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 Contents
Introduction 4

Teaching - tipsandtechniques
beginners 6

EItr . Thisis... . Howareyou?r Goodmorning!

amlarelis,mylyour
What'sthis in English?r Numbers1-10 o Plurals

EIE Countries. helshelthey,hislher

. Where'shefrom?
fantasticlawfullbeautiful . NumbersI I -30 15

EE Jobs . amlarelis. Negativesandquestions

r Personalinformation
(1)
Socialexpressions 23

EIE ourltheir . Possessive

i . The family . haslhave . The alphabet 32

EItr o PresentSimple
Sports/Food/Drinks -Ilyoulweltheyo alan
and nationalities. Numbersand prices
Languages 43

EItr Thetime o PresentSimple

-helshe . alwayslsometimeslnever
Words that go together . Daysof the week 53

EIZ Questionwords. melhimluslthemt thislthat. Adjectives. CanL..? 62

EIE Roomsandfurniturc . Thereislare. Prepositionsr Directions 70

ED Sayinglears o waslwereborn. PastSimple- irregularverbs . haveldolgo

When'syour birthday? 80

UEIU PastSimple- regularand irregulr o Questionsand negatives . Sport and leisure

Going sightseeing 89

@m canlcan't. Adverbs . Adjective+noun . Everydayproblems 99

E[m ldlike - somelanyo In a restaurant. Signsall around 109

slltr Coloursandclotheso PresentContinuous. Oppositeverbs . What'sthematter? 1 1 8

WIIE Future plans . Grammar revision . Vocabularyrevision . Socialexpressions(2) 128

Photocopiable
worksheets
Unitsl-14 138

Communicativeactivities Student's
Bookwordlists
Tests
withtestaudio Class
tapescripts
Grammar withpractice
Reference Workbooktapescripts
 Introduction
Beginner
NewHeadway
l,lew Headway Beginner, Third edition is a foundation
course for adult and young adult true beginners.It is also
suitablefor studentswho have alreadylearned a little
English, perhapssome yearsago,but who don t yet feel
confident enough to move on. They want to go back before
thel'move forward.
Nerv languageis introduced gradually and methodically,
in measuredamounts, and in a logical order. Listening
material is provided acrosstwo classCDs. Vocabulary has
been selectedcarefully to avoid overloading.There are many
controlled practice activities,which aim to give beginners
the confidenceto proceed,but there is also some simple
skills work, which incorporatesmanageablecommunicative
activities appropriate for low-level students. lnthe Everyday
Englishsections,we deal with social and functional
language,and survival skills.
Organifitionof the courge
The organization of New Headway Beginner, Third edition is
similar to other levelsof Headway,third edition. Each unit
has thesecomponents:
o Starter
o Presentationof new language
o Practice
o \tocabulary
o Skills work - always speaking, combined with reading
and/or listening and/or writing
r Everl'dayEnglish
Starter
The Starter section is designedto be a warmer to the lesson
and has a direct link with the unit to come. This link might
be topical or grammatical, or it might reviseinput from a
previousunit.
of newlanguage
Presentation
Nen'language items are presentedthrough texts, often
dialogues,rvhich studentscan read and listen to at the
sametime. This enablesstudentsto relatethe spelling to
the sounds of English, and helps with pronunciation, as
rvell as tbrm and use.Sometimesthere are two presentation
sections.This is to break up what would otherwise be too
large a 'chunk of new language.
4 lntroduction
The main verb forms taught are:
o tobe
o PresentSimple
o there islare
o PastSimple
o canlcan't
o Id like
o Present Continuous for now and future, going to
We have chosen not to teach havegot, for two reasons.
Firstly, its PresentPerfect form (have + the past participle)
is confusing as havegot refersto the present,not the past;
secondly, h ave with its d oI doesI di d for ms is perfectly
acceptable.This pattern has the advantageof fitting in with
all the other verbs that students are learning.
There are Grammar Spofsin the presentationsections.These
aim to focus students'attention on the languageof the unit.
There are questionsto answer,charts to complete,and short
exercises.The Grammar Sporends by cueing a section of the
Grammar Referenceat the back of the book.
Practice
This section contains a variety ofcontrolled and freer
practice exercises.The primary skills used are speakingand
listening, but there is also some reading and writing.
There are information gap exercises,mingle activities,
information transfer listening exercises,questionnaires,and
a lot of personalized activities. There are exerciseswhere the
aim is overt analysis of the grammar, such as Check it.
Vocabulary
Thereis a stronglexicalsyllabusin NewHeadwayBeginner,
Thirdedition Thevocabularyis carefullygradedand
recycledthroughout,so that studentsdont sufferfrom
overloading.Lexicalsetsareselectedaccordingto two
criteria.Theycomplementthe grammaticalinput,for
example,daily activitieswith the PresentSimple;or
membersof the family with apostrophe's.However,they
aremainlychosenfor their usefulness. Low-levelstudents
needto know the wordsof everydaylife - food, sports,
numbers,dates,travel,time,jobs,describingpeopleand
places,shopping,sightseeing,sayinghow you feel.Students
arealsogivenexposureto a key featureofvocabularyin
English- collocation.Studentswork on a rangeof patterns
including adjective + noun, and wordsthat go togetherto
form high-frequencyverbs,e.g.havelunch,go shopping,etc.
This way of forming verbsis practisedacrossthe courseand
studentsalsofocuson other patternssuchasadjectivesand
their opposites,andverbsandtheir opposites.
Skillswo*
Listening
Regularunseenlistening sections,in dialogueor monologue
form, provide further practice of the language of the unit
and, later in the course,help to develop students' ability to
understand the main messageof a text.
Reading
At the beginning of the course,the languagein the readings
is tightly controlled and graded,and only one or two words
will be unknown to the students.As the courseprogresses,
the readingsbecome longer,with slightly more unfamiliar
vocabulary in the texts.This givesstudentspractice in
dealing with new words and preparesthem for the longer
texts in at the Elementary level.
Speaking
In the presentationsections,studentshave the opportunity
to practisethe pronunciation and intonation of new
language.In the practice sections,lesscontrolled exercises
lead to freer speakingpractice.
There are many speakingexercisesbasedaround the
listening and reading activities,including regular roleplays.
There are speaking opportunities before a text, to launch the
topic and create interest; and there are speaking activities
after a text, often in the form of discussion.
Writing
Writing exercisesare usually, but not always, small in scope.
Studentsare invited to write about their best friend. a
postcard, a short description of a town they know, and a
description of a holiday.
Everyday
English
This is a very important part of the syllabusof New
Headway Beginner, Third edition There is language input
and practice ofseveral kinds:
r survival skills, such as numbers, saying dates,the alphabet,
sapng prices, recognizing signs,and asking for directions
o social skills, such as social expressionsand greetings
r functional areas, such as making requests,going
shopping, and sayinghow you feel
There is sometimesan element of 'phrasebooklanguage'
in thesesections.We are not asking studentsto analyse
too deeply how a piece of languageoperates.For example,
in Unit 7 we introduceCan 1...1in a varietyof situations.
We dont want teachersor studentsto worry too much
about the grammar of can as a modal verb. We merely want
studentsto seehow this phrasecan be used to get what you
want in a polite manner.
Grammar
Reference
This is at the back of the Student'sBook. and it is intended
for use at home. It can be used for revision or for reference.
Revision
Regular recycling of grammar and vocabulary is provided
throughout the course.There is a photocopiableactivity for
each of the 14 units at the back of this Teacher'sBook, and
there are l4 Unit tests, four Stop and check tests, and three
Progresstestson the Teacher'sResourceDisc.
Wo*book
All the languageinput - grammatical, lexical, and functional -
is revisitedand practised.There are also pronunciation
and listening exerciseson the Student'sWorkbook CD that
accompaniesthe Workbook. This includes listen and repeat
exercises,and also unseen listenings. The CD is particularly
beneficialto studentswho lack confidencein speakingand
who havelistening and/or pronunciation problems.Students
can refer to the tapescriptson WB p88.
lbachertBoolfilehTeacherl
RssarceDisc
The Teacher'sResourceDisc can be found inside the back
cover of the Teacher'sBook. It contains additional printable
material to support the teacherwith the course.There are
l4 communicative classactivities,and all the testing
materials - Unit tests,Stop and check tests,Progresstests,
and Skills tests with audio files. It also contains the Student's
Book referencematerials - Tapescripts,Word list, and
Grammar Referencewith relatedgrammar exercises.
Othermaterials
far NewHeadwayBeginner
Video
A New Headway Beginner Video, Video Guide, and Activity
Book are availablefor the Beginnerlevel.The video takesthe
form of six episodescentred around four people sharing a
house in Oxford. The first episodecan be shown after Unit 4,
and subsequent episodesafterUnits 6,8, 10, 12,and.14.
Teacher's
Resource
Book
Thiscontainsphotocopiable
gamesand activitiesto
supplementthe NewHeadwayBeginnersyllabus.
Finally!
The basic criterion for selection of every activity in New
Headway Beginner, Third edition is its usefulnessfor the
survival of a low-level student in an English-speaking
environment. The book provides a packagethat will fit
neatly in the suitcase!We are trying to lay the foundations
for what we hope will be a successfuland enjoyable
language-learningfuture.
lntroduction 5
Teaching - tipsandtechniques
beginners
Pairwork
A step-by-step
approach
A lot of work can be done in pairs. Open and closed
Beginnersrequire a very careful,stagedapproachwith pairwork are often referredto in the teaching notes.
plenty ofrepetition, practice,and revision to help them
internalize new languageand to give them confidence. Open pairwork
Suggestedstagesare as follows:

Starter
This short warmer to the lessonmust not be allowed to
go on too long. Generally speaking,five minutes is the
maximum.
Presentation point
of language
You can vary the presentationsif you like. Sometimesit is
useful to play a recording first while the studentslook at
the picture with the text covered.Then, after that, ther'
can read and listen. This method ma,vbe helptul ior some
non-European studentswho are not vert't-amiliar rr'ith
Roman script.
Listening (drilling)
andrepeating
When introducing a new item of language.stop and practise
pronunciation when studentshave graspedthe rneaning.
You can use the recording as a model, or provide the model
yourself. You may need to stop the CD to give studentstime
to repeatat an appropriate pace..\llow studentsto listen
to the word, phrase,or sentencet\\'o or three times before
you ask them to repeat it. For eran.rple,to drill the sentence
How areyoul Playthe recordingandior model the sentence
yourself two or three times using the samepronunciation
and intonation, then ask the studentsas a classto repeat
the phrase,i.e.choral drilling. Don't sav it with them, but
insteadlisten to what thev are saving. SayAgain for them
to repeata secondtime. Ii it sounds as if they have got it
right, ask one or two studentsindividualll'to say it again for
you to check, i.e. individual drilling. If the choral repetition
doesn'tsound right, remodel the phrasefbr studentsto
listen to again,then ask them to repeatchorally again,
before moving on to individual drilling.
Practice
Move carefullyfrom controlled to tieer practice.Beginners
require plenty of practice in order both to get their mouths
round new languageand vocabularr',and also to internalize
and remember it. Dont limit the time spent on practiceor
revision,but equally do not spend too long on any one thing,
or the students may get bored and switch off. You can always
come back later and do more work on it. The following
techniquesensureenough practiceas well asvariety.
As a stageafter drilling and before closedpairwork, you
can call on two studentsat a time to practisethe lines of a
dialogue,ask and answer a question,etc. acrossthe room,
with the rest of the classlistening.
Do open pairwork:
. to set up and demonstratea closedpairwork activity.
r to check understanding ofa task.
o to check students'grammar, pronunciation, and
intonation before they go on to closedpairwork.
r after a closedpairwork activity or a written exerciseto
check performance of the task.
Don t call on the whole classto perform open pairwork.
Two or three pairs of students,each performing one or two
exchanges,should be sufficientto check language.More
than this may make the activity drag and become boring.
Closed pairwork
@-@
@{
{@
With closedpairwork, studentstalk and listen only to
each other. This givesthem more speakingtime and a
chanceto practisewith a peer without having to 'perform'
in front of you and the class.It is important, though, for
you to monitor students'performancesunobtrusively.
This will help you to identify persistenterrors and
misunderstandings.Do not interrupt and correct students
while you monitor unlessabsolutelynecessary,as this
inhibits fluency.Instead,make a note of persistenterrors
and put some of them on the board for studentsto correct
afterwards.(lt is probably not necessaryto identifr the
culprits!)

- tipsandtechniques
beginners
6 Teaching
Chain practice
This is a good way of using picture/cue cards in a practice
speaking activity. It offers variety, a change ofpace, and
a lot of speakingpractice of the languagepoint without
becoming boring. The following example describesa way of
using picture cards of famous people.
t*r+62@P
I Stand in a circle with the students.with the cards in
your hand.
2 Turn to Sl on your left, show the first card, and ask a
question, e.g. Whati his/her name?Sl answers,and
receivesthe card from you.
3 Sl then turns to 52 and asksthe same question.52
answers,and receivesthe card.
4 While Sl is asking 52, turn to SA on your right, shorvthe
secondcard, and ask the question What\ hislher name?
SA answers,receivesthe card, and turns to ask SB.
5 While SA is asking SB,turn back to Sl with the third
card, and ask the same question.
6 Continue the processuntil all the cards are in circulation
and the studentsare asking and answering.There will be
a bottleneck when the student opposite you starts getting
questionsfrom both sidesat once, but itt part of the fun.
Eventually the cards should all come back to you. This
practice game can get faster and faster!
pactices
Clasroom
Whether you have a monolingual or a multilingual class,it
will savea great deal of time and effort if, at the beginning,
you set up clear classroompracticesand establishfamiliar
routines. This will quickly provide comfort and reassurance
for beginners who can find it nerve-racking to deal with a
new and alien language.Also, many completebeginners are
adults who havent been in the classroomfor a long time,
and whose previous experienceof learning a languagewas
probably very different.
Classroom
language
Numbersl-30 and the alphabetwill havebeenintroduced
by Unit 4 so that you can referstudentsto pageand exercise
numbersin English,and spellwordsfor them.Youcould
alsospenda little time at the beginningpre-teachingsome
useful classroomlanguage,e.g.Sorry,I don't understand.
Can you spellit, please?and instructions, e.g. Work with
a partner, Read,Listen,Repeat,AII together,Again,
Homework, etc. All of this will enable you to keep an
'English atmosphere.
When having to give instructions for an activity, rehearse
them beforehandso that they are simple, clear,and concise,
and demonstraterather than explain wherever possible.
Avoid repeatingyourself or over-explaining,as it tends only
to createfurther confusion.
Explaining
newvocabulary
Explanation of new vocabulary to beginners can be
problematic, particularly in multilingual classes,and/
or where you have no knowledge of the students' mother
tongue. Make sure that studentshave a simple bilingual
dictionary. Use pictures and/or draw on the board whenever
possible.Do not worry if you are not a brilliant artist -
simple line drawings are very quick and effective. Start
collecting picture cards,posters,photos, etc. to help you.
Example sentenceswith the new word in context are often
better than explanations.Giving a similar word or the opposite
can also be usefill, e.g.finish = stop,get up * go to bed.
Pronunciation
of newvocabulary
When you introduce new vocabulary,make sure you drill
the pronunciation of the words as well. This should be done
after the meaning has been establishedso that studentsare
not mouthing words that they do not understand.It is also
a good idea to get yourself into the habit of highlighting and
marking up on the board the main stressof new words, and
asking studentsto copy this down, e.g.teacher or teacher.
Useof mothertongue
Therecanbe no doubtthat it is usefulto know the students'
own language(Ll), especially if you havea monolingual
class.How muchyou useit is anothermatter.It is probably
bestto useit sparingly:
o Perhapsin the first lessontalk to studentsin L1 aboutthe
course,how theywill work, etc.and explainthatyou will
be usingEnglishwith them.
r PerhapsuseLl to checkinstructionsfor a new and
unfamiliaractivity,or to checkunderstanding of a new
languagepoint,but only afterusingEnglish.
o YoucanuseLl for translationof newvocabulary(where
thereis a one-to-onedirecttranslation)and to dealwith
students'queries,particularlywhen it wouldwastea lot of
time trying to explainin English.
Otherwise,you may find that if beginnersfeelthat it
is acceptable
to usetheir own languagefreelyin the
classroom,theyareinhibitedfrom takingthe plungeand
speakingEnglishto you andto eachother,and it becomes
moredifficultfor them to makethat importantleap.
Teaching - tipsandtechniques7
beginners

to theunit
lntroduction
If you are about to start Unit I of New
HeadwayBeginner,Third edition, yol
are probably beginning a new course
with a new group of students.This is
an exciting time for both teacher and
students alike, with a very important
initial stageof getting to know each
other. The title of Unit I ie'Hello!'with
the aim of studentsgetting to know
each other and you, and for you to
get to krnw them of course!A range
of settingsallows studentsto practise
greetingsand introductions in different
contextsand so showsthem how
they can communicate in English in a
meaningfrrl way with even quite basic
language.
Someessentialbuilding blocks of
learning English are also introduced
in manageablechunks and meaningful
contexts.Theseinclude parts of.to be,
my/your,the introduction of some
basic vocabulary (including some
international words), numbers 1-10,
and -s/-esplural endings.
8 UnitI . Hello!
my/your . Thisis... . Howareyou?
am,/are,/is,
Goodmornint!. Whatlthisin English?
Numbersl-10 . Plurals
Language
aims
Grammar- am/are/is The verb to be is introducedin the singularwith the
subjectsI, you, this, and it (he/she/theyareintroducedin Unit 2). The focus
is on the positiveand on questionswith the questionwords what and how.
The questionwords are introducedthrough the functions of meetingpeople
and greeting:What\ your name?,How areyoui, and talking about objects:
What\ this in English?Other questionwords are introducedand reviewed
systematicallythroughout the course.
Possessiveadjectives My andyour are introduced in the unit, with the other
possessive
adjectivesbeing presentedacrossthe first four units ofthe course.
Vocabularyand speaking A set of key everydaywords is introduced,some
of which are internationalwords,e.g.camera.There is an opportunity to
extendthis basicsetvia the classroomcontext.Numbers l-10 and -sl-es
noun plurals are alsointroducedand practised.Studentsare introducedto
the pronunciationof the -sl-esplural endings:
/s/ lzl ltzl
books cars houses
EverydayEnglish This sectionfocuseson greetingsat different parts of the
day (Goodmorning,Goodnight,etc.)and key situationallanguagesuchas
Bye! and Seeyou later!
Workbook To be and my/your are consolidatedthrough further practice on
greetingsand introductions;key vocabulary,numbers 1-10 and -s/-esplurals
are alsopractised.
Photocopiable activity There is a photocopiable activity to review What's
this?,Itba ... and everydayobjectson TB p138.
Notesontheunit
(sB
STARTER p6)
||If [CD l: Track 2] Smile, greet the class,and say
\-ourown name - Hello,I'm (Liz).Point to yourselfto
make the meaning clear.Point to the speechbubbles and
play the recording.
Invite studentsto saytheir own name, including the
greetingHeIIo.If you have a very large group, you could
aska few studentsto saytheir name and then get students
to continuein pairs.Keepthis stagebrief, as studentswill
havethe opportunity to introduce themselvesand each
other in the next section.
am,/are/is,
my/your
I lfJl
[CD f : Track 3] Focusattention on the photo
of Pablo and Mika. Point to the conversationon p6
and ask studentsto read and listen.Demonstratethese
actionsto the classifnecessary.Playthe recording
through once.
Play the recording twice more, first pausingat the end
ofeach line and getting the studentsto repeatasa class.
Studentsthen repeatlines individually beforepractising
the conversationin open and then in closedpairs (see
TeachingBeginners- Tipsand Techniques, TB p6).
Encouragean accuratevoice range- the amount by
which pitch of the voice changes.(Many languagesdo
not usesuch a wide voice rangeasEnglish so this needs
to be activelyencouraged.)Also make surestudents
can accuratelyreproducethe contractedforms Im and
nameb.Ifnecessary, model the sentences againyourself
to help emphasizethe pronunciation in a visual way.
Focus attention on the contractions. Ask studentsto
circle the contractedforms in exercise1. Demonstrate
this by writing the conversationon the board and
putting a circle round the first contractionIra.
2 This is a mingle activity. Demonstratethe conversation
with one studentto the rest of the class.Then ask
another two studentsto repeatthe conversation
in open pairs (seeTeachingBeginners- Tips and
Techniques, TB p6). Demonstratethe meaningof 'stand
up and get the studentsto move around the class
practising the conversation.You may like to encourage
them to shakehandsasthey introduce themselves,
particularly if they dont know eachother.Monitor and
checkfor pronunciation.
T h is
is...
I llf [CD 1: Track a] This sectiongetsstudentsto
practiseintroducing eachother,still usingjust first
names.Focusattentionon the photo of Pablo,Ben, and
Mika on p7. Point to the conversationand ask students
to read and listen. Play the recording through once.
Play the recording again and get studentsto point to
the correct charactersas they are referred to in the
conversation.
Playthe recordingtwice more, first pausingat the
end of eachline and gettingthe studentsto repeatas
a class.Studentsthen repeatlines individually before
practisingthe conversationin open and then in
closedpairs. ,
Encourageaccuratepronunciationofthe short sound
lil and of the linking:
l6ts rzl
this_is Ben
2 Point to the gappedconversation.Choosetwo
confident studentsto demonstratethe conversation
with you to the rest of the class.Introduce the students
to eachother and encouragethem to shakehandswhen
they sayHello. Choosetwo more groups of three to
practisethe conversationin front ofthe class.
Divide the classinto groups of three and get each
student to take it in turns to introduce the other two.
Monitor and checkfor pronunciationand intonation.
Depending on the class,when the activity is over,you
may like to ask one or two groups to go thiough the
conversationagainwhile the whole classlistens.
ADDITIONAL
MATERIAT
WorkbookUnitI
Exercises
I and 2 Introductions
Niceto meetyou
3 This sectionfocuseson introducing peoplein a slightly
more formal context, giving surnamesas well as first
names,and practisingthe phraseNiceto meetyou.
Give your first name again:I m (Liz). Write it on the
board: (Liz) is myfirst name.Then sayyour surname
and write it on the board:ILy surnameis (Brown).
RepeatI'm (Liz Brown) - (Liz) is myfirst name,
(Brown) is my surname.Then aska studentwhose
first name you know: Mayumi - Mayumi is your first
name,what\ your surname?Elicit surnamesfrom other
students.
Unitl . Hello! 9
 ||f [CD l: Track 5] Focus attention on the photo
of fudy Koblenzand Robert Smith on p7. Point to the
conversationand ask studentsto read and listen.Play
the recordingthrough once.Playthe recordingagain
and get studentsto point to the correct charactersas
they are referredto in the conversation.
Playthe recordingtwice more, first pausingat the
end of eachline and getting the studentsto repeatas
a class.Studentsthen repeatlines individually before
practisingthe conversationin open and then in closed
pairs.Encourageaccuratestressin the key expressions
Nice to meet you.
And you.
Point to the gappedconversation.Choosea confident
student to demonstratethe conversationwith you to the
restof the class.Choosetwo more pairs to practisethe
conversationin front of the class.Remind studentsto
smile and shakehandswhen they sayMce to meetyou.
fff [CD l: Track 6] This activity givesstudents
further practice,using other Englishnames.Check
studentsunderstand the male and femalesymbols in
the activity by pointing to male and female studentsand
then to the correct symbol. Play the recording through
onceand let studentsjust listen.Playthe recording
again and get studentsto repeateachname chorally
and individually. Focusattention on the conversation
with |amesBond. Choosea name for yourselfand
demonstratethe mingle activity with two or three
confident students.Get the classto stand up and move
around the classto practisethe exchanges, using the
new names.Monitor and checkfor pronunciation.
If studentssound rather 'flat' when greeting eachother,
model the conversationin exercise4 again,emphasizing
the voice rangeneededand the correctstress.
I SUGGESTTON
I If appropriate,you can play a memory gamebased
on the students'names.Ask one studentto go round
the classsayingeveryone'sname while the other
studentshelp ifnecessary.Encouragestudentsin a
multilingual group to pronounceeveryone'sname
asaccuratelyaspossible.(You might want to do the
memory game yourself, too, to make sure you have
i rememberedall the students'names!)
MATERIAI.
ADDITIONAL
Workbook UnitI
Exercises3 and 4 Niceto meetvou
'10 Unitl . Hello!
||ll [CD l: Track 7] Focusattention on the photo
of Pablo and Ben in conversation1 on p8. Check
studentscan remember the namesof the charactersby
asking Who\ this?Referstudentsback to the photos
onpp6-7 if necessary.Point to conversationI and ask
studentsto read and listen. Play the recording
through once.
Focusattentionon the photo of Ben and Mika in
conversation2 on p8. Check studentscan remember
the namesof the characters.Follow the sameprocedure
as for conversationl. Ifstudents query the difference
between Fine, thanks. and Very well, thank you., explain
that they are both possibleanswersto How areyou?
Play the recording twice more, first pausing at the
end ofeach line and getting the studentsto repeatas a
class.Studentsthen repeatthe lines individually before
practisingthe conversationsin open and then in closed
pairs.Encourageaccuratestressand intonation on the
questions:
How areyou?
__----,
And you?
Ask individual studentsHow areyou? to elicit the
answerFine, thanks/Verywell, thankyou. And you?
Replyto eachstudentin turn. Make sure students
realize that And youi requires an answerFine/Very
well, thanks.
Get studentsto ask and answeryou and eachother
in open pairs acrossthe class.It may be helpful to
gestureto your partner when you sayAnd youi to aid
comprehension.
Studentsnow have free practice in a mingle activity.
(You may like to develop a gesturewhich means
'minglel) Focusattentionon the speechbubbles.If
necessary,check comprehensionof OK,fine, very well
with simple board drawings of faces- a straight face
for OK9, a half smile for fine @, and a full smile for
very well@. Get the studentsto move around the class
practising the conversation.Monitor and check for
pronunciation and intonation.

Focusattentionon the gappedsentences. Elicit the
word to completethe first sentencewith the whole
classasan example( rz). Then askstudentsto
completethe other sentences.
Answers
I'mSandra.
Howan you?
Thisislohn.
ReadGrammarReference 1.1-1.3on p123together
in class,and/or askstudentsto read it at home.
Encouragethem to askyou questionsabout it, in
Ll if appropriate.
4 Focusattentionon the photosand conversations. Point
to your studentsand say Youare studentsin a language
school Point to the charactersin the photosand say
They are studentsin a languageschool.
Give students30 secondsto read the gapped
conversations. Hold up the book so the classcan seethe
photos.Readout the first line of the first conversation
and point to the femalecharacterin the photo. AskAna
or Mario? (Ana). Point to the male and ask Who'sthis?
(Mario). Elicit the identitiesof Carla and Max, and Eda
and David in the other photos.
It is a good idea to write the first conversationgap-fill
on the board and do it with the whole class,as students
may not be familiar with this kind of exercise.Write
students'suggestions(right or wrong) in the gaps.
Give studentstime to completethe secondand third
conversations. You could put them in pairs to try to
do the task together.Go round and monitor, but dont
correct any mistakesyet.
ffff [CD l: Track 8] Play the conversationsfor
studentsto listen and check.Seeifthey can hear and
correct any mistakesthemselvesbeforeyou offer
correction.Then checkthe answerswith the whole class.
Ansrcrsandtapescript
I A Hello,My namelAna.What'syourname?
B Myname'rMario.
2 A Max.thisisCarla.
I Hi,Carla"
C Hetlo,|vlar.Niceto meetyou.
3 A Hi,Eda"ilowareyou?
B Fine,
thanks, Andyou?
David"
A Yerywell,thank.
Get studentsto practisethe conversationsfirst in
open pairs and then in closedpairs.Monitor and
checkfor accuratepronunciation.If necessary, model
the conversationsagain,either yourselfor from the
recording,and get studentsto practiseagain.Let
studentsrefer to the photos, but discouragethem from
reading the conversationsword for word, as they will
losethe correctintonation and not make eyecontact
with the other students.(If appropriate,get them to
standup, asthis often encouragesa more dynamic
performance!)If you think more practiceis needed
at this stage,get studentsto repeatthe conversations
using their own names.
ADDITIONAT
MATERIAT
WorkbookUnit I
Exercise 5 How are you?
Goodmorning!
This sectionfocuseson the appropriategreetingsto use
at differenttimes of day,alongwith other simplephrases
usedin different everydaysituations.
I Focusattentionon the photosand the gapped
conversations. Usethe photos,mime, and simple
clockson the board to explainthat the situations
show different times of day.Get two studentsto read
out conversation1, including the example.Write the
completeconversationon the board and point out
that Goodmorningis crossedout from the expressions
in the box. Studentscontinuecompletingthe
conversations, working in pairs and using the photosto
help.Monitor and help,using the photosto help deal
with any vocabularyqueries.
tfEl [CD f : Track 9] Play the recording and get
studentsto checktheir answers.Studentsthen practise
the conversationsin open and then in closedpairs.
Encouragea wide voice rangein expressions like
What a lovelyday! and Seeyou later!
Answcr andtepescdpt
I A Goodnwning!
B Goodmorning! \{hat a lovelydayl
2 A Goodafternoon!
3 Hello.A cupof tea,please.
3 A Goodbyel
B Bye!Seepu later!
a A Goodnight!
B Goodnight!Sleepwell!
Unitl . Hello! l1
 2 This exerciseconsolidatesthe everyday expressions
in this sectionin a word order exercise.Copy the first
example onto the board with the words in the wrong
order. Ask a student to read out the correct order and
write the answer on the board, crossing out the words
in the wrong order as you go.
Studentscomplete the conversations,using the words
given. Give studentstime to checktheir answersin
pairs beforecheckingwith the whole class.
||fl [CD l: Track 10] Play the recording, pausing at
the end ofeach conversationto allow studentsto check
their answers.Studentsthen practisethe conversations
in open and then in closedpairs.Again, encouragea
wide voice rangein expressionslike Have a niceday.lf
necessary,play the recording againand get the students
to repeatto get the correct stressand intonation.
Ansrersud tapescdpt
I A Goodmorning! llowarc.yontodey?
I Fine,thanks. $ 2 IIID
2 A Goodafternoon!
B fu afternoon!A o4 of cofftenpleasc.
3 A Goodbye!Haveanicedry.
B lhankyou.Andyou.Seeyoulrter.
I A Goodnight!
Slcepwell.
I Thankyou.Andyor
SUGGESTION
Encouragestudentsto use the expressionsin the
EverydayEnglish section as often as possible.Always
get them to greetyou and eachother at the beginning
of eachlessonin English.This is real communication
in a real situation and it also providesa useful marker
that it is time for English.You can also adapt and
extend the expressionsto cover other time references,
e.g.Have a nice v,eekend.Seeyou next week,etc,
MATERIAT
ADDITIONAT
Teacher's Disc
Resource
Communicativeactivity Unit I Niceto meetyou
WorkbookUnitI
Exercisesll and 12 Goodmorning!
12 Unitl . Hello!
thisin English?
What's
I Many of the words in the lexical set may be known to
the students as they are 'international' words or may be
similar in their own language.Focus on the example
and then get students to work individually or in pairs
or groups of three to match the rest of the words to the
photos.Monitor and checkfor correct spelling.
Check the answerswith the whole class.
Answer.r
I abook 7 a hamburger
2 acornputer I a sandwich
3 atelevision 9 a carnera
4 aphone l0 a photognph
5 abus ll a ba6
6 acar 12a house
[CD l: Track lf ] Playthe recordingand
getstudentsto listenandrepeatthewords.Check
for accurateword stressand,ifnecessary, explain
the systemof stressmarksusedin NewHeadwayby
pointingto the stresshighlightingin the Student's
Book
and modellingthe pronunciationyourself,highlighting
the stressedsyllables:
camera
photograPh
computer
hamburger
television
sartdwich
3 lfrll [CD 1: Track 12] Focusattentionon the speech
bubbles.Demonstratethe conversationby pointing to
the photographand askingWhat\ this in English?Elicit
the reply It\ a photograph.Playthe recordingand get
studentsto repeat.Pointto differentpictureson p10
and getstudentsto askand answerin openpairs.Make
surestudentsanswerwith full sentences, not just one
word. Also checkfor accuratepronunciationof lt\ a
and if studentsproduce*Is c, repeatthe drill.
Studentsthen continueaskingand answeringaboutthe
objectsin exercise1,workingin closedpairs.
Focusattention on the contractedform. Ask students
to circle the sameform in the conversationin
exercise3.
{ Pick up a book and ask What'sthis in English?Elicit
the reply It\ a book.Pick up anotherobjectthat
studentsdont know how to sayin Englishand elicit the
question What'sthis in English?Give the answer,e.g.
It'sa (dictionarT).Studentsthen continuepicking up or
going to objectsin the classroomand askingquestions.
Answer their questions,and write up the words on the
board,highlighting the word stressif necessary. (Try to
avoid words beginning with a vowel and the need for
studentsto usean. Also, try to limit students'questions
to vocabularythat will be usefulto them at this stagein
their learning,e.g.pen, dictionary,and try not to let the
activity go on too long!)
PHOTOCOPIABLE ACTIVITY
UNITI What'sthis in tnglish? TBpl38
Materials: one copy of the worksheet cut up per
group of 15 students
Procedure: Pre-teach/checktable,chair, and window
by pointing to the relevant object in the classroom
and asking What\ this in English?Elicit lt's a (chair).
Make sure studentsuse the contracted form /f's and
the article a.
. Give each student a picture card.
. Studentsmingle showing their cards and asking
each other What\ this in English?After each
exchange,studentsswapcards and move on to
the next student. Go round listening, making sure
studentsare asking and answeringthe question
correctly.
. Encouragestudentsto help eachother iftheycant
remember the name of the item. If neither student
can remember,they should ask you What'sthis
in Englkh?
SUGGESTIONS
You can give studentsmore practicewith the
vocabularyin this sectionwith a rangeof word
games,including describeand draw,a memory game
basedon a detailedimagesuchas a streetscene,
or a crossword/wordsearch.You could also ask
studentsfor more examplesof international'words
or cognateswith the students'ownlanguage(e.g.
supermarket,cinema,hospital,telephone, radio, taxi,
tennis,golf,football). Put the words on the board and
practisethe pronunciation.
ADDITIONAL
MATERIAL
WorkbookUnitI
Exercise6 What'sthis in English?
l-.|0andplurals
Numbers
SUGGESTION
Studentsneeda lot of practicewith numbers,so
from now on, usenumbersas much aspossiblewhen
referring to pagesand exercises. Continue to do quick
number revisionsin future lessons,especiallyasmore
numbersare introduced.This can include number
dictations,either with you dictating or with the
studentsworking in pairs:
Teacherdictation: Saynumbersat random,writing
them down yourselfso that you havea meansof
checking.Studentswrite the figures,not the words,
asyou saythem. Have one studentreadtheir list of
numbersout to check.
Pairs dictation: Studentspreparea list of random
figuresto dictateto their partner.They take it in
turns to dictatetheir list. The studentwho is taking
down the dictatednumberswrites the figures,not the
words, and then readsthe list back to their partner to
checkthe answers.
Make sureyou limit the rangeof numbersto those
coveredat any stagein the course,e.g.Unit 1:
numbers1-10.
I ffrll [CD f : Track 13] Playthe recordingonce and
get studentsto read and listen to the numbers.Write
two and eighton the board and put a strokethrough
the w and thegh to show that they are silent.Playthe
recordingagainand get studentsto repeat.
2 Get studentsto saythe numbersround the class,
starting againat one oncethey reachten.You can
alsoget studentsto saythe numbersin reverseorder
if appropriate.If studentsneed more practice,write
figuresat random on the board and get studentsto say
the numbersasyou write.
ADDITIONAL
MATERIAT
WorkbookUnitI
Exercises7 and 8 Numbers l-10
3 This exercisepresentsand practisesformation of
and reviewsthe vocabularyfrom
plurals with -s,/-es,
this unit and numbers l-10. Focusattentionon the
picturesand on the example.Count up the books in the
first item a and get studentsto read the examplealoud.
Then get studentsto completethe rest of the exercise,
referringback to the list of numeralsand words on the
page.Monitor and checkfor correct spelling.
Un it l . H e l l o ! 1 3
 IIID [CD r: Track f ] Play the recording and get Don'tforget!
studentsto check their answers.Get studentsto write
the words on the board as a final check. WorkbookUnitI
Exercises13-17 Revision
Answ€radqFlcr,ipt ,,,,.
a fiwbook Wordlist
b thrce cars Ask the studentsto turn to p130 and look at the word list
c eiglrthouser for Unit 1. Explain that this contains important words
d sevencameras from the unit. Go through the words in classand then ask
e ninophotographs studentsto learn the words for homework. Teststudents
f trcsandwi,clns on a few of the words in the following lesson.
g fourcomptxr,
h sirbues , ' Teacher's
Resource Disc
itenstudmB
Unit I Test
Unit 1 Skills test
4 Focusattentionon the speechbubbles.Model the
pronunciation of the question and answer,and get
studentsto repeat.Studentspractisein open and
then closedpairs.Monitor and checkfor accurate
pronunciation.Drill the numbersand words againif
necessary.If studentsneedmore practice,askthem
to work with a new partner and repeatthe activity,
covering exerciseI to make it more challenging if
necessary.

Focusattentionon the singularnouns and the plural

noun endings.Ask studentsto underlinethe plural
endingsin exercise3.
Referstudentsto Grammar Reference1.4 onpl23.

5 IIID ICD r: Track 15] Playthe recordingthrough

once and let studentsjust listen.Playthe recording
again and get the studentsto repeatchorally and
individually. If studentshave problems distinguishing
between/s/ and lzl, getthem to put their hands on
their throat to feel the vibrations that occur when lzl
is pronguncedbecausethe sound is voiced.(Dont
introduce the terms voicedand voiceless at this early
stage,but just get studentsusedto the idea that the
pronunciation is different.)

ADDITIONAT
MATERIAI

Workbook UnitI
Exercises9 and l0 Plurals

14 UnitI . Hello!

Introduction
to theunit
Thetitle of Unit 2 is'Your world' and
it focuseson countriesandcities,
and talking aboutwherepeopleare
from. The characters introducedin
Unit I areshownagainin a different
context.The syllabusof Wh- question
wordsis reviewedand extended,
studentscontinuewith numbers
I 1-30,andthereis an introduction
to the adjectivesfantastic,awful, ard
beautiful.Intermsof skills,students
meettheir first unseenlisteningtask
andalsoa shortreadingtext.These
areimportant first stepsin developing
listeningand readingskillsandhe$
to preparestudentsfor handling
progressively longerlisteningand
readingtextsacrossthe course.
Countries
he/she/they,his/her
Wherethefrom? . fantastic/avrful/beautiful
Numbers ll-30
Language
aims
Grammar - Wheret he from?; he/she/they Studentsbuild on the Wh-
questionsintroduced in Unit 1 with the introduction of Where\he/she
from? and Whereareyou from? (How old is he/sheiis also introducedfor
recognition.)The verb to be with I andyou is consolidatedand alsoextended
to include he/she/they.
Possessiveadjectives His and her areintroduced and my andyour are
reviewed from Unit l.
Vocabulary A set of citiesand countriesare introduced.The adjectives
fantastic, awful, and beautiful are introduced in the context of talking about
New York in the Readingand speakingsection.
EverydayEnglish The numberssyllabusis extendedto cover 11-30.
Workbook The key lexicalset of countriesis reviewed,including focuses
on spellingand pronunciation.He/sheandhis/herare consolidatedthrough
gap-fill activities. Questions are practised through a matching activity, and
adjectivesare also reviewed.Thlking about placesand where people are from
are further practisedthrough gap-fill activities,and readingand listening
tasks.Numbers I 1-30 are practisedin a rangeof activities.
Photocopiable activity There is a photocopiable activity to review l/you,
my/your,he/she,and his/her,on TB p139.
POSS|BIE PROBTEMS
I
. Beginnersoften make mistakes with he/sheand his/her (especially
I
ifsubject pronouns are not usedand/or ifthe possessives are I
expresseddifferently in their own language).The courseprovidesa I
lot of practiceon this possibleareaof confusion,but be preparedto I
monitor and check the use of he/sheand his/her and go over these I
points wheneverproblemsoccur.Further confusionis possible I
with the contracted formhe's.It's worth taking the time to drill the I
pronunciation of his lhrzl and he\ lhi:zl to help studentsperceive I
and produce the difference. I
. Studentsoften haveproblemsdistinguishing'teennumbers
I
(13-19) from'ten' numbers(30,40, 50, etc.).Highlight the different
I
word stress:
I
thirteen thirty fourtea forty I
. Note that in the presentationon SBp17 the studentswill be i
countingnumbers ll-20, and so the stresson the'teen numbers
is on the first syllable.
Unit2 . Yourworld 15
 Notesontheunit
SUGGESTION
he,/she,
Take the opportunity to review the greetingscovered
in Unit I at the beginning of eachclass.Greeteach
studentasthey arrive in classand askhow they are.
Encouragestudentsto greeteachother in Englishso
that they get into the habit of using the languagethey
have learned in a meaningful way.
(sB
STARTER pt2)
Focusattentionon the map on p13 to introducethe
contextof talking about whereyou arefrom. Point to the
country that you are from on the map and invite students
to do the same.Remind them of the question What\ ... in
English?from Unit I so that they can ask you for the name
of their country,e.g.What\ (Belgique)in English?(If you
do not recognizethe name of the country in the students'
mother tongue,then askthem to point it out on the map.)
Write up the namesof the countrieson the board and drill
the pronunciationasnecessary.
Focusattentionon the countriesin the box. Demonstrate
the activity by getting studentsto locate Australia on the
map. Studentscontinue locating the countries in exerciseI
on the map, working in pairs.If there is any disagreement,
checkthe answerswith the whole class.
Answers
lIIf [CD l: Track 16] Playthe recordingand get the
studentsto repeatchorally and individually.Payparticular
attentionto stress.Ifyou havea lot ofstudentsfrom other
countries,get them to saythe name of their country and
checktheir pronunciation.
16 Unit2 . Yourworld
his/her
flf,| ICD f : Track 17] This conversationintroduces
the secondpersonquestionform. Focusattentionon
the photosof the characterswho appearedin Unit 1.
Elicit the namesPabloand Mika from the class.Point
to the conversationand ask studentsto read and listen.
Playthe recordingthrough once.Playthe recording
againand then ask Where\Spain?Where\lapan?
Get studentsto point to the correctpart of the map.
Play the recording again,pausing at the end of eachline
and gettingthe studentsto repeatasa class.Students
then repeatlines individually beforepractising
the conversationin open and then in closedpairs.
Encourageaccuratereproductionof the contrastive
stressin the questions,and of the falling intonation:
Whereareyoufrom?
Whereareyou from?
This is another mingle activity. If you have a
multilingual class,make sure that all the students'
countriesarewritten on the board and practised
beforehand.If you havea monolingual class,you might
like to teachthem I'm from (town/city) izr(country) to
vary the answers.Demonstratethe conversationwith
one studentfor the restofthe class.Then askanother
two studentsto repeatthe conversationin open pairs.
Get the studentsto move around the classpractising
the conversation.Monitor and checkfor pronunciation.
llff [CD l: Track 18] Focusattentionon the photos
of Pabloand Mika. Point to the sentences and ask
studentsto read and listen.Playthe recordingthrough
once. Play the recording again and get studentsto
repeat.Encouragestudentsto reproducethe long and
short soundsin his and he\:
lhtzl lhi:zl
His name\ Pablo.Hesfrom Spain.
Write the sentencesabout Pablo on the board. Circle his
andhe. RepeatHis name\Pablo.He'sfrom Spain.Then
model the sentenceon anothermale classmember:
His name\ Erdi. He'sfrom Turkey.Now contrastwith a
femalestudent:But Her name'sAli. She's from Indonesia.
Write up the sentencesabout Mika and circleHer and
She.Elicit more examplesfrom the classto consolidate
the use of he/sheand his/her.
 Focusattentionon the contractions.Ask studentsto
circlethe contractedforms in exercise3.
ReadGrammar Reference2.1 and 2.2 on pl23
togetherin class,and/or ask studentsto read it at
home.Encouragethem to askyou questionsabout it.
ADDITIONAT
MATERIAL
ttorkbookUnit2
ExercisesI and 2 Countries
Exercises3 and 4 Her name's. . ./ Shesfrom .. .
Wherelhefrom?
I Focusattentionon the photoson p13. Readthe
sentencesin number I with the whole classas an
example.Studentswork individually to completethe
sentencesabout the other people.Give studentstime
to checktheir answersin pairs.
fE [CD f : Track f 9] Playthe recordingthrough
onceand let studentschecktheir answers.Playthe
recordingagainand get studentsto repeatchorally
and individually.
Answsrsandtapescript
I Hisname's
Kevin.
Hel fromthc UnitedStates.
2 Hisnamellaszlo.He'sfiom llungary.
3 HernamelKarima. ShelfromEgypt.
4 HernametTatiana.ShelfromRusia
5 HernamelRosely.Shetfiom Braril.
6 Hisname's
Simon.Hel fiom England.
7 Hisname!Yong.HetfromChina.
8 HernamelHayley.ShelfromAustralia.
2 ll[,l [CD l: Track 20] This exerciseintroduces
third personquestionforms. Note that everytime the
questionform is introduced,it is clearlydisplayedon
the pagewith the questionmark icon. This enables
studentsto review questionforms acrossthe course
more easily.Playthe recordingand get the studentsto
repeatchorallyand individually.Checkstudentscan
reproducethe falling intonation of the Wh- questions.
Focusattentionon the contraction Where\.
Ask studentsto circlethe contraction Wherei in
exercise2. Check studentsrecognizeWhati in
exercise2 asthe contractionof What is.
Focusattention on the gappedsentences.
Completethe first sentencewith the whole class
asan example(is). Then ask studentsto complete
the other sentences.
Answers
Whereis shefrom?
Whereir hefrom?
Whereareyoufrom?
Referstudentsto Grammar Reference23 on p123.
3 Go through the photographson p13 yourselffirst
asking What\ his/hername?andWhere\ he/shefrom?
and eliciting the answers,beforegetting studentsto do
the samein pairs.Monitor and checkfor correctuseof
he/sheand his/her. Drill the forms again if necessary,
referring to different male and female studentsto make
the difference clear.
PHOTOCOPIABTE ACTIYITY
UNIT2 Where'she from? TBpl39
Materials: one copy of the worksheet cut up per
group of 12 students
Procedure: This activity provides further practice of
I/you, my/your, he/she,and,his/herby glving students
a new name and country. The cards provide a male
and a female name from each of the countries in the
Student'sBook.
. Review the exchangesWat\ your name?Iv[yname's
(Robert). Whereareyoufrom? I'mfrom (the United
States),writingthem on the board if necessary.
Also reviewwhen to usehe/she.
. Give the role cardsout to the students,telling them
this is their new name and country. Ask students
to stand up and go round the classasking and
answeringthe questions.Tell them they must try
'to
remember everyone'snew name and country.
. When studentshave finished, point to various
studentsand ask the classWhat\ his/her name?
andWherelshe/shefrom?If the classis good, you
can also checkwith the student in question whether
the classhas rememberedcorrectly, asking Is that
right?,and having them answer Yesor No.
Unit2 . Yourworld 17
 Alternatively,or in addition to the above
suggestion,you couldbring in picturesof famous
peoplefor further practice.Youcouldusethemfor
openpairwork,or you couldtry a questionand
answerchainasfollows:
uz€@+@\
It lt
t*"+62@P
1 Stand in a circle with the students,with the pictures
in your hand.
2 Turn to Sl on your left, show the first card and
ask What\ his/her name?and Where'she/shefrom?
51 answers,and receivesthe picture from you.
3 Sl'then turns to 52 and asksthe samequestion.
52 answers,and receivesthe picture.
4 While Sl is asking 52, turn to SA on your right,
show the secondpicture, and ask the questions
What\ his/her name?and Where\ he/shefrom? SA
answers,receivesthe picture, and turns and asksSB.
5 While SA is asking SB,turn back to Sl again with
the third picture, and ask the question.
6 Continue the processuntil all the pictures are
in circulation and the studentsare asking and
answering.There n'ilI probably be a bottleneck
when the student opposite vou starts getting
questionsfrom both sidesat once,but that'spart
of the fun. Eventually the pictures should all come
back to you.
, Divide the classinto pairs and make sure studentsknow
MATERIAT
ADDITIONAT
WorkbookUnit2
Exercises
5-7 Her name\.../Shesfront
18 Unit2 . Yourworld
Cities
andcountries
I Focusattentionon the namesof the citieson pl4
and drill the pronunciationchorallyand individually.
Model the conversationand get studentsto repeat
chorally.Studentsrepeatthe conversationwith a
different city, e.g.Cairo,in open pairs.Students
continueworking in closedpairs.
f-[l [CD f : Track 2l] Playthe recordingand let
studentschecktheir answers.
Answersandtapescript
WherelBarcelona? lt'sin Spain.
WherelBeifing? ltl in China.
WherelMoscow? lt'sin Russia.
WheretCairo? ltl in Egypt.
Where's
LosAngeles? ltl intheUnitedStates.
WherelSioPaulo? ltl in Brazil.
WherelSydney? ltl in Australia.
WheretTokyo? lt! inJapan.
Where's
Budapest? ltl in Hungary.
WherelLondon? ltl in England.
This is the first information gap exercisethat students
havemet in the book, and it thereforeneedscareful
settingup. Make surestudentsunderstandthat they
shouldnt look at eachother'spagesuntil the end of the
activity.Eachstudenthasthe name and city of four
of the eight peoplein the photos.The aim is for each
studentto find out about the other four by askingtheir
partner.If possible,explainthis using the students'
own languageand demonstratea coupleof question
and answerexchangeswith a good studentyourself
first. Remind studentsof the forms they will needto
talk about the men and women in the photos (What\
his/hername?and Where\he/shefrom?). Drill all four
questionsagainif necessary.
if they areStudentA or B. StudentA shouldlook at p14
in the unit and StudentB at p140at the backof the book.
Studentscan refer to eachphoto by sapng the number.
They should write their answersin the spacesprovided.
While the studentsareaskingand answeringaboutthe
peoplein the photos,go round monitoring and helping.
If the namescauseproblems,get studentsto write them
on a separatepieceofpaper and showit to their partner.
When they havefinished, you can checkby asking
individual studentsto tell you about one of the people
in the photos.SayTellme aboutnumberone,etc.
Answers
to lookat eachother!pages.
Tel[students
--alking
aboutyou country in conversation3. Tell them not to worry if
they dont understandeveryword!
-i Point to a few studentsand askthe classWhat'shis/
her name?and Where'she/shefrom? Focusattention Playthe first conversationand focus on the example
on the speechbubblesand get studentsto practisethe about Claudio.Then elicit where Akemi is from
questionsand answersin open pairs acrossthe class. (fapan).Playthe rest of the recordingand let students
Then get studentsto replacethe examplesin exercise3 comparetheir answersin pairs.Playthe recording
rvith students'namesand countries,and to include the againas many times as is necessaryto let students
nameof a city/town if appropriate.Studentscontinue completetheir answers.
rvorkingin closedpairs.
Answers
andanswers
Questions I Claudio:
ltaly
Akemi:Japan
{ 5lfl [CD f : Track 22] Focusattentionon the photo
2 Charles:
England
of Roselyand Bruno on pl5. Ask studentsWhat'sher
Bud:theUnitedStates
name?about Roselyand elicit the answer.Ask What's
3 Loretta
andJason:
Australia
hisname?about Bruno and usethe opportunity to
f-t!r
elicit/teachI don't know. I C Hello,I'mClaudio. I'mfromltaly. j
Playthe conversationthrough once and get students A Hello,Claudio. I'mAkemi, fromJapan.
to completeasmany gapsaspossible.(With a weaker 2 C Helto.MynamelCharles. yourname?
What's
group,you may want to let them listen through once B Hi,Charles.I'mBud.I'mfromtheUnitedStates. Whereare
beforethey fill in the gaps.)Playthe conversationagain youfrom?
and get studentsto completetheir answers.Check the c I'mfromLondon, in England.
answerswith the whole class. B Oh,right!I'mfromChicago.
3 t Hi,I'mLoretta.I'mfromSydney, Australia.
Answersandtapescript , Hi,Loretta.I'mJason.I'mfrom Australia,
too.
Whatlyourname?
R Hello,I'mRosely. t Oh,wow!AreyoufromSydney?
B My name's Bruno. t No.I'mfromMelbourne.
R Hello,Bruno.Whereareyoufrom?
B I'mfromBrazil.
Whereareyoufrom?
R Oh,I'mfromBrazil, SUGGESTION
too.I'mfromSio Paulo.
B Really?I'mfromSioPaulo,too! Allowing studentsto tell you other detailsthat they
R Oh,niceto meetyou,Bruno. haveunderstoodfrom a listeningcan help build their
confidence,so you can askextra questionswithin the
students'languagerange,e.g. Whati his/hefname?
Playthe recordingagain,pausingat the end of each
Wherein (England)?
line and gettingthe studentsto repeatasa class.Get a
coupleofpairs of studentsto practisethe conversation
in open pairs and then get the classto continue in 6 Look at the examplewith the whole class.Elicit the
closedpairs. match for question2 (Her name'sTatiana)and then
get studentsto continueworking individually before
SUGGESTION checkingtheir answersin pairs.
If you havepicturesof famouspeopleof different t-f'r [CD f : Track 24]Play the recording and let
nationalities,you can usethesefor further practice. studentschecktheir answers.
If not, you can write on the board the namesof some
famouspeoplewhosenationalitiesstudentswill know, Answers
andtapescript
for further questionand answerpractice. I d Whereareyoufrom?I'mfromBrazil.
2 f What!hername? Hername's Tatiana.
3 a Whatlhisname? HisnamelBruno.
5 fllil [CD f : Track 23] This exerciseconsistsof 4 b Where's
hefrom?He!from56oPaulo.
three short conversationswith peoplefrom different 5 g What's
thisin English?
ltl a computer.
countriesand it is the students'first unseenlistening. 6 e Howareyou?Fine,thanks.
They should be well preparedfor the languageby now, 7 c Where's
Montreal?lt'sin Canada.
but somestudentstend to panic without the support of
the written word. Explain that they only haveto listen
This is an extensionto the matchingactivitv
for two countriesin conversationsI and 2. and one
to consolidatethe questionand ans\\'erforms.

Unit2 . Yourworld 19
 Demonstratethe meaningof tover' and then aska
confident studentto coverthe answersin his/her book.
Ask one or two of the questionsand elicit the answers
from the student.Studentscontinuein their pairs.
Studentsthen changerolesand coverthe questions
beforepractisingthe exchangesagain.
Check
it
7 Focusattentionon the first pair ofsentencesas
an example.Checkstudentsunderstandthat the
conventionof ticking (/) indicatesthat something
is correct. Studentscontinue working individually to
choosethe correct sentence.
Get studentsto checktheir answersin pairs before
checkingwith the whole class.
3 Focusattentionon the gappedquestionsin exercise
Answers
2 Whatlhisname?
3 'Whatlhisname?''Kevin.'
4 Hel fromSpain.
5 Wherelshefrom? 4'
5 What's hername?
MATERIAT
ADDITIONAT
Workbook Unit2
Exercise8 Listening- At a party
Exercise9 Questions
aretheyfrom?
Where
I This is the first readingtext that the studentshave
met in the book. It presentsthe subjectpronoun they.
Focusattentionon the photo and get studentsto guess
where Claudeand Holly are in the photo (New York).
Get studentsto readthe text through quickly and
checkwhere they are from (Holly - Canada,Claude-
France).Check comprehensionby gettingstudentsto
locatethesecountrieson the map on p13.
tf[D [CD f : Track 25]Play the recording and ask
studentsto read and listen. Then explain any new
words. Words and phrasesnot previouslyintroduced
aremarried, teacher,school,in the centreof, doctor,and
hospital.Married can be explainedby referring to a
famousmarried couple.To explain doctor,you can turn
to p18 of the Student'sBook (the startof Unit 3), where
there is a picture of a doctor. Ask studentsWhere?about
the doctor to elicit/explainhospital.Teacherandschool
should be easyto explain in the context of the classroom.
In the centreof canbe illustrated on the board.
20 Unit2 ' Yourworld
Studentswork in pairs to completethe sentencesabout
the text. Make sure they understand there is more
than one possibleanswerto number 4. Go over the
answersby asking individual studentsto read out their
completedsentences.
Answers
I HollyisfromMontrealin Canada.
2 Shelateacher.
3 Herschoolisinthecentreof Montreal.
4 Claude isfromFnnce(orMontreal).
5 Hesadoctor.
6 Hishospital isinthecentrcof Montreal.
7 Theyarein NewYork.
8 Theyaremarried.
3. Elicit completeexamplesto practiseis and are,e.g.
What\ his name?Where\shefrom? Highlight the use
of the contraction 's.Get studentsto askand answerin
open pairs. Studentsthen work individually to write
questionsabout Claude and Holly, using the prompts.
Monitor and help asnecessary. Studentsaskand
answerin closedpairs.Monitor and checkfor correct
useof he/sheand his/her, and for falling intonation on
the Wh- questions.
Focusattentionon the gappedsentences. Complete
the first sentencewith the whole classasan example
(is). Then askstudentsto completethe other
sentences.
Answers
Sheisateacher.
Heisa doctor.
TheyarefromCanada.
If necessary,highlight the useof he/she/theyby
pointing to a male student and saying he, a female
student and sayingshe,apair of studentsand a group
of students and sayrngthey.
Referstudentsto Grammar Reference2.4 on p123.
This listeningactivity has Claudeand Holly talking
about different aspectsof their trip to New York. It
introducesbasicadjectivesand words relatedto visiti
cities,e.g.buildings,weather.Focusattentionon the
words in the boxesand use the smiley symbols and the
photosto pre-teach/checkthe vocabulary.
 EIf [CD f : Track 26] Focusattentionon the
cxamplein number l. Play the recording through
onceand get studentsto completethe rest of the
;onversations.Playit againso that studentscan
:heck their answers.If necessary, play it a third time
ro let studentslisten and repeat.Encourageaccurate
pronunciationand a wide voice rangeon the sentences
r-ith the adjectives.Studentspractisethe conversations
::r pairs.If possible,get studentsto standup and
rcleplaythe characters,asthis often helpswith
pronunciation and overall delivery.
brers andtapescript
t C Oh,no!Lookattheweather!
H Ugh!lt'sawful!
2 H Wow!Lookatmyhamburger! lt'sfantastic!
C Myhamburger is rrallygood,too!
I C What'sthisbuilding?
ll ltl theEmpire StateBuilding!lt'sfantastic!
I C Wow!Lookat Central Park!
H ltl beautiful!
SUGGESTION
\bu can revisethe languagefrom SBpl6 exercise4
and increasespeakingpractice by asking students
to imagine they are on a trip to a different city and
to substitutekey words from the conversations
rvith their own examples.They then roleplaythe
conversationsand get the rest ofthe classto guess
rvherethey are.
ADDITIONATMATERIAT
Uo*book Unit 2
Exercisel0 Adjectives- goodlawful ...
fxercises ll and 12 Reading- Where arethey?
E:ercises13 and 14 Listening- Shesfrom Berlin
Numbers
ll-30
I Get studentsto saynumbers 1-10 round the class,
repeatingasmany times asnecessaryuntil studentscan
saythem without hesitation.
2 IED [CD f : Track 27] Focusattentionon numbers
I l-20. Playthe recordingand get studentsto listen,
read,and repeatchorally.Playthe recordingagainand
get studentsto repeat individually. If necessary,remind
studentsthat the gh in eighteenis silent by writing the
word on the board and crossingout the letters.
Get studentsto saynumbers 1-20 round the class.
Again, get them to repeatas many times as necessary
until they can saythe numberswithout hesitation.
Give studentsa number dictation. (SeeUnit L Everyday
EnglishSuggestionTB p13.) Then write a random
selectionof numbers 1-20 (asfigures)on the board
and get studentsto saythe numbers first chorally, then
individually.
Focusattentionon the example.Then get studentsto
continuematchingin pairs.
tED [CD f : Track 28] Play the recording through
once and get studentsto checktheir answers.Playthe
recordingagainand get them to repeat,first chorally
then individually.
Get studentsto saynumbers 1-30 round the class.Get
them to repeatas many times asnecessaryuntil they
can saythe numberswithout hesitation.
tED ICD l: Track 29] Focusattentionon the sets
of numbersin exercise5. Playthe first number as
an exampleand focuson the answer(12). Playthe
recordingthrough once and get studentsto tick the
numbersthey hear.Let studentschecktheir answers
in pairs and then play the recordingagainif necessary.
Checkthe answerswith the whole class.
Answersandtapcscript
l12
216
39
417
523
.
Get studentsto do a number dictation in pairs using
numbers 1-30 (SeeUnit I EverydayEnglishSuggestion
TB pl3). StudentA shouldsaythe numbersand
StudentB write. Then get studentsto changeroles.
Monitor and checkfor accuratepronunciationand
comprehensionof the numbers.Note any common
errors,and drill and practisethe numbersagainin the
next lesson.
This activity allowsstudentsto consolidatenumbers
via a guessinggamebasedon people'sage.SayI'm
(+ your age)and then askHow old is he/she?about
famouspeopleto establishthe conceptof age.Focus
attentionon the first photo and drill the examples
in the speechbubbles.Pre-teachYes,I agreeto give
studentsan alternative answer.Elicit students'ideas
of the girl'sagein the first photo.
Unit2 . Yourworld 2l
 Studentscontinue talking about the ageof the people in
the photos,working in pairs or groupsof three.(Dont
insistthat studentsusethe questionHow old k he/she?
as the focus is on the numbers at this stage.Students
will go on to practise more personal information
questionsin Unit 3.)
Elicit a range of answersfrom the classin a short
feedbacksession.
Tell studentsthey are going to hear five short
recordings that give the actual agesof the people in the
photoson p17. Point out that in one of the recordings
they will hear two ages.Remind them that they only
needto understandthe ageof the personeachtime.
tEtr [CD f : Track30] Play number 1 as an example
and elicit the ageof the child (two). Playthe rest of the
recording without stopping and then let the students
comparetheir answersin pairs. Play the recording
again if necessaryto let studentscheck/completetheir
answers.Then check the answerswith the class.
Ask studentshow many of the answersthey got right
or nearlyright, and if therewere any surprises.

ftsvlen rnd tapcrcript

I Thisislittle Becky.Shebtuo.
2 HernarlelNaomi. Shelsevm.
3 Hel l.{rt}nn }le's*fksrtomorrow.
4 Howold isshe?She's 25.
5 Thisisleremy. Hel29,nearly30.

MATERIAT
ADDITIONAL

TeacherlResource
Disc
Communicativeactivitv Unit 2 Lotterv!

WorkbookUnit2
15-17 Numbers11-30
Exercises

Don'tfofget!
WorkbookUnit2
Exercises 18-21 Revision
Exercise22 Pronunciation

Word list
Ask the studentsto turn to pp130-1 and go through
the words with them. Ask them to learn the words for
homework, and test them on a few in the following lesson.

Teacher's
Resource Disc
Unit 2 Test
Unit 2 Skills test

22 Unit2 . Yourworld

htroduction
to theunit
Thetitle of Unit 3 is All aboutyou'and
tte main aim of the unit is to allow
$rdents to exchangemore information
$out themselves. This includesjob,
ege,address,phonenumber,and
rrhetherthey aremarried or not. The
trammar of the verb to beis recycled
ad exiendedto includethe pe form,
regatives,Wh- and YeslNoquestions
ad short answers.In terms of skills,
rtudentsgetpracticein readingand
Istening, and roleplayingan interview.
Thelexicalsetofjobs is presented,
ad the EverydayEnglkh syllabusis
atended to includesocialexpressions.
Jobs
am/are/is. Netatives
andquestions
Personal . Socialexpressions
information (l)
Language
aims
Grammar - am/arc/is The verb to be is recycledand extendedto include
the subjectpronoun we in the negativeand positive, the negativeforms
'm not,lsn'f,questionswith questionwords including How old and Who,
Yes/Noquestionsand short answers.
Possessiveadjectives My, your his, andher arereviewedfrom Units I and2.
Vocabulary A set of common jobs is presentedand there is an opportunity
to extendthis setwith students'ownjobs.
EverydayEnglish This sectionfocuseson socialexpressionsincluding key
situational languagelike I'm sorry, Excuseme, I don't understand,etc.
Workbook The lexicalset of jobs is recycled.The forms of to be are fully
reviewedwith exerciseson negativeforms, questions,and short answers.
Studentsare given extra practicein listeningand reading,and there is an
exerciseconsolidatingvocabularyfrom the unit. The socialexpressionsfrom
EverydayEnglishare also reviewed.
Photocopiable activity There is a photocopiable actMty to review the
languageof exchangingpersonalinformation on TB p140.
Unit3 . Allaboutyou 23
 Get studentsto give the abovesentencesin full (He isn't
a shopassistant.He! a teacher.and Sheisn't a teacher.
She\a doctor.).Studentsthen continuetalking aboutthe
picturesin closedpairs.Monitor and checkfor correct
pronunciationof isn't,linkingand fluent delivery,and
the useof a.
Focusattentionon the sentencesand what the
contractedforms arein firll. Make surestudents
understandthat the secondsentenceis negative.Ask
studentsto circle the negativeforms in exercisesI and2.
SUGGESTION
If you think studentsneed more practice vlith is/isn't,
vou can get them to producesentences with
information about eachother. You can talk about their
jobs and alsoreviewthe languagefrom Unit 2, e.g.
Ana isn'ta student.She\ a teacher.
Iuan isn't a teacher.He\ a doctor.
Yoshiisn'tfrom Tokyo.He'sfrom Osaka.
ADD!TIONAL
MATERIAT
Workbook Unit3
ExercisesI lobs
Exercise2 is or isn't
andanswers
Questions
I This sectioncoversthe personalinformation that
studentsmay needto exchangein a rangeof everyday
situations.The information about the characterEllie is
presentedasa personalprofile on a socialnetworking
sitecalledFriendspace.This is intendedto be similar to
real siteslike Facebookor MySpace.
Focusattentionon the photo of Ellie and the
information in her profile. Readthrough the
information with the class.Check comprehension
phonenumber,and ageand drill the
of address,
pronunciationof thesewords. Remind studentsof
married from the Readingin Unit 2.
I Focusattention on the examplein number l. Put
studentsinto pairs to completethe questionsand
answers.Note that studentswill haveto generatethe
question Where'sshefrom? for the Country categoryin
the profile. This question should not be a problem for
them, asthey havealreadypractisedit severaltimes.
Studentsmet the question How old k he/she?
in Unit 2 but mainly for recognition, so make surethey
understandthat this is the question to ask about age.
It is given in full in sentence6 of the exerciseso that
studentscan familiarize themselveswith it beforethey
practiseit. The short answerNo,shelsn'fis includedin
the exercise.Again, studentswill be ableto generatethe
question (Is shemarried?)for this answer,and Yes/No
questionsand short answersare coveredin the following
exercise.(With a weakergroup,you could completethe
questionsand answerswith the whole classfirst and use
the'Listen and check phasefor repetition.)
rlt:l [CD f : Track 34] Playthe recording,pausing
after eachquestionand answerand get studentsto
checktheir answers.
Answersandtapescript
I What's
hersurname? Green. I
2 What's
herfirst name?Ellie.
3 Wherelshefrom?England.
4 Whatlheraddrcss? 29,VictoriaRoad,
Birmingham.
herphonenumber?
5 What's 07700955031.
6 Howold isshe?She!twenty.
herjob?Shela student.
7 What's
8 lsshemarried? No,sheisnt.
Playthe recordingagainand get studentsto repeat
all the questionsand answers.Do this chorally and
individually.Point out that in Englishwe give our
phone numbersusing singlefigures0-9, and that 0 is
pronouncedbh1Repeatednumberscan be expressed
with double,e.g.455 = four doublefive.
Get studentsto askand answerabout Ellie, working in
open and then closedpairs.
SUGGESTION
For further practice,cut out a picture of a man from
a magazine(or draw one on the board) and provide
similar ID information about him. Studentsthen
practiseaskingand answeringthe questionswith
he/him.
3 Yes/Noquestionsand short answers,which appearedin
exercise2. are coveredin full here.
tlff [CD l: Track 35] Focusattentionon the
questionsand answers.Ask studentsto read and listen.
Playthe recordingthrough once.Playthe recording
again,pausingat the end of eachline and getting
the studentsto repeatasa class.Checkfor accurate
reproductionof the rising intonation on the question
and falling intonation on the answer:
----t
Is Ellie from America?No,sheisn't.
Unit3 . Allabout
you 25
 4 Focuson the questioncuesin number I and Draw a simplefamily tree on the board to pre-teach
demonstratethe first questionand answerexchange brother,and refer studentsback to the map on Student's
with a confident student- Is shefrom London?No, Book p13 to checkScotlandand lreland.
sheisn't.Studentscontinueto askand answerabout ffnl [CD f : Track 36] Playthe recordingthrough
the other citiesin questionl, working in open pairs. once and askstudentsjust to listen and read.Playthe
Studentscontinueaskingand answeringthe other recordingagainand get studentsto completeasmany
questionsin closedpairs.Monitor and checkfor questionsasthey can. Get them to checkin pairs and
correctintonation and correct useofshort answers. help eachother to completeTheAudition Interview.
Answers Playthe recordingagainand get studentsto listen and
I lsshefromLondon? No,sheisn't. checkand/or completeanything they missed.Check
lsshefrom Liverpool? No,sheisn't. the wording of the questionswith the whole class.
lsshefromBirmingham? Yes,
sheis.
2 lsshe16? No,sheisn't. Answers andtapescript
lsshe18? No.sheisn't. I Hi!fsthisyourband,Metro5?
lsshe20? Yes,
sheis. P Yes.it is.
3 lsshea teacher? No.sheisn't. I Great!AndareyouDonny McNab?
lsshea nurse? No.sheisn't. P No,I'mnot.I'mPaulMcNab. ThisisDonny. He'smybrother.
lsshea student? Yes,sheis. I Ah,yes,sorry.Hi,Donny.
You're
a builderfromScotland,
right?
4 lsshemarried? No.sheisn't. D Wel[,yes,I ama builder,butI'mnotfromScotland.
I Oh,whereareyoufrom?
P&DWe'refromlreland.
5 This exercisepractisesthe positiveand negativeforms
I Aah!Aretheotherboysfromlreland too?
in statements.Focusattentionon the two examples D No,theyarent.They're allfromdifferentcountries.
in number 1. Studentscompletethe sentences with I Oh!Interesting!
Andaretheyallbuilders?
the information about Ellie. Get studentsto check D No,theyarent.Paulta busdriverand...
their answersin pairs beforecheckingrvith the whole P Yeah, I'ma busdriverandRonan's a nurseandBoandEdson
class.Be preparedto reviewand drill numbers1-9 if arestudents.
studentshaveproblemssavingthe phone numbers. I Interesting!
AndDonny, areyouthesinger intheband?
D Yes, lam.Well,we'reallsingers.
Answers I Oh,ritht!Niceto meetyou.Goodluckto youall!
2 Herphone number isnt 07700995031.lt's
07700955031. All Thank youverymuch.
3 Sheisnt 18.She's
20.
4 Sheisnt married.
This exerciseasksbasiccomprehensionquestions
about the band. Ask What'sthe bandi name?asan
MATERIAL
ADDITIONAT exampleand elicit Metro 5. Put studentsin pairs to
askand answerthe restof the questions.Monitor and
WorkbookUnit3 checkfor accuratepronunciationand formation of the
Exercises
3-6 Questions - islisn't
andnegatives short answers.
fU [CD f : Track 3TlPlay the recordingthrough
onceand get studentsto checktheir answers.If
necessary,play it againand get studentsto listen and
- lm not,theyaren't
Negatives repeat.Then put them in new pairs to practisethe
This secondpresentationof negativeforms alsocovers questionsand answersagain.
YeslNoquestionsand short answers.The contextis an
interview with a band calledMetro 5, who are enteringa Answersandtapescript
fictional TV talent competition calledTheAudition. I What!theband's name?Metro5.
2 ArePaulandDonnybrothers? Yes,theyare.
I The negativeforms I'm not and they aren't are 3 AretheyfromScotland? No,theyaren't.
presentedalongwith Yes/NoquestionsAre you .,.?, 4 Aretheotherboysfromkeland? No,theyarent.
Are they...i and Is this...?,and the shortanswers. 5 Arctheyall builders?
No,t'heyarent.
Focusattention on the photo. Ask l4lho are thepeople? 6 Aretheyallsingers?Yes,theyarr.
Elicit Metro 5. Use the information in the photo and
mime to pre-teach/checkaudition, band, and singer.

26 Unit 3 . All aboutyou


I Focusattentionon the negativesentences and
what the contractedforms are in full. Make
surestudentsunderstandthat the sentences are
negative.Ask studentsto circle the negativeforms
in the interview in exercise2.
2 Focusattentionon the short answers.Make sure
studentsunderstandthat we usethe full form in
the third personaffirmative- Yes,it is, not *if's,
and that we cannot say*l amn't for the first person
negative.Ask studentsto circle the short answers
in the interview in exercise2.
ReadGrammarReference 3.1on pl24 together
in class.and/or ask studentsto read it at home.
Encouragethem to askyou questionsabout it.
one with Diego and one with Grace.Theseare a little
longer than in previousunits, but reassurestudentsthat
they only needto completethe information in the table
and they dont haveto understandeveryword.
Ifi| [CD f : Track 38] Ask studentsto listen for
the city or town Diego is from. Playthe first six lines
of conversationI and then pause.Check the answer
(MexicoCity).Play the recording againfrom the
beginning and get studentsto completethe information
about Diego. Pausebeforemoving on to conversation2.
Playconversation2 through once and get studentsto
completethe information about Grace.Get studentsto
comparetheir answersin pairs.Playthe conversations
again,pausingafter conversationI and get studentsto
complete/checktheir answers.
Checkthe answerswith the whole class.

{ This givesstudentsthe opportunity to practisea Answers

longerconversationthan in earlierunits. Put students Firstname Diego Grace
in groupsof threeto practisethe interview.With a Surname Hernandez Chou
confidentclass,you can let them start straightaway Country Mexico theUnitedStates
but with weakerclasses, it would be helpful to play CitylTown MexicoCity NewYork
the recordingagainline by line, drilling any difficult Phonenumber 5546-247t12 212638-9475
sectionsto help build students'confidence.Encourage Ate 42 33
the appropriateintonation on the questionsand voice fob Taxidriver Shopasistant
range on replies like Interesting,Oh right, etc. Married? No Yes

Talking
aboutyou Ilrjl
I I Goodmorning.
5 In this exercisestudentsget the opportunity to
D Hello.
personalizethe YeslNoquestions.Get studentsto please?
I Whatlyourname,
askand answerthe first questionin open pairs. D Myname!DiegoHernandez.
Studentswork in small groupsto continuethe task. I Thankyou.Andwhereareyoufrom,Diego? '
Alternatively,studentscould standup and do the D I'mfromMexico, fromMexicoCity.
activity as a mingle. Monitor and checkfor correct you.
I Thank And your telephone please?
number,
intonation and useof short answers. D 5546-247312. *
I Howoldareyou,Diego?
ADDITIONAT
MATERIAL D I'mforty-two.
I And... whatlyourjob?
kacher'sResource
Disc
D I'mataxidriver.
Communicativeactivity Unit 3 Yesor No! I And...areyoumarried?
D No,I'mnot.
WorkbookUnit3 I Thankyou verymuch.
Exercises andquestions- I'm not/aren't
7-9 Negatives
2 | Goodafternoon.
G Goodafternoon,
yourname,
I What's please?
G Grace,
Grace Chou.
b hea businessman? I Andwhereareyoufrom?
I Focusattentionon the photosof Diego and Grace. G FromNewYork.
Ask Whereare they?Elicit that Diego is by his taxi and I Ah!Soyou'refromthe UnitedStates.
Graceis in a caf6. G Yes.lam.
yourphonenumber?
I What's
I Get studentsto readthrough the information in the G 212638-9475.
table so that they know what they haveto listen for.
Explain that they are going to hear two conversations,

Unit3 . Allaboutyou 27
 I Thankyou.Howoldareyou? Answers
G I'mthirty-three. I What'syourfirstname?
I Whatlyourjob,MissChou? 2 Whatl yoursurname?
G I'ma shopassistant. 3 Whereareyoufrom?
I Andareyoumarried? 4 \{hat'syourphonenumber?
G Yes,lam. 5 Howoldareyou?
I That'sfine.Thankyouverymuch. 6 Whatl yourjob?
7 Areyoumarried?
Demonstratethe activity by askinga confident
studentthe first question.Studentscontinue asking Check the pronunciationof the questions.Make
and answeringin closedpairs.Monitor and check.If surestudentsknow to usefalling intonation on the
studentshaveproblemswith intonation or with the I4lh-questionsand rising intonation on the YeslNo
short answers,drill the questionsand answersacross question(number 7). Divide the classinto groupsof
the classand get studentsto repeat. three and get studentsto interview eachother, using
Checkthe answerswith the whole class. the questions.Ask studentsto write down information
about one studentto usein exercise6.
Answers
lsDiegofromMexicoCity?Yes,heis.
Writing
lshea businessman?
No,heisnt. 6 This is the first writing task in the course.It provides
lshe42?Yes,heis. a usefulway of consolidatingthe key languageof
lshemarried?No,heisnt. personalinformation and the helsheforms of to be.
Get studentsto usethe information they found out in
lsGracefromtheUnitedStates? Yes,sheis.
exercise5 to write a short description.This can be done
lsshe'anurse?No.sheisn't.
in classtime or for homework.As an extension,you
lsshethirty-three?
Yes,sheis.
could usethe descriptionsin a describeand guessgame
lsshemarried? Yes.sheis.
by not giving the student'sname eachtime.

SUGGESTION PHOTOCOPIABLE ACTIVITY

Ifstudents need further practice,get them to askand
answermore YeslNoquestionswith the information
about Diego and Grace,e.g.
Is Diegofrom ltaly?
Is Gracefrom Chicago?
Is he a teacher?
Is he 23?
Is herphonenumber212 463-9145?
Is shea shopassistant?
4 This givesstudentsthe opportunity to practisehelshe
forms of to be in statements.Focusattentionon the
examplesin the speechbubblesand elicit complete
sentences. Studentscontinuetalking about Diego and
Gracein closedpairs.Monitor and checkfor accurate
useof the helsheforms.
aboutyou
Talking
5 Focusattentionon the example.Tell studentsthey
need a questionword, e.g. Where,What, in all the
questionsexceptnumbers5 and 7. Get studentsto
completethe questionsin pairs.Checkthe answers
with the whole class.
28 Unit3 . Allaboutyou
UNIT3 ls shea shopassistant?TBpl40
Materials: there are four cards for female students
and four for male students,so photocopy and cut
up the appropriate number of cardsfor the gender
balancein your class.
Procedure Give out the role cards to the students,
telling them this is their new identity. If necessary,
review the questionsstudentswill need before they
start the pairwork.
r Divide the classinto pairs and get them to ask and
answerthe questionsand note down the answers.
. Pair studentswith a different partner and get
studentsto describetheir first partner in order to
review heI she,hisI her.
. If you want studentsto have more written practice,
get them to use the information to write a
description as in exercise6 above.
Check
it
7 Focusattentionon the first pair ofsentencesasan
example.Remind studentsof the conventionof
ticking (/) to indicatethat somethingis correct.
Studentscontinueworking individually to choose
the correct sentences.
 Get studentsto checktheir answersin pairs before
checkingwith the whole class.
Answers
I Hername'sAnna.
2 Shelateacher.
3 Hisphonenumber is796542.
I I'mnota doctor.
5 Theyarentfromltaly.
6 Sheisn'tmarried.
lYe're
in LasVegas!
I This skills sectionfollows on from p20, where students
tlrst meet the band Metro 5. It givesan updateon the
band'sprogresswith a magazinearticle and a recorded
interview. The band havenow won the TV talent
competition TheAudition.The text introducesthe
subjectpronoun we and broadensstudents'exposure
to new lexicalitems.Focusattentionon the photo and
makesurestudentsunderstandit showsthe sameband
ason p20. AskWhat\ the band\ name?and elicit any
other information the studentscan remember.Point to
the differentband membersin the photo and introduce
the questionword Who?Ask lVho3fhls?about each
person.Other new vocabularyin the text includes
boy band, winners,Sweden,on tour, guys, tired, hoppy,
excited,andgood luck. Encouragestudentsto try to
understandthesefrom context,but be preparedto
explainifnecessary.
Ask studentsto read the text through fairly quickly. Deal
rvith any vocabularyproblems.Elicit the namesof any
other talent contestsand boy bandsthat studentsknow.
Then dealbriefly with the Grammar Spot.
Checkstudentsunderstandwe by gesturingto
vourselfandanotherstudent.Focusattentionon the
affirmative sentenceand the contracted form We're.
Make surestudentsunderstandwhat the contracted
form is in full. Ask studentsto circle the examplesof
we'rein the reading text.
Focusattentionon the negativesentenceand
the contractedform aren't.Makesurestudents
understandwhat the contractedform is in full and
that the sentenceis negative.Ask studentsto circlethe
exampleof aren'tin the readingtext.
Referstudentsto Grammar Reference3.2 on p124.
Remind studentsof the they form by pointing to two
studentsand eliciting Theyrestudents.Focusattention
on the questions.Elicit the answerto number I (Nq
theyaren't.).Studentsanswerthe other questions,
working individually, before checking their answersin
pairs.Then checkthe answerswith the whole class.
Answers
I No,theyarent.
2 No,theyarent.
3 They'rein LasVegas,
intheUnitedStates.
4 Yes,theyare.
This task consolidatespositive and negativeforms of
to be in a correction exercise.Focusattention on the
exampleanswer.SaySentence1:positiveor negative?
(negative),then Sentence 2: positiveor negative?(positive),
Studentswork individually to completethe task.
ffr| [CD f : Track 39] Play the recording, pausing at
the end of eachsentenceto give studentstime to check
their answers.Ask a few studentsto read out their
answers.Checkthey can reproducethe contrastive
stressin the pairs ofsentences,e.g.
They aren't in Brazil. They'rein the United States!
Drill the pronunciationif necessaryand get studentsto
practisethe sentences again.
Answerandtapescipt
I Theband, Metro5, arein Brazil.
Theyarentin ErazillThey'reintheUnitedStates!
2 They'rein NewYork.
Theyarentin NewYork!They'rein LasVegas! .
3 Bo'sfromAustralia"
HeisntfromAustralial HelfromSweden!
4 Edson!from Sweden.
HeisntfromSweden! HetfromBrazil!
5 They'reverytired.
Theyaren'ttired!They'rc to behere!
happyandexcited
Interview
withtheband
4 ffnil [CD f : Track40] Get studentsto readthe
questionsthrough beforethey listen.Ifnecessary,
review numbers l1-30 to help studentswhen picking
out the agesofthe characters.
Playthe first 8 lines of the conversationand elicit the
answerto question| (Ronanis 24).Playthe rest of the
conversationand get studentsto listen for the answers
to 2-4. If necessary, refer them back to the text so that
they can remember the namesof the characters.
Playthe recordingthrough againand get studentsto
check/completetheir answers.Checkthe answerswith
the whole class.
Unit3 . Allaboutyou 29
 Answers I'nt . . ., and This is . . . to avoid the need for our, which
I Ronan is24. is presentedin Unit 4.
2 BoandEdson are21. Ii appropriate,set up the roleplayto feel more authentic
I Paulis22andDonny is19. br, moving desksand/or letting studentssit in small
4 Ronan ismarried.
Paul,
Donny,
Bo,andEdson
aren'tmarried. groupsin different parts of the room. Then get the
ffiftr groupsto askand answerabouttheir bands.Monitor
r Hi! and check.Note down any common errors and
All Hi! highlight them after the roleplayor in a subsequent
I NoWthisisyourfirsttimein LasVegas, yes? lesson.As an extension,get one or two groupsto
All Yeah. here!ltl great!
Thatlright.ltl fantastic describethemselvesto the rest of the class.
I Good!NoWonebyone.Ronan, you'refromAustralia.
R Yes, lam. ADDITIONAT
MATERIAT
I Andhowoldareyou,Ronan?
R I'm24. Workbook Unit3
I OK.And8o,you're fromBrazil
andEdson's fromSweden ... Exercisesl0 and 1l Listening- An interviewwith Ella
B No,no,I'mnotfromBrazil, Edson!fromBrazil. l'mfrom Exercisel2 Vocabulary - Revision
Sweden.
I Sorry, guys.SoBoandEdson, howoldareyou?
E We'reboth21.
B Yeah, that'sright.
I OK.Now,Donny andPaul. You'rebrothers. (l)
Socialexpressions
D&PYeah, weare.
t Andyou'refromScotland? NOTE
D&P"No,no.Wearen'tfromScotland. We're fromlreland. This sectioncontainsexamplesof the PresentSimple
I lreland. yes.
Oh, Sorry. Howoldareyouboth? (I don't know and I don't understand).At this stage,
P I'm22. it's bestto treat theseas usefulexpressionsrather
D AndI'm19. than explainthe grammar behind the useof Present
I Thanks. Now,who's married
inMetro5? Simple.The grammarof the PresentSimplewill be
B,E,D &P Wearen'tmarried! coveredin Units 5 and 6.
R lam!
I Ah,Ronan. You'remarried. Reviewthe expressionsin this sectionregularlyso
R Yeah, mywife!nameiLisa. Sheisn'there. SheiinAustralia. that they becomepart of the students'productive
I Aah!Well,thankyou,Metro5.Welcome to LasVegas! vocabularyas early aspossible.Highlight situations
All lts greatto behere. Thanks! in the classroomin which studentscan usethe
expressionsin a meaningfulway.

Roleplay
5 This is the tlrst roleplavin the course.It is intendedto
be quitecontrolled,but alsoto givestudentsimportant
f\.
speakingpracticeat this earh'stagein their learning.
As in all freerspeakingtasks,it'simportantto let
studentsfocuson communicatingand not to highlight
their errorsduring the task.
Tell studentsthey aregoingto inventa band.Focus
attentionon the questions. Checkstudentsunderstand
Whereareyou now?by askingthe samequestionabout
the classroomsituation.Divide the classinto groupsof
four. Try to get a mixture of malesand f-emales
in each
group and to put weakerstudentswith strongeronesto
help createbalancein the task.
Give studentstime to invent their imaginary identities
and write down the details.Demonstratethe questions
and answerswith a confidentgroup. For the answer
to What areyour names? encouragestudentsto use
This is the first focus on expressionsusedin everyday
situations.Ask studentsto look at the picturesand ask
Whereare they?about eachone (l in a school,2in a
restaurant,3 in a city,4 in a car,5 at a languageschool,
6 in a city).
fEIl [CD l: Track al] PIaythe recordingand get
studentsto look at the picture and gappedconversation
for eachsituation.
Focusattentionon conversationI and elicit B's
answer(Thats OK.) Studentscontinuecompletingthe
conversationsin pairs,using the words in the boxes
and the picturesto help them.
Play the recordingagainand get studentsto check
their answers.

30 Unit3 . All aboutyou

 I Artrrrodtryacrft
I A lmory. o
I r nnfsOlc
I C Acofte,pleue.
D Thrt'sftt0.
C tha*sverymrrtr
Jl E Ewndwhm3tfrctrffi?
I f lltwftqu
' E Thenkalot
I G Thaltyouverym*h.Ihfs vcrykind.
H Thd;OK
,, J I l@lwaerl?
I l'mrcry.ldm'tudeisfffid.
a f EKrfl mc!tthercbtfrebwnacfltr€?
f tmsony.lddr'tkntr
I

t lf necessary,play the recording again and get the

studentsto repeat,drilling the intonation chorally and
individually. Put studentsin new pairs to practise the
conversations.Get them to stand up to do this, as it
often helps their pronunciation and acting skills!
As with the roleplay,rearrangethe room if possible
to make the situations feel more authentic. You could
dso bring in some basic props.

DITIONAT MATERIAT

HbookUnitI
(1)
l-rcise 13 Socialexpressions

hr't,forget!
Sook UnitS
hcises 14-18 Revision

lrd list
& the studentsto turn to p13l andgo throughthe words
dr them.Ask them to learnthe wordsfor homework,
d testthem on a few in the followinglesson.

bcrts Resourre Disc

lh3 Test
H 3 Skillstest
bp andcheckI (Units l-3)

Unit3 . Allaboutyou 3l

Introduction
to theunit
The title of this unit is'Family and
friends' and it aims to extend the
range of personal information students
can give.The unit introducesthe
possessive3 with family vocabulary,
has/have,and some irregular plurals
such as children.Studentsget practice
in all four skills with listening and
speaking tasks,reading texts on family
and friends, and a guided writing task.
The lexical set of family is presented,
and another important communicative
tool - the alphabet- is introduced in
EverydayEnglkh. This section also
coversphone languageand how to
sayemail addresses.
32 Unit4 . Family
andfriends
our/their . Possessive's
Thefamily , has/have
Thealphabet
Language
aims
Grammar- possessive's The possessive'sis introduced via the context
of family. The u'ay of expressingpossessionin English is different from
many other languagesand so studentsmay initially haveproblemswith
this. Studentsare given lots of controlled practicein the Student'sBook and
Workbook, and the Grammar Sporhighlights possibleconfusion with 'sas a
contractionof is.
has/have Has/haveare introduced in the affirmative.We introduce
have rather Ihan havegot, as havecan generatea broader rangeof uses,
e.g.I have threechildren(possession),and I havelunch at 12 (haveas main
verb). Havegot operatesdifferently and may causeconfusion when students
meet the PresentSimpleand haveto deal with do/doesforms. This is avoided
in New HeadwayBeginner,Third editior as the PresentSimpleis introduced
in Unit 5 after studentshavepractisedhas/havein the affirmative.Apart
from in the third person singular affirmative, havewill operatelike all
the other verbspresentedin the PresentSimpleand so studentswont
be overloadedby new language.Havegot is coveredin Nep Headway
Elementary,Third edition.
lrregular plurals Theseare introduced aspart of the presentationon
families and are coveredin Grammar Reference4.3 on SB p124.
Possessive adjectives Our and their areintroduced in this unit, and there is
a review ofall possessive
adjectivesand subjectpronouns.
Vocabulary The lexical set of the family is introduced and practisedand
there is also a focus on the languageof describinga friend. Basicadjective+
noun combinationsare introduced via the readingtexts,e.g.a small hotel.
EverydayEnglish The alphabetis introduced and practisedand valuable
functional languageis coveredwith a focus on phone languageand saying
email addresses.
Workbook The lexical set of the family is recycled.Possessive'sand
possessive pronouns are consolidated.Has/haveare reviewedand
consolidated.Studentsare given extra practicein listening and reading,
and there are exerciseson vocabularyand pronunciation. The alphabetand
phone language from EverydayEnglish are also reviewed.
Photocopiableactivity There is a photocopiabledictation activity to review
PresentSimplesentenceswithhaslhave and the alphabeton TB p141.
i*otesontheunit
(sB
STARTER p2a)
I This sectionreviewsall the possessive adjectives
studentshaveseenin Units l-3 and alsopresents
r.rul'olldtheir.Focusstudents'attentionon the row
oisubject pronounsand briefly reviewI, you, etc.by
pointing to yourselfand studentsand eliciting the
correctpronoun. Focusattentionon the examples
in the chart. Get studentsto continuecompleting
the chart,working in pairs.Then checkthe answers
and students'pronunciation.Make surethey can
distinguish you/your, they/their,and that they can
pronounce our correctly.
Amwers
I you he she we they
my your his her our their
I Focusattentionon the examplesin the speechbubbles.
Saythe sentences, pointing to relevantobjectsand
gettingstudentsto repeat.Elicit more examplesby
pointing to objectsthat belongto the studentsand
objectsin the classroom.Make surestudentsusejust
the possessiveadjectivesmy,your, his, etc.,rather
than students'names,asthis would require 3,which is
coveredin the next section.
rossessive's
I ftrrl [CD l: Track42] Focusattentionon the
photographsand the headingAnnie Taylor.Play
the recordingand ask studentsto follow the text in
their books.Check comprehensionof husband,bank
nnnager, children, and university.
Point to one member of the family and ask Who\ this?
to elicit the person'sname.Takethe opportunity to
turtherpractiseHow old is ... ? and (/ think) She\... by
askingHow old is (Annie)?,etc.to elicit possibleages.
Focusattention on the examples.Make sure that
studentsunderstandthat 'sis the contractedform
of ls.
Reviewthe useof her and then focus attentionon
Make surethat students
the useof possessive's.
understandthat we usethis form to express
possession.
3 Reviewthe useof his and then focus attention
on the other exampleswith possessive 's.Ask
studentsto circlethe examplesof possessive 'sin
the text about Annie's family. Make sure students
dont confusethe contractedform of is with
possessive 's.
ReadGrammar Seference4.1 and 4.2 onpl24
togetherin class,and/or askstudentsto read it at
home. Encouragethem to askyou questionsabout it.
Grammar Reference4.3 on pl24 focuseson irregular
plurals.Readit togetherin class,and/or askstudents
to read it at home. Ask studentsto find an irregular
plural in the text about Annie on p24 (children).
2 Focuson the exampleand elicit the answerto question2
(It'sin London.).Ifnecessarr-, briefly reviewthe use
of if to talk about things.Get studentsto continue
answeringthe questions.
t![ [CD f : Track 43] Play'therecordingand get
studentsto checktheir ansrvers.Put studentsin new
pairs to practisethe questionsand ansrvers.
Answers andtapescript
I lsAnniemarried?
Yes,sheis.
2 Where's theirhouse?
Itl in London.
3 WhatlAnnieljob?
Sheta doctor.
4 Wheretherhospital?
ln thecentrcof London.
5 What'slimljob?
He'sa bankmanager.
6 Aretheirchildrenbothat school?
No.Emma's at school.Yinceis at university.
Whoarethey?
fltf [CD 1: Track 44] Focusattentionon the words
in the table.Playthe recordingand get studentsto
repeatas a class.Check studentscan reproducethe
correctword stress.
f![ [CD f : Track45] Focusattentionon the family
tree.Ask Who\ Annie?and get studentsto point to
the correctpersonin the photo onp24. Now focus
attention on the exampleand play sentenceI in the
recording.Continue playingthe sentences, pausing
at the end of eachone and gettingstudents write
to
the correctwords. Playthe recordingagainand get
studentsto checktheir answers.
Unit4 . Family
andfriends 33
 Answers andtapescript stars,politicians,and sportspeople,
e.g.
I AnnieisJimswife. Who\ VictoriaBeckham?(She\David Beckham\wiJb.)
husband.
2 JimisAnnie's Who'sStellaMcCartney?(She\Paul McCartney's
3 Emma isAnnieandJimsdaughter. daughter.)
4 Vinceistheirson.
5 AnnieisVince'smother. Be preparedto modify the questionsto suit the age
6 JimisEmma's father. and experienceof individualgroups.
7 Emma isVince's
sister.
8 VinceisEmmai brother. 6 lfff [CD f : Track 46] This listening task focuseson
9 AnnieandJimareEmma andVincelparents. short expressionsusedby member'sof Annie'sfamily in
l0 Emma andVince areJimandAnnie's
children. different situations.Tell studentsthat they don't need to
understandeveryword to do the task,and they should
Playthe recordingthrough again,pausingaftereach usethe contextto help them. PIaynumber I and focus
sentenceand gettingstudentsto repeatchorallyand on the example.Play the rest of the recordingand
's
individually'.Nlakesurethey reproducethe possessive get studentsto write the correct family member.Let
accuratell'. studentschecktheir answersin pairs beforechecking
with the whole class.
SUGGESTION
\\'ith a n'eakergroup, usethe family tree in a Answers
teacher-lead presentation,e.g.point to Annie and I Annie
then to Jim and saywife.Annie is lim's wife.Have 2 Emma
3 Jim
studentsrepeatthe word in isolationfirst, then the
4 Vince
rvholesentencechorally and individually. Make sure
5 Annie
that thev pronouncethe possessive 3. Studentscan
then listento the recordingand write the words Stirr
dorvnasreinforcement. I Come on,Emma! Timefor school!
2 MumlWhere aremyschoo[ books?
3 Bye,everybody! a goodday!
I'moffto work!Have
5 \\'rite the fbllorvineon the board to reinforcethe useof 4 Bye,Dad!Seeyouthisevening.
p o ss es s lv es . 5 Goodmorning,MrsClark.Howareyoutoday?
who6\'ince? J - t-\

He'sEmma$)hrotlrcr. ! = possessir.e,
not is
ADDITIONAT
MATERIAL
Drill the questionand ansrvers in open pairs.Then
drill a plural example,e.g.Who arelim and Annie? Teacher's
Resource
Disc
They'reVince's parenfs.Get studentsto continue asking Communicative activity Unit 4 The Adams family
and answeringabout Annie'sfamily in open pairs.
Make surethat they give all possibleanswersabout
the different relationshipsand that they include plural
examples,too. Studentscontinue askingand answering AnAmerican
family
in closedpairs.Monitor and checkfor correctuseof
I Readout the rubric for exerciseI and focus attention
possessive'sand is/are.
on the photos of Elena'sfamily and on the namesof her
SUGGESTION brother and her parents.Ask somegeneralquestions
about the family: Whereare theyfrom? What are their
You can give studentsfurther practiceon families
names?Focusattention on the chart and make sure
and possessive'sby referring to famouspeople.
studentsunderstandwhat information they haveto
Draw the family tree of a famousfamily, e.g.the
listen for by elicitingp ossibleanswersfor eachcategor)',
British or Spanishroyal family and get studentsto
e.g.name - Oscar,age- 16, job - student.
ask and answerquestionswith Who?Alternatively,
you can preparetrue/falsestatementsabout the fftt [CD l: Track a7]Tell studentsthey are going
family relationships. to hear Elenatalking about her family. The script is
quite short and studentshavemet all the vocabularyin
You can also try a quiz basedon fu-o.rl people.
it, but remind them to listen for just the information
Preparequestionsbasedon relationshipsthat your
they need.Play the first part of the recordingas far
studentswill know. You can include film stars,pop
asHe\ a studentin college.Elicit the answersabout

Unit4 . Familyandfriends
 brother(Oscar,19,student).Playthe restof the
Elena's my/our/youi...
recordingand get studentsto cornpletethe chart.
4 This sectionconsolidates adjectives
the possessive
Checkthe answerswith the wholeclass. covereclin the S/artcrsection.Focusattentionon
the exampleand then getstudentsto completethe
Answers
sentences.
Name Ate fob
Elena's
brother Oscar l9 student JIJI [CD l: Track 48] Plavthe recordingand get
Elenai
mother Maria 47 teacher
Spanish studentsto checktheir ilnsrvers.
Elena's
father Alfredo 52 businessman
Answers andtapescript
E@ I 'Whats yourname?' 'Myname'sAnnie.'
Hi!Myname'sElena
Diaz,andI'mfromtheUnited States.
Thisis 'Ournames
2 'Whatareyournames?' areEmmaandVince.'
myfamily.
OurhouseisinChicago.Thisismybrother.Hisnameis
I Jean-Paul
and Andr€ arestudents.
TheirschoolisinParis.
Oscar,
andhel19.He's
a student Thisismymother.
incollege. Her
4 'Mysisterlmarried."Whatsherhusbandiname?'
namelMaria.
She!4Zandshe's a Spanish Andthisismy
teacher.
father.
Alfredo.
Hel52.andhesa businessman. 5 'Mybrothers hisjob?'
officeisinNewYork.''Whats
5 We'reinourEnglishclass.
7 'MumandDadarein Rome.' 'Whatsthenameof theirhotet?'
{s a follow-up,point to eachof Elenasrelationsand get
:tudentsto givea brief description,e.g.Thisls Oscrrr.
He\ Elena\brother.He\ 19 and he'sa student. ADDITIONAT
MATERIAL

- Focusattentionon the exampleand then get students WorkbookUnit 4

in pairs.
to completethe sentences ExerciseI Possessive
ls
Checkthe answerswith the wholeclass,making sure Exercise2 mylourlher
studentshaveincludedpossessivelsrvherenecessary. Exercise3 Vocabulary- The fhrnilr

Answers
2 Hermothe/snameisMaria.
I 'WhatlAlfredotjob?''Hela businessman.'
4 'Wheres inChicagoJ
theirhouse?''ltl
-' Demonstrate the activityby writing the namesof your
orvnfamily on the boardand talkingaboutthem.Give
the informationquite slowlybut naturallyand then
.iska few questionsto checkunderstanding, e.g.Who's
:lis?, What'sher.iob?,etc.
SUGGESTION
Ii possible,it'sa nice ideato basefamily descriptions
on realphotos.Bring in photosof your f-amilyand
askstudentsto do the same.If you havea small
enoughclass,sit them aroundyou and talk aboutthe
picturesslowlybut naturallyand passthem around.
Encourage studentsto askquestions, followingthe
nrodelsin exercise3 on p26.
Get studentsto draw their own family tree (and have
their family photosreadyif relevant).Divide the class
into pairsand get studentsto askabouteachother's
t-amily.Monitor and checkfor correct useof helshe,
lislher,anda+job.
has/have
I i,
This sectionrecyclesthe t-amilyvocabularl',possessive
and possessive and alsopresentsluts/have.
adjectives,
The text is basedon the family of someof the
characters studentshavealreadymet. Pointto the
pictureof Annie on p24and ask Who\ this?Elicit the
answerlt'sAnnie Taylor.Tell studentsthey aregoing
to read about Annie'sbrother.Studentsshouldbe
ableto recognize/workout the new vocabularyitems
(hotel,apartment,and big)but be preparedto explain
if necessary with simpleboard drawings.
fli*f [CD f : Track 49] Focusattentionon the
photographof Paddyand his family and read out
the heading.Playthe first line of the recordingas
an introductionand point to the photo of Galway.
If possible,indicatewhereGalwayis on a map.Playthe
restof the recordingthroughto the end.Ask students
Who are Paul and Donny?(They'rePaddy\ sons.)What's
theirband'sname?(Metro5.) Whereare theynow?
(In Las Vegas.).Also askstudentsto look backand find
the picturesof Pauland Donny on SBpp20 and22.

-\sk a few studentsto choosesomeonein a family 2 Readthe exampleswith the class.Then get students
treeor in a photo and givea brief descriptionof to completethe exerciservorkingindividually.Get
him/her.The personcan be from their own or their studentsto checktheir answersin pairsbeforechecking
oartner'sfamilv. with the wholeclass.

Unit4 . Family
andfriends 35
 Answers
1X 2,/ 3X 4X 5/ 5X 7,/
has,/have
I Focusattentionon the example.Studentsthen
working individually.
conrpletethe exercise,
Focusattentionon the tableand the examples. Students Get studentsto checktheir answersin pairsbefore
completethe tablewith the othertbrnrsoi /rrlle. checkingrvith the wholeclass.
Answers Answers
I have 2 Myparentshavea house inthecountry.
Youhave 3 MywifehasaJapanese car.
Hehas 4 MysisterandI havea dog.
Shehas 5 Youhavea verynicefamily.
Wehave 6 Ourschoolhasfifteenclassrooms.
Theyhave 7 WehaveEnglish classes
intheevening.

Ask stuc'lents
to circlethe examplesof has and have
in the reaclingtext.Ref-er
studentsto Grammar
Relerence -1.-l
on p 12.1.
llFr ICD l: Track 50] This is a dictationactivitywith
five short sentences,eachrecordedonce.Demonstrate
the activityby playingthe first sentenceand focusing
attentionon the example.Playthe restof the recording
to the end and askstudentsto just listenand not write
anything.
Playthe recordinga secondtime and askstudentsto write
the missingwordsin eachsentence. Ask studentsto write
the completesentenceson the boardto checkthe answers.
If theyhavemademistakesor missedwords,playthe
relevantsentencesagainand elicitthe correctwording.
Answers andtapescript
I I havea smallhotelin thecityof Galway.
2 Mywifehasa job intown.
3 Wehavethreesons.
4 Theboyshavea bandcalled Metro5.
5 Mysisterhasa bighouse in London.
In this exercisestudentswrite aboutthemselves. Focus
attentionon the examplesin the speechbubbles.Write
a few more examplesabout yourselfon the board and
list the categories
studentscan write about:brothers/
sisters,children,home,job, animals.Go round helping
and checking.
Then ask a few studentsto tell the rest of the class
about themselvesand their family. Correct any
common errorsin the useof haslhaveand possessive 3,
but do not over-correctstudentsasthis may affecttheir
levelsof confidence.
2 This exerciseprovidessometieer practiceand extends
the contextto talkingaboutthe students'school.It also
providepracticein the l/ form of httve.Focusattention
on the examplesin the speechbubbles.Drillthe
sentences chorallyand individually.List the categories
studentscantalk abouton the board:numberof
teachers/students/classrooms;sizeof school;equipment
at your school(e.g.TV DVD player,CD player,
computers).You will needto modify the examplesto
include equipmentthat studentsknow you haveat your
schoolso that they generateonly affirmativesentences.
Divide the classinto pairsand get studentsto talk
abouttheir school.Monitor and checkfor correctuse
of has/have.
ADDITIONAL
MATERIAL
Workbook Unit4
- Alfie andhis family
Exercise4 haslhave
andanswers
Questions
3 This exercisereviewsthe questionwords studentshave
coveredto date.Focusattentionon the exampleand
then get studentsto matchthe other questionsand
answers.
ffffdr [CD l: Track 51] Playthe recordingand get
studentsto checktheir answers.Then let them practise
the questionsand answersin pairs.
Answersandtapescript
I d Howisyourmother?
Shesverywe[[,thankyou.
2 f What'syoursisterljob?
a nurse.
She's
3 e Howoldareyourdaughters?
They're
tenandthirteen.

36 Unit4 . Family
andfriends
 r c Whois Pedro? Explain that the text is about a girl calledAntonia and
He! a studentfrom Madrid. her boyfriend is Vince. Ask l4zho's Vince?Ask students
j c Wherelyouroffice? to look backearlierin the unit and find the answer.
It s in the centreof town. (He'sAnnie'sson.)Referstudentsbackto SBp24 and
i a What'syoursurname? the informationaboutAnnie'sfamily if necessary.
5mith. Working aloneor in pairs,studentsreadthe text and
checkthe neu'u'ords(in red in the text).(If students
havedone the dictionaryrvorkfor homeworkbefore
l'erk it the lesson,askthem to do the readingand matching
- , ;us attentionon the first pair of sentences
and in exercise2 straightarvar'.)If studentsquerythe use
- ,: erample.Remindstudentsof the conventionof of havein hsven realll'gootltime,explainthat we
- --iing(/) to indicatethat somethingis correct. often useftcven'ith arralngeof expressions aswell as
': ..r.lents
continueworking individuallyto choose have+ object.
- .: correctsentence.
Demonstratethe activitvbr-elicitingthe photo that
.:: studentsto checktheir answersin pairsbefbre goeswith paragrapha (photo I ). Studentscontinueto
- .:ckingwith the wholeclass. matchthe otherphotosirnclprir11q1xphs, and saywho
are.Checkthe
they think the peoplein the pl-rotos
hswers answerswith the rvholeclass.
- Mary!childrenaremarried.
I Whatsyourdaughterl name? Answers
i Whats hisjob? PhotoI - paragraph
a (AntoniaandVince)
{ They're
fromGermany. Photo c (Tonilbrother
2 - paragraph Markandsister
Alison)
5 Theirparents
havea houseinBonn. PhotoI - paragraph
b (Tonii
parents)
6 Mybrother hasa goodjob. Photo4 - paragraph
d (music, andfootballmagazines)
dance,
' Wehavea lovelyteacher.

Focusattentionon the examplesentence. Students

ct0ITIONALMATERIAL completethe activit)',u'orkingindividualll',and then
checktheir answersin pairs.Checkthe anstvers rvith
Hbook Unit4 the wholeclass.
i-rcises 5-7 Listenine- Alfie
Answers
funny,beautiful
I a student,
2 a brother, a lot of music
a boyfriend,
qfr )€5t friend great
3 Toni!boyfriend,
4 Toni's a Manchester
brother, Unitedfan,at school
5 a house,
threechildren
I{OTE 6 Metro5,dancing,football,
Vince
::udentsneedaccess to dictionariesto checknew
::iis in the readingtext. This is an important step
This is anotherlisteningactivity in which studentsuse
: -,qetthem usedto usingdictionarieson a regular
the contextto help them work out who is talking. Make
: in If don t usuallybring
'sis their learning. students surestudentsunderstandthat they only needto write
:.;tionariesto classor if thereisn'ta classsetof
the nameof eachperson,not the completesentences.
:.:tionariesavailable, askstudentsto checkthe new
(in red) in the text for homeworkbeforethe With weakerstudents,write the namesof the peoplein
'.,-,rds
the recordingon the board beforestudentslisten.
:::.dinglesson.
t!f,Il [CD l: Track 52] Focusattentionon the
- re text introduceslike + noun and like + -ing exampleand play number I on the recording.Play
:aragraphd) and studentspractiseit briefly in
the restofthe recording,pausingifnecessaryto allow
: rercises3, 5, and 6. At this stage,it'sbestto treat
studentsto write their answers.Allow studentsto
.:.:smainly asa phrasefor recognition,asstudents
comparetheir answersin pairs.Playthe recording
rrn to coverl/you/we/theylike and question
againto let studentscheck/complete their answers.
':n'rsaspart of the first presentation of the Present
Then checkthe answerswith the class.
.:iple in Unit 5.

Unit4 . Family
andfriends 37
 Answers
I Toni
2 Vince
3 Toni
4 MarkandAlison
5 Alison
6 Tonilparents
7 Toni's
mother
8 MarkandToni
rrTt
I Listento thisband!lt'sMetro5lThey'refantastic!
2 Mygirtfriend isfromthenorthof England.
3 London's great!Andmyboyfriendl great,
too!
4 Oursister'sat university.
Yeah, shesat university
in London.
5 | likemysistertboyfriend,he'sfunny.
5 Ourchildren! schoolisnearourhouse.
7 Mybankisinthecentre of Manchester.
8 Come on,United! Come onlYes!A goal!4- I to ManUnited!
5 Focusattentionon the exampleand then get students
to give more information about Toni. Divide the class
into pairs and get studentsto take it in turns to talk
about Toni, using the information they underlined
in exercise3. Monitor and checkfor correctuseof
he/ she/they,his/ her/ their,is/are,has/ have, and
possessive 's.
Writing
6 This is one of a seriesof short writing tasksthat help
consolidatethe key languagestudentshavecoveredand
alsoprovide a changeofpace ifdone in class.Prepare
studentsfor the writing phaseby eliciting what sort of
information can completeeachsentence.If you have
time, build up a connecteddescriptionon the board
of an imaginarypersonto provide the studentswith a
model. Get the studentsto write their descriptionin
classor for homework.
Studentscan do the follow-up stagein the sameor a
subsequentlesson.Put studentsin pairs.If possible,
get them to work with a new partner or someone
they dont know well so that the information they
exchangeis really new.Studentstake it in turns to read
their description.Encouragethem to askquestions
about the persontheir partner is describing,using the
languagethey havecoveredto date.Ifstudents try to
ask questionswith like, explain that they will cover this
point in the next unit.
38 Unit4 . Family
andfriends
SUGGESTION
It'sa good ideato let studentslook at eachother's
written work to help correctit. When you correctthe
work, make a note of the most common mistakesin
recenttargetlanguageand get studentsto correct
them asa classactivitv beforevou hand back
individualwork.
If possible,displaysomeof the students'writingon
the classroomwall. Rememberto changethe displays
i-airlvfrequentlyand, if appropriate,to ask studentsto
vote fbr the description/story,etc.they liked best.
ADDITIONAL
MATERIAT
WorkbookUnit4
Exercise8 Reading- Whos happy?
Exercise9 Vocabulary- Revision
Exercisel0 Pronunciation- they'reor their?
Thealphabet
This sectioncoversthe alphabetand spellingand so is
an important stepin helpingstudentsto find out about
and checkvocabularyfor themselves.Once students
havelearnedthe alphabet,take the opportunity whenever
possibleto spellnew words to the studentsand to get
them to spellwords in class.Be preparedto reviewthe
pronunciationof lettersstudentshaveproblemswith at
regularintervals.
I ltrftl [CD l: Track 53] Focusattentionon the
letterson p30 and tell the studentsthey are going to
practisethe alphabetin English.Playthe recording
through onceand let studentsjust listen and familiarizr
themselveswith the letters.Playthe recordingagain,
pausingafter eachletter and gettingthe studentsto
repeatas a class.Reviewthe lettersthat studentsoften
find confusingand drill thesethoroughly:
4'f
€'i,Y
g,j
U 'W
2 ftrnl [CD f : Track 5a] The lettersin this exercise
are arrangedaccordingto sound.Demonstratethis br-
playingthe recordingof the first group of letters/e/.
Playthe recordingofthe first group againand get
studentsto repeatasa class.Repeatfor the other
groupsof lettersand then get individual studentsto
read different letter groupsaloud.
 ',t-r'ite
differentletterson the board at random and elicit With weakerstudents,briefly reviervthe nanre:of
::erl from the students.Payspecialattentionto the someof the countriesthey practisedin Unit L Ftrcu'
'.,-',rlels
astheseoften giveproblems.Then put some attentionon the example.Studentscontinuervith the
.--:.lownwordson the boardand elicitthe spelling. other countries.Get them to checktheir ans\\-e15
rn
\iru couldfeedin Hou,doyou spell...i at this point.) pairsbeforecheckingwith the wholeclass.Get the
studentsto givethe spellingof eachcountr\',rather
-':/vdoyouspell...?
than just the name.
: f!f,D [CD l: Track 55] Checkcomprehension of
':"sttlameandsurnnmeand tell studentsthev are Answers
;oing to hearflve peoplespellingtheir names.Playthe France,
Spain,
Brazi[, Australia,
Japan, ltaly,England
::cordingof the first nameasan example.Then play
.ie other names,pausingat the end of eachsurnante. This activitypractisesthe alphabetin the contextof
.:r.rc.lentsn'ritethe nantesand then checktheir answers common abbreviations studentsmight seein evervdirr
,:r p.rirs.Then checkthe answerswith the whole class life.Write VW on the board.Ask How do ys11soS'itr
:','rlritir-rgthe nameson the boardand gettingstudents /vi'dnblju:l and What is it? (a Volkswagen car).
: ' spellthem aloud. Studentswork in pairsor smallgroupsto continue
the activity.
Answers
andtapescript
' Whatlyourname?AnnieTaylor. flfff [CD l: Track 56] Playthe recordingto let
Howdoyouspellyourfirstname?
A-N-N-|-E. studentschecktheir answers.Drill the pronunciation
Howdoyouspellyoursurname?T-A-Y-L-O-R. of the lettersagainif studentshaveproblems.
i Whatsyourname?Quentin Wrexham.
Answersandtapescript
Howdoyouspellyourfirstname?
Q-U-E-N-T-|-N. VW /vi: 'dnblju:/ aVolkswagen
car
Howdoyouspellyoursurname?W-R-E-X-H-A-M.
BBC/bi: bi: 'si:/ British
Broadcasting
I Whatsyourname?Takako Matsuda.
Corporation
Howdoyouspellyourfirstname?
T-A-K-A-K-O.
Howdoyouspellyoursurname?M-A-T-5-U-D-A. Www /dnblju: dnblju: 'dnblju:/ theworldwideweb
1 Whatlyourname?FabienLeclerc. UK/ju: 'ke/ UnitedKingdom
HowdoyouspelIyourfirstname?
F-A-B-|-E-N. US/ju: 'es/ United
States
Howdoyouspellyoursurname?L-E-C-L-E-R-C. UAE/ju: er 'i: / ArabEmirates
United
5 Whatsyourname?ldoiaRuizMartinez. NYPD/en war pi: 'di:/ NewYorkPolice
Howdoyouspellyourfirstname?
l-D-O-l-A. Dep,artment
Howdoyouspellyoursurnames?R-U-|-Z,
thenM-A-R-T-|-N-E-2. PC/pi: 'si:/ personal
computer
TV /ti: vi:/ television
{ :oCuSattentionon the examplesin the speechbubbles
=r,.1drill the exchanges
chorallyand individually.
As an extension,get studentsto brainstormother
I'lakesurestudentscan reproducethe correctstresson
common abbreviations in smallgroupsand then to
-re questions: exchangewith other groupsand test eachother.
How do you spellyour frst name? Other possibleexamplesinclude:BP (British
How do you spellyour surname? Petroleum),EU (EuropeanUnion), UN (United
Nations),NASA (NationalAeronauticsand Space
::udentspractisespellingtheir own namesin open and
Administration),FA (FootballAssociation),
:.osedpairs.
CD (compactdisc),DVD (digitalvideo disc),
: JI)CUSattentionon the examplesin the speech CNN (CableNewsNetwork),IT (information
::rbblesin exercise5. Drill the exchangechorally technology),etc.
.:ndindividually.Studentspractisethe exchangewith
:rtterentwordsfrom the text,working in open pairs.
>tr.rdents
continueworking in closedpairs.Monitor
.nd checkfor accuratepronunciationofthe letters.

Unit4 . Famity
andfriends
 PHOTOCOPIABLEACTIVITY
MagdaTBpl4l
UNIT4 My name's
Materials: one copy of the worksheetcut in half per
pair of students
Procedure:Briefly reviewthe alphabetby asking
studentsto spellsomeof the words in the worksheet,
e.g.How do you spell'university'?Writethe words on
the board as studentsspellthem out. Repeatfor other
key rvords,e.g.boyfriend,married,country,etc.
. Explain that studentsare going to completea
gappedtext by dictatingthe missingsectionsto
eachother.
. Divide studentsinto pairs and assignthe rolesA
or B to eachstudent.Hand out the relevanthalf
of the worksheet.Tell studentsnot to show each
other their half of the activity. Give studentsa few
momentsto read their text and checkany items of
vocabulary.
. Studentssit oppositeeachother.Demonstratethe
activity with two students.StudentA beginsby
dictatingthe start of the text and StudentB fills
in the gapswith the appropriatewords. When
StudentA comesto a gap,he/shestopsand Student
B continuesreadingout the text. Remind students
that they can ask How do you spell. . . I if they are
unsureof the spelling.Point out that contracted
forms like I'm and shei correspondto one gap in
the text. Feedin other useful languagelike Can you
repeatthat, please?I'm sorry. I don't understand.
Studentscontinuein their pairs.Monitor and help
asnecessary.
. When they have finished, studentscheck their texts
together,correcting any mistakes.
Complete text
Hello! My name'sMagda and I'm from Madrid. I'm
twenty and I'm a student. I have a sister and her
namet Pilar. She'svery beautiful, and she'svery funny.
Shehasa good job. She'sa teacher.Her schoolis
near my university.Pilar isnt married but shehasa
boyfriend. He'sfrom the USA and he has a band.
My sister and I have a small flat in town. Our parents
have a big house in the country. My father is a bank
managerand my mother is a businesswoman. When
rve'retogether,we have a really good time.
SUGGESTIONS
I You can useanagramssuchasthe onesin exercise6
on SBp30 to reviewvocabularyat any stage.Write
the jumbled letterson the board and askstudentsto
work out the word in pairs or teams.Alwaysget the
classto give the spellingletter by letter to review
the alphabetasoften aspossible.
2 This is a spellinggamecalledHangman.You can
useit at the beginningof lessonsasa'warmer'or
as a 'tlller' to revisevocabulary.You can divide
studentsinto trvo or three teamsfor this, or play
asa class.
Choosea word and indicateon the board the
number of lettersit has,using a dashfor eachletter
(i.e.if your word is doctor,write - - - - - - ).
One team/Theclasssuggestsa letter.If the letter
appearsin your word, write it in the correctplace
on the dashes,asmany times asit appears(i.e.if the
letter suggested is o, you shouldwrite - o - - o -
for the word doctor).If the letter doesnt appearin
your word, write the letter in that team'scolumn
at the sideof the board with a line through it, and
draw one line of the gallows.Then the secondteam
suggestsa letter,and so on.
If you areplaying in teams,the winning team is
the one that guesses the final letter to completethe
word or that guesses the whole word at an earlier
point. If you completethe drawing of the gallows
beforethe teams/theclassguessthe word, then you
win and the teams/class lose.
ADDITIONAL
MATERIAT
Workbook Unit4
Exercisell Thealphabet

!: ! . E amlv andfri e n d s
-':
-' :h ep h o n e Conversation
2
- - . <ection I TheKingSchool
of English
revisesthe alphabet and introduces basic
" .e languageand how to say email addresses. 2 someinformation
abouttheschool
3 M-O-R-t-O-K-A
NOTE 4 morioka@mmdesign.co.jp

- :e phone conversations include examplesof

'-rctional languagelike (SarnBenting)speaking,
.;,1),oltgiveme ...?,I'll ... (emailyou some
:,trtnation).
Studentsshouldbe ableto usethe
'.:rall contextto understandthesephrases,so you
-.: dealwith them aslexicalitems.It'sbetternot
go into a detailedexplanationof the grammar
.rind them at this stage.ExerciseI introduces
'' :til doeshe/shewant?but, again,just deal with
-:s tbr recognition.
- ,.usattentionon the first businesscardand ask
',-'tttt's
his name?(losdGonzalez), Where's
his compnny?
:'.trcelona), What\ hisjob? (ExportManager),and
',-;rrrfi
hisphonenumber?(93-306785 04).
tlllt [CD f : Track 57] Checkstudentsunderstand
-..\'aregoingto heartwo conversations overthe phone.
..rv the recordingthrough onceand get studentsto
-lou'in their books.Make surestudentsunderstand
'..tt And your nameisiis a politeway of askingWhats
'.trname?overthe phone.If necessary,
explainI'nt
. '.ntectingyoa with a simpleboard drawing or mime.
tED [CD r: Track 57]Play the first line of
- ,rr-ersation I and elicitthe answerto questionI
- -irconInternational).Then playthe restof the
:.;ording and let studentscontinueansweringthe
:.:estionsaboutboth conversations in pairs.If students
:_:ervthe meaningof want in question2, write a series
: optionson the board for conversation1 and get
.::dentsto choosethe correctone:
Playthe recordingagainline by line, gettingstudents
to repeatchorallyand individually.If possible,get
studentsto sit backto backto practisethe conversation
in closedpairs.Not lookingat eachother makesthe
situationmore like a realphoneconversation. Monitor
and checkfor accuratepronunciation.Drill difficult
linesagainwith the wholeclassif necessary.
Emailaddresses
3 Readthe noteswith the class,eliciting the correct
pronunciationfor eachpart ofthe address. Elicit the
codefor students'own countriesor countriesthey have
emailed,e.gar = Argentina,pl = Poland,hu = Hungary.
Write a few fictitiousemailaddresseson the boardand
getstudentsto readthem aloud.
4 Focusattentionon the namesof serviceprovidersand
countrycodesin the Student's Book.Ask studentsto
saythem aloud,checkthe pronunciation,and elicit
u,hich countriesthe codesrefer to: es= Spain,
.fr = France,cz = CzechRepublic,it = Italy,
au = Australia.Poinlout to studentsthat someof
theseitemswill be in the emailaddresses they hear.
ffin [CD l: Track 58] Playthe recordingthrough
onceand getstudentsto completeasmuch of the task
asthey can.Playthe recordingagainif necessary. Get
students to write the missinginformationon the board
to checkthe answers.Give studentsthe opportunity to
correcteachother if they make a mistakein reading
the information.

-.i tbr information Answersandtapescript

-:eakto the manager/ I A Youremailaddressis?
P pambowler@btinternet.com
-)\ a question
.:eakto a friend A B.A...
P No,Pam. P-A-M.
:reckthe answerswith the class.Referstudentsto A Ah,OK.Pam.
: '.ercise when checkingquestion4.
3 if necessary P Bowler.B-O-W-L-E-R.
-reck they understandthe countrycodesat the end A Pam...Bowler...@
- eachaddress: es Spain,yp = )apan.
= P @btinternet.com
A @btinternet.com
Answers P That's
it.
ConversationI 2 B Canyoutellmeyouremailaddress?
' LaxconInternational H Yes.
harrylime@hotmail.co.uk
- to speak
to themanager alloneword...
B harrylime...
: G-O-N-Z-A-L-E-Z H @hotmail...
r gonzalez.jos6@soac.co.es

Unit4 . Family
andfr e^cs !'
 B @hotmail... Don'tforget!
H .co.uk
WorkbookUnit4
B .co.uk.
Great.Thanks.
Exercises13-17 Revision
3 C Whattyouremailaddress?
P paulmartin@wanadoo.fr
Wordlist
C paul...
Ask the studentsto turn to ppl3l-2 and go through
P martin.M-A-R-T-|-N.
C paulmartin... the words with them. Ask them to learn the words for
P @wanadoo... homework,and test them on a few in the following lesson.
C wanadoo..,
P .fr Teacher!Resource Disc
C .fr.Gotit. Unit 4 Test
4 D Andyouremailaddress
is...? Unit 4 Skillstest
G glennamiles@toronto.ca
D glennamiles... Video
G @toronto... A video accompaniesNewHeadwayBeginner.It takesthe
D @toronto... form of six episodescentredaround four peoplesharinga
G .ca housein Oxford. The first episodecan be shown after the
D .ca.That!lovely. a lot.
Thanks end of Unit 4, and subsequentepisodesafterUnits 6,8, 10,
12,and 14.
Elicit one or two email addresses from the class. Episode I Threeplus one
Studentsthen exchangeaddresses with a partner. Helen,David, and Matt are looking for a fourth person
You could do this activity as a mingle to increasethe to sharethe house.The interviewsgo ratherbadly,with a
amount of practice. streamof unsuitableapplicants,until Janeturns up, and
getsthe room.
SUGGESTION
Ifyour studentsagree,you could draw up and
so that they
circulatea list of their email addresses
can contacteachother outsideclassand get somereal
practicein writing basicemails.

Roleplay
5 This is anotherin a seriesof simpleroleplayactivities
that allow studentsto personalizethe key language.Ask
studentsto write their own businesscard like the ones
in the Student'sBook, or invent one for themselves.
Look at the possibleideasfor the phone callsand elicit
things the callerscan ask,e.g.to speakto the manager/
director/amember of stafi for information about a
hotel/sportscentre,etc.Elicit similar conversationsto
thosein exerciseI as a further model, using students'
own information. Studentscontinue working in closed
pairs.Remind them to changerolesso that each
studenthasthe opportunity to play the caller.

MATERIAT
ADDITIONAL

Workbook Unit4
Exercise12 On thephone

42 Unit4 . Family
andfriends

ntroduction
to theunit
----sunit introducesthe PresentSimple
.:-\ I, you, we, and they in positive
; j negativestatementforms. I4lh-
l:<stions, and Yes/Noquestionsand
r--.-:tznSW€rs are alsopractised.At
:-. point the PresentSimpleis used
.'-- a f'airlylimited rangeof verbsso
=: studentscan get usedto the new
c-*re.Studentsget skills practicewith
':'Jing and speaking,and listening
;-: :peakingtasks.
r' :ts/food/drinksvocabularyis
:::ociuced in the contextof likes and
:---:kes.The lexicalsetsof languages
;i nationalitiesare alsopresented
;: practisedin adjective+ noun
- ::binations,e.g.an Americancar.
:cJents are introducedto the idea of
-:'-ocationwith a verb + noun/noun
:q:ase matching task. The Everyday
i:-.-.i-sft
sectionextendsnumbersfrom
: - -100 and alsoincludesa functional
i,.:-1son prices.
Sports/Food,/Drinks
Present
Simple- l/you/we/they . a/an
Languages . Numbers
andnationalities andprices
Language
aims
Grammar- PresentSimple The PresentSimpleis the most usedtensein the
Englishlanguageand it is thereforeimportantto introduceit to beginners
in an accessibleway.In New HeadwayBeginner,Third edition,the tenseis
presentedover two units, startingin this unit with the subjectsI, you, we,
The affirmative and negativeforms are coveredalongwith 14/ft-
and tlrcS,.
questions.The third personsingular forms helshelitare covered
and l'e-s/Nir
in Unit 6.
rnets/an + job in Unit 3 and this focusis extendedto cover
a/an Studerrts
a/an adiectiveand noun.
+
VocabularyStudentspractisethe lexicalsetsof sports,food,and drinks in
the contextoflikes and dislikes.Countriesarerecycled,and languagesand
nationalitiesareintroduced.Common verb + noun collocations, e.g.speak
Spnnisltdrirtkbeerarehighlightedand practised.
EverydayEnglish Numbers3l-100, the phraseHow muchis it?, andprices
areintroducedand practised.
Workbook The lexicalsetof sports/food/drinks is recycled.The Present
Simplewith 1,you, we,theyis further practisedalongwith exercises on
questionformation.Languages and nationalities
areconsolidated in
vocabularyand pronunciationexercises. Studentsare alsogiven extra
practicein readingand listening,and numbersand pricesfrom the Everyday
Englishsectionare reviewed.
Photocopiableactivity Thereis a photocopiableactivity to review the
languageofaskingaboutpriceson TB p142.
Unit5 . Theway| live 43
 Notesontheunit
(sB
STARTER p32)
I Focusattentionon the picturesand the headings
Sports,Food,and Drinks. Focusattentionon the
exampletennisand then elicit the correctword for
numbers2 and 3. Studentsmatch as many words as
possible,working individually or in pairs.Encourage
them to guessifthey arenot sure.
Ask them to comparetheir answersbeforechecking
answerswith the whole class.
Answersandtapescript
Sports Food Drinks
I tennis 5 ltalianfood ll tea
2 football 6 Chinesefood 12 coffee
3 swimming 7 pizza 13Coke
4 skiing 8 hamburger 14 beer
9 oranges 15wine
l0 ice-cream
rIII [CD l: Track 59] Play the recordingand get
studentsto repeatchorally and individually.Make sure
they can reproducethe correctword stresson each
item. Consolidatethe vocabularyby holding up the
book and pointing to the pictures.Ask What\ this?/
What are these?and elicit repliesabout three or four
items.Get studentsto continueaskingand answering
in pairs.
2 Write on the board three or four things that you
like from exercisel. Tick them and show by your
expressionthat you like them. Get studentsto tick the
things they like in exercisel.
Repeatthe aboveprocedurefor the negative,crossing
the things you dont like and giving a clearexpression
and gestureof dislike.Then get studentsto crossthe
things they dont like in exercise1.
Simple
Present
tlfl [CD l: Track60] Focusattentionon the photos,
the smiley faceicons,and the sentenceswith I like.
Play the recording once or twice before you ask
studentsto repeat.Playthe recordingagainand get
studentsto repeat chorally and individually.
Give an exampleof three things you like from Starter
exercise1. Get studentsto point to the correct picture
asyou sayI like... eachtime. Elicit more examplesfrom
one or two studentsin the class.Then, in pairs, students
take it in turns to talk to eachother about what they like.
44 Unit5 . ThewayI live
Negatives
3 Studentshavemet don't aspart of the phrasesI don't
know and I don't understand.Thesewere introduced in
Unit 3 aspart of the socialexpressionssyllabus,but this
is the first time studentsmeet don't asthe grammatical
marker of the negative.
lIIf ICD l: Track6l] Focusattentionon the
photos,the negativefaceicons,and the sentences
with 1 don't like. Saythe sentences
yourself,using
mime, gestures,and facialexpressionsto reinforcethe
meaning.Playthe recordingonce or twice beforeyou
askstudentsto repeat.Playthe recordingagainand get
studentsto repeatchorally and individually.Make sure
studentsget the correct sentencestress:
I don't like tennis.
4 Referstudentsback to p32. Give three examplesof
things you dont like and get studentsto point to the
correct item asyou sayeachsentence.Focusattention
on the speechbubble and drill the examplewith or.
Make surestudentscan reproducethe sentencestress
accurately:
I don't like oranges,cofee, or tea.
Elicit more examplesfrom one or two studentsin the
class.Then, in pairs,studentstake it in turns to talk
to eachother about what they dont like. Ask a few
studentsto give their examplesto the classusing I ... .
Avoid transferringto helsheuntil Unit 6.
Focusattentionon the examples.Make sure students
understandthat don't is the contractionof do not.
If studentsaskwhat do means,you can explainsimplv
(in the students'own languageif possible)that it helps
to make negativesand questions.However,dont give
a detailedgrammaticalexplanationat this stage.
5 l[! [CD l: Track62] Focusattentionon the photo
of Harvey. Ask Wherebhefrom? and elicit the United
States.Give studentstime to read the gappedsentences
Ask them to guesswhat Harvey likes from the lists
in Starterexercisel. Playthe recordingonce and
get studentsto checktheir predictions.Focuson the
exampleand play the first line of the recordingagain.
Playthe rest of the recordingand get studentsto write
their answers.Studentscheckin pairs.Then checkthe
answerswith the whole class.
 Answers andtapescript them that they don't needto understandeveryword
#hatdoI tike? Well,I likesportsa lot,butnotallsports.I like to be ableto do the task.Playthe restof the recording
football- American football,
ofcourse - andI likeskiing!ButI without stoppingand getstudentsto write their
:on'tliketennis and...erm,I don'tlikeswimming verymuch. And answers.Ifnecessary, playthe recordingagainand
'codanddrink? WhatdoI like?Well,I likehamburgers, andpizza. getstudentsto check/complete their answersbefore
iikeltalianfooda [ot.ButnotChinese food,I don'tlikeChinese checkingrvith the class.
'cod, and I don't
liketea.Teaisfor the English.
I'mAmerican soI
kecoffeesometimes, andCoke, ofcourse.I loveCoke. Answers
HARVEY EVA
I pizza ,/ ,/ delicious
TIDITIONAL
MATERIAL
2 ice-cream ,/ ,/ fantastic
*:tkbook Unit 5 Itea X X awful
: lerciseI Sports,food, drink 4 skiing ,/ ,/ exciting
5 football ,/ X great,
awfuI
: rercise2 ThingsI like - I like coffee
IITT
l, yoLt,we,they I Harvey andEva. You'retwins.Doyoulikethesame things?
- -estions H Well,wereally, reallytikepizza!
' fE [CD l: Track 63] The questionfornt Do you
E Oh,yes!ltl delicious!Wehavepizza a lot at homeandin
:-:t ... ?is introducedhere.Focusattentionon the
restaurants.
: iamples.Playthe recordinga coupleof timesand let
| 5o,doyoulikethesame food?
.:udentslistenbeforeyou askthem to repeatline by
E Wetl,webothlikeice-cream.
.:e, chorally,and individually.Make surestudentscan H Mmm,its fantastic!
::producethe pronunciationof do you ltliu:l and the E Butwereallydon'tliketea!Dowe,Harvey?
:.:ing intonationon the Yesll{oquestions. H No,wedon't.Ugh!lt'sawful!
-:etstudentsto askyou the questionsand givetrue I Anddoyoubothlikesports?
::s\\'ers.Drill the pronunciationand intonationif H Yes,wedo.Welikeskiing.
.3cessary. E Yeah!Welikeskiing a lot.ltl reallyexciting!
H AndI lovefootball!ltl great.
- .
'cusattentionon the examplesin the speechbubbles. E No,it isn't.
ltsawful!
r:r-rclents
practiseaskingand answeringin open pairs.
,et them to work with a new partnerand continue
9 This exercisepractisesthe theyform, talking about
.:iing aboutthe otherthingsin Starterexercise1.
.lonitorand checkfor accurateformationof the Harvey and Eva.Focusattentionon the exampleand
elicit a full sentenceTheylike pizza and ice-creant.
::estionsand short answers, and for pronunciation.
StudentscontinuetalkingaboutHarveyand Eva,and
. - :rislisteningtaskintroducesthe we and theyformsin their likesand dislikes.Monitor and checkfor accurate
:.econtextof an interviewwith Harveyand his sister. formationof the verb forms,and for pronunciation.If
-::ret1y in the box by sayinga
reviewthe adjectives studentshaveproblems,go throughthe GrqmmarSpot
:.nge offood, places,singers,actors,etc.and getting with them and then get them to repeatexercise9.
' .,rtlentsto respondwith an adjective,e.g.New York-
,':: txciting.
, ,crrsattentionon the photos.Ask l'llho3Eva?and Elicit more
Focusattentionon the positiveexamples.
..:cit She3Harvey'sslsfer.Pointto the photosand say true examplesfrom the class.
-.;rt'ey is 12 and Evais 12,footo explaintwins.Explain
.rt studentsaregoingto hearan interviewwith the Focusattentionon the questionforms.Check
'.','ir.rs
about what they like and dont like. Briefly revierv studentsknow that the questionstarting with What
.-.euseof ticksand crosses to indiclltelike (/) and requiresan informationanswer,e.g.Football,Italian
:.,nt like (X). food, andthat the questionstartingwith Do is
answeredYes,Ido.I No,I don't.Alsopoint out that
fIilf [CD l: Track 64] Focusattentionon line I ir-r we do not uselike in short answers,i.e.you cannot
-:.etask.Playthe recordingasfar asthe end of Evas
say *Yes,I like or "No,I don'tlike.
:!t speechand get studentsto look at the examples.
-.:cit that Evalikespizza,too.Pointout that in Again,it is probablybestnot to explainthe function
.:rlber 5 Harveyand Evadisagreeaboutfootball of do at this stase.
-:-..1so studentsneedto write two adjectives.Remind 5.1
Referstudentsto GrammarRef-erence

Unit5 . ThewayI live 45

 As an extension,get studentsto practisethe we and
they forms by talking about themselvesand another
student,or peoplein their family,e.g.lan and I like
swimming.My childrendon't like coffee.
MATERIAL
ADDITIONAL
Workbook Unit5
Exercise3 ThingsI like - Questions
andanswers
Reading
andspeaking
I In this skills section,studentsare introducedto more
PresentSimpleverbsin context:comefrom, live,work,
eat, drink, speak,play, and want. Have is also recycled
from Unit 4. Other new words are waiter, drama,
p ar t - t im e, restaurant, Ianguage,and actor. The
languages/nationalities ltalian, Spanish,and Frenchare
alsointroduced.Studentsshouldbe ableto work out
the most of the vocabularyfrom context,but usethe
photos in the Student'sBook to pre-teach/checkthe
meaningif studentshaveany problems.
Point to the photos and say This is Colin Brodie.
Ask What'shisjob? Give studentstime to scanthe text
to find the answerHei a waiter and hei alsoa drama
student.Checkcomprehensionby askingstudents
to point to the relevantpicture for waiter and drama
student.
lIIf [CD l: Track65] Studentsreadthe text
and listen to the recordingonceor twice.Try to get
studentsto understandthe new vocabularyin context
and get them to refer to the information in the photos
for help. Checkcomprehensionof live and workby
making sentences about yoursell e.g.I live in (town,
country), I work ln (this school),etc.Eat, drink, play,
andspeakshouldbe understandablefrom the context,
but if studentsneedfurther help,mime the actions.
(There'sno need to point out that drinkis a verb here
but a noun on p32.) Ifstudents querylanguageand
Italian, English,and French,write the corresponding
countrieson the board and link them to the languages.
You may needto translatewant to if studentsquery
this. If studentsquery the pronoun it in I don't like
lf, checkthey understandwhat noun if refersback to
(beer).(Objectpronouns it and them are presentedin
full in Unit 7.)
46 Unit5 . ThewayI live
ffit [CD f : Track66] This interview with Colin
presentsWh- andYeslNoquestionswith a rangeof
verbs.Give studentstime to read through the questions
and gappedanswers.Playthe recordingfor questions
I and 2 and elicit the missinganswersin number 2.
Playthe restof the recordingwithout stoppingand
get studentsto completeColin'sanswers.Playthe
recordingagainto let studentscomplete/checktheir
answers.Checkthe answerswith the whole class.
Answers andtapescript
I I Hello,Colin, niceto meetyou.Where doyoucomefrom?
C I comefromScotland, fromDundee.
2 | Doyoulivein Dundee?
C No,ldont. I liveandworkin London.
3 | Doyoulivewithfriends?
C Yes,I do.I livewithtwofriends.
4 | Where doyouwork?
C lworkinanltalianrestaurant.
5 | Doyoulikeltalianfood?
C Yes,I do.I like it a lot.
6 I Doyoudrinkltalianwine?
C Yes,I do.I drinkwine,butI dont drinkbeer. I don'tlikeit.
7 | Doyoulikeyourjob?
C No,I dont.I wanttobeanactor.
8 I Doyouspeak ltalian?
C No,I dont.I speak SpanishandFrench,
butI don'tspeak
Italian.
Ask studentsto read out the questions.Make sure
studentscan reproducethe falling intonation
on the W?- questions.Be preparedto model the
pronunciationand intonation,and drill the questions
chorally and individually.
Beforeputting studentsinto pairs,demonstrate
by askingindividual studentsthe questionsfrom
exercise2. Make surethey answerwith information
about themselves.Get individual studentsto askyou
the questionsand answerwith true information.
Studentscontinueaskingand answeringin open pairs.
If necessary,
drill the pronunciationand intonation of
the questionsagainbeforegettingstudentsto continue
in closedpairs.Monitor and checkfor correct useof
the PresentSimple.
As an extension,you could get studentsto think about
someonethey know or imaginea different character,
and repeatthe questionand answerexchangesusing
different information.
 pausingat the end ofeach conversationto give students
time to discusstheir answersin pairs.Playthe recording
,- ;us attentionon the examples. Make surestudents againif necessaryto allorvstudentsto check/complete
-:Jerstandthat we usean beforea vowel- a, e, i, o, their answers.Checkthe answerswith the class.
rr.Pointout that this can be a noun, e.g.an actor,
-.J Referstudentsto lTFl on SBp114.Divide students
: erradjective,an ltalian restaurant.
into groupsof three.Ask a confident group to read out
studentstime to write a or an. Checkthe answers,
---r'e conversationl. Remindstudentsthat conversation 4
--..:kingsurestudentsmakethe pronunciationlink is overthe phoneand so the studentwho playsColin
l::\\'een an + vowel: needsto sit awayfrom the other two. If possible,
an actor an_Italianrestaurant arrangethe furniturein the room to allow students
to roleplaythe differentsituations,especiallywaiting
Answers on the tablesin conversation 2. If studentshavefixed
anice-cream a student a computer desks,encourage them to standup to do the roleplayas
anorange anAmericancar this often helpsthem interactwith eachother better.
Studentspractisethe conversations in their groups.
ieter studentsto GrammarReference
5.2 ot'tp125.
If studentshaveproblems with pronunciation,be
preparedto drill selectedlinesfrom the recording,or
ecabulary model the linesyourself.
. - rrs exercisehighlightscommoncollocationsfor Answers
.'.ervdayactions.Pre-teach/Check millionaireif you I at home;
Colinlfriends,/flatmates
.:.lnkstudentswon't recognizeit. Focusattention 2 at home;Colin
r the exampleand then get studentsto continue 3 intherestaurant;
Colin
:'-atching,working individually.Give studentstime to 4 intherestaurant;
customers
:reck in pairsbeforecheckingrvith the wholeclass. 5 atdramaschool; teacher
Colin's
6 at drama
school;
Co]in!teacher
Answers 7 onthephone;Colin
'ravetwo brothers 8 onthephone; mum
Colin's
,rveina flat
mrk ina bank TD
:omefromJapan I Colin Goodbye, guys.
Timefor work.
eatltalianfood A Bye,Colin. you
See later.
drnkbeer Colin Yeah.Verylatetonight.
riaysports A Ohyes.lt'sFriday.
peakSpanish Colin Yes,
I worklateonFridays. Bye.
i-antto bea millionaire 2 Colin Goodevening. Doyouwantto order?
B Ahyes.Webothwantpizzas.
C Yes,
twoPizza Margheritas,please.
speaking Anddoyouwantwine?
Colin Fine.
: ^his taskhelpsstudentsget usedto usingthe context B Ohyes,wedo.Doyouhavea winelist?
:,-'helpthem work out what is happeningand who Colin Yes,
of course.Hereit is.
.: talkingin a rangeof situations.Explainthat there 3D OK,ColinandAnnacomehere!
.re four conversations all involvingColin. Theseare Colin Whatdoyouwant?
.liehtlylongerthan in earlierlisteningtasksof this D I wantyouto readit againwithAnna.OK?Youare
:''pe,but reassurestudentsthat they dont needto Romeo, AnnaisJuliet,of course.
:nderstandeveryword to do the task. AnnaFine.'Oh Romeo, Romeo, where...'
D YouloveRomeo,
No,no!Terrible. reallylovehim.Again.
3riefly reviewwhat studentsknow about Colin by Anna 'Romeo, Romeo, wherefore artthouRomeo...'
:liciting a rangeof statements. Write cueson the board 4 Mum Hello?
:.''help with this if necessary,
e.g.lob? Colin worksin a ColinHi,Mum!
':stnurant.Flat?He liveswith twofriends, etc. Mum Oh,hello,Colin.Donald, ltl yourbigbrother!
...Colin,
ffft [CD f : Track6T] Focusattentionon numbers howareyou?
. and 2 asexamplesand play conversationl. Elicit the Colin I'mfineMum,reallyfine.
:ns\vers(seebelow).Playthe restof the recording,

Unit5 . ThewayI live 47

 Mum Doyoulikeyourflat? If studentsneed more practiceor if they finish quicklr,
I dobutitl a bitsmallforthreepeople.
Colin Yes, get them to work with a new partner and repeatthe
yes.
Mum Ah, lt issmall. Butdoyoulikeyourwork? questionsand answers.
Colin No,I don't.Notreally.
ButI likethefood.
Mum Oh,yes.ltalianfoodisgood.
Check
it
Colin Yeah,butI likeyourfoodthebest,Mum!lt'sdelicious! 7 Focusattentionon the first pair ofsentencesas
Mum Ooh,thankyou,Colin. Now,doyouwantto speak to an example.Remind studentsthat the convention
yourbrother? oi ticking (/) indicatesthat somethingis correct.
Colin Yes,
ofcourse. ltt yourbrother...
Hi,Donald. Studentscontinueworking individuallyto choosethe
correctsentence.

SUGGESTION Get studentsto checktheir answersin pairsbefore

checkingrvith the rvholeclass.
You can make useof the tapescriptsin a variety
of ways:
Answers
. as a simple review by getting studentsto go back I DoyouliveinBerlin? 5 'Doyoulikefootball?'
to earlierunits and practisethe conversations. 2 Where doyoucomefrom? 'Yes,
ldo.'
. for intensivepronunciationpractice. 3 Doyouspeak Portuguese? 6 He'sanactor.
. as a model for studentswriting their own 4 I don'tspeak
Chinese.
conversations/sketches.Studentscan replacekey
words to personalizethe contentor write new ADDITIONAL
MATERIAT
conversationsbasedon peoplethey know or new
rolesthey haveimagined. TeacherlResource
Disc
. as gapPedexercises/informationgapsfor reviewing Communicative activity Unit 5 Is this true?
key language.You can adaptthe Word versionof
WorkbookUnit 5
the tapescriptson the Teacher'sResourceDisc by
Exercise4 PresentSimple- The swimmer Michael Phelp'
gappingtargetwords,then print out copiesfor
studentsto work on. Exercises5 and 6 PresentSimplequestions
Exercise7 PresentSimplenegatives
Exercises8-10 Listening- Gracieand her parents
aboutyou
Talking
6 This exercise
consolidates Wh- andYesll'loquestionsin
the PresentSimple.Briefly review/checkthe question
words where,what, and how manyby giving short Languages
andnationalities
answersand eliciting the appropriatequestionword, e.g.
I Check comprehensionof Germanyand Portugalby
a dictionaryI an actor- What? referringstudentsbackto the map on p13.Focus
AustraliaI in a hospital- Where? attentionon the example.Studentscontinue the
threesistersI ten books- How many? matchingactivity,working individually.
Elicit the missingword in number 1.Put studentsin pairs fIflil [CD f : Track 63] Playthe recordingthrough
to completethe restof the questions.Checkthe answers. onceand let studentschecktheir answers.

Answers Answersandtapescipt
ldo 4Do 7 sports England English
2 live 5 do...speak 8 Do...want Germany German
ldo 5 tike Italy ltalian
Mexico Mexican
Give studentsa short time to think about their own Brazil Brazilian
answers.If studentsneed extra vocabulary,e.g. Japan Japanese
languages,be preparedto feedthesein. Demonstrate Portugal Portuguese
by askingand answeringthe first two questionswith a China Chinese
France French
confident student.Studentscontinue in open and then
theUnitedStates American
in closedpairs.Monitor and checkfor accurateuseof
Spain Spanish
the PresentSimple,and correct intonation.

48 Unit5 . ThewayI live

Remind studentsof the systemusedin New Headway + noun
Adjective
Beginner,Third editionto highlight word stress.Play
5 This exerciseconsolidatesthe nationalitiesand also
the recordingagainand get studentsto repeatthe pairs
highlightsadjective+ noun word order.Studentsof
oiwords asa class.Make surethey can reproducethe
diff'erentnationalitiesoften haveproblemswith this, as
changeof stressfrom the country to the nationality/
in their orvnlanguagethe order is noun + adjective.Be
Ianguage:
preparedto review the correctorder,using exampleson
Itnly Italian the board,and gesturingto indicatea switchof word
Idpan lapanese order if studentsgetthe orderwrong.
Portugal Portuguese Focusattentionon the photosand the example.
Stuclents by writing the correct
completethe exercise
China Chinese
r-rationalities.
Playthe recordingthrough againand get studentsto
:epeatindividually. tfD [CD r: Track TOlPlaythe recordingand get
studentsto checktheir answers.
Focusattentionon the photosand on the examplesin
:he speechbubbles.Pointto the photo of the people Answers andtapescript
:rttingin the town squareand drill the examples I lts anAmerican car.
;horally and individually.Elicit anotherpair of 2 lt'sGerman beer.
eramplesabout differentpeoplein the photos.Students 3 They're SpanishoranSes.
:ontinue talking about the peoplein pairs. 4 lt'safapanese camera.
5 lt! Mexican food.
This exercisereviewsthe theyform of the Present
6 lti anEnglishdictionary.
Simplewith the verbspeak.Studentsshouldn'thaveanv 7 lt'sanltalianbag.
Jitficultywith this form, as it'sthe sameasthe 1 fornr 8 lts Brazilian
coffee.
:heyhavealreadypractised. 9 lts French wine.
Focusattentiot.t
-heck comprehension of Sn,l/zerlond.
,'n the example.Studentscontinuemakingsentences Students rvorkin pairsand takeit in turnsto point to
-.iorkingindividually.
thc'photos and practisethe sentences. Monitorand
lf| [CD l: Track 69] Playthe recordingand get checkfbr correctpronunciation of lrb o/an ... and drill
the sentences if studentsproduce*Isa/an... . Remind
':udentsto checktheir answers.
studentsof the plural fbrm by contrastingIf'san
Answers andtapescript Americancar and They'reSpanishorangeson the board.
I InBraziltheyspeak Portuguese. Ask How many?to establishlt'sa/an for singularand
2 InCanada theyspeak andFrench.
English They'refor plural. Don't go into the useof zero article
J InFrance theyspeak French. (no article)with the plural sentence at this stage.
4 InGermany theyspeak German.
5 Inltalytheyspeak ltalian. 6 This exercisegivesstudentsthe opportunityto practise
6 InJapan theyspeak Japanese. the PresentSimple,nationalities,and noun + adjective
7 ln Mexico theyspeak Spanish. word order in a personalizedway.
E lnEgypt theyspeak Arabic. Write the verbshave,eat, and drink on the board and
9 InSpain theyspeak Spanish. and nounsthat can go with eachverb.
elicit adjectives
Q lnSwitzerland theyspeakGerman, andltalian.
French, Possible combinations:
have a/an fapanese/American/German/French/
lrillthe questionform in the speechbubbles.Then Spanishcar
.:t studentsto practisea few examplesin openpairs. an Italian/Americanbag
::udentscontinuein closedpairs,takingit in turns a fapanese camera
: r askeachother aboutthe countriesin exercise3. an Englishdictionary
l'{trnitorand checkfor correctuseof the questionform
:rd ibr pronunciationof the countriesand languages. eat Chinese/Italian/|apanese/French/Mexican
food
Spanishoranges
American/Italianice-cream

Un it 5 . T h e w a y l l i v e
 drink French/ltalian/German/Portuguese/Spanish
wine
French/German/English/American
beer At a party
Braziliancoffee
I This is a f'airlylong, though fairly simple,unseen
Chinesetea
listening.Setthe sceneby pointing to Flaviaand Terrr'
Give examplesof I'our own with have,eat, and drink. in the illustrationand introducingthe word party.
Try to highlightthe useof a/an,e.g.I havea lapanese Get stuclents to savrvhatnationalitythey think they
conlero.I dorit ltnvetur ltnlian car.Thenget studentsto 'tre(l tltinkftclsl.she3
...).
write their on n examples. Monitor and help.Checkfor
fff,fl [CD l: Track 7l] PIaythe recordingthrough
accurateuseof o/an and correctadjective+ noun lr,ord
onceirncllet studentschecktheir predictions(Flaviais
order.
Italianand Tcrrvis English.)
7 Focusattentionon the examplequestionsin the speech
time to readthe pairsof sentences
Givestr-rcients l-8.
bubbles.Renrindstudentsof the useof i t in I don'tlike
Checkcor-nprehension of /ovein number5 and very
if. if necessary.
Give studentstime to write at leastfbur
muchin number 7. Pla,vthe first part of the recording
questionsof their own usinghave,eat,anddrink. Remind
again,and focuson number I asan example.Make
them of the possibleadjective+ noun combinationslisted
surestudentsunderstancl they haveto focuson what
in the notesfor exercise6. Monitor and help.
Terrysays.Elicit the answerto number l.
Drill the questionsand answersin the speechbubbles.
Playthe restofthe recordingand getstudentsto select
Get studentsto practisein open pairsacrossthe class
the correct sentencefrorrreirchpair.
and then in closedpairs.Monitor and checkfbr correct
useof the PresentSimple,a/an andadjective+ nolur Get studentsto checktheir answersin pairsbefore
word order. checkingwith the wholeclass.Go overthe answers
by playingthe conversationagainand pausingthe
recordingaller eachcorrectanswer.

I Readthe notesasa class.Elicit further examples Answers

of adjective+ noun fiom the class.Ask students I I workin London.
if the word order is the samein their language. 2 | don'tlivein London.
2 Readthe notesasa class.Elicit further plural J I'manactor.
examplesfiom the class.Ask studentsho',r,the\' 4 YouspeakEnglish verywel[.
rnakeadjectives
plural in their language. 5 | loveltaly.
6 I don'tknowNaples.
5.3on p125.
Ref'erstudentsto GrammarRef-erence 7 | likeRomeverymuch.
8 | don'tspeakltalian.

SUGGESTION
fllf'r
F Hello.l'mFlavia. Flavia Whatlyourname?
Rossi.
You can bring in advertsfrom magazinesto give
T Hi,Flavia. I'mTerry, TerryAdams.
studentsfurther practicewith nationalityadjectives F Doyouworkherein London, Terry?
and nouns.Selectpicturesof cars,cameras, T Welt,I workinLondon, butI don'tlivein London. I livein
computers,TVs, food, and drinks.Elicit siniple Brighton.
adjective+ noun phrases,e.g.an AmericancompLtter, F Andwhat!yourjob?
Spanishwine, etc.and then get studentsto usethe T I'manactor. Whattyourjob,Flavia? Doyouworkin London?
picturesto practiseDo you have/eat/drink/like... ? F Yes, I do.I workina hotel.A bighotetnearhere.
and short answersYes,I do./No,I don't.If pairs of T Flavia, youaren'tEnglish, butyouspeak Englishverywe[[.
studentsinterviewother pairs,you can alsopractise Where doyoucomefrom?
the theyform. (lf studentstry to generatehelshe F lcomefromltaly,fromNapoli. OrNaples lthinkyousay,
forms, tell them theseare different and that they T Ah,ltaly.I loveltaly.
will practisethem in Unit 6.) F DoyouknowNaples?
T No,I don't.I don'tknowNaples, butI knowRome. | likeRome
verymuch. lt'sverybeautiful.
ADDITIONAT
MATERIAT F Naples isbeautiful,too.Doyouspeak ltalian,Terry?
T No,I don't.I speak French,butI don'tspeak ltalian.
WorkbookUnit 5 F Itl niceto meetyou,Terry.
ExercisesI I and 12 Languagesand nationalities T Youtoo.

50 Unit5 . Theway| live

- Checkpronunciationof Brighton,Naples,andRome
:rornthe recording.Turn to the tapescripton pl l5 and
qetstudentsto practisethe conversationin pairs.If
:tudentshaveproblemswith the pronunciation,drill
lifiicult linesasa class.
; rteplay
:, 'ssible,rearrangethe furniture,play somemood
- -.ic, and bring in simplepropslike glasses of waterto
' : : .rclcl
authenticityto the roleplay.
: ^ell studentsthey aregoingto roleplaybeir-rg arta party
.rtclmeetingnew people.This stageprep.rres students
:or the type of questionsthey can ask.Elicit the flrst
:.uestionasan example.Put studentsin pairsto
:rrl.nplete
the restof the questions.Checkthe ansrvers.
Answers
'Vhatiyourname?
/Vhere
doyou[ive?
Doyouhavea house or aflat?
/Vhat's
yourjob?
doyouwork?
'Vhere
{ow manylanguagesdoyouspeak?
sports
'Vhat do youlike?
- : rplain that studentshaveto inventa new identity.
. rrCuS o[ the cartoonof JamesBond ancipoint or.rtthat
-.:\ r.rotes
areanswersto the questionsin exercise3. Ask
-:.rtlentsto makenotesrviththeir newc'letails.
Monitor
.r.1 helpwith ideasand vocabulary.
' .':ll studentsto imaginethey areat a p:rrtywith people
: differentnationalitieswho all speaksomeEnglish.
..:llind studentsof the expressions theycan use
',rerr meetingsomeonefor the first time: (It\) niceto
''.:tt1tsu.Youtoo./Andyou. Demonstratestartingthe
,ieplaynith two confidentstudents. Get the classto
..,:ndup to do the rolepla,v. Monitor,but do not expect
::rt-ectaccuracyor pronunciation.Makenotesof major
::l.r)r's
to f'eedbackon later,but try not to spoilstudents'
:::ir)\'nlentof the roleplay.If somepairsdo well,you
- ,Lrldaskthem to act it out in front of the class.
tffl [CD l: Track 72] Focusattentionon nunrbers
l0-100. Playthe recordingand get studentsto repeirt
Get studentsto courrtto olte
chorallyand individuall,v.
hundredin tensround the class.Checkfor accurare
word stress.
This is a pairsnumberdictation.SeeUnit I Suggestion
on TB p l3 for instructionsfor this task.
tffl [CD l: Track 73] This exercisepresents
pricesr,rnder
arndoverone pound in English.Pla,v
the recordingand let studentsreadand listen.Focus
attentionon the useof p lpi:.lfor pricesundera pound.
Also point out the pluralpounds,and that we do not
saypoundsandp in the sameprice,i.e.we do not say
*onepound sixtyp but onepoundsixty.
PIaythe recordingagainand getsstudentsto repeat
chorally and individuall,v.
Demonstratethe activityby gettingstudentsto saythe
first two pricesaloud.Studentsthen continuesaying
the pricesin closedpairs.Monitor and checkstudents
can distinguishthe stresson:
poundsandseventy
seventeen pounds
tffl [CD l: Track T4lPlay the recordingand
get studentsto checktheir answers.If studentshad
problemsrvith pronunciation,playthe recording
againand getthem to repeat.(With a weakergroup,
y<lucould saythe pricesastr classactivity,drilling
asyou go along,and then play the
the pronur-rciation
recordingfbr reinforcement.)
This is a discrirnination
exercise,
whichgetsstudents
to distinguishbetweenpricesthat soundsimilar.Focus
attentionon the photosand check/elicitthe nameof
eachobject.(With a weakergroup,you could elicitthe
pricesfor eachobjectorallyfirst and then get students
to listenand tlck.)
ffn [CD l: Track 75)Playthe recordingthrough
onceand get studentsto tick the pricesthey hear.
Playit througha secondtime so that studentscan
checktheir answers.Get thernto checkin pairsbetbrc
checkingwith the wholeclass.

Answersandtapescript
I Thecheesesandwich ist2.90.
-1: muchis it? 2 Thefootballisfl4.
^
- : : -lnctionalsyllabuscontinueslvith a fbcuson I TheiPhoneisf90.95.
4 Thebeerisf3.50.
--'rers 3I-100 andaskingaboutprices.
5 Thedictionary isf7.50.
: .,,ir'rvrrumbersI -30 by gettingstudentsto count
6 Thepairofjeans ist50.
- ,rnc1 the class.Repeatuntil they can saythe numbers 7 Thechocolate is60p.
- : :'.rrirtelv
without hesitation. 8 Thebagisf44.99.

Unit5 . Thewarti're
 7 Focusattentionon the speechbubbles.Drill the chocolate- 38p
questionand answerchorally and individually.(If camera- fl25
studentsquery the useof How much ... ?,explainthat television
- f500
this is the questionwe useto ask about prices.Don t cD- fr2.99
go into an explanationof the differencebetweenHow computer - [800
much/Howmany al this stage.) - f8.99
pizza
Practisetwo or three exchangesin open pairs.Then get
the studentsto continuein closedpairs.Monitor and
checkfor correct numbersand prices. SUGGESTION
You can give studentsextra practicewith numbers
PHOTOCOPIABLE
ACTIVITY and pricesby bringing in adverts,leaflets,and menus
UNIT5 Howmuchis it? TBpl42 that showpricesand gettingstudentsto practiseHow
Materials: one copy of the worksheetper pair of much is...i Make sureyou selectthe itemscarefully
students.Beforethe lesson,ask studentsto check so that they show objectsstudentsknow (or onesthat
the exchangerate for pounds sterling againsttheir you can teachthat arein the post-beginnerrange).If
own currency, you chooseimagesthat show plural objects,you will
Procedure: Hold up your watch or similar everyday needto pre-teach/check: How muchare ...?
object and askHow much is this (watch)in Great
Britain?Elicit a rangeof prices,making surethat ADDITIONAL
MATERIAT
studentsincludepounds and pence,e.g.t 59.99.
Write the prices on the board and then tell the WorkbookUnit5
studentswhat the objectwould actuallycost.If Exercises
f 3-16 Howmuchis it?
appropriate,you could elicit the likely cost of the
object in the students'own currency.
Don'tforget!
. Elicit the plural form How much are... ? Drill the
question with a range of plural items, e.g.How WorkbookUnit5
much are thesesunglasses/trainersi etc. and get 17-22 Revision
Exercises
studentsto guessthe price.
. Divide studentsinto pairs and hand out a copy of Wordlist
the worksheet.Ask studentsto match the words in Askthestudentsto turn to pl32 andgo throughtheword:
the box to the pictures.Checkthe answers,drilling rviththem.Askthemto learnthewordsfor homework,
the pronunciationas necessary. and test them on a few in the following lesson.
. Ask How much is the bag?Tell studentsto choose
TeacherlResource Disc
the price they think fits the bag.Elicit a rangeof
Unit 5 Test
answers,encouragingstudentsto say.Ithink iti
(f,2e.ee), Unit 5 Skillstest
Progresstest I (Units 1-5)
. Put th9 pairs of studentsinto groups of four. Point
out that there are more prices on the worksheet
than objects.Remind studentsto useHow much
are ...? andI think they're...aboutthe trainers.
Studentscontinuediscussingthe pricesand
matching them to the objects.
. Check the answerswith the class.The group who
matched the most prices correctly is the winner.

Answers
bag- f29.99
watch- f45.99
trainers
- f80
mobilephone - f65
water- 99p
magazine - f2.75

52 Unit 5 . ThewayI live


btroduction
to theunit
lf,e title of this unit is'Every day'and
lovers the languageof daily routines.
lpresents the third person singular
fum of the PresentSimple and so
flon's on from the languagecovered
r Lhit 5. Basicfrequency adverbs,
rling the time, and daysof the week
dso introduced.
- Workbook The time is reviewedin a rangeof exercises.
De vocabulary syllabusis extended
a focus on an important aspect
dEnglish first introduced in Unit S -
-h
cllocation. The lexical set is of daily
verbs, allowing studentsto talk
-tine
&ut their own routine and ask about
der people's.
JnSuaSe
arms
tr time The unit openswith a
e--::onon telling the time in English.
---' is done without quarter tolpast,
';-':(rst, etc.so that studentscan use
-c :rumbersthey alreadyknow to tell
-c :ime, e.g.five fifteen.
9rnmar - PresentSimple The l/you
Lr:rs are reviewedand the presentation
:r --:ePresentSimpleis completed
.-:. lrc/shein the positive,negative,
.:c questionforms (both Wh- and
' -\p questions).The third person
c-:rlar form is the one that causes
:'.i: problemsfor studentsand so it
: :rided out into a sectionof its own
cr:le initial presentation. All forms
r --:ePresentSimpleare reviewed
.cc recycledacrossthe courseso that
ruents candealwith the differences
':.e l/you/we/they and he/she/itforms.
-
Thetime . Present Simple- he/she
always/ sometimes
/ never
Wordsthatgotogether. Daysof theweek
Frequencyadverbs Always,sometimes,and neverare introducedand
practisedaspart ofthe functionoftalking aboutroutines.
Vocabulary The vocabularysectionfocuseson words that go togetherand
so reinforcesan important aspectof Englishfirst introducedin Unit 5 -
collocation.The sectionincludeswords that go with common verbsto
producea usefullexicalset for talking about routines.
EverydayEnglish Daysof the week and prepositionsof time are presented
and practised.
The he/sheforms
of the PresentSimplepositiveare also reviewed,alongwith the frequency
adverbsfrom the unit. Studentspractisethird personsingularPresent
Simplenegativesand questions,and also reviewthe useof the auxiliary
verbsdo/does/don't/doesn'f in all forms. Words that go togetherare practised
further, and studentsget skills practicewith a readingtext. The daysof the
weekand prepositionsfrom EverydayEnglishare reviewedand consolidated.
Photocopiableactivity There is a photocopiableactivity to reviewthe
languageof tellingthe time on TB p143.
POSSIBTE PROBTEMS
. The PresentSimplehasvery few inflectionswhen comparedwith
equivalentstructuresin other languages. The addition of the third
-s
personsingular is the only changein the positiveand so students
often forgetto include it. Be preparedto give lots of practicein the
he/sheforms!
. The useof does/doesn't
is an addedcomplicationwhich students
often confusewith do/don't.Again, regularreview and practicewill
help studentsproducethe forms accurately.
. The third personsingular-s can be pronouncedin threeways:
lsl works /we:ks/
lzl lives Awzl
ltzl watches l'wot[tzl
This is introducedon SB p42,but studentswill need regularhelp in
distinguishingand producingtheseendings.
Unit6 . Every
day 53
 Notes
ontheunit
STARTER(sBpao)
NOTE
It is usefulto havea cardboardclock with movable
handsfor this lessonand for subsequentrevisionof
telling the time. If you dont alreadyhaveone in your
school,then it is quite easyto make one.
The Student'sBook presentstimes with the numbers
studentsalreadyknow without having to deal with quarter
past/to and half pasf. Exercise1 in the sectionincludes
times on the hour, half hour, and quarter hour. Other
times,e.g.8.40and 11.10providea manageable extension
for studentsin exercise2. Thesearepractisedfurther in
a photocopiabletask on TB p143.Seethe Photocopiable
activity notesopposite.
I llfl [CD l: Track 76] Focusattentionon the
clocks.Playthe recordingof the first five times,
pausingafter eachone and gettingstudentsto repeat
chorally and individually.Highlight the useof oblock
for times on the hour and make surestudentscan
pronounceit accurately.
Get studentsto completethe remainingfive times,
following the examplesgiven in 1-5. Playthe recording
of numbers6-10 and get studentsto checktheir
answers.Playthe recordingagain,getting studentsto
repeatchorallyand individually.
Answers andtapescript
I ltl nineotlock. 6 lt'stwootlock.
2 ltl ninethirty. 7 ltl twothirty.
3 lt! nineforty-five. 8 ltl twoforty-five.
4 lt! tenotlock. 9 lt'sthreeotlock.
5 lt'stenfifteen. l0 lt'sthreefifteen.
f![ [CD l: Track 77] Focusattentionon the
conversation.Playthe recordingonce and get students
to listen and read.PIaythe recordingagain,and get
studentsto repeatchorally and individually.Point
to one of the clocks/watches and demonstratethe
pairwork with one student.Ask studentsto give two or
three more examplesin open pairs beforecontinuing in
closedpairs.
Answers
I nineotlock
2 sevenfifteen
3 oneforty-five
4 eightforty
5 eleventen
PHOTOCOPIABTEACTIVITY
UNIT6 Whattime is it, please?TBpl43
Materials: one copy of the worksheet cut up per pair
of students
Procedure: Write the following times on the board:
11.05,1.10,7.20,9.25,8.40,
6.50,12.55.
Remind studentsof the use of bh /eu/, which they
met in phone numbers,for 11.05.Get studentsto
saythe times aloud, reading them as digital times,
e.g.one ten.
. Put studentsin pairs and assignthe role of A or B
to each student. Hand out the relevant half of the
worksheet.
. Explain that each student has six times and six
empty clocks and that they have to ask What time
is it, please?and completethe clocks.Demonstrate
the activity with one student before getting the
classto completethe task in pairs. Monitor and
check for the correct use of the times.
. Studentscheck their answersby comparing their
completed worksheets.
Present - l,/you
Simple
I This sectionpresentsdaily routine verbsin contextvia
a seriesof picturesof a girl'stlpical schoolday.Focus
attentionon the pictures.Elicit somebasicinformation
about the character:Whati her name?(Kim). How old
is she,do you think?(She\about 18.)
Explain that studentsare going to hear Kim talking
about her schoolday.Reviewtelling the time by getting
studentsto read the pairs of times aloud.
lIIf ICD f : Track 78] Focuson the exampleand
play the first line of the recording.Playthe recording
to the end and get studentsto continuecircling the
correcttimes.Get studentsto checktheir answersin
pairs.Playthe recordingagainbeforecheckingthe
answerswith the whole class.
Answers
1 745 3 8.30 s 3.30 7 il.00
2 8.00 4 12.15 6 4.30
flilr
Well,onschooldays I tet upat seven forty-five.I havebreakfastat
eightandI goto schoolat eightthirty.I havelunchin schoolwithmy
friends,
that'sattwelvefifteen- itl earlyinourschool. I leaveschool
atthreethirtyintheafternoon andI walkhomewithmyfriends.
I gethomeatfourthirty,havetea,andwatchtelevision. I goto bed
ateleven otlockonschooldays, butlaterattheweekend, of course!

54 Unit6 . Every
day
 fftf [CD l: Track 73] Saythe sentences aloud or 2 Focusattentionon the picturesof Elliot'sday and
playthe recordingagainand get studentsto repeat checkcomprehensiot-r of lmvea show'er,work late,buy,
chorallyand individually.Make surestudentsaren't andgo ouf. Focusattentionon the examplesentence.
confusedby the spellingof breakJastand pronounceit Get studentsto continuewriting the times,working
correctly/ brekfast/.Studentspractisethe sentences in individually
closedpairs. ffilf [CD 1: Track 80] Ask studentsto checktheir
I Demonstratethe activityby tellingstudentsaboutyour answersin pairsbefbreplayingthe recordingfbr a
.1ay,giving the sameinfbrrnation as in the pictures. final check.
Do this in a naturalway,but dont add in any new
language. Focusattentionon the examplesand elicita Answers
I sixotlock
t-elvsinglesentencesfrom studentsabout their day with
2 sixforty-five
the verbsfrom exercise1. Studentscontinuetalking
3 sevenfifteen
abouttheir dayworking in pairs.Monitor and check
4 oneotlock
Ior correctuseof the PresentSimpleand the times.
5 eightotlock
I fl?71 [CD f : Track 79] This exercisepractisesthe 6 ninefifteen
questionWhat time... i with the PresentSimple.Focus 7 eleven thirty
attentionon the questionsand get studentsto listenand 8 eteven forty-five
repeatchorallyand individually.Make surethey can Srtr
reproducethe pronunciationof do you and the falling Hegetsup at sixotlock andhasa shower. Hehasbreakfast at six
intonationon the Wh- questions.Focuson the words in forty-five.Heleaveshomeat sevenfifteen,andhe goesto workby
bold showingthe form of PresentSimplequestions,and taxi.Hehaslunch,a Coca-Cola anda sandwich,in hisofficeat one
point out the word orderdo you get/have. otlock.Healways workslate.Heleaves workat eightottockin the
evening. Hesometimes buysa pizzaandeatsit at home.Hegets
+ Drill the questionand answerin the speechbubbles homeat ninefifteen.HeneverSoesout in theevening. Heworksat
and elicit other questionsstudentscirnersk.If studertts hiscomputer untileleventhirty.Healwaysgoesto bedat eleven
needhelp,write the verbson the board:get up, lravt Hewatches
fortv-five. televisionin bed.
!,reakfast,go to school/work,lnt,e lunch,leovesclrcol/
v'ork,get home,go to bed.
Get studentsto practisethe questionsin open pairs.
Studentscontinuein closedpairs,working with a Focusattentionon the exirmples of third person
differentpartner from exercise2. Monitor and check sirrgularfbrms gef-sup and has.Studentsunderline
tor correctuseof the PresentSimpleand the times. the r,erbsin sentences 2-8. Checkthe answers
l,ith the class.
IDDITIONAL
MATERIAT
Answers
fiorkbookUnit 6 2 has 6 buys,eats,gets
lrercises l-3 The time goes
3 leaves, 7 goesout,works
lrercise 4 PresentSimplehe/she- Cathyand George 4 has 8 goes,
watches
5 works,
leaves

Elicit the key lastletterin eachof the verbs(s).

)'esent5imp[e- he,/she,always/sometimes,/
neve
r ffilI [CD 1: Track 8l] Playthe recordingand
get studentsto repeatchorally and individually.
- This sectionpresentsthe he/shepositiveforms of the Make surestudentscandistinguishthe /s/ endings,
PresentSimple,alongwith frequencyadverbsalways, e.g.gets/gets/from thelzl endings,e.g.haslhnzl.
sometimes, andnever.Focusattentionon the photosof (The recordinggivesjust the verb forms,not the
Elliot. SayThis is Elliot. Hes in a magazine.Ask What's completesentences from exercise2.)
hisjob?,and elicit He'sa businessman. Get studentsto
readthe descriptionof Elliot.Checkcomprehension of Tapescript
tlirector,24-hour,shoppingsite,Internet, and typicalday. getsup has leaves works
\sk Are his daysbusy?and elicit Yes,theyare. buys Boes watches

Unit6 . Everyday
 2 Focusattentionon the adverbsoffrequency and andnegatives
Questions
their meaning.Make surethat studentsunderstand 4 This sectionintroducesdoes/doesn't in the question
that sometimesis not a fixed referenceand the and negativeforms. Both Wh- and Yes/Noquestionsare
actualnumber of times that it refersto can vary. presentedat the sametime, as studentsare dealingwith
Ask studentsto circle the examplesof always, the third personsingularform only at this stage,and
sometimes,and neverin the sentencesabout Elliot. they havealreadyhad a lot of practiceof the individual
fGD [CD l: Track 82] Playthe recordingand questiontypes.
get studentsto repeatchorally and individually. f?f [CD f : Track 84] Referstudentsback to the
Make surestudentsreproducethe third person picturesof Elliot.ReadquestionI aloudand elicit
singularending and encouragethem to reproduce the answer(gets).Studentscontinue completingthe
the linking in the followingsentences: answers,working individually.Get them to checkin
He sometimes
buysa pizza. pairs beforeplaying the recordingof the questions
He nevergoesout in the evening. and answers.Playthe recordingthrough once and let
studentschecktheir answers.
He alwaysgoesto be{at_l1.45.
Playthe recordingagain,pausingaftereachquestionand
Slrr answerexchange, and get the studentsto repeatchorally
Healways
workslate. and individually. Make surethey can reproducethe
buysa pizza.
Hesometimes falling intonationon the l44r-questionsand the rising
Henever
Soesoutintheevening. intonation on the Yes/Noquestions.Studentspractisethe
goesto bedat eleven
Healways forty-five. questionsand answersin open and then in closedpairs.

ReadGrammarReference 6.I-6.3 on pl25 together Answers

andtapescript
in class,and/or askstudentsto read it at home. I A Whattimedoeshegetup?
Encouragethem to askyou questionsabout it. B Hegetsupat six.
Highlightthe useof the -esending,e.g.go - goes.lf 2 A Whendoeshegoto bed?
appropriate,point out that the frequencyadverbscan B Hegoesto bedat eleven
forty-five.
be usedwith fo be,but that they usuallycome after 3 A Doeshegoto workbytaxi?
the verb,e.g.I am neverat homein themorning. B Yes,hedoes.
4 A Doeshehavelunchina restaurant?
B No,hedoesn't.
Pronunciation
5 A Doeshegooutintheevening?
3 fttrl [CD l: Track 83] This sectionhighlightsthe B No.hedoesn't.
threepossiblewaysof pronouncingthe third person-s
ending.Focusattentionon the chart.Playthe recording
throughonceand get studentsjust to listen.Then play
it again,drilling the verbschorally and individually. Focusattentionon the examplesentencesand
If studentsfind it hard to hear and so reproducethe questions.Make surestudentsunderstandthat the
differencebetweenthe /s/ and lzl endings,dont insist -s is on the verb in the positiveform and on doesin
on them repeatingthe soundsseveraltimes,asthis may the questionand negative.Highlight doesn'tas the
make them self-conscious. Studentsvery often forget to contractedform of doesnot. Make surestudents
add the -s ending anlrwayand so will needreminding understandthat we repeatdo/doesor don't/doesn't
at regularintervals.Takethe opportunity to check in the short answersrather than the main verb.
students'pronunciationof the endingsand highlight i.e.we cannot say:Do you havebreakfastat 7.30?
the featuresofpronunciation to help studentsget used *Yes,I have breakfast.
to the different sounds.
Ask studentsto circlethe -s endingand the useof
ADDITIONAL
MATERIAL does/doesn't
in the questionsand answersin exercisel.

Workbook Unit6 Referstudentsto Grammar Reference6.4 on p125.

Exercises5 and 6 PresentSimplehe/she- CathyandGeorge
ExerciseI I Pronunciation- -sat theendof a word 5 Focusattentionon the languagein the speechbubbles.
Drill the questionand answeraboutElliot. Elicit two
or threemore exampleswith studentsworking in open

56 Unit6 . Every
day
pairs.Studentscontinueaskingand answeringin closed ADDITIONAL
MATERIAT
pairs.Monitor and checkfor correctuseof third person
Teacher's
Resource
Disc
-s and of does/doesn't
in the questionsand negatives.
Communicative activitv Unit 6 A dav in the life
flilil [CD f : Track 85] Playthe recordingand
get studentsto checktheir answers.If studentshad WorkbookUnit 6
difficultieswith questionsand answers1-6, drill the Exercise7 PresentSimplehe/she- questions
questionsand answersand get studentsto practise
them again,working with a new partner.

Answersandtapescript
I A Whendoesheleave home? Loiss
day
B Heleaves
homeat7.15. Remind studentsof Elliot from the previoussection.
2 A Doeshegoto workbybus? Pointto the picturesof Lois and to rubric I and ask
B No,heSoesto workbytaxi. Who is shel(She'sElliotssister.)Checkpronunciation
I A Wheredoeshehavelunch? of Lois /'leowrs/.Pre-teach/check the following
B Hehaslunchin hisoffice. usingthe introductionto the text,the picturesin the
4 A Doesheusuallywork[ate? Student'sBook, and simpleboard drawings:seaside,
B Yes,hedoes,everyday. artist,fill your day,walk (n), by thesea,eggs,toast,go
5 A Doesheeatin a restaurant? to the beach,dog,studio,cook,often,invitefriends, and
B No,hedoesn't.Heeatsat home. play thepiano.It's alsousefulto havea map to show the
6 A Whatdoeshedointheevening? locationof CapeCod, whereLoislives.
B Heworks.
HeneverBoesout. Readthe first line of the text aloud. AskHow old is
I-oi-siarrclWhat\ herjob? (Shes25. She\an artist.)
This exercisegivesstudentsthe opportunitvto generate Focusattentionon the picturesand ask What doesLois
negativethird-personforms.Focusattentionon the rior Elicit a rangeof examplesfrom the class.Students
exampleand askone studentto readit aloud.Students arelikelv to rnakemistakesu'ith the third-personforms
rvritesentences2-5 in the negative.Allorvthem to oi the PresentSimple,so don't insiston total accuracy
checktheir answersin pairs beforecheckingwith the rvith students'first atten-lpts.
Encouragestudents
class.Ask studentsto write the answerson the board to self-correct by highlightingmistakesratherthan
to checkthey are forming the negativescorrectly, correctingthem yourself.Also encourage studentsto
includingthe inclusionof the apostrophein doesn't. help and correcteachother.
Focusattentionon the verbsin the box. They are
Answers alreadvin the third-personform and so studentsjust
2 Hedoesn't
driveto work. needto usethe contextto help them choosethe correct
3 Hedoesn't
workina bank. verb.Get studentsto readthe secondsentence in the
4 Hedoesn't
havea lot offriends.
text and focusattentionon the example.Then get
goto bedlate.
5 Hedoesn't
studentsto completethe text, working individually.
Remindthem to readthe wholesentence aroundthe
Focusattentionon the chart.Elicit the missingforms gapeachtime so that they getthe completecontextand
tbr l and you (seebelow)and then get studentsto to crossout the verbsthey haveusedasthey go along.
completethe restof the chart.Checkthe answerswith
tllll [CD l: Track 861Get studentsto checktheir
the whole class.Highlight againthat the he/sheform is
answersin pairs beforeplayingthe recordingfor a
the only one that is different.
final check.
Answers Focuson the adverbusuallyin the text.Teachthe
Positive Negative Question meaningby writing alwayssometimesneveron the
I work don'twork DoI work? board and eliciting that usuallygoesbetweensometimes
You work don'twork Doyouwork? and alwavs.
HelShe works work
doesn't Doesshework?
We work don'twork Dowework? Answers
They work dontwork Dotheywork? 2 getsup 6 works 10 listens
to
3 has 7 eats l l plays
4 goes 8 cooks 12phones
5 gets 9 invites 13goes

Unit6 . Everyday 57
 frilIl
LoisMaddox - Theseaside artistfillsherdaywithwork,walks,
music,andfriends.
LoisMaddox is25andshelanartist.Shelivesina smallhouse by
theseainCape Cod,Massachusetts. Shealways getsuplate,at
tenotlockinthemorning. Shehasa bigbreakfast - coffee,eggs
andtoast- andthenshegoes to thebeach withherdog.When
shegetshome, sheworksin herstudiountilseven otlockinthe
Shenever
evening. eatslunch,butshealways cooks a bigdinner
andsheofteninvitesfriends.
Afterdinner,
sheusually listensto music or playsthepiano.
Sometimes shephones her brother, Elliot,
in New York.Shegoes
to bedverylate,atoneortwootlockinthemorning.
Focusattentionon the example.Make surestudents
realizethat He refersto Elliot and Sheto Lois. Get
studentsto completethe answersand then checkin
pairs.Checkthe answerswith the whole class.
Negatives
Answers
5 This exercisepractisesthe negativeform and also
2She 3She 4He 5She 6He 7She 8He
Ask a few studentsto readthe sentencesaloud.Then
get studentsto practisethe sentences
in pairs.Ifthey
haveseriousproblemswith pronunciation,drill the
sentences with the wholeclassand getthem to repeat.
Ask studentsWho doesLoisphonesometimesi and elicit
Elliot, in lrlewYork.Focusattentionon the conversation
and explainthat Elliot and Lois areon the phone.
Most of the gappedrvordsareonesthat studentshale
alreadymet and so studentsshouldbe ableto complete
the conversation rvithouttoo man).problems. Give
studentstime to readthroughthe conversation before
they listen,especially with u'eakerclasses. Deal with
any vocabularyproblems.Encouragestudentsto use
the contextto help them but be preparedto explain
as usual,too, relax,paint, that\ not true,at the weekend,
and Sunday.
tfD [CD r: Track 87] Playthe first two lines,
including the example.Playthe rest of the recording
without stoppingand get studentsto completethe
conversation.Give them time to checktheir answers
in pairs beforeplayingthe recordingagainfor a
final check.
Put studentsin pairsto practisethe phone
conversation. Ifpossible,getthem to sit back-to-back
so that they cant seeeachother.Ifstudentshave
problemswith pronunciation/intonation,play selected
lines from the recordingagainand drill chorally and
individually.
58 Unit6 . Every
day
Answers andtapescript
E Hello.
L Hi,Elliot,howareyou?
E I'mfine,thanks. Busyasusual.
I Oh,you're always Youandyourcomputers!
busy.
E I know,butI lovemy work.
[ | lovemywork,too,butI relaxsometimes.
E Huh!| don'tknowaboutthat.Youpaintallday!
L Yes,butI stopintheevening.Youneverstop!
E Thatlnottrue.Hey,Lois, howlyourfriendNancy?
L Nancy? ShelOK.YouknowElliot,Nancy likesyou.Sheoften
asksaboutyou.
E Mm,| likeNancy, too.
I We[],comeandvisitmesoon.I wantto cookfor youandNancy.
E Goodidea!Whataboutnextweekend? NextSunday?
I Yes,great!| ofteninviteNancy
attheweekend.
E Great.Seeyouon Sunday. Havea goodweek!
andpronunciation
highlightsthe importanceof contrastivestresswhen
correctingor disagreeingwith a statement.Focus
attentionon the exampleand askposltiveor negative?
about eachsentencein the answer(first sentence-
negative,secondsentence- positive).
Elicit the answerto sentence2 (He doesn'tget up at
ten oblock!He getsup at sixoLlock!)Tell studentsto
continue correctingthe sentences, referringback to
the information about Elliot and Lois on pp42 and
44. (With a rveakergroup,you could do this as a class
activity on the board and then play the recordingfor
reintbrcement.)
ffD [CD 1: Track 88] Playthe recordingthrough
once,gettingstudentsto checktheir sentences
for grammaticalaccuracy.Then write the pairs of
sentencesfor numbers2 and 3 and elicit wherethe
main stressfalls with the whole class.Remind students
that the stresshelpsto indicatethe main differencein
the information in the pairs of sentences,
and so falls
on the key words.
Get studentsto work in pairs and mark where they
think the main stressfalls in the rest of the pairs of
sentences.Playthe recordingagainand get studentsto
checktheir answers.Also checkthe answersorally with
the whole classin casestudentshaveproblemshearing
the main stress.
Playthe recordingagainif necessaryand then get
studentsto practisethe sentences
with a partner.
 Answersandtapescript ADDITIONAT
MATERIAT
I Shedoesntlivein aflat!Shelivesina hoase!
Workbook Unit6
2 Hedoesnttet upat tenotlock!Hegetsupat sixotlock!
Exercises8 and9 Cathy's
bedroom
I Sheisnta businesswoman!
Shelanartist! ExerciselO do/does/am/is/are
4 Hedoesntgoto workbybus!Hegoesto workbytaxi!
Shelistens
intheevening!
5 Shedoesntwatchtelevision to music
or plays
thepiano!
thatgotogether
Words
-alking
aboutyou This sectionreviervsand extendssomeof the collocations
6 Demonstratethe activity by writing the namesof two for everydayactivitiesthat studentsmet in Unit 5.
people(one male,one female)from your family on I Make surestudentsunderstandthat TV standsfor
the board. Get studentsto askyou questionsabout televisionand checkcomprehensionof shopping.Focus
them, using the languagein the speechbubblesand the Studentswork in pairsto
attentionon the examples.
cuesin the Student'sBook. If studentshaveproblems continuematchingthe verbsand nouns/phrases.
srvitchingfrom questionswith beto the PresentSimple
questions,drill the languageas a class. flffl [CD l: Track 89] Plal'the recordingand get
checkthe
If necessary,
studentsto checktheir ansrvers.
Get studentsto write the name of two family members meaningof stayat home.
on a pieceof paper.Remindthem to chooseone male
and one female.Studentswork in pairs and ask and Answers andtapescript
answerabout the family members.Monitor and check getupearly
tor correct useof he/she,his/herand the third person goto bedlate
singularPresentSimpleforms. listento music
watchTV
SUGGESTION cookdinner
workinanoffice
\bu could askstudentsto bring in family photos fbr
the aboveactivity. goshopping
drinkcoffee
eatin restaurants
iheckit havea shower
- This exerciseconsolidatesthe auxiliary forms do/don't playthepiano
anddoes/doesn'tin PresentSimplequestionsand short stayat home
answers.Focusattentionon number I and elicit the
answers(Do, do). Studentscontinuecompletingthe This is a questionnaireactivity to practiseYes/No
questionsand answers,working individually. questions.As a variation,studentsuse Yes,always,
-\sk studentsto checktheir answersin pairs before \-es,usuall;,;Yes,sometimes; or No, neverin lheir
checkingwith the whole class. ans\\'ers,rather than Yes,I do./No,I don't.This allows
them to practisethe frequencyadverbsin a simplebut
Answers nieaningfulway.
1 'Doyoulikeice-cream?"Yes,
I do.'
2 'Doessheworkin London?''Yes,shedoes.' fff,D [CD f : Trackg0] Focusattentionon the
3 'Wheredoeshe work?"ln
a bank.' questionnaire.Playthe recordingand get studentsto
4 'Doyougoto workbybus?''No, I dont.' repeatchorally and individually.Drill the intonation if
5 'Doesshegoto bedearly?"No, shedoesn't.' necessary.
6 'Dotheyhavea dog?"Yes,
theydo.'
7 'Doeshespeak German?''No,hedoesn't.'
8 'DotheyliveintheUS?"No,theydontJ

Unit6 . Every
day 59

trD
I Doyougetupearly?
2 Doyouhavea bigbreakfast?
3 Doyouwalkto schoolor work?
4 Doyougoto schoolor workbybus?
5 DoyouwatchTVintheevening?
6 Doyougoshopping attheweekend?
7 Doyoueatin restaurants?
8 Doyoudrinkwine?
9 Doyougoto bedlate?
3 Focusattentionon the languagein the speechbubbles.
Drill the questionand threepossibleanswers.Get
studentsto askyou a few of the questionsand give
true answers.Demonstratehow to recordthe answers
by putting the four adverbson the board and ticking
under the appropriateone.
Studentsthen work in closedpairs,askingand
answering,and noting down their partner'sanswers.
4 This follow-up phaseallowsstudentsto talk about
themselvesand their partner and so get practicein
switchingfrom first to third person.Focusattention
on the exampleand then elicit more information from
individual studentsabout themselvesand their partner.
Don't over-correctstudentsduring the feedbackstage,
just allow them to saywhat they want to sayand then
correct any common mistakesat a later stage.
ADDITIONAT
MATERIAL
WorkbookUnit 6
Exercisesl3 \,Vordsthat go together
Days
of theweek
I fllfIl [CD l: Track 9l] Explain that studentsare
going to learn the daysof the week in English.Play
the recordingand get studentsto write the daysin
the correctorder on the calender.Pausethe recording
if necessaryto give studentstime to write. Playthe
recordingagainand get studentsto repeatchorally and
individually.Make surethey can distinguishTuesday
and Thursdayand that they only producetwo syllables
in WednesdayI' wenzdetl.
Answers
andtapescript
MondayTuesdayWednesday
ThursdayFriday
SaturdaySunday
Studentspractisethe daysagainwith eachstudent
sayingone day of the week in the correctorder.
60 Unit 6 . Everyday
Elicit the answerto question I as an example.Students
do the exercisein pairs.Havea brief feedbacksession
by getting studentsto give their answersto individual
questions.
Here studentslearn which prepositionsare usedwith
the days,parts of the day,and times.Elicit the answer
for times and the weekend(at) and then get studentsto
write the correctprepositionfor the other phrases.
Check the answers.Highlight the differencebetween
in the afternoonbuton Friday afternoon,in the evening
but on Saturdayevening,elc.
Answers
at nineotlock onSaturdayevening
attenthirty onThursday morning
at twelvefifteen onFridayafternoon
at theweekend inthemorning
onSunday intheafternoon
onMonday intheevening
Focusattentionon the exampleand then get students
to completethe other sentences
with either in, on, or t1:
Check the answers.
Answers
2on 3in 4on 5at
Focusattentionon the exampleanswersin the speech
bubbles.Get studentsto practiseaskingand answerins
questionsl-5 in closedpairs.This allowsthem to
practisethe n,eform of the PresentSimple.Get them
to completethe sentences in writing aboutwhen thel'
do haveEnglishlessons.Encouragethem to include th.
day,part of the day,and time: WehaveEnglishlessons
on (Mondayevening)at (seventhirty).
aboutyou
Talking
5 Studentscompletethe questionswith the correct
preposition,then ask and answerthe questionsin
closedpairs.Monitor and checkfor correct question
formation, useof short answers,and prepositionsof
time. If you havetime, conduct a brief feedbacksessior.
to allow studentsto talk about their partner and so
practisethe third personsingular.
Answers
Doyou...
havea showerin themorning/evening?
getupearlyonSunday morning?
goto worklschool on Saturday?
eatin restaurants
at theweekend?
watchTVin theafternoon?
stayat homeon Friday evening?
 HATERIAL
Unit6
12 Prepositions- in/at/on
14-17 Reading- BarackObama
18 Daysof the week

ttoryel
Unft6
19-23 Revision

list
the studentsto turn to ppl32-3 and go through
wordswith them. Ask them to learn the words for
and testthem on a few in the following lesson.

Rcsourcr
Disc
6 Test
6 Skillstest
and check2(Units4-6)

2 Homemovie
has avideo camera and is making a film about the
house (and the people in it) for her sister, Alison.
a reluctantinterviewee,Helenrather enjoysit,
Matt hasan unpleasantsurprise.

Unit6 . Every
day 6l

to theunit
lntroduction
The title of this unit is 'My favourites'
and it givespracticein describing
lifestyles,preferences,and places.
The grammar input includes revision
and extension of question words,
the introduction of objectpronouns,
and the demonstrativesthis and that.
Studentsget skills practice with a
reading and writing section linked to
a focus on places.
Useful adjeptivesand their opposites
are introduced and practised.The
situational and functional syllabus
continues with an EverydayEnglish
focus on making requestswith
CanI ...?
62 Unit7 . Myfavourites
Question words, me/him/us/them
this/that . Adjectives
C an| ...?
Language
aims
Question words The questionwords introduced in previousunits are
reviewed,and Whyis also introduced.Studentsmet How many?in How
many languages do you speak?andHow much is ifi usedto askabout prices
in Unit 5. Both questionsare reviewedin contextin this unit, but the
grammar syllabusdoesnt deal with the useof muchlmanywith uncountable
countablenouns.This is coveredin New HeadwayElementary,Third edition
and so doesn'tneed to be handled in any depth at this relativelyearly stage.
Object Pronouns Subjectpronouns (1,you, he, etc.)are reviewed,and objec:
pronouns (me,you, him, etc.)are introduced.The GrammarSpofon p49 alsc
lists possessive
adjectivesso that studentscan seethe full set of patternswith
thesewords that are easilyconfused.
this/that This and that areintroduced in the context of talking and asking
about objectsand people. How much is thislthat?for askingabout pricesis
also introduced.
Vocabulary A set ofkey everydayadjectivesand their oppositesis
introduced.This givesan opportunity to review objectsintroduced in earlier
units.Studentsalsoreviewthe useof a/an + adjective+ noun.
EverydayEnglish Requestswith Can I ... ? areintroduced and practisedin a
rangeof situations.
Workbook There are exercisesto practiseobjectpronouns and possessive
adjectives.This/thatis consolidated,and studentspractisequestionwords
in a variety of exercises.
The adjectivesfrom the unit are also consolidated.
Requestswith Can 1 ... i from EverydayEnglishare reviewed and
consolidated.
Photocopiableactivity There is a photocopiableactivity to review adjective
+ noun collocationson TB p144.
POSSIBTE PROBLEMS
The similarity betweensubjectand object pronounsand possessive
adjectivesoften presentsproblemsfor students.Choosingthe correct
questionword can alsobe problematic.The Student'sBook and
Workbook give practiceto help studentswith theseareas,but be
preparedto monitor them during pairwork and review asnecessary.
 Tellstudentsthey aregoingto reviervthe questionsthat
\otesontheunit Gina'sfansaskedher on her website.Focusattention
TIARTER
(sB
pa8) on the exampleand then givestudentstime to find the
--.,ssectionsetsthe themeof the unit - favourites- and missingquestionwords.Checkthe answers.Highlight
the useof IVh1,andbecauseto askfor and givereasons.
: ;s studentsthe opportunityto recyclesomeof the Checkthe pronunciation:whylwatl andbecauselbt'kozl.
:ibulary from earlierunits in a personalizedway.
, Givean exampleof your own favouritefor two or three of Answers
:he categories.
Elicit possibleanswersfor eachcategoryto 2 Who 5 Who 8 Howmany
:heck studentsunderstandwhat they referto. Then give 3 What 6 How 9 Why
.tudentsa shorttime to think of their own favourites. 4 When 7 Why l0 What

- :ocus attentionon the speechbubblesto demonstrate

:he activity.Studentsmet the pronoun if for Focusattentionon the speechbubbles.Drill the
:ecognitionin Unit 5. Ask them what if refersto exampleschorally and individually.Make surestudents
rcre (pizza)but don t go into a presentationof object understandthat the,vneedto answerasGina,and
remind them to takeit in turns to askthe questionsso
rronounsat this stage.
that both studentsget practicein givingthe answers.
Studentsaskand answeraboutsomeof the thinqsin Get studentsto practisethe questionsand answers
:rerciseI in open and then closedpairs. in closedpairswhile you monitor.If studentshave
:licit a few more examplesof students'favouritesin a problemswith pronunciation,drill key sentences and
.hort feedbacksession. highlight the falling intonation. Then get studentsto
continuepractisingin closedpairs.
lJfl [CD l: Track 93] Playthe recordingand let
compirretheiranswers.
students
words- me/him/us/them
l.restion
--.s sectionreviewsquestionsand answers,and presents rrrr
:', andbecause.At this stagethere'sno needto pre-teach I Where doyou[ive?
:he new vocabulary unlessyou feelthat studentswill | [iveinFrance,inParis.
--
: ."e difficulty understanding from context.If this is the 2 Whoareyoumarried to?
Julien Caribe.Hel French.
.:.3. or ifyou havea weakergroup,you could pre-teach/
I Whatdoesyourhusband do?
. .:k someof the followingitems:/ashionmodel,divorced,
He's a photographer.
;:::ion show,choose,clothes,designer,kids,adore,Swedish,
4 WhenareyouinSydney again?
.:.;.workhard,free time.
NextOctober.
- Focusattentionon the photosand the text.Ask Where 5 Whoarethekidsinthephotos?
:s the textfrom: a magazine,a book,or a website? Mydaughters, andFrida,
Freya andmyson,Pierre-Louis.
Checkstudentsunderstandthat it'sfiom a websiteand 6 Howoldarethey?
:t showsa webpagewith questionsand ansrvers. Ask Theytesix,four,andtenmonths old.
l\'/rois GinaMacy?and elicitShe'saJashionmodel. 7 Whydoyourdaughters haveSwedishnames?
Because theirfatherisSwedish.
: IEI ICD 1: Track 92] Focusattentionon the 8 Howmanyshows doyoudoeveryyear?
questionsin exercise2. Ask studentsto readthe text Abouteight.
lnd listento the recording,and notedown the relevant 9 Whydoyouworksohard?
:nfbrmationaboutGina'sfavourites.Playthe recording Because | lovemywork.
rnd checkthe answers. l0 Whatdoyoudo inyourfreetime?
I gooutwithmyfamily.
Answers
Ginalfavourite..
. desiSner
isChanel. This exercisehighlightsthe useof objectpronouns
' cityisParis. and possessiveadjectives.Focusattentionon the
. dayisFriday. . foodispizza.
examplesand then put studentsin pairs to complete
the sentences.Encouragethem to work from memory
Elicitany further informationstudentscan remember as much aspossibleand only to refer back to the text if
rbout Gina, e.g.Slre'smarried.Shehas threechildren. they needto.
Slrclovesher iob, etc.

Unit7 . Myfavourites 63
 Answers Answers
2 him,me 5 Their,them Subject I you he she it we they
3 our,them,us 6 our Object me you him her it us them
4 my,our,them Posesive my your his her its our their

Focusattentionon the exampleand then set a time
limit of 2-3 minutes to encouragestudentsto work
quickly to completethe task.Put studentsin pairs to
comparethe details.
ff [CD f : Track 94] Playthe recordingand get
studentsto checktheir answers.Put studentsin new
pairs to read the correctedtext aloud. Encouragethem
to read asfluently aspossibleso that they don t sound
stilted.Be preparedto drill difficult words and lines as
a classand get studentsto repeatthe task.
Answers andtapescript
Ginaisafashion model.Parisisherfavourite
city.Shelovesit
there.NextOctobershe'sin Sydneyfor afashionshow.Shetnow
marriedto a Frenchman.
Theyhavea babyson.Fridayistheir
favourite
day.
In a brief follow-up, askstudentsDo you askquestions
on websites? and elicit a rangeof answersfrom the class.
Allow studentsto give asmuch detail in their answers
asthey can.
Ask studentsto underlinethe objectpronouns in the
webpage.
ReadGrammar Reference7.1-7.2 on pl26 together
in class,and/or askstudentsto read it at home.
Encouragethem to askyou questionsabout it.
SUGGESTION
To give more practicewith questionwords,you
can havea quiz in which the studentsgeneratethe
questions.You can give different groups setsof answers
and getthem to write the questions.Youwill needto
chooseanswersthat can only generateone question
and only focuson the presenttenseat this stage.Check
the questionswith eachgroup,and then divide the
studentsinto pairsso that eachstudentin the pair has
a different set of questions.Studentsaskand answerin
pairs, scoring a point for eachcorrect answer.
ADDITIONAL
MATERIAI

Workbook Unit7
ExerciseI Questions- An interviewwith JohnnyDepp
Give studentstime to completethe matchingtask. Exercises - my/him;my/thei.
6-8 Pronounsandpossessives
Then checkthe ansn'ers.

Answers
Where?
lnAmerica.
When?OnSunday. thisandthat
Who?Peter.
I Pre-teach/check the differencebetweenthis and that.
Why?Because...
Howmany? To demonstratethis,standnext to a studentand say,e.e
Ten.
This is (Yuko). Pick up an object and say,e.g. This is (nr,
Checkcomprehensionof the termssubjectandobject new bag).Repeatwith other studentsand objects.To
pronounsby writing this simpletableon the board. demonstratethat,point to a studentat a distancefrom
you and say,e.g.That is (Katya).Point to an objectat
Subject Verb Object
a distancefrom you and say,e.g.That is (a map of the
I you. world). Repeatwith other studentsand objects.
You
She Also introduce the questionsWhat\ this?and What\
We like him. that?in the sameway.Make surestudentsunderstand
that we use fhls to refer to peopleand things that are
Focusattentionon the chart in the Student'sBook
near to us and that to refer to peopleand things that
and on the examples.Get studentsto complete
are not near to us.
the missingwords,working in pairs.Checkthe
answerswith the whole class. Focusattentionon the pictures.Give studentstime
to read the conversations.
Encouragethem to usethe
contextand information in the picturesto help them
with new vocabulary.With weakerstudents,askwhere
and/or who the peopleare in eachpicture to help therr-

64 Unit7 . Myfavourites
understandthe context.Ifstudents query the useof ADDITIONAL
MATERIAL
onein number 7, explainthat we sayonenot to repeat
coat,buldont go in to a grammaticalpresentationof WorkbookUnit 7
onelonesat this stage. Exercise9 this/that
lJFl ICD l: Trackg5] Focusattentionon the
examplesin numbers I and 2. Then give studentstime
working
to completethe rest of the conversations,
individually.Get studentsto checktheir answersin I Iikethem!
pairsbeforeplaying the recordingasa final check. I This sectionpractisesobjectpronounsand allowsstudents
to personalizethe language by talkingaboutpeopleand
Answersandtapescript
things.Pre-teach/ch eckhateandof course. Focusattention
I A Thisismyfavouritefamilyphoto.
on the exampleand makesurestudentsunderstandwhat
B Ah,yes.Youalllookveryhappy!
the answerlf refersb:rckto (ice-cream).
Studentscomplete
2 C Who's
that? rvorkingindividually.
the othersentences,
D Theguyinthehat?Thatltheboss!
I E What'sthat?
55ff [CD l: Track 96] Get studentsto checktheir
F lts mynewMP3player. answersin pairsbetbrelettingthem checkagainstthe
E Wow!ltl greatl recording.Ask studentsrr'hirtthe pronounrefersback
to eachtime (givenin bracketsin the keybelow).
4 G Howmuchisthis?
Sentence 5 assumesthe teacheris a rr-oman.Checkwhat
H f9.50.
pronounwould be useclii the teacher\verea man (him).
G I'llhaveit, please.
5 | Howmuchisthat? Answers andtapescipt
J rtl f500. '| Doyou[ikeice-cream?
| | loveit. ltl fantastic! Yes,I loveit. (ice-cream)
6 K lsthisyourphone? 2 Doyoulikedogs?
L Yes, it is.Thanks. No,I hatethem.(dogs)
7 M I likethat coat. 3 Doyoulikeme?
N Theblueone? Of course I likeyou!(me)
M No,theredone! 4 Does yourteacher teachyouFrench?
No,sheteaches (you)
usEnglish.
8 O I tikethiswine.
5 Doyoulikeyourteacher?
P Wheretit from?
Welikeherverymuch. (yourteacher)
O Chile. ltl delicious.
9 Q Thisisforyou.
P A present? Forme?Why? Whatdoyou[ike?
Q Because I loveyou!
2 Checkcomprehension of the itemsin the box.
Focusattentionon the speechbubblesand check
Iiyou havetime, getstudentsto practisethe comprehensionof love,hate, and adore.This can be
conversationsin pairs beforereferring to them to done with simpleboard drawingsof faces- a smiling
GrammarReference 7.3on p126. faceO for love/adoreand a frowning face@ for hate.
Reviewthe namesand pronunciationof someof the If appropriate,alsoteachlt'slThey'reall rrghf.if students
objectsin the classroomby askingWhat\ this/thatin want to give a more neutral answer.
English? Make sureyou includean objector pictureof Drill the languagein the speechbubbleschorally and
an objectbeginningwith a vowel so that studentsreview individually.Check for correctsentencestressin the
It'san (umbrella).Focusattentionon the examplesin the answers:
speechbubbles.Drill the examplesin openpairs.Elicit
Yes,I love it!
other examplesin open pairsand encouragestudentsto
usethe possessive 'swhereappropriate,e.g.1r3(Konrad)\ No,I hate it!
coat.Thengetstudentsto askand answeraboutother Oh yes!I adorethem.
classroomobjectsin closedpairs.Monitor and check
Get studentsto give two or three more examples
tbr correctuseof What'sthis/that?and the possessivei;.
in open pairs acrossthe class.Then get studentsto
Check the answersby getting studentsto askand answer
continue in closedpairs.Monitor and checkfor the
acrossthe class.
correctuseofobjectpronouns.

Unit7 . Myfavourites 65
 andanswers
Questions 7 a Whattimedo lessons startatyourschool?
3 Pre-teach/check marry, chocolate,sit next /o, and Theystartat nineotlock.
carrots.Focusattentionon the questionin the example 8 f Howmanylanguages doesyourteacher
speak?
and reviewthe formationof PresentSimplequestions Three.
with do and does.Focusattentionon the ansrverancl
reviewthe useof the objectpronoun if. Checkstudents Get studentsto practisethe questionsand answers
know what the pronoun refersbackto (Lttrulorr). in closedpairs.Monitor and checkfor correct
Reviewthe useof -s in third-personPresentSimple pronunciationand intonation.If studentshave
verbs.Pointout that sentences5 and 6 arenesative prroblerns,
drill the questionsand answerschorally.
questions. I)emonstratethe personalization phaseby getting
Give studentstime to rvritethe questionsand answers the str-rdents
to irskvou the questions.Studentsthen
individualll'.N'lonitorand checkfor granmiltical continuein clclseclpairs,talkingaboutthemselves.
Checkthe answersand then getstudentsto
accLlracy.
askand answerthe questionsin pairs.
it
Check
5 Focusattentionon the first pair of sentences
asar-r
Answers example.Str.rdents
continuervorkingindividuallyto
2 WhydoesAnniewantto marryPeter? choosethe correctsentences.
Because
sheloves him.
Get studentsto checktheir answersin pairsbefore
3 Whydoyoueatsomuchchocolate?
I adoreit. checkingwith the wholeclass.
Because
4 WhydoesDanalways sitnextto Maria?
Answers
helikesher.
Because
I Whatdoyoudoattheweekend?
5 Whydon'tyouwatchfootball?
2 Whoisyourboyfriend?
Because
I hateit.
3 Howmuchmoney doyouhave?
6 Whydon'tyoueatcarrots?
4 | don'tdrinkbeer.
I don'tlikeit.
Because
I hatethem.
5 Ourteacher gives
usa lot of homework.
6 ShelovesmeandI loveher.
If studentshad a lot of problemswith the question
formation or the objectpronouns,go over the key
grammarin eachquestionand answer,model earch ADDITIONAT
MATERIAL
exchange,and get studentsto repeatit. TeacherlResource
Disc
4 Pre-teach/ch ecklearn,on you (referringto money Communicative activity Unit 7 Q and A
you havewith you),sfarl (verb),a /or (of bands).
Checkcomprehension of How?to askaboutmanner WorkbookUnit 7
by elicitingthe answerto question| (By bus.).Then Exercises2-4 Questionwords
get studentsto continuematchingthe questionsand Exercise5 Why?Because ...
answers,working individually.
f-If [CD l: Track 97]Play the recordingand get
studentsto checktheir answers.
Adjectives
Answers andtapescript
I c Howdoyoucometo school? I This exercisereviewsand extendscommon adjectives
Bybus. in context.Focusattentionon the exampleand explain
2 h Whatdoyouhavefor breakfast? that eachmissingword is an adjective.The word is
Toastandcoffee. givenin jumbled order in bracketsand sentences l-6
3 e Wholyourfavourite band? contain positiveadjectives,and 7 and 8 negative
I don'thavea favourite.
I likea lot. adjectives.Give studentstime to unscramblethe words
4 b Where doesyourfatherwork? and completethe sentences, working in pairs.Remind
lnanofficeinthecentre of town. them to crossout eachletter in the anagramsasthey
5 g Whydoyouwantto learnEnglish? go along to make surethey havespelledthe word
Because it'saninternationa[
[anguage. correctly.With weakerstudents,write the first letter of
6 d Howmuchmoney doyouhaveonyou? eachadjectiveon the board to help get them started.
Nota lot.Aboutf2.

66 Unit 7 . My favourites
 -ireckthe answerswith the class,gettingstudents PHOTOCOPIABTE ACTIVITY
, spellout the adjectives
eachtime. Drill the
UNIT7 lt's an old computerTBp144
: :onunciationif necessarl'.
Materials: one copy of the worksheetcut up per pair
Answers of students
- nice 6 beautiful Procedure:this activity practisesadjectiveand noun
i lovely 7 terrible combinationsi n a'pictionary'-type activity.
.r happy 8 awful
. Divide studentsinto pairs.Giveeachpair a setof
i interesting
adjectiveand a setofnoun cards,kept in separate
piles.
- . his exerciseintroducessomekey adjectives and their
. Eachstudenttakesan adjectivecardand a noun
:posites.It alsoreviewsIf 3.Focusattentionon the
card.If their noun cardcannotbe matchedwith
r..turesand the example.Get studentsto tell you any
their adjectivecard,then thel'replaceit at the
lher ofthe adjectivesthey recognizeor let them guess.
bottom of the pile and takeanother,until they find
?re-teach the remainingadjectives, usingmime. Make
a combinationwhich thev areableto depictin a
)-rrestudentsunderstandthey only have to write If'sand
drawing. Eachstudentthen dral's a picture of their
.re appropriateadjective,not the nameof the objects.
combination.
Answers . When they havefinished drarving,studentsshow
. lt'sexpensive. / lt! cheap. their picture to their partner,asking \\'hat\ this?
: lt s new.,/ lt'sold. Their partner hasto guesswhich adjective/noun
I lts hot./ ltscold. combinationhasbeen depicted,and reply using
i lti black. / ltl white. It'sa(n\ ... .
5 lt sright./ lt'swrong. . Studentscontinue until all the adiectivecardshave
beenused.
chorallvartci
lrill the pronunciationof the sentences
.:rdividually.
MATERIAT
ADDITIONAI
' IIII [CD f : Track 98] Focusattentionon the
.\ilmple. Give studentsa few momentsto readthrough WorkbookUnit7
-hegappedconversations beforethey listen.Playthe Exerciset0 Adjectives- happy/miserable
:ecordingand get studentsto fill in the gaps.Playthe
:ecordinga secondtime if necessary.
the anslverswith the classand then get them
-heck
.o practisethe conversations in pairs.If studentshave A postcard
fromSanFrancisco
:.roblemswith the pronunciation,especially the voice
I This sectionextendsthe focuson adjectives in the
:ange,drill the conversations from the recording and
contextofa descriptionofa place.Focusattentionon
:henget studentsto practiseagainin their pairs.
the photosand elicit informationaboutthe placethat
Answers andtapescript is shown,e.g.Is it a big city?Is it in the UnitedStates?
I A ltl sohottoday, isn'tit? Wheredo you think it lsi Tellstudentsthey aregoing
B I know. lt's15degrees! to readand listento the postcard.Encouragethem to
2 C Hey!| likeyournewshoes! guessthe meaningof new words.
D Thank you!They're reallynice,aren'tthey? fftrf [CD l: Trackgg] Playtherecordingand get
C They're fantastic! studentsto follow in their books.Checkcomprehension
I E I liveina verysmallflat. of the following,usingthe contextand photosto help
F Howmanybedrooms doyouhave? wherepossible:on holiday,comfortable, friendly,easyto
E Onlyone! understand, speakfast, seafood,wonderful,amazing,rairr,
4 G Howmuchisthatcoat? fog, wet, seeyou next week.
H f150. 2 Elicit the answerto question I as an example(It sfrom
G Wow!That's for me.
too expensive Rubenand Pasha.)Get studentsto answerthe other
5 I Yourname's Peter,
isn'tit? questions,working individually.Checkthe answers
J Yes,
thatt right. with the wholeclass.
I Niceto meetyou,Peter.

Unit7 . Myfavourites 67
 Answers lvetaintown
I ltlfrom Ruben andPasha, 4 Yes,it is. 2 EED ICD 2: Track l] Explain that studentsare goins
2 They'reinSanFrancisco. 5 Theweather. to hear Iveta in different placesin town. Focuson the
3 They'reon holiday. examplein the table and play the first conversation.
Play the other four conversations,pausingafter each
Focusattentionon the adjectivesPashaand Rubenuse one.Get studentsto completetheir answers,choosing
to describetheir hotel.Get studentsto continuefinding from the placesfrom exercise1. Play the conversations
the appropriateadjectives.Point out that for one of through againif necessary. Check the answerswith the
the adjectivesfor SanFranciscothey will needto usea whole class.
negativeformed with not.
Answers
Get studentsto checktheir answersin pairs before
2 ina clothes shop;totry onajumper
checkingwith the whole class.
3 in a postoffice;to postsomeletters
4 in a caf€;a coffee
Answers
5 ina chemisti; some aspirin
thepeople:friendly
thefood:delicious TD
thecaf€sandrestaurants:
wonderful please?
I CanI havea returnticketto Oxford,
SanFrancisco:
beautiful,
big,notexpensive 2 I likethisjumper.
CanI try it on?
theshops:great 3 I wantto posttheselettersto theCzech please.
Republic,
theGolden GateBridge:amazing 4 CanI havea coffee,please?
cold,wet
theweather:awful. 5 Some please.
aspirin,

Writing 3 l-nil [CD 2: Track 2] Focusattention on the gappec

4 Focusattention on the skeletonofthe postcard.You
can get studentsto write their postcardin full in class,
feedingin vocabularywhere relevant,or give it for
homework. With a weakerclass,you could draft the
postcardas a classactivityon the board,and then get
studentsto write a different postcardfor homeu,ork,
basedvery closelyon the draft.
conversations.Pre-teach/checka return ticket,pay bS'
creditcard, machine,enteryour PIN number,changing
rooms,scales,stamp,latte(a type of white coffee),
takeaway,Pardon?,andpacket.Elicit as many answers
for conversation1 as the studentscan remember.
Playthe recordingand get studentsto check.Students
continuecompletingthe other conversations, workine
in pairs.
Playthe recording of all five conversationsand get
studentsto check/completetheir answers.

CanI ...? Answers andtapescript

I This sectionfocuseson requestsin everydaysituations. I In a railwaystation
Studentsareintroduced to Can 1 . . . i, but dont give a I CanI havea returnticketto Oxford,please?
detailedexplanationof the grammar of can at this stage. A Sure.
I Howmuchisthat?
Focusattention on the main photo of the young A Twenty-two poundsfifty,please.
woman. Explain that her name is Iveta and she'sCzech. I CanI paybycreditcard?
Tell studentsthat they are going to seeand hear her in A Noproblem. Putyourcardinthemachine.Andenteryour
different placesand situations. PINnumber, please.
Focusattentionon exercisel. Check comprehension 2 In a clothesshop
of the vocabularyin the activitieslist by readingout I Hello.CanI try onthisjumper,
please?
eachactivity and getting studentsto point to the correct B Of course. Thechanging roomsareoverthere.
picture.Repeatthis procedurefor the placesvocabulary. 3 In a postoffice
Focusattentionon the example.Studentsthen write the I CanI posttheselettersto theCzech please?
Republic,
correctnumbersand lettersfor the restof the pictures. C Sure. Putthemonthescales. Thatlt1.68.
Checkthe answers. I Thankyou.Howmuchisa stampfor a postcard to the
UnitedStates?
(downf
Answers C Sixty-twop.
2d 5a lb 4e 3c I CanI havethree,please?

68 Unit 7 . My favourites
 4 lnacafd Don'tforget!
D Yes,please!
Workbook Unit7
I CanI havea coffee,please?
A latte.
D Largeor small? Exercises12-14 Revision
I Small,please.Totakeaway.
D Sure.Anythingtoeat? Wordlist
I Nqthar*you.Justacoffee. Ask thestudents to turn to pp133-4andgothrough
D Thankrlot. the wordswith them.Ask themto learnthe wordsfor
5 ln r chemist's homework,andtestthem on a few in the followinglesson.
E Next,pleasel
I Hello.Canlhavesomeagirin, please? Teacher's
Resource Disc
E Twelveor twenty-four? Unit 7 Test
I Padon? Unit 7 Skillstest
E Doyouwanta packetof twelveaspirinor twenty-forr?
I Oh twelvelfine,thank.

Get studentsto practise the conversationsin closed

pairs. Monitor and check for correct pronunciation and
intonation. If studentshaveproblems, drill key sections
chorally and then get studentsto repeatthe closed
pairwork.

Roleplay
,l Check comprehensionof singleticket,jacket, T-shirt,
parcel,letter, cheeseand salad sandwich,shampoo,and
toothpaste.Elicit likely prices for the train tickets and
postingthe parcel/letter.Choosea pair of students
to demonstratethe conversationin a railway station.
Get studentsto continue practising the conversations,
working in closedpairs and taking it in turns to be
the assistantand the customer.Monitor and check for
correct pronunciation and intonation. Ifstudents have
problems,drill key sectionsof the conversationsand
get them to practise again in pairs.
Ask studentsto act out their roleplay to the classin a
feedbacksession.

IDDITIONATMATERIAT

iorkbook Unit7
fre rc i s el l C anL ..?

Unit7 . Myfavourites 69

Introduction
to theunit
The title of this unit is'Where I live'
and the theme is homes and cities.
Thereis/are and any are introduced in
the context of talking and asking about
rooms and furniture. Prepositionsof
place are reviewed and extended.There
is a range of skills practice, including a
reading and vocabulary section on the
city of Vancouver,and a listening and
writing section on the students'own
home to1yn.
The lexical set is of rooms and
furniture. The languageof asking about
local amenitiesand giving directions
is introduced and practised in the
Everyday Englkh section.
Language
aims
There islare Thereis/areis introduced
in the positive,question,and negative
forms.
anl Any is introduced for negatives
and plural questionswith the structure
thereis/are.It is not usedwith any
other structuresat this stageso that
studentshave the opportunity to get
usedto using it. Someis included for
recognition,but is not given a full
presentationor contrastedwith any,
asthis is coveredin Unit 12.
7 0 U n it8. Wh e r e llive
I
Rooms andfurniture
Thereis/are
Prepositions. Directions
POSSIBTE PROBLEMS
. Thereis/are
Studentswill be familiar with the forms is/arefrom their knowledge
of the verb to be.However,studentsmay find it confusingto havea
singularand plural form to talk about what exists,especiallyif the
equivalentstructurehas a singleform in their own language.
Studentscan alsoconfusethereand their, so they may need help in
this areain written work. In terms of pronunciation,studentsneed
practicein the /6/ sound in thereand alsoneedhelp with linking
There'sgtand Thereare.The intonation of the questionform may
need carefuldrilling.
. anl
Studentsoften ask what any means,as there is usuallyno direct
translationin their own language.There is of courseno real answer
to this, so simply tell studentsthat they need to vseany in negatives
and plural questions with thereis/are. Studentsalso sometimeshave
a tendencyto useany in the positive,so be preparedto monitor and
checkfor this.
Prepositionsof place In, on, under,and next fo are introduced and practisec
in the contextof talking about furniture in rooms.
Vocabulary The lexicalset is of rooms and furniture. Studentsare given the
opportunity to personalizethe languageby talking about their own home.
EverydayEnglish This coversthe languageof askingabout local amenities
and giving simple directions.
Workbook The lexicalset of rooms and furniture is consolidated,and there
is alsoan exerciseto practisethe vocabularyintroduced in the reading
and vocabulary section. Thereis/are and any are practised in a range of
exercises,and the prepositionsofplace from the unit are practisedfurther.
There is further practicein reading,and the languageof local amenitiesand
directions from EverydayEnglishis consolidatedin a range of exercises.
Photocopiableactivity There is a photocopiableactivity to review there is,
Are,roomsand furniture, and prepositionson TB p145.
Notes
ontheunit
(sB
STARTER ps6) There
is/are...
I Focusattentionon the questionsin exercisel. I Focusattentionon the photographand the rubric for
Pre-teach/checkgarden and balcony,and the difference exercise1. Ask What\ his name?(Robert)and Whereis
betweenhouseandflat.You can draw theseon the he?(In his living room,) Pre-teach/checkPlayStation",
board to highlight the difference.Demonstratethe games,posters,walls, and tidy.
activity by talking briefly about your own home. Only Slllr [CD 2: Track 5] Playthe recordingthrough
includelanguagethat studentshavealreadymet, onceand get studentsto readand listento the text, not
e.g.adjectivesbig small,etc.As a class,studentstalk writing anlthing at this stage.Write the sentenceThere\
briefly about wherethey live. Let studentsexchange an old sofa,and thereare two armchairs.on the board.
information freelyand dont interrupt or over-correct Underline There\ and thereare.Focusattentionon the
at this stage. first gap in Robert'stext and elicit the answer(There).
f lfll [CD 2: Track 3] Focusattentionon the picture Playthe recordingagainand get studentsto complete
ofthe house.Playthe recordingand get studentsto the text. Checkthe ansrversrvith the whole class.
point to the correctroom and repeatthe words chorally
and individually.Check for accuratepronunciationof Answers andtapescript
Mylivingroomisntverybig,butI thinkit! great.There's anold
kitchen/'krtJrn/.
sofa,andtherearetwoarmchairs.ltere! a tablewithaTVanda
DVDplayeronit. Therelalsoa PlayStation9 | loveallthegames.
Tapescript
Therearesomebooks, andt'herearea lot of pictures andposters
bathroom,
bedroom,
kitchen,
diningroom,livingroom onthewalls.Therearetwo lamps. Myroom's notverytidy,butit's
reallycomfortable.
3 Focusattentionon the example.Then get studentsto
find the rest of the things in the houseand write the
If studentsquery the useof sorne,askHow,many
correctnumber,working in pairs.Check the answers
rvith the class. books?and elicit Wedon't know.to get over the idea of
indefinite quantity.
Answers andtapescript 2 Focusattentionon the speechbubbles.Write the
@ abed ffi anarmchair sentences on the board and askSingularor plural?
@ acooker I a lamp (Theresan old sofa.- singular and Thereare two
ffi asofa @ a picture armchairs.- plural). If you know the students'mother
fl aTV @ a magazine tongue,you can translateThereis/are.Ifyou dOnt, they
I ashower @ a DVDplayer should be able to pick up the meaning from the context.
I atoilet p a laptop
Drill the languagein the speechbubbleschorally and
fl atable ful adesk
S afridge individually.Checkstudentscan accuratelyreproduce
the linking in both forms:
ftill [CD 2: Track 4] Studentslisten and repeat There\_gn_old
sofa.
the words chorally and individually.(Seeabovefor Therggre two armchairs.
tapescript.)Checkfor accuratepronunciationand word
Elicit more singularand plural examplesfrom the class,
stressof the following words,getting studentsto repeat
using the other nouns in the exercise.Studentsthen
severaltimes if necessary:
repeatthe sentences working in closedpairs.Monitor
a cooker/'kuke/ and checkfor correct useof thereis and thereare.
a sofa/'saufe/
Get studentsto practise thereis and thereare with the
a TV /ti:'vi:/
objectsin the classroom.Write lists on the board of the
a shower l'[aual
things you havein your classroom,e.g.
a toilet I'tcfletl
a fridge lfrfi! Singular: a picture, a table,a CD player a photo
a picture /'prktJe/ Plural: Iotsof boolcs,chairs,desks,bags
a magazine lmnge'zi:nl Studentswork in pairs and take it in turns to make
a DVD player/di: vi: 'di: ,plera/ sentences about objectsin the classroom.Monitor and
check for correct use of thereis and thereare.

Un it 8 . Wh e r e l l i v e 7 1
 ftifl [CD 2: Track 6] In this exercise,students more exchangesusing different nouns and then get
practisethe questionform and short answers.Focus studentsto continuein closedpairs.Monitor and
attentionon the questionsand answers.PIaythe checkfor correctformationof the questionsand short
recordingand get studentsto listento the questions answers,and the correct useof any.
and repeatchorallyand individually.Checkstudents Check the answerswith the whole classby getting
can accuratelyreproducethe intonationin the studentsto askand answeracrossthe class.
questions,and the linking in the short answers:
,-------'.:_>, Answers
lstherea TV? Yes,
thereis.
Are thereanyPhotographs?
Arethereanyphotographs? No,therearen't.
Yes,thereis. lstherea desk? No,thereisn't.
No, thergisn't. lstherea telephone? No,thereisn't.
Yes,thereare. Arethereanylamps? Yes,
thereare.
No, thereLtren't. lstherea DVDplayer? Yes,
thereis.
Highlight the singularand plural forms and point lstherea PlayStationo? Yes,
thereis.
out that we useany in questionsin the plural. Get Arethereanymagazines? Yes,
thereare.
studentsto practisethe questionsand answersin closed
pairs.Monitor and checkfor correctformation of the Focusattentionon the photo of Robert'smother. Say
questionsand short answers,and the correct useof any. Hei on thephoneto his mother.Focuson the picture
of Robertsliving room againand askIs ls tidy?(No.)
Give studentstime to readthe questions.Students
Focusattentionon the completedexamples.Check should be familiar with all the main structuresand
studentsknow that There\is singularand is the vocabularyin the recordingbut it is slightlylongerth;r:
contractedlbrm of Thereis,and that Are thereis plural. the conversations in earlierunits.Remindstudentstha.
they don t need to understandeveryword to be abletr.
Focusattentionon the gappedsentences. Check answerthe questions.
studentsnotice that the first and third sentences
ffilf [CD 2: Track 7] Explain that studentsneed
requireplural forms and the secondsentence
to listenfor the objectsin questionI and the actual
singular,by focusingon the nouns.Studentsthen
questionsin 2. Playthe recordingthrough once
completethe sentences.
rvithoutstoppingand let studentsdiscusstheir answer.
Answers in pairs.Plavthe recordingagainand let studentschec.
Positive There's
a sofa. or completetheir answers.With weakerstudents,for
Therearetwoarmchairs. their first listeningyou can put a list of nounson the
Question lsthereaTV? board in random order,e.g.desk,sofa,photographs,etc
Arethereanypictures? and get studentsto number them in the order they are
Negative Thereisn'ta computer. mentionedin the recording.For their secondlistenine.
Therearen'tanyphotographs. get them to focus on the actualquestionsRobert's
mother asks.
Give studentsthe opportunity to practisethe negative
Checkthe answersand elicit any other information
statementsby referring to the classroom,e.g.There
from the conversationthat the studentscan remember
isn'ta DVD player.Therearen'tany magazines.Write
e.g.Robert'smother wantsto visit with his father.
a list of nounson the board and get studentsto make
negativesentences. Answers andtapescript
ReadGrammarReference 8.1and 8.2 onpl26 I Sheasks abouta sofa,chairs,
aTV,a PlayStation9
a desk,
pictures,
andphotographs.
togetherin class,and/or askstudentsto read it at
2 lstherea nicesofa?
home.Encouragethem to askyou questionsaboutit.
Arethereanychairs?
lsthereaTV?
4 Tell studentsthey are going to askand answer A PlayStation@?
Why?
questionsaboutRobert'sliving room. Check lstherea desk?
comprehensionof the items in the list. Focusattention Arethereanypictures onthewalls?
on the speechbubblesand get studentsto ask and Anyphotographs of yourfamily?
answerthe questionsin openpairs.Elicit one or two 3 Shewantsto visitnextweekend.

72 Unit8. Wherellive
 fr:fr
R=Robert,M=Mum
R Hi,Mum. Prepositions
M Robert. Howareyou?How's thenewflat? I Focusattentionon the prepositions.Checkstudents
R lt'sgreat,Mum.I loveit. lt'sreallycomfortable. understandthe differencebetweenin and on by putting
M Andtidy? somethingin your book and then on your book and
R Er,well... elicitingthe correctpreposition.
M So,tell meaboutit. lstherea nicesofa?
2 Ask studentsWhat canyou rememberaboutRobert?
R Well,therelanoldsofa,butitl OK.
M Mmm.Andarethereanychairs? and elicit any information about him, e.g.He likes
R Yes, of course,therearechairs. Therearetwobigarmchairs. computergames,or his home,e.g.There\a TV and a
M Good. AndaTV.lstherea TV? DVD player in his living room.
R Oh,yes,thereis.TheTVIreallybig.AndI havea DVDplayer Focusattentionon the photographof Robert.Ask
anda PlayStation@and ... What room is this?(Robert'sbedroom.)Briefly review
M A PlayStationo? Why? the vocabularyin the pictureby pointingto the objects/
R Mum,I loveplaying games! furnitureand elicitingthe correctrvords.Pre-teach/
M OK.OK.5o. istherea desk?
checkthe new vocabularvin the gap-fill:/oor,car keys,
R There isn'ta deskinthelivingroom,butthere's oneinthe
drawer,and trainers.
bedroom.
M Good. Nowarethereanypictures onthewalls?Any Focusattentionon the example.Studentsthen
photographs of yourfamily? completethe sentences,rvorking individually.
R Well,inthelivingroomtherearemyposters of NewYorkand
Sydney, buttherearen'tanyphotographs, all inmy
they're
ffill [CD 2: Track 8] Get studentsto checkin pairs
bedroom. beforecheckingwith the rvholeclass.
M OK.NowyourfatherandI wantto seethisflat.Canwevisit
next...? Answers andtapescript
R Visit?Youwantto visit? I Hislaptopisonthedesk.
M Yes. We'refreenextweekend. 2 TheCDplayer isnextto thelaptop.
Canwecome?
R Er,nextweekend ...er,sorryMum,...er,I think,er... 3 Therearethreebooks onthefloornextto hisbed.
4 Hiscarkeysarein thedrawer.
5 There!a footballonthefloorunderthedesk.
Referthe studentsto the tapescripton SBpl17. Get arenextto hisbagunderhisbed.
6 Histrainers
studentsto practisethe conversationin closedpairs.
Monitor and checkfor correctpronunciationand
Studentspractisethe sentences.Monitor and checkfor
intonation.If studentshaveproblems,drill key sections
accuratepronunciation.If studentshaveproblems,drill
chorallyand then get studentsto repeatthe closed
and get studentsto practisethem again.
the sentences
pairwork. If you havetime, studentscan perform the
conversationasa roleplayfor the rest ofthe class. 3 This exercisepractisesquestionswith Where?and the
prepositions.Focusattentionon the speechbubbles.
r-r Demonstratethe activity by describingyour own living
Remind studentsof the singularform ls and the plural
room. Include positiveand negativesentences. Get
form are.Highlight the useof lr's in the singularanswer
studentsto work in closedpairs.Encouragestudents
and They'rein the plural. Drill the questionsand
to askquestionsif their partner runs out of things to
answerschorallyand individually.Make surestudents
say.Monitor and checkfor correct useof thereis/arein
can reproducethe falling intonation on the questions.
all forms, any, and pronunciationand intonation. Feed
Checkcomprehensionof the items in the lists.Elicit
backon any common errorswith the whole class.
two or three more exchangesusing the nouns in the
ADDITIONAL
MATERIAT list. Studentsthen continuein closedpairs.Monitor
and checkfor correct nseof is/are,It\/They're,and the
ilorkbookUnit 8 prepositions.
i,rercisesl-3 Roomsand furniture Checkthe answerswith the whole classby getting
Erercises4-7 Thereis/Thereare studentsto askand answeracrossthe class.

Un it 8 . Whe r e l l i v e 7 3
 Answers 2 Demonstratethe activity by askinga few studentstl-re
Wherelhissportsbag? lts under hisbed. questionsin exercisel. Studentscontinueaskingand
Wherearehispens? They're inthedrawer. answeringin closedpairs.Encouragethem to alsoask
Wherearehismagazines? They're onthefloornextto thebed. differentquestionsfrom thosein exercisel. Monitor
Wherearehiscreditcards? They'reinthedrawer. and check.
Wherelhisjumper? lts onthebed.
hislamp?
Where's ltl nextto thebed.
rooms
Twodifferent
s hisalarm
Where clock? lt s nextto thebed. 3 This is an informationgap usingdifferentpictures.
Wherearehistrainers? They're underthebednextto his Tell studentsthat they aregoingto work with a partnc:
sportsbag. and ask questionsto find the differencesbetweentrvir
Wherearehisphotos? They're onthewall. similar picturesof a room. Pre-teach/check the nanre:
Whereihismug? ltl onthebooks, nextto hisbed. of all the partsof the room and the furniture,includir:.
windon,andcurtains.Divide the classinto pairs.Ref-e:
4 Give studentstime to write about six questionseach. the StudentAs to p59 and StudentBs to p141.Tell
Demonstratethe activityby closingyour eyesand them they shouldn'tlook at eachother'spicture.Focu.
gettingstudentsto askyou one or two questions.Then attention on the examplesin the speechbubblesand
get them to continuein closedpairs.Monitor and check drill the language.Tell studentsto circlethe difference
.
fbr correct useof is/qre,It\/They're,and the prepositions. they find in their pictures.Studentswork in pairsto
find all the differences.Monitor and check.
SUGGESTION Studentscomparetheir picturesto checkthey have
You can usethe pictureof Robert'sbedroomon p58 found the differences.
to review thereis/arein the positive,negative,and in
questions.This can be done asa warm-up activityat Answers
the beginningof a lessonor asa 'fillerl For further StudentAt picture StudentBl picture
practice,bring in picturesof rooms from magazines. Thereta catonthefloor. There's
a catonthesofa.
Thesecan be usedfor vocabularyconsolidation, Therearetwo pictureson Therearen'tanypictures
on
questionand answerpractice,and describeand thewall. thewall.
draw activities. Therearesomebooks on Therearesomebooksunder
thesmalltable. thetable.
There's
a telephone
on Therela telephoneon
MATERIAL thesofa. thesmalltable.
ADDITIONAT
Theresa TVanda DVDplayer. Thereta CDplayer.
WorkbookUnit8 UndertheDVDplayer there UndertheCDplayer there
- ott/under/next
8 Prepositions
Exercise to ... aresomeDVDs. aresomeCDs.

IT,f [CD 2zTrack l0] Tell studentsthey aregoing

to heara descriptionof one of the rooms and that
andanswers
Questions they haveto decidewhich one it is. Playthe recordins
through once and get studentsto vote for either pictur.
I Focusattention on the example.Then get studentsto
A or B. If there is disagreement,play the recording
write the words in the correct order to form questions.
again.Check the answerwith the whole class.
Remind them to crossout the words in eachset as they
usethem. Answerandtapescript
Em [CD 2: Trackg] Play the recording and get Whichroomisit?(Answer:pictureB)
studentsto checktheir answers. Therela catonthesofa,andthere'sa phoneona sma[[table
a CDplayer
nextto thesofa.There's withsomeCDsunderit. Not
Answers andtapescript Thereisnta TVandtherearen'tanypictures
a lot of CDs. or
I Doyouliveina house or a flat? photographs onthewalls.There's
onelamp,ltl nextto thetable
2 Howmanybedrooms arethere? withthephone. Therearetwotablesandtwoarmchairs. Thereare
3 lstherea phoneinthekitchen? somebooksunderoneof thetables.
inthelivingroom?
4 lstherea television
5 lstherea DVD playerunderthetelevision?
6 Aretherea lot of booksinyourbedroom?
7 Arethereanypictures onthewall?

74 Unit8. Wherellive
Check
it
5 Focusattentionon the first pair of sentences
and elicit
the correctone asan example.Studentscontinue
working individually to choosethe correct sentence.
Answers
I lstherea sofainthelivingroom?
2 Therela DVDplayer onthefloor.
3 Arethereanyposters onthewall?
4 Mykeysareinthedrawer.
5 Thelampisnextto thebed.
PHOTOCOPIABLE ACTIVITY
UNIT8 ls there...?Arethere...? TBp145
Materials: one copy of the worksheetcut in half per
pair of students
Procedure: Briefly review the rooms and furniture
shown on the worksheetwithout showingstudents
the picture.Pre-teach/checkwardrobe,bookshelf,
chair,mirror, bath,stairs,mug, and cupboard.Drill the
pronunciationas necessary.
. Put studentsin pairs and assignthe role of A or B
to eachstudent.Hand out the relevanthalf of the
worksheet.Give studentsa few momentsto look at
the picture and dealwith any vocabularyqueries
they may have.
Pre-teach/checkgold coin. Tell studentsthey are
going to hide six gold coins in their picture of
the house.Give them time to draw in the coins
whereverthey like, without letting their partner see.
Explain that studentsneedto ask and answer
questionsto locatethe gold in their partner'shouse.
Elicit examplequestions,e.g.Are thereany gold
coinsin the kitchen?Is therea gold coin on the table?,
etc. Explain that studentshave only three minutes
eachto find the coins and remind studentsnot to
look at eachother'spictures.
Student A asksStudent B questionsto find the gold
in B'shouse.Monitor and help as necessary.After
three minutes shout Sfopl
Studentschangeroles and Student B asksA
questionsto find the gold in As house.Monitor and
help as necessary.After three minutes shout Sropl
Ask which studentsmanagedto find all the coins
in a brieffeedbacksession.
- thebestcityintheworld
Vancouver
This skillssectioncontinuesthe themeof describing
'WhereI live'u'ith a text on visitorintbrmationfor the
city of Vancou\rer.The text is slightly longer than in
previousunits and thereis an increasein the amount
of new vocabulary,but the tasksare carefullystagedto
help students,and thereis a lot of visualsupport.(With
weakerclasses, you could getstudentsto checknew
wordsfor homeworkbefbrethe lesson- seethe list of
new vocabularyin the notesfor exercise4 below.)The
vocabularyexploitationof the text coversa wide rangeof
adjectives and the nounsthat thel'go with.
Thereareexamplesof superlative forms in the text (besl
and biggest)and too + adjective.Studentshavealreadymet
bestin the contextof rtr1,best_iriendin Unit 4, and they
shouldbe ableto work out the meaningof biggestand too
from context.There'sno needto do a full presentationof
conrparativesand superlativesor too/enoughat this stage.
I Ask studentsWhnt do S,oukrttttt, oboutVancouver?Let
studentsgiveany infbnnationthat thev know.Focus
attentionon the text on pp60-61. Ask l\rhereis the text
and ltr'/rois it -for?Checkstudentsunderstand
_from?
that it is a u'ebpagefor people'rvho want to visit
Vancou.,'er.
Focusattentionon the map and askstudentsto point to
Is it near
Canadaand the US. SayWhereis Vancouver?
the US?(Yes,it ls.) If appropriate,askstudentsto guess
how far Vancouveris from the US border and then
checkwhen they readthe text.
Focusattentionon the pictures.Ask studentsto find a
trolley bus asan exampleand then get studentsto find
the other thingsin the lists,working in pairs.Monitor
and help as necessary. Checkthe answersby sayingthe
thingsin the list and gettingstudentsto point to the
correctpicture.
Readthe introductionasa classand askstudentsto
point to the relevantpictures.Focusattentionon the
headingsand elicit the words that might appearin each
paragraph,e.g. Whereis it?:In Canada,near the US;
Whereto stay:hotels,city centre,etc.
Focusattentionon the exampleand readthe first main
paragraphasa class.Tell studentsnot to worry if they
don't understandeveryword in the text and just to
focuson the matchingtask.Get studentsto read the
text as far as rainsa lot in autumn and winter. Elicit
what headinggoesin the first space(When to go).
Studentscontinue readingand putting in the headings.
lritil [CD 2: Track f f ] Playthe recordingand get
studentsto checktheir answers.
Un it 8 . Wh e r e l l i v e
 Answers andtapescript Focusattentionon the examplesin the chart.Student:
Vancouver iscalled the'bestcityinthewortd'. Why?lsit the continuefinding the adjectives,
working in pairs.
spectacular mountains? Thebeautiful beaches? Theexcellent Checkthe answerswith the whole class,correctins
shops andrestaurants? lt sallof thisandmore! students'pronunciationasnecessary.
Whereisit?
Vancouver isinsouth-west Canada, nextto thePacific Ocean, Answers
24milesfromtheUSborder. Adlectives Nouns
Whento go busy,cosmopolitan city
It isalways a goodtimeto visitVancouver. Theweather isnever spectacular mountains
toocoldor toohot.lt iswarmandsunny insummer, butit rainsa beautiful beaches
lot inautumn andwinter. excellent shopsandrestaurants
Whatto do co[d,hot,warm,sunny theweather
Inspring,goskiing inthemountains inthemorning andsunbathe delicious,
fresh seafood
onthebeach intheafternoon. Insummer, goswimming, sailingor excellent,
expensive,
cheap,
fishing,or gowalking in NorthAmerica's biggest park,Stanley Park. comfortable hotels
There areexcellent shops inYaletown, andthereisalsotheatre, slow,old tro[[eybuses
opera, andmusic of everysort.Vancouver isthe'Cityof Festivals'. fast,modern SkyTrain
Whereto eat
Vancouver isa cosmopolitan city,sothereareFrench, ltalian,
Japanese, Indian, Thai,andChinese restaurants. Vancouverl ADDITIONAL
MATERIAL
Chinatown isthesecond biggest in NorthAmerica, afterSan
Francisco.There isalsoa lot ofdelicious, freshseafood. Workbook Unit8
Whereto stay Exercise9 Vocabulary- Revision
Inthebusycitycentre therearesomeexcellent, expensive hotels. Exercisel3 Reading- Berkhamsted
Thebeautiful Fairmont Hotelis5400a night,butnextto thesea
therearea lot of cheap, comfortable hotels fromS59a night.
Howto travel
Youdon'tneeda carinVancouver. Thereareslowoldtrolleybuses
andthereisthefast,modern SkyTrain. Take theferry- it isa great Myhometown
wayto seethecity.
This sectioncontinuesthe themeof talking aboutcities
with a listeningtaskbasedon a characterwho livesin
The vocabularylistedbelowis new.Encourage Vancouver.Studentsgo on to talk about their own home
studentsto usethe contextto help them understand, town and then do a guidedwriting task.
but be preparedto explainsomeof thesewordsand
1 Ask studentsWhat canyou rememberabout Vancoutc:'
expressionsasnecessaryspectacular, excellent,
all
Put them in pairs to exchangeideasand then elicit anr
oJthisand more,south-west, border,warftt,sunny,
detailsin a short feedbacksession.
autumn, winter,spring,sttnbathe,summer,go walking,
north (America),theatre,opera,of everysort,festivals, Focusattentionon the photo. AskWhat'shis name?
cosmopolitan,Indian, Thai,fresh,seafood,slow,modern. (Steve),Wheredoeshe live?(Vancouver), Who is he
with, do you think?(His wife or girlfriend.) Whereare
Elicit the answerto the first questionasan example.
they?(At the beach.)Give studentstime to read the list
Studentsaskand answerin closedpairs.Monitor and
oftopics and checkthe vocabulary.
help where necessary. Check the answers.
ff[ ICD 2: Track 121Ask What doesSteve
Answers talk about?PIaythe recordingas far as havea small
I Vancouver isinCanada, neartheUSborder. apartmentthere.Elicit the first two topics (hisjob and
2 lt isalways a goodtimeto visitVancouver. his apartment).TelIstudentsthey are going to listen
3 Yes. lt rainsa lot inautumn andwinter. to the rest ofthe recording.Tell them to focusjust on
4 People goskiing inthemountains.Theysunbathe onthebeach. the list of things at this stageand not to worry about
Theygowalking inStanleyPark.
the detailsof what Stevesays.Make surestudents
5 There isswimming andsailing.
understandthey haveto write / for the things Steve
6 Because Vancouver isa cosmopolitan
city.
talks about. Playthe recordingthrough once and get
7 No.There area lot of cheap hotelsnextto thesea.Expensive
hotelsare5400a night,andcheap hotelsare$59a night. studentsto completethe task.Let them checkin pairs
8 Thefenyisa goodwayto seethecity. and play the recordingthrough againifnecessary.
Checkthe answerswith the whole class.

7 6 U n it8 . Wh e r e llive
Answers Answers
(Answers
giveninsame orderasthetapescript.)
talksabouthisjob,hisapartment,
Steve hisgirlfriend,
Chinatown, Whatistheconversation
about? WhoisSteve
talkins
to?
theweather, gotf,cycling,
skiing, Park.
Stanley I Mondaymornings
andmeetings a colleague
trD I goingto a Chinese
restaurant hisgirlfriend
Hi!MynamelSteve and| liveinVancouver. I workat an , theweatherandgolf afriend
international bankinthecentre ofthecitybut| liveinEnglish Bay
nearthebeach. I havea smallapartment there.Vancouverl a great 4 cycling
to Stanley
Park hissirlfriend
city.lt'sreallycosmopolitan. People fromallovertheworldlive
here. Every Friday afterworkmygirlfriend andI goto Chinatown trL
andhavedelicious Chinese food- itl myfavourite. I 5 Morning. Mondayagain!
I liketheweather because it! never toohotor toocold,butit A Yeah.I hateMondaysandit'sanother
busyday.
rains a lot andI don'tlikethat. S I know.I have
threemeetingsthismorning.
I workhardandI playhard!| lovesportandVancouver's good
forsomanysports. InwinterI goskiing 2 S Hi,canI meetyouafterwork?
everyweekend, I like
snowboarding, too.Insummer I goswimming andI playgolf. B Yeah,that'sgreat.
I oftengocycling withmygirlfriend, Sometimes wecyclealong S SixotlockOK?Wecan80to thatrestaurant
nextto the
theVancouver Seawall to thepark- Stanley Park.Themountains Chinesesupermarket.
tookfantastic fromthere. I wantto gothereagain.
B Fine. Thefoodldelicious.
Whydoesn't everyone wantto liveinVancouver? ltl thebest 3 S Ohno!Rain againl
place to liveintheworld! C lt'snotsobad.
S Yes, it is.Theskylreallyblack.
Sfnif [CD 2: Track 12] Give studentstime to read C You're right.Nogolftoday,then!
throughthe questions. Introducethe two placenames 4 S lt'sa lovelyafternoon.Doyouwantto goout?
EtrglishBay and VancouverSeau,alland pre-teach/check D Yeah, where doyouwantto go?
trcwboarding.Playthe recordingagainas far as nettrthe S WhataboutStanley Park?
lteachand elicit the answersto questionsI and 2. Plar' D Great. | lovethatoark!Themountains
lookfantastic
from
the restof the recordingand get studentsto note dor.r'n there.
iheir answers, Givestudentstime to checkin pairs S Come onthen!Letsgetthebikes.
beforecheckingwith the class.With weakerstudents, be
oreparedto playselected sectionsofthe recordingagain Referthe studentsto the tapescripton SBp I I 7. Get
lo highlight key information. studentsto practisethe conversationsin closedpairs.
Monitor and checkfor correctpronunciationand
Answers
intonation.If studentshaveproblems,drill key sections
I Heworksataninternationa[ bankinthecentre of thecity.
chorallyand then getstudentsto repeatthe closed
2 Helivesin English
Bay,nearthebeach.
I No.Hisapartment pairwork.If you havetime, studentscanperform the
issmall.
4 Hisfavourite
foodisChinese food. conversations asa roleplavfor the restofthe class.
5 No.Hedoesn't liketheweather whenit rains. Get studentsto askyou the questionsin the Student's
6 HegoestoChinatown. Book and give true answers.Write up relevant
7 Helikesskiing,
snowboarding, swimming, andgolf.
cycling, vocabularyon the board in the categoriesgiven below
8 Hecycles alongtheVancouver to Stanley
Seawall Park. and getstudentsto add to eachlist, e.g.
Where/live? housewith a garden,flat, in the centre,
tff,L [CD 2: Track f 3] This is anotherin a series near the beach
trf short listeningtasksthat get studentsto focuson
What/in your town? theatre,opera,beaches,
:he key pointsof a situation.Focusattentionon the
mountains,beautifulbuildings,good restaurants,
an
;hart and readthe questionsas a class.Playthe first
amazingbridge
;onversationand elicitthe answersasan example.
Playthe restof the recording,pausingat the end to What/do with your friends? go to restaurants/clubs/
rllow studentsto completethe chart. bars/thecinema/theatre, playfootball/tennis/ go$ go
shopp i ng/ swimm i ng/ sai Iing/surfi ng/ walki ng/ skii ng/
Checkthe answers,playingthe recordingagainif
snowboarding
studentshad any problemswith individual sections.

Un it 8 . Wh e r e l l i v e 7 7
 Where/go shopping? in the town centre,at the
superm arket/ depar tment store/ clothes shop/ market
How/travel? by car/bus/train/trolleybus/bike,onfoot
good place? Yes- exciting/amazing/interesting
no - a
bit boring/dull/ quiet.
Put the studentsinto groupsand get them to talk about
their home to\\'n or a town they like. Get them to referto
the ideason the board to help them, but alsoencourage
them to sayasmuch asthey can for themselves. Monitor
and check,but only help if asked,asit'simportant for
studentsto havethe opportunity for freer practiceand to
rely on eachother for help.Feedbackon any corlmon
errors,but only focuson thingswhich arepotential
blocksto communication.Correctingeverysmall
mistakewill only discouragethe class.
Writing
5 This writing taskcan be done in classor for homework.
Tell studentsthey are going to write about a town they
know. Focusattention on the paragraphheadingsand
the ideas.If you havetime, you might like to build up
a full writing model on the board, basedon the town
where studentsare studying.If the writing is done in
class,get studentsto exchangetheir descriptionswith a
partnerfor checking/editing. If you checkthe writing,
feedback on any generalerrors,but againdo not pick
up on every small mistake.
SUGGESTION
If you haveaccessto computers,you could ask
studentsto do the writing taskas part oi a mini-
projectto be uploadedonto the schoolsnetrvork,or
onto the Internet.Studentscan researchmapsand
photographsto producea webpagesimilarto the one
on Vancouveron pp60-61.
Directions
NOTE
This sectionuses3 with the namesof individual
shopslike newsagentiand chemist's. There'sno need
to explain this useof the apostrophe'sbut if students
query it, just explain it standsfor the chemist\(shop).
I Pre-teach/checkthe items in the box and drill the
pronunciation chorally.Demonstratethe activity by
getting studentsto find and point to the hotel and the
bank. Studentscontinue locating the placeson the map.
78 Unit8. Wherellive
Focusattentionon the signs.Copy them onto the
board and drill the pronunciation of turn left, turn
right, andgo straighton.
Answers
a turnleft
b turnright
c gostraighton
tff,D ICD 2: Track la] Tell studentsthey are going
to listento somedirectionswhich they haveto follou'
on the nrap.Tell studentsto find the start point You
arehereon the map. Playthe first conversationasan
exampleand get studentsto follow on the map.
pausingafter each
Playthe rest of the con"'ersations,
one and gettingstudentsto write in their final location
Get studentsto checkin pairs.Playthe recordingagair
and get studentsto check/complete their answers.
Checkthe answerswith the whole class.If students
had problems,go over the exerciseagain,holding up
your book and following the route asyou read the
scriptaloud.
Answers
2 atthecinema
3 at therailway
station
4 attheGrand Hotel
5 at thepark
TED
I GoupNorthRoad. Turnleftat thebankintoCharlesStreet.
It'sontherightnextto thetheatre.
2 GoupNorthRoad. Turnrightat theschoolintoHillside
Road,
anditl ontheleftnextto thechemistl.
3 GoupNorthRoad. Turnrightatthechurch intoStationRoad.
Gostraight down,andit'sontheritht nextto thecarpark.
4 Gostraight onupNorthRoad forfiveminutes,anditt inAlbert
Square.lts a bigbuilding
ontheright.
5 Gostraight onupNorthRoad. At thepostofficeturnleft into
ParkLane. lt'sontheright,pasttheChinese restaurant.
Referthe studentsto the tapescripton SB p 1t B. Get
studentsto practisethe conversations in closedpairs.
Monitor and checkfor correct pronunciation and
intonation.
If studentshaveproblems,drill key sectionschorally
and then get studentsto repeatthe closedpairwork.
If you havetime, studentscan perform the
conversationas a roleplayfor the rest ofthe class.
Focusattention on the languagein the speechbubbles.
Drill the languagechorally and individually. Check th;:
studentscan reproducethe falling intonation on Excr,..
me! and the fall then rise on Is therea . . . near here?
 years, was/were
Saying born
- irregular
PastSimple verbs
have/do/go
Whentyourbirthday?

to theunit
lntroduction
The title of this unit is'Times past'and
it focuseson the birth datesand lives
of famous people. This is the vehicle
for the presentation of was/wereborn,
which is extended to general usesof the
pastof fo be.The positive forms of Past
Simple irregular verbs are also presented
in a story context. Studentslgarn how
to saydatesin English with focuseson
months, ordinal numbers, and years.
The focus o,ncollocation is extended
with a vocabulary section on words and
phrasesthat go with the verbshave, do,
andgo. Skills practice is provided in the
Reading and speaking section.
Language
aims
Sayingyears The Startersectionteachesstudentshow to read datesin
English.This highlightsdatesbefore2000,e.g.1986- nineteeneighty-six,
and the useof and in datesafter 2001,e.g.2005 - two thousandandfive.
POSSIBLE PROBTEMS
How studentssaydatesin their own languagecan often createproblems
with datesin English.Somelanguagesdivide the date differently,e.g.
1999- *onethousandninehundredand ninety-nine,so studentsneedhelp
with dividing the century and yearscorrectly.The useof and in datesafter
2001also needshighlighting. Peoplealso differ in how they say2010 and
the yearsthat follow: two thousandand ten or twentyten.Both forms are
given in Starterexercise2, and studentswill need regular practiceto be
ableto saya rangeofdates fluently.
was/were Thepastof to beis introducedin all forms.Students'first
contao
with the pastformsis with was/wereborn,andthen studentsmoveon to
generalusesof was/were.

POSSIBTE PROBTEMS
was/were
Studentsusually make the switch from presentof to be to past relatively
smoothly, although they need a lot of practice in which subjectstake il/as
and which take were.Pronunciation can presenta problem in that the
vowelsin was and wereboth haveweak and strong forms: waslwezl
and lwoz/; and were/we/ and /wa:/. The weak form /e/ is in the positive
and question forms, and strong forms /o/ and ls:l are in negativesand
short answers:
Shewasat school. l[i: waz et sku:l/
Shewasntatschool. /Ji: woznt et sku:l/
Was she at school? lwaz li: et sku:l/
Yes,shewas./No,shewasnt. /jes Ji: wozl lneu Ji: woznt/
They were at school. /6er wa(r) et sku:l/
Theywerent at school. /6er ws:nt et sku:l/
Werethey at school? /ws: 6er Oet sku:l/
Yes,theywere./No,theywerent. /jes 6er ws:/ /neu 6er ws:nt/
The pronunciationof the negativeforms is highlightedand practisedin
the Negativesand pronunciation sectionon p67.

80 Unit9 . Timespast
Vas/were bOrn The equivalent structure in students'own
.anguageis often different,leadingstudentsto say+I am
:orn or *I born. The unit providesa whole sectionon this
structureto help studentsbecomefamiliar with the
;orrect forms.
FastSimple irregular verbs The unit introducesthe
PastSimplein the positive.The focus is on a limited
;rumberof irregular verbswhich are presentedas a
-exicalset in a story context.This allows studentsto get
:nitial familiarization with someof the highestfrequency
rregular past forms beforethey move on to the useof
.ild in questionsand negativesin Unit 10.
POSSIBLE PROBTEMS
There are a lot ofirregular verbsfor studentsto learn
in the courseof their studies.The initial presentation
is limited to a small number of verbs,and students
accessthem by matching to their presentforms.
Studentsare referredto the irregular verb list on pl42
to help them do this and they should be encouraged
to refer to the list asthey work through the remaining
units in the book.
have/do/go This vocabularysectionhighlights common
;ollocationswith have,do, andgo to form verbsfor
everydayactivities,e.g.havelunch,do my homework,
p shopping.Studentsmatch and practisethe past forms
3 Elicit the answersto the questions.The secondquestion
ri the verbsaswell as the infinitives.
EverydayEnglish This coversmonths of the year,ordinal
rumbers in dates,and personalizesthe languageby talking
ibout students'birthdays.
number I and ask a studentto underline the correct
answer.Play the rest of the recording and get students
to underline the correctyears.
Get studentsto checktheir answersin pairs before
checkingwith the whole class.
Answers andtapescript
I nineteenninety-six 4 seventeen
ninety-nine
2 nineteensixteen 5 eighteen
forty
3 two thousandandtwo 6 twothousand andfive
Focusattentionon the dates.Readthe first two dates
aloud and write them on the board. Highlight that we
divide datesin English like this:
18-40 19-96
Focusattentionon the last two dates.Readthem aloud
and highlight the useof and in datesafter 2000,and the
two forms for 2010.Write 201I,2012,etc.on the board
and elicit the two possibleforms: two thousandand
eleven/twentyeleven;two thousandand twelve/twenty
twelve.
fffif [CD 2: Track 16] Playthe recordingand get
studentsto repeatchorally and individually. Elicit
horvrvereadeachofthe datesin exercise1. Then get
studentsto practisesayingthe datesin closedpairs.
Monitor and check.
includeswas for recognition.If studentsquery it, just
tell them it's the past of be,but do not go into a full
presentationof was/wereat this point.

Workbook Sayingyearsis consolidatedin writing and

istening exercises.Was/wereand was/wereborn are
,onsolidatedthrough a rangeofexercises,including a
was/wereborn
-isteningexercise,and a readingexerciseabout famous I Focusattentionon the photos. Ask Who washe/she?
reople from the past.PastSimpleirregular verbsare about eachof the peopleto checkthe names.Check
:urther practised.There is further practiceof collocations comprehensionof When werethey born?Focus
',sithhave,do, andgo, and of months, ordinal numbers, attention on the information about the people.Check
rnd dates. comprehensionof writer, south, and north. Tell students
that they will hear a short descriptionof eachperson
Photocopiableactivity Thereis a photocopiableactivity to and that they haveto write the year they were born.
:eviewthe pastof be,waslwereborn,and dateson TB p 146.
l'rl ICD 2zTrack l7l Play the recording and get
studentsto write the years.Check the answerswith
Notes
ontheunit the class.
(sB
STARTER p6a) Answersandtapescript
I Briefly review numbers 1-20 round the class.Write JaneAusten,theEnglish
writer,wasbornin1775
in Hampshirein
numbersin the 30s,40s,50s,etc.on the board to review thesouthof England.
numbersup to 100.Pre-teach/checkathousand. Luciano
Pavarotti,
theltalianoperasinger,
wasbornin1935in
Modenain thenorthof ltaly.

number I on the board. Playthe recording for

Unit9 . Times
past 8l
 tE ICD 2zTrack 20] Tell the studentsthey are
sentences.They presentthe 1 and he/she/i/forms with going to hear Magaliedescribingher family. Ask I44rl:
was.Playthe recordingand get studentsto repeat was Tristanborn?Playthe recordingas far asHis
chorally and individually.Encouragestudentsto name\ Tristan,and he wasborn in 1985.and elicit the
reproducethe weak form lal in was. answer.Playthe restof the recordingand get students
Focusattentionon the speechbubbles.Get students to completetheir answers.
to askyou the questionsand givethe answers.Drill Get studentsto checktheir answersin pairs.Playthe
the languagechorallyand elicit a few exchanges
in recordingagainifnecessaryto allow studentsto check
open pairs.Studentscontinuein closedpairs.Monitor completetheir answers.Checkthe answerswith the
and checkfor correctuseof am and was,andcorrect rvholeclass.
pronunciation.
Answers
t f ICD 2: Track l9l This exercisepresentsthe
Tristan
1985
you and they forms with were,the Wh- questionform,
Cecilia
1988
and alsoreviewsdates.Playthe recordingand get Matt1995
studentsjust to listen.Playthe recordingagainand get Andre1958
studentsto repeatchorallyand individually.Encourage Ella196l
studentsto reproducethe weak form lal in wrrsand Edith1935
were,and the correct intonation and sentencestress:
--..........................................-----rr*
_--=-=...=---^
f.qr
MynamelMagalie. ltl a French name, butI'mnotFrench. I'm
When wereyou born?I wasborn in 1994. English.I wasbornin1994. I havetwobrothers anda sister.My
eldestbrotherla doctor. Hisname's Tristan, andhewasborn
Get studentsto practisethe questionsand answers
in1985. Mysisterisalsoolderthanme.Hername's Cecilia and
in open pairsand then in closedpairs.Monitor and shelateacher, andshewasbornin1988. Andmylittlebrother
checkfor correctreadingofdates,pronunciation,and isMatt,andhewasbornin 1996. He'sstilla student.Myfatheris
intonation. French. Hisname's Andr€, he'sfromMarseilles, andhewasborn
in,I think... 1958.
MymotherisEnglish, hername's Ella,shetfrom
Manchester, andshewasbornin,er...1961. Mygrandmother, who
ismymothertmother, iscalledEdith. lsn'tthata lovelyname?
Focusattentionon the chart.Readout the present Shewasbornin Bristol in ... I'mnotsure, butI thinkabout1915.
fornrsof to be and fbcuson the pastexampleswith
u,ere.Elicit the 1 fbrm in the Past(rlrr-s).
Then get
Focusattentionon the speechbubbles.Highlight
studentsto cornplete the restof the chart.
the usesof the presentand parstforms.Ask the flrst
Answers trvocluestionsand get studentsto answer.Elicit the
Present Past completequestionsand answersfor the remaining
I am was questions(They'reherparents.Whenweretheyborn?
You are were Andrd wasborn in 1958.EIla wasborn in 1961.)
He/She/lt is was Drill the questionsand answerschorally.Elicit
We are were
somequestionsand answersaboutthe other people
They are wele
in Magalie'sfamily with studentsworking in open
pairs.Studentscontinuein closedpairs.Monitor and
ReadGrammarReference 9.1 on pl27 together
checkfbr correct useof is/are,was/wereborn, dates,
in class,and/or askstudentsto readit at home.
pronunciation, and intonation.
Encouragethem to askyou questionsaboutit.
Pre-teach/check grandfather,aunt, and uncle,drilling
the pronunciation.Demonstratethe activityby lvriting
5 Focusattentionon the photo. Ask What'sher name?
the namesof someof your family on the board.Focus
(MagalieDrontard.)Hou,old do you think sheis?
attentionon the exampleconversation. Elicit similar
(Studentsguessher age.)Draw a family treeon the
questionsaboutyour far-r-rily
frorn the class.Briefly
board and review/checkthe followingvocabulary:
reviewhe/sheif studentshaveproblemswith this and
brother,sisterfather rnother,grandmother.Focus
makesurethey usels and wascorrectly.Students
attention on the nanlesof Magalie's
family. Read
work in closedpairsand askand answerabouttheir
the namesaloudso that studentscan recognizethe
respective Tell theni to rnakebrief notesof
f-amilies.
pronunciation.Ask WhenwasMagalieborn?and
the dateswhen peoplein their partner'sfamily were
elicit 1994.

82 Unit9 . Timespast
 born in preparationfor the next exercise.
Monitor and llilf [CD 2: Track 22] This exerciseextendsI\'i-
checkfor correct useof is/are,u,as/wereborn, dates, questiorrforms with was.Playthe recordingand get
pronunciation,and intonation. studentsjust to listen.Playthe recordingand get
i This is a transferactivityto consolidate
the third stuclentsto repeatchorallyand individually.Encourage
personsingularfbrm. Elicit informationfrom several studerrtsto reproducethe weak form lal in wasand the
studentsabouttheir partner'sfarnily. correctintonationand sentence stress.
Get stuclents the questionsand answersiu
tr) 1-r1i161i5"
ADDITIONAL
MATERIAL
open prairsanclthen in closedpairs.Monitor and check
WorkbookUnit9 fbr correctpronunciationand intonartion.
Exercisesl-4 Sayingyears Focusattentior.ror.rthe spreech bubbles.Ask the
questionabor-rt.{nch'\\ arhol and elicitthe ansrver
(He wason ot'tist.
t f.licitthe otherquestions with
Whereand i1-/rcrr anrl g.'t stuclents to practisein open
Whowerethey? pairs.Studentscr'lntinuca:king irnclansn'eringin
closedpairs.\lonitor .rnclchc'cktbr correctquestion
I Pre-teach/checkthe wordsin the box. and the fbrmationirnclintonatior.r. .rndtirr correctreadingof
countriesPakisttttr
andAustria.Drill the pronunciation the dirtes.
chorallyand individuall.v.
Focusattentionon the box.
SayWho wastt singer?and elicit Michaellackson. PHOTOCOPIABTE
ACTIVITY
Studentswrite number5 in the singerbox. Get students UNIT9 Whowerethey? TBp146
to continuematchingthe peopleto the jobs.
Materials:one copvof the rvorksheet
cut up per
Answers pair of students
5 singer Procedure:Explainthat studentsaresoinsto
2 musician exchangeinfbrmation abouttamouspeopletiorn
7 actor the past.
I writer . Pre-teach/checksciettist,dotrcer,and Intrtttictt.
4 artist
3 princess . Divide the classinto pairs.Assignthe role oi -\ or
6 politician B to eachstudentand hand out the relevanthalf
8 racingdriver of the worksheet.
. Elicit the questionsstudentswill needto ask: l'l?o
T wasnumber(1)?What washis/herjob? Whenwas
goingto hearwhen eachof the peoplein exerciseI was he/sheborn?Wherewashe/sheborn?
born. Playthe first sentenceand focuson the example . Demonstratethe activity by gettingone pair of
aboutShakespeare. Playthe restofthe recordingand studentsto ask about picture L (Einstein).Remind
getstudentsto write the otheryears. studentsto askHow do you spellthat?when they
Get studentsto checktheir answersin pairs.Playthe don't know the spellingof the proper nouns.
recordingagainif necessary to allow studentsto check/ . Studentsthen completethe task,working in closed
completetheir answers.Checkthe answerswith the pairs.Monitor and checkfor correct useof il/as,
rvholeclass. readingofthe dates,and useofthe alphabet.
. Get studentsto comparetheir sheetsto checkthey
Answersandtapescript haveexchangedthe information correctly.
i t Shakespeare
wasbornin1554 in Stratford-upon-Avon,
England.
I Z MozartwasborninSalzburg,
Austria,in1756.
I I DianaSpencer
wasborninSandringham, in1961.
Engtand, andpronunciation
Negatives
| 4 AndyWarholwasbornin1928in Pittsburgh,
intheUnited
I States. 4 This exerciseintroducesthe negativeforms wasrit/
5 MichaelJackson
wasbornin1958 in Indiana,
intheUnited weren't,and highlightsthe changein pronunciationof
I
II States. the vowelfrom positiveto negative.It alsohighlights
5 Benazir
Bhuttowasbornin Karachi,
Pakistan,
in1951. the needfor contrastivestresswhen studentscorrect
I
| 7 Marilyn
Monroe wasbornin1926in LosAngeles,intheUnited information.
I States.
| 8 AyrtonSenna
wasbornin1960inSioPaulo, Brazil.
I
I
II Unit9 . Times
past 8l
I
Il
L
 fllil [CD 2: Track 23] Focusattentionon the andyesterday
Today
examples.Remind studentsthat the shadingindicates
6 Pre-teachlcheckyesterdayand briefly review the days
the main stressof eachsentence.Playthe recording
of the weekround the class.Briefly elicit other items
and get studentsto repeatchorally and individually.
that can completethe sentences,e.g.
Encouragethem to producequite a wide voice range,
the correct sentencestress,and strongvowel forms in Today/Yesterday . ..
wasn'tand weren't. I'm/I was in town/at theshops/atthe cinema/inthe
counlry/inthepark
Focusattentionon the CautionBox. the weatheris/wasgood/allright/bad
O
l12 Focusattentionon the examplesand read my parentsare/were(seeaboveexamples)
the full sentencesaloud.Then readthe Demonstratethe activity by sayingwhereyou and your
positiveand negativeverb forms in isolation, parentsare today and were yesterday.Elicit an example
emphasizingthe changefrom the weak form of the daysof the week and the weatherand then get
lal in was and wereto the strongforms /n/ in studentsto continue in closedpairs.This exercisecan
wasn'tand lz:l in weren't.Drill the sentences be extendedalsoto practisethe negative.Monitor and
and individual verb forms chorally and checkfor correctpresentand pastverbsforms, and for
,rr' individually. correctpronunciation.
Make surestudentsunderstandthat wasn't
Check
it
and weren'tare contractedforms and what
the correspondingfull forms are(was not 7 Focusattentionon the example.Studentscompletethe
and were not\. other sentences,
working individually.
Get studentsto checktheir answersin pairs before
5 Focusattentionon the exampleand ask a student checkingwith the whole class.Get studentsto read
to read it aloud. Studentscontinue correctingthe the completesentencesout in order to get more
information, working individually.Remind students pronunciationpractice.
they will need a plural verb form in numbers3 and 5.
Answers
tff,f,D ICD 2zTrack 24lPlay the recording and get 2 Whenwereyourparents born?
studentsto checktheir answers. 3 No,myparents weren'tbothbornin 1951.
Myfatherwasborn
in1951,andmymotherwasbornin1953.
Answersandtapescript 4 I wis onholiday
in NewYorkin2008.
I A AyrtonSennawasanactor. 5 'Washeat homeyesterday?''No,hewasn't.'
B No,hewasnt!Hewasa racingdriver! 6 'Wereyouat workyesterday?''Yes,
wewere.'
2 A Jane wasa princess.
Austen 7 'Weretheyat schoolyesterday 'No,theyweren't.'
morning?'
B No,shewasn't!Shewasa writer!
3 A Marilyn
Monroe andMichaelJackson
wereltalian. ADDITIONAL
MATERIAL
B No,theywerent!TheywereAmericanl
4 A Mozartwasa scientist. Workbook Unit9
B No,hewasn'tlHewasa musician! Exercises5-8 was/were
5 A Luci*roPavarotti werepoliticians.
andMichaelJackson Exercise9 Reading- Andy WarholandPrincess
Diana
B No,theywerentlTheyweresingersl
6 A Benazir
Bhuttowasa writer.
B No,shewasn't!Shewasa politician!
Past - irregular
Simple verbs
Playthe recordingagainand get studentsto repeat.
If studentshaveproblems,highlight the weakand strong ABOUTTHETEXT
verb forms in the Caution Box againand elicit wherethe A small set of irregular past forms is presentedin
main stressgoeson eachsentence. Then get studentsto the contextof a simple,true story about a painting.
repeatagain.Get studentsto practisethe sentences in Studentsaccessthe verbsthrough their knowledge
pairs,StudentA readingthe first sentenceand StudentB of the PresentSimpleand the main focusis a lexical
the correction.Monitor and checkfor correctsentence rather than grammaticalone. It is thereforenot
stressand correctpronunciationof the pastverb forms.

84 Unit9 . Timespast
 advisableto go into a detailedpresentationof the
PastSimple at this stage.This is coveredin Unit 10.
The painting in the story is by the abstractartist
facksonPollock (1912-1956).Born in Wyoming and
brought up in California, he studied at the Los Angeles
Manual Arts High School.In 1930,he moved to New
York, where he continued his art studies.In the 1940s,
he developedhis characteristictechniqueof dripping
liquid paint directly onto a canvason the floor, rather
than using a canvason an easeland conventional
paintsand brushes.In October 1945,he married
another American painteq Lee Krasner.By the late
1940s,Pollock had becomewell known both inside
and outsidethe art world, appearingin Lifu magazine
in 1949.In the 1950s,he underwent changesin style
in his work and he didnt paint at all in the last year
of his life. He had sufferedfrom alcoholismfor many
yearsand his careerwas cut short when he died in a
car crashwhen driving under the influenceof alcohol.
Peoplecontinued to be fascinatedby Pollock'slife and
work. A biographicalfilm was made in 2000 and the
chancepurchaseof a |acksonPollock in a charity shop
in 1992for $5 causedhuge interest.This is the true
story that appearsin exercises2 and 3 ofthis section.
I Check the meaning of presentandpast and revieu'
the meaning of the verbsin their presentform.
Demonstratethe activity by eliciting the past of be
(was).Referstudentsto the Irregular verbslist on p142.
Get studentsto match the verbs forms, working in pairs.
fUL [CD 2: Track 25)Play the recording through
once and get studentsto checktheir answers.
Answers
andtapescript
Present Past
to went
come came
have had
be was
make made
see saw
buy bought
say said
find found
Playthe recording again and get studentsto repeat
chorally and individually. Make sure studentsaren't
confusedby the silentg in bought- /bc:t/. Say
the presentforms and get studentsto saythe past
equivalentround the class.Referstudentsto Grammar
Reference 9.2 on pl27.
Focusattention on the photo and ask When was
IacksonPollockborn?(1912).Usethe datesto teach
Whendid he die?(1956).AskWhat do you know about
lacksonPollock?Elicit any information studentsknow,
in Ll if appropriate.
Pre-teach/checkthe following vocabulary,using the
picturesu'hereappropriate painting, charity shop,
an expert,fingerprint, rich,film company,for sale,
art gallery.
Focuson the exampleto demonstratethe activity.
Studentscontinuematchingthe picturesand sentences,
working in pairs.Checkthe answerswith the whole
class.
Answers
2f 3d 4c 5e 6a
Tell studentsthel'are going to reada ne\\'spaperarticle
of the story aboutthe painting.Focusattentionon the
examplesto demonstratethe activitr'.Tell studentsto
completethe restof the storr',rtorking individually.
Encouragethem not to \\'orr\-if ther-comeacrossnew
rvordsand to trv to understandthem from the context.
Put studentsin pairs.Ask them to takeit in turns to
readsectionsoi the articlealoudand so comparetheir
ans\vers.
Answersandtapescript
'Whois.lackson
Pollock?'
TeriHorton,a 60-year-oldladyfromLosAngeles, (1)went
shopping in SanBernardino,a townin California,
USA.She(2)was
(3)
ina charityshopwhenshe sawa colourful, modern painting.
She(4)boughtit for 55.
Anartteacher sawthepainting and(5)saidit wasbythe
American artist,Jackson
Pollock. 'WhoisJackson Pollock?'said
Teri.She(6)hadnoideathathewasa veryfamous modern painter.
Manyartexperts (7)cameto herhouse to seethepainting.Some
saidthatit wasn'ta'Pollock',
butoneexpert, PeterPaulBiro,
(8)foundPollocklfingerprint ontheback.Bir6said,'This isa
realPollock paintingJ
washappyto pay59millionfor it, butTeri
A richbusinessman
said,'No!
| want550million.'
In2007,a CanadianTVcompany (9)madea filmaboutTeriand
thepainting.
lt isnowfor salein anartgalleryinToronto.
Price:
S50million!
fUD [CD 2: Track 26)PIay the recording and get
studentsto checktheir answers.
Get studentsto cover the text in exercise3. Focus
attention back on the pictures.You could re-tell the
story as a classactivity first and then get studentsto
repeatin pairs. Alternatively,set up the pairwork first
and then re-tell as a classin a checkingphase.Either
Unit9 . Timespast 85
 way,when you monitor, dont expectstudentsto
reproducethe story with completeaccuracy.Do not
over-correctin the feedbackstage- just pick up on
commonerrorsin the irregularpastforms.
SUGGESTION
Ifappropriate,you can askstudentsto research
someonefamousfrom the past and find some
basicbiographicaldetails,e.g.when born, where/
what studied,becamefamousfor ..., married,died.
Studentsthen exchangeinformationin pairs/small
groups,or give simplepresentationsto the class.
MATERIAT
ADDITIONAL
WorkbookUnit9
l0 and ll PastSimple- Irregularverbs
Exercises
have,do,go
This sectionhighlightsan important featureof English-
the rangeof meaningsthat canbe generatedfrorn
high-frequencyverbshke have,do, andgo by creating
collocationswith nouns,noun phrases,or adverbs.Students
havealreadymet someof the collocationsaslexicalitemsin
earlierunits,e.g.havea shower,havelunch,go shoppingso
this sectionprovidesrevisionand extension.
I Focusattentionon the picturesand the examplesrvith
have,do, andgo. Get studentsto readthe sentences
aloud.
2 Focusattentionon the exampieswith eachverb.Elicit
anotherexamplefbr eachone.Studentscompletethe
task,working in pairs.Checkthe answers,making
surestudentscan pronouncethe collocationscorrectly.
Check studentsunderstandthe differencebetweendo
my homeworkand do the housework.
Answers
have:a shower / a goodtime/ breaKast
do:thehousework ,/ someexercise
go:for a walk/ onholiday / home/ to work
Give studentstime to write the past forms. Then check
the answers.
Answers
Present Past
have had
do did
8o went
86 Unit9 . Times
past
Pre-teach/check a mess,go to thegym, and early.Focu:
attentionon the exampleand then get studentsto
completethe sentences,working individually.
tUD ICD L Track 27]Play the recordingand get
studentsto checktheir answers.If studentsneedmore
helpwith pronunciation,getthem to readthe sentence:
aloud,drilling any difficult lines with the whole class.
Answers andtapescript
I Yesterday I metmymotheratoneotlockandwehadlunchin
a restaurant.
2 | hatedoinghousework, butlastSunday I dida lot becausemy
nouse wasa mess.
3 Yesterday wasa lovelydaysoI wentfor a walkinthepark.
4 Usually I walk,butyesterday I wentto workbybus.
5 OnSaturday nightI wentto agreatparty.I hada reallygoodtime.
yesterday.
6 | dida lot of exercise I wentto thegym.
7 Thepartywasn't verygoodsowewenthomeearly.
aboutyou
Talking
5 This givesstudentsthe opportunityto personalizesome
of the collocations.With n'eakerstudents,go through
the sentences and elicit what tlpe of information
studentsneedto providein the secondgap.Elicit a
possibleanswerfor number 1. Studentsthen complete
the task,working individually.Be preparedto feedin a
rangeof vocabularyfor numbers2 and 3. Elicit a range
of possibleanswerswhen checkingthe task.
Answers
Possible
answers givenin brackets.
1 YesterdayI hada shower at (seven)otlock.
2 Thismorning I hadbreaHast at (eight)otlock.I hadcoffeeand
(croissants).
3 hst SaturdayI wentshopping andI bought (apairoftrainers
and
aCD).
4 Lastweekend I didmyhomework at (frve)
otlockon(Sunday).
5 LastyearI wentonhotiday to (Morocco).
6 Elicit one or two examplesof what studentsdid.
Encouragethem to describethe activitiesin a
connectedway ratherthan just readout their
completedsentences. Put studentsin pairs to exchanse
information. Monitor and checkfor correctuseof pasr
tensesand the collocations.Highlightcommon errors.
but dont correcteverymistakestudentsmake.
ADDITIONAT
MATERIAT
TeacherlResource
Disc
Communicative activitv Unit 9 Yesterdav
WorkbookUnit9
Exercisel2 Vocabulary- have/do/go

yourbirthday?
When's
I Focusattentionon the months.Elicit the secondmonth
ofthe year (February)and get studentsto continue
writing the months in order in the list.
tfln ICD 2: Track 28] Play the recording and get
studentsto checktheir answers.
Answer:andtapescript
February
January, March,April,May,JuneJuly,August,
September,
October,
November,
December
Focusattentionon the stressshadingon eachword.
Playthe recordingagainand get studentsto repeat
chorally and individually.Get studentsto saythe
months in order round the class.Check for accurate
pronunciationand drill the months againif necessary.
2 Focusattentionon the examplesin the speechbubbles.
Checkcomprehensionof So is my birthday!Drillthe
languagechorallyand then get studentsto standup and
practisethe languagein a mingle activity.Get them to
note down the months of other students'birthdaysas
they ask.Elicit the answersto the follow-up questions
and establishwhich is the most common month for
birthdavsin vour class.
This exercisepresentsordinal numbers.Check that
studentsunderstandthe differencebetweencardinal
numbersand ordinal numberswith the following
examples:Thereare sevendaysin a weekand thereare
twelvemonths in a year. Thefirst day is Monday and the
seventhday is Sunday.Thefirst month is lanuary and
the twelfth month is December.Get studentsto tell you
the ordinal numbers\first, seventh,and twelfth).
ff,f,D [CD 2: Track 29] Focusattention on the
numbersand on how we form the abbreviationswith
the numeral and the last two lettersof the ordinal
number.Playthe recordingand get studentsto repeat
chorally and individually. Write the abbreviated
numberson the board in random order and elicit the
ordinal from individual students.
Elicit the first ordinal asan example(sixteenth).Get
studentsto saythe other ordinal numbers,working in
pairs.Monitor and check,noting down any common
errors.
f3flf [CD 2: Track 30] Play the recording and let
studentschecktheir answers.Ifnecessary,drill any
ordinalsstudentshad problemswith.
ff,f| ICD 2: Track 3f ] This exercisepresentshow
we read datesin English.Tell studentsthey aregoing
to hear eight datesand that they shouldwrite down the
correctordinal. Playthe first dateand elicit the answer
(thefirst of lanuary). Playthe rest ofthe datesand get
studentsto completethe task.
Get studentsto checktheir answersin pairs before
checkingwith the whole class.
Answersandtapescdpt
thefint ofJanuary
thethid of March
theseventtofApril
thetwentiethof May
thesecond ofjune
thetwelfth of August
thefifteenthof November
thethirty-fint of December
Focusattentionon the Caution Box and highlight
the useof the and the ordinal in spokendatesand
the useof the numerals,but not the in writing.
If appropriate,point out that studentsmay also
seedateswritten as 3rd lanuary, 10thMarch, etc.
Ask studentsto focuson the datein the American
format. Ask 4: day or ntonth?(nronth- April) and
10:day or ntonth?(dc,r,).
Remindstudentsthat in
AmericanEnglishvou put the month first.
Elicit the datesin exercise5 orallyand then get
studentsto continuepractisingin closedpairs.Monitor
and checkfor correct useof the, correctordinals,and
pronunciationof the months.
Focusattentionon the speechbubbles.Get students
to askvou the questions,and give answers.Drill the
languagechoralll'andthen get studentsto practisein
open pairs.Studentscontinuein groups.Monitor and
checkfor correctfalling intonation in the questions
and for the correctuseofprepositions- on + dateand
at + time. Tell the classthe dateand time of your birth,
follon'ing the examplein the last speechbubble.Elicit
more examplesfrom the class.
This unit endsof with the songHoppyBirthday!
The tune shouldbe familiar to studentsas it is often
usedin other languageswith adaptedwording and
often appearsin English-speakingfilms and TV
programmes.In Ll if possible,explainthat we usually
s\ngHappyBirthday!when the birthday cakeis served.
Children and someadultshavecandleson their cake
(with children,one for eachyear),which they blow
out when the singersfinish the song.Somepeoplealso
make a wish.
Unit9 . Timespast 87
 ff,ltr [CD 2: Track 32] Ask some simple questions
about the photograph: Why is therea party? (It's Sarah\
birthday). How old is she?(About seven).Who is at the
party? (Sarah\friends). What is on the table in front of
Sarah?(her birthdaycake).PLay the recordingthrough
once and let studentsjust listen. Play the recording
again and get studentsto join in the song.

fSrFjl
llappyBirtMayto youl
tlappyBir$daytoyoul
llappyBirthday,
dearSanh!
HappyBirthdayto youl
Hiphip!lloorayl

SUGGESTIONS
You can give studentsregular practice in datesby
asking What\ today\ date?at the beginning of every
class.Encouragestudentsto write the datesin full
at the top of any written work, i.e. lanuary 3rd 2009,
rather than 3/ 1/09.
When qne of the studentshas a birthday, get students
to sing the song to him/her and ask them about
their dav.

ADDITIONAIMATERIAL

WorkbookUnit9
13-15 Monthsanddates
Exercises

Don'tforget!
Workbook Unit9
Exercises16-20 Revision

Wordlist
AskthestudEnts to turn to p135-6andgo through
the wordswith them.Ask them to learnthe wordsfor
homework,andtestthem on a few in the followinglesson.

Teacher's
Resource Disc
Unit 9 Test
Unit 9 Skillstest

88 Unit9 . Timespast

Introduction
to theunit
Thetitle of this unit is'We had a
greattime!'and the overallthemeis
leisureandholidays.The unit follows
on from Unit 9 with the introduction
of all forms of the PastSimplewith
both regularand irregular verbs.Skills
practiceis providedwith speaking,
listening,andwriting tasks.
Thelexicalsetof sportand leisure
I activitiesis reviewedand extended.
I fne leisureandholidaythemeis
I carriedthroughin the Everyday
I Englishsectionwith a focuson going
I sightseeing.
I worked/ws:kt/
I
I played lpletdl
I Languate
aims
I Grammar - PastSimpleregularand
irregularThesetof irregular
past
I
torms from Unit 9 is extended,and
I
I the regular forms are also introduced.
The unit coverspositive,negative,and
I
I questionforms. Students'knowledgeof
the PresentSimpleusuallyhelpsthem
I
rrith the PastSimple,in that students
I Vocabulary The lexical set of sport and leisure activities is reviewed and
I arealreadyfamiliar with the usesof the
I auxiliarydo, andso will understand
how did functions.The past auxiliary
I
I is easierin that it is the samein all
persons.It is important for studentsto
I
I xe the contrastin the useof Present
t Simpleand PastSimple,and the unit
I providespracticein using the two
I :ensesin parallel.
I
T
- retularandirregular. Questions
PastSimple andnegatives
.
Sportandleisure GoinS sightseeing
POSSIBTE PROBTEMS
. Although knowledgeof the PresentSimplehelpsstudentsto access
the PastSimple,studentsoften make mistakesin the new tense.
Common errors are:
" Did they watchedTV?
" They no played tennis. I
* Whenyou lived in the US?
. Irregularverbsneed constantuseand reviewing.Studentsoften try
to apply the regular -ed endingto irregular verbs, e.g.
"I goedto the cinema.
Encouragestudentsto refer to the Irregularverbslist on pl42 and get
studentsto review the verbsregularlyfor homework.
. There are different waysof pronouncing the -ed regularending and
studentsneedhelp with this. There is a pronunciationfocus on p72
highlightingtheltl,ldl,and lfil -edendings,e.g.
started/sto:trd/
Studentsoften try to divide out the -ed endingin the pronunciation
inappropriately,e.g.
watched"lwotJed/rather than /wotJtl
Monitor and checkfor this mistake,and alsohelp studentsto perceive
the different -ed endings,but do not insist that they producethe
endingseachtime.
extended.Studentsfocuson sports/activitiescollocationswith play and
go + -ing, e.g.play tennis,go swimming,etc.
EverydayEnglish The situationalsyllabuscontinueswith a sectionfocusing
on going sightseeing.The sectionincludeskey languagefor getting
information in a Tourist Office and for talking about sightseeingin your
home town.
Workbook Regular and irregular PastSimple verbs in the positive are
reviewed and consolidatedin a range of exercises.There is also further
practiceon the lexicalset ofsport and leisure.A short readingtext gives
further consolidationof PastSimpleforms, and there is further practice
of the functional languageof going sightseeing.
Photocopiable activity There is a photocopiable activity to review Past
Simple Wh- andYes/Noquestionson TB p147.
Unitl0 . Wehada Sreattime! 89
 ontheunit
Notes
Introducethe themeof the unit and reviewthe expression
havea good/greattime by lvriting the sentencestarteron
the board and elicitingpossibleendings,e.g.I had a great
tirne(last weekend/ot nS,porty/at the beach).
This sectionreviervsdays,presentand pastlbrms, and
key time expressions.F'ocusattentionon the questions
and elicit the answers.Make surestudentsuselslwas
and pronouncethe dayscorrectly.
Focusattentionon the sentences. Go through and ask
Pttstor presenl?abouteachone,and alsoelicit which verb
is usedin eachsentence. Demonstrate the activityby
elicitingthe time expression for the first line (rrow).Elicit
from studentsthe f-actthat the other time expressions
not possibleand establishthat this is becausethey ref-er
to the past.Studentsthen matchthe remaininglinesand
time expressions. Checkthe answers.
Answers
We'reat schoolnow.
I wentto theUSin 2002.
I didmyhomework yesterday.
Elicit the pastof haveand then get studentsto rvritethe
remainingPastSirnpleforr.r-rs.
If necessarr',
referthem
backto the Irregularverbslist on pl-12.Checkthe
ans\{ers,drilling the pronunciationas nccessitr\-.
Answers
get- got buy- bought
have- had do- did
80- went see- saw
- retutar
Simple
Past andirregular
I This sectionreviervsand extendsthe irregularverbs
studentsmet in Unit 9 and alsopresentsregular-ed
forms.Focusattentionor.rthe photo and ask What'sher
ntune?(Angie.)l(lrcrc is slrc?(ln thekitchenat horne.)
Tell studentsthey are goingto hearAngie talking about
what shedid yesterdar'.Focusattentionon the list of
verbsand askPasfor present? Checkcomprehension
of eachverb and get studentsto tell you the infinitive
of the irregularpastforms.(lf studentsquery the
regular-edendings,tell them this is the endingfor
most verbsin the PastSimple,but do not go into a long
explanationat this stage.)
90 Unitl0 . We hada greattime!
f|[f,f ICD 2: Track 33] Play the first line of the
recording as far as eleventhirty and focus attention on
the example.Playthe recordingthrough to the end an*
get studentsto tick the relevantverbs.Get studentstrr
checktheir answersin pairsbeforecheckingwith the
whole class.Finally,point to the list of actionsAngie
did yesterdayand ask What day wasit? (Sunday).
Answers
gotuplate
hada bigbreakfast
wentshoppinS
stayedat home
cleanedherflat
didsome work
watched TV
wentto bedearly
are IIEI
Angie's
weekend
Yesterday wasSunday, soI gotuplate,about1.|.30. I hada big
breakfast,orange juice,toast,eggs,
andcoffee. ThenI went
shopping, justto thesupermarket, andI bought sometea,some
milk,andtheSunday papers. ThenI juststayedat homefor theren
of theday.Inthemorning I cleanedmyflatandintheafternoon
I didsomeworkonmycomputer for a bit,thenintheevening I
watched a filmonTV.I wentto bedearly, aboutll.00.I wastired.
I hada latenightonSaturday.
Focusattentionon the list of verbsand on the
examplecooked.Ask studentsto write the other pas:
ftrrms.Checkthe irnswerswith the whole class.Elici:
the lirsttu'o lettersin eachof the verb forms: -erl.
Answers
Itl cook cooked watch watched
ldl ptay played listen listened
ldl start started want wanted
Explainthat theseareregularverbsand so are
differentfrom the onesstudentsmet in Unit 9.
Establishthat adding-edis the rule for the formatio:,
of the PastSinlplein the majority of verbs.
tI@| ICD 2: Track 341Pronouncethe sounc.ls
Itl,ldl, and /rd/.Then playthe recording.Get
studentsto repeatchorallyand individually.Make
surestucientsdon't divide out the -ed endingin pa::
formswith just one syllable,e.g.*/koked/. Pointo-.-
that the ending is pronouncedlllJ.lwhen the final
soundofthe baseverbis /t/. Encouragestudentst,
reproducethe endingsaccurately,but do not overd.
this if studentsfind it difflcult.lt is enoughat this
stagefor them to perceivethe difference.
 tItrI Anrwersandtapescript
Itl cooked A.Antie,R=Rick
watched A Hi,Rick.Didyouhavea goodweekend?
ldl played R Yes,I did,thanks.
listened A Whatdid youdoyesterday?
irdl started R Well,I tot upearlyandI playedtenniswithsomefriends.
wanted A Yougot upearlyonSunday!
R Well,yes,it wassucha lovelyday.
2 Readthe PastSimpleforms aloud. Checkstudents A Wheredid youplaytennis?
understandthere is no differencein the verb forms R Inthepark.Wehadlunchinthecaf6there.
for different personsin the PastSimple.Contrast A Oh,greatlDidyouto out intheevening?
this with the third person-s in the PresentSimple. R No,ldidnt.lcookeda mealformysister.
ReadGrammar Reference10.1on pl27 together A Mmm!Whatdid youhave?
in class,and/or ask studentsto read it at home. R Roastbeef.lt wasdelicious!Whataboutyou,Angie? Didyou
Encouragethem to askyou questionsabout it. havea goodweekend?

I Focuson the speechbubbleand highlight the useof ft@| ICD 2: Track 36] Give studentstirne to read
Thento link a seriesof actions.Elicit from the class through the questions.Pla,vthe recordingand get them
what Angie did yesterday.Studentsthen take it in turns to repeatchorally and individually.Encouragefalling
to saywhat Angie did, working in closedpairs.Monitor intonation on the Wh- questions.Get studentsto listen
and checkfor pronunciationof the -ed regularendings and repeatagainif necessar\'.Focuson the useof bold
but do not overcorrectif studentshaveproblems to highlight the form of Wh- andyes/noquestionsin
during this initial production stage. the PastSimple.
3 Referstudentsback to the list in exercise1. Get Studentspractisethe conversation in pairs.Monitor
studentsto underline the things that they did last and checkfor pronunciationand the correct intonation
Sunday.Demonstratethe activity by telling the class in the questions.If studentshaveproblems,play
things that you did on that day.If appropriate,write the recordingagainand drill the questions,then get
the sentenceson the board and underline the verbs. studentsto repeatthe task.
e.g.I had a bigbreakfa.sf.
Elicit a few more short Explain that studentsare now going to hear Rick
examplesfrom the classand then get studentsto askingAngie aboutherweekend.AskWhat did Angie
continuein closedpairs.Monitor and checkfor do on Sundayiand elicit any examplesstudentscan
correctuseof regularand irregular past forms. rememberfrom exerciseI on p72.Pre-teach/checkgo
to a party, oldfriends (= friends for a long time), and
ADDITIONAT
MATERIAT too tired. Focus attention on the exampleand Rick's
tYorkbookUnit l0 first question.
E:ercisesl-4 PastSimple- regularand irregularverbs Jnilff ICD 2: Track 37)Play the recording and get
studentsto completethe restof Rick'squestions,using
andnegatives
Questions the cuesto help them.
I This sectionpresentsthe PastSimplequestionand Playthe recordingagainand let studentscheckor
negativeforms. Focusattentionon the photo. Ask completetheir answers.Elicit what Angie did at the
What\ her name?(Angie.)and What'shis name?(R,ck.) weekend.
Whereare they?(At work.) Tell studentsthey are going
Answers
to hear Angie and Rick talking about the weekend.
2 Whodidyouseeattheparty?
Pre-teach/checkget up early,cooka meal, and roast beef.
3 Didyouto outonSunday?
fff$ [CD 2: Track 35] Playthe first two lines of the 4 Didyoudo anything
onSunday
evening?
recordingand focus attentionon the example.Playthe
AngiewentshoppingonSaturday
morning. Thenshewentto a
recordingto the end and get studentsto completethe
partyonSaturdayevening.
Shemetoneor twooldfriends.
She
conversation.Get studentsto checktheir answersin stayedat homeonSunday.
Shewatched
a filmonTVonSunday
pairs.Playthe recordingagainifnecessary.Check the evening.
answerswith the whole class.

Unit10 . Wehada greattime! 9l


lI@
A=Antie,R=Rick
R Whataboutyou,Angie? Didyouhavea goodweekend?
A Ohyes,ldid,verygood.
R WhatdidyoudoonSaturday?
A Well,onSaturday morning I wmt shopping.
ThenonSaturday
eveningI wentto a party.lt wasgreat!
R Whodidyouseeat theparty?
A Oh,oneor twooldfriends.
R DidyougooutonSunday?
A Ohno,I didnt.I didn'tto outbecause lwastootired.I stayed
at homemostof theday.
R Didyoudoanything onSunday evening?
A No,I didntdomuch.ljust watched a filmonTV.I didn'tgoto
bedlate.About11.00.
fnil[l [CD 2: Track 38] This exercisehighlights the
negativeform. Give studentstime to read through
the sentences.Playthe recordingand get them to
repeatchorally and individually. Encourageaccurate
pronunciationof didn't. AskWhat didn't Angiedo?
Elicit answersusing the sheform.
Answers'
Shedidnt goout because
shewastoo tired.
Shedidntdo muchonSunday.
Shedidntgoto bedlate.
5 Focusattention on the examples.Highlight the
pronunciation of didn't. Give studentstime to saythe
other thingsAngie and Rick didnt do. N{onitorand
checkfor correctformationof the negatives. A common
error is the repetitionof the positivepastform afterthe
auxiliarydidn't - * He didn't watchedTV If studentshave
this problem,highlight the errorsin a generalfeedback
session,then referstudentsto the GrammarSDot.
Llz Working individually, studentscompletethe
questionswith did and the negativeswith didn't.
Make sure studentsunderstand that didn't is the
contractedform of did nof. Remind studentsthat
dld is usedfor all personsin PastSimplequestions.
Referstudentsto Grammar Reference10.2onpl27.
6 Focusattentionon the speechbubbles.Get students
to askyou the questionand give two or three piecesof
information in your answer,e.g.I didn'tgo out. I stayed
at home.I cookeddinner and thenI watchedTV Drill
the questionsand answerschorally and individually.
Elicit other questionsand answersin open pairs.
92 Unitl0 . Wehada greattime!
Studentscontinuein closedpairs.Monitor and check
for accurateformation and pronunciationof Past
Simplequestionsand negatives.If you havetime, get
studentsto report back about their partner to the rest
ofthe classor to anotherstudent.
PHOTOCOPIABLE ACTIVITY
UNITl0 Whatdid shedo y€sterday?TBpl47
Materials: one copy of the worksheet cut up per pair
ofstudents
Procedure Explain that students are going to play a
memory gamebasedon pictures of two flats, which
show what the occupantsdid yesterday.
. Pre-teach/checkwrite a letter and,irregular past
wrote, read a book/newspaperand irregular past
read lrcdl, havea bath, havea shower,andplay the
guitar lgfto',/.
. Divide the classinto pairs. Assign the role of A or
B to each student and hand out the relevanthalfof
the worksheet.
. Demonstratethe activity with two confident
students.Get Student A to look carefully at the
picture of |ane'sflat for 30 secondsand then put it
out ofsight. Student B then usesthe question cues
to ask about what fane did yesterday.Pre-teach
I can't remember.
. Get studentsto completethe task in closedpairs
for StudentAs picture. Studentsthen changeroles
with Student B looking at Paul'sflat for 30 seconds
and StudentA using the question cuesto ask about
what Paul did yesterday.
. Monitor and check for correct question formation
and use of regular and irregular past forms. (With a
weaker class,you could put all the A and B students
together in separategroups to give them time to
write out the cuesas full questions.Then divide the
classinto A and B pairs and continue as above.)
ADDITIONAL
MATERIAT
WorkbookUnitl0
5-8 PastSimple- Questions
Exercises andnegatives
Grammar
I This exerciseconsolidatespositive and negativePast
Simpleforms. Focusattentionon the example.Give
studentstime to completethe sentences, working
individually.
 Let studentschecktheir answersin pairs before
checkingwith the class.
Answers
2 had 5 did...buy,bought
3 did 6 did...do,didn't80,went
4 didntclean
Didyouhavea goodweekend?
2 Readout the list of activitiesin the questionnaireand
get studentsto point to the relevantpictures.
Answers
Thepicturesshow:goto thecinema,
playfootball,havea meal
ina restaurant,
doa lot of housework,
doa lot of homework,
goshopping.
3 Tell studentsthey are going to usethe questionnaire
to askand answerquestionsabout what they didlast
weekend.Explain that there are three columns in the
questionnaire- one for you, one for the teacher,and
one for your partner.Get studentsto tick the activities
they did last weekendin the Youcolumn.
{ Exercises 4 and 5 consolidateYes/Noquestionsin the
PastSimple.Focusattentionon the speechbubbles.
Drill the questionchorallyand individuallyand then
giveyour answer.Get studentsto askyou the restof the
questionsand recordthe answersin the Teacher column.
5 Demonstratethe activity in open pairs and then get
studentsto continuein closedpairs,recordingtheir
partnersanswersinthe Partnercolumn. Monitor and
checkfor correct PastSimplequestionformation and
short answers.
Focusattentionon the examplein the speechbubble.
Highlightthe contrastivestress:
Maria went to the cinema,but I didn't.I wentshopping.
Elicit two or three other examplesfrom individual
students.Then get studentsto tell the classabout rvhat
they and their partnerdid lastweekend.
Making
conversation
6 This sectionhighlightsthe importanceof follorv-up
questionsin keepinga conversationgoing and also
introducesusefulexpressionsfor respondingand
showinginterest,e.g.Really?,Oh, good!,etc.
Readthe rubric and exampleasa class.Make sure
studentsunderstandthat B'sresponseshowsa rangeof
possiblefollow-up questions.
Focusattentionon the exampleand asktwo students
to read it aloud. Put studentsin pairs to completethe
responses in numbers2-5, usingthe cues.
[CD 2: Track 39] Playthe recordingand let
tl[fl
studentschecktheir answers.
Answersandtapescript
I A I wentshopping
yesterday.
B Really?Whatdid youbuy?
2 A Wewentto thatnewltalianrestaurant
lastnight.
B Mmm!What didyouhave?
3 A Wesawa lot of ourfriendsin thecoffeebar.
B Oh!Whodid yousee?
4 A I playedtennisat theweekend.
B Oh,really?Wheredid youplay?
5 A ThepartyonSaturday
wasgreat!
B Oh,good!Whattimedid youleave?
Playthe recordingagainand get studentsto repeatthe
exchanges. Encouraqethem to imitatethe intonation
in the responses in order to shorvinterest.If students
sounda little 't1at,
givean e\aqqerated model of the
voicerangeand get studentsto repeatagain.
This taskgivesstudentsfreerpracticebv extendingthe
conversations in erercise6 rviththeir ou'n ideas.Ask two
confidentstudentstclreadout the nrodelconr.ersation.
Ren-rind them of the needto soundinterested. Check
rrhat orreretersbackto in lines6 and 7 (coat).
Put studentsin pairsand let them choosethe
conversation ftc'rnrerercise6 that theY$'antto
continue.^\lternatir-elr',
assigna conversation to
ditterentpairsif vou rlant all of the conversations
to
be cor-ered.\\-ith rseakerstudents,elicitanothermodel
tiom the r''holeclassand rvriteit on the board,e.g.
A The parn-on Saturdaywasgreat!
B Oh, eoodl \\'hat time did you leave?
A -\bout one otlock in the morning.
B \\'ho rvasthere?
A \larta, \uko, and Adam.And someotherpeople
tlom school.
B Did you dance?
A \es, ofcourse!
Give studentstime to write their conversations.
N{onitorand help with vocabularyas necessary.
frlilf [CD 2: Track 40] Playthe recordingand get
studentsto comparetheir conversations.
Answersandtapescript
I A I wentshoppingyesterday.
B Really? Wheredidyougo?
A OxfordStreet.
B Oh!Whatdidyoubuy?
A Well,I wanteda newcoatandI wentintoSelfridges.
B Didyoufindone?
A Yes,I did.I founda beautiful
blackone.lt wasonlyf50!
Unitl0 . Wehada treattime! 93
 2A lastnight.
TomandI wentto thatnewltalianrestaurant ADDITIONAL
MATERIAT
B Mmm!Whatdidyouhave?
Teacher's Disc
Resource
A Well,I hadpastaandTomhadpizza.
B Didyouenfoyit? Communicativeactivity Unit 10 A lovestory
A Verymuch.Andit wasn'texpensive.
WorkbookUnitl0
3A Wesawa lot of ourfriendsin thecoffeebar.
- in/at/on
Exercisesl0 Timeexpressions
B Oh!Whodidyousee?
A AngieandRickandsomeotherfriendsfromwork.
B I dontthinkI knowthem. it
Check
A They'reverynice. 9 Focusattention on the first pair of sentencesand elicit
4A I playedtennisatthe weekend. the correct sentenceas an example.Studentscontinue
I Oh,really?Wheredidyouptay? working individually to completethe task.
A Inthepark.lt waslovely.lt wassosunny.
Get studentsto checktheir answersin pairs before
B Whata greatthingto do ona Sunday morning!
checkingwith the whole class.
5 A ThepartyonSaturday wasgreat!
B Oh,good!Whattimedidyouleave? Answers
A Threein themorning. Themusicwasfantastic! I Sheboughtanexpensive car.
B Didyoudance? 2| playedtennisonSunday.
A Of course!All night! 3 Didtheygoshopping yesterday?
4 Whatdidyoudo lastweekend?
Let studentsroleplaythe conversationsthey wrote 5 'Didyoulikethefilm?' 'Yes,I did.'
for the rest of the class.Monitor and checkfor good 6 lsawJohnlastnight.
intonation and that the studentssound interested.If
you are short of time,let someof the studentsdo their
SUGGESTION
roleplayin a subsequentlesson.
Takethe opportunity to review the PastSimple by
MATERIAL
ADDITIONAL getting studentsto ask and answerquestionsabout
the weekendin the first lessonthat you haveeach
Workbook Unitl0 week.This provides a useful review and also highlights
Exercise9 Makingconversation the value of what studentsare learning in a realistic
situation.Also encouragestudentsto usethe response
Timeexpressions expressions Really?,etc.when they are making
8 This taskreviewsand extendstime expressions ofien conversationin laterlessons,e.g.when talking about
used with the Past Simple. It includesthe prepositions the weekendlatripla holiday'a party,etc.
at, in, and on, and /asf + time period.
Focusattentionon the phraseI went there.., and the
examplewith or. Tell studentsthat they can usethe
words in the box more than once.Studentscomplete
the diagrarryworking in pairs. Check the answerswith
Sportandleisure
the class. I Focusattention on the photographsand the example.
Studentscontinue matching the photos and activities.
Answers Check the answerswith the whole class,drilling the
onllast Monday pronunciation as necessary.
atllast night
at 8 otlock Answers
lastweek I tennis mcards
in 2007 I football B walking
lastyear @ skiing mswimming
onllast Sundaymorning E golf E dancing
@ sailing E cycling
Give one or two true examplesthat usethe time f windsurfing E frshing
expressions,e.g.I saw my parentslast week.I lived in I rugby D horse-riding
Paris in 2007. Elicit more true examplesfrom the class. I ic*skating

94 Unitl0 . We hada treat time!

2 This exercisefocuseson collocationswith plaT and Then get studentsto saythe months that correspondto
go + -ing. Focusattentionon the examplesand then get eachseasonin their country,e.g.In England,springis
studentsto completethe categorizing,working in pairs. March,April, and Mai.
Checkthe answerswith the whole class.As a general
Focusattentionon the speechbubbleand give an
rule, you could tell studentsthat sportswith a ball,
exampleabout yourself.Elicit more examplesfrom the
and gameslike cards,chess,etc. takeplay, and physical
class,and then get studentsto continuein pairs.
activitiesending in -ingtakego.
Focusattentionon the photos. AskWho are they?(Jack
Anlwers and Millie.) Whatplacesare in thephotos,do you think?
Play go+ing (possibleanswers:Switzerlandor Germany;Italy or
tennis skiing France).Focusattentionon the lists of information for
football sailing usuallyand last1,ear.
golf windsurfing
Checkcomprehensionof yilla and diners(small
rugby ice-skating
restaurants
that sellsimple,good-valuefood).Check
cards walking
studentsrecognizethat the first list is in the Present
swimming
Simpleand the secondis in the PastSimple.
dancing
cycling fr@ ICD 2zTrack4l] Focusattentionon the
fishing example.Explainthat studentsneedto listenand
horse-riding underlinethe correctinfbrmationaboutfack and
Millie'sholidays.Make surethev understandthat they
3 This exercisepractisesYes/Noand Wh- questionswith will needto look at both columnsof ansu'ers
asthey
the collocationsfrom exercise2. Focusattentionon listen.Playthe recordingthroughonceand get students
the speechbubbles.Highlight the useof the tenses- to completethe task.
PresentSimpleto talk about generalhabitsin the Get studentsto checktheir ansrlersin pairs.Playthe
presentand PastSimpleto ask When?in the past. recordingthrough againand get studentsto check/
Drill the languagechorallyand individually.Elicit two completetheir ansrvers.
Checkthe ansrvers n'ith the
or three more examplesfrom studentsworking in open wholeclass.
pairs.Studentscontinuein closedpairs.Monitor and
checkfor correctuseoftenses,correct useof play and Answers
go,and pronunciation. Theyusually... Butlastyearthey...
goinsummer wentin winter
{ This exercisepractisesthe third personforms. Focus
goto ltaly wentto Colorado
attentionon the examples.Elicit more examplesfrom
stayina villa stayedin a hotel '
studentsabout their partner.Check for accurateuseof eatat home wentoutto restaurants
the third personforms in the PresentSimple.Highlight goswimming wentskiing/ice-skating
common errors and get studentsto correctthem. playcards ri0ent
outeverynight
havea goodtime hada goodtime
ADDITIONAL
MATERIAL
tI@
WorkbookUnitl0 ;=Jack, M = Mifiie
Exercises
ll and 12 Sportsandleisureactivities I Well,weusually goonholiday insummer...
M Yes,usually go
we to ltalyfor ourholidays, dont we?
J Butlastyearwedidsomething different.Wehada holidayin
winter.andwewentto Colorado. in America.
M Because wewantedto learnto ski,yousee,andwewanteda
andMilliesholiday
Jack change. Inltalywealways stayin a villa...
I This sectiongivesfurther practiceof the Present ... butin Aspen,Colorado,westayed in a verynicehotel,
Simpleand PastSimplein the contextof holidays.It andbecause wewerein a hotel,wehadall ourmealsin
alsoreviewsthe sport and leisureactivitiesfrom the restaurants.
Vocabularyand speakingsection. M Andthat'sveryspecialfor us.In ltalywecookat homeinthe
villa.Butin Colorado wewentto a differentrestaurantevery
Revisethe months of the yearby getting students night!
to saythem round the class.Check for accurate ln ltaly,because it'ssummer anditl hot,wegoswimming in
pronunciation. theswimming pool,andsit inthesun,andI playtennis
sometimes...

Unitl0 . Wehada greattime! 95

 M Jackloveshistennis,dont you,darling?
t I do,butof courselastyearin Colondowelearnedto ski,so
wewentskiingeveryday.AndMillie,youwentic*skating,
didntyou?
M Webothwentice-skating!
t Thatlright!lt wasgreatfun!Inltalyintheevening,
weusually
playcards or read...
M ... butlastyearin Coloradowewentouteverynight,andwe
metlotsof lovelypeople,didnt we?
t Wedid.Wehada reallygoodtime.
M Andwehavea goodtimein ltaly,too,don'twe?
t Mmm,we'reverylucky.
This exercisepractisesquestionsin the PresentSimple
and PastSimple.Focusattention on the speechbubbles.
Drill the questionsand answers,encouragingstudents
to reproducethe correct sentencestress:
When do they usually go on holiday?
When did theygo last year?
Elicit the questionsand answersfor the secondprompt
in open pairs.(Where do they usuallygo on holiday?
(To ltaly). Wheredid theygo lastyear?(They went to
Colorqdo.)Remind studentsthat the questionsfor the
last prompt are a different type (Yes/Noquestions).Get
studentsto ask and answerin closedpairs.Monitor
and checkfor correct question formation in both
tenses,for correct sentencestress,and for correct use
of prepositionsfo and in. Check the answersby getting
studentsto ask and answerin open pairs acrossthe
class.Feedback on any common errors if necessary'.
Answers
. Wheredotheyusuallygoon holiday?
Toltaly.
Wheredidtheygolastyear? Theyrventto Colorado.
. Wheredotheyusually ln a villa.
stay?
Wheredidtheystaylastyear?Theystayedin a hotel.
. Wheredotheyusuallyeat?At home.
Wheredidtheyeatlastyear?Theywentoutto restaurants.
. Whatdotheyusuallydo?Theyusuallygoswimming andplay
tennis.'
Whatdidtheydo lastyear?Theywentskiingandice-skating.
. Dotheyusuallyhavea goodtime?Yes,theydo.
Didtheyhavea goodtimelastyear?Yes,theydid.
This exerciseconsolidatespositive and negativePast
Simple forms. Establishthat this exerciseis about fack
and Millie's holiday last year and so studentswill need to
use the PastSimple tense.Focusattention on the example
and then point out that studentssometimesneed a
positive verb in the first gap.With a weakergroup, you
might like to elicit the verbs studentswill need to use
before they start 2 - go, 3 - stay,4 - eat,5 - go.
96 Unitl0 . Wehada treattime!
fED ICD 2: Track 421Give students time to
completethe sentences.Then play the recording and
get studentsto checktheir answers.
Answersandtapescript
1 LastyearJackandMilliedidnt goonholiday in summer.
They
wentin winter.
2 Theydidnt goto ltaly.They
wentto Colorado.
3 Theystayedin a hotel.Theydidnt stayin a villa.
4 Theydidnt eatat home.Theyatein restaurants.
5 Theywentskiing. Theydidnt goswimming.
Mylastholiday
This sectionallows studentsto personalizethelanguage
of holidaysand the PastSimplewith guided speaking
practicethat leadsinto a writing task.
I Focusattention on the photos and pre-teach/checkthe
activitiesshown (sittingon the beach,goingsightseeing,
walking in the mountains,going camping).Check
comprehensionand pronunciation of the activitiesin
the list. The spellingof mountains/'macinttnzl and
sightseeingl'sartsi:r4l may createproblemsfor students
so be preparedto drill thesechorally and individualll:
Give an example of your own favourite tlpe of holidav
and saywhat you like and dont like doing. Write the
activitieson the board and put a tick (/) next to what
you like and a cross(X) next to what you dont. Give
studentstime to completethe list in the sameway.
Demonstratethe comparing activity by asking a
student to read out his/her choicesas full sentences
using I like and I don't like. Respondto the studentwith
expressionslike Me too. Oh, yes?Really?Get another
pairs of studentsto comparein open pairs. Students
then take it in turns to read out their choicesin closed
pairs. Remind studentsto show they are listening by
using the aboveresponseexpressions.
2 This stageusesa speakingactivity to activatestudents'
ideasfor the writing task in exercise4. Focusattention
on the examplesin the speechbubblesand then
on the questioncuesin the list. Elicit the complete
questionsand a rangeof possibleanswers.Write any
new vocabularyon the board and review/checkany
irregular PastSimpleforms studentsmay need.Also
focus on the use of ago in the Grammar Spot(seenotes
below). Questionsand possibleanswers:
Wheredid you go?
I went to Spain/Cuba/thesouth of France/Riga,in Latvia.
 When did you go?
Last month/Iastyear/eighteenmonths ago/twoyearsago.
Wheredid you stay?
In a villa/ with friends/ in a hotel/on a campsite.
What did you go everyday?
We went swimming/sightseeing/walkingin the
mountains/saton the beachand relaxed.
Did you havegood weather?
Yes,we did. It was wnrm and sunny/Iovely/veryhot. / No,
we didn't. It rained a lot./h wascold and wet./It was
horrible.
What did you do in the evening?
Wesaw our friends./We ate in restaurants./Wewent to a
club,/Westayedin the hotel and relaxed.
What did you eat?
Weqte traditional localfood/steaksand hamburgers/
chickenand rice/seafoodand salads.
Did you meetnicepeople?
Yes,we did. They were veryfriendly. / No, we didn't.
They weren'tveryfriendly.
Get studentsto askyou the questions.Studentsthen
askand answerin closedpairs.Remind studentsto
make a few notesabout their partner'slast holiday
in preparation for exercise3. Monitor and check
for accurateformation of the PastSimple questions
and use of regular and irregular verbs. Highlight any
common errors after the pairwork.
-3 Ask a confident student to give an exampleabout his/
her partner's last holiday. With larger groups,you can
get the classto feedback in small groups.
Readthe notes on ago with the class.Check the
pronunciationof ago la'geal and point out that
comesafter the time expression.
,Vriting
{ Tell studentsthey are going to write about their last
holiday. Ask Presentor past?and establishthat students
needto usethe pasttense.Focusattentionon the
sentencestartersand elicit what languagecan complete
the skeleton.Checkstudentsunderstandthey need to
sayhow often they did different holiday activities, e.g.
Everyday we went to the beach/wentsightseeing/played
tennis.
Sometimes
we visiteda museum/wentshopping/went
swimming.
Oncewe went walkingin the mountains/hada party on
the beach/went horse-riding.
Tell the classabout your own last holiday, using the
prompts as a framework. Then get studentsto write
their description,using the skeletonin the Student's
Book. Go round and help, feeding in vocabulary and
correctingasnecessary.
Get studentsto read their descriptionto the class.
If time is short, or if you have a very large class,get
studentsto read their descriptionsin groupsof four or
seethe suggestionbelow.
SUGGESTION
Ifappropriate,you can get studentsto displaytheir
written work on the classroomwalls. Ask them to
exchangetheir descriptionswith a partner to check
for any errors.Once corrected,studentscan walk
round, read the descriptions,and choosethe one they
think is most interesting.
ADDITIONAT
MATERIAI
Workbook Unitl0
Exercisel3 and 14 Reading- A holidayin Disneyland
Going
sightseeing
Focuson the map to introduce the topic of sightseeing.
AskWhere is it? (London). Wheredo peoplevisit in
London?(museums,art galleries,BuckinghamPalace,the
London Eye,shopslike Harrods, etc.).
Focusattentionon the namesof the citiesand the
dates.Elicit sentencesby asking Whereand when?
(I went to London in July2005.I went to Parisin
April 2009.) AskWhat did you see?and What did
you buy?and elicit possibleinformation about sights
and souvenirs,e.g. We visitedBuckinghamPalace.
We boughtsomechocolates.Wesaw the Eiffel Tower.
We boughta picture.
Reviewthe questionDid you havea good time?Get
studentsto write down two cities and dateswhen they
were a tourist. Studentstalk about the citiesin the
closedpairs,using the ideasin the Student'sBook.
Encouragethem to askDid you havea good time?
about eachtrip.
This section practisestypical conversationsin a Tourist
Offi ce. Pre-teach/check TouristOffice and askWat do
peopleaskfor? Elicit possibleanswersto introduce key
vocabulary: maps,bus tours, information about buses/
trains/museums/shops/prices,etc.)Pre-teach/check
show(verb),leave,it takestwo hours,get on and off
(a bus), to open/close,andfree (= you dont haveto pay).
UnitI0 . Wehada greattime! 97
 frUII ICD 2zTrack43l Play the first line of the
conversationand elicit the words for the first two gaps
(helpyou). Playthe rest ofthe recordingand get
studentsto completethe conversations. If necessary,
play the recording again and allow studentsto complete
any missinganswers.Then checkthe answerswith the
whole class.
Answersandtqpescript
I A Hello.Canlhelpyou?
B Yes.CanI havea mapof thecity,please?
A Of course.Hereyouare.
I Canyoushowmewhereweareonthemap?
A Yes.We'reherein RegentStreetin the city centrc.
2 C Wewantto goona bustourof thecity.
A That'sfine.Thenextbusleavesat]0 otlock.lt takesabout
anhouranda half.
C Wheredoesthebusgofrom?
A lt goesfromTrafalgar
Square,butyoucan8etonandoff
whenyouwant.
3 D I wantto visittheBritishMuseum.Whattimedoesit open?
A lt opensat I0 in themorningandclosesat 5.30in
theevening.
D How,,;much isit to getin?
A ltlfree.
Checkpronunciationof the proper nouns:RegentStreet
/'ri:d3ent stri:t/, TrafalgarSquare/tre'frelge skwee/,
and British Museum / brrtIJ mju'zrem/. Get students
to practisethe conversationsin closedpairs.Ifstudents
haveproblemswith pronunciation,drill key sectionsof
the conversationand get studentsto practiseagainin
closedpairs.
This exercisegivesstudentsthe opportunityto talk
about sightsin their town or cit,v.Focusattention
on the examplesin the speechbubbles.Check
comprehensionof market and old town. Give an
exampleof placesto visit in your town and elicit more
examplesfrom the classabout placeswhere they live.
Studentscontinue in closedpairs.
Write key words from the students'exampleson the
board to help them during the roleplayin exercise4,
e.g.
Nouns: cathedral,museum,art gallery,square,
monument, college, theatre,p alace
Verbs: go on a tour, see,visit, buy,go to, takeaphoto of
98 Unitl0 . Wehada greattime!
Roleplay
4 Divide the classinto pairs and get them to make up
conversations, using the conversationsin exercise2 asa
model. Let studentswrite their conversationsdown in
the initial stageand go round monitoring and helping.
Give studentstime to rehearsetheir conversationsa fers
times but then encouragethem not to refer to the text
when they act out the roleplays.(With a weaker group,
you could draft the conversationsas a classactivity and
write them up on the board. Studentsrehearsefrom the
text on the board.Then rub off someof the words from
the board so that there arejust key words left and get
studentsto act out the conversations.)
ADDITIONAT
MATERIAT
Workbook Unitl0
Exercise15 Goingsight-seeing
Don'tforget!
WorkbookUnit l0
Exercises16-18 Revision
Word list
Ask the studentsto turn to pl36 and go through the words
with them. Ask them to learn the words for homework,
and test them on a few in the following lesson.
Teacher!Resource Disc
Unit l0 Test
Unit l0 Skillstest
Stopand check3 (Units 7-i0)
Progresstest2 (Units6-10)
Video
Episode 4 Surprise,surprise!
During a dull evening at home, Matt revealsthat |ane's
birthday is on Saturday- in two days'time.Helen,Matt,
and David decideto give her a surpriseparty.They buy
all they need,and are getting everythingreadyin the
kitchen,when fanegetsback to the houseearly.Matt tries
to stall her in the hall. When shefinally getspast him, we
discover that Matt has yet again got the wrong idea - and
misunderstoodthe date.
Introduction
tl
to theunit
Thetitle of this unit is'I cando that!'
rnd it introducescanfor ability.
Thepositive,negative,and question
rcrms areintroduced and practised,
rlong with commonverb + adverb
;ombinations,e.g.dancewell,run
'ttst,sPeak(French)
fluently, etc.The
rsesofcan arealsoextendedto cover
:equestsand offers.Thereis a Reading
.tndlisteningsectionwith a text on
:heInternet,and a focuson verb and
:rouncollocations.The Vocabulary
:nd speaking syllabuscontinues
.'-ithfurther work on collocations
rf adjectives+ nouns.TheEveryday
:nglishsectionfocuseson common
:roblemsin everydaylife.
Language
aims
Grammar- can/cait Can for
bility is introduced in all forms. It is
-'resentedand practisedwith key verbs
,,rrdadverbsincluding well, slowly, and
'uently. There is also a pronunciation
rcushighlighting the different sounds
't can/can't.Studentsget both receptive
.nd productive practicewith the
iaturesof pronunciation.
can/can't. Adverbs
+ noun
Adjective
problems
Everyday
POSSIBTE PROBTEMS
. After having practisedthe PresentSimple,studentscan sometimes
want to use the auxiliaries do/doesand don't/doesn'tto form negatives
and questionswith can:
* We don't can run
fast.
* Do you can swim?
. The pronunciation of can/can'tneedscareful presentationand
practice. Studentsoften have problems with the different vowel
sounds(weak form laland strong form /rer'in can /kan/, keen/,and
lq:l in can't lko.:ltl). Studentscan also haveproblemsdistinguishing
positivefrom negativeforms, as the final t in can'tis often not fully
pronounced.
I can swim. /ar kan swrm/
Can you swim? /kan ju: swrrrv'
Yes,I can. /jes ar kaeni
I cant swim. /ar ko:nt swrm/
The pronunciation is included aspart of the Grammar Spot,but be
prepared to repeat the key points whenever students have problems
with pronunciation.
. Studentslast saw/asf as an adjective in Unit 8, e.g.a fast train, and
will seeit againin the Vocabularyand speakingsectionof this unit,
e.g.afast car.The Grammar Spofon SB p82 coversfastas an adverb,
but if studentsquery the word order,e.g.run fast, beforethis point,
just explain it'sfast + noun and verb + /asf without giving a detailed
explanationof the grammar behind adverbsand adjectives.
Requestsand offers Requestsand offers with can are presentedand
practised.
Vocabulary The work on vocabulary patterns continues with common
adjective+ noun combinations.There is also a focus on key verb + noun
collocationsin the pre-readingexercisesfor a text about the Internet.
EverydayEnglishThe languageassociatedwith describingand solvingbasic
problemsis introduced and practised.
Workbook Can/can'tis consolidatedin a rangeof exercises,and requests
and offers with can are further practised. There is also a reading exercise
with a focus on can.There is further practiceof adverbs,and adjective+
noun collocations are consolidated.The EverydayEnglish focus on everyday
problemsis also consolidated.
Photocopiable activity There is a photocopiable activity to review can/can't
and adverbson TB p148.
Unitll . I cando that! 99
 Notesontheunit
(sBp8o)
STARTER
NOTE
In New HeadwayBeginner,Third edition, we have
chosen to spell email without a hyphen. Studentsmay
have seenthe hyphenated form e-mail and both are
acceptablein current usage.
This Startersectionfocuseson possibleusesof a computer
and provides a useful introduction to the overall topic of
computing and the Internet. Pre-teach/checkthe
languagein the list of questions.Drill the pronunciation
as necessary.
Give an example of how you use computers, e.g.I have a
comPuterat homeand at work. I usemy work computer
to prepare lessonsand my home computerfor shopping
and emails.
Elicit one or two more examplesfrom the studentsand then
get them to continue in closedpairs. Monitor and check.
Elicit a few,rnoreexamplesin a short classfeedbacksession.
can/can't
I This sectionpresentsdifferent peopleand their skills,
and so highlights the use of the positive form can.
It also reviewsthe useof a/an with jobs/roles.
Focusattention on the photos and on the example.
Studentscontinue matching the words and photos,
working in pairs.Check the answerswith the whole
class,drilling the pronunciation as necessary.
Answers
2 Laura:architect
pilgf
3 Justin:
4 George:farmer
5 Lola:athlete
6 Oliver:schoolboy
7 Margaretgrandmother
2 Pre-teach/checkspeak(French)fluently, draw well, run
fast, drive a tractor fly 747jumbo jets, and make cakes,
using the information in the photos. Focus attention
on the example,highlighting the use of an. Students
completethe rest of the sentenceswith a or an.
fruf [CD 2: Track M]Play the recording and let
studentschecktheir answers.
100 Unitll . I candothat!
Ansrersandhpescript
I Marcusisaninterprcter.HecanspeakFrench andGeman
fluently.
2 Lauraisanarchitec.Shecandrawwell.
3 Justinisr pilot. Hecan{ly 747jumboiets.
4 Georgeisa fanner.lle candrivea tnctor.
5 Lolaisanathlete.Shecanrunveryfut.
6 Oliverisa schoolboy.Hecanusea cornputerreallywell.
7 MargaretisOlive/sgnndmotlnr. Shecanmakefantasticcaker
Play the recording again line by line and get students
to repeat.Encouragethem to reproducethe weak
form in the positive form of can lkan/.If studentsfind
this hard, get them to highlight the main stressesin
eachsentenceand then practisethe sentencesagain.
Studentspractisein closedpairs.Monitor and check
for correct pronunciation of can.
3 Focusattention on the languagein the speechbubble.
Drill the example chorally and individually. Give
another example about yourself and elicit one or two
more examplesfrom the class.Studentsthen continue
in closedpairs.Monitor and checkfor correct use and
pronunciation of can.Dont overdo the practiseof the
weak form lkanl, as studentswill have the opportunih
to review this in contrast with the other forms at
various points in the unit.
ADDITIONAT
MATERIAT
Workbook Unitll
ExercisesI and 2 can/can't
andnegatives
Questions
I IIID [CD 2: Track45] This sectionpresentsthe
question and negativeforms. Play the recording
through once and get studentsto just listen. Play the
recording again and get studentsto repeatthe questions
and answers.Encouragethem to reproduce the weak
form /kon/ in the question, the strong form /ken/ in the
positive short answer,and the negativeform /kq:nt/.
Ifstudents query the use of at all, give them a scale
of examplesfrom'good'to'badl e.g.(Andrea Bocelli)
can singreally well. (IQlie Minogue) can sing. (My
brother) can'tsing. (I) can'tsing at all. If appropriate,use
board drawings or mime to demonstratethe meaning
depending on the verb you choose.
Get studentsto ask and answerthe questionsin open
pairs acrossthe class.Studentsthen continue in closed
pairs.Monitor and checkfor correct pronunciation oi
the different forms of can.

Readthe notes with the whole class.Highlight that
can/can'tis usedwith all persons,and that can'tis
the contractionof can not.Highlight the useof
can in the positiveand questionforms.
f|ID [CD 2: Track46] Tell studentsthey are
going to hear the three waysof pronouncing can.
Playthe recordingand get studentsto just listen.
Playthe recordingagainand get studentsto repeat
chorally and individually.
If studentshave severeproblems with the
pronunciation,drill the sentencesagain,but dont
make studentsself-consciousabout using the new
language.
Point out that we dont usedo/doesin question
forms with can.
ReadGrammarReference11.1-l L2 on pI28
togetherin class,and/or ask studentsto read it at
home. Encouragethem to askyou questions
about it.
I Focusattentionon the examplesin the speechbubbles.
Highlight the useof can for both the sheand the I
forms. Drill the examplesin open pairs.Elicit some
more examplesabout the peoplein exercise1, and
also somestudent-studentexamples.Studentsthen
continue in closedpairs.Monitor and checkfor correct
use and pronunciation of can and can't.
Jf course
I can!
1 IIIE ICD 2zTrack4Tl Focusattention on the photo.
AskWhati his name?Doeshe havea job? (Oliver.No,
Ask What\her name?(Dominique.)
hei a schoolboy.)
Pre-teach/check(draw)a bit, planes,andgrandma.
Playthe recordingthrough onceand get studentsto fill in
the gaps.Ask them to checktheir answersin pairs.Play
the recording againand get studentsto check/complete
their answers.Check the answerswith the whole class.
Answenandtapescript
D=Dominique,O=Oliver
D Canyouusea computer, Oliver?
O Ye5of couneI can!All myfriendscan.I usea computer at home
in mybedroom
andweusecomputenat sdroolallthetime.
D That'sgreat.Whatotherthingscanyoudo?
O Well,I canrunfast,veryfast,andI candrawa bit. I candnw
reallygoodcan,but I cant drivethemof course!I candraw
goodplanes, too.WhenI'mbigI wantto bea pilotandfly 747s.
D Excellem.Now,I knowyoucanspeak French.
O Yes,I can.I canspeakFrenchfluentlybecause mydadl French.
Wesometimes speakFrenchat home.
D Canyouspeakanyotherlanguages?
O No,I cant.I cantspeakGerman justFrench
or Spanish, -
andEnglishofcourse!AndI cancook!| canmakecakes. My
grandma makes fantastic
cakes
andlsometimes helpher.
Yesterday
wemadea bigchocolate cake!
Get studentsto practisethe conversationin closedpairs.
Monitor and check.If studentshaveproblemswith
pronunciation, drill key sectionsofthe conversationand
get studentsto practiseagain in closedpairs.
Elicit the answerto question I as an example(He can
usea computer,run fast, drawplanesand cars,speak
Frenchand English,cook,and makecakes.)Students
continue askingand answeringin closedpairs.
Check the answersby getting studentsto read the
questionsand answersacrossthe class.
i
Answers
I Hecanusea computer, runfast,drawplanesandcars,speak
FrenchandEnglish,
cook,andmakecakes. Hecan'tdrive,or
speakGerman or Spanish.
2 Yes.hedoes.
3 Hewantsto bea pilot.
4 HecanspeakFrench wellbecause hisdadisFrench.
5 Hemadea chocolate cakewithhisgnndma.
SUGGESTION
You could askstudentsto practisesimilar conversations
to the one in exercise3 by getting them to roleplay
the other peoplein the photos on p80. Studentscan
imagine the skills for their characterand then askand
answer,using the conversationin exercise3 asa model.
ADDITIONAL
MATERIAT
Workbook Unitll
Exercise3 can/can't- Questionsand shortanswers
Exercise4 can/can't- Negatives
Pronunciation
I This is a discrimination exerciseto practiserecognizing
and producing can and can't.It includesboth can for
ability and can usedin requests.Pre-teach/check quite
well and read music.
frIf ICD 2: Track 481 Play sentence1 asan example
and elicit the answer(can).Play the rest of the sentences,
pausingat the end ofeach one, and get studentsto
underline the correct word.
Get studentsto checktheir answersin pairs before
checking with the whole class.
Unitll . I candothat! 101
 Answersandtapescript I loveit here.Saturday nightisdancing nightandI godancingwith
I I canskiquitewell. friends.A lot of myfriendscanplaytheguitarreallywell.I cant
2 ShecantspeakGerman at all. playa musical instrument butI candanceverywell.I lovethe
3 HecanspeakEnglish fluently. music. OnSundays I oftengoridinghere.I canridequitewellnow.
4 Whycan'tyoucometo myparty? Or sometimes I watchfriendsplayinggolf.I cantplaygolf,butI
likewatching it. Sunday isalsothedayfor'asado'or barbecues.
5 Wecantunderstand ourteacher.
Wealways cookbeef.I cantcookat all,butI wantto learn.lt! a
6 Theycanreadmusic.
greatlife here,everyone isreallyfriendly.
7 CanI haveanice-cream, please?
8 Cancatsswim?
This exercisehighlights the use of adverbswhen
talking about abilities.With weaker students,you
Play the recording againline by line and get studentsto
could consolidatethe meaning by listing the words
repeatchorally and individually. Studentsthen practise
and expressions in a scalefrom good'to'badl e.g.
the sentencesin closedpairs.Monitor and checkfor
correct pronunciation of can/can't,butdon t insist on very well I reallywell / fluently (languages)
perfect pronunciation from all students. quite well
a little bit
MATERIAT
ADDITIONAT (not) at all

Workbook Unitll Elicit the missingword for number 1 as an example

- lkenl and/ko:nt/ (fluently).Studentscompletethe exercise,working
Exercise5 Pronunciation
in pairs.

Shecanspeak verywell!
Spanish
2 This sectiongivesstudentsthe opportunity to listen to
a person talking about their skills in a more extended
context.Focusattentionon the photos and the rubric.
Ask Whati her name?(lenni Spitzer).Whereis shefrom?
(the United States).Wheredoesshelive?(Argentina).
Focusattention on the chart. Check comprehensionof
the verbs in the list, using the photos as appropriate.
Tell studentsthat they will get the ansrversfor ienni
from the recording,they will completethe Youcolumn,
you will give answersfor the I column,and another
student for the S column.
f|If [CD 2: Track 49] Tell studentsthey are going
to hear Jenniin the recording and that they should
tick the things shecan do in her column of the table.
Pre-teach/checkbarbecues. Play the recording as far as
German a little bit. Elicit the boxesthat require a tick
(speakSpanishand speakGerman).Play the rest of the
recording and get studentsto completetheir answers.
Play the recording again and get studentsto checktheir
answersbeforecheckingwith the whole class.
Answers
speakSpanish
speakGerman
dance
ridea horse
tIIn
I livein thecity ofTucumdn. I teachEnglish.
I canspeakSpanish
fluentlyandGerman a little bit.
IIIf,| [CD 2: Track4g] PIay the recording again
and get studentsto check/completetheir answers.
Get studentsto practisethe sentencesin open and
then closedpairs. If studentshaveproblemswith
pronunciation, drill the examples,highlighting the
sentencestress.
Answers
I I canspeakSpanish fluently.
2 | canspeakGerman a little bit.
3 Myfriends can theguitarreallywell.
play
4 | candanceverywell.
5 I canridequitewell.
6 | cantcookat all.
Explain that an adverbdescribesa verb, e.g.run -
run fast, draw - draw well. Copy the examplesonto
the board and highlight the word order with the
adverbscoming after the verbs.
Focusattention on the examples.Elicit the
adjective in each one (fluent and slow).Copy them
onto the board and highlight the formation of the
adverb by adding -ly.
Referstudentsback to the examplesin exercisel.
Explain thatfast and well are special examplesthat
dont take -ly.Elicit the adjectivesand adverbsfor
eachone (fast- fast; good - well).
ReadGrammar Reference11.3on p128 together
in class,and/or ask studentsto read it at home.
Encouragethem to askyou questionsabout it.

102 Unitll . I candothat!

 aboutyou
Talking
Referstudentsback to the chart in exercise2 and elicit
a few examplesabout what ienni can and cant do.
Studentscompletethe Youcolumn in the chart.
Drill the pronunciation of the verbsin the list. Then
elicit the questionforms from a rangeof studentsand
give true answersfor yourself.Get studentsto complete
the Tcolumn.
Focusattention on the languagein the speechbubbles.
Drill the languagechorally and individually.Elicit
two or three more examplesin open pairs.Then get
studentsto continue askingand answeringin closed
pairs,noting their partner'sanswerto eachquestionin
the S column. Monitor and checkfor the correct use
and pronunciation of can/can't.
Focusattention on the examplein the speech
bubble.Drill the languageand highlight the different
pronunciation of can and can'tand the contrastive
stressin the secondsentence:
t^l
Isabeland I can dancevery well
lel /o:/
Shecan cook, too, but I can't cook at all.
Elicit two or three more examplesfrom the classand
then get studentsto continuein closedpairs.Monitor
and checkfor the correct useand pronunciationof
can/can't.Feedback on any major common errors,but
do not expectstudentsto produceperfectpronunciation
of can/can'tasthis may prove demoralizing.
PHOTOCOPIABTE ACTIYITY
uNlT ll I can't... at all TBpl48
Materials: one copy of the worksheet cut up per
group ofthree students
Procedure Explain that students are going to play a
miming game and practise canlcan't and adverbs.
. Pre-teach/checksay the alphabet and type. Mime
a few actions done well and badly, e.g.play tennis
well, singing badly and elicit sentenceswith You ...,
e.g. You canplay tennis well. You can't sing very well.
. Divide the students into groups of three. Hand out
setsofcards to each group and put them face down
on the desk. Demonstrate the activity by picking
up a card from one set, miming the activity shown,
and getting students to saywhat you can/cant
do. If they dont include an adverb, e.g.they say
Youcan't sing gesturethat they need to add more
information, e.g. You can't sing at all.
. Studentstake it in turns to choosea card and mime
the activity. The others in the group guessand say a
sentence.The studentthat getsthe wordingon the
cardor closestto it wins the card.If no-oneguesses
correctly,it goesto the bottom of the pile and can
be usedagain.Monitor andhelp asnecessary. If
necessary, remind studentsthat theyneedto say
how well the actionis doneto win the card.
. The studentwith the most cardsin eachgroupwins.
ADDITIONAT
MATERIAL
Workbook Unitll
Exercise6 Adverbs- verywell/not at all
CanI helpyou?
This sectionintroducesother usesof can and helpsto
consolidatethe questionforms.
I Focusattention on the pictures.Elicit where the people
are in eachone (picture I a shop,2 by a bus stop,
3 someone'shouse,4 a restaurant,5 London, 6 a car)
Focusattentionon the example.Remindstudents
to crossout the n'ordsin eachsetasthey usethem
startingeachsentencewith Ccn. Studentsrvritethe
other questions,working individually. Get studentsto
checktheir answersin pairsbut dont checkwith the
whole classuntil after exercise2.
Answers
'l CanI helpyou?
2 Canyoutell methetime,please?
3 Canyoucometo myparty?
4 CanI havea glassof water,please?
5 Canyouspeakmoreslowly,pleaso?
6 CanI giveyoua lift?
Elicit the questionto item a (3 Can you cometo
my party?) Studentscontinue matching,working
individually.
IIID [CD 2: Track 50] Play the recording and let
studentschecktheir answersto the questionformation
and the matching phase.
Answers
a3 b2 c4 dl e6 f 5
tIIn
I CanI helpyou?
Yes,please.I wantto buythispostcard.
2 Canyoutell methetirne,please?
It'saboutthreethirty.
3 Canyoucometo myparty?
Sorry.I can't.ltl mygrandma's
birthdayonSaturday.
Unitll . I candothat! 103
 4 CanI havea glassofwater,please?
Yes,of course.Hereyouare.
5 Canyouspeak moreslowly,please? TheInternet
I'msorry.lsthisbetter?Canyouunderstand
menow?
6 Gn lgiveyoua lift? NOTE
Oh,yesplease! sokindof you!
That's The readingtext in this sectioncontainsa number of
new lexicalitems and sometopic-specificlexis,e.g.
3 Deal rvith any vocabularyqueriesfrom exercisesI computernetwork,the Net,go worldwide.In order
and 2. Focusattentionon the examplesin the speech to savetime in class,you might like to askstudents
bubbles.Highlight how the conversationcan be to look up the following words in their dictionary
continued.Get studentsto practisethe conversation for homework beforethe readinglesson:history,
in open pairs.Get studentsto continue with the Departmentof Defense(US spelling),computer
other conversationsin closedpairs.Remind them network,military (noun), scientist,telephonecompany,
to continue the conversationsin an appropriateway. communicate,the Net,go worldwide,million,partner
With a weakerclass,you could get studentsto repeat (in a game),share,write a blog endless.
after the recording,and alsoelicit waysof continuing
the conversationsbeforestudentsstart the pairwork. This sectiongivespracticein vocabulary,reading,
Possiblewaysof continuing the conversations: and listeningbasedon a subjectof interestto many
I Thats 90p,please. students- the Internet.Lead into the topic with the
Thank you. following questions:Do you use'Google'or anothersearch
2 (Seeexamplein Student'sBook.) engine?Whatfor? Are you on Facebookor anothersocial
networkingsite?Do you write a blog?What\ it about?
3 Say'HappyBirthday'from me.
OK. Thanks. I Focusattentionon the web addresses.Elicit what
'www' means(world wide web)and checkstudentscan
4 Thanks very much. pronouncethe abbreviation:/dnblju: dnblju: 'd,tblju: .
That'sOK. Give studentstime to discusswhat eachwebsiteis for
5 Yes,I can.Thanks. beforediscussingasa class.
6 That'sno problem. 2 The exercisereviewsand extendsusefulverb +
noun collocationsand alsopre-teachessomeof the
it
Check vocabularyusedin the readingtext.

4 Focusattentionon the first pair ofsentencesas an Focusattentionon the example.Studentscontinue

example.Studentscontinueworking individually to matching,working individually.Get studentsto check
choosethe correct sentence. in pairs beforecheckingwith the whole class.Check
comprehensionof play chess,pay bills, and chat to
Get studentsto checktheir answersin pairs before
friends.
checkingwith the whole class.
Ask studentswhich activitiesyou can do on the Interner
Answers and checkstudentsunderstandyou can do all of them.
I I can'tundeptand.
2 Hecandrivea tractor. Answers
3 Canyouswimfast? listento theradio
4 Wecanplaytennis quitewell. watchTV
5 Youspeakltalianverywell. playchess
6 Heplaysthepianoverywell. paya bill
reada newspaper
chatto friends
ADDITIONAL
MATERIAT sendanemail
booka hotel
WorkbookUnitll
Exercises7 and 8 Requests
and offers- Can L.. ?/Can
t ' ott ... ? Readthe questionsthrough asa classand elicit possible
answers.Divide the classinto pairs or groupsof three
and get studentsto discussthe questions.Allow them
to usewhateverlanguagethey can to expresstheir

104 Unitll . I candothat!

 ideas,but be preparedto feedin languageifstudents
Answers
requestit. Do not feedback on the questionsat this
When? Why?
stage,as studentswill find answersto the questionsin Charlotte everyday helpwithhomework
the readingtext. lauren 3or 4 timesa day hearfriends'news
4 [Ilf,t ICD 2: Track 5ll If you havent set the Santiago intheevenings frndscrgs
vocabularycheckingashomework,pre-teach/check AlanKrum onSundays getinfonnationabouthis
the items listed in the Note at the start of the section. familyhistory
especiallywith weakergroups.Ask studentsto read Oliver afterschool playgames
and listen to the text and to find the answersto the Edna everyFriday shoppirg
questionsin exercise3. Get studentsto comparetheir EID
predictionsin exercise3 with the information in the I Charlofte,age14
text. Checkthe answerswith the whole class. I usethelnterneta lot. Every day,lthink.lt helpsnrewithmy
homework. I loogle'forinformation or I useWikifdia.h helps
Answers mewitheverything - history, geography, science, Englistr- er.
I TheInternetstartedinthe]960s. everything. Yesterday I gota lot of information aboutJarn Arsten.
2 lt startedbecausetheUSDepartment of Defense wanteda 2 Lauren,age20
computer networkto helptheAmerican military. I goonFacebook a lot,sometimes threeor fourt{mesa day.
3 People cantoogle'forinformation, buyandsellclothesand It'sa greatwayto hearallyourfriendsnewsandseealltheir
cars,booka hotel,a holidayor ticketsfor thecinema,paytheir photographs. Yesterday I postedallthephotosfrommypartylast
bills;watch TVprotramme,
theirfavourite playchess
witha weekend. Youcanseethemif youwant.
partnerin Moscow; that'to theirfriendsandsharephotographs 3 Santiago, age23
onFacebook, writea blog.
I playtheguitarandI canfindlotsof songs ontheInternet.
Yesterday lgot thewordsandmusicfor Can'tbuymelove,you
5 Get studentsto read the text againand find and correct know,bytheBeatles. I canplayit now.I usetheInternetinthe
the falsesentences. eveninSs, whenI havetime,
Ask studentsto checktheir answers
in pairs beforecheckingwith the whole class. 4 AlanKrum,age47
Well,mysurname, - er,myfamilynameisKrumandI wantto
Answers writeaboutmyfamily,soI usetheInternetto findoutaboutmy
I False.
TheInternetstartedinthe1960s. familylhistory. Therearespecial websites for this.Also,I canchat
2 False.
TheUSDepartment of Defense
startedit. to peoplewiththesamenamefromallovertheworld- Canada,
3 True. Germany, Argentina. ltt reallyinteresting. I usually useit on
Sundays, because I havemoretimethen.
4 True.
5 True. 5 Oliver,agel0 .
I playgames a lot.AndI goonwebsites for myfavourite pop
groups andfootballplayers. I wantto beonthecomputer all
WhatdoyoudoontheInternet? thetime,butmymumsaysI can't.ShesaysI canonlyuseit after
schoolfor anhour,andthenI stop.
6 Tell studentsthey are going to hear different people
6 Edna, age7l
talking about when and why they usethe Internet.
I goshopping ontheInternet. EveryFridayI to to myson's house
Focusattentionon the photos and the ageofeach andI usehiscomputer. ltl fantastic - thesupermarket bringsall
person.Give studentsa few moments to discusshow myshopping to myhome.I wanta computer nowI wantto send
eachone might usethe net. emails to myfiiends.Mostof myfriendshavecomputers.
Pre-teach/check:Wikipedla (an online encyclopaedia),
geography, postphotos(on Facebook),
science, songs. Elicit examplesof other usesof the Internet that dont
[IIfl [CD 2: Track 52lPlay the first extract and appearin the text, e.g.read the weatherforecast,get
focus attention on the example.Remind studentsthat help with your English,get maps and directions,get
they dont haveto understandeveryword to be ableto namesand addresses of businesses,
etc.
completethe exercise.Playthe rest of the recordingand Give the namesof a few good websitesthat you know
get studentsto note down their answersfor eachperson. and describewhat you can do on thesesites.Feedin
Get studentsto checktheir answersin pairs.Playthe usefullanguagefor talking about websites:
recordingagainand get studentsto check/complete (Name of site) is goodfor (shopping).
their answers.Check the answerswith the whole class. I visit (nameof site)/or (informationon travel).
Elicit any other information studentsunderstoodabout Youcan (read the news)at (nameof site).
eachInternet user.
A good sitefor (games)is (nameof site).

Unitll . I candothat! 105

 Divide the classinto groupsand get them to talk about frlfnf [CD 2: Track 53] Tell studentsthey are going
how they usethe Internet and about good websitesthat to hear short conversationsthat talk about the people
they know. Monitor and help asnecessary. and things in sentences1-7. Sometimesthe wording
Get studentsto tell the whole classof any interesting is quite similar to the sentencesand sometimesit is
sitesin a brief feedbacksession.Highlight any common a bit different.Playnumber I as an exampleand get
errorsto the class,but do not over-correctasthis may studentsto comparetheir version.
prove demoralizing. Playthe rest ofthe recordingand get studentsto
comparethe adjectivesused.
SUGGESTION
Referstudentsto IrIIFI on SBp120.Put studentsin
Ifyour studentsare interestedin the Internet,you can pairs to practisethe conversations. Monitor and check.
get them to work in groupsand write a summary of If studentshaveproblemswith pronunciation,drill
how they use the Net, referring to script flffl as a difficult lines from the recordingagain.Be preparedto
model. They can also produce a mini-guide of their model of the voice rangeif students
give an exaggerated
favouritewebsitesdivided into categoriesaccording sound a little flat.
to students'interests,e.g.sports,learning English,
shopping,local information, news,etc. rrIINT
I A A Ferrari car.lt'ssofast.
isafantastic
I knowbutitt alsosoexpensive.
B Yeah,
MATERIAL
ADDITIONAT
2 A Howtall isyourbrother?
WorkbookUnitll I'monly1.7metres.
B Hetverytall,l.9metres.
9 and l0 Reading- MeetASIMO
Exercises 3 A I thinkmotorracing isa reallydangerous sport.
B I knowitl dangerous, butit'sexcitingtoo.That's whyI loveit!
4 A CanI haveafreshorange juice,please?
B I'mafraidwedon'thavefresh.
+ noun
Adjective A OK.Justa glassof waterthen.
5 A NewYorkisa verycosmopolitan city.I loveit.
This sectionconsolidatesand extendsthe adjective+ noun
B Metoo.I cantbelieve I'mhere.
collocationsstudentshavemet to datein the course.
5 A CharlieChaplinmadesomeveryfunnyfilms,don'tyouthink?
I Focusattentionon the illustration and elicit a few B No.I don'tlikehisfilms.I thinkthey'rereallyboring.
examplesof what is shown.
7 A Wecantgofor a walk,it'stoo coldandwet.
Focuson the examplematch of old/young/tallto B Yes,wecan.Look,it'ssunnyagain!Comeon!
people.Put studentsin pairs to continuethe matching
task.Check the answers,drilling the pronunciationas
3 Check comprehensionof film star. Elicit a few possible
necessary.
examplesfor eachcategoryand write them on the
Answers board. Put studentsin groupsof three or four to draft
oldlyoung/tallpeople their lists.Feedin usefullanguagefor this stage,e.g.
car
fastlexpensiv; What'san exampleof an expensivecar?A Mazda?
food
delicious/fresh I don't reallyagreewith that. How about a Porsche?
city
big/busy/cosmopolitan Studentscontinue in their groups.Make sureone
ngsport
dangerous/exciti studentwrites down the examples.
films
funny/interesting/boring
warmandsunny/cold andwetweather Studentsthen work with peoplefrom anothergroup to
comparetheir lists.Elicit the most common example
for someof the cateqoriesin a short feedbacksession.
2 Elicit a possibleending for number | (afast car/an
expensive remind studentsof the use
car).If necessary, SUGGESTION
of a/an with a singular noun.
Studentscan play'10 questions'with the examplesin
Explain that studentssometimesneed an adjective+ exercise3. One studentthinks of a category,e.g.an old
noun combinationand sometimesjust an adjectiveon city, without telling the othersin the group. They have
its own. Give studentstime to completethe sentences a maximum of 10 questionsto find out what it is.
and then comparewith a partner.

106 Unitll . I cando that!

ADDITIONAT
MATERIAT sm ICD 2zTrack 54] Play the first line of
conversationI and elicit the missing word (/osl).Play
Teacher's
Resource
Disc the rest of the recording and get studentsto complete
Communicativeactivity Unit l1 Ready,steady,
go! the restof the task.

Workbook Unitll PIaythe recording againand let studentscomplete/

checktheir answers.Check the answerswith the class.
Exercisell Adiective+ noun
Answersandtapescript
I A Excuseme!Can youhelpme?I'mlost.
B Wheredo youwantto go?
Everyday
problems A GrandCentral Station.
B Turnleft ontoParkAvenue.
ltl straitht on.Youcant missit.
I Focusattention on the photos and ask studentswhere
the peopleare in eachone ( I in the city,2 at work, 3 in 2 A Oh,no!
B What'sthe matter?
a car park, 4 at home, 5 in the street,6 in town).
A Therelsomething wrongwithmycomputer. lcan'tgeton
Get studentsto match the problemsto the photos. the Internet,
soI cantsendmyemails. ,
Check the answers. B Turneverfhingoff andtry again.Thatsometimesworks.
3 A Excuse
me!This ticketmachine
doesntwork.
Answers
B Didyoupushthegreenbutton?
I directions 4 a lostpassport A Oh!No,ldidn't.
2 computers 5 anaccident B Ah,well.Here!yourticket.
3 a ticketmachine 6 arriving
late youverymuch.
A Thank
4A Comeon!ltt timeto 80to theairport.
I Focusattentionon the example.Studentsmatch the lines B ButI cant frndmypassport!| can'tfindit anywhere!
to the pictures,working individually.Get studentsto check A Youput it in yourbag.
their answersin pairs beforecheckingwith the class. B Didl?Oh,yes.Hereit is!Phew!
5A Areyouall right?
Answers B Yes,I thinkso.
@ I can'tfindit anywhere! A Doesyourarmhurt?
@ Thismachinedoesitwork. B lt hurtsa bit,butlthinkit'sOK.
fl fmlost. 6A I'msosorryI'm late.
@ fmsosorryfmlate! B ltl OK.Thefilmstartsin 15minutes. .
f, t carft g* on thetntemet. A I missedthebus.
@ Areyouallrifit? B ltold you,it doesn'tmafter.Comeon!Letl go.

This stageallows studentsto usetheir imagination

4 Get studentsto practisethe conversationsin closed
and createa conversationaround one ofthe situations
pairs.Monitor and checkfor pronunciation. If students
in the photos. Ask a confident student to choosea
haveproblems,drill key sectionsfrom the recording
photo and improvise a short conversationaround the
and get studentsto repeatthe pairwork.
situationhe/sheselected.
Get studentsto choosetwo conversationsto learn and
Studentscontinue in pairs.Monitor and help as
act out for the rest ofthe class.Encouragethem to
necessary, but dont try to control the wording too
stand up and roleplaythe situation,rather than just say
much. It's bestjust to let studentsdo what they can with
the conversationsfaceto face.This helps studentswith
the languagethey alreadyknow. Ifappropriate, you can
the acting out and with the overall delivery.Encourage
pair more confident studentswith weakerones.
the other studentsto listen carefullyto the students
Iiyou havetime, allow a few pairs to act out their who are acting and give feedbackon pronunciation.
conversationsto the class.
Briefly review the languageof giving directions from SUGGESTION
Unit 8: turn left/right,go straighton. Also pre-teach/ If classtime is short, you could get studentsto learn
.heck the following words from the conversations:you their lines for homework and then give them a short
:dn't misslf (= i1'teasyto find), Whati the matter?., time to rehearsein pairs. With a weakergroup, you
:ush (a button), airport, missthe bus,it doesn'tmatter. could put simple cueson the board to help if students
forget their lines.

Unitl1 . I cando that! 107

 ADDITIONAIMATERIAL
Wo*bodtthitll
Exercise12 Everydayproblems

Don'tforget!
WorkbooltUnitll
Exercises13-16 Revision

Wod list
Askthe studentsto turn topl36-7 and go through
the wordswith them. Ask them to learn the words for
homeworh and testthem on a few in the following lesson.

RcourreDirc
Terchcrts
Unit 1l Test
Unit 1l Skillstest

108 Unitll . I candothat!


I2
Introduction
to theunit
This unit is called'Pleaseandthank
you'and it focuseson the function
of askingfor things in a rangeof
contexts.The structurcwouldlikeis
introducedandpractised,alongwith
someandany.Like is alsoreviewed
andcontrastedwith wouldlike.The
lexicalsetof shopsand amenitiesis
reviewedand extended,and thereis
a Vocabulary
andspeaking section
on food and drinh and orderingin a
restaurant. TheReadingandspeaking
sectionalsofocuseson food,with a
text aboutwhat peopleeatin different
partsof the world. This is the first
'jigsaw'readingin the courseand so
fully integratesreadingand speaking
skills.Thereis further functional
practicein the EverydayEnglishsection
rvith the languageusedin a rangeof
signsin publicplaces.
Language
aims
Grammar- fd like Studentshave
rlready met want + noun and want +
:o-infinitive. In this unit would like +
roun and would like + to-inftnitive are
rntroduced as polite ways of asking for
:hings,or sayingthat you want to do
.omething.The questionform Would
',ou like... ?is alsointroducedfor
rffering things. Would like (for requests
nade 'now') is also contrastedwith
.ike(for expressinglikes/dislikesin
:eneral).
I'd like - some/any
Ina restaurant
Signs allaround
sottte and any Studentsalso practise some and any with plural countable
nouns and uncountablenouns.
POSSIBTE PROBLEMS
. Studentshave already seenlikeas a main verb in the presentation
of the PresentSimple in Unit 5. This is the first time studenb have
seenwould like and it is easyfor them to confusethe two. Common
mistakesare:
* Do you like a cup of tea?
+I like to buy a dictionary.
" You like a coffee?
. Studentscan usually understand the difference between liking in
general (expressedwith like) and a specific request(expressed
with would like),but the similarity in form can lead to confusion.
Studentsare given both receptiveand productive practice in both
forms, but be preparedto monitor and checkfor mistakesand review
asnecessary. (There is no need to highlight at this stagethat would is
a modal verb, as studentswill meet would and its various usesin later
levelsof New Headway,Third edition.)
. Studentsfirst met some and any with there islare in Unit 8, but may
still query their meaning as individual words. At this early stag:, it's
bestjust to give practice in the use of some and any with a range of
different examples,rather than get into complicated explanations.
The Grammar Spoton SBp89 setsout the key usesthat students
need to be awareof at beginner level.
Vocabulary Shopsand amenitiesare reviewedand extended.The theme
and vocabulary of food and drink is presentedinthe Readingand speaking
section,and carried through inVocabulary and speakingin the contextof
ordering things in a restaurant.
EverydayEnglish This highlights and practisesthe languageusedin signs
in everydaysituations.
Workbook Would /lke is reviewed and consolidatedin a range of exercises,
and there is practice in distinguishing between like and would /ike. There is
further practice of the functional languageof offering things, and there is
a pronunciationexerciseto practisediscrimination in vowel sounds.The
lexical set offood and drink is practised further, and further reading practice
is given with a text on eating habits.
Photocopiable activity There is a photocopiable activity to review the
languageof signson TB p149.
Unit12 . Please
andthankyou 109

Notesontheunit
(sB
STARTER p88)
This Startersectionreviewsand extendsthe lexical set of
shopsand amenitiesand also reviewscan.
I Focusattentionon the chart and give studentstime
to read the Activities column. Check bread,milk,
fruit, meat, and conditioner.Dealwith any vocabulary
queriesand focusattentionon the example.Then get
studentsto continuematchingin pairs.Checkthe
answers,
Answers
2e 3c 4a 5b 6f 7d
2 Focusattentionon the example.Then get studentsto
make sentenceswith the phrasesin exerciseI using
Youcan... .
frtrl ICD 2zTrack 55] Playthe recordingand get
studentsto checktheir answers.Explain any individual
words that studentsquery.(If you think studentsneed
further practicein the pronunciationof can,you could
get studentsto listen againand repeatthe sentences.)
Answersandtapescript
I Youcanbuya magazine in a newsagentt.
2 Youcanbuybread, milk,fruit,andmeatin a supermarket.
3 YoucangetUSdollarsfroma bank.
4 Youcanbuystamps andsenda parcelin a postoffice.
5 Youcanbuya dictionary in a bookshop.
6 Youcangeta medium lattein a coffeeshop.
7 Youcanbuyshampoo andconditioner in a chemist's.
f d like..., someandany
I Focusattentionon the photos and get studentsto point
to Adam in eachone. Pre-teach/checkslices,
anything
else,Emmental,Gruyire (typesof Swisscheese),and
drylnormal hair.
tftR
ICD 2: Track 561 Play the first line of
conversation1 and elicit the missing word (morning).
Playthe rest of the recordingthrough oncewithout
stoppingand elicit where Adam is in eachconversation
(1 in a supermarket,2in a chemist\).Allow studentsto
checktheir answersin pairs.Playthe recordingagain
to let studentscheck/completetheir answers.
Check the answerswith the whole class.(If students
query the useof one in try this onein conversation2,
checkthey understandit meanstry this typeof shampoo,)
ll0 Unit12 . Please
andthankyou
Drill the pronunciationof the lines containingwould
like from conversationl: Id like someham,please.
How muchwouldyou like?Wouldyou like anythingelse?
Check studentscan reproducethe contractedform
I'd ladl and the pronunciationof would lwadl.
Put studentsin pairs to practisethe conversations.
Monitor and checkfor correctpronunciation.Be
preparedto drill key lines againifnecessary.
Answer:andtapescript
Conversation I
A Goodmorning.I'dlikesomeham,please.
B Howmuchwouldyoulike?
A Fourslices.
B Wouldyoulikeanything else?
A Yes,I'dlikesomecheese. DoyouhaveanyEmmental?
B I'mafraidwedont haveanyEmmental. WhataboutGruyire?
A No,thankyou.Justtheham,then.Howmuchisthat?
Conversation I
C CanI helpyou?
A Yes,please, I'd likesomeshampoo.
C Wehavelots.Wouldyoulikeit for dryor normalhair?
A Drylthink.
C OK.Trythisone.Anythingeke?
A Er- ohyeah.I dorit haveanyconditioner.
lUlikesome
conditioner for dryhair,please.
C Yes,of course. That'sf6.90,please.
wouldlike
I Readthe notesasa class.Make surestudents
understandthe differencein registerbetween
want and the more polite would like, and that
d like is the contractedform.
2 Readthe notesasa class.Make surestudents
understandthat Wouldyou like... ?is usedwhen
we offer things.
Ask studentsto find more examplesof would like
in the conversationsin exercise1.
someand,any
ll2 Readthe notesas a class,highlighting the use
of somewith positivesentences,and any in
questionsand negatives.
Ask studentsto find more examplesof sorneand
any in the conversationsin exercisel.
ReadGrammarReference l2.l-12.2 on p128
togetherin class,and/or ask studentsto read it at
home. Encouragethem to askyou questions
about it.
Explain that studentsare going to hear Adam from Explain that in the conversationsin this exerciseAdam
exerciseI shoppingin town. Pre-teach/checkThe is talking to a visitor at his home. Pre-teach/check
Times(newspaper),first/secondclass,and Drink here or orangelapple juice. Elicit the secondmissingword in
takeaway?Focusattentionon the chart and read the the first line (like).Give studentstime to complete
questionsout so that studentsknow what to listen for. conversationsI and 2. Let them checkin pairs before
Explain that for What doeshe want?studentscan just playingthe recording.
write words and for What are his words?studentswrite
ffil ICD 2zTrack 53] Playthe recordingand get
the sentencesAdam uses.
studentsto checktheir answers.
frtrl [CD 2: Track 5TlPlay the recordingof
conversationsI and 2 through once.Playit again, Answerc andtapescript
pausingat the end of key lines if necessaryto allow A=Adam,V=Visitor
studentsto write Adam'swords. Checkthe answers Conversation I
with the class. A Whatwouldyouliketo drink?
V Ajuice.I'dlikeanapplejuice,please.
Answers A Er...I havesomeorange juice,butI donthaveanyapplejuice.
V Don'tworry.Orange juiceisfine.Thanks.
Conversation
I Conversation
2 t
Conversation 2
Whereishe? ina newsagent's in a coffeeshop
A Wouldyoulikesomething to eat?
Whatdoes Ihe lrmesandtwo a medium
latte: V Yeah, OK.A sandwich. A cheese sandwich?
hewant? magazines;
some somechocolate A Er...I donthaveanycheese. Sorry.
I havesomeham.Would
stamps cake youlikea hamsandwich?
Whatare I'dlikesomestamps lU likea latte, V I dontlikeham.
hiswords? too. please. A Wouldyoulikesomecake,then?
Twobooksof first- lUlikesome V Yes,please. I'dlovesome.
please.
classstamps, chocolate cake.
Check pronunciation of applejuice I'epl d3u:s/,
rlD orangejuice / orrndg d3u:s/, and sandwichl'snnwfi|.
Conversation I
C lsthatall?TheTimes andthetwomagazines? Put studentsin pairs to practisethe conversations.
A Yes,thatl all.Oh,I nearlyforgot* l'dlikesomestamps
too. Monitor and checkfor accuratepronunciation and
C Firstor second class? intonation. Check studentsreproduceI d like correctly
A First.Twobooksof first-classstamps, please. and make surestudentsdon t sayI like.If studentshave
C OK.Wouldyoulikea bag? problemswith pronunciation,drill key sectionsof the
A No,thanks. I dont needa bag. conversationsand get studentsto practiseagainin
C Thatlf9.65. closedpairs.
Conversation 2
A l'dlikea latte,please.
Roleplay
B Drinkhereor takeaway? 4 This exercisepractisesquestionforms with would
A Todrinkhere,please. /ike.Focusattentionon the picturesand get students
B Small, medium or large? to imaginethey are at home with a friend. Check
A Medium, please. comprehensionof feel at home.Focusattentionon
B Wouldyoulikesomething to eat? the examplesin the speechbubbles.Remind students
A Er- yes.lU likesomechocolate cake. of the use of would like + noun and would like + to-
C Sure. Anything else? infinitive. Drill the exampleschorally and individually.
A Thatlit, thank. Encouragestudentsto reproducecorrect intonation,
using a wide voice rangeon the answers,starting'high1
If studentsaskwhy stampscan be first or secondclass, Checkcomprehensionof the food, drinks, and activities
explainthat in Britain there is a systemof two classesof on offer. Elicit two different exchangesfrom eachof the
post with first classbeing quicker and more expensive. boxesfrom the studentsin open pairs. Then get them to
This may seemstrangeto studentswho are usedto a continuein closedpairs.Monitor and checkfor correct
flat tarifffor sendingbasicletters. useof would you like + noun and to-infinitive, and
pronunciation. If you havetime, get studentsto act out
their roleplay for the rest of the class.

Unit12 . Please
andthankyou lll
 MATERIAT
ADDITIONAT
WorkbookUnit 12
Exercise I What's in the basket?
Exercises2 and,3 somelany
Exercise4 Idlike a .../Idlike to ...
Exercise5 Offering things - What wouldyou like?
Itl mybirthday!
Exercisesl-4 of Practicefocuson would like in the context
of birthdays.It consolidatesthe nseof would like + noun
and would like + to-infinitive.
I Introduce the topic by asking When\your birthday?
andWhat do you usuallydo on your birthday?
Explain that studentsare going to hear a conversation
betweentwo friends.It'sthe man'sbirthday soon and
the woman is askingwhat he would like. Pre-teach/
checkforget,presents,takeyou outfor a meal, and silly.
Ask studentsto coverthe text of the conversationin
Ask the questionsin exercise1.
exercise,2.
tftll [CD 2: Track 59] Playthe recordingthrough
onceand elicit the answers.
Answers
Shewantsto takehimfor a meal.
Hewantsto forgethisbirthday.
IID-seebelow
2 Ask two studentsto read out the first three lines of
the conversationand elicit the missingwords in line 3
(wouldyou like). Give studentstime to completethe
rest of the conversation.
frl$ ICD 2zTrack 59] Playthe recordingagainand
let studentschecktheir answers.
t
Answersandtapescipt
A Hey,isnt it yourbirthday soon?
B Yeah,nextweekonthe l5th.
A So,whatwouldyoulikefor yourbirthday?
B I don'tknow.I dont needanything.
A ButI'dliketo buyyousomething.
B Thatlkind,butI thinkI'dliketo forgetmybirthday
A What?Youdon'twantanypresents! Whynot?
B Well,I'm30nextweek,andthatfeelsold.
A Thirtyisntold.Comeon.I'dliketo takeyououtfor a meal
withsomefriends. Youcanchoose therestaunnt.
B OK,then.Thank you.I'd likethat.Justdon'ttell anyoneitl my
birthday.
A Oh,thatl sillyl
ll2 Unit12 . Please
andthankyou
Put studentsin pairs to practisethe conversation.
Monitor and checkfor accuratepronunciationand
intonation. CheckstudentsreproduceIA hke correctly
and make surestudentsdont sayI like.If studentshave
problemswith pronunciation,drill key sectionsof the
conversationsand get studentsto practiseagainin
closedpairs.
Birthday
wishes
3 Tell studentsthey are going to hear three peopletalking
about their birthday.Focusattentionon the chart and
elicit possibleanswersto the two questions,e.g.
What would they like?A book,a CD, a picture, a
jumper,a camera,etc.
What would theylike to do in the evening?Go to the
theatre,havea party, go to a restaurant,go shopping etc.
fftf.f ICD 2:Track60] Playthe recordingof Kelly
and elicit the answers(breakfastin bed and to go to the
theatre).Playthe rest of the recordingand get students
to completethe chart.
Get studentsto checktheir answersin pairs before
checkingwith the whole class.
Answers
(elly:breakfast goto thetheatre
in bedwiththenewspapers;
Mike:a newcomputer;goto a goodrestaurant
Jade:a newmobilephone;go outwithallherfriends
rrtn
Kelly
WhatwouldI likefor mybirthday? That!easy!lUliketo have
breakfast in bed.Withthenewspapers. Andin theevening lU like
to goto thetheatre.
Mike
Well,lU likea newcomputer, because mycomputer issooldthat
newprograms dont workonit. Andthenintheevening I'dliketo
to to a tood restaurant.
I dont mindif it'sltalian,French,Chinese,
or EnSlish.Justgoodfood.
Jade
lUlovea newmobilephone. Mymobileissooldnow.lU likeone
thattakesgoodphotos- yourphonehasa reallygoodcamera and
it wasntthatexpensive.
AndintheeveninglU liketo gooutwith
all myfriendsandhavea greattime!
4 Ask studentsto imagine it'stheir birthday soon.Focus
thisyear. attentionon the examplesin the speechbubbles.Drill
the languageand check students sayId like rather than
I like. Get studentsto give one or two more examples,
working in open pairs.Studentscontinuein closed
pairs.Monitor and checkfor correct useof would like -
noun and would like + to-infinitive.
like andwouldlike
This sectionexplainsthe differencebetweenlike and
would like and givesstudentsfurther practicein using the
two forms.
I Readthe sentencesaloud and ask What\ the dffirence?
Allow studentsto expressa rangeof ideas,in Ll if
appropriate.Do not confirm or explain the difference
at this stage,as studentsget further help in exercise2.
2 frE [CD 2: Track 6l] Pre-teach/checktonight and
What aboutyou? Play the recording and get studentsto
read the conversations.Point out the useof lil love to
in reply to Wouldyou like to...i Explainthat we dont
usually repeatthe verb from the question.
Ask the conceptquestionsin the Student'sBook and
checkthe answers.
Answers
I isaboutwhatyoulikedayafterday.
Conversation
2 isaboutwhatyouwantto dotoday.
Conversation
Elicit examplesof completeconversations.Encourage
studentsto ask What aboutyou? and follow-up
questions,e.g.
A What do you like doing in your free time?
B I like shoppingand reading.What about you?
A I like swimming and listening to music.
B What music do you like?
A lazz and classical.What about you?
B I like pop and rock.
B What would you like to do this weekend?
A Id like to go out with my friends. What about you?
B Id like to go shopping.
A What would you like to buy?
B Someclothesand a CD.
Then get studentsto continue working in cfosedpairs.
Monitor and checkfor correct useof /ike + -ing and
would like + to-infinitive. Feedback on any common
errors which might interferewith comprehension,e.g.
*l like to visiting my parents.

Put studentsin new pairs to practisethe conversations.

andpronunciation
Listening
Monitor and checkfor accuratepronunciation 4 tlfit [CD 2: Track62] This is a discrimination
and intonation. Check studentsuse1/ike and exerciseto help studentsdistinguishlike and would
I'd like correctly. If students have problems with like.Playthe first sentenceasan exampleand elicit the
pronunciation, drill key sectionsof the conversations sentencethat is recorded(Wouldyou like a Coke?)Play
and get studentsto practiseagainin closedpairs. the rest ofthe recordingand get studentsto choosethe
correct sentences. Get studentsto checkin pairs.Ifthere
is disagreementon the answers,play the recordingagain
and then checkthe answerswith the class.
I Readthe notesas a class.Make sure students
understandthatlike is usedto talk about Answers andtapescript
somethingwhich is alwaystrue. Focusattention I Wouldyoulikea Coke?
on the examplesentencesand elicit other examples 2 I likewatching
films.
from the class. 3 WeUlikea flat withtwo bedrooqp.
2 Readthe notesas a class.Make sure students 4 Whatwouldyouliketo do?
understandthat'd /ike is usedto talk about 5 | likenewclothes.
somethingwe wish to haveor do now or soon. TID
Focusattention on the examplesand highlight the I A Whatwouldyoulike?Wouldyoulikea Coke?
use of the noun and fo-infinitive in questionswith B Yes,please.
I'mverythirsty.
would like.Elicit other examplesfrom the class. 2 A Whatsortof thingdoyoulikedoingat theweekend?
ReadGrammarReference12.3on p128 together B Well,I likewatchingfilms.
in classand/or ask studentsto read it at home. 3 A Whatsortof flat do you wanttomoveinto?
Encouragethem to askyou questionsabout it. B Well...
C WeUlikeaflat withtwo bedrooms. Somewhere nearthe
centre.
aboutyou
Talking 4 A Wehavethisweekend free.Whatwouldyouliketo do?
3 Focusattention on the examplesin the speechbubbles. B I'dliketo havetheweekend withyou,andonlyyou!
With weakerclasses,review the differencebetween A Oooh!
like and would likeby asking Generalor specific?about 5 A Whatdoyouspendallyourmoneyon?
eachsentence(Iike = generalmeaning;would like = a B Well,I likenewclothes. I buynewclotheseveryweek.
specificwish). Also highlight the useof like + -ing and
would like + to-infinitive.

Unit12 . Please
andthankyou ll3
 Referstudentsto flfit on SBp121.Give studentstime
to readthe conversationsand dealwith anyvocabulary
queriesthey may have.Put studentsin new pairs to
practisethe conversations.Monitor and checkfor
accuratepronunciation and intonation. Checkstudents
we I like andI'd like correctly.If studentshaveproblems
with pronunciation,drill key sectionsof the conversations
and get studentsto practiseagainin closedpairs.
it
Check
5 Focusattentionon the first pair ofsentencesas an
example.Studentscontinue working individually to
choosethe correctsentence.
Get studentsto checktheir answersin pairs before
checking with the whole class.
Answcrs
I I'dtiketo leaveearlytoday.
2 Doyoulikeyourjob?
3 Wouldyouliketeaor coffee[
4 lU likeEome tea,please.
5 They'd likesomething to eat.
6 | dont anymoney-
[ave
ADDITIONAT
MATERIAT
Teacher's
Resource
Disc
Communicativeactivitv Unit 12 In your dreams
Workbook Unit12
Exercises6 and,7 like andwouldlike
Youarewhatyoueat
NOTES
This is the first'jigsaw' readingin the courseand so
will need chrefulsettingup. The'jigsaw' technique
integratesreading and speakingskills by getting
studentsto read one of three texts and then work in
groups to exchangeinformation in a speakingphase.
It's important to remind studentsto read only their
text and to get information about the other texts via
speaking.
The theme of the section is eating well and the texts
describethe eating habits of three people in different
parts of the world.
Lead into the topic of food by askingstudentsto brainstorm
examplesof food and drink. Get them to work in groups
and then elicit examples,askinga student from eachgroup
ll4 Unit12 . Please
andthankyou
to write them on the board. Takethe opportunity to check
pronunciation and review the alphabetby getting students
to spell someof the key words.
Focusattentionon the title of the section.SayYouare what
you eat. What doesit mean?(it is important to eat well).
I This exerciseincludes some of the key vocabulary in
the jigsawreadingtask.Ask What\ in picture I i and
elicit salad. Studentscontinue asking and answering,
working in pairs.
Check the answerswith the class.Drill the
pronunciation of the words as necessary.
fuisrcrs
I salad 6 seafood
2 breaKastcereal 7 frsh
3 chicken 8 rlce
4 breadandjam 9 eggs
5 pasta
2 The words listed below are new. With stronger
students,allow them to work togetherin their groups
(seenotes below) to deal with the new vocabulary,
using dictionaries as appropriate.With weaker
students,you could pre-teach/checkthe following
items first meal,soup/su:p/, Iunch box, dish, vegetablx
l'vedSteblzl,beans,plate,havea snack,ride a bike,
run a marathon,snack(verb),dessert,havea siesta,
do someexercise,go to thegym.
Focusattentionon the article. Ask Whatfood canyou
seein thephofosl Elicit somewords for the food in
the photos,e.g.sushi,salad,chicken,rice, and seafood.
Focusattentionon the photosof the peopleand check
pronunciationof the names:
Masumi /me 'su:mi:/, Caroline l'ka.ralatnl,
Adella le'delal
Put studentsinto three groups,A, B, and C. (With
larger classes,you may need to have multiple setsof the
three groups.) Assign a text to eachgroup and remind
studentsto read only their text:
Group A - Masumi
Group B - Caroline
Group C - Adella
Get studentsto read their text quickly, asking others
in their group for help with vocabulary if you didnt
pre-teachthe items listed above.Monitor and help
with any queries.
Give studentstime to read the questionsand deal with
any queries.Get them to work in their groups and
answerthe questionsabout their text, noting down thc
answersto each one. Monitor and help asnecessar\'.
 Answers suggestionsabout diet. Give studentstime to discussthe
questionsin their groups,noting down suggestionsfor a
Masumi:
I rice,fish,eggs. good diet.
2 Forbreakfast hehasrice,fish,andsoup.Forlunchhehas6ento, Elicit a rangeof ideasfrom the classin a short feedback
withrice,fish,vegetablesandeggs,andsometimes meat.For section.
dinnerhehasfishwithbeans.
I Hehaslunchat 12otlock.Intheevening heeatsatlafternine SUGGESTION
otlock.
If your studentsare interestedin the topic of food,
4 At theweekend, helikesgoingfor walksandhavingdinner
withhisfamily. you could start a mini-project. Studentscan write
5 Hewouldliketo eatwithhischildren. about what peopleeat,using the descriptionsin
6 Yes,hegoesfor walks. the readingtextsasa model. This would work
particularlywell with studentsfrom different
Caroline: countriesor regionsof the samecountry. If possible,
1 breaHastcereal,
salad,
chicken,fish.
get studentsto producetheir project on a computer,
2 ForbreaKastshehastoastandcereal. Forlunchshehassalad.
adding imagesand referencesthey haveresearched
Fordinnershehaschicken orfish.
3 ShehasbreaKast early.Shehaslunchat11.30. on the Internet.
for
4 Shelikescooking friendsat home.
5 Shewouldliketo runtheNewYorkMarathon.
ADDITIONAL
MATERIAL
sheridesherbiketo workandrunsl0 kilometres
6 Yes, a day.
Adella: Workbook Unit12
'| breadandjam,pasta, salad,
fish,seafood,rice. Exercisell Reading- Englishfood
2 Forbreakfast shehasbreadandjam.Forlunchshehaspasta,
fishor meat,anda dessert.
salad, Fordinnershehasseafood
andrice.
3 Shehaslunchattwootlock.Shehasdinnerat abouttenotlock.
4 Shelikesgoing to barswithherfriends intheevening.
Ina restaurant
5 Shewouldliketo dosomeexercise/go to thegym. This sectionreviewsand extendsthe lexicalsetof food
6 No.shedoesnt. and drink, and recycleswould like in the contextof
ordering in a restaurant.
I Write the following words from a menu on the board:
SUGGESTION
Starters,Mains, Sandwiches, Sideorders,Desserts,Drinks.
You might want to feedin the languagestudentscan
Elicit examplesof things for eachcategory,e.g.souP,
usefor the information exchange,e.g.
pasta,cheese sandwich,chips,chocolatecake,orangejuice.
Do you want to start?
Younext. Focusattentionon the menu. Give studentstime to
Sorry,I don't understand. readit through. Encouragestudentsto aska partner
Can you repeat,please? for help with any dishesthey dont recognize,but be
preparedto dealwith any vocabularyqueriesstudents
may have.Checkpronunciationof the following items,
,3 Re-groupthe students,making surethere is an A, B,
especiallythe silent I in salmonand the g in Bolognese.
and C studentin eachgroup.Demonstratethe activity Drill the word stressasnecessary.
by gettinga coupleofstudentsfrom one group to
talk about the personin their text. Studentscontinue tomato /te'mo:teu/
talking about the answersto the questionsin exercise2 mozzarella /,motse'rela/
and exchangingthe information about their person. salmon /'samon/
Monitor and help.Also, checkfor correctuseof the spaghettiBolognese /spe'getibole'nerz/
PresentSimple,like and would llke.Note down any mayonnarse l,mela'netzl
common errors,but feedback on them at a later stage. mixed salad /,mrkst 'saeled/
applepie l,npl'par/
Whatdoyouthink? mineral water /'mlnerel ,wc:te(r)/
Readthrough the questionsas a classand elicit a few sparkling /'spo:khq/
r.esponsesfrom a rangeof students.Briefly reviewthe Give a few examplesof things from the menu that you
-rseof imperatives,e.g.Eat . . ., Don't have. . . for the like and dont like. Put studentsin pairs to compare
their likes and dislikes.

Unit12 . Please
andthankyou 115
 Ask studentsto report back about their partner's
SUGGESTION
preferences.Usethis as an opportunity to review the
third person-s on likesldoesn't
like. If you haveaccessto other real menusfrom British
or American restaurants,bring copiesof them into
Tell studentsthey are going to hear Liam and Maddy classand get studentsto roleplayother conversations,
ordering a meal at the Caf6Fresco.Checkthey using the different menus.You will needto be careful
understandthat Liam is a man'sname and Maddy is a that the menusyou selectcontain languagethat is
woman'sname.Also checkwhat the lettersL, M, and appropriatefor the post-beginnerlevel.
W standfor. Give studentstime to read through the
sentences.
ADDITIONAL
MATERIAL
f|[l [CD 2: Track63] Focusattentionon the
exampleand play the first line of the recording.Play Workbook Unit12
the rest of the recordingand get studentsto complete Exercises8 and 9 Pronunciation- lel li:l lu:l ltl
the task.
Exercisel0 Vocabulary- Food
Ask studentsto checktheir answersin pairs.If there is
disagreementon the answers,play the recordingagain
and get studentsto check/amendtheir answers.Check
the answerswith the whole class.
Signs
allaround
Answercandtapescript This sectionfocuseson the meaningof everydaysigns
W Areyoureadyto order? and also recyclescanlcan'tin the contextof 'be allowedto.
L Well,I am.Areyouready, Maddy? Leadin to the topic by drawing someof the signsin and
M Yes,I am. Whatl thesoupof theday? around your schoolon the board.Elicit whereyou can
W Frenchonion soup. seethem.
M Lovely. lU liketheFrench onionsoupto start,please.
W Andto follow? I Focusattentionon the signsin exercisel. Elicit where
M lUlikethesalmon saladwithsomechipsontheside. you can seethem.
W Thankyou.Andyousir?Whatwouldyoulike?
L Er- I'dlikethetomatoandmozzarella Answers
salad,
followedbythe
hamburger andchips. Youcanseethesignsin a varietyof places,
including
shops,
officer
restaurants,
libraries,
hospitals,etc.
W Wouldyoulikeanysideorders?
L No,thankyou.Justthe hamburger.
W Andto drink? 2 Pre-teach/check smoke,pushlpull, upldown,floor
M Sparkling waterfor me,please.Whataboutyou,Liam? (= storey),stand (verb).Focusattentionon the
L The samefor me. We'd water,please.
likea bottleof sparkling example.Put studentsin pairs to continue matching
W Fine.I'llbringthedrinksimmediately. the signsto the meanings.Checkthe answers.

3 Divide the classinto groupsof three.Get studentsto Answers

practisethe conversationin their groups.Ifstudents 2a 3e 4i 5o 6m 7k 8i 91 l0n llb
12h 13g 14c,d
haveproblemswith pronunciation,drill key sectionsof
the conversationsand get studentsto practiseagain.
3 lftnif ICD 2zTrack 641Explain that studentsare
Roleplay going to hear eight singlelines of conversation.Pre-
4 Give studentstime to preparetheir rolesand what teach/checkgate.Playnumber I and elicit the correcr
they want to order.Encouragethem to rehearsethe sign (SAIE).
conversationa few times. Once they aremore confident Playthe rest of the recordingand get studentsto find
with the language,encouragethem not to refer to the the remaining sevensigns.Allow studentsto checkin
text in the Student'sBook, but to work from their own pairs.If there is any disagreement,play the recording
memory. (With a weakergroup,you could write simple againand get studentsto check/amendtheir answers.
sentencecueson the board to help with the roleplay.)
Monitor and help asnecessary. Get studentsto act out
their conversationsfor the rest ofthe class.

116 Unit12 . Please

andthankyou
Answers SUGGESTION
lb 2o li 4e 5h 5l 7g 8c/d Ask studentsto researchother signsin Englishand
fftff'r bring them into class.Encouragethem to note down
I Hey,look!Thatlovelyredjumperisonlyf19.99now. the signsthey seewhen visiting an English-speaking
2 Oh,no.I putmymoney lsawthesign.
in before country or to askpeoplethey know to do so.Students
3 Canyoutell mewherethetoiletsare,please? can createa displayof the different signsalongwith
4 Thisisourtable.lt hasournameonit. their meaning.
5 I'mnotwaiting.Therearesomanypeople.
6 Whichfloorisourroomon?lsit the5thor 7th?
7 Oh,dearwe'retoo late.lt doesntopenagainuntilMonday
now. ADDITIONAT
MATERIAT
8 I'msorry,butyoucan'twalkhere.Didn'tyouseethesignon
thegate?
Don'tforget!

Demonstratethe activity by readinga short WorkbookUnit12

conversationand gettingstudentsto guessthe correct Exercises12-15 Revision
sign,e.g.
Word list
A Oh, no! I needsomestamps,but thepost ffice isn't
Ask the studentsto turn to ppl37-8 and go through
open.
the words with them. Ask them to learn the words for
B Don't worry. Youcan buy stampsat the newsagent's.
homework,and test them on a few in the following lesson.
Studentspoint to the C/osedsign.
Put studentsin pairs to continue.Monitor and help TeacherlResource Disc
as necessary.Remind studentsnot to useany of the Unit 12 Test
wording in the sign if possible,and to keeptheir Unit 12 Skillstest
chosensign a secret.
Video
Studentstake it in turns to act out their conversations
Episode5 A night to remember
and get the rest ofthe classto guessthe correct sign.
Davids datewith fulia is common knowledgein the
house- and the othersenjoy teasinghim about it.
PHOTOCOPIABTE ACTIVITY
Unfortunately,his dream datehasvery expensivetastes
UNIT12 Signsall around TBp149
which causethe miserly David a greatdeal of suffering.
Materials: one copy of the worksheet cut up per Sheeatsand drinks her way through his wallet at an Italian
group ofthree students restaurant.The journey home by taxi is no better.After
Procedure: Explain that studentsare going to play sayinggoodbyeto fulia, and with no sparecash,David has
a game to help them recognize and remember to go the long journey home on foot.
different signs.
. Divide the classinto groups of three. Hand out a
set ofcards to eachgroup. Askstudents to spread
them acrossthe desk,face down. Demonstrate that
studentsmust take it in turns to turn two cards
over. If they match (i.e. the sentencematchesthe
picture), the student keepsthe pair and has another
go. If they are wrong, they must return the cards
face down in the sameplace and the next student
can have a go.
. Feedin useful languagefor playing the game,e.g.
It'syour turn. Is that right? That isn'tright. That
isn't a pair, etc.
. Studentsplay the game in their groups. Monitor
and help.
. The student with the most cards in eachgroup is
the winner.

Unit12 . Please
andthankyou 117

Introduction
to theunit
This unit is called'Hereand now and the
main newlanguage focus is the Present
Continuous. Studentspractisethe tense
in a range of contextsand it is contrasted
with the PresentSimple.The lexical set
of clothesand colours is reviewed and
extended,and this is avehicle for further
practice of the PresentContintrrous.
Studentsalsogetpersonalizgdplxstiss
of the tenseby describing photos. (You
will need to_warnstudentsto bring in
photos fronihome for this task - see
noteson TB p123.)There is a Reading
and listeningskills section talking
about a changein routine in the life of
a millionaire who wants to help people.
This consolidatesthe useofthe two
presenttenses.The vocabulary syllabus
continues with a focus on oppositeverbs,
e.g.teachand learn. The EverydayEnglish
section is called What\ the matter? andit
focuseson feelingssuch as tired woried,
minor problemslike haveaheadache,
and suggestionswith Why don'tyou .. . ?
Language
aims
- Pnbsent
Grammar Continuous
In
New HeadwayBeginner,Third edition,
studentsmeet and practisethe Present
Simple relativelyearly in the course
and this tenseis consolidatedacrossthe
units. This unit introducesthe Present
Continuous after studentshavehad the
opportunity for thorough practiceof the
PresentSimple.The unit contraststhe
useof the two tensesand givesstudents
the opportunity to practisethem
together.Despitepresentingthe Present
Continuous later than the Present
Simple,the two tensescan still cause
confusion for somestudents.
ll8 Unit13 . Hereandnow
andclothes. Present
Colours Continuous
Opposite .
verbs What's
thematter?
POSSIBTE PROBTEMS
Many other languagesdo not havethe equivalentof the Present
Continuous,and they usea singlepresenttenseto express'actionwhich
is true for a long time' and'action happeningnow or around nowl This
can lead studentsto use the PresentSimple in English when they want
to refer to action in progress:
* Youwear a nicesuit today.
Studentsalso confusethe form of the two tenses.They are already
familiar with amlislare asparts of to be,but they tend to start using
them asthe auxiliary with the PresentSimple,and using doldoesas the
auxiliary with the PresentContinuous.Common mistakesare:
" She\play tennis. " What do you doing?
* I'm comingfrom Spain. * Do they working today?
" You'rego to work by bus.
The PresentContinuouscan alsobe usedto refer to the future and this
is coveredin Unit 14 of the course.
Vocabulary Clothesand coloursare reviewedand extendedand the focus
on vocabularypatternscontinueswith a sectionon oppositeverbs.
EverydayEnglish This sectionis called What\ the matter?and it focuseson
feelings,e.g.tired, hungry,etc.,minor problemsllke havea coldlheadache,
and suggestionsto make peoplefeelbetter.
POSSIBTE PROBTEMS
English usesfo be with hungry, thirsty, tired, cold, and hot, whereas
other languagesexpressthe sameidea with the equivalentof have,e.g.
Spanish:Tengosed;French:l'ai faim. This can lead students to :usehave
with the adjectivesin English and make the following mistakes:
* I havehunger. * He has cold.
Studentsmay need help distinguishing be cold from have a cold, which
is also introduced in EverydayEnglish.
Workbook The vocabulary of colours and clothes is reviewed and
consolidated.The PresentContinuousis practisedin all forms in a range
of exercises,and the PresentSimple and PresentContinuous are reviewed
in contrast. There is further reading practice, and opposite verbs are also
reviewed and practised. The languageof talking about feelingsand making
suggestionsfrom the EverydayEnglishsection is also practised further.
Photocopiable activity There is a photocopiable activity to review the
PresentContinuouson TB p150.

Notes
ontheunit
(sB
STARTER pe6)
t This Startersectionreviewsand extendsthe lexical set
ofcolours and clothes.Focusattentionon the colours
and the example.Studentscontinuelabellingthe
colours,working in pairs.Checkthe answers,drilling
the pronunciationasnecessary.
3 Demonstratethe activity by talking about the colours
of your clothes,e.g.Myshirt is blue.A4ytrainersare
blackand white,etc.Dont useI'm wearingat this stage.
Elicit examplesfrom one or two students.If necessan',
remind them of the 3 to talk aboutpossessions. Then get
studentsto continuein closedpairs.Monitor and check
for correctpronunciationofthe coloursand clothes.
ADDITIONAL
MATERIAL

Answers Workbook Unit13

2 green 6 grey ExerciseI Colours
3 white 7 brown Exercise2 Clothes
4 black 8 yellow
5 blue

Give an exampleof your own favouritecolour(s)

Present
Continuous
and then elicit examplesfrom the class.If necessary,
consolidatethe vocabularyby pointing to different I This sectionintroducesthe positiveforms of the
objectsin the classand eliciting the correctcolour. PresentContinuousin the contextof talking about
clothes.A limited number of verbsapart from wear are
Focusattentionon the clothesand the example.
introducedto help studentsget usedto the form of this
Studentscontinuelabellingthe clothes,working in
new tense.
pairs.Checkthe answers.
Focusattentionon the picturesof the people.Point
Answers andtapescript to Nigel and elicit the missingwords (suit andshirt).
1 ajumper 7 trainers Give studentstime to completethe other descriptions,
2 a shirtandtie 8 ajacket rvorking individually.If they query the useof islare
3 aT-shirtandshorts 9 a scarf wearingor the other verb forms, tell them they are
4 a skirt l0 boots in the PresentContinuous,but do not go into a full
5 a dress 'll a suit
explanationat this stage.
6 shoes andsocks 12trousers
tlfl ICD 2:Track66l Playthe recordingand get
studentsto checktheir answers.Playthe recording again
||trf [CD 2: Track 65] Playthe recording,getting and get studentsto repeatchorally and individually.
the studentsto repeatchorally and individually.Check Encouragestudentsto reproducethe contractedforms
studentscan pronouncethe vowelssoundsin the and the linking between-ing and a vowel:
following words correctly:
He'swearinga grey suit.
skirt i shirt /sks:t/ lls:tl
If studentshaveproblems,drill just the first part of
trousers l'trauzazl
eachsentencewith wearing,e.g.Nigel\ wearinga grey
boots /bu:ts/
suit. Lily\ wearinga yellow T-shirt,etc.Then drill the
suit i su:t/
sentences with the other verbs:Hei readinghis emails.
tie Ital
She\ running, etc.
Checkstudentscan distinguishshirt and sklrf. Elicit
which items in exercise2 are for women (a skirt and Answers andtapescript
a dress).Highlight the useof a with the singularitems, I Nigel'swearing a greysuitanda whiteshirt.He!reading
his
e.g.a jumper, and that the plural items do not needa, emails.
e.g.boots.Highlight that the word trousersis plural in 2 Lilyl wearinga yellowT*hirt andwhitetrainers.
She's
running.
English,becausethis may be different in the students' 3 Ricklwearing bluejeansanda redjumper.Hel ptayingthe
own language. guitar.
4 Evalwearing a greenjacketandbroyrnboots.She!carryinga
blackbag.
5 PollyandPenny arewearingyellowdressesandblueshoes.
They're eatingice-cream.

Unit13 . Hereandnow 119


Focus attention on the examplesand read the
noteswith the whole class.Ask studentsto
underline the PresentContinuous forms in the
sentencesabout Nigel, etc. in exercisel.
Read the notes with the whole class.Remind
studentsof the -ing form by giving studentsthe
infinitive and eliciting the -ing form, e.g. wear -
wearing, run - running, play - playing, etc. Check
studentsunderstandthat 'sis the contractedform
of is, and 'rethe contractedformof are.
Focus attention on the sentencesand the example.
Studentscomplete the other sentences,using
contracted forms.
Anr*crs
You./WeAhe/ruwerringieans
HelShe'eflaying in thegarden.
Highlight that the PresentContinuous can be used
for actions happening now e.g. YouTewearing
jeans, and around now e.g.I m studying English.
ReatlGrammar Reference13.1on p129 together
in class,and/or ask studentsto read it at home.
Encouragethem to ask you questionsabout it.
Saywear - wearing,read - reading,sif and elicit
sitting. Focus attention on the example and drill the
pronunciation.Describeanother studentwithout
saying their name and get studentsto guesswho it is.
Studentscontinue in closedpairs.Monitor and check
for correct formation of the PresentContinuous.
Highlight any errors after the task and encourage
studentsto self-correctas far aspossible.
Focus attention on the example and then talk about
your own clothes.Studentstake it in turns to stand up
and describetheir clothes.In larger classes,students
can do this in groups.
SUGGESTION
You can provide further practice ofPresent
Continuous positive forms by getting studentsto
think about what their family and friends are doing.
Write the following questions on the board:
. What areyou doing now?
. What are your parents/friends/brothersand sisters/
children doing now?
Demonstrate the activity by giving your own
answers,e.g.
I'm teachingEnglish.I'm working in with
Class...
120 Unit13 . Hereandnow
My mother\ workingat home.
Elicit some more examplesfrom one or two
students,e.g.
I'm studying Englkh. I m sitting in Room
My parents are working.
Divide the classinto pairs and get studentsto
continue exchangingexamples.Monitor and check
for correct formation of the PresentContinuous.
Feedback on any common errors with the tense,
and if necessarydrill the corrected forms.
ADDITIONAT
MATERIAL
WorkbookUnit 13
Exercise 3 PresentContinuous
Exercise 5 PresentContinuous negatives
4 tI[[ ICD 2: Track 67] Write a big question mark
on the board to show studentsthey are going to
practise questions.Focus attention on the examples.
Play the recording and let studentsjust listen. Play the
recording again and get studentsto repeat chorally and
individually. Make sure studentsinclude the contracted
form 3 inWhat\ he doing?and the schwasound /e/ in
What are they doing?
What\ he doing? /'wots hr 'du:ry/
What are they doing? /'wot e 6er 'du:q/
Check the pronunciation of the namesin exercise1.
Focusattention on the languagein the speechbubbles
and elicit fulI answersHe\ wearinga grey suit and a white
shirt. and He\ readinghis emails.Drill the questions
and answerschorally and individually. Get students
to continue asking and answeringabout the people in
exercise1, working in closedpairs. Monitor and check
for correct formation of PresentContinuous questions
and statements.If studentshaveproblems,highlight the
changesfrom statementto question form on the board:
wearing a white shirt.
What wearing?
questions
Asking
I This exercisegives practice in the he/sheand they fort--r<
of PresentContinuous questionsand statements.Focus
attention on the pictures and briefly review the verbs
studentswill need to use (cook,drive, havea shower,
write, ski,eat an ice-cream,run, dance,and,play golf.)
With a weaker group, you could write the verbs on
the board.
Focusattention on the examplesin the speechbubbles . Divide the classinto pairs.Assignthe role of A or
and highlight the use of the contractedforms. Elicit one B to eachstudentand handout the relevanthalf of
or two more examplesand then get studentsto continue the worksheet.Remindstudentsthey shouldntlook
askingand answeringin pairs.Monitor and checkfor at eachother'spicture.
correct formation of PresentContinuous questionsand . Drill the type of questionsstudentscanask,e.g.
statements.
What is (thefather)wearing?ls (themother)
f|m [CD 2: Track63] PIaythe recording and listeningto music?,etc.
get studentsto checktheir answers.If studentshad . Studentswork in closedpairsto find all six
problemsduring the task,play the recording again differences.Tellthem to circlethe part of their
and get studentsto repeat.Elicit the extra information picturewhenthey find a difference.Monitor and
provided in eachanswer. help asnecessary.
Answers
andtapescript
. Studentscomparetheir picturesto checkthey have
I A Whatthedoing? found the differences.
B Hetcooking
dinnerfor friends.
B What'shedoing? MATERIAL
ADDITIONAL
A He'sdrivingto London.
A What'shedoing? Workbook Unit13
B Hel having
a shower
afterwork. Exercise4 PresentContinuousquestions
B Whatlshedoing?
A Shelwritinganemailtohermother.
5 A What'sshedoing?
B She's
skiingin France. Present andPresent
Simple Continuous
6 B What's
shedoing? This sectionreviewsthe PresentSimpleand contrastsit
ice-cream.
A Sheteatinga strawberry with the PresentContinuous.ExerciseI highlights the use
7 A Whataretheydoing? of PresentSimple for factsand repeatedactions.
B They're
runningfast.
I Referstudentsback to the picture of Nigel on SB p97.
8 B Whataretheydoing? Tell studentsthey are going to read about his job.
A They're at a party.
dancing Review/checkfeel tired and enjoy and then focus
9 A Whataretheydoing? attention on the example.Ask studentsto completethe
playing
B They're golfin therain. rest of the text with the verbs.
tID [CD 2: Track 69] Ask studentsto checktheir
Demonstratethe meaning of mime. Focusattention answersin pairs beforeplayrngthe recording for a
on the examplesin the speechbubblesand drill the final check.
language.Choosean activity that you can mime for
the studentsand get them to guesswhat you are doing. Answersandtapescript
Encouragethem to give sentencesin the Present Heworksfrom9.00to 5.30everyday.He
Nigelisa businessman.
Continuous rather than just call out the infinitive verb alwaysweana suitandtie for work.Heusuallyhaslunchat his
forms. Divide the studentsinto pairs and get them to deskat 1.00.Heaniveshomeat about7.00everyevening andhe
continue miming and guessing.Get them to change readsto hischildrenbeforetheygoto bed.Heoftenfeeb very
tiredat theendofthe day.
roles after eachmime. Monitor and checkfor correct
formation of the PresentContinuous.
2 This exerciseconsolidatesthe use of the Present
PHOTOCOPIABLE ACTIVITY Continuous for actionshappeningnow and around
UNIT13 What arethey doing? TBpl50 now. Focusattention on the picture of Nigel and his
family. Readthe rubric and ask Whereis Nigel?(on
Materials: one copy of the worksheet cut up per pair
holiday in Spain).Who is phoning Nigel?(ftis boss).
of students
Whereis his boss,Bill? (in England/inhis olfice).
Procedure: This is an information gap using different
pictures. Tell students that they are going to work with f|If [CD 2: Track 70] Play the recording and get
a partner and ask questions to find six differences students to read the text.
between two similar oictures of a familv.

Unit13 . Hereandnow l2l

 Focusattentionon the examplesin the speechbubbles.
Elicit the wording for question2 and highlight the
Readthe exampleswith the class.Ask Which verb is falling intonation on the l4lh-question:
the PresentSimple?(he wears),Which is thePresent
Continuous?(he\ wearing).
Where are they staying?
Ask studentsto discussthe conceptquestionsin pairs.
Studentsaskand answerthe questionsin pairs.With
Then checkthe answers.
weakerstudents,you could elicit the questionforms
Answen with the whole classfirst and then get studentsto ask
He'swearing
a T-shirt.
{=now} and answer.
Hervears
a suitfor work.{=truedayafterday,butnotnow} frD [CD 2: Track 7l)Play the recordingand get
studentsto checkthe questionsand answers.
ReadGrammar Reference13.2on pl29 together
in class.and/or ask studentsto read it at home. Answers andtapescript
Encouragethem to askyou questionsabout it. I Aretheyhaving a goodtime?
Yes,theyare.
2 Wherearetheystaying?
3 Focusattentionon the list of namesin the chart.Ask
They'restayingin a house poolnearthebeach.
witha swimming
Who'sKaren?(Nigel\ wife). Whoi Bill? (Nigel\ boss).
3 Whatarethechildren doing?
Briefly highlight the useof is/isn'tand are/aren'tby They'reswimming in thepool.
getting studentsto saywhich subjectcan go with which 4 What'sKarendoing?
verb (Nrgel,Karen, Bill, h + is/isn't; The children, They + She'ssunbathing.
are/aren't).lf necessary,briefly review thepronunciation 5 WhatlNigeldoing?
of aren't lo:ntl. Heltalkingonthephone.
6 lshewearing a suit?
Demonstratethe activity by eliciting a rangeof true
No,heisnt.
sentences aboutNigel (Nigelis enjoyingtheholiday/talking 7 WhyisBillcalling?
to Bill/relaxing.)Studentscontinuemaking sentences, Because hehasa problem.
working individually.Get studentsto comparetheir
sentences in pairsbeforecheckingwith the whole class.
This exerciseconsolidatesthe contrastbetweenthe
If studentsquery the useof No, we'renot in line 6 of two presenttenses.Focusattentionon the examplesin
the dialogue,explainthat this is an alternativefor number l. Ask Which verbmeanstrue day after day,
No.we aren't. but not now?(lives);Which verbmeansnow?(\ staying)
Answers Studentscompletethe sentences, working individuallyi
Nigelisenjoying theholiday. Remind them to usecontractedforms, and point out
Nigelistalking to Bill. that sentence3 includesneverand so needsa positive
Nigelisrelaxing. verb. Allow studentsto checktheir answersin pairs
Nigelisntstaying in a hotel. beforecheckingwith the whole class.If there are
Karen isenjoyingtheholiday. sentences that studentsdisagreeon, dealwith them as
Karen isreHling. a whole class,referring studentsback to the Grammar
Karen isntswimming in thepool. Spoton SBp99.
BilliscallingNigel.
Billisntrelaxing. Answers
Thechildren areenjoying theholiday. 2 Heusuallywearsa suit,buttodayhe'eweariryshorts.
Ihe children areswimming inthepool. 3 Heneverrclarcsat wo*, butnowhebrclaxirqbythe pool.
It isnt niningin Spain. 4 Karen worls in a shop,buttodayshe's mjoyingherholiday.
Theyareenjoying theholiday. 5 Thechildren workhardat school, buttodaythey'reswimning
Theyarentstaying in a hotel. inthepool.
6 lt oftenrainsin England andit'srainingtherenow.
This exerciseconsolidates Wh- and Yes/Noquestions
in the PresentContinuous.Briefly review the -ingform ADDITIONAT
MATERIAT
by sayingthe infinitive and eliciting the correct form,
e.g.have- having,do - doing,swim - swimming, Workbook Unit13
wear - wearing. Exercise6 Present
Simpleor Continuous?

122 Unit13 . Hereandnow


NOTE
In thelessonbeforeexercise 2, A photoofyou, ask
studentsto bringin a photographof themselves to
talk aboutin class.Tellthemthat the photo needs to
bean'actionshot'andshow:
. where you are . who you'rewith
. what you're doing . whatyou'rewearing
Get studentsto look up any usefulwords they need
to talk about the picture. Also, bring in a photo of
yourself so that you can demonstrate the activity.
andanswers
Questions
I This exercisepractises Yes/Noquestion formation
in the PresentContinuous.Focusattention on the
cuesand the examplequestion.If necessary, remind
studentsthat the questionform is an inversion of the
statementform. Get studentsto write the questionsfor
the exercise,working individually.
Check the answerswith the whole class.
Answers
2 AreweleamingChinese?
3 Arewesittingin a clasroom?
4 Arcyoulisteningto theteacher?
5 lstheteacherwearingbluetrousers?
6 Areall the studentsspeaking English?
7 Areyouleaming a lot of English?
8 ls it niningtoday?
Model and drill the examplesin the speechbubbles.
If necessary,review the formation of short answers.Tell
studentsthat they haveto stand up and askthe questions
in a'mingle'actMty and that they should give true short
answers.Get studentsto do the activity and monitor
and checkfor correct questionformation, intonation,
and short answers.Encouragestudentsto give extra
information whereverpossible.
A photoof you
2 Demonstratethe activity by talking about a photo of
yourself. Then elicit one or two more examplesfrom
students in the class.Get studentsto continue working
in pairs and talking about their photo. Monitor and
check for correct use of fo be and of the Present
Continuous.Note down any common errors,but
dont feed back on them until after the activity. Allow
students to talk as freely as they can about their photo.
it
Check
3 Focusattention on the first pair of sentencesand
elicit the correct one (I'm wearing a blue shirt today.)
Studentscontinue working individually to choosethe
correct sentences.
Get studentsto checktheir answersin pairs before
checkingwith the whole class.
Answer
I I'mrvearingablueslrirttoday.
2 Whereareyougoing?
3 Peterisnt workingthisweek.
4 Thatl Peteroverthere.Hel talkint to theteacher.
5 lleidiisGerman.She comes fromBerlin.
6 Whyarent you havinga coffee?
SUGGESTION
You can also do a describeand guess'activity
basedon picturesfrom magazinesor students'own
photographs.StudentA describesa person in the
picture or photo and StudentB guesseswho it is.
Studentsthen changeroles.
ADDITIONAL
MATERIAT
Teacher!Resource
Disc
Communicativeactivity Unit 13 What'sshewearing?
Thisweekisdifferent
This sectionprovidesskills practicein reading,listening,
and speaking,and also consolidatesthe differencebetween
the PresentSimpleand PresentContinuous.Studentsalso
review the PastSimplein the readingtext and in the tasks.
I Exercise1 is a warm-up activity for the reading stage.
It reviews the use of the PresentSimple for routines.
Pre-teach/checkrichand millionaire.Readthe examples
with the class.Then elicit two or three more examples
from the class.Studentsthen continue comparingideas
in closedpairs. Monitor and check,but do not focus too
heavily on errors as this activity is to raise interest in the
topic, rather than to test accuracy.
2 Focusattentionon the photos. AskWhich personis the
millionaire?Get studentsto point to the correct picture.
Give students time to read the introduction. If students
query Channel4, elicit other examplesof international
channels,e.g.BBC, CNM DrscoveryChannel,Disney
Channel,etc.
Check the answersto the questions.
Unit13 . Hereandnow 123
 Answers Thehostelisfor homeless
4 False. boys.
Theyleavetheirhome,andliveandworkwithpeoplewho 5 True.
needhelp. Theythinkthatheisa goodteacher.
6 False.
Theotherpeopledont knowtheyarerich. Hetenjoying
7 False. histimewithRoger andMargaret.
8 True.
The main part of the text containssomenew
vocabulary.Encouragestudentsto usethe context Listening
asmuch aspossibleto help them understandthe
5 Tell studentsthey are going to hear Colin talking in
new words. Studentscan alsoask a partner or usea
four different situations.Ask studentsto guessfrom
dictionary if appropriate.With weakerstudents,you
the information in the readingtext who he might be
could pre-teachsomeor all of the new vocabulary,or
talking to, e.g.his family,Margaretand Roger,etc.
askstudentsto checkit beforethe lesson.The following
items are new: be worth (f,60 million), teenage,
country tlff,l ICD 2: Track 721 Focusattention on the
house,privateplane,especially, married couPle, questionsand on the chart. Playthe first conversation
apartmentblock,run a hostel,homeless, miss(your and elicit the answersto the two questions(seeAnswers
family), build, bring (someone to a place). below). Playthe rest of the recordingwithout stopping.
Allow studentsto comparetheir answersin pairs,and
Give studentstime to read the paragraphabout Colin.
play the recordingagainif necessary.
Deal with any vocabulary queriesthey may have.Focus
attentionon the questions.Elicit the missingword in Checkthe answerswith the class.
number | (did). Get studentsto completethe questions,
working individually.Checkstudents'questions.Dont Answersandtapercript
give the answersin bracketsat this stage. Who'shetalkingto? What'shetalkingabout?
I RogerandMargaret Theyaresaying is
hello.Margaret
Answers
Colinfor helping
thanking them.
I Whendid hestarthisbusiness? 25years
(Hestartedin business
agowhenhewas19.) 2 Oneofthe boysfrom Colinishelping
theboyto read.
2 Wheredoeshelive?(Helivesin a beautiful,
bigcountryhouse.) thehostel.
3 Doeshehaveanychildren? (Yes,hehastwoteenage sons.) l Hiswife. TheyaretalkingaboutColint
4 Whyis hea luckyman?(Healsohasa housein Majorca, and timewithRoger andMargaret.
apartments andNewYork.Hedrivesa yellow
in London
4 Hissons. Theyaretalkingaboutworking
Lamborghiniandhasa privateplane.)
hardandmeeting thepeoplein
5 Whodoeshewantto help?(HewanBto helppeoplewhoaren't Manchester.
youngpeople.)
asluckyashim,especially
TIB
Elicit the answerto question I and then put students C=Colin R=Roter M=Maryaret CW=Colinbwife
in pairs to continueaskingand answering.Checkthe CS= Colintsons B= boyin the hostel
answersby getting studentsto askand answeragain ConversationI
acrossthe class(seeAnswersin bracketsabove). C Hello,I'm Colin.
R Hi,Colin.Lovely to meetyou.Thisismywife,Margaret.
Give studentstime to read the rest of the text. Deal M lt'sverygoodof youto comeandhelpus.
with any vocabularyqueriesthey may have.Check C I'mpleased to behere.
pronunciationof the namesin the text: Colin /'knlln/,
2
Conversation
Roger l'rod3al,and Margaret/'mc:grtt/. Read
C That's muchbetter.Nowreadit again.
sentence1 and ask Trueorfalse?Elicitfalseand the B Therewasa manwhowork-ed,workedhardandhis
correctionHe went to Manchesterby train. busi-busi...
Put studentsin pairs to completethe true/falsetask. C Busines.
Remind studentsto provide the correctionswhere B ... hisbusinessbecameverysuc- suc- cess- ful,successful!
Checkthe answerswith the class.
necessary. C Great. You're doingwell.
3
Conversation
Answers C Hello,darling.
Colinwentto Manchester
I False. bytrain. CWColin!Howareyou?We'reall missingyou.
Hebstaying
2 False. in a flat in a poorareaof thecity. C I'mmissing youtoo,butI'mhaving
a goodtime.lt! very
3 True. andMargaret
here.Roger
interesting arewonderful people.

124 Unit13 . Hereandnow

 Conversation
4 Introducethe conceptof oppositesby sayinga number
C Hi,boys! of adjectivesand eliciting the opposite,e.g.hot - cold,
CS DadlHi!We'redoingourhomework. expensive- cheap,etc.
C Hey,that'sgood.I'mworkinghardtoo. Readthe sentences with the class.Ask studentsto
CS Areyouhavinga goodtime? underlinethe verbs \ askingand're answering.Explain
C lam.I'mwithsomereallyinterestingpeople. that theseare verbs with opposite meaning.
CS Canwemeetthem?
C Yes,youcan.I'dlikeyouto meetthem. Focusattentionon the example.Pre-teachWhat\
CS Seeyousoon,Dad. the oppositeof (Ieave)?
to allow studentsto help each
C Yeah,cantwait!Seeyousoon! other with the task.Then put studentsin pairs to
continuematching.If appropriate,allow studentsto use
dictionaries.Monitor and help.
Whatdoyouthink?
Checkthe answers,drilling the pronunciationas
Readthrough the questionsasa classand elicit a few necessary.
responses from a rangeof students.Give studentstime
to discussthe questionsin groups.Elicit a rangeof ideas Answers
tiom the classin a short feedbacksection.Ask studentsif 2 work play t
they know any other examplesof rich peoplewho want to 3 buy rell
help others. 4 walk run
5 love hate
SUGGESTION 6 open close
The readingtext containsa seriesof numbersin 7 turnon turn off
8 start finish
different formats.You could list theseon the board
9 getup goto bed
and get studentsto checkwhat they refer to:
l0 remember forget
4 - the number of the TV channel
1l puton takeoff
ten - the number of daysthe millionaire works
12win lose
with people
19 - the agewhen Colin startedhis business
€60 million - what Colin is worth Focusattentionon the pictures. Ask Who are the
two - the number of sonsColin has People?Whereare they?Elicit a few ideasabout some
8th - the floor Margaret and Roger live on of the pictures.Elicit the missingverb for sentenceI
one - the number of bedroomsMargaretand asan example(answer).Remind studentsthat they
Roger have will needto usedifferent tensesin the sentences.
€100,000- the money Colin wantsto give With weakerstudents,elicit the tensesneeded(but
Margaretand Roger not the verbs)beforestudentscompletethe task
(PresentSimple 1/3/6;PresentContinuous2; Past
Simple 415;imperative7). Remind studentsthat never
ADDITIONAL
MATERIAT in sentence6 is followedby a positiveverb. Also refer
studentsto the Irregularverbslist on pl42 to checkthe
Workbook Unit13 PastSimpleanswers.
Exercise7 Reading- Today'sdifferent
Studentscompletethe sentences, working individually.
Monitor and help.Let studentschecktheir answers
in pairs.Deal with any disagreementon the tenseor
choiceofverb togetheron the board.
Opposite
verbs
frD [CD 2: Track 73)Play the recording for a
This sectionfocuseson anothervocabularypattern - final check.As a follow-up, check what one refersto
opposites.Studentsfirst met the conceptof oppositeswith in sentence2 (car) and if in sentence7 (the TV).
the focuson adjectivesin Unit 7. This sectionfocuseson
verbs.It reviewsa number of verbsstudentshavealready
met, e.g.ask and Answer,and alsointroducessomenew
pairings,e.g.win and lose.The set alsoincludessome
common phrasalverbs,e.g.put on and takeoff.

Unit13 . Hereandnow 125

 Answersandtapescdpt Referstudentsto filfFl on SBp122.Put studentsin
I Pleasedont askmeanymorequestions. I cantanswerthem. pairs to practisethe conversations.Monitor and check.
2 I'msellingmyoldcar,andI'mbuyinga newone. If studentshaveproblemswith pronunciation,drill
3 Wealways getupat seveninthemorning andgoto bedat difficult lines from the recordingagain.Be preparedto
elevenat night. give an exaggerated model of the voice rangeif students
4 lt wascold,soTomtookoff hisT-shirtandput on a warm sound a little flat.
jumper.
5 | usually
walkto school,butyesterdayI waslatesoI ranall ADDITIONAT
MATERIAT
theway.
6 JohntplayingtenniswithPetertoday.Healways loses. Workbook Unit13
Heneverwins. Exercise8 Oppositeverbs
7 Don'tturnoff theTV l'mwatchingit! Pleaseturn it onagain!

Tell studentsthey are going to hear six short

conversationsthat contain oppositeverbs.Explain that
they dont needto understandeveryword, but just
to write the pairs of verbs.Also, point out that they
shouldwrite the verbsin the infinitive asthey appear
in exercise2, ratherthan the full verb forms, i.e. work,
rather than I'm working.
tflfftf [CD 2: Track 74] Focus attention on the
examplesand play conversation1. Playthe rest of the
recordingand get studentsto write the correct pairs
ofverbs. Playthe recordingagainifnecessaryto let
studentscheck/completetheir answers.
What's
the matter?
This sectionpresentsthe languageof talking about feelings,
minor medicalproblems,and offeringsuggestions.
I Focusattentionon the picturesand the question
What\ the matter?Establishthat What'sthe matter?is
a common way of asking'What'sthe problem?'
Focusattentionon the examplefor picture l. Students
continue completingthe sentences,
working in pairs.
IfFm [CD 2: Track 75)Play the recordingthrough
once and get studentsto checktheir answers.

Answersandtape$ript Answeru andtapescript

2 start,finish I She'scold. 6 She'sborcd.
3 play,work 2 Hel hungry. 7 He'sangry.
4 leave, arrive 3 They'retircd. 8 She'sworried.
5 remember, forget 4 He'sthirsty. 9 Hehasa headache.
6 open,close 5 They'rehot. l0 Shehasa cold.
TItrD
I A Wouldyoulikeanespresso? Playthe recordingagainand get studentsto repeat
B No,thankyou,I hateblackcoffee.
chorally and individually.Make surethey pronounce
A Doyou?| loveit.
tired and boredas one syllable- l'tatedl, lbc:dl rather
2A Whattime doesthe filmstart? than x/'tarred/, */'bc:red/.Ask studentsto mime be
B 5.45. cold and havea coldto checkthey haveunderstoodthe
A Anddoyouknowwhenit finishes? difference.
B AboutlS0,lthink.
Get studentsto work in pairs.StudentA points to a
3 A Woutdyouliketo playtennisafterwork?
B Sony,I cant.I'mworkinglateagain. cartoonand StudentB saysthe correspondingsentence.

4A Ourtnin leavesLondon at 13.55. 2 Focusattentionon the photos and two gapped

B Andwhattimedoesit arrivein Paris? conversations.Give studentstime to completethe task
A 15.05. with words from exercise1.
B Wow!Thatlfast. ffiltf ICD 2zTrack T6lPlay the recording and get
5 A Didyouremember to bringyourdictionary? studentsto checktheir answers.Highlight the useof
B Oh,sorry.lforgotit. Why don'tyou ... ?for making suggestions. If students
A Notagain! query I'l/ in conversationl, explainthat it's a way of
6 A CanI openthewindow?
l'mhot. making an offer,but dont go into an explanationof the
B Of course.
Justrememberto closeit whenyouleave grammarbehindit.
theroom.
Playthe recordingagainand get studentsto repeat.
Studentspractisethe conversationsin pairs.

126 Unit13 . Hereandnow

 ADDITIONAL
MATERIAT
tUodrbookUnit13
Exercises9 and l0 What'sthe matter?

Don'tforyatl
Wo*booktnftlt
ExercisesI l-16 Revision

Wod list
Ask the studentsto turn to pl38-9 and go through
the wordswith them.Ask them to learn the wordsfor
homework"and testthem on a few in the following lesson.
Roleplay
Teache/sRcsource Disc
3 Checkcomprehensionof the ideasin the [sts. Elicit Unit 13 Test
one or two more conversationsfrom the classand Unit 13 Skillstest
then get studdntsto continuein closedpairs,usingthe
wordsfrom exercise1.Monitor and checkfor correct
useof the adjectivesandWhy don'tyou ... ?

SUGGESTION
Tryto integratelanguagefrom theEyerydayEnglish
sectionsin your lessonsand encouragestudentsto do
the same.firis languagecanbe usedquite naturallyin
the classroomcontextto reinforcethe communicative
valueof what the studentsarelearning.
Good(morning).
How areyou?
I'm sony I'mlate.
Havea niceday.
Seeyou later.
I don'tlenow.
I don't understand.
Please./Thank you.
Howdoyou spell... ?
Whatlsthedatetoday?
Is therea ... nearhere?
Pardon?
Allright.
Excuseme.
(Im) sorry.
That'sOK.
CanI ... ?
Whatbthematter?I'm ...
Areyou allright?
I can'tfindmy...
W...doesn'twork
I can'tget on theInternet.
Whydottyou... ?
That\ a goodidea.

Unitl3. Hereandnowln
 FI to the unit
Introduction
This final unit of the courseis called'It's
time to go!'andit hastwo mainthemes-
travelandholidays,andlife events.
Studentshavealreadypractisedtalking
aboutthepresentandthe past,andnow
this unit allowsthemto look forwardby
introducingthe languageof futureplans-
the PresentContinuouswith$rture
meaningand,goingto. Studentsaregiven
plentyof practicein talking aboutfuture
plansin ttrEcontextof planninga trip,
andin talkingabouttheir own future.The
themeof life eventsalsoprovidesa review
of past,presen!andfuture.
Studentsgetthe opportunityto review
vocabularyand grammarin two full-page
Revisionsectionsthat pull togetherthe
keylanguageof the course.Integrated
readingand speakingpracticeis provided
in the form of a jigsawreadingon life
events.This includesa speakingsection
in which studentsusethe languageof
talking aboutthe past,present,and future
in apersonalizcdway. TheBeginner
levelroundsoffwith a secondsetof
socialexpressions in theEverydayEnglish
section. t stressand recognizingwords that rhyme.
Language
aims
Grammar- future plans There are a
rangeof waysof expressingthe future in
English and in this final unit we focus on
just two - the PresentContinuous for the
future andgoingto. Our aim in the unit
is exPosureto the forms, and not mastery
of them. Studentswill be familiar with
the form of the PresentContinuous from
Unit 13 and the form of going fo is quite
similar. Both havethe verb to be + an -ing
form. In this unit they are presentedas
having pretty much the samemeaning -
128 Unit 14 ' ltt time to go!
plans
Future
Grammar
Social
revision
expressions
. Vocabulary
(2)
revision
a future intention. The key aspectof the PresentContinuous for future is
arrangement,but this is not focusedon in this unit. Neither is there any
discrimination practicewhere studentshaveto chooseone of the forms. In all
the work on future forms in this unit, both in the presentationand the practice
sections,studentsare carefullyguided to useone of the forms, not the other.
POSSIBLE PROBTEMS
Studentsmight wonder why going fo is sometimesused and sometimes
not. The easiestansweris to say'Both are possibleto talk about the
futurei This is not the right time or level to attempt to draw out the
differencesbetweenthe two uses.
Somestudentsmay confusethe form of the PresentContinuousand
goingto. Again, at this stagein their learning,this is to be expected.
Justlet them have fun with talking about their own future plans. They
will practise the PresentContinuous andgoing to, and other ways of
referring to the future, in later learning.
Question words The questionswords studentshave met in previous units
are reviewedaspart of the practiceof talking about future plans.
Grammarrevision A pageof the unit is dedicatedto revisingthe key
tensesin the Beginnerlevel,including questionformation and negatives.
This sectionalsoreviewsother areasof grammar from acrossthe course,
including somelany,thereis,thislthat, etc.
Vocabulary revision There is also a pageof vocabulary revision, which
focuseson collocation,words that are linked, e.g.airport and planes,and
words that dont belongin a set.A pronunciationsectionfocuseson word
EverydayEnglish This sectionincludesa secondset ofsocial expressions,
extendingthe languagestudentspractisedin Unit 3. It focuseson a range
of everydaysituations including sayinggoodbye/seeingsomeoneoff at the
station, sayingsorry for breaking something, and talking about plans for
the weekend.
Workbook The PresentContinuousfor future plans is consolidatedin the
positive and question forms. There are further grammar and vocabulary
revision exercises,and there is an exerciseon form filling. The social
expressionsfrom the EverydayEnglishsection are also practised further.
Photocopiable activity There is a photocopiableactivity to review the
languageof future planson TB p151.(This involvesplanning a trip, so you
might want to bring in maps and tourist brochures or leafletsrelating to
different continents/countriesto provide studentswith ideas.)

Notes
ontheunit
(sB
STARTER ploa)
I This Startersectionreviewsand extendsthe lexicalset
of transport,and alsoreviewsthe PresentSimpleand
PastSimple.Focusattentionon the picturesand elicit
the correctword for number | (car).Give students
time to completethe task,working in pairs.Checkthe
answerswith the whole class,making sure studentscan
spell and pronounce the words correctly.
An$Yers
I car 5 plane
2 tnin 6M
3 bus 7 bicycle
4 coach S.motorbike
2 Write the examplefrom the Student'sBook on the
board and underline comeand came.AskWhy iome'?
(PresentSimple to talk about what usually happens)
and Why iame'? (PastSimple for a single action in the
past).Elicit other examplesfrom the class.If necessary,
briefly explain the usesof come andgo. We usually use
cometo describemovementto where the speakeris
now and go to describemovement away from where
the speakeris now. Compare:I usuallyconteto school
by bus.(The studentsare at schoolnow.) I usuallygo to
work by train.
Elicit a range of further examplesfrom the class.
plans
Future
This sectionintroducesgoingto andthe PresentContinuous
tbr future in the context of plans for a trip. This is a very
natural context for carrying the target languageand one
that is easilypersonalizedby the class.Studentsget initial
exposureto the future forms in context in the questionsin
exercisel. Dont insistthat they usetheseforms in their
answers,but allow them to havea go if they want to.
Leadin to the topic of a sightseeingtrip around Europe
by giving the namesof the citieson the itinerary on SB
ppl04-105 and eliciting someof the most famousplaces
to visit, e.g.London - BuckinghamPalace.Try to include
asmany of the sightslisted in the itinerary aspossible.
I Focusattentionon the photo and on rubric l. What are
their names?(Bill and Gloria BigelowI'btgalaul) What
nationalityare they?(American)Whereare theyfrom?
(Columbus,Ohio). Focusattentionon the map. Explain
that it showsBill and Gloria'sroute acrossEurope.
Elicit one or two countriesthat they are going to visit,
e.g.Germany,Italy,etc.Then get studentsto continue
naming the countriesin pairs.Monitor and help as
necessary.
Referstudentsto the itinerary on SBpp104-105.Seta
time limit of about two minutesto encouragestudents
to find just the information they needto checktheir
answers.Tell them not to worry about new vocabulary
at this stage.
Checkthe answerswith the class.It'sfine for students
to givejust the placesand forms of transport in their
answers.Don t insist that they use the future forms at
this stageand leavethe explanationofthe structures
until you focuson the GrammarSpofsection.
Answer
I England,Belgium,Germany,Austrialtaly,Swizerland,
France,
thenbackto theUS.
2 lt beginsin Londonandendsin hrir
3 Plane,bus,feny,coach,boat.
Readthe notesas a class.Focusattentionon the
examplesand ask Now orfuture? aboateachone
(future).Establishthat the form is the sameas
the tensestudentsusedin Unit 13 to talk about
actionshappeningnow, but that thesesentences
refer to future time.
Readthe notes as a class.Focusattention on the
examplesand ask Now orfuture? abouteachone
\future). Check studentsunderstand that they're
and weTeare the contractedforms of fftev are and
we are.
ReadGrammar Reference14.1on p129 together
in class,and/or ask studentsto read it at home.
Encouragethem to askyou questionsabout it.
3 This exerciseincludesboth PresentContinuousand
going to for future plans. It has been set up to let
studentsget usedto seeingthe structuresin context
in sentences1-4 beforethey needto producethe new
forms in sentences5-8. Encouragestudentsto use
the context to help them understand any new
vocabulary.The following words are new and may
needexplaining,especiallywith weakerclasses:
overnight,checkinto, cruise,boat ride, canal,tunnel,
autoroute(= motorway), flight.
Unit14 . ltt timeto go! 129
 Elicit the answerto number 1 as an example(London). tID ICD 2: Track TglPlayingthe recording and get
Also explainthat studentswill sometimesneed to studentsto checktheir answers.With weakerstudents,
write a verb. Elicit the answerto number 5 (drive) as write the questionson the board to allow studentsto
an example.Get studentsto completethe sentences, checkthe verb forms.
working individually.Monitor and help as necessary.
Get pairs of studentsto askand answerquestionsI and
frtrl ICD 2: Track 771Get studentsto checkin pairs 2 acrossthe class.Encouragethem to give long answers
beforeplaying the recordingas a final check. and so practisethe two future forms (seeAnswers
Playthe recordingofsentences1-4 againand get in bracketsbelow). Studentsthen askand answer
studentsto repeatchorally and individually.Students in closedpairs.Monitor and check.If studentshave
then take it in turns to practisethe sentencesin closed problemswith the form or pronunciation,drill key
pairs.Monitor and check.If studentshaveproblems examplesand get studentsto practiseagain.
with the pronunciation of going fo, drill key examples
and get studentsto practisethe sentencesagain. Answersandtapescript
I WhataretheydoingonTuesday? fthey'retravelling
through
Answersandtapescript Belgium intoGermany.)
I OnSunday they'reflyingto london. 2 Whataretheygoingto doonWednesday? (They're
goingto
2 OnMonday they'regoingto havea bustourof London. drivedownthe'Romantic Road'to theAlpsandAustria.)
3 OnTuesday they'retravellingthroughBelgium 3 Whenaretheygoingto driveovertheEuropa Bridge?(They're
andinto
goingto driveovertheEuropa BridgeonThursday.)
Germany.
4 OnWednesday they'regoingto drivedownthe'Romantic 4 Whataretheytoint to do inVerona? ffhey'regoingto see
Road'
to theAlpsandAustria. i balcony.)
Juliet's
5 OnThursday they'regoingto driveovertheEuropa 5 Wherearetheyhaving dinneronSaturday? (They'rehaving
Bridge.
dinnerin a bistroin Paris.)
6 OnFridaythey'regoingto stopin Verona. They're goingto see
6 Whenaretheygoingto theLouvre? (They're
goingto theLouvre
luliet'rbalcony.
onSunday morning.)
7 OnSaturday evening they'rehavingdinnerin a bistroin Paris.
7 Whenaretheyflyingbackto theU5?fthey'reflyingbackto the
8 OnSunday morning they'regoingto theLouvre to seetheMona
USonSunday evening.)
Lisa.ln theevening,they'reflyingbackto theUS.

ADDITIONAI
MATERIAT

Workbook Unit14
Eddies
ExercisesI and 2 Futureplans
I This exerciseconsolidatesquestionformation with the
Questions
3 lff [CD 2: Track 78] This sectionfocuseson Wh-
questionswith the future forms. Focusattentionon
the examples.Play the recordingand get studentsto
repeatchorally and individually.Encouragethem to
reproducathe correct stressand falling intonation on
the questions.
______r_\
What are they doing on Sunday?
What are they going to do on Monday?
4 Elicit the completequestionabout Thesday(What are
they doing on Tuesday?).Give studentstime to write
the restof the questions,working individually.Monitor
and check.If studentsmix the two future forms. remind
them to look carefully at the cuesand usegoing to only
where specified.
plans
PresentContinuous,reviewsWh- questionwords from
previousunits,and introducesHow long...i to referto
duration in the future.
Focusattentionon the photo and on rubric 1. Ask
Whati his name?(Eddie).What\ he doing?(He'slooking
at a map and talking to a friend about his holiday
plans.)
Pre-teach/checkrucksack,go on safari,sleepin a tent,
byjeep, and cost(verb).
frlp ICD 2: Track 80] Focusattentionon the
exampleand play the first two lines of the recording.
Then get studentsto completethe conversationwith
the questionwords. Allow studentsto usethe context
to help them placehow longin the correctline of the
conversation.
Get studentsto checkin pairs beforeplaying the whole
recording.Check the answerswith the class.

130 Unit14 . lt'stimeto go!

Answersandtapescript
F=Friend,E=Eddie
F Whatareyoudoing?
E I'mplanning
myholiday.
F Oh,whereareyougoing?
E I'mgoingto SouthAfrica.ltt myfirsttime.
F Oh,you'resolucky!When areyouleaving?
E I'mleaving nextMonday morning.
F Whoareyougoingwith?
E I'mnotgoingwithanyone.Just meandmyruckack.
F Whercareyougoingto stay?
E Well,I'mstaying withfriendsin CapeTown.Thenl'mgoingon
safari.I'mgoingto sleepin a tent.
F Fantastic!Andhowareyougoingto tnvel?
E Byplaneto CapeTown,of course, andthenbyjeepwhenI'm
on safari.
F Byjeep!Howexciting. Andhowlongareyougoingto stay?
E Justtwo week.I'dliketo staylonger,butI can'tlt'stoo expensive.
F Howmuchisit goingto cost?
E Aboutf2,000.
F Mmmm,thatl quitea lot.Well,havea treattime.I cantwait
to seeyourphotos.
E Oh,yes,I'mgoingto takea lot of photos.
Get studentsto practisethe conversationin closedpairs.
Monitor and check.If studentshaveproblemswith
pronunciation,drill key sectionsof the conversations
and
get studentsto practiseagainin closedpairs.
This exercisegivesstudentsthe opportunity to
practise l4lft-questionsusing helshelitforms with
going to and the PresentContinuous. Focusattention
on the first questionand the examplesin the speech
bubbles.Elicit the full answerfor the secondquestion
(Becausehe wants to seehisfriends and he wants to go
on safari.) Drill the language,highlighting the falling
intonation on the l4lh- questions.Then elicit one or
two more exchangesin open pairs.With weakerclasses,
elicit the full question forms with the whole class
first. If necessary,point out that we use the Present
Continuous, not going to,with to go:
I'm going on holiday next week.
NOT *I'm going to go on holiday next week.
Studentscontinue askingand answeringin closedpairs.
Monitor and checkfor correct use of the future forms,
and for intonation in the questions.
Answers
A Where'shegoing?
B He'sgoingto SouthAfrica.
A Whyishegoingthere?
B Becausehewantsto seehisfriendsandhewantsto goonsafari.
A Whoishegoingwith?
B Heisntgoingwithanyone.
A Whenisheleaving?
B Hel leavingnextMonday morning.
A Howishegoingto travel?
B Hel goingto travelbyplaneandbyieep.
A Whereishegoingto stay?
B He'sgoingto staywith friendsin CapeTown.Thm he'sgorg
onsafariandhel toingto sleepin a tent.
A Howlongishegoingto stay?
B He'sgoin6to staytwo weeks.
aboutyou
Talking
3 Studentsare given the opportunity to personalizethe
languageby talking about their own short-terms plans
and also their holiday plans.Focusattention on the
examplein the speechbubbles.Get studentsto ask
you the questionsin the list, using either the Present
Continuous or going fo. Encouragestudentsto ask r-ou
follow-up questionsabout your holiday.With weaker
students.write a list of short answerson the board and
elicit the correct questionword, e.g.
France(where?)
In August(when?)
For threeweeks(how long?)
In a hotel (where?)
By plane(how?)
BecauseI want to relax on the beach(why?)
Briefly revisetomorrow and on with daysof the u'eek.
Elicit one or two more exchangesin open pairs and
then get studentsto continue in closedpairs. Monitor
and checkfor correct useof the future forms, but don't
interrupt the studentsduring the pairwork.
If you havetime, you could ask studentsto report back
about their partner and so practisethe helshestatement
form, e.g.(Misha) is going to the cinemaafter the lessott.
Feedback on any common errors in a brief follorv-up
session.
it
Check
4 Focusattention on the example.Studentscontinue
working individually to write in the missing rvords.
Remind them to add just one word eachtime.
Get studentsto checktheir answersin pairs before
checkingwith the whole class.If there is anr'
disagreement,ask studentsto write the reler-antsentences
on the board and then correctany mistakesasa class.
Answers
2 I'mgoingto seesomefriendstonight.
3 Whenarctheygoingto France?
4 She's
seeing thedoctortomorrow.
5 Whattimeareyougoingto leave?
6 I'mgoingto thecinema on Saturday
evening.
Unit14. lt'stimeto go! l3l
 PHOTOCOPIABTE ACTIVITY
UNIT14 Planninga trip TBpl5l
Materials:onecopyof the worksheetper groupof
threestudents
Procedure:Tell studentsthat they aregoing to work
in groupsto plan the trip of a lifetime.
. Ask Wherewouldyou loveto go in theworld?
Elicit a rangeof ideasfrom the class.
. Divide the classinto groupsof three.Hand out one
copyof the worksheetto eachgroup.Explainthat
studentsaregoingto plan a trip that will lastseven
days.Theyhavea lot of moneyand they cango
whereverthey like, in the country wherestudents
arestudying,or somewhereelse.
. Focusattentionon the daysectionsof the itinerary.
Explainthat studentsneedto add the datefor each
sectionand providethe detailof the placesand
activities.Givestudentsa few momentsto look
at the worksheetand elicit possibleideasto go in
eachgap.
. Feedin usefullanguagefor the planning stage,e.g.
Wherewouldyou like togo?Wherecanwestayin .. .?
Wat canwedo in ...?Wherecanwego next?
. Givestudentstime to plan their trip, referringto
anymapsor travelinformationyou may have.In
a monolingualclass,encouragestudentsto use
Englishasmuch aspossible,but dont be surprised
if studentsrevertto their own languageat times.
Monitor to help with ideasandvocabulary.If
studentsneedto modify the text on the itinerary,let
them makea few simplechanges.
. Giveexamplesof how studentscantalk abouttheir
trip, usingthe PresentContinuousandgoingto to
talk aboutplans,e.g.Forour trip of a lifetime,we're
goingto ... . We're
flyingfrom ... Airport to ... . On
the... of ... weTegoingto visit...,etc.Students
takeit in turns to report backto the restof the
classabouttheir trip. Encouragestudentsfrom
eachgroupto speakand the restofthe classto ask
questions.Dont expectstudentsto usethe Present
Continuousandgoingfo completelyaccurately.
fust let them havefun with the activityand feed
backon any commonerrorsafterthe task.
. If appropriate,askstudentsto votefor the most
excitingtrip.
ADDITIONAL
MATERIAL
Workbook Unit14
Exercise3 Futureplans- questionsand answers
132 Unit14 . lt'stimeto go!
Wordsthatgotogether
This section contains a range of activities that review some
ofthe key vocabulary from acrossthe course.Studentsfocus
on common collocations,words that havea conceptual
connection,and the bdd one out'in a setof words.There is
also a set of exercisesthat focus on pronunciation, including
word stressand words that rhyme.
If appropriate,you could set up some or all of the exercises
as a racelcompetition.Studentswork in groups and
do eachexerciseunder a time limit. (They can do the
pairwork in exercise1 after the competition.) They keep
their scoresfor eachexerciseand add them up at the end.
The team with the top final scoreis the winner. (Adapt
the following notesto team work if you chooseto do the
revision as a competition.)
I Focusattention on the first collocationas an example.
Pre- teach/checkcarefully.Studentscontinue matching,
working in pairs. If necessary,
get them to refer back
to earliervocabularysectionsin the Student'sBook to
help them. Check the answerswith the class.
Answers
ridea bike
drivecarefully
gosightseeing
workhard
havedinnerwithfriends
takea photograph
do yourhomework
paybillsontheInternet
weara suit
Focusattention on the examplein the speechbubble.
Give one or two more examplesof your own, includins
one with go sightseeing,
e.g.I'm goingsightseeingon the
coastnext month. If necessary,remind studentsthat
we use the PresentContinuous with go, rather than sat
going to go.
Elicit a few more examplesfrom individual students
and encouragefollow-up questionsfrom the rest of thc
class.Studentsthen continue in closedpairs. Monitor
and checkfor common errors in the vocabularyand
useof going folPresentContinuous,but dont interrupt
to correct.Highlight the errors after the pairwork in a
brief feedbacksession.
2 This activity reviewsplaces,jobs, and objectsand the
connectionsbetweenthem. Focusattentionon the
examples.Elicit other possiblesentencesPeoplecatcha
train at thestation.lYoucan travelby train from stations.
 Point out that the sentencesshould talk in general syllable).Point out that the biggercircle in the pattern
aborutPeoplelYoulA..., ratherthan be personal indicatesthe stressedsyllable.Studentscompletethe
statementswith I. chart,working in pairs.
Studentscontinuemaking the connectionsin pairs. l ! l ICD 2: Track 8ll Playthe recordingand let
Checkthe answers. studentschecktheir answers.Playthe recordingagain
and get studentsto listen and repeat.
Answers
station-train:
Trainstravelbetweenstationi/People catchtrains Answers
andtapescript
fromstations./You cantravelbytrainfromstations.
beach-swimming: People goswimming atthebeach./You cango Oo OO
swimming atthebeach. pilot hotel
joumalist-newspaper: writefor newspapers./
Journalists women arrive
Ajournalistwritesfor a newspaper. married shampoo
airport-planes:
Planes fly between catchplanes
airports.,/People chocolate enfoy
fromairports.
shampoo-chemistt: People buyshampoo froma chemist's../
Youcanbuyshampoo froma chemist!. Focusattentionon the words with three syllablesand
puttheirfiidgeinthekitchen. the example.Elicit a word for the other twb stress
fridge-kitchen:
People usually
patterns:stresson the secondsyllable(banana)and
nurse-hospital:
Nurses workin hospitals./Anurseworksin a
hospital. stresson the third syllable(souvenir).
waiter-menu:Waiters bringmenus./A waiterbringsyouthemenu. t|!f,t [CD 2: Track 82] Studentscompletethe chart,
working in pairs.Then plal'the recordingand let
Readthe rubric with the classand focusattentionon studentschecktheir answers.Playthe recordingagain
the example.Elicit why bridgeis different (A'bridge' is and get studentsto listenand repeat.
part of a city but the othersare all forms of transport.).
Answersandtapescript
Studentsthen continuethe task,working in pairs.
Checkthe answers. Ooo oOo .oo
photograph designer magazine
Answers vegetable assistant understand
2 waiter- A waiterisajob,buttheothersarepeoplein afamily. interesting banana souvenir
3 arvful- Awfulisa negative buttheothersarepositive.
adjective,
-
4 trousers Youweartrousers on yourlegs,butyouwearthe
othersonyourfeet. f|!f| [CD 2: Track 83] Focusattentionon the
5 laptop- A laptopisa pieceof equipment,buttheothersare exampleand play the first three words of the recording.
furniture. Explain that words that havethe samespelling
6 cooker- A cookerisa pieceof equipment, buttheothersare sometimeshavedifferent pronunciation.Remind
jobs. studentsto focus on the soundsin eachset of words
rather than the spelling
ADDITIONAT
MATERIAT Playthe recordingand get studentsto underline the
words that rhyme. Playthe recordingagainand get
WorkbookUnit14
studentsto listen and check,and then repeat.
Exercise7 Vocabulary- lists
Exercise8 Vocabulary- Words that go together Answersandtapescript
I some home come
Pronunciation 2 goes knows does
3 were here her
4 Write thesewords on the board and askHow many 4 make steak speak
train (one),waiter (two), hospital(three).
syllables?: 5 near wear there
If necessaryshowwhere the two- and three-syllables 6 eat treat wait
words divide: wailter, hoslpiltal
Demonstratethe two stresspatternsin the chart. Write If appropriate,refer studentsto the Phoneticsymbols
the words on the board and ask Where\ thestress?:pilot chart on SBpt43 and get them to match the soundsto
(stresson first syllable)and hotel(stresson second the words in exercise5.

Unit14 . ltt timeto go! 133


Lifesbigevents
The final skills sectionin the Beginner Student'sBook
givesstudentsan opportunity to pull togetherthe three
main time referencesin the course- past,present,
and future. The jigsaw reading task on life'sbig events
describesthe past,present,and future ofthree peopleof
different agesand backgrounds.The sectionintegrates
listening,reading,and speakingand givesstudents
opportunitiesto personalizesomeof the key language.
NOTE
Encouragestudentsto usethe context in the reading
texts asmuch aspossibleto help them with new words.
They can also pool their knowledge of vocabulary
when working in groups,or, if appropriate,use a
dictionary. Studentsmay need help with the following
words in terms of meaning and/or pronunciation.
You may want to pre-teach/check(someof) the items
before studentsdo the reading task.
Nationalitiesz Scottish,Czech ltleki; Place names:
Praguelpro:gl, Munich /'mju:ntk/, Glasgow
/' g lesg eu/, Edinburgh/' edrnbere/;|obs/Work:
j ournalist /' d3s:nehst/, chefI lef l, housewife
/' h a u swaf/ ; banking,research company /rr' ss:tJ
,knmpani/; Subjects:psychology/saI'koled3i/,
economics /,i:ke'nomrksl,modernlanguages
'I r g g wrd3rzl, bi ology lb at' oled3il, chemistry
/'kemrstri/, physicsI'f:ztksl, medicine/ medsn/;
Verbs: hope,move(to another country), /ook
forward to something,go out (with someone),work in
developingcountries/dr velaprq 'k,rntriz/, train (other
peopleto do something)
1 Lead into the topic by writing Life\ big eventson the
board and eliciting examples,e.g.havinga baby,going
to university, etc. Pre-teach/checkget married (irregular
pastgof),grow up (irregular pastgrew), and study.
Focusattention on the exampleand then get students
to order the events,working in pairs.Check the
answerswith the class.
Answers
I wasbom
2 grewup
3 wenttoschool
4 meta boyfriend/girlfriend/studied
at university
a boyfriend/girlfriend
5 studiedat university/met
6 gotmarried
134 Unit14 . lt! timeto gol
Focusattentionon the photos of the peopleand
checkpronunciation of the names;Milena /'mrleno/,
GeorgI' gec:gl,ArchieI' o:t[i:/.
f|!f,l [CD 2; Track84] Readthe questionsas a class.
Playthe recordingthrough once and get studentsto
answerthe questionsin pairs.Playthe recordingagain
to let studentscompleteichecktheir answersabout
who talks about what. Elicit any other details that the
studentsunderstoodfrom the recording,but dont focus
too much on detailsaboutjobs and studies,asstudents
will exchangethis information in exercises3 and 4.
Answers
Milenatalksaboutherparentsandwhereshelives.
Georgtalk abouthiswife,hisstudies,andwherehelives.
hisgirlfriend,
Archietalksabouthisstudies, andwherehelives.
tr@
MilenaDuiek
Myparents Myfathetisajournalist,
aredivorced. andworksfor a
newspapercalledBlesk.
Mymotherwork asa chefin a restaurant
in theOldTown.I seemyfatherquiteoften.Helivesnearby.
C*orgReinhardt
I wasbornin Frankfurt,
whereltrew upandwentto school.
I studiedarchitecture
at theUniversity
of Munich.
I metKarlofta
shewasa studentof modernlanguages.
at university, Wemoved
to Berlinin 1995.
ArchieMcCrae
I wentto Drumchapel
HighSchool. I studiedbiology,
chemistry,
/ modn andphysics. andwestartedgoingoutwhen
At schoolI metFiona,
wewere16.Westudiedmedicine togetherat theUniversity
of
Edinburgh,andnowwelivein Edinburgh.
Studentsdid a jigsaw readingin Unit 12,but eachstage
of this task needscarefulsettingup. Put studentsinto
three groups,A, B, and C. (With larger classes,have
multiple setsof the three groups.)Assign a text to each
group and remind studentsto read only their text:
Group A - Milena
Group B - Georg
Group C - Archie
Write an exampleabout your own past,present,and
future in jumbled order on the board, e.g.I reallyenjoy
(my job). I'm (gettingmarried) nextyear.I was born in
(the USA).Ask Pasf,presentor future? and get students
to saythe correct sentencefor eachtime period.
SeeaboveNote about new vocabulary.You may want
to pre-teach/checksomeof the items,especiallywith
weakergroups.Get studentsto read their text quickly
to find the information about their person'spast,
present,and future. Give studentstime to compare
their ideas.Monitor and help as necessary.
4 Give studentstime to read the questionsand dealwith Focusattentionon the first expressionin the box
any queries.Get them to work in their groups,read and elicit possibleendingsabout Milena, Georg,
their text again,and answerthe questions.They can ask and Archie, e.g.I wasborn in Prague./Iwas born in
othersin their group for help with vocabulary,or usea Frankfurt./I was born in Glasgow.
dictionary.Remind them to note down the answersto Put studentsin pairs.Get them to continueunderlining
eachone.Monitor and help asnecessary. expressionsin the texts.Then checkthe answers.
Answers Answers
Milena Shewasbornin Prague./l wasbornin FranKurt, whereI grewup./
I InPrague. Hewasbornin Glasgow, wherehetrewup.
withhermotherandtwosisters.
2 InPrague, Sheliveswithhermotherandtwosisters./He liveswithhiswife
3 InPrague. andthreechildren.
4 Herfatherisajournalistandhermotherisa chef. She'sgoingto studybusiness./She's
goingto London to studyat
5 Shegoesto aninternational schoolin Pngue. a language goinS
school./She's to staywithanEnglish family/
psychology,
6 English, andeconomics. They'regoingto liveontheuniversitycampus../His wifeisgoing
7 Nextsummer. to teachGerman./They'regoingto Zambia./They're goingto train
goingto studyat a language
8 She's school. doctorsandnurses. J
anda little bit worried.
9 Shelexcited, I hopethefamilyarenice./lhopeI likeEngtish food./lhopewe
Georg canhelpthem.
I ln FranKurt. Myfathersajoumalist andworksfor a newspaper./My mother
2 InBerlin,
withhiswifeandthreechildren. worksasa chef/Hismotherworksfor theresearch company,
3 In Frankfurt. Bayer.
4 Hiswifeisa housewife. Shelstudying psychology,
English, andeconomics./l studied
5 ln Frankfurt. architecture of Munich./lstudiedbiology,
at theUniversity
6 Heisntstudying now.Heteachesarchitecture. chemistryandphysics./We studiedmedicine together at the
7 Nextyear. University
of Edinburgh.
8 Hel goingto teachat theUniversity
of California. Shesexcitedaboutgoingto London./They're all veryexcited
9 He'slookingforwardto it. aboutthetrip./Y{e'reveryexcited,buta bit neryous.
Archie
I InGlasgow. Studentswrite sentencesabout themselves,drawing
withhisgirlfriend.
2 ln Edinburgh, in exercise5 and factsabout their
from the expressions
3 ln Glasgow. own past,present,and future.
4 Hisfatherisa doctorandhismotherworksfor a research
Reviewkey questionwords by giving a short answer
company.
and elicitingthe questionword, e.g.in 1981(when?),
5 Hewentto Drumchapel HighSchool.
6 Hestudied medicineatuniversity. from Germany(where?), for two weeks(how long?),etc.
7 Nextweek. Also reviewthe expressions Mce to meetyou. And you.
8 Helgoing to workina hospitalthere. Demonstratethe conversationwith a confident
9 Hel excited,
buta bit nervous. student.Encouragehim/her to askasmany follow-up
questionsaspossible.With weakerstudents,write a
Re-groupthe students,making surethere is an A, B, rangeof questionwords on the board alongwith topics
and C studentin eachone.Demonstratethe activitl' that studentscan refer to, e.g.yearlplaceborn,family,
by gettinga coupleofstudentsfrom one group to ask education,work, marriage,plansI ambitions.
and answerquestionsI and2 about the personin their If possible,pair studentswith someonethey don't
text. Studentscontinuecomparingand exchanging usuallywork with so that the roleplayfeelsauthentic.
the information about their person.Monitor and help. You could setup the classroomto resemblea party by
Also checkfor correct useof the PresentSimple,Past rearrangingthe furniture, playing music,etc.
Simple,and future forms. Note down anv common
Give studentstime to roleplaytheir conversations.
errors,but feedback on them at a later stage.
Studentswho finish quickly can work with a new
aboutyou
Talking partner and do the roleplayagain.Monitor and check,
helpingas necessary. Note any common errors in the
5 Readthe introduction with the class.Elicit some
useof tensesand questionformation, but dont feed
exampleendingsfor the sentencestartersin the
back on them until after the roleplay.
speechbubble.

Unit14 . ltl timeto go! 135


SUGGESTION
Try to review tensesby talking about what students
did/are going to do at different times, e.g.last/next
weekend,during the last/next holidays,on their last/
next birthday, etc. You can set up short pair or group
work activities as 'warm-up stagesat the start of a class,
or as'fillers'for studentswho finish a task quickly.
correct any mistakesas a class.Ask Pasf,present,or
future? about eachquestionand also rememberto
checkthe word order in the questions.
Answers
2 HowmanybrothersandsistersdoesArchiehave?
3 Whodoeshismotherworkfor?
4 Wheredid hegrowuplto to school?
5 Whatdid hestudyat univercity?
6 WhereareheandFionagoingto worksoon?

it
Check
Tenses
3 Focusattention on the example.AskWhy iomes' and
This section includesa review of tensesincluding negatives not'come?(because the sentenceis abouthe).Tell
and question formation, along with revision of prepositions, studentsthere are a rangeof mistakesin the rest of the
somelany, there is, thislthat, al an, possessive's,adverbs, exercise.Also explain that sometimesa word is wrong
adjective+ noun word order, likell'd like. and sometimesthere is a word missing.
Encouragestudentsto use the resourcesin the SBby Studentscorrect the mistakes,working in pairs. Check
referring them back to the Grammar Referenceon the answerswith the class.If there is any disagreement,
SBpp123-9 and the Irregularverbslist on p142. ask studentsto write the relevantquestionson the
I Point to the photo on SBp108 and ask studentsWftaf board and then correct any mistakesas a class.
canyou rememberaboutArchieMcCrae?Elicit any
information studentscan remember,but dont correct Answers
any grammar mistakes they may make. 2 ldon't wantto goout.
3 Sheis18yearsold.
Focusattention on the example.AskWhy'live' and not q
4 Wheredo youlive?
'lives'?(becausethe sentenceis about Archie and Fiona, 5 I wentto ltalylastyear.
not just Archie). 6 Hehas/l/you/we/theyhavea doganda cat.
Studentscompletethe sentences, working individually. 7 | don't/cantunderstand you.
Allow them to checkin pairs beforecheckingwith the 8 Whatdidyoudo lastnight?
whole class.If thereis any disagreement, askstudents 9 I'mgoingto seea filmtonight.
the relevantsentenceson the board and then l0 Whatarcyougoingto dolWhatareyoudoingthisweekend?
to write
correct any mistakesas a class.Ask Pasf,Present,or
future?abouteachsentenceand alsocheckthe spelling Sentence
completion
of the verb forms.
4 Explain that in this exercisestudentsneed to choose
Answerc the correct word to completeeachsentence/question.
2 Archiehasa brotheranda sister. Focusattention on the example.AskWhy'some'?
3 Hismotherwork for theresearch company,
Bayer. (becauseit's a positive sentence).
4 Archiegr8wup in Glasgow. Give studentstime to completethe exercise,working in
5 Hestudiedmedicine at university. pairs. Check the answerswith the class.If there is any
6 HeandFionaart gointto workin Zambiasoon. disagreement,write the relevantsentences/questions
on the board and then correct any mistakesas a class.
Questions Answerc
2 Focusattentionon the example.AskWhy'do' and not 2a 3b 4a 5a 6b 7b 8a 9b 10a
did'? (becausethe questionis about the present).Tell
studentsthey are going to need a rangeoftensesto
completethe rest of the questions. ADDITIONA[
MATERIAT

Studentscompletethe questions,working individually. Workbook Unit14

Allow them to checkin pairs beforecheckingwith the Exercises4 and 5 All tenses
whole class.If there is any disagreement,ask students Exercise6 Irregularverbs
to write the relevantquestionson the board and then

136 Unit14 . ltt timeto go!

 2 Put studentsin pairs to rehearsethe conversations.
(2)
Socialexpressions
This sectionfocuseson a rangeof different situations
and includesexpressionsfor wishing peoplegood luck,
apologizing,sayingthank you, etc.
I Focusattentionon the photos. Ask Whereare they?
about eachone ( I in a school/university,2 at home,
3 in the street,4 in a carlin the street,5 at home, 6 on
a tr ainI at the station).
f|ED [CD 2: Track 85] Playthe recordingthrough
once and get studentsto read and listen to the
conversations.(Seelrlfil below.)
If they sound a little flat, play the recordingagain,
drilling the intonation chorally and individually.
Encouragestudentsto start high to achievea good
voice range.
Get studentsto choosetwo or three conversationsto
learn. Encouragestudentsto test eachother on their
lines and prompt eachother as necessary.
If possible,rearrangethe room to make the situations
feel more authenticand bring in basicprops.Ask
studentsto put their books down and perform the
conversationsfrom memory.Be preparedto prompt
studentsa little, or askother studentsto do so.

Focusattentionon conversationI and elicit As first Get studentsto standup to perform the conversations,
missingword (luck.) Studentscontinue completingthe asit will help their pronunciationand acting skills!
conversationsin pairs.
ADDITIONAL
MATERIAT
ffZIr [CD 2: Track 85] Play the recording again
and get studentsto checktheir answers.Check Teacher's
Resource
Disc
understandingof the following expressions: do my Communicative activity Unit 14 The categorygame
best(= try ashard as I can), it doesn'tmatter (= it isn t
a problem), anythingspecial?(= anything different WorkbookUnit 14
or unusual).Also checkthe pronunciationof special Exercise9 Form filling
l' spefll, j ourney I' d3e:nil, andpleasureI' ple3aI . (2)
Exercisel0 Socialexpressions

Answersandtapescript
1 A Goodluckintheexam!
| hopeitgoeswell. Don'tforget!
B Thanks.l'll
domybest. WorkbookUnit14
A Seeyoulater.Bye!
Exercisesll and 12 Revision
2 C Oh,no!
D Don'tworry.lt doesntmatter. Word list
C I'msosorry!
Ask the studentsto turn to p139 and go through the words
3 E Havea goodweekend! with them. Ask them to learn the words for homework.
F Thanks!Same to you!Whatareyoudoing?
Anything
special? and testthem on a few in the followins lesson.
E We'regoingto a birthdayparty.
(F Oh,lovely!) Teacher's
Resource Disc
4 G Goodbye! Drivecarefully! Unit 14 Test
I'll phoneyouwhenI arrive.
H Thanks! Unit 14 Skillstest
G Seeyouagainsoon! Stopand check4 (Units 11-14)
5 I I haveapresentforyou. Progresstest3 (Units 11-14)
I Forme?Why?
I lt'sjustto saythankyou. Video
I Thatlsokindofyou! Episode 6 Closeencounters
6 K Bye!Andthanksforeverything! Alison, |ane'sstudentsister,is coming to stay,so the
I lt wasa pleasurc. you.
having
Weenjoyed housematesare cleaningthe house.However,Ali arrives
two and a half hours early and fane is unableto meet her
in town. Matt volunteersto go. Unfortunately,his car gets
a flat tyre on the way and he arrives late - only to greet the
wrong person.After someconfusion,Ali and Matt set off
home - with Matt holding the other woman'sbag.They
finally get home after talking to the police.

Unit14 . ltt timeto go! 137

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AC KNOWLEDG E M E NTS
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Illustratiotrsf: Gill Button p.148: Mark Duffin p.138; Claire Littlejohn
p.145;Joe Mcl^arenp.151;Annabel Milne p.142, 149; Chris Pavelyp.147;
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WewuW ako like tn thank the Jolavt/ing
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Archive), 146 (DeanfiIulton Archive), 146 (Christie/Hulton Archive), 146
(Marley/Ebet Roberts/Redferns), 146 (Pavlova/Hulton Archive)