s s i b l e , u s e a m a p t o s h o w s t u d e n t s w h e r e y o u r t o w n is
• P u t s t u d e n t s in pairs t o practise. a n d p o s t c a r d s / p i c t u r e s t o s h o w t h e m w h a t it's like.
• D r a w a s i m p l e m a p o f y o u r t o w n or c i t y c e n t r e . Tell s t u d e n t s
2 • A s k q u e s t i o n s a b o u t t h e m a p , e . g . Where is the town hall?
t o a s k q u e s t i o n s t o f i n d o u t w h a t ' s t h e r e , e . g . Is there a
What is opposite the hotel?
museum? Is there a market? As y o u answer, mark t h e places
• F o c u s o n t h e b o x . E l i c i t / T e a c h : police station, theatre,
o n y o u r m a p a n d a d d n o t e s , e . g . museum (opposite bank),
museum. D r i l l t h e w o r d s as a class a n d individually.
market (every Tuesday, S a t u r d a y ) .
• Ask s t u d e n t s t o f i n d buildings A and B on t h e map. Tell
• Go through the words and expressions. Use these to talk
t h e m t o listen and name t h e buildings.
a b o u t y o u r t o w n , e . g . There's a museum. It's called the
• Play audio f - t M t w i c e . E l i c i t : A is a museum, B is a post
Maritime Museum and it's opposite the shopping centre.
office.
• P u t s t u d e n t s in pairs. Tell t h e m t o t h i n k a b o u t w h e r e t h e y
Audio script 23.2 l i v e n o w a n d w h a t t h e r e is i n t h e t o w n o r c i t y . T e l l t h e m to
A What's y o u r t o w n like? draw a map of t h e centre and mark different places.
B Well, it's q u i t e o l d . There's a big square in t h e t o w n c e n t r e . • A s k s t u d e n t s a b o u t t h e t o w n o r c i t y , e . g . I s there a museum
It's called T o w n Hall S q u a r e , because t h e t o w n hall is t h e r e . in the centre of (Lviv)? When is the market open? What shops
H e r e , I ' v e g o t a postcard o f t h e square. T h e T o w n Hall is t h e big are there? Where's the police station?
b u i l d i n g at t h e end o f t h e square.
• P o i n t t o t h e words and e x p r e s s i o n s . Tell s t u d e n t s t o use
A Is t h e r e a m a r k e t in t h e square?
t h e m to w r i t e a b o u t t h e t o w n or city. Monitor.
B Y e s , t h e r e is. There's a m a r k e t e v e r y W e d n e s d a y . A n d once a
• A s k i n d i v i d u a l s t u d e n t s t o read o u t their descriptions.
year there's a French m a r k e t , t o o .
A A French market?
B Yes, p e o p l e f r o m France come t o t h e t o w n a n d y o u can b u y English in t h e w o r l d
French cheese and bread a n d t h i n g s like t h a t .
• F o c u s o n t h e s i g n s . D r i l l e a c h i t e m as a class t h e n individually.
A T h a t sounds nice. W h a t are t h e o t h e r b u i l d i n g s in t h e square?
• Tell s t u d e n t s t o w r i t e t h e signs in t h e i r o w n language.
B Well, on o n e side o f t h e square there's a big h o t e l - t h e A n g e l
H o t e l . There's a g o o d r e s t a u r a n t at t h e h o t e l , a n d there's a club • N o m i n a t e a s t u d e n t . A s k : ( A n a ) , how do you say 'No entry' in

in t h e cellar, t o o . We usually go t h e r e on S a t u r d a y n i g h t s . (Thai)? P u t s t u d e n t s in pairs t o practise.

A Uh h u h .
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
B O p p o s i t e t h e h o t e l there's a m u s e u m .
describe my town.
A W h a t kind o f m u s e u m is it?
B O h , t h e r e are p h o t o g r a p h s and t h i n g s a b o u t t h e t o w n t h e r e .
N e x t t o t h e m u s e u m - b e t w e e n t h e m u s e u m a n d t h e t o w n hall
Follow-up
- there's a c a f e . W h e n t h e w e a t h e r ' s nice y o u can sit o u t s i d e in • P r e p a r e a s i m p l e p i c t u r e d i c t a t i o n , e . g . Draw a street. On
f r o n t of it. the corner of the street there's a big bookshop. Next to the
A Where are t h e shops?
bookshop there's a cinema. Between the theatre and the
B O h , w e l l , w h e n y o u leave T o w n Hall S q u a r e , there's a p o s t office
cinema, there's a little newsagent's.
on t h e corner n e x t t o t h e h o t e l . T h e n y o u c o m e i n t o P e n n y
S t r e e t . M o s t o f t h e shops are t h e r e . There are clothes shops, • Dictate the information. Tell students t o listen, and draw
shoe shops, banks - t h e n o r m a l places. It's a p e d e s t r i a n s t r e e t , and label the picture.
so t h e r e aren't a n y cars.
• P u t s t u d e n t s in small groups t o compare their pictures.

3 • G o t h r o u g h t h e q u e s t i o n s . E l i c i t / T e a c h : Town Hall, happen,

f e s t i v a l , cellar, club, clothes. Write new words on t h e board R e S O U T C e a c t i v i t y pages 1 9 6 and 265
and drill t h e m .
• Focus on q u e s t i o n 1 . Tell s t u d e n t s t o listen again a n d tick
t h e c o r r e c t a n s w e r . P l a y t h e a u d i o a g a i n ( t o at the end of
the square). E l i c i t : b - Town Hall Square.
• Tell s t u d e n t s t o listen and answer t h e questions. Play t h e
rest of t h e audio t w i c e .
• Go over the answers. If necessary play t h e audio again,
stopping after each answer.

l b 2a 3b 4 b 5a 6b

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TEACHER'S NOTES LESSON 24 Students learn and practise expressions for giving directions.

Warm-up Audio script 24.3

1 Woman Excuse me. H o w do I g e t t o T h e T r a n s p o r t M u s e u m ,
• Play a game o f Categories t o revise v o c a b u l a r y from previous
please?
l e s s o n s : places, months, days of the week, food and d r i n k ,
Man T h e T r a n s p o r t Museum? Yes. G o d o w n here. Take t h e
countries, n a t i o n a l i t i e s , free-time a c t i v i t i e s , daily a c t i v i t i e s .
second t u r n i n g on t h e r i g h t , and it's on t h e r i g h t
• P u t students in small t e a m s . Say a topic. Teams have one opposite the station.
Woman Thank you very much.
m i n u t e t o w r i t e d o w n as m a n y w o r d s as p o s s i b l e f o r t h a t
topic. Woman E x c u s e me. H o w do I g e t t o Black's R e s t a u r a n t ,
please?
• A t t h e end o f each round compare how m a n y words each Man Black's R e s t a u r a n t ? Yes. Turn l e f t here. G o p a s t t h e
t e a m has. A s k t h e t e a m w i t h t h e m o s t words t o call t h e m p o s t office and it's t h e r e on t h e l e f t . It's b e t w e e n
o u t . I f t h e y are alt c o r r e c t , t h a t t e a m w i n s t h e p o i n t f o r t h a t t h e post office a n d a b a n k .
round. If t h e y make a mistake, award a point to the other Woman Thank you very much.
teams.
Remind students t h a t w h e n we give directions we usually
use h a n d gestures t o help t h e o t h e r person u n d e r s t a n d , e.g.
la • Tell s t u d e n t s t o cover t h e first t e x t . Ask q u e s t i o n s about p o i n t i n g , m o v i n g o u r h a n d s t o t h e l e f t or r i g h t , e t c . When
t h e p i c t u r e , e . g . Who can you see? Where are they? What can s o m e o n e g i v e s us d i r e c t i o n s w e a l s o o f t e n r e p e a t t h e m back
you see? Repeat with the second picture. t o check we understand.
• E l i c i t / T e a c h : t r a f f i c l i g h t s , turn r i g h t , on the l e f t , go down,
Focus on t h e first set of directions. Ask a student to come
t u r n i n g , go past.
t o t h e f r o n t o f t h e class. A c t o u t t h e c o n v e r s a t i o n together.
• Focus on t h e conversations. Play audio t C T l for students Ask t w o more students to act out a conversation using the
t o read a n d listen. second set of directions. Check pronunciation.
• Ask questions about the first t e x t to check comprehension,
e . g . Where does the woman want to go? Where does she turn Your life
right? Is the hotel on the left or the right? G o t h r o u g h t h e list o f places. D r a w a s i m p l e m a p o f
t h e local area on t h e board (or make o n e u p ) . Mark t h e
b • N o m i n a t e t w o s t u d e n t s t o read o u t t h e first conversation. s c h o o l a n d t h e s i x p l a c e s ( p a r k , post o f f i c e , bus s t a t i o n ,
Check pronunciation. newsagent's, petrol s t a t i o n , chemist's) on the map.
• P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n . Give P u t s t u d e n t s in pairs t o w r i t e d i r e c t i o n s f r o m t h e s c h o o l t o
t h e m an o p p o r t u n i t y t o p r a c t i s e b o t h roles. Monitor. the park.
• Repeat with the second conversation.
N o m i n a t e a pair of s t u d e n t s t o give directions t o t h e park.
Use t h e map on t h e board t o follow their directions.
2a • Focus on t h e E v e r y d a y e x p r e s s i o n s and t h e diagrams. Point
Focus on t h e list o f places. Tell s t u d e n t s t o w r i t e directions
t o t h e d i a g r a m s . A s k : Which diagram is 'take the f i r s t turning
from t h e school t o these places. Monitor.
on the right'? E l i c i t : a.
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r directions.
• Tell s t u d e n t s t o match t h e expressions and t h e diagrams.
N o m i n a t e i n d i v i d u a l s t u d e n t s t o read t h e i r d i r e c t i o n s .
P u t t h e m in pairs t o c o m p a r e t h e i r answers.
Use t h e m a p t o check t h e y have i n c l u d e d all necessary
b • Play audio M W for s t u d e n t s t o listen and check. information.
• Play the audio again while students listen and repeat. Go through the example conversation. Nominate two
• D r i l l e a c h e x p r e s s i o n as a class a n d i n d i v i d u a l l y . students to act o u t giving directions to the park. Encourage
t h e m t o use gestures a n d t o r e p e a t t h e directions back t o
a Take t h e first t u r n i n g on t h e r i g h t , b Turn l e f t , c Go down
the person giving them.
here, d Take t h e second t u r n i n g on t h e l e f t , e Turn r i g h t ,
P u t s t u d e n t s in pairs. P o i n t t o t h e list o f places a n d t e l l
f It's on t h e r i g h t , g Go p a s t . . . h It's on t h e l e f t .
t h e m to make conversations for each place. Monitor.

• Tell students t o cover t h e expressions. N o m i n a t e a s t u d e n t . N o m i n a t e pairs o f s t u d e n t s t o act o u t o n e o f t h e

A s k : What's 'h'? E l i c i t : It's on the l e f t . R e p e a t w i t h different conversations. Check pronunciation.

diagrams. F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

• P u t s t u d e n t s in pairs t o practise. can ask for and give directions.

3 • Elicit/Teach: transport.
Follow-up
• Read through t h e first set of directions.
• Tell s t u d e n t s t o listen and c o m p l e t e t h e directions. Play t h e • Play S e n t e n c e H a n g m a n (see page 1 0 ) . Choose o n e o f t h e
first part of audio twice. sets o f directions from e x e r c i s e 3. N u m b e r t h e words on
• Repeat with the second set of directions. y o u r c o p y . W r i t e o u t t h e w o r d s as a s e r i e s o f g a p s a n d a d d
• G o t h r o u g h t h e a n s w e r s as a class. t h e p u n c t u a t i o n . Write t h e n a m e o f t h e place in t h e correct
position, e.g Transport ? _
1 1 right 2 right
2 1 left 2 left 3 bank
R e s o u r c e a c t i v i t y pages 1 9 7 and 265

R e v i e w s a n d W o r d l i s t s Lessons 1 7 - 2 4
S t u d e n t ' s B o o k pages 8 7 - 8 8

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 Students learn a lexical set of rooms and furniture and describe
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TEACHER'S NOTES LESSON 2 5 their home.

Warm-up 5 A Is t h a t y o u r mobile?
B Where?
• E l i c i t t h e names o f places in y o u r s c h o o l / c o l l e g e , e . g . reception,
A T h e r e , on t h e t a b l e .
the staff room, men's toilets, the l i b r a r y , the computer room.
B O h , y e s , i t is. T h a n k s .
• P u t s t u d e n t s in t e a m s . Use expressions from l e s s o n 2 4 t o 6 A Where's my bag?
give directions t o one of the places. The first t e a m to guess B I don't know. Sorry.
t h e place wins a p o i n t . A O h , it's all r i g h t . I ' v e g o t i t . It's here, b e h i n d t h e c u r t a i n .

A s k : Where are the sandwiches? E l i c i t : The sandwiches are in

1 • Elicit/Teach: apartment, flat,furniture. the f r i d g e , a n d w r i t e t h i s o n t h e b o a r d . C h e c k pronunciation.
• G o t h r o u g h t h e r o o m s i n t h e p i c t u r e . D r i l l e a c h w o r d as a Point to the table and tell students to write sentences for
class a n d i n d i v i d u a l l y . each thing. Monitor.
• F o c u s on t h e i t e m s in each r o o m . Play a u d i o f 4 . H l for G o t h r o u g h t h e a n s w e r s as a c l a s s .
s t u d e n t s t o listen and repeat.
• D r i l l e a c h i t e m as a class a n d individually. 1 T h e sandwiches are in t h e f r i d g e . 2 T h e newspaper is in f r o n t
• P u t s t u d e n t s in pairs t o p r a c t i s e . o f t h e TV. 3 T h e c o f f e e is in t h e c u p b o a r d . 4 T h e keys are under
t h e chair. 5 T h e mobile is on t h e t a b l e . 6 T h e bag is b e h i n d t h e
2 • P o i n t t o t h e o t h e r i t e m s i n t h e p i c t u r e . E l i c i t : bed, table, curtain.
chair, picture, TV, shower, bath, t o i l e t .
• A s k s t u d e n t s t o call o u t o t h e r f u r n i t u r e or p a r t s o f t h e Y o u r life
house t h e y k n o w . Write new words on t h e board. Drill each • Draw a simple plan of y o u r h o m e on t h e board. L a b e l t h e
o n e as a c l a s s a n d i n d i v i d u a l l y . C h e c k comprehension. r o o m s . Tell s t u d e n t s t o ask y o u q u e s t i o n s t o f i n d o u t w h a t ' s
i n e a c h r o o m , e . g . Have you got a sofa? Is there a shower? If
Vocabulary differences between US and British English
t h e a n s w e r is y e s , d r a w t h e i t e m i n t h e a p p r o p r i a t e room.
can be confusing for students. Some examples in this
• Tell students t o draw a plan o f their h o m e and write what's
t o p i c a r e a i n c l u d e : cooker (US = range / stove), bath (US =
in each room.
t u b ) , sofa (US = couch), washbasin (US = handbasin).
• N o m i n a t e a s t u d e n t . A s k : What's in your (kitchen)? Elicit: In
our ( k i t c h e n ) , there's (a cooker and a washing machine). Ask
3 • Tell s t u d e n t s t o look at t h e p i c t u r e in e x e r c i s e 1 f o r o n e
d i f f e r e n t s t u d e n t s t o d e s c r i b e r o o m s in t h e i r h o u s e .
m i n u t e and r e m e m b e r w h e r e t h i n g s are.
• Ask students to cover the picture. Nominate a student.
A s k : Where's the fridge? E l i c i t : in the kitchen. Say items at Pronunciation
random, eliciting the rooms. a • Explain t h a t sometimes the sound of a letter changes when
• P u t s t u d e n t s i n A / B p a i r s . S a y : Student A cover the picture. i t ' s u s e d i n d i f f e r e n t w o r d s . W r i t e : p a i n t , t r a i n , chair, wait
Student B ask questions. After t w o minutes tell students to o n t h e b o a r d . S a y t h e w o r d s . A s k : Which word has a different
c h a n g e roles. Monitor. sound? E l i c i t : chair. E x p l a i n t h i s is t h e ' o d d o n e o u t '
b e c a u s e t h e ' a i ' s o u n d is d i f f e r e n t , a n d c i r c l e i t .
• Focus on t h e L a n g u a g e n o t e . Drill each preposition o f place
as a class t h e n individually. • P u t s t u d e n t s in pairs. Tell t h e m t o say t h e w o r d s a n d circle

• H o l d y o u r b o o k u p . P u t i t o n y o u r d e s k . A s k : Where's my the odd one out.

book? E l i c i t : It's on your desk. Move your book around to

b • Play audio K f c l K l for s t u d e n t s t o listen and check.
e l i c i t s e n t e n c e s w i t h i n , under, behind, in front of.
• Play the audio again for s t u d e n t s t o listen and repeat.

4a • G o t h r o u g h t h e list o f t h i n g s and places. • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

• P o i n t t o t h e t a b l e . Tell s t u d e n t s t o listen and m a t c h t h e can talk about f u r n i t u r e and parts of a house.
sandwiches w i t h t h e places. Play t h e first conversation on
a u d i o H 0 E J t w i c e . E l i c i t : g - in the f r i d g e . Follow-up
• Play t h e rest o f t h e a u d i o .
• P u t s t u d e n t s in A / B pairs.
• Go t h r o u g h t h e answers together.
• T e l l A s t u d e n t s t h e y h a v e a cup, a book, an eraser. Tell B
l g 2b 3d 4e 5 h 6 f s t u d e n t s t h e y h a v e an apple, a pen, a shoe. Tell students"
t o d r a w t h e i r i t e m s in t h e p i c t u r e in e x e r c i s e 1 (without
A u d i o script 25.2 l e t t i n g t h e i r p a r t n e r see w h e r e ) .
1 A H a v e y o u g o t t h e sandwiches?
• S t u d e n t s take it in turns t o describe where their items are,
B N o , I h a v e n ' t . T h e y ' r e in t h e f r i d g e .
e . g . The pen is in the bedroom under the bed. Their partner
A OK.
draws the item on h i s / h e r picture. A t the end, students
2 A Where's t h e newspaper?
compare their pictures.
B I t h i n k it's in t h e living r o o m .
A Oh y e s . Here i t is in f r o n t o f t h e T V . T h a n k s .
3 A
B
Have you got any coffee?
Yes, it's in t h e c u p b o a r d .
Resource activity pages 204 and 269
A Which c u p b o a r d ?
B O h , t h e c u p b o a r d n e x t t o t h e dishwasher.
A OK. Thanks.
4 A Where are my keys?
B T h e y ' r e over t h e r e .
A Where? «i
B T h e r e , u n d e r t h e chair.

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 Students learn and practise present continuous statements and
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~ TEACHER'S NOTES LESSON 26 questions.
• Nominate individual students. Ask questions about the things
Warm-up
h a p p e n i n g i n t h e c l a s s r o o m , e . g . Are you learning Russian?
• Make a Word S n a k e (see p a g e 1 1 ) o f verbs w h i c h a p p e a r in Is Simone eating? Are we sitting in a classroom? Are Tomas and
lesson 26 e.g. sitpaintplayhaverunworkgowatchstudyreadswim. Elena talking? Elicit positive and negative short answers.

• When students have unscrambled the word snake, put t h e m

5 • Do t h e e x a m p l e s t o g e t h e r . Play t h e first i t e m on audio F-MM.
in t w o t e a m s . Teams t a k e i t in t u r n s t o make up a s e n t e n c e
S t u d e n t s h e a r She's watching TV, m a k e a q u e s t i o n , t h e n l i s t e n
w i t h v e r b s f r o m t h e w o r d s n a k e , e . g . You sit on a chair, I go
and repeat. Do the same w i t h the second example.
to work. Teams win a point for each correct sentence.
• Play t h e rest of t h e audio.

Audio script 26.2

la • E l i c i t / T e a c h : make, f o l l o w , instructions, easy, piece, put.
1 She's w a t c h i n g T V .
• A s k q u e s t i o n s a b o u t t h e p i c t u r e s , e . g . Who can you see?
Is she w a t c h i n g TV?
Where are they? What's Ryan doing?
2 They're having lunch.
• Play audio F - M t l for s t u d e n t s t o read and listen.
Are t h e y h a v i n g lunch?
• A s k q u e s t i o n s a b o u t t h e t e x t , e . g . What day is it? Is Ryan
3 You're w o r k i n g t o d a y .
making coffee? Who's talking to Ryan? What is Ryan making?
Are y o u w o r k i n g t o d a y ?
Is he following the instructions? Is it d i f f i c u l t ? What's wrong
4 He's p l a y i n g f o o t b a l l .
with the desk?
Is he p l a y i n g f o o t b a l l ?
• D r i l l e a c h s e n t e n c e as a c l a s s a n d i n d i v i d u a l l y . Check
5 You're l i s t e n i n g t o t h e radio.
pronunciation. Are y o u l i s t e n i n g t o t h e radio?
6 She's g o i n g t o t h e g y m .
b • Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n . Check
Is she g o i n g t o t h e g y m ?
pronunciation.
• P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n . Monitor.
6 • W r i t e : R y a n / m a k e / a desk o n t h e b o a r d . S a y : Make a
Generally students have problems w i t h the present question. E l i c i t : Is Ryan making a desk? Tell students t o
c o n t i n u o u s because it isn't used i n t h e same w a y i n t h e i r r e a d t h e t e x t i n e x e r c i s e 1 a g a i n . A s k : Is Ryan making a
o w n language. For example, speakers of languages such desk? E l i c i t : Yes, he is.
as G e r m a n , w h i c h d o e s n ' t h a v e a p r e s e n t c o n t i n u o u s , will • Focus on t h e cues. P u t s t u d e n t s in pairs t o make t h e
o f t e n forget to use it. conversations.
• G o t h r o u g h t h e c o n v e r s a t i o n s as a c l a s s . A s k p a i r s o f s t u d e n t s
2 • R e a d t h r o u g h t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d t o read o n e c o n v e r s a t i o n each. Check pronunciation.
i n d i v i d u a l l y . C h e c k p r o n u n c i a t i o n o f ing ( / i g / n o t / i r j g / )
1 Is Ryan m a k i n g a desk? Yes, he is. 2 Is C i n d y h e l p i n g him? N o ,
• Focus on t h e table on Student's Book page 106.
she isn't. 3 Is she m a k i n g c o f f e e ? Yes, she is. 4 A r e Peter a n d
• Write t w o true sentences about yourself on the board, e.g. L u c y h e l p i n g Ryan? N o , t h e y a r e n ' t . 5 A r e t h e y w a t c h i n g him?
I'm working. I'm not teaching French. Y e s , t h e y are. 6 Is J o r d a n w o r k i n g t o d a y ? Y e s , he is.
• Tell s t u d e n t s t o w r i t e t w o sentences a b o u t t h e m s e l v e s .
N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o u t t h e i r s e n t e n c e s .
7 wmm
3a • Go t h r o u g h t h e sentences. E l i c i t / T e a c h key v o c a b u l a r y , e.g. • U s e t h e cues t o ask s t u d e n t s w h a t t h e y are d o i n g a t t h e

have a rest. m o m e n t , e . g . Are you studying E n g l i s h , (Paola)? Are you

• W r i t e : We in the garden, (sit) on t h e board. P o i n t t o having a rest, (Chen)? E l i c i t : Yes, I a m . / N o , I'm not.

t h e v e r b . A s k : What is this in the present continuous? Elicit: • Tell s t u d e n t s t o w r i t e q u e s t i o n s using t h e cues.

are/'re sitting and complete t h e sentence on t h e board. • G o t h r o u g h t h e q u e s t i o n s as a class. I f n e c e s s a r y , d r i l l e a c h

• P u t s t u d e n t s in pairs a n d t e l l t h e m t o c o m p l e t e t h e o n e as a c l a s s a n d i n d i v i d u a l l y .

sentences with the present continuous. Monitor. • P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s . Monitor.

• G o t h r o u g h t h e a n s w e r s as a class. W r i t e t h e v e r b s o n t h e • A s k d i f f e r e n t s t u d e n t s a b o u t t h e i r p a r t n e r , e . g . Is (Chen)

b o a r d so s t u d e n t s c a n c h e c k t h e i r a n s w e r s . having a rest?

• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
1 're s i t t i n g 2 'm h a v i n g 3 're r u n n i n g 4 's w o r k i n g
can talk about what people are doing.
5 're p l a y i n g 6 're t r a v e l l i n g 7 's p a i n t i n g 8 're g o i n g

Follow-up
b • W r i t e : We're sitting in the garden, on t h e board. Elicit t h e
n e g a t i v e f o r m : We aren't sitting in the garden. • Elicit f r e e - t i m e a c t i v i t i e s (see l e s s o n 1 3 ) and w r i t e t h e s e on
• P u t s t u d e n t s in pairs. P o i n t t o t h e s e n t e n c e s in e x e r c i s e the board.
3 a . S a y : Make the sentences negative. Monitor.
• Ask a student to come to the front. Explain that h e / s h e has
• G o t h r o u g h t h e a n s w e r s as a class. t o m i m e an a c t i v i t y for 1 5 s e c o n d s a n d t h e rest o f t h e class
has t o guess w h a t h e / s h e ' s doing.
1 aren't s i t t i n g 2 'm n o t h a v i n g 3 aren't r u n n i n g
4 isn't w o r k i n g 5 aren't p l a y i n g 6 aren't t r a v e l l i n g • When the students have guessed the first activity, ask
7 isn't p a i n t i n g 8 aren't g o i n g another student to come to the front.

Resource activity pages 226 and 280

4 • R e a d t h r o u g h t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d
individually.
• Focus on t h e table on Student's B o o k page 107.

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 Students revise the present continuous by readingwww.frenglish.ru
a commentary
LESSON 27 and then describe their ideal room.

Warm-up 1 A t 9 . 1 5 he's t a k i n g f u r n i t u r e o u t o f t h e b e d r o o m .
2 A t 1 0 . 3 0 he's h a v i n g a rest.
• Write different items of furniture and different parts of a
3 A t 1 2 . 3 0 he's p a i n t i n g t h e w a l l s .
house (see l e s s o n 2 5 ) on pieces o f paper.
4 A t 3 . 1 5 he's p u t t i n g up t h e new c u r t a i n s .
• Prepare one piece o f paper per s t u d e n t . Ask t h e m t o look at
5 A t 4 . 0 0 he's p u t t i n g t h e f u r n i t u r e in t h e r o o m .
their word and write a definition. Monitor, helping where
6 A t 4 . 1 5 he's w a i t i n g f o r Tessa and Phil.
necessary.

• P u t s t u d e n t s in t w o t e a m s . M e m b e r s o f e a c h t e a m t a k e i t in 4 I f l W W f l l
turns to read o u t their definitions. I f t h e other team guesses • W r i t e : In my ideal room, there's on the board. Ask
correctly, t h e y get a point. s t u d e n t s t o g i v e e x a m p l e s o f f u r n i t u r e , e . g . a bed, a table, a
big wardrobe. Go through the t e x t eliciting several examples
to complete each sentence. Help w i t h vocabulary where
1 • Focus on t h e pictures. Ask questions a b o u t t h e people,
necessary.
e . g . What can you see? Who do you think the people in the
• Tell s t u d e n t s t o f o l l o w t h e p a t t e r n and w r i t e a b o u t t h e i r
pictures are? Who lives in the house? Encourage students to
ideal room. Monitor.
make guesses a b o u t t h e people.
• P u t s t u d e n t s i n p a i r s . S a y : Describe your ideal room.
• Read t h e t i t l e 'A R o o m in a Day'. A s k s t u d e n t s w h a t t h e y
• N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o u t their descriptions.
t h i n k t h e t e x t is a b o u t .
Check pronunciation.
• Play audio f J B t w i c e w h i l e s t u d e n t s read t h e t e x t . Ask:
Who are the people in the pictures?
• Go through the answers together. English in the world
• E l i c i t / T e a c h : makeover programme, popular, expert, problem,
R u p e r t B u x t o n - J o n e s (a T V p r e s e n t e r ) , Tessa a n d Phil B r o w n .
decorate, change, d i e t , style of clothes.
• R e a d t h r o u g h t h e t e x t as a class. A s k q u e s t i o n s a b o u t t h e t e x t
• E l i c i t / T e a c h key v o c a b u l a r y for each paragraph, e.g.
t o c h e c k c o m p r e h e n s i o n , e . g . What's a makeover programme?
p a r a g r a p h 1 : TV presenter
Where are makeover programmes popular?
p a r a g r a p h 2 : take out, take down
• Ask students to think of reasons w h y people w a n t t o go on
paragraph 3: ceiling
makeover programmes.
p a r a g r a p h 4 : w a l l , f a v o u r i t e , colour, blue, put together
• Tell students t o rank t h e e x a m p l e makeover programmes 1-3,
p a r a g r a p h 5 : t e x t , get on, put up
w i t h t h e p r o g r a m m e t h e y w o u l d m o s t l i k e t o g o o n as n u m b e r 1 .
p a r a g r a p h 6 : keep, bedside table
• P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r r a n k i n g s .
p a r a g r a p h 7 : outside, upstairs, believe, surprise
• Play t h e audio again while s t u d e n t s read and listen. • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
• Ask questions a b o u t t h e t e x t to check comprehension, describe a room.
e . g . What day is it? Who are Marina and Andy? Who's going
to London? What are Rupert and Andy taking out of the Follow-up _
bedroom? * M a k e t h e f o l l o w i n g c h a n g e s t o t h e t e x t 'A R o o m in a D a y ' :
p a r a g r a p h 1 : Thursday —> Tuesday, London —> Paris
2 • Tell s t u d e n t s t o read t h e first p a r a g r a p h a g a i n . Read t h e
p a r a g r a p h 2 : f u r n i t u r e —> things
f i r s t s t a t e m e n t . A s k : Is it true or false? Elicit: true.
p a r a g r a p h 3 : 10.30 10.45, coffee -h> tea
• Read t h r o u g h t h e s t a t e m e n t s . P u t s t u d e n t s in pairs t o
p a r a g r a p h 4 : blue —> red
complete the exercise.
p a r a g r a p h 5 : train —> bus, curtains —> pictures
• G o t h r o u g h t h e a n s w e r s as a c l a s s . I f s o m e s t u d e n t s f i n d
p a r a g r a p h 6 : big —> small
t h e exercise difficult, number t h e paragraphs and help by
p a r a g r a p h 7 : car —»taxi
g i v i n g , or asking for, t h e n u m b e r o f t h e correct paragraph
for each answer. ' Tell s t u d e n t s y o u are g o i n g t o read t h e t e x t w i t h ten
changes. Tell t h e m to read and make t h e changes.
I T 2 F 3 F 4 T 5 F 6 F
• G o t h r o u g h as a class.

• Tell s t u d e n t s t o l o o k a t t h e f a l s e s t a t e m e n t s ( 2 , 3 , 5, a n d
6 ) . W r i t e : He lives in the house, on t h e board. Ask s t u d e n t s
t o c o r r e c t t h e s t a t e m e n t . E l i c i t : He doesn't live in the
R e s o u r c e a c t i v i t y pages 200 and 2 6 7
house. / Phil and Tessa live in the house.
• P u t s t u d e n t s in p a i r s . P o i n t t o s t a t e m e n t s 3, 5, a n d 6 a n d
tell students t o make these into true statements.
• G o t h r o u g h t h e a n s w e r s as a c l a s s .

3 Tessa w a n t s a new b e d r o o m . 5 T h e y ' r e k e e p i n g t h e old b e d .

6 Tessa likes t h e n e w b e d r o o m .

3 • Focus on t h e list o f t i m e s . Elicit each o n e , nine

f i f t e e n / quarter past nine, ten t h i r t y / half past ten, etc.
• T e l l s t u d e n t s t o r e a d t h e t e x t a g a i n . A s k : It's 9.15. What is
Rupert doing? E l i c i t : He's taking f u r n i t u r e out of the bedroom.
• P u t s t u d e n t s in pairs. P o i n t t o t h e list o f t i m e s . Tell t h e m to
r e a d t h e t e x t a n d w r i t e w h a t R u p e r t is d o i n g a t t h e s e t i m e s .
• G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s
t o say one sentence each. Check pronunciation.

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 Students revise have got and learn phrases for making and
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TEACHER'S NOTES LESSON 28 responding to suggestions.

Warm-up 2 • F o c u s o n t h e q u e s t i o n s . S a y : Read the t e x t . Why is Jordan

going to the DIY store? E l i c i t : To buy some paint.
• U s e t h e p i c t u r e s in l e s s o n 2 0 t o revise t h e s t o r y t o d a t e .
• S a y : Read the text again and answer the questions.
Ask questions a b o u t the characters and the story, e.g. Who
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
is Sarah talking to? Who is Jordan's g i r l f r i e n d ? Why isn't he
• G o o v e r t h e a n s w e r s as a c l a s s .
with her? Who goes for a meal with Jordan? What sort of a
restaurant are they in? Who do they meet at the restaurant? 1 To buy some p a i n t . 2 They're helping J o r d a n . 3 She's w r i t i n g
Who does Peter fancy? her CV. 4 Raj. 5 O n e o f his c u s t o m e r s has g o t a c o m p u t e r
problem. 6 Saturday.

1 • Play audio f - M K t o familiarize students w i t h how t h e story

3a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d
develops and w i t h the characters' voices.
and underline t h e m in t h e t e x t .
• E l i c i t / T e a c h key phrases and v o c a b u l a r y for each picture,
• W r i t e : Would you some help? on t h e board. Point t o t h e
e.g.
g a p and ask s t u d e n t s t o s u p p l y t h e missing w o r d .
p i c t u r e 1 : van, D I Y , store, decorate, help
E l i c i t : like.
p i c t u r e 2 : hold, CV, look for a j o b , give someone a hand
• Ask students to complete the expressions.
p i c t u r e 3 : annoyed, doing something
p i c t u r e 4 : jacket, customer, hotel, emergency, on c a l l , b • Play audio K ' . W M for s t u d e n t s t o listen and check.
weekend • Play the audio again while students listen and repeat.
p i c t u r e 5 : drive away, just
like, h a n d , be, a
• W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a c l a s s a n d
individually.
4 • F o c u s on t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m to
• Tell s t u d e n t s t o cover the t e x t . Ask some questions about
practise t h e conversation, each taking one part.
t h e p i c t u r e s t o check basic c o m p r e h e n s i o n , e.g.
• G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e all t h r e e roles.
p i c t u r e 1 : How many people are there? Where are they? What
Monitor.
is Jordan doing?
• Ask one g r o u p t o a c t o u t t h e story for t h e rest o f t h e class.
p i c t u r e 2 : Where's Peter? Who is he with? What are they
doing? • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
p i c t u r e 3 : Who is talking on the phone? Does he look happy? can make offers and accept help.
p i c t u r e 4 : What is Jordan doing? Are Sarah and Peter going
with him? Follow-up
p i c t u r e 5 : Where is Jordan? Where are Sarah and Peter? Do
• Write o u t phrases from L e s s o n s 2 5 to 2 8 on a large piece o f
Peter and Sarah look happy? Why?
p a p e r , e . g . Would you like some help? Let me give you a hand.
• F o c u s o n t h e q u e s t i o n . Why are the people at Jordan's flat?
That would be great. Thanks a lot. I don't believe i t . What a
P l a y t h e a u d i o a g a i n . E l i c i t : They're helping him to decorate/
surprise. I'm doing something. That's very good. What's this
paint it.
for?
• Ask questions about the t e x t to check comprehension, e.g.
p i c t u r e 1 : Is Jordan going to work? Where is he going? Is he • C u t t h e p a p e r u p s o t h a t t h e r e is o n e h a l f o f a p h r a s e o n

decorating his bedroom? Is Sarah busy today? each piece of paper.

p i c t u r e 2 : Why does Lucy need a CV? What are Jordan and • Mix up t h e pieces o f paper. Give one piece t o each s t u d e n t
Peter doing at the moment? Whose phone rings? and tell them to find the other half of their phrase.
p i c t u r e 3 : Who is Jordan speaking to?
• W h e n t h e s t u d e n t s have f o u n d b o t h halves of their phrase,
p i c t u r e 4 : Who has a problem with their computers? Why is he
ask t h e m t o read it o u t .
working on Saturday?
p i c t u r e 5 : Are Sarah and Peter alone?

R e s o u r c e a c t i v i t y pages 2 0 1 and 2 6 7

122
 Students learn a lexical set of months and dates and practise
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~ TEACHER'S NOTES LESSON 29 giving dates.

Warm-up A When's J o h n ' s b i r t h d a y ?

B It's in F e b r u a r y , b u t I d o n ' t k n o w t h e d a t e .
P r e p a r e s i x How many q u e s t i o n s , e . g . How many ... days
A H a v e y o u g o t a d a t e f o r y o u r i n t e r v i e w , Kelly?
contain the letter's'? students are there in this class? minutes
B Yes, I h a v e . It's on t h e t h i r t y - f i r s t o f A u g u s t .
are there in an hour? countries are there in Africa? hours are
there in a week? cents are there in a dollar?
b • A s k : When is the meeting? E l i c i t : The meeting is on the
• P u t s t u d e n t s in teams. Ask t h e first q u e s t i o n . The first t e a m sixteenth of A p r i l . G o t h r o u g h t h e l i s t o f e v e n t s . Encourage
t o write t h e correct answer on t h e board wins a p o i n t . s t u d e n t s t o say c o m p l e t e sentences.
• P u t s t u d e n t s in pairs t o practise asking and answering

4 EJUS
about the events. Monitor.
1 • E l i c i t / T e a c h : month, year, date.
• Focus on t h e pictures. Play audio M - ' j i l for students t o
listen and repeat. • Write t h e f o l l o w i n g dates (at r a n d o m ) on t h e board: today's
• D r i l l e a c h i t e m as a c l a s s a n d individually. date, n e x t Tuesday's date, t h e date o f t h e n e x t school
• G o r o u n d t h e class e l i c i t i n g m o n t h s in order. h o l i d a y . A d d s o m e d a t e s t h a t are i m p o r t a n t t o y o u , e . g . y o u r
• P u t s t u d e n t s in pairs t o t a k e it in t u r n s t o say t h e months. birthday, your parents' wedding anniversary.
Monitor. • P o i n t t o t h e b o a r d . A s k : What's today's date? Elicit the date.
• A s k q u e s t i o n s t o e l i c i t m o n t h s , e . g . What month starts with R e p e a t w i t h next Tuesday's date / our next holiday.
a J and ends with an 'e'? What month is before June and • G o t h r o u g h t h e r e m a i n i n g d a t e s a n d e x p l a i n w h y t h e y are
after May? What's the fourth month? i m p o r t a n t , e . g . The fourteenth of November is my wedding
anniversary. The tenth of July is my b i r t h d a y .
Students often have problems spelling the m o n t h s of
• Focus on t h e questions.
t h e y e a r , e s p e c i a l l y t h o s e w h i c h are v e r y close t o the
• D r i l l e a c h q u e s t i o n as a class a n d i n d i v i d u a l l y . Check
students' o w n languages. For example, in G e r m a n and
i n t o n a t i o n ( t h i s f a l l s i n a wh- q u e s t i o n ) . S a y : Write answers
S w e d i s h o f t e n o n l y one or t w o letters are d i f f e r e n t .
for each question.
• P u t s t u d e n t s i n p a i r s . P o i n t t o t h e q u e s t i o n s . S a y : Ask and
• Focus on part 1 o f t h e L a n g u a g e n o t e . W r i t e : december,
answer the questions. Monitor.
august, january o n t h e b o a r d . E l i c i t t h a t t h e r e is n o c a p i t a L
• N o m i n a t e i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r
l e t t e r a n d ask i n d i v i d u a l s t u d e n t s t o c o r r e c t t h e m .
p a r t n e r . A s k : What dates are important for (Ahmed)?
• Go t h r o u g h part 2. Drill t h e e x a m p l e . D i c t a t e three dates for
students to write down. Ask individual students to come to
the board and write the dates. English in the world
• R e a d t h r o u g h p a r t 3. D r i l l t h e e x a m p l e s . W r i t e : John's • E l i c i t / T e a c h : national celebration, New Year, Valentine's Day,
birthday is December. John's birthday is 21st March. May Day, Christmas, saint, independence.
E l i c i t t h e m i s s i n g w o r d s ( i n , on t h e ) . • Read t h e first part o f t h e t e x t . A s k if students celebrate
these days.
2a • Write: f i r s t , second, t h i r d , f o u r t h , f i f t h on the board. Elicit
• Go through the next part of the text. Ask questions, e.g.
each number. Check pronunciation.
When is American Independence Day?
• S t a r t a chain of numbers: S a y : f i r s t . N o m i n a t e a s t u d e n t .
• Focus on the questions. Ask students to give examples of
E l i c i t : second. Continue to t h i r t y - f i r s t .
national days they celebrate. Elicit ways people celebrate
• P u t s t u d e n t s in small g r o u p s t o p r a c t i s e t h e c h a i n . Monitor.
a n d w r i t e t h e m o n t h e b o a r d , e . g . give presents or cards, set
b • Focus on t h e list o f d a t e s . Play a u d i o t V W M w h i l e s t u d e n t s off f i r e w o r k s , eat special f o o d , say a special greeting. Drill

listen and repeat. new words and check comprehension.

• D r i l l e a c h i t e m as a class a n d i n d i v i d u a l l y . • C h o o s e a d a y t h a t y o u c e l e b r a t e , e . g . Christmas and explain

w h a t you do on this day. Write new vocabulary on the board
3a • Go t h r o u g h t h e list o f sentences. E l i c i t / T e a c h key
and check comprehension.
v o c a b u l a r y , e . g . meeting, test, appointment, on h o l i d a y ,
• Tell s t u d e n t s t o choose o n e n a t i o n a l celebration and w r i t e
away, wedding anniversary, interview.
w h a t t h e y do. P u t s t u d e n t s in pairs t o c o m p a r e t h e i r w o r k .
• W r i t e : The meeting is on on t h e board. S a y : Listen.
What's the date? Play t h e first conversation on audio S S I - • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

E l i c i t : 16 April a n d w r i t e it in t h e g a p . can give dates.

• Play t h e rest o f t h e a u d i o .
• G o o v e r t h e a n s w e r s as a class. W r i t e t h e d a t e s o n t h e b o a r d .
Follow-up _ ___
• G o t h r o u g h t h e n u m b e r o f days in e a c h month.
Audio script 29.3
1 A W h a t d a t e is our m e e t i n g ? • Dictate the following poem:

B It's on t h e s i x t e e n t h o f A p r i l . Thirty days has September, / April, June, and November,

2 A W h e n is our English test? All the others have thirty-one, / All but February alone.
B I d o n ' t k n o w t h e d a t e , b u t it's in May.
• W r i t e t h e p o e m o n t h e b o a r d . D r i l l e a c h l i n e as a c l a s s .
3 A W h e n is y o u r a p p o i n t m e n t at t h e d e n t i s t ' s , Kate?
B It's on t h e t w e n t i e t h o f S e p t e m b e r . • R e m o v e t h e last line a n d drill t h e w h o l e p o e m again
- s t u d e n t s have t o r e m e m b e r t h e last line.
4 A W h e n are y o u on h o l i d a y , Tim?
B In July. • C o n t i n u e r e m o v i n g lines u n t i l s t u d e n t s can say t h e p o e m
5 A H e l l o . Is H e l e n t h e r e , please? from memory.
B N o . I'm sorry. She's a w a y u n t i l t h e s e v e n t h o f O c t o b e r .

Resource activity pages 226 and 280

6 A W h e n is y o u r w e d d i n g a n n i v e r s a r y , S i m o n ?
B It's on t h e first o f D e c e m b e r .

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TEACHER'S NOTES LESSON 30 Students learn can / can't and practise talking about abilities.

Warm-up A u d i o script 3 0 . 2
1 speak Spanish drive
Play N o u g h t s a n d Crosses (see page 1 1 ) t o revise v o c a b u l a r y .
Can y o u speak Spanish? Can y o u drive?
Prepare definitions for nine words t h a t students have learned 2 play t h e g u i t a r read t h i s l e t t e r
i n p r e v i o u s l e s s o n s , e . g . a hot drink ( t e a ) , a language people Can y o u play t h e guitar? Can y o u read this letter?
speak in Australia ( E n g l i s h ) , a sport with 22 players and a 3 swim cook

ball ( f o o t b a l l ) , a room where you cook (kitchen), a musical Can y o u swim? Can y o u cook?

instrument you pick up and play with your fingers ( g u i t a r ) ,

something you drive to work in ( c a r ) , you can do this in the 4a • F o c u s o n t h e p i c t u r e s . D r i l l t h e a c t i v i t y in e a c h p i c t u r e as a
sea or a pool ( s w i m ) , a day with nine letters (Wednesday), you class a n d i n d i v i d u a l l y .
take photos with this (camera). • Go through the pictures saying the things y o u c a n / c a n ' t do.
Write t w o true sentences a b o u t yourself on t h e board, e.g. I
Write t h e first letter o f each word in one of t h e squares.
can read without glasses, I can't change a wheel on a car.
Teams t a k e it in t u r n s t o c h o o s e a letter. G i v e t h e definition
• Tell students t o look at t h e pictures and write the things
for t h a t word. Teams have to guess and spell t h e word to win
t h e y can a n d can't d o . Monitor.
the square.
• N o m i n a t e d i f f e r e n t s t u d e n t s t o read o n e s e n t e n c e each.
Check pronunciation.

1 • F o c u s o n t h e p i c t u r e s . A s k : Who/What can you see? What is

b • Tell s t u d e n t s t o look at t h e pictures again and w r i t e a
Ryan holding?
question for each picture.
• E l i c i t / T e a c h : coffee machine, translate, glasses.
• G o t h r o u g h t h e q u e s t i o n s a s a c l a s s . D r i l l e a c h o n e as a
• Play a u d i o K U B 1 for s t u d e n t s t o read a n d listen.
class t h e n individually.
• D r i l l e a c h h i g h l i g h t e d s e n t e n c e as a c l a s s a n d i n d i v i d u a l l y .
• A s k d i f f e r e n t s t u d e n t s i f t h e y can do t h e t h i n g s in t h e
C h e c k p r o n u n c i a t i o n o f can ( w e a k in p o s i t i v e statements
p i c t u r e s , e . g . Can you play g o l f , ( E l l a ) ? Can you make a cake,
and q u e s t i o n s / k s n / , b u t s t r o n g in s h o r t answers / k a e n /
(Hans)? Elicit short responses. Check pronunciation.
a n d can't /ka:nt/).
• P u t s t u d e n t s in pairs t o practise asking a n d answering
• A s k t w o s t u d e n t s t o read t h e c o n v e r s a t i o n . Check
q u e s t i o n s a b o u t t h e t h i n g s in t h e p i c t u r e s . Monitor.
pronunciation.
• P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n , each Your life
t a k i n g one role. Give t h e m an o p p o r t u n i t y t o practise both • T h i n k o f f o u r t h i n g s y o u can do and f o u r t h i n g s y o u can't
roles. Monitor. do. Write each activity on t h e board but don't indicate
w h e t h e r y o u can d o i t or n o t .
2 • Focus on t h e t a b l e . Drill t h e e x a m p l e s in t h e first p a r t o f
• Go through each activity e l i c i t i n g / t e a c h i n g new vocabulary
t h e t a b l e as a c l a s s a n d i n d i v i d u a l l y .
where necessary.
• Refer s t u d e n t s t o t h e rules on S t u d e n t ' s B o o k page 1 0 7 .
• P u t s t u d e n t s i n s m a l l g r o u p s . S a y : Guess the things I can or
• W r i t e : I can swim, o n t h e b o a r d . A s k : Is this a b i l i t y ,
can't do.
p o s s i b i l i t y , or permission? Elicit: a b i l i t y . Ask students to give
• Go t h r o u g h t h e activities saying t h e t h i n g s y o u can do. Ask
m o r e e x a m p l e s o f s e n t e n c e s s h o w i n g a b i l i t y , e . g . I can play
groups how many things they guessed correctly.
f o o t b a l l , I can't speak German. R e p e a t w i t h He can play tennis
• Tell s t u d e n t s t o t h i n k o f f o u r t h i n g s t h e y can do a n d f o u r
on Saturday, t o e l i c i t p o s s i b i l i t y , a n d You can park here, to
t h i n g s t h e y c a n ' t d o a n d w r i t e t h e m d o w n as a l i s t .
elicit permission.
• P u t s t u d e n t s i n p a i r s . S a y : Look at your partner's l i s t . Guess
• Tell s t u d e n t s t o read t h e t e x t again and look at t h e
the things he/she can do. Monitor.
h i g h l i g h t e d s e n t e n c e s . A s k : Are these a b i l i t y , p o s s i b i l i t y , or
• Ask d i f f e r e n t s t u d e n t s t o say o n e t h i n g t h e i r p a r t n e r can do
permission? Elicit: a b i l i t y .
and one thing their partner can't do. Check pronunciation.
• D r i l l e a c h e x a m p l e i n t h e s e c o n d p a r t as a class a n d
individually. Check p r o n u n c i a t i o n and focus on intonation, • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

w h i c h r i s e s as t h e s e a r e yes/no questions. can talk about a b i l i t i e s .

• N o m i n a t e individual students. Ask questions to elicit short

a n s w e r s , e . g . Can you speak Russian/Arabic/Chinese? Follow-up
E l i c i t : Yes, I c a n . / N o , I can't. C h o o s e four or f i v e can d o s t a t e m e n t s f r o m previous lessons,
e . g . I can introduce myself and spell my name, I can name
T h e r e are t w o reasons w h y s t u d e n t s h a v e p r o b l e m s with
things in my classroom, I can talk about my everyday life.
t h e m o d a l v e r b can. Firstly, it has a n u m b e r of d i f f e r e n t
D i c t a t e each statement.
u s e s . A s w e l l as b e i n g u s e d t o s h o w a b i l i t y , possibility,
a n d p e r m i s s i o n , i t is a l s o u s e d t o m a k e r e q u e s t s ( C a n G o t h r o u g h t h e s t a t e m e n t s . W r i t e e a c h o n e o n t h e b o a r d so
I have a cup of coffee?) a n d o f f e r s (Can I help y o u ? ) . s t u d e n t s can check their w o r k .
S e c o n d l y , u n l i k e m o s t o t h e r v e r b s , t h e r e is o n l y o n e form
Go through t h e statements at the end t o find out how many
f o r a l l s u b j e c t s ( I , you, he, she, i t , we, they + can/can't).
p e o p l e in t h e class can d o e a c h t h i n g . A s k s t u d e n t s t o g i v e
e x a m p l e s , e . g . I f a s t u d e n t s a y s I can name things in the
Do t h e example together. Play t h e first item on audio EIti classroom, ask h i m / h e r t o n a m e three t h i n g s . N o t e t h a t if
S t u d e n t s h e a r speak Spanish, m a k e a q u e s t i o n w i t h can, then you find that a number of students have problems with one
listen and repeat. particular s t a t e m e n t , y o u should t h i n k a b o u t h o w y o u can
Play t h e rest o f t h e audio. revise t h e lesson t h a t it comes f r o m .

Resource activity pages 215 and 274

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practise
TEACHER'S NOTES LESSON 31 making appointments.

Warm-up • F o c u s o n t h e L a n g u a g e n o t e . D r i l l e a c h e x a m p l e as a class
then individually.
• Write o u t t h e m o n t h s of t h e year b u t leave a gap for each
• Write: June on the board. Point to the gap. A s k : What's
vowel, e.g. J _ ry, F__br_ _ ry, M_rch, _pr_l, M_y. this? E l i c i t : in. Repeat with: 9.20, the afternoon,

• Give students one minute t o write the missing vowels. _ the weekend, _ Wednesday, 21st December to
e l i c i t t h e p r e p o s i t i o n s ( a t , i n , at, on, on).
• A s k q u e s t i o n s t o e l i c i t t i m e e x p r e s s i o n s , e . g . What time do
1 • A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . What are they doing?
you get up? When is your birthday? Elicit full sentences, e.g.
What do you think the woman's job is?
I get up at 6.30, My birthday's in March.
• E l i c i t / T e a c h : make an appointment.
• F o c u s on t h e t a b l e . G o t h r o u g h t h e list o f n a m e s . DrilL each 3 • Go through the conversation. Elicit the details for William
o n e as a c l a s s a n d i n d i v i d u a l l y . R e p e a t w i t h e a c h column. t o c o m p l e t e t h e c o n v e r s a t i o n . D r i l L e a c h l i n e as a c l a s s .
P a y a t t e n t i o n t o t h e p r o n u n c i a t i o n o f eleventh, seventh, • Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n . Check
twenty-second, f i r s t , a n d third in t h e d a t e s . pronunciation.

• Play audio fctwi all t h e w a y t h r o u g h . • P u t s t u d e n t s in pairs t o p r a c t i s e . Monitor.

• Play t h e first c o n v e r s a t i o n on t h e audio t w i c e . Tell s t u d e n t s • Tell students t o make t h e conversation for Mary. Monitor.
to choose a name and match the name, day, date, and time. • N o m i n a t e t w o pairs o f s t u d e n t s t o read one o f t h e
E l i c i t : William Dean, Thursday, 22 June, 1 0 . 1 5 . If necessary conversations each. Check pronunciation.
play t h e audio again, stopping after each answer.
4 M ' l U a i
• Repeat with the second conversation.
• G i v e e x a m p l e s o f a p p o i n t m e n t s t h a t y o u h a v e m a d e , e . g . to
1 William D e a n , T h u r s d a y , 22 J u n e , 1 0 . 1 5 see your dentist/bank manager. Ask students to give more
2 Mary S c o t t , T u e s d a y , 1 S e p t e m b e r , 3 . 0 0 e x a m p l e s , e . g . to speak to a teacher/the headmaster.
• Go through the pattern. Elicit examples of language for
A u d i o script 3 1 . 1 each part.

1 Secretary G o o d a f t e r n o o n . Mr Kelly's o f f i c e . • P u t s t u d e n t s in pairs t o m a k e appointments.

Caller H e l l o . It's William D e a n . Can I make an • N o m i n a t e pairs o f s t u d e n t s t o read o u t t h e i r conversations.
a p p o i n t m e n t w i t h Mr Kelly, please?
Secretary Y e s , c e r t a i n l y . Can y o u come on M o n d a y t h e Pronunciation
n i n e t e e n t h o f J u n e at half past t h r e e ?
Caller N o , I'm sorry. I can't make t h a t . I'm at a 1 • M o d e l t h e p r o n u n c i a t i o n o f can/can't in t h e first pair o f
conference. s e n t e n c e s . D r i l l t h e s e n t e n c e s as a c l a s s a n d individually.
Secretary Well, can y o u c o m e on T h u r s d a y t h e t w e n t y - s e c o n d C h e c k p r o n u n c i a t i o n o f can ( w e a k / k s n / ) , a n d can't (strong
o f J u n e at q u a r t e r p a s t ten? /karnt/).
Caller Y e s , t h a t ' s fine. • Play audio H i W - 1 for s t u d e n t s t o listen and repeat.
Secretary O K , so t h a t ' s T h u r s d a y t h e t w e n t y - s e c o n d o f J u n e
• D r i l l e a c h p a i r o f s e n t e n c e s as a c l a s s t h e n individually.
at q u a r t e r p a s t t e n .
Caller Thank you. Goodbye. 2 • Tell s t u d e n t s t o listen and tick t h e s e n t e n c e t h e y hear. Play
Secretary Goodbye. t h e first sentence on audio M M . E l i c i t : I can't swim. Play
2 Secretary G o o d a f t e r n o o n . Mr Kelly's o f f i c e . t h e rest o f t h e audio.
Caller H e l l o . It's Mary S c o t t . Can I make an a p p o i n t m e n t • G o t h r o u g h t h e a n s w e r s as a class. N o m i n a t e individual
w i t h Mr Kelly, please?
students to say one sentence each.
Secretary Y e s , c e r t a i n l y . Can y o u come on F r i d a y t h e t w e n t y -
e i g h t h o f A u g u s t at 1 2 o'clock? Audio script 3 1 . 3
Caller N o , I'm sorry. I can't make t h a t . I'm on h o l i d a y in
1 I can't s w i m . 2 He can come on M o n d a y . 3 She can d r i v e .
August.
4 I can't make t h a t . 5 We can speak F r e n c h .
Secretary Well, can y o u c o m e on Tuesday t h e first o f
S e p t e m b e r at 3 o'clock?
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
Caller Yes, t h a t ' s fine.
can make an appointment.
Secretary O K , so t h a t ' s Tuesday t h e first o f S e p t e m b e r at 3
o'clock.
Caller Thank you. Goodbye.
Follow-up
Secretary Goodbye. • P r e p a r e s e n t e n c e s u s i n g can,/can't to show ability,
p o s s i b i l i t y , a n d p e r m i s s i o n , e . g . Can he speak Arabic? You
2 • G o t h r o u g h t h e list o f o p t i o n s . E l i c i t / T e a c h key v o c a b u l a r y , can't, eat in the classroom. Can you meet me tonight? You can
e . g . wedding, conference. park here.
• F o c u s o n W i l l i a m D e a n . S a y : Listen. Why can't William make
• P u t s t u d e n t s in t e a m s . R e a d o u t a s e n t e n c e . T e a m s c o m p e t e t o
the f i r s t appointment? Play t h e first conversation on t h e
d e c i d e if t h e sentences are ability, possibility, or p e r m i s s i o n .
a u d i o a g a i n t w i c e . E l i c i t : He's at a conference.
• R e p e a t w i t h t h e s e c o n d c o n v e r s a t i o n . E l i c i t : She's on
holiday.
Resource activity pages 204 and 269

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TEACHER'S NOTES LESSON 32 Students learn and practise expressions for making requests.

Warm-up F o c u s o n t h e E v e r y d a y e x p r e s s i o n s . D r i l l e a c h o n e as a
class a n d individually.
W r i t e a list o f w o r d s f r o m l e s s o n 3 2 t h a t s t u d e n t s have
Tell s t u d e n t s t o w r i t e t h e e x p r e s s i o n s in t h e i r o w n
l e a r n e d i n p r e v i o u s l e s s o n s , e . g . sandwich, conversation,
language.
giass, expression, please, excuse me, door, radio, thank you,
N o m i n a t e a s t u d e n t . A s k : ( E l e n a ) , how do you say 'Can I
listen, everyday.
use your pen, please?' in (Greek)? P u t s t u d e n t s in pairs t o
P u t s t u d e n t s in t w o t e a m s - A a n d B. S a y a w o r d f r o m y o u r practise. Monitor. N o t e t h a t if all o f t h e s t u d e n t s speak t h e
l i s t , e . g . sandwich. Team A says t h e first letter o f t h e words s a m e l a n g u a g e , y o u c o u l d d o t h i s as a w h o l e - c l a s s activity.
T e a m B s a y s t h e n e x t l e t t e r a. T h e y c o n t i n u e , alternating
G o t h r o u g h t h e l i s t o f r e a s o n s . D r i l l e a c h o n e as a c l a s s .
letters, to the end o f the word. If a team makes a mistake
S a y : Listen again. Does the person give a reason? Play the
t h e y 'lose' t h e w o r d .
f i r s t c o n v e r s a t i o n o n a u d i o K K H c l a g a i n . E l i c i t : Yes. Ask:
What reason does the person give? Play the conversation
la Play a u d i o W - H l for s t u d e n t s t o read a n d listen. a g a i n . E l i c i t : I can't hear it.
Elicit/Teach key vocabulary for each picture, e.g. Repeat w i t h each conversation.

p i c t u r e 1 : use, here you are

1 I can't hear i t . 3 I'm c o l d . 4 I'm h u n g r y .
p i c t u r e 2 : t h i r s t y , help yourself
V
p i c t u r e 3 : window, hot
p i c t u r e 4 : remote control, turn down, loud
Your life
F o c u s o n t h e p i c t u r e s i n e x e r c i s e 2 a . S a y : You want afork.
W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d
Why? E l i c i t r e a s o n s , e . g . to eat your dinner.
individually.
Go through t h e pictures eliciting reasons w h y students
Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e
p i c t u r e s , e . g . Where are the people? What can you see? m i g h t ask a b o u t e a c h , e.g.

Focus on t h e first c o n v e r s a t i o n . Play t h e audio again while a f o r k : to eat dinner

s t u d e n t s read a n d listen. a spoon: to put sugar in your coffee

a knife: to cut a cake
Ask questions a b o u t t h e t e x t to check comprehension, e.g.
What does the woman want? Why does she need a pen? scissors: to cut a piece of paper

Repeat w i t h each conversation. a driving licence: to check someone's identity

a sandwich: because you're hungry
N o m i n a t e t w o s t u d e n t s t o read o u t t h e first conversation. a door: because you're hot/cold
P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n . Say: salt and pepper: to put on your dinner
Practise both roles. Monitor. a radio: because it's too loud/you can't hear it
R e p e a t w i t h each c o n v e r s a t i o n . Check p r o n u n c i a t i o n of Focus on t h e cues. N o m i n a t e t w o s t u d e n t s t o act o u t a
could / k s d / w h i c h h a s a s i l e n t /. c o n v e r s a t i o n a b o u t t h e f i r s t p i c t u r e as a n e x a m p l e . Check
pronunciation.
2a Focus on t h e pictures. Play audio W W i for students t o
P u t s t u d e n t s in pairs a n d t e l l t h e m t o m a k e conversations
listen and repeat.
about the pictures. Monitor.
D r i l l e a c h i t e m as a class a n d i n d i v i d u a l l y .
A s k d i f f e r e n t pairs t o read o u t t h e i r c o n v e r s a t i o n s . Check
A s k : What's number 5? E l i c i t : a driving licence. Repeat with
pronunciation.
different items.
P u t s t u d e n t s in pairs t o practise. F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
can make polite requests.
S a y : Listen. What does the person ask about? Play t h e first
conversation on audio t M M . E l i c i t : the radio.
Follow-up
R e p e a t w i t h each conversation.
• W r i t e i t e m s f o r s t u d e n t s t o c o l l e c t , e . g . f i v e left shoes, five
1 a radio 2 a spoon 3 a door 4 a sandwich red pens, five dictionaries, f i v e passports/ identity cards. Write
5 salt and p e p p e r each item on a separate piece of paper.

• E l i c i t / T e a c h : Can I borrow your , please?

A u d i o script 32.3
• Hand o u t a piece of paper t o each s t u d e n t . Tell t h e m to
1 A Can y o u t u r n t h e radio u p , please? I can't hear i t .
B Sure. There y o u g o . mingle and collect the correct number of items on their

A Thanks. piece of paper.

2 A Can I have a n o t h e r s p o o n , please?

B Yes, o f course. Here y o u are.
A Thank you very much. R e s o u r c e a c t i v i t y pages 205 and 269
3 A Could y o u close t h e d o o r , please? I'm c o l d .
B Yes, o f course. There y o u g o . R e v i e w a n d W o r d l i s t s Lessons 2 5 - 3 2
A Thank you.
S t u d e n t ' s B o o k pages 8 9 - 9 0
4 A Could I h a v e a s a n d w i c h , please? I'm h u n g r y .
B Sure. J u s t h e l p y o u r s e l f .
A Right, thanks ...
5 A Could y o u pass t h e salt and pepper, please?
B Sure. T h e r e y o u are.
A Thanks.

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 Students learn a lexical set of jobs and duties, and talk about
www.frenglish.ru
EACHER'S NOTES LESSON 33 jobs.

Warm-up A Do y o u e n j o y y o u r j o b ?
B Yes, I d o , b u t t h e hours are v e r y l o n g .
Make a Word Snake (see page 1 1 ) o f w o r k - r e l a t e d words.
A W h a t do y o u do?
Prepare e n o u g h copies f o r s t u d e n t s t o w o r k in small g r o u p s
B I work for a sports company.
(or write the word snake on t h e board), e.g. conferencefulltim
A O h , w h e r e do y o u work?
emeetingbossassistantofficecompanyworkinterviewjobparttime. B I w o r k in o n e o f t h e i r f a c t o r i e s .

Ask s t u d e n t s t o call o u t t h e words and w r i t e t h e s e on t h e A W h a t do y o u do t h e r e ?

B I'm a m a n a g e r .
board.
A O h , r i g h t . Do y o u like y o u r j o b ?
B N o , n o t really, b u t I need t h e m o n e y .
1 • Play audio :Mll for students t o listen and repeat. A Where do y o u work?
• Focus on pictures 1 - 9 . Play t h e first part o f t h e audio again B I work f o r a n e w s p a p e r c o m p a n y .
( t o a bus driver) while s t u d e n t s listen and repeat. A O h , really. W h a t do y o u do? Are y o u a reporter?
B N o , I'm n o t . I'm a l a w y e r .
• D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y .
A O h , O K . Do y o u like t h e j o b ?
• Repeat with pictures 10-15.
B Yes, I d o . It's v e r y i n t e r e s t i n g .
• N o m i n a t e students to say t h e jobs and duties, e.g. Say:
What's number 4? E l i c i t : a chef. Check pronunciation.
b • Ask questions about the first conversation, e.g. What's
• P u t s t u d e n t s in pairs t o t a k e it in t u r n s t o p o i n t a t d i f f e r e n t
her job? Where does she work? Does she like her job? Elicit
p i c t u r e s a n d a s k What's this? Monitor.
complete sentences.
2 • D r a w t w o c o l u m n s o n t h e b o a r d w i t h jobs a n d places to work • F o c u s o n t h e e x a m p l e p a r a g r a p h . P u t s t u d e n t s in pairs a n d
as t h e c o l u m n h e a d i n g s . A s k s t u d e n t s t o c a l l o u t t h e names tell t h e m to write a paragraph a b o u t each person.
o f a n y o t h e r j o b s t h e y k n o w . W r i t e n e w w o r d s in t h e f i r s t • A s k d i f f e r e n t s t u d e n t s t o read o u t one paragraph each.
c o l u m n . D r i l l e a c h o n e as a c l a s s a n d i n d i v i d u a l l y . Check Check pronunciation.
comprehension.
• P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e j o b s in
5 iwirii'ifli
e x e r c i s e 1 and on t h e board, t h e n make a list of where t h e • Go through the questions. Say sentences about your job,
people work. e . g . I'm a teacher. I work in a language school. I like my job
• A s k s t u d e n t s t o call o u t t h e i r ideas. W r i t e n e w words in t h e but the money's not very good.
second column. Drill and check comprehension. • Focus on t h e questions. A s k d i f f e r e n t s t u d e n t s a b o u t their
jobs. (If students don't have jobs, tell them to choose one
I n English we use an article ( a / a n ) before a job, e.g. from exercise 1).
I'm a teacher. He's an actor. This doesn't h a p p e n i n many • S a y : Write answers about your job.
other languages a n d students translating w o r d for w o r d • P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s about
will often forget to add a n article in English. their job. Monitor.
• A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r
3 • Write: drives a bus. P o i n t t o t h e g a p . A s k : Who drives a partner's job.
bus? E l i c i t : A bus driver.
• Read t h r o u g h t h e list o f d e f i n i t i o n s . Pronunciation
• P u t s t u d e n t s in pairs a n d t e l l t h e m t o read t h e definitions
1 • W r i t e : manager, assistant on t h e board. M o d e l t h e
and write the jobs.
p r o n u n c i a t i o n and mark t h e stress. Play audio while
• G o t h r o u g h t h e a n s w e r s as a class. R e m i n d s t u d e n t s t o use
students listen and repeat.
articles( a / a n ) .

2a • G o t h r o u g h t h e list o f w o r d s . Tell s t u d e n t s t o p u t t h e w o r d s
1 a bus driver 2 a waiter 3 a chef 4 a nurse 5 a mechanic
in t h e c o r r e c t c o l u m n .
6 a shop a s s i s t a n t 7 a dentist 8 a computer engineer
b • Play audio H H E J for students to listen and check.
4a • E l i c i t / T e a c h : children's home, long hours, security guard, • Play the audio again for students t o listen and repeat.
reporter, police dog.
Audio script 33.4
• Play audio O Q all t h e w a y t h r o u g h .
• Focus on t h e questions. Play t h e first c o n v e r s a t i o n on t h e first s y l l a b l e : lawyer, p i l o t , f a c t o r y , w a i t e r

a u d i o t w i c e . Tell s t u d e n t s t o w r i t e t h e j o b . Repeat w i t h second s y l l a b l e : p o l i c e m a n , repair, a t t e n d a n t , m e c h a n i c , c o m p u t e r

questions 2 and 3.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
• Repeat with the remaining t w o conversations.
can talk about jobs.
• Go through the answers together. Check pronunciation.

1 a nurse, in a children's h o m e , y e s , b u t t h e hours are v e r y long Follow-up

2 a manager, f o r a s p o r t s c o m p a n y / i n a f a c t o r y , n o , b u t needs
• Ask students to think about someone they know and write
the money
t h e p e r s o n ' s n a m e , j o b , w h e r e t h e y w o r k , w h a t t ll e y d o , i f
3 a l a w y e r , f o r a n e w s p a p e r c o m p a n y , yes (it's v e r y i n t e r e s t i n g )
t h e y like t h e i r j o b , w h y t h e y l i k e / d o n ' t like t h e i i j o b . r
• Tell s t u d e n t s t o use t h e i r n o t e s t o w r i t e a parag raph. S e t a
A u d i o script 33.2
time limit.
1 A A r e y o u a nurse?
B Yes, I am. • P u t s t u d e n t s in pairs t o read each other's w o r k .
A Do y o u w o r k in a hospital?
B N o , I d o n ' t . I work in a children's h o m e . I look a f t e r t h e
children w h e n t h e y ' r e ill. Resource activity pages 206 and 270
 Students revise the present simple and continuous,www.frenglish.ru
and contrast
TEACHER'S NOTES LESSON 34 what people are doing with what they usually do.

Warm-up 4 a • A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Who can you see? What

is she wearing? Where is she standing? Who is she talking to?
• W r i t e t h e f o l l o w i n g 1 5 w o r d s / p h r a s e s on t h e board in
• W r i t e : Sarah jogging every morning, (go) on t h e
r a n d o m o r d e r : serve f o o d , nurse, o f f i c e , cook f o o d , f l i g h t
b o a r d . P o i n t t o t h e g a p . A s k : Is this present continuous or
attendant, look after people, chef, restaurant, hospital, drive,
present simple? E l i c i t : present simple ( b e c a u s e it's a regular
lawyer, mechanic, s e l l , school, sports centre. activity). Nominate a student to complete the sentence.
• P u t s t u d e n t s in small g r o u p s . Tell t h e m t o o r g a n i z e t h e w o r d s • R e p e a t w i t h At the moment she for her f r i e n d s , (wait)
i n t o three groups, t h e n write a heading for each group. t o e l i c i t : present continuous ( b e c a u s e it's an a c t i v i t y t h a t ' s
happening now). Nominate a student to complete the
• E l i c i t t h e t h r e e g r o u p s : jobs, places to work, things people do.
sentence.
Go through t h e words to check students have grouped them
• P u t s t u d e n t s in pairs t o c o m p l e t e t h e s e n t e n c e s .
correctly.
b • Play audio F E 1 H for s t u d e n t s t o listen and check.
• G o t h r o u g h t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s
1 • A s k q u e s t i o n s a b o u t t h e p e o p l e , e . g . What can you see?
t o read o n e each. Check pronunciation.
Who do you think the people in the pictures are? Encourage
students to make guesses a b o u t t h e people. 1 g o e s , 's w a i t i n g , 's t a l k i n g 2 's d r i v i n g , w a l k s , 's raining
• E l i c i t / T e a c h : tennis coach, tennis academy, give (lessons), 3 t a k e s , 's w a t c h i n g 4 repair, aren't r e p a i r i n g , 're p l a y i n g
rain, baseball. 5 w o r k , 're h a v i n g
• W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a c l a s s a n d
individually.
• Play audio K E H l t w i c e f o r s t u d e n t s t o read and listen. • Write: I every day. o n t h e b o a r d . P o i n t t o every day.
• Focus on t h e h i g h l i g h t e d w o r d s in t h e t e x t . A s k q u e s t i o n s A s k : Do we use the present simple or present continuous
a b o u t t h e t e x t t o c h e c k c o m p r e h e n s i o n , e . g . What does with 'every day'? E l i c i t : present simple. Repeat w i t h each
Marisol do? Where does she work? When does she usually sentence and each t i m e expression.
work? Why isn't she working today? What do Ahmed and Boris • G o t h r o u g h t h e e x p r e s s i o n s in t h e b o x . Make s e n t e n c e s
do? Which city do they work in? a b o u t y o u r s e l f , e . g . I watch TV every d a y , I usually meet my
friends at the weekend.
2 • Read t h r o u g h t h e first part o f t h e table. Drill the examples
• Focus on t h e s e n t e n c e s and t h e e x p r e s s i o n s in t h e b o x . Say:
as a class a n d i n d i v i d u a l l y .
Complete the sentences for you.
• Repeat with the second part of the table.
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s .
• Focus on t h e rules on S t u d e n t ' s Book page 107.
• N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o n e sentence. Check
• Write t w o t r u e sentences a b o u t yourself on t h e board, e.g.
pronunciation.
I usually play tennis on Tuesdays. I'm talking to you now.
• Tell students t o write t w o sentences a b o u t themselves. • Focus s t u d e n t s ' a t t e n t i o n on t h e can d o s t a t e m e n t : Now
N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o u t t h e i r s e n t e n c e s . I can contrast what people are doing now with what they
• P u t s t u d e n t s in pairs t o c o m p a r e their s e n t e n c e s . usually do.
• N o w tell them to write t w o sentences about their partner.
Ask i n d i v i d u a l s t u d e n t s t o read o u t t h e i r sentences. Follow-up

Even when students have successfully practised the • Prepare six sentences, each w i t h a present simple/present

present simple and continuous in isolation, they will c o n t i n u o u s m i s t a k e , e . g . I works in a shop. My sister has a

often have difficulties deciding when to use each tense. shower at the moment. Does he listening to the radio now? My

This is particularly true if a student's own language is mother go shopping on Saturday. Is they going to London? He

non-inflected and uses different ways to express the is speaking French and E n g l i s h .

concept of time, e.g. Chinese, Thai. • P u t s t u d e n t s in pairs or s m a l l g r o u p s . W r i t e t h e f i r s t

sentence on the board. Tell s t u d e n t s t o correct it.

3 • Play t h e first i t e m on audio t t W . S t u d e n t s h e a r He • Repeat w i t h each sentence.

drives a t a x i , make a negative sentence with the present
• G o t h r o u g h t h e a n s w e r s as a c l a s s .
c o n t i n u o u s , t h e n listen and repeat. Do t h e same w i t h the
second example.
• Play t he rest of t h e audio.
R e s o u r c e a c t i v i t y pages 2 0 7 and 2 7 0
A u d i o script 3 4 . 2
1 He drives a t a x i .
He isn't d r i v i n g a t a x i a t t h e m o m e n t .
2 T h e y clean w i n d o w s .
T h e y aren't cleaning w i n d o w s at t h e m o m e n t .
3 She w o r k s in a s h o p .
She isn't w o r k i n g in a shop at t h e m o m e n t .
4 I teach S p a n i s h .
I'm n o t t e a c h i n g Spanish at t h e m o m e n t .
5 He sells c o m p u t e r s .
He isn't selling c o m p u t e r s at t h e m o m e n t .
6 T h e y wash cars.
T h e y aren't w a s h i n g cars at t h e m o m e n t .

122
 Students revise the present simple and present continuous and
www.frenglish.ru
S LESSON 35 write about their jobs.

Warm-up
• W r i t e : My name is and I'm from on t h e board.
• Write t h e a l p h a b e t on t h e board. Point t o t h e letter A and
Complete the sentences with true information about
elicit examples of countries beginning w i t h t h a t letter, e.g.
yourself. Go t h r o u g h t h e remaining cues, saying true
Australia, Austria, Andorra, Albania.
information about your job.
• P u t s t u d e n t s in t e a m s . Tell t h e m t h a t t h e y h a v e t h r e e
• Tell s t u d e n t s t o f o l l o w t h e p a t t e r n and w r i t e a b o u t t h e i r
m i n u t e s t o t h i n k o f o n e c o u n t r y f o r as m a n y o f t h e l e t t e r s
job. Monitor.
as p o s s i b l e . P o i n t o u t t h a t t h e y p r o b a b l y w o n ' t h a v e t i m e t o
• P u t s t u d e n t s in pairs t o describe t h e i r j o b .
find countries for every letter.
• N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o u t their descriptions.
• After three minutes tell students to stop writing. Go through Check pronunciation.

t h e a l p h a b e t , e l i c i t i n g c o u n t r i e s f o r a s m a n y l e t t e r s as
possible. Teams get one point for a correct answer. English in the world
• E l i c i t / T e a c h : working hours, working d a y , large
1 • Focus on t h e pictures. Ask questions a b o u t t h e people, • R e a d t h r o u g h t h e t e x t as a class. A s k q u e s t i o n s a b o u t t h e
e . g . What can you see? Where do you think the people in t e x t t o c h e c k c o m p r e h e n s i o n , e . g . What's a normal working
the pictures are? What is the man doing? What is the woman week in Britain? When do shops usually open on Tuesdays?
taking a photo of? Encourage students to make guesses What time do shops close on Sundays? Which shops are
a b o u t t h e p e o p l e in t h e photos. sometimes open all day?

• Play audio I j S E t w i c e while s t u d e n t s read t h e t e x t s . Ask: • I f y o u r s t u d e n t s are all t h e s a m e n a t i o n a l i t y , use t h e board

Who are the people and where are they from? t o recreate a similar t e x t a b o u t shops in t h e i r c o u n t r y . If
• Go through the answers together. y o u have a m i x e d - n a t i o n a l i t y class, ask q u e s t i o n s about
w o r k i n g h o u r s i n d i f f e r e n t c o u n t r i e s , e . g . What time do
Kemal f r o m T u r k e y , Elana f r o m P o r t u g a l shops open in (Colombia)? Do people normally work on
Saturdays in (Oman)? Are there any 24-hour shops in (Japan)?
• E l i c i t / T e a c h key v o c a b u l a r y for each p a r a g r a p h , e.g.
p a r a g r a p h 1 : coach d r i v e r , t o u r i s t , palace, castle, market, • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

Europe can write about my job.

p a r a g r a p h 2 : look round, a break

p a r a g r a p h 3 : enjoy, away from home, meet
Follow-up _ _ __ _ _ _
p a r a g r a p h 4 : estate agent, warm, sunny, r e t i r e , owner, • P u t s t u d e n t s in pairs. Tell t h e m y o u are g o i n g t o read o u t a
measure, take photographs
job definition. T h e y have to listen and Write t h e j o b .
p a r a g r a p h 5 : problems, spend time w i t h , take someone
• Read definitions from lesson 33.
somewhere
• Play t h e audio again for s t u d e n t s t o read and listen. • G o t h r o u g h t h e a n s w e r s as a class. A s k d i f f e r e n t s t u d e n t s t o j
• Ask questions a b o u t t h e t e x t to check comprehension, e.g. spell the jobs.

What do the tourists visit? Where is Kemal today? What is he

drinking? Where does Elana work? Why do people buy holiday
homes in Portugal?
R e s o u r c e a c t i v i t y pages 208 a n d 2 7 1

2 • Tell s t u d e n t s t o read t h e t e x t s again. Read t h e first

q u e s t i o n . A s k : What does Kemal do? E l i c i t : He drives a
coach. /He's a coach driver. R e p e a t w i t h What does Elana do?
t o e l i c i t She's an estate agent.
• Read t h r o u g h t h e q u e s t i o n s . P u t s t u d e n t s in pairs. Say:
Read the text again and answer the questions.
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
• G o t h r o u g h t h e a n s w e r s as a c l a s s . I f s o m e s t u d e n t s find
t h e exercise difficult, number the paragraphs and help by
g i v i n g , or asking for, t h e n u m b e r of t h e correct paragraph
for each answer.

1 He's a coach driver. She's an e s t a t e a g e n t .

2 He's in a cafe. She's in an a p a r t m e n t .
3 He's h a v i n g a break ( d r i n k i n g a cup o f c o f f e e , reading a
n e w s p a p e r ) . She's m e a s u r i n g an a p a r t m e n t a n d t a k i n g some
photographs.
4 He goes t o a l o t o f places a n d m e e t s p e o p l e f r o m o t h e r
c o u n t r i e s . She m e e t s a l o t o f i n t e r e s t i n g p e o p l e .
5 He only sees his f a m i l y a n d f r i e n d s at t h e w e e k e n d . She o f t e n
spends a l o t o f t i m e w i t h p e o p l e , b u t t h e y d o n ' t buy a n y t h i n g .

81
 www.frenglish.ru
Students revise the present simple and present continuous and
TEACHER'S NOTES LESSON 36 learn phrases for talking about problems.

Warm-up 3a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o find

a n d u n d e r l i n e t h e m in t h e t e x t .
• Use t h e pictures in lesson 2 8 t o revise t h e story t o date.
• W r i t e : Are you w about your interview? on the board.
A s k q u e s t i o n s a b o u t t h e c h a r a c t e r s a n d t h e s t o r y , e . g . Where,
P o i n t t o t h e gap and ask s t u d e n t s t o s u p p l y t h e missing
is Jordan going? What does he want from the DIY store? Why
word. Elicit: worried.
does he need some paint? Who's helping him to paint his
• Ask students to complete the expressions.
bedroom? Who rings Jordan? Why does Jordan leave?
b • Play audio B M E I for s t u d e n t s t o listen and check.
• Play the audio again while students listen and repeat.
1 • Play audio K I - H I to familiarize students w i t h how t h e story
develops and with the characters' voices. worried, help, problem, don't, explain
• E l i c i t / T e a c h key phrases and v o c a b u l a r y for each picture,
e.g. 4 • Focus on t h e story. P u t s t u d e n t s in groups. Tell t h e m to
p i c t u r e 1 : confused, worried, interview, t r y , help practise t h e c o n v e r s a t i o n , each t a k i n g one part.
p i c t u r e 2 : upset, c r y i n g , r e a l l y , go on, e x p l a i n , sorry • G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e all f o u r roles.
p i c t u r e 3 : pub, beer glass, say the wrong thing Monitor.
p i c t u r e 4 : hope, go out with someone, actually • Ask one g r o u p t o act o u t t h e story for t h e rest o f t h e class.
• W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
class a n d i n d i v i d u a l l y .
can talk about problems.
• Tell students t o cover t h e t e x t . Ask some questions about
t h e p i c t u r e s t o check basic comprehension, e.g.
Follow-up
p i c t u r e 1 : Who can you see? Where are they? Does Lucy look
happy? • T e l l s t u d e n t s t h a t L u c y is a s e c r e t a r y . S h e ' s g o i n g f o r a n

p i c t u r e 2 : Who is Peter with? Where are they? What are they i n t e r v i e w f o r a n e w j o b . P u t s t u d e n t s in pairs. A s k t h e m

doing? Is Sarah unhappy? t o make a list o f f i v e t h i n g s t h a t a secretary does, using a

p i c t u r e 3 : Where is Peter? Who is he with? What are they dictionary if necessary.

drinking? • Ask s t u d e n t s t o call o u t their ideas which m i g h t include:

p i c t u r e 4 : What is Jordan holding? What are Peter and Jordan type letters, answer the phone, make appointments, use a
doing? computer, make coffee for the boss, speak a foreign language,
• F o c u s o n t h e q u e s t i o n Who are Peter and Jordan talking arrange meetings. Write new words on the board and check
about? P l a y t h e a u d i o a g a i n . E l i c i t : Lucy and Sarah. comprehension.
• Ask questions a b o u t the t e x t t o check comprehension, e.g.
• Put s t u d e n t s in small groups. A s k t h e m t o rank t h e duties
p i c t u r e 1 : Where does Lucy usually go on Mondays? What is
a c c o r d i n g t o w h e t h e r t h e y t h i n k L u c y likes d o i n g t h e m or
she thinking about? Why does Jordan suggest Lucy goes to her
not.
yoga class? Is Jordan helping Lucy? Where is Lucy going?
p i c t u r e 2 : Does Sarah like Peter? Is Peter married? Can Sarah
explain why she doesn't want to start anything with Peter?
R e s o u r c e a c t i v i t y pages 209 and 2 7 1
p i c t u r e 3 : Does Peter understand women? Does Jordan want
Lucy to get the new job?

p i c t u r e 4 : Does Sarah want to go out with Peter? Can Jordan

help Peter?

2 • W r i t e : Lucy has got an interview for a new job. on t h e board.

A s k : Is this true or false? Elicit: true.
• Tell s t u d e n t s t o read t h e t e x t again a n d d e c i d e i f t h e
s t a t e m e n t s are t r u e or f a l s e .
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
• G o o v e r t h e a n s w e r s as a c l a s s .

I T 2 F 3 T 4 F 5F 61
• W r i t e : Lucy isn't worried about the interview, on the board.
Ask students to make this into a true statement. Elicit:
She's worried about the interview.
• P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e o t h e r f a l s e
s t a t e m e n t s , 4 a n d 5, a n d make t h e m true.
• G o o v e r t h e a n s w e r s t o g e t h e r . E l i c i t : She can't explain why
she doesn't want to marry Peter. She doesn't tell Peter that
she's got a boyfriend.

122
I Students learn a lexical set of places to go and talk www.frenglish.ru
about the
TEACHER'S NOTES LESSON 37 places they go to and events.

Warm-up A u d i o script 37.3

1 ( f o o t b a l l match s o u n d s )
• Revise free-time activities w i t h a chain game.
2 (classical music)
• S t a r t t h e c h a i n w i t h : I do yoga at the weekend. The student 3 Actor To be, or n o t t o be? T h a t is t h e q u e s t i o n .
o n y o u r l e f t a d d s a n o t h e r a c t i v i t y , e . g . I do yoga and I
4 Child Oh look at t h o s e e l e p h a n t s ! A r e n ' t t h e y big?
play football at the weekend. The next student adds another 5 Girl W o w , t h a t was g r e a t ! Can we go on t h e roller coaster
activity. n o w , Dad?
Man Yes, O K .
6 Man O h , I like t h i s p i c t u r e . W h o is i t by?
1 • Focus on t h e pictures. Play audio m i for students to
Woman Picasso.
listen and repeat.
• D r i l l e a c h i t e m as a class a n d individually.
5a
• N o m i n a t e d i f f e r e n t s t u d e n t s t o say t h e places, e.g. Say:
• Focus on t h e pictures in e x e r c i s e 1 . Make t r u e s e n t e n c e s
Where can you dance? E l i c i t : a disco. Check pronunciation.
a b o u t y o u r s e l f , u s i n g sometimes, often, never, e . g . I often go
• P u t s t u d e n t s i n pairs t o t a k e i t in t u r n s t o p o i n t a t d i f f e r e n t
to (the t h e a t r e ) , I never go to (football matches).
p l a c e s a n d a s k What's this? Monitor.
• Ask students a b o u t events and the places t h e y go, e.g.

English compound nouns, e.g. music f e s t i v a l , art g a l l e r y , How often do you go to the beach, (Marina)? Elicit complete

can be problematic. A compound noun is two words put s e n t e n c e s , e . g . I sometimes go to the beach.

together to form a third: music + festival = music f e s t i v a l . • Put students in pairs. Point t o t h e pictures and tell t h e m t o

In some languages it may be more common to join the ask a n d a n s w e r q u e s t i o n s a b o u t h o w o f t e n t h e y g o t o t h e s e

two words in a compound with a preposition, such as of, places. Monitor.

for example a music festival in French is un festival de b • E l i c i t / T e a c h : ever, f a v o u r i t e .

musique.
• A s k : Who likes plays? Choose one of the students who
r e s p o n d s y e s a n d f o c u s o n t h e q u e s t i o n s . A s k : Do you ever
2 • A s k s t u d e n t s t o call o u t t h e names o f any o t h e r places and go to the theatre? What's your favourite play?

e v e n t s t h e y k n o w . Write new words on t h e board. Drill each • G o t h r o u g h t h e q u e s t i o n s . D r i l l e a c h o n e as a c l a s s t h e n

o n e as a class a n d i n d i v i d u a l l y . C h e c k comprehension. individually.
• F o c u s on t h e e x a m p l e c o n v e r s a t i o n . P u t s t u d e n t s w i t h a
• Focus on t h e L a n g u a g e n o t e . Drill t h e e x a m p l e s . Elicit/
n e w p a r t n e r a n d t e l l t h e m t o ask and a n s w e r a b o u t t h e
E x p l a i n t h a t w e u s e to w h e n w e a r e t r a v e l l i n g somewhere,
places a n d e v e n t s in e x e r c i s e 1 . Monitor.
a n d at w h e n w e a r r i v e .
• N o m i n a t e d i f f e r e n t pairs o f s t u d e n t s t o read t h e i r
• W r i t e : John's driving the beach. We usually meet the
conversations.
station, on t h e board. P o i n t t o t h e gaps. Elicit t h e missing
w o r d s ( t o , at) and complete the sentences.
English in t h e world
3 • Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio
• E l i c i t / T e a c h : professional, actor, amateur, local, several, main.
• M M . S t u d e n t s h e a r the beach, make a suggestion using
• Read t h r o u g h t h e t e x t . Ask questions t o check comprehension, e.g.
Why don't we . . . , t h e n l i s t e n a n d repeat.
What can you see at a theatre? Who acts in the plays and shows?
• Play t he rest of t h e audio.
• A s k s t u d e n t s q u e s t i o n s a b o u t t h e a t r e s in t h e i r country/

A u d i o script 3 7 . 2 c o u n t r i e s , e . g . What can you see at a theatre in ( I t a l y ) ? Where

1 t h e beach are the main theatres in ( B e i j i n g ) ?

W h y d o n ' t w e go t o t h e beach?
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
2 a concert talk about places to go.
W h y d o n ' t w e go t o a concert?
3 the zoo Follow-up
W h y d o n ' t w e go t o t h e z o o ?
• Play a game of Vocabulary Snap (see page 1 1 ) t o practise
4 the theatre
W h y d o n ' t w e go t o t h e t h e a t r e ? making compound nouns.

5 an a r t g a l l e r y • O n separate pieces o f paper, w r i t e o u t words t h a t can be p u t

W h y d o n ' t w e go t o an a r t gallery? t o g e t h e r t o m a k e c o m p o u n d n o u n s , e . g . swimming, pool, car,
6 the cinema park, computer, engineer, theme, park, art, gallery, football,
W h y d o n ' t we go t o t h e cinema?
match, I n t e r n e t , cafe.

• Teams t a k e it in t u r n s t o f i n d w o r d s t h a t m a k e a c o m p o u n d
4 • F o c u s o n t h e p i c t u r e s in e x e r c i s e 1 . A s k q u e s t i o n s about
noun.
t h e sounds people hear at t h e different places and e v e n t s ,
e . g . What sounds do you hear at a football match? Elicit:

•
cheering,
Play audio E E E
whistles, etc. Help w i t h vocabulary if necessary.
the way through.
Resource activity pages 210 and 272
• P l a y t h e f i r s t i t e m o n t h e a u d i o t w i c e . A s k : Where are the
people? E l i c i t : They're at a football match.
• Play t h e rest of t h e audio t w i c e .
• G o o v e r t h e a n s w e r s as a c l a s s .

1 at a f o o t b a l l match 2 at a c o n c e r t 3 at t h e t h e a t r e / at a
play 4 at t h e z o o 5 at a t h e m e park 6 at an a r t gallery

85
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TEACHER'S N O T E S LESSON 38 Students learn and practise the past simple of to be.

Warm-up • A s k q u e s t i o n s t o e l i c i t s h o r t r e s p o n s e s , e . g . A s k : Were you

at home on Saturday? Was (Amal) here yesterday?
• U s e p i c t u r e s o f t h e p l a c e s t o g o i n l e s s o n 3 7 as f l a s h c a r d s
t o revise t h e places. H o l d up each picture and elicit t h e • Do t h e e x a m p l e s t o g e t h e r . Play t h e first item on audio

w o r d , t h e n d r i l l as a class a n d individually. B E B - S t u d e n t s h e a r He was away last week, make a

q u e s t i o n , t h e n listen and repeat. Do t h e same w i t h t h e
second example.
la • Tell students t o cover t h e t e x t . Ask questions a b o u t t h e • Play t h e rest o f t h e audio.
p i c t u r e , e . g . Who can you see? Where are they? What are they
doing? Audio script 38.2

• E l i c i t / T e a c h : quite, boring, orange tree, tickets. 1 He was a w a y last w e e k . 4 She was at t h e m e e t i n g yesterday.
• Play audio F f r f t f for s t u d e n t s t o read and listen. Was he a w a y last week? Was she at t h e m e e t i n g yesterday?

• Ask questions a b o u t t h e t e x t t o check comprehension, e.g. 2 T h e y were at t h e s h o w . 5 We were on h o l i d a y in M a y .

Where was Ryan iast night? What play did he see? Were t h e y at t h e show? Were we on h o l i d a y in May?

• D r i l l e a c h s e n t e n c e as a c l a s s a n d individually. 3 Y o u were o u t last n i g h t . 6 He was at t h e p a r t y .

Were y o u o u t last night? Was he at t h e p a r t y ?
b • Ask t w o s t u d e n t s t o read o u t t h e c o n v e r s a t i o n . Check
pronunciation. a • Write: you away last week? on t h e board. P o i n t t o t h e
• P u t s t u d e n t s in pairs. Tell t h e m t o practise t h e g a p . A s k : was or were? Elicit: were.
conversation. Monitor. • P u t s t u d e n t s in pairs t o c o m p l e t e t h e conversation.
• G o t h r o u g h t h e a n s w e r s as a cLass. A s k i n d i v i d u a l s t u d e n t s
2 • E l i c i t / T e a c h : last n i g h t , yesterday, last week.
t o read o u t t h e answers. Check pronunciation.
• F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d
individually. Check pronunciation.
1 Were 2 was 3 were 4 weren't 5 were 6 was 7 was
• Go t h r o u g h t h e table on Student's Book page 108. 8 Were 9 were 1 0 was 1 1 Was 1 2 was 13 wasn't
• W r i t e : last n i g h t , on Saturday, yesterday, last week on t h e
board. Tell s t u d e n t s where y o u were at each o f t h e s e t i m e s .
b • Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n . Check
• P o i n t t o t h e t i m e expressions. Tell s t u d e n t s t o w r i t e
pronunciation.
sentences a b o u t where t h e y were at these times. Monitor.
• P u t s t u d e n t s in pairs t o p r a c t i s e . Monitor.
• Ask i n d i v i d u a l s t u d e n t s t o read one sentence each. Check
pronunciation. Your life
Tell students a b o u t the last t i m e y o u w e n t o u t , e.g. I was
Usually English verbs in the past simple are the same out last n i g h t . W r i t e : Where? What? good? on the board.
for all subjects (I, you, he, she, etc). To be is a little P o i n t t o t h e s e cues a n d t e l l s t u d e n t s t o ask y o u questions
confusing for students who have learned this, because it a b o u t t h e l a s t t i m e y o u w e n t o u t . E l i c i t : Where did you go?
is different in that we use was with I , he, she, it and were etc. and reply t o t h e questions.
with you, we, they. Find o u t a b o u t t h e last t i m e s t u d e n t s w e n t o u t by asking
q u e s t i o n s , e . g . Did you go out last night? Where did you go?
3a • W r i t e : She/at home yesterday on the board. Ask students Focus on t h e conversation p a t t e r n . Go t h r o u g h the
t o m a k e a s e n t e n c e i n t h e p a s t . E l i c i t : She was at home q u e s t i o n s . D r i l l e a c h o n e . C h e c k i n t o n a t i o n ( r i s i n g in yes/
yesterday. no q u e s t i o n s , f a l l i n g i n wh- questions).
• P u t s t u d e n t s in pairs. Focus on t h e cues and tell t h e m t o P u t s t u d e n t s in pairs t o m a k e c o n v e r s a t i o n s u s i n g t h e
make s e n t e n c e s in t h e p a s t . Monitor. pattern. Monitor.
• G o o v e r t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s t o A s k pairs o f s t u d e n t s t o read o u t t h e i r c o n v e r s a t i o n s .
say one sentence each. Check pronunciation.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

1 She was at h o m e y e s t e r d a y . 2 We were at t h e t h e a t r e last can say where people were in the past.
night. 3 I was a t a f o o t b a l l m a t c h on S a t u r d a y . 4 Peter was at
w o r k last w e e k . 5 He was at a c o n f e r e n c e on M o n d a y . Follow-up
6 L u c y and J o r d a n were a t t h e cinema last n i g h t . 7 T h e y were a t
• W r i t e t i m e e x p r e s s i o n s o n s e p a r a t e p i e c e s o f p a p e r , e.g. four
The Coffee Shop yesterday. 8 I was at a club on Friday n i g h t .
o'clock last Wednesday, ten o'clock last n i g h t , Friday evening,
three o'clock this morning. Prepare one for each s t u d e n t .
b • P u t s t u d e n t s in pairs. P o i n t t o t h e cues a n d t e l l t h e m to
make their sentences negative. Monitor. • Tell students to find o u t where four people were at t h e t i m e

• G o o v e r t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s t o on their piece of paper.

say one s e n t e n c e each. Check pronunciation. • A s k s t u d e n t s t o t e l l t h e class a b o u t t h e i r f i n d i n g s .

1 She w a s n ' t a t h o m e y e s t e r d a y . 2 We w e r e n ' t at t h e t h e a t r e

last n i g h t . 3 I w a s n ' t at a f o o t b a l l m a t c h on S a t u r d a y .
w a s n ' t at work last w e e k .
4 Peter
5 He w a s n ' t at a c o n f e r e n c e on M o n d a y .
Resource activity pages 224 and 279
6 L u c y a n d J o r d a n w e r e n ' t at t h e cinema last n i g h t . 7 They
w e r e n ' t at T h e C o f f e e S h o p y e s t e r d a y . 8 I w a s n ' t at a club on
Friday night.

4 • F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d
individually. Check pronunciation.
• Focus on t h e tables on Student's Book page 108.
• N o m i n a t e t w o pairs o f s t u d e n t s t o read o u t t h e exchanges.

113
 Students use the past simple of to be and talk about www.frenglish.ru
how good
~ TEACHER'S NOTES LESSON 39 something was.

Warm-up Justin T h a n k y o u v e r y m u c h , Mrs F l e m i n g . That's v e r y

helpful. Goodbye.
R e v i s e q u e s t i o n s w i t h to be. T e l l s t u d e n t s y o u a r e s o m e o n e
Mrs F l e m i n g Goodbye.
f a m o u s . T h e y h a v e t o g u e s s w h o y o u are b y a s k i n g y e s / n o
q u e s t i o n s u s i n g t h e v e r b to be, e . g . Are you alive? Are/Were
3a • G o t h r o u g h t h e list o f a d j e c t i v e s and e l i c i t / t e a c h the
you a man? Are you English? Were you a sportsperson?
m e a n i n g . D r i l l e a c h o n e as a c l a s s .
• F o c u s o n h e l p f u l . A s k : What does Mrs Fleming say was
• A s k q u e s t i o n s a b o u t t h e f i r s t p i c t u r e , e . g . What are the helpful? P l a y t h e a u d i o a g a i n t o they were very h e l p f u l .

people doing? What do you think the man's job is? E l i c i t : the hotel s t a f f .

• E l i c i t / T e a c h : travel guide, guidebook, market research, • Play t h e rest of t h e audio for s t u d e n t s t o do t h e exercise.
feedback, guest, s t a f f , f r i e n d l y , gym, sauna, in general.
1 the hotel staff 2 t h e room 3 t h e room 4 the food
• Focus on t h e speech b u b b l e a n d read t h r o u g h it t o g e t h e r .
5 the gym 6 the swimming pool
A s k q u e s t i o n s a b o u t t h e t e x t , e . g . Who is Justin? Who does
he work for? Why is he doing market research?
b • A s k : What was the problem with the swimming pool? Play the
• P o i n t t o t h e f o r m . A s k : What is the form for? E l i c i t : for hotel
audio again, if necessary.
guest feedback.

C • Play the audio again for students to check their answers.

• G o t h r o u g h t h e questions on t h e f o r m .
• Tell s t u d e n t s t o listen and c o m p l e t e t h e f o r m . Play audio I t w a s n ' t o p e n u n t i l half p a s t n i n e .
Ki-'JIl twice.
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
4a • F o c u s on t h e f o r m . Drill each question.
• G o t h r o u g h t h e a n s w e r s as a class.
• Ask each question and elicit answers.
• N o m i n a t e a s t u d e n t . S a y : You're J u s t i n . I'm Mrs Fleming. Act
1 Mrs F l e m i n g 2 T h e Eagle 3 April 4 three 5 no 6 yes
out the conversation.
7 OK 8 very good 9a s w i m m i n g p o o l , g y m 9b s w i m m i n g p o o l
- good, a gym - don't know 10 good • Nominate t w o students to act out the conversation
together. Check pronunciation.
• P u t s t u d e n t s in pairs. T e l l t h e m t o t u r n t h e i r chairs so t h e y
A u d i o script 39.1
a r e s i t t i n g b a c k t o b a c k . S a y : Look at the f o r m . Make the
Justin H e l l o . Is t h a t Mrs F l e m i n g ?
conversation between Justin and Mrs Fleming. Monitor.
Mrs F l e m i n g Yes, it is.
Justin H e l l o , Mrs F l e m i n g . My name's J u s t i n Ball f r o m t h e
b • N o w tell students to make up another conversation with
H o t e l a n d Travel G u i d e . We're d o i n g some market
a d i f f e r e n t g u e s t . Tell t h e m t o use t h e c o n v e r s a t i o n in
research f o r our g u i d e b o o k .
e x e r c i s e 2 as a m o d e l b u t t o p u t in d i f f e r e n t information.
Mrs F l e m i n g I see.
Justin N o w , y o u were a g u e s t at T h e E a g l e H o t e l recently.
Is t h a t correct? Pronunciation
Mrs F l e m i n g Yes.
Justin Can I ask y o u a f e w q u e s t i o n s a b o u t t h e hotel? 1 • M o d e l t h e p r o n u n c i a t i o n o f was, wasn't, were, weren't in t h e

Mrs F l e m i n g Y e s , o f course. f i r s t t w o p a i r s o f s e n t e n c e s . N o t e t h a t was a n d were are

Justin T h a n k y o u . W h e n were y o u at T h e Eagle? w e a k f o r m s in p o s i t i v e s t a t e m e n t s ( / w o z / , / w a ( r ) / ) and
Mrs F l e m i n g O h , i t was in A p r i l . strong forms in n e g a t i v e s t a t e m e n t s ( / w D z n t / , /w3:nt/).
Justin A p r i l . A n d h o w m a n y n i g h t s were y o u there? • Play audio H - ' J M for students t o listen and repeat.
Mrs F l e m i n g Three nights. • D r i l l e a c h p a i r o f s e n t e n c e s as a c l a s s t h e n individually.
Justin Were y o u on y o u r own? Check pronunciation.
Mrs F l e m i n g N o , I w a s n ' t . I was w i t h my h u s b a n d .
Justin T h a n k y o u . N o w , can I ask y o u first a b o u t t h e s t a f f 2 • Tell students t o listen and tick t h e sentence t h e y hear.
at t h e h o t e l . Were t h e y f r i e n d l y ? Play t h e first pair of sentences on audio H ' l l l E l i c i t : We
Mrs F l e m i n g Yes t h e y were, and t h e y were v e r y h e l p f u l . weren't away last week. Play t h e rest o f t h e audio.
Justin W h a t a b o u t t h e room? Was i t v e r y g o o d , g o o d , O K ,
• G o t h r o u g h t h e a n s w e r s as a c l a s s .
or n o t v e r y g o o d ?
Mrs F l e m i n g O u r room was O K . I t was a b i t n o i s y , because it was Audio script 39.3
n e x t t o t h e l i f t , b u t i t was v e r y clean. Yes, it was
1 We w e r e n ' t a w a y last w e e k . 2 T h e f o o d was v e r y g o o d .
OK.
3 I was here y e s t e r d a y . 4 T h e y w e r e n ' t at t h e h o t e l .
Justin W h a t a b o u t t h e restaurant?
5 She w a s n ' t o u t Last n i g h t .
Mrs F l e m i n g I t was v e r y g o o d . T h e f o o d was e x c e l l e n t .
Justin Was t h e r e a s w i m m i n g p o o l at t h e hotel?
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
Mrs F l e m i n g Y e s , t h e r e was. There was a g y m , t o o , b u t i t was
can say how good something was.
v e r y small.
Justin Was t h e r e a sauna?
Mrs F l e m i n g No, there wasn't. Follow-up
Justin W h a t were t h e g y m a n d t h e s w i m m i n g p o o l like? • F o c u s on t h e f o r m in e x e r c i s e 1 . Tell s t u d e n t s t o t h i n k about
Mrs F l e m i n g I d o n ' t k n o w a b o u t t h e g y m . We d i d n ' t use i t . T h e
or i m a g i n e a h o t e l t h e y s t a y e d in and a n s w e r t h e q u e s t i o n s .
s w i m m i n g p o o l was g o o d . I t was big. B u t it w a s n ' t
o p e n u n t i l h a l f p a s t n i n e in t h e m o r n i n g . • P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e hotels.
Justin I see. So in g e n e r a l w h a t was y o u r o p i n i o n o f t h e

Resource activity pages 226 and 280

hotel?
Mrs F l e m i n g O h , e r m , 'good', I t h i n k . I can't say ' v e r y g o o d ' , b u t 117
i t was g o o d .

89
 Students learn and practise expressions for makingwww.frenglish.ru
TEACHER'S NOTES LESSON 40 arrangements.

Warm-up Audio script 40.3

Woman W h y d o n ' t we go for lunch on W e d n e s d a y ?
• P u t s t u d e n t s in pairs. Tell t h e m t o make a list o f places t o g o
Man I'm sorry. I can't make this w e e k . I'm g o i n g t o a
in t h e t o w n / c i t y w h e r e t h e y are l i v i n g .
conference.
• P u t s t u d e n t s in g r o u p s t o c o m p a r e t h e i r i d e a s . Y o u could Woman Oh, well, what about next Monday?
also g i v e each g r o u p a local m a p so t h e y e x p l a i n w h e r e t h e Man N e x t M o n d a y ? Yes, t h a t ' s fine.
Woman O K . Shall we m e e t at o n e o'clock at y o u r office?
d i f f e r e n t places are.
Man Y e s , O K . See y o u t h e r e .

la • E l i c i t / T e a c h : work late, tomorrow, tomorrow evening. 1 go f o r lunch 2 Wednesday 3 He's g o i n g t o a c o n f e r e n c e .

• Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e 4 (next) Monday 5 at t h e man's office 6 a t o n e o'clock
p i c t u r e s , e . g . Who can you see? Where are they? What can
you see? • Nominate t w o students to act out the conversation together.
• D r i l l t h e w o r d s as a class a n d i n d i v i d u a l l y . Check pronunciation.
• Play audio t f l ' W all t h e w a y t h r o u g h .
> itaniTirli
• Play t h e first c o n v e r s a t i o n on t h e audio t w i c e . Tell s t u d e n t s
• G o t h r o u g h s o m e local places and elicit t h i n g s y o u can do in
t o c o m p l e t e t h e f i r s t c o n v e r s a t i o n . E l i c i t : to the cinema, at
e a c h p l a c e , e . g . You can have an I t a l i a n meal at the Sorrento
the station.
Restaurant, You can see a f i l m at the Odeon Cinema.
• R e p e a t w i t h t h e s e c o n d c o n v e r s a t i o n . E l i c i t : for a meal, in
• Focus on the first stage of the conversation. S a y : I want
the square.
you to come to the park with me on Saturday. What do I say?
• Ask questions a b o u t t h e first conversation to check
E l i c i t : Would you like to go to the park on Saturday? Shall we
c o m p r e h e n s i o n , e . g . What day does the man suggest? Can
go to the park on Saturday? Let's go to the park on Saturday.
the woman meet him on Tuesday? What time do they agree to
• Go t h r o u g h t h e p a t t e r n , eliciting w h a t t o say at each s t a g e .
meet? Where do they decide to meet?
• Nominate a student to act out a conversation with you.
• Repeat with the second conversation.
S a y : Shall we go to (the Acropolis on Sunday)? Elicit a
b • N o m i n a t e t w o s t u d e n t s t o read o u t t h e first conversation. response and continue the conversation following the
Check pronunciation. pattern.
• P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n a n d t e l l • P u t s t u d e n t s in pairs. W r i t e t h e n a m e s o f t h r e e local places
t h e m t o practise both roles. Monitor. o n t h e b o a r d . S a y : Make arrangements to go to these places.
• Repeat with the second conversation. Monitor.
• A s k d i f f e r e n t pairs t o read o u t t h e i r c o n v e r s a t i o n s . Check
• F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
pronunciation.
and individually.
• Tell s t u d e n t s examples o f your arrangements, e.g. I'm • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
meeting my friends tonight. We're going to that new I t a l i a n can make arrangements.
restaurant in town. Tomorrow, I'm teaching a class.
• A s k s t u d e n t s a b o u t t h e i r a r r a n g e m e n t s , e . g . What are you Follow-up
doing tonight /this evening/tomorrow?
• Collect a d v e r t i s e m e n t s / l e a f l e t s for local places before t h e

2 a • Focus on t h e E v e r y d a y e x p r e s s i o n s . W r i t e : Would you like lesson (e.g. from t h e Tourist Office, local newspapers, or

go to the theatre? on t h e board. Tell s t u d e n t s t o read t h e I n t e r n e t ) and display t h e m on t h e board or around the

through the first t e x t and find a word to complete the classroom.

expression. E l i c i t : to. • Give students a few minutes to walk around and look at the
• P u t s t u d e n t s in pairs. Tell t h e m t o read t h e t e x t again a n d leaflets. Tell t h e m t o w r i t e d o w n t h e t h r e e places t h a t t h e y
complete the expressions. think they would enjoy.

b • Play audio W.HWM for s t u d e n t s t o listen and check. • P u t students in small groups t o compare their ideas.

t o , w e , for, c a n ' t , a b o u t , fine, n o t

R e s o u r c e a c t i v i t y pages 2 1 3 a n d 2 7 3
• Play t h e audio again for students t o listen and repeat.
• D r i l l e a c h e x p r e s s i o n as a class a n d individually.
R e v i e w a n d W o r d l i s t s Lessons 3 3 - 4 0
• Tell s t u d e n t s t o w r i t e t h e expressions in t h e i r o w n language. S t u d e n t ' s B o o k pages 9 1 - 9 2
• N o m i n a t e a s t u d e n t . A s k : ( A n a ) , how do you say let's go for a
meal.' in (Polish)? P u t s t u d e n t s in pairs t o p r a c t i s e . Monitor.

3 • E l i c i t / T e a c h : next (Sunday, week). Play audio I H M .

• G o t h r o u g h t h e list o f q u e s t i o n s . Play t h e a u d i o a g a i n . Tell
students to answer the questions.

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Students learn a lexical set of school subjects and talk about
,'S NOTES LESSON 41 school.
J

Warm-up Holly Well, I like P ^ J i u i my f a v o u r i t e s u b j e c t is F r e n t h .

Linda O h , are y o u g o o d at languages?
• W r i t e : school on the board.
Holly Yes, I am.
• P u t s t u d e n t s in pairs. Ask t h e m t o w r i t e d o w n words c o n n e c t e d Linda I was g o o d a t l a n g u a g e s , t o o , w h e n I was a t s c h o o l
w i t h school. Words t h a t s t u d e n t s have seen in previous lessons - French and G e r m a n , b u t my f a v o u r i t e was L a t i n .
Holly L a t i n ! Wow! Cool! We d o n ' t do t h a t at our s c h o o l .
i n c l u d e : teacher, student, lesson, classroom, board, coursebook,
Linda A n d w h i c h s u b j e c t s d o n ' t y o u like?
l i b r a r y , notebook, class, computers, English, languages.
Holly I d o n ' t like S c i e n c e J / V e l l , B i o l o g y is OK - I like t h a t , b u t I
• Ask s t u d e n t s t o call o u t their words and w r i t e t h e m on t h e d o n ' t like Physics a n d C h e m i s t r y .
b o a r d . O r g a n i z e t h e w o r d s i n t o g r o u p s , e . g . places, subjects, Linda S o , w h a t do y o u like, J o e ?
people, things in the classroom. ( Y o u c o u l d d o t h i s as a Joe I like H i s j o i ^ a n d I like Music, t o o - o h , and P.E.
spidergram.) Linda Well, you're g o o d at s p o r t .
Joe Y e s , b u t H i s t o r y ' s my f a v o u r i t e s u b j e c t . I d o n ' t like M a t h s .
• Drill new words and check comprehension. I'm n o t v e r y g o o d at i t .

1 • E l i c i t / T e a c h : school subject.
b • E l i c i t / T e a c h : Latin.
• Focus on t h e pictures. Play audio H H 8 for students to • Read t h r o u g h t h e list o f l a n g u a g e s . Tell s t u d e n t s t o listen

listen and repeat. and tick t h e languages t h a t Linda says. Play the audio again.

• D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y . • G o t h r o u g h t h e a n s w e r s as a class.

• N o m i n a t e d i f f e r e n t s t u d e n t s t o say t h e s c h o o l subjects, e.g.

French, German, Latin
S a y : What's number 3? E l i c i t : Mathematics/Maths. Check
pronunciation.
• P u t s t u d e n t s in pairs. Tell t h e m t o c o v e r t h e t e x t , a n d t a k e
• Go through the expressions. Say sentences about your
i t i n t u r n s t o p o i n t a t p i c t u r e s a n d a s k What's this? Monitor.
s c h o o l d a y s , e . g . History was my favourite subject. I was good

In English we usually use capital letters for school/ at English but I wasn't very good at Geography. P . E . was OK

university subjects but not when we use the same word because I like sport. My favourite teacher was (Mr S m i t h ) . He

in another context, e.g. I like Music. (I like the course). was our Chemistry teacher.

I like classical music. (I like music in general). • U s e t h e e x p r e s s i o n s t o ask q u e s t i o n s a b o u t t h e students,

e . g . What was your favourite subject? Were you good at
Maths?
2 a • A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . What can you see? How
• Tell s t u d e n t s t o look at t h e expressions and make notes
old are the children? Who do you think the woman is? What is
about their favourite subjects.
she holding? What do you think they're talking about?
• P u t s t u d e n t s in g r o u p s t o ask a n d a n s w e r q u e s t i o n s about
• Play audio B 1 I W once for students to familiarize themselves t h e i r s c h o o l life. Monitor.
w i t h t h e d i f f e r e n t v o i c e s . A s k : What are the children talking
about? E l i c i t : school subjects they like/don't like.
• G o t h r o u g h t h e c h i l d r e n ' s n a m e s . E x p l a i n t h a t Adam and Joe
E n g l i s h in t h e w o r l d
a r e b o y s ' n a m e s , a n d Holly is a g i r l ' s n a m e . • E l i c i t / T e a c h : primary school, move, secondary school, c e r t i f i c a t e ,

• Focus on t h e table. Tell s t u d e n t s to listen and c o m p l e t e t h e education, e x t r a , advanced level.

t a b l e w i t h t h e s u b j e c t s t h a t each child likes and doesn't • R e a d t h r o u g h t h e t e x t as a class.

like. Play t h e a u d i o t w i c e . • Ask questions a b o u t the t e x t to check comprehension, e.g.

• G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y , p l a y t h e When do children go to primary school in Britain? How old are

audio again, pausing after each child. children when they leave primary school? What exams do British
students take at secondary school?
A d a m likes G e o g r a p h y , I . T . ( I n f o r m a t i o n T e c h n o l o g y ) , A r t . He • A s k s t u d e n t s q u e s t i o n s a b o u t schools in t h e i r country/
d o e s n ' t like C o o k e r y or E n g l i s h .
c o u n t r i e s , e . g . When do children start school in (Russia)? How
H o l l y likes P . E . ( P h y s i c a l E d u c a t i o n ) , F r e n c h , B i o l o g y . She d o e s n ' t many years do children stay at Primary School in (Peru)? When do
like S c i e n c e , Physics, C h e m i s t r y .
students in ( E g y p t ) take exams?
J o e likes H i s t o r y , Music, P.E. He doesn't like M a t h s .
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
talk about school subjects.
Audio script 4 1 . 2
Linda S o , is t h i s y o u r class at s c h o o l , A d a m ?
Follow-up
Adam Yes, it is. That's me t h e r e w i t h my f r i e n d , M a r t i n . That's
Mrs H a r r i s . She's our G e o g r a p h y t e a c h e r . She's really g o o d . • Divide a piece of paper i n t o t w o columns. Write o u t school
I like G e o g r a p h y . It's my f a v o u r i t e s u b j e c t . s u b j e c t s , e . g . Mathematics, A r t , on one side a n d d e f i n i t i o n s
Linda W h a t o t h e r s u b j e c t s do y o u like? o n t h e o t h e r , e . g . You study numbers in this class, You learn to
Adam O h , w e l l , I like I T . paint pictures in this class. C u t t h e p a p e r up so y o u h a v e o n e
Linda What's I T ? s c h o o l s u b j e c t or one d e f i n i t i o n on each piece.
Adam I n f o r m a t i o n Technology - you know, computers and
things. • H a n d o u t o n e piece o f paper t o each s t u d e n t . Tel
i students
Linda O h , I see. Well, t h e r e w e r e n ' t a n y c o m p u t e r s w h e n I was to mingle and match a subject and a definition.
at s c h o o l . ' —.
• A t t h e e n d ask each pair o f s t u d e n t s t o read o u t
Adam O h , r i g h t . I l i k e j d ^ t o o , b u t I d o n ' t like C o o k e r y , and I their
d e f i n i t i o n . T h e r e s t o f t h e c l a s s h a v e t o g u e s s t hle s u b j e c t .
d o n ' t like English v e r y m u c h . —
Linda A n d w h a t a b o u t y o u . Holly? What's y o u r f a v o u r i t e
subject?
Resource activity pages 214 and 274
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TEACHER'S NOTES LESSON 42 Students learn and practise past simple statements.

Warm-up 1 left 2 started 3 became 4 travelled 5 retired 6 worked

7 went 8 joined
• Write out time expressions on the board, e.g. tomorrow
morning, now, yesterday morning, this evening, tomorrow
5 • Tell s t u d e n t s t o read t h e i n f o r m a t i o n in e x e r c i s e 1 a n d 4 .
afternoon, this morning, last n i g h t , yesterday afternoon.
W r i t e : Sidney stayed at home on his b i r t h d a y . A s k : True or
• Give students one minute to order t h e t i m e expressions. false? E l i c i t : f a l s e . A s k : What did Sidney do on his birthday?
t o e l i c i t He went to work.
• P u t s t u d e n t s in pairs. Tell t h e m t o c o r r e c t each sentence,
1 • Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e
w r i t i n g t h e f i r s t s e n t e n c e in t h e n e g a t i v e , t h e n t h e correct
p i c t u r e , e . g . Where is the man? What is he doing?
sentence. Monitor.
• E l i c i t / T e a c h : r e t i r e , as usual, p a r t y .
• Go through the answers together.
• Play audio Q 3 B I for s t u d e n t s t o read and listen.
• Ask questions a b o u t t h e t e x t to check comprehension, e.g. 1 He d i d n ' t s t a y at h o m e on his b i r t h d a y . He w e n t t o w o r k .
When did Sidney stop working? Why did he go back to work? 2 He d i d n ' t go t o u n i v e r s i t y . He s t a r t e d w o r k .
Where does he work? How does he get to work?
3 He didn't work for a bank. He worked for an engineering c o m p a n y .

The past simple is relatively straightforward because it is 4 He d i d n ' t retire w h e n he was 6 0 . He retired w h e n he was 65.

the same for all subjects. This means that, unlike more 5 He d i d n ' t w a n t t o retire. He w a n t e d t o do s o m e t h i n g .

highly inflected languages where the form of the verb 6 His n e p h e w d i d n ' t have an e n g i n e e r i n g c o m p a n y . He had a f o o d

provides information about the subject, in English a verb company.

must have a subject in order for it to make sense. 7 He d i d n ' t g e t up at six o'clock y e s t e r d a y . He g o t up at f o u r
o'clock.
8 He d i d n ' t d r i v e t o w o r k . He t o o k t h e b u s .
2 • G o t h r o u g h t h e rules on S t u d e n t ' s B o o k p a g e 1 0 8 .
• F o c u s o n r e g u l a r v e r b s . D r i l l t h e e x a m p l e s as a class a n d
i n d i v i d u a l l y . C h e c k -ed p r o n u n c i a t i o n . W r i t e : cooked, liked,
• G o t h r o u g h t h e list o f t h i n g s a n d t e l l s t u d e n t s a b o u t t h e
stopped o n t h e b o a r d . P o i n t t o cooked. A s k : What's the verb?
t h i n g s y o u d i d / d i d n ' t d o y e s t e r d a y , e . g . I went to work
E l i c i t : cook. P o i n t t o e a c h p a s t f o r m t o e l i c i t l i k e , stop.
yesterday, I didn't get up at seven o'clock.
• Elicit t h e f o l l o w i n g spelling rules for regular v e r b s :
• N o m i n a t e d i f f e r e n t s t u d e n t s S a y : I went to work yesterday.
m o s t v e r b s : a d d -ed ( e . g . cook - cooked)
What about you, (Ivan)? E l i c i t : I went to work too. / I didn't
v e r b s e n d i n g e : a d d -d ( e . g . live - lived)
go to work. Repeat with a negative sentence, e.g. I didn't
verbs ending short v o w e l + a consonant: double the
get up at seven o'clock. What about you (Rita)? Elicit: I didn't
c o n s o n a n t a n d a d d -ed ( e . g . stop - stopped).
get up at seven o'clock either. / I got up at seven o'clock.
• F o c u s on t h e s e c o n d p a r t o f t h e t a b l e a n d e x p l a i n that
• P o i n t t o t h e list a n d t e l l s t u d e n t s t o w r i t e t r u e sentences
t h e r e is n o r u l e f o r i r r e g u l a r v e r b s .
a b o u t t h e t h i n g s t h e y did or didn't do y e s t e r d a y . Monitor.
• G o t h r o u g h t h e t h i r d p a r t o f t h e t a b L e . A s k : How do we
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s .
make the negative past form? E l i c i t : didn't + infinitive.
• A s k i n d i v i d u a l s t u d e n t s t o say a sentence a b o u t t h e i r
E x p l a i n t h a t didn't = did not.
partner. Check pronunciation.
• D r i l l t h e e x a m p l e s as a class a n d i n d i v i d u a l l y . Check
p r o n u n c i a t i o n o f didn't /didnt/.
Pronunciation
3 • D o t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio E J 0 -
S t u d e n t s h e a r She takes the train every day, make a statement a • W r i t e : like - l i k e d , want - wanted on t h e board. M o d e l t h e

i n t h e p a s t w i t h yesterday, t h e n listen and repeat. p r o n u n c i a t i o n a n d c o u n t t h e s y l l a b l e s . A s k : Which verb has

an extra syllable? Elicit: wanted.
• Play t h e rest of t h e audio.
• P u t s t u d e n t s in pairs. Tell t h e m to say t h e words o u t loud
A u d i o script 4 2 . 2 a n d tick t h o s e w i t h an e x t r a syllable in t h e p a s t t e n s e .
1 She takes t h e t r a i n e v e r y d a y .
b • Play audio E W M for s t u d e n t s t o listen and check.
She t o o k t h e t r a i n y e s t e r d a y .
• Play the audio again for s t u d e n t s t o listen and repeat.
2 I cook t h e d i n n e r e v e r y d a y .
I cooked the dinner yesterday.
w o r d s w i t h an e x t r a s y l l a b l e : w a n t e d , d e c i d e d , n e e d e d , s t a r t e d
3 We g e t up at seven o'clock e v e r y d a y .
We g o t up at seven o'clock y e s t e r d a y .
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
4 He goes j o g g i n g e v e r y day.
can talk about the past.
He w e n t j o g g i n g y e s t e r d a y ,
5 I have a s h o w e r e v e r y d a y . Follow-up
I had a s h o w e r y e s t e r d a y .
6 They watch TV every day. • Play a g a m e o f N o u g h t s a n d Crosses (see page 1 1 ) t o revise

They watched TV yesterday. past forms of verbs from the lesson.

• To win a square, t e a m s h a v e t o make a s e n t e n c e using t h e

4 • Go t h r o u g h t h e s e n t e n c e s . E l i c i t / T e a c h key v o c a b u l a r y , e.g. p a s t f o r m a n d a p a s t t i m e e x p r e s s i o n ( e . g . yesterday, last
later, become, salesman, after, join. week, on F r i d a y ) c o r r e c t l y .
• W r i t e : Sidney school when he was 1 4 . (leave) on the

Resource activity pages 215 and 274

b o a r d . P o i n t t o leave. A s k : What's the past form? Elicit: left.
• P u t s t u d e n t s in pairs t o c o m p l e t e t h e s e n t e n c e s .
• G o t h r o u g h t h e answers t o g e t h e r . Write t h e past f o r m s on
t h e board. Ask individual students to say one sentence
each. Check pronunciation.

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schooldays.

Warm-up G o t h r o u g h t h e a n s w e r s as a c l a s s .

P u t s t u d e n t s i n p a i r s a n d t e l l t h e m t o l i s t as m a n y d a i l y a n d 1 T h e s c h o o l centre was in Alice S p r i n g s .

f r e e - t i m e a c t i v i t i e s as p o s s i b l e . 2 She t a l k e d t o t h e t e a c h e r by radio for half an h o u r e v e r y d a y .

3 Her f a v o u r i t e s u b j e c t s were H i s t o r y a n d S c i e n c e , b u t she d i d n ' t
Ask s t u d e n t s t o call o u t t h e i r ideas. Write t h e m on t h e board
like M a t h s .
and elicit the past forms.
4 T h e t e a c h e r marked her essays a n d v i s i t e d her once a year.
A r r a n g e s t u d e n t s in a circle. Say a s e n t e n c e , e . g . I woke 5 S t u d e n t s use c o m p u t e r s t o d a y b u t t h e y d i d n ' t have t h e m w h e n
up at 6.30 yesterday. T h e n e x t s t u d e n t has t o repeat y o u r Carol was a c h i l d .
s e n t e n c e a n d a d d a n o t h e r , e . g . I woke up at 6.30 and I got 6 Brisbane is a big c i t y near t h e sea. She w e n t t o b o a r d i n g s c h o o l
up. C o n t i n u e a r o u n d t h e c i r c l e . there.

• Focus on t h e L a n g u a g e n o t e . W r i t e : s t u d y , t r y , a p p l y , marry,
1 • Focus on the pictures. Ask questions a b o u t the people, e.g.
stay on t h e b o a r d . P u t s t u d e n t s in pairs. Tell t h e m t o w r i t e
What can you see? Where do you think the woman is? What
t h e p a s t f o r m o f e a c h v e r b . E l i c i t : studied, tried, applied,
are the children doing?
married, stayed.
• Play audio E S Q ! w h i l e s t u d e n t s read t h e t e x t .
• Ask questions to find out if your students k n o w anything
a b o u t A u s t r a l i a , e . g . What's the capital city? What animats • G o t h r o u g h t h e s e n t e n c e c u e s . D r i l l e a c h o n e as a c l a s s t h e n
are there? individually.
• E l i c i t / T e a c h key v o c a b u l a r y for each paragraph, e.g. • W r i t e t h e n u m b e r s 1 - 8 o n t h e b o a r d as a l i s t . Tell s t u d e n t s
p a r a g r a p h 1 : a i r , outback, sheep station, farm e i g h t t h i n g s a b o u t y o u r s c h o o l d a y s , e . g . I started school
p a r a g r a p h 2 : dining room, essays, school centre, mark, send when I was ( f i v e ) in 1975. I went to (Park Primary) School.
back e t c . M a k e n o t e s o n t h e b o a r d , e . g . 1 f i v e , 2 Park P r i m a r y .
p a r a g r a p h 3 : boarding school, sea, miss (someone), cry • Point to your notes and tell students to make notes about
• Focus on t h e questions. Read through t h e first part of t h e their own schooldays.
sentences and the choices. • Ask different students about their schooldays. A s k : When
• Tell s t u d e n t s t o choose t h e correct answers. Play t h e a u d i o did you start school, ( N a t a l i e ) ? What school did you go to,
again w h i l e s t u d e n t s read and listen. (Marc)?
• Go through the answers together. • Focus on t h e n o t e s y o u m a d e . W r i t e s e n t e n c e s a b o u t y o u r
s c h o o l d a y s , e . g . I started school in 1975. The school was
l a 2 a 3 b called Park P r i m a r y .
• Tell s t u d e n t s t o use t h e i r n o t e s t o w r i t e a paragraph about
• Ask questions a b o u t the t e x t t o check comprehension, e.g.
their schooldays.
Where is Carol from? Is Alice Springs near the sea? What do
• P u t s t u d e n t s in pairs a n d t e l l t h e m t o t a k e i t in t u r n s t o ask
Carol's parents do? How many brothers and sisters has Carol
each other a b o u t their schooldays. Monitor.
got? What were her favourite subjects? Who marked her
essays? How often did she see her teacher? • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
can write about my schooldays.

Follow-up
2 • Explain t h a t Carol studied at t w o schools T h e School of
t h e A i r and a b o a r d i n g s c h o o l in B r i s b a n e . Read t h e f i r s t
s t a t e m e n t ( S h e sent essays to Alice S p r i n g s . ) . A s k : Is this the
• Revise words f r o m t h e lesson w i t h a board dash. Draw three^.
School of the Air or the boarding school? E l i c i t : the School of
c o l u m n s o n t h e b o a r d l a b e l l e d : nouns, verbs, adjectives.
the Air.
• R e a d t h r o u g h t h e s t a t e m e n t s . S a y : Read the text again. • P u t s t u d e n t s in t w o t e a m s . Call o u t words f r o m t h e lesson
Write 'S' for School of the Air or ' B ' f o r boarding school. at random, e.g. study, cry, mark; enjoy, subject, lesson, essay,
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s . Internet, boarding school, normal, favourite, big.
• G o t h r o u g h t h e a n s w e r s as a c l a s s . I f s o m e s t u d e n t s find
• S t u d e n t s run t o t h e b o a r d t o w r i t e t h e w o r d in t h e
t h e exercise d i f f i c u l t , n u m b e r t h e paragraphs and help by
appropriate column. The first team to write the word
g i v i n g , or a s k i n g f o r , t h e n u m b e r o f t h e c o r r e c t paragraph
correctly wins a point.
for each answer.

IS 2 B 3s 4 B 5s 6s 7 b 8 b R e s o u r c e a c t i v i t y pages 2 1 6 and 2 7 5

3 • F o c u s o n t h e l i s t o f t h i n g s . A s k : What's Alice Springs? Elicit:

a town/a place in A u s t r a l i a . T e l l s t u d e n t s t o r e a d t h e t e x t .
A s k : What does Carol say about Alice Springs? Elicit: The
school centre was in Alice Springs.
• G o t h r o u g h each o f t h e i t e m s . Tell s t u d e n t s t o f i n d each o n e
and u n d e r l i n e i t in t h e t e x t . Monitor.
• P u t s t u d e n t s in pairs. Tell t h e m t o read t h e t e x t again a n d
t a k e i t in t u r n s t o s a y w h a t C a r o l says a b o u t e a c h t h i n g .

105
 Students revise the past simple and learn expressions for talking
www.frenglish.ru
TEACHER'S NOTES LESSON 4 4 about good news.

Warm-up 2 • F o c u s o n t h e s e n t e n c e s . W r i t e : Lucy left school when she

was 16 / 1 8 . o n t h e b o a r d . T e l l s t u d e n t s t o r e a d t h e f i r s t p a r t
• U s e t h e pictures in l e s s o n 3 6 t o revise t h e s t o r y t o d a t e .
o f t h e s t o r y a g a i n . A s k : When did Lucy leave school? Elicit:
Ask questions a b o u t the characters and the story, e.g. Why
When she was 18. and circle t h e correct answer.
is Lucy worried? Where are Sarah and Peter? Why is Sarah
• Tell s t u d e n t s t o read t h e w h o l e s t o r y again and c h o o s e t h e
upset? Does Peter like Sarah? Is he married? Where are Peter
correct answers.
and Jordan? What are they talking about? Who's going to help
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
Peter?
• G o o v e r t h e a n s w e r s as a c l a s s .

1 18 2 secretarial 3 bank 4 five 5 Friday 6 had a cold

1 • Play audio E T ' H B t o familiarize students with how the story
develops and with the characters' voices.
3a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d
• E l i c i t / T e a c h key v o c a b u l a r y and phrases for each picture,
and u n d e r l i n e t h e m in t h e t e x t .
e.g.
• W r i t e : Well .' o n t h e b o a r d . P o i n t t o t h e g a p a n d a s k
p i c t u r e 1 : interview, interview panel, personal assistant,
students to supply the missing word. Elicit: done.
director, education, secretarial course, college
• Ask students to complete the expressions.
p i c t u r e 2 : excited, get a j o b , get a cold
p i c t u r e 3 : handkerchief, dressing gown, i l l , I'm afraid (for an b • Play audio W i l W M for s t u d e n t s t o listen and check.
e x c u s e ) , bad cold • Play t h e audio again while students listen and repeat.
p i c t u r e 4 : congratulations, I can't wait, appoint
picture 5: shocked d o n e , so, o n , w a i t

• W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a
class a n d individually. 4 • Focus on t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m to

• Tell s t u d e n t s t o cover t h e t e x t . Ask some q u e s t i o n s about practise t h e conversation, each taking one part.

t h e p i c t u r e s t o check basic c o m p r e h e n s i o n , e.g. • G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e each role. Monitor.

p i c t u r e 1 : Who can you see? Where are they? What's • A s k one g r o u p t o act o u t t h e story for t h e rest o f t h e class.
happening?
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
p i c t u r e 2 : Who's in The Coffee Shop? Who's Lucy talking to? can talk about good news.
Does she look happy?
p i c t u r e 3 : Where is Lucy? What is she wearing? What is she Follow-up
holding? What's wrong?
• Write o u t d i f f e r e n t t y p e s o f g o o d news on pieces o f paper,
p i c t u r e 4 : Where is Lucy? Who is she with?
e . g . pass/ driving test, pass / E n g l i s h exam, get /new job,
p i c t u r e 5 : Who is in the office? Why does Lucy look shocked?
have /new baby, g e t / m a r r i e d , buy/new house, win/new
• Focus on t h e questions. Play t h e audio again. Elicit and
computer.
check the answers.
• Give each s t u d e n t a piece o f g o o d news. A s k t h e m t o make
1 Personal A s s i s t a n t t o t h e D i r e c t o r for E u r o p e 2 O l i v e Green
a s e n t e n c e w i t h t h e c u e s , e . g . I passed my driving test
A l t e r n a t i v e l y y o u could ask s t u d e n t s t o t h i n k o f s o m e t h i n g
• Ask questions a b o u t t h e t e x t to check comprehension, e.g.
good that happened to them recently and make a sentence
p i c t u r e 1 : How old was Lucy when she started her secretarial
about it.
course? What was her f i r s t job? How long did she stay in her
f i r s t job? When did she join this company? • Tell s t u d e n t s t o mingle, and say and respond t o each other's

p i c t u r e 2 : Was Lucy's interview a success? Did she want good news.

the new job? Does she know the Director of Europe? What
interviews are on Friday? Is Lucy ill?
p i c t u r e 3 : Why can't Lucy go to work?
R e s o u r c e a c t i v i t y pages 2 1 7 and 2 7 5
p i c t u r e 4 : Is Lucy excited about meeting her new boss? When
did they appoint her new boss? What is her name?
p i c t u r e 5 : Is Lucy happy? Does she like her new boss? Why did
she apply for the new job?

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 Students learn a lexical set of parts of the body andwww.frenglish.ru
name parts
TEACHER'S NOTES LESSON 45 of the body.

Warm-up A u d i o script 45.3

1 N o w f o r t h i s exercise, lie on t h e floor. L i f t y o u r l e f t leg. D o n ' t
• Revise prepositions of place w i t h a picture dictation.
bend y o u r k n e e . N o w r o t a t e y o u r f o o t . T h a t ' s i t . This exercise is
• E l i c i t / T e a c h : mountain, sky, plane, left, right. v e r y g o o d for y o u r ankles.
2 Woman What's w r o n g w i t h y o u r face?
Draw two mountains. On top of the mountain on the left
Man W h a t do y o u mean?
there's a dog. Between the mountains there's a l i t t l e house. In
Woman Well, it's all red near y o u r neck. L o o k in t h e mirror.
front of a house there's a road. At the end of the road there's a
Man O h , y e s . It's on m y c h e s t , t o o .
car. In the sky there's a plane.
Woman And your stomach!
• P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r p i c t u r e s . 3 Tailor So f o r t h e j a c k e t . That's 4 8 for t h e back. Can y o u
l i f t y o u r r i g h t a r m , please, sir? T h a t ' s i t . S h o u l d e r t o
e l b o w is 39 . . .
l a • Elicit/Teach: body.
• A s k s t u d e n t s t o call o u t t h e names o f any parts of t h e body
F o c u s o n t h e p i c t u r e s i n e x e r c i s e 1 . A s k : Which part of your
t h e y k n o w and write these on t h e board.
body do you see with? Which part of your body do you play
• G o t h r o u g h t h e parts of t h e b o d y , describing each one and the piano with? E l i c i t : Your eyes, your f i n g e r s .
p o i n t i n g t o t h e m o n y o u r b o d y . S a y : This is my head, my P u t s t u d e n t s in pairs. G o t h r o u g h t h e e x a m p l e t o g e t h e r .
neck, chest, etc. F o c u s o n t h e list o f d e f i n i t i o n s . R e a d t h r o u g h t h e m as a
• Focus on t h e w o r d s in t h e b o x . A s k s t u d e n t s t o w r i t e t h e c l a s s . S a y : Write the parts of the body.
w o r d s f r o m t h e b o x in t h e c o r r e c t place. G o t h r o u g h t h e a n s w e r s as a class.

3 nose 5 eye 8 hand 9 arm 1 0 head 1 4 leg

1 It's y o u r m o u t h . 2 They're your toes. 3 It's y o u r nose.
4 It's y o u r h e a d . 5 It's y o u r a n k l e . 6 They're your hands.
b • Play audio J J J | for s t u d e n t s t o listen and repeat. 7 It's y o u r back. 8 It's y o u r neck.
• D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . C h e c k i n t o n a t i o n
and pronunciation.
• Ask i n d i v i d u a l s t u d e n t s t o say parts o f t h e b o d y . Point Pronunciation
t o y o u r s h o u l d e r . S a y : What's this? E l i c i t : shoulder. Check
a • S a y : knee. A s k : What letters can you hear? E l i c i t : n and e.
pronunciation. Repeat with other parts of the body.
E x p l a i n t h a t t h e k i n knee is a s i l e n t l e t t e r .

2 • Do t h e examples together. Play audio c v i r J . Students hear • P u t s t u d e n t s in pairs. Tell t h e m t o say t h e w o r d s o u t l o u d

What's wrong? My eye's sore, say what's w r o n g , t h e n listen and circle t h e silent l e t t e r s .

and repeat. Do t h e same w i t h t h e second e x a m p l e and • Go through t h e answers together.

What's the matter?

b • Play audio c v M l for students to check their answers. Play
• Play t h e rest of t h e audio.
it again and tell t h e m to repeat the words.

A u d i o script 4 5 . 2
k in knee, h in chemist's, w in answer, h in s t o m a c h , w in w h o ,
1 A What's w r o n g ? 4 A What's w r o n g ? I in w a l k , w in w r i t e , k in k n o w , h in w h e n , c in science
B My eye's sore. B My knee is sore.
C His eye's sore. C Her knee is sore. • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
2 A What's t h e matter? 5 A What's t h e m a t t e r ? can name parts of the body.
B My finger h u r t s . B My back h u r t s .
mm 1 a
C Her finger h u r t s C His back h u r t s .
Follow-up
3 A What's w r o n g ? 6 A What's w r o n g ?
B My e l b o w h u r t s . B My s h o u l d e r is sore. • Teach students this song. Encourage t h e m t o stand up and

C His e l b o w h u r t s . C Her s h o u l d e r is sore. d o t h e a c t i o n s as t h e y s i n g , e . g . t o u c h t h e r e l e v a n t p a r t s o f

t h e b o d y as t h e y s i n g . I f y o u dort't k n o w t h e t u n e , y o u c a n

In English we use a possessive adjective (my, y o u r , his, d o t h i s as a c h a n t .

her, etc.) when we talk about parts of our body, e.g. My Head and shoulders, knees and toes, knees and toes.

He broke his leg. In English, nouns are not

Head and shoulders, knees and toes, knees and toes.
foot hurts,
masculine or feminine and the possessive adjective used Ears and eyes and mouth and nose.

depends on the person, e.g. M y / H i s / H e r eye's sore. Head and shoulders, knees and toes, knees and toes.

3 • Play audio fevml all t h e w a y t h r o u g h .

R e s o u r c e a c t i v i t y pages 2 1 8 a n d 2 7 6
• Play part one of t h e audio again. Ask students to guess
w h o ' s s p e a k i n g . E l i c i t : an exercise/a yoga teacher.
• Tell s t u d e n t s t o listen again and w r i t e t h e parts of t h e body
t h e y h e a r . P l a y t h e a u d i o a g a i n t w i c e . E l i c i t : leg, knee, f o o t ,
ankle.
• R e p e a t w i t h each part o f t h e audio.
• G o t h r o u g h t h e a n s w e r s as a class.

1 leg, knee, f o o t , ankle 2 face, neck, chest, stomach

3 back, arm, s h o u l d e r , e l b o w

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 Students learn and practise past simple questions www.frenglish.ru
and ask
questions about past events.

D o t h e f i r s t t w o s e n t e n c e s a s a c l a s s . E l i c i t : burn, burnt.
Warm-up
N o t e t h a t i n A m e r i c a n E n g l i s h t h e p a s t f o r m o f burn is
Revise parts o f t h e body. Write o u t t w o sets o f parts of t h e burned a n d t h i s is a l s o a c c e p t a b l e i n B r i t i s h English.
body on sticky labels. P u t s t u d e n t s in pairs t o c o m p l e t e t h e s e n t e n c e s .

Put students in t w o teams. Ask for a volunteer from each Go through the answers together.

team t o come to t h e front. H a n d a set of labels to each

1 burn, burnt 2 w e n t , go 3 enjoyed, enjoy 4 broke, break
t e a m . Tell s t u d e n t s t h a t t h e y have t w o m i n u t e s t o 'label'
5 fall, fell
their volunteer.

T h e t e a m w i t h t h e m o s t c o r r e c t l a b e l s is t h e w i n n e r . 5a • E l i c i t / T e a c h : mountain-biking, Scotland, accident, i l l , all

weekend, oh dear (to express sympathy).
• W r i t e : y o u / h a v e / a good weekend o n t h e b o a r d . S a y : Make a
• Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e
question in the past. E l i c i t : Did you have a good weekend?
p i c t u r e , e . g . Where are the women? What's happening?
• F o c u s on t h e c o n v e r s a t i o n . P u t s t u d e n t s in pairs t o
• Elicit/Teach: hurt, fait.
complete the questions and answers. Monitor.
• Play audio E M I 1 for s t u d e n t s t o read a n d listen.
• Ask questions a b o u t the t e x t to check comprehension, e.g. b • Play audio i t P M for s t u d e n t s t o listen and check.
When did Tina go skiing? Did Karen go with her? What part of • G o t h r o u g h t h e a n s w e r s as a class.
her body did Tina hurt? Was it a skiing accident?
1 Did y o u h a v e 2 Yes, I did 3 did y o u do 4 did y o u go
• G o t h r o u g h t h e rules on S t u d e n t ' s Book page 109. 5 Did y o u go 6 No, I didn't 7 Did y o u e n j o y 8 Yes, I did
• F o c u s o n t h e f i r s t p a r t o f t h e t a b l e . D r i l l t h e e x a m p l e s as a 9 Did y o u have 1 0 N o , I didn't 1 1 Did he come 12 N o , he didn't
class a n d i n d i v i d u a l l y .
• A s k d i f f e r e n t s t u d e n t s a b o u t y e s t e r d a y , e . g . Did you go C • Ask t w o s t u d e n t s to read o u t t h e c o n v e r s a t i o n . Check
swimming yesterday? Did you meet your friends on Saturday? pronunciation.
Did you have an English exam on Sunday? t o elicit short • P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n . Give
answers. t h e m an o p p o r t u n i t y t o p r a c t i s e b o t h roles.
• W r i t e : Did you ate my sandwich? on t h e board. Put a
Your life
c r o s s n e x t t o t h e q u e s t i o n t o s h o w i t is i n c o r r e c t a n d a s k
F o c u s o n t h e c u e s . P u t s t u d e n t s in pairs t o w r i t e t h e
s t u d e n t s t o c o r r e c t i t . E l i c i t : Did you eat my sandwich?
questions.
• Focus on part 2 o f t h e t a b l e . Ask s t u d e n t s t o give e x a m p l e s
G o o v e r a s a c l a s s . E l i c i t : What did you do? Who did you go
o f wh- q u e s t i o n s , e . g . how, where, why, when, what, which,
with? Where did you go? Did you have a good time? Next to
who.
each question write three things a b o u t your weekend, one
• D r i l l t h e e x a m p l e as a cLass a n d i n d i v i d u a l l y . W r i t e : Where
t r u e a n d t w o f a l s e , e . g . What did you do? played tennis,
did you stay? Did you stay in a hotei? Point out that the
washed my car, went to a p a r t y .
w o r d o r d e r i n b o t h q u e s t i o n s is t h e s a m e , i . e . auxiliary
P u t s t u d e n t s i n p a i r s . S a y : Guess which things I did.
{ d i d ) , subject ( y o u ) , verb( s t a y ) .
Go through the questions, giving your true answers. Ask
• A s k d i f f e r e n t s t u d e n t s a b o u t y e s t e r d a y u s i n g wh- questions,
how many of the students guessed correctly.
e . g . When did you get up? What did you have for breakfast?
Tell s t u d e n t s t o look at t h e questions and write notes about
Who did you speak to?
their weekend.
In many languages, for example Spanish, questions in A s k i n d i v i d u a l s t u d e n t s a b o u t t h e i r w e e k e n d , e . g . What did
the past do not require an auxiliary verb. As a result, you do, (Lee)? Where did you go, ( J i m ) ?
even students at higher levels may forget to use one in P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e i r
English. weekend.
N o m i n a t e i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r
• Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio partner.
B 3 0 | . S t u d e n t s h e a r We went s k i i n g , m a k e a q u e s t i o n in
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
t h e past, then listen and repeat.
can ask questions about past events.
• Play t h e rest of t h e audio.

Follow-up
Audio script 4 6 . 2
1 We w e n t s k i i n g . We had g o o d w e a t h e r . Write t w o general knowledge questions (using the past
Did y o u go skiing? Did y o u h a v e g o o d w e a t h e r ? t e n s e ) o n t h e b o a r d , e . g . Where did the 2006 World Cup take
2 I fell over. We e n j o y e d i t . place? (Germany, Argentina, Belgium) When did Christopher
Did y o u f a l l over? Did y o u e n j o y it? Columbus discover America? ( 1 4 7 2 , 1 4 8 2 , 1 4 9 2 ) . Find o u t how
3 We s t a y e d in a h o t e l . We came back last n i g h t . many students know the answers (Germany, 1492).
Did y o u s t a y in a hotel? Did y o u come back last night?
P u t s t u d e n t s in pairs. A s k t h e m t o w r i t e o n e g e n e r a l
knowledge question with three possible answers (one
Go t h r o u g h t h e sentences. E l i c i t / T e a c h key v o c a b u l a r y , e.g.
correct, t w o i n c o r r e c t ) . Tell s t u d e n t s t o m i n g l e and f i n d out
burn, cooker, break, fall o f f .
how many people know the answer to their question.
W r i t e : How did you _ your hand? I it on the cooker.
P o i n t t o t h e g a p s . A s k : Do we write the past form here?
E l i c i t : no f o r t h e f i r s t g a p ( b e c a u s e i t ' s a q u e s t i o n ) a n d y e s
f o r t h e s e c o n d ( b e c a u s e it's a s t a t e m e n t ) .
Resource activity pages 226 and 280
117
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TEACHER'S NOTES LESSON 47 Students revise past simple questions and talk about an accident.

• A s k i n d i v i d u a l s t u d e n t s a b o u t t h e i r a c c i d e n t s , e . g . When did
Warm-up
it happen? Where did it happen? How did it happen?
• P u t s t u d e n t s in pairs. Tell t h e m t h a t y o u w i l l read o u t a • P u t s t u d e n t s in pairs t o t a l k a b o u t each o t h e r ' s a c c i d e n t .
definition and t h e y have to write down the part of the body Tell t h e m t o make notes a b o u t t h e i r partner's accident.
that matches the definition. • Tell s t u d e n t s t o change partners and tell t h e i r n e w partner
• Read out definitions from lesson 4 5 exercise 4 (you could about their first partner.

add some more of your own t o extend the activity).

English in the world

1 • A s k q u e s t i o n s a b o u t t h e p i c t u r e s , e . g . What can you see? • F o c u s o n t h e s i g n s . D r i l l e a c h i t e m as a class t h e n individually.

What happened? • Tell s t u d e n t s t o w r i t e t h e signs in t h e i r o w n language.

• E l i c i t / T e a c h : Ladder, trip over, cat, l i f t , heavy, box. • N o m i n a t e a s t u d e n t . A s k : ( A n a ) , how do you say 'Accident and

• P l a y a u d i o WMII t w i c e . A s k : What happened to Tony last Emergency' in (Chinese)? P u t s t u d e n t s in pairs t o practise.

weekend? E l i c i t : He felt off a ladder. • Tell s t u d e n t s t o t h i n k of t w o more medical signs, e.g. X-ray
Department, Operating Theatre. Write new words on t h e board.
Audio script 4 7 . 1 Drill t h e m and check comprehension.
Tony Hello.
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
Bill H i , T o n y . It's Bill.
talk about an accident.
Tony Hi, Bill. H o w are y o u ?
Bill I'm fine, t h a n k s . Did y o u have a g o o d w e e k e n d ?
Tony N o , I d i d n ' t . I had an a c c i d e n t on S a t u r d a y m o r n i n g . I f e l l Follow-up
o f f a ladder.
• Tell s t u d e n t s y o u are g o i n g t o d i c t a t e six s e n t e n c e s b u t y o u
Bill O f f a ladder? Did y o u h u r t y o u r s e l f ?
will hum the verbs. When you hum a verb, they have to draw
Tony Yes. I h u r t my ankle.
a line.
Bill Where did i t happen?
Tony In the garden. • D i c t a t e t h e f o l l o w i n g s e n t e n c e a s a n e x a m p l e : Tony - hum
Bill W h a t did y o u do? Did y o u go t o t h e hospital? - an accident at the weekend. Say the sentence twice then
Tony Yes, w e l l , luckily, my w i f e was in and she t o o k me t o ask a s t u d e n t t o w r i t e it o n t h e b o a r d . T h e y s h o u l d w r i t e
h o s p i t a l in t h e car.
Tony an accident at the weekend. Point to the gap and
Bill T h a t ' s g o o d . W h a t did t h e y do at t h e hospital?
elicit the missing verb had.
Tony T h e d o c t o r looked a t it a n d I had an X - r a y .
Bill Is i t OK? • W h e n y o u are sure t h a t s t u d e n t s u n d e r s t a n d , d i c t a t e t h e
Tony Well, it isn't b r o k e n , b u t it's v e r y p a i n f u l . f o l l o w i n g six s e n t e n c e s :
Bill Can y o u walk? 1 The accident in t h e g a r d e n .
Tony Yes, I can, b u t I can't d r i v e .
2 He o f f a ladder.
Bill Oh dear. Well I hope it's O K s o o n . A n y w a y , I suppose y o u
3 He his a n k l e .
d o n ' t w a n t t o play t e n n i s t o m o r r o w t h e n .
4 His w i f e him to hospital.
5 The doctor a t his f o o t .
2 • Go t h r o u g h t h e s t a t e m e n t s . E l i c i t / T e a c h key v o c a b u l a r y ,
6 Tony an X-ray.
e . g . ambulance, operation, i n j e c t i o n , X - r a y , broken, p a i n f u l .
• G o t h r o u g h t h e s e n t e n c e s as a c l a s s .
• Tell s t u d e n t s t o listen and choose t h e correct i n f o r m a t i o n .
Play the audio again. • W r i t e : have, take, look, h u r t , f a l l , happen on the board.
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
• P u t s t u d e n t s in pairs. Tell t h e m t o choose a suitable verb t o
• G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e
c o m p l e t e each s e n t e n c e and w r i t e it in t h e p a s t f o r m in t h e
audio again, stopping after each answer.
gap.

l b 2b 3c 4 a 5c 6b 7 a • G o t h r o u g h t h e s e n t e n c e s a s a c l a s s . E l i c i t : 1 The accident
happened in the garden. 2 He fell off a ladder. 3 He hurt his
3 • D r i l l e a c h q u e s t i o n as a c l a s s a n d individually. ankle. 4 His wife took him to hospital. 5 The doctor looked at
• Ask each question and elicit Tony's answers f r o m different his f o o t . 6 Tony had an X-ray.
students.
• N o m i n a t e a s t u d e n t . S a y : You're B i l l . I'm Tony. Act out the
conversation b e t w e e n Bill and Tony. Resource activity pages 220 and 277
• Nominate t w o students to act out the conversation
together. Check pronunciation.
• P u t s t u d e n t s in pairs. Tell t h e m t o look a t t h e q u e s t i o n s and
make t h e c o n v e r s a t i o n b e t w e e n Bill and T o n y . Monitor.

4 E M U
• Write a sentence on t h e board a b o u t s o m e t h i n g true t h a t
h a p p e n e d t o y o u , e . g . I had an accident (last y e a r ) .
• Tell s t u d e n t s t h e y have t o f i n d o u t a b o u t y o u r accident by
a s k i n g q u e s t i o n s . S a y : Use questions from exercise 3 to find
out about my accident. Answer the students' questions and
w r i t e n o t e s o n t h e b o a r d , e . g . where - in my house, broke my
ankle, phoned doctor.
• Tell students t o make similar notes a b o u t an accident t h e y ,
or s o m e o n e t h e y k n o w , had.

105
 www.frenglish.ru
Students learn and practise expressions for asking for things at a
TEACHER'S NOTES LESSON 48 chemist's.

Warm-up Audio script 4 8 . 3

1 Chemist H e l l o . Can I h e l p y o u ?
• Put s t u d e n t s in t e a m s . Give t h e m t w o minutes t o write down
Customer Yes. H a v e y o u g o t a n y t h i n g for a cough?
as m a n y w o r d s c o n n e c t e d w i t h h o s p i t a l s as p o s s i b l e . Words
Chemist Is it f o r y o u r s e l f ?
t h a t s t u d e n t s h a v e seen in p r e v i o u s lessons i n c l u d e : nurse,
Customer N o , i t isn't. It's f o r my d a u g h t e r .
doctor, chemist, pharmacy, cold, sore, hurt, hospital, surgery, Chemist H o w old is she?
X-ray, accident, emergency, prescription. Customer She's s e v e n .
Chemist Well, t h i s c o u g h m e d i c i n e is v e r y g o o d . She
• C o m p a r e t h e l i s t s . T h e t e a m w i t h t h e m o s t w o r d s is t h e
needs t o t a k e i t t h r e e t i m e s a d a y .
winner.
Customer Thank you.
• Drill any new words and check comprehension. 2 Chemist H e l l o . Can I help y o u ?
Customer Yes. H a v e y o u g o t a n y t h i n g for sore eyes?
Chemist Is it f o r y o u r s e l f ?
la • E l i c i t / T e a c h : insect bite, cream, need, put on, once, twice. Customer Yes, i t is.
• Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e Chemist Well, t h e s e eye drops are v e r y g o o d . Use t h e m
p i c t u r e , e . g . Where are the people? What can you see? once a d a y .
• Play a u d i o E i f r U B for s t u d e n t s t o read a n d listen. Customer Thank you.
• A s k q u e s t i o n s t o c h e c k c o m p r e h e n s i o n , e . g . Who needs the 3 Chemist H e l l o . Can I help you?
cream? What bit the woman's grandson? How many times does Customer Yes. H a v e y o u g o t a n y t h i n g f o r a cold?
he have to put the cream on? Chemist Is it for y o u r s e l f ?
Customer Yes, i t is.
b • Nominate t w o students to act out the conversation. Check Chemist Well, t h e s e capsules are v e r y g o o d . Take o n e
pronunciation. every four hours.
• P u t s t u d e n t s in pairs t o p r a c t i s e . Give t h e m an opportunity Customer Thank you.
t o practise b o t h roles. Monitor. 4 Chemist H e l l o . Can I help y o u ?
Customer Yes. H a v e y o u g o t a n y t h i n g f o r s u n b u r n ?
• F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
Chemist Is i t f o r y o u r s e l f ?
and individually.
Customer Yes i t is. It's for my arms.
• Give some examples of how often you do things, e.g. I have Chemist Well, t h i s cream is v e r y g o o d . Use it t w i c e a d a y .
Chinese lessons once a week. I go to a restaurant twice a Customer Thank y o u .
month.
• A s k s t u d e n t s h o w o f t e n t h e y d o t h i n g s , e . g . How often do N o m i n a t e t w o s t u d e n t s . T e l l s t u d e n t A t h a t h e / s h e is t h e
you play football? How often do you cook your breakfast? c h e m i s t , a n d S t u d e n t B t h a t h i s / h e r m o t h e r has g o t sore
e y e s . Tell t h e m t o use t h e t a b l e in e x e r c i s e 3 and h a v e a
2 • Focus on the Everyday expressions.
conversation. Check pronunciation.
• D r i l l e a c h e x p r e s s i o n as a c l a s s a n d i n d i v i d u a l l y .
P u t s t u d e n t s in pairs. P o i n t t o t h e t a b l e a n d ask t h e m to
• Tell s t u d e n t s t o w r i t e t h e e x p r e s s i o n s in t h e i r o w n
make three more conversations. Monitor.
language.
A s k pairs o f s t u d e n t s t o a c t o u t t h e i r c o n v e r s a t i o n s . Check
• N o m i n a t e a s t u d e n t . A s k : ( A n a ) , how do you say 'once a
pronunciation.
day?' in (Spanish)? Repeat with different expressions. Put
s t u d e n t s in pairs t o practise. Monitor. F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
can ask for things at a chemist's.
3a • Focus on t h e pictures o f problems. Play audio 1 . 1 - W i for
students t o listen and repeat.
Follow-up
• P l a y t h e f i r s t p a r t o f t h e a u d i o a g a i n ( t o sore eyes). Drill
e a c h i t e m as a class t h e n i n d i v i d u a l l y . C h e c k pronunciation. • Write o u t d i f f e r e n t problems on pieces o f paper, e.g. a cold,

• Ask d i f f e r e n t s t u d e n t s t o say t h e problems. S a y : What's sore eyes, a painful ankle, backache. Prepare one for each

number 7? E l i c i t : a rash. student.

• P u t s t u d e n t s in pairs t o practise. • T e l l s t u d e n t s t o m i n g l e a s k i n g What's wrong? What's the

• Repeat with the pictures of medicine. matter? A f t e r each e x c h a n g e t h e y swap their pieces o f paper
to practise a different problem.
b • F o c u s o n t h e t a b l e . A s k : What's the best treatment for
stomach ache? Accept a n y t h i n g t h a t seems feasible, e.g.
a c c e p t tablets o r capsules for stomach ache, but not cough
R e s o u r c e a c t i v i t y pages 2 2 1 and 2 7 7
medicine, cream, o r drops. G o t h r o u g h each o f t h e problems
eliciting the best treatments.
Play t h e first conversation on audio g M B l t w i c e . Ask:
R e v i e w a n d W o r d l i s t s Lessons 4 1 - 4 8
What's the problem and what's the treatment? Elicit: The S t u d e n t ' s B o o k pages 9 3 - 9 4
customer's daughter's got a cough./Cough medicine three
times a day.
Repeat w i t h each conversation.

1 t h e customer's d a u g h t e r ' s g o t a cough / c o u g h m e d i c i n e / t h r e e

times a day
2 sore eyes / eye drops / once a d a y
3 a cold / capsules / o n e e v e r y f o u r hours
4 s u n b u r n / cream / t w i c e a d a y

122
 Students learn a lexical set of travel vocabulary andwww.frenglish.ru
talk about
~ TEACHER'S NOTES LESSON 49 their holidays.

Warm-up Audio script 49.3

Write the following words on the board: fast, leave, buy,

A
B
H e l l o . Did y o u have a g o o d holiday?
Yes, we did, t h a n k s . I t was g r e a t .
expensive, airport, go, bus driver, travel, slow, plane, heavy,
A Where did y o u go?
bus stop, station. B We w e n t on a cruise in t h e C a r i b b e a n .
Put students in teams and give them a time limit of two A W o n d e r f u l . Where did y o u g e t on t h e boat?

minutes to sort the words into nouns, verbs, and adjectives. B In F l o r i d a . We flew t o M i a m i .
A Was t h e f l i g h t OK?
B Well, y e s , b u t we had a bit o f a p r o b l e m , because we f o r g o t t h e
• Focus on t h e pictures. Play audio E B B f ° r students to t i c k e t s . We l e f t t h e m on t h e k i t c h e n t a b l e .
listen and repeat. A Oh n o . W h e n did y o u realize t h a t ?

• D r i l l e a c h i t e m as a class a n d individually. B We were at t h e a i r p o r t .

A W h a t did y o u do?
• N o m i n a t e d i f f e r e n t s t u d e n t s t o say t h e words. S a y : What's
B L u c k i l y our d a u g h t e r lives near us. So w e p h o n e d her a n d she
number 1 4 , (Marie)? E l i c i t : to lose your luggage. Check
w e n t t o t h e house a n d d r o v e t o t h e a i r p o r t w i t h t h e t i c k e t s .
pronunciation.
A That wasn't a good start to a holiday!
• P u t s t u d e n t s in pairs. Tell t h e m t o cover t h e t e x t , and t o t a k e B N o , it w a s n ' t .
i t i n t u r n s t o p o i n t a t p i c t u r e s a n d a s k What's this? Monitor. A Did y o u miss t h e plane?
B Yes, we d i d , b u t t h e y p u t us on a n o t h e r p l a n e , so i t w a s n ' t t o o
It's a good idea to remind students that many English bad, and we d i d n ' t miss t h e b o a t in F l o r i d a .
words have more than one meaning. For example the A That's g o o d .
verb 'to miss' can be used to express several ideas: We
can say we miss someone (we wish that person was with Your life
us), or miss a t r a i n / b u s , etc (arrive after the train/bus • Go through the questions. Nominate students to answer the
has left). q u e s t i o n s and list ideas on t h e b o a r d . Drill new i t e m s a n d
check comprehension.
• W r i t e : Forms of transport a n d Places on t h e board. Focus • Use t h e questions to talk a b o u t y o u r holidays. Make notes
on t h e e x a m p l e s , a n d ask s t u d e n t s t o call o u t o t h e r f o r m s o n t h e b o a r d , e . g . in J u l y , Greece, by plane, hotel, relax.
o f t r a n s p o r t , e . g . bus, t r a i n , plane, t a x i , bicycle, car. List • TelL s t u d e n t s t o l o o k a t t h e q u e s t i o n s a n d m a k e n o t e s about
t h e s e under t h e first h e a d i n g . Drill n e w words and check their holidays.
comprehension. • P u t s t u d e n t s i n g r o u p s t o ask a n d a n s w e r q u e s t i o n s about
• P u t s t u d e n t s in pairs t o t h i n k o f o t h e r places. A s k students their holidays. Monitor.
t o call o u t t h e i r ideas a n d list t h e m o n t h e b o a r d u n d e r t h e
second heading. Drill new items and check comprehension.
Pronunciation
• F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
a • S a y : s t a t i o n , airport and write t h e m on the board. Underline
and individually.
t h e a in each w o r d . Elicit a n d drill t h e s o u n d s : / e i / in
• W r i t e : go holiday on t h e b o a r d . P o i n t t o t h e g a p a n d ask
station a n d / e o / i n airport t o s h o w t h e y are d i f f e r e n t .
w h a t t h e missing p r e p o s i t i o n is. E l i c i t : on.
• R e p e a t w i t h t h e s e c o n d p a i r o f w o r d s : t i c k e t , miss. Underline
• Repeat with the other phrases.
t h e i in each w o r d . Elicit a n d drill t h e s o u n d / i / in each
Do the examples t o g e t h e r . Play audio E Q E f - Students hear w o r d t o s h o w t h e y are t h e s a m e .
plane, make a sentence, t h e n listen and repeat. Do t h e same • P u t s t u d e n t s in pairs a n d t e l l t h e m t o tick t h e w o r d s with
with the second example. the same sound.
Play t h e rest o f t h e a u d i o .
b • Play audio E£H>1 f ° r
students t o listen and check.
Audio script 49.2 • Play the audio again for students t o listen and repeat.

1 plane 4 boat
words t h a t have t h e same s o u n d : t i c k e t / m i s s , l o s e / c r u i s e ,
T h e y w e n t by p l a n e . T h e y w e n t by b o a t .
train/plane
2 the station 5 a cruise
They went to the station. T h e y w e n t on a cruise.
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
3 a business t r i p 6 the airport
can talk about travel.
T h e y w e n t on a business t r i p . They went to the airport.

Follow-up
Go t h r o u g h t h e s t a t e m e n t s . E l i c i t / T e a c h key v o c a b u l a r y ,
e . g . camping, Caribbean, Miami, lose, leave (something Dictate the following mini-paragraph (or make up a similar
behind/at home), neighbour. one abou? your holiday).
Play audio j j V J f c l all t h e w a y t h r o u g h . I went on holiday in August I went to France with my sister.
D o t h e f i r s t s t a t e m e n t as a n e x a m p l e . A s k : Is the statement We travelled there in her new car. We stayed in a hotel near the
true or false? P l a y t h e a u d i o a g a i n ( t o Caribbean). Elicit: false. sea. Me 'ent to the beach every day. We had a great time
Play t he rest of th e audio t w i c e .
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e
Put students in two teams. Each team takes it in turns to
audio again, s t o p p i n g a f t e r each answer.
come to the board and write one sentence. The team can help
by calling out spellings and punctuation. They score one point
I F 2 T 3 T 4 F 5T 6T 7 F 8 F for each correct word and capital letter (each team has three
sentences with a total of 20 words and four capital letters).

Resource activity pages 226 and 280

117
 Students learn and practise going to and talk aboutwww.frenglish.ru
their plans
for the future.

• P u t s t u d e n t s in pairs. Tell t h e m t o m a k e n e g a t i v e and

Warm-up
positive sentences for each picture. Monitor.
• Play a g a m e o f B i n g o (see page 1 0 ) to revise f r e e - t i m e • G o t h r o u g h t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s
activities and places t o go from lessons 1 3 and 37. t o say o n e s e n t e n c e e a c h . Check pronunciation.

1 T h e y aren't g o i n g t o c o o k . T h e y ' r e g o i n g t o go sailing.

1 • Tell students t o cover t h e t e x t . Ask questions a b o u t t h e
2 He isn't g o i n g t o drive a t a x i . He's g o i n g t o play g o l f .
p i c t u r e s , e . g . Who can you see? Where are they? What are
3 She isn't g o i n g t o g e t up early. She's g o i n g t o stay in b e d .
they doing?
4 T h e y aren't g o i n g t o w o r k in t h e o f f i c e . T h e y ' r e g o i n g t o relax
• E l i c i t / T e a c h : public h o l i d a y , spend ( t i m e ) , exam, water-
on a b e a c h .
s k i i n g , e x c i t i n g , study for (an exam).
• Play audio m m for s t u d e n t s t o read a n d listen.
5a • Go t h r o u g h t h e rules on S t u d e n t ' s B o o k page 109.
• Ask questions a b o u t the t e x t to check comprehension, e.g.
• D r i l l t h e e x a m p l e s as a c l a s s a n d i n d i v i d u a l l y .
Are Cindy and Ryan going to work next Monday? What sort of
• U s e t h e verbs in e x e r c i s e 4 t o ask q u e s t i o n s a b o u t t h e
festival are they going to? What is Jordan going to do? When
s t u d e n t s ' p l a n s , e . g . Are you going to get up early on
is Sarah's exam? Is she going to study on Monday?
Monday? Are you going to play golf? E l i c i t : Yes, I am. No,
• D r i l l e a c h s e n t e n c e as a c l a s s t h e n individually.
I'm not.

Students are often confused by when to use the present b • F o c u s on t h e pictures in e x e r c i s e 4 . A s k a b o u t t h e people
continuous and when to use going to to talk about the i n t h e f i r s t p i c t u r e , e . g . Are they going to cook? Elicit a
future. It is made even more confusing because in some, s h o r t a n s w e r a n d a s e n t e n c e , e . g . No, they aren't. They're
but not all, cases the forms are interchangeable. Note going to go s a i l i n g .
that we often use the present continuous with the verbs • P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e
go and come rather than going to go, going to come. other people. Monitor.

2 • G o t h r o u g h t h e rules on S t u d e n t ' s B o o k p a g e 109. 6a m i n i m

• D r i l l t h e e x a m p l e s as a class a n d i n d i v i d u a l l y . Check • G o t h r o u g h t h e list o f t h i n g s and t e l l s t u d e n t s a b o u t t h e

p r o n u n c i a t i o n o f ing ( / i r j / n o t / i r j g / ) . t h i n g s y o u a r e g o i n g t o d o n e x t w e e k e n d . S a y : I'm not going

to go shopping. I'm going to relax in the garden with my
• Ask individual students a b o u t their intentions and plans
f r i e n d s . We're going to have a barbecue.
f o r t h e f u t u r e , e . g . What are you going to do at the
weekend/ when you finish your English course? • N o m i n a t e d i f f e r e n t s t u d e n t s S a y : I'm not going to go
shopping. What about you, (Grace)? E l i c i t : I'm not going to
• Tell s t u d e n t s t o w r i t e o n e t h i n g they're g o i n g t o do next
go shopping e i t h e r . / I ' m going to go shopping.
week, and one t h i n g t h e y aren't going to do.
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s . A s k • P o i n t t o t h e list o f t h i n g s a n d t e l l s t u d e n t s t o write

i n d i v i d u a l s t u d e n t s t o say t w o sentences a b o u t t h e i r p a r t n e r . true sentences about the things they're going to do next
weekend. Monitor.
• W r i t e : I'm going for to play tennis. He going to see his f a m i l y .
We's going to s t u d y , o n t h e b o a r d . P u t a c r o s s n e x t t o e a c h
b • A s k : Who's going to go shopping? Nominate one of the
s e n t e n c e t o s h o w t h e y are i n c o r r e c t . A s k s t u d e n t s t o c o r r e c t
s t u d e n t s . Focus on t h e e x a m p l e c o n v e r s a t i o n . Go t h r o u g h
t h e m . E l i c i t : I'm going to play tennis, He's going to see his
the questions, eliciting answers from t h e student.
f a m i l y , We're going to study.
• Repeat w i t h each of t h e items.

3 • Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio • P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e t h i n g s

H ' J M i . S t u d e n t s h e a r She's going to play tennis, make a they're going to do.

n e g a t i v e s t a t e m e n t , t h e n listen and repeat. • Ask individual students to say a sentence a b o u t their

partner. Check pronunciation.
• Play t h e rest o f t h e audio.

• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
A u d i o script 50.2
can talk about plans for the f u t u r e .
1 She's g o i n g t o p l a y t e n n i s .
She isn't g o i n g t o play t e n n i s .
Follow-up
2 We're g o i n g t o have a p a r t y .
We aren't g o i n g t o have a p a r t y . • P u t s t u d e n t s in pairs. Tell t h e m t o t h i n k o f t h i n g s t h e y can

3 T h e y ' r e g o i n g t o go t o t h e b e a c h . do t o practise/improve their English.

T h e y aren't g o i n g t o go t o t h e b e a c h .
• A s k s t u d e n t s t o call o u t their answers and w r i t e t h e s e on
4 I'm g o i n g t o clean t h e h o u s e .
t h e b o a r d . T h e s e m i g h t i n c l u d e : watch an English f i l m , listen
I'm n o t g o i n g t o clean t h e h o u s e .
to some English songs, read an English book, read an English
5 He's g o i n g t o g e t up early.
newspaper, speak to an English-speaking person.
He isn't g o i n g t o g e t up early.
6 T h e y ' r e g o i n g t o go sailing. • Tell s t u d e n t s t o c h o o s e t h r e e t h i n g s t h a t t h e y are g o i n g t o

T h e y aren't g o i n g t o go sailing. do to practise their English.

• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r i d e a s .
4 • G o t h r o u g h t h e p i c t u r e s . D r i l l t h e a c t i v i t i e s as a c l a s s a n d

Resource activity pages 226 and 280

individually.
• F o c u s o n t h e f i r s t p i c t u r e . A s k : What are they doing? Are
they going to cook on Monday? What are they going to do
on Monday? E l i c i t : They're cooking. No. They're going to go
sailing.

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TEACHER'S NOTES LESSON 51 Students revise going to and describe their plans for the future.

Warm-up
• Elicit/Teach: gap year.
• Revise countries w i t h a quiz. Put s t u d e n t s in small t e a m s .
• Go through t h e questions. Elicit possible answers for each
Prepare b e t w e e n six a n d t e n m u l t i p l e choice q u e s t i o n s ,
one, e.g.
e . g . This country is above the USA. Is it Mexico, Canada, or
q u e s t i o n 1 : save money, get another job
Ireland? People speak Portuguese in this country. Is it I t a l y ,
q u e s t i o n 2 : round the world, round Europe, to A f r i c a , Asia
Peru, or Brazil? The capital city of this country is Bangkok. Is it
q u e s t i o n 3 : work as a volunteer, work to earn money, relax,
Indonesia, China, or Thailand? This is a very cold country. Is it
go sightseeing, learn another language
Colombia, Spain, or Norway?
q u e s t i o n 4 : alone, with a f r i e n d , with a sister/brother
• T h e w i n n i n g t e a m is t h e o n e w i t h t h e m o s t c o r r e c t a n s w e r s . q u e s t i o n 5 : on + a date, in + a month
• Drill new items and check comprehension.
• Tell students to look at t h e questions and make notes about
1 • Focus on t h e pictures. Ask questions a b o u t t h e people, e.g.
their gap year plans. Monitor.
Who can you see? How old are they?
• U s e t h e q u e s t i o n s t o ask i n d i v i d u a l s t u d e n t s a b o u t t h e i r
• Play audio l a w i while s t u d e n t s read t h e t e x t s .
plans.
• E l i c i t / T e a c h key v o c a b u l a r y for each paragraph, e.g.
p a r a g r a p h 1 : long, rest, Sri Lanka, life b • Tell s t u d e n t s y o u are p l a n n i n g a gap year. G o t h r o u g h the
p a r a g r a p h 2 : bottle f a c t o r y , earn, Bangkok, Thailand, Indonesia p a t t e r n t e l l i n g s t u d e n t s a b o u t y o u r p l a n s . S a y : For my gap
p a r a g r a p h 3 : Taiwan, improve, ski resort, lake year, I'm going to A f r i c a . F i r s t , I'm going to save some money.
• Read t h r o u g h t h e names and activities and check Then . . . W r i t e : A f r i c a , save money on the board.
understanding. • Tell students t o write their o w n paragraph f o l l o w i n g t h e
• Tell s t u d e n t s t o match t h e names w i t h t h e a c t i v i t i e s . Play pattern.
t h e a u d i o again w h i l e s t u d e n t s read and listen. • P u t s t u d e n t s in s m a l l g r o u p s t o ask a n d a n s w e r a b o u t t h e i r
• Go through the answers together. gap year plans. Monitor.
• A s k i n d i v i d u a l s t u d e n t s t o read o u t t h e i r paragraphs.
S a n d y Yates is g o i n g t o t e a c h E n g l i s h . Tamas P a v e l is g o i n g t o
t r a v e l round t h e w o r l d . Han Sun is g o i n g t o w o r k in a h o t e l .
English in t h e world
• Ask questions a b o u t the t e x t to check comprehension, e.g.
• E l i c i t / T e a c h : s t r a i g h t , take the o p p o r t u n i t y , popular, real j o b .
Where is Tamas from? Whose parents have got a bookshop?
• R e a d t h r o u g h t h e t e x t as a c l a s s .
How is Tamas going to earn money? How long is Sandy going
• Ask questions a b o u t t h e t e x t to check comprehension, e.g. What
to spend in Sri Lanka? Why is Han going to Canada?
sort of jobs do people get in their gap year? Which countries are

2 • Read t h r o u g h th e questions. E l i c i t / T e a c h key v o c a b u l a r y , popular with young people? When do young people take a gap
year?
e . g . before, trip.
• Tell s t u d e n t s t o read a b o u t S a n d y and answer t h e questions. • A s k s t u d e n t s q u e s t i o n s a b o u t gap years in t h e i r c o u n t r i e s , e.g.

• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s . Do young people in (Spain) take gap years? When do they take a

• G o t h r o u g h t h e a n s w e r s as a c l a s s . gap year? What countries are popular with ( I t a l i a n ) young people?

What do people in (Poland) do during their gap year?
• Repeat for Tamas and Han.

• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can

S a n d y : 1 She's g o i n g t o have a long rest a n d go on h o l i d a y .
describe plans for the f u t u r e .
2 Sri L a n k a 3 N o , she i s n ' t . 4 in A u g u s t
T a m a s : 1 He's g o i n g t o work in a b o t t l e f a c t o r y . 2 Thailand,
Follow-up
I n d o n e s i a , A u s t r a l i a , and some o t h e r c o u n t r i e s 3 Yes, he's g o i n g
to travel with two friends. 4 on 29 O c t o b e r • W r i t e v a r i o u s p l a n s o n p i e c e s o f p a p e r , e . g . get a new j o b ,
H a n : 1 She's g o i n g t o work in her parents' b o o k s h o p . 2 Canada go to u n i v e r s i t y , get married, learn another language, learn to
3 N o , she isn't. 4 in S e p t e m b e r d r i v e , visit another country, buy a new car, move house, buy a
computer, get a mobile phone. Prepare one for each student.
• F o c u s o n t h e L a n g u a g e n o t e . E l i c i t / E x p l a i n t h a t F i r s t , Then,
• H a n d o u t t h e pieces of paper. Tell s t u d e n t s t o make a
After that are sequencers a n d w e use t h e m t o s h o w t h e order
q u e s t i o n a b o u t n e x t y e a r u s i n g t h e i r c u e , e . g . Are you going
t h a t activities occur in.
to get a new job next year?
• Tell s t u d e n t s t h r e e t h i n g s t h a t you're g o i n g t o do a f t e r
w o r k . S a y : F i r s t , I'm going to have dinner. Then, I'm going to • Tell s t u d e n t s t o f i n d o u t a b o u t their classmates' plans.
watch TV. After t h a t , I'm going to phone my mother.
• G o t h r o u g h s o m e o f t h e q u e s t i o n s t o g e t h e r . A s k : Who's going
• W r i t e y o u r s e n t e n c e s on t h e board. P o i n t o u t t h a t we use a
to visit another country? Where are they going to go?
comma after sequencers.
• A s k s t u d e n t s t o w r i t e t h r e e t h i n g s t h e y are g o i n g t o d o
after t h e lesson using t h e sequencing words. Resource activity pages 224 and 279
• N o m i n a t e i n d i v i d u a l s t u d e n t s t o tell t h e class a b o u t t h e i r
plans.

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TEACHER'S NOTES LESSON 52 sad events.

Warm-up 1 Because her g r a n d m o t h e r is d e a d . / S h e ' s g o i n g t o go t o her

grandmother's funeral.
• U s e t h e pictures in l e s s o n 4 4 t o revise t h e s t o r y t o d a t e .
2 this evening
Ask questions about the characters and the story, e.g. What
3 a couple o f w e e k s / t w o w e e k s
job did Lucy have an interview for? Did she get the job? Was
4 to the supermarket
she happy? Who is her new boss? What's Olive's new job? Does
5 t o get t h e cakes f o r C i n d y
Lucy like Olive?
6 g e t married
7 to the airport
1 • Play audio B - " W l i to familiarize students w i t h how t h e story 8 she's busy
develops and with the characters' voices.
• E l i c i t / T e a c h key phrases and vocabulary for each picture, 3a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d
e.g. a n d u n d e r l i n e t h e m in t h e t e x t .
p i c t u r e 1 : s o r r y , hear, must, f e e l , sad, miss (someone), • W r i t e : I was sorry to about your grandmother, on the
f u n e r a l , f l i g h t , couple of weeks, hope b o a r d . P o i n t t o t h e gap a n d ask s t u d e n t s t o s u p p l y t h e
p i c t u r e 2 : make a sandwich, supermarket, hungry, cake, now missing word. Elicit: hear.
p i c t u r e 3 : unload, travel bag, p u z z l e d , get married • Ask students to complete the expressions.
p i c t u r e 4 : t r a y , outside, on his way
p i c t u r e 5 : know, busy b • Play audio H W for students to check their answers.

• W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a • Play the audio again while students listen and repeat.

class a n d i n d i v i d u a l l y . • D r i l l t h e e x p r e s s i o n s as a class a n d i n d i v i d u a l l y .

• Tell s t u d e n t s t o cover t h e t e x t . Ask some q u e s t i o n s about

hear, be, miss
t h e p i c t u r e s t o check basic c o m p r e h e n s i o n , e.g.
p i c t u r e 1 : Who can you see? Where are they? What are they
4 • Focus on t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m t o
doing?
practise t h e c o n v e r s a t i o n , each t a k i n g one part.
p i c t u r e 2 : Where are Cindy and Ryan? What's Ryan making?
• G i v e s t u d e n t s an o p p o r t u n i t y t o practise each role. Monitor.
Does Cindy look relaxed?
• A s k one g r o u p t o act o u t t h e s t o r y for t h e rest o f t h e class.
p i c t u r e 3 : What's Ryan doing? Where's Peter? What's he doing?
What's he holding? What do you think he's going to do? • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
p i c t u r e 4 : Where is Ryan now? What's he holding? can talk about sad events.
picture 5: Where is Cindy going?
• F o c u s o n t h e q u e s t i o n : Why is Ryan surprised? Play t h e audio Follow-up
again for s t u d e n t s t o read a n d listen t o t h e s t o r y . Elicit: • M a k e sure t h a t e v e r y o n e has an A 4 piece o f p a p e r and a p e n
Because Peter wants to get married. or p e n c i l f o r this a c t i v i t y .
• Ask questions a b o u t the t e x t t o check comprehension, e.g.
• A r r a n g e t h e class in a circle. Tell s t u d e n t s t o w r i t e a m o n t h
p i c t u r e 1 : Where is Sarah going? Whose funeral is Sarah going
at t h e t o p o f t h e paper. W h e n e v e r y o n e has d o n e t h i s , t e l l
to go to? Is Sarah going to f l y to Singapore? Is Lucy going to
t h e m t o fold t h e t o p edge o f t h e paper over t w i c e and pass
go with her?
it to the student on their left. N o w tell t h e m t o write a
p i c t u r e 2 : Did Cindy go to the supermarket? Why is Ryan going
place, fold t h e paper over and pass it o n . R e p e a t w i t h a
to make a sandwich? What does Cindy need? Where are the
person, a f o r m of t r a n s p o r t , a place t o stay, and something
cakes?
to do on holiday.
p i c t u r e 3 : I s Peter going to go to London? What is he going to
talk about next Friday? Is he going to get married next week? • O p e n your piece of paper and w r i t e t h e words on t h e board,
p i c t u r e 4 : Who did Ryan see? What was Peter doing? What did e . g . J u l y , Paris, Brad P i t t , bicycle, campsite, take photos. Use
he say? Did Peter drive to the airport? Why does Peter travel t h e w o r d s t o m a k e s e n t e n c e s w i t h going to, e . g . In July I'm
a lot? going to go to Paris with Brad P i t t . We're going to go by bicycle
p i c t u r e 5 : Does Cindy know that Peter wants to get married? and stay in a campsite. We're going to take lots of photos.
Does she want to talk to Ryan? What do they need in the W r i t e t h e s e n t e n c e s on t h e board so s t u d e n t s can see.
cafe?
• Tell s t u d e n t s t o o p e n t h e i r piece o f paper, read t h e w o r d s ,
2 • Focus on t h e q u e s t i o n s . Tell s t u d e n t s t o read t h e t e x t . a n d m a k e similar s e n t e n c e s . P u t t h e m in s m a l l g r o u p s t o t a l k
A s k : Why is Sarah going to go back to Singapore? Elicit: a b o u t 'their' plans.
Because her grandmother is dead./She's going to go to her
grandmother's funeral.
• Tell s t u d e n t s t o read t h e t e x t again and answer t h e R e s o u r c e a c t i v i t y pages 225 and 2 7 9
questions.
• P u t s t u d e n t s in pairs t o c o m p a r e their answers.
• G o o v e r t h e a n s w e r s as a class.

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Students learn a lexical set of food and talk about their likes and
~ TEACHER'S NOTES LESSON 53 dislikes.

Warm-up A u d i o s c r i p t !5 3 . 3
1 Assistant Yes, please.
Write the following food related anagrams on t h e board: fofeec,
Customer Can I have a s a n d w i c h , please?
( c o f f e e ) , kcea (cake),fcae ( c a f e ) , sturaretna (restaurant), newi
Assistant Do y o u w a n t w h i t e or b r o w n bread?
( w i n e ) , rebe (beer), ndwisahc (sandwich), tewra (water).
Customer W h i t e bread, please.
P u t s t u d e n t s in small g r o u p s . Tell t h e m t h e t o p i c eg f o o d . T h e y Assistant Do y o u w a n t b u t t e r on t h a t ?
Customer No, thank you.
have t o unscramble t h e letters t o find t h e words.
Assistant W h a t w o u l d y o u like in t h e s a n d w i c h ?
T h e first g r o u p t o unscramble all o f t h e words and rewrite t h e m Customer Can I have beef, please?
c o r r e c t l y is t h e w i n n e r . Assistant A n y t h i n g else?
Customer Yes. Can I have l e t t u c e , please?
Assistant A n y t h i n g t o drink?
Focus on t h e pictures. Play audio K M for students to Customer O r a n g e j u i c e , please.
listen and repeat. Assistant Here y o u are.
D r i l l e a c h i t e m as a class t h e n individually. Customer Thank you.
N o m i n a t e s t u d e n t s t o s a y i t e m s . A s k : What's number 16, 2 Assistant Y e s , please.
( J u l i a ) ? E l i c i t : eggs. Check pronunciation. Customer Can I have a s a n d w i c h , please?
P u t s t u d e n t s in pairs. Tell s t u d e n t s t o c o v e r t h e t e x t a n d Assistant Do y o u w a n t w h i t e bread or brown?
t a k e i t i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's this? Customer B r o w n , please.
Assistant Butter?
Reproduce t h e diagram on t h e board. Ask s t u d e n t s t o c o m e Customer Yes, please.
t o t h e f r o n t a n d a d d w o r d s f r o m e x e r c i s e \, e.g. f r u i t Assistant W h a t w o u l d y o u like in t h e s a n d w i c h ?
- appies, oranges, grapes; meat - beef, pork, chicken. Customer Cheese, please.
A d d t w o m o r e l i n e s f r o m ' F o o d ' f o r dairy products (eggs, Assistant A n y t h i n g else?

c h e e s e , b u t t e r ) , a n d other food (bread, rice). Customer Yes. Can I have t o m a t o e s , please?

Assistant A n y t h i n g t o drink?
P u t s t u d e n t s i n p a i r s or s m a l l g r o u p s a n d a s k t h e m t o f i n d
Customer C o f f e e , please.
t w o more words for each t y p e o f f o o d .
Assistant Here y o u are.
Ask students to come to the board and add their words t o
Customer Thank you.
the correct part of the diagram. Examples might include:
f r u i t - pears, melon-, vegetables - beans, peppers: meat
R e a d t h e c o n v e r s a t i o n . D r i l l e a c h l i n e as a c l a s s a n d
- lamb, ham; dairy products - cream, yoghurt; drinks - wine,
individually.
water; other food - pasta, noodles.
N o m i n a t e t w o s t u d e n t s . A is t h e a s s i s t a n t , a n d B is t h e
Drill new words and check comprehension.
c u s t o m e r . P o i n t t o t h e t a b l e in e x e r c i s e 4 a . Tell t h e m t o

Do t h e examples t o g e t h e r . Play audio M t W . Students hear use t h e t a b l e and t h e m o d e l t o make t h e first c o n v e r s a t i o n .

onions, m a k e a q u e s t i o n w i t h Do you l i k e , t h e n listen and P u t s t u d e n t s in pairs t o m a k e t h e o t h e r c o n v e r s a t i o n .

repeat. Do the same with the second item. Monitor.

Play t h e rest of t h e audio. A s k pairs o f s t u d e n t s t o a c t o u t o n e o f t h e i r c o n v e r s a t i o n .

Check pronunciation.
A u d i o script 53.2
1 onions lettuce
Your life
Do y o u like onions? Do y o u like lettuce? F o c u s on t h e pictures in e x e r c i s e 1 . S a y t h e t h i n g s y o u like

2 fish chicken a n d d o n ' t l i k e , e . g . I don't like beef, but I like chicken.

Do y o u like fish? Do y o u Like chicken? Tell s t u d e n t s t o look at t h e pictures and tick the things

3 butter tomatoes t h e y l i k e . T h e n a s k t h e m a b o u t t h e i t e m s , e . g . Do you like

Do y o u like butter? Do you like tomatoes? lettuce, (Ivan)? E l i c i t : Yes, I d o . / N o , I don't.

P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e i r likes

In English it is common to use the verb have, rather and dislikes. Monitor.

than eat, with food. For example we would say I had a F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
sandwich for lunch. We're having pasta for dinner. can talk about food and d r i n k .

4a 1
F o c u s o n t h e p i c t u r e . A s k : Where are the people? Follow-up
' E l i c i t / T e a c h : brown bread, f i l l i n g , lettuce. • A r r a n g e t h e c l a s s i n a c i r c l e . S a y : I went to the market and
• Play audio E H all t h e w a y t h r o u g h . I bought some potatoes. T h e n e x t s t u d e n t s a y s : I went to
1
Draw t h e table on t h e board. the market. I didn't buy potatoes, I bought apples. The third
1
Play t h e first conversation on t h e audio t w i c e . A s k : What s t u d e n t s a y s : I went to the market. I didn't buy apples, I
does the customer ask for? E l i c i t : white bread, no butter; beef bought butter, etc. S t u d e n t s have t o sit d o w n if t h e y repeat a
and lettuce, orange juice a n d w r i t e t h e s e in t h e appropriate word. Continue until you have one person standing.
columns. Repeat with the second conversation.
» G o t h r o u g h t h e a n s w e r s as a class.

1 w h i t e , no b u t t e r , b e e f and l e t t u c e , orange juice 2 brown, butter,

Resource activity pages 226 and 280
cheese and t o m a t o e s , coffee

117
 www.frenglish.ru
Students learn countable and uncountable nouns and talk about
TEACHER'S NOTES LESSON 54 quantities.

G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s
Warm-up
t o say o n e i t e m e a c h . Check pronunciation.
Use a board dash t o revise f o o d f r o m l e s s o n 5 3 . Draw
t w o tables on the board with four columns headed f r u i t , l a 2 some 3 some 4 some 5 a 6 a 7 some 8 a 9 an
10 a 1 1 some 1 2 some 1 3 an 1 4 some
vegetables, meat, dairy products.

D i v i d e t h e class i n t o t w o t e a m s . A s k o n e p e r s o n f r o m each
D o t h e e x a m p l e s t o g e t h e r . Play t h e f i r s t i t e m on a u d i o
team to come to the front and give them a board pen. Stand
1 i E W M . S t u d e n t s h e a r We need some f r u i t , m a k e a q u e s t i o n
b e t w e e n t h e t w o ' w r i t e r s ' so t h e y c a n ' t c o p y f r o m e a c h
w i t h how much/how many, t h e n listen and repeat. Do t h e
other's table.
same with the second item.
T e a m s h a v e t w o m i n u t e s t o c a l l o u t as m a n y w o r d s f o r e a c h Play t h e rest of t h e audio.
f o o d g r o u p as p o s s i b l e . T h e y score a p o i n t f o r e a c h c o r r e c t
A u d i o script 5 4 . 2
word.
1 We need some f r u i t . We n e e d some c o f f e e .
H o w much do we need? H o w much do we need?
la • Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e 2 We need some c a r r o t s . We n e e d some p o t a t o e s .
p i c t u r e , e . g . Who can you see? Where are they? What are they H o w m a n y do we need? H o w m a n y do w e need?
doing? 3 We need some milk. We n e e d some t o m a t o e s .
• E l i c i t / T e a c h : questionnaire, d i e t , how much, how many, H o w much do we need? H o w m a n y do we need?
biscuits, a tot o f , f i l l i n , get.
• Play audio U E H 1 f o r s t u d e n t s t o read a n d listen. Your life
• Ask questions a b o u t the t e x t to check comprehension, e.g. Go t h r o u g h t h e cues. E l i c i t / T e a c h key v o c a b u l a r y , e.g.
What has Ryan got? Who gave him the questionnaire? What tetter, chocolate, housework.
are the questions about? How often does Ryan have a cheese P u t s t u d e n t s in pairs a n d t e l l t h e m t o d e c i d e if t h e nouns
sandwich? Does he have butter in his sandwiches? What does are c o u n t a b l e or u n c o u n t a b l e .
he eat with his coffee? How many biscuits does he eat? What G o t h r o u g h t h e a n s w e r s as a class.
is Ryan going to get?
• D r i l l e a c h s e n t e n c e as a c l a s s t h e n individually. c o u n t a b l e - l e t t e r s , cousins, e m a i l s , people
u n c o u n t a b l e - t e a , c h o c o l a t e , h o u s e w o r k , exercise
b • Nominate t w o students to act out the conversation. Check
pronunciation.
Go t h r o u g h t h e cues a g a i n . Talk a b o u t y o u r life, e . g . I drink
• P u t s t u d e n t s in pairs t o practise. Give t h e m an opportunity
a lot of tea. I don't write many letters. I don't eat much
t o practise b o t h roles. Monitor. chocolate.

2 • G o t h r o u g h t h e rules on Student's Book page 110. Tell students t o write similar sentences a b o u t their own life.
Focus on t h e e x a m p l e conversation. Ask i n d i v i d u a l s t u d e n t s
• F o c u s o n p a r t 1 o f t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s
and individually. a b o u t t h e i r l i f e , e . g . How much tea do you drink, (Allan)?
How many letters do you write, (Emma)?
• Say countable nouns from lesson 53 to elicit t h e singular
a n d p l u r a l f o r m s , e . g . some apples. E l i c i t : an apple. S a y : an P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e i r life.

orange. E l i c i t : some oranges. N o m i n a t e i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r

partner.
• F o c u s o n p a r t 2 o f t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s
and individually. F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
• Tell s t u d e n t s t o look at t h e pictures in l e s s o n 53 and call can talk about quantities.
o u t e x a m p l e s o f u n c o u n t a b l e n o u n s . E l i c i t : beef, pork,
chicken, f i s h , cheese, butter, bread, rice. Follow-up
• G o t h r o u g h p a r t 3 o f t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s
C o l l e c t p i c t u r e s o f f o o d i t e m s . U s e t h e s e as f l a s h c a r d s t o
and individually.
revise food and drink items from lessons 53 and 54.
• A s k s t u d e n t s a b o u t t h e t h i n g s t h e y e a t , e . g . How many
biscuits do you eat? How many apples do you eat? How much E l i c i t a n d d r i l l e a c h w o r d , t h e n l i s t t h e m o n t h e b o a r d as

cheese do you eat? How much bread do you eat? c o u n t a b l e or u n c o u n t a b l e .

Students don't usually have problems with the concept

of countable and uncountable nouns but they do have R e s o u r c e a c t i v i t y pages 2 2 7 and 280
problems with nouns which are countable in English and
uncountable in their own language, and vice versa.
3 • Write: sandwich o n t h e b o a r d . A s k : countable or
uncountable? E l i c i t : countable and w r i t e a in t h e g a p .
Repeat with food t o e l i c i t uncountable, and write some
in t h e g a p .
• G o t h r o u g h t h e list o f i t e m s t o check comprehension.
• P u t s t u d e n t s i n p a i r s . T e l l t h e m t o w r i t e a/an o r some next
to each word.

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 Students revise countable and uncountable nouns www.frenglish.ru
and describe
~ TEACHER'S NOTES LESSON 55 what they eat and drink.

Warm-up • P u t s t u d e n t s in pairs a n d t e l l t h e m t o describe each person's

breakfast.
• Play a game o f W h i t e b o a r d Scrabble (see page 1 1 ) t o revise • G o t h r o u g h t h e a n s w e r s as a class. N o m i n a t e individual
food. s t u d e n t s t o read one description each. Check pronunciation.

For b r e a k f a s t , B o g n a usually has c o f f e e w i t h milk and sugar, bread

la • Focus on t h e pictures. Play audio t y n ^ for students to w i t h cheese a n d h a m , salad, and a glass o f o r a n g e juice or apple
listen and repeat. juice.
• D r i l l e a c h i t e m as a class t h e n i n d i v i d u a l l y . Check For b r e a k f a s t , W i n s t o n usually has cereal w i t h milk and sugar, t o a s t
pronunciation. w i t h b u t t e r a n d j a m , and t w o cups o f t e a w i t h milk and sugar.
• N o m i n a t e s t u d e n t s t o s a y i t e m s . A s k : What's number 4, For b r e a k f a s t , T u y e n usually has n o o d l e s or rice w i t h fish or m e a t
(Marie)? E l i c i t : jam. Check pronunciation. - usually pork or b e e f - v e g e t a b l e s and herbs, a n d h o t c h o c o l a t e .
• P u t s t u d e n t s in pairs. Tell t h e m t o cover t h e t e x t and t a k e i t For b r e a k f a s t , A m i n usually has bread w i t h b u t t e r and h o n e y , f r u i t
i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's this? - n o r m a l l y apples or g r a p e s , y o g h u r t w i t h n u t s a n d black c o f f e e
w i t h a l o t o f sugar.
b • P u t students in pairs. Give t h e m t w o minutes to w r i t e down
as m a n y o t h e r t h i n g s i n t h e p i c t u r e s as t h e y c a n . • F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
• A s k s t u d e n t s t o c a l l o u t t h e i r w o r d s . E l i c i t : bread and and individually.
butter, apple, grapes, cheese, ham, lettuce, cucumber, eggs, • L o o k a t a bowl of rice. Ask students to think of other food
tomatoes, vegetables, herbs, m i l k , sugar. y o u p u t i n a b o w l , e . g . noodles, sugar, cereal.
• R e p e a t w i t h cup, glass, piece. Possible examples are: cup
2a • E l i c i t / T e a c h : Vietnam, J o r d a n , salad, bowl, plate, cup, glass.
- coffee, hot chocolate; g l a s s - i v i n e , beer, f r u i t juice, cola;
• Focus on t h e pictures. Ask questions a b o u t each person,
p i e c e - cheese, bread, chocolate.
e . g . What's his/her name? Where is he/she from?
• P u t s t u d e n t s in pairs. Tell t h e m t o look a t t h e pictures and 4 IWII'lltflS
match each person to a breakfast.
• F o c u s o n t h e c u e s . W r i t e : breakfast on t h e board. Tell

b • Play audio twice for students to listen and check. students w h a t you usually have for breakfast, e.g. For

• Go through the answers together. If necessary, play the breakfast, I usually have a cup of black coffee with a piece

audio again, s t o p p i n g a f t e r each answer. of toast and jam. Make notes on the board, e.g. breakfast
- black coffee, toast, jam.

B o g n a - b, W i n s t o n - c, T u y e n - e, A m i n - a • R e p e a t w i t h lunch and dinner.

• Tell students t o w r i t e a b o u t their t y p i c a l breakfast, lunch,
and dinner.
Audio script 55.2
• A s k i n d i v i d u a l s t u d e n t s a b o u t t h e i r m e a l s , e . g . What do you
1 My name's B o g n a and I'm f r o m P o l a n d . For b r e a k f a s t I have
usually have for dinner, (Marco)?
c o f f e e w i t h milk and sugar. W h a t do I h a v e t o eat? I have
• P u t s t u d e n t s in pairs t o t a l k a b o u t t h e i r m e a l s . Monitor.
bread w i t h cheese and h a m . I have some salad w i t h t h a t , t o o
• Nominate individual students to describe one of their
- l e t t u c e a n d cucumber. I n o r m a l l y h a v e a glass o f o r a n g e j u i c e
or apple j u i c e , t o o . partner's meals.

2 I'm W i n s t o n and I'm f r o m t h e U K . Breakfast? I usually have a

b o w l o f cereal w i t h milk and sugar. T h e n I have some t o a s t w i t h Pronunciation
b u t t e r and j a m . O h , and I h a v e a cup o f t e a - well usually t w o
• M o d e l t h e w e a k a n d s t r o n g p r o n u n c i a t i o n o f of ( s t r o n g /DV/,
cups o f t e a - w i t h milk and sugar.
3 My name's T u y e n a n d I'm f r o m V i e t n a m . My b r e a k f a s t is a b o w l weak /av/). D r i l l e a c h s o u n d as a c l a s s a n d i n d i v i d u a l l y .

o f noodles or rice w i t h some fish or s o m e t i m e s m e a t - usually • P l a y a u d i o B.T.TK1 f o r s t u d e n t s t o l i s t e n a n d repeat.

pork or b e e f . A n d at e v e r y m e a l in V i e t n a m w e have a p l a t e o f • D r i l l e a c h e x p r e s s i o n as a class a n d i n d i v i d u a l l y .
fresh v e g e t a b l e s and herbs. A l o t o f p e o p l e drink tea or c o f f e e • P u t s t u d e n t s in pairs. Point t o t h e first p a r t o f each
w i t h t h e i r b r e a k f a s t , b u t I like a cup o f h o t c h o c o l a t e . e x p r e s s i o n : a bowl, a l o t , a box, etc. Tell students t o make
4 My name's A m i n and I c o m e f r o m J o r d a n . For b r e a k f a s t I e a t eight more expressions.
bread w i t h b u t t e r and h o n e y . I have some f r u i t - n o r m a l l y
• A s k s t u d e n t s t o call o u t t h e i r e x p r e s s i o n s . W r i t e t h e m on
apples or g r a p e s . I have some y o g h u r t , t o o . I usually p u t a f e w
t h e b o a r d a n d d r i l l e a c h o n e as a c l a s s a n d i n d i v i d u a l l y .
nuts in t h e y o g h u r t . I drink black c o f f e e - w i t h a lot o f sugar.
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

3 a • A s k : What does Bogna drink with her breakfast? Play t h e first can describe what I eat and d r i n k .

part of audio K M a g a i n . E l i c i t : coffee with milk and sugar,

orange juice or apple j u i c e / f r u i t juice.
Follow-up
• Repeat w i t h each part o f t h e audio. • Bring some pictures of typical dishes from your country into
• G o t h r o u g h t h e a n s w e r s as a class. the classroom.

B o g n a - o r a n g e j u i c e or apple j u i c e / f r u i t j u i c e , W i n s t o n - t w o • E x p l a i n w h a t y o u need t o make each dish and w r i t e t h e

cups o f tea w i t h milk and sugar, T u y e n - h o t c h o c o l a t e , A m i n ingredients on t h e board. Drill new words and check
- black c o f f e e w i t h a lot o f sugar comprehension.

• Tell s t u d e n t s t o think of t w o dishes f r o m their c o u n t r y and

b • F o c u s o n B o g n a . A s k : What does Bogna have for breakfast?
write d o w n t h e ingredients for each dish.
E l i c i t : For breakfast, Bogna usually has coffee with milk
and sugar, bread with cheese and ham, salad, and a glass of • P u t s t u d e n t s in pairs t o d e s c r i b e t h e i r dishes.

orange juice or apple juice. W r i t e i t o n t h e b o a r d as a m o d e l .

Resource activity pages 226 and 280

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 Students learn and practise expressions for orderingwww.frenglish.ru
a meal in a
TEACHER'S NOTES LESSON 56 restaurant.

Warm-up 5 • N o m i n a t e t h r e e s t u d e n t s A , B , C . S t u d e n t A is t h e w a i t e r ,
a n d B a n d C are t h e c u s t o m e r s . Tell t h e m t o m a k e a
• Write examples of food and drinks from different countries
new conversation using t h e menu in e x e r c i s e 1 . Check
on o n e side o f t h e board, and countries on t h e o t h e r side,
pronunciation.
e . g . sushi ( J a p a n ) , hamburger ( U S A ) , kebab (Turkey), pizza
• P u t s t u d e n t s in pairs a n d t e l l t h e m t o m a k e n e w
( I t a l y ) , t o r t i l l a ( M e x i c o ) , vodka ( R u s s i a ) , paella ( S p a i n ) ,
conversations using the menu. Monitor.
champagne ( F r a n c e ) , noodles ( C h i n a ) , fish and chips ( B r i t a i n ) .
• Ask groups of students to act out their conversation. Check
• P u t s t u d e n t s in pairs. G i v e t h e m o n e m i n u t e t o m a t c h t h e pronunciation.
countries and the foods.

• Go t h r o u g h t h e list. Elicit more examples of f o o d from these English in t h e world

or o t h e r c o u n t r i e s a n d list t h e m on t h e board. • E l i c i t / T e a c h : t i p , expect, usual, per cent (%).
• R e a d t h r o u g h t h e t e x t as a c l a s s .
• Ask questions a b o u t t h e t e x t to check comprehension, e.g. How
1 • Focus on t h e m e n u . Play audio for students t o listen
much do people tip in Japan? Where is the best place to be a
and repeat.
waiter?
• D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . Check
• Focus on t h e first t w o questions. Ask i n d i v i d u a l s t u d e n t s about
pronunciation.
t h e i r c o u n t r y , e . g . Do you tip waiters in (Mexico)? What about
• Ask students w h a t food groups each of t h e items belongs
in (Austria)? How much do you usually give in (Russia)? If you
t o , e . g . What's salmon? E l i c i t : f i s h . Check pronunciation.
h a v e a m i x e d - n a t i o n a l i t y class, y o u could list t h e results on t h e
2 • E l i c i t / T e a c h : ready, order, mineral water, still, sparkling, b o a r d a n d c o m p a r e t h e c o u n t r i e s , e . g . Russia 15%, Tunisia 5%.
same, meal, certainly, bill. • F o c u s on t h e t h i r d q u e s t i o n . P u t s t u d e n t s in s m a l l g r o u p s a n d
• Play audio U M M for s t u d e n t s t o read a n d listen. ask t h e m t o m a k e a list o f t h e p e o p l e t h e y m i g h t t i p .
• Tell s t u d e n t s t o listen again and c o m p l e t e t h e conversation. • A s k s t u d e n t s t o call o u t t h e i r ideas and list t h e s e on t h e board.
Play t h e audio twice. D e p e n d i n g on t h e n a t i o n a l i t y o f y o u r s t u d e n t s , ideas might
• G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y , p l a y t h e i n c l u d e : taxi drivers, porters ( a t h o t e l s o r a i r p o r t s ) , cleaners (at
audio again, stopping after each answer. hotels).

1 salmon 2 a salad 3 omelette 4 chips 5 Sparkling • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can

order a meal in a restaurant.
• A s k q u e s t i o n s t o c h e c k c o m p r e h e n s i o n , e . g . What does the
woman have with her salmon? Does she ask for sparkling Follow-up
water? What does the man want to drink? What sort of • Tell s t u d e n t s a b o u t y o u r f a v o u r i t e restaurant and w h a t y o u
vegetables does the man have with his omelette? Did they usually have to eat and drink when you go there. Make notes
enjoy their meal? of t h e name and the f o o d / d r i n k on the board.

3a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d • Ask students to make notes about their favourite restaurant
and underline similar expressions in t h e t e x t . and w h a t t h e y usually e a t / d r i n k there.
• W r i t e : Would you like anything drink? on the board.
• P u t s t u d e n t s in g r o u p s t o c o m p a r e t h e i r ideas.
P o i n t t o t h e g a p a n d ask s t u d e n t s t o s u p p l y t h e missing
word. E l i c i t : to.
• Ask students to complete the expressions. R e s o u r c e a c t i v i t y pages 229 and 2 8 1
b • Play audio M - T H for students to check their answers.
• Play t h e audio again while s t u d e n t s listen and repeat. R e v i e w a n d W o r d l i s t Lessons 4 9 - 5 6
• D r i l l e a c h e x p r e s s i o n as a c l a s s a n d individually. S t u d e n t ' s B o o k pages 9 5 - 9 6
t o , t o , h a v e , t h e , have

• F o c u s o n t h e L a n g u a g e n o t e . D r i l l e a c h e x a m p l e as a c l a s s
and individually.
• Ask s t u d e n t s t o call o u t more examples o f drinks and write
t h e s e o n t h e b o a r d , e . g . hot chocolate, wine, beer, tea, m i l k ,
cola, fruitjuice, lemonade.
• E l i c i t t w o w a y s o f a s k i n g f o r t e a , e . g . Can I have a tea,
please? Can I have a cup of tea, please? Repeat for each
drink.

4 • F o c u s on t h e c o n v e r s a t i o n in e x e r c i s e 2 . P u t s t u d e n t s in
groups o f t h r e e . Tell t h e m t o practise t h e conversation,
each taking one part.
• Give s t u d e n t s an o p p o r t u n i t y t o practise each role. Monitor.
• Ask one group t o act o u t t h e conversation for t h e rest o f
t h e class.

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 Students learn a lexical set of clothes and talk aboutwww.frenglish.ru
their
~ TEACHER'S NOTES LESSON 57 clothes and prices.

Warm-up A u d i o script 57.3

1 A E x c u s e me. H o w much 4 A E x c u s e me. H o w much
Revise n u m b e r s and prices. Write prices on t h e b o a r d , e.g.
are t h e s e jeans? are t h e s e shoes?
three pounds f i f t y , ten pounds s i x t y , ninety-two pounds twenty,
B They're £60. B They're $75.
f i f t e e n pounds seventy-five, thirty-three pounds ninety-nine.
A Thank you. A Thank you.
P u t s t u d e n t s in p a i r s t o w r i t e t h e prices as f i g u r e s , e.g.
2 A E x c u s e me. H o w much 5 A E x c u s e me. H o w much
£3.50, from t h e lowest price t o t h e highest. is t h i s s k i r t , please? are t h e s e gloves?
G o t h r o u g h t h e prices t o g e t h e r . Ask s t u d e n t s t o say t h e B It's $35. B T h e y ' r e 7 euros.
A Thank you. A Thank you.
prices and check pronunciation.
3 A Excuse me. H o w much 6 A E x c u s e me. H o w much
is t h i s j u m p e r , please? is t h i s j a c k e t , please?
• Elicit/Teach: clothes. B It's 19 euros. B It's £ 9 2 .
• Focus on t h e first picture. Tell s t u d e n t s t o cover t h e w o r d s . A Thank you. A Thank you.
Ask t h e m if t h e y can name a n y o f t h e i t e m s .
• Repeat with the second picture. Focus on t h e cues. N o m i n a t e t w o s t u d e n t s , A and B. Student
• Play audio m i for s t u d e n t s t o listen and repeat. A is t h e s h o p a s s i s t a n t , a n d B is t h e c u s t o m e r . P o i n t t o t h e
• D r i l l e a c h i t e m as a class t h e n i n d i v i d u a l l y . Check list o f c l o t h e s a n d prices a n d t e l l t h e m t o m a k e t h e f i r s t
pronunciation. conversation. Check pronunciation.
• N o m i n a t e d i f f e r e n t s t u d e n t s t o say i t e m s . P o i n t to someone P u t s t u d e n t s in pairs t o make more c o n v e r s a t i o n s using t h e
w e a r i n g a s k i r t . A s k : What's this? Elicit: a s k i r t . list o f c l o t h e s a n d prices. Monitor.
• P u t s t u d e n t s in pairs. Tell t h e m t o cover t h e t e x t a n d t a k e it A s k pairs o f s t u d e n t s t o a c t o u t o n e o f t h e i r conversations.
i n t u r n s t o p o i n t a t c l o t h e s a n d a s k What's this? Check pronunciation.

Differences in British and American English words for Your life

clothes can cause confusion even for native speakers • Elicit/Teach: pack.
of English. Here are some examples with the American • Tell s t u d e n t s a b o u t y o u r last holiday. Say w h e r e y o u went,
English word given in brackets: trousers ( p a n t s ) , pants w h e n y o u w e n t , a n d t h e t h i n g s y o u p a c k e d , e . g . I went to
/knickers ( u n d e r p a n t s / p a n t i e s ) , jumper (sweater), Venice in August. I packed jeans, shorts, f i v e tops, and a
vest ( u n d e r s h i r t ) , waistcoat ( v e s t ) , trainers (sneakers), dress. M a k e a list on t h e board.
swimming costume (bathing suit). • Tell s t u d e n t s t o m a k e a similar list o f c l o t h e s t h e y pack for
a holiday.

• P u t s t u d e n t s in pairs. A s k t h e m t o add t h r e e m o r e i t e m s o f • P u t s t u d e n t s in pairs t o c o m p a r e t h e i r lists. Monitor.

clothing t o t h e list, using a dictionary if necessary. • A s k i n d i v i d u a l s t u d e n t s t o read o u t t h e i r lists. Check

pronunciation.
• Ask s t u d e n t s t o call o u t their words and w r i t e t h e s e on t h e
board. Drill t h e new words and check comprehension.

• F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
Pronunciation
and individually. 1 • Play audio V t m for students t o listen and repeat. Model
• W r i t e : How much top? £15. on t h e board. Ask t h e p r o n u n c i a t i o n o f / s / i n dress a n d / z / i n trousers. Drill
s t u d e n t s t o s u p p l y t h e m i s s i n g w o r d s . E l i c i t : is this, I t ' s . e a c h s o u n d as a class a n d individually.
• R e p e a t w i t h How much shorts? £12. to elicit
2a • G o t h r o u g h t h e w o r d s . P u t s t u d e n t s in pairs t o say t h e
are these, They're.
w o r d s a n d p u t t h e m in t h e c o r r e c t c o l u m n according t o t h e

• Do t h e examples t o g e t h e r . Play t h e first i t e m on audio 's' s o u n d .

1330. S t u d e n t s h e a r Do you like this jacket? make a

Play audio y f f i l for s t u d e n t s t o listen and check.
q u e s t i o n w i t h How much?, t h e n listen and repeat. Do t h e
Play t h e audio again for s t u d e n t s t o listen and repeat.
same with the second item.
D r i l l e a c h w o r d as a class a n d individually.
• Play t h e rest of t h e audio.
A u d i o script 57.5
A u d i o script 57.2
/ s / : dress, t h i s , glass, s h o r t s , s u i t , sock
1 Do y o u like this j a c k e t ? Do y o u like t h e s e trousers?
/ z / : t r o u s e r s , m u s i c , easy, t h e s e , c o u s i n , please
Yes. H o w much is it? Yes. H o w much are t h e y ?
2 Do y o u like t h e s e shorts? Do y o u like t h i s top?
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
Yes. H o w much are t h e y ? Yes. H o w much is it?
can talk about clothes.
3 Do y o u like t h i s shirt? Do y o u like t h e s e shoes?
Yes. H o w much is it? Yes. H o w much are t h e y ?
Follow-up
• P u t s t u d e n t s in small g r o u p s . I f t h e g r o u p s are all t h e s a m e
4a G o t h r o u g h t h e p r i c e s . D r i l l e a c h o n e as a c l a s s t h e n
n a t i o n a l i t y , ask t h e m t o w r i t e t w o lists o f c l o t h e s t h a t
individually.
v i s i t o r s s h o u l d b r i n g if t h e y are v i s i t i n g t h e i r c o u n t r y in J u l y
Play audio B M all t h e w a y t h r o u g h .
a n d D e c e m b e r . I f y o u h a v e a m i x e d - n a t i o n a l i t y class, ask
F o c u s o n t h e f i r s t i t e m jeans. A s k : How much are the jeans?
t h e m t o w r i t e t w o lists f o r t h e c o u n t r y t h e y are s t u d y i n g i n .
PLay t h e first c o n v e r s a t i o n on t h e audio t w i c e . E l i c i t : £60.
Play t h e rest of t h e audio t w i c e . • G o t h r o u g h t h e lists and w r i t e t h e i n f o r m a t i o n on t h e board.
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e
audio again, stopping after each answer.
R e s o u r c e a c t i v i t y pages 226 a n d 280
1 £60 2 $35 3 €19 4 $75 5 €7 6 £92

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TEACHER'S NOTES LESSON 58 Students learn and practise adjectives and describe things.

Warm-up Students often have problems with the order of

• D r a w t w o c o l u m n s o n t h e b o a r d w i t h top half a n d bottom half
adjectives in English because it isn't the same as their
as t h e c o l u m n headings.
own language. For example, in some languages it isn't
common to have a string of adjectives before a noun,
• P u t s t u d e n t s in pairs a n d tell t h e m t o copy t h e columns. whereas in English it is, e.g. a lovely old white house.
• Tell s t u d e n t s y o u are g o i n g t o call o u t i t e m s o f c l o t h i n g .
T h e y h a v e t o d e c i d e if it's s o m e t h i n g y o u w e a r o n t h e top 5 • W r i t e : 1 q u a l i t y , 2 s i z e , 3 age, 4 colour on the board. Go

half o r t h e bottom half o f y o u r b o d y and w r i t e t h e i t e m in t h r o u g h t h e a d j e c t i v e s in each s e n t e n c e t o elicit w h a t s o r t

the appropriate column. o f a d j e c t i v e e a c h o n e i s . S a y : long. Elicit: s i z e , etc.

• D o t h e f i r s t s e n t e n c e as a n e x a m p l e . E l i c i t : She's got long
• Go through the columns together.
black hair.
• P u t s t u d e n t s in pairs t o c o m p l e t e t h e s e n t e n c e s .
1 • Tell s t u d e n t s t o cover t h e t e x t . A s k q u e s t i o n s a b o u t t h e • D r i l l e a c h s e n t e n c e as a c l a s s a n d i n d i v i d u a l l y .
p i c t u r e s , e . g . Who can you see? Where are they? What are
1 long black hair 2 d i r t y old v a n 3 nice new office
they doing?
4 small blue b o o k 5 nice red purses 6 b e a u t i f u l b r o w n eyes
• E l i c i t / T e a c h : o l d , brown, comfortable, nice, collect, c h a r i t y ,
7 lovely old h o u s e 8 big w h i t e dogs
h o r r i b l e , pocket.
• Play a u d i o l = M t l for s t u d e n t s t o read and listen.
• Ask questions a b o u t t h e t e x t t o check comprehension, e.g.
• G o t h r o u g h t h e list o f t h i n g s . S a y t r u e s e n t e n c e s a b o u t y o u r
What colour is Ryan's jacket? Why does he like his old clothes?
t h i n g s , e . g . I'm wearing a long brown dress. In my bag I've
What is the boy collecting for? Where are Ryan and Cindy
got a new red pen.
going? What's in the pocket of his old jacket?
• P o i n t t o t h e list. Tell s t u d e n t s t o w r i t e t r u e sentences about
• D r i l l e a c h a d j e c t i v e as a c l a s s a n d i n d i v i d u a l l y .
their things. Monitor.

2 • Go t h r o u g h t h e rules on S t u d e n t ' s Book page 110. • A s k q u e s t i o n s a b o u t t h e s t u d e n t s ' t h i n g s , e . g . What are you

• D r i l l t h e e x a m p l e s as a c l a s s a n d individually. wearing, (Geeta)? Where do you live, (Alex)?

• Ask students questions about their possessions/clothes • P u t s t u d e n t s in pairs a n d t e l l t h e m t o d e s c r i b e t h e i r t h i n g s .

t h a t a r e o b v i o u s l y n o t t r u e , e . g . Is that an old bag? to elicit • Ask i n d i v i d u a l s t u d e n t s t o say a sentence a b o u t t h e i r
r e s p o n s e s w i t h d i f f e r e n t a d j e c t i v e s , e . g . No, it's a new bag. partner. Check pronunciation.
• W r i t e : He's wearing blues clothes. She's wearing a skirt
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
long. P u t a cross n e x t t o t h e s e n t e n c e s t o s h o w t h e y are
can describe things.
i n c o r r e c t . A s k s t u d e n t s t o c o r r e c t t h e m . E l i c i t : He's wearing
blue clothes. She's wearing a long s k i r t . Follow-up
3 • Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio • Make up some 'tongue twisters' from words t h a t students
E H . S t u d e n t s h e a r She's wearing a dress. It's long, h a v e l e a r n e d , e . g . beautiful big blue and brown buses from
c o m b i n e t h e t w o sentences, t h e n listen and repeat. Belgium-, a horrible holiday in a hot hotel in Holland; a cup of
• Play t h e rest o f t h e audio. coffee and a cake in a cafe in Canada.

• Practise the t o n g u e twisters, saying the words slowly at first

A u d i o script 58.2
and then building up speed.
1 She's w e a r i n g a dress. It's l o n g .
She's w e a r i n g a l o n g dress. • P u t s t u d e n t s in pairs. Tell t h e m t o make up a t o n g u e t w i s t e r
2 He's w e a r i n g a h a t . It's v e r y b i g . using words from this and previous lessons. ( I t m i g h t help t o
He's w e a r i n g a v e r y big h a t . give each group a letter of t h e alphabet to focus o n . )
3 She's w e a r i n g j e a n s . T h e y ' r e black.
• M i x t h e g r o u p s u p s o t h e r e is o n e m e m b e r o f e a c h o r i g i n a l
She's w e a r i n g black j e a n s .
g r o u p in t h e n e w g r o u p s . Tell t h e m t o t e a c h each o t h e r t h e i r
4 He's w e a r i n g a j u m p e r . It's o l d .
tongue twisters.
He's w e a r i n g an old j u m p e r .
5 She's w e a r i n g g l o v e s . T h e y ' r e b r o w n .
She's w e a r i n g b r o w n g l o v e s .
Resource activity pages 231 and 282
6 He's w e a r i n g t r o u s e r s . T h e y ' r e n e w .
He's w e a r i n g n e w t r o u s e r s .

4 • Go t h r o u g h t h e table on Student's Book page 110.

• D r i l l t h e e x a m p l e s as a c l a s s a n d i n d i v i d u a l l y .
• W r i t e : He's wearing blue old jeans. She's wearing a red
beautiful top. P u t a cross n e x t t o t h e s e n t e n c e s t o s h o w
t h e y are i n c o r r e c t . A s k s t u d e n t s t o c o r r e c t t h e m . E l i c i t : He's
wearing old blue jeans. She's wearing a beautiful red top.

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TEACHER'S NOTES LESSON 59 Students revise adjectives and describe people's clothes.

Warm-up
• D r a w t h r e e c o l u m n s o n t h e b o a r d w i t h yesterday, at work, at
• W r i t e t h e f o l l o w i n g a d j e c t i v e s o n t h e b o a r d in r a n d o m
the weekend as t h e c o l u m n h e a d i n g s . F o c u s o n t h e f i r s t c u e .
o r d e r : o l d , new, b i g , small, long, short, lovely, h o r r i b l e , good,
T e l l s t u d e n t s w h a t y o u a r e w e a r i n g n o w , e . g . At the moment,
bad, d i r t y , clean, comfortable, uncomfortable, happy, sad,
I'm wearing blue trousers, a yellow s h i r t , a red jumper, and
interesting, boring, expensive, cheap.
black shoes. W r i t e t h e c l o t h i n g i t e m s in t h e s e c o n d column.
• P u t s t u d e n t s i n p a i r s . T e l l t h e m t o m a k e as m a n y p a i r s o f • Repeat for each column (the first and second columns may
o p p o s i t e s a s p o s s i b l e , e . g . big - small. be t h e s a m e f o r t h e t e a c h e r ) .
• Tell s t u d e n t s t o look at t h e cues and make notes a b o u t their
clothes.
1 • E l i c i t / T e a c h : scarf, purple, suit.
• A s k s t u d e n t s q u e s t i o n s a b o u t t h e i r c l o t h e s , e . g . What are
• Focus on the first picture. Ask questions a b o u t the man,
you wearing, (Tony)? What did you wear yesterday, (Davide)?
e . g . How old is he? Has he got short hair? What's he doing?
• P u t s t u d e n t s in pairs a n d t e l l t h e m t o ask a n d a n s w e r
• P u t s t u d e n t s i n p a i r s a n d t e l l t h e m t o m a k e a l i s t o f his
questions about their clothes.
clothes.
• Ask i n d i v i d u a l s t u d e n t s t o say sentences a b o u t t h e i r
• G o t h r o u g h t h e l i s t as a c l a s s . E l i c i t : blue trousers, grey
partner. Check pronunciation.
s h i r t , orange tie.
• Focus on t h e e x a m p l e sentence. Ask s t u d e n t s t o write a
c o m p l e t e s e n t e n c e a b o u t C a r l o s . E l i c i t : Carlos is wearing English in the world
blue trousers, a grey s h i r t , and an orange tie. • E l i c i t / T e a c h : v i s i t o r , unusual, keep on, take o f f , casual clothes,
• Repeat with each picture. best clothes, school uniform.
• R e a d t h r o u g h t h e t e x t as a c l a s s .
I m e l d a is w e a r i n g green t r o u s e r s , a y e l l o w t o p , and a green a n d
• Ask questions a b o u t the t e x t to check comprehension, e.g. Do
y e l l o w scarf. K a t r i n a is w e a r i n g a ( s h o r t ) b r o w n s k i r t , a pink
j u m p e r , and ( l o n g ) p u r p l e b o o t s . I m r a n is w e a r i n g a black s u i t , a people in Britain take their shoes off when they go into a house?

w h i t e s h i r t , a black t i e , a black c o a t , a n d black g l o v e s . What do people in Britain wear to go out? When do children wear
uniforms?

2a • Play audio ( J S P ; while s t u d e n t s read t h e t e x t s . • A s k s t u d e n t s q u e s t i o n s a b o u t t h e i r c o u n t r i e s , e . g . Do people in

• E l i c i t / T e a c h key v o c a b u l a r y for each p a r a g r a p h , e.g. (China) take their shoes off when they go into a house? Do people

p a r a g r a p h 1 : nightclub, smart, stand wear casual clothes to go out in (Morocco)? Do children usually
wear school uniforms in (Kuwait)?
p a r a g r a p h 2 : uniform, a i r l i n e , c o l o u r f u l , all the time
p a r a g r a p h 3 : white, red, trainers • I f y o u r s t u d e n t s are s t u d y i n g i n , or h a v e v i s i t e d , B r i t a i n , ask

p a r a g r a p h A: fashion model, photographer, gorgeous t h e m i f t h e r e is a n y t h i n g t h a t t h e y f i n d u n u s u a l a b o u t t h e

clothes people wear.
• Tell students t o write the correct name for each t e x t . Play
t h e audio again while s t u d e n t s read and listen. • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
• Go through the answers together. describe people's clothes.

A I m r a n , B I m e l d a , C Carlos, D K a t r i n a
Follow-up
b • Focus on t h e q u e s t i o n . Read t h r o u g h Imelda's t e x t again. Revise adjectives. Collect pictures of different things,

A s k : I s Imelda at work at the moment? E l i c i t : Yes, she is. e . g . a y o u n g w o m a n , an o l d m a n , a car, a b u i l d i n g , a b a g .

T e l l s t u d e n t s t o r e a d t h e o t h e r t e x t s . A s k : Who isn't at work The selection of pictures should demonstrate a range of

at the moment? Elicit: Carlos. a d j e c t i v e s , e.g. young, o l d , long, short. (Advertisements

from magazines and newspapers usually work well for this
3 • Read through t h e questions. activity.)
• P u t s t u d e n t s in pairs t o read t h e t e x t s a n d w r i t e t h e
Display t h e pictures on t h e board and give s t u d e n t s two
answers.
m i n u t e s t o c o m e t o t h e b o a r d and look at t h e m . Tell t h e m
• G o t h r o u g h t h e a n s w e r s as a c l a s s . I f s t u d e n t s have
t o m e m o r i z e as m a n y d e t a i l s a s p o s s i b l e ( b u t d o n ' t l e t t h e m
problems w i t h t h e q u e s t i o n s , help t h e m t o f i n d key w o r d s ,
write anything down).
for e x a m p l e 'nice and colourful' for question 2.
A r r a n g e s t u d e n t s in s m a l l g r o u p s w i t h o n e p i e c e o f p a p e r f o r
1 I m r a n works at a n i g h t c l u b . I m e l d a works for an airline.
each group.
Carlos works at a g y m . K a t r i n a is a f a s h i o n m o d e l .
A s k t e n q u e s t i o n s a b o u t t h e p i c t u r e s , e . g . What colour is the
2 Yes, she d o e s . ( S h e says i t is nice and c o l o u r f u l . )
old man's jacket? How much are the green shoes? Has the old
3 Yes, she d o e s . ( S h e says t h e y are g o r g e o u s . )
woman got long hair or short hair?
4 Because he s t a n d s o u t s i d e t h e club.
5 I m r a n ( H e wears a smart s u i t . ) Groups write their answers down and compare them at t h e
6 He's t a k i n g p h o t o g r a p h s o f Katrina's b o o t s . e n d . T h e w i n n i n g g r o u p is t h e o n e w i t h t h e m o s t c o r r e c t
7 He wears j e a n s and a T - s h i r t . details.
8 He wears a w h i t e T - s h i r t a n d red s h o r t s w i t h socks and t r a i n e r s .

Resource activity pages 232 and 283

129
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comments.

Warm-up 3 a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d

a n d u n d e r l i n e t h e m in t h e t e x t .
• U s e t h e p i c t u r e s in l e s s o n 5 2 t o r e v i s e t h e s t o r y t o d a t e .
• W r i t e : I'm glad to h that, on t h e board. Point t o t h e gap
A s k q u e s t i o n s a b o u t t h e c h a r a c t e r s a n d t h e s t o r y , e . g . Why
a n d ask s t u d e n t s t o s u p p l y t h e m i s s i n g w o r d . E l i c i t : hear.
did Sarah go back to Singapore? How long did she go back
• Ask students to complete the expressions.
for? Where did Ryan go? What did he buy at the supermarket?
Where did Peter go? Why did he go to the airport? Who wants b • Play audio F f l ' J M for students to check their answers.
to get married? • Play t h e a u d i o again while s t u d e n t s listen and repeat.
• D r i l l t h e e x p r e s s i o n s as a class a n d i n d i v i d u a l l y .

1 • Play audio l i i U to familiarize students with how the story hear, good, sounds, really, see
develops and with the characters' voices.
• E l i c i t / T e a c h key phrases and v o c a b u l a r y f o r each p i c t u r e , 4 • F o c u s o n t h e s t o r y . P u t s t u d e n t s in g r o u p s . T e l l t h e m t o
e.g. practise t h e c o n v e r s a t i o n , each t a k i n g one p a r t .
p i c t u r e 1 : P.A. glad, hear, still • G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e e a c h r o l e . M o n i t o r .
p i c t u r e 2 : on your way, ex-wife, plans, sound • A s k one g r o u p t o act o u t t h e s t o r y for t h e rest o f t h e class.
p i c t u r e 3 : the States
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
p i c t u r e 4 : away, I think so
can make comments.
• W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a
class a n d i n d i v i d u a l l y .
Follow-up
• Tell s t u d e n t s t o cover t h e t e x t . Ask some q u e s t i o n s a b o u t
t h e p i c t u r e s t o check basic c o m p r e h e n s i o n , e.g. • D i v i d e t h e class i n t o t w o g r o u p s , A a n d B . S t u d e n t s in g r o u p
p i c t u r e s 1 - 4 : Who can you see? Where are they? What are A are S a r a h a n d t h o s e in g r o u p B are S a r a h ' s p a r e n t s .
they doing? What are they wearing? • A s k s t u d e n t s t o l o o k a t t h e l a s t p i c t u r e w h e r e S a r a h is
p i c t u r e 5: Who can you see? Who is Sarah with? Where are t a l k i n g t o her p a r e n t s . Tell s t u d e n t s in g r o u p A t o make
they? What are they doing? n o t e s a b o u t w h a t Sarah's plans for t h e f u t u r e m i g h t be.
• F o c u s o n t h e q u e s t i o n : Who is Zelda? Play the audio again. Tell s t u d e n t s in g r o u p B t o make n o t e s a b o u t w h a t Sarah's
E l i c i t : Peter's ex-wife. p a r e n t s m i g h t w a n t her t o d o in t h e f u t u r e .
• Ask questions a b o u t the t e x t to check comprehension, e.g.
• P u t s t u d e n t s in A / B pairs t o compare t h e i r ideas.
p i c t u r e 1 : Why is Lucy wearing a suit? Does she look smart?
Does she enjoy her new job? Who is her boss? What is Olive's
job? Does she travel a lot?
Resource activity pages 233 and 283
p i c t u r e 2 : Is Lucy going to The Coffee Shop? What is she
going to buy? Who is Peter going to meet? Who is Zelda? What
are they going to do?
p i c t u r e 3 : What does Zelda want to sell? Where is her house?
p i c t u r e 4 : Does Peter want to get married again? Who does he
want to marry? Where is Sarah?
p i c t u r e 5 : What do Sarah's parents want to talk about?

2 • F o c u s o n t h e s t a t e m e n t s . W r i t e : Lucy doesn't like her new

job. o n t h e b o a r d . A s k s t u d e n t s i f t h i s is t r u e o r f a l s e . T e l l
t h e m t o read t h e f i r s t p a r t o f t h e s t o r y again t o check.
Elicit: false.
• Tell s t u d e n t s t o read t h e w h o l e s t o r y and decide i f t h e o t h e r
s t a t e m e n t s are t r u e or f a l s e .
• P u t s t u d e n t s in p a i r s t o c o m p a r e t h e i r a n s w e r s .
• G o o v e r t h e a n s w e r s as a c l a s s .

I F 2 T 3 F 4 F 5 F 6T 7 F 8T

• W r i t e : Lucy doesn't like her new job. on t h e board. Ask

s t u d e n t s t o c o r r e c t t h e s t a t e m e n t . E l i c i t : Lucy likes her new
job.
• P u t s t u d e n t s in p a i r s . T e l l t h e m t o l o o k a t t h e f a l s e
s t a t e m e n t s : 3 , 4 , 5, a n d 7 a n d m a k e t h e m t r u e .
• G o o v e r t h e a n s w e r s t o g e t h e r . E l i c i t : Lucy is going to buy
some shoes. Peter is going to have dinner with his ex-wife.
Zelda lives in the States. Peter wants to get married.

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the post
~ TEACHER'S NOTES LESSON 61 office and practise asking for things at the post office.

Warm-up 3a • G o t h r o u g h t h e w o r d s in t h e box.
• W r i t e : Can I send letter ... on the board. Point t o the
• Put students in pairs. Ask them to write a set of directions g a p . A s k : What's this? Elicit: this.
f r o m the school to the nearest post office.
• P u t s t u d e n t s in pairs t o c o m p l e t e t h e conversation.
• Put pairs together to compare and, if necessary, refine their
directions. b • Play audio 1 - 1 m i for s t u d e n t s t o listen and check.
• D r i l l e a c h l i n e o f t h e c o n v e r s a t i o n as a c l a s s , t h e n
• Ask one group to read out their directions and use these to individually.
recreate a simple map on the board. Check that everyone • Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n . Check
agrees. If necessary, make changes to the map until pronunciation.
everyone is happy with it. • P u t s t u d e n t s in pairs t o p r a c t i s e . Monitor.

1 this 2 delivery 3 put 4 scales 5 That 6 you

1 • Focus on t h e pictures. Play audio t f r W for s t u d e n t s t o
listen and repeat.
• D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . Check
• G o t h r o u g h t h e list o f i t e m s a n d prices. E x p l a i n t h a t p
pronunciation.
m e a n s pence a n d t h e r e are 1 0 0 p e n c e in o n e U K p o u n d (£).
• N o m i n a t e different students t o say items. S a y : What's
N o t e t h a t w e u s u a l l y s a y s i x t y - f i v e pence (65p) as s i x t y -
number 10, (Sam)? E l i c i t : a post box. Check pronunciation.
f i v e p. For a m o u n t s over one p o u n d we usually j u s t say t h e
• P u t s t u d e n t s in pairs. Tell t h e m t o cover t h e t e x t and t a k e it n u m b e r , i . e . f i v e pounds s i x t y - f i v e .
i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's this?
• A s k q u e s t i o n s a b o u t t h e i t e m s a n d p r i c e s , e . g . How much is

The verb get is possibly one of the most difficult verbs in it to send a parcel to China? What is 46p?

English because it has multiple meanings. For example, • P o i n t t o t h e c o n v e r s a t i o n in e x e r c i s e 3 a and t o t h e f i r s t

used on its own its meanings include: arrive {I got to i t e m . N o m i n a t e t w o s t u d e n t s , A and B, t o make t h e first

work at 8 o'clock), obtain (You can get money at a b a n k ) , c o n v e r s a t i o n . A is t h e c a s h i e r , a n d B is t h e c u s t o m e r . Check

and receive (I got ten emails this m o r n i n g ) . It's also used pronunciation.

to form other verbs, e.g. get dressed, get m a r r i e d , and a • P u t s t u d e n t s in pairs. P o i n t t o t h e list a n d t e l l t h e m to

large number of phrasal verbs, e.g. get up. make four conversations. Monitor.
• A s k pairs o f s t u d e n t s t o a c t o u t o n e o f t h e i r c o n v e r s a t i o n s .
Check pronunciation.
2 • G o t h r o u g h t h e list o f p o s s i b l e a n s w e r s . E l i c i t / T e a c h key
v o c a b u l a r y , e . g . special delivery, Brazil.
• Play audio I - t I M all t h e w a y t h r o u g h . English in t h e world
• P l a y t h e f i r s t c o n v e r s a t i o n o n t h e a u d i o t w i c e . A s k : Does the • E l i c i t / T e a c h : pay a b i l l , box, apply f o r , driving licence, change
woman want a post office or a post box? E l i c i t : post o f f i c e . money, f o r e i g n .
• Tell students t o listen and choose t h e correct answers. Play • R e a d t h r o u g h t h e t e x t as a class.
t h e rest of t h e audio t w i c e . • Ask questions a b o u t the t e x t to check comprehension, e.g. What
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s . can you buy at a post office in Britain? What can you apply for?
• G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s • A s k s t u d e n t s q u e s t i o n s a b o u t t h e i r c o u n t r i e s , e . g . Can you buy
t o s a y c o m p l e t e s e n t e n c e s , e . g . She wants the post o f f i c e . birthday cards at a post office in (Japan)? Can you pay bills at a
Check pronunciation. post office in (Thailand)?
• A s k s t u d e n t s i f t h e r e are a n y o t h e r t h i n g s t h e y can d o a t p o s t
1 p o s t office 2 parcel 3 s t a m p s , postcards 4 post box
o f f i c e s in t h e i r o w n c o u n t r y w h i c h aren't m e n t i o n e d . Examples
5 envelopes 6 b i r t h d a y card
o f o t h e r t h i n g s y o u can do at a British post o f f i c e i n c l u d e : get
money, buy telephone cards.
A u d i o s c r i p t I5 1 . 2
1 Woman E x c u s e me. Where can I find t h e p o s t office, • Focus students' attention on the can do statement: Now I can
please? ask for things at a post o f f i c e .
Man Take t h e second s t r e e t on t h e l e f t .
Woman Thank you. Follow-up
2 Cashier
Man
Cashier n u m b e r 4, please.
H e l l o . I w a n t t o send t h i s parcel t o C h i n a , please.
• Play a game of Vocabulary Snap (see page 11) to revise
Cashier O K , P u t it on t h e scales, please.
places from l e s s o n s 2 1 and 3 7 .
3 Cashier Cashier n u m b e r 1 , please.
Woman H e l l o . Could I have t w o s t a m p s f o r postcards t o
R e s o u r c e a c t i v i t y pages 2 3 4 and 2 8 4
A u s t r a l i a , please?
Cashier Postcards?
Woman Y e s , please.
4 Man E x c u s e me. Is t h e r e a post b o x near here?
Woman Yes, there's o n e n e x t t o t h e bank over t h e r e .
Man Thank you.
5 Woman H a v e y o u g o t a n y large, w h i t e e n v e l o p e s , please?
Assistant Yes, here y o u are.
Woman Thanks.
6 Assistant Can I help y o u ?
Man Yes. Can I have t h i s b i r t h d a y card, please?
Assistant That's £ 4 . 5 0 , please.

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~ TEACHER'S NOTES LESSON 62
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
Warm-up
• G o t h r o u g h t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s
• Play a v a r i a t i o n o f H a n g m a n (see page 1 0 ) t o revise p o s t t o say o n e s e n t e n c e e a c h . Check pronunciation.
office vocabulary from lesson 61.
1 She has t o m e e t v i s i t o r s .
• Divide students into t w o teams. Award one point for a
2 She d o e s n ' t have t o t y p e l e t t e r s .
correctly guessed word and another point for a correct
3 She has t o make a p p o i n t m e n t s .
d e f i n i t i o n , e . g . postman - a person who delivers letters to your
4 She has t o use t h e I n t e r n e t .
house.
5 She d o e s n ' t have t o make c o f f e e .
6 She d o e s n ' t have t o t a k e t h i n g s t o t h e p o s t o f f i c e .
1 • Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e 7 She has t o w r i t e r e p o r t s .
p i c t u r e , e . g . Where is Peter in the f i r s t picture? What is he 8 She d o e s n ' t have t o do p h o t o c o p y i n g .
doing?
• E l i c i t / T e a c h : f i n i s h , report, t i r e d , sign for something. • A s k s t u d e n t s a b o u t t h e i r j o b s , e . g . Do you have to meet
• Play audio for s t u d e n t s t o read and listen. visitors? Do you have to type letters? E l i c i t : Yes, I do. / N o , I
• Ask questions a b o u t t h e t e x t to check comprehension, e.g. don't.
What day is it? Is the report finished? Where is the report
going? What day is it tomorrow? Does Peter have to get up
>a BfflffffEB
• Go t h r o u g h t h e s e n t e n c e s . Talk a b o u t y o u r w e e k . S a y : I
early? Why not? What time does the postman arrive? Why does
don't have to go to work. I have to send a birthday card to my
Peter have to sign for the parcel?
brother.
• D r i l l e a c h s e n t e n c e as a c l a s s t h e n individually.
• Tell s t u d e n t s t o complete t h e sentences for themselves.
2 • Go through the table on Student's Book page 110. • N o m i n a t e i n d i v i d u a l s t u d e n t s . A s k : Do you have to go to
• F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d work, (Robert)? Do you have to go to the bank, (Jessica)?
individually. • P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r a n s w e r s .
• N o m i n a t e a s t u d e n t . A s k : Do you have to study for an exam, • A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e p e o p l e in
(Sheena)? E l i c i t l o n g a n s w e r s , e . g . Yes, I have to study for t h e i r g r o u p , e . g . (Manolo and Jan) have to go to work.
an e x a m . / N o , I don't have to study for an exam. Repeat with
b • A s k s t u d e n t s t o call o u t e x a m p l e s o f o t h e r t h i n g s t h e y have
o t h e r s t u d e n t s a n d get up e a r l y .
t o d o t h i s w e e k , e . g . wash the car, meet someone, go to the
• A s k q u e s t i o n s a b o u t d i f f e r e n t m e m b e r s o f t h e class, e . g .
doctor's, buy some stamps, do housework.
Does ( E r r o l ) have to study for an exam? Does (Nico) have to
• Write t h e examples on t h e board. Drill new words and check
get up early?
comprehension.
Students sometimes confuse the negative forms of have • Tell s t u d e n t s to w r i t e t h r e e t h i n g s t h e y have t o do this
in the verbs have got for possession (negative = haven't w e e k a n d t h r e e t h i n g s t h e y d o n ' t have t o do. T h e y can use
g o t ) , and have to for obligation (negative = don't have t o ) . some o f t h e ideas on t h e board, if necessary.
• P u t s t u d e n t s in pairs t o t a l k a b o u t t h e i r w e e k .

3 • Do t h e e x a m p l e s t o g e t h e r . Play t h e first i t e m on audio • N o m i n a t e i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r

| 7 Q Q . S t u d e n t s h e a r I have to buy some stamps, make a partner.

t h i r d - p e r s o n sentence, t h e n listen and repeat. Do t h e same • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

with the second example. can talk about things I have to and don't have to do.
• Play t h e rest of t h e audio.
Follow-up
A u d i o script 6 2 . 2
1 I have t o b u y some s t a m p s . • P u t s t u d e n t s in small g r o u p s . Tell t h e m t o make a list o f

He has t o b u y some s t a m p s . t h i n g s t h e y h a v e t o do t o succeed in t h e i r English course,

2 I d o n ' t have t o go t o w o r k . e . g . You have to s t u d y , revise for tests and exams, do

He d o e s n ' t have t o go t o w o r k . homework, speak English in class, bring your course book to

3 I d o n ' t have t o g e t up early. every lesson, buy a d i c t i o n a r y , e t c . Y o u c o u l d a l s o d o t h i s as a

He d o e s n ' t have t o g e t up early. poster-making activity.

4 I have t o b u y some c o f f e e . • P u t s t u d e n t s in n e w g r o u p s t o c o m p a r e t h e i r lists/posters.

He has t o b u y some c o f f e e .
• A s k s t u d e n t s t o call o u t t h e i r ideas and w r i t e t h e m on t h e
5 I have t o sign some l e t t e r s .
He has t o sign some l e t t e r s . board for e v e r y o n e to see.

6 I d o n ' t have t o cook t h e dinner.

He d o e s n ' t h a v e t o cook t h e d i n n e r .
R e s o u r c e a c t i v i t y pages 235 and 2 8 4
4 • G o t h r o u g h t h e list o f d u t i e s . E l i c i t / T e a c h key v o c a b u l a r y ,
e . g . t y p e , appointments, photocopying.
• A s k : Does Lucy have to meet visitors? Does she have to type
letters? E l i c i t : Yes, she d o e s . / N o , she doesn't.
• Focus on t h e e x a m p l e sentences. R e m i n d students that
t h e r e is a c a p i t a l l e t t e r a t t h e b e g i n n i n g o f e v e r y sentence
and a f u l l stop at t h e end. Tell t h e m t o w r i t e e i g h t
sentences about Lucy. Monitor.

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TEACHER'S NOTES L E S S O N 63 Students revise have to and learn to respond to requests.

Warm-up can't play tennis because he has to go to work, and write it

o n t h e b o a r d as a n e x a m p l e . R e m i n d s t u d e n t s t h a t because
• Write work responsibilities from lesson 62 (and previous is u s e d t o g i v e a r e a s o n .
l e s s o n s ) o n a p i e c e o f p a p e r , e . g . type a letter, make an • P o i n t o u t t h a t come in 2, 3, a n d 6 s h o u l d c h a n g e t o go.
appointment, use the I n t e r n e t , send emails, meet v i s i t o r s , take • P u t s t u d e n t s in pairs t o w r i t e sentences g i v i n g t h e correct
a parcel to the post o f f i c e , do a lot of photocopying. reason.

• C u t t h e p a p e r u p s o t h e r e is o n e h a l f o f e a c h p h r a s e o n e a c h • G o t h r o u g h t h e a n s w e r s as a class. A s k s t u d e n t s t o say o n e

piece of paper. Give one piece of paper to each student. Tell sentence each. Check pronunciation.

t h e m t o mingle and find the other half of their phrase.

1 Ben can't play t e n n i s because he has t o go t o w o r k . 2 Ben
can't go f o r a drink because he has t o go t o t h e d e n t i s t ' s . 3 Ben
can't go t h e p a r t y because he has t o look a f t e r some v i s i t o r s .
1 • E l i c i t / T e a c h : request, reason.
4 Ben can't post t h e parcel because he has t o m e e t Mr Harris at
• F o c u s o n t h e p i c t u r e . A s k q u e s t i o n s a b o u t B e n , e . g . How old
the airport. 5 Ben can't p h o t o c o p y t h e r e p o r t because he has
is he? What's he wearing? What's the matter?
t o go t o t h e post office. 6 Ben can't go t o t h e m e e t i n g at 2 . 3 0
• Elicit a d e s c r i p t i o n o f each person in t h e p i c t u r e a n d
because he has t o finish a r e p o r t . 7 Ben can't answer t h e p h o n e
encourage students to make guesses a b o u t w h o t h e y might because he has t o go t o t h e b a n k . 8 Ben can't t a k e Ms T a y l o r t o
b e , e . g . f a m i l y , f r i e n d s , people he works w i t h . t h e s t a t i o n because he has t o t y p e some l e t t e r s .
• Read t h r o u g h t h e list o f requests and reasons. Elicit/Teach
k e y v o c a b u l a r y , e . g . take, f i n d , look a f t e r .
3 • F o c u s o n t h e e x a m p l e c o n v e r s a t i o n . D r i l l e a c h s e n t e n c e as a
• Play audio 'HHi all t h e w a y t h r o u g h . class a n d i n d i v i d u a l l y .
• F o c u s on t h e f i r s t r e q u e s t . P o i n t t o t h e list o f reasons. Ask:
• Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n . Check
Why can't Ben play tennis? Play t h e first conversation on t h e
pronunciation.
a u d i o t w i c e . E l i c i t : He has to go to work. Tell s t u d e n t s t o
• P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s about
write the letter h next to request 1.
Ben. Monitor.
• Repeat w i t h each conversation.
4 • Play audio S 3 J E ? again. Tell s t u d e n t s t o listen and decide if
l h 2 f 3 e 4c 5b 6 g 7 d 8a t h e s t a t e m e n t s are t r u e or f a l s e .
• G o t h r o u g h t h e a n s w e r s as a class.
A u d i o script 6 3 . 1
I F 2 T 3 T 4 F 5T 6 F 7 F 8T
Ben Hello.
Melissa Hi, B e n . It's Melissa. Can y o u play t e n n i s on
Saturday? 5 • N o m i n a t e a s t u d e n t . P o i n t t o t h e lists o f requests and
Ben N o , s o r r y , I c a n ' t . I have t o go t o w o r k . r e a s o n s i n e x e r c i s e 1 . A s k : Can you meet Mr Harris at the
Melissa W h a t - on S a t u r d a y ? a i r p o r t , (Mohammed)? Elicit an excuse.
Ben Y e s , sorry. • Act out two more examples with different students.
Man H i , B e n . Can y o u come f o r a drink at l u n c h t i m e ? • P u t s t u d e n t s in pairs t o m a k e c o n v e r s a t i o n s . Monitor.
Ben N o , s o r r y , I c a n ' t . I have t o go t o t h e d e n t i s t ' s . • A s k pairs o f s t u d e n t s t o read o u t t h e i r c o n v e r s a t i o n s . Check
Man O h , dear. H a v e y o u g o t t o o t h a c h e ?
pronunciation.
Ben N o , it's j u s t f o r a c h e c k - u p .
Woman Can y o u come t o our p a r t y on F r i d a y e v e n i n g , Ben?
Ben N o , s o r r y , I c a n ' t . I have t o look a f t e r some v i s i t o r s . Pronunciation
Woman Oh, that's a pity.
1 • P l a y a u d i o t » ~ M M w h i l e s t u d e n t s l i s t e n . W r i t e : I have to go
Ben Yes, sorry.
to the bank, on the board and mark t h e stress. Explain/
Man Can y o u post this parcel, please, Ben?
E l i c i t t h a t t h e s t r e s s is o n t h e v e r b s a n d t h e n o u n . These
Ben N o , s o r r y , I c a n ' t . I have t o m e e t Mr Harris at t h e
are t h e w o r d s t h a t g i v e t h e m o s t i m p o r t a n t i n f o r m a t i o n in a
airport.
sentence.
Man Can't y o u post i t on y o u r way?
Ben N o , sorry. I'm in a h u r r y . 2 • Play audio J 2 5 I f ° r s t u d e n t s t o listen and repeat.
Woman Can y o u p h o t o c o p y t h i s r e p o r t , please, Ben? • D r i l l e a c h e x p r e s s i o n as a c l a s s a n d i n d i v i d u a l l y .
Ben N o , s o r r y , I c a n ' t . I have t o t a k e some letters t o t h e
p o s t office. • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
Woman B u t I need t h i s n o w . can respond to requests.
Ben I'm sorry. T h e p o s t office closes in t e n m i n u t e s .
Man Can y o u come t o t h e m e e t i n g at 2 . 3 0 , Ben? Follow-up
Ben N o , s o r r y , I c a n ' t . I have t o finish a r e p o r t .
• R e v i s e have to w i t h a q u e s t i o n n a i r e . P r e p a r e a l i s t o f t h i n g s
Man Can't y o u do t h a t later?
u s i n g have to, e . g . 1 something you have to do every day,
Ben S o r r y . I have t o send it t o Paris t o d a y .
2 something you have to put on every day, 3 somewhere you
Woman Can y o u answer t h e p h o n e , please, Ben?
have to go every day, 4 someone you have to see every day,
Ben N o , s o r r y , I c a n ' t . I have t o go t o t h e b a n k .
5 something you have to use every day.
Woman B u t I can't do i t . I have t o go t o a m e e t i n g .
Ben I'm s o r r y . T h e bank closes at 4 . 3 0 . • Tell s t u d e n t s t o listen a n d w r i t e an a n s w e r for each i t e m .
Man Can y o u t a k e Ms Taylor t o t h e s t a t i o n , please, Ben? Answers will d e p e n d on s t u d e n t s , b u t possible e x a m p l e s
Ben N o , s o r r y , I c a n ' t . I have t o t y p e some l e t t e r s . m i g h t be: 1 g e t up 2 socks 3 school 4 a family member
Man Can't y o u do t h a t later? 5 a toothbrush.
Ben S o r r y . I'm g o i n g on h o l i d a y t o m o r r o w , so I h a v e t o
do t h e m n o w . • P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r a n s w e r s .

W r i t e : Ben can't play tennis. He has to go to work, on the D „ „ „ , . • „ • . „ o o c „ „ a ooc

board. Ask students to join the two sentences. Elicit: Ben R e s o u r c e a c t i v i t y pages 236 and 285
137
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TEACHER'S NOTES LESSON 64 Students learn and practise telephone expressions.

Warm-up 4 • A s k : What's the first thing you say when you answer the phone?
E l i c i t as m a n y i d e a s as p o s s i b l e , e . g . Good morning, Hello, Hello
• P u t s t u d e n t s in t e a m s . Tell t h e m t h e y have t w o m i n u t e s t o
+ phone number, Can I speak to . . . , please? and write these on
w r i t e a s m a n y r e a s o n s f o r h a v i n g a m o b i l e p h o n e as p o s s i b l e ,
the board. I f students find this difficult, play the audio again,
b u t t h e y c a n o n l y u s e e a c h v e r b o n c e , e . g . to talk to f r i e n d s ,
f o c u s i n g on t h e first line o f each c o n v e r s a t i o n .
to make appointments, to buy things, to pay b i l l s , to find out
• Focus on t h e first pair o f reactions and responses: I think
i n f o r m a t i o n , to call the emergency sen/ices, to send a text,
you've got the wrong number. Oh, sorry. Goodbye. Nominate
to use the I n t e r n e t , to book a hotel, to order a p i z z a , to play
a s t u d e n t . S a y : I'm the caller. I want to speak to S a l l y . You
games. T h e t e a m w i t h t h e m o s t r e a s o n s is t h e w i n n e r .
answer the phone. Act out the first conversation.
• Go t h r o u g h t h e reasons t o g e t h e r . Write new words on t h e • Do t w o more examples with different students and different
board. Drill t h e m and check comprehension. conversations.
• P u t s t u d e n t s in pairs t o m a k e t h e c o n v e r s a t i o n s from
exercises 2 and 3. Monitor.
1 • Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e
• A s k pairs o f s t u d e n t s t o read o u t t h e i r conversations.
p i c t u r e s , e . g . Where are the people? What are they doing?
• Play audio I . t U B for s t u d e n t s t o listen and repeat. 5a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d
• D r i l l e a c h l i n e as a c l a s s a n d i n d i v i d u a l l y . a n d u n d e r l i n e t h e e x p r e s s i o n s in t h e t e x t .
• W r i t e : No, I'm she's out. on the board. Point t o the gap
2 • Read t h r o u g h t h e responses and reactions. Elicit/Teach
a n d ask s t u d e n t s t o s u p p l y t h e missing w o r d . E l i c i t : a f r a i d .
k e y v o c a b u l a r y , e . g . I'm a f r a i d , out, c a l l i n g , message, wrong
• Ask students to complete the expressions.
number, ring back, leave a message.
• D r i l l e a c h s e n t e n c e as a c l a s s a n d individually. b • Play audio g . T H : l for students to check their answers.
• E x p l a i n t h a t s t u d e n t s are g o i n g t o hear six p h o n e calls f r o m • Play the audio again while students listen and repeat.
people w h o w a n t to speak to Sally. Play audio I;T!WM.
a f r a i d , Can, w r o n g , r i n g , leave, say
• T e l l s t u d e n t s t o f o c u s o n t h e r e s p o n s e s . A s k : What's the f i r s t
response? Play t h e first conversation on t h e audio t w i c e .
E l i c i t : I think you've got the wrong number. 6 • G o t h r o u g h t h e situations. Check u n d e r s t a n d i n g o f each one.

• Repeat with each conversation. • F o c u s o n t h e f i r s t s i t u a t i o n . S a y : You can't make a

meeting with Mrs Ford. Phone her. Tell s t u d e n t s t o look at
1 I think you've got the wrong number. 2 N o , I'm a f r a i d she's in t h e e x p r e s s i o n s in e x e r c i s e s 2 and 3. W r i t e an e x a m p l e
a meeting. 3 N o , I'm a f r a i d she's o u t . 4 Yes, speaking. 5 No, conversation on the board, eliciting responses and reactions
sorry. Can I t a k e a message? 6 Who's calling, please? from the students for each person.
• Ask t w o s t u d e n t s t o read t h r o u g h t h e e x a m p l e conversation
Audio script 6 4 . 2 on the board. Check pronunciation.
1 Woman Hello. • P u t s t u d e n t s in pairs. P o i n t t o t h e e x p r e s s i o n s in exercises
Man Could I speak t o Sally please? 2 a n d 3 a n d t h e list o f s i t u a t i o n s a n d t e l l t h e m t o w r i t e a
Woman I think you've got the wrong number. c o n v e r s a t i o n for each s i t u a t i o n . R e m i n d t h e m t o t r y a n d use
Man Oh, sorry. G o o d b y e . all o f t h e e x p r e s s i o n s . Monitor.
2 Woman Good morning, The Shoe Company. • N o m i n a t e pairs o f s t u d e n t s t o act o u t one o f their
Man H e l l o . Is Sally t h e r e , please?
conversations. Check pronunciation.
Woman N o , I'm a f r a i d she's in a m e e t i n g .
Man O h , w e l l , can I leave a message, please? • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
Woman Yes, c e r t a i n l y . can understand and use telephone expressions.
3 Man Hello, 412609.
Woman H e l l o . Is Sally S m i t h t h e r e , please? Follow-up
Man N o , I'm a f r a i d she's o u t .
• W r i t e t h e f o l l o w i n g w o r d s o n s e p a r a t e p i e c e s o f p a p e r : no im
Woman O h , O K . I can ring back later. G o o d b y e .
afraid she's out Place t h e w o r d s in an e n v e l o p e . R e p e a t w i t h
4 Woman Hello.
each expression f r o m e x e r c i s e 5a. A l t e r n a t i v e l y , use the
Man Could I speak t o Sally please?
responses a n d reactions in e x e r c i s e s 2 and 3.
Woman Yes, s p e a k i n g .
Man O h , h e l l o . It's Colin. • Put students in small groups. Give each g r o u p one e n v e l o p e .
5 Man G o o d m o r n i n g , Salty Smith's p h o n e . Tell t h e m t o order t h e w o r d s t o make an e x p r e s s i o n . Ask
Woman H e l l o . Is Sally t h e r e , please? them to rewrite the expression with punctuation and to
Man N o , sorry. Can I t a k e a message?
practise it. Monitor.
Woman Yes. Please say t h a t P e n n y r a n g .
Man OK. • Tell s t u d e n t s to p u t t h e words back in t h e e n v e l o p e and
6 Man Hello, 412609. exchange envelopes with another group.
Woman H e l l o . Is Sally t h e r e , please?
Man Who's c a l l i n g , please?
Woman It's T i n a J o n e s . R e s o u r c e a c t i v i t y pages 2 3 7 a n d 285

3 • F o c u s o n t h e f i r s t r e s p o n s e i n e x e r c i s e 2 I think you've R e v i e w a n d W o r d l i s t s Lessons 5 7 - 6 4

got the wrong number. P o i n t t o t h e reactions. Tell s t u d e n t s
S t u d e n t ' s B o o k pages 9 7 - 9 8
to match each response w i t h a reaction. Play t h e first
c o n v e r s a t i o n o n t h e a u d i o t w i c e . E l i c i t : Oh, sorry. Goodbye.
• Repeat w i t h each conversation.

l c 2d 3b 4 a 5 f 6e

137
 Students learn a lexical set of weather words and talkwww.frenglish.ru
about the
TEACHER'S NOTES LESSON 65 weather.

Warm-up
• Tell s t u d e n t s a b o u t t h e w e a t h e r in y o u r o w n c o u n t r y a t
• Revise months of the year with a chain. S a y : J a n u a r y . Point
d i f f e r e n t t i m e s o f y e a r , e . g . Today it's warm and hot but in
t o a s t u d e n t t o e l i c i t February. C o n t i n u e t o December. Start
January it's very cold and it snows. I f y o u are f r o m t h e s a m e
a new chain, saying t h e m o n t h s backwards. You could also
c o u n t r y as y o u r s t u d e n t s , a s k s t u d e n t s w h a t t h e y k n o w a b o u t
d o o d d m o n t h s ( J a n u a r y , March) or e v e n m o n t h s ( F e b r u a r y ,
t h e w e a t h e r at d i f f e r e n t t i m e s o f t h e year in o t h e r c o u n t r i e s .
April).
A s k : What's the weather like in (Australia) in January?
• P o i n t t o t h e list o f m o n t h s a n d t e l l s t u d e n t s t o m a k e notes
1 • Elicit/Teach: the weather. a b o u t t h e w e a t h e r in t h e i r c o u n t r y .
• Play audio I - 1 - H 1 for s t u d e n t s t o listen and repeat. • A s k s t u d e n t s q u e s t i o n s , e . g . What's the weather like in
• D r i l l e a c h i t e m as a class t h e n i n d i v i d u a l l y . Check (Vietnam) in August? Is it hot in (Germany) in October? Does
pronunciation. it snow in (Spain) in August?
• N o m i n a t e s t u d e n t s t o s a y i t e m s . S a y : What's number 6, • I f y o u h a v e a m i x e d - n a t i o n a l i t y class, p u t s t u d e n t s in small
( E l t a ) ? E l i c i t : d r y . Check pronunciation. groups to compare the weather. Monitor. If your students
• P u t s t u d e n t s in pairs. Tell s t u d e n t s t o c o v e r t h e t e x t a n d are t h e s a m e n a t i o n a l i t y , p u t t h e m in pairs t o compare
t a k e i t i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's this? n o t e s , t h e n g o t h r o u g h e a c h t i m e o f y e a r as a class t o make
sure e v e r y o n e agrees.
• Focus on t h e L a n g u a g e n o t e . Read t h r o u g h t h e first section
( n o u n s a n d a d j e c t i v e s ) t o g e t h e r . D r i l l t h e e x a m p l e s as a b • Focus on t h e cues. Say sentences a b o u t t h e w e a t h e r y o u
class a n d i n d i v i d u a l l y . Tell s t u d e n t s t o c o v e r t h e n o u n s . S a y l i k e , e . g . I like it when it's sunny because I can go to the
a n a d j e c t i v e , e . g . windy. A s k : What's the noun? Elicit: wind. beach and swim.
R e p e a t w i t h t h e list o f a d j e c t i v e s covered.
• Point to t h e first cue. Tell students t o write a sentence
• Go through the second section (nouns and verbs). Ask a b o u t t h e w e a t h e r t h e y like.
s t u d e n t s if t h e y can t h i n k o f any o t h e r words which can be • N o m i n a t e o n e o r t w o i n d i v i d u a l s t u d e n t s . A s k : What kind of
n o u n s a n d v e r b s , e . g . work, drink, play. weather do you l i k e , (Bogna)? Why do you like snow, (Jessica)?
• R e a d t h e t h i r d s e c t i o n . D r i l l e a c h e x a m p l e as a class a n d • Repeat w i t h w e a t h e r y o u dislike.
i n d i v i d u a l l y . W r i t e : It snows today. It's usually snowing • P u t s t u d e n t s in s m a l l g r o u p s t o ask a n d a n s w e r a b o u t t h e
in December, on t h e board. Ask s t u d e n t s t o correct t h e w e a t h e r t h e y like or dislike. Monitor.
s e n t e n c e s . E l i c i t : It's snowing today. It usually snows in • A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r g r o u p .
December.

We use the verb be + an adjective to describe the E n g l i s h in t h e w o r l d

weather, e.g. It's cold, It's w i n d y . However, some other • E l i c i t / T e a c h : small t a l k , lovely, a bit.
languages, for example Spanish, use the verb do + a • R e a d t h r o u g h t h e t e x t as a c l a s s .
noun. In this case a direct translation from the student's • A s k : Why do people in Britain talk about the weather a lot?
own language would lead to a mistake in English. E l i c i t : Because it changes a lot.
• A s k s t u d e n t s q u e s t i o n s a b o u t t h e i r c o u n t r i e s , e . g . Do people in
2 • Play audio I - W W I all t h e w a y through. (Hong Kong) talk about the weather a lot? Why?/Why not? What
• Play the first conversation on the audio twice. A s k : What kind of things do they say?
kinds of weather do the people mention? E l i c i t : cold, f r o s t y . • D r i l l t h e s e n t e n c e s f r o m b o t h e x a m p l e c o n v e r s a t i o n s as a class
• Repeat w i t h each conversation. and individually.
• A s k t w o pairs o f s t u d e n t s t o read t h e c o n v e r s a t i o n s . Check
1 cold, f r o s t y 2 It's s n o w i n g . 3 It's r a i n i n g . 4 hot
pronunciation.
5 cold, sunny 6 fine, s u n n y , w e t , w i n d y
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
talk about the weather.
A u d i o script 65.2
1 A What's t h e w e a t h e r like t o d a y ?
B It's cold a n d f r o s t y , b u t it's v e r y nice. Shall we go f o r a
Follow-up
walk? • W r i t e : morning, afternoon, evening, night on the board.
A Yes, O K .
• P u t s t u d e n t s in pairs or small groups. Tell t h e m t o w r i t e a
2 A O o h l o o k . It's s n o w i n g .
w e a t h e r report for t o d a y . Remind t h e m t o use past, present,
B O h , t h a t ' s g r e a t . Come o n , let's go o u t s i d e .
a n d f u t u r e t e n s e s , e . g . This morning it was cold and r a i n i n g .
3 A Are y o u g o i n g out?
Now it's cold and d r y . This afternoon it's going to snow and
B Yes, I am.
A Well, t a k e y o u r u m b r e l l a . It's r a i n i n g . tonight it's going to be f r o s t y .
B Oh, right. Thanks. • A s k g r o u p s t o c o m e t o t h e f r o n t o f t h e class t o g i v e t h e i r
4 A P h e w . It's v e r y h o t t o d a y , isn't it? weather report.
B Yes, i t is. I t h i n k we're g o i n g t o have a s t o r m .
5 A It's v e r y s u n n y t o d a y .
B Yes, i t is, b u t it's cold o u t s i d e . Resource activity pages 251 and 292
6 It's fine and s u n n y t o d a y , b u t e n j o y i t , because t h e weekend's
g o i n g t o be w e t and w i n d y .

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 Students learn and practise comparatives and howwww.frenglish.ru
to compare
two things.

Warm-up 4 • A s k q u e s t i o n s a b o u t t h e p i c t u r e s , e . g . Who's this? Which city

is this? How much is this shirt?
• Write the following weather anagrams on the board: innoswg
• F o c u s o n t h e f i r s t p i c t u r e . W r i t e : Chris is than Mike, on
( s n o w i n g ) , rmaw ( w a r m ) , ostrfy ( f r o s t y ) , ciy ( i c y ) , ininagr
t h e b o a r d . A s k : Is Chris older or younger than Mike? Elicit:
( r a i n i n g ) , mroyts ( s t o r m y ) , udolcy ( c l o u d y ) , tew ( w e t ) , ygfgo
younger.
( f o g g y ) , ryd ( d r y ) , thwreea (weather).
• P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e cues a n d t h e

• Put students in small groups. Tell t h e m t h e topic e.g. t h e pictures and write sentences using the correct adjective.

weather. They have to unscramble the letters to find the • G o t h r o u g h t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s

words. t o say o n e s e n t e n c e e a c h . Check pronunciation.

• T h e first g r o u p t o u n s c r a m b l e all o f t h e w o r d s a n d r e w r i t e 1 Chris is y o u n g e r t h a n M i k e . / M i k e is older t h a n Chris.

t h e m c o r r e c t l y is t h e w i n n e r . 2 T o k y o is h o t t e r t h a n B e i j i n g . / B e i j i n g is colder t h a n T o k y o .
3 T h e s h i r t is cheaper t h a n t h e j u m p e r . / T h e j u m p e r is more
expensive than the shirt.
1 • Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e
4 Carol's hair is longer t h a n J u d y ' s . / J u d y ' s hair is s h o r t e r t h a n
p i c t u r e s , e . g . What's the weather like? What are the roads
Carol's.
like?
5 T h e River is worse t h a n T h e S u n . / T h e Sun is b e t t e r t h a n T h e
• E l i c i t / T e a c h : worse, dangerous, more.
River.
• Play a u d i o f i l i H l f o r s t u d e n t s t o read a n d listen.
6 R o m e is sunnier t h a n B e r l i n . / B e r l i n is cloudier t h a n R o m e .
• A s k q u e s t i o n s a b o u t t h e t e x t , e . g . Is it hot today? Was it
hotter yesterday? Were the roads dangerous yesterday? Are
5 lAVIIII.'l
they dangerous today?
• Play the audio again for s t u d e n t s to listen and repeat. • Go t h r o u g h t h e list. Say t r u e sentences a b o u t each t h i n g ,

• D r i l l e a c h a d j e c t i v e as a c l a s s a n d i n d i v i d u a l l y . Check e . g . Harrods is more expensive than Debenhams. Debenhams is

p r o n u n c i a t i o n o f er i n colder, nicer, etc. (/a/). smaller than Harrods. Focus on the examples.
• P o i n t t o t h e list o f t h i n g s a n d ask s t u d e n t t o w r i t e t r u e
2 • Go t h r o u g h t h e table on Student's Book page 111. sentences a b o u t each o n e . R e m i n d t h e m t o use t e n different
• D r i l l t h e e x a m p l e s as a c l a s s a n d i n d i v i d u a l l y . adjectives. Monitor.
• Tell students to cover t h e comparatives. Say a base adjective, • A s k s t u d e n t s a b o u t t h e i r s e n t e n c e s . S a y : Describe two shops
e . g . cold. A s k : What's the comparative? Elicit: colder. in your town, ( H a n n a h ) . Tell the class about two people in
• Repeat w i t h t h e base adjectives covered. Say a comparative your family, (Jean).
a n d e l i c i t t h e b a s e a d j e c t i v e , e . g . hotter. Elicit: hot. • P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s . Monitor.
• P u t s t u d e n t s in pairs t o practise.
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
• W r i t e : nicier, more cold, hoter, sunnyier, badder on t h e
can compare two things.
b o a r d . P u t a cross n e x t t o t h e w o r d s t o s h o w t h e y are
i n c o r r e c t . A s k s t u d e n t s t o c o r r e c t t h e m . E l i c i t : nicer, colder,
Follow-up
hotter, sunnier, worse.
• Collect pictures (or reuse pictures you've used in previous
Students are usually able to understand the idea of a c t i v i t i e s ) o f d i f f e r e n t t h i n g s t h a t s t u d e n t s h a v e learned in
comparatives but often have problems forming them. p r e v i o u s l e s s o n s , e . g . pen, computer, plane, bus, car, an ice
Many languages, e.g. Portuguese and Italian, add the cream, a cup of coffee. You will need one picture for each
equivalent of more to form comparatives, so the longer m e m b e r o f t h e class.
adjectives, such as expensive or dangerous, which take • H o l d u p t w o p i c t u r e s , e . g . t h e p l a n e a n d t h e car. E l i c i t as
more are not normally a problem. However, remembering
m a n y c o m p a r a t i v e s e n t e n c e s a s p o s s i b l e , e . g . The plane is
to add a suffix for shorter adjectives can be more bigger, more expensive, f a s t e r , longer, than the car. The car is
difficult, especially for students trying to translate word smaller, cheaper, slower, shorter than the plane.
for word from their own language.
• H a n d o u t t h e pictures. Tell s t u d e n t s t o mingle and show
each other their pictures, t h e n make a sentence comparing
3 • Do the example together. Play the first item on audio
the t w o things. When they have done this, they exchange
S t u d e n t s h e a r That car's very f a s t , m a k e a s e n t e n c e
pictures and find another partner.
w i t h But this and a c o m p a r a t i v e , t h e n listen and repeat.
• Play t he rest of t h e audio.

A u d i o script 66.2 R e s o u r c e a c t i v i t y pages 239 and 286

1 T h a t car's v e r y f a s t .
B u t this car's f a s t e r .
2 T h a t book's v e r y i n t e r e s t i n g .
B u t this book's more i n t e r e s t i n g .
3 T h a t hotel's v e r y b i g .
B u t this hotel's bigger.
4 T h a t jacket's very expensive.
B u t this j a c k e t ' s more e x p e n s i v e .
5 T h a t m o b i l e phone's v e r y g o o d .
B u t this m o b i l e phone's b e t t e r .
6 T h a t film's v e r y b a d .
B u t t h i s film's w o r s e .

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TEACHER'S N O T E S LESSON 67 Students revise adjectives and compare two places.

• A s k q u e s t i o n s a b o u t t h e s t u d e n t s ' n o t e s , e . g . Which two

Warm-up
places do you go to on holiday? Is it hot in (Berlin)? Are
• Tell s t u d e n t s t o s t a n d up and o r g a n i z e t h e m s e l v e s in a line hotels expensive in (Dubai)? Which two countries did you
according t o h e i g h t . S t a r t a c h a i n . T h e first person says I'm choose? Which place is nicer? What two parts of your country
toiler than ( S a m ) , t h e s e c o n d p e r s o n s a y s I'm taller than did you write? Is (Aragon) in the north or south of (Spain)?
(Pieter) but smaller than ( J a n ) , etc. Is (Tuscany) more expensive than (Calabria)?

• Tell students t o reorganize themselves according t o age.

b • F o c u s o n t h e c u e s a n d t a l k a b o u t y o u r p l a c e s . S a y : Cuba is
S t a r t a n e w c h a i n . T h e f i r s t p e r s o n s a y s I'm younger than
hotter than Jersey, but Jersey is nicer because it's smaller and
Roberto, t h e s e c o n d p e r s o n s a y s I'm younger than Jaime but
it's cooler in summer. Cuba is cheaper than Jersey and the
older than Ahmed, etc. up to the oldest person.
hotels are bigger. Write y o u r e x a m p l e on t h e board.
• R e p e a t w i t h two countries a n d two parts of your country.

1 • Focus on t h e pictures. Ask questions a b o u t t h e people, e.g. • Tell s t u d e n t s t o w r i t e a b o u t t h e i r places.

What can you see? Where are they? How old are they? • P u t s t u d e n t s in pairs t o c o m p a r e t h e i r d e s c r i p t i o n s . Monitor.

• Play audio while s t u d e n t s read t h e t e x t . • Ask i n d i v i d u a l s t u d e n t s t o read o u t t h e i r w o r k . Check

• E l i c i t / T e a c h key v o c a b u l a r y for each paragraph, e.g. pronunciation.

p a r a g r a p h 1 : Hungary, move, north-west, coast, electronics

p a r a g r a p h 2 : west, think o f , f u r t h e r , in f a c t , winter, summer, Pronunciation
grey
a • S a y : warm, storm. U n d e r l i n e t h e ar i n warm a n d t h e or i n
p a r a g r a p h 3 : shorter, s a l a r y , b i g , earn, petrol, suburbs, meal
storm. Elicit and drill t h e sound / x / in each w o r d t o s h o w it
p a r a g r a p h 4 : important, medicine, medical insurance
is t h e s a m e .
p a r a g r a p h 5 : miss, baseball
• R e p e a t w i t h t h e s e c o n d p a i r o f w o r d s : b i g , nice. Underline
• Read t h r o u g h t h e q u e s t i o n s . Tell s t u d e n t s t o read t h e t e x t
t h e i i n e a c h w o r d . E l i c i t a n d d r i l l t h e s o u n d / i / i n big and
again and answer the questions.
/ a i / i n nice t o s h o w t h e y a r e d i f f e r e n t .
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
• P u t s t u d e n t s in pairs a n d t e l l t h e m t o tick t h e w o r d s w i t h
• Go through t h e answers together.
the same sound.
1 Miklos 2 B u d a p e s t in H u n g a r y 3 the USA 4 Yes, he d o e s .
b • Play audio for s t u d e n t s t o listen and check.
• Play t h e audio again for s t u d e n t s t o listen and repeat.
• Ask questions a b o u t t h e t e x t to check comprehension, e.g.
When did Miklos move to the USA? Did his family move with
words t h a t have t h e same s o u n d : w a r m / s t o r m , d r y / f i n e , b a d / f a t ,
him? Is Seattle near the sea? Is the weather in Seattle good? winter/windy
Where does Miklos work? Does he like his new job? How many
days holiday does he get? • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
can compare different places.
2 • E x p l a i n t h a t Miklos lived in B u d a p e s t b u t n o w he lives in
S e a t t l e . R e a d t h e f i r s t s t a t e m e n t ( T h e weather
A s k : Is this Budapest or Seattle?
is
Tell s t u d e n t s t o read t h e
worse).
Follow-up
t e x t again. Elicit: Seattle. • Collect e n o u g h maps o f t h e world (or of a c o n t i n e n t , e.g.

• Read t h r o u g h t h e s t a t e m e n t s . Tell s t u d e n t s t o read t h e text A f r i c a , or o f a c o u n t r y w h i c h has a n u m b e r o f regions, e.g.

a g a i n a n d w r i t e 6 or 5 f o r B u d a p e s t or S e a t t l e . E n g l a n d ) for s t u d e n t s t o work in small groups.

• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s . • Tell each g r o u p t o w r i t e a brief d e s c r i p t i o n o f a c o u n t r y

• G o t h r o u g h t h e a n s w e r s as a class. I f s o m e s t u d e n t s f i n d o f t h e i r c h o i c e , e . g . This country is hotter than Spain. It's
t h e exercise difficult, number t h e paragraphs and help by a country in A f r i c a . It's bigger than Egypt but smaller than
g i v i n g , or asking for, t h e n u m b e r o f t h e correct paragraph N i g e r i a . The people speak Arabic. It's on the Mediterranean
for each answer. Sea. The capital is T r i p o l i , (answer - Libya)

I S 2 B 3 S 4 S 5 B 6B 7 S 8S • G r o u p s t a k e it in t u r n s t o read o u t t h e i r d e s c r i p t i o n s . The
other groups t r y to guess the country before t h e y finish
• Focus on t h e L a n g u a g e n o t e . Drill t h e compass directions. t h e i r d e s c r i p t i o n . ( Y o u c o u l d u s e t h e d e s c r i p t i o n o f L i b y a as
• A s k : Where is Seattle? E l i c i t : It's in the north-west of the an e x a m p l e f o r t h i s g a m e . )
USA. Practise w i t h places in t h e c o u n t r y w h e r e t h e school
is. For e x a m p l e , i f y o u ' r e t e a c h i n g in B r i t a i n , a s k : Where's
Brighton? Where's Newcastle? Is Leeds further north than Resource activity pages 240 and 287
Birmingham? I f possible, use a large m a p o f t h e c o u n t r y and
ask s t u d e n t s t o p o i n t t o t h e places.

3aBS5DE3S
• Focus on t h e list. Write t h e names o f t w o places t h a t y o u
go to on holiday, e.g. C u b a / J e r s e y , t w o countries,
e . g . Australia / F r a n c e , and t w o parts of your country,
e . g . Yorkshire/Hampshire on the board.
• P o i n t t o t h e list and t e l l s t u d e n t s t o w r i t e places t h e y know
for each i t e m .

137
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Students revise adjectives and comparatives and learn
expressions to talk about a trip.

Warm-up 2 • F o c u s o n t h e q u e s t i o n s . W r i t e : When did Sarah get back? on

t h e board. Tell s t u d e n t s t o read t h e first part o f t h e s t o r y
• U s e t h e pictures in l e s s o n 6 0 t o revise t h e s t o r y t o d a t e .
again. Elicit: yesterday.
A s k q u e s t i o n s a b o u t t h e c h a r a c t e r s a n d t h e s t o r y , e . g . Is
• Tell s t u d e n t s t o read t h e w h o l e s t o r y again a n d a n s w e r t h e
Lucy enjoying her new job? Who's her boss? Does Olive travel
q u e s t i o n s . P u t s t u d e n t s in pairs t o c o m p a r e their answers.
a lot? Who is Peter meeting for dinner? Where does Zelda live?
• G o o v e r t h e a n s w e r s as a c l a s s .
Why does she want to talk to Peter? Who's getting married?
Where is Sarah? Why is she in Singapore? 1 yesterday 2 warmer 3 Her b o y f r i e n d is g o i n g t o marry
s o m e o n e else. 4 yes 5 t o see Peter 6 Peter a n d Z e l d a
together / embracing 7 He's g e t t i n g m a r r i e d . 8 Because he
1 • Play audio to familiarize students with how the story heard Peter on t h e p h o n e and C i n d y said e v e r y o n e k n o w s .
develops and w i t h the characters' voices.
• E l i c i t / T e a c h key phrases and v o c a b u l a r y for each picture, 3a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d
e.g.
a n d u n d e r l i n e t h e m in t h e t e x t .
p i c t u r e 1 : underground s t a t i o n , ticket machine, welcome back, • W r i t e : Welcome b on the board. Point to the gap and
f u n e r a l , sad
ask s t u d e n t s t o s u p p l y t h e missing w o r d . E l i c i t : back.
picture 2: ticket b a r r i e r , news, remember, b o y f r i e n d , someone
• Ask students to complete the expressions.
else, cool, feel better
p i c t u r e 3 : t a x i , embrace, travel bag, pavement, puzzled, b • Play audio l i M E I for students to check their answers.

wedding • Play the audio again while students listen and repeat.

p i c t u r e 4 : upset, Oh dear • D r i l l t h e e x p r e s s i o n s as a c l a s s a n d i n d i v i d u a l l y .

• W r i t e t h e n e w w o r d s a n d p h r a s e s on t h e b o a r d a n d d r i l l as a
back, g e t , t i r e d , H o w
class a n d individually.
• Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e
4 • F o c u s on t h e s t o r y . P u t s t u d e n t s in g r o u p s o f four. Tell t h e m
p i c t u r e s t o check basic c o m p r e h e n s i o n , e.g.
t o practise t h e conversation, each t a k i n g one part.
p i c t u r e 1 : Who can you see? Where are they? What are they
• Give s t u d e n t s an o p p o r t u n i t y t o practise each role. Monitor.
doing?
• Ask one g r o u p to act o u t t h e s t o r y f o r t h e rest o f t h e class.
p i c t u r e 2 : Where are Sarah and Jordan going? What are they
doing? • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
p i c t u r e 3 : Where is Peter? Who is he with? What are they can talk about at r i p .
doing? Who is taking the taxi? Where is Sarah? How does she
look? Why is she upset? Follow-up
p i c t u r e 4 : Who can you see? Where are they? What are they
• Ask s t u d e n t s t o t h i n k a b o u t t h e last t r i p t h e y w e n t o n . Tell
doing? How does Sarah look?
them to write down where they went and why.
• F o c u s o n t h e q u e s t i o n : What is Sarah's news? Play the audio
• A s k q u e s t i o n s a b o u t t h e i r t r i p s , e . g . Where did you go? Why
a g a i n . E l i c i t : Her boyfriend is in Canada now and he's going
did you go to (Rome)?
to marry someone else.
• Ask questions a b o u t the t e x t to check comprehension, e.g. • S a y : You arrived back from your trip yesterday. Write how you
p i c t u r e 1 : Where was Sarah? How does she feel? Was it cold feel and how the trip went. P u t s t u d e n t s in pairs. P o i n t t o
in Singapore? How was her grandmother's funeral? Was Sarah t h e e x p r e s s i o n s in e x e r c i s e 3 a a n d t e l l s t u d e n t s t o make
happy to see her family? conversations about their trip.
p i c t u r e 2 : Where did Sarah tell Jordan about her boyfriend?
• A s k pairs o f s t u d e n t s t o read o u t t h e i r c o n v e r s a t i o n s .
Where does he work now? Is Sarah upset that her boyfriend is
going to marry someone else? Are Sarah's parents happy about
it? Were they happy to hear about Peter?
R e s o u r c e a c t i v i t y pages 2 4 1 and 2 8 7
p i c t u r e 3 : Is Peter upset about Zelda's wedding? Does he want
her wedding to go well?
p i c t u r e 4 : Does Ryan know about Zelda's wedding? Where did
Sarah go? Did Ryan talk to Peter about Zelda's wedding?

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and talk
TEACHER'S NOTES LESSON 69 about their own town.

Warm-up We don't usually use a capital letter with a common

• Play a game o f W h i t e b o a r d Scrabble (see page 1 1 ) t o revise
noun, e.g. r i v e r , mountain, lake. However, we do use one
weather words.
when the noun is part of a name, e.g. the River Saba,
Lake Geneva.

1 • Focus on t h e picture. Play audio fcl'fril for students to 4 • Tell s t u d e n t s t o look at t h e p i c t u r e in e x e r c i s e 1.

listen and repeat. • Draw t w o columns on t h e board w i t h t h e headings Naturai
• D r i l l e a c h i t e m as a class t h e n i n d i v i d u a l l y . Check features a n d Man-made features. A s k : Is the sea natural or
pronunciation. man-made? E l i c i t : natural and w r i t e it in t h e first c o l u m n .
• N o m i n a t e different students to say items. S a y : What's R e p e a t w i t h a railway and man-made.
number 10? Elicit: a v a l l e y . Check pronunciation. • Tell s t u d e n t s t o copy t h e table and w r i t e each word f r o m
• P u t s t u d e n t s in pairs. Tell t h e m t o c o v e r t h e t e x t and t a k e i t e x e r c i s e 1 in t h e c o r r e c t c o l u m n .
i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's this? • G o t h r o u g h t h e a n s w e r s as a c l a s s .

2 • P u t s t u d e n t s in pairs a n d ask t h e m t o n a m e o t h e r t h i n g s in n a t u r a l f e a t u r e s : t h e sea, a m o u n t a i n , an i s l a n d , a cliff, a hill,

t h e p i c t u r e . E n c o u r a g e t h e m t o use d i c t i o n a r i e s i f t h e y are a f o r e s t , a lake, a river, a v a l l e y
a v a i l a b l e . E l i c i t : town, v i l l a g e , houses, factory, farm, church. m a n - m a d e f e a t u r e s : a railway, a t u n n e l , a r o a d , a b r i d g e ,
• Write new words on t h e board. Drill t h e m and check a m o t o r w a y , a field
comprehension.

3a • E l i c i t / T e a c h : sightseeing tour, view.

• I f possible collect some pictures of your t o w n / c i t y to show
• Play audio -VW- all t h e w a y t h r o u g h .
t h e s t u d e n t s as y o u d e s c r i b e i t s f e a t u r e s . H o l d u p e a c h
• P o i n t t o t h e w o r d s in e x e r c i s e 1 . Tell s t u d e n t s t o l i s t e n a n d
p i c t u r e a n d m a k e t r u e s e n t e n c e s a b o u t y o u r t o w n , e . g . My
t i c k t h e w o r d s t h e y hear. P l a y t h e first p a r t o f t h e a u d i o
town is near the sea. There aren't any mountains in my town
t w i c e ( t o you can't see the h i l l s ) . E l i c i t : v a l l e y , h i l t .
but there's a big forest near i t . It's called the New Forest.
• Play t h e rest of t h e audio t w i c e .
There's a river in my town. It's called the River Solent.
• G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e
• Tell s t u d e n t s t o t h i n k a b o u t t h e t o w n t h e y are l i v i n g in a n d
audio again, stopping after each answer.
make notes.
v a l l e y , hill, river, b r i d g e , t u n n e l , m o t o r w a y , field, railway, f o r e s t , • A s k s t u d e n t s a b o u t t h e i r n o t e s , e . g . Is there a river in your
road, lake, island town? What's the name of the river? Is (Bangkok) near the
sea? Are there any lakes near your town? Has (Paris) got a

A u d i o script 69.2 motorway?

G o o d m o r n i n g , ladies and g e n t l e m e n . Welcome t o our t o u r . We're • Write t w o example sentences on the board about your t o w n ,

in t h e t o w n centre at t h e m o m e n t . T h e t o w n is in a v a l l e y b e t w e e n e . g . 1 My town is near the sea. 2 There aren't any mountains

t w o hills. U n f o r t u n a t e l y , it's v e r y f o g g y t o d a y , so y o u can't see t h e in my town but there's a big forest near i t . It's called the New
hills. Forest.
We're now g o i n g t o w a r d s t h e river. There's a g o o d v i e w o f t h e t o w n • Tell students t o write sentences a b o u t their own t o w n using
f r o m t h e b r i d g e . U n f o r t u n a t e l y , t h e y ' r e repairing t h e b r i d g e at t h e t h e w o r d s in t h e p i c t u r e . Monitor.
m o m e n t a n d t h e t r a f f i c is v e r y slow. So we have t o go t h r o u g h t h e • A s k i n d i v i d u a l s t u d e n t s t o read o u t t h e i r s e n t e n c e s or p u t
t u n n e l . We're in t h e t u n n e l n o w , so I'm afraid y o u can't see t h e
s t u d e n t s in g r o u p s t o read each other's w o r k .
river or t h e t o w n .
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
We're l e a v i n g t h e t o w n n o w a n d we're g o i n g t o j o i n t h e m o t o r w a y
in a m o m e n t . On t h e r i g h t y o u can see some fields and on t h e l e f t can talk about geographical features.
there's a railway. O v e r t h e r e , there's a targe f o r e s t . I'm a f r a i d y o u
can't see t h e f o r e s t , because it's still f o g g y , b u t it's a v e r y big FoUow-up
f o r e s t . This f o r e s t is w h e r e t h e . . .
• R e v i s e on the left o f , on the right o f , in front o f , behind, in,
N o w we're t a k i n g t h e road t o t h e lake and f o r t u n a t e l y it isn't
on, next to.
f o g g y here. There are t w o islands in t h e lake, a n d we're g o i n g
t o t a k e a b o a t t o t h e larger i s l a n d . It's a b e a u t i f u l island w i t h a • Dictate a simple description and tell students to draw it,
l o t o f i n t e r e s t i n g houses a n d shops and . . . O h , I'm sorry, ladies e.g.
and g e n t l e m e n , b u t t h e road t o t h e lake is closed because o f an Draw a big lake. In the lake there's an island. On the island
a c c i d e n t . S o , I'm a f r a i d we have t o go back t o t h e t o w n . there's a h i l l . On the left of the island there's a mountain.
Well, here w e are back in t h e t o w n a n d it's s t i l l f o g g y here. I h o p e
• R e p r o d u c e y o u r d i c t a t i o n as a p i c t u r e o n t h e b o a r d f o r
y o u e n j o y e d t h e t o u r and can v i s i t us again in t h e f u t u r e .
students to compare their work.

b • Go t h r o u g h t h e questions. E l i c i t / T e a c h key v o c a b u l a r y , e.g. • Tell students t o draw a very simple picture w i t h e i g h t of t h e

town centre, repair, accident, b e a u t i f u l , closed. Write new g e o g r a p h i c a l f e a t u r e s in e x e r c i s e 1
w o r d s on t h e b o a r d and drill t h e m .
• P u t s t u d e n t s in A / B p a i r s , s i t t i n g b a c k t o b a c k . T e l l S t u d e n t
• Focus on q u e s t i o n 1. Tell s t u d e n t s t o listen again and tick
A to dictate h i s / h e r picture and Student B to draw it, then
the correct answer. Play t h e first part of t h e audio. Elicit: a
swap roles.
- in the town centre.
• Tell s t u d e n t s t o listen and answer t h e remaining questions.
Play t h e rest of t h e audio t w i c e . Resource activity pages 251 and 292
• Go over the answers. If necessary, play the audio again,
s t o p p i n g a f t e r each answer.

l a 2 b 3b 4a 5b 6b

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more than
two things.

Warm-up 5 an e x p e n s i v e car
It's t h e m o s t e x p e n s i v e car in t h e w o r l d .
• Write a mixture of correct and incorrect comparatives on t h e
6 a long b r i d g e
board, e.g. cheaper, windyier, more dangerouser, badder, more It's t h e l o n g e s t b r i d g e in t h e w o r l d .
cloudy, colder, better, more expensive, cool, dryer, wetter, biger.
• P u t s t u d e n t s in pairs. G i v e t h e m t w o m i n u t e s t o g o t h r o u g h 4 • E l i c i t / T e a c h : world record. Ask students if t h e y know any
t h e list a n d m a k e c o r r e c t i o n s w h e r e necessary. w o r l d r e c o r d s , e . g . What's the highest mountain in the world?
What's the fastest animal in the world?
• G o t h r o u g h as a c l a s s .
• Go t h r o u g h t h e world records. E l i c i t / T e a c h key v o c a b u l a r y ,
e . g . ocean, Greenland. I f possibLe, use a m a p o f t h e w o r l d t o
1 • Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e l o c a t e each p l a c e , or ask q u e s t i o n s t o c h e c k t h a t s t u d e n t s
p l a c e s i n t h e p i c t u r e , e . g . What's this? Where are The Andes? r e c o g n i z e t h e p l a c e s , e . g . Where is Antarctica? Where does
• E l i c i t / T e a c h : mountain range, run through, cm (centimetre), the River Nile start? What country is Bologna in? D r i l l e a c h
m i l l i m e t r e , desert, famous, wide. p l a c e n a m e as a class a n d individually.
• Play audio M M 1 for s t u d e n t s t o read and listen. • W r i t e : The Pacific Ocean is the in the world, on t h e
• D r i l l e a c h s u p e r l a t i v e f o r m as a class a n d i n d i v i d u a l l y . Check b o a r d . P o i n t t o t h e g a p s . A s k : What's this? Elicit possible
p r o n u n c i a t i o n o f est (/ist/). a n s w e r s , e . g . largest ocean, biggest ocean, widest ocean,
• A s k q u e s t i o n s a b o u t t h e t e x t , e . g . What are the Andes? What smallest ocean b u t d o n ' t s a y i f t h e a n s w e r s are c o r r e c t or
is the widest river in the world? How much rain f a l l s in the not.
Atacama Desert? Where is Copacabana Beach? • P u t s t u d e n t s in pairs a n d t e l l t h e m t o c o m p l e t e t h e w o r l d
records. I f y o u h a v e been using maps in t h e lesson, leave
2 • G o t h r o u g h t h e rules on S t u d e n t ' s B o o k p a g e 111.
t h e m on display and encourage s t u d e n t s t o look at t h e m to
• D r i l l t h e e x a m p l e s i n t h e f i r s t t w o p a r t s o f t h e t a b l e as a
work out the answers.
class a n d i n d i v i d u a l l y .
• W r i t e t h e a n s w e r s as a list o n t h e b o a r d so s t u d e n t s c a n
• Tell s t u d e n t s t o cover t h e superlative f o r m s . Say a base
check their spelling.
a d j e c t i v e o r a c o m p a r a t i v e f o r m , e . g . older. A s k : What's the
• U s e t h e list t o d r i l l e a c h s u p e r l a t i v e f o r m as a class a n d
superlative? Elicit: oldest.
individually.
• Repeat w i t h t h e base and comparative forms covered. Say a
• A s k i n d i v i d u a l s t u d e n t s t o read one sentence each. Check
superlative and elicit the base adjective and comparative,
pronunciation.
e . g . wettest. E l i c i t : wet, wetter.
• P u t s t u d e n t s in pairs t o practise. 1 t h e largest ocean 2 t h e largest 3 the deepest 4 t h e highest
• F o c u s o n t h e i r r e g u l a r s u p e r L a t i v e s . D r i l l t h e e x a m p l e s as 5 t h e longest 6 the biggest 7 t h e coldest 8 t h e oldest
a class a n d i n d i v i d u a l l y . P o i n t o u t t h a t t h e r e are v e r y f e w
irregular s u p e r l a t i v e s in English b u t t h a t s t u d e n t s n e e d t o • I n q u e s t i o n s 1 , 2 , a n d 6 the biggest w o u l d also be possible
learn t h e m . a n d i n q u e s t i o n 4 the tallest w o u l d be possible.
• W r i t e : The driest place of the world is the Atacama Desert.
5 1WHHUJ
Lloro is wettest place in the world. Copacabana is the
• F o c u s on t h e cues. G o t h r o u g h each o n e and say s e n t e n c e s
beautifulest beach in the world, on t h e b o a r d . P u t a cross
a b o u t y o u r t o w n , e . g . I think the highest building in my town
n e x t t o t h e s e n t e n c e s t o s h o w t h e y are i n c o r r e c t . Ask
is the National Westminster b u i l d i n g , The most expensive shop
s t u d e n t s t o c o r r e c t t h e m . E l i c i t : The driest place in the
is Harrods. I f possible, use pictures o f y o u r t o w n / c i t y to
world is the Atacama Desert. Lloro is the wettest place in the
show students the different places.
world. Copacabana is the most beautiful beach in the world.
• P o i n t t o t h e list. Tell s t u d e n t s t o t h i n k a b o u t t h e town/city
As with comparatives, students are usually able to t h e y are l i v i n g in n o w a n d m a k e n o t e s . Monitor.
understand the idea of superlatives but often have • Ask individual students about their notes, e.g. What's
problems forming them, especially those formed by the highest building in the town, (Omar)? What's the most
adding a suffix (est). Another problem caused by LI expensive shop?
interference is remembering to use the superlative form • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
before the noun. can compare more than two things.

3 • Do t h e e x a m p l e t o g e t h e r . Play t h e first item on audio Follow-up

t L > W 4 . S t u d e n t s h e a r an old book, make a sentence with
• Collect pictures f r o m m a g a z i n e s , etc. A r r a n g e t h e m in sets
It's the . . . in the world and a superlative, t h e n listen and
o f t h r e e , e . g . t h r e e cars, t h r e e singers, t h r e e pairs o f s h o e s ,
repeat.
t h r e e a n i m a l s , t h r e e f a m o u s p e o p l e , l a b e l l e d A , B , C.
• Play t h e rest o f t h e a u d i o .
• P u t s t u d e n t s in small t e a m s .
A u d i o script 7 0 . 4
• Display t h e first set o f pictures on t h e board and ask a
1 an old book
It's t h e o l d e s t b o o k in t h e w o r l d .
question, e.g.Which car is the fastest? Which singer made the
most records? Which shoes are the most expensive?
2 a good hotel
It's t h e best h o t e l in t h e w o r l d . • Teams write d o w n their answer for each question y o u ask.
3 a beautiful city W h e n y o u have f i n i s h e d ask t e a m s t o g i v e their answers. The
It's t h e m o s t b e a u t i f u l c i t y in t h e w o r l d . w i n n e r is t h e t e a m w i t h t h e m o s t c o r r e c t a n s w e r s .
4 a w i d e lake
It's t h e w i d e s t lake in t h e w o r l d .
R e s o u r c e a c t i v i t y pages 243 and 2 8 8

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Students revise comparatives and superlatives and describe their
~ TEACHER'S NOTES LESSON 71 country.

• G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y , p l a y t h e
Warm-up
audio again stopping after each answer.
• Play a game o f Spelling Lines (see page 1 1 ) t o revise
geographical features from l e s s o n s 69 and 7 0 on t h e board, E d i n b u r g h : t h e castle, m u s e u m s , a r t galleries, E d i n b u r g h F e s t i v a l .
e . g . mountain, h i l l , r i v e r , ocean, desert, c l i f f , f i e l d , island, S c o t l a n d ' s w e a t h e r : It's o f t e n t h e c o l d e s t , w e t t e s t , and w i n d i e s t

bridge, motorway. place in t h e U K . I t snows in w i n t e r .

S c o t l a n d ' s s c e n e r y : I t has some o f t h e m o s t b e a u t i f u l scenery in
t h e U K . I t has lots o f hills, m o u n t a i n s , a n d lakes.
1 • E l i c i t / T e a c h : Scotland, E n g l a n d , Wales, Northern I r e l a n d , the
UK (United K i n g d o m ) , Europe. • Focus on the Language note.
• Ask questions to find out if your students know anything • G o t h r o u g h t h e t h r e e p a r a g r a p h s in e x e r c i s e 4 t o i d e n t i f y
a b o u t S c o t l a n d , e . g . What is it famous for? t h e i n f o r m a t i o n i n e a c h o n e . E l i c i t : Paragraph 1: population,
• F o c u s o n t h e m a p . A s k q u e s t i o n s , e . g . Where's Edinburgh? geographical features; Paragraph 2: capital city and things to
do and see; Paragraph 3: the weather in general and around
2 • G o t h r o u g h t h e list o f p l a c e s . D r i l l e a c h i t e m as a class a n d
the country.
individually. Note the pronunciation for Edinburgh
/ ' e d i n b A r a / a n d loch /bk/. 4a I W H ' I W J I
• Play audio all t h e w a y t h r o u g h .
• E l i c i t / T e a c h : paragraph, population.
• Point t o t h e place names and t h e descriptions. A s k : What
• F o c u s on t h e t o p i c s . Read t h e p r o m p t s in p a r a g r a p h 1 . Ask:
does the man say about Edinburgh? Play the audio (to plays
What's the topic? E l i c i t : general information. Repeat with the
and shows) t w i c e . E l i c i t : It's the capital of Scotland.
remaining paragraphs.
• Play t h e rest of t h e audio t w i c e while s t u d e n t s match t h e
places w i t h t h e descriptions. p a r a g r a p h 1 : G e n e r a l i n f o r m a t i o n , p a r a g r a p h 2 : Cities,
p a r a g r a p h 3: T h e w e a t h e r
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
• G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y , p l a y t h e
audio again, stopping after each answer. b • Go t h r o u g h each p a r a g r a p h . Use t h e cues t o talk a b o u t y o u r
c o u n t r y e . g . England is a small country with a population of
E d i n b u r g h is t h e c a p i t a l o f S c o t l a n d . G l a s g o w is t h e largest c i t y in 50 m i l l i o n . The highest mountain is . . .
S c o t l a n d . Ben N e v i s is t h e h i g h e s t m o u n t a i n in t h e U K . L o c h Ness • P o i n t t o t h e p a r a g r a p h s and ask s t u d e n t s t o c o m p l e t e t h e m
is t h e d e e p e s t lake in t h e U K .
w i t h information for their country.
• Ask individual students about their country e . g . What's the
Audio script 7 1 . 1 population of (Turkey)? What is there to see in (Bulgaria)?
W h a t can I t e l l y o u a b o u t my c o u n t r y , S c o t l a n d ? Well, S c o t l a n d is What's the weather like in (Mexico)?
p a r t o f t h e U n i t e d K i n g d o m . T h e o t h e r parts are E n g l a n d , Wales,
and N o r t h e r n I r e l a n d . S c o t l a n d is t h e second largest p a r t o f t h e UK
and it has a p o p u l a t i o n o f a b o u t five million p e o p l e .
Pronunciation
E d i n b u r g h is t h e c a p i t a l c i t y . T h e S c o t t i s h P a r l i a m e n t is here. A 1 • P l a y a u d i o MM for s t u d e n t s t o listen and repeat. Model
l o t o f t o u r i s t s come t o E d i n b u r g h t o v i s i t t h e castle, t h e m u s e u m s , t h e p r o n u n c i a t i o n o f / u : / i n do a n d / j u : / i n museum. Drill
a r t galleries, and o t h e r places. E v e r y s u m m e r there's a big f e s t i v a l
e a c h s o u n d as a class t h e n individually.
w i t h m u s i c , p l a y s , and shows. B u t E d i n b u r g h isn't t h e largest c i t y
in S c o t l a n d . T h a t ' s G l a s g o w . 2a • D r i l l t h e f i r s t w o r d i n t h e l i s t , f u t u r e , as a c l a s s a n d
S c o t l a n d is f a m o u s f o r m a n y t h i n g s - w h i s k y , g o l f , bagpipes - a n d i n d i v i d u a l l y . A s k : / u : / or / j u : / ? E l i c i t : / j u : / a n d w r i t e i t o n
bad w e a t h e r . S c o t l a n d is o f t e n t h e c o l d e s t , w e t t e s t , a n d w i n d i e s t t h e b o a r d so s t u d e n t s can c h e c k .
place in t h e U K . B u t i t also has some o f t h e m o s t b e a u t i f u l • P u t s t u d e n t s in pairs. Tell t h e m t o say t h e words o u t loud
scenery. S c o t l a n d has a lot o f hills a n d m o u n t a i n s , i n c l u d i n g t h e and put t h e m in t h e correct column.
h i g h e s t m o u n t a i n in t h e U K , Ben N e v i s . I n w i n t e r there's s n o w on
t h e m o u n t a i n s a n d y o u can go s k i i n g . b • Play audio B E 1 f ° r s t u d e n t s t o listen and check.
S c o t l a n d has also g o t a lot o f lakes. We call t h e m 'lochs'. T h e m o s t • Play the audio again for s t u d e n t s t o listen and repeat.
f a m o u s lake is L o c h Ness. It's t h e d e e p e s t lake in t h e U K , and some
p e o p l e t h i n k t h a t t h e f a m o u s L o c h Ness m o n s t e r lives in its c o l d , A u d i o script 7 1 . 3
dark w a t e r . / u : / : do, b l u e , r o o m , shoes, s o o n , t w o , c o o l
/ j u : / : m u s e u m , f u t u r e , u n i v e r s i t y , c o m p u t e r , s t u d e n t , new, music
3a • F o c u s o n t h e l i s t o f t h i n g s . E l i c i t / T e a c h : whisky, golf,
bagpipes, monster. 3 • D r i l l t h e p h r a s e as a c l a s s t h e n individually.
• D r i l l e a c h i t e m as a class a n d i n d i v i d u a l l y .
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
• P o i n t t o t h e list. Tell s t u d e n t s t o tick t h e t h i n g s t h e y hear.
can describe a country.
Play the audio again twice.
• Go through the answers. If necessary, play the audio again Follow-up _
stopping after each answer.
• Use t h e world records from l e s s o n 7 0 t o make a mini quiz.
t h e E d i n b u r g h F e s t i v a l , w h i s k y , golf, s k i i n g , b a g p i p e s , t h e L o c h M a k e a l i s t o f q u e s t i o n s , e . g . Where is Lake Baikal? What's the
Ness M o n s t e r longest river in the world?

* P u t s t u d e n t s in small t e a m s . A s k t h e q u e s t i o n s . Teams w i n
b • G o t h r o u g h t h e l i s t . E l i c i t / T e a c h : scenery, castle.
one point for a correct answer.
• P l a y t h e a u d i o ( t o plays and shows) twice. A s k : What
can you see in Edinburgh? E l i c i t : the castle, museums, art
galleries, Edinburgh Festival. R e s o u r c e a c t i v i t y pages 2 4 4 a n d 289
• R e p e a t w i t h t h e rest of t h e audio t o elicit details a b o u t
Scotland's weather and Scotland's scenery.

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TEACHER'S NOTES LESSON 72 Students learn expressions for giving measurements.

Warm-up 4 A H o w high is t h i s c u p b o a r d ?
B J u s t a m i n u t e . It's 95 c e n t i m e t r e s high a n d it's 50
• Play a g a m e o f N o u g h t s a n d Crosses (see page 1 1 ) t o revise
centimetres wide.
geographical features from lessons 69 and 70.
5 A H o w w i d e is this carpet?
• W r i t e t h e f i r s t l e t t e r o f each f e a t u r e in t h e g r i d . Prepare B J u s t a m i n u t e . L e t me see. It's six metres w i d e .
d e f i n i t i o n s f o r e a c h f e a t u r e , e . g . railway - something a train 6 A H o w deep is t h e s w i m m i n g pool?
travels on, motorway - you can drive fast on this road, hill - a B It's 1 . 5 metres d e e p .
small mountain, lake - a big area of water that you can sail
on or swim i n , tunnel - a road that goes through a mountain, • F o c u s on t h e i n c o r r e c t s t a t e m e n t s 2, 3, 5, 6. Tell s t u d e n t s

bridge - you can use this to go over a r i v e r , mountain - a very t o listen and correct t h e s t a t e m e n t s . Play t h e audio again
big h i l l , island - Cuba is one of these. to elicit t h e correct measurements.

• To w i n a s q u a r e , t e a m s h a v e t o say t h e w o r d a n d spell i t 2 3 kilometres wide 3 2 . 8 metres long 5 six metres w i d e

correctly. 6 1 . 5 metres deep

4 • F o c u s on t h e i t e m s in t h e p i c t u r e . Drill each measurement

1 • Focus on t h e picture. Play audio F W i i for s t u d e n t s t o read
as a c l a s s t h e n individually.
and listen.
• Go through the example conversation. Ask t w o students to
• D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . Check
read it. Check pronunciation.
pronunciation.
• A s k q u e s t i o n s a b o u t t h e i t e m s , e . g . How high is the room?
• G o t h r o u g h t h e e x c h a n g e . D r i l l each l i n e as a class t h e n
How deep is the bag? How high is the building? Check
individually.
pronunciation.
• A s k t w o s t u d e n t s t o read t h e c o n v e r s a t i o n . Check
• P u t s t u d e n t s in pairs t o p r a c t i s e . Monitor.
pronunciation.
• A s k q u e s t i o n s a b o u t t h e m e a s u r e m e n t s , e . g . How deep is
that river? How wide is it? English in t h e world
• P u t s t u d e n t s in pairs t o practise. • E l i c i t / T e a c h : metric, i m p e r i a l , distance, mile, speed, miles per
hour.
2 • Focus on t h e E v e r y d a y e x p r e s s i o n s . Drill each expression
• R e a d t h r o u g h t h e t e x t as a c l a s s .
as a c l a s s a n d i n d i v i d u a l l y .
• Ask questions a b o u t the t e x t to check comprehension, e.g. How
• A s k s t u d e n t s a b o u t t h i n g s i n t h e c l a s s r o o m , e . g . How wide
many kilometres are there in two miles? What does 'mph' mean?
is your desk? How high is the ceiling? How deep is that bag?
• A s k i n d i v i d u a l s t u d e n t s a b o u t t h e i r c o u n t r y , e . g . Do you use
E n c o u r a g e s t u d e n t s t o use rulers, if a v a i l a b l e , or g u e s s .
metric or imperial measurements? What's the speed limit in
E l i c i t f u l l s e n t e n c e s , e . g . It's sixty centimetres wide, It's
(Germany)? How far is it from (Moscow) to (St Petersburg) in
(about) four metres high.
kilometres?
• N o m i n a t e a s t u d e n t . A s k : ( A g n e t a ) , how do you say 'It's three
metres wide' in (Swedish)? Repeat with different expressions. • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
• D i c t a t e t h e f o l l o w i n g n u m b e r s : four hundred and ninety-nine, give measurements.
two thousand two hundred and twenty-two, eight thousand
and s i x t y , four m i l l i o n . Follow-up
• Ask students to come to the board and write the numbers. • Write a mixture of imperial and metric measurements
C h e c k t h a t t h e y u s e a c o m m a i n l a r g e n u m b e r s , e . g . 2,222 / o n s e p a r a t e p i e c e s o f p a p e r , e . g . thirty millimetres, four
4,000,000. centimetres, a hundred millimetres, thirty centimetres, one
f o o t , one metre, two hundred and one centimetres, fifty-two
3 • Go t h r o u g h t he s t a t e m e n t s . E l i c i t / T e a c h key vocabulary,
metres, f i v e hundred and twenty metres, eighty metres, one
e . g . cupboard, carpet.
kilometre, one mile, three kilometres. N o t e t h a t here t h e
• Play audio E E B - e a c h
m e a s u r e m e n t as a c l a s s a n d
m e a s u r e m e n t s are in order ( f r o m s m a l l e s t t o l a r g e s t ) . Prepare
individually.
o n e for each m e m b e r o f t h e class.
• Play t h e first conversation on t h e audio twice. W r i t e : The
hill is 600 metres high, o n t h e b o a r d . A s k : Is this correct? • Hand the measurements out and tell students to organize
E l i c i t : Yes. Put a tick next to the statement. themselves in a row from t h e smallest m e a s u r e m e n t t o t h e
• Repeat w i t h the second conversation and elicit t h a t it isn't largest.
correct. Don't worry about the correct information at this
stage.
• Play t h e rest of t h e audio t w i c e . R e s o u r c e a c t i v i t y pages 245 and 289
• Go through t h e answers together.
R e v i e w a n d W o r d l i s t Lesson 6 5 - 7 2
1 correct 2 incorrect 3 incorrect 4 correct 5 incorrect
6 incorrect S t u d e n t ' s B o o k pages 9 9 - 1 0 0

Audio script 7 2 . 2
1 A H o w high is t h a t hill?
B It's six h u n d r e d metres h i g h .
2 A H o w w i d e is t h i s lake?
B It's t h r e e k i l o m e t r e s w i d e .
3 A H o w l o n g is t h i s t a b l e ?
B I d o n ' t k n o w , b u t I can measure i t . . . . It's 2 . 8 metres l o n g .

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Students learn and practise a lexical set of everyday jobs.

Warm-up 2 A Dinner's nearly ready. Can y o u lay t h e t a b l e ?

B All right.
Revise rooms, furniture, and parts of a house from lesson 25.
3 A A r e y o u t a k i n g o u t t h e rubbish?
P u t s t u d e n t s in f o u r t e a m s . Tell t h e m t o listen b u t N O T t o B Yes, I am.
write a n y t h i n g . Dictate a word by spelling it o u t , e.g. w-a-s- A B u t it's r a i n i n g .
h-i-n-g-m-a-c-h-i-n-e. The first team to call out t h e word wins B It's no p r o b l e m .

a p o i n t if t h e y spell it correctly. 4 A C o m e o n . T i d y this r o o m . It's a mess.

B I am t i d y i n g i t .
A A n d make y o u r b e d , t o o .
• E l i c i t / T e a c h : everyday jobs. B OK, OK.
• Play audio 1 * * 1 for s t u d e n t s to listen a n d repeat. 5 A Where are y o u going?
• D r i l l e a c h i t e m as a class t h e n i n d i v i d u a l l y . Check B I'm g o i n g t o t h e b a n k .
A O h . Can y o u t a k e t h e s e t h i n g s t o t h e cleaner's w h i l e you're
pronunciation.
in t o w n ?
• N o m i n a t e s t u d e n t s t o s a y i t e m s . S a y : What's number 14?
B Sure. See y o u .
E l i c i t : tidy the room. Check pronunciation.
A Thanks.
• P u t s t u d e n t s in pairs. Tell s t u d e n t s t o c o v e r t h e t e x t and
6 A Do y o u h a v e t o do t h a t now?
t a k e i t i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's this?
B Yes, I d o .

English collocations, particularly those which include A B u t I can't hear t h e T V .

phrasal verbs (e.g. take out, wash u p ) , don't usually

translate word for word into other languages. P u t s t u d e n t s i n p a i r s . S a y : Student A, choose an everyday job.
Student B, say a sentence with the correct verb.

• D r a w f o u r c o l u m n s o n t h e b o a r d w i t h make, wash, dean, go G o t h r o u g h t h e e x a m p l e w i t h o n e pair.

to the as t h e c o l u m n h e a d i n g s . W r i t e : make the beds, make S t u d e n t s t a k e it in turns t o say j o b s and sentences. Monitor.

an appointment at the doctor's, make a cup of coffee in t h e

Your life
f i r s t c o l u m n . A s k : What other everyday jobs do you know?
• G o t h r o u g h t h e e v e r y d a y j o b s in e x e r c i s e 1 . Say w h o does t h e
E l i c i t m o r e e x a m p l e s , e . g . make dinner, make a sandwich.
j o b s i n y o u r h o u s e , e . g . I usually make the beds. My husband
• P u t s t u d e n t s in pairs. P o i n t t o t h e t h r e e r e m a i n i n g columns always does the washing-up. Ask students to write who does
a n d t e l l t h e m t o w r i t e in o t h e r e v e r y d a y j o b s . T h e y can use t h e j o b s i n t h e i r h o u s e . A s k : Do you make the beds, (Marta)?
dictionaries, if available. E l i c i t : Yes, I d o . / N o , I don't. My (mother) makes them.
• Go t h r o u g h t h e columns. Drill new words and check
• P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e everyday
comprehension.
jobs. Monitor.
• F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s • A s k s t u d e n t s a b o u t t h e i r p a r t n e r s , e . g . Does (Jean) do the
and individually. ironing? E l i c i t : Yes, she d o e s . / N o , she doesn't. Her (brother)
• Ask individual students about their shopping habits, does it. Check pronunciation.

e . g . How often do you go shopping? When do you do your

shopping? E n g l i s h in t h e w o r l d
• Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio • E l i c i t / T e a c h : have time, move money, bank account, order
W t W M . S t u d e n t s h e a r the bank, make a sentence saying things, book holidays.
w h a t t h e y are g o i n g t o d o , t h e n listen and repeat. • R e a d t h r o u g h t h e t e x t as a c l a s s .
• Play t he rest of t h e audio. • Ask questions a b o u t the t e x t to check comprehension, e.g. What
can you pay on the Internet? When can you use the Internet?
A u d i o script 7 3 . 2 • S a y t r u e s e n t e n c e s a b o u t y o u r I n t e r n e t u s e , e . g . I use the
1 t h e bank - I'm g o i n g t o go t o t h e b a n k . Internet to pay my telephone b i l l . I sometimes book train tickets
2 t h e w a s h i n g - I'm g o i n g t o do t h e w a s h i n g . but I never book holidays.
3 t h e floor - I'm g o i n g t o v a c u u m t h e floor. • P o i n t t o t h e list a n d t e l l s t u d e n t s t o t i c k t h e t h i n g s t h e y d o .
4 t h e beds - I'm g o i n g t o make t h e beds. P u t t h e m in pairs t o compare.
5 t h e t a b l e - I'm g o i n g t o lay t h e t a b l e . • Ask i n d i v i d u a l s t u d e n t s t o say sentences a b o u t their partner,
6 t h e rubbish - I'm g o i n g t o t a k e o u t t h e r u b b i s h . e . g . (Gemma) pays all her bills on the Internet.

• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can

• Play audio all t h e w a y t h r o u g h .
talk about everyday jobs.
• P l a y t h e f i r s t i t e m o n t h e a u d i o t w i c e . A s k : What everyday
job are the people doing? E l i c i t : They're doing the washing-up. Follow-up
• Repeat w i t h each conversation.
• Write e v e r y d a y j o b s on separate pieces o f paper. Y o u will
1 They're doing the washing-up. 2 She's l a y i n g t h e need one for each student.
table. 3 H e ' s / H e ' s t a k i n g t h e rubbish o u t . 4 He's/He's tidying
• H a n d o u t t h e pieces o f paper. Tell s t u d e n t s t o read t h e i r j o b
the room. 5 He's/He's going to the bank. 6 She's v a c u u m i n g
a n d t h e n f i n d o u t h o w m a n y p e o p l e in t h e class did t h a t j o b
t h e floor.
y e s t e r d a y b y a s k i n g Did you (make the beds) yesterday?

A u d i o script 7 3 . 3
1 A
B
Are t h e r e a n y more plates on t h e t a b l e ?
N o , b u t t h e r e are some glasses here.
Resource activity pages 232 and 283
A Thanks.

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TEACHER'S NOTES LESSON 74 done.

Warm-up 4a • G o t h r o u g h Lucy's list. E l i c i t / T e a c h key v o c a b u l a r y , e.g.

hairdresser's, shampoo.
• P u t s t u d e n t s in small groups. Say a verb f r o m lesson 7 3 , e.g.
• Tell s t u d e n t s t o tick t h e t h i n g s L u c y has d o n e . Play a u d i o
do. Groups compete to say a noun that goes with the verb,
U S I twice.
e . g . do yoga, do the i r o n i n g .
• G o t h r o u g h t h e a n s w e r s as a class.

2, 5, 7, 8
1 • A s k q u e s t i o n s a b o u t t h e p i c t u r e s , e . g . Where's Lucy? What's
she doing?
A u d i o script 7 4 . 3
• E l i c i t / T e a c h : not working, put i n , address book, r i g h t ,
R i g h t t h e n , let's have a look at my list.
managing director.
I h a v e n ' t w r i t t e n t o A l a n Day.
• Play audio B 3 B for s t u d e n t s t o read a n d listen.
I ' v e been t o t h e b a n k .
• A s k q u e s t i o n s t o c h e c k c o m p r e h e n s i o n , e . g . Is Lucy stiil
working? What is she sending to her parents? I h a v e n ' t b o o k e d a h o t e l in Barcelona.

• D r i l l e a c h p r e s e n t p e r f e c t f o r m i n b o l d as a c l a s s a n d A n d I haven't phoned the computer engineer.

individually. I've photocopied the Hungary report.

I h a v e n ' t made an a p p o i n t m e n t at t h e hairdresser's.
2 • G o t h r o u g h t h e rules on S t u d e n t ' s B o o k pages 111-112.
B u t I've b o u g h t some s h a m p o o .
• F o c u s on t h e f i r s t p a r t o f t h e t a b l e . D r i l l t h e e x a m p l e s as a
A n d I ' v e t a k e n m y c l o t h e s t o t h e cleaners.
class a n d i n d i v i d u a l l y .
• W r i t e : We've finished lesson 73. We haven't finished our
b • Read through t h e example sentences.
English course, o n t h e b o a r d . A s k : What are the results?
• P u t s t u d e n t s in pairs a n d t e l l t h e m t o w r i t e e i g h t s e n t e n c e s
E l i c i t : We're doing lesson 74 now. We're still s t u d y i n g .
about Lucy. Monitor.
• Read t h r o u g h t h e second part of t h e table. Drill the
• Go t h r o u g h t h e answers together. Ask students to say one
e x a m p l e s as a c l a s s t h e n individually.
sentence each. Check pronunciation.
• G o t h r o u g h t h e t h i r d p a r t o f t h e t a b l e . E x p l a i n t h a t do a n d go
a r e i r r e g u l a r . D r i l l t h e e x a m p l e s as a c l a s s a n d i n d i v i d u a l l y . 1 She hasn't w r i t t e n t o A l a n Day. 2 She's b e e n t o t h e b a n k .
• Ask one o f t h e students to go to the back of t h e classroom. 3 She h a s n ' t b o o k e d a h o t e l in B a r c e l o n a . 4 She hasn't p h o n e d
W r i t e : ( K a t i a ) has to the back of the classroom. Ask: the computer engineer. 5 She's p h o t o c o p i e d t h e H u n g a r y
been or gone? E l i c i t : gone ( t h e s t u d e n t is t h e r e n o w ) . Ask report. 6 She hasn't made an a p p o i n t m e n t at t h e hairdresser's.
7 She's b o u g h t some s h a m p o o . 8 She's t a k e n her clothes t o t h e
t h e s t u d e n t t o r e t u r n t o h i s / h e r p l a c e . W r i t e : ( K a t i a ) has
cleaner's.
to the back of the classroom. Point to t h e gap and elicit
been (the s t u d e n t isn't there now).
5a • G o t h r o u g h t h e rules on S t u d e n t ' s B o o k page 112.
Sometimes students may make mistakes because their • F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d
language has a tense formed in the same way as the individually.
English present perfect but not used in exactly the • N o m i n a t e pairs o f s t u d e n t s t o read t h e e x c h a n g e s . Check
same way, for example French, or not used as much, for pronunciation.
example Greek. b • Focus on t h e e x a m p l e question.
• P o i n t t o t h e list o f j o b s in e x e r c i s e 4 a . P u t s t u d e n t s in
3a • W r i t e : do o n t h e b o a r d . A s k : What's the past participle?
pairs t o ask a n d a n s w e r a b o u t L u c y . Monitor.
E l i c i t : done.
• G o t h r o u g h t h e list o f v e r b s . P u t s t u d e n t s in pairs t o write 6a m a
t h e past p a r t i c i p l e s . R e m i n d t h e m t o look a t t h e list on • List some t h i n g s y o u w a n t e d t o do this week on t h e board,
Student's Book page 121. e . g . This week, I wanted to tidy the house, do the washing.
• G o t h r o u g h t h e a n s w e r s as a c l a s s . • Tell s t u d e n t s t o w r i t e a list for t h e m s e l v e s . Monitor.

d o n e , c l e a n e d , m a d e , t a k e n , b o u g h t , w r i t t e n , t i d i e d , had, o p e n e d , b • G o t h r o u g h y o u r list. Tell s t u d e n t s w h a t y o u have/haven't

paid, eaten, cooked d o n e , e . g . I've tidied the house. I haven't done the washing.
• Tell s t u d e n t s t o i d e n t i f y w h i c h t h i n g s t h e y haven't d o n e .
b • Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio • N o m i n a t e i n d i v i d u a l s t u d e n t s t o say s o m e t h i n g t h e y ' v e d o n e
I f f l j . S t u d e n t s h e a r do the i r o n i n g , make a sentence with and something they haven't done. Check pronunciation.
t h e present perfect, then listen and repeat.
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
• Play t h e rest o f t h e audio.
can say what people have done.

Audio script 7 4 . 2
Follow-up
1 do t h e i r o n i n g - I ' v e d o n e t h e i r o n i n g .
2 clean t h e car - I ' v e cleaned t h e car. • U s e t h e f i r s t p a r a g r a p h f r o m e x e r c i s e 1 as a d i c t a t i o n .
3 make t h e beds - I ' v e made t h e b e d s .
• Tell s t u d e n t s t o use t h e t e x t t o check t h e i r w o r k .
4 t a k e t h e letters t o t h e p o s t office - I've t a k e n t h e letters t o t h e
post office.
5 b u y some milk - I ' v e b o u g h t some milk. Resource activity pages 251 and 292
6 t i d y t h e desk - I ' v e t i d i e d t h e desk.

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TEACHER'S NOTES LESSON 75 Students revise the present perfect and write short messages.

Warm-up 3 • Focus on t h e message. Do t h e e x a m p l e t o g e t h e r . Tell

students to complete the message with the expressions.
• Play a game o f V o c a b u l a r y S n a p (see page 1 1 ) t o revise
• Ask d i f f e r e n t s t u d e n t s t o say each answer.
regular and irregular verbs from lessons 7 3 and 74.
Prepare verbs and their past participles, e.g. t y p e / t y p e d , 1 I've gone 2 I've left 3 Can y o u t a k e 4 y o u go
w r i t e / w r i t t e n , s e n t / s e n t , go/gone, do/done, finish/finished, 5 I've washed 6 See y o u
make/made, read/read, buy/bought, take/taken, put/put,
photocopy / photocopied.
• Read through the situations. Focus on the first one. Ask:
What details do you need to include? E l i c i t : the name of the
la • Read t h r o u g h all parts o f t h e messages a n d emails. Elicit/
restaurant, where it is, meeting time and make notes on the
T e a c h k e y v o c a b u l a r y , e . g . love, finance, get (= o b t a i n ) ,
board.
someone else, not working, come round, miss (a t r a i n ) , be
• Repeat w i t h each situation t o elicit:
late, hall, oven.
s i t u a t i o n 2 : what happened, where, what you've done
• Go through the main part of each message. Focus on t h e
(cleaned the f l o o r ) , tell people to be careful and why ( s t i l l
f i r s t m e s s a g e . A s k : Who wrote the message? Who is it for? Is
bits of broken glass on floor)
it about work? Why has Tim left a message? E l i c i t : Tim wrote
s i t u a t i o n 3 : you missed your t r a i n , what you're going to do
the message for J u l i a . It's a personal message. It says where
(take a t a x i , wait for the next t r a i n ) , you're going to be late,
Tim is now.
new arrival time.
• Repeat w i t h each message.
• F o c u s o n t h e m e s s a g e s i n e x e r c i s e 1 . A s k : How do the
• Read t h r o u g h t h e missing part o f each message. P o i n t t o
messages start? E l i c i t : with a name. A s k : How do they
T i m ' s m e s s a g e . A s k : What's the second part of Tim's message?
finish? E l i c i t : love Tim, Paul, David x x , Kate, See you later.
Elicit: c.
E x p l a i n t h a t w e u s e e n d i n g s s u c h as love, xx (kisses), See
• P u t s t u d e n t s in pairs. Tell t h e m t o read t h e messages again
you later in messages t o f r i e n d s .
and complete the missing parts. Monitor.
• Tell students t o write a message for each situation. Monitor.
b • Play audio l r l » H i for s t u d e n t s t o listen and check . • P u t s t u d e n t s in pairs. Tell t h e m t o e x c h a n g e t h e i r messages
• G o t h r o u g h t h e a n s w e r s as a class. a n d read each other's w o r k .
• A s k s t u d e n t s t o read o u t t h e i r messages.
l c 2 b 3 e 4 a 5 d

Pronunciation
Audio script 7 5 . 1
1 Julia 1 • Play audio j f E E J for students to listen and repeat. Model

I ' v e g o n e t o t h e c i n e m a . I ' v e had my dinner. I ' v e left some f o r t h e p r o n u n c i a t i o n o f / A / i n come a n d / S U / in home.

y o u in t h e o v e n . See y o u later. 2a • G o t h r o u g h t h e list o f w o r d s .
love
• P u t s t u d e n t s in pairs. Tell t h e m t o say t h e w o r d s o u t l o u d a n d
Tim
p u t t h e m i n t h e c o r r e c t c o l u m n a c c o r d i n g t o t h e 'o' s o u n d .
2 Betsy
I h a v e n ' t b o o k e d a room f o r t h e Finance m e e t i n g on W e d n e s d a y . b • Play audio f f Q Q for students to listen and check.
We can't g e t R o o m 7. S o m e o n e else has b o o k e d i t . Do y o u w a n t • Play the audio again for s t u d e n t s t o listen and repeat.
a smaller r o o m , or can we have t h e m e e t i n g on T h u r s d a y ?
Paul / A / : come, d o n e , s o m e , o n e , b e c o m e , love

3 Everyone / s u / : h o m e , p h o n e , z o n e , R o m e , alone
T h e p h o t o c o p i e r isn't w o r k i n g . Please d o n ' t use i t . I ' v e p h o n e d
t h e e n g i n e e r . He's c o m i n g t o m o r r o w m o r n i n g . • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
Kate can understand and write short messages.
4 Mandy
I ' v e gone t o t h e sports c e n t r e . Fay's c o m i n g r o u n d at 8 o'clock Follow-up _
for her b a g . I ' v e p u t it u n d e r t h e t a b l e in t h e hall. See y o u
• W r i t e o u t a s i m p l e m e s s a g e in code ( A = l B = 2 C=3 D = 4 , etc.)
later.
on t h e b o a r d (or on an O H T ) , e.g.
David x x
Can you meet Maria at the station at eight o'clock?
5 Bill
3/1/14 25/15/21 13/5/5/20 13/1/18/9/1 1/20
Message f r o m J a c k i e .
She's missed t h e t r a i n , so she's g o i n g t o be late for t h e 20/8/5 19/20/1/20/9/15/14 1/20 5/9/7/8/20 15
m e e t i n g . T h e n e x t t r a i n isn't u n t i l 1 1 . 3 0 , so d o n ' t w a i t for her. 3/12/15/3/11?

Abigail
• P u t s t u d e n t s in t e a m s . Tell t h e m t h a t A = 1 a n d Z = 2 6 . Teams
compete to decode the message.
2 • Read t h r o u g h t h e questions. Do t h e first one t o g e t h e r . Read
• A s k t e a m s t o w r i t e t h e i r o w n m e s s a g e using t h e c o d e . Tell
t h e m e s s a g e s a g a i n . A s k : Who's at the station now? Elicit:
t h e m to exchange messages and decode the new message.
Jackie.
• P u t s t u d e n t s in pairs t o a n s w e r t h e questions.
• G o t h r o u g h t h e a n s w e r s as a class.
Resource activity pages 232 and 283
1 Jackie's at t h e s t a t i o n . David's at t h e s p o r t s c e n t r e . Tim's at t h e
cinema 2 Fay's bag is u n d e r t h e t a b l e in t h e hall. Julia's d i n n e r
is in t h e o v e n 3 T h e p h o t o c o p i e r isn't w o r k i n g . T h e F i n a n c e
m e e t i n g can't be in Room 7. T h e n e x t t r a i n is at h a l f past e l e v e n .

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 Students revise the present perfect and learn expressions for
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asking for explanations.

Warm-up 3a • Elicit/Teach: explanation.

• Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o find
* Use t h e pictures in l e s s o n 6 8 t o revise t h e story t o date.
a n d u n d e r l i n e t h e m in t h e t e x t .
Ask questions about the characters and the story, e.g. Where
• W r i t e : What do you m ? on t h e board. P o i n t t o t h e gap
has Sarah been? Why did she go to Singapore? What did her
a n d ask s t u d e n t s t o s u p p l y t h e missing w o r d . E l i c i t : mean.
parents tell her? Did she tell her parents about Peter? Who did
• Ask students to complete the expressions.
she see Peter with? What did Ryan tell her about Peter? Why
was she upset? b • Play audio H i W M for students to check their answers.
• Play t h e audio again while students listen and repeat.
• D r i l l t h e e x p r e s s i o n s as a class a n d individually.
1 • Play audio t i ^ l to familiarize students w i t h how t h e story
develops and with the characters' voices. m e a n , u n d e r s t a n d , t a l k i n g , What's
• E l i c i t / T e a c h key phrases and v o c a b u l a r y for each picture,
e.g. 4 • F o c u s o n t h e s t o r y . P u t s t u d e n t s in g r o u p s o f f i v e . Tell
p i c t u r e 1 : confused, What do you mean? good news, t h e m to practise t h e c o n v e r s a t i o n , each t a k i n g one part
(someone's) place ( o n e s t u d e n t can read t h e p a r t s o f C i n d y and t h e f o r e i g n
picture 2: unhappy, fault, fiancee student).
picture 3: fool • G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e each role. Monitor.
p i c t u r e 4 : bump into, round the corner, give someone al i f t , • Ask one group t o act o u t t h e story for t h e rest o f t h e class.
sure, big mouth
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
p i c t u r e 5 : hostel, go back
can ask for an explanation.
• W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a
class a n d individually.
Follow-up
• Tell s t u d e n t s t o cover t h e t e x t . Ask some q u e s t i o n s about
t h e p i c t u r e s t o check basic c o m p r e h e n s i o n , e.g. • Write sentences based on t h e lesson on separate pieces o f

p i c t u r e 1 : Who can you see? Where are they? What are they paper. Include a mistake (grammar, word order, extra word,

doing? e t c . ) in each o n e , e . g .

p i c t u r e 2 : Where is Peter? Who is he talking to? Peter hasn't to Sarah spoken.

p i c t u r e 3 : Who is Cindy talking to? Does she look happy? Sarah has went to the a i r p o r t .

p i c t u r e 4 : Who does Peter bump into? Where are they? What Zelda is get married again.

are they doing? How does Peter look? What you are talking about?

p i c t u r e 5 : Where's Peter? Who is he talking to? What are Lucy Sarah's going back to the Singapore.

and Jordan doing? Everyone is knowing that Peter wants to marry Sarah.

• F o c u s o n t h e q u e s t i o n s : Where is Sarah? Why? Play the audio • Prepare e n o u g h s e n t e n c e s f o r s t u d e n t s t o w o r k in pairs

a g a i n . E l i c i t : Sarah is at the a i r p o r t . She's going back to or threes. H a n d o u t a sentence to each p a i r / g r o u p . Give
Singapore. students 3 0 - 4 5 seconds t o rewrite the sentence correctly,
• Ask questions a b o u t the t e x t to check comprehension, e.g. t h e n tell t h e m t o pass t h e s e n t e n c e t o t h e n e x t g r o u p .
p i c t u r e 1 : Who has some news? Has Peter tried to phone R e m i n d students n o t to w r i t e on t h e piece o f paper.
Sarah? Is she answering her phone? When did Jordan see
• G o t h r o u g h t h e a n s w e r s as a c l a s s .
Sarah? Where was she going?
p i c t u r e 2 : Is Sarah at The Coffee Shop? Is she OK? Where did
she go yesterday? Does she know Peter's ex-wife? Why was
R e s o u r c e a c t i v i t y pages 249 and 2 9 1
Peter with his ex-wife? Who's getting married?
p i c t u r e 3 : Is Cindy annoyed with Ryan? Does Peter want to
get married? Who does he want to marry?
p i c t u r e 4 : Whose car is near The Coffee Shop? Why does Peter
want to know? Where does he want to go?
p i c t u r e 5 : Who's going to Singapore? When is she going?

2 • Focus on t h e sentences. W r i t e : hasn't seen Sarah, on

t h e board. Tell s t u d e n t s t o read t h e t e x t under t h e first
p i c t u r e . A s k : Who hasn't seen Sarah? Elicit: Peter.
• Tell s t u d e n t s t o read t h e w h o l e s t o r y again a n d w r i t e in t h e
correct names.
• P u t s t u d e n t s in pairs t o c o m p a r e their answers.
• G o o v e r t h e a n s w e r s as a c l a s s .

1 Peter 2 Sarah 3 Sarah 4 Zelda 5 Ryan 6 Cindy

117
 Students learn and practise a lexical set of activitieswww.frenglish.ru
and talk
~ TEACHER'S NOTES LESSON 77 about experiences.

Warm-up A u d i o script 7 7 . 3
Presenter Well, S u n i t a , we've had a l o t o f emails from p e o p l e
• Write sentences using verbs f r o m L e s s o n s 7 3 t o 7 6 on
with questions for y o u .
p i e c e s o f p a p e r , e . g . Oh no! I've missed/the t r a i n . Has she
Sunita OK.
w r i t t e n / t h e report? Have you taken /out the rubbish?
Presenter So here goes. Y o u like s p o r t . H a v e y o u ever run a
• C u t t h e sentences in half w h e r e i n d i c a t e d . G i v e each s t u d e n t a marathon?
Sunita Yes, I have. I ' v e run t h e L o n d o n M a r a t h o n .
sentence half. Tell t h e m t o mingle and m a t c h t h e sentences.
Presenter H a v e y o u ever been t o t h e USA?
Sunita N o , I h a v e n ' t , b u t I'm g o i n g n e x t year.
1 • Play audio Q S I f ° r s t u d e n t s t o listen and repeat. Presenter H a v e y o u ever r i d d e n a m o t o r b i k e ?
Sunita Yes, I have. It's f u n , b u t a b i t d a n g e r o u s . I usually
• D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . Check
ride a bike.
pronunciation.
Presenter N o w . Here's a strange one. H a v e y o u ever seen a ghost?
• N o m i n a t e s t u d e n t s t o s a y i t e m s . S a y : What's number 12,
Sunita No, I haven't.
(Clara)? E l i c i t : be on TV. Presenter H a v e y o u ever w r i t t e n a book?
• P u t s t u d e n t s in pairs. Tell t h e m t o c o v e r t h e t e x t a n d t a k e it Sunita Yes, I h a v e . I ' v e w r i t t e n t w o b o o k s . T h e y ' r e stories
i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's this? for children.
Presenter A n o t h e r q u e s t i o n a b o u t t r a n s p o r t . H a v e y o u ever
In some languages a number of verbs form their present d r i v e n a s p o r t s car?
perfect form with the auxiliary be, rather than have. For Sunita No, I haven't.
example, in French these verbs include ride and go. Presenter H a v e y o u ever d o n e a b u n g e e j u m p ?
Sunita N o , I h a v e n ' t . I t looks really scary. N o , I d o n ' t w a n t
2 • D r a w t w o c o l u m n s on t h e b o a r d . P o i n t t o t h e f i r s t v e r b in t o do t h a t .
Presenter A n d t h e last q u e s t i o n : H a v e y o u ever been scuba
e x e r c i s e 1 ( r i d e ) . W r i t e : ride in t h e f i r s t c o l u m n . Ask:
diving?
What's the past participle of 'ride'? E l i c i t : ridden and write
Sunita Yes, I have. I o f t e n go scuba d i v i n g . It's f a n t a s t i c .
this in t h e s e c o n d column.
• P u t s t u d e n t s in pairs t o w r i t e t h e p a s t p a r t i c i p l e s o f t h e
b • A s k q u e s t i o n s a b o u t S u n i t a , e . g . Has she ever been to the
verbs in exercise 1.
USA? E l i c i t : Yes, she h a s . / N o , she hasn't.
• G o t h r o u g h t h e a n s w e r s as a c l a s s .
• F o c u s on t h e e x a m p l e . P u t s t u d e n t s in pairs t o ask and
1 ridden 2 driven 3 gone 4 done 5 climbed 6 seen answer about Sunita. Monitor.
7 flown 8 run 9 won 1 0 lost 11 written 12 been
6a IMBHa*
• G o t h r o u g h t h e list o f v e r b s . S a y t r u e s e n t e n c e s about
• F o c u s on t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a class
t h e t h i n g s y o u ' v e d o n e / h a v e n ' t d o n e , e . g . I've been to
and individually.
Indonesia. I've seen a ghost. I've never won a competition.
• A s k s t u d e n t s a b o u t t h e e x p e r i e n c e s in e x e r c i s e 1 , e . g . Have
• Tell s t u d e n t s t o w r i t e sentences a b o u t t h i n g s t h e y have and
you ever been on TV? E l i c i t : Yes, I h a v e . / N o , I haven't.
haven't done.
3 • Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio
b • D r i l l t h e e x a m p l e as a c l a s s a n d i n d i v i d u a l l y .
E Q E ] . S t u d e n t s h e a r drive a sports car, make a question
w i t h Have you ever, t h e n listen and repeat. • P u t s t u d e n t s in pairs t o c o m p a r e w h a t t h e y h a v e a n d haven't
done. Monitor.
• Play t h e rest of t h e audio.
• Ask students to say sentences a b o u t their partner. Check
A u d i o script 7 7 . 2 pronunciation.
1 d r i v e a s p o r t s car - H a v e y o u ever driven a sports car?
2 see a g h o s t - H a v e y o u ever seen a ghost? Pronunciation
3 fly a plane - H a v e y o u ever f l o w n a plane?
a • S a y : see, seen. Elicit and drill t h e s o u n d / i : / in each w o r d t o
4 climb a m o u n t a i n - H a v e y o u ever climbed a m o u n t a i n ?
s h o w t h e y a r e t h e s a m e . R e p e a t w i t h w r i t e , written to show
5 w i n a p r i z e - H a v e y o u ever w o n a prize?
t h e v o w e l s o u n d s are d i f f e r e n t .
6 be on T V - H a v e y o u ever been on TV?
• P u t s t u d e n t s in pairs. Tell t h e m t o l i s t e n a n d t i c k t h e v e r b s
w i t h a different vowel sound. Play audio W ^ l twice.
4 • F o c u s o n t h e e x a m p l e . A s k : What other words go with 'ride'?
• G o t h r o u g h t h e a n s w e r s as a class.
Tell s t u d e n t s t o call o u t t h e i r ideas a n d w r i t e t h e s e on t h e
b o a r d , e . g . ride a motorbike, ride a camel. v o w e l sounds t h a t c h a n g e : w r i t e / w r i t t e n , d r i v e / d r i v e n , g o / g o n e ,
• P u t s t u d e n t s in f o u r g r o u p s . Tell o n e g r o u p t o look at verbs lose/lost
1 - 4 in e x e r c i s e 1 , a n o t h e r t o look at verbs 5 - 8 , e t c . Tell
t h e m t o write more words for each verb. b • Play the audio again for students t o listen and repeat.
• Ask groups t o w r i t e their ideas on t h e board. Drill new • D r i l l e a c h p a i r o f w o r d s as a class a n d i n d i v i d u a l l y . Check
words and check comprehension. pronunciation.

5a • Play audio W M t M all t h e w a y t h r o u g h . • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

• G o t h r o u g h t h e l i s t . P l a y t h e a u d i o ( t o London Marathon) twice. can talk about experiences.
A s k : Has Sunita ever run a marathon? E l i c i t : Yes, she has.
• P o i n t t o t h e l i s t . T e l l s t u d e n t s t o w r i t e yes o r no n e x t t o Follow-up
each item. Play t h e audio twice.
• Play a game o f Guess W h a t (see page 1 1 ) using previously
• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
l e a r n e d v o c a b u l a r y , e . g . run a marathon, fall o f f a ladder.
• G o t h r o u g h t h e a n s w e r s as a c l a s s .

1 yes 2 no 3 yes 4 no 5 yes 6 no 7 no 8 yes

R e s o u r c e a c t i v i t y pages 250 a n d 292
117
 Students compare the present perfect and past simple and
www.frenglish.ru
TEACHER'S NOTES LESSON 78 describe experiences.

• W r i t e : three days ago, three weeks ago, three months ago,

Warm-up
three years ago on the board. Make sentences a b o u t yourself
• Play a g a m e o f B i n g o (see page 1 0 ) t o revise irregular past u s i n g t h e e x p r e s s i o n s , e . g . I went to the gym three days
participles. ago, I went to the dentist's three weeks ago, I bought a new

• Tell students t o fill their grid w i t h irregular past participles computer three months ago, I visited China three years ago.

from page 1 2 1 of the Student's Book. • Point to the time expressions and tell students to make
sentences about themselves.
• N o m i n a t e i n d i v i d u a l s t u d e n t s . A s k : What did you do three
la • A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Where's Cindy? Who is days/weeks/months/years ago? Elicit full sentences with
she talking to? What's she looking at? What country is the Taj ago, e . g . I went to Paris three months ago.
Mahal in?
• Elicit/Teach: lucky. 4 • Read through t h e questionnaire. Elicit/Teach key

• Play audio for s t u d e n t s t o read a n d listen. v o c a b u l a r y , e.g. famous person, something unusual, move

• A s k q u e s t i o n s t o c h e c k c o m p r e h e n s i o n , e . g . Where does house.

Cindy want to go? Has Jordan been to the Taj Mahal in India? • G o t h r o u g h t h e p a s t s i m p l e q u e s t i o n s . W r i t e : Have you

Where did he go with his friends? Did they enjoy the food? ever won a prize? on t h e board. Point t o t h e past simple

• D r i l l e a c h p r e s e n t p e r f e c t a n d p a s t f o r m i n b o l d as a c l a s s q u e s t i o n s . A s k : Which question follows this? E l i c i t : What did

and individually. you win? W r i t e t h i s o n t h e b o a r d a n d u n d e r l i n e won and win

to show the connection.
b • Nominate t w o students to act out the conversation. Check • P u t s t u d e n t s in pairs t o w r i t e t h e q u e s t i o n s in t h e correct
pronunciation. place.
• P u t s t u d e n t s in pairs t o p r a c t i s e . Give t h e m an opportunity
• G o t h r o u g h t h e a n s w e r s as a c l a s s .
t o practise b o t h roles. Monitor.
1 W h a t did y o u win? 2 W h a t did y o u lose? 3 Where did y o u
2 • Go t h r o u g h t h e rules on S t u d e n t ' s B o o k page 112. go? 4 Where did y o u see it? 5 W h o did y o u meet? 6 W h a t did
• G o t h r o u g h t h e f i r s t p a r t o f t h e t a b l e . D r i l l t h e e x a m p l e s as y o u do? 7 W h e n did y o u m o v e ?
a class a n d individually.
• Tell s t u d e n t s t o look at t h e t e x t in e x e r c i s e 1 . A s k : Has
Cindy ever been to the Taj Mahal? How many times has Jordan • Use the questionnaire to talk a b o u t things you've done,
been to India? Who has eaten at the Taj Mahal restaurant? e . g . I won a prize last year in a writing competition. I
E l i c i t : Cindy's never been to the Taj Mahal, Jordan's never wrote a story for a magazine and won a holiday in I r e l a n d .
been to I n d i a , Jordan's eaten at the Taj Mahal restaurant. I had a great time. Make notes on t h e board, e.g. writing
• Read t h r o u g h t h e second part of t h e table. Drill t h e competition, s t o r y , holiday in I r e l a n d .
e x a m p l e s as a c l a s s a n d individually.
• P o i n t to t h e q u e s t i o n n a i r e . Tell s t u d e n t s t o tick t h e t h i n g s
• A s k : Did Jordan go to the Taj Mahal with Lucy? Who did he go they've done and make notes. Monitor.
with? When did he eat there?
• A s k : Who's won a prize? Nominate one of the students.

Students often have problems deciding whether to use Tell t h e o t h e r s t u d e n t s t o ask q u e s t i o n s t o f i n d o u t more

the present perfect or the past simple in English. In i n f o r m a t i o n , e . g . When did you win it? What did you win?

some languages, for example Italian, Dutch, and German, How did you win it? Did you like the prize? Make notes on t h e

the present perfect can be used with or without a time board.

expression so there is no distinction between something • F o c u s on t h e e x a m p l e c o n v e r s a t i o n . P u t s t u d e n t s in pairs

that happened at some point until now, and something and tell t h e m to make conversations a b o u t things they've

that happened at a specified point in the past. done. Monitor.

• A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t something
t h e i r p a r t n e r has d o n e . C h e c k pronunciation.
3 • Do t h e e x a m p l e t o g e t h e r . Play t h e first item on audio
E Q Q . S t u d e n t s h e a r I've seen that f i l m , make a sentence • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
w i t h t h e p a s t s i m p l e a n d last week, t h e n listen and repeat. can say more about experiences.

• Play t h e rest o f t h e a u d i o .
Follow-up
A u d i o script 7 8 . 2
• W r i t e o u t q u e s t i o n s u s i n g Have you ever and expressions
1 I ' v e seen t h a t f i l m .
f r o m l e s s o n 7 7 e x e r c i s e 1 , e . g . Have you ever done a bungee
I saw t h a t film last w e e k .
jump? Have you ever seen a ghost? Prepare one for each
2 I ' v e been t o A t h e n s .
student.
I w e n t t o A t h e n s last w e e k .
3 I ' v e read t h a t b o o k . • H a n d o u t t h e questions. Tell students t o mingle and find out
I read t h a t b o o k last w e e k . how many people have done their activity and when they
4 I ' v e climbed a m o u n t a i n . did it.
I climbed a m o u n t a i n last w e e k .
• C o l l e c t t h e results on t h e b o a r d t o f i n d o u t w h i c h are t h e
5 I ' v e d r i v e n a s p o r t s car.
most c o m m o n and least c o m m o n experiences.
I d r o v e a s p o r t s car last w e e k .
6 I ' v e eaten t h e r e .
I a t e t h e r e last w e e k .
Resource activity pages 251 and 292
• F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
and individually.

166
 Students revise the past simple and present perfectwww.frenglish.ru
and ask
TEACHER'S NOTES LESSON 79 about people's experiences.

Warm-up Anders N o , I h a v e n ' t . I ' v e been second t w o or t h r e e t i m e s ,

b u t I ' v e never w o n a p r i z e .
Collect five pictures of f a m o u s people from different
Interviewer M a y b e n e x t year.
f i e l d s t h a t y o u r s t u d e n t s w i l l r e c o g n i z e , e.g. a r o y a l , a
Anders Yes, M a y b e .
s p o r t s p e r s o n , an explorer, an actor, a p o l i t i c i a n , a m o d e l . Interviewer N o w y o u ' v e also been in a film. Can y o u t e l l us
D i s p l a y t h e p i c t u r e s o n t h e b o a r d . Elicit or g i v e e a c h p e r s o n ' s something about that?
name, where they're from, and w h a t t h e y do / h a v e d o n e . Anders Yes, I was in a film last year. I t was only a small
p a r t a n d , o f course I was . . .
Ask s t u d e n t s to order the people according to w h o they
w o u l d m o s t / l e a s t like t o i n t e r v i e w .
3a • T e l l s t u d e n t s t o l o o k a t q u e s t i o n s 1 - 3 in e x e r c i s e 2 a g a i n .
Put s t u d e n t s in pairs to compare their lists. A s k : What reasons does Anders give?

b • Play the audio again for students t o listen and check.

• E l i c i t / T e a c h : photographer, animal, programme. • G o o v e r t h e a n s w e r s as a c l a s s .
• A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Where is the man?
What is he doing? 1 He likes warm places. 2 He t h i n k s t h e y are b e a u t i f u l .
• Read the i n t r o d u c t i o n . Go through the questions and tell 3 He can't s w i m .

students to answer them.

• G o t h r o u g h t h e a n s w e r s as a c l a s s . Your life
• Read t h e i n t r o d u c t i o n in e x e r c i s e 1 a g a i n . P u t s t u d e n t s in
1 A n d e r s Petersen 2 Denmark 3 He's a p h o t o g r a p h e r . p a i r s . Tell t h e m t o i m a g i n e t h e y are g o i n g t o i n t e r v i e w y o u .
P o i n t t o t h e cues and t e l l s t u d e n t s t o w r i t e an i n t r o d u c t i o n .
• Go t h r o u g h t h e s t a t e m e n t s . E l i c i t / T e a c h key vocabulary, • A s k d i f f e r e n t pairs t o read t h e i r i n t r o d u c t i o n s . Check t h e y
e . g . spider, b i r d , g o r i l l a , f i s h , insect, bear, tree, break, snake, have included i n f o r m a t i o n for each cue.
r a t , build a house. • N o w ask t h e m t o w r i t e an i n t r o d u c t i o n f o r a p a r t n e r .
• Tell s t u d e n t s t o listen and choose t h e correct answers. Play • A s k i n d i v i d u a l s t u d e n t s t o read t h e i r i n t r o d u c t i o n s .
audio "5ES3 twice. • G o t h r o u g h t h e q u e s t i o n s . A s k : What questions could

• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s . you ask? E l i c i t s u g g e s t i o n s , e . g . Have you ever been to

• G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e Spain / Africa? What is your favourite animal, f o o d , place? Have

you ever done a bungee jump, flown a plane, ridden a camel?
audio again, stopping after each answer.
Have you ever won a competition /a prize? When did you go to

l b 2a 3c 4 b 5b 6c 7 a 8b S p a i n / A f r i c a ? How did you win the prize/competition?

• P u t s t u d e n t s in pairs. Tell each s t u d e n t t o w r i t e t h e
q u e s t i o n s t h e y w a n t t o ask. T h e n ask t h e m t o l o o k a t t h e i r
Audio script 7 9 . 1
partner's questions and make notes for their answers.
Interviewer My guest t o d a y comes from Denmark and is a
• S t u d e n t s t a k e it in t u r n s t o i n t e r v i e w each o t h e r .
photographer. He's travelled t o almost every
• A s k pairs o f s t u d e n t s t o a c t o u t t h e i r i n t e r v i e w s . Check
c o u n t r y in t h e world w i t h his camera, and he's taken
thousands o f photographs o f animals. His name is pronunciation.
Anders Petersen. Welcome t o t h e programme, Anders.
Anders T h a n k y o u . It's nice t o be here.
E n g l i s h in t h e w o r l d
Interviewer Y o u ' v e t r a v e l l e d t o so m a n y places. Y o u h a v e n ' t
b e e n t o e v e r y c o u n t r y in t h e w o r l d , b u t have y o u • E l i c i t / T e a c h : pet, hamster, r a b b i t , mouse/mice, exotic, l i z a r d ,
been t o e v e r y c o n t i n e n t ? n a t i o n a l , local, animal show, w i l d l i f e .
Anders N o , I ' v e never been t o A n t a r c t i c a . I like warm • R e a d t h r o u g h t h e t e x t as a c l a s s .
places. • Ask questions a b o u t the t e x t t o check comprehension, e.g. What
Interviewer Now you've taken photographs of a lot of animals, are the most popular pets in Britain? What sort of exotic animals
b u t w h a t are y o u r f a v o u r i t e animals?
do some people keep as pets? What is Crufts?
Anders O h , my f a v o u r i t e animals are spiders.
• A s k s t u d e n t s q u e s t i o n s a b o u t p e t s i n t h e i r c o u n t r y , e . g . Do lots
Interviewer U g h , spiders?
of people in (Mexico) have pets? What kind of pets are the most
Anders Well, y e s . A l o t o f people d o n ' t like t h e m . T h e y
popular? Do many people keep exotic animals?
t h i n k t h a t spiders are scary, b u t in f a c t t h e y ' r e v e r y
b e a u t i f u l . T h e y ' r e also v e r y easy t o p h o t o g r a p h , • F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can
because t h e y d o n ' t m o v e a l o t .
ask someone about their experiences.
Interviewer Are t h e r e a n y animals t h a t y o u h a v e n ' t
photographed?
Anders Yes. I ' v e never p h o t o g r a p h e d fish.
Follow-up
Interviewer Is t h e r e a n y reason f o r t h a t ? Ask students to think back to the Warm-up. Tell t h e m to
Anders Well, a c t u a l l y , I can't s w i m , so . . . w r i t e t h r e e q u e s t i o n s t h e y w o u l d like t o a s k t h a t p e r s o n .
Interviewer N o w , y o u ' v e been t o some v e r y d i f f i c u l t a n d
d a n g e r o u s places. H a v e y o u ever had a n y P u t all t h e s t u d e n t s w h o w a n t e d t o i n t e r v i e w t h e s a m e

accidents? p e r s o n t o g e t h e r to compare their q u e s t i o n s .

Anders Y e s , I have. I f e l l o u t o f a tree a b o u t six years a g o .
A s k groups about their questions. Ask the other students to
Interviewer Did y o u break a n y t h i n g ?
s u g g e s t answers each person might give.
Anders Y e s , I broke m y arm - and o n e o f my cameras, t o o .
Interviewer Oh dear.
Anders B u t t h e w o r s t t h i n g was w h e n I w o k e up w i t h a
snake in my b e d . Resource activity pages 252 and 293
Interviewer U g h . H o r r i b l e . N o w y o u r p h o t o g r a p h s have been in
a l o t o f books and m a g a z i n e s . H a v e y o u ever w o n
a n y prizes?

169
 Students learn expressions for travelling and checking in at an
www.frenglish.ru
airport.

Warm-up Audio script 80.3

1 Clerk A r e y o u t r a v e l l i n g t o Dubai?
• Revise t r a v e l v o c a b u l a r y w i t h a board race. Draw t h r e e
Passenger Yes, I am.
c o l u m n s o n t h e b o a r d w i t h things you take, places, forms of
Clerk Can I see y o u r t i c k e t a n d p a s s p o r t , please?
transport as t h e c o l u m n headings.
Passenger Here y o u are.
• P r e p a r e a l i s t o f t r a v e l w o r d s , e . g . passport, train, clothes, Clerk T h a n k y o u . H o w m a n y bags are y o u c h e c k i n g in?
Passenger Two.
ticket, coach, a i r p o r t , railway station, backpack, bus stop, boat.
Clerk Did y o u pack t h e bags y o u r s e l f ?
• D i v i d e t h e class i n t o t w o t e a m s . S a y a w o r d . Teams race t o Passenger Yes, I d i d .
p u t t h e word in t h e correct c o l u m n . Clerk Has a n y o n e g i v e n y o u a n y t h i n g t o carry?
Passenger No, they haven't.
Clerk Can I see y o u r hand l u g g a g e , please?
1 • A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Where are the people? Yes. Here i t is.
Passenger
What are they doing? Clerk T h a n k y o u . That's fine. N o w w o u l d y o u like a
• G o t h r o u g h t h e l a b e l s . D r i l l e a c h o n e as a class a n d w i n d o w seat or an aisle seat?
individually. Passenger A n aisle s e a t , please.
• E l i c i t / T e a c h : window / aisle seat, boarding card, gate, f l i g h t . Clerk Here's y o u r b o a r d i n g card. B o a r d i n g is at q u a r t e r
• Play audio fa'Bl f o r s t u d e n t s t o read a n d listen. past e i g h t f r o m gate n u m b e r 1 2 . H a v e a nice
flight.
2a • F o c u s o n t h e s t a t e m e n t s . W r i t e : The passenger is travelling to Passenger Thank you. Goodbye.
Japan, o n t h e b o a r d . A s k : Is this true or false? Elicit: false. Clerk Goodbye.
• Tell s t u d e n t s t o read t h e t e x t again and decide if t h e Passenger Do I check in here for B a n g k o k ?
s t a t e m e n t s are t r u e or f a l s e . Clerk Yes. Can I see y o u r t i c k e t and p a s s p o r t , please?
• G o o v e r t h e a n s w e r s as a class. Passenger Here y o u are.
Clerk T h a n k y o u . H o w m a n y bags are y o u c h e c k i n g in?
I F 2 T 3 F 4 T 5 F 6T Passenger J u s t one.
Clerk Did y o u pack t h e bag y o u r s e l f ?
• Look at the first statement again. Ask students to correct Passenger Yes, I d i d .
i t . E l i c i t : He's travelling to Mexico. Clerk Has a n y o n e g i v e n y o u a n y t h i n g t o carry?
• P u t s t u d e n t s in pairs t o c o r r e c t s t a t e m e n t s 3 a n d 5. Elicit: Passenger No, they haven't.
Clerk Can I see y o u r hand l u g g a g e , please?
He's checking in one bag. He has got hand luggage.
Passenger Yes. here it is.
b • Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n . Check Clerk T h a n k y o u . That's fine. N o w w o u l d y o u like a
pronunciation. w i n d o w seat or an aisle seat?
• P u t s t u d e n t s in pairs t o practise t h e conversation. Passenger A w i n d o w seat, please.
Clerk Here's y o u r b o a r d i n g card. B o a r d i n g is at t e n
3a • F o c u s on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d o'clock f r o m g a t e n u m b e r 4 6 . H a v e a nice f l i g h t .
a n d u n d e r l i n e t h e m in t h e t e x t . Passenger Thank you. Goodbye.
• W r i t e : Can I see your and passport? on t h e board. Ask Clerk Goodbye.
students to supply the missing word. Elicit: ticket.
• Ask students to complete the expressions. N o m i n a t e t w o s t u d e n t s , A a n d B . S t u d e n t A is t h e c h e c k -
i n c l e r k , a n d S t u d e n t B is t h e p a s s e n g e r . P o i n t t o t h e
b • Play audio M O M for students t o check their answers.
c o n v e r s a t i o n in e x e r c i s e 1 a n d t h e t a b l e in e x e r c i s e 4 . T e l l
• Play the audio again while students listen and repeat.
t h e m to make the first conversation. Check pronunciation.
P u t s t u d e n t s in pairs t o m a k e t h e t h r e e conversations.
t i c k e t , bags, p a c k , a n y t h i n g , w i n d o w , nice
R e m i n d t h e m t o swap roles for each c o n v e r s a t i o n . Monitor.

• Focus on the Language note. Write: How much luggages A s k pairs o f s t u d e n t s t o a c t o u t o n e o f t h e i r conversations.

have you got? o n t h e b o a r d . A s k : Is this correct? F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I

E l i c i t / E x p l a i n t h a t luggage is u n c o u n t a b l e , s o d o e s n ' t h a v e can check in at an a i r p o r t .
a plural f o r m .

4 • I d e n t i f y w h e r e D u b a i a n d B a n g k o k are.
Follow-up
• Play audio all t h e w a y t h r o u g h . • P u t s t u d e n t s in small g r o u p s . Tell t h e m t h e y are g o i n g t o
• Draw the table on the board. organize an end-of-course day trip. They have to decide the
• Play the first conversation twice. Ask students to complete following information: destination, dates, form of transport,
t h e t a b l e f o r t h e f i r s t p a s s e n g e r . E l i c i t : two, window, 8.15, activities, and things people will need t o take. Ask t h e m to
gate 12 a n d w r i t e t h e a n s w e r s i n t h e f i r s t c o l u m n . make posters to advertise their trip, then present their trips
• Repeat with the second conversation. t o t h e class.

1 t w o , w i n d o w , 8 . 1 5 , gate 1 2
2 o n e , w i n d o w , t e n o'clock, g a t e 46 R e s o u r c e a c t i v i t y pages 253 a n d 293

R e v i e w a n d W o r d l i s t s Lesson 7 3 - 8 0
S t u d e n t ' s B o o k pages 1 0 1 - 1 0 2

117
 Students do a general language review and hearwww.frenglish.ru
the end of
TEACHER'S NOTES EPILOGUE the story.

Warm-up A u d i o script 8 1 . 2
Peter Can I have a t i c k e t t o S i n g a p o r e , please?
• Use t h e pictures f r o m t h e s t o r y l i n e lessons t o revise t h e
C o u n t e r clerk For t o d a y ' s f l i g h t , sir?
story from the beginning to date. Ask questions about the
Peter Yes, please.
c h a r a c t e r s a n d t h e s t o r y , e . g . Who's this? Where do they work? Lucy B u t y o u need y o u r p a s s p o r t , Peter.
Where did they meet? Peter I ' v e g o t i t . I t r a v e l a l o t in m y j o b , so I carry i t
all t h e t i m e .
C o u n t e r clerk Here y o u are, sir. B u t y o u have t o hurry. T h e
1 • Play audio H W to familiarize students with how the story
check-in desk is g o i n g t o close in t w o m i n u t e s .
develops and w i t h the characters' voices.
Peter Thank you.
• E l i c i t / T e a c h key v o c a b u l a r y for each p i c t u r e , e.g.
p i c t u r e 1 : soon, important Jordan B y e , Peter.
Lucy G o o d luck.
p i c t u r e 2 : departure lounge, I expect
Peter Thanks. Bye.
p i c t u r e 4 : f l i g h t number, destination
• W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a c l a s s a n d Clerk Can I see y o u r b o a r d i n g card, please, sir? . . .
individually. T h a n k y o u . Please t a k e a seat in t h e l o u n g e .
• Tell s t u d e n t s t o cover t h e t e x t . Ask some q u e s t i o n s about Peter T h a n k y o u . . . H e l l o , Sarah.

t h e p i c t u r e s t o check basic c o m p r e h e n s i o n , e.g. Sarah Peter! W h a t are y o u d o i n g here?

Peter I have t o t a l k t o y o u .
p i c t u r e 1 : Who can you see? Where are they? What are they
Sarah It's O K . Y o u d o n ' t have t o t e l l me. I k n o w all
doing? Who Is Peter talking to? What do you think he's
about it.
saying?
Peter I'm n o t g e t t i n g m a r r i e d , S a r a h . T h a t was m y ex-
p i c t u r e 2 : What are they doing now? What is Lucy holding?
w i f e . She's g e t t i n g married a g a i n .
What do you think she's doing? Sarah B u t Ryan said . . .
p i c t u r e 3 : Where are they now? Peter Well, R y a n g o t i t all w r o n g .
p i c t u r e 4 : Where is Sarah? Where is she going? What's her Sarah O h , so . . .
flight number? Peter S o , are y o u g o i n g t o come back w i t h me now?
• Play t h e audio again. Sarah N o , I'm n o t .
Peter O h , w h y not?
• Ask questions a b o u t the t e x t to check comprehension, e.g.
Sarah I ' v e g o t a b e t t e r i d e a . H a v e y o u ever been t o
p i c t u r e 1 : Who does Peter want to talk to? Has Sarah checked
S i n g a p o r e , Peter?
in? Has the desk closed? Have all the passengers checked in?
Announcement T h e flight for Singapore is n o w ready for boarding.
p i c t u r e 2 : Where does Jordan think Sarah is? Is she answering
Please have y o u r boarding cards and passports
her phone? Why not? When does her f l i g h t leave?
ready. We will be boarding from r o w s . . .
2 • Encourage students to guess w h a t happens next.
Ask questions to elicit predictions, e.g. 4 • Focus on t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m to
Why is Sarah going back to Singapore? practise t h e story, each taking one part.
Who does she want to marry? • G i v e s t u d e n t s an o p p o r t u n i t y t o practise each role. Monitor.
Why can't she marry him? • Ask one group t o act o u t t h e s t o r y for t h e rest of t h e class.
Does Peter want to marry Sarah?
• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I
What do you think Peter is going to do?
can start English for Life Pre-intermediate.
Do you think Sarah is going to go home?
Do you think Peter and Sarah are going to get married?
Follow-up
• P u t s t u d e n t s in small g r o u p s t o discuss w h a t h a p p e n s next.
• Ask s t u d e n t s t o call o u t their ideas and w r i t e these on t h e • Revise v o c a b u l a r y covered in t h e book. Select t e n of t h e can
board. d o statements at the end of each vocabulary lesson.

3 • E l i c i t / T e a c h : carry, h u r r y , luggage, good luck. • P u t s t u d e n t s in t w o t e a m s . A s k o n e m e m b e r o f each t e a m to

• Tell s t u d e n t s t o listen and compare their ideas. Play audio come to the board to write.

I3W-1 twice. • Tell s t u d e n t s y o u will call o u t a t o p i c . T h e y h a v e o n e minute

• Ask questions a b o u t the t e x t t o check comprehension, e.g. t o c a l l o u t a s m a n y w o r d s as p o s s i b l e f r o m t h a t t o p i c a n d t h e
What does Peter buy? Why does he have to hurry? Has he got w r i t e r has t o w r i t e t h e m on t h e board.
his passport with him? Why does he carry his passport? What
• A w a r d a point for each word t h a t students write correctly,
does he tell Sarah? Is Sarah going to stay in England? What
then move on to the next topic.
are Peter and Sarah going to do? If necessary, play the audio
again, s t o p p i n g a f t e r each answer.
• Go t h r o u g h s t u d e n t s ' ideas t o see w h o guessed correctly.

173
 Pleased to meet you H o w do you spell ' h a pwww.frenglish.ru
py'?
Photocopiable p.174 Photocopiable p.175

1 Aim: To practise introducing yourself, and spelling 1 Aim: To practise naming things in a classroom

2 Activity type: Cued conversation then pairwork 2 Activity t y p e : Gapped conversations

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for every two • Make one copy of the worksheet for each student.

students. Cut the worksheets in half and give one • B r i e f l y r e v i s e t h e l a n g u a g e t h a t is p r a c t i s e d i n the

sheet to each student. worksheet. For example:

• Ask students to read t h e cues. 1 Pick u p a pen. What's this? Elicit: It's a pen.
Ask:
• Elicit t h e wording of the conversation with a 2 Point to somebody's Ask: What are
books.

confident student. For example: those? Elicit: They're books.

You Hi. I'm (Mana Garcia). 3 Ask: How do you spell 'glasses'? Elicit: It's G-L-A-
Student Pleased to meet you, (Maria). How do double-S-E-S.
you spell your surname? 4 Ask: What does 'Italian' mean? Elicit: from Italy.
You It's (G-A-R-C-I-A). • Give students a copy of the worksheet. Focus on

Student My name's (Miguel). the first picture and the example. Ask students

You Nice to meet you, too, (Miguel), etc. to read the g a p p e d conversation and to find the

• P u t students in A / B pairs. Assign t h e role of missing word from the box. Elicit t h e answer

A or B to each student. Students practise the notebook a n d ask students t o cross o u t t h e w o r d in

conversation giving information about themselves. the box.

W h i l e t h e y are practising, circulate to give help • Ask students t o w o r k in pairs t o c o m p l e t e the

with spelling, pronunciation, and the vocabuLary rest o f t h e c o n v e r s a t i o n s . W h i l e t h e y are working,
of jobs/places to work. Give students time to circulate to help with meaning, spelling, and
practise their conversation more than once. Drill vocabulary.
difficult words and lines as a class if necessary. • Check the answers by asking different pairs of

• Ask two confident students to act out the students t o read o u t t h e conversations. Drill

conversation to the class. difficult words and lines as a class i f necessary.

• As an extension, students can s w a p pairs and • For exercise 2, ask students to practise all o f the

practise the conversation again. conversations in their pairs.

• As an extension, students can practise making

SAMPLE ANSWER
more conversations by substituting key words, e.g.

A What's (this)?
A Hi. I'm ( J e a n Cantal).
B Pleased t o meet y o u , ( J e a n ) . H o w do y o u spell y o u r
surname? B It's a (pencil).
A It's ( C - A - N - T - A - L ) .
B I'm (Alicia). ANSWERS
A Nice t o meet y o u , t o o (Alicia). H o w do y o u spell this / n o t e b o o k
y o u r first name? these / pens
B (A-L-I-C-I-A). that / window
A W h a t do y o u do? those / books
B I'm a (nurse). W h a t a b o u t you? mean
A I work for a (TV c o m p a n y ) . say
B O h , that's interesting. spell
say

137
 It's on t h e f o u r t h floor Hello and goodbye www.frenglish.ru
Photocopiable p.176 Photocopiable p.177

1 Aim: To practise using numbers and asking about 1 Aim: To practise saying hello and goodbye

location
2 Activity t y p e : Choosing the correct words

2 Activity type: Writing numbers from pictures then

3 Time: 15 minutes
pairwork
4 Instructions:
3 Time: 15 minutes
• Make one copy of the worksheet for each student.

Instructions: • Give students a copy of the worksheet. Focus on

• Make one copy of the worksheet for each student. the pictures. Ask questions to establish the

• Review numbers 1-100, using any of these methods: context, How many people are there? Four.
e.g.

1 Say: o n e . P o i n t t o t h e class a n d elicit t w o . Where are they? In an office. What time of day is it
Say: three. P o i n t t o t h e class a n d elicit four. in picture 1 ? It's morning. What time of day is it in
Continue up to number 20. With confident picture 6? It's evening.
students, repeat the same process counting • Ask students to read the conversation in picture 1

backwards. and elicit t h e answers: morning and later. Tell them

2 Say: twenty. P o i n t t o t h e class a n d elicit thirty. t o cross o u t t h e w r o n g words each time.

Say: forty. P o i n t t o t h e class a n d elicit fifty. • S t u d e n t s w o r k in pairs a n d c o n t i n u e c h o o s i n g the

Continue up to a hundred. correct alternatives in t h e o t h e r conversations.

3 Write the following numbers on the board: 1st, While they are w o r k i n g , circulate to help with

2nd, 3rd, 4 t h , 5th, 6th, 7th, 8th, 9th, 10th. vocabulary and comprehension.

Point to each n u m b e r in order a n d elicit first, • Check the answers by asking different pairs t o read

second, etc. Then point to each number in out their conversations. Drill difficult w o r d s and

random order. lines as a class i f necessary.

4 Write any combination of numbers, e.g. 5, 37, • For exercise 2, p u t students in n e w pairs a n d tell

99, etc. Students write the n u m b e r s in words in them to practise the conversations.

their notebooks. Write the words on the board • As an e x t e n s i o n , ask c o n f i d e n t pairs t o act out

to check students' answers. t h e i r c o n v e r s a t i o n s t o t h e class. Alternatively,

• Give students a copy of the worksheet. Ask them students can w o r k in groups o f four and each take

to look at t h e e x a m p l e and elicit t h e answer t h e role of o n e o f t h e characters.

twenty-seven. Point to the next picture and elicit

the answer third. ANSWERS

1 morning
• Students work individually to complete the 2 later
worksheet. 3 How
4 Hello
• Check answers by asking individual students to
5 Good
write the words on the board.
6 See y o u
• For exercise 2, ask students t o read the 7 Goodnight
conversation to themselves. Then read it aloud it 8 Hi

with a confident student.

• P u t students in pairs a n d tell t h e m to practise the

conversation.

• As an extension, demonstrate how to change the

information in t h e conversation working with a

confident student, e.g.

Student Excuse me. Where's the meeting?

You It's in Room (64).
Student Room (64)? Where's that, please?
You It's on the (seventh) floor.
Student Thank you.
• Students practise making more conversations in

pairs.

ANSWERS
1 twenty-seven
2 third
3 fifth
4 fifty-nine
5 ten / t h i r t y / fifty / seventy / ninety
6 fifteen
7 five
8 ninth
9 eighty-eight
10 forty-two 137
5 Countries and
Photocopiable p.178
nationalities
6 They aren't at
Photocopiable p.179
home
www.frenglish.ru

Aim: To practise countries and nationalities 1 Aim: To practise t o b e in s t a t e m e n t s and questions

Activity type: Word puzzle 2 Activity type: Correcting information then gapped

questions and answers

Time: 15 minutes

Instructions: 3 Time: 15 minutes

• Make one copy of the worksheet for each student. 4 Instructions:

• Briefly review the names of countries and • Make one copy of the worksheet for each student.

corresponding nationalities. Argentina

Say: to the • Hold up an object, e.g. a pencil. Say: This is a
whole class a n d elicit Argentinian. Say: France and pen. Elicit: It isn't a pen. It's a pencil. Point to

elicit French. Continue with other countries and somebody in t h e class a n d call t h e m by the wrong

nationalities. Y o u can also reverse t h e process by name. Say: He's Hiroko. Elicit: He isn't Hiroko.
saying the n a m e of a nationality and eliciting the He's Paolo. Continue in the same w a y with other

country. objects and students in t h e class.

• Give students a copy of the worksheet. Ask them • Give students a copy of the worksheet. Focus on

to look at the word snake. Explain that there are the first picture. It's Room 5.
Say: Elicit the

the names of 14 countries hidden in t h e snake. response It isn't Room 5. It's Room 7. Continue in

• Ask a s t u d e n t t o read o u t the n a m e of t h e first the same way with the remaining pictures. Make

circled c o u n t r y : Argentina and point out that it sure students know the vocabulary they need to

is w r i t t e n n e x t t o t h e c o u n t r y i n n u m b e r 1 i n the use, e.g. on holiday, at work. When you have

table. T h e n ask students t o find t h e next country in finished, ask students to correct the wrong

the word snake. Elicit: China and ask t h e m t o write information on their sheets. While they are

it next t o t h e country in n u m b e r 2. Remind students working, circulate to help with any problems.

t h a t countries start with a capital letter. • Check the answers by asking individual students to

• Students continue working individually to find the read o u t their sentences. Write them on the board.

words in t h e w o r d snake a n d to write t h e m next to Drill t h e pronunciation if necessary.

'Country' in t h e table in t h e order t h e y find them. • Before students do exercise 2, p i c k up an object

Circulate to help with spelling and to make sure from your desk, e . g . a b o o k . Ask: Is this a book?
students are writing t h e countries in t h e correct Elicit: Yes, it is. Point to a student and ask about

order. him/her giving the wrong nationality, e.g. I s h e

• When they have finished, check the answers by French? Elicit: No, he isn't. C o n t i n u e in t h e same

calling o u t each n u m b e r and eliciting the name way with o t h e r o b j e c t s a n d s t u d e n t s in t h e class.

of the country, e.g. Say: Number 1 and elicit • Ask students to complete the questions and

Argentina. answers in exercise 2.

• Before students do exercise 2, Argentina say • Check the answers by asking students to read them

a n d askWhat's the nationality? Elicit the out. Drill t h e pronunciation if necessary.

example Argentinian. Say: China. Ask: What's the • P u t s t u d e n t s in pairs t o practise the conversations.

nationality? Chinese.
Elicit t h e answer Ask students • As an extension, ask students t o make up more

t o write t h e rest of t h e nationalities under the conversations a b o u t objects and students in the

countries in t h e table. Circulate to help the class class.

with spelling.
ANSWERS
• Check the answers by calling out each country and
Exercise 1
eliciting the nationality. Drill t h e pronunciation if 1 I t isn't Room 5. It's Room 7 .
necessary, e s p e c i a l l y w h e r e t h e r e is a c h a n g e in 2 She isn't a film star. She's a singer.

stress, e.g. Japan, Japanese. 3

4
He isn't T o m . He's S a m .
They aren't at home. They're at work.

ANSWERS 5 She isn't English. She's Spanish.

1 Argentina / Argentinian 6 They aren't at a conference. They're on holiday.

2 China / Chinese Exercise 2

3 Britain / British 1 Is / i s
4 Holland / Dutch 2 Are / ' m n o t
5 Russia / Russian 3 Are / are
6 Spain / Spanish 4 Is / isn't
7 t h e U S A / American 5 Is/is
8 Poland / Polish 6 Are / am
9 Japan/Japanese 7 Are / aren't
10 Brazil / Brazilian 8 Is / isn't
11 Germany / German
12 France / French
13 H u n g a r y / Hungarian
14 Australia / Australian
 What's y o u r first
Photocopiable p.180
name?
8 W h a t t i m e is t h e
Photocopiable p.181
m e e t iwww.frenglish.ru
ng?

1 Aim: To practise giving a n d asking for personal 1 Aim: To practise talking a b o u t days and times

information 2 Activity t y p e : Matching then making conversations

2 Activity type: Role play from prompts

3 Time: 15 minutes 3 Time: 15-20 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for every two • Make one copy of the worksheet for each student.

students. Cut t h e w o r k s h e e t s in half. • Spend a few minutes practising days and times.

• Put students into male/female pairs where Say Monday. Elicit t h e rest of t h e days o f t h e week

possible. The male students should take the role in order f r o m t h e students. Draw clock faces on the

of Student B a n d t h e f e m a l e s t u d e n t s t h e role of board with different times, e.g. twenty to seven,

Student A. Hand out the corresponding half of the half past eight, three o'clock, quarter to nine, etc.

worksheet. Point t o one of the clocks. Say: What's the time?

• Briefly revise question f o r m a t i o n . Write the Elicit t h e correct answers.

following words on the board: is/name?/ • Give students a copy of the worksheet. Focus on

What/your; your/ Jose?/name/Is; old /you? / How/ the first picture. Elicit t h e man's question. What's
are; you / Are/29? Ask students to tell y o u the the time? Elicit the w o m a n ' s It's ten past
answer.

correct order for the words. Make up more w h - and seven. Focus on the conversations Which
a n d ask

yes/no q u e s t i o n s a n d c o n t i n u e in t h e s a m e way. conversation? Elicit: It's conversation d and tell

• Ask students to look at the blank application forms students to write the letter d in t h e box.

on their worksheets. Title.

Focus on the word • S t u d e n t s w o r k in pairs t o c o m p l e t e t h e matching

Ask: What's the question? Elicit: What's your title? exercise. While t h e y are w o r k i n g , circulate to help

Elicit more questions, What's your first name?

e.g. with any problems. Check the answers with the

What's your surname? W i t h w e a k e r classes, elicit class.

all t h e q u e s t i o n s t h e s t u d e n t s will n e e d t o ask (see • Ask students to look at exercise 2. Demonstrate

Answers below). Drill t h e questions w i t h t h e whole the task with a confident student. Ask: What's
class if necessary. the time? and elicit It's half past three. With a

• M a k e sure s t u d e n t s u n d e r s t a n d t h e c o n t e x t o f the w e a k e r class, elicit all o f t h e c o n v e r s a t i o n s with

i n t e r v i e w , i . e . t h e d i r e c t o r o f a l a n g u a g e s c h o o l is t h e w h o l e class first. I n t h e i r pairs, students

interviewing a new student. First, S t u d e n t A looks at practise the conversations. Circulate to help with

her information and answers Student B's questions. pronunciation. Drill difficult words and lines as a

When they have finished, Student B looks at his class if necessary.

i n f o r m a t i o n a n d a n s w e r s S t u d e n t A's questions. • Ask confident students to act out their

Circulate w h i l e s t u d e n t s d o t h e role play t o help conversations to the class.

them, and note down any common mistakes.

• Ask confident students to act out their interviews

ANSWERS
to the class.
Exercise 1
1 d
SAMPLE INTERVIEW
2 e
A What's y o u r title?
3 b
B Mr.
4 a
A What's y o u r first name?
5 c
B Wen.
A What's y o u r surname? Exercise 2
B Morioka. Sample answers
A H o w old are you? 1 A What's the time?
B I'm 34. B It's half past three.
A Are y o u single? 2 A When's the music class?
B N o , I'm n o t . I'm married. B It's on Wednesday. It's at quarter past seven.
A What's y o u r nationality? 3 A When's Suzie's party?
B I'm J a p a n e s e . B It's on Saturday 5th J u l y . It's at half past eight.
A W h a t do y o u do?
B I'm teacher.
A What's y o u r address?
B It's 67 H a m p t o n Hill, L o n d o n .
A What's y o u r postcode?
B It's S E 4 9RT.
A What's y o u r t e l e p h o n e number?
B It's 0 2 0 7 946 3 2 5 5 .
A What's y o u r mobile number?
B It's 0 7 6 1 0 7 8 6 1 2 5 .
A What's y o u r email address?
B It's w m @ m o r i . n e t .
137
 9 Everyday
Photocopiable p.182
life
10 We w o r k in a cafe
Photocopiable p. 183
www.frenglish.ru

1 Aim: To practise everyday life vocabulary 1 Aim: To practise present simple positive and negative

2 Activity t y p e : Crossword 2 Activity type: Gapped sentences

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for every two • Make one copy of the worksheet for each student.

students. Cut t h e w o r k s h e e t s in half. • Give students a copy of the worksheet. Ask

• Show a worksheet to the students. Ask What's this? students to look at the pictures and the speech

and elicit A crossword. bubbles on the left. Point t o t h e first picture and

• Put students in A / B pairs. Assign t h e role o f A the verb work. Ask a confident student to read the

or B to each student. Hand out the corresponding example to the class.

half of the worksheet. • Ask students to complete the remaining speech

• Draw an arrow pointing d o w n and an arrow bubbles. Remind them to use t h e first person I or

pointing across on t h e board and elicit the W e form and not to focus on the sentences on the

directions down and across. Ask an A student to right at this stage. Remind them to use a negative

look at their first clue a n d ask What's 1 down? verb f o r m in sentences t h a t h a v e a cross through

Elicit t h e answer dinner. Ask another student to them: 3, 6, a n d 7. Circulate to help students with

spell the word and write it on the board. Then ask vocabulary and spelling.

all t h e s t u d e n t s t o w r i t e t h e w o r d in t h e crossword. • Check the answers by saying Picture 2. Elicit: I live

• Ask a B student to Look at their first clue and ask near the cafe, etc.
What's 2 across? Elicit t h e answer go. Ask another • For exercise 2, ask students t o look at the

student t o spell the word and write it on the sentences on the right. Ask a different student to

board. Then ask all t h e s t u d e n t s t o w r i t e t h e word read t h e e x a m p l e t o t h e class.

in t h e crossword. • Students complete the remaining gapped sentences

• S t u d e n t c o m p l e t e their crosswords in pairs reading in t h e r i g h t - h a n d column. Remind them to use the
o u t their clues t o each other and deciding together third person he, she, or they forms.
what activities go where. Circulate to help them • Check the answers by saying Picture 2. Elicit: Hazel
with spelling and to correct their pronunciation if lives near the cafe, etc.
necessary. • As an extension, ask students to make sentences

• Check the answers by asking What's 2 across?, etc. I work in an office.

t h a t are true for t h e m , e.g.

for all t h e clues. I start work at eight o'clock, etc.

ANSWERS ANSWERS
Down 1 We work in a cafe. / Tim and H a z e l work in a cafe.
1 dinner 2 I live near t h e cafe. / H a z e l lives near t h e cafe.
2 get 3 I d o n ' t live near t h e cafe. / Tim doesn't live near t h e cafe.
4 finish 4 We start work at 7 . 3 0 a . m . / They start work at 7 . 3 0 a . m .
5 leave 5 I wash t h e glasses. / H a z e l washes t h e glasses.
7 watch 6 I don't wash t h e glasses. / Tim doesn't wash t h e glasses.
9 start 7 We d o n ' t like t h e j o b . / T h e y d o n ' t like t h e j o b .
8 We like t h e money. / They like the money.
Across
2 go
3 breakfast
5 lunch
6 shopping
7 wake
8 shower

137
 11 My day
Photocopiable p.184 12 That's funny
Photocopiable p.185
www.frenglish.ru

1 Aim: To practise writing a b o u t a person's everyday life 1 Aim: To practise responding to t h i n g s people say

2 Activity type: Guided writing 2 Activity t y p e : Gapped conversations

3 Time: 20 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for every two • Make one copy of the worksheet for each student.

students. Cut t h e worksheets in half and give one • Give students a copy of the worksheet. Focus on

sheet to each student. the first picture. Establish the context. Ask: Where
• Ask students to look at the information in the are the people? and elicit In
chart. Hold up a spare worksheet and point to a cafe.
the photo.Ask: What's her name? Elicit: Megan • Ask two confident students to read t h e first
McGuire. Ask: Where's she from? Elicit: Edinburgh. conversation aloud. When they get to the gap,
With weaker students, continue asking questions elicit t h e missing word know from the words in the
a b o u t t h e rest o f t h e information. box. With a w e a k e r class, repeat this procedure

• Ask students to read t h e first sentence and elicit with the other pictures before they complete the

the missing words Megan McGuire. Students then gaps. Otherwise, p u t students in pairs a n d ask

continue to complete the gapped text on their them to complete the worksheet.

own, using the information given. Circulate to help • When they have finished, check the answers by

with any problems. asking four confident students to take parts and

• When all t h e s t u d e n t s have finished, check the read o u t t h e different parts of t h e conversations.

answers by asking confident students to read out Drill difficult w o r d s a n d lines as a class if

sections of the text. necessary.

• Check understanding of the story by holding up the

ANSWERS
worksheet, pointing to the characters in turn and

Who's that?
1 Megan McGuire
2 Edinburgh asking Elicit t h e characters' names. Then
3 bookshop Where's Tim? He's
ask questions a b o u t t h e story, e.g.
4 by bus
at the sports centre. Who fancies Anna? Tim. Where's
5 nine o'clock / 9 a . m .
Anna now? She's at the sports centre. Why is she at
the sports centre? Because she fancies Tim.
6 seven o'clock / 7 a . m .
7 eight o'clock / 8 a . m .
8 five o'clock / 5 p . m . • For exercise 2, put students into groups of four
9 go home
and assign each student a character from the story.
10 have dinner
Tell t h e m to practise the conversations. Circulate
11 like books
12 earn a lot o f money to help with pronunciation and intonation. Be
13 long j o u r n e y prepared t o drill difficult words a n d lines again
14 go t o work
if necessary. Ask confident groups to act out the
15 go shopping
conversations to the class.
16 friends

ANSWERS
1 know
2 right
3 funny
4 Really
5 Really

137
 13 Free-time
Photocopiable p.186
activities
14 W h a t d o y o u d o i n y o u www.frenglish.ru
Photocopiable p.187
r free time?

1 Aim: To practise the vocabulary of free-time activities 1 Aim: To practise present simple questions

2 Activity t y p e : Writing sentences a b o u t pictures then 2 Activity type: Writing questions then a survey

guessing game
3 Time: 15 minutes

3 Time: 15 minutes
4 Instructions:
4 Instructions: • Make one copy of the worksheet for each student.

• Make one copy of the worksheet for each student. • Give students a copy of the worksheet. Explain that

• Give students a copy of the worksheet. Ask them i t is a s u r v e y w i t h different questions on music,

to look at picture 1 and the example sentence. sport, TV, etc. Tell students t h a t t h e y have to write

Explain that students need to use a verb from box the questions.

A and a noun from box B, and write sentences • Ask students t o look at t h e first set of cues and

about the people. Tell s t u d e n t s t o cross o u t t h e read o u t t h e e x a m p l e question Do you like music?
piano in box B. Ask t h e m t o look at the second set of cues and

• Students write the sentences for the remaining elicit t h e second question What kind of music do
pictures. Remind students to use t h e verbs and you listen to?
n o u n s in t h e boxes. T h e n o u n s are o n l y used once. • Ask students to continue writing out the questions.

• Check the answers by calling out the picture Circulate to help with problems of question

numbers and asking different students to give you formation and w o r d order. Check t h e answers with

the answers, e.g. Picture 2-1 listen to the radio. class.

• For exercise 2, tell students to cover the words • For exercise 2, p u t students in pairs. Ask different

and sentences 1-14. Demonstrate the activity. Say: students t h e first question in t h e survey D o y o u

I play table tennis. Who am I? Elicit: Picture 14. like music? Elicit: Yes, I do. No, I don't. or Then

Put students in pairs a n d ask t h e m to take it in ask What kind of music do you listen to? Elicit the

turns to describe and guess. names of different singers and I listen

bands, e.g.

to Coldplay. I f a n y o f t h e s t u d e n t s d o n ' t like music,

ANSWERS
1 I play t h e piano.
explain that they I don't listen to music.
can reply

• Explain t h a t they should write their partner's name

2 I listen t o t h e radio.
3 I read books. in t h e space at t h e t o p o f t h e w o r k s h e e t . Students
4 I play f o o t b a l l . then ask a n d answer t h e questions on t h e survey
5 I do karate.
in pairs a n d write d o w n their partner's answers in
6 I read magazines.
the spaces. Circulate to help with vocabulary and
7 I do y o g a .
8 I go j o g g i n g . pronunciation.
9 I go t o restaurants. • When students have finished, ask t h e m to swap
10 I play t h e v i o l i n .
pairs. T h e y can t h e n tell their n e w partners
11
12
I go s w i m m i n g .
I go t o t h e cinema.
Miguel likes music.
a b o u t their first partner, e.g.

13 I listen t o music. He listens to Green Day. He plays sport. He plays

14 I play table t e n n i s . football and tennis, etc. Ask confident students to

report back to the class.

ANSWERS
1 Do y o u like music?
2 W h a t kind o f music do y o u listen to?
3 Do y o u play sport?
4 W h a t sports do y o u play?
5 Do y o u watch TV?
6 When do y o u watch TV?
7 Do y o u like books and magazines?
8 W h a t books and magazines do y o u read?
9 Do y o u meet y o u r friends at t h e weekend?
10 Where do y o u go?

137
 15 What do people
Photocopiable p.188
like?
16 Two coffees,
Photocopiable p.189
please www.frenglish.ru

1 Aim: To practise talking about likes a n d dislikes 1 Aim: To practise ordering food and drink

2 Activity t y p e : Questionnaire then mingle 2 Activity t y p e : Gapped conversations then pairwork

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for every two • Make one copy of the worksheet for each student.

students. C u t t h e w o r k s h e e t s in h a l f a n d g i v e one • Briefly review h o w t o say prices in English. Write:

sheet to each student. £1.50 on the board. Elicit: One pound fifty, etc.

• Elicit t h e first question in t h e questionnaire • Give students a copy of the worksheet. Ask them

Do you like cooking? Ask different students the to look at the menu. Say different items and elicit

same question and elicit Yes, I do. or No, I don't. t h e prices, e.g. One cappuccino to drink here.
Say:
Tell t h e class t o tick e i t h e r Y e s or N o under the Elicit: £2.70. One tea to take out
Say: and elicit

heading M E . W i t h w e a k e r classes, briefly review £1.60. Say: One lemonade to drink here and one
t h e v o c a b u l a r y in all t h e q u e s t i o n s t o check cake. Elicit: £3.10, etc.

understanding. Y o u can ask students to mime or • Put students in pairs. Ask t h e m t o read the

elicit examples to do this. conversations t o g e t h e r a n d t o fill in t h e missing

• Students work individually to complete the prices. Circulate t o help with pronunciation.

questionnaire, looking at the questions and ticking • Check the answers by asking different pairs of
either Y e s or N o . Circulate to h e l p as necessary. confident students to read o u t their conversations

• E x p l a i n t h a t s t u d e n t s are g o i n g t o ask o t h e r people t o t h e class. Drill difficult w o r d s a n d lines as a

in t h e class a b o u t t h e t h i n g s in t h e questionnaire. class if necessary.

Demonstrate with a small group of confident • For exercise 2, ask students t o make up their own

students. Ask them t o s t a n d in a g r o u p near you. conversations about different items on the menu.

Ask the first question Do you like cooking? and Demonstrate the task with a confident student,

write the name of a student who says Y e s , I do. e.g.

in THE CLASS column. Ask students to stand up You One orange juice, please.
a n d w a l k r o u n d t h e class a s k i n g people if they Student To drink here or take out?
like t h e t h i n g s o n t h e list. R e m i n d t h e m t o write You To take out, please.
the name of a person who likes an a c t i v i t y in T H E Student Would you like anything else? etc.

CLASS column. Give students about five minutes to • Ask confident students to act out their
complete this activity. conversations to the class.
• Ask confident students to report back to the class.
ANSWERS
Ask different questions to ensure that students

practise different forms, What does Tomas like

e.g.
1
2
£2.10
£4.60
doing? Does Anna like sailing? Do Viktor and Yoshi 3 £3.20

like eating Indian food? Maria, do you and Eduardo

like jogging?, etc.

137
 17 Family members
Photocopiable p. 190 18 M a x has g o t a car
Photocopiable p. 191
www.frenglish.ru

1 Aim: To practise family vocabulary 1 Aim: To practise using have got

2 Activity t y p e : Information gap then gapped 2 Activity t y p e : Writing sentences then pairwork

sentences
3 Time: 15 minutes

3 Time: 15 minutes
4 Instructions:
4 Instructions: • Make one copy of the worksheet for each student.

• Make one copy of the worksheet for every two • Give students a copy of the worksheet. Ask them

students. Cut t h e w o r k s h e e t s in half. to look at the pictures. Point to the young man

• Put students into A / B pairs. Assign t h e role o f A in the middle and say This is Max. Then point to

or B to each student. Hand out the corresponding t h e picture o f t h e car a n d elicit M a x h a s g o t a car.

half of the worksheet. Explain that the students Then point to the picture of the t w o boys and

each have half of Isabel's family tree. Ask students shake your head. Elicit: He hasn't got any children.
to find Isabel on the family tree. Briefly review t h e use of a n y in n e g a t i v e sentences

• Choose an A student. Who's Isabel's mother?

Ask: with a plural noun. With w e a k e r classes, continue

Elicit: Sally. Ask: How do you spell that? Elicit: in the same w a y eliciting sentences about Max's

S-A-L-L-Y. Tell t h e B students to write the name in possessions using the words in the box.

the correct place on the tree. Choose a • Ask students to write sentences about w h a t Max

B student. Ask: Who's Isabel's father? Elicit: has and hasn't got. Circulate to help, checking

James. Ask: How do you spell that? Elicit: students are using t h e correct v e r b forms.

J-A-M-E-S. Tell t h e A students to write the name in • Check the answers by saying each word in the box

the correct place on the tree. Elicit t h e question to in t u r n and eliciting a response, e.g. Say: brother.
talk about more than one person, e.g. W h o are Elicit: He hasn't got a brother.
Isabel's uncles? • Tell s t u d e n t s t o cover t h e i r s e n t e n c e s . A s k : H a s

• Ask students to complete the family tree by asking Max got a sister? Elicit: Yes, he has. Have Then ask

their partners about the people on their lists. Max and his sister got dark hair? Elicit: Yes, they
Circulate to help with pronunciation and any other have.
problems. • For exercise 2, put students in pairs. Ask t h e m to

• Check the answers by asking different questions ask a n d answer questions a b o u t Max and his sister.

to A and B students, e.g. ask an A student W h o With w e a k e r classes, write s o m e cues on the board,

are Isabel's uncles? Ask a B student Who's Isabel's e.g. Max / short hair?, his sister / a dog?, they /
brother?, etc. mobile phone?, etc.
• Ask students to look at the sentences in exercise
ANSWERS
2. Elicit t h e missing w o r d in t h e first sentence

niece.
1 Max has g o t a car.
Students continue using their family trees 2 He hasn't got any children.
to complete the sentences. Check the answers with 3 He's g o t a sister.

the class. 4 He hasn't got any books.

5 He's g o t a mobile phone.
• As an extension, students can continue asking and
6 He's g o t a wallet.
answering questions about other people on Isabel's 7 He hasn't g o t a d o g .
family tree, Who are Isabel's grandparents?
e.g. 8 He's got a computer.

John and Margaret. 9

10
He hasn't g o t a brother.
He's got a girlfriend.

ANSWERS
Exercise 1

John = Margaret

Sally = James

f>
Sam A t
Jack Isabel Harry

Exercise 2
1 niece
2 husband
3 grandfather
4 uncle
5 cousin
6 grandmother

137
 19 Michelle Green's
Photocopiable p.192
family
20 Why don't we go for a
Photocopiable p.193
www.frenglish.ru
meal?

1 Aim: To practise writing about a family 1 Aim: To practise making and responding to

2 Activity type: Information transfer to complete a suggestions

description 2 Activity type: Gapped conversations

3 Time: 15-20 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for each student.

• Give students a copy of the worksheet. Ask them • Give students a copy of the worksheet. Choose two

to read t h e interview. T h e n ask questions to check confident students to be Tim and Sue. Ask them

comprehension. Ask: Who's

Point to the photo. t o start reading the first conversation. When they

this? Elicit: It's Michelle Green. Ask: Has she got get to t h e first gap, elicit t h e missing word from

any sisters? Elicit: No, she hasn't, etc. the box - W h y . Tell t h e class t o w r i t e it in the

• Ask a student to read o u t t h e first sentence of the conversation a n d cross t h e w o r d o u t in t h e box.

text. Elicit t h e a n s w e r t o number 2 - London. • Ask questions to check comprehension, e.g. Ask:

• Ask students to work individually to complete Does Tim fancy Sue? Elicit: Yes, he does. Ask: What
the text, transferring the information from the does he want to do? Elicit: Go out with Sue/Go for
interview. P u t students in pairs t o check their a drink.
answers. • P u t students in pairs and ask t h e m t o complete

• C h e c k t h e a n s w e r s w i t h t h e class by asking conversations 2 and 3 in t h e same way.

students to read o u t a section at a time of the • Check the answers by asking pairs o f students to

completed text. read o u t their conversations.

• As an extension, ask students in their pairs to • For exercise 2, ask students t o practise the

interview each other using t h e questions in the conversations in their pairs. Drill difficult words

interview. Students can then write three or four and lines as a class i f necessary.

sentences a b o u t their partner's family. • When students feel confident, tell t h e m to practise

the conversations again, this time changing

ANSWERS
some of the ideas. Write the words on the board

Conversation 1: go
1 Michelle Green
2 London that they need to change:
3 Oxford for a drink; Conversation 2: go to the cinema;
4 parents Conversation 3: go for a meal, have a pizza, have
5 four or five
a Chinese meal. Give them go to
some ideas, e.g.
6
7
children
brother a restaurant, have an Italian meal, go to the pub,
8 Toby have a hamburger, play tennis, etc.
9 24
• Ask confident students to act out their new
10 single
conversations to the class.
11 Spain
12 emails
ANSWERS
1 Why
2 don't
3 Thanks
4 we
5 Yes
6 Let's
7 about
8 idea

137
 21 Places in a t o w n
Photocopiable p. 194 22 There are t w o
Photocopiable p. 195
cafes www.frenglish.ru

1 Aim: To practise t h e vocabulary o f places in a town 1 Aim: To practise there is/are

2 Activity type: Labelling a picture 2 Activity t y p e : Information gap

3 Time: 10-15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for every two

• Give students a copy of the worksheet. Write the students. Cut the worksheets in half.

letter s on the board. Ask students to look at the • Put students into A / B pairs. A s s i g n t h e role o f A

picture. Number 1
Say: and elicit station. Ask: or B t o each s t u d e n t . Hand out the corresponding

How do you spell 'station'? Elicit t h e letters and half of the worksheet.

complete the word you have started on the board. • Explain that students A and B each have different

• P u t students in pairs. Ask t h e m to identify and pictures of a t o w n . Ask students to look at their

write the names of places, using t h e first letters pictures and the example sentences. Ask an A and

given to help t h e m . Circulate t o help with spelling. a B student to read o u t the examples. With weaker

• When students have finished, check the answers by classes, There's, There are,
briefly review the use of

asking them to say t h e words and spell them. There isn't, and There aren't any.
• Tell students t o cover the words. Say: Number 8 • Tell s t u d e n t s to c o m p l e t e t h e g a p p e d s e n t e n c e s for

and elicit street. Say: Number 12 and elicit post their picture using There's, There are, There isn't,
office, etc. Tell students in their pairs t o take it in or There aren't any. Circulate to help and check

turns t o ask a b o u t a n d identify t h e places in the students are using t h e correct forms.

same way. • Check the answers by asking students to read out

their sentences.
ANSWERS
• For exercise 2, focus attention on the places in
1 station
2 park the boxes and the example sentences. Ask an A
3 public toilets student Is there a hospital? No, there
and elicit
4 car park
isn't. hospital
Point o u t t h e cross in t h e box to the
5 bus stop
B students. Is there a pedestrian
Ask a B student

crossing? Yes, there is.

6 square
7 market and elicit Point out the tick
8 street pedestrian crossing
in t h e box to the A students.
9 newsagent's • Tell s t u d e n t s t o w o r k in pairs t o ask and answer
10 chemist's
questions a b o u t the places in their box. Remind
11 hairdresser's
12 post office them to p u t ticks or crosses in t h e boxes as
13 pedestrian crossing appropriate. Circulate t o help with pronunciation.
14 hospital Drill d i f f i c u l t w o r d s a n d lines as a class if

necessary.

• Ask confident students to report back about their

partner's picture, e.g. There isn't a square in Maria's

picture.
ANSWERS
Student A
1 There's
2 There aren't any
3 There isn't
4 There's
5 There are
6 There isn't
7 There aren't any
8 There are

Student B
1 There's
2 There aren't any
3 There are
4 There's
5 There isn't
6 There aren't any
7 There are
8 There isn't

137
 23 There's a hotel on George
Photocopiable p.196
Street
24 H o w d o I g e t t o t h e p o l www.frenglish.ru
Photocopiable p.197
ice station?

1 Aim: To practise describing a town 1 Aim: To practise asking for and giving directions

2 Activity t y p e : Guided writing 2 Activity type: Gapped conversations

3 Time: 15-20 minutes 3 Time: 15-20 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for each student.

• Give students a copy of the worksheet. Focus on • Give students a copy of the worksheet. Ask

the map. Ask different students questions, e.g. different students to describe the shops and

Where's the bookshop? Elicit: It's on Green Street. places t h e y can see on t h e map. Elicit sentences,
It's between the chemist's and the police station. e.g. There's a bank. There's a supermarket. The
Ask a b o u t o t h e r places on t h e m a p in t h e same supermarket is opposite the hairdresser's, etc.
way. • Ask t w o students to read o u t t h e first gapped

• P u t students in pairs a n d ask t h e m t o answer the conversation. Tell s t u d e n t s t h e y can find the

questions in exercise 1 . Check the answers by missing words in t h e b o x . Elicit t h e words get,

asking individual students. traffic lights, and on. Tell t h e class t o cross o u t the

• Start reading the text in exercise 2. Elicit the w o r d s in t h e b o x as t h e y f i n d them.

answer to t h e first gap George Street. With a • P u t students in pairs a n d ask t h e m to complete

w e a k e r class, c o n t i n u e t o do this w i t h t h e whole the remaining gapped conversations. Check the

text. Otherwise, ask t h e students t o complete answers by asking students to read o u t their
the text individually. Circulate to help with any completed conversations. Drill difficult w o r d s and
problems. lines as a class i f necessary.

• W h e n t h e class has f i n i s h e d , ask d i f f e r e n t students • For exercise 2, ask students t o w o r k w i t h a new

t o read o u t sections of t h e c o m p l e t e d text. partner to practise t h e conversations in pairs.

• As an extension, write the following words on the

ANSWERS
Exercise 1
board: bookshop, post office, bank, hairdresser's.
1 The Royal H o t e l Role play a conversation with a confident student:
2 The Red Cafe, Sue's Cafe You Excuse me. How do I get to the bookshop?
3 It's on Market Street. It's between The Red Cafe and Sue's Cafe. Student Go down here to the traffic lights.
4 Green Street, George Street, Market Street, A l b e r t Street
Turn right. Go down to the police station.
5
6
a b o o k s h o p , a shoe shop, a chemist's
It's on Green Street. / It's next t o t h e shoe shop. Turn left. It's on the right.
7 It's on A l b e r t Street. / It's next t o t h e car park. You Thank you.
8 King's Square • Ask s t u d e n t s t o role play c o n v e r s a t i o n s about the
Exercise 2 other places y o u wrote on the board.
There's a hotel on George Street. It's called The Royal Hotel. There
• Ask confident students to act out their
are t w o cafes on Market Street. They're called The Red Cafe and Sue's
conversations to the class.
Cafe. There's a hairdresser's between t h e cafes. There's a shoe shop
on t h e corner o f Green Street and George Street. There's a bookshop
ANSWERS
on Green Street. It's between t h e chemist's and t h e police s t a t i o n .
1 get
There's a car park on Albert Street. It's next to t h e hospital. There's
2 traffic lights
a museum at the end o f Albert Street. There's a market in King's
3 on
Square. It's opposite t h e hairdresser's.
4 Take
5 chemist's
6 down
7 left
8 Excuse
9 Go
10 Turn

137
 25 Furniture and parts of a
Photocopiable p.198
house
26 Are they drinking
Photocopiable p.199
c o f f www.frenglish.ru
ee?

1 Aim: To practise the vocabulary of furniture and 1 Aim: To practise t h e present continuous

parrts of a house
2 Activity type: Correcting information then finding

2 Activity type: Matching words with pictures t h e differences in a picture

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for every two

• Briefly revise t h e vocabulary of furniture by students. Cut the worksheets in half.

miming the use of different objects and eliciting • P u t s t u d e n t s in A / B pairs. A s s i g n t h e role o f A

the correct word. or B to each student. Hand out the corresponding

• Give students a copy of the worksheet. Ask them half of the worksheet.

to match the parts of the house with the words • Ask s t u d e n t s t o look a t their pictures. Tell them
given. Check the answers by miming an activity to cover the example sentence. Look at the Say:
and asking students to tell you name of the room, cafe. The men are drinking cola. They aren't Elicit:
e.g. m i m e sleeping and elicit bedroom. drinking cola. They're drinking coffee.
• For exercise 2, p u t students in pairs a n d ask them • Explain that students A and B both have sentences
to match the names of the furniture with the t h a t are false. Ask s t u d e n t s t o rewrite them,
numbered i t e m s in t h e picture. Check the answers working individually. Circulate to help and check
b y caLLing o u t t h e n u m b e r s and eliciting the names t h a t s t u d e n t s are using t h e correct v e r b forms.
of the furniture. • For exercise 2, explain t h a t there are three

• Explain that you are g o i n g t o read o u t some differences between Student A and Student

sentences and that you want the students to draw B's p i c t u r e s . Tell s t u d e n t s t o a s k a n d answer

the missing items on the picture. Read out each q u e s t i o n s in t h e i r pairs t o f i n d o u t t h e differences.

sentence twice. Demonstrate the kind of questions they need to

1 The bag is in front of the wardrobe. ask by asking a c o n f i d e n t s t u d e n t A r e t h e t w o m e n

2 The cat is behind the sofa. sitting in the cafe? Elicit: Yes, they are. Ask: Are
3 The keys are on the washing machine. they drinking coffee? Elicit: Yes, they are.
4 The sugar is in the cupboard. • S t u d e n t s ask a n d a n s w e r in pairs t o f i n d the

5 The book is next to the bath. differences. Circulate to help with pronunciation.

6 The mobile phone is under the sofa. Drill d i f f i c u l t w o r d s a n d q u e s t i o n s as a class if

• When you have read o u t t h e final sentence, ask necessary.

students t o c o m p a r e their drawings in pairs. • Ask confident students to report back, e.g. an A

I f t h e r e are a n y differences, hold up a spare student might say In my picture, there's a man sitting
worksheet and point to the correct position for on the grass. He's reading a newspaper. In Chiara's
each item. picture, the man is talking on his mobile phone.
• To give further practice with prepositions, set up a

pairwork activity. Say: flowers. Elicit: The flowers ANSWERS

are on the table. Say: jeans. Elicit: The jeans are Exercise 1
Student A
o n t h e b e d . Tell students t o c o n t i n u e talking about 1 The men aren't drinking cola. They're drinking coffee.
items in t h e picture in the same way. 2 The w o m a n isn't eating a sandwich. She's eating a p i z z a .
3 The boys aren't talking. They're playing f o o t b a l l .
ANSWERS 4 The man and the w o m a n aren't having a rest. They're playing
Exercise 1 tennis.
kitchen C 5 The w o m a n isn't sitting. She's r u n n i n g .
bathroom B 6 The man isn't reading a b o o k . He's reading a newspaper.
hall E Student B
living room D 1 The men aren't drinking cola. They're drinking coffee.
bedroom A 2 The w o m a n isn't eating a sandwich. She's eating a p i z z a .
Exercise 2 3 The boys aren't talking. They're playing basketball.
1 curtains 8 dishwasher 4 The man and t h e w o m a n aren't playing t e n n i s . They're t a l k i n g .
2 wardrobe 9 cooker 5 The w o m a n isn't having a rest. She's r u n n i n g .
3 washbasin 10 washing machine 6 The man isn't reading a newspaper. He's talking on his mobile
4 fridge 11 sofa phone.
5 microwave 12 carpet Exercise 2
6 cupboard 13 armchair The three differences are:
7 sink 14 mirror • I n S t u d e n t A's picture t h e man on the grass is reading a
newspaper. I n Student B's picture he's talking on his mobile phone.
• I n S t u d e n t A's picture t h e man and t h e w o m a n on the tennis
courts are playing t e n n i s . I n S t u d e n t B's picture they're t a l k i n g .
• I n S t u d e n t A's picture t h e three boys are playing f o o t b a l l .
I n S t u d e n t B's picture they're playing basketball.

137
 27 There's a mirror on the
Photocopiable p.200
wall
28 Would you like s o m e
Photocopiable p.201
www.frenglish.ru
help?

1 Aim: To practise writing a b o u t a room 1 Aim: To practise making offers and accepting help

2 Activity t y p e : Questionnaire then guided writing 2 Activity t y p e : Reordering words in a conversation

then dictation
3 Time: 15 minutes

4 Instructions: 3 Time: 15 minutes

• Make one copy of the worksheet for each student. 4 Instructions:

• Give students a copy of the worksheet. Explain • Make one copy of the worksheet for every two
t h a t it s h o w s a q u e s t i o n n a i r e on the ideal students. Cut the worksheets in half.
makeover for a room. Give students time to read • Write the following jumbled sentences on the
through the questions and check the vocabulary. board:
• Ask students to complete the questionnaire about you / help? / Would / some / like
their ideal room. They can use t h e ideas t h e y had be / That / great. / would
in Lesson 2 7 of the Student's Book or think of Elicit t h e correct order of words to make sentences:
some new ideas. Circulate t o help with vocabulary Would you like some help? and That would be great.
and spelling. • Put students in A / B pairs. Assign t h e role o f A
• For exercise 2, p u t students in pairs a n d ask them or B to each student. Hand out the corresponding
to swap worksheets. Explain that they should half of the worksheet. Explain that they each
complete the gapped text with information about have half of a conversation and that some of
their partner. t h e sentences in their half are j u m b l e d up. Get
• Demonstrate by writing t h e first g a p p e d sentence students to rewrite their sentences. Circulate to
on the board: In my partner's ideal room, there's help with any problems and to check students have
Then What furniture
ask a s t u d e n t used the correct word order.
is in your partner's room? Elicit their answer, e.g. • For exercise 2, ask students t o dictate their lines
a desk, a bed, a big wardrobe, an armchair, etc. to each o t h e r in pairs. T h e y each write d o w n their
Use this information to complete the sentence you missing lines a n d help each other with spellings
wrote on the board. where necessary. When they have finished, get

• While students are c o m p l e t i n g t h e t e x t , circulate different A and B students to read o u t t h e lines to

to help t h e m with transferring the information, check the complete conversation.

and with spelling and vocabulary. Remind them to • Ask students to change partners and practise the
cross o u t t h e w o r d s in t h e description that aren't conversation. Ask confident students to act out
relevant, e.g. there's/there are a big mirror. the conversation to the class.
• W h e n t h e class has f i n i s h e d , collect the worksheets,
ANSWERS
read o u t s o m e of t h e c o m p l e t e d texts and ask
Mike Hello, Sue. Where are y o u doing?
students to guess whose ideal rooms they are. Sue I'm decorating my f l a t .
Mike Would y o u like some help?
SAMPLE ANSWER Sue T h a t would be great.
I n my partner's ideal room, there's a bed, a sofa, a big wardrobe, and Mike W h a t are y o u doing first?
a desk. The walls are yellow, the curtains are blue, and the f l o o r / Sue I'm m o v i n g t h e furniture.
carpet is white. O n t h e walls t h e r e ' s / t h e r e are a big mirror and Mike L e t me give you hand.
there are some nice pictures. O n t h e d e s k / t a b t e t h e r e ' s / t h e r e are an Sue Thanks a lot.
expensive computer. In t h e w a r d r o b e / c u p b o a r d t h e r e ' s / t h e r e are a
Mike W h a t colour are y o u painting t h e walls?
lot of clothes. T h e r e ' s / T h e r e are also an expensive stereo in
Sue Pink and yellow.
the room, a TV, and a lot of books.
Mike Really? Very nice . . .

137
 29 What's the
Photocopiable p.202
date?
30 T h e y can play
Photocopiable p.203
rugby www.frenglish.ru

1 Aim: To practise months and dates 1 Aim: To practise can/can't to talk about abilities

2 Activity type: Writing dates then gapped sentences 2 Activity type: Writing sentences then mingle

3 Time: 15 minutes 3 Time: 15-20 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for each student.

• Write the following information on the board: • Give students a copy of the worksheet. Ask

Jan students to Ask: Can they

look at t h e first picture.

Mon 12 play rugby? Elicit: Yes, they can. Tell students to

lues 13 look at the second Ask: Can he change a

picture.

Wed@ wheel on a car? Elicit: No, he can't. Focus students'

Thurs 15 attention on the example sentences for pictures 1

Point toJan and elicit t h e full m o n t h January. and 2.

Point to 14 and elicit t h e date 14th. Write: • Students work individually to write sentences

January 14th under the calendar. Now draw a big a b o u t t h e rest of t h e pictures. Circulate to help

speech bubble on the board and elicit t h e correct with vocabulary.

way to say the date - the fourteenth of January. • Check the answers by asking students to read out
Write this in t h e speech bubble. their answers.
• Give students a copy of the worksheet. Put • Ask a student Can you speak Italian? Elicit: Yes,
students in pairs a n d ask t h e m t o w o r k together I can./No, I can't. Drill t h e p r o n u n c i a t i o n of can
to write the dates on the worksheets. Explain that in t h e questions a n d short answers. Make sure
they n e e d t o w r i t e t h e d a t e s in t w o different ways students can distinguish the pronunciation of c a n
- w h a t w e write a n d w h a t w e say. Circulate t o help and can't in the short answers.
with any problems. • Students then stand up and mingle, asking and
• Check the answers but asking different students a n s w e r i n g questions a b o u t t h e activities in the
to tell you the dates. Write them on the board so pictures. Tell students t o write d o w n the names of
t h a t t h e y can check their spelling. who can do each activity. Set a time limit of about

• Students work individually to complete exercise 2. five minutes.

When they have finished, ask confident students to • Bring t h e class b a c k t o g e t h e r t o r e p o r t b a c k on

read out their sentences. who can do what. Ask different questions in

order to Anna, can

practise a range of forms, e.g.
ANSWERS
Eduardo play the piano? Elicit: Yes, he can./No,
1 1 7 t h January
t h e seventeenth o f J a n u a r y he can't. Leila, can you and Pavel use a
Then ask
2 23rd December computer? Elicit: we can. /No, we can't. /I can
Yes,

3
t h e t w e n t y - t h i r d o f December
3 1 s t March
use a computer, but Pavel can't, etc.
the 3 1 s t o f March ANSWERS
4 22nd October 1 They can play rugby.
t h e t w e n t y - s e c o n d o f October 2 He can't change a wheel on a car.
5 3rd A u g u s t 3 She can speak Italian.
the third o f A u g u s t 4 He can use a computer.
6 18th November 5 She can't play t h e piano.
the eighteenth o f N o v e m b e r 6 They can't swim.
7 3rd J u l y 7 He can make a cake.
the third o f J u l y 8 They can do j u d o .
8 1 6 t h February 9 They can drive.
the sixteenth o f February 10 He can't use a digital camera.

137
 31 Making an
Photocopiable p.204
appointment
32 Can I use y o u r pen,
Photocopiable p.205
p l e awww.frenglish.ru
se?

1 Aim: To practise m a k i n g an appointment 1 Aim: To practise m a k i n g polite requests

2 Activity type: Gapped conversation 2 Activity t y p e : Gapped conversations then matching

with pictures
3 Time: 15-20 minutes

4 Instructions: 3 Time: 15 minutes

• Make one copy of the worksheet for every two 4 Instructions:

students. Cut the worksheets in half and give one • Make one copy of the worksheet for each student.
sheet to each student. • Give students a copy of the worksheet. Ask two
• Focus on t h e first line o f t h e c o n v e r s a t i o n . Elicit students to read o u t t h e first conversation. Elicit
the first missing line Mr Brown's office and tell t h e a n s w e r s f r o m t h e w h o l e class - Could and are.
students t o cross it o u t in t h e b o x . Tell t h e m to Tell s t u d e n t s t o cross o u t t h e s e w o r d s in t h e box.
c o n t i n u e w i t h t h e rest o f t h e conversation. • P u t students in pairs a n d ask each pair to continue
• Check the answers by asking t w o confident completing the conversations.
students to read o u t t h e conversation. • Check the answers by asking different pairs t o read
• Ask questions to check comprehension, e.g. W h o out their conversations.
answers the phone? Mr Brown's secretary. What • Tell s t u d e n t s t o match the conversations with the
does the caller want? To make an appointment with pictures in exercise 2. Check the answers.
Mr Brown. What is the caller doing on the 8th of • Ask students questions about the conversations to
March? He/She's on holiday. What's he/she doing check comprehension, Conversation 1: Where
e.g.
on the 14th of March? He/She's at a conference. are they? In the park. Conversation 2: Where are
When is the appointment? Tuesday the 19th of they? At home. Conversation 3: Why is she cold?
March at ten o'clock. The window's open. Conversation 4: What room are
• For exercise 2, p u t students in pairs. Tell t h e m to they in? The living room. Conversation 5: What does
practise the conversation. Circulate to help with speaker A want? A pen.
pronunciation. Drill d i f f i c u l t w o r d s a n d lines as a • As an extension, elicit requests t h a t can be used
class if necessary. in t h e classroom, Could I use your pencil/
e.g.
• As an extension, write the following information dictionary? Can you turn up the CD/cassette player?
from the conversation on the board. Tell students Could you open /close the window?, etc. Encourage
to underline the information on their worksheet. students to make these requests w h e n appropriate
Friday the 8th of March at three o'clock? in class.
I'm on holiday.
Thursday the 14th of March at ten o'clock? ANSWERS

at a conference
Exercise 1
1 Could
• Tell students t h e y are g o i n g t o make more 2 are

conversations with different information. 3 have

4 help
Brainstorm reasons for being unable to make
5 please
an appointment, e.g. at a wedding/away/on 6 turn
holiday /at a meeting, etc. 7 use

• P u t students in n e w A / B pairs. Assign t h e role 8 course

of secretary to t h e A students and caller to the B Exercise 2

a 3
students. Ask the A students to list t h r e e possible
b 4
dates for a m e e t i n g and the B students to list two
c 2
important dates for their diary, e.g. in London 1-9 d 5
August, on holiday 22-26 August. e 1

• Telll s t u d e n t s t o role p l a y n e w c o n v e r s a t i o n s using

the information in t h e i r lists. Circulate t o help

with ideas and pronunciation. Students who finish

quickly can swap roles a n d make another new

conversation. Ask confident pairs o f students to

act out their new conversations to the class.

ANSWERS
1 Mr Brown's office.
2 Can I make an a p p o i n t m e n t with Mr Brown, please?
3 I can't make t h a t .
4 at a conference
5 Yes, that's fine.
6 Thank you.

137
 33 He's a chef
Photocopiable p.206 34 They drive buses in
Photocopiable p.207
L o nwww.frenglish.ru
don

1 Aim: To practise identifying and talking about jobs 1 Aim: To practise t h e present simple and present

continuous
2 Activity type: Labelling then choosing the correct

words 2 Activity type: Gapped descriptions then information

gap
3 Time: 15 minutes

4 Instructions: 3 Time: 20 minutes

• Make one copy of the worksheet for each student. 4 Instructions:

• Give students a copy of the worksheet. Ask them • Make one copy of the worksheet for every two
to look at the pictures. Ask a b o u t t h e j o b s in the students. Cut the worksheets in half.
pictures in r a n d o m order. For example, say Picture • Write the following gapped sentences on the
3 and elicit chef. board. I'm a pilot. I (fly) planes
• Students work individually to complete the sentences every day. I (not work) at the
with the names of the jobs. Circulate t o help with moment because I'm on holiday. Explain that
vocabulary and spelling. Check the answers. students need t o use t h e verbs in brackets in
• Ask a student to read o u t t h e first sentence the present simple or the present continuous to
in exercise 2. Elicit t h e correct a n s w e r flight complete the text. Elicit t h e missing verbs f l y and
attendant. Students complete the exercise working 'm not working.
individually. Check the answers. • Put students in A / B pairs. A s s i g n t h e role o f A
• As an extension, write the following list o f j o b s or B to each student. Hand out the corresponding
on the board: pilot, waiter, waitress, chef, nurse, half of the worksheet. Tell each student to
mechanic, shop assistant, flight attendant. Describe complete the two descriptions in exercise 1 using
one of the jobs. Say: This person cooks food. Who the present simple or present continuous form of
is it? Elicit: a chef. Put students in pairs a n d tell t h e verbs in brackets. Circulate to help with any
t h e m t o t a k e it in turns t o describe a n d guess the problems.
jobs. • When students have finished, don't check the

answers with the whole class. I n s t e a d , tell

ANSWERS
students t o take it in turns t o read o u t their
Exercise 1
1 pilot descriptions so t h a t t h e y can c o m p l e t e their texts
2 police officer in exercise 2. Encourage students to work out the
3 chef
correct verb forms between them. Circulate to help
4 mechanic
with any queries.
5 flight a t t e n d a n t
6 lawyer • Check t h e answers w i t h t h e w h o l e class by asking
7 manager different students to read out their descriptions.
8 shop assistant
9 bus driver ANSWERS
Student A
Exercise 2
1 repair
1 flight a t t e n d a n t
2 aren't working
2 manager
3 're drinking
3 waiter
4 teaches
4 nurse
5 gives
5 mechanic
6 isn't teaching
6 shop assistant
Student B
1 likes
2 isn't working
3 's driving
4 drive
5 aren't driving
6 're eating

137
 35 I enjoy my
Photocopiable p.208
job
36 A r e y o u w o r r i e d a b o u t y www.frenglish.ru
Photocopiable p.209
our new job?

1 Aim: To practise talking a b o u t jobs 1 Aim: To practise talking about problems

2 Activity type: Answering questions about a text 2 Activity type: Gapped conversation

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for every two

• Give students a copy of the worksheet. Focus on students. Cut t h e w o r k s h e e t s in half and give one

the photo Ask: Where do you think he

of the man. sheet to each student.

is from? What do you think his job is? • Ask students to look at the photo. Ask: W h o are

• Ask confident students to read o u t sections of the the people? Elicit: They're boyfriend and girlfriend.
text while the others follow. Elicit answers t o the Ask two confident students to start reading the

pre-reading questions at the end of paragraph 1 conversation. When they get to the first gap,

(Spain, a tour guide). p a u s e a n d t h e n t e l l t h e class t o read t h e fourth

• Ask students to look at t h e first question. Elicit line in order t o find a clue t o t h e missing line.

the answer His name's Carlos. P u t students in pairs. Then ask students t o find the missing sentence

They answer the questions together. Explain that in the box. Elicit: Are you worried about your new
they should use full sentences in their answers. job? Ask students which w o r d in t h e f o u r t h line

Circulate to help with accuracy. gave them a clue. Elicit t h e word worried.
• When students have finished, ask individual • P u t students in pairs a n d tell t h e m to read the

students to read out their answers. conversation aloud together and identify the

• As an extension, ask students to test each other's missing sentences in the box. Explain that there

m e m o r y a b o u t Carlos. Demonstrate the activity are t w o sentences that they don't need to use.

with a confident student. Say: Carlos is Italian. • When they have finished, ask t w o confident

Elicit: False. He's Spanish. Put students in different students to read o u t their conversation t o check

pairs a n d tell t h e m t o c o n t i n u e in t h e same way. the answers. Drill difficult w o r d s a n d lines as a

class if necessary. Encourage students to express

the feelings of the characters by using appropriate

ANSWERS
intonation.
1 His name's Carlos.
2 He lives in Madrid. • For exercise 2, tell students to practise the

3 He's a tour guide. conversation in pairs. Ask confident students to

4 He talks t o schoolchildren and tourists in castles and palaces. act out the conversation to the class.
He travels t o o t h e r cities.
5 He's in Toledo. ANSWERS
6 He's having a break. He's having a cup o f coffee and eating a 1 Are y o u worried a b o u t y o u r new job?
sandwich. 2 I'm only trying t o help.
7 He goes t o a lot o f places and meets a lot o f people. 3 What's t h e problem?
8 He travels a lot and he's often away from his family. 4 I can't explain.

137
 37 Places to go and
Photocopiable p.210
events
38 Were they at the
Photocopiable p.211
t h e a www.frenglish.ru
tre?

1 Aim: To practise talking a b o u t places t o go and 1 Aim: To practise using t h e past simple of t o b e

events
2 Activity type: Gapped sentences then memory game

2 Activity type: Labelling pictures then pairwork

3 Time: 15 minutes

3 Time: 15 minutes
4 Instructions:
4 Instructions: • Make one copy of the worksheet for each student.

• Make one copy of the worksheet for each student. • Ask a student (Juan), were you at home yesterday?
• Give students a copy of the worksheet. Call o u t the Elicit: Yes, I was./No, I wasn't. I was (at
pictures in r a n d o m order and elicit t h e names of school). Was (Juan) at home
Ask another student.

the places or events. Say: Picture 4 the

and elicit yesterday? Elicit: he was./No, he wasn't. He
Yes,

beach. Say: Picture 2 and elicit an art gallery, etc. was (at school). Ask two (Marta and Jan),
students

Make sure students use a and t h e appropriately were you at the theatre on (Wednesday)? Elicit:
- as t h e y a p p e a r in lesson 3 7 of the Student's No, we weren't. We were (at school). Ask another

Book. student Were (Marta and Jan) at the theatre on

• Students work individually to label the pictures. (Wednesday)? Elicit: No, they weren't. They were
• Check the answers by calling o u t t h e pictures in (at school). Ask similar questions to practise a

the correct order 1-12. range of different forms.

• Before students do exercise 2, write the following • Give students a copy of the worksheet. Ask them

question stems on the board: to look at the pictures. Elicit t h e first missing word

Do you ever go to ... ? Were and tell students t o write it in t h e correct

How often do you go to ... ? place on the worksheet.

Do you like ... ? • Put students in pairs a n d ask t h e m t o complete

• Ask different students complete questions, e.g. the gapped sentences together. Circulate to help

Do you ever go to concerts? How often do you go to with any problems.

a football match? Do you like shopping centres? • When students have finished, check the answers by

• Put students in pairs a n d tell t h e m t o ask and asking different students to read out the questions

a n s w e r questions in t h e same way. and answers.

• When they have finished, ask students to report • Before students do exercise 2, demonstrate the

back about their partner, e.g.Nicole likes going to activity with a confident student. Ask h i m / h e r to

concerts. We don't like theme parks, etc. cover the pictures and sentences. Say: Picture 4.
and elicit where t h a t person was: S h e w a s at t h e
ANSWERS
1 the t h e a t r e / a play
shopping centre.
2 an art gallery
ANSWERS
3 a f o o t b a l l match
1 Were / weren't / were
4 the beach
2 Was / wasn't / was
5 a show
3 Were / weren't / were
6 a shopping centre
4 Were / wasn't / was
7 the zoo
5 Was / wasn't / was
8 a club / a disco
6 Were / wasn't / was
9 t h e cinema / a film
10 a music festival
11 a t h e m e park
12 a concert

137
 39 The staff were
Photocopiable p.212
friendly
40 Let's m e e t at six
Photocopiable p.213
o ' c l o c kwww.frenglish.ru

1 Aim: To practise saying how good something was 1 Aim: To practise making arrangements

2 Activity type: Questionnaire 2 Activity type: Reordering words in a conversation

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for every two

• Give students a copy of the worksheet. Ask students. Cut t h e w o r k s h e e t s in half and give one

students to look at the photo. Ask: Where is it? sheet to each student.

Elicit: A sports centre. Explain that students should • Ask students to look at the photos. Ask: W h o are

imagine they were at the sports centre for the they? Elicit: Two friends. Ask students to look at

day and to imagine their answers to complete conversation 1 and elicit t h e order of words in the

the questionnaire. Read through the questions first gap: I can't make this evening.
t o g e t h e r a n d eLicit ideas for q u e s t i o n 8, e.g. I t w a s • Put students in pairs. Ask t h e m t o continue

noisy. / The classes were expensive. / The swimming reordering t h e words in conversations 1 and 2.

pool and the sauna were small, etc. • Check the answers by asking confident students to

• Students work individually to complete the read o u t t h e conversations.

questionnaire. Circulate to help with any problems. • Ask students to practise the conversations in pairs.

• When they have finished, go through the questions Circulate to help with pronunciation. Drill difficult

with a confident student. ELicit full answers. For words and l i n e s as a class i f necessary.

example, When were you there? I was there in

ask • As an e x t e n s i o n , tell students to underline the

June/on the 15th of June. Who were you with? I following information in t h e conversations:

was on my own. /1 was with a friend, etc. Conversation 1

• P u t students in pairs. Tell t h e m to ask a n d answer a meal this evening
t h e questions g i v e n in exercise 2. Circulate t o help to the cinema
with pronunciation. tomorrow evening
• When students have finished, ask confident eight at the restaurant
students t o ask a n d a n s w e r t h e questions across
Conversation 2
the class.
on Friday
I'm working late.
Saturday
at 7.30 at my place
• Ask students to make more conversations by

changing the underlined words and using their

own ideas. W i t h w e a k e r classes, brainstorm new

wording w i t h t h e w h o l e class first. Circulate to

help students with ideas and pronunciation.

• Ask confident students to act out their new

conversations to the class.

ANSWERS
1 I can't make this e v e n i n g .
2 I'm not doing a n y t h i n g t o m o r r o w .
3 Shall we go o u t on Friday?
4 W h a t a b o u t Saturday?
5 Let's meet at 7 . 3 0 at my place.

137
 41 School
Photocopiable
subjects
p.214 42 He didn't have
Photocopiable p.215
lunch www.frenglish.ru

1 Aim: To practise talking a b o u t school subjects 1 Aim: To practise using t h e past simple

2 Activity type: Labelling pictures t h e n group work 2 Activity type: Picture story

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for each student.

• Give students a copy of the worksheet. Ask • Give students a copy of the worksheet. Ask them

students to look at the pictures. Call o u t the to look at pictures 1 and 2 and the cues. Ask

n u m b e r s o f t h e pictures in r a n d o m order and elicit a confident student to read o u t t h e example

the names of the subjects, e.g. say Picture 3 and sentences 1 and 2.

elicit History. • Put students in pairs a n d ask t h e m to work

• Students work individually to write the names of t o g e t h e r t o write s e n t e n c e s for t h e rest o f the

the school subjects. Check the answers with the story. Remind them that the past simple form is

class. t h e s a m e f o r all persons.

• Write the word A r t on the board. Ask a student • Check the answers by asking different students to

Were you good at Art? Elicit: Yes, I was./No, I read o u t their sentences.

wasn't. Yes,
I f t h e student says draw a smiley face • For exercise 2, ask students t o cover the

next to the word A r t on the board. If the student sentences. Tell t h e m to retell t h e story in pairs,

says N o , draw a sad face. just using the pictures and the cues.

• For exercise 2, ask students t o c o m p l e t e t h e ME • Ask a confident student to retell t h e w h o l e story

column on the worksheet. They should draw smiley to the class.

or sad faces next to t h e subjects d e p e n d i n g on

ANSWERS
whether they were good at t h e subjects or not.
1 Jack didn't get up at seven o'clock.
• Put students into groups of three. Each student 2 He g o t up at nine o'clock.
writes the names of the two other members of 3 He didn't eat his breakfast.
4 He drove t o work.
their group on the worksheet. They then take it
5 He arrived at 1 1 o'clock.
in turns t o ask and answer questions a b o u t the
6 His boss and colleagues had a m e e t i n g .
school subjects, drawing smiley and sad faces 7 Jack didn't go to the m e e t i n g .
in t h e c o l u m n s as a p p r o p r i a t e . Circulate to help 8 Sarah had lunch.

with pronunciation. Drill t h e words s t u d e n t s have 9 Jack stopped work at eight o'clock.
10 Jack's colleagues ate in a restaurant.
problems with as necessary.
11 Jack w e n t home.
• Ask confident students to report back about 12 He cooked dinner.
members of their groups. For example, J a n w a s

good at French, Chemistry, Physics, and Biology. He

wasn't very good at Art, Music, or English.
ANSWERS
1 Art
2 Geography
3 History
4 Music
5 Chemistry
6 Physics
7 Biology
8 I n f o r m a t i o n Technology ( I . T . )
9 Cookery
10 English
11 Physical Education ( P . E . )
12 Metalwork
13 Mathematics (Maths)
14 Science
15 French

137
 43 School
Photocopiable p.216
life
44 No more
Photocopiable p.217
sandwiches!
www.frenglish.ru

1 Aim: To practise writing a b o u t schooLdays 1 Aim: To practise talking a b o u t g o o d news

2 Activity type: Questionnaire then guided writing 2 Activity t y p e : Choosing the correct words

3 Time: 15-20 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for each student.
• BriefLy review t h e school subjects from Lesson • Give students a copy of the worksheet. Ask them
41 of the Student's Book. Then ask different to look at picture 1. Ask Where do they work? and
students What was the name of your first school? elicit In a cafe. Then ask t w o confident students
Elicit their answers. What did you do
Then ask to start reading the conversation. Tell t h e m they
on your first day? I played.
Elicit answers, e.g. / I need to choose the correct word. Elicit done as the
cried. /I went home. Write ideas on the board. answer for number 1. Point to the young woman in
Then Did you like school?
ask Elicit answers such the picture. Ask: Who's this? Elicit: Hannah. Point
as No, it was boring /hard/horrible. Yes, it was to the young Ask: Who's this? Elicit: Paul.
man.
fun /interesting. /I had a lot of friends, etc. Write Then ask Why is Hannah happy? Elicit: She's got a
ideas on the board. new job.
• Give students a copy of the worksheet. Ask • P u t students in pairs. A s k t h e m to choose the
them to complete the questionnaire individually. correct o p t i o n s t o c o m p l e t e t h e rest o f t h e story.
Circulate t o help with ideas and vocabulary. • Check the answers by asking students to read out
• When they have finished, tell students to swap the conversations.
their completed questionnaires with a partner. • Check comprehension by asking more questions,
Write t h e first line of t h e g u i d e d w r i t i n g on the e.g. Is Paul happy? No, he isn't. Why?
Picture 1:
board went to Write He likes Hannah, but she's got a new job.
the n a m e of one of y o u r students in the first gap. Picture What is Hannah doing? She's making
2:
Ask that student's partner What was the name of sandwiches. What is Hannah doing? She's
Picture 3:
(Yoshi's) first school? Elicit t h e n a m e and write doing the washing-up. Where's Hannah's
Picture 4:
it in t h e second g a p . Tell students t o use the new job? In a restaurant. Who's this?
Picture 5:
information a b o u t their partners in t h e same way (point to Mrs Green) It's Mrs Green. What Picture 6:
to complete the text. Remind them to cross out is Hannah doing? She's making sandwiches. Is she
t h e words in t h e descriptions t h a t aren't relevant, happy? No, she isn't. Why? She wants her old job.
e.g. He/She. • For exercise 2, p u t s t u d e n t s in pairs t o practise
• When they have finished, students swap their the conversations. Ask confident students to act
completed descriptions to check them. Ask out the conversations to the class.
confident students to read out their texts.

ANSWERS

SAMPLE ANSWER 1 done

Juan w e n t to St. Joseph's. H e / S h e started in 1974. On h i s / t i e r first 2 so

day, h e / s h e cried and then he played with his new friends. He/She 3 on

Liked/didn't like school because he had a lot of friends. H e / s h e liked 4 can't

English and History b u t h e / s h e d i d n ' t like Chemistry or Geography.
H e / 5 t i e left school in 1987.

137
 45 Parts of the
Photocopiable p.218
body
46 W h e r e did t h e y go last
Photocopiable p.219
www.frenglish.ru
summer?

1 Aim: To practise t h e vocabulary of parts of the body 1 Aim: To practise past simple questions

2 Activity type: Information gap 2 Activity type: Cued questions then information gap

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for every two • Make one copy of the worksheet for every two

students. Cut the worksheets in half. students. Cut the worksheets in half.

• Put students in A / B pairs. Assign t h e role of A • Put students in A / B pairs. A s s i g n t h e role o f A

or B to each student. Hand out the corresponding or B to each student. Hand out the corresponding

half of the worksheet. Draw a stick person on half of the worksheet. Write the following cues

the board, write number 1 next to the head and on the board:Where/you/go/last summer?
number 2 next to the neck. Ask an A student you/stay/in a hotel? Elicit t h e full sentences:

What's number 1? and elicit head. Ask: How do you Where did you go last summer? Did you stay in a
spell 'head'? Elicit t h e spelling and write it on the hotel?
board. Ask a B student What's number 2? Elicit: • Ask students to work individually to write complete

neck. Ask: How do you spell 'neck'? Elicit the questions in exercise 1 . Circulate to help with any

spelling and write it on the board. problems with question formation and word order.

• S t u d e n t s w o r k in pairs asking a n d answering • For exercise 2, explain that the A students need

questions in t h e same w a y t o find o u t t h e missing to find out about Eddie and the B students need

parts of t h e b o d y on their worksheets. to find out about Millie. Tell t h e B students to look

• Check the answers by calling out the numbers, at the information they have about Eddie. Ask:

eliciting t h e words and writing t h e m on the board. Where did Eddie go last winter? and elicit He went
• For exercise 2, ask students t o cover t h e words to Italy. Tell t h e A students t o write t h e a n s w e r in

and call o u t several n u m b e r s in r a n d o m order, t h e correct place. N o w tell the A students to look

e.g. Number 6 and elicit arm. at the information they have a b o u t Millie. Ask:

• Students c o n t i n u e in their pairs t o identify the Where did Millie go last summer? Elicit: She went
parts of the b o d y from memory. to Paris. Tell t h e B students to write the answer in

• As an extension, practise using hurts and sore. the correct place.

Hold up your hand and m i m e t h a t it hurts. • S t u d e n t s w o r k in pairs t o ask a n d a n s w e r questions

Elicit: My hand hurts,My hand's sore.

and Ask in the same way. W h e n t h e y have finished, ask

a student to mime a pain What's the

a n d ask confident students to report back. For example, an

matter (Aleksander)? Elicit: My (head's) sore./My A student would sayEddie went to Italy last year. He
(head) hurts. Students practise making similar went with Ben and Paul. They stayed in a hotel, etc.
conversations in pairs. Ask c o n f i d e n t students to
ANSWERS
act out their conversations to the class.
Student A
1 Where did Eddie go last winter? He w e n t t o Italy.
ANSWERS
2 Who did he go with? He w e n t with Ben and Paul.
1 head
3 Did t h e y stay in a hotel? Yes, t h e y did.
2 ear
4 Did t h e y go skiing? Yes, t h e y did.
3 face
5 W h a t did t h e y do in the evening? T h e y w e n t t o clubs and
4 neck
restaurants.
5 elbow
6 Did he have an accident? Yes, he did.
6 arm
7 H o w did he do that? He fell over on his skis.
7 hand
8 back Student B
9 ankle 1 Where did Millie go last summer? She w e n t t o Paris.
10 hair 2 Who did she go with? She w e n t with S a l l y - A n n .
11 eye 3 Where did t h e y stay? T h e y stayed in t h e H o t e l France.
12 nose 4 W h a t did t h e y do in t h e day? They visited the Eiffel Tower and
13 mouth w e n t t o museums.
14 tooth 5 W h a t did t h e y do in t h e evening? T h e y ate in expensive
15 shoulder restaurants.
16 chest 6 Did Millie have a good time? Yes, she did.
17 finger 7 Why did she have a good time? She met a handsome waiter.
18 stomach
19 leg
20 knee
21 foot
22 toe

137
 47 I fell off a chair
Photocopiable p.220 48 H a v e y o u g o t a n y t h i n g www.frenglish.ru
a cough? ~
Photocopiable p.221
for

1 Aim: To practise talking a b o u t an accident 1 Aim: To practise asking for things at a chemist's

2 Activity type: Gapped conversation 2 Activity type: Gapped conversations with picture cues

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for every two • Make one copy of the worksheet for each student.

students. Cut the worksheets in half a n d give one • Give students a copy of the worksheet. With

sheet to each student. w e a k e r classes, briefly revise t h e names of the

• Ask students to look at the picture. Point to the problems and treatments shown in t h e pictures.

man. Ask: Who's this? a n d elicit Harry. Ask: Who is • Ask t w o confident students to start reading the

he talking to? Jan. and elicit Ask students to read first conversation. Elicit t h e missing words from

t h e first t h r e e lines o f t h e c o n v e r s a t i o n including the whole class as y o u get to picture 1 (cough)

the example sentence. and picture 2 (medicine). Ask students to write the

• P u t students in pairs a n d ask t h e m to complete words in t h e correct spaces in t h e conversation.

the conversation with the missing sentences in the • P u t students in pairs. A s k t h e m to read the

box. conversations together and to identify and write

• Check the answers by asking a confident pair of the missing words. Circulate to help with spelling.

students to read out the completed conversation. • Check the answers by asking pairs t o read o u t their

• For exercise 2, p u t s t u d e n t s in n e w pairs to conversations and writing the missing words on

practise the conversation. Ask confident students the board.

to act out the conversation to the class. • For exercise 2, p u t students in n e w pairs to

• As an extension, students can role play more practise the conversations. Encourage them to use

conversations. Write the sentences from the box mime and gestures to express the different medical

on t h e board in t h e order t h e y a p p e a r in the problems. Drill difficult w o r d s a n d lines as a class

conversation and elicit more ideas: if necessary.

I fell off a chair/a ladder. /I tripped over the cat. /1 • As an extension, get students to role play other

lifted a heavy box. conversations with different problems and the

I hurt my leg/knee/arm/ankle. treatments. Elicit o t h e r words students can use,

It happened in the kitchen/dining room/garden/ e.g. stomach ache, a headache, sunburn,

bathroom. a cold, capsules. W i t h w e a k e r classes, build the

My wife/husband/friend called an ambulance/ conversation w i t h t h e w h o l e class a n d w r i t e it on

phoned the doctor/took me to hospital. t h e board first. Ask confident students to act out

I had an X-ray /an operation / an injection. their conversations to the class.

It's painful /broken /OK.

I can't go to work/walk/drive. ANSWERS
1 cough
• Ask students to make up more conversations 2 medicine
in their pairs using t h e questions f r o m the 3 earache
conversation and the ideas on the board. Circulate 4 tablets
5 sore eyes
to help with ideas and pronunciation. Drill difficult
6 drops
words and lines as a class i f necessary.
7 rash
8 cream
ANSWERS
1 I fell o f f a chair.
2 I hurt my leg.
3 I t happened in t h e kitchen.
4 My wife called an ambulance.
5 I had an X-ray.
6 Well, it's painful.
7 Yes, but I can't go t o work.

137
 49 Travel
Photocopiable p.222 50 They're going to go to
Photocopiable p.223
www.frenglish.ru
Paris

1 Aim: To practise travel vocabulary 1 Aim: To practise going to for future plans

2 Activity t y p e : Crossword then categorization 2 Activity type: Correcting information then pairwork

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for each student.

• Give students a copy of the worksheet. Point to the • Give students a copy of the worksheet. Focus on

p u z z l e a n d ask What's this? Elicit: crossword.

A the pictures. Tell s t u d e n t s t o c o v e r t h e exampLe

• Draw an arrow pointing down and an arrow sentence. Point to the young woman in t h e first

pointing across on t h e board and elicit the picture. Tina's going to go to the beach. Elicit:
Say:
directions down and across. Ask students to look Tina isn't going to go to the beach. She's going to
at t h e picture clues a n d ask What's 1 across? Elicit go shopping. Point to the second picture and say

the answer miss your train. Ask a student to spell Frank and Amy are going to play golf. Elicit: Frank
the missing word and write it on the board. Tell and Amy aren't going to play golf. They're going to
students to write the word miss in t h e crossword. go sailing.
Focus on 2 down and the corresponding picture • P u t students in pairs and ask t h e m t o correct the

clue. Elicit the answer station. information a b o u t the people in the other pictures.

• P u t students in pairs. Ask t h e m t o c o n t i n u e doing • Check the answers by asking students to read out

the crossword. Circulate to help with spelling. their sentences.

• Check the answers by asking What's 4 across?, etc • For exercise 2, ask students t o look at picture 1.

for all t h e clues. Ask confident students to read o u t t h e example

• For exercise 2, ask students to look at the table. question and answer. Students continue in pairs,

Say each category in t u r n and elicit a word from asking and answering about the people in the

the crossword, e.g. say objects and elicit ticket, pictures. Drill t h e i n t o n a t i o n with the whole class

etc. Students then c o m p l e t e t h e table in their as necessary.

pairs. • As an extension, practise the first person form

• Check the answers by asking different students to by asking Are you going to stay in
questions, e.g.

list t h e w o r d s for e a c h category. bed on Saturday? Elicit: Yes, I am. /No, I'm not.
I'm going to go shopping. Write some cues on

the board, stay in bed, go to work, relax, go

e.g.
ANSWERS
Exercise 1
shopping, go to the beach. Tell students t o ask and

Across a n s w e r in pairs a b o u t their plans for Saturday.

1 miss
4 ticket ANSWERS
6 lose 1 Tina isn't going to go t o t h e beach. She's going t o go s h o p p i n g .

9 forget 2 Frank and A m y aren't going t o play golf. They're going t o go

1 0 plane sailing.

1 1 suitcase 3 Tom isn't going to get up early. He's going t o stay in b e d / g e t

1 5 airport up late.
4 Sarah isn't going t o have lunch with her friends. She's going t o
Down
relax in t h e garden.
2 station
5 J o , S a m , and Emily aren't going to study for their exams.
3 port
They're going t o have a party.
5 camping
6 Robert isn't going t o go t o a museum. He's going t o watch a
7 cruise
f o o t b a l l match.
8 passport
7 Liz and Mike aren't going t o play t e n n i s . They're going t o play
1 2 trip
basketball.
1 3 train
8 Kate isn't going t o read a b o o k . She's going t o meet her friends.
1 4 boat

Exercise 2
Objects ticket, passport, suitcase
Transport plane, b o a t , train
Problems miss y o u r train, lose y o u r luggage, forget y o u r passport
Places airport, s t a t i o n , port
Activities go on a business trip, go c a m p i n g , go on a cruise
 51 An ideal
Photocopiable p.224
holiday
52 I h o p e e v e r y t h i n g g o e swww.frenglish.ru
Photocopiable p.225
OK

1 Aim: To practise using going to to describe a holiday 1 Aim: To practise talking a b o u t a sad event

2 Activity type: Questionnaire then guided writing 2 Activity type: Reordering words in a conversation

3 Time: 15-20 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of t h e worksheet for every two

• Explain t h a t t h e students are g o i n g t o make plans students. Cut t h e w o r k s h e e t s in half and give one

Where are you

for their ideal holiday. Ask a student sheet to each student.

going to go? the Caribbean/

Elicit ideas, e.g. • Ask students to look at the photo. Ask: Who's Ben?
Florida/Egypt, etc. Ask: When are you going and Who's Asha? and get students to point to the

to leave? Tomorrow. /Now. /In

Elicit ideas, e.g. right character.

June. /On 1st August, etc. • Write t h e first j u m b l e d sentence on t h e board:

• Give students a copy of the worksheet. Students grandfather, /your/sorry /!/ was /hear /to/
work individually to complete the questionnaire. about. I was sorry to hear
Elicit the correct order:

Circulate t o help with ideas and vocabulary. about your grandfather.

• When they have finished, get students to swap • Ask students to work individually to reorder the

their completed questionnaires with a partner. o t h e r sentences in t h e conversation.

Explain that they're going to write about their • Check the answers by asking t w o confident

partner's ideal holiday. W r i t e t h e first line of the students to read o u t the parts o f the conversation.

writing task on the board: For my partner's ideal Drill difficult words a n d lines as a class if

holiday, he/she's going to go to Ask necessary.

a student a b o u t their partner,Where is e.g. • For exercise 2, p u t students in pairs a n d ask them

(Eduardo) going to go? Elicit t h e destination, e.g. to practise the conversation.

He's going to go to (Egypt). Complete the sentence • As an e x t e n s i o n , ask students to underline

on the board. the following information in t h e conversation:

• Students complete the task by transferring the grandfather/man /train / a couple of days. Elicit

information from their partner's questionnaire alternatives for these words, grandmother,
e.g.

and crossing o u t t h e words in t h e text t h a t aren't aunt, uncle/plane, boat, taxi /a month, a couple of
relevant, e.g. He/She. Circulate to help with weeks, etc.
grammar and spelling. • Ask students to make m o r e conversations in their

• When students have finished, collect the pairs by c h a n g i n g t h e details t h e y have underlined.

worksheets. Read out some of the texts and W i t h w e a k e r classes, build complete conversations

ask t h e class t o guess whose holiday you are o n t h e b o a r d w i t h t h e w h o l e class first. Ask

describing. confident students to act out their conversations

to the class.
SAMPLE ANSWER
For my partner's ideal holiday, h e / s h e ' s going t o go t o Egypt. ANSWERS
fte^s/She's going t o leave i n / o n tomorrow. H e % / S h e ' s going to 1 I was sorry t o hear a b o u t y o u r grandfather.
go w i t h her best friend. 2 You must feel very sad.
They're going t o stay in an expensive hotel. First, they're going t o 3 I'm going t o miss him.
visit the Pyramids. T h e n , they're going t o go shopping. After that, 4 I'm going to be away for a couple o f days.
they're going t o go on a boat trip on the Nile. They're going t o come 5 I hope everything goes O K .
home in / o n September.

137
 53 Food
Photocopiable p.226 54 S h e e a t s a l o t o f v e g e t awww.frenglish.ru
Photocopiable p.227
bles

1 Aim: To practise food vocabulary 1 Aim: To practise countable and uncountable nouns

2 Activity type: Information gap 2 Activity type: Gapped food diary and questions

3 Time: 15 minutes 3 Time: 20 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for every two • Make one copy of the worksheet for each student.
students. Cut t h e w o r k s h e e t s in half. • Write the following spaces and words on the
• Put students in A / B pairs. A s s i g n t h e role o f A board: butter, onion,
or B to each student. Hand out the corresponding potato, apples. Elicit
half of the worksheet. Ask an A student What's the missing words: some, an, a; and some.
picture 1? and elicit apples. Ask: How do you spell • Give students a copy of the worksheet. Focus
apples?, elicit t h e spelling a n d write it o n the on the photo of Samantha. Ask: Do you think
board. Tell t h e B students t o write it in t h e correct she looks healthy? Focus on Samantha's food
place on their worksheet. Ask a B student What's diary. Check c o m p r e h e n s i o n of mid-morning/mid-
picture 2? a n d elicit lettuce. Elicit t h e spelling and afternoon snack. Tell students t o decide whether
write it on t h e board. Tell t h e A students to write the words are c o u n t a b l e or u n c o u n t a b l e a n d t o fill
it in t h e correct place on their worksheet. in t h e gaps w i t h a, an, or some.
• S t u d e n t s w o r k in pairs asking a n d answering • Check the answers with the class.
questions in t h e s a m e w a y t o find o u t t h e missing • Write the following words coffee,
on the board:
names of the food. oranges, sandwiches, cheese. coffee Point to
• Check the answers by calling out the numbers, and say How much coffee do you drink? Point to
eliciting the words and writing t h e m on the board. oranges How many oranges
and elicit t h e question
• F o r exercise 2, ask a student Do you like fish? do you eat? sandwiches (how
Do the same with
Elicit: Yes, I do. /No, I don't. S t u d e n t s ask and many) and cheese (how much).
a n s w e r q u e s t i o n s a b o u t t h e i r likes a n d dislikes in • A s k s t u d e n t s t o c o m p l e t e t h e q u e s t i o n s in the
their pairs. conversation in exercise 2. Check the answers by
• W h e n t h e y h a v e finished, ask c o n f i d e n t students to asking t w o confident students to read the parts of
report back a b o u t their partners. Limit them to three the conversation.
t h i n g s t h e i r p a r t n e r likes a n d t h r e e t h i n g s he/she • P u t students in pairs a n d tell t h e m t o ask and
Antonio likes apples, chicken, and
d o e s n ' t like, e . g . answer t h e questions in t h e c o n v e r s a t i o n . Ask
potatoes. He doesn't like lettuce, carrots, or fish. students if they think S a m a n t h a has a good diet.

• A s k a s t u d e n t t h e q u e s t i o n s in t h e c o n v e r s a t i o n in
ANSWERS
1 apples
exercise 2. I don't drink/
Elicit answers t h a t include

2 lettuce eat... . Not much/many. I drink/eat a lot of...

3 chicken • As an extension, tell students to write their own
4 oranges
f o o d diaries as in exercise 1 and talk about them
5 fish
in pairs.
6 cheese
7 bread
ANSWERS
8 butter
Exercise 1
9 onions
1 some
10 pork
2 a
11 beef
3 an
12 potatoes
4 a
13 carrots
5 an
14 tomatoes
6 some
15 grapes
7 some
16 rice
8 a
17 eggs
9 some
18 peas
10 some
11 some
12 a

Exercise 2
1 H o w much
2 H o w many
3 H o w many
4 H o w much
5 H o w much
6 H o w many

137
 55 I usually have toast for
Photocopiable p.228
breakfast
56 Are you ready to
Photocopiable p.229
order?
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1 Aim: To practise describing w h a t a person eats and 1 Aim: To practise ordering a m e a l in a restaurant

drinks 2 Activity type: Gapped conversation

2 Activity type: Questionnaire then guided writing 3 Time: 15 minutes

3 Time: 15-20 minutes 4 Instructions:

4 Instructions: • Make one copy of the worksheet for each student.

• Make one copy of the worksheet for each student. • Give students a copy of the worksheet. Ask them

• Explain that students are g o i n g t o c o m p l e t e a to look at the p h o t o and ask Where are they?
questionnaire about their diet. Briefly review the Elicit: In a restaurant. Ask: What are they doing?
food vocabulary from Lesson 53 of the Student's and elicit They're ordering a meal.
Book. Give students a copy of the worksheet and • Ask s t u d e n t s t o read t h e first line. Elicit t h e first

elicit possible answers to each of the questions in missing word order and tell students to cross out

exercise 1 . t h e w o r d in t h e box.

• Students work individually to complete the • P u t s t u d e n t s in pairs a n d ask t h e m to complete

questionnaire. Point out that they should write the conversation.

an answer with the relevant frequency adverb • Check the answers by asking a confident pair

for questions 1, 2, and 3. Circulate to help with to read o u t t h e parts of t h e conversation. Drill

vocabulary and spelling. difficult words and lines as a class if necessary.

• When they have finished, get students to swap • For exercise 2, p u t students in n e w pairs to

their completed questionnaires with a partner. practise the conversation.

Explain that they're going to write about their • As an extension, ask students to underline the

partner's diet. Write t h e first line o f t h e writing following information in the conversation:

task on the board: My partner usually/often has steak /chips/salad/grilled salmon/potatoes /

for breakfast. Ask a student about sparkling mineral water/the same. Ask students to

their partner, What does (Maria) usually/often

e.g. make more conversations in their pairs by

have for breakfast? toast and

Elicit t h e answer, e.g. changing the details they have underlined. With

coffee. Complete the sentence on the board and w e a k e r classes, elicit t h e alternative w o r d i n g first

usually often.
cross o u t e i t h e r or and build the conversation w i t h t h e class o n the

• Students complete the task by transferring the board.

information from their partner's questionnaire and • G i v e students t i m e t o role play their new

crossing o u t t h e words t h a t aren't relevant in the conversations. Ask confident students to act out

text, e.g. +te/She and usually/often. Circulate to their conversations to the class.

help with grammar and spelling.

ANSWERS
• When students have finished, collect the
1 order
worksheets. Read out some of the texts, and ask 2 have
t h e class t o g u e s s w h o s e d i e t y o u are describing. 3 for
4 me
SAMPLE ANSWER 5 Anything
My partner ttsttatty/often has toast and coffee for breakfast. H e / 5 b e - 6 same
u s u a l l y / o f t e n has a sandwich and an apple for Lunch and h e / s h e - 7 bill
u s u a l l y / o f t e n has chicken and rice for dinner. H e / 5 t w often eats
fruit and biscuits as a snack. H i s / H e t favourite f o o d is chocolate and
yoghurt. H e / S h e doesn't like cheese or carrots.

137
 57 Clothes
Photocopiable p.230 58 It's a horrible old w h i t e van
Photocopiable p.231
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1 Aim: To practise the vocabulary of clothes 1 Aim: To practise adjective order

2 Activity type: Labelling then finding the differences 2 Activity type: Cued sentences then memory game

in a picture
3 Time: 15 minutes

3 Time: 15 minutes
4 Instructions:
4 Instructions: • Make one copy of the worksheet for each student.

• Make one copy of the worksheet for every two • Briefly review the adjectives from Lesson 58 of

students. Cut t h e w o r k s h e e t s in half. the Student's Book. Point to a range of colours

• Put students in A / B pairs. Assign t h e role of A in t h e r o o m and elicit t h e correct word. Also elicit

or B to each student. Hand out the corresponding the opposites of common adjectives, e.g. long
half of the worksheet. A s k t h e class t o look at - short.
number 1 on the picture a n d elicit t h e i t e m of • Give students a copy of the worksheet. Focus

clothing coat. on picture 1, the cue words, and the example

• Tell students t o w o r k individually t o write the sentence. W i t h w e a k e r classes, briefly review the

names of all t h e numbered items of clothing in order of adjectives before nouns. Put students in

their pictures. pairs a n d ask t h e m t o w o r k t o g e t h e r t o complete

• Check the answers by caLling o u t t h e numbers and t h e sentences w i t h t h e adjectives in t h e correct

eliciting the items of clothing. order.

• For exercise 2, explain t h a t there are four • Check the answers by asking different students to

differences between the two A and B pictures read o u t their sentences.

and that students need to identify them without • For exercise 2, ask students t o cover the

looking at each other's picture. Say to a B student sentences. Picture 4

Say: and elicit t h e sentence

In picture A, the shop assistant is wearing a jacket. They've got a beautiful big new house. Ask students

Elicit: In picture B, the shop assistant isn't wearing t o take it in turns t o describe the pictures from

a jacket. E x p l a i n t h a t t h i s is t h e f i r s t difference m e m o r y in t h e same way.

and ask students t o circle t h e s h o p assistant.

ANSWERS
• Briefly review the language students will need to
1 The dog's g o t b e a u t i f u l big brown eyes.
talk about the pictures, He's/She's wearing ....
e.g. 2 The woman's got nice long w h i t e boots.
He's/She's holding some .... There are some ...on 3 He's wearing dirty old blue jeans.

the desk. He's looking at some .... 4

5
They've g o t a b e a u t i f u l big new house.
He drives a horrible old w h i t e v a n .
• Students c o n t i n u e in their pairs t o find the
6 He's g o t nice short black hair.
differences. Circulate to help with vocabulary. 7 She's got a nice new black dress.
• Check the answers by asking different students to 8 That's a beautiful long w h i t e car.

explain the differences.

• As an extension, exploit t h e prices s h o w n in the

picture. Say: Excuse me. How much are these socks?

Elicit: They're £3. Ask students to practise similar

conversations using the information in their

pictures.

ANSWERS
Exercise 1
1 coat 7 boots 13 socks
2 top 8 shorts 14 gloves
3 knickers 9 vest 15 underpants
4 bra 10 jacket 16 shoes
5 jeans 11 shirt
6 tights 12 trousers

Exercise 2
1 I n picture, A t h e shop assistant is wearing a jacket.
In picture B, he isn't wearing a j a c k e t .
2 In picture A , there is a pile of knickers on t h e shelf.
In picture B, there's a pile of vests on the shelf.
3 In picture A , t h e female customer is holding a jacket.
In picture E , she's holding some trousers.
4 In picture A , there aren't any shoes on the shelf.
In picture B, there are some shoes on the shelf.

137
 59 W h a t are y o u r favourite
Photocopiable p.232
clothes?
60 That sounds
Photocopiable p.233
interesting
www.frenglish.ru

1 Aim: To practise describing clothes 1 Aim: To practise making comments

2 Activity type: Questionnaire then guided writing 2 Activity type: Gapped conversations

3 Time: 15-20 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for each student.
• Explain t h a t students are g o i n g t o complete a • Give students a copy of the worksheet. Ask
questionnaire on clothes. Briefly review the clothes them to Ask: What's
look at the first picture.
vocabulary from Lesson 57 of the Student's Book. he wearing? Elicit: He's wearing a jacket and
Give students a copy of the worksheet. Elicit trousers/a suit.
possible answers to each o f t h e q u e s t i o n s in the • Ask students to read t h e first line. Explain that
questionnaire. the missing l i n e is i n t h e b o x , but that one of the
• Ask students to complete the questionnaire lines in t h e b o x isn't n e e d e d . Elicit t h e missing
individually. Circulate to help with ideas and line Oh, hello. Thanks. Tell s t u d e n t s t o cross out
vocabulary. t h a t line in t h e b o x . Elicit t h e second missing line
• When they have finished, get students to swap No, I've got an interview at a design company.
their completed questionnaires with a partner. • P u t students in pairs a n d ask t h e m t o complete
Explain that they're going to write about their the other conversations. Remind them that there is
partner's clothes. Write t h e first line o f t h e guided one extra reply for each conversation. Circulate to
writing on the boardAt the moment, my partner is help with any problems.
wearing Ask that student's partner • Check the answers by asking confident pairs of
What is (Adam) wearing at the moment? Elicit their students to read o u t the conversations. Drill
answer, e.g.jeans and a T-shirt and complete the difficult words and lines as a class i f necessary.
sentence on the board. • For exercise 2, p u t students in n e w pairs to
• Students complete the task by transferring the practise the conversations. Ask confident students
information from their partner's questionnaire and to act out their conversations to the class.
crossing o u t t h e words t h a t aren't relevant in the

text, e.g. He/5ht and For work/school/university. ANSWERS

1 O h , hello. Thanks.
Circulate to help with grammar and spelling. 2 N o , I've got an interview at a design company.
• When students have finished, collect the 3 I'm fine, t h a n k s .
4 Er, no. I've g o t a new girlfriend now.
worksheets. Read out some of the texts and ask
5 He's fine, t h a n k s . We're going t o get married next year.
t h e c l a s s t o g u e s s w h o is b e i n g described.
6 Yes. We're very happy.
7 I'm going t o have a gap year and go travelling.
SAMPLE ANSWER
8 S o u t h America.
A t t h e m o m e n t , my partner is wearing j e a n s and a top. Yesterday,
h e / s h e wore a dress. For w o r k / s c h o o l / university, h e / s h e wears
skirts and dresses. A t t h e weekend, h e / s h e usually wears jeans and
trousers. On h i s / h e r summer holiday, h e / s h e often wears shorts
and T-shirts. H i s / H e r favourite clothes are jeans. H i s / H e r favourite
! colours for clothes are black and red. tte/She doesn't like gloves
and hats.

137
 61 A t t h e post office
Photocopiable p.234 62 H e has t o fly a plane
Photocopiable p.235
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1 Aim: To practise talking a b o u t things at a post office 1 Aim: To practise have to/don't have to
2 Activity type: Gapped sentences 2 Activity type: Writing sentences about jobs

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for each student.

• Give students a copy of the worksheet. Ask • Give students a copy of the worksheet. Elicit the

What's the man

questions a b o u t the first picture: names of the jobs by asking about the people in

doing? He's sending a parcel. How is he sending it? random order, e.g. ask Picture 3. What do they do?
Special delivery. Who's this? (point to the cashier) Elicit: They're chefs. (Names of jobs: 1 receptionist,

It's the cashier. What are these? (point to the 2 student, 3 chef, 4 manager, 5 pilot, 6 nurse,

scales) They're scales. With weaker classes, ask 7 postman, 8 taxi driver, 9 shop assistant,

q u e s t i o n s a b o u t all t h e pictures on the worksheet 10 footballer).

t o elicit t h e vocabulary. • Check comprehension o f t h e verbs in t h e b o x . Tell

• Ask students to look at t h e first g a p p e d sentence students to look at the example sentence. Say:

a n d elicit t h e answer parcel from t h e words in the Number 2. What do they have to do? Elicit: They
box. Tell t h e m t o cross o u t t h e w o r d in t h e box. have to study hard. Ask: What don't they have
• P u t students in pairs a n d ask t h e m to complete to do? Elicit: They don't have to go to work. Tell

the sentences. Circulate to help with any problems. students to write the sentences and cross o u t the

• Check the answers by asking confident students to verbs in the box.

read out their sentences. • P u t students in pairs a n d ask t h e m t o work

• For exercise 2, ask students t o cover t h e first together to write the sentences. Remind them

group of sentences. Elicit a description of the to use t h e they f o r m in sentences 3, 4, and 10.

picture, The man has a parcel. He's sending

e.g. Circulate to help w i t h any problems and check

it special delivery. The cashier is putting it on the students are using t h e correct v e r b forms.

scales. • Check the answers by asking students to read out

• In pairs, students cover the sentences and describe their sentences.

the pictures in t h e s a m e way. Circulate to help • For exercise 2, What

ask a s t u d e n t w h o has a j o b

with pronunciation. do you have to do at work? What don't you have

• Ask confident students to describe all t h e pictures. to do? What
Elicit h i s / h e r answer. A s k a s t u d e n t

do you have to do in your studies? What don't you

ANSWERS
have to do? Elicit h i s / h e r answer. S t u d e n t s write

their answers and then compare with a partner.

1 parcel
2 special delivery Ask confident students to report back about their
3 cashier partner, e.g. Marta has to meet visitors. She doesn't
4 scales have to sell things.
5
6
postman
deliver
• As an extension, I have to drive. I don't have
say

7 birthday card to repair cars. Elicit: Picture 8 or a taxi driver.

8 air mail Say: We have to cook. We don't have to talk to
9
10
letter box
postcard
customers. Elicit: Picture 3 chefs. or Students take

it in t u r n s t o use t h e first person t o describe the

11 stamp
12 post people in t h e pictures.
13 post box
14 envelopes ANSWERS
15 letter 1 She has t o meet visitors. She doesn't have t o have meetings.
16 get 2 They have t o study hard. They d o n ' t have t o go t o work.
3 They have to cook food. They don't have t o speak to customers.
4 She has t o have meetings. She doesn't have t o make coffee.
5 They have t o fly a plane. They d o n ' t have t o serve drinks.
6 She has t o look after ill people. She doesn't have to make meals.
7 He has t o deliver letters. He doesn't have t o weigh parcels.
8 She has to drive. She doesn't have t o repair cars.
9 He has t o sell things. He doesn't have t o lift heavy boxes.
10 They have to play football. They don't have t o learn a language.

137
 63 Can y o u c o m e for a
Photocopiable p.236
meat?
64 Who's calling,
Photocopiable p.237
p l e a s e ?www.frenglish.ru

1 Aim: To practise m a k i n g and responding to requests 1 Aim: To practise using telephone expressions

2 Activity t y p e : Making conversations from cues 2 Activity type: Gapped conversations

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for each student.

• Give students a copy of the worksheet. Ask them • Give students a copy of the worksheet. Ask them

to look at picture 1. Point to the man and say to look at the pictures. Point to the pictures of

This is Michael. People are asking him to do a lot Sarah and ask What's her name? and elicit the

of things. Point to Michael's girlfriend and ask answer.

students to look at t h e first pair of cues and the • Ask students t o read t h e first t w o lines o f the

example conversation. Ask a confident pair of conversation and elicit the first missing w o r d from

students to read the conversation aloud. the box speak. G e t s t u d e n t s t o cross o u t t h a t word.

• P u t students in pairs. Tell t h e m to make more • Put students in pairs a n d ask t h e m to complete

conversations using the words provided. Circulate the conversations w i t h t h e words in t h e box.

to help with pronunciation. Drill difficult words • Check the answers by asking pairs of confident

and lines as a class if necessary. students to read o u t t h e conversations.

• Check the answers by getting pairs o f students to • Check comprehension of the context by asking:

say the conversations across t h e cLass. Who is Mark? He's Sarah's boyfriend. Why is Sarah
• For exercise 2, say Picture 1 a n d ask a s t u d e n t to angry? Because Mark didn't go the restaurant.
Say: Picture 2
read t h e e x a m p l e aloud. He a n d elicit • For exercise 2, p u t students in n e w pairs to

can't play football tomorrow because he has to go to practise the conversations. Circulate to help with

the dentist's. Students make sentences in their pairs pronunciation. Drill difficult w o r d s a n d lines as a

about the other pictures. class if necessary. Encourage students to read the

• As an extension, tell students to make up their roles w i t h expression.

own conversations. Elicit s o m e ideas for requests • Ask c o n f i d e n t pairs of students to act o u t the

and write them come to the

on the board, e.g. conversations to the class.

pub/play tennis/buy some milk, etc. Then elicit • As an extension, get students t o role play new

ideas for reasons, meet a friend/go shopping/

e.g. s i t u a t i o n s in w h i c h t h e y get a wrong number and

do my homework, etc. Ask students to swap in w h i c h they offer to take a message.

partners. They then make more conversations using

ANSWERS
the ideas on the board. Ask confident students to
1 speak
act out their conversations to the class. 2 calling
3 ring
ANSWERS 4 there
Exercise 1 5 afraid
1 Can you come for a meal? I'm sorry. I can't. I have to finish a 6 message
report. 7 out
2 Can you play football tomorrow? I'm sorry. I can't. I have t o go 8 speaking
t o the dentist's.
3 Can you go shopping? I'm sorry. I can't. I have t o write a letter.
4 Can you come t o my party? I'm sorry. I can't. I have to visit
my parents.
5 Can y o u go t o t h e post office? I'm sorry. I can't. I have t o send
some emails.
6 Can you p h o t o c o p y the report? I'm sorry. I can't. I have t o go
t o a meeting.
7 Can you meet Mr Brown at t h e airport? I'm sorry. I can't.
I have t o go t o t h e bank.
8 Can you come for a drink? I'm sorry. I can't. I have t o look
after some visitors.

Exercise 2
1 He can't come for a meal because he has t o finish a report.
2 He can't play f o o t b a l l t o m o r r o w because he has t o go t o the
dentist's.
3 He can't go shopping because he has t o write a letter.
4 He can't come t o the party because he has t o visit his parents.
5 He can't go t o t h e post office because he has t o send some
emails.
6 He can't photocopy the report because he has t o go t o a meeting.
7 He can't meet Mr Brown at t h e airport because he has t o go t o
t h e bank.
8 He can't come for a drink because he has to look after some
visitors.
137
 65 The weather
Photocopiable p.238 66 R o m e is h o t t e r t h a n
Photocopiable p.239
L www.frenglish.ru
ondon

1 Aim: To practise talking about the weather 1 Aim: To practise using comparatives

2 Activity type: Matching words with pictures then 2 Activity type: Writing sentences from cues

memory game
3 Time: 15 minutes

3 Time: 15 minutes
4 Instructions:
4 Instructions: • Make one copy of the worksheet for each student.

• Make one copy of the worksheet for each student. • Choose two students and write the following on

• Give students a copy of the worksheet. Focus on the board: (Marek) / (Antonia) / tall. Say (Marek)
picture 1 and ask What's the weather like? Elicit is taller than (Antonia). Leave this sentence on the

the example answers: wet windy.and board. Do the same with other pairs o f students

• P u t students in pairs a n d ask t h e m t o match and elicit sentences from t h e class.

two words from each group of with to the other • Give students a copy of the worksheet. Ask them

pictures. t o look at t h e first picture, t h e cues, and the

• Check the answers with the class. example sentence. Ask them to look at the second

• For exercise 2, tell students to cover t h e words. picture and the cues, and elicit t h e sentence Mice
Ask a b o u t t h e pictures in r a n d o m What's
order, e.g. are smaller than elephants. With a weaker class,

the weather like in picture 4? Elicit: It's cloudy elicit t h e c o m p a r a t i v e adjectives they need to

and cool. Students continue asking and answering use: 1 hotter, 2 smaller, 3 more expensive, 4 faster,
a b o u t t h e w e a t h e r in t h e pictures in pairs. 5 bigger, 6 shorter, 7 better, 8 more interesting.
• As an extension, ask students different questions Students write sentences about the other pictures.

about the weather, What's the weather like

e.g. Circulate to help with any problems.

today? What was the weather like yesterday/last • Check the answers by asking different students to

weekend /on your birthday? What's your favourite read o u t their sentences.

weather?, etc. Encourage students to think of their • For exercise 2, ask students t o look at the first

own weather questions. sentence you wrote on the board. Elicit the

opposite adjective short. Write: (Antonia) and

ANSWERS
1 wet / windy
elicit is shorter than (Marek). Say: hot and elicit

2 f o g g y / cold the opposite adjective cold. Focus on the example

3 snowing / icy sentence London is colder than Rome. Elicit all the
4 cool / cloudy
opposite adjectives students 1 cold,
need to use:
5
6
raining / stormy
sunny / warm
2 big, 3 cheap, 4 slow, 5 small, 6 tall, 7 bad,
7 frosty / dry 8 boring. Students then write another sentence
8 hot/fine about each picture using the opposite adjectives.

• Check the answers by asking different students to

read o u t their sentences.

ANSWERS
Exercise 1
1 Rome is h o t t e r t h a n L o n d o n .
2 Mice are smaller t h a n elephants.
3 The A p o l l o is more expensive than Seaview.
4 Aeroplanes are faster t h a n cars.
5 France is bigger t h a n Britain.
6 J o e is shorter t h a n S a m .
7 The weather t o d a y is better t h a n t h e weather yesterday.
8 The book is more interesting t h a n t h e film.

Exercise 2
1 L o n d o n is colder t h a n Rome.
2 Elephants are bigger t h a n mice.
3 Seaview is cheaper t h a n The A p o l l o .
4 Cars are slower t h a n aeroplanes.
5 Britain is smaller t h a n France.
6 Sam is taller t h a n J o e .
7 The weather yesterday was worse t h a n the weather today.
8 The film is more boring t h a n t h e book.

137
 67 We love our life in
Photocopiable p.240
Greece
68 Photocopiable p.241
Welcome back
www.frenglish.ru

1 Aim: To practise c o m p a r i n g different pLaces 1 Aim: To practise talking about a trip

2 Activity t y p e : Correcting wrong information 2 Activity t y p e : Gapped conversations

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for every two
• Give students a copy of the worksheet. Ask them students. Cut the worksheets in half and give one
to Look at t h e p h o t o of Toby and his family. Point sheet to each student.
to Toby and say This is Toby. Ask different students • Ask students to look at the photos and ask Where
t o read o u t short sections of the text. After each are they? Elicit: In the street. Ask students to read
paragraph, ask questions t o check comprehension, t h e first t w o lines o f t h e c o n v e r s a t i o n . Elicit the
e.g. Where is Toby from? Manchester in Britain. missing sentence Welcome back.
Where does he live now? In Greece. What's the • P u t s t u d e n t s in pairs a n d ask t h e m to complete the
weather tike in Greece in summer? It's hot. What's it conversations with the missing sentences in the
like in winter? It's cold, etc. box. Explain that they need the same sentences for

• E x p l a i n t h a t t h r e e o f t h e six s e n t e n c e s in the the second conversation b u t in a different order.

exercise are incorrect. Ask students to read the • Check the answers by asking confident pairs

first sentence in t h e exercise. Elicit t h a t the to read out the c o m p l e t e d conversations. Drill

information is c o r r e c t . A s k t h e m to read the difficult words and lines as a class i f necessary.

second sentence and elicit t h a t t h e i n f o r m a t i o n is • For exercise 2, p u t students in n e w pairs to

incorrect. Elicit the sentence Toby's old job is more practise the conversations. Ask confident students

interesting than his new job. to act out the conversations to the class.

• P u t students in pairs a n d ask t h e m to do the • As an extension, get students to make up more

exercise together. Circulate to help with any conversations. Tell t h e m t o underline t h e following
problems. words in t h e first conversation: Last night. Yes, I
1 2
• Check the answers with the class. am. I didn't sleep on the plane. 3 the conference was
• As an extension, ask pairs o f students t o tell each very long, but it was interesting. Elicit alternative
other about two places t h e y know well. Write the ideas for each underlined section, e.g. 1 yesterday/
following prompts on the board to help them: t h e yesterday evening/this morning 2 No, I'm not. I slept
weather,; the food, the price of things. Ask confident on the plane/train./Yes, I am. I travelled all night./
students to describe the places to t h e class. No, not really. 3 The family party / holiday / wedding
was fun/ boring/ long, e t c . / I t was nice to see my
ANSWERS
1 correct
family /friends, etc.
2 incorrect - Toby's old j o b is more interesting t h a n his new j o b . • Ask students to make up more conversations
3 correct in their pairs, using t h e sentences in t h e first
4 incorrect - His salary now is lower t h a n in Britain.
conversation and the ideas on the board. Circulate
5 correct
to help with ideas and pronunciation.
6 incorrect - Meals in restaurants are more expensive in Britain.

ANSWERS
1 Welcome back.
2 When did y o u get back?
3 Are y o u tired?
4 How did it go?
5 Welcome back.
6 H o w did it go?
7 When did y o u get back?
8 Are y o u tired?

137
 69 Geographical
Photocopiable p.242
features
70 Who's the best singer in the
Photocopiable p.243
www.frenglish.ru
world?

1 Aim: To practise talking a b o u t geographical features 1 A i m : To practise using superlatives

2 Activity type: Crossword then pairwork 2 Activity type: Gapped questions then pairwork

3 Time: 15 minutes 3 Time: 15 minutes

4 Instructions: 4 Instructions:
• Make one copy of the worksheet for each student. • Make one copy of the worksheet for every two

• Give students a copy of the worksheet. Point to students. Cut t h e w o r k s h e e t s in half and give one

the p u z z l e a n d ask What's this? Elicit: A crossword. sheet to each student.

• Draw an arrow pointing down and an arrow • Write the first g a p p e d sentence on the board. Elicit

pointing across on t h e board and elicit the the superlative the largest and write it in t h e gap.

directions down across. and Focus onthe picture • Students work individually to complete the

clues and ask What's 1 down? Elicit t h e answer sentences using the superlative form of the

tunnel. Ask a student to spell the word and write adjectives given.

it on the board. Tell s t u d e n t s to w r i t e t h e word • Check the answers by asking students to read out

in t h e c r o s s w o r d . Focus on 3 across and the their questions.

corresponding picture clue. Elicit t h e answer cliff. • What's

P u t s t u d e n t s in pairs. A s k t h e class
• Put students in pairs. Ask t h e m t o c o n t i n u e doing the largest city in your/our country? Elicit the
t h e crossword in pairs. Circulate to help with answer. S t u d e n t s w o r k in pairs t o ask a n d answer
spelling. t h e questions in exercise 1 . Ask the questions to

• Check the answers by asking What's across?,

7 etc. t h e w h o l e class a n d e n c o u r a g e s t u d e n t s t o disagree/

for all t h e clues. give different opinions.

• For exercise 2, Is there a river near

ask a s t u d e n t • For exercise 2, write t h e first g a p p e d sentence on

here? Yes, there is. It's the River (Thames).

Elicit: the board: (good) singer in the
or No, there isn't. Students continue asking and world is Elicit: The best and a

answering questions about the geographical v a r i e t y o f a n s w e r s a b o u t w h o is t h e b e s t singer.

features in t h e area. • Students complete the sentences individually
• Ask different students to report back about each of with their o w n ideas. Check students have formed
the geographical features. the superlative adjectives correctly. Then ask a

I think
s t u d e n t t o tell y o u their first sentence, e.g.
ANSWERS
Down
(Madonna) is the best singer in the world. Say I
1 tunnel don't agree. I think (Placido Domingo) is the best
2 hill singer in the world. Encourage other students to
4 forest
join in.
5 valley
7 mountain
• Students discuss their answers to exercise 2 in

8 bridge pairs. W h e n they have finished, have another brief

9 road class discussion on the answers.
10 railway
ANSWERS
Across
Exercise 1
3 cliff
1 the largest
6 lake
2 the most interesting
7 motorway
3 t h e most famous
9 river
4 t h e hottest
11 island
5 t h e best
12 field
6 t h e most expensive
13 sea
7 t h e most b e a u t i f u l
8 the oldest
9 the cheapest
10 the worst

Exercise 2
1 The best
2 The most beautiful
3 The most handsome
4 The most interesting
5 The worst
6 The best
7 The most interesting
8 The worst

137
 71 T h e h i g h e s t m o u n t a i n is
Logan
Photocopiable p.244
Mount
72 H o w h i g h is t h a t
Photocopiable p.245
m o u n twww.frenglish.ru
ain?

1 Aim: To practise describing a country 1 Aim: To practise giving measurements

2 Activity type: Finding grammar mistakes then 2 Activity t y p e : Gapped sentences then pairwork

correcting wrong information

3 Time: 15 minutes

3 Time: 15 minutes
4 Instructions:
4 Instructions: • Make one copy of the worksheet for each student.

• Make one copy of the worksheet for each student. • Give students a copy of the worksheet. Ask them

• Give students a copy of the worksheet. Ask them to look at t h e first picture. Elicit t h e w o r d that

to look at t h e p h o t o s and elicit, or provide, the completes the gapped sentence - high. Tell

name of the country - Canada. Ask students what students to continue completing the sentences.

they know a b o u t Canada and elicit a f e w ideas. Make sure t h e y know that when we talk about a

• E x p l a i n t h a t t h e r e are five m i s t a k e s in t h e grammar building, w e can use high or tall, but we only use

of the text. Tell t h e m t h a t t h e mistakes are with tall to talk about people. Circulate to help with

some of the superlative forms. Ask a confident any problems.

student to start reading. Elicit t h e first error when • Check the answers by asking different students to

he/she gets t o it - the high mountain. Elicit the read o u t their answers.

correct superlative the highest mountain. Tell • For exercise 2, write the following numbers on the

students t o cross o u t high highest

and write above board: 2,000, 15.8, 0.5. Elicit t h e correct w a y to

the line. say the numbers: two thousand, fifteen point eight,
• Students continue to read the t e x t and identify and nought point five. How
Ask the first question

and correct the other errors. high is that mountain? Tell students t o look at the

• Check the answers by asking confident students to alternatives in exercise 2 and choose the most

read o u t different paragraphs. logical answer. Elicit: It's about 3,000 metres high.
• For exercise 2, elicit t h e correction for t h e first • P u t students in pairs. Ask t h e m t o ask a n d answer

sentence: Canada is in North America. Students the questions, choosing from the alternatives.

then w o r k individually t o correct t h e rest o f the Circulate to make sure t h e y say t h e numbers

statements. correctly. Drill t h e c o r r e c t f o r m s as a class if

• Check the answers with the class. necessary.

• As an extension, make more false s t a t e m e n t s about • Check the answers by asking confident pairs to

the text and get students to correct t h e m . Say: read t h e questions and answers across t h e class.

The Mackenzie is a mountain. Elicit: No, it isn't.

The Mackenzie is ariver,etc. ANSWERS
Exercise 1
1 high
ANSWERS
2 wide
Exercise 1
3 long
T h e h i g h e s t m o u n t a i n is M o u n t Logan and t h e l o n g e s t river is the
4 deep
Mackenzie.
5 tall
. . . t h e largest lake is t h e Great Bear Lake.
6 long
O t t a w a is a big city, b u t it isn't t h e b i g g e s t city in Canada.
7 tall/high
T h e c o l d e s t place in t h e country is in Y u k o n .
8 wide
Exercise 2
Exercise 2
1 Canada is in North America.
1 a
2 M o u n t Logan is a m o u n t a i n .
2 a
3 There are millions o f lakes in Canada.
3 b
4 Toronto is bigger t h a n O t t a w a .
4 b
5 Y u k o n is colder t h a n O t t a w a .
5 a
6 A v r i l Lavigne is a singer.
6 b
7 b
8 b

137
 73 Everyday
Photocopiable p.246
jobs
74 They've finished
Photocopiable p.247
d i n n e www.frenglish.ru
r

1 Aim: To practise t h e vocabulary of everyday jobs 1 Aim: To practise using t h e present perfect

2 Activity type: Making collocations then pairwork 2 Activity type: Writing sentences from cues then

pairwork
3 Time: 15 minutes

3 Time: 15 minutes
4 Instructions:
• Make one copy of the worksheet for each student. 4 Instructions:
• Give students a copy of the worksheet. Ask them • Make one copy of the worksheet for each student.
to look at t h e first picture and the e x a m p l e verb • Give students a copy of the worksheet. Ask them
do the ironing. Explain that they should take a to look at the picture. Explain t h a t it shows a
verb from box A and a group of words from box block of flats and the people w h o live there. Focus
B to m a k e t h e e v e r y d a y j o b s t h a t a p p e a r in the on t h e boys in picture 1 , the cues, and the
pictures. example sentence. Do the same for picture 2.
• Ask students to complete t h e exercise by matching Highlight the use of haven't as t h e negative they
the words and writing them in t h e correct place. form in sentence 1. Check students understand
• Check the answers with the class. t h a t ' s in sentence 2 is t h e s h o r t f o r m of has.
• For exercise 2, How often do you
ask a s t u d e n t • With a w e a k e r class, elicit all t h e p a s t participles
vacuum the floor? I never
Elicit an answer, e.g. tidied,
the students will need for the exercise: 3
vacuum the floor. My husband vacuums thefloor./ 4 bought, 5 read, 6 done, 1 typed, 8 cooked, 9 had,
I often vacuum the floor. 10 finished.
• P u t students in pairs a n d tell t h e m to • P u t students in pairs a n d ask t h e m t o write the
ask and answer questions a b o u t the other sentences together. Circulate to help with any
everyday jobs. problems.
• Ask confident students to report back on their • Check the answers by asking different students to
partner, Nicole does the washing-up every day.
e.g. read o u t their sentences.
She never deans the windows, etc. • For exercise 2, ask a pair of students t o read out

the example exchange. Then Picture 2. Has she

say
ANSWERS
1 do the ironing
done the ironing? Elicit: Yes, she has.
2 clean t h e windows • Students ask and answer questions a b o u t t h e rest
3 vacuum t h e floor o f t h e pictures in pairs.
4 pay t h e bills
• Check the answers by asking pairs o f students to
5 go t o t h e bank
say the questions and answers across t h e class.
6 tidy the room
7 make the beds
ANSWERS
8 cook the dinner
Exercise 1
9 take t h i n g s t o t h e cleaner's
1 They haven't laid t h e table.
10 take out t h e rubbish
2 She's done t h e ironing.
11 do t h e w a s h i n g - u p
3 They h a v e n ' t tidied their room.
12 do the washing
4 She's b o u g h t a birthday present.
13 lay the table
5 She's read t h e newspaper.
14 do the shopping
6 He hasn't done his h o m e w o r k .
7 She's t y p e d a letter.
8 He hasn't cooked dinner.
9 He hasn't had dinner.
10 They've finished dinner.

Exercise 2
1 Have t h e y laid t h e table? N o , t h e y h a v e n ' t .
2 Has she done t h e ironing? Yes, she has.
3 Have t h e y tidied their room? N o , t h e y h a v e n ' t .
4 Has she b o u g h t a birthday present? Yes, she has.
5 Has she read t h e newspaper? Yes, she has.
6 Has he done his homework? N o , he hasn't.
7 Has she t y p e d a letter? Yes, she has.
8 Has he cooked t h e dinner? N o , he hasn't.
9 Has he had dinner? N o , he hasn't.
10 Have t h e y finished dinner? Yes, t h e y have.

137
 75 I've gone to the
Photocopiable p.248
airport
76 W h a t are y o u t a l k i n g
Photocopiable p.249
www.frenglish.ru
about?

1 Aim: To practise understanding and writing short 1 Aim: To practise asking for an explanation

messages
2 Activity t y p e : Gapped conversations

2 Activity t y p e : Matching then writing short messages

3 Time: 15 minutes

3 Time: 15-20 minutes

4 Instructions:
4 Instructions: • Make one copy of the worksheet for each student.

• Make one copy of the worksheet for each student. • Give students a copy of the worksheet. Put them

• Give students a copy of the worksheet. Explain i n t o groups o f t h r e e a n d ask a c o n f i d e n t group

t h a t t h e m e s s a g e s are in t w o parts and the t o read t h e first c o n v e r s a t i o n , ignoring the gap.

students have to match them. Ask students to Then ask questions to check comprehension. Point

read the first message half. Check understanding to the picture of Ben, Jane, and Mark in t u r n and

by asking What's the problem? Elicit: The car isn't elicit their names. Ask: Who does Ben ask about?
working. Then ask students t o find t h e missing half Elicit: Mark's girlfriend. Ask: What's the problem?
of the message. Elicit t h e answer b . Ask students Elicit: Mark hasn't got a girlfriend. She left him.
which key words helped them. Elicit: appointment Ask: Who is angry? Elicit: Jane. Then elicit the

and garage. missing word sorry a n d tell s t u d e n t s t o cross it out

• Ask students to continue matching the message in t h e box.

halves, working individually. • Ask the groups of students to continue working

• Check the answers by asking different students to through the conversations and completing them

read o u t t h e c o m p l e t e messages. with words in the box. Point out that there are

• For exercise 2, explain that they have to write two extra words that they don't need to use.

their own messages. Elicit t h e kind o f information Circulate to help with any problems.

t h e y will need for t h e first message, e.g. W h o • Check answers by asking different groups of

is the message for? Your boss/colleague. What students to read o u t their conversations. Only two

happened? You missed the train. What's going to students are n e e d e d for the final conversation.

happen? You're going to be late for a meeting. Drill difficult w o r d s a n d lines as a class if

D o an e x a m p l e w i t h t h e w h o l e class first if necessary.

necessary, e.g. • Check comprehension by eliciting the problem that

Message for Mr Brown Ben causes in each conversation: 1 He asks about

I've missed my train, so I'm going to be late for the Mark's girlfriend, b u t she left him. 2 He tells Tess

meeting. about her surprise party. 3 He asks Harry a b o u t his

I'm going to get a taxi. job, but he hasn't g o t a j o b n o w . 4 J a n e is angry

Ana because they missed the train.

• P u t students in pairs. S t u d e n t s w o r k t o g e t h e r to • For exercise 2, ask students t o practise the

write suitable messages. Circulate to help with conversations in their groups. Ask confident groups

ideas and any problems. to act out the conversations to the class.

• Ask some of the students to read o u t their

messages.

ANSWERS
Exercise 1

Exercise 2
Sample answers
1 Message for Mr Brown
I ' v e missed my train, so I'm going t o be late for t h e m e e t i n g .
I'm going t o get a t a x i .
Ana
2 Everyone
The c o m p u t e r isn't working.
Please d o n ' t use i t .
Mum
3 Eddie
I've booked cinema tickets. Let's meet at 7 . 3 0 at t h e cinema.
Karl

137
 77 78
www.frenglish.ru
Experiences Have you ever been to London?
Photocopiable p.250 Photocopiable p.251

1 Aim: To practise talking a b o u t experiences 1 Aim: To practise using t h e present perfect and the

past simple to talk about experiences

2 Activity type: Labelling then pairwork

3 Time: 15-20 minutes

2 Activity type: Cued questions then pairwork

4 Instructions: 3 Time: 15 minutes

• Make one copy of the worksheet for each student. 4 Instructions:

• Give students a copy of the worksheet. Ask them to • Make one copy of the worksheet for each student.

look at the example drive a sports car. • Write the following cues on the board: be/to
• Ask the students to write the names of the other London? When/go there? Elicit t h e first question

activities on the worksheet. Check the answers by a n d ask different students Have you ever been to
asking different students to read t h e m out. London? Elicit answers Yes, I have. /No, I haven't.
• For exercise 2, p u t students in pairs. Ask a Elicit t h e second question a n d ask a s t u d e n t who

student Have you ever driven a sports car? Elicit: has been there When did you go there? Elicit their

Yes, I have./No, I haven't. Show students how reply Last year. /Three years ago, etc. I f nobody

to record their partner's answers.Yes, I have. For has been to London, ask a b o u t a different city.

they should put a tick ( / ) in t h e box next to the • Give students a copy of the worksheet. Students

relevant picture. For No, I haven't, they should put write the remaining questions on the wor-;sheet.

a cross ( X ) in the box next to the relevant picture. Circulate to help with the question formation and

Ask a different student Have you ever seen a ghost? tenses. With weaker students, go through all t h e

Elicit: Yes, I have./No, I haven't, and record a tick questions with the whole class first.

or cross o n t h e board. • Check the answers with the class.

• Students continue asking and answering in pairs. • For exercise 2, p u t students in pairs and tell them

Remind them to record their partner's answers. to practise asking and answering tne c_estions.

• Ask a student about his/her partner, e.g. H a s Ask them to make a note of their part-el's

(Tamiko) ever driven a sports car? Elicit: Yes, she answers. Circulate to help with pronunciation. Drill

has./No, she hasn't. Put students in different t h e verbs f o r m s w i t h t h e w h o l e class necessary.

pairs. Tell t h e m t o ask and answer questions about • Ask a student to tell you something about their

their previous partners. partner, e.g.(Miguel) has been to London. He went

• Confident students can report back a b o u t their there last month, etc.
partner, e.g. Karl has never seen a ghost. • P u t students in different pairs. Ask t h e -
to tell

each o t h e r a b o u t their first partner.

ANSWERS
Exercise 1 ANSWERS
1 drive a sports car 7 write a book 1 Have y o u ever been t o London? When did y o u go there?
2 see a ghost 8 be on TV 2 Have y o u ever seen a ghost? Where did y o u see it?
3 do a bungee j u m p 9 ride a horse 3 Have y o u ever met a famous person? W did y o u meet?
4 fly a plane 10 go scuba diving 4 Have you ever lived in another country? Where did y o u live?
5 run a marathon 11 climb a m o u n t a i n 5 Have you ever eaten in an I n d i a n restaurant? W h a t did y o u eat?
6 lose a match 12 win a prize 6 Have you ever won a competition? W h a t did y o u win?
Exercise 2 7 Have y o u ever been t o t h e theatre? A hat did y o u see?

1 A Have y o u ever driven a sports car? 8 Have y o u ever lost y o u r wallet? W h a t did y o u do?
B Yes, I have. / N o , I haven't.
2 A Have y o u ever seen a ghost.
B Yes, I have. / N o , I h a v e n ' t .
3 A Have y o u ever done a bungee j u m p ?
B Yes, I have. / N o , I h a v e n ' t .
4 A Have y o u ever flown a plane?
B Yes, I have. / N o , I h a v e n ' t .
5 A Have y o u ever run a marathon?
B Yes, I have. / N o , I h a v e n ' t .
6 A Have y o u ever lost a match?
B Yes, I have. / N o , I h a v e n ' t .
7 A Have y o u ever written a book?
B Yes, I have. / N o , I h a v e n ' t .
8 A Have you ever been on TV?
B Yes, I have. / N o , I h a v e n ' t .
9 A Have y o u ever ridden a horse?
B Yes, I have. / N o , I haven't.
10 A Have y o u ever been scuba diving?
B Yes, I have. / N o , I haven't.
11 A Have y o u ever climbed a mountain?
B Yes, I have. / N o ; I h a v e n ' t .
12 A Have y o u ever w o n a prize?
B Yes, I have. / N o , I h a v e n ' t .

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80
I?
An interview Are you travelling to Singapore?
Photocopiable p.252 Photocopiable p.253

he 1 Aim: To practise checking in at an airport

1 Aim: To practise asking s o m e o n e about their

experiences 2 Activity type: Gapped conversation

2 Activity type: Writing questions then role play 3 Time: 15-20 minutes

3 Time: 15-20 minutes 4 Instructions:

4 Instructions: • Make one copy of the worksheet for every two
,ent. students. Cut the worksheets in half.
• Make one copy of the worksheet for every two

students. Cut the worksheets in half. • Put students in A / B pairs. Assign the role o f A
ion
or B to each student. Hand out the corresponding
to
• P u t students in A / B pairs. Assign t h e role o f A or

B to each student. Hand out the corresponding half half of the worksheet. Ask students to look at the
en't. of the worksheet. Explain that the A students are photo. Where is the man?
Ask: and elicit At the
,vho
g o i n g t o role play an A m e r i c a n basketball player check-in of an airport. Explain that the A students
their h a v e t h e clerk's lines, a n d t h e B students have the
called J o h n Howard and the B s t u d e n t s are going
dy passenger's lines.
t o role play an Australian writer called Liza Trent.
y- E x p l a i n t h a t t h e y are g o i n g t o i n t e r v i e w each • Demonstrate the activity by writing Student B's
nts other, so first t h e y s h o u l d use t h e cues t o write the first g a p p e d line on t h e board:
;et. questions in exercise 1 . Students work individually to Singapore? Ask an A student to read their first
arid to complete the task. Circulate to help with any line and write t h e missing words for t h e B students
the problems. on the board: Are you travelling.
• Check the answers by asking different students to Students read their relevant parts and their

read out their questions. Note that both the A and partner writes down the missing words and lines
them
B students have the same questions. in the same way. Remind them to help each other
ns. with spelling and not to look at each other's
• Ask an A student to look at the information about

John Howard. Say: John. Have you ever been to conversations as t h e y do the activity. Circulate to

Europe? Elicit: Yes, I have. When did you

Then ask m a k e sure t h e y are b e i n g accurate.

go there? Elicit: Last year. Repeat the procedure When they have finished, ask students t o put their

with a B student. worksheets together to check the wording and

• Tell the A students t o interview the B students. spelling.

When they have finished, t h e y can swap roles so Ask confident students to read t h e conversation

that the B students interview the A students. across t h e class. Drill difficult w o r d s a n d lines as a

• Ask confident pairs o f s t u d e n t s t o role play the class if necessary.

interviews. For exercise 2, p u t students in n e w pairs to

practise the conversation. Circulate to help with

ANSWERS
pronunciation.
1 What's y o u r name?
As an extension, tell students to underline
2 W h a t do y o u do?
3 Where are y o u from? the following information in their completed
4 H a v e you ever travelled in Europe? Singapore/just one/aisle seat/
conversations:
5
6
When did y o u go there?
Where did y o u go?
1.30/gate number 7. Tell t h e m t o make more

conversations, changing these details. With weaker

7 Have y o u ever w o n a prize?
8 W h a t did y o u win? students, build the whole conversation on the

b o a r d w i t h t h e class first.

ANSWERS
Clerk Are y o u travelling t o Singapore? -
Passenger Yes, I am.
Clerk Can I see your ticket and passport, please?
Passenger Here y o u are.
Clerk T h a n k y o u . H o w many bags are y o u checking in?
Passenger J u s t one.
Clerk Did y o u pack the bag yourself?
Passenger Yes, I did.
Clerk Has anyone given y o u a n y t h i n g t o carry?
Passenger N o , t h e y haven't.
Clerk Can I see y o u r hand luggage, please?
Passenger Yes. Here it is.
Clerk T h a n k y o u . Would y o u like a w i n d o w seat or an aisle
seat?
Passenger A n aisle seat, please.
Clerk Here's y o u r boarding card. Boarding is at 1 . 3 0 from
gate number 7 . H a v e a nice flight.
Passenger Thank you. Goodbye.
Clerk Goodbye.
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Student's Book Review pages answer key

5 a 1 In the south of Hong Kong. 2 T h e r e ' s a big m a r k e t .
Review 1 - 8
3 Every day. 4 The market. 5 A hotel.
1 1 'm 2 meet 3 name 4 do 5 an 6 work 7 That
6 A t t h e end of Edward's street,
8 a
b 1 We 2 her 3 she 4 She 5 us 6 They 7 We
2 1 Argentina 2 Brazilian 3 China 4 Dutch 5 Britain 8 them 9 He 10 I 11 him 12 he 13 me
6 Polish 7 Spain 8 American
6 1 Why, Good 2 Let's, Sorry 3 H o w , Yes
3 1 t h r e e keys 2 / 3 four men 4 five boxes 5 / 6 /
4 1 Is t h i s O l i v e ' s desk? 2 L u c y i s n ' t here t o d a y . Review 2 5 - 3 2
3 A r e y o u her secretary? 4 T h e y a r e n ' t in t h e office. 1 k i t c h e n : cooker, f r i d g e , d i s h w a s h e r , w a s h i n g m a c h i n e , sink
5 1 I am 2 it isn't 3 w e are 4 he is 5 they aren't bedroom: bed, wardrobe
bathroom: washbasin
6 eight, twelve, sixteen, twenty-four, thirty-three, forty-one,
fifty, seventy-nine l i v i n g r o o m : a r m c h a i r , sofa
2 J a n u a r y , F e b r u a r y , M a r c h , A p r i l , May, J u n e , J u l y , A u g u s t ,
7 second, fourth, sixth, eighth, tenth
September, October, November, December.
8 1 Six 2 third 3 first 4 Two 5 Four
3 1 the second of September 2 the fifth of J u n e
9 a I d 2 f 3 a 4 c 5 b 6 e
3 the eleventh of November 4 the thirty-first of December
10 1 Goodbye. 2 Good morning. 3 S e e y o u later. 5 t h e f o u r t e e n t h o f March 6 the twenty-seventh of January
4 Goodnight.
4 a 1 're s i t t i n g 2 aren't reading 3 Is, watching
11 M o n d a y , T u e s d a y , W e d n e s d a y , T h u r s d a y , Friday, S a t u r d a y , 4 'm n o t m a k i n g 5 're g o i n g 6 Are, putting
Sunday 7 aren't using
12 1 A W h a t t i m e is y o u r a p p o i n t m e n t ? 5 a 1 Can she speak I t a l i a n ? N o , she c a n ' t .
B It's a t h a l f p a s t t w o . 2 Can y o u ' d r i v e a car? Y e s , I c a n .
2 A W h a t d a y is Sally's i n t e r v i e w ? 3 Can t h e y p l a y v o l l e y b a l l ? Y e s , t h e y c a n .
B It's on W e d n e s d a y . 4 Can he m a k e a cake? N o , he c a n ' t .
3 A W h e n is F a w z i a ' s p a r t y ? 5 Can t h e y p l a y t h e p i a n o ? N o , t h e y c a n ' t .
B It's o n Friday.
6 1 B e c a u s e he's d o i n g a m a k e o v e r .
4 A What's the time?
2 Rupert.
B It's q u a r t e r t o f o u r .
3 Next week.
4 B e c a u s e he's on h o l i d a y .
Review 9 - 1 6 5 Wednesday the third of September.
1 w a k e u p , g e t u p , h a v e b r e a k f a s t , leave h o m e , s t a r t w o r k ,
8 l b 2 c 3 d 4 a
finish w o r k , c o o k d i n n e r , g o t o b e d
9 1 Can, Sure, y o u 2 C o u l d , please, O K 3 Excuse, Here, T h a n k
2 do: karate, y o g a
play: table tennis, t h e piano, football
Review 3 3 - 4 0
go: t o the cinema, j o g g i n g , swimming
read: b o o k s , m a g a z i n e s I d 2 c 3 e 4 b 5 a

listen t o : t h e r a d i o , music 1 cinema 2 art gallery 3 disco / c l u b 4 restaurant

3 1 d o n ' t live 2 speak 3 watches 4 don't have 5 theatre 6 shopping centre

5 d o e s n ' t like 6 go 1 Is P a v e l t e a c h i n g , t e a c h e s 2 isn't raining

3 are t h e y d o i n g , 're p l a y i n g 4 D o y o u o f t e n g o , do
4 a 1 W h a t does P a u l do? 2 D o e s M a y a like s p o r t ?
3 W h a t s p o r t s do y o u play? 4 Do t h e y play tennis? 5 are y o u w a l k i n g , is r e p a i r i n g

5 W h a t do y o u do in the evening? 4 a T h e r e w e r e a l o t o f p e o p l e a t t h e music f e s t i v a l y e s t e r d a y . M i k e

b a 3 b l c 2 d 5 e 4 w a s w i t h his g i r l f r i e n d , Mary. T h e y w e r e n ' t h a p p y . T h e singers
w e r e n ' t v e r y g o o d , t h e music w a s n ' t v e r y i n t e r e s t i n g , a n d M a r y
5 b 1 W h e r e d o e s she live?
and Mike w e r e cold.
2 Is she married?
3 W h o does she live w i t h ? b 1 Yes, t h e r e w e r e . 2 N o , he w a s n ' t . 3 No, they weren't.

4 W h a t d o e s she do? 4 No, it wasn't. 5 Y e s , t h e y were.

5 Where d o e s she work? 5 1 He's a f l i g h t a t t e n d a n t .
6 W h a t d o e s she do i n t h e e v e n i n g ? 2 Dubai.
c 1 S h e lives i n B e r l i n . 3 He's m a k i n g c o f f e e f o r t h e p i l o t .
2 Yes, she is. 4 He travels around t h e world and meets different people.
3 S h e lives w i t h her h u s b a n d a n d t h e i r t w o c h i l d r e n . 5 S o m e f l i g h t s are l o n g a n d t h e y d o n ' t h a v e m a n y breaks.
4 She's t h e m a n a g e r o f a b o o k s h o p .
1 I can't explain. 2 I'm only trying t o help.
5 I n t h e city centre.
3 Are y o u worried a b o u t y o u r exam? 4 I don't understand.
6 S h e usually w a t c h e s TV.
5 What's t h e problem?
6 I I know 2 right 3 funny
I d 2 a 3 c 4 b
7 l c 2 a 3 e 4 d 5 b
Review 4 1 - 4 8
Review 1 7 - 2 4 2 1 neck 2 ankle 3 toe 4 elbow 5 stomach 6 nose
1 a 1 daughter 2 grandfather 3 niece 4 uncle 5 wife 3 a 1 g o t up 2 took 3 started 4 had 5 stopped
6 parents 6 bought 7 ate 8 liked
2 l c 2 a 3 e 4 b 5 d b 1 Y o u d i d n ' t g e t up a t s e v e n o ' c l o c k .

3 1 's g o t 2 Have, got, haven't 3 H a v e , go.t, ' v e g o t 2 We d i d n ' t t a k e t h e t r a i n t o w o r k .

4 hasn't g o t 5 H a s , g o t , has, 's g o t 3 Mark d i d n ' t s t a r t w o r k at 8 . 3 0 a . - .

4 1 Are there
4 T h e y d i d n ' t h a v e lunch i n a r e s t a - ' a T L
2 There's 3. T h e r e a r e n ' t 4 Is t h e r e
5 Elena didn't stop work a t 5 . 3 0 p . - .
6 I didn't buy a newspaper.
7 Y o u didn't eat my sandwiches.
8 H e d i d n ' t like t h e f i l m .

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4 a 1 Did J o r g e go skiing w i t h his friends? 6 1 Ben 2 Alice 3 Louise 4 Steve

2 Did y o u e n j o y t h e film? 8 1 sounds 2 Really 3 glad 4 good
3 Did t h e y see t h e match yesterday?
9 1 c 2a 3d 4 b
4 H o w did A n i t a break her arm?
5 Where did y o u m e e t t h e m ?
Review 6 5 - 7 2
b a 2 b l c 5 d 3 e 4
1 a 1 cloud 2 sun 3 wind 4 fog 5 storm 6 ice
5 1 I started school w h e n I was four.
2 a 1 a tunnel 2 an island 3 a river 4 a forest 5 a valley
2 I left school when I was 1 8 .
6 a mountain
3 I studied A r t at university.
4 I started work in an art gallery in L o n d o n . 3 1 older 2 shorter 3 more expensive 4 worse 5 sunnier
5 I met my husband at w o r k . 6 nicer 7 wetter 8 more famous
6 We travelled a lot w i t h our j o b s . 4 1 cheaper 2 more interesting 3 better 4 hotter
7 We retired last year. 5 cloudier 6 younger
8 We b o u g h t a new house last w e e k .
5 1 t h e smallest 2 t h e most expensive 3 t h e worst
7 1 work 2 fell 3 broke 4 called 5 went 6 had 7 gave 4 t h e longest 5 the wettest 6 t h e oldest
8 hurts
6 1 T 2 F 3 T 4 F 5 F 6 T
8 1 so 2 Well 3 Congratulations 4 wait
8 1 b 2 c 3 d 4 a
9 1 1 sore 2 yourself 3 drops 4 use 5 every
9 1 high 2 long 3 deep 4 wide 5 high
2 1 cold 2 take 3 twice

Review 7 3 - 8 0
Review 4 9 - 5 6
1 1 make t h e beds 2 do t h e ironing 3 lay t h e table
1 1 Airport 2 missed 3 suitcase 4 port 5 cruise
4 clean t h e windows
6 ticket
2 l e 2a 3d 4c 5b
2 1 beef 2 pork 3 tomatoes 4 peas 5 carrots 6 oranges
3 a 1 She's t a k e n t h e rubbish o u t .
7 grapes 8 chicken
2 Ari hasn't booked t h e tickets.
3 1 David's g o i n g t o work at home t o m o r r o w .
3 H a v e t h e y done t h e ironing?
2 Y o u aren't going t o come t o my party.
4 Helen's made t h e beds.
3 Is Luis going t o play tennis?
5 I h a v e n ' t cleaned t h e w i n d o w s .
4 She isn't going t o take a gap year. 6 Has he paid t h e bills?
5 Are t h e y going t o buy a car?
4 1 H a v e , b e e n , travelled 2 Has, m e t , spoke
6 We're going t o see a s h o w in L o n d o n .
3 H a v e , learned, studied 4 have, v i s i t e d , w e n t
5 c o u n t a b l e : b i s c u i t apple, grape, o n i o n , t o m a t o , sandwich
5 1 1 b 2 c 3 e
u n c o u n t a b l e : beef, f o o d , cheese, milk, t e a , bread
2 1 d 2 a
6 1 much 2 many 3 a 4 lot 5 much 6 some
6 1 mean 2 sorry, understand 3 about 4 problem
8 a 1 eggs 2 bacon 3 tomatoes 4 toast 5 chicken
8 1 Can I see y o u r passport, please?
6 rice 7 peas
2 H a v e a nice f l i g h t .
9 1 hear, T h a n k 2 sad 3 miss 3 Here's y o u r boarding card.
10 1 Are y o u ready t o order? 4 Would y o u like an aisle seat?
2 Yes. Can I have t h e cheese o m e l e t t e , please? 5 Did y o u pack t h e bag yourself?
3 W h a t w o u l d y o u like w i t h t h a t ? 6 H o w many bags are y o u checking in?
4 O h , can I have t h e salad, please?
5 A n d w o u l d y o u like a n y t h i n g t o drink?
6 Can I have a glass of fruit j u i c e , please?
7 Would y o u like orange j u i c e or apple juice?
8 A p p l e j u i c e , please.

Review 5 7 - 6 4
2 People: cashier, p o s t m a n v
T h i n g s in a post office: scales, post b o x , stamp %
Y o u p o s t these: letter, postcard, b i r t h d a y card
3 1 J o r d a n ' s wearing a new red shirt.
2 Lucy's g o t a nice blue dress.
3 That's a very c o m f o r t a b l e chair.
4 I b o u g h t a big black b a g .
5 T h e y live in a horrible old a p a r t m e n t .
6 Y o u ' v e g o t b e a u t i f u l long hair.
4 a (in any order)
T h e y have t o t y p e letters.
Eva doesn't have t o do p h o t o c o p y i n g .
Boris has t o do p h o t o c o p y i n g .
T h e y d o n ' t have t o fix t h e c o m p u t e r s .
Eva doesn't have t o go t o t h e post office.
Boris has t o go t o t h e post office.
T h e y have t o make coffee,
b 1 Yes, she does. 2 Yes, I do. 3 No, they don't.
4 Yes, he does. 5 Yes, we do. 6 N o , she doesn't.

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