A pairworkactivity
We have suggested the ideal number of copies for each
activity. However, you can often manage with fewer, e.g. one
copy per pair instead ofone per student.
When SS are working in pairs, if possible get them to sit
face-to-face. This will encourage them to really talk to each
other and also means they cant see each other's sheet.
Ifyour class doesnt divide into pairs or groups, take part
yourself, get two SS to share one role, or get one student to
monitor, help, and correct.
If some SS finish early, they can swap roles and do the
activity again, or you could get them to write some of the
sentences from the activity.
Copy one sheet per student to keep as a reference.
LANGUAGE
Can I have a copy, please? Thank you.
Give each student a copy, and tell them that these are
phrases you want them to use in class.
Go through the phrases one by one, and model and drill the
pronunciation. Check SS understand all the phrases.
Tell SS to keep the sheet at the front oftheir file and
encourage them to use the phrases whenever the
opportunity arises rather than using their Ll.
Each student has to find two famous partners. Copy and cut
up one sheet per 20 SS.
LANGUAGE
Excuse me, are you.. .? Sorry, I'm not. I Yes, I am.
Hi / Hello.I'm... Nice to meet you.
Give each student one card. If you have more than 20 SS,
have some characters repeated. For smaller groups, tell them
that they might only find ONE of the two famous people.
Tell SS they are the first famous person on their card. They
must find the other two famous people and then introduce
themselves.
Write the phrases in LANGUAGE on the board and practise
the two possible responses. Highlight that you only
introduce yourselfifyou have found a person you are
looking for. Demonstrate the activity and make sure SS are
clear what they have to do.
o Tell SS to stand up and begin the activity.
a As some SS might find their two people very quickly you
could set a time limit. In a smaller class you could give out
unused cards to fast finishers.
Extra idea Put on sorne lively party music in the
background while SS do this activity.
SS ask each other where famous people are from. Copy one
sheet per pair.
LANGUAGE
Where's he from? He\ from Russia. I don't know.
Where's she from? She\ from Mexico.
Quickly revise countries in Vocabulary Bank Countries
and nationalities, p. 1 0 3.
a Put SS in pairs and give each pair a copy.
a Write the phrases in LANGUAGE on the board and drill
pronunciation. Give a shrug of the shoulders to remind SS
of the meanin g of I don't know.
Focus on photo 1 and elicit the question Wherels she from?
Elicit answers from the class and establish that the right
answer is She\ from China.
SS continue in pairs taking turns to point at one of the
photos and ask where the person is from.
Check answers with the class, telling them the people's
nationalities if they dont know them.
I ZhangZiyt (actress) is from China.
2 Roman Polanski (film director) is from Poland.
3 Christina Aguilera (singer) is from the USA.
4 Ken Watanabe (actor) is from Japan.
5 Giorgio Armani (fashion designer) is from Italy.
6 Gael Garcia Bernal (actor) is from Mexico.
7 Orhan Pamuk (writer) is from Turkey.
8 Maria Sharapova (tennis player) is from Russia.
9 |avier Bardem (actor) is from Spain.
10 Helen Mirren (actress) is from England.
ll Gilberto Gil (musician) is from Brazil.
12 Agnes Kovacs (swimmer) is from Hungary.
A pairwork matching activity
SSmatch sentences. Copy one sheet per pair and cut into A
and B.
LANGUAGE
Are you French? Yes. We're from Paris.
Anna and Toni are from Rome. We're ltalian too!
o Write up the sentences from LANGUAGE on the board but
reversing the order ofthe responses like this:
I Are you French? a We're Italian too!
2 Anna and Toni arefrom Rome. b Yes. We're from
Paris.
Elicit from the class which sentence goes with which and
draw a line between them (1b, 2a).
Put SS in pairs, A and B, and give out their copies. Get SS to
sit face-to-face if possible. You may want to pre-teach the
meaning of on business.
Get one pair to demonstrate the activity. Student A reads the
first sentence (Excuse me. Are you Paola Veroni?) Student B
reads the correct responbe (No, fm not. I'm Paola Nardini).
Ask Student A if the response is OK.
SS continue in pairs. A says his/her sentences first, and then B.
1s3
 When all pairs have finished check answers. Then get SS to
write the correct response in the space under each question.
Get SS, in pairs, to practise each of the mini dialogues.
Change roles if there is time.
1g 2i 3j 4f sh 6c 7a 8b 9d l0e
SS spell words for their partner to write down. Copy one
sheet per pair and cut into A and B.
LANGUAGE
What\ number l? It's a train.
How do you spell it? T-R-A-/-N
Before you start, revise spelling by getting SS to spell some
items in the classroom.
Write the questions (but not the answers) in LANGUAGE
on the board and drill pronunciation.
Put SS in pairs, A and B. Get SS to sit face-to-face if
possible. Give out a sheet to each pair and tell them not to
look at their partner's paper.
Get a good pair to demonstrate for the first two words (B
starts):
B Whati number 1?
A It\ a train.
B How do you spell it?
A T-R-A-I-N (B writes it on his/her sheet). What\ number
2?, etc.
SS take turns to ask questions to complete their grid. When
their grids are complete SS can look together to see if their
spelling is correct.
SSfind similarities and differences in the contents of a bag.
Copy one sheet per pair and cut into A and B.
LANGUAGE
I have three watches in my bag. Diferent. I have one.
I have three photos in my bag. The same. I hnve three photas
Quickly revise the vocabulary for Small things in
Vocabulary B ank Things, p. 1 0 4.
Put SS in pairs, A and B. Get SS to sit face-to-face if
possible. Give out a sheet to each pair and tell them not to
look at their partner's paper.
Demonstrate the activity by taking the part of Student A
and say, e.g. I have three watches in my bag, and ask a
Student B, The same, or diferent? to eliclt Diferent. I have
one.
Tell SS to write D (= difi'erent) in the box next to the
watches.
Now take the part ofStudent B and say I have three photos,
and elicit from a Student AThe same. I have three photos too,
and tell SS to write S (= the same) in the box next to the
photos.
Write the sentences in LANGUAGE on the board and drill
pronunciation.
Now SS take turns to say what they have in their bag and
their partner responds. When all the pairs have finished,
check answers by saying each thing (or things) and eliciting
the same or diferent from the class.
t54
lf,l Happy families
\E/ A group card game
SS try to collect all members of the same family. Cut up a set
ofcards for each group offour SS.
LANGUAGE
Tom's sister, please. No, sorry. / Here you are.
TellSS they are going to play a family card game. If SS have a
similar game in their language, you may want to refer to
this.
In the game there are five sets of cards. Write on the board:
Tomi family, Carmen! family, Fabio! family,Yurii family,
and Chen\ family. Model and drill pronunciation.
Put SS in groups offour and give each group a pack ofcards.
One student shuffles and deals the cards face down. Each
student should have five cards.
SS look at their cards. Explain that on each card the small
pictures at the bottom is to show them what the other four
cards in the family set are. The winner is the first person to
collect all four cards in one set.
To collect a set of cards, SS ask each other for the ones they
dont have. They can ask anyone in their group for any card.
Write the phrases in LANGUAGE on the board. Make sure
SS understan d Here you are. Model and drill pronunciation.
Demonstrate the game by pretending to have a set of cards
yourselfand asking a student in the group nearest you for a
particular card, e.g. Fabio\ son, please, and elicit the
response - No, sorry OR Here you are.
SS play the game. S1 asks someone in the group for one of
the cards he/she needs. If the student has the card, he/she
must hand it over. S1 continues asking until a student says
No, sorry. Then it's the turn of 52 (i.e. the student on the left
of S I ). When a student has one complete family, he/she puts
it on the table and is the winner. SS then shuffle, re-deal and
play again.
Monitor and make sure SS are playing correctly.
Extra idea Alternatively, rather than stopping the game
when one person has a set, SS could continue playing until
all lamilies have been collected and the winner is the person
with the most families.
too.
A pairwork activity
SS useadjectives to identify objects. Copy one sheet per pair
and cut it into two.
LANGUAGE
It's expensive.
Number three.
Revise adjectives by saying an adjective and getting SS to say
the opposite, e.g. slow -/asf. (See Vocabulary Bank
Adjectives, p.106).
Put SS in pairs, A and B. Get SS to sit face-to-face if
possible. Give out the sheets.
Demonstrate the activity by taking the part of Student A
and say to a Student B Iti expensive. Elicit the response
number three.
Write up the two sentences in LANGUAGE on the board as
an example.
SS take turns to say an adjective and their partner says the
number of the picture. Make it clear that SS should choose
random pictures, not do them in order.
 Extra idea When SS finish they could take turns to say a
sentence with the adjective and noun together, e.g.
A (points at a picture) What\ number 3?
B It\ an expensive watch. SS ask and answer questions. Copy one sheet per group of
three-four SS and cut into cards.
I fast 2tall 3 expensive 4 small 5 old 6 big
Tnew 8long 9slow l0cheap LANGUAGE
Do you (live in a bigflat)? Yes, I do. / No, I don't.
Sorry, can you repeat that, please?

Revise Do you. .. i questions by asking individual SS and

getting them to give you short answers, e.g. Do you drink tea
An information gap activity in the morning? Do you like dogs? Do you speak Spanish? Say
SS ask questions to complete personal information for five some questions quietly to elicit Sorry, can you repeat that,
people. Copy one sheet per pair and cut into A and B. please?
Write the phrases in LANGUAGE on the board. Model and
LANGUAGE
drill pronunciation.
What\ lackls surname? How old is he? Is he married?
a Put SS in groups ofthree and give each group a set ofcards.
Sorry, can you repeat that, please? Can you spell it, please?
a Demonstrate by getting a student to pick a card and ask you
. Revise personal information questions about a third person the question.
by writing on the board:
SS carry on in their groups, taking turns to pick a card and
Name: David Ase: ask other members of the group the question. You might
Nationalily: Married: want to teach SS the expression What about you?
Address: Mobile number: Extra idea As an alternative to the above activity you could
Postcode: copy one sheet per pair, and cut into two columns. A and B
Focus on the missing information above and elicit questions ask each other alternate questions.
from the class to complete rt: e.g.What\ David! surname?
Where is he from? Whati his address? How old is he? Is he
manied? etc. Invent answers and write in the information.
Repeat the process using a female name to practise
questions with she/her.
Then write the phrases, Sorry, can you repeat that, please? SSask and answer questions about their tastes and habits.
Can you spell it, please? on the board. Model and drill Copy one sheet per pair and cut into A and B.
pronunciation.
LANGUAGE
Put SS in pairs, A and B. Get SS to sit face-to-face if
possible. Give out a sheet to each pair and tell them not to
Do you like fsh? Do you eat a lot of meat?
Do you have breakfast every day? Do you drink a lot of water?
look at their partner's paper. Sorry, can you repeat that, please?
Explain that SS have to complete the missing information
on their sheet by asking their partner questions. Tell them to Quickly revise the vocabulary in VocabularyBankFood
just use the people's first name when they ask questions. and drink, p.108.
Focus on the envelope (number 1). Demonstrate the activity Write the questions in LANGUAGE on the board. Elicit
with a good pair. Elicit from Student A the question,What's from SS the meaning of a lot of and every day. Model and
drill pronunciation.
Iack\ surname?, and get B to answer (Gregson), and then tell
A to ask for the spelling and write it down. Now elicit B's Put SS in pairs, A and B. Get SS to sit face-to-face if
first question, Whatb lack\ address? etc. possible. Give out a sheet to each pair and tell them not to
Now SS take it in turns to ask their partner for the look at their partner's paper.
information they need to complete their worksheet. Tell the groups to look at the pictures ofthe food/drink and
When they finish they should put their sheets together to make sure they know the words.
check the information and spelling. Demonstrate the activity by taking the part of student A and
asking a student B a question from the sheet and then
AI addressl 800 West Avenue getting him/her to ask you one of their questions. Remind
2 name: Brown; age: 18; postcode: EH3 OlX SS that they can answer Yes. or Yes, I do. I No. or No, I don't.
3 address: Alameda 51, Jaen; age 24; SS now take turns to ask and answer each other's questions.
email BTM23@hotmail.com
4 postcode:47100; married: yes; Extra idea When SS have interviewed each other, you could
home numbe r : 01543 -77 832I get them to ask you the questions.
5 name: Williams
BI name: Gregson
2 email amanda@btinter.co.uk
3 nationality: Spanish; postcode: 23004; married: no;
mobile number: 07 640 -7 81234
4 address: Piazza Savonarola 8, Cesena; age: 47; emal:
marabini@pippo. it; mobile number : 07 412 -886 L9 I
5 address: 2431 South Hall

155
 do? Where do they work?
A pairwork information gap activity
SS ask each other about people's jobs and places ofwork.
Copy one sheet per pair and cut into A and B.
LANGUAGE
What does GiII do? She\ a nurse.
Where does she work? She works in a school.
Put SS in pairs, A and B. Get SS to sit face-to-face if
possible. Give out a sheet to each pair and tell them not to
look at their partner's paper.
Explain that their sheet has missing information which their
partner has.
Focus on the question prompts on the left (What / do?) and
elicit the first question for Gill, What does Gill do?
Elicit from SS A the answer (She\ a nurse) and tell the Bs to
write a nurse in the space.
Elicit from SS A the question, Where does Gill work? EIicit
the answer from Bs (She works in a school) and tell the As to
write in a school in the space.
Write the questions and answers in LANGUAGE on the
board. Model and drill pronunciation. Now ask SS how they
would ask the questions for George (What does George do?
Where does he work? etc.).
SScontinue asking and answering questions. Monitor that
they are spelling and pronouncing the words correctly.
When SS have finished tell them to turn over the sheets and
ask quick questions round the class to see if they remember
people's jobs and places of work.
SSrevise the time with Bingo cards. There are ten cards,
each card with six times. Copy and cut up as many cards as
you need (one per pair of SS).
LANGUAGE
twenty past three, quarter to six, eleven oLlock
a Draw a clock on the board and quickly revise the time.
a Put SS in pairs and give each pair a bingo card.
o Write on the board:
a Rehearse the shout, Blngol
a Explain you are going to dictate times, and if the time is on
their card, they must cross it out (ask SS to cross out in
PENCIL so the card can be used again).
Start calling out times, repeating them once. Keep a note of
all the times you call out.
When a pair has crossed out ALL the times on their card
they call out Bingo!
a Ask SS to read back the times to check they are correct.
a Play again, giving pairs different cards or getting SS to rub
out and swap cards with another pair. Call out the times in a
different order.
Times to dictate:4.15 3.20 6.25 7.50 5.25 7.30
5.45 10.55 9.35 2.50 11.i0 1.05 t2.10 8.40
Ls6
A pairwork or small group card activity
SS make sentences using prompts on the cards, then ask
each other about their habits. Copy and cut up one sheet of
cards per group ofthree.
LANGUAGE
lohn usually has lunch at 2.30. What about you?
Write up some prompts and ask SS to construct the
sentence, e.g. Martina / usually / Iunch at 2.30;
Sam / sometimes / to the cinema on Friday afternoon.
Get to say the full sentences. Model and drill
SS
pronunciation.
Get a good student to say a sentence, then ask him/her
What about you? to elictt what he/she does, e.g.
S Martina usually has lunch at 2.30.
T What about you?
S Ineyer have lunch at 2.30. / I usually have lunch at about
one oLlock, etc.
Write What about you? on the board. Check SS understand
it, then model and drill pronunciation.
Put SS into groups ofthree and give them a set ofcards to
put face down. Get a good student in one group to pick a
card, make the sentence, and ask What about you? to the
other SS in the group.
SS carry on taking turns to pick a card.
Extra idea Alternatively, you could copy one sheet per pair,
trnd cut into two colur.nns. A and B make sentences to each
other and ask What about you?
SS mingle and ask each other questions to find people who
fit the criteria on their sheet. Copy one sheet per student.
LANGUAGE
Do you play a musical instrument? Yes, I do. / No, I don't.
Are you a teacher? Yes, I am. / No, I'm not.
Name:
Dlavs tennis.
is a good student.
Make it obvious that you're wondering whose name you can
write in the first gap. Ask a student Do you play tennis? And
elicit a short answer from the student - Yes, I do or Nq I
don't. lf helshe answers /es, write his/her name in the
sentence, e.g. Nicolas plays computer games, or keep asking
SS until someone answers./es and write their name in.
Repeat the process for the second question asking Are you a
good student?
Give a sheet to every student and explain they need to write
names in the gaps. Elicit the questions SS need to ask, one
by one, e.g. Do you play a musical instrument? etc.
Get SS to stand up and mingle, asking each other questions.
When a student has answered yes to a question, they should
write the name in and then move on to someone else. Stop
the activity when most SS have completed their sheets.
If everyone answers no to a particular question, you could
teach SS the word nobody.
o Get feedback by asking questions with Who. ..? and some Ifpossible arrange the chairs and tables to create acafe'feel'.
follow-up questions, e.g. The customers should come into the class and ask the waiter
T Who plays a musical instrument? for a table and the menu.
SS Marga. Waiters should let the customers read the menu before
T What instrument do you play, Marga? taking their order. They need a piece ofpaper to take down
Extra idea You could add in some locally reievant sentences, the orders and later to tell them how much it is. At this point
e.s. ilvou are in Spain likcs {lamenco. check that SS understand all the items on the menu, e.g.
slices, vegetarian.
When the customers have read the menu, tell waiters to take

lCl what's missins? orders and calculate how much it is.

Ifyou feel you arent going to put your SS under too much
\g-/- A p ai rwo rk activity pressure, you could ask a groups or groups to 'perform' in
SS guess rhe can phrase that's missing from their partner's front ofthe others.
sentences. Copy and cut up one sheet per pair.
LANGUAGE
I can help you. Can I park here? You can't smoke in here.
Sorry, try again. Yes, that\ right. A mingle activity
Write in large letters on a piece of paper You can't smoke in SS mingle and ask each other about where they were at
the cinema. particular times in the past. Copy one sheet per student.
Then write on the board: You the cinema.f LANGUAGE
Tell SS that you have a sentence on a piece ofpaper and you Prepositions ofplace: at, in, on
want them to guess the sentence. Tell them that what's Were you at home at 8.30 this morning?
missing is can or can't and averb. Yes, I was. / No, I wasn't.
guess is made, say Sorry, try
Elicit ideas. When an incorrect-in
again. B,ventually someone should suggest can't smoke - if
o Revise prepositions of place, e.g. at work, on the train/bus, in
the car, at a restaurant, in bed, at home, in the street, at the
not, help by miming. Say Yes that\ right and insist that they
gym (see Student's Book exercise 3 p.45).
say the whole sentence before completing it. Then show SS
the piece ofpaper. o Give a sheet to every student and explain they need to write
names in the gaps. Elicit the questions SS need to ask one by
Write on the board Sorry, try again and Yes, thats right, and
one, e.g. Were you at the gym on Saturday morning?, etc.
model and drill the pronunciation.
Put SS in pairs, A and B. Get SS to sit face-to-face if I at the gyrn 2 on a bus 3 in bed 4 in a meeting
possible. Give out a sheet to each pair and tell them not to 5 at a restaurant 6 in the car
7 in the street 8 at home
look at their partner's paper. 9 at work l0 on the train
Explain that the bold sentences with gaps are where they
have to guess, and the ones without gaps are the ones their
. Copy the question and answers from the LANGUAGE box
on the board.
partner has to guess.
o Give SS a few minutes to read their sentences.
o Get SSto stand up and mingle, asking each other questions.
When student answers j/es to a question, they should write
a
a Tell A to say the first sentence to B, who has to say Yes, that\
the name in and then move on to someone else. Stop the
right or Sorry, try again.Then B says the next sentence to A, activity when most SS have completed their sheets.
and so on. When they have guessed the sentence correctly,
they should write the missing phrase on their sheet.
A^ If.,r.ryone answers no to aparticular question, you could
teach SS the word nobody.
When they finish, SS can compare their sheets to check
spelling.
o Get feedback by asking questions wtth Who...? e.g. Who was
at the gym on Saturday morning?

do the same as me
A roleplay activity
SS roleplay ordering food in a caf6 in groups of three. Copy
SS ask questions to find somebody who did the same things
one sheet per group and cut up the menu and role cards.
as them. There are ten matching pairs of activity cards on a
LANGUAGE sheet. Copy enough sheets to ensure that each student will
Waiters: Customers: find a student with a matching card.
Can I help you? Atabbfor wa please.
LANGUAGE
Can I have a cheese sandwich? Anything eke?
Did you go to bed at 10.30 yesterday? Yes, I did.
Here you are. How much is that?
Did you have chicken for lunch? No, I didn't.
Explain that they are going to roleplay ordering food and
Write the following on the board:
taking orders in a caf6. Elicit the phrases in LANGUAGE
went to bed at 10.30
and write them on the board. Model and drill
had chicken for lunch
pronunciation.
got up at 7.00
Put the SS in groups of three. Make one student the waiter
TellSS this is what you did yesterday, and you want to find
and give him/her the role card and the menu. Give the other
someone who did exactly the same as you. Elicit the
two SS the customer card to share. Give SS a few minutes to
questions you need to ask, i.e. Did you go to bed at 10.30?
read their roles. Make sure SS understand dessert.
Did you have chicken for lunch? etc.

r57
 Give out cards 1- 10 to one half of the class and I 1-20 to the
other half. Ifyou have fewer than 20 SS, choose the required
number making sure there are matching cards (card I
matches card I l, card 2 matches card 12, etc.). For more
than 20 SS, give out duplicate cards. Ifyou have an odd
number in the class, you can include yourself.
Tell SS to read their four sentences, but not to show their
card to anyone.
o Tell that by asking Did you...? questions, they have to
SS
find somebody in the class who did exactly the same as
them yesterday. All four activities must be the same.
A^ fo avoid the risk of some SS finding their match very
quickly, tell them there might be more than one person in
the class who did the same.
SS walk around the class asking different SS until they find
their matches. When they find a match, they should write
the name of the person on the card and continue asking.
o Walk around and monitor the activity.
a Stop the activity when most SS have found a match.
SS work in pairs to guess how many people did particular
activities. They then do a survey to find out the true
numbers. There are ten questions per sheet. Copy sheets and
cut into strips so that each pair has one question.
LANGUAGE
Did you watch TV last night? Yes, I did.
Did you buy a newspaper yesterday? No, I didn't.
Write the verbs used in the activity on the board. Tell SS to
say which are regular and which irregular. Elicit the past
form ofeach verb.
Put SS in pairs and give each pair a questions strip. Tell
them that they have to predict the missing numbers and
write them where it says Our guess.
Tell SS that now they have to find out iftheir guess is
correct. Tell each pair to write the question they need to ask,
and monitor to make sure they have written it correctly.
Pairs walk around asking their question and keeping note of
the answers.
A m.y could make a list of the names of people in the class
before asking their question to make sure they have asked
everybody.
o When they have finished, get SS to sit down and ask each
pair to report their number like this: Ten people watched TV
last night. Our guess was eight.
A pairwork information gap activity
SS ask each other when famous people's birthdays are in
order to complete their sheet. Copy one sheet per pair and
cut into A and B.
LANGUAGE
When\ Angelina Joliei birthday? The of lune.
fourth
o Write some dates on the board - 3112,2116,l5l5,3Ill,2219 -
and elicit how to say them (the third of December, the twenty-
first ofJune, etc.).
158
Write Angelina lolie on the board. Elicit the question, When\
Angelina lolie! birthday? Write 4/6 on the board. Elicit The
fourth of lune. Write the question and answer on the board,
and drill pronunciation.
Give out the copies to SS in pairs, A and B. SS must not
show each other their worksheet.
Explain that SS have to find out the birthdays ofthe people
on their sheet where the birthday is not given.
Demonstrate the activity with a good pair, getting student A
to askWhen\ Beyoncd\ birthday? and student B to answer
The fourth of September and for A to write in the answer on
his/her sheet.
SS take turns to ask and answer the questions and fill in the
dates.
o Check answers to make sure SS are saying the date correctly.
o Finally, ask SS if they found a celebrity whose birthday is the
same as theirs.
ls there a...? Where is it?
A pairwork information gap activity
SS askeach other about facilities/services in two hotels.
Copy one sheet per pair and cut up into A and B.
LANGUAGE
Is there a bar in the hotel? Yes, there is.
Where is it? It's on the frst floor.
Are there any meeting rooms? No, there aren't.
Quickly revise how to say the floors of a hotel by drawing on
the board a seven-floor hotel like the ones in the activity and
eliciting that 1 = the frst Jloor, 2 = the second floor, elc.
Drill pronunciation, includingthe groundfloor. Write the
questions and answers in LANGUAGE on the board, and
drill the pronunciation.
Put SS in pairs, A and B, and give out the copies. Explain
that the hotel on the left is theirs and the one on the right is
their partner's.
Tell SS they have to write one thing from the list of facilities
onto each floor oftheir hotel.
Now tell them they have to fill in their partner's hotel by
asking questions like the ones on the board for each facility
in the list at the top. Get a good pair to demonstrate the first
exchange.
When SS have finished, get them to compare their hotels.
SS work in pairs to remember objects missing from a
picture. Copy one sheet per pair. Cut the sheet in hali
separating the two pictures.
LANGUAGE
There was. .. / There were...
Practise the language to be used in the activity. Put a
selection ofobjects on the table, e.g. two books, a dictionary,
three pens, a mobile phone, a credit card. Leave them there
for 30 seconds and then take them away. Now ask SS l4zhaf
was there on the table? and elicit answers wlth There was..../
There were... and write the sentences on the board.
Put SS in pairs. Give each pair a copy of the first picture.
Leave it face down on their tables. Get each pair to write the
numbers 1-9 in a column on a piece of paper.
 Tell them you are going to give them 30 seconds to look at
the picture.
SS look at the picture and turn it back over when the time is
up. Collect the pictures.
Give out the second picture where some objects and people
are missing. SS try to remember what was in the places
where the numbers are. Insist that pairs speak to each other
in English, using the target language (There was / There
were), and write the answers together.
. Stop when most pairs have finished. Check answers by
reading out the numbers and getting SS to say what there
was in each place.
I awomanandachild. 2 Thercwasaman.
Therewas
3 Thereweretwocasesandabag. 4 Thereweretwopeople.
5 There was a cup. 6 There was a clock.
7 there were some glasses. 8 There were some magazines.
9 There was a bus.
/Gl
t\€--rt
Question and answer match
A pairwork activity
SS revise object pronouns by matching questions and
answers. Copy one sheet per pair and cut into A and B.
LANGUAGE
Where did you buy your shoes? I bought them in a market.
To remind SS of object pronouns, write some sentences on
the board and underline the object, e.g. I saw llgjglast
nisht. The receDtionist heloed Tom and Mick. She sooke to
vou and me. I didn't like the film. etc.
Ask students to substitute pronouns for the underlined
words (i.e. her them, us, lf). Write the pronouns on the
board.
Put SS in pairs, A and B. Get SS to sit face-to-face if
possible. Give out a sheet to each pair and tell them not to
look at their partner's paper.
The As and Bs together read through their sentences and
make sure they understand them. Explain that the sentences
in the box are the answers for their partner's questions. This
needs constant reminding!
. Demonstrate the activity using a good pair. Ask student A to
ask his/her first question. Student B listens to the question
and tries to find the answer and reads it to student A. If both
SS think this is the right answer then B dictates it for A to
write it on his/her paper. Then student B asks his first
question, etc.
. Now in each pair take it in turns to ask each other the
SS
questions, and to find and dictate to each other the right
answer.
o pronunciation.
This activity requires careful monitoring. Fast finishers
could practise trying to read their questions and answers as
quickly as possible.
AnswerstoAsquestions lf 2h 3e 4c 5d 6a
7g 8b
AnswerstoB'squestions f h 2d 3e 4b 5c 6g
7f 8a
A pairworkactivity
SSask for each others' opinions about singers, actors, etc.
Copy one sheet per pair and cut into A and B.
LANGUAGE
Object pronouns: it, her, him, them
What do you think of Brad Pitt?
I love him. He\ great.
I don't like him. He\ awful.
He\ OK. He\ nothing special.
Write on the board the first four categories on the sheet (a
male actor, a female actor, etc.) and write underneath
actors/a group/programme you are sure your SS will know.
Ask the class What do you think of ... ? for each person/
group/programme and try to elicit some of the target
language.
Write the questions and answers in LANGUAGE on the
board, and drill pronunciation. Then elicit how the
pronouns change if you replace a male actor with a female
actor, a group, and a TV series.
Put SS in pairs, A and B, and give out the sheets. Go
through the headings in each box and make sure SS
understand what they are. Then give SS time to write a name
in each box.
Finally, tell them to complete the two blank boxes with
whoever they like (but it should be somebody they think
their partner will know).
Demonstrate by getting a few individual SS to ask you a
question from their sheet and answer truthfully.
SS take turns to ask each other's opinion about the people
and things in their boxes. Monitor and correct
pronunciation and any errors with pronouns.
Ithink you like it
A pairworkactivity
SS guesstheir partner's opinion of particular activities. Copy
one sheet per pair and cut into A and B.
LANGUAGE
I like swimming. I think you don't like swimming.
You're right. / You\e wrong. I love swimming.
Write these activities on the board or draw simple pictures,
e.g. playing tennis, travelling, cooking. Choose a good student
and say, e.g. Mario, I think you like playing tennis. Am I
right? and elicit/teach the answer You're right / wrong.
Continue guessing other SS'opinions about the activities.
Write the phrases from LANGUAGE on the board and drill
Ask SS to guess your opinion of the three activities, and tell
them if they are right or wrong.
Put SS in pairs, A and B, and give out the worksheets. They
mustn't look at each other's sheets.
SS individually fill in the sentences under each picture, first
writing if they like/love/dont like the activity and then
writing what they think for their partner.
SS take turns to read their sentence, e.g.
A I don't like camping. I think you love camping.
B You're wrong. I don't like camping.
Get feedback to find out who has the most correct guesses.
159
 Where are
A pairwork or small group activity practising
SS ask each other questions to complete information about directions
different people's holidays. Copy one sheet per pair and cut SS follow their partnert instructions on
map and have to
a
the sheet into A and B. say where they are. Make one copy of the map for each pair,
LANGUAGE and cut up one copy ofthe direction cards for each pair.
Where k he/she going to go? Who is he/she going to go with? LANGUAGE
Go straight on. Turn right / left.
Quickly revise saying some dates, e.g. 11th fuly, 2lst August, It\ the second building on the right.
3rd September, etc.
It\ on the corner next to the
Put SS in pairs, A and B. Get SS to sit face-to-face if
possible. Give out a sheet to each pair and tell them not to Revise the language for directions using a simple map and
look at their partner's paper. arrows on the board (see Student's Bookp.Zl exercise 2).
Tell SS that the information they have is three people's Put SS in pairs and give them a map and a set of direction
holiday plans. Focus on the first prompt Where / go ? and cards.
elicit the question Where is Carlos going to go? Elicit the Demonstrate the activity with the class. Read one of the
answer On the Trans-Siberian Express. Repeat for the other cards and ask SS to tell you where they are. You may have to
two people. read it several times.
Tell SS they are going to fill in the missing information by SS take turns to read the cards for their partner to follow the
asking their partner questions. Focus on the question directions.
prompts on the left and elicit the six questions SS need to
ask for Carlos ( l4rho's he going to go with? Where! he going to Extra idea You could do this in groups. One student picks a
stay?, etc.). Then do the same for Gemma. You could write a card and reads the directions. The first person to correctly
couple of the questions on the board as examples to help identify the place keeps the card, and the person with most
weaker SS. cards at the end is the winner.

SS now take turns to ask their partner questions to complete

their charts. They may have to ask each other to spell some
words. When they finish, they can compare their sheets. Revision t-z
Get feedback and ask SS which holiday plans they like best. Questions to revise the language of the book and
practise speaking
SS practise the key structures from Files 1-7. This could be
used as a final'pre-test'revision, e.g. before SS have an oral
exam. Copy and cut up one set of cards per pair.

SS use pictures to predict what's going to happen. Copy one LANGUAGE

sheet per pair and cut up into A and B. Revision Files 1-7.

LANGUAGE a Put SS in pairs and give them a set ofcards face down.
He\ going to cook the fish. Sorry, try again. a Demonstrate the activity with the class. Take a card. Tell SS
Is he going to give the fish to his cat? Yes, that! right. what the heading is, and ask one student the questions.
Write on a piece of paper in large letters BilI\ going to give SS take turns to pick a card, tell their partner the heading
thefish to his cat. Then draw a simple picture on the board and ask the questions.
of a man holding a fish and a plate. Tell them his name's Bill. Monitor and help.
AskWhatb Bill goingto do? Get SS to guess, and tell them
whether they were right or wrong.
Write the sentences from LANGUAGE on the board and
drill pronunciation.
Put SS in pairs, A and B, and give out the sheets. SS must
not show each other their worksheet.
Explain that SS have to predict what is going to happen in
the spaces with question marks. They mustnt simply read
the question.
Student B starts by saying his/her prediction to his/her
partner. If it's wrong, student A says Sorry, try again andB
keeps guessing until A says That\ right. Sttdent B could
then write the answer in the square.
Finally, let SS compare their sheets.

160
 New English File Teacherr's Book Beginner
Photocopiable O Oxford University Press 2009

What's Youf nam

G,,
J:l

Can I have a copy please? Thank you. Sorry? Can you repeat
that, please?

fiaf.ht.c wordr tnllfig Pl'ofo

I dont understand. Excuse maWhat's cffi What page is it?

in English?

hoIi his fn Enelist]

I dont know. Sorry I'm late.

 New English File Tearher's Book Beginner
i Communicative Photocopiable O Oxford University Press 2009

You're Madonna You're Angelina lolie

Find... Antonio Banderas Find... Leonardo DiGaprio
Alicia Keys lulia Roberts

You're Heidi Klum You're Carla Bruni

Find... Daniel Craig Find... Orlando Bloom
Shakira Scarlett lohanssen

You're lennifer Aniston You're Meryl Streep

Find... Bill Gates Find... Tom Cruise
Meryl Streep Heidi Klum

You're Shakira You're Scarlett lohanssen

Find... Madonna Find... Angelina lolie
George Clooney Will Smith

You're Alicia Keys You're lulia Roberts

Find... David Beckham Find... Carla Bruni
lennifer Aniston Brad Pitt

You're David Beckham You're Brad Pitt

Find... Madonna Find... Angelina lolie
Brad Pitt Leonardo DiGaprio

You're Leonardo DiGaprio You're Bill Gates

Find... Bill Gates Find... Carla Bruni
Heidi Klum Tom Cruise

You're Tom Cruise You're Daniel Craig

Find... Daniel Craig Find... Will Smith
lennifer Aniston Meryl Streep

You're Will Smith You're George Clooney

Find... George Clooney Find... Antonio Banderas
Shakira Scarlett lohanssen

You're Antonio Banderas You're Orlando Bloom

Find... Orlando Bloom Find... lulia Roberts
Alicia Keys David Beckham

r62
 New English File Tearher's Book Beginner
Photocopiable @ Oxford University Press 2009

.!i
d&*,\.. r,1:1r. .-f,
/..

ahu#
I *
drP
,f
&
 I{ew English Ille Teache/s Book Beginner
Photocopiable O Oxlord University Press 2009

A
I Excuse me. Are you Paola Veroni?
Answers to Student B

2 Are Bill and Tom American?

a No. I'm from Krakow in Poland.

b Hi! Nice to meet you.

3 Are Anna and Mark on holiday?

c We're from Venice in ltaly.

4 Hi! I'm Marta. I'm from Sio Paulo. d Yes. She's from lstanbul.

e You're in room 202.

5 Where are Ivan and Alex from?

6 Where are you from?

Answers to Student A

7 Are you from Hungary? f Hello, I'm Selma. I'm from Braziltoo.

g No, I'm not. l'm Paola Nardini.

8 Hello. I'm Sally and this is Karen.
We're from England. h They're from St Petersburg.

9 Is Sandra from Tirrkey? i Yes. They're from Ohio.

i No, they aren't. They're on business.

10 Excuse me. Are we in room 201
or 202?

r64
 l{ew English File Tearhei/s Book Beginner
Photocopiable @ Oxford University Press 2009

g;ii-r-;>
\{do'ooo

D-l
|i
9;ilF;>
\{""8oda
 New English File Teacher's Book Beginner
Photocopiable @ Oxford University Press 2009

ry

166
 New English File Teacher's Book Beginner
Photocopiable @ Oxford University Press 2009

@0@0@em o
S ISTER / brother / father / mother sister / BROTH ER / father / mother sister / brother / FATH ER / mother sister / brother / father
a
/ M OTH ER

EffiilGETGETGEflG
t?t
Gsae GgaeGsB v*sa
BROTHER/daughter/sisteri husband brother/DAUCHTER/sister/husband brother/daughteri SISTER/husband brother/daughter/sister / HUSBAND
\e

V
./

ITA EA ITA IT ls
V

$ gs* o I s* e. $e ees S
WIFE i brother / sister / son wife / BROTHER / sister / son wife / brother / / son /

rT
/

rT
SISTER wife brother sister / SON

El rT
V €9u {s)Y pu eg V u C€g \4 mother mother mother

rffirHHrHHFrffirH
FATH ER / wife / son / father / WIFE / son / father / wife / SON / father / wife / son / MOTH ER

G s€r G S€e Gs€ r Gs€ 0

MOTH ER / daughter / husba nd / son mother / DAUC HTER i husband / son mother / daughter / H US BAN D / son mother / daughter / husband / SON

r67
 New English File Tearher's Book Beginner
Photocopiable O Oxford University Press 2009

tr
lA fl
L-=.
rEl
_U tr ;-IE

lffiD#irilW 11

-%
 l{ew English File Teather's Book Beginner
Photocopiable @ Oxford University Press 2009

ta
h name Amanda...........,..-.
rg age
C'
address 65 Hanover Street
Mr Jaek Oregson -t
--c, Edinburgh
E I postcode
E
gC 20510 rts email
Washinston U' ananda@btinter.co.uk

tr
Mr Jaek
900 West Avenue
EL

rI
-- t
€
TI
GI
C'
name
age
address

postcode
Amanda Brown
18

65 Hanover Str
Edinburgh
EH3 OJX
I
l{ashinston 0C 20510
-
TT email
U'

registration card
+ ftight booking 1(
name
nationality
Blanca l-a.res Marlinez
n3.me-..........f.aLrjzis.Ma.ra?:ni.......................

n a.t i e.n.a l.l.ty.. ........!9..a!! a.n.....

address
PAv;l W;lliA'"x
n
address Alameda 5l
J aen
oostcode 471OO
postcode tenle BarLnrn
ase
Z+ Cnlifornie gyog
age married vee
married utA
email
mobilenumber
hsms..nu.mb..et..........Q.L.9.*A:7-7..Q.?2.1..
email 3t- Mz3@ho+ma,l.cam
mobile number

r69
 New English file Tearhe/s Book Beginner
Photocopiable @ Oxford University Press 2009

live in a big flat live near a supermarket

drink coffee in the afternoon drink water with your lunch

read sports magazines read compute r magazines

listen to the radio in bed listen to music in the car

eat Chinese food eat fast food

like opera like cats

work in a hospital work with children

study at the weekend study at night

speak French speak German

have a blue car have two children

watch TV in the morning watch sport on TV

want a new computer want a holiday

170
 New English File Tearher's Book Beginner
Photocopiable O Oxford University Press 2009

A Do you...?

I like ? 2 have on your bread?

6m
j have for breakfast? 4.-BAevervdav?

seatarotorffi$ 6 have rorbrea*ast?

Em ti-l

7 drink with your dinner? srike@a?

6e
9 like
ffi
Do you...?
? ro ,"-
=@afterrunch?

every day?

3 like

5 have
ffi
\7
inYourcoffee? with your lunch?

7 have
E ffirorbreakrast?
9 eata rotor@, l0 have

t7l
 New English File leacher's Book Beginner
Communicative What do they do? Where do they work? Photocopiable O Oxford University Press 2009

What / do?

Where / work?

What / do?

172
 t{ew Engllsh tile Tearhe/s Book Beginner
PhotocopiableO Oxford University Press 2009

\1? '2t
10' v1?:t' n1?'t
'/ tr'? l \1? 'I
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102 102 10' '2 10_' 10_'-,-2 10-' ' -2
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t73
 New English File leache/s Book Beginner
Photocopiable O Oxford University Press 2009

ffi*,€h :
9r 4
/r'r'r'r' I cereal for breakfast XXXXr( I coffee after lunch

\?/PR'
tro r'r'Xr'r' lat7.l5 Xr'XrU / pasta for dinner

+ ,.4>
m
XXXr(r( / TV in the morning.
v7:
rtfr
r'r'r'r'r' / shopping on Saturday morning
RN

Qt'--=

Tn JU= o
t

r'r'Xr'r' / to bed at 11.30 Xr'XXr' / lunch at a cafe

,rw ffi 7bffi

r'r'r'r'r' / a shower in the morning r'r'Xr'r' / to the radio in the car

fPt
ddrH
,Ur(Xr' / housework on Saturdays
E x**3,
,(|(XXX / supermarket on Saturday

w AD
,(r(r(r(X / newspaper
--a1g
r'r'r'r'r'
@F\
/ start work at 8.00

@
Xr'XXr' I gym in the evening r'r'Xr'r' / exercise in the evening

174
 New English Flle Teache/s Book Beginner
Photocopiable @ Oxford University Press 2009

NAME

plays a musical instrument.

has a brother and a sister.

4 goes to bed before

late for class every day.

6 does a lot of sport.

is from a different

has lunch at home.

is very today.

l0 goes out on Sunday night.

ll drinks tea in the morning.

t2

r3 is a slow driver.

L4 in the winter.

175
 New English File Teather's Book Beginner
Photocopiable @ Oxford University Press 2009

A
I you to mvt birthdavf DarW?
a f lfs next
----
Saturdav.
----------t-

2 Can I open the window please? lt's very hot in here.

I I'm sorry, but you photos in this museum. [l

4 Where can I buy a phone card?

5 I your dictionary for a momenL please?

6 I can't come to the next class. I have a meeting.

7 You
- footbalt trere. [l
8 We can park in the car park. lt's free.

9 We a pizzain that ltalian restaurant. E

l0 You can't swim here. The water's very cold.

il you me, Dlease? This is verv difficult.

l2 We can have lunch on the beach. lt's a beautiful day.

B
I Can you come to my birthday party? lt's next Saturday.

2 | the window please? lfs very hot in here.

I l'm sorry but you cant take photos in this museum.

4 Where - l-aphonecard?
5 Can I use your dictionary for a moment, please?

6 to the next class. I have a meeting. tr

7 You cant play football here.

8 in the car park. lfs free.ll-l

9 We can have a pizzain that ltalian restaurant.

l0 You here. The wate/s very coH. I

il Can you help me, please? This is very difficult.

l2 We lunch on the beach. lfs a beautiful a"V. E

176
 New English File Teacher's Book Beginner
Photocopiable @ 0xford University Press 2009

MENU
cheese / -<t>
chichr;n / bncon sandwiches 13.50
vegetnble / cdchen souP 12.95

slice of.pizza 13.10

hamburger and chiPs 14.60

vegetarian burger and chiPs 14.40

Coke, Fanta, Sprite t1.80

/ 17.50
orilnge aPPle iuce
water t1.10
coffee tI.75
tea 11.40
\
chocolate brownie
chocolate
muffin
/ vantlln ice cream
11.00
12.00
t7.20 w
o

o
oo
o

A You are a waiter B You are customers

Take your customers to a table and give You want a table for your pair/group.
them the menu. Look at the menu and choose
Useful phrases:
. something to eat
. a drink
What can I get you? . a dessert
Here you are.
Useful phrases:
Anything else?
A for 2 / 3 / 4, please.
table
Can have _?
I
How much is that?

177
 New English File Tearhe/s Book Beginner
Communicative Find someone who was atlinlon... Photocopiable @ Oxford University Press 2009

NAME

was on Saturday morning.

at 8.30 yesterday morning.

3 at 11.30 on Sunday morning.

-was
4 6r EY last Thursday.
tQ;{)'.^1
-was s'.\ ^ ^

,v[:
was last night.
ft-Enr -7;
6 at 8.00 yesterday morning.

-was
7 at 7 .30 this morning.

-was r-) .Jl

7t
I
F{@ on Friday night at 6.00.

was onsaturdavmorning
W E$,
ro-wasm7 yesterday

178
 New English File Tearhe/s Book Beginner
Communicative Did you do the same as me yesterday? Photocopiable O Oxford University Press 2009

It
You...
E
You... You...
tl
You...
. wentto bed at 11.30 . had lunch at work . had lunch at work . had lunch at work
. went to the cinema . got up at 8.00 . got up at 8.00 . went to bed at 12.30
. had lunch at home . went to the cinema . went shopping . went to the cinema
. got up at 8.00 . went to bed at 12.30 . went to bed at 1.l.30 . got up at 7.30

tr E E
You... You... You... You...
. wentto bed at
.11.30
. wentto bed at ].l.30 . went to the cinema . went to the cinema
. had lunch at work . went shopping . went to bed at .11.30 . had lunch at work
. went to the cinema . had lunch at work . got up a17.30 . got up at 8.00
. got up a17.30 . got up at 7.30 . had lunch at home . wentto bed at .11.00

u E tr E
-----t
I

You... You... i You...

I
You...
. got up at 7.30 . I

went shopping
. had lunch at home . got up at 8.00
. went shopping . went to bed at 12.30
. went to bed at 12.30 . had lunch at home
.
i ' 8ot uP at 8.00 went to bed at 12.30
i . wentto bed at 11.30 . had lunch at work
j . went to the cinema . got up at 8.00
i . had lunch at home . went to the cinema

E E E
You... You... : You... You...
. went shopping . had lunch at work . had lunch at work a
went shopping
. had lunch at work . went to the cinema . went to bed at 11.30 a
went to bed at 11.50
. got up at 8.00 . got up a17.30 . went to the cinema a
had lunch at work
. wentto bed at 11.30 . went to bed at 12.30 . got up at 7.30 a got up at 7.30

u tr E
You... You... You... I You...
I

. got up at7.30 . had lunch at work . went shopping I . went to bed at ]2.30
I

. went to the cinema . went to the cinema . got up at 7.30 i. went shopping
. wentto bed at
.l1.30
. got up at 8.00 . had lunch at home i . had lunch at home
. had lunch at home . went to bed at
.11.00
. went to bed at 12.30 i . got up at 8.00
i

t79
 New English Filc Tearhe/s Book Beginner
Photocopiable @ Oxford University Press 2009

I Find out how many people watched TV last night.

Our guess: people The real number: people

2 Find out how many

, Find out how many people used the lnternet yesterday.

Our guess: people The real number: people

4 Find out how many people got up late this mornrng.

Our guess: oeople The real number: people

out how many people walked to class today.

Our guess: people The real number: people

6 Find out how many people listened to the radio yesterday.

Our guess: people The real number: people

7 Find out how many people studied English last night.

Our guess: people The real number: people

8 Find out how many PeoPle waited for a taxi yesterday.

Our guess: people The real number: people

9 Find out how many people bought a newspaper yesterday.

Our guess: people The real number: people

l0 Find out how many people read in bed last night.

Our guess: people The real number: people
New English File Teacher's Book Beginner
Photocopiable O Oxford University Press 2009

181
 New English File Teathe/s Book Beginner
Communicative ls there a...? Where is it? Photocopiable @ Oxford University Press 2009

A
@ Choor. eight things from the list below and write one on each floor of your hotel.
a bar a caf6 a restaurant a spa a swimming pool toilets a gym
a hairdresser's a gift shop meeting rooms a TV room

@e'tBabouthis/herhotel:Istherea-?Whereisit?Arethereany-?
Where are they?

@ Atrs*er B's questions about your hotel.

Your hotel Your partne/s hotel

The Roval Hotel TUE AtvtsRssRDoR Horrr

7 7

5 5
5 5

4 4
5 5

2 2
I I
Ground floor Ground floor

B
@ Choose eight things from the list below and write one on each floor of your hotel.

a bar a caf6 a restaurant a spa swimming pool toilets

a a gym
a hairdresser's a gift shop meeting rooms a TV room

@ A.rr*.r A's questions about your hotel.

@ e* A about his/her hotel: Is there a ? Where is it? Are there anv ?

Where are they?

Your hotel Your partne/s hotel

THr AAzISRSSEDOR HOTEL The Roval Hotel

7 7

6 6
5 5

4 4

5 3

2 2

I I
Ground floor Ground floor

t82
New English Filc Tearhc/s Book Beginner
Photocopiable O Oxford University Press 2009

r83
 t{ew English File Tearhe/s Book Beginner
Photocopiable @ Oxford University Press 2009

A
I Where did you buy your shoes?
2 Where did Sally meet Harry?
3 Did Sonia phone you?
4 Did you send the email yesterday?
5 Why didnt Andrew say hello to you?
6 Sorry. We dont understand this.
7 Where did you see Fiona and Kirsty?
8 When does Colin usually see his daughter?

Answers to Student B
a Because she doesnt like her. e Yes, but he found them in his bag.
b Yes, he got it on Monday. f I cant do this exercise. Can you help me?
c Yes, she told us about it yesterday. g
b Can I make you a sandwich?
d She calls him every evening. h I dont know. I couldnt understand him.

B
I What did the teacher say?
2 When does Diana usua lly call Tim?
3 Did Tony lose his keys?
4 Did Mark get a letter from the university?
5 Do you know about Helen's new job?
6 We're very hungry!
7 What's the problem?
8 Why doesnt Andrea talk to Carolina?

Answers to Student A
a Can I help you? e Yes, she phoned me last night.
b He sees her every Sunday afternoon. f I bought them in the market.
c No, I sent it this morning. (t
D We saw them on the bus.
d Because he didnt see us. h She met him at university.

184
 l{ew English File Tearhe/s Book Beginner
Photocopiable @ Oxford University Press 2009

A
Ask your paftner:

What do you think of...?

a mnal@ affir a female actor @gw

o TV series a u.uk t'?orttperson a female sportsperson

a TV personality

B
Ask your partner:
What do you think of...?

a mnalG eGmr a female actor @gw

o TV series a. u.uh t?orttp.trtot4 a female sportsperson

a TV personality

185
 llew Engllsh lile Teache/s Book Beginner
Photocopiable @ Oxford University Pres 2009

I love / I like / I don't like,..-ing

1I
I thinkyou I think you I think you

7
6 T

I thinkyou I think you I thinkyou

I thinkyou I think you

I love / I like / I donT like .,.ing

I think you I thinkyou I thinkyou

I thinkyou I think you I think you

I think you I thinkyou

r85
 New English Hle Teachc/s Book Beginner
Photocopiable @ Oxford University Press 2009

in cabins in the National Fafts

187
 New English File leacher's Book Beginner
Photocopiable O Oxford University Press 2009

F$11';n:ir;J,D
v@),
,fffiE@

E -a7r,7""*=---
f f"/ez.,

LJ l:::#l#/
/ @t-*=O"r?oaot
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s rr
{5ft to g.o(,i tn
-sy 11.
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rffiE@
 I{cw English File Tearhe/s Book Beginner
Photocopiable @ Oxford University Press 2009

Stotion R ad
;l
nt

+rj
s George Street 1!r

:t$awdxm.k#R.-:

iffirui
CT

l -P=-, k R o-o d 3
m iH' '-V, -]l
Vi ct o i i a
utJ rulic
Roo
I

I You are outside the ltalian restaurant in George Street. Turn left and then turn right into West Street. Co i

straight on. Then turn left into Park Road. lt's the big building on the left. Where are you? (the cathedral)
i

2 You are outside the post office in East Street. Turn left and go straight on. Turn right into Victoria Road.
It's the second building on the right. Where are you? (the cinema)

3 You are outside the bookshop in George Street. Turn right and go straight on. Turn right into West Street. Go
straight on and turn left into Victoria Road. lt's the first building on the left. Where are you? (the police station)

4 You are outside the museum in George Street. Turn right and then turn right again into East Street. Turn i

right into Park Road and go straight on. lt's the last building on the left. Where are you? (the park Hotel)
i

5 You are outside the petrol station in Victoria Road. Turn right and go straight on. Turn right into West Street. j

Go to the end of the road and turn left. lt's the last building on the left. Where are you? (the bus station) |

6 You are outside the supermarket in Park Road. Turn right and go straight on. Turn left into East Street
and turn left at the corner. lt's on the left at the end of the road. Where are you? (the petrol station)

7 You are outside the cinema in Victoria Road. Turn left and then turn left again into East Street. Go straight
on to the end of the road and turn left. lt's the second building on the left. Where are you? (the caf6)

i8 You are outside the art gallery in Ceorge Street. Turn right and go straight on. Turn left into East Street.
i Co to the end of the road and it's on the left on the corner. Where are you? (the chemisfs)

i 9 You are outside Tourist lnformation in West Street. Turn left and go straight on. Turn left into Victoria
i Road. lt's the third building on the left. Where are you? (the music shop)

189
 New English File Tearhe/s Book Beginner
Photocopiable O Oxford University Press 2009

I e.rronaldetails I rnint of someone in your family

What's your surname? What is his / her name?
How do you spell it? What does he / she do?
What's your address? Where does he / she live?
What do you do? How old is he / she?
What's your email address? ls he / she married?
What's your mobile number? Does he / she have children?

I vour typical day What can you do?

What time do you get up?
What do you have for breakfast?
Where do you have lunch?
How do you go to work or class?
When do you have dinner?
What do you do after dinner?
What time do you go to bed?
say two things you can do in a park
say three things you can have in a coffee bar
say two things you can do with your mobile phone
say three things you can buy in a supermarket
say three things you can you do in your town on a
Saturday night

I wn"r" you live ! Past (be)

Do you live in a house or a flat?
Do you live near here?
What's your postcode?
How many bedrooms are there?
ls there a bus stop near you?
Are there any shops near you?
Where were you at this time yesterday?
Were you in bed last Sunday at 9.30 in the morning?
Were you alone last night?
Were you at home yesterday afternoon at 5.30?
Who were you with last Saturday night?

I simple past ll wnut do you think of...?

What time did you get up this morning? (an actor)

Did you go out last Friday night? (a singer or group)
Where did you have dinner yesterday? (an actress)
How did you come to class today? (a TV personality)
What did you have for lunch yesterday? ( a TV programme)
Where did you go on holiday last summer?

fl rutu'. @ rirn" and dates

What are you going to do after this class?
Are you going to go to bed early tonight?
What time are you going to get up tomorrow?
Where are you going to have lunch tomorrow?
What are you going to do next weekend?
Are you going to study English next year?
What time is it now?
What time does this class start?
What time do shops usually open in your country?
What's the date today?
When's your birthday?
When does this course finish?

190