aaa OOO Personal Best Teacher's Book A2 Elementary FARRAR RRRRRRRR Series Editor 2 Jim Scrivener = Author -_— Sheila Dignen —_ = = =. = =—_ = =. = = =. — =. — — — — —— — —— bos on — —_ [Q Richmond ——FEPEFEREDEREREREEEERERYEREEER EEE EOEED CONTE STUDENT'S BOOK CONTENTS p4 INTRODUCTION 26 1 | You and me = p20 Work and play - p36 People in my life p56 g Home and away pr2 What are you wearing? p92 Home and cities p108 Food and drink p128 oi In the past pl44 Education, education! 164 People p180 On the move ‘i p200 Enjoy yourself ve ~ p216 ees omeenencancnanmmmnamens 635| Bh one 1 Is that a man bag? Pa Work and play 2A What | do paz 2B Weekdays, weekends pl 26 Find a flatmate pis 20 Anew city pis People in my life 3A Time together p22 3B Anew group 2a 3C Opposites attract p26 3D Anight out p28 El tome and away 4A 26hours in the dark p30. ‘4B Weather around the world pa AC Along weekend pss 4D Aboliday with friends p36 What are you wearing? BBA Party time 40 5B Don't tell me what to wear paz a Do the things you love pa 3D Can I try it on? Pas 6A Asmall space pas 6B Amazing homes 50 8C The Big Apple ps2 6D Beautiful places p54 FAL Lenguage App unit-by-unit grammar and vocab GRAMMAR the verb be possessive acectives 1 sfor posession + present simple Positive and negative * present simple ‘questons p20 ‘adverts expressions of frequency * love, he, hate, ‘enjoy. don mind + nour-ing form * preposions of time present continuous 3B = present simple and present continuous scanand.cant 1 there isthere are, somelany * prepositions of lace + modifiers p56 LANGUAGE PRONUNCIATION VOCABULARY + contractions a be « countries and ‘sentence sess nationals, ‘numbers 41-1000 + personal objets 1 sand -e5 endings «jobs and ob sausllayvers verbs dofdoesin activites) questions sentence tress = family scingtorms ——sacvtes(2) sentence stress = day routine inking vers consonants» the weather and and vowels theseasons cates = cothes scanandcant «ordinal numbers hobbies “there're are» rooms and ‘sentence sess furniture ‘common adecives spiacesinacty sxius READING @ srcakine Tope cae ees | i cient Seon — ses coneaeall | | Bustenine WRITING ‘* avideo looking at work @Pening and clos araectmeachyies enor ena ‘listening fornames, "connectors: and, t places days and times andor ee ‘sound fal ‘anemailtoa frien oe B sreauns ‘sawebste aboutlocal «making arangemt lubsand gr0Ups YOU accepting or dec an re ssangatet oampiadien: = ‘cameo ahora my Busrenine warn orien ‘= describing a phote weather indifferent» using personal Saatcen" "pate coe pail = rm | csoumceses "eal ae B sreaxne caatetst coma niet ce erent ‘wearing them i ‘identifying facts nd ED ee el one a Busrenins warming ‘avideo about unusual * Yopicsentences aes oa = identifying key points[ CONT LANGUAGE ‘SKILLS GRAMMAR PRONUNCIATION VOCABULARY a i 7 =... ‘countable and ssomelary—sfoodanddink READING ®B secacins enue ny TMaAlomOr —sconnesand anasto hat op TA footw yourdon gs peor “meetin nace pea rabeaal p60 *Gionters sanitiewetd. "singe ae pee Powmcinay _semnonaiex ome * pronouns a = 70 Out for dinner ps4 fen ate Poseshesdecties + odeieg al restart , a patsingtte, syesonvee sinenions BI USTENING waiting there wasithere —w-edendings sie stages ‘video about our ——_* planning and mal 8A Technology through were + nineguirvens — “hecematoutour “hana the ages 56 spate ‘ andinspiations «sequencers ‘88 Life stories p68 Li hah ‘= listening for numbers, : = pas imple regular = 8C Life in the 1980s #0 | eusentn acini ae ‘8D What happened to you? p72 expressions as ‘experience you v7 ‘patsmle: se itnatonin schol READING B srcauns uestone ne LEGIT sanatcton ig sgl 9A School days 775 everbpatems verb = ite andite education” =" gyatle about iad 98 Litelong learning pre Sot inte sesciions expences 9€ Change your life ps0 i eos ‘ : pocorn, aE 90. What's the problem: p82 ' because and so responding to pol People “comparative s-erendngs —saecves —@BUSTENING wang adjectives sspetaie —“Teoestbe + witing a descipte soar coe a 108 You look so tferent aiectves “tesa perce cles th ten W0C The yearbook — "= listening for detailed = ‘peony —" omatn 100 Someone that admire 990 Soectves + adescrntion of ‘eweak forms ‘someone you admi p02 — shoe often —stvetohasto etalon eoING B secxcne ‘haveto “ssentence stress transport ssanarticle about they arriyir ‘MA Getting to work P94 = be going to future ‘= holiday: “unusual way Jordan a aja ‘1B Looking for Elizabeth tie expressions. actntes Axacfoundatavel * checking Gallagher 96 partner =r fietiaal asp a seatng fo dea conestionat . > + acrerbsofpobabity "3 hotelrcepon Dh enicy yoursein “bresentpeect esentencestess senteranment @BUSTENING —_WaTING ‘2A Going out moe) ee eee * opinion ‘video about books * writing and replying — —= —= io. — Pim za tie bcck was beter p08 onset ce | Pia, 1204 famous ice pos and pastsimple ‘Istering for detaied _noartce omic gy bons stiagonorts — bee — Lm —, = 120 Would you like to come? p08 an invitation toa pa and reply ites uo Grammar practice pi Vocabulary practice p86 Communication practice pise Irregular verbs p176 AL Language ap, Unit-by-unit grammar and vocabulary gamesYou and me the verb be m countries and nationalities = numbers 1-1,000 4 1A Meeting and greeting 1 What country are you from? Name three more countries near your country. 2 A Match te countries in the box with maps 1-6" htaly Germany Turkey the USA Brazil Japan B ©11 Liven. wie melee of ach speaker nett the conect map 3 ©U0 usten again. wite the nationality of each countyin exercise 2 the USA ~ American =) Go to Vocabulary practice: countries and nationalities, page 136 SE A impairs, took atthe pictures. Where do you think the people are from? Bead the conversions in exercze Sard match them wth pictures a-€ 5 ©12 usten and complete the conversations 1 a 3 milla Hell. Myname's Sam_Ovci,thissMeko, Jo. A How ae you? Emilia and this Sara from Japan. All. Very well, thanks. And you? Sabine Hi,!__Sebine. Ad Meio, thiisOsear, Jo. Tm fine Whee are dean and [ice to meet you from Braz. Paola? Emilia You, too, Where ‘Oscar Nice to meetyou, Melko, AIL They aren here.” from? Meiko You, too, Oscar in the conference centre. Sabine mirom Germany. Osear How do youspellyour Jo What about Andreas? ‘nd you? name? ‘Al © ere is ran's Emilia © from aly, Melo ° ME late, ‘om Milan Sara Tmnot! Im from Rome. 20 EXTRAPRACTICE workbook page 2; photoconiable activity 1A Vocabulary Ce EEEYou and me UNIT 1 OVERVIEW: This unit looks at meeting people and talking about yourself Sts listen to people meeting and each other, then practise meeting and greeting. They learn vocabulary for nationalities and read about a young football player. They share personal information and practise talking about their personal possessions. LANGUAGE Grammar The verb be; possessive adjectives; s Vocabulary Countries and nationalities; numbers 11000; personal objects sentence stress 1A Meeting and greeting Pronunciation Contractions of be; SKILLS Reading ‘Approaching a text; simple statements ‘with be Speaking ‘Asking for and giving personal information; asking {or clarification Sts listen to conversations in which people meet and greet each other, and practise introducing themselves. Grammar Verb be the UK/British, ete); numbers 11,000 Introduce yoursel by saying, Hell, my name’... Invite a few students to say their names by asking What's your name? Ask sts to turn to their partner to say hello, and say their name. 1. sts work in pairs to say where they are from and name three more countries near their country. 2 A tnpeirs sts match the countries with he maps Answers 1 Japan 2 the USA 3 Brazil 4 Germany 5 Turkey 6 taly B ©t1_Play the first speaker. See TB page 356 for audio scrip. Ask: Which country i he from? (Turkey) Play the rest ofthe track. Sts listen and write the number of cach speaker next to the correct map. Check answers. Answers AS B3 C4 D1 £6 F2 3 © Play audio track 1.1 again for sts to listen and, ‘rite the nationalities. Check answers. ‘Answers 1 Japan - Japanese 2 the USA - American 8 Brazil Brazilian 4 Germany - German 5 Turkey ~ Turkish 6 Italy ~ Italian Go to Vocabulary practice: countries and nationalities, SB page 136/TB page 285. Sts will find more language presentation and practice for countries and nationalities here. Do these exercises with the class, or set them for homework, before continuing with exercise 4A of lesson 1A. Countries and nationalities (Brazil/Brazilian, Pronunciation Contractions of be ('m, you're, he's, they'e, et.) Communication Meeting and greeting people 5) Remind sts to go to the app for further self study ‘vocabulary practice of countries and nationalities. 4 A Point the fist picture and ask the question, Encourage sto gues. Dont confirm the answers Yet B Sts read and match the conversations. Check answers. Answers ib ze 5 ©13 playaudio rack 1.3. see the SB page opposite fer mul Rpt Allow ss doe > compare hel answert in pairs, then play the track again for them to check and comples thelr newer. Chock answers with he as hnawe Tim 2 sreyou 3 We'e 4 he's 5 Hes 6 ts 1 Theyre 8 Heist 3.x PRACTICE SB page 4, exercise 5 ‘1 Do the exercise as normal. To check answers, play the audio again, pausing before each gapped sentence for sts to suggest the answers. Ask other sts ifthey agree, then play the audio for them to check. 2 In pairs, sts cover the conversations, then uncover them. line by line. They try to predict the next lin each time before they reveal it. 3 Asksts to look atthe introductions in the first two lines ‘of each conversation, Pay the audio again for them to focus on the pronunciation and intonation. sts then practise until they can say the lines fuently, then swap roles and practise again.the verb be m= countries and nationalities = numbers 1-1,000 6 Choose the correct forms of be. Use the conversations in exercise 5 to help you. Then read the Grammar box, ! imnot 's isnt ‘m ‘re arent i — rena oe oe: os Oa calles os oe ee Scamme ; PE ae = GRY _ one ncn nano =! 7 A © Pronunciation: contractions of be Listen and repeat the contactors Im youre he's shes its wee theyre B ©16 Say the sentences. Listen, check and repeat. 1 Im American and they're Braziian 3 Youre Swedish and were Turkish, 2 He's irish, 4 She's rom Russa ' Compiete the sentences withthe correct form of be. Use contractions if possible. 1 Pedro Brazilian, He from Recife 2 My parents ‘rom Poland. 3 Dublin. Inthe UK It inthe Republic of reland ‘ your name Carlos? ‘No,it___ Carlo, 5 you from Mexico?’ ‘No, | from Peru 9 Inpairs. look at the pictures. What countries ae the people from? What nationality are they? AThisis.. He's American. No, he isn't. He's Canaalan! Ano Go to Communication practice: Student A page 158, Student B page 167 10 Write the words or numbers. se ee ta are ae cS tee a - GRY cements 11 in pairs, introduce yourselves to each other. Say your age if you want to. Coacaraen (inion) (nn) (Tape) (Hein) (ht? [Bova ) ‘Imagine that you meet a famous person. Write the conversation. Introduce yourself and ask him/her about himself/herself. I sitlnenaaealiihil 22 EXTRA PRACTICE workbook page 2; photocopi Arrr Jue PF J TOI nnn ‘sts choose the correct forms of be, using the conversations in exercise 5 to help them. They could work in pairs for this, Check answers. Answers jim 2'e 3's 4 'mnot 5 arent 6 isnt Read the Grammar box with sts about the verb be. Explain that the verb be is irregular, so sts need to learn all the forms. Point out that we usually use contractions rather than full forms ('m, he's etc.). Write a few fall forms and contractions on the board and elicit that the apostrophe in each case replaces a missing letter, eg. Im=Iam, she's = she is, we're = we are. Point out the inverted word order in questions. Ask questions to cheek concept. Concept check questions: Lam from Italy/Tm from Iealy ~ same meaning? (yes). We are American ~ what’s the contraction? (We're American). He isn’t from Germany ~ positive or negative? (negative). They're from Turkey ~ positive or negative? (positive). She aren't from Japan = corrector incorrect? Gncorrect ~ she isn’t). not from Brasil - correct or incorrect? (incorrect ~ Pm not). You are from the USA? = corrector incorrect? (incorrect ~ Are you from the USA?). What's the shore answer to that question? (Yes, I am./No, rm not.) Go to Grammar practice: the verb be, SB page 112/TB page 237. Sts will find more language reference, presentation and practice for the verb be here. Do these exercises with the class, or set them for homework, before continuing with exercise 7A of lesson 1A. Remind sts to go to the app for further self-study ‘grammar practice of the verb be. 7 A Q15 Play audio track 1.5 for sts to listen and repeat the contractions. See the SB page opposite for audio script B ©18 sts work in pars and practise saying the sentences, focusing onthe contractions of be. Play audio tack 1.6. See the SB page opposite for audio script. Sts listen and repeat. 8 Read out the first gapped sentence and elicit the missing ‘words as an example. Sis complete the sentences with the correct forms of be. Check answers. ‘Answers SS 2are Sisnt's 415's 5 Are, mnot'm 9 Point to the photos and ask: How many of these people do you know? Ifsts don't recognize many ofthe people, elicitor explain who they are before ss work in pats. Sts ‘work in pairs and decide which countries the people are from and their nationalities. Encourage sts to guess if they arent certain. Check answers. Ask who guessed all the answers correctly. Answers 8 Catherine (Kate) Middleton, Duchess of Cambridge and Prince Willar, the UK, British b Rafael Nadal, Spain, Spanish © dustin Bieber, Canada, Canadian «4 Neymar, Brazil Brazilian f Nicole Kidman, Australia, Australian Go to Communication practice Divide the class into Student A and Student B. All ‘Student A sts should go to SB page 158. All'Student B’ sts should {80 to SB page 167. Go to TB page 329 for the teacher notes. Do the activity, then continue with exercise 10 of, lesson 1A. 10 Point t6 the first gap and elicit the number 25. Write it on the béard. Point to the second gap and elicit the words thirty-six. Write this on the board. Sts write the remaining ‘numbers and words. They could work in pairs for this. Check answers. : Answer 125 2 thirty-six 3 143 4 thee hundred and sixty-four 5 77 6 sichundred and thirty-four 7 208 8 nine hundred and eight 8 1000 10 eight hundred and ninety-four Go to Vocabulary practice: numbers 1-1,000, SB page 136/TB page 285. ‘Sts will find more language presentation and practice for * ‘numbers from 1~1,000 here. Do these exercises with the class, or set them for homework, before continuing with exercise 11 of lesson 1A. Remind sts to goto the app for further self-study vocabulary practice of numbers 1-1,000. 11 Read through the language for introducing yourself with the class and make sure sts understand everything. Tell sts they can invent an age for themselves if they don’t ‘want to say their real age. Sts workin pairs to introduce themselves to each other. Ask some sts questions about their partner, e.g. Whats his/her name? Whereis he/she Jrom? PERSONAL BEST Sts can practise meeting and greeting and the verb be further. ‘They work in pairs and write a conversation with a famous person. They can use the conversations in exercise 5 on page 4 to help. Sts can then tole play their conversations in pairs. Refer weaker sts back to conversation 1in exercise 5 on page 4, Check they understand everything, then put them into groups of three. They can adapt the conversation by adding their own names and nationalities and making other changes as necessary. Monitor and help while they are working. They can then practise the conversation in their groups. 231B My summer blog 1 Do you like sport? What's your national sport? What sports do people usually play in the summer? | PATETIN opproaching text Before you read a text, predic s much information as you can + Read the tile ofthe text. Can you guess what t means? ¢ + Are there ay pctres? What peopl, places and tings can you see? +e there any headings forte diferent sections? What ae the sections abou? 2 Read the Skill box. In pairs, look at the ttle, headings and pictures in the text. Answer the questions, 1 What type of text isi? 3 Whereis she atthe moment? 2. Whois the text about? 44 Whatis she doing there? 3 Read the text. Choose a title for each post 1 Week 1 Time to.go home 2 Week 2 'b Learning Enatish 3 Week 5 © My Bish famity 4 Week 4 4 Enjoying the tournament 4. Read the text again and answer the questions, 1 Whats Maria's nationality? 5 Whereis Maria's English teacher fromm? 2. Where are Helen and Alex rom? 15 Where are the tears in the tournament from? 3. What are Maria's favourite places in London? 7. When are the matches? 4 Whois Hitoshi? '5 Find words inthe text to match the pictures. Simple statements with behave ts pate: UME + + complement: BBE my biog isa 8 rom Span Braz, Portugal, Polen, Russa, Erland, Scotland an pan 6 ead the Text builder and look at the Week 1 post inthe text again. Draw a[Boxaround the subjects, the forms of be and undetine the complements 7 In pairs, think of a sport you love. Tell your partner about it Hove... tts really. 24 EXTRA PRACTICE Workbook page 3; photocopiable activity 18 Skills 6 4 4 . € LAA AAAAaasr aoake4B My summer blog ‘skill [Approaching a text Reading Sts read @ text about an international footballer who travels to different countries to play. WARMER Write the word sport on the board and elicit one or two examples of sports. Put sts into pairs and give them two minutes to write as many sports as they can in English. They ‘an use their dictionaries to help. Bring the vocabulary together on the board and check that sts understand all the ‘words. Ask: What's your favourite sport? zz ze = > Read the Sil box with sts bout approaching tex eS See predict, ide, uss, headings and 1. sts discuss the questions in pairs. Get feedback on their answers. r > 2 sts answer the questions in pairs. Check answers, and MR ~ point out thar itis possible to learn quite a lot about a text > before you read it, using this technique. Answers 1 ablog 1) Maria Gomez ~ a student from Célizin Spain who loves football, 3 inthe UK 4 She's learning Englsh at a language school, and she is igo therefor an international football tournament for Students, 3 Read the four titles with the class and check that sts funderstand them. Sts read the text and choose a title for ‘each post. Check answers. Answers te 2b 3d 4a A, check that sts understand team, tournament and match. ‘Ste read the text again and answer the questions. Check answers. Answers 4 Spanish 2 Helen's from England, Alexis from Scotland 5 Big Ben, Buckingham Palace and Tower Bridge |) He's Maria's classmate, He's Japanese. 5 Australia 6 Spain, Brazil Portugal Poland, Russa, England, Sotiand and Japan 7 inthe evening as | zz a as z= —_ 7 = — — = = = = —_ = -_ 1s read about an international football player and talk about a sport they love, ‘Text builder Simple statements with be 5 point out that the firs eter of each word is given. Sts find ‘words in the text ro match the pictures. Check answers, land check that sts understand the words. Answers {host family 2 classmates 3 team 4 match 5 champions fi Read the Text builder box with sts about simple Statements with be. Use the examples in the box to each the words subject, verb and complement (= a noun, pronoun or adjective that comes after a verb such as be, become or seem). Ask questions to check concept, ‘Concept check questions: What comes firs in a statement? The verb? (no = the Subject, What comes aftr the subject? (the verb be). What comes after the verb be? (the complement). This ny bag — correct? (no ~ This is my'bag). The keys & on the table ~ correct? (no ~ The keys are on the table). 6 sts look at the Week 1 post again. They draw a box around the subjects cicle the forms of be and underline the ‘complements, Point out that not all sentences include the verb be, so some sentences will not include a circle ‘or underlining. Sts could work in pairs for this. Check answers. Answers Thisi@ ‘They@ very nice Helen®)Enalist pe ae their chigren@recalled Jenny ‘and Jacob Jenny's fourtesn and Jacot’s twelve, aa retrnes|iplay football in te park with Jenny and cop, and sometimes weal go fora walk inthe centre df tondon.i¢9 a ceally intresting city. My favourite places (G@Big Ben, Buckingham Palace and Tower Bridge. 7 Check that sts understand fantastic. Say some sentences bout a sport you love, e.g love rennis. t's fun and its very exiting I's a great summer sport. Allow sts time to prepare their ideas individually. Monitor and help as shevessary. Sis work in pairs to tell ther partner about their favourite sport. Get feedback on their answers.language schoo! to learn English, but I'm also here nal football tournament for students! The ie my blog about my month in Londen. Jacob. Jeary tes | play fotbal nthe park with Jerry an isis my language school. There are las of studer aifeent counties and we at speak classmates ae rally trendy. | always sit Japanese. Our English lessons are fu Kerry an she's trom Austral, gramert now. The teams are ror s rd, Fuss, England, Scotia and Japan. We train every morning, | think wa'e a good team because welre very fat. The mat inthe evening We're the champions! @'m hen, also sacl because i's the end of my month here. Goodye, London! Uti next tet EY ee ry exams oF ever be can you findin se ten 26 EXTRA PRACTICE— — — = — = = — s = e — K — = = = r= = — = = e e b= = = TOTTI SITS. BEST Sis can practise recognizing forms of be further. They find ‘as many examples of the verb be as thy can in the text. You could do this as a race. Check answers and see who found the most examples. ‘Weaker sts could find one example in the text of each positive form of be, (am, i, are) and copy it into their notebooks. They can compare their sentences in pais. Ask some sts to read the sentences they copied to the class. ‘With books closed, write the following gapped sentences on the board: 1 This__ my language school. 2 Our English lessons fur 3 Our teacher's name Kerry. 4 She__ from Australia 5 1_—at the football cournament now: 6 The matches __ in the evening. Sts work in pairs and complete the sentences using the correct {form of be. They can check their answers in sections Week 2 and Week 3 in the text. Check answers. Answers iis 2ae 3is 4's 5m Gare Refer sts back to the introduction to Maria's blog. Ask sts to imagine they are in another country to study or play a sport. ‘Ask them to write an introduction to their blog, using Maria's {as a model. In weaker classes, sts could work in pairs for this. Sts can compare their introductions in small groups. Ask groups in turn whose trip sounds fun. 2728 = possessive adjectives = ‘s for possession = personal objects 1C Is that a man bag? 1 Inpaics, ook tthe pictures inthe text below. Can you rame the objects? 2 A ead the wx D0 you think the objecsin the tae from a handbag. man bag or both? B @18 steno araco programme Tck(v) the objets hat youhea. His bag or her bag’ ooo atourtings eno S sponta son yor ry arty bt Fee okt aoe sn "Snob arnt teams sn comen sw Cryin? HANDBAG MAN BAG Cel chevngm QO hairbrush O Oo stoves, O QO sweets O O UO QO umbrella, cf O Sy pe 0 er vit eae % Oat) Go to Vocabulary practice: al object 3 © isten to the start of the radio programme again and choose the correct options. Presenter Zoe's here with she /her handbag and Harry's here with ® he /his "man bag ‘What's in their / they bags? Zoe, you st. Whats in you /your handbag? Zoe ets have a look. Here are °1/ my keys and ® my / mebirbrush. 4 A Look at exercise 3 again. Then read the Grammar box. Which possessive adjective is for things that belong to + aman? 2 awoman? __ 3 more than one person? B Are possessive adjectives the same or cfferent wth singular and plural nouns? possessive adjectives 1 my my bag/bags you your —_yourumbrela/umbvelas he his ——_lspenipens she her heralove/oion it ts tsphoto/photos they thelr their able Go to Grammar practice: posse: EXTRA PRACTICE ‘ je hem cc NLT4€ Is that a man bag? sts listen toa radio programme about handb ‘Grammar Vocabular Possessive adjectives; 5 Gloves, hairbrush, identity card, ke photo, purse, stamps, sunglass tissues, torch, umbrella, wallet, watch) WARMER “Ask: What do you carry with you every day? Bring sts’ ideas together on the board and translate where necessar 4 sts work in pairs t look atthe pictures and name the Si wot Pel do ths aa race. Check answer: ‘Answers ane bag. handbag, a packet of sweets, a smartphone, Snumbrela, loves, sunglasses, Keys 2 A check sts understand the different meanings of purse, vhaller and handbag in US and UK English: handbag (UK, Us) ~ small bag for money, keys, personal things, tc, Yeed by women; purse ~ small container for money (UK); handbag (US); wallet ~ smal folding leather case for paper money, credit eards (UX); case/container for coins, if they think the objects are from a handbag tor both. They could work in pairs for this. Elicit some possible answers, but don't confirm them yet B @18 Play audio track 1.8. See TB page 356 for audio script sts listen and tick the objects they hear for each tag Allow sts time to compare their answers in pairs, ‘hen pay the audio tack again for them to check their answers. Pn Answers andbeg: Keys, chewing gum, hairbrush, sweets Umbrella, phone, purse tan bag: Keys. chewing gum, gloves tablet, hone, wallet 3.x PRACTICE SB page 8, exercise 2B = Fr bo the exercise as normal. To check the answers, elicit Wihich objects sts heard mentioned in the audio, and ‘What the people said about them. Play the audio again for sts to check. 2. Ask-sts to close their books. Tell them that there were JO items in the list on page 8. Sts work in pairs and try {to remember as many ofthe items as they can. 3 sts work in pairs. They take turns to mime using one $f the objects in the lst on page 8. Their partner must gquess the object and say a sentence including the Sbject, eg need my keys to drive my car. Go to Vocabulary practice: personal objets, SB page 137/TB page 287. I0s00909w99999rrs Personal objects (chewing gum, comb, glasses ‘miror, phone, ‘sweets, tablet, sags and personal possessions and talk about their own personal possessions. Communication Talking about your own and other people's possessions Pronunciation Sentence stress ‘is will find more language presentation and practice for personal object here. Do these exercises withthe clas, or Pet them for pomework, before continuing with exercise 3 of lesson 1€. (2) Remind sto goto the ap for further selfstudy LEX practice of vocabulary for personal objects. 3 © Allow sts time to read through the extract Play dio track 1-11. Sts listen and choose the correct options. Check answers. Answers ‘her 2 his 3 their 4 your Smy 6 my 4. A Refer sts back to exercise 3 and point out that the, orect answers are all possessive adjectives. Sts read the Grammar box and write the correct possessive adjectives: Check answers. Answers 1 his 2 her 9 their B Read out the question and discuss the answer. Answer the same ‘Read the Grammar box with sts about possessive adjectives. Ask questions to check concept. ‘Concept check questions: Thave an umbrella ~ is it my umbrella? (yes). Ana has ome gloves ~ your gloves? (no ~ her gloves). Sam has Some keys ~ our keys? (no ~ his keys). We have some sindwiches~ their sandwiches? (no ~ our sandwiches). ‘Sam and Ana have some chewing gum ~ my chewing jgum? (no ~ their chewing gum). my key Cone key), my Keys Ceo Keys) ~ correct? (yes). his glove is gloves ~ correct? (yes). {Go to Grammer practice: possessive adjectives, SB page 113/78 page 239. ‘eo will nd more language reference, presentation erate for possessive adjectives here. Do these. aoe Pies with te cass or set them for homework, before Continuing with exercise SA of lesson 1C. Qiewsere the app for further self-study grammar practice of possessive adjectives.5 A @2 Pronuneiation: sentence sess Listen and repeat the sentences, Undeding the stressed wordsin each sentence 41 What's in your handbag? 2. His sunglasses are onthe table. 2 Here are my keys, “4 Whats thei phone number? B (@)114 Practise saying the sentences. Listen, check and repeat 1 Your table's new. 3 Here ae our photos, 2 Where's my umbrella? 4 Her gloves ae bive. 6 Complete the sentences with a subject pronoun or a possessive adjective. | 1 My friends are Scottish, ___‘tefrom , 4 _ name's Ahted, He's 32 years old. Aberdeen 18 Theyre from Italy names are 2A Where are sunglasses? Francesca and Marco. B Onyour head! 6 This is Hary 's from London, 3 Spanish. Here's 7 We're in the baggage area atthe airport, but ‘entity card are bags here? 7 Look at the sentences. Complete the rules about possession. Then read the Grammar box, 1 Its Carts bag. ‘After a singular name (e.g, Man), we add __. 2 les my sister's phone. ‘After a singular noun le. gi), we add 3 apa hard urls ‘tera regular plural noun (e.g. boys), we add. (WE rsa) See. ae Gn certs oe 8 Gus Lookatine picture and ste to John and Many. Match the possessions wth te peopl inthe box. a John Mary John's friends Mary's sister Carl 9 Choose the correct options to complete the sentences, 1 Its Lucy’s bag / Lucy bag, 2 They/re Harry's / Hays glasses, 3 Iman English teacher. Here are all my student's / students books, 4 Itsy flends'/ friend's hone. Look, thsis his photo. 5 Here are the mens'/ men’s umbrellas Go to Communication practice: Student A page 158, Student 8 page 167 10 A in groups of three to five, follow the instructions, Student A: Close your eyes ‘Other students: Put one of your possessions on the table. Student A: Open your eves. Guess whose things are onthe table. IsitManuet's watch? Are they Maria's glasses? B Repeat the activity. Take it in turns to be Student A Tinta prion atu ino al apie at nari er manag orang Sy ees 30 EXTRAPRACTICE Workvook pave #PIP T TTT 5 A Os To get across the idea of sentence stress, play the first sentence on audio track 1.13. See the SB page ‘opposite for audio script. Point out that some words are louder than others. Play the sentence again and use your hands to indicate how the volume increases for some words. Play the rest of audio track 1.13. Sts listen and underline the stressed words. Check answers, Play the audio track again for sts to listen and repeat. Answers “1 Whats in your handbag? 2 Have are my keys. 3 His sunglasses are on the table. 4 Whats ther phone qumber? B ©144 sts work in pairs and practise saying the sentences, paying attention to sentence stress. Play audio track 1.14 for sts to listen, check and repeat. See the SB page opposite for audio script. 6 sts complete the sentences with the correct words. Check Answers 1 They 2my 3lmy 4His § Their 6 He 7 our 7 Sts look at the sentences and complete the rules. They could work in pairs for this. Check answers. Answers 1's 2's 3 ‘(anapostrophe) Read the Grammar box with sts about’. Write the two forms s and s'on the board. Ask questions to check ‘concept and point to the two forms on the board where necessary as you ask the questions. Concept check questions: Jack has a phone ~is it Jack phone? (no ~ Jack's phone). ‘Maria has a bag ~ is it Maria’s bag? (yes).'s or s? ('). [My sisters have some books ~ my sisters’ books? (yes). ‘sors? (6, because there is more than one sister). The ‘men have Some chewing gum ~ the men’s chewing gum? (yes). ors? ('s, because it’s an irregular plural noun). a Go to Grammar practice: ', SB page 113/TB page 239. Sts will find more language reference, presentation and ‘practice for the possessive 'shere. Do these exercises with the class, or set them for homework, before continuing ‘with exercise 8 of lesson 1C. [By Remind as 0 go tthe app for ur selfs grammar of's. 8 © Point to the picture and explain it shows John and Katy. Play audio track 1.15. See below for audio script. Sts listen and match the possessions with the people. Allow sts time to compare their answers in pairs, then play ‘the audio track again for them to check and complete theit answers. Check answers with the class. ©u5 Audio seript M= Mary, 3 John Whatamess. What areal hese things onthe lor? Isthisyour phone? Noisy site’ phone What bout this bag? eh Carts bag And tis wale Look, there are two umbrelas here! Theyre my friends’ umbrelias. What about ths purse? Ist Your sisters? No thats min! What about hes ey? Are they yous to? No they your keys M: a M: 3; M: EYE Answers 5 1 Marys sister 2 Carl 3 Carl 4 John's friends 5 Mary 6 John ‘9 sts choose the correct options to complete the sentences. Check answers. Answers 1 Lucy’sbag 2 Harry's 3 students 5 men's 4 Triena's Go to Communication practice Divide the class into Student A and Student B. All'Student ‘A’ sts should go to SB page 158. All'Student B’ sts should {g0 to SB page 167. Go to TB page 329 for the teacher notes. Do the activity, chen continue with exercise 10A of lesson 16. 10 A Putsts into groups and ask them to have some possessions ready. Demonstrate the activity with one ‘group. Ask one student to close his/her eyes, and ask the ‘other sts to each put one object on the table. The student then opens his/her eyes and guesses who the objects belong to, Students practise a few times in their groups. B students swap roles and practise again. Monitor while sts are working, and correct any errors in a feedback. session at the end. PERSONAL BEST ‘Sts can practise’ further. They imagine someone’s bag and say the names of the objects that are in it. ‘Weaker sts can practise in pairs. They exchange three objects from their own bags, and say the names of their partner's ‘objects. Ask some sts to tell the class what their partner's ‘objects are. aLBER satis] speacime _esking fr and giving personal information w asking fr eafcation 1D Where's my wallet? 1 Answer the questions below. + Look atthe picture ofalost property office. What can yousee? 2. What other things can you find in a lost property office? 3 What tings do you ctten lose? 4 What buildings usualy have lost property office? eT LOST PROPER 2 AGv® wotchoristento te fat pe ofa webshow clad Learn Curve. What objects ming? B @16 watch ortisen again. Tick(¥) the things that rein Kat's backpack keys sunglasses biscuits wallet miro tissues stamps tablet ‘chewing gum 3 ©r117 watch or listen to the second part of the show. Are the sentences true (T) or fase (1? 1 Theassstant in the lost propery office is called Hany, 2 Kate's personal information i already inthe computer. —_ 2. Kate loves James Bond — 44 Kates phone isin the asistants box. a 5. Simon's phone is diffrent from Kates. 4. A inpairs, complete the questions in the conversation with the words in the box. ‘address mobile number email address postcode number firstname spel ‘Assistant Here's the lost propery form.Time ‘Kate _—_1's 02079 46007. tofllitout Tmready. What's your _--Skmon Isnt that your home phone number? 1 2 Kate Yes, he can calle at home! Kate 1s Kate Assistant Could you say that again, please? Assistant KATE, What's your surname? Kate Yes, is 02079 46007. Kate Oh...itsMeRes, ‘Assistant. And whats your °___, please? ‘Assistant How do you?—__—that, please? ‘Kate 222 Baker Steet, Marylebone, London, Kate MCREA ‘Assistant Thanks. And what's your’? Assistant OK. What's your © Kate I's missing. Kate NWISRT. ‘Assistant Could you say that again, please? ‘Assistant Do you have an ”___? Kate My cellphone i lost. Kate Yes, i’skmerea_OO7agmalleom. Assistant OK. Lost mobile. What’ your 4 please? B Ot wachor ten gaint check 32 EXTRA PRACTICE Woiook poeTSS 1D Where's my wallet? [sxus ESP 10 | Sts watch a video or listen to a conversation at a lost property office in which people ask for and give personal information. They then practise asking for and giving personal information. ‘Speaking skill ‘ts watch or listen to a conversation at a lost property office and practise asking for and giving personal information ‘Asking fr clarification Conversation build ‘Asking for and giving personal information Play a game to revise the alphabet. Starting at the front of the class sts each say one letter of the alphabet in tur. If they make a mistake or cannot think ofthe next leter, they are out, Go round two or three times, speeding up each time, until sts are confident. Ask sts to write three new words from lesson 1C on a piece of paper, without their partner seeing. ‘Sts then work in pairs and spell their words to each other. ‘Their partner writes the words. See who manages to write all the words correctly. 1 Teach the meaning of to lose (something) and lost property office. Students could work in pairs to answer the questions. See which pair finds the most things in the pleture. Get feedback on sts’ answers. Each unit features an episode of Learning MME Curve, a web show intended for international students to engage in English language and culture, Itis presented by a range of hosts who present documentaries and vox pops (in B lessons which focus on listening skils) and also talk about their personal lives through video diaries (in D lessons which focus on. ‘speaking skills) You and your students can watch the videos in class, or download them from the Learning Platform to watch at home. You can watch the episode in its entirety for enjoyment or familiarization purposes), or you can break it down into more manageable chunks, as recommended in each lesson. itis also available as an ‘audio-only option for teaching environments without ‘2ccess to video. Students hear speakers from the UK and the USA (exposing them to both British and American English accents) as well as from other countries. The video ‘allows students to practise particular listening skils and ‘gives them exposure to features of natural spoken speech. See TB page 00 for more information on Learning Curve 2 A Us Aitthe D lessons in this evel which focus on speaking skills are accompanied by video (ie. an episode of Learning Curve. In this lesson, Kate goes othe lost property office to find her lost phone. Read out the {question, then play video/audio track 1.16. See TB page 356 for video/audio script. Sts wateh/isten and answer the questions. Check answers. ‘Answer Kate's phones msing B ©1W Pre-teach the following words from the video: the ground floor, upstairs, detective, a computer system, a show. Play video/audio track 1.16 again. Students watch/ listen and tick the things that are in Kate's backpack Check answers. Answors keys, wallet, sunglasses, tablet, biscuits and chewing gum 3 OT Altow students time to read through the sentences, Check that they understand asstant, personal formation and possession, Play video/audio track 1.17. See TS page 356 for video/audio script. Sts watch/listen and decide if the sentences are tue of false. Check answers. Answers Tran aT 4F SF 4 A Check that sts understand all the words in the box. Sts ‘ork in pairs to read the conversation and complete it With the correct words. B © Play video/audio track 1.17 again. Sts watch/ listen and check their answers. Check answers with the class. Answers 1 firstname 2 spell_ 3 mobile number 5 address 8 postcode 7 email address 4 number PRACTI exercise 3x ICE SB page 10, 4B 1 Do exercise 4A as normal. Before you play the recording in exercise 4B, read out each gapped sentence and elicit some possible answers. As sts suggest answers, ask: Does this question match the answer that Kate gives? 2 Ask sts to cover the conversation in exercise 4B. Read ‘out Kate's answers to the questions in a random order. Students race to say the correct questions. 3. Play the video/audio again, pausing after each of the questions. Get students to repeat. Encourage them to copy the pronunciation and intonation the Assistant ‘uses. Students can then practise saying the questions in pairs. Encourage them to practise several times, until they can ask the questions fluently. 33asking for and giving personal information w asking for clarification SPEAKING 2 How do you say'@. and ‘com’ in an ema acess? Cena 1 ‘king foriefomaton Saving your phone number Seyog your emal adres: } Wrctjourtsinamelsumame/ —0207946007-ohtwo oh seven __krirez.007egmalcom - ko. ‘adoessimobilenumberffhome ine fours double oh seven mere underscore double oh / Drone umber? Seren at mi dotcom } Doyouhave an emi dees? How do yoo splat please? | ! 55 Read the Conversation bude. Answer the questions pais ! 1 How do you say'0'andts ina phone number? ! ; © Gur Read the sentences. Then watch olsen again. Choose he coyrect options to complete the sentences } 1 The assistant asks Kate to spel he fst name /surame access 2 He ast ert say her postcode / email adress /home phone number again. PANETIN esting torcaritcation ! ‘When youdoe' understand something, ik the speaker for ep shat im/er 5b tesentence agin rt spl the wore. + Ue Sor, coud you. and plese tobe pote Sony, coulsyouBy ta oa plese? How do yu spel ta plese? S 2 + Use polite intonation: Sor, could you say that again, please? 7 rw read the Sit box Usten and repeat he questions when you rear the bees. Copy te rtoaton B D1 Lnento tree conversation a schoo ost property ofc For wnat information does te asst ok for ciation? conversation aces / postcode / emai adress Cameron? heme phone number mabe umber / postcode Cemnaion’tneme surname frame and sure Goto Communication precic: Student A page 158, Student 8 page 167 9. A EEMEINE vou tose an important personal object Look at the Conversation blr again Tank about your answers tothe questions 8 QEMEEMED You ae atthe ost property oe. npr. take tars to ask and answer questions preemie tne form fr your partner, Ak for carifcaton to check the information is comect. pc ee ee Firstname mall address Surname Mobile umber veces gat a ‘address Home phone number C [EEEEIIEEE swap your form with your partner. Read his/her work and correct any mistakes How could you improve i? Porson Best] Wile the emalladéresses and phone number of ie people you know. Practise saying them in English a EXTRA PRAGTICE Wori00% panes| TST. KISS STP TPITIIccrerrnss fe Conversation builder a x ead the Conversation builder box with sts about asking for and giving personal information. Explain that we say phone numbers as single numbers ~ four “two - six, etc., but we use double if the same number is repeated, e.g, double cree. Point out the use of dot, tat and underscore in email addresses. Ask questions to ‘check concept. Concept check questions: ‘What's your address? ~ is this asking for information? (yes). How you spel thar? ~is that a correct question? (no ~ How do you spel that?). Spell means say each letter in a word ~ correct? (yes). My phone number is. ‘ohone, five hundred and forty-two, ste hundred and rine ~ correct? (no ~ we use single numbers for phone ‘numbers). My email address is my ~ point - name at Internet = point ~ com ~ correct? (no ~ we use dot in ‘email addresses). Sts answer the questions in pairs. Check answers. Answers 1 Oh, double four 2 at underscore, dot com © Now sis time wo read the sentences and options. Play video/audio rock 1.17 again. ts watehisten and Choose the correct options. Check answers ‘Answers 4 surname 2 home phone number ue Read the Skill box with sts about asking for clarification. Check that sts understand the questions, and. point out the intonation pattern on Sorry, could you say ‘hat again? Play track 1.18. See below for audio script. Sts listen and repeat the questions. Encourage them to copy the pronunciation and intonation on the recording. ‘Audio seript Sorry, could you say that agai, please? How do you spell that, pease? us Read out the question, then play audio track 1.19. ‘See TB page 356 for audio script. Sts listen and choose the correct answers. Check answers. ‘Answers 1 postcode 2 mobile number 3 fist name and surname Go to Communication practice Divide the class into Student A and Student B. All Student [A sts should go to SB page 158. All‘Student B’ sts should ‘go t0 SB page 167. Go to TB page 329 for the teacher ‘hotes. Do the activity, then continue with exercise 9 of lesson 1D. sts follow the steps to have a conversation in a lost property office. {A [EEEEININ sts look at the questions in the Conversation, builder box again and think about their own answers. Monitor and help while they are working. B Sts work in pairs to ask and answer the ‘questions in the Conversation builder box and complete the form for their partner. Before they start, refer them back to the Skill box and tell them to ask for clarification during their conversation. (C EEEEEIIEIEL sis swap forms with their partner to heck td suggest Improvements ‘Get feedback from sts ‘on which pars of the task they found easy, and which they ound difficult. Suggest that they should practise saying their name, address, phone number and email address ‘regularly, and should also practise spelling their name fand address so that they are confident about giving the information. PERSONAL BEST Ss can practise saying phone numbers and email addresses further. They write the phone numbers and email addresses, bt ive people they know and practise saying them. Sts could ‘ietae the numbers and emall addresses to a partner for extra practice. ‘Weaker sts can work in pairs, They each write two phone Mimbers and two email addresses of people they know, then iWork together to decide how to say them. They then practise saying hem. A PI ut sts into groups of three. Two sts repeat the conversation from exercise 9B in which they ask for and give personal {information and ask for clarification. The third student uses their phone to film the other two. Sts can swap roles and practise again, Watching themselves on film will help sts to Evaluate how well they can give personal information and ask for clarification. 3536 Work and play 2A What I do 1 Look at the pictures. What jobs can you see? iu 2 A Read the text. Check your answers to exercise 1.“ B Label the pictures with the names of the people. What other jobs are mentioned in the text? Lots of people around the world have two jobs. Sometimes i's because they need the money and ‘sometimes they want to learn something new. Let's meet some people who each have two jobs. 41 'm Luisa. 'm from Brazil, but Ive in Lisbon with my parents and my sister. | work as a receptionist for an IT company in an office i the city centre, but | algo help my parents in our family restaurant in the evening and at the weekend. I's atraltonal Brazilan restaurant, My sister help, too. My parents ‘0k the food and we serve it | ike my two jobs, but | don't havea lot of free time. 2 Michal ves in Prague. He's a mechanic and he works in a garage. He ites his job because he loves cars, but he doesn’t work there atthe weekend. On Saturdays, he has a second job he's a tour guide for tourists, He knows @ lot about his ty ‘Zoe 26 years old and ives in Manchester inthe UK. She's a recepionit fora TV company. She works fom 9 a.m. 5 pum. during the Wook. Zoe has another job tree evenings & week she teaches ‘Zumba ina gyn. She doesn't work atthe weekend. 4 [sags from Jamaica, but he lives in New York Hes a tax ver and he works every day saac thes his jb and he loves New York. He often goes back to Jamaica fr his ater jb. He doesn't ive taxi in Jamaica ~he's a singer and he sings at festivals! 3 Read the text again. Write the names of the people. 1 They work with cars. 2. He/she works with food, 3. They have office jobs. 4 They come from one country and work in another country, 5. They workat the weekend, 4. Complete the sentences with verbs from the text 1 in Lisbon at alotot free ime 2 Mysster too, 5 She Zumbain a gym. 3. Myparents the food. 6 He ataxlin Jamaica Go to Vocabulary practice: jobs and job verbs, page 138, EXTRA PRACTICE workbook page 8; photocopiable activity 2A VocabularyWork and play BH \UNIT 2 OVERVIEW: This untt looks at different expects of work and free time. Sts read a text about peop\e bs. ‘who have two jot Ts ul ung sbot ferent job and eens cg ven thot who a ee that people they know 40, The et ng jpeed-flatmating event, then practise activites veri questions about themselves bY ole PSP ‘speed-flatmating event. They Pate akan as morezn eno en mee a ain nec qwrite an email toa friend. LANGUAGE Grammar Vocabulary Pronunciation Present simple: positive end ‘Jobs and jobs and es endings; negative; present simple ‘erbs; activities auxiliary verb d0/ ‘questions; contractions; articles (1) (1) does in questions Listening Writing Listening for An oral ema opering ames places, and losing an informal ema Gays and times connectors: and, but endo” 2A What | do sts read a text about people who have two different. jobs. They then practise taking about thelr own ob- Pronunciation Communication Grammar Vocabulary Grammar pe and jb vers (eccumtat, builder businesrar/bs essere chef, -sand-2s Talking about your simple tutor electrician tight atenden harresse lawyer mechan endings job seine nurse pale ofc receptionist shop aston NG river, teacher, and ra fe, waterless; cok 00, ct al, ve 22, finish wer help Ragauve tourists, make cates resi cars sll compu, 222 food, sing, start work, teach, wear a suit) 3 Read our the task and explain that more than ove namie Hoes with some sentences. ts read the text agen and PPMP f¢ Michal - tour quide tulsa ~ serves food in a restaurant “ask: Whar’s my job? Elie the answer and say Tm a te0che Ask Whats pais and give them two minutes to write as many ‘write the names, Check answers Joke an they can in English Bring ts teas roger 07 he Joe a ad heck they understand all the jobs. Repeat ¢ anwwe ost and write ton the board. Point out de use ofthe 1 Michal aac 2 usa, 3 Lue TO Sa wit obs | Laisa 5 Luss, Mena, 1886 4 sts work in pairs to look atthe pictures and discuss Ab psteststo find the frst verb as an example. Sts then Se gbs ave shown. Elicia few ideas but dont confirm ae sete the remaining sentences. Check answers and answers yet Sheek shar sts understand all he expressions. 2h seared te exo check their anawers. Check answers Aer A arte class and check that sts understand all theobs- Aer og 3 cook 4 dorthave 5 teaches awe 8 doesnt dive amtceptonist fora TV company 0 tax diver Fee mechanic receptionist for an T company Go to Vocabulary practice: jobs and job verbs, SB page eB 136/18 page 28° re ; sae Rnd more language presentation and practice for ie crt ron Inbel the pictures with ‘hotand job verbs here Do these exercises with he cas ames ofthe peopl and nate down what oe, ia ot for homework, before continuing with exercise =o ‘and check sts understand all the jobs Baar 7 ins Ea [omen ss ening oth a nee 2A. Cecabutary practice of jobs and job verbs b Isac - singer a38 lS Personal Best present simple: positive and negative m jobs and job verbs 5 Complete the rules for the present simple, Use the text to help you. Then read the Grammar box. 1 For the helshelit form, we add or___to the infinitive form ofthe ver. 2. For the negative form. we use and Poste: work oran IT company. Heloves New York She teaches Zumba. Myparens ook the ood. Negative: don't have lot offeetime. He doesn't ive ata Go to Grammar practice: present simple: positive and negative, page 1i¢ ql alia: VO eee 8 commeneramoncnatamsitenthiniachteomre My parents (ave) a hotel in small town n pain.t®_ (go) tpcollege everyday butI"__ help) my parents inthe evening, My dad p (cook) the food, but he ® __(not serv) it~ that’s my ob. have two sisters, but they ‘___ (not wor) in the restaurant. One sister (live) in Germany and my ote sister (ork) in hospital 7 A @24 Pronunciation: -s anc -es endings Listen and repeat the sounds and verbs inthe able ‘ishes B ©25 Add the vers tothe abe. Listen anc check teaches. les helps works drives watches makes sells 8B ©26 impairs say the sentences. Listen, check and repeat. 1 He teaches English. 5 He drives ata 2. Helives in New York 6 She watches TV after work 23. She helps her parents. She makes clothesin a factory {4 He works from 2pm. to10 pm. every day. 8 She sells books ina shop, 9 A Think of three people you know. Write about their jobs, but don't say what the jobs ae. [My friend Ana works in the city. She doesn’t work at the weekend. She likes herjob because she works with people. She cuts people's hair. B In pairs, tel each other about your people. Guess the jobs. ‘AlsAna a hairdresser? Yes, she's. Your turn. Go to Communication practice: Student A page 159, Student B page 168 ae |A Wrte about your job, Use the prompts to help you. Twork/ don't wo Twork in the week/ | inthe evening, ‘tthe weekend. B Workin groups of five or six. Swap your descriptions with another student. Take turns to tak about the person whose description you Nave. The other students guess who iis [A This person's teacher. She works ina language school. She teaches Spanish, She likes ther ob, She works in the evening, but she doesr't work at the weekend, B | think Carlasa teacher Cara is it you? White sentences about a dream job. Workbook page 8; photocopiable activity 2A Grammar :_ Jt CITC 5 Ask sts to find the verbs from exercise 4 in the text and notice what happens to the verb in the he/she/it form. Sts ‘work in pairs to complete the rules. Check answers. Answers 1 ses 2 doesnt, dont Read the Grammar box with sts about the present simple: positive and negative. Point out that the 1, you, ‘we and they forms of the present simple are all the ‘same, but the he/she form adds s ores. Point out that in the negative, the I, you, we and chey forms all use don't, and the he/she forins use doesn't, Ask questions to check concept. Concept check questions: work in a restaurant ~ correct? (yes). He work in a restaurant ~ correct? (no ~ he works). He teach sport ~ correct? (no ~he teaches sport). Which forms add s or es? (he and she). [don’t work atthe weekend — correct? (yes). She don’t work atthe weekend ~ correct? (no - she doesn’t work). Which forms use ‘doesn't? (he and she). Go to Grammar practice: present simple: positive and negative, SB page 114/TB page 241. Sts will find more language reference, presentation and practice for the present simple positive and negative hhete. Do these exercises with the class, or set them for homework, before continuing with exercise 6 of lesson 2A. (Remind go se app for the self-study ‘grammar practice of the present simple: positive and negative. ‘sts read the text and complete it with the correct verb forms. Check answers. Answers ‘have 2g0 3 help 4 cooks 5 doesnt serve 6 dont work 7 lives 8 works 3x PRACTICE sB page 13, exercise 6 —_— TM Do the exercise as normal. To check answers, read out ‘each sentence in turn, sometimes with the correct verb ‘and sometimes with an incorrect one. Each time ask: Correct or incorrect? Elicit the correct answers. 2. Ask sts to close their books. Write prompts for the text ‘on the board, e.g. have/hotel, go/college, help/parents. ‘Sts work in pairs and try to rewrite the text from ‘memory. They can look in their books again to check. 3 Ask sts to read the text again and try to memorise as ‘much as they can. Say the first three words ofthe text: ‘My parents have... . Elicit the next three words from an individual student (a hotel in). Continue around the ‘lass, eliciting three words at a time from individual Sts. Other sts can help out if necessary. See if, as a class, you can recreate the whole text! 7 A ©24 Model pronunciation of the three sounds /s/,/z/ ‘and z/ in isolation. Play audio track 2.4, See the SB page posite for audio scrip. Sts listen and repeat the words B ©25 sts work in pairs to decide how to pronounce the verbs and add them to the table. Play audio track 2.5. See Answers for audio script. Sts listen to check their answers, Play the audio track again for sts to repeat. Answers si: helps, works, makes Iai: ves, drives, sels fia: teaches, watches 8 ©28 ‘ses workin pairs and practise saying the sentences, Play audio track 2.6. See the SB page opposite for audio script. Sts listen to check their answers. Play the track again for sts to repeat. * 9A Readout the example description. Sts work individually to write thet job descriptions. Monitor and help while sts are working. B Sts work in pairs to read their descriptions to each other and guiess the jobs. Get feedback on who guessed all their partner's jobs correctly. Go to Communication practice Divide the class into Srudent A and Student B. All Student {sts should go to SB page 159. All'Student B’ sts should {g0 to SB page 168. Go to TB page 331 for the teacher notes. Do the activity, then continue with exercise 10A of lesson 2A. 10 A Read through the prompts with the class and make sure sts understand everything. Sts work individually to write sentences about their jobs. Monitor and help while they are working. B sts workin groups. Tel them to pot all heir descriptions together, shuffle them, then hand them out fgein. Ss take tums to tell che others in thei group about the person whose description they have. The other sts try to guess who itis desing. Get feedback from sts on how easy they found it to guess each other’ jobs. PERSONAL BEST ‘ts can practise talking about jobs further. They write ‘sentences about a dream job, using the prompts in exercise {OA to help, They can compare their answers in pairs and discuss which dream job they prefer. ‘Weaker sts can write five sentences about the job of someone they know, or a famous person. They can read their sentences to.each other in pairs and guess the jobs. 39LISTENING _ listening for names, places, days and times m activities (1) 2B Weekdays, weekends ern) 1 Match the activities in the box with pictures a=h, playtennis read book gotothe cinema watch TV olor awalk listen tomusic study meet riends 2 inpairs, talk about the activities in exercise 1. What activities do you do? Ilisten to music in the car, | don't goto the cinema. 1 Gillian meets friends on Saturday 2. She goes for run on Monday momings. 3. Khan watches football on Saturday evenings. 4 He studies Italian and Spanish 5 Chip starts work at 9am. every day 6 He finishes work at 4 pm 7 Inpairs, talk about the people in the video. Answer the questions, 1 Where do they work? 2. What activities do they do in their fre time? 3. What do you think of thei jobs? ‘4 Do,you do the same activities in your free time? KSEE alee eatr ‘The unstressed vowel sound Ja i also called ‘schwa! ts very common in English. We use itn almost every sentence. tis undertne in these phrases: Ma us bntafamaus tenis playa What do you do yur tee me? We want {a know 8 ©210 Read the Listening builder. Read the sentences and undesline the letters that YOu think have the sound /a. Then listen and check. 1 My sister's adoctor. 2. When do you pay tennis? 3 I relax atthe weekend, 4. John's apolee officer. 5. | want to go out for dinner. 9 A Think of tree people that you know. Make notes about the following questions + Where do they lve? What's theirjob? + What activites do they do in their free ime? When do they do them? my fiend Victoria ~ London ~ studies French ~ Wednesday evenings B Take tums to tell your partner about the people. Listen and complete the chart about your partners people, = Wat oyu renene ett palin vie ite seen shu prsn 42 EXTRA PRACTICE Workbook page 9 LDP nnnannnannnnnnwnn nnn5 ©29 sts ook at the pictures and read the gapped Scatences, Play video/audio track 2.9. See TB page 357 Her ideo audio script. Sts watctvlisten and complete the sentences. Check answers ‘Answers 4 Gillian, Toronto 2 Khan, London 3 Chip, New York 6 ©28 sts read the sentences. Play ‘video/audio track 2.9 again. Sts watch/lsten and dec ifthe sentences Ore aan false, You could ask stronger sts to correct the false TEprences, Check answers. Play the track again, pausing farsts to hear why each sentence is true or false. Answers at > Ftghe goes fora run on Sunday mornings) 3 Fine watches football on Friday everings) {Fhe studies Italian and French) ST 6 F the frishes at 5) 7 ste work in pairs to discuss the people inthe video, Get Sedtackon their answers Answers rSitian works in Toronto, Canada. Khan works in 3 lot iearces Europe, the Midele East, Asia. Chip works it Brooktya, New York. 2 ian meets friends, goes for a run, goes to the ‘Read the Listening builder box ith sts about the /a/ Sound. Model the sound in isolation, then read out the sentences in the box to model the pronunciation of the Schwa sound in context. Explain that a lot of vowels are SConounced with this sound when they are unstressed, Bat pronounced with thei fll sound when they are ‘sressed, Ask questions to check concept. check questions: Whar is the schwa sound? (the unstressed vowel in English. Ist very common? (yes). Can diferent vowels same ‘echwa’ when they are unstressed? (yes) Is the Schwa sound used as a stressed vowel? (10). PITT KK ©210 sts read the sentences and underline levers which, they think are pronounced as schwa. Play audio track 30. See the SB page opposite for audio script. Sts listen ‘and check their answers. Answers 1 My sisters a doctor 2 When do you play tennis? 3 [reiaxat the weekend. 4 Jonn'sa palce officer 5 want 2.99 out for dines Wisyy9990500n 9 A Asa round-up, sts prepare to talk about three people they know. They read the questions and make notes. ‘Monitor and help while they are working, B Sts take turns to tel their parmer about the three people they made notes on. Their partne r listens and reotptetes the table, When they have both completed the sear, sts can Took at their partner’ table to check thet ait ihe information is correct, Discuss with the class which parts ofthe activity sts found difficult EI BEST ‘ts can practise vocabulary for jobs and activities further ‘They ty to remember the people inthe video and write 4 sey vce about each, They can compare their sentences in pais. ‘Weaker sts can work in pairs. They, choose two or three teople from the video and write a sentence about each one Reksome sts to read their sentences to the class. EXTRA PRACTICE ‘xs work in new pars. They take turs to use their phones Ss or parrner taking about the people they Know in tp. Allow ss time o watch the fs of themselves. erer ccs asa class what they noticed about the speed they speak » their pronunciation and intonation.li 2C Find a flatmate 1. Look at the pictures in the text. What do you think ‘speed-flatmating’ is? 2 A Read the text and check your answer to exercise 1 B Lookat the questions. Who asks them: people who need a flatmate or people who need a room in Rat? What do 1 Where do you 1 Does your youd in your lve now? pane lve free tine? ear hee? 7 Dees your 4 Are you fathavea tidy person? ardent 3 A@2H Brceisstaspeed-tatrating event He looking for a atmate. ten and decide (vn the best tat for Bruce ~ Mite Phi or Area. Why? B ©2H Listen again Are the sentences trv or false? 1 Mike and Bruce work atthe weekend. —_ 4 Phildoesn' tke his jo. 2. Bruceisa OJ in a cub. = '5 Andrea doesn't ive with her parents, 3 Phil doesn't work near Bruce's flat, 6 Bruce has a partner 4. Match questions 1-5 with answers ae. He tves in another city, 1+ Where do you work? a 2 What do you do? »b | work in a local restaurant 3. Doyou work in the evening? ‘© No, Ion’, Not at the moment 44 Where does your partner ive? 4 Iman accountant. Yes. do finish at about 11.30. 5 Doyouhave a partner? 5A Lookat the questions in exercise 4. Which questions have a yes/no answer? B Complete the rule. Then read the Grammar box We use the auxliary verbs*_and * tomake questions in the present simple. wy yeslno questions and short answers: Wh. questions: Doyou work ong hours? Yes, Ido. No, dont What do you doin your fee time? Does she go cut? Yes,shedoes. No, shedoesn'. —_‘ihere doyou work” When does he nish? = Look! We dont use do and don’ in questions withthe verb be: 0 you ve in Oxfora? = ‘Are you trom Oxford? = Go to Grammar practice: present simple’ questions, page 115 VAAL LUE AVVAAAAREEE EAA 44 BXTRAPRAGTICE workbook page 10; photocopiabe activity 20 GrammarCOSTS crc ccc 2C Find a flatmate ‘ts read about speed-flatmating, a way of choosing a new flatmate quickly. They listen to people taking part in a speed- flatmating event, then practise asking and answering personal questions in a role play of a speed-flatmating event. Pronunciation Grammar Present simple: questions [Ask: Where do you live? Who do you live with? Elicit answers from individual sts and find out who shares a flat or house ‘with other people. Teach the word flatmate. Ask: How do you find new flatmates? Do you ask friends? Do you look ontine? Elicit a range of answers from individual sts. 1. Teach the meaning of speed. Ss workin pairs o look at the pltures and think about what specd-atmating i. lca few posible answer, but don confirm them yet. 2 A Sts read the text quickly to check their ideas. Check answers with the class, Ask: Do you think speed-flatmating is a good idea? Why/Why not? Answer It’s an event for meeting new people to try and find the perfect fatmate, B Sts look at the questions and decide who asks each. cone. Check answers, and check that sts understand all the questions. Answers 1 people who need a flatmate 2 people who need a room ina flat 2 people who need a flatmate 4s people who need a flatmate 5 people who need a flatmate 6 people who need a fatmate 7 people who need a oom ina fat 8 people who need a flatmate 3 A ©2H Read out the question then play audio track 2.11, See TB page 357 for audio script. Sts listen and decide ‘who isthe best flatmate. Discuss the answer with the class and encourage sts to give reasons for their answers. Possible answer Mike is pernaps the best flatmate because Phil plays the ‘guitar but Bruce's eat doesnt like loud music, and Andrea doesn't ike cas. B ©21 Allow sts time to read the sentences. Check they understand everything. Play audio track 2.11 again. Sts listen and decide ifthe sentences are true ot false. Allow sts time to compare their answers in pairs, chen play the audio track again if necessary for them to check and complete their answers. Check answers with the class. Answers 17 27 3F 4F ST 6 F (only Andrea has a partner) Auslary verb do/does in questions Communic Asking and answering personal questions . sts match the questions with the answers. Check answers, ‘and check sts understand that What do you do? asks about someone's job. Answers 1b 2d 3e 4a Sc 5 A Sis look at the questions in exercise 4 again and decide ‘which have a ye/no answer. Check answers Answers 3 Do you work in the evening? 5 Do you havea partner? B Sts complete the rule. They could work in pairs for this. ‘Check the answers. Answers 1 do 2 does Read the Grammar box with sts about present simple ‘questions. Explain that we use do/does to make questions in the present simple, and do/does comes before the subject: Do you work? NOT Yourdo-work? Explain that Wh- words come before do/dloes: Where do you live? Remind sts that we use do with I, you, we ‘and they, and we use does with he/she. Point out that in shore answers we just use the auxiliary verb, not the main verb: Yes, Ido. NOT ¥es-Fdo-work. Ask questions to check concept. Concept check questions: What auzxitiary verb do we use to form questions in the present simple? (do/does). You do live with your parents? ~ a correct question? (no ~ Do you lve with ‘your parents?), Do he work in an office? ~ a correct ‘question? (no ~ Does he work in an office?). Where you work? ~ a correct question? (no ~ Where do you work?).. Which verb doesnt use ‘do/es'to form questions? (the verb be), Go to Grammar practice: present simple: questions, SB page 115/TB page 243, Sts will find more language reference, presentation and, practice for present simple questions here. Do these ‘exercises with the class, or set them for homework, before continting with exercise 6A of lesson 2C. {GQ Remind sts ogo othe app for further self-study ‘© grammar practice of present simple: questions.46 Imagine you met sonone aspen hoa ae fate. Wise cnratonyou ave wh et EXTRA PRACTICE kook pope 0 present simple: questions [ tancuace Ja 2G} 6 A 213 Pronunciation: auxiiary verbs do and does in questions Listen to the questions How do we pronounee do and does? 1 Doyoulisten to music? 4 What does Bruce do attr work? 2 Does Phithave a cat? 5 Where do they live? 3. When do you finish work? 6 Do they play tennis? B ©213_ Listen again and underline the stressed words. Repeat the questions. 7 A Complete the questions asked by diferent people at aspeed-tatmating event 1 you tke music? “4 Where you work? 2 your flat have two bathrooms? 5 Who, {yu live with at the moment? 3 Whatkind of TV programmes youwatch?” 8 ____yougo outin the evening? B Ask and answer the questions in pairs, 8 Aco the quiz in pairs. Write down your partner's answers. B Are you and your partner similar? What type of flatmate 4 Wine you gto be 12 900-1100 b 11000100 @ ater. 00 2. What you ter arr? 9 Voor shetty mes (hae aga nhs, looted " ‘3 eo at to ween : 4 Veratare b eonitneuors © lepates 4 How mary te you ha 8 47S rovtands Bb atmutS0_@ mre en 500 nFactbok 18 hich be / yu po eta b tation desiner © arocksnger 9A wat co you doin your free time? Ask and answer questions in pairs ‘A What do you do in your free time? 8 meet tiends | fr 8 cote | spend time with my fami B Work with a new partner. Ask and answer questions about your fst partner What does Gabriela doin her fee time? Go to Communication practice: Student A page 159, Student 8 page 168 10 A imagine that you want to finda flatmate. Write six questions to ask people. B Go speed-flatmating with your classmates. Talk to ots of people, Ask and answer questions, Choose three good flatmates, '8 Wino do.you live with at the moment? B live ina lat with three other people. AAA nnn APOTKKOOKooorrorvrrorrrrrroonrnnrr“nrnnnnnvrvvyvyvvvTvvee 6 A @238 Model pronunciation ofthe strong forms of do and does in isolation, Remind sts that in sentences some ‘words are unstressed, so their pronunciation may be different. Play audio track 2.13. See the SB page opposite for audio seipt. Ss listen and notice how we pronounce do and does. Discus the answer with the lass. Answers 0 /du:/ or dal oes /da2/ or Idaz! B ©289 Play audio track 2.13 again. Sts listen and underline the stressed words. Check answers, and point cout that do and does are not stressed. Play the audio track again for sts to repeat. Answers 1 Do you listen to music? 2 Does Bil have a cal? 3 When do you finish work? 4 What does Bruce do after wok? 5 Where do they live? “ AA Sts read the questions and complete them with the correct words. Check answers and check that sts understand all the questions. Answers 1 Do 2 Does 3do 440 5do 6 Do B Sts ask and answer the questions in pairs. Get feedback ‘on their answers. 3x PRACTICE sB page 17, exercise 74 1 Do the exercise as normal. To check answers, read out ‘each gapped question and ask: do or does? Why? Bliit the correct answer in each ease, then ask a student to read out the completed question. Elicit a few possible Put sts into pairs and ask them to close their books. Write a brief prompt for each question on the board, e.g. music, two bathrooms. Sts work in their pairs and {ry to rewrite the questions from memory. They ean look in their books again to check. Refer sts back to the exercise they did about pronunciation in exercise 6, Ask sts to underline the stressed words in the questions in exercise 7A. Discuss which words are stressed, and model pronunciation of the questions. Sts can then practise saying the questions in pairs, focusing on the pronunciation. Sts can then move on to exercise 7B, and ask and answer the questions. s 8 Read through the quiz with the class. Check they ‘understand that they must form a question from the prompts to ask their partner. Do the first question with them as an example. They keep a note of their partners answers and when they have finshed, they turn to page 4164 and work out their partner’ score. They compare ther scores and se i they are similar. Questions 1 What time do you go to bed? 2 What do you have for dinner? 3 What do you do at the weekend? 44 How many friends do you have? 5. Which is your perfect job? 9 A Allow sts time to prepare their answers individually. They thes ask and answer the question in pairs B Put sts into new pairs to ask and answer questions about their frst partner. Remind them ro use does with the he/she form. Get feedback on sts’ answers. Go to Communication practice Divide the class into Student A and Student B. All'Student A’sts should go to SB page 159. All'Student B’ sts should 0 to SB page 168. Go to TB page 331 for the teacher notes. Do the activity, then continue with exercise 10A of lesson 2C. 410) A tow set in to prepare tei quesions. Monitor and hep while they are Working. Ask some st to read hei crcstions othe dss. Core any errors B Putts into pairs and ask them to decide who is Student ‘A, and who is B. They take turns to ask each other their ‘questions and make notes on whether their partner would >be. good flatmate. After two or three minutes, ask the Assts to stand up and move to a new partner. Sts ask and ‘answer their questions again. Repeat ths five or six more times. Monitor while sts are working and note down any errors with questions. When time is up, sts look at their notes and decide which three people they think would be good flatmates. Ask some sts to tell the class who they ‘would choose and why. Correct any errors you noticed in a short feedback session, PERSONAL BEST ‘Sts can practise using the present simple further. They write a conversation with a terrible flatmate. Encourage them to use their imagination, and point out that the conversation doesn’t have to be serious. Sts could practise their conversations in pairs Refer weaker sts back to the text on page 12. They can work in pairs and write three questions about the people in the text, eg. Where does Isaac sing? Pairs can work together in groups of four to ask and answer their questions. a7WRITING — opening and closing an informal email w connectors: and, but and or 2D Anew city 1 Think about a town or city that you know well What do you do there? In pars, say three sentences to describe the place Ike Rio de Janeiro. Its. a great city. eat out with my family, go to the beach and | go to clubs with my tiends. 2 Pieters im a new city. Read his email to Hayley. Why is he'wrting? Choose the correct answer. 8 totellher about his new life ’ » to tellner about his new girtiend © to inte er to vist Hi Hayley, How are things back home in Australia? I'm fine herein Singapore. | love life here ~ its a fantastic cit fr students! | share a lat with two more students near the university. My flatmates are called Steve and Susie, and they're great! | have a part-time job. | work in an Italian restaurant as a waiter. Susie has ajob there, too, but | don’t work with her because she works on different days. Steve doesn’t have a job at the moment because he goes to university every day. In the evenings, | study or I relax and watch TV. | don't have much free time, but Sometimes | go to the cinema with Steve and Susie. At the weekends, | do sport or | 90, ‘out with my friends. | love the nightclubs in Singapore! White soon with your news, 3 Read the email again and answer the questions, 1. Whereis Peter from? 4 What do Pieter and his fiends do when they go out? 2. Who does he lve with? 5 Where does Susie work? '3 What does he doin Singapore ins free time? 6 Why doesn't Steve work? PAIN opening and closing an informal emait We wrt informal emails to people we know well, tke frends and family. Opening: Closing: HirHello (+ name) Hey! Hel rte soon withyournewsl Takecare Seeyousoon AAA AAAAAANAAAAAARA AAAAAAAAAAAAA For very close fiends and family, we often close with Love + {your name) or your name) +2. A. Read the Skill box. Which opening and closing words or phrases does Pieter use? 48 EXTRAPRACTICE Workivook pages 11 and 7#2D A new city sts read an email from someone who has moved to a new city. They then imagine they have moved to anew city, and ‘write an email to a friend. Writing skill Text builder An informal email Opening end closing an informal email _Connectors: and, but and or WARMER Focus on the picture in exercise 2. Ask: Do you know ths city? Where do you think it is? Elicit a few possible answers. Ask: Why do people sometimes move to a new city? Flicit a range ‘Of answers. Ask: Would you lke to move to a new city? Where ‘would you choose? Why? . 4. sts work individually to think about a city they know well I land prepare three sentences. They then work in pairs to say thei sentences to each other, Get feedback on sts answers. 2 sts read the email and choose the correct answer. Check the answer. Answer snudents read the email again and answer the questions. ‘They can compare their answers in pairs. Check answers swith the class. Answers 4 Australia 2 Steve and Susie - two students 5 He sometimes goes to the cinema with Steve and Susie, Bt the weekends he does sport or goes out with bis friends. 4 They go to the cinema or to a nightclub, 5 In an italian restaurant, 6 Because he goes to university every ay. ‘Read the Skill box with sts about opening and closing ‘an informal email, Point out that there are different ‘Expressions for opening and closing informal emails. 4. Ask sts to find the opening and closing that Pieter uses. Check answers. Answer Hit name Write soon with your news. TU a iw999rnnn5 Compete the emais with opening and closing phrases. coe eo a John, 5 __sarai How are you? | hope you're OK. How are you? Hows your new job? 1 ‘Are you free at the weekend? Do you want lim in a new flat and | have two new flatmatest to play tennis on Saturday? | usually play with ‘The flat’ lovely and my flatmates are really nice. q Ibrahim, but he's in London this weekend, Do you want to see a film of go for a coffee at | the weekend? | want to hear your news} Tom *____ Nikki oc ‘connectors: and, but and or ‘We use and to add information ‘My atmates ae caled Steve and Susi, and they're great! We use but to introduce a diferent idea: (don't have much fre time, But sometimes | 90 othe cinema. We use orto add another posi Inthe evenings | study or eax and watch TV © Read the Text buider. Find other examples of connectors in ieters emai 7 Complete the sentences with and, but and or 1 Gianpiero's my flatmate he's 22 years old 2 tke my job, ___ dort ike my boss. 3 At the weekend, I meet my parents ata restaurant 4 play the guitar, ____ rm not ina band, 5 Ihave twojobs.|workina café drive ata 5 Does your artiend have 3 job isshea student? 1190 to their house for lunch, ; | : 4 J A : £ ¢€ a 8 Complete the sentences with your own ideas. 1 Elena's from Argentina and she 4 Inthe evenings, we go to the cinema or we 2 Stefan’ from Germany, but he 5. watch football on TY, but don't watch 3 We often go out at the weekend and we 6 Inthe evering,!.. or! 9A EEEZETY Pian an email about your ite tor rend in another city. Answer the questons + Where do you ve? + Who do you tv with? Do you ke hinherthem? + Doyyouhave ajob? What do you do? + Wat do you doin your tre teat home? What do you do when you go out? B EESTI wrt the emai. Use citferentparagrans to wre about your home, your job and your ree time, Use and, but and or to connect your ideas + Open your emai + Paragraph 1 Say where you lve and who you lve with + Paragran 2: Say it you hve ajob and describe what ou do. + Paragraph 3; Describe what you doin your tee time * Close your emai C EEEENENEEEY swap emais with a partner Undine three sentences with connectors that You think are interesting. a a 5 q Manan Describe a tyna dierent county. Ask your partner toques the cy & 50 EXTRA PRACTICE Workbook page 1; photocopiPU Try. TOE + execonplte the emails with suitable pening an ls Se oa Check awe. ‘Answers + Hi/Hello 2 Take care/See you soon 3 HilHello ‘4 Write soon/Love eT aE ‘Read the Text builder bax with sts about connectors: plain dat we use and to connect ideas that 2 eat dig es sunny and Tm happy. Tey are both Sosiive things) Explain that we use but conte Po chat are diferent, e.g. is raining, but I'm haPEY. ics ing is negative, the other is postive) Expin (One use orto adda choice or another possibilty, seat ve can stay in tonight or we can go out Ask ‘questions to check concept. Concept check questions: co do we use connectors for? (vo add informanon yeas), She's friendly and she's tidy — why ‘and? essere de ideas aze smal they ae Doth POR) Cocca ce, but he's uncidy ~ why but? (because the ee aze different ~ one positive, one negative). Wm eee rarnea or order a plana Why Or? osc WTS Sading a choice or another possibility). ss ead Pete's email again and find examples of he fhree connectors. check answers. Answers ssenas ajob there too, but don't work wth Mer a Teverings | study or I relax and watch TV In te evegkends, 1 do sport or | go out with my ens A te ese much fee tne but sometimes 3 1 tne ~ ses complete the sentences with the correct connects: Sts comer co compare ther answers in pais. Check ‘answers with the cass. ‘Answers ipa, 2 but Bor 4 but § and 6 OF 3.x PRACTICE 5B poge 19, exercise 7 SS ee Sr cnercse as normal. To check answers, read ont ech gapped sentence three times, with and, Put and Sr Ask: which one is correct? Wty? Pur sts into pairs, One in each pair writes down the Speginnings from exercise 7inarandom sere The other writes down the sentence endings in orassdom order. Tell them not ro include and, Duro” ‘8 pth books closed, they try to match the sentence orives and join them with and, but and or. They can s 3. impairs sts choose three sentences and write TiEmative endings for them, using a differe™ aapector, e-g-1 ike my job and I earn a lot of money. Senet read their sentences out, omitting the Paks ctor Other sts listen and guess the ConneStors: B sts complete the sentences with their own ideas. They. compare their sentences in pars. Ask some StS to read their sentences to the class. @ students follow the steps to write their own email. Sts read the questions and answer them. Aer that they do not have to use information fat Point ue san vent information about themselves if they prefer. ‘sts use the email in exercise 2 as a model 2 Ears tner own email. Refer sts back tothe SKY PET ertpage 18 to help with opening and closing set email, on Page ind then to se a range of connectrs 0 sone and ns. You! could set this stage for homework fu prefer sts work in pairs. They exchange thelr OMT with their partner and underline three senenecs cm onnectors tha sey think are interesting. "ey could wit co for mistakes, They give feedback to each Ot also cher ey have used connectors. Encourage 2 spit (Of peer support and cooperation. Scan practise descibing a city further Ask them DSrare Sport description of city ina different counsry Remind 2a connectors to link ideas, They then work IAF them o if Has your wite «Is your wife 8 Who __? 2 do work for » 60 you work for © does he works for 3 a 2 Putthe words in the comect order. 1 fat London Hany in Tim and te 3 in 2 Ireland trom “s Harry 3 a Ametican Tim in 's and bank works 4 nine He at stars work 5. restaurant works Harry a in © watch after TV work They 7 with out friends the they go weekend 8 Usten and computer games play They music to 3 Complete the text with the correct form of the verbs in brackets. hates _ en Franc, but he worsin Stern ‘His wife's Swedish and they ® (have) three children. He be be) a lawyer and she *. teach) music. In ‘the evening, she ° _(play) the guitar and he © (repair) watches. At the weekend, they ” (meet) friends. ww, (relax) with the family. Vocabulary 1 G@Bire wors thas aterent. Belan your answer. + guter newspaper tenis games 2 doctor dentist teach lawyer 3 France isn Germany aly 4 police officer Argentinian nurse teacher § Mexican French Japan alan © handbag wallet gloves keys 7 say nineteen seventy eighty chet wear repr seve é eS a = = = = = a = = Sa a a a Ss 3 ca a