Word Order In Questions (Basic)Undo

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Lead-in Before the 10 min

class choose
some party
music. Give
Sts a few
minutes to
think of 2 or 3
interesting
facts about
themselves
which they
would like to
share with
group mates.
Tell Sts to
stand up.
Divide the
class into two
groups. Tell
them to
imagine that
they’re at a
party. When
you play the
music, tell
them to
mingle. Each
time you stop
the music, tell
them to
introduce
themselves to
the person
standing
opposite them.
Remind Sts
that they
should respond
Nice to meet
you.

Wordlist Focus on the 2 min

words for unit
1A. Make sure
that all
students
pronounce the
words
correctly. Drill
the difficult
words.

Vocabulary 1. Books open 15 min

and Speaking on p 2. Focus
(common verb on the pictures
phrases) (ex 1) and the
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questions.Elicit
the verbs for
the first three
questions
under '1 Home
and Family'
(are, were,
live).

2. Put Sts in
pairs and tell
them to
complete the
other questions
with the
correct verbs.
Point out that
in the 'Job /
Studies'
section there
are two
possible
conversations
depending on
whether the
person has a
job or is a
student.

3. Check
answers,
making sure
that Sts
understand the
whole
question, not
just the
missing verb.

4. Focus on
part c. Put Sts
in pairs. Give
them at least
five minutes to
ask and answer
all the
questions.
Monitor their
conversations,
to give you an
idea of their
oral level.

Grammar 1. Focus on the 10 min

(practice) exercises for
1A on p. 67.
Sts do the
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exercises
individually or
in pairs.
Check
answers,
getting Sts to
read the full
sentences.

Grammar 1. Focus on the 10 min

(presentation) instructions.
Do the first
one
together.Give
Sts a minute to
do the other
three and
check answers.

1 Where were
your parents
born?
2 Where is
your teacher
from?
3 How do you
spell your
name?
4 Did you go
out last night?

2. Divide the
board into two
parts. In the
first column,
present the
way we form
questions in
the past and
present simple
with verbs.
- Remind Sts
that there are 2
main kinds of
questions:
yes/no-
questions and
wh-questions.
- words order
in yes/no-
questions is
Auxiliary
(do/does/did)
Subject (you,
we, he, etc.)
infinitive
(ASI).
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Write a few
examples: Do
you study
English? Does
he work? Did
you have a
holiday last
year?
- word order in
wh-questions
is Question
word Auxiliary
Subject
infinitive:
Where do you
live? What
does he do?
When did you
call your
parent?

3. Focus on
questions with
be. Explain
that we do
NOT use
auxiliary verbs
when we form
questions with
the verb be.
Are you a
student?Are
there many
people here?
Where were
you yesterday?

Word Order In Questions (Normal)Undo

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Spelling and 1. Revise the 10 min

Numbers alphabet
quickly. Ask
some Sts to
spell their
names and
write them
on the board.
Make sure
Sts spell their
names
correctly.
Alternatively,
you can write
a few names
on the board
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and get Sts to

spell them.
(Jessica
Dylan,
Bethany
Webb,
Kieran
Hughes,
Cally Dixon,
Abigail
Scott)

2. Focus on
c. In pairs,
get Sts to say
the numbers
in the list.
Check
answers by
eliciting the
numbers
from
different Sts.
Remind Sts
of the
difference
between
thirTEEN /
THIRty,
fourTEEN /
FORty, etc.

3. Tell Sts
they are
going to
listen to five
situations and
must write
down the five
numbers they
hear. You
could warn
them that one
of them is a
phone
number.Play
the audio,
pausing after
each number
to give Sts
time to write
it down.
1 Gate 402
181 miles
3 Tel: 0792
9618 8474
4 Population:
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2,5005 £6.15

Wordlist Focus on the 3 min

words for 1B
and go
through them
with class.
Make sure
that all
students
pronounce
the words
correctly.

Homework Set the 2 min

homework.

Word Order In Questions (Extra)Undo

STAGE DESCRIPTION FILES TIMING

Grammar 1. Give Sts File 15 min

(drill) the Grammar 1Open
photocopiabl
e activity.
Give Sts time
to put the
words in the
right order to
make
questions.
Check
answers as an
open-class
activity.

Present Simple (Basic)Undo

STAGE DESCRIPTION FILES TIMING

Lead-in Write 'direct 5 min

family – mother,
other relatives –
grandmother,
husband’s/wife’s
family – mother-
in law' on the
board.Put Sts in
pairs. Give them
a minute to add
more words to
each category.
Get feedback and
write the words
on the
board.Remind
Sts of the
pronunciation of
difficult words
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like 'daughter'.

Reading 1 Focus on the 10 min

magazine article
and the photo on
p. 4. Ask Sts
'What does
Charlotte look
like?', etc. to
revise physical
descriptions.Giv
e Sts a minute to
read the
introduction and
first paragraph
and answer
questions 1-4 in
pairs.

2. Focus on the
rest of the article.
Tell Sts to read
what Charlotte
says. Put Sts in
pairs. Get them
to cover the text
and answer the
four
questions.Check
answers, eliciting
as much
information as
possible.

Vocabulary 1. Write 'What File 20 min

(describing does she look 1Open
people) like?' and 'What
is she like?' on
the board. Ask if
Sts know the
difference
between those
questions.
Explain that we
use the first
question to talk
about someone’s
appearance and
the second one to
describe a
person’s
personality.

2. Tell Sts to go
to Vocabulary
Bank Describing
people on p.
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78.Focus on '1
Appearance' and
get Sts to do a
individually or in
pairs. Check as
an open-class
activity. Model
and drill the
pronunciation.

3. Now go
through the
information box
with the class
about 'thin or
slim? fat or
overweight?' and
using two
adjectives
together.

4. Focus on '2
Personality' and
get Sts to do a
individually or in
pairs.Check the
answers to a
before moving
on to b.

2 talkative
4 kind
6 funny
8 shy
3 generous
5 lazy
7 clever

Now Sts do b by
putting the
adjectives from
the list into the
Opposite column
in a.

5. Focus on the
'nice, funny or
fun?' box and go
through it with
the class.

6. Hand out the

Vocabulary
photocopiable
activity at this
point. Check as
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an open-class
activity.

Grammar 1. Write 'Present File 15 min

(presentation) Simple' on the 1Open
board. Remind File
that we use PS 2Open
to:
- talk about
repeated actions
(normally with
adverbs of
frequency);
- describe things
that are generally
true/facts.

2. Use the table

P_1.1.2.1 to
teach the
formation of the
tense.

3. Focus on
adverbs of
frequency
(always, usually,
often,
sometimes,
hardly ever,
never) and time
expressions
(every day/week,
once a day/a
week, etc.).
Point out that we
use adverbs of
frequency
BEFORE the
main verb but
AFTER the verb
to be. We
normally use
time expressions
at the end of a
sentence.

4. Use the table

P_1.1.2.2 to
revise spelling
rules for the 3rd
person.

Grammar 1. Focus on the File 10 min

(practice) exercises for 1B 1Open
on p. 67. Sts do
the exercises
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individually or in
pairs.Check
answers, getting
Sts to read the
full sentences.
Give Sts the
Grammar
photocopiable
activity at this
point.

Present Simple (Normal)Undo

STAGE DESCRIPTION FILES TIMING

Communicatio 1. Focus on the 8 min

n photos of
Alexander and
Oliver. Elicit
some adjectives
to describe
them.
Put Sts in pairs,
A and B, and
get them to sit
face-to face if
possible. Tell
them to go to
Communication
Alexander and
Oliver, A on p.
50, B on p. 54.
Go through the
instructions
carefully with
them and make
sure they know
what they have
to do. Tell Sts
that they have 3
minutes to ask
and answer the
questions.
A asks his / her
questions to B
about Oliver.
B then asks A
his / her
questions about
Alexander.
When they
have finished,
get them to
compare books
to check their
answers.
Tell Sts to go
back to the
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main lesson
1B .

Listening 1. Tell Sts they 7 min

are going to
listen to
Charlotte
talking about
when she met
Alexander for
the first time.
Focus on the
two questions.
You could
write the two
questions on
the board and
get Sts to close
their books.
Play the audio
once the whole
way through.
Get Sts to
compare with a
partner and
play the audio
again if
necessary.
Check answers
(She realty
liked him, but
physically he
wasn’t her type
- there wasn’t
any chemistry
between them.
Yes, as a
friend, to go to
a concert or the
theatre.)

2. Sts now
listen to
Charlotte
talking about
when she met
Oliver for the
first time.
Focus on the
two questions
in a. Play the
audio once the
whole way
through.
Get Sts to
compare with a
partner and
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play the audio

again if
necessary.
Check answers
(She thought he
was attractive
(more than
Alexander),
friendly, and
generous. No,
because he
smokes.)

Wordlist Focus on the 3 min

wordlist for 1C
and go through
them with the
class. Make
sure that all
students
pronounce the
words
correctly.

Homework Set the 2 min

homework.

Present Simple (Extra)Undo

STAGE DESCRIPTION FILES TIMING

Pronunciation • The 10 min

pronunciation
rules for
adding an -s
(or -es) to
verbs (e.g.
smokes) and
nouns (e.g.
books) are the
same.
• The
difference
between the/s/
and /z/ sounds
is very small
and only
occasionally
causes
communication
problems. The
most important
thing is for Sts
to learn when
to pronounce -
es as /iz/.
• You may
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want to give
Sts these rules:
- the final -s is
pronounced/iz/
in verbs and
nouns which
end in /tʃ/
(churches), /s/
(dresses), /ʃ/
(washes),
and /dg/
(bridges).
- the -s is
pronounced /s/
after these
unvoiced
sounds /k/,
/p/, /f/, and /t/,
e.g. walks,
stops, laughs,
eats.
- in all other
cases the final
-s is voiced
and
pronounced /z/,
e.g. plays,
parties, etc.
1. Do part 5b
on p. 5. Ask
Sts to form the
3d person
singular by
adding –s.
Correct the
pronunciation
if necessary.

Speaking and 1. Focus on ex 10 min

Writing 6a on p. 5.
Give Sts five
minutes to
make a few
notes about a
person they
know well who
is single and
looking for a
partner.
Monitor and
help with
vocabulary.

2. Put Sts in
pairs, A and B.
Remind Sts of
the meaning of
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compatible and
tell them to
think of people
who are
possibilities for
each other, e.g.
if A has
thought of a
man, B should
try to think of a
woman.
A describes his
/ her person
and B listens
and asks for
more
information.
Sts swap roles
and B
describes his /
her person to
A. Are the two
people
compatible?

Song Ugly Hand out the File 15 min

worksheet to 1Ope
the Sts and go n
through the
unknown
words together.
Listen once
and ask Sts to
complete the
gaps in the
song. Then
listen again
and check.