GLISH

BERNARD HARTLEY & PETER VINEY

DEPARTURES

An intensive English course for beginners

Teacher's Edition

Oxford University Press

Oxford University Press
Great Clarendon Street, Oxford 0 X 2 6DP

Oxford New York

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Oxford and Oxford English

are trade marks of Oxford University Press
ISBN 0 19 432221 1 (student's edition)
ISBN 0 19 432222 X (teacher's edition)
ISBN 0 19 432225 4 (cassette)
© Bernard Hartley and Peter Viney 1978
First published 1978
Nineteenth impression 1997

No unauthorized photocopying

This book is sold subject to the condition

that it shall not, by way of trade or
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permission of Oxford University Press.
Illustrations by:
David Ace Michael Brownlow
Alun Burton David English
Paddy Mounter The Parkway Group
Jill Watkins
Photographs by:
Billett Potter
The publishers would like to thank the
following for their time and assistance:
Roy Ackerman Associates Laura Ashley
British Rail Browns Restaurant City of
Oxford Motor Services Debenhams Ltd.
Jem-i-ni Oasis Trading Post Office
Telecommunications Radio Taxis
Randolph Hotel, Oxford A. Woodward.
Printed in Hong Kong
Contents

Introduction 7

Selection and grading 7

The four skills 7

Listening
Speaking
Reading
Writing

Pacing and integration 9

Using Stream line English 9

in the classroom
1 Revision
2 The classroom set
3 Setting the situation
4 Masking the text
5 Playing the cassette
6 Listen and repeat
7 Oral drills
8 Silent reading
9 Playing the cassette again
10 Q uestion and answer
11 Reproduction
12 Pair work
13 Transfer/pair work
14 Role-playing
15 Transfer
16 W ritten phase
17 Visual aids

Index to units 1-80 12

Units 1-80

Appendix
Vocabulary
Irregular verbs

Note
Students will frequently need to use a
mask to cover the text. The appropriate
size for this mask is given in outline on
the back cover of the book.
Introduction
Streamline English consists of
1 a student's book, divided into 80
units,
2 a teacher's book, containing all the
pages from the student's book
interleaved with a full teaching
m anual for each unit,
3 tape-recordings on a cassette
which contains the dialogues and
texts from the student's book.
Streamline English is an
integrated intensive course in
English for adult and young adult
beginners and "fa lse " beginners. It
assum es no previous knowledge of
the language but may also be
profitably used with students who
have already acquired some
im perfect knowledge of English.
Streamline English adopts a
practical approach to language
teaching and learning. This approach
is based on the results of recent
research into language acquisition
and on extensive classroom
experience. It aims to lead the
student towards communicative
com petence in English by
1 presenting the target language in
interesting contexts,
2 providing m anipulative practice of
the language,
3 extending the language into real
communicative functions insofar as
the classroom situation will allow,
4 encouraging creative application of
the newly-acquired language.
Selection and
grading
In selecting and grading the
language to be taught at this level,
course writers are always faced with
the problem of reconciling the
student's short-term needs with the
long-term strategy of working
towards a general level of linguistic
com petence. W e have tried to
balance these two aims by selecting
and grading the various elem ents of
the language in terms of:
1 complexity
2 frequency
3 general usefulness.
4 immediate usefulness.
7
The four skills
Streamline English adopts as
its first principle the maxim that
people learn to do something by
doing it.
People learn to listen by listening.
People learn to speak by speaking.
People learn to read by reading.
People learn to write by writing.
Listening
In Streamline English the listening
activities for the student are:
1 Listening to the teacher. The
teacher from the outset will provide
the most important model on which
the student will base his/her own
language behaviour.
The teacher should speak
English at a speed consistent with
normal stress, rhythm and
intonation patterns. "Teacher-
speak" should be avoided, however
great the temptations. It may help the
students to understand the teacher,
but not to understand authentic
English.
2 Listening to recorded voices.
The obvious advantage of exposing
the student to a variety of voices is
that in any authentic situation the
student will have to cope with such
variety. The talented teacher can
often role-play a variety of voices, but
it is always second best.
3 Listening to fellow students.
There are certainly risks in such
activities as pair-work and
role-playing in that the students may
be exposed to imperfect language
models. We feel that the advantages
far outweigh the disadvantages. The
risks can be minimized by ensuring
that the speech models have been
thoroughly practised in a controlled
setting before embarking on less
controlled activity.
4 Listening to himself. This
activity is a m uch underrated one.
The student should be constantly
encouraged to compare his/her own
speech with that of accurate models.
This can be done by constant
monitoring by the teacher in the
classroom and in the laboratory, or
by the student him self in the
laboratory.
 Speaking
In Streamline English the speaking
activities for the student are:
1 Repetition of model
utterances. These model utterances
are first presented by the teacher or
by voices on tape and the student is
encouraged to approximate as closely
as possible to the model. Choral
repetition has the advantage of
maximizing the am ount of language
practice for the class as a whole and
m akes the individual student feel less
conspicuous. Individual repetition
enables the teacher to check the
accuracy of the students.
2 Manipulative Drills. These
drills are designed to give the student
practice in the accurate formation of
language patterns. Such practice is
an essential step towards the
ultimate goal of creative speaking.
The student m ust be able to say what
he wants to say w hen he wants to
say it.
3 Controlled Practice. These
activities are designed to enable the
student to use the newly-acquired
language in situations which
minimize the possibility of error.
Response Drills, Q uestion and
Answer work, Guided
Reproduction, Invention Exercises,
Oral Com pletion Exercises, Correct
the Statem ent, and Pair W ork are all
used to provide this kind of language
activity.
4 Transfer. W henever possible
the student is encouraged to use the
newly-acquired language in some
way m eaningful to him/her. The
degree of real com m unication that
takes place is of course limited by the
nature of the classroom
environm ent. However, by setting
up simulated situations we hope to
give the student practice in
generating the language necessary to
cope with real communicative
situations.
Reading
In Streamline English the reading
activities for the student are:
1 Reading from the board. The
teacher will often feel it useful and
necessary to write up language
models, vocabulary items, grammar
sum m aries, etc.
2 Reading everything that
appears in the student's book. This
will include dialogues, texts, letters,
forms, charts, signs, instructions,
and exercises. However, the
student's book does not include
linguistic descriptions either of the
traditional grammatical kind (the
simple present, frequency adverbs,
etc.) or of the functional type
(introducing yourself, saying what
your job is, etc.). Such descriptions
can be of value to the teacher and are
confined to the teacher's book. They
may be confusing to the students and
we would not recom m end exposing
the students to them.
Like listening, reading is a
receptive skill. It would normally
occur after listening and speaking in
the sequence of learning a language.
Reading silently (or aloud) does
not help the student to speak, but
nevertheless serves a useful purpose
in the learning sequence even when
the m ajor aim is oral ability. Reading
can help to reinforce and fix in the
memory what has already been
heard and practised orally.
M oreover, the student gets a sense of
satisfaction and achievem ent from
reading. The silent reading phases
also serve the practical purpose of
providing oases of calm in the
general hurly-burly of an active
language lesson. These give both the
students and the teacher time to
reflect and to gather their thoughts.
8
W riting
In Streamline English the writing
activities for the student are:
1 Copying from the board. The
student may be asked to copy
language models, vocabulary items,
grammar summaries, etc.
2 Exercises. These appear in the
student's book and fulfil a num ber of
purposes. They reinforce and
consolidate what has been heard,
said, and seen. They also give the
teacher useful feed-back. The
exercises are so designed that they
form a summary of the focal points of
the lesson. They can be done orally
first and then written either in class
or for homework. In the case of fill-in
exercises students should write out
the complete sentences. These fill-in
exercises in the student's book are
indicated by a convention of three
d o t s (. . .) and it is recomm ended
that the students write these
exercises in a separate book rather
than in the text.
3 Guided Com positions (Letter
Writing). The com positions in
Streamline English are always
controlled to the extent that the
choice of structures and lexis is
limited. The student works from a
model letter, but is encouraged to
relate it to his/her own situation.
4 Com prehension Q uestions. At
frequent intervals throughout the
course com prehension questions
appear in the student's book. These
should always be done orally but, at
the discretion of the teacher, can be
used to provide written
reinforcem ent.
5 Dictation. Formal dictation
phases are not suggested in the
teacher's book. Individual teachers,
however, may occasionally feel the
need to include a short dictation
phase. N othing should be dictated
unless it has already been heard,
said, and seen.
Pacing and
integration
Streamline English is an
intensive course and, as a general
rule, each unit should be considered
as a lesson. Obviously, different
groups of students have different
learning rates and each unit can be
adapted to suit their varying needs.
W ith a very fast class, an imaginative
teacher can easily expand the transfer
stage of the lesson or devise extra
written exercises. W ith a very slow
class, the teacher may decide to
proceed more slowly, particularly in
the early stages. In particular, Units
1-5 have two student's pages per unit
and it may be convenient to consider
each page as one lesson for absolute
beginners.
There are great advantages in
completing one unit per lesson. Each
unit has been carefully phased to
provide a gradual transition from
listening and repetition work
through m anipulative drills and
controlled practice to transfer. This
phasing should be maintained as
far as possible.
Streamline English is a fully
integrated course, providing all the
material necessary for a
beginner/elementary course,
including a cyclical revision element.
Unlike many courses, we have not
planned our lessons according to a
single formula. No matter how good
a single formula may seem to be, the
constant em ploym ent of it is often
counter-productive in terms of
student interest. In Streamline English
there is a great variety of lesson types
and the structure of the course
ensures that successive lessons are of
a different nature.
Using Streamline English
in the classroom
The teacher's book provides
very full lesson plans for each unit.
The precise numbering system
enables exact reference to be made to
specific lesson phases. This will
prove useful where the course is
shared betw een two or more
teachers. Throughout the notes
speeches by the teacher, the class in
chorus, and individual students are
introduced by the letters T, C and S
respectively.
The instructions to the teacher
may often seem rather terse or
abrupt. We say "D o this!" rather than
"T h is is a possible method of
exploitation which m ay be found
u sefu l." This is because of space
available and to indicate clearly and
economically the transitions from
one phase to another. Obviously,
m any teachers will wish to exploit the
material in their own ways and adapt
it to their own teaching styles.
Various standard instructions are
given in the teacher's notes on each
unit, and there follows an
explanation of each of these.
1 Briefly revise the
previous lesson
This phase at the beginning of a
new lesson enables the teacher to
check and reinforce the teaching
points of the previous lesson before
moving on to new material. A few
questions related to the material of
the previous lesson or transferred to
the students' own experience would
usually be suitable.
2 Classroom set
The target language of
Streamline English is always
introduced in context. This context
usually takes the form of an
illustrated dialogue or text in the
student's book. Som etim es,
however, the classroom situation
itself seem s to provide a more
appropriate context in which to
present a new structure for the first
time. W hen such a classroom set is
used, the material in the student's
book provides further
contextualization and consolidation.
3 Set the situation
Before presenting a dialogue or
text for the first time, it should be
placed in some kind of setting, rather
than just presented "c o ld ". The
illustration in the student's book
usually enables the teacher to
9
establish the broader context of
place, time and characters involved.
4 Ensure the text is masked
It is important in the Listen and
Repeat phases of the lesson that the
students should not be able to refer to
the written text. It is essential to train
the students to cover the text at the
appropriate times. The layout of the
student's book has been designed
with this requirem ent in mind. The
size of the required mask is given in
outline on the back cover of the book.
5 Play the cassette
(or act out the text)
This involves focussing the
students' attention on the
appropriate illustration, giving a
Listen! signal and playing the
cassette.
Acting out a dialogue may be
necessary, because equipment is
lacking or broken. Change of voice,
stance, or position helps to create the
illusion of different characters.
6 Listen and repeat
The repetition phase is an
essential part of the learning process.
The class should repeat a phrase in
chorus first, then individuals should
be selected at random for further
repetition. Choral repetition gives all
the students oral practice. Individual
repetition enables the teacher to
check for accuracy. Careful attention
should be paid to accurate stress,
rhythm , and intonation. The teacher
can add gesture and expression to the
spoken word. Longer utterances can
be broken into more manageable
pieces by "ch ain in g" (either from the
beginning of the utterance, "fron t
chaining", or from the end, "back
chaining") depending on w here the
problems lie in the sentence.
6.1 Back chaining
Target sentence:
I'm going to work fo r my mother-in-law.
Repetition stages:
m other-in-law Ifor my mother-in-lawlto
work fo r my mother-in-lawll'm going to
work fo r my mother-in-law.
6.2 Front chaining
Target sentence:
I'd like some soup.
Repetition stages:
III'dll'd likell'd like some soup.
7 Oral drills 8 Silent reading T: Has he got four bottles?
Oral drills enable the student to In this phase the students read S I: No, he hasn't.
internalize the forms of the language the text silently, at their own speed. T: Ask "How many?"
so that he can produce the required The silent reading phase reinforces S2: How many bottles has h e got?
utterance fluently w hen he needs to. what has been heard and practised. It S3: He's got two bottles.
Constant practice leads to fluent also prepares the way for further 10.5 Transfer questions:
production. The student m ust have practice. It provides a link betw een T: Did he go to London?
control of the language before he can the more mechanical and freer part of S: Yes, he did.
hope to com m unicate effectively. the lesson. It also gives both teacher T: Have you ever been to London?
and students time to reflect and S: Yes, I have.
7.1 The model sentence. The model
gather their thoughts. Students T: Ask me.
sentence for the drill is always
should be encouraged to keep any S: Have you ever been to London?
contextualized and wherever
queries until the end of the phase. T: Yes, I have. Ask me "W hen?”
possible an elem ent of
contextualization is sustained S: When did you go to London?
throughout the drill. 9 Play the cassette again etc.
This confirms and reinforces 10.6 W ritten Q uestions. The
7.2 The prompts. The prom pts are
what the student has read. The questions which appear in the
always familiar to the student. Only
students can follow the text in the student's book to accompany a text or
previously learned lexical item s are
book. dialogue can be used for written
used or, occasionally, universally
familiar words, such as Coca-Cola. hom ework or for pair work. They are
10 Question and answer usually open questions and the long
7.3 The set. The drill should be This phase is designed to give answers summarize the text.
carefully set up by the teacher so that
further language practice and to
the students know exactly what they check com prehension. The text 11 Reproduction
have to do. This usually m eans the should always be covered to ensure
teacher giving two or three examples Apart from Q uestion and
the full attention of the class. A long Answ er, which could be described as
to show how the drill works. dialogue or text should be segm ented reproduction, there are three further
7.4 At speed. The drills them selves so as not to impose too great a techniques used to elicit oral
should be done at speed for the memory load on the students. The reproduction of texts (examples from
students to reap maximum benefit. It teacher should use the questions in Unit 28):
also introduces an elem ent of the teacher's book. We use a variety
challenge into the activity. of questions. 11.1 Com plete my statem ent
Target sentence:
7.5 In chorus. Choral drilling 10.1 Short closed questions: At three o'clock they're going to leave the
maximizes the am ount of language Did you go to London? reception.
practice and gives confidence to the to elicit: Yes, I didINo, I didn't.
learners. T: At three o'clock they're going to . . .
10.2 Long dosed questions: C : . . . leave the reception.
7.6 Individually. This would Did you go to London, or did you go to
normally follow the choral phase to Paris? 11.2 Correct my statement
enable the teacher to check accuracy. to elicit: I went to Paris. Target sentence:
The teacher gives the prompt but In a few minutes they're going to get into
10.3 O pen questions, w here there is a Rolls-Royce.
does not indicate who is to answer no guide as to the expected response:
until all the students have had time to T: In a few hours . . .
Whose is it?
think of the answer. In this way, C: In a few minutes . . .
When did you go?
every student is encouraged to T: . . . they're going to get into a Mini.
Why are you here?
formulate mentally each response. C : . . . they're going to get into a
10.4 Q uestion generators, to set up Rolls-Royce.
There is a great variety of drills in
student interactions:
Streamline English and each is set out 11.3 Reproduction from prompts
A sk himI her I meI theml each other.
in a clear fashion for ease of Target sentence:
classroom reference by the teacher. For example: They're standing on the steps of the
Drills range in complexity from T: M aria, do you like coffee? church.
Simple Substitution and S I: Yes, I do.
Transform ation to the much freer T: Ask Pierre. T: They . . . steps . . . church.
Invention Exercise. W e would also S I: Do you like coffee? C: They're standing on the steps of the
hope that the teacher would S2: No, 1 don't. church.
improvise drills, w hen they were T: A sk Hans . . . “tea” . These m ethods are alternated to give
needed. S2: Do you like tea? variety of practice.
S3: No, I don't.
T: Ask me.
etc.

10
12 Pair work
Students read through a
dialogue in pairs. Each student plays
both parts several times. The teacher
should circulate, checking on
pronunciation and intonation.
W here there is an odd number of
students, the teacher can pair himself
with the odd student and run
through the dialogue quickly before
checking on the others. It is advisable
to get the students to change partners 15.3 Language games
at regular intervals.
13 Transfer/pair work
In this activity students practise
a dialogue in pairs but substitute
from prompts as in the Everyday
Conversation sections. They are also
asked to question each other to elicit Unit 10 Is there (apen) in thebox? using
previously practised responses or
free responses.
14 Role-playing
In both kinds of pair work,
students are to a certain extent
role-playing. They may also be
encouraged to act out a situation with
the teacher, or in pairs. The success
of role-playing depends to a large
extent on the dramatic talents of both
teacher and students, but can be very
successful.
15 Transfer
This phase aims to encourage
the student to use the newly-
acquired language in some way
meaningful to him/her. The
classroom situation obviously limits 40, 60 and 80) also constitute written
the am ount of real communication
possible. Transfer strategies are
suggested throughout the course,
but their application will vary
according to the teaching situation,
as, by definition, transfer m ust be
related to particular students, their
backgrounds and needs. Here are a
few general strategies:
15.1 Transfer questions. New
structures and vocabulary which
have been presented in context and
practised can be related directly to
the student, for example:
Unit 1 Are you a doctor? etc.
Unit 2 Are you French? etc.
Unit 4 Is that your book? etc.
Unit 5 Are you hungry? etc.
Unit 6 Describe your flat/house, etc.
15.2 Sim ulated situations 17 Visual aids
Unit 7 Asking for directions In Streamline English all the
Asking for things at the table units are illustrated, and extra visual
Ordering in a pub aids are not essential. However, the
Unit 8 Introducing each other following may be found useful.
U nit 11 Ordering in a restaurant
Unit 12 Instructing each other to do 17.1 A bag of "p ro p s" containing
things easily assem bled objects. This could
U nit 13 Asking about each other's include individual objects (a pen, a
possessions comb, an envelope, etc.), pairs of
U nit 17 At the customs objects (knives, forks, spoons, etc.)
for plurals and com parisons, and
empty food containers (bottles, tins,
Unit 8 Who is it? using flashcards of packets, etc.) for mass and unit.
famous people.
17.2 A prop classroom clock with
What colour is it? using
movable hands.
flashcards or realia.
Unit 9 Whose pen is it? having first 17.3 Flashcards. A collection of
mixed the students' flashcards can be easily built up, by
possessions. sticking pictures from m agazines on
to plain cards. These could be
a box of realia. grouped into sets to cover
Occupations/ Nationalities/ Actions/
15.4 M ini-projects. Tasks m ayb e set
Comparisons/ M ass and Unit/
outside the classroom (especially for
schools in an English-speaking
Adjectives and Adverbs/ Famous
People, etc., or related to specific
country), for example:
situations from the course such as the
Unit 7 Ask someone for directions
menu items in Unit 11 (An English
tonight.
Ask someone to pass you Restaurant).
something at dinner tonight.
Buy something in a pub.
Ask someone's phone number.
15.5 W ritten transfer
Unit 14 Exercise:
Write sentences about yourself.
I can drivell can't swim, etc.
Unit 16 Exercise 3:
W rite sentences'. I've got a brotherII
haven't got a Rolls-Royce.
The postcard and letters (Units 20,
transfer.
16 W ritten phase
In this phase the teacher writes
up a language summary on the
board, and the students copy it.
Actually writing down this
inform ation tends to fix it more firmly
in the memory. It may also provide a
welcom e change of activity.
11
 Index to units 1-16

Unit Main teaching point Expressions

1 Hello! I'm/ h e's /she's/you're a (student) Hello. How are you?

from (England) • + Q + Neg. + I'm very well thanks. And you?
W here . . . from? • Numbers 1-4 • I'm fine thanks.
Letters A-H

2 Excuse me We/ you /they're (English) • + Q + Excuse me. Yes? Pardon?

Neg • Numbers 1-12 Thank you. Yes, please.
No, thanks. Please sit down.

3 What is it? It/ this/that's a (pen) • They/ these/

What are they? those are (books) • + Q + Neg. +
W hat? • Letters I-Z

4 W hat's your name? What's/ are my/ your/his/her/our/ G ood evening. Over there.
their job(s)/ name(s) • Numbers Thank you very much.
13-24 • here/ there H ere's your key.

5 I'm cold to be + adjectives • + Q + Neg.

6 A nice flat There is/ are a/some cup(s) on/ in1 Good!
under the fridge • + Q + Neg. + H ere's the kitchen.
W here?

7 Everyday conversation
N um bers 30/ 40/ 50 etc • first/ second/
third • near /for/with
Is there a (P.O .) near here?
That's all right. No, thank you.
Could you pass the salt please?
How m uch is that?
Are you on the phone?
W hat's your number?

8 A family reunion W ho is it? It's (Tom) • (H e)'s a Come in. This is a nice surprise.
(doctor) • W hat colour is it? It's It's me.
(red) • It's (Tom's) (shirt). How do you do?
This is (my wife).

9 Whose is it? W hose (car) is it?

i
10 Is there any wine in the bottle? There's some (water) • + Q + Neg.
There are some (apples) • + Q +
Neg. How much/ many • A lot

11 An English restaurant I'd like a (menu)/ some (peas) •

W hich (wine) would you like?

12 Do this! Don't do that! (Do) (this)!: D on't (do) (that)! • Look Be quiet. O.K.
at me/ him /her/us/ them • Take (it) Everybody
off. Put (them) on. That's fine.
Action

13 Elton Kash and Mr Wilson W hat make is (your car)? • 1978, etc.
(revision)

14 At the hairdresser's (I) can (do it) • + Q + Neg. O h, yes. Really?

15 Everyday conversation
Times: 6.40/2.30, etc.
W ould you like (a cup of tea)?
How about a (biscuit)?
Can I help you? On a diet.
W hat size are you? Can I try it on?
I'd love to. W hen? W here? What
time? Is seven o'clock O .K.?

16 Gloria Gusto, Tom Atkins and Has I have got • + Q 4- Neg. Life's great! Hi there!
Terry Archer

12
 Index to units 17-35
Unit
17 At the customs
18 Which one?
19 Everyday conversation
20 A postcard
(revision)
21 What are they doing?
22 Can you help me?
23 Everyday conversation
24 The fashion show
(revision)
25 At the cinema
26 W hat's on television tonight?
27 In prison
28 An English wedding
29 Computer dating
30 I want you, Fiona
31 Everyday conversation
32 An interview
33 Every day
34 W hat's my job?
(revision)
35 Never on a Sunday
Main teaching point
What/ How much/ How many (have)
(you) got? • 200/ 300/ 400 etc.
W hich one(s) is/ are yours/ mine/ his/
hers/ours/ theirs/ John's • The (black)
one's (mine) • I'd like the (blue) one.
Can you show (me) a/some
camera(s)? • Can you show (it) to
(me) • 85/ 72/ 63 etc.
Letter format. Name/ address etc.
W hat (are you) doing? • (I'm)
(working) + Q + Neg.
W hat (is he) (reading)? •
(He's) reading (something) •
W ho's (phoning)? (Tony is) •
W ho's she phoning?
Days of the week.
too/either
Prepositions • W hy? . . . because
W hat time is it? • It's five past one
etc. • lst-12th
(I'm) going to (do it) • + Q + Neg.
They're doing it • They're going to
do it.
I like/ he likes (music) • + Q + Neg.
I/He want(s), need(s), love(s) (you) •
+ Q + Neg.
Sim ple Present (Everyday habits)
Sim ple Present (Everyday habits
cont.)
Sim ple Present Q uestion forms
Sim ple Present + frequency adverbs
13
Expressions
Have you got anything to declare?
Fine.
Oh dear!
Good night.
Thank you for a lovely evening.
How about some more (wine)?
I see. I'm in a hurry.
I'm very sorry. 'Bye.
Don't forget. O h dear.
Have a good time.
What about (K ate)?
Would you like to come to (a party)?
I'd like to. . . W hat a pity!
Is it O .K . if I sit here?
Another time perhaps?
Thanks anyway.
May I (borrow it)?
H ere's John.
W hat's on (T.V.) tonight?
I'm home! . . . at (your m other's)
For ever and ever
In a few months
For example. W hat about?
How old are you? What!
W hy not?
How long for? Just for (2 days)
I'm going away. W hat kind is it?
I think so. As soon as possible
Ladies and G entlem en.
Welcome to . . .
W hy don't you . . .?
 Index to units 36-56

Unit Main teaching point Expressions

36 A questionnaire Sim ple Present + frequency

adverbs • + Q + Neg.

37 W hat does he do every day? Sim ple Present II Present Progressive at the moment

38 Well or badly? How (do you) do it? • I (do) (it) well.

39 Everyday conversation I think so • I don't think so. How do you (come) to (school)?
How long does it take? W hat's
the matter? W ould you like to dance?

40 A personal letter Give my regards/ love/ best wishes

(revision) to everybody. It's not bad.

41 W here were you yesterday? 1/you/he/ she was here • We/ you/
they/were here • + Q + Neg. W hen?
W here? • Months

42 Holidays There was/were • + Q + Neg. •

W hat was (it) like?

43 Everyday conversation It's too (big) for (me). W hat's wrong with it? W hat size
are you? I'm not sure. Are you sure?
The right size. The wrong size.
Can you measure me? Let m e see.

44 Return from space Sim ple Past 'to have' • + Q + Neg.

45 Yes, dear! Sim ple Past of Irregular verbs have/ (John), is that you?
go/ com el get • + Q + Neg.

46 In the office Sim ple Past of Regular verbs • + Q +

Neg.

47 The story of Willy the Kid Sim ple Past of Regular verbs, contd.

48 Foreign holidays Sim ple Past of Irregular verbs, contd.

49 Survivors not m uch (food)/ not many (biscuits)/

only a little (food)/ only a few
(biscuits)

50 Robbie and the Rebels Sim ple Past + adverbs of m anner I know!

51 Everyday conversation Sim ple Past + ago Thank goodness! I thought.

Have a cigarette. I'm trying to
stop. Come on! I insist. No, really.

52 The eight o'clock news More verbs in the Sim ple Past

53 Howard Hughes Sim ple Past • Intensive Q uestion He was born in (Houston) in (1905).
Practice

54 The boss and the secretary Sim ple Present II Present Progressive
(revision)

55 An accident (He) (was) (doing) it • + Q + Neg. +

W hat Q

56 An investigation (He) (was) (doing) it w hen

(something) (happened).
 Index to units 57-73
Unit
57 A photograph album
58 A spy story
59 Everyday conversation
Telephoning
60 Another personal letter
(revision)
61 On the moon
62 W here's he gone?
63 Everyday conversation
64 Town and country
65 A tour of Europe
66 A call from home
67 Have you ever . . .?
68 Comparisons 1
69 A hard life
70 Comparisons 2
71 Brutus Cray — the greatest
(revision)
72 George and Brenda
73 Everyday conversation
Main teaching point Expressions
(I) could (do it) + Q + Neg. w hen (I
was) ten.
(I) must/mustn't/ needn't (do it) • + all the time
Q + Neg. Good luck!
Hello. This is (Tom) here.
Hang on a minute. I'll see.
M ary's out.
Could you take a message?
Can I dial direct to (Zurich)?
W hat's the S.T .D . code number
please?
W hat's the name?
I'd like to make (a 3 minute call)
to (Zurich). I'll call you back.
I miss you a lot.
(I've) (opened) it • (H e's) (opened)
it • + Q + Neg. 4- What?
Present Perfect with been/gone • +
Q + Neg.
More regular verbs in Present W hat's wrong?
Perfect • just/already Be careful!
too much/ too m any • not enough
(He has)n't been (there) yet • (Has
he) been (there) yet? • (He's) never
been there before • (Have you) ever
been (there)?
i
How much/ many (has he) done?
Present Perfect II Sim ple Past
Tom m y's (older) than Billy • A car's
(more expensive) than a motorcycle.
11 you/we/ they have to (do) it • He/
she has to (do) it • + Q + Neg • (I)
had to do it + Q + Neg.
M ary's the (tallest) • It's the (most
expensive) coat.
How long (have you) been the
cham pion? • I've been the champion
for 10 years.
Will you (do it)? • Shall I (do it)? •
Shall we (eat out)? • Let's go • No,
you w on't.
It's the most (dangerous corner) I've
ever (seen) • There's been (an
accident) • It's the same as (yours) •
H e's as (rich) as (Rockefeller)
15
 Index to units 74-80

Unit Main teaching point Expressions

74 Something/ anything/ nothing/ Something/ -body /-w here • + Q + Let me have a look.
everything Neg. • + Every • Are there any left?

75 Four lives Present Perfect with for/since in love

76 A night out
(revision)

77 The election results One/ some/ all/both/neither/ none

78 The Daily News

(revision)

79 Everyday conversation W hat kind of (flowers) would you

like?
What do you recommend?
. . . at this time of year.
I'll have a (dozen roses).
What a lovely surprise!
Shall I open it now?
I love chocolates. Thank you.
Thank you very m uch indeed.
I've got so much to do.
D on't be silly! The last train.

80 A fourth letter Anyway. All my love

(revision)
The authors would like to thank
all the people who helped in the
development of this book. In
particular we are grateful to the
Directors of the Anglo-Continental
Educational Group, and Chris
Goodchild, Director of Studies,
Anglo-Continental School of
English, Bournemouth, for all
their support and encouragement.
We also wish to thank all our
colleagues in the ACEG schools
who provided invaluable
comments and criticism.

Students can buy a cassette which

contains a recording of the texts
and dialogues in this book.
 1 Hello

HELLO. / k e w a 1

TEEW EZ? !

/VO, /MNOT.
( CH,mwA \
STUDENT?

E xercise 1 Exercise
E xercise 2

I
David C lark Alan S m ith John Green Is she a teacher? . . . a student?
Linda M artin Susan Sm ith Carol Green No, she is n ’t. N o ,.
Is she a student? . . . a teacher?
He’s David Clark. ». . . . . . . Yes, she is. Yes, . . . . ™
She's Linda M artin. . . . . . . . .
 1

T a r g e t S tr u c t u r e s 1 0 Dialogue 2 (C&D) T: Cover the text. Look and Listen. Play

I'm I a student. Where am I from ? the cassette or act out the text.
You're I are you
He's I from England. is he 11 Listen and Repeat.
She's I is she
12 Ask several students Are you a teacher?/Are you a student?
Ami a student? Yes, I am. S: Yes, I am/No, I'm not.
Are you you are. Use gesture to teach: Ask him!Ask her.
he is.
she is. 13 Pair Work (on D ialogue 2).

Is he I from England? No, I'm not. 1 4 T: Repeat C . D , D. Now, Read Conversation 2.

Is she you aren't (C/D/C/D).
he isn't,
she isn't. 15 T: Listen. Indicate a student.
Is he a teacher? . . . No, he isn 't. . . Repeat.
V o c a b u la r y Is she a student? . . . Yes, she is . . . Repeat.
Numbers: 2-4 Ask questions about several students to elicit:
Letters: A -H Yes, he islYes, she is/No, he isn'tINo, she isn’t.
student, teacher Use gesture to e lic it questions and answers about individual
Countries: Canada, Japan, England, France, and students (i.e. point to (Maria), point to another student, who
the countries of your students. asks Is she a teacher?).
Select a third student, who replies.
E x p re s s io n s
Hello. 1 6 Pair Work. Students ask each other about other members
How are you? of the class and answer.
I'm very well, thanks. And you?
I'm fine, thanks. T h is p o in t c o u ld b e t h e e n d o f th e f i r s t le s s o n .

Note: This unit may be d ivid e d into two lessons, with a break
after 1.16.

1 Greet the class.

1 T: Hello. C: Hello.
and use gesture to indicate (a) choral response, (b) individual
response.

I 2 T: Open your books. Close your books.

Use gesture to demonstrate.

1 3 T: Open your books at Unit One. Indicate this in your open

book.
Cover the text. Show them how to use a mask.

V 4 Dialogue 1 (A & B)
T: Look and Listen. Play the cassette or act out the text.

5 Listen and Repeat.

I
6 Use the pattern to introduce yourself to all the students
individually. Get them to introduce them selves to you.
I 7 Pair Work. Students introduce them selves to their
neighbours. Get them to circulate around the class
introducing themselves.
I 8 T: Repeat: A . . . B . . . A . B. Now, read Conversation 1.
(A/B/A/B)

L 9 Use the pattern Hello, I'm . . . to introduce yourself to

students. They respond. T: Listen . . . He's (Hans Schm idt). . .
Repeat! Do the same with a number of students, both male and
I female. (In a single-sex class, use simple board drawings, or
flashcards.)
T: I’m (Mary Smith). Point to individual students, and feign
ignorance of their names with gesture.
I C: H e’s . . . , She's . . . , I’m . . . .
T: You're (Maria Garcia). Indicate yourself to e lic it You're (Mary
Smith). c o n tin u e d

L
I
17 D ialogue 3 (E & F) T: Cover the text. Look and Listen. Play
the cassette or act out the text.

18 Listen and Repeat.

19 Use the pattern to ask the students where they are from.
With a single nationality group use towns or districts.
T : Ask him/Ask her IAsk me.

20 Pair Work.

21 Use gesture to indicate individual students.

T: Is he from England. C: No, he isn't.
T: Where's he from? C: He's from . . . .
Use gesture to e licit questions and answers about individual
students.

2 2 Pair Work. Students ask each other about individual

students and answer.

2 3 T : Repeat: E . . . F . . . £ . . . F. Now, read Conversation 3.

(E/F/E/F)

2 4 T: Listen.
Am I a teacher?
Am I a student? C: Yes, you are.
Am I from England? No, you aren't.
Am I from Canada?
Get students to ask questions about themselves.

2 5 Drill. Set this up very carefully. S eethe note on d rills in the

introduction.
Continue:
T: he I
T: Where’s he from? she
T: I you
T: Where am I from? John
T: he Mary
C: Where's he from?

2 6 Dialogue 4 (G & H) T: Cover the text. Lookand Listen. Play

the cassette or act out the text.

27 Listen and Repeat.

2 8 Leave the room briefly, re-enter and greet several

individual students by name using the pattern.

2 9 Pair Work.

3 0 T: Repeat. G . . . H . . . G . . . H. Now, read Conversation 4.

(G/H/G/H)

31 Refer students to Exercises 1-4. Run through them orally.

Set them in class or for homework.
 ___________t L
HELLO,JOHN1
HELLO,PETER.
mroufKCM how are m u?
t ENGLAND ? , I’M VERYWELL,THPNKi. _ =3 c a
AO,I'M NOT. AND W ?
f WHEREARE1W \ I’M. F/NE, THAm.
MM? y -T Z

E x e rc is e 3 E x e rc is e 4
Are you a teacher?
• e e.
Are you a student?
••e•
Are you from
England?
e • •.
Where are you
from?

Is he from . . . Canada? . . . France?

E ngland? No, • • • . • • • •

No, he isn ’t. . . .? . . .?

W here’s he from ? . . . France. • • • Japan.
He’s from Canada.
 2 Excuse me!

I Excuse me!
J Yes?
I Are you English?
J Pardon?
I Are you English?
J Oh, yes. Yes, we are.
I Oh, I'm English. Are you on
holiday?
J No, we aren't. We're
businessmen.

J Please, sit down . . .

I Thank you.

J Tea?
I Yes, please.

J Sugar?
I No, thanks.

J Where are you from?

I I'm from London.
J Are you a businessman?
I No, I'm not. I'm a tourist.
 2

T a r g e t S tr u c t u r e s 1 0 Question and Answer:

We 're English. We aren't American. T : Are they American? ( C: No, they aren't).
They They Are they Italian?/Scottish?/Swiss?
You You Are they English ? (C: Yes, they are)
Extend this pattern into the classroom. Ask questions about
Are we Japanese? the students, using 7s he . . .? Is s h e. . .? A m i. . .? Are
they they. . .? A reyou . . .? with the various nationalities.
you Ask him/Ask her/Ask me/Ask them.

Yes, we are. No, we 11 Drill Continue:

aren't.
they they T: he They
you you T: He's English. She
T: they I
V o c a b u la r y T: They're English. You
T .h e We
Numbers: 1-12 businessmen* C: He's English.
N ationalities businessman
tea tourist 12 Drill Continue:
sugar on holiday T: he they
T: He isn't English. she
E x p re s s io n s
T: they I
Excuse me! Thank you. - T : They aren’t English. you
Yes? Yes, please. T: he we
Pardon? No, thanks. C: He isn’t English.
Please sit down.
1 3 Drill Continue:
‘ Note that these words have been chosen for the w ide T: he they
coverage w hich they provide. This unit may be d ivid e d into T: Is he English? she
two lessons, with a break after 2.13. T: they I
T : Are they English? you
1 Briefly revise the previous lesson T: he we
C: Is he English?
2 D ialogue 1. Focus attention on the picture. Ensure the text
is masked. Play the cassette or act out the text. T h is p o in t c o u ld be t h e e n d o f th e f i r s t le s s o n .

3 Listen and Repeat. 1 4 Dialogue 2, Focus attention on the pictures. Ensure the
text is masked. Play the cassette or act out the text.
4 Silent Reading.
15 Listen and Repeat.
5 Pair Work. J : Repeat. I . . . / . . .1. . ./. Then comm ence
pair work. 1 6 Silent Reading.
i
6 Transfer. Say to individual students, o rto pairs of 17 Pair Work.
students:
Excuse me. S: Yes? 1 8 Transfer: Offer individual students items , to e licit
Are you (French)? S: Pardon? Yes, please/No, thanks using tea, sugar, Coca-Cola, whisky, vodka,
Are you (French)? S: Yes, I amlYes, we are. coffee.
I'm English. Are you on S: No, I'm n o t. . . I'm a T : Where are you from?/Are you a businessman?
holiday? student. Ask him/Ask her!Ask me.
SS: No, we aren't. . . We're Get them to do it in pairs without the text,
students.
Get the students to do it in pairs w ithout the text.

7 T: Look at the picture. Look, listen and repeat.

They're English.
They aren't American.
They aren't on holiday.

8 Transfer. Indicate pairs or groups of students to elicit:

They're French, etc.
They aren’t English.
They're students.
They aren't businessm en.

9 T: Look at the picture. Look, Listen and Repeat.

They're English. They aren't American.
Are they American? . . . No, they aren't.
Are they English? . . . Yes, they are. c o n tin u e d
1 9 Refer students to the second page of Unit 2. Look, Listen
and Repeat.
T: Picture 1. He's from New York. He's American.
Run through Pictures 1-10.

2 0 T .P ictu rel. C: He's from New York. He's American.

Run through Pictures 1-10.

21 Look, Listen and Repeat.

T : Picture 1. Is he from New York? Is he American?
Run through pictures 1-10.

2 2 T: Picture 1. C :Is he from New York? Is he American?

Run through Pictures 1-10.

2 3 T: 7s he from New York? Yes, he is.

Is he from London? No, he isn't.
Is he English? No, he isn’t.
Is he American? Yes, he is.
Run through pictures 1-10 e lic itin g affirm ative/negative
responses.

2 4 Pair Work.

2 5 Set the exercise in class or for homework.

Where are you from?

7 .... 9 • . ..
. . . Spanish. . . . Iranian.
3 What is it?

an egg
a g lass • • •
a table . . .
a bus . . .
an apple . . .
a handbag . .
a knife . . .
a key . . .
a chair . . .
a tra in . . •
an ice-cream .
a plate • • •
a cup . . .
an um brella . .
a w in d o w . . .
a w atch . . .
a spoon • • •
an orange • . ,
a fo rk . . .
a shelf • . .
a lorry . . .
a pen • • •
a d o o r. . .
a lemon . . .
a taxi • . .
 3

T a r g e t S tr u c t u r e s 8 Choose a pair of identical objects away from you.

What is What are they? Look at those. They're windows.
it?
this? these? What are they? They're windows.
those? Follow the above procedure with a few pairs of identical
that?
objects away from you (lights, chairs, books, pens, etc).
Get individual students to do the same.
It 's a pen. They are(n't) pens.
This is These
9 Demonstrate the difference between these and those by
That is(n't) Those
choosing a pair of objects close to you and a pairfurtheraw ay.
Is it a pen! Are they pens! These are pens. Those are windows.
these Get individual students to do the same. Give prom pts if
this
necessary, e.g ..b o ok s-lig h ts:
that those
These are books. Those are lights.
Yes, it is. Yes, they are.
1 0 Using classroom objects, act out:
No, it isn't. No, they aren't.
Are these pens? Yes, they are. Are these chairs? No, they aren't.
V o c a b u la r y Are those books? Yes, they are. Are those books? No, they aren't.
Listen and Repeat.
The alphabet. Plural forms Ask questions using Are these/those ■ ■ .? C: Yes, they are!
clock A spoon N orange No, they aren't.
radio B knife 0 ice-cream
Ask him!Ask her!Ask me.
ashtray C plate P lemon
bed D fork Q taxi 11 Pair Work.
house E glass R car
towel F cup S bus 1 2 Refer students to Picture Group 1.
G key T lorry Focus attention on A.
cups H watch U train T: Look at A. Repeat: A. It’s a spoon. Repeat.
keys I pen V door Do the same for B, C, D, E, F.
glasses ] handbag W chair T : Look a t A . . . What is it? C: It’s a spoon.
lorries K u/nbrella X table Do the same for B, C, D, E, F.
knives 1 egg Y window
M apple Z shelf 1 3 L ook atA . . . Is it a spoon? C .Y esitis.
Look at B . . . Is it a cup? C: No, it isn't.
Note: This unit may be divided into two lessons, with a break
after 3.14. 1 4 Pair Work.
1 Briefly revise the previous lesson by asking and getting A ct out: Look at A. What is it? It's a spoon.
students to ask each other questions. Students do this in pairs for Picture Group 1.

2 A number of objects, including some pairs of objects, w ill T h is p o in t c o u ld be t h e e n d o f th e f i r s t le s s o n .

be a useful teaching aid. Use several objects. Hold one up and
say:
Look at this! It's a pen. What is it? It's a pen.
Listen and Repeat.
Follow the above procedure with all the objects.
1 5 Picture Group 2. Follow the same procedure (3.12-3.14).
Note: It's an umbrella.
1 6 Picture Group 3. Follow the same procedure.

3 Choose a classroom object. Point at it and say: 17 Picture Group 4. Follow the same procedure.
Look at that! It's a window. What is it? It's a window.
Listen and Repeat. Follow the above procedure with a number of 18 Picture Group 5. Follow the same procedure.
classroom objects.
19 Now point out:
4 Demonstrate the difference between this and that by an apple/an egg/an ice-cream/an orange/an umbrella,
choosing one object close to you and one further away. a
T : This is a pen. That’s a window. e
Give prom pts if necessary, e.g. book, door. Write up an i
This is a book. That's a door. o
u
5 Using classroom objects, act out: Tell the students to write it down.
Is this a pen? Yes, it is. Is this a book? No, it isn't.
Is that a window? Yes, it is. Is that a door? No, it isn't. 2 0 Drill: Continue:
Listen and Repeat. T : spoon egg ice-cream
Ask questions using Is this/that. . .? C: Yes, it is/No, it isn’t. T : a spoon pen handbag
Ask him/Ask her/Ask me. T: egg window apple
T : an egg umbrella
6 Pair Work. T : spoon key
C :a spoon orange
7 Choose a pair of identical objects near to you.
Look at these. They're pens. 21 Refer students to Exercise 1.
What are they? They're pens. Set it for homework or in class.
Follow the same procedure with a few pairs of identical
objects near to you (books, shoes, trousers, etc).
Get in dividual students to do the same. c o n tin u e d
22 Focus attention on pictures 1-8 (Exercise 2).
Look, Listen and Repeat.
T : Look at Picture 1. They're forks.
Do the same for 2-8.

2 3 T: Picture 1. What are they? C: They're forks.

Do the same for 2-8.

2 4 Ask questions.
T: Lookat 1. Are they forks? C: Yes, they are.
T : Look at 2. Are they glasses? C: No, they aren't.

2 5 Pair Work.
A ct out: Look at 1. What are they? They're forks.
Students do this in pairs for Pictures 1-8.

2 6 Aural Discrim ination.

Demonstrate the three plural endings by getting students to
listen and repeat.
[ S ] = 2 [ z ] = 2 [ iz ] = 3
T .cups = 1 cars = 2 watches = 3 »
Give prom pts to w hich the class responds (in chorus) 1,2, or 3.
Pro m pt s: cups lea rs Iwa tch es /oranges /forks /ch airs /windows /buses I
plates.

2 7 Focus attention on Picture 1. Tel I them to w rite answers for

2-8 in class or for homework.

2 8 Focus attention on Exercise 3.

Run through orally. Set in class or for homework.
 What are they?

Exercise 2

2 ... .
3 • • • .
4 . . . .
5 . . . .
6 . . . .
7 ... .
S ... .

Use these words:

w atches
cups
knives
keys
lorries
cars
glasses

E x e rc is e 3

1 W hat is it? 2 W hat are they? 3 . . . ?

It’s a clock. T hey’re radios. . . . ashtray.

4 . . . ? 5 . . . ? 6... ?
. . . beds. . . . houses. . . . tow el.
 4 What's your name?

Mr Dean Good evening.

Receptionist Good evening, sir.
What's your name, please?
Mr Dean My name's Dean.
Receptionist Ah, yes . . . Mr
Dean . . . Room 15. Here's your
key.
Mr Dean Thank you.

Porter Is this your case?

Mr Dean No, it isn't.
Porter Oh, is that your case over
there?
Mr Dean Yes, it is.

Mr Brown Good evening.

Receptionist Good evening.
What are your names, please?
Mr Brown Mr and Mrs Brown.
Receptionist Ah, yes . . . here's
your key.

Porter Are these your cases here?

Mr Brown No, they aren't.
Porter Oh, I'm sorry. Are those
your cases over there?
Mr Brown Yes, they are.

Mrs Brown Is this our room?

Mr Brown What's the number?
Mrs Brown 14.
Mr Brown Oh, no, it isn't. That's
our room . . . number 13.
 4

T a rg e t S tru c tu re s 14 Listen and Repeat.

What's my job? I'm a teacher.
your 15 Silent Reading.
his name? My name's John.
her 16 Pair Work.

What are jobs? They’re teachers. 17 Transfer. C o lle c ta number of objects from students, then
your return them saying, T: Here's your key. S: Thankyou very much.
their names? Their names are Mr & Mrs Smith.
1 8 Dialogue 4. Focus attention on the picture. Ensure the text
V o c a b u la ry is masked.

Numbers: 13-24 19 Listen and Repeat.

here reception porter
there manager cleaner 20 Drill: Continue:
case receptionist pilot T: cases/here keys/there
room waiter air hostess T : Are these your cases, here? books/there
number secretary taxi-driver
T: keys/there cigarettes/here
airport cook mechanic
T : Are those your keys, there? cases/there
policeman
T: cases/here pens/here
C: Are these your cases, here?
E xpressio n s
Good evening 21 Silent Reading.
Thank you very much
over there 2 2 Pair Work.
Here's your key
2 3 Transfer. Ask questions:
Note: This unit may be d ivided into two lessons, with a break T: Are those your pens there? S: Yes, they are.
after 4.30. T: Are these your books here? S: No, they aren't, etc.
Get the students to do the same in pairs.
1 Briefly revise the previous lesson.
2 4 Dialogue 5. Focus attention onthe picture. Ensure thetext
2 Dialogue 1. Set the situation. Focus attention on the is masked.
picture. Ensure the text is masked. Play the cassette or act out
the text. 25 Listen and Repeat.

3 Listen and Repeat. 2 6 Silent Reading.

4 Silent Reading. 27 Listen and Repeat.

5 Pair Work. 2 8 Transfer. Get the students to go through the dialogue in

pairs, substituting different numbers.
6 Transfer.
Say My name's (X). What's your name? to several students. 2 9 Say Listen. My name's (X).
Get the students to go through the dialogue, in pairs Use gesture to elicit: My name's (Y) from several students.
substituting their own names. Point at a student. T: Your name's (Y).
Use gesture to elicit: Your name's (X) from several students.
7 Dialogue 2. Focus attention on the picture. Ensure the text Point at a student. T: His name's (Y), Her name's (Z).
is masked. Play the cassette or act out the text. Use gesture to elicit: His name's (Y). Her name’s (Z), etc.
Point at (Y) and (Z) T: Their names are (Y) and (Z).
8 Listen and Repeat. Use gesture to elicit: Their names are (Y) and (Z).
Bring out a student to join you. T: Our names are (X)and (Y).
9 Drill: Continue: Point at pairs of students to elicit: Our names are (A) and (B), etc.
T : case/here umbrella/there
T : Is this your case, here? handbag/here 3 0 Transfer. Ask questions:
T: umbrella/there glass/there T: What's my /your/his /her name? S: My /your /his/her name's
T : Is that your umbrella there? key/here X/Y/Z.
T: case/here case/there T: What are our/their/your names? S: Our/Their/Your name's are
C: Is this your case here? X & Y /Z & X IY & Z .
1 0 Silent Reading. This p o in t c o u ld be th e en d o f th e fir s t lesson.

11 Pair Work.

12 Transfer:
this your case here? C: Yes, it is.
that bag there? No, it isn't.
etc.
Get the students to do the same in pairs.

1 3 D ialogue3. Focus attention on the picture. Ensure thetext

is masked. Play the cassette or act out the text. c o n tin u e d
31 Focus attention on the picture What's your job?
Look, Listen and Repeat.
13 . . H e’s a manager.
14 . . She's a receptionist.
15. . They're waiters.
16. . He's a porter.
17. . She's a secretary.
18 . . He's a cook.
19 . . They're cleaners.
3 2 1:13. C: He's a manager.
Do the same for Pictures 14-1

3 3 Look, Listen and Repeat.

13 . . What's his job?
14 . . What's her job?
15. . What are their jobs?
16 . . What's his job?
17. . What's her job?
18 . . What's his job?
19 . . What are their jobs?

3 4 T:23. C: What's his job?

Do the same for Pictures 14-19,

3 5 Pair Work. T: 13 . . . What’s his job? . . . He's a manager.

Students do the same in pairs for pictures 13-19.

3 6 Set Exercise 1 in class or for homework.

37 Focus attention on the second picture (Exercise 2).

Look, Listen and Repeat.
20. . He's a pilot.
21 . . She's an air-hostess
22 . . They're policemen.
23 . . He's a mechanic.
24 . . He's a taxi-driver.

3 8 Pair Work. T .20 . . . What's his job? . . . H e’s a pilot.

Students do the same in pairs for pictures 20-24.

3 9 Set Exercise 2 in class or for homework.

3
What's your job?

Exercise 1
Look at 13.
What's his job?
He's a manager.
Look at 14.
What's her job?
She's a receptionist.
Look at 15.
What are their jobs ?
They're waiters.
L ook at 16.
. . .?

L ook at 17.
. . .?

Look at 18.
. . .?

Look at 19.
. . .?
• • •.
Use these w ords:
cleaners
cook
secretary
p orter

E xercise 2
Look at 20.
What's his job?
He's a pilot.
21 . . . ?
• • • .
22 . . . ?
• • ■
23 . . . ?
• • • .
24 . . . ?

Use these w ords:

pilot
policemen
air-hostess
taxi driver
m echanic

E xercise 3
W hat’s yo u r name?
• • •.
W hat’s y o u r jo b ?

I
I
 5 I'm cold

A Ooh! I'm cold!

B Are you?
A Yes, I am.
B Oh, I'm not. I'm hot! f f ft

fl

I *

C It's big. D It's small.

Q . . •. R ••

U • • •. V •••. W . . . . X . Y • • •. Z •••

old tall strong beautiful

Use these w ords: full
em pty new short w eak ugly
rich th ic k cheap fat old long
poor th in expensive thin young short
 5

T a rg e t S tr u c t u r e s 9 Drill: Go through D-Z

T: C in the same way.
High frequency adjectives.
T : It's big.
He’s cold.
T: D
He isn't cold.
T: It's small.
Is he cold?
T: C
V o c a b u la r y C: It's big.

A cold N expensive thirsty 1 0 Pair Work. Students ask each other questions about the
B hot 0 tall hungry pictures.
C big P short angry S1 : C . . . Is it big? S2: Yes, it is.
D small Q long sad S2: D . . . Is it big? S3: No, it isn't, etc.
E beautiful R short tired
F ugly S fat light 11 Transfer: Use classroom objects to practise the
G old T thin heavy adjectives: biglsmallloldlnewlcheaplexpensivelthicklthinl
H young U thick kilo full/empti/
I old V thin camera
] new W full dress Is my book old? Yes, it is.
K rich X empty plane your pen new?
L poor Y strong man/men his watch No, it isn’t.
M cheap Z weak woman/women her bag
Note: This unit may be d ivid e d into two lessons, with a break
Ask him/ask her /ask me.
after 5.12.
1 2 Ask the students to w rite in the adjectives, in class or for
1 Briefly revise the previous lessons.
homework.
2 M ini-dialogue. Focus attention on the picture. Ensure the
T h is p o in t c o u ld be th e e n d o f th e f i r s t le s s o n .
text is masked. Play the cassette or act out the text.

3 Listen and Repeat.

4 Silent Reading.

5 Pair Work.

6 Transfer. Ask questions:

T: Are you hot? Are you cold? Ask him. Ask her. Ask me. S: Yes, I
am/No, I'm not.
T: 7s he hot? Is she cold? S: Yes, he is/No, she isn’t, etc.

7 Focus attention on C and D.

T: C. Look at that plane . . . it's big . . . . Repeat.
T: D. Look at that plane . . . it's sm all . . . . Repeat.-
Continue:
E. Look at that woman . . . she's beautiful.
F. Look at that man . . . he's ugly.
G. Look at that man . . . he's old.
H. Look at that woman . . . she's young.
I. Look at that case . . . it's old.
]■ Look at that case . . . it's new.
K. Look at that man . . . he’s rich.
L. Look at that man . . . h e’s poor.
M. Look at that camera . . . it’s cheap.
N. Look at that camera . . . it's experisive.
O. Look at those women . . . they're tall.
P. Look at those men . . . they're short.
Q■ Look at that dress . . . it’s short.
R. Look at that dress . . . it's long.
S. Look at that man . . . h e’s fat.
T. Look at that man . . . he's thin.
U. Look at that book . . . it's thick.
V. Look at that book . . . it’s thin.
W. Look at those glasses . . . they're full.
X. Look at those glasses . . . they're empty.
Y. Look at that man . . . h e’s strong.
Z. Look at that man . . . h e’s weak.

8 T: Look at C. Is it small? C: No, it isn’t.

T : Is it big? C: Yes, it is.
Go through pictures D-Z. c o n tin u e d
1 3 Focus attention on the second page, the first picture.
Ensure the words are masked. Set the situation.
T: Look at Helen Wilson . . . she's thirsty . . . Repeat.
Look at Alan Wilson . . . h e’s hungry . . . Repeat.
Look at Mrs Wilson . . . she's angry . . . Repeat.
Look at Miss Cook . . . she's sad . . . Repeat.
Look at Mr P arker. . . he's h o t . . . Repeat.
Look at Mr Cooper . . . he's cold . . . Repeat.
Look at Mr West and Mr Spencer . . . they're tired . . . Repeat.

1 4 T: Look at Helen Wilson. C: She’s thirsty.

Do the same with the other characters.

15 Ask questions: Is Helen Wilson thirsty?

Is she sad?
Are you thirsty?
Are you sad? etc.
Ask him/ask her/ask me.

1 6 Pair Work. Students do the same in pairs.

17 Set the exercise in class or for homework.

18 Focus attention on the picture of the boxers. Set the

situation.
tall
old
T: Look at Joe Freezer. Listen and Repeat: He’s fat
heavy
strong
short
young
T: Look at Steve King. Listen and Repeat: He's thin
light
weak

1 9 Ask questions:
T: Look at Joe Freezer: Is he short?
T: Look at Steve King: Is he tall? etc.

2 0 PairWork. Students ask each other about Joe Freezer and

Steve King.

21 Focus attention on the picture of Mrs Loot and Fred Penny.

Set the situation.
T : Tell me about Mrs Loot. C: She's younglbeautifullrichltall.
T: Tell me about Fred Penny. C: He's old/ugly/poor/short.

22 Invention Exercise: Continue:

T : Mr Rockefeller a Rolls-Royce
T: He's rich Alaska
T: A Rolls-Royce Robert Redford
T: It's expensive Switzerland
T : M r Rockefeller London
S: He's rich. etc. (Choose
topical prompts.)

2 3 Set Exercise 2 in class or for homework.

 Exercise 1

Helen W ilson's thirsty.

Alan W ilson . . . .
Mrs W ilson . . . .
Miss Cook . . . .
Mr P a r k e r . . . .
M r C ooper . . . .
M r West
and Mr S p e n c e r. . . .

sad
angry
hungry
th irsty
tired
cold
hot

E x e rc is e 2

Look at Steve King. Now w rite fo u r sentences fo r: Mrs L oot Fred Penny
He’s weak. a Big Joe Freezer
He’s sm all. He's heavy.
He’s light. b Mrs Loot
He’s thin. c Fred Penny
He’s young.
 6 A nice flat

Agent This is a nice flat, Miss

Wilkins. Here's a plan . . .
Miss Wilkins Mmm . . .
Agent There's a living-room.
There's a kitchen, a bedroom, a
bathroom, and there's a toilet.
Miss Wilkins Is there a balcony?
Agent No, there isn't.
Miss Wilkins . . . and a
telephone?
Agent No, there isn't a telephone.

Agent Well here's the kitchen.

Miss Wilkins Hmm . . . it's very
small.
Agent Yes, it isn't very large, but
there's a cooker and a fridge.
There are some cupboards
under the sink.
Miss Wilkins Are there any
plates?
Agent Yes, there are.
Miss Wilkins Good. Are there
any chairs in here?
Agent No, there aren't, but there
are some in the living-room.
Miss Wilkins Hmm. There aren't
any glasses!
Agent Yes, there are! They're in
the cupboard.
Miss Wilkins . . . and . . . er . . .
where's the toilet?

E x e rc is e 1
sofa
There's a sofa in the living-room.
radio
There isn’t a radio in the living-room.
W rite sentences w ith :
1 tele pho ne 3 cupboard
2 ch a ir 4 table

E x e rc is e 2 E x e rc is e 3 E x e rc is e 4
books m agazine/table? W here are the bottles? They’re on the shelf.
There are some books on the shelf. Is there a magazine on the table? W here’s the chair? It’s in the living-room .
cups books/shelf?
A nsw er the questions:
There aren’t any cups on the shelf. Are there any books on the shelf? 1 W here’s the television?
W rite sentences w ith : W rite questions w ith : 2 W here are the glasses?
1 glasses 3 magazines 1 radio/shelf 3 Where are the books?
2 records 4 bottles 2 bottles/table 4 W here’s the sofa?
3 records/table
 6

T a r g e t S tr u c t u r e s 11 Dialogue 2. Set the situation. Focus attention on the

There's a cooker. There isn’t a telephone. picture. Ensure the text is masked. Play the cassette or act out.
There are some pans. There aren't any glasses.
, , I Yes, there is. 1 2 Listen and Repeat.
Is there a garden? ,,
* I No, there isn t. Where is it?
Where are they? 1 3 Drill: Continue:
. , I Yes, there are. It's inlonlunder. . . T : forks cupboards
Are there any chairs? , T ,, T : There are some forks. plates
y No, there aren t.
T: cupboards cups
V o c a b u la r y T : There are some cupboards. knives
T : forks
agent garden record C: There are some forks.
flat telephone magazine
plan cooker table 1 4 Drill: T: In thekitchen . Continue:
living-room fridge bottle spoons
T; eggs
kitchen pan television T : There aren't any eggs. oranges
bedroom cupboard sofa T : spoons apples
bathroom sink nice T: There aren't any spoons. towels
toilet plate large lemons
T: eggs
balcony C: There aren’t any eggs.
E x p re s s io n s 1 5 Transfer:
Good! Here's the kitchen T: In thekitchen ■ ■ ■there are some cupboards . . . Repeat.
There aren't any towels . . . Repeat.
T: In the classroom . . . chairs. C: There are some chairs.
1 Briefly revise the previous lesson. T: . . . pans . . . C: There aren't any pans.
Give prompts: penslkniveslbookslforkslstudentslspoonsltowels.
2 Dialogue 1. Set the situation. Focus attention on the
picture. Ensure the text is masked. Play the cassette or act out. 1 6 Drill: T: In th e kitchen. Continue:
T: glasses eggs
3 Listen and Repeat. T : Are there any glasses? knives
T: eggs oranges
4 Drill: Continue: T : Are there any eggs? cupboards
T: living-room kitchen T : pans forks
T : There's a living-room. bedroom C: Are there any pans?
T : kitchen bathroom
T : There's a kitchen. toilet 17 Silent Reading.
T: living-room
C: There's a living-room. 18 Ask questions:
T: Are there any pans? C: Yes, there are.
5 Say In the classroom . T : Are there any eggs? C: No, there aren't, etc.
Drill: Continue:
T: telephone radio 1 9 Pair Work.
T: There isn't a telephone. television
T : radio bathroom 2 0 Transfer: T: Ask me about my flat /kitchen:
T: There isn't a radio. toilet T : television S: Is there a television?
T : telephone balcony T : pans S: Are there any pans ?
C: There isn't a telephone. Give prom pts if necessary.

6 Transfer. T: In the flat, there's a kitchen . Repeat. 21 T :Look at the picture of the kitchen and listen.
There isn't a telephone . . . Repeat. Drill: Continue:
T: In your house . . . kitchen. S: There's a kitchen/There isn't i T: There’s a fridge. There are some pans.
kitchen. T : Oh, where is it? There's a cooker.
Give prompts: telephone/bathroom/balcony/garden! T: There are some pans. There are some
televisionlradiolbar, etc. T: Oh, where are they? cupboards.
T: There's a fridge. There are some plates.
7 Drill: Continue: C: Oh, where is it? There's a sink.
T : living-room garden
T: Is therea living-room? kitchen 2 2 Ask questions:
T : garden balcony T : Where’s the fridge? S: It’s in the kitchen.
T : Is there a garden? telephone T : Where are the glasses? S: They're on the shelf.
T: living-room bathroom T : Where are the cupboards? S: They're under the sink.
C: Is there a living-room? Now indicate classroom objects and ask questions:
T: Where are your books? S: They're on my desk.
8 Silent Reading, T : Where's your pen? S: It's in my pocket.
T : Where's your bag? S: It's under my chair, etc.
9 Ask questions: You may wish to move classroom objects, to e lic it inlonlunder.
T: Is there a living room? C: Yes, there is.
T: Is therea telephone? C: No, there isn't, etc. 2 3 Pair Work. Students ask each other questions as above.

1 0 Pair Work. 24 Refer to the picture of the living-room . Set the exercises.
 7

E xpressio n s 11 D ialogue3. F o llo w th e s a m e p ro c e d u re a s fo rD ia lo g u e 1,

Is there a (post-office) near here? but:
That's all right.
Could you pass the (salt) please? 12 Make sure of cultural background information, such as
Certainly. the opening and closing tim es of English pubs.
No, thank you. the need to go to the bar to buy a drink.
Here you are. w ords \ahalf, apint (0.57 litres in England, 0.47 litres in the
How much is that? USA) a whisky, a double whisky, with ice/lemon/soda.
Are you on the phone? the need to be 18 to buy a drink in a British pub.
What's your number?
1 3 Pass objects to students saying Here you are.
V o c a b u la ry Get them to pass objects to other students saying
bus-stop vinegar ice Here you are.
bank oil first
cafe half second 1 4 Write on the board:
telephone box a pint third 13, 14, 15, 16,17, 18, 19
supermarket a whisky near 30, 40, 50, 60, 70, 80, 90.
pepper a double whisky far Say: Listen and Repeat. Go through the list.
milk lemon with Point at numbers at random, and get the class to say the
bread soda number in chorus, and then individually.
butter cake
1 5 D ialogue4. Follow thesam e procedure a s fo rD ia lo g u e 1,
Numbers: 30140/50160170180/90 but check double three and 0 ( 3V), not zero.
Write up the phone numbers in the student's book. Say: Listen
1 Briefly revise the previous lesson. and repeat.
Go through the list. Point at numbers at random and get the
2 Dialogue 1. Set the situation. Focus attention on the class to say the number in chorus, and then individually.
picture. Ensure the text is masked. PI ay the cassette or act out
the text.

3 Listen and Repeat.

4 Drill: Continue:
T: post-office bank
T : Is there a post-office near here? bus-stop
T : bank cafe
T : Is there a bank near here? telephone box
T : post-office supermarket
C: Is there a post-office near here?

5 Focus attention on Dialogue 1. The students look and

listen. Play the cassette or act out the text.

6 S ilent Reading.

7 The teacher takes the part of A. The class in chorus takes

the part of B. Go through the dialogue. Then the teacher takes
the part of B. The class in chorus takes the part of A. Go through
the dialogue.

8 Pair Work.

9 Transfer. The teacher selects a student and acts out the

dialogue, substituting o thervocabulary items. Students dothe
same in pairs, using the prompts in the book.

1 0 D ialogue2. F o llo w th e s a m e p ro c e d u re a s fo rD ia lo g u e 1,
but include this drill:
Drill: Continue:
T: salt pepper
T : Could you pass the salt, please? sugar
T: pepper milk
T : Could you pass the pepper, please? bread
T: salt butter
C: Could you pass the salt, please? vinegar
oil
 7 Everyday Conversation

A Excuse me. post office

B Yes? bus stop
A Is there a post office near here? bank
café
B Yes, there is. telephone box
A Is it far? superm arket
B No, it isn't very far. First right,
firs t
second left. second
A Thank you very much. third
B That's all right.

C Mrs Connor, could you pass the salt

salt please? sugar
D Certainly. bread
Tl i u vinegar
C Thank you very much.
D And the pepper? pepper?
C No, thank you.
o il?

E Good evening. a pin t

F Good evening. half a pint
a w hisky
E Half of bitter, please.
a d o u b le w hisky
F Here you are, sir.
E Thank you very much. How w ith lemon
w ith soda
much is that? w ith Coke
F 15p.
10p
£1.15
£1.50

G Are you on the phone? 23306

H Yes, I am. 66880
G What's your number? 087432
72258
H 23306 10443
90537
47925
 8 A family re-union

Mrs Turner Who's that? Who's

that?
Tom It's me . . . Tom.
Mrs Turner Tom?
Tom Yes, Tom . . . your
grandson, . . . from Canada!
Mrs Turner Oh, Tom! Come in!
Tom This is my wife, Mary.
Mrs Turner Oh, how do you do?
Tom . . . and these are our
children, Jimmy and Ethel.
Mrs Turner Hello, Jimmy. Hello,
Ethel. Well, this is a nice
surprise!

Look at Mrs Turner. Her s k irt’s black.

Her blouse is white.
Look at Tom. His ja c k e t’s brow n.
His trousers are grey.
Look at Mary. Her dress is pink.
Her shoes are orange.
Look at Jimmy. His s h irt’s red.
His shorts are green.
Look at Ethel. Her T -sh irt’s yellow.
Her jeans are blue.

E x e rc is e 1

W h o ’s th is?
It’s Captain Adams.
He’s an astronaut.

Captain Adams Mrs M artin Miss Prim Dr Clark M r Sm ith

Use these w ords: housew ife/policem an/secretary/doctor
E x e rc is e 2
 8

T a r g e t S tr u c t u r e s 12 Silent Reading.
Who is it?
It's Tom. 13 Ask questions to elicit: Her skirt's black, etc.
He's a doctor. T : Look at Mrs Turner. What colour's her skirt?
What colour's her blouse?
What colour is it/are they? Look at Tom. What colour's his jacket?
It’s/They'reblue. What colour are his trousers?
Look at Mary. What colour’s her dress?
It's Tom's shirt. What colour are her shoes?
They're Ethel's jeans. Look at Ethel. What colour's her T-shirt?
What colour are her jeans?
E x p re s s io n s
1 4 Drill:
Come in! T: Look at Mrs Turner. Look at her skirt.
This is a nice surprise !
T: Look at Mrs Turner's skirt.
It's me!
T: Look at Tom. Look at his trousers.
How do you do?
T : Look at Tom’s trousers.
This is . . . (my wife).
T: Look at Mrs Turner. Look at her skirt.
C: Look at Mrs Turner's skirt.
V o c a b u la r y
skirt grandson black Continue:
blouse housewife , white Look at Tom. L ookathis trousers.
jacket doctor red Look at Mary. Look at her dress.
trousers astronaut yellow Look at Jimmy. Look at his shorts.
dress wife green Look at Ethel. Look at her jeans.
shoe children blue Look at Mrs Turner. Look at her blouse.
shirt Captain orange
shorts Mr brown 1 5 Drill:
T-shirt Mrs &rey T : Mrs Turner's skirt.
jeans Miss pink T: What colour's Mrs Turner's skirt?
socks Dr T: Tom's trousers.
T: What colour are Tom's trousers?
T: Mrs Turner's skirt.
1 Briefly revise the previous lesson.
C: What colour's Mrs Turner's skirt?
2 Dialogue. Setthe situation. Focus attention on the picture.
Continue:
Ensure the text is masked. Play the cassette or act out the text.
Tom's trousers.
Mary's dress.
3 Listen and Repeat. Jimmy's shorts.
Ethel's T-shirt.
4 Silent Reading.
Mrs Turner's blouse.
Tom's jacket.
5 Pair Work.
Mary's shoes.
Jimmy's shirt.
6 T: What's that? C: It's a chair.
Ethel's jeans.
Ask about several classroom objects. Pretend that you have
forgotten the students' names.
16 Pair Work. Students ask each other about the picture
T: Who’s that? C: It's Mary. She’s a student.
S: What colour's Mrs Turner's skirt?
Ask several questions. Then get the students to test your
memory of their names by asking. Who’s that? Who’s this?
17 Transfer. Students ask each other about their
clothes/other objects.
7 Pair Work. Students test each other’s memory of their
classm ates' names by asking: Who’s this? Who’s that?
18 Set Exercise 2 in class or for homework.
8 Leave the room, re-enter and role-play a stranger.
T : I ’m a new teacher.
Introduce yourself to a student.
T: I’m (John Smith). How do you do?
S: I’m (Mary Jones). How do you do?
Get that student to introduce you to other members of the
class, by saying: This is (X). She's a student.
X then says How do you do? and shakes h a n d s ..

9 Refer students to Exercise 1 and go through it orally. Set

the exercise in class, or for homework.

1 0 Text. Focus attention on the picture. Ensure the text is

masked. Play the cassette or read the text.

11 T: Look at Mrs Turner . . . Her skirt's black. . .Repeat.

Go through the text in the same way.
 9

T a r g e t S tr u c t u r e s 1 2 Focus attention on the picture of Dick, Ann, Mike, and Sue.

T: Look at Dick. He's Ann's husband . . .Repeat.
Whose (car) is it?
He's Mike's father . . .Repeat.
V o c a b u la r y Go through the text in the same way.
boss hat son
13 Pair Work. Get the students to respond to each other:
millionaire briefcase daughter
S1: Look at Ann. S2: She’s Dick's wife, etc.
cigar husband brother
glasses father sister
bicycle mother

1 Briefly revise the previous lesson.

2 Dialogue. Focus attention on the picture. Ensure the text is

masked. Set the situation. Play the cassette or act out the text.

3 Listen and Repeat.

4 Drill: Continue:
T: It's a Cadillac. It's a Datsun
T: It's American. It's a Fiat
T: It's aDatsun. It's a Renault
T : It's Japanese. It's a Volkswagen
T: It's a Cadillac. It's a Rolls-Royce
C: It's American.

5 Drill: Continue:
T: car keys
T : Whose car is it? umbrella
T: keys pens
T : Whose keys are they? books
T: car coat
C: Whose car is it?

6 Silent Reading.

7 Question and Answer:

What's his name?
What's her name?
Is it a Rolls-Royce or is it a Cadillac?
Is it an American car or is it an English car? What colour is it?
Is it Jane's car?
Whose car is it?
«
Is Mr Orson her teacher?
Who is he?
Is he rich or is he poor? e
Is he very rich?

8 Pair Work.
■BZ
9 Transfer. Indicate an o bject belonging to a student.
T: Whose pen is it? C: It's (John's) pen.
T: Whose books are they? C: They're (Mary's) books, etc.
Ask him/ask her/ask me/ask each other.

1 0 Refer students to Exercises 1, 2 and 3.

Go through the exercises orally.
Set the exercises in class or for homework.

11 Drill: Continue:
T: What colour are these jeans? What colour's this
T: They're blue. T-shirt?
T: Whose jeans are they? Whose T-shirt is it?
T: They're Richard's jeans. What colour are these
T : What colour are these jeans? shoes?
C: They're blue. Whose shoes are
they? etc. e
«
ГС
 9 Whose is it?

Richard Hello, Jane.

Jane Hello, Richard.
Richard Phew! What's this?
Jane It's a Cadillac.
Richard Hmm. Is it your car?
Jane Well, no . . . no, it isn't.
Richard Whose car is it?
Jane It's Mr Orson's car.
Richard Mr Orson? Who's he?
Jane He's my boss. He's a
millionaire!

E x e rc is e 1
Who is it? It's M r Orson.
Write sentences for B and C

E x e rc is e 2
1 What is it? It's a cigar.
2 What are they? They're glasses
Write sentences for 3-12.

E x e rc is e 3
1 Whose cigar is it?
It’s M r Orson's cigar.
2 Whose glasses are they?
They're Jane's glasses.
Write sentences for 3-12.

L o o k a t th is
Look at Dick:
He’s A nne ’s husband
He’s M ike's father.
Look at Anne:
She’s D ick’s wife.
She’s S ue’s m other.
Look at M ike:
He's th e ir son.
He's S ue’s brother.
Look at Sue:
She's th e ir daughter.
5~e s M ike’s sister.
 10 Is there any wine in the bottle?

There's some rice in the jar.

There's some milk in the bottle.
There's some sugar in the jar.
There's some oil in the bottle.
There's some water in the jug.
There's some wine in the bottle.

There are some apples on the

table.
There are some eggs on the table.
There are some oranges on the
table.
There are some bananas on the
table.
There are some lemons on the
table.
There are some onions on the E xercise
table.

butter

A There's some butter in the freezer.

B How much is there?
A There's a lot.
There isn ’t any butter.
W rite conversations
w ith :
There is n ’t any cheese. ice-cream
meat

There isn ’t any beer.

Is there any cheese in the frid g e ? ham burgers

There are n 't any tom atoes.
There a ren’t any m ushroom s.
There are n 't any eggs.
Yes, there is.
A There are some hamburgers in the i
Is there any butter in the frid g e ? freezer.
No, there is n ’t. B How many are there?
A There are a lot.
e
Are there any eggs in the frid g e ?

The frid g e is empty!

Yes, there are.

Are there any tom atoes in the frid g e ?

No, there aren’t.
W rite conversations
w ith:
peas
chickens
■
c
 10

T a rg e t S tru c tu re s 1 4 Focus attention on Picture 2, the empty fridge. Play the

There's some water. Is there any water? cassette or read the text.
There isn't any water. Yes, there isINo, there isn't.
There are some apples. Are there any apples? 15 Listen and Repeat.
There aren't any apples. Yes, there are/No, there aren't.
How much (water) is there? How many (apples) are there? 1 6 Drill: Continue:
There’s a lot/There are a lot. T: butter tomatoes
T: There isn't any butter. cheese
V o c a b u la ry T: tomatoes mushrooms
T: There aren't any tomatoes. eggs
rice jar mushroom
T: butter beer
wine freezer hamburger
T : There isn't any butter. milk
cheese banana pea
beer onion chicken
17 Silent Reading.
meat tomato
1 8 T: Tell me about the fridge.
C: There isn't any butter. There aren't any tomatoes, etc.
1 Briefly revise Unit 6. There's (a table). There are some (chairs).

2 Text 1. Focus attention on Picture 1 (top). Ensure thetext is 1 9 Focus attention on Picture 3. Play the cassette or read.
masked. Play the cassette or read the text.
20 Listen and Repeat.
3 Listen and Repeat.
21 Drill: Continue:
4 Drill: T: cheese eggs
Continue:
T : Is there any cheese in the fridge? butter
T : rice. . . jar milk . . . Dottle.
T : There's some rice in the jar. sugar . . . jar. T: eggs tomatoes
T: m ilk. . . bottle T: Are there any eggs in the fridge? mushrooms
oil . . . bottle.
T: cheese beer
T: There's some milk in the bottle. water . . . jug.
T : rice. . . jar C: Is there any cheese in the fridge? lemons
wine . . . bottle.
C: There's some rice in the jar.
22 Silent Reading.
5 Silent Reading. Ensure the text is masked.
2 3 Focus attention on Picture 3.
6 T: Tell me about the picture. C: There's some rice in the jar, T: Is there any cheese in the fridge? Are there any eggs in the fridge?
etc. C: Yes, there is/No, there isn't. Yes, there are/No, there aren't.
Extend this practice to Pictures 1 and 2.
7 Text 2. Focus attention on Picture 1 (bottom). Ensure the
2 4 Transfer.
text is masked. Play the cassette or read the text.
l.ln m y kitchen, there's a fridge. Ask me some questions.
8 Listen and Repeat. Give prom pts if necessary.
i
9 Drill: 2 5 Focus attention on Picture 4. Play the first
Continue:
m ini-conversation.
T: apples eggs
T: There are some apples on the table. oranges
26 Listen and Repeat.
T: eggs bananas
T: There are some eggs on the table. lemons
2 7 Drill: Continue:
T: apples onions
T: There's some butter in the fridge. There's some . . .
C: There are some apples on the table.
T: Oh, how much is there? rice in the jar.
10 Silent Reading. T : There's some rice in the jar. cheese in the fridge,
T: Oh, how much is there? meat in the freezer,
T: There's some butter in the freezer. water in the jug.
11 T: Tell me about the picture.
C: Oh, how much is there? milk in the bottle.
1 2 Write these two lists on the board:
2 8 Focus attention on Picture 4, again.
riceImilk Isugar Ioil Iwa ter/wine Play the second m ini-conversation.

| apples /eggs/oranges /bananas /lemons/onions 29 Listen and Repeat.

3 0 Drill:
Look, Listen and Repeat: There's some rice . . . There are some
apples. T: There are some hamburgers in the freezer.
Explain that we can count one, but not the other. C: Oh, how many are there? etc.

31 Drill:
13 Drill: T: There's some butter in the freezer.
Continue
T: apples rice C: Oh, how much is there? etc.
T: There are some apples. eggs
3 2 Drill:
T: rice oranges
T : How much butter is there?
T : There's some rice. milk
T : apples lemons C: There's a lot, etc.
T : There are some apples. water
33 Set the written exercise on Picture 4 for homework.
 11

T a r g e t s tr u c tu r e s 11 Listen and repeat:

I ’d like a (menu). lOp, 20p, 30p, 40p, 50p, 60p, 70p, 80p, 90p, a pound, £1.10 (one
I'd like some (potatoes). pound, ten), £1.20, £1.30, £1.40, £1.50, £1.60, £1.70, £1.80,
Which (wine) would you like? £1.90, two pounds, etc.

V o c a b u la r y 12 Now refer students to the menu. Explain:

1 soup: chickenltomato/onionlvegetable.
restaurant coffee plaice 2 juice: lemon/orange/tomato/grapefruit.
customer rose omelette
3 steak: rarelmediumlwell-done.
menu Portuguese chicken
4 meat: boiledlroast/grilledlfried (beef/lamb/chicken).
a steak starter steak
5 plaice - a flat, white fish. (Illustrate on the board.)
vegetable main course rare
6 potatoes: chipslboiledlroast/mashed.
potato dessert medium
7 desserts: ice-cream/apple pie/fruit salad.
salad drink well-done 8 drinks - coffee: blacklwhite/with sugar.
tomato soup service roast tea: with milk/with lemon/with sugar.
fruit juice V.A.T. casserole
9 wines: redlwhite/rose
carrot % (percent) grilled
Check that the students understand service and V.A. T. (value
apple pie beef fried
added tax).
fruit salad lamb boiled
biscuit chop mixed Continue:
13 Drill:
T: soup chips
T : How much is the soup? roast beef
1 Briefly revise the previous lesson.
T: chips carrots
T: How much are the chips? fruit juice
2 Set the situation. Focus attention on the picture. Ensure
T : soup apple pie
the text is masked. Play the cassette or act out the text.
C: How much is the soup? boiled potatoes
mixed salad
3 Listen and Repeat.
1 4 Ask questions:
4 Drill: Continue:
T: How much is the soup? S:It's60p.
T: a menu some soup
T: How much are the chips? S: They're 50p, etc.
T: I'd like a menu, please. a steak
T: some soup some potatoes
1 5 Pair Work. Students ask each other about the menu,
T : I'd like some soup, please. a salad
as in 11.14.
T: a menu some peas
C: I'd like a menu, please. some cheese
1 6 Bring out a student, who takes the part of a customer. The
a bottle of wine
teacher is the waiter. The student refers to the menu, and
5 Drill: Continue: orders a meal.
T : soup wine
17 Pair Work. Ordering a meal, using the menu.
T : Which soup would you like? juice
T: wine vegetables
1 8 Get two students to act out a situation, using the menu.
T : Which wine would you like? ice-cream
T : soup fruit
C: Which soup would you like?

6 Listen and Repeat.

a menu some potatoes
a steak some chips
abottleofw in e some mushrooms
a cigar some cheese
a glass of water some bread
an orange some water

7 Drill: Continue:
T: menu chips
T: I’d like a menu. cheese
T: chips bottle of wine
T: I'd like some chips. glass of water
T: menu cigar
C: I'd like a menu. bread
orange

8 T: Look and Listen. Ensure the menu is masked. Play the

cassette.

9 Silent Reading.

1 0 Pair Work.
 11 An English Restaurant

Customer Waiter! I'd like the

menu, please.
Waiter Here you are, sir.
Customer Thanks . . . I'd like
some s oup. . . .
Waiter Tomato soup?
Customer Yes, please . . . and I'd
like a steak.
Waiter Rare, medium, or
well-done?
Customer Medium, please.
Waiter Which vegetables would
you like?
Customer I'd like some potatoes,
some peas, and a salad, please.
Waiter Certainly, sir.
Customer Oh, and I'd like some
wine.
Waiter Which wine would you
like, sir?
Customer A bottle of red wine,
Charles. Orson is' a film dire^fcjgpj^
He's in the studio. He's wifh'Srcve
Ncv\man and Raquel Evans.
Steve's an actor. Raquel's an
actress. They're film stars.
“Everybody! Be quiet, please!
O.K., Steve, now open the door
. . . come in . . . walk to the sofa
. . . . Walk! Don't ru n !. . . O.K.,
sit down. . .don't move. . .now,
take Raquel's hand . . . look into
her eyes . . . don't laugh! . . .
smile!
Raquel! Smile at Steve . . . look
into his eyes . . . don't laugh! . . .
now, close your eyes. Steve! Kiss
her! That's fine! Now, Steve, go to
the door . . . go out, and close the
door . . . O.K., turn the lights on
. . . turn the microphones on . . .
start the camera . . . action!"
Look at these pictures

Charles Orson iS'a film dire^togpi

He's in the studio. He's wit h ie v e
Newman and Raquel Evans.
Steve's an actor. Raquel's an

ri$v
actress. They're film stars.
"Everybody! Be quiet, please!
O.K., Steve, now open the door
. . . come in . . . walk to the sofa
. . . . Walk! Don't run! . . . O.K.,
\ » 0 j
sit down. . .don't move. . .now,
take Raquel's hand . . . look into
her eyes . . . don't laugh! . . .
smile!
Raquel! Smile at Steve . . . look
into his eyes . . . don't laugh! . . .
now, close your eyes. Steve! Kiss
her! That's fine! Now, Steve, go to
the door . . . go out, and close the
door . . . O.K., turn the lights on
. . . turn the microphones on . . .
start the camera . . . action!"
 12

T a rg e t S tru c tu re s 11 Drill: Continue:

Do (this)! T: jacket shoes
Don’t do (that)! T: Put it on. watch
Look at melhim/herlit. T: shoes ring
Look at us/them. T: Put them on. glasses
Take (it) off. T : jacket tie
Put (them) on. C: Put it on.

E xpressio n s 1 2 Pair Work. Students give each other instructions in pairs,

using:
Be quiet!
Take (your jacket) off, etc.
Everybody!
Put (your jacket) on, etc.
O.K.
That's fine!
13 The teacher starts to take his or her (jacket) off.
Action!
The students respond:
C: Don’t take your jacket off! etc.
V o c a b u la ry
open smile actress 14 Demonstrate with one student:
come (in) close film star Turn the light on!
walk kiss door cassette-recorder off!
run go (out) hand central heating
sit (down) turn (on) eye etc.
move turn (off) light The teacher could mime taps, television, record player and
take start microphone radio. Get in d iv id u a ls to instructyou.
look (at) film director camera
look (into) studio 1 5 Written phase.
laugh actor Take your shoes off!
Turn the light off!
1 Briefly revise the previous lesson.
Don’t put your coat on!
2 Set the situation. Give a few instructions to the class, and
Don’t turn the light on!
to individuals.
T: Don't look at your books! Close your books! 1 6 Refer students to the exercise. G othrough it orally. G etthe
John, open the door, please! students to com plete it in class, or for homework.
Mary, close the door, please! etc.
Get the students to give you a few instructions, in the 17 Using gesture, demonstrate:
affirm ative and negative . . . and act upon them. T : Look at me. Look at him. Look at her. Look at it.
Look at them. Look at us.
3 Focus attention on the picture. Ensure the text is masked.
Get them to listen and repeat.
Play the cassette or act out the text.
18 Focus attention on the pictures. Silent Reading.
4 Listen and Repeat.
t
1 9 Written phase.
5 Bring out two students to role-play Steve and Raquel.
me.
Role-play the director and give the instructions again. him.
her.
6 Silent Reading.
Look at John.
Mr Smith.
7 Pair Work. One student is a film director, and directs the
them.
other student. Then they reverse roles.
us.
8 Written phase:
Close your books!
Look at the board!
Don't open your books!
Don’t look at your books!

9 Bring out a student, and demonstrate.

Take your shoes/jacket I off!
glasses/watch I
Put your ring/tie I on!
etc.
Get the class to instruct you or another student.

1 0 Drill: Continue:
T :jacket shoes
T: Take it off. watch
T : shoes ring
T : Take them off. glasses
T : jacket tie
C: Take it off.
 13

T a rg e t S tru c tu re s 9 Transfer:
Revision of previously taught structures and vocabulary. T: Are you a pop star /rich /famous?
V ocabulary extension. Ask me/him/her.
T : What make is your car /watch Icamera Iradio / etc? .
What make is (your car)? Ask me/him/her. j
T : I'd like a Rolls-Royce. What about you?
V o c a b u la ry S: I'd like a (Maserati).
T: Why? i
famous swimming pool 1978
S: Because it’s fast/comfortable/expensive/etc. *
large stereo cassette- 1959
T : Ask me about my car.
comfortable player etc.
S: Is it fast/comfortable? -
fast cocktail cabinet
Is there a . . .?
slow cigar lighter
Are th ere . . . ?
happy electric windows
engine 1 0 Set the exercise in class or for homework.
steering wheel
wheel

1 Briefly revise the previous lesson. £

2 S e tth e situ a tio n fo rT e x t 1 (Elton Kash). Focus attention on
the picture. Ensure the text is masked. Play the cassette or act
out the text. f l

3 Listen and Repeat.

4
*
Silent Reading.
É
5 Question and Answer.
Ask short closed questions (Is he rich? Is it new?) about
(a) Elton, (b) his house, (c) his car. The class replies, as
С
appropriate,
Yes,
Yes,
he is/No, he isn't.
it is/No, it isn’t. С
Yes, there is/No, there isn't.
Yes, there are/No, there aren't.
Ask short open questions: Б
T: What's his name?
What is he?
What make's his car? (Explain this.)
Whose house/car is it? etc.
I
Ask long closed questions:
Is he rich or is he poor?
Is it cheap or is it expensive? É
Is there a large garden or is there a small garden? etc.
Say: Tell me about Elton/his car/his house.
К
6 Pair Work. Get students to ask each other questions.

7 Set the situation for Text 2 (Mr Wilson). Follow the same
procedure as in 13.2-13.6.
Ш
8 Write several dates on the board, e.g.
1978 1959 1963 1980 1982 1975 I
1947 1931 1996 1913 1900
Say Listen and repeat and go through the list. Point at different
dates at random and the class responds in chorus.
I

р
ш
 13 Elton Kash
?
Look at this man.
1 He's Elton Kash.
He's a pop star.
He's very rich and famous.
3 Look at his house.
It's large and expensive, and
there's a swimming-pool in the
5 garden.
There are ten bedrooms in the
а house.
Elton's car's American.
It's a 1978 Lincoln Continental.
It's fast and comfortable.
з In his car there's a radio, a stereo
cassette-player, a cocktail cabinet,

а a cigar lighter and electric

windows.
But Elton isn't happy. . .he'd like

а a Rolls-Royce.

a
а
а
а Look at this man.
He's Mr Wilson.
а He's a teacher.
He's very poor and he isn't
famous.
а Look at his house.
It's small and cheap and there isn't
a garden.
з There are only two bedrooms in
the house.
Mr Wilson's car's English.
а It's a 1959 Mini.
It's slow and uncomfortable.
In his car there isn't a radio or a
а cassette-player . . . there's an
engine, a steering-wheel, and
there are four wheels and two
э doors.
Mr Wilson isn't happy . . . he'd
like a new Mini.
1
Exercise

з Elton's a pop star. M r Wilson's a teacher.

E lto n ’s rich. . . . .

I E lto n ’s c a r’s A m erican.

E lto n's house is large
and expensive.
He’d like a Rolls-Royce.
. . . .

. . . .
. . . .

а
 14 At the hairdresser's
Jane . . . Oh, yes, my husband's
wonderful!
Sally Really? Is he?
Jane Yes, he's big, strong and
handsome!
Sally Well, my husband isn't very
big, or very strong . . . but he's
very intelligent.
Jane Intelligent?
Sally Yes, he can speak six
languages.
Jane Can he? Which languages
can he speak?
Sally He can speak French,
Spanish, Italian, German,
Arabic and Japanese.
Jane O h !. . . My husband's very
athletic.
Sally Athletic?
Jane Yes, he can swim, ski, play
football, cricket and rugby . . .
Sally Can he cook?
Jane Pardon? Exercise
Sally Can your husband cook? Example:
My husband can't play sports 1 can drive.
. . . but he's an excellent cook. I can't swim.
Jane Is he? W rite ten sentences.
Sally Yes, and he can sew, and
iron . . . he's a very good
husband.
Jane Really? Is he English?
Q u estio n s
1. Is Jane's husband big?
2 Is he ugly?
3 Can he play fo o tb a ll?
4 Can he speak French?
5 Can he ski?
6 Can he sew?
7 Is S ally’s husband ath le tic?
8 Is he in te llig e n t?
9 Can he speak A rabic?
1 0 Can he play cricke t?
11 Can he play rugby?
12 Can he iron?
 14

T a rg e t S tru c tu re s 7 Now use gesture to indicate to students that they must

I can/I can't (do) it. ask you.
Can you (do) it? Continue with:
T: ski drive
E xp ressio n s C: Can you ski? dance
T: Yes I can. (kaen) sing
Oh, yes.
cook
Really?
T: type play football
V o c a b u la ry C: Can you type? swim, etc.
T: No I can't, (k a n t)
speak handsome language
swim wonderful football 8 Ask questions:
ski intelligent cricket T : Can you (drive)? C: Yes, I can/No, I can't.
play athletic rugby T: Can he drive? Can she drive? C: Yes, he can/No, he can't.
cook excellent sports T : Ask him/ask her/ask me.
sew hairdresser's
iron 9 Pair Work. Students ask each other questions as in 14.8.
drive
type 1 0 W ritten Phase.
sing I can drive.
dance You can't ski.
He type.
Languages .French, Spanish, Arabic, etc. She dance.
It sing.
We swim.
1 T: I can speak English, but I can’t speak Italian.
They play tennis.
I can speak French, but I can't speak Arabic.
Can I drive? Yes, I can.
2 Invention exercise: Continue: you ski? No, I can’t.
T: English French
he type?
T : I can speak English. Italian
she dance?
T: Italian Arabic it sing?
T: I can't speak Italian. Spanish
we swim?
T : English Japanese
they play tennis?
C: I can speak English.
11 Focus attention on the picture. Ensure the text is masked.
3 H old up a small object. T: Look at this. Listen and repeat:
Set the situation. Play the cassette or act out the text.
Ican seeit. Stress weak (kan).
You can see it.
12 Listen and Repeat.
We can see it.
He can see it.
1 3 Silent Reading.
She can see it. v
They can see it.
1 4 Question and Answer:
Is Jane's husband big?
4 Now hide the o b je ct in a pocket or handbag.
Is he strong?
T: Now, I can't see it. Stress (k a n t).
Is he ugly?
You can't see it.
Can he play football?
We can’t see it.
Can he play cricket?
He can't see it.
Can he play rugby?
She can't see it.
Can he ski?
They can't see it.
Can he sew?
Can he iron?
5 Invention exercise: Continue:
T : window plane
Is Sally's husband athletic?
T : I can see a window. camera
Is he big?
T : plane table
Is he very strong?
T: I can't see a plane. bus Is he intelligent?
T : window chair
Can he speak Arabic?
C: I can see a window. radio
Can he speak Spanish? Italian? French?
door
Can he play cricket? rugby? football?
Can he iron? cook? sew?
6 T: L isten -C an you drive? (Gesture is useful here.)
Can you ski?
1 5 Pair Work.
Can you type?
Can you dance?
1 6 Further pai r work. Get the students to ask each other about
Can you sing?
their girlfriends, boyfriends, fathers, mothers, landladies, etc.
Can you cook?
Point out weak pronunciation ( к э п ).
1 7 Set the exercise in class or for homework.
 15

E xpressio n s 12 Drill: Continue:

Would you like (a cup o f tea)? T: trains buses
How about (a biscuit)? T : I'd like some information about planes
Can I help you? trains, please. boats
On a diet. T: buses excursions
What size are you? T : I'd like some information about
Can I try (it) on? buses, please.
I'd love to. T: trains
That's fine. C: I'd like some information about
Where? trains, please.
a
When?
What time?
Is (seven o'clock) O.K?
1 3 Write these tim es on the board: 6.40, 7.20,8.30, 9.50,3.10
T: Listen and Repeat. (Six forty, etc.j
C
Point at the tim es at random, to e lic it a choral response.
V o c a b u la ry
1 4 Dialogue 3. F ollow thesam e procedure as for D ialogue 1
tomorrow biscuit information
but include this drill:
6.4017.20, etc. sandwich excursion
piece boat Continue:
1 5 Drill:
meet cake a pair of (shoes) a pullover
T: a pair of shoes
. . . about six. a chocolate a pullover
T: I'd like a pair of shoes, please. a pair of jeans
. . . about trains, etc. a cardigan
T : a pullover a cardigan
one (a train) a walk a pair of socks
T: I'd like a pullover, please.
a drink
T: a pair of shoes a pair of trousers
C: I'd like a pair of shoes, please.
1 Briefly revise the previous lesson. 1 6 D ialogue4. F ollow thesam e procedure as for D ialogue 1
but include this drill.
2 Dialogue 1. Set the situation. Focus attention on the
picture, ensure the text is masked. Play the cassette or act out
17 Drill: Continue:
the text.
T : dinner a film
T: How about dinner tonight? a walk
3 Listen and Repeat.
T : a film a concert
T : How about a film tonight? a drink
4 Drill: Continue:
T : dinner
T : a cup of tea a cup of coffee
C: How about dinner tonight?
T: Would you like a cup of tea ? a glass of water
T : a cup of coffee a glass of beer
T : Would you like a cup of coffee? a cup of chocolate
T : a cup of tea a glass of milk
C: Would you like a cup of tea?
C=
5 Drill: Continue:
T: biscuit a sandwich
T : How about a biscuit? a piece of cake
T: sandwich an orange
T: How abou t a sandwich ? a chocolate
T: biscuit an apple
C: How about a biscuit?

6 Focus attention on Dialogue 1. The students look and

listen. Play the cassette or act out the text.
£
7 Silent Reading.

8 The teacher takes the part of I. The class i n chorus takes

the part of J. Go through the dialogue. Then the teacher takes
the part of J. The class in chorus takes the part of I. Go through
the dialogue.

9 Pair Work.

1 0 Transfer. The teacher selects a student and acts out the

dialogue, substituting othervocabulary items. Students dothe
same in pairs using the prom pts in the book.

11 D ialogue 2. Follow the same procedure a s fo r Dialogue 1,

but include this drill.
 15 Everyday Conversation

I Please come in. a cup of tea

J Thank you. a cup of coffee
I Please,. . sit down. Would you
lik e a cu p of te a . a glass of water
J Yes, please.
I How about a biscuit? \ sandwich
J No, thanks. I'm on a diet. a piece of cake
an orange
a chocolate

K Excuse me . . . trains
L Yes, Can I help you? buses
K Yes, I'd like some information planes
boats
about trains please. excursions
L Whereto?
K . . . to London.
L When?
K Tomorrow.
L Morning or afternoon?
K In the evening. About six
o'clock.
L There's one at 6.40.
K Thank you.

M I'd like a pair of shoes, please. a pair of shoes

N What colour would you like? a raincoat
M Brown. a pullover
a cardigan
N And what size are you? a pair of jeans
M Five. Can I try them on?
N Of course.

O How about dinner, tonight? dinner

P I'd love to. afilm
O Where can we meet? a walk
a concert
P How about the square? adrink
O All right. What time?
P Is seven o'clock OK?
O Yes, that's fine.
 16 Gloria Gusto, Tom Atkins and Terry Archer

Hi, there! My name's Gloria Hello, my name's Tom Atkins. Look at this man.
Gusto. I'm from London, too. His name's Terry Archer.
I'm an actress. I'm broke. I haven't got any He isn't from London.
I'm from London. money. He's from Oxford.
I've got a flat in London and a I haven't got a job or a house, or a He's a factory worker.
house in Hollywood, with a car. He's got a good job.
swimming pool. I haven't got a wife, and I haven't He's got a car.
I've got a new Rolls-Royce and a got any children. He hasn't got a big house,
lot of money in the bank. Life's terrible! he's got a flat.
I've got a husband, and three I haven't got anything! He's got a wife, but he hasn't got
wonderful children in Hollywood. any children.
Life's great! Life's all right.
I've got everything!

E x e rc is e 1 E x e rc is e 2 Q u e s tio n s
Exam ple: fla t in London Exam ple: a job 1 W hat’s his name?
Has she got a fla t in London? Yes, she Has he got a jo b ? No, he hasn't. 2 W here’s he fro m ?
has. 3 W hat’s his jo b ?
1 a house. 4 Has he got a good jo b ?
1 house in H ollywood. 2 a car. 5 Has he got a car?
2 sw im m ing-pool. 3 a wife. 6 Has he g o t a fla t o r a house?
3 Rolls-Royce. 4 any money. 7 Has he got a w ife?
4 lot o f money. 5 any children. 8 Has he got any c h ild re n ?
5 husband.
6 three children.

E x e rc is e 3
Example: ■ öS
b ro ther I've got a brother.
Rolls-Royce I haven't got a Rolls-Royce.
W rite fo u r sentences:
1 w atch 3 bicycle
2 sister 4 um brella
 16

T a r g e t S tr u c t u r e s 11 Point at students T : He hasn't got a Rolls-Royce/She hasn't got

I ’ve got a car. Have you got a car? a million pounds.
I haven't got a car. Has he got a car? Point at students. T: Rolls-Royce, children, etc.
He's got a car. C: He/She hasn't got a Rolls-Royce/any children! etc.
He hasn't got a car.
12 Drill: Continue:
Yes, I have. Yes, he has. T: I He
No, I haven't. No, he hasn't. T: I haven't got any money. You
T : He She
V o c a b u la r y T : He hasn't got any money. They
T: I We'
new with factory
C: I haven't got any money. I
good everything worker
terrible broke money 1 3 Act out these m ini-conversations.
anything
A. Have you got (a car)?
B. Yes, I have.
E x p re s s io n s
A. Have you got (any children)?
Life's great! B. No, I haven't.
Hi, there! Ask questions to elicit: Yes, I have, or No, I haven't.

1 4 Listen and Repeat: Have you got a car? Have you got any
1 Choose some objects. money?
T: I've got a watch/a handbag/a pen, etc. Ask me/Ask him!Ask her. Give prom pts if necessary.
Point at students. T: You've got a book/a pen/a handbag, etc.
Po i nt at ob j ects be Ion g i n g to stu d ents, to el ic it:/ 've got (a book). 1 5 Pair Work, as in 16.13.
Point at objects belonging to yourself, to elicit: You’ve got (a
book), etc. 16 A ct out these m ini-conversations:
A. Has she got a car?
2 Listen and Repeat. B. Yes, she has.
T: I've got a watch [You've got (a tiela handbag) We've got some A. Has he got any children?
books/They've got some pens. B. No, he hasn't.
Ask questions to elicit: Yes, he has/No, he hasn't.
3 Transfer:
T: I've got a watch . . . andyou? to e lic it true sentences. 17 Listen and Repeat: Has he got a car? Has she got any money?
S: I've got (a pen)/(some books), etc.
18 Pair Work, as in 16.14.
4 Point at students. Say: He's got a watch /She's got a handbag.
Point at objects belonging to students to elicit: He's got a 19 Drill: Continue:
(pen)/She's got (a book), etc. T: you he
T: Look at this room . . . It's got a door/two windows/a board, etc. T : Have you got any money? they
T: he she
5 Listen and Repeat. T : Has he got any money? . yo«i
T : He's got a watch/She's got a handbagllt's got a door. T: you I
C: Have you got any money? we
6 Transfer:
Point at students. J . He's got a watch/She's got some books. 2 0 Focus attention on Picture 1 (G loria Gusto). Ensure the
Point at students to elicit: He's got a watch /some books, etc. text is masked. Set the situation. Play the cassette or read the
Indicate the room. Say: lt's g o ta d o o r. . .a n d . . . to elicit: It's text.
got two windows, etc.
21 Listen and Repeat.
7 Drill: Continue:
T: I He 2 2 Silent Reading.
T : I've got some money. You
T: He She 2 3 Exploitation (depending on time):
T : He's got some money. They Short Exploitation.
T: I We' T: Tell me about Gloria Gusto. C : She's got. . . .
C: I’ve got some money. I Intensive Exploitation.
1 T: Has she g ot. . . ? C: Yes, she has/No, she hasn’t.
8 T : I haven't got a new car/any children/e tc. 2 Pair Work on above.
Point at students. T: You haven’t got a Rolls-Royce/a million 3 Transfer. T: Have you got a car? C: Yes, I have/No, I haven't.
pounds/etc.
Give prompts, e.g. a new car. C: You haven't-got a new car. 2 4 Follow the same procedure for Tom Atkins and Terry
Archer.
9 Listen and Repeat.
I haven't got a new car/You haven't got a Rolls-Royce/They haven't 2 5 Set the three exercises and the questions in class or for
got any money/We haven't got any oranges. homework.

1 0 Transfer.
T: I haven't got any cigarettes . . . andyou? (to e lic it true
sentences).
S: I haven't got (a car)/(any children), etc.
 17
J
T a r g e t S tr u c t u r e s
What have you got?
9 Question and Answer.
Ask short closed questions.
T: Has he got anything to declare?
J
How much/How many has he got?
Has he got any whisky?
E x p re s s io n s Has he got any cigarettes?
Has he got any beer? etc.
S
Have you got anything to declare?
C: Yes, he has/No, he hasn't.
Fine.
Oh, dear! Ask questions with How much?/How many?
T : How many cigarettes has he got?
E
V o c a b u la r y How much perfume has he got?
a lot of passport identity card How much whisky has he got?
whisky visa How many bottles o f whisky has he got? =
2001300/400, etc. cigarettes ticket
perfume vodka 1 0 Pair Work.
Customs
Customs Officer
litre tobacco
11 Further pair work. A ct out this mini-conversation: S
A: Have you got anything to declare?
B: Yes, 1 have.
1 Briefly revise the previous unit. A: What have you got?
B: I've got som e. . . .
e
2 Focus attention on the picture. Ensure the text is masked. A: Oh, how much/many . . . have you got?
Play the cassette or act out the text. B: I've g o t . . . .
Students then do this in pairs.
3 Listen and Repeat.
12 Written phase.
4 Drill: Continue: What have you got?
T: passport identity card How much we
T : Can I see your passport? camera How many they
T: identity card watch
T: Can I see your identity card? ticket has he
T : passport visa she
it
C: Can I see your passport?

5 Drill: Continue: 1 3 Set the questions and exercise either in class or for
homework.
e
T : you he
J:W hat've you got?
T: he
J : What's he got?
they
she
you
e
T : you we
C: What've you got?
e
6 Drill:
T: I've got some whisky.
T : Oh, how much whisky have you got?
T: I've got some cigarettes.
e
J : Oh, how many cigarettes have you got?
T: I've got some whisky.
C: Oh, how much whisky have you got?
Continue:
I've got some cigarettes.
I ’ve got some perfume.
I’ve got some cigars.
I've got some wine.
I've got some bottles of vodka.
I’ve got some tobacco.
£
7 Play the cassette. The students listen and read.

8 Silent Reading.

Jfc
E
 17 At the customs

Customs Officer Good morning.

Can I see your passport?
Man Certainly. Here it is.
C.O. Yes, that's all right. Have
you got anything to declare?
Man Yes, I have.
C.O. What have you got?
Man I've got some whisky and
some cigarettes.
C.O. How much whisky have you
got?
Man A litre.
C.O. That's all right. And how
many cigarettes have you got?
Man Two hundred.
C.O. Fine. What about perfume?
Have you got any perfume?
Man Er . . . No, I haven't.
C.O. Good. Open your case,
please.
Man Pardon?
C.O. Open your case, please.
Open it now! Oh, dear! Look at
this! You've got three bottles of
whisky, four hundred cigarettes
and a lot of perfume!

Q u estio n s
1 Has he g o t anything to declare?
2 Has he g o t any cigarettes?
kffi' ‘.‘Hnw.ruary':'’ ”
4 Has he g o t any perfum e?
5 Ask “ How m u ch ? ”
6 Has he g o t any bottles o f w hisky?
7 Ask “ How m any?”

Exercise
How much w ine has she got?
How many cameras has she got?
W rite fo u r questions:
1 . . . cigarettes . . . ?
2 . . . perfum e . . . ?
3 . . . w atches . . . ?
4 . . . m oney . . . ?
 18 Which one?

George How about some more George Well, good night. . .

wine?
Charles Please.
George Which glass is yours?
Charles That one's mine.
George Which one?
Charles The empty one!
Charles Good night. . . thank
you for a lovely evening.
George Now, which coats are
yours?
Charles Oh, those coats are ours.
George Which ones?
Charles The black one and the
grey one.
George Ah, yes . . . I've got them.
Charles Good. The grey one's
mine, and the black one's hers.

E xercise 1

CAC.S

vtanilld
SlOtO
W hich one w ould you like?
I’d like the classical one.

E xercise 2

SHOES CASSETTES E*JvJEXOPE*» Bottoms

roortd

cweap
W hich ones w o uld you like? Ibadan scyua r e
E/ig>lisVi
I’d like the expensive ones.

E xercise 3 E xercise 4

W hich house is theirs?
The big o ne ’s theirs.
Example:
It’s my pen. It's mine.
They’re o u r books. They're ours.
1 It’s his car
2 It’s th e ir house
3 It’s J o h n ’s coat
4 It’s her hat
5 It’s your flat
6 It’s M ary’s bag
W hich house is his?
The sm all o n e ’s his.
 18

T a r g e t S tr u c t u r e s 1 3 Focus attention on the second picture. Ensure the text is

Which one's mine?lyours?/his?Ihers? masked. Play the second part of the dialogue or act out the
Which ones are ours?Itheirs?/John's? text.

The (black) one's (mine). Which one would you like? 1 4 Listen and Repeat.
The (blue) ones are (his). I'd like the (big) one.
1 5 Silent Reading.
V o c a b u la r y
1 6 Pair Work.
classical striped button
chocolate plain L.P.
1 7 Bring out a student, add his pen to your own.
vanilla square coat
T: These pens are ours.
round
Bring out two students. Point at their pens.
T: Those pens are yours. Those pens are theirs.
E x p re s s io n s
Good night. 1 8 Listen and Repeat.
Thank you for a lovely evening. It's my pen . . . it's mine.
How about some more (wine)? It’s your book. . .it's yours.
It's his watch . . . it’s his.
It’s her handbag . . . i t ’s hers.
1 Briefly revise the previous lesson.
It's our classroom . . . i t ’s ours.
It's your car. . .it's yours.
2 Focus attention on the first picture. Ensure the text is It's their house . . . it’s theirs.
masked. Play the first part of the dialogue or act out the text. It’s John’s chair . . . it's John's.
3 Listen and Repeat. 1 9 Drill: Continue:
T: It's my pen. It's your book.
4 Silent Reading. It's his watch.
T : It's mine.
T: It's your book. It’s her handbag.
5 Pair Work.
T: It's yours. It's our classroom.
T: It's my pen. It’s your car.
6 Hold up a pen and say: It's my pen . . . it's mine. C: It's mine. It’s their house.
Point at students’ pens. T: It'shispen . . . it'shis. It’s John's chair.
It's her pen . . . it's hers. It’s your pen . . . it's yours.
Students listen and repeat. 2 0 Drill: Continue:
T: mine ours
7 Take two students’ pens. his
T : Which one's mine?
T: The (red) one’s his. The (blue) one's hers.
T : ours yours
The (black) one's mine. The (red) one's yours. T : Which one's ours? John's
Students listen and repeat.
T : mine theirs
C: Which one’s mine? hers
8 T: Which one's mine?
yours
Which one's his?
Which one's hers? 21 Drill: Continue:
Which one's yours? T: Look at John’s car. Look at John's pens.
Students listen and repeat. T: Which one's his? Look at their house.
T : Look a t Joh n 's pens. Look at their coats.
9 Ask questions: Look at her books.
T : Which ones are his?
T: Which one’s yours?/mine?this?Ihers? T: Look at John'scar. Look at her car.
S: The red one's mine. The blue one's his, etc. C: Which one’s his?
T: Ask melAsk him!Ask her.
2 2 T: My car's red. I've got a red car, but I'd like a blue one.
10 Pair Work. Students pool their possessions, and ask each D rill: Continue:
other: Which one's yours?/mine? T: red/blue black/white
T : I've got a red car, but I'd like a blue one. old/new
11 C ollect several pens from students saying:
T: white Iblack small /big
T: Look at this pen . . . it's (John's). Look at this pen . . . T: I've got a white car, but I'd like a black one. slowlfast
it's (Mary's). T: red /blue. green/yellow
Point at the collection and say:
C: I've got a red car, bu t I ’d like a blue one.
T: Which pen is John's? The blue one's John's, etc.
2 3 Transfer.
12 Written phase. (a) T: What kind of car would you like?
Which one is mine? The red one's mine. Get students to make free sentences as above.
yours? The new yours (b) The teacher gives two examples:
his? This his. I’ve got a black and white television, but I'd like a colour one.
hers? That hers. I’ve got an English watch, but I'd like a Swiss one.
John's? John's. The students make sentences.

2 4 Refer students to the exercises. Go through them orally

and then set them in class or for homework.
 19

T arg et S tru ctu re s 11 Transfer. The teacher selects a student and acts out the
Can you show (me) some cameraslitlthem? dialogue, substituting other vocabulary items. Students do the
Can you show it/them to (me)? same in pairs using the prom pts in the book.

E xpressions 12 Dialogue 2. Follow the same procedure as for D ialogue 1,

but include this drill.
I see. . .
I'm in a hurry. 13 Drill: Continue:
I'm very sorry. T: some more tea the bill
Don’t forget! T: Could you bring us some more tea, please? some coffee
Have a good (holiday). a bottle of wine
T: the bill
Oh, dear! T: Could you bring us the bill, please? some more cream
'Bye. T: some more tea the menu
C: Could you bring us some more tea, please?
V ocabulary
show cassette-recorder international 1 4 D ialogue3. F ollow thesam e procedure as for D ialogue 1,
bring bill 85, 92, 63, 41, etc but include these drills.
take cream madam
get brandy at the office 15 Drill: Continue:
send luggage at school T: the airport the bus-station
bus-station T: Can you take me to the airport, please? the Bristol Hôtel
address T: the bus-station the station
postcard T: Can you take me to the bus-station, please? Oxford Street
T: the airport the university
C: Can you take me to the airport, please?
1 Briefly revise the previous lesson.
16 Drill:
2 Dialogue. Setthe situation. Focus attention on the picture. T: Have you got any luggage?
Ensure the text is masked. Play the cassette or act out the text. T: Yes, can you get it for me?
T: Has he got any luggage?
3 Listen and Repeat. T: Yes, can you get it for him?
T: Have you got any luggage?
4 T: Eighty-five pounds . . .Repeat. W rite u p £85. C: Yes, can you get it for me?
Continue: £92, £78, £63, £47, £39, £26, £51.
Point at the numbers at random to e lic it a choral response. Continue:
Has he got any luggage?
5 Drill: Continue: Have they got any luggage?
T: cameras watches Has she got any luggage?
T: Can you show me some cameras, please? radios Has John got any luggage?
T: watches cassette-recorders Have John and Mary got any luggage?
T: Can you show me some watches, please? pens
T: cameras clocks 17 D ia lo g u e s F ollow thesam e procedure as for D ialogue 1,
C: Can you show me some cameras, please? but include these drills. »

6 Drill: 1 8 Drill:
T: It’s a nice camera. T: Send me a postcard . . .
T: Can you show it to me, please? T: I haven't got your address.
T: They’re nice watches. T: Send him a postcard . . .
T: Can you show them to me, please? T: I haven't got his address.
T: It's a nice camera. T: Send me a postcard . . .
C: Can you show it to me, please? C: I haven't got your address.

Continue: Continue:
They're nice watches. Send him a postcard . . .
It's a nice radio. Send them a postcard . . .
It's a nice cassette-recorder. Send us a postcard . . .
They're nice pens. Send her a postcard . . .
They're nice clocks. Send John a postcard . . .
7 Focus attention on Dialogue 1. The students look and 19 Drill: Continue:
listen. Play the cassette or act out the text. T: Send a postcard to me. Bring the bill to us.
T: Send me a postcard. Take the book to him.
8 Silent Reading. T: Bring the bill to us. Show the pen to her.
T: Bring us the bill. Get the coffee for me.
9 The teacher takes the part of 0 , the class in chorus takes T : Send a postcard to me. Take the tea to them.
the part of P. Go through the dialogue. Then the teacher takes C: Send me a postcard.
the part of P, the class i n chorus takes the part of 0 . Go through
the dialogue.

10 Pair Work.
 19 Everyday Conversation

O Can you show me some £85/£92/£78/£63

cameras, please? £47/£39/£26/£51
P Certainly, sir . . . this one's cameras (Kodak)
very good. radios (Sony)
O Yes, it is . . . . How much is it? watches (Timex)
cassette-recorders
P £85, sir. (Philips)
O Oh, dear. That's very
expensive.
P Hmm, I see . . . that one isn't
expensive, sir.
O What make is it?
P It's a Kodak . . . it's £47.
O Hmm . . . Can you show it to
me, please?

Q Oh, excuse me! tea

R Yes, sir? coffee
Q Could you bring us some more cream
brandy
tea, please?
R Of course, sir.
Q . . . and could you bring me the
bill, please? I'm in a hurry.

S Taxi! a irp o rt
T Where to, madam? station
bus station
S Can you take me to the airport,
International Hotel
please?
T Certainly, m adam .. . . Have
you got any luggage?
S Yes. Can you get it for me? It's
over there.
T All right.. . . Ooh! It's very
heavy.
S Yes, it is . . . I'm very sorry.

U Goodnight, Andrew. at the office

V Goodnight, Colin. at school
at w ork
U Have a good holiday!
here
V Thanks.
U Don't forget. . . send me a
postcard!
V O .K .. . . Oh, I haven't got your
address.
U That's O.K. You can send it to
me at the office.
V All right. . . 'Bye.
U 'Bye.
 20 A postcard

S - PAR'S A 1

k'

' 1 k lS 4 f ^ iU.r
, p a r* . A 0f* A * ‘ ,
f L 'C t v l- ”^ fc fc o t* ^

/ k ^ /-Tr *•

aS *‘*0U tJ . S * '>
,v c v«3 % . fir » * , 's a *

^ ivei J V

!% t *>ikes‘ M W * * *

Dear Joe,
Anne,
Mother,
Father,

This is a picture of Cambridge. The weather's hot. The school is very good.
Bournemouth. cold. bad.
London. sunny. large.
Oxford. rainy. small.

I'm in class A2. There are a lot of Germans in my class. My teacher's name is Michael.
I
R17. Italians teachers' names are Pat.
B3.
R50.
Mexicans
Brazilians
David.
Sue.
I
English is very easy.
difficult.
The town's boring.
exciting.
There are a lot of pubs,
discos,
and things are very ■
interesting. busy. theatres,
big. cinemas,

cheap. The food is different, and English people are very friendly. See you soon,
expensive. terrible,
delicious,
reserved.
warm.
in 3 weeks,
in 4 weeks,
I
O.K. cold. in 6 weeks.
I
Best wishes,

I
 20 A postcard

Dear Joe,
Anne,
Mother,
Father,

This is a picture of Cambridge. The weather's hot. The school is very good.
Bournemouth. cold. bad.
London. sunny. large.
Oxford. rainy. small.

I'm in class A2. There are a lot of Germans in my class. My teacher's name is Michael.
R17. Italians teachers' names are Pat.
B3. Mexicans David.
R50. Brazilians Sue.

English is very easy. The town's boring. There are a lot of pubs, and things are very
difficult. exciting. discos,
interesting. busy. theatres,
big. cinemas,

cheap. The food is different, and English people are very friendly. See you soon.
expensive. terrible, reserved. in 3 weeks,
delicious, warm. in 4 weeks,
O.K. cold. in 6 weeks.

Best wishes,
n

:
20
=1
E xp ressio n s 11 Drill: Continue:
Letter Format: Names & addresses T: Paris the people
Dear (John) T : What's Paris like? the weather
See you soon T : the people the food
Best wishes T : What are the people like? the wine
T: Paris his French
See you in three weeks/soon. C: What's Paris like? your landlady
your teachers
=i V o c a b u la ry
1 2 Pair Work. Get them to ask each other about their rooms,
picture busy surname
food, weather, teachers, etc.
hotel room boring married
4 weather
shower
delicious
excellent
single
1 3 Explain the idea: they are going to write a postcard.
Vocabulary preview. Explain:
food exciting spell
sunny/rainy
class friendly
easy /difficult
theatre interesting
interesting/boring/quiet
cinema quiet
friendly /reserved
disco rainy
exciting/busy/delicious/different
» pub
colour
reserved
sunny
T: You can write a postcard now. This can help you.
Go through giving a model.
thing warm
Get them to prepare their postcard on a sheet of paper.
Brazilian
Watch this point: My teachers' names a r e . . . .
My teacher's name is . . . .
1 T: What's your surname? . . . Spell it (Explain this.)
1 4 Closure. Get one or two students to read their versions.
Write your own surname on the board. Get the students to ask
Get them to write an im aginary postcard for homework.
each other:
T: What’s your surname? follow ed by Spell it.

2 T: What's your first name?

Follow the procedure as for 20.1. Add your first name to your
surname on the board.

3 T: Are you Mr, Mrs or Miss?

T: Are you married or are you single?
A dd Mr/Mrs/Miss to your name on the board.

4 T: What's your address?

Get them to ask each other, and you.
A dd your address to your name on the board.

5 T : I'm from (London).

A dd it to your address on the board.
T: Which town /country are you from?
Get them to ask each other, and you.
A dd it to the board.

=i 6 Written phase.
Students write their full names and addresses.

7 T: I’ve got a postcard from Paris.

Read out the postcard. Substitute your name. Students listen.

8 Refer students to the postcard. They mask the rest of the

text. Say: Listen. Read it again.

9 Silent Reading.

1 0 Question and Answer.

T: Is this a picture of London, or a picture of Paris?
What can you see in the picture?
What's the weather /hotel /food like?
- What's her French like?
What are the people like?
What is there in her room?
Is Paris cheap or expensive?
 21

T a rg e t S tru c tu re s 9 Drill: Continue:

Present Progressive T: he we
I'm/You're/He’s working. T: Is he sitting? I
Am I/Are you/ls he working? T: we she
I'm not/He isn't working. T : Are we sitting? they
What am I/are you doing? T: he you
C: Is he sitting?
N e w V o c a b u la ry
1 0 Ask questions.
work sleep night-club
T: Are you listening?: Ask him!Ask her IAsk me.
read draw stand up*/stand*
Is he writing? etc.
eat smoke sit down*/sit*
C: Yes, I am/No, I'm not/Yes, he is, etc.
drink draw
11 Pair Work: Students ask each other questions as in 21.10.
*Note: These verbs are currently used interchangeably to
indicate both an action and a state. In this Unitste»rf an d sif are
12 Focus attention on the first picture. Ensure the text is
used sim ply to indicate a state, to avoid using a preposition in
masked. Set the situation. Play the cassette or act out the text.
the present progressive tense.
1 3 Listen and Repeat.
1 Briefly revise the verb to b e in the affirmative, question &
negative forms by asking questions:
1 4 Drill: Continue:
Are you tired?/hungry?/sleepy? etc. Ask me/Ask him/Ask her.
T: he you
T: What's he doing? she
2 Choose a male student:
T: you they
T: Stand u p !. . . He's standing . . . Repeat.
T: What are you doing? I
Choose a fem ale student:
T: he we
T: Stand u p !. . . She's standing . . . Repeat.
Choose two students: C: What's he doing?
T: Stand u p !. . . They're standing . . . Repeat.
15 Silent Reading.
Choose two students, bring them to join you.
T: We're standing . . .Repeat. I'm standing.
1 6 Pair Work.
Get individual students to generate this by saying Stand up!
Then say Stand u p !. . . You’re standing.
17 Focus attention on the second picture (the night club).
Indicate yourself to e lic it You're standing from the class.
Ensure the text is masked.
3 Repeat the above procedure using three verbs: T: This nightclub is in New York and these people are in the club
Sit down! (He's sitting.) Write your name! (He’s writing.) Read your now.
Look, Listen and Repeat.
book! (He's reading.)
(a) She's singing.
4 D rill: Continue: (b) He’s smoking.
T: I he (c) He's sleeping.
(d) He's drinking.
T : I'm speaking. you
T :H e she (e) They're eating.
T : He’s speaking. we (f) They're dancing.
T: I they
C: I'm speaking. I 1 8 Ask questions:
T: Look at A. What's she doing? C: She’s singing.
5 T: Look at him . . .h e isn't standing. . . .Repeat. (Chorus & individual response). Do the same for B-F.
Continue: L ookather . . . she isn't standing. . . .Repeat.
1 9 Pair Work. Students ask each other questions as in 21.18.
Look at them . . . they aren't standing. . . . Repeat.
Point at a student and say: You aren’t standing. Sit down, point
at yourself to elicit: You aren't standing. 2 0 Ask questions:
T: I'm not standing. Point at students to elicit: I'm not standing. T: Look at A. Is she drinking? C: No, she isn't.
T: We aren't standing. Repeat! T: Is she singing? C: Yes, she is.

21 Pair Work. Students ask each other questions as in 21.20.

6 Repeat the above procedure using sit, write and read.

7 Drill: Continue: 2 2 Set Exercise 1 in class or for homework.

T: I’m writing. He's speaking.
They're reading. 2 3 Focus attention on the third picture (the office).
T : You aren't writing!
T : He's speaking. She’s standing. Follow the procedure 21.17 and 21.22.
T : He isn't speaking! We're walking.
T : I'm writing. You're reading. (Use 2 4 Point o u tth e sp e llin g rules:
C: You aren't writing! gesture to e lic it We.) work/working smoke/smoking sit/sitting
Ask the class to study it for homework. Set Exercise 3 for
8 Drill: homework.
Continue:
T: He's reading. They’re writing.
T: Is he reading? She's sitting.
T: They’re writing. I'm standing.
T: Are they writing? We’re speaking.
T : H e’s reading. They're listening.
C: Is he reading?
 21 What are they doing?

Anne Hello, Linda. Is Jack here? Look at the picture.

Linda No, he isn't. They’re in the n ig h t clu b now.
Anne Is he working today? E xercise 1
Linda No, he isn't working today. He’s sm oking . ? .
He's in the kitchen. He’s d rin k in g . . .
Anne What's he doing? S he’s sin g in g . . .
Linda He's cooking. He’s sleeping . . .
Anne What are you doing? They’re dancing . . .
They’re eating . . .
Linda I'm reading.

E xercise 2
G What's he doing? He's writing.
H . . . .
I . . . .
J . . . .
draw ing/typing/rea d in g

E xercise 3

L oo k a t th e s e w o r d s :
w o rk w o rkin g sm oke sm oking
cook cooking dance dancing
read reading w rite w ritin g
sw im m ing/eating re a d in g /w ritin g eat eating type typing
He's sw im m ing • • • d rin k d rin kin g
She isn't sw im m ing • • • sing singing sit sitting
Is she eating? Yes, she is. sleep sleeping run running
Is he eating? No, he isn't. • • • draw draw ing sw im sw im m ing
 22 Can you help me?

Thomas is a student. He's staying

with the Taylors, an English
family.
Thomas Hello, Mrs Taylor. Can
you help me? I'm doing my
homework and I can't
understand this word.
Mrs Taylor Which one? Oh . . .
that's difficult. I can't help
you now . . . I'm watching
something. . .
Thomas Oh? What are you
watching?
Mrs Taylor I'm watching a
cowboy film.
Thomas Can Mr Taylor help me?
Mrs Taylor No, he can't now,
Thomas. He's reading.
Thomas What's he reading?
Mrs Taylor He's reading a
magazine.
Thomas What about Kate?
Mrs Taylor Oh, she can't help
you now . . . she's phoning
someone.
Thomas Oh? Who's she phoning?
Mrs Taylor She's phoning her
boyfriend. . . you're asking
a lot of questions tonight,
Thomas!
Thomas Am I? . . . Well, I'm
practising my English! Jill and John Mary

M r Sm ith
E xercise
Jill and John/tennis.
What are Jill and John doing?
They're playing tennis.
M r S m ith/his car
Mary/a letter
M r and Mrs Jones/television
Bob/a letter
A rth u r and Mike/a box
Mrs B row n/the dishes
Tony/beer
M r & M rs’Jones
d rin kin g
w atching
carrying
w ritin g
typing
cleaning
w ashing
George is lonely and unhappy.
His frie n d s are busy today. Mrs Brow n
 22

T a r g e t S tr u c t u r e s 1 3 Question and Answer:

He's reading (something). What’s he reading? Is Mr Taylor watching television? Ask What?
She's phoning (someone). Who’s she phoning? Can he help Thomas now?
Who’s playing football? Tony is.
1 4 Pair Work.
E x p re s s io n s
1 5 Focus attention on the picture. Ensure the text is masked.
What about (Kate)?
Play the third part of the dialogue.
N e w V o c a b u la r y
1 6 Listen and Repeat.
widerstand homework lonely
watch cowboy film unhappy 1 7 Drill: Continue:
phone someone T: She's phoning someone. I’m phoning someone.
practise something T : Who's she phoning? They’re phoning someone.
clean box T : I'm phoning someone. H e’s phoning someone.
wash dish T: Who are you phoning? Kate's phoning someone.
ask friend tonight T: She's phoning someone.
carry question C: Who’s she phoning?
stay word
1 8 Silent Reading.

1 Briefly revise the previous lesson. 1 9 Question and Answer.

2 Focus attention on the picture. Ensure the text is masked.
Set the situation. Play the first part of the dialogue or act out the
text.
Listen aria' R epeat
4 Drill:
T : Can you help me?
T: she
T: Can she help me?
T: us
T: Can she help us?
T : Can you help me? .
C: Can you help me?
5 Drill:
T: I
T : I'm doing my homework.
T: he
T : He's doing his homework.
T: I
C: I'm doing my homework.
6 Drill:
T: I'm watching something.
T: What are you watching?
T : He's watching something.
T : What's he watching?
T : I'm watching something.
C: What are you watching?
7 Silent Reading.
8 Question and answer:
Is Thomas a teacher? Ask What?
Is he watching television? Ask What?
Is there a difficult word? Can he understand it?
Can Mrs Taylor help him?
Is she reading? Ask What?
Can Kate help him now?
Is she phoning? Ask Who?
Is Thomas asking a lot o f questions?
What is he practising?
2 0 Pair Work.
Continue: 21 Play the cassette of the com plete dialogue.
she
us
2 2 Refer students to the pictures for the exercise.
they T: Listen.
him
Poor George. All his friends are busy today. He's lonely and
we unhappy.
. Repeat! her
Tony's drinking beer.
he Mrs Brown's washing the dishes.
Arthur and Mike are carrying a box.
Continue:
Bob's writing a letter.
he Mr & Mrs Jones are watching television.
they Mary's typing a letter.
she Mr Smith's cleaning his car.
you Jill & John are playing tennis.
we
T: Listen and repeat. Substitute pronouns for names, by going
through the list again and saying:
Continue:
T: Look at Tony . . . He's drinking beer.
He's watching something.
Students repeat only: He's drinking beer.
They're watching something.
She's watching something. 2 3 Drill: Continue:
The children are watching something. T: Who's drinking beer? Who's playing tennis?
Mrs Taylor's watching something.
T: Tony's drinking beer. Who's cleaning his car?
T: Who’splaying tennis? Who’s typing a letter?
T : Jill & John are playing tennis. Who's watching television?
T: Who’s drinking beer? Who's writing a letter?
C: Tony's drinking beer. Who's carrying a box?
Who's washing the dishes?
Now ask some individuals, but select pictures at random.
24 Pair Work. Students ask each other questions, as in 22.23.

9 Pair Work. 2 5 T : Who's drinking beer? C: Tony is.

Go through the questions in 22.23.
C: Jill & John are/Mr Smith is/etc.
1 0 Focus attention on the picture. Ensure the text is masked,
Play the second part of the dialogue.
26 Pair Work. Students ask and answer questions as in 22.25.
11 Listen and Repeat.
2 7 Go through the exercise orally. Set it in class o rfo r
homework.
1 2 Silent Reading.
 23

E x p re s s io n s 1 0 The teacher takes the part of A. The class in chorus takes

Would you like to come (to a party)? the part of B. Go through the dialogue. Then the teacher takes
the part of B and the class in chorus takes the part of A. Go
I'd like to . . .
What a pity! through the dialogue.
Is it O.K. if I sit here?
Another time, perhaps? 11 Pair Work.
Thanks, anyway.
May I (borrow it)? 12 Transfer. The teacher selects a student and acts out the
dialogue, substituting other vocabulary items. Students doth e
V o c a b u la r y same in pairs, using the prompts in the book.
come title picnic
13 Dialogue 2. Follow the same procedure as for Dialogue 1,
borrow free (unoccupied) pop concert
but include these drills:
look for newspaper football match
see lighter on Saturday
1 4 Drill: Continue:
book dictionary When?
T: newspaper pen
seat cassette Days of the week
T : Is that your newspaper? lighter
T: pen umbrella
T: Is that your pen? magazine
1 Briefly revise the previous lesson.
T: newspaper
C: Is that your newspaper?
2 Dialogue 1. Set the situation. Focus attention on the
picture. Ensure the text is masked. Play the cassette or act out
1 5 Drill: Continue:
the text. newspaper
T: pen
T: May I borrow your pen ? book
3 Listen and Repeat.
T: newspaper lighter
T : May I borrow your newspaper? car
4 Drill: Continue:
T: pen umbrella
T: a party a dance
C: May I borrow your pen?
T : Would you like to come to a party? a picnic
T : a dance a pop concert 1 6 D ialogue3. Followthe same procedure as for D ialogue 1,
1: Would you like to come to a dance? a football match
but include these drills:
T : a party a disco
C: Would you like to come to a party?
1 7 Drill: Continue:
T: book record
5 Drill:
T: I'm looking for a book. magazine
T: Would you like to come to a party?
T : record cassette
T: I'd like to . . .bu t when is it?
T : I'm looking for a record. dictionary
T: Would you like to come to a dance?
T: book English book
T : I'd like to . . .bu t when is it?
C: I'm looking for a book.
T: Would you like to come to a party?
C: I'd like to . . .bu t when is it?
1 8 Drill:
T: This is a good book.
Continue:
T: May I see it, please?
Would you like to come to a dance?
T : This is a nice record.
Would you like to come to a picnic?
T: May I see it, please?
Would you like to come to a pop concert?
T: This is a good book.
Would you like to come to a football match ?
C: May I see it please?
Would you like to come to a disco?
Continue:
6 Drill: Continue:
This is a nice record.
T: Sunday Monday
This is an interesting magazine.
T: I'm busy on Sunday. Tuesday
This is a nice cassette.
T: Monday Wednesday
This is an excellent dictionary.
T: I'm busy on Monday. Thursday
This is a good English book.
T: Sunday Friday
C: I'm busy on Sunday. Saturday

7 Invention Exercise: Continue:

T: homework letters
T: I'm doing my homework on Saturday. television
T : letters football
T : I'm writing letters on Saturday. tennis
T: homework beer
S: I'm doing my homework on Saturday.

8 Focus attention on Dialogue 1. The students look and

listen. Play the cassette or act out the text.

9 Silent Reading.
 23 Everyday Conversation

A Would you like to come to a a party

party? a dance
a p icn ic
B Well, I'd like to . . . but when is
a pop co n ce rt
it? a fo o tb a ll match
A On Saturday evening.
Saturday
B What a pity! I'm busy on Sunday
Saturday. Monday
A What are you doing? Tuesday
B I'm doing my homework. W ednesday
A Really!. . . Another time Thursday
Friday
perhaps?
B Yes, thanks anyway.

C Excuse me, is this seat free? new spaper

D Yes, it is. pen
lig h te r
C Is it O.K. if I sit here?
um brella
D Yes, of course. magazine
C E r ,. . . is that your newspaper?
D Yes, it is.
C May I borrow it for a minute,
please?
D Yes, certainly.

E Good morning. book

F Good morning. Can I help you? (Instant English)
record
E Yes, I'm looking for a book.
(Love Story)
F What's the title? magazine
E Instant English. Have you got it? (Today)
F Yes, we have. cassette
E How much is it? (Instant English)
d ictio n a ry
F £5. (O xford English
E May I see it? Picture Dictionary)
F Of course, here you are.
£5
£1
£4
£7
£3
 24 The fashion show

. . . and now here's Julia.

Julia's wearing a white cotton
blouse, and a black nylon skirt.
She's wearing orange shoes, and
she's carrying an orange leather
handbag.
Thank you, Julia!
Now, Godfrey's wearing
dark-blue flared trousers and a
light-blue woollen jacket. He's
wearing a yellow terylene shirt
and a red tie.
Thank you, Godfrey!
 24

T a r g e t S tr u c t u r e s 11 T: I'm wearing (a watch).

Revision and extension: Point at a student. T: H e’s wearing a watch, too.
too/either T: He’s wearing (a tie). I'm wearing (a tie), too.
Mary's wearing (shoes). Jane's wearing (shoes), too, etc.
E x p re s s io n s T : I'm wearing a (watch). He's wearing a (jacket).
C: I'm wearing a (jacket), too.
Here's (John).
C: She's wearing a (watch), too, etc.
N e w V o c a b u la r y
12 Follow the same procedure with either.
wear silver ring T : I'm not wearing a hat. He isn't wearing a hat, either, etc.
cotton diamond chain
nylon trouser suit dark (blue) 1 3 Go through the exercise orally. Set it in class or for
leather sunglasses light (blue) homework.
woollen belt flared
terylene ear-rings a fashion show
gold necklace model

1 Focus attention on the picture. Ensure the text is masked.

Set the situation. Play the cassette or act out the text.

2 Listen and Repeat.

3 S ilent Reading.

4 Question and Answer:

What's her name?
is she wearing a blouse!
What colour is it?
Is it a cotton blouse or a nylon blouse?
Ask sim ila r questions about her skirt, her shoes and her
handbag.
Follow the same procedure with Godfrey.

5 D escribe what you are wearing to the class.

T : I'm wearing a white shirt (a pink blouse).
black flared trousers (a long black skirt),
brown leather shoes (black leather shoes),
a cheap watch (an expensive watch).
etc.
T: Now describe me. C: You're wearing a . . . .

6 D escribe a male student and a fem ale student, explaining

vocabulary, etc.
T: Now you describe Fritz/Maria.

7 Ask questions:
T: Who’s wearing blue jeans?
C: (Maria) isl(John) isKJohn & Maria) are.
S: IamIHe is/You are/etc.
T: Now ask each other questions.
S1: Who's wearing a red shirt? S2: Fritz is, etc.

8 Ask questions and get students to ask each other and you
questions.
T: Are you wearing a chain? /socks? la watch?/a ring? /etc.
S1: Yes, I am/No, I'm not.
T: Ask Maria.
S1: Maria, are you wearing a watch ?
S2: Yes, I am/No, I'm not.

9 Pair Work. Students question each other as in 24.8.

1 0 Choose two students, one male, one female.

Demonstrate a fashion model. T: You're fashion models.
D escribe them. Ask the m odels to describe themselves.
Get students in groups of three to prepare their fashion show.
Get groups out to perform a fashion show.
 25

T a r g e t S tr u c t u r e s 7 Pair Work. Get the students to ask each other questions

Present Progressive with prepositions: with What? Where? Who? Why?
outside in front of
into behind 8 Focus attention on the second picture. Ensure the text is
out of across masked. Set the situation. Play the cassette or act out the text.
up along Follow the same procedure as in 25.2-25.7. Ask questions
from near with What? Who? Where? Why? Pay special attention to these
in round two questions:
between T: Why is Peter/Lulu unhappy? C: Because. . . .

W hy£. . . Because. . . 9 Focus attention on the third picture. Ensure the text is
masked. Set the situation. Play the cassette or act out the text.
N e w V o c a b u la r y Follow the same procedure as 25.2-25.7. Ask questions with
What? Who? Where? Why? Pay special attention to this
wait for cinema smoke
question:
8° girlfriend eye
T: Why is she shouting? C: Because. . . .
buy steps scene
queue cashier line
1 0 Play the com plete recording. The students listen.
smoke boy bend
lie moustache
11 Refer students to the written questions in their books. Ask
shout late
them to write answers for homework.

1 Briefly revise the previous lesson.

2 Focus attention on the first picture. Ensure the text is

masked, Set the situation. Play the cassette or act out the text.

3 Listen and Repeat.

4 S ilent Reading.

5 Question and Answer.

Who questions:
Who's standing outside the cinema? (to e licit: Peter is.)
Who's late?
Who's looking at his watch?
Who's coming out of the cinema?
Who's going into the cinema?
Who's running up the steps?
Who’s buying a ticket?
Who’s queueing outside the cinema?

Long closed questions:

Is Peter standing outside the cinema, or is he standing inside the
cinema?
Is he waiting for his wife, or is he waiting for his girlfriend? etc.

Open questions:
Where's Peter standing?
Who's he waiting for?
What's he looking at?
Why’s he looking at his watch?
Who's coming out of the cinema?
Where’s the young man going?
Where's the boy running?
What's the woman buying?
Where are the people queueing?

6 Get the students to ask questions:

T : Somebody's late. Ask Who?
S: Who’s late?
T : Peter's standing. Ask Where?
S: Where's he standing?
T: A woman's buying something. Ask What?
S: What's she buying?
T : Peter's looking at his watch? Ask Why?
S: Why's he looking at his watch?
I
25 At the cinema
L
I Peter's standing outside the
cinema. He's waiting for Lulu, his
girlfriend, and he's looking at his
watch because she's late. An old
i man's coming out of the cinema. A
young man's going into the
cinema. A boy's running up the
1 steps. A woman's buying a ticket
from the cashier. Some people are
L queueing outside the cinema.

Q u e stio n s

1 W here’s Peter standing?

a
W h o’s he w aiting for?
W hat’s he looking at?
W hy is he looking at his w atch?
W h o’s com ing o u t o f the cinem a?

ft
W h o’s going in to the cinem a?
W h o’s buying a ticke t?
W here are the people queueing?

ft
Now Peter's in the cinema with
ft Lulu. He's sitting between Lulu
and a man with a moustache. A
lady's sitting in front of him. She's
wearing a large hat. Peter can't see
the film. A man's sitting behind
Peter. He's smoking a pipe. Lulu's
unhappy because the smoke's
going into her eyes.

Q u e stio n s
W here’s Peter now?
W ho’s he w ith ?
W here’s he sittin g ?
W ho’s sittin g in fro n t o f him ?
W hat’s the lady w earing?
W ho’s sittin g behind him ?
W hat’s the man sm okin g ?
W hy is Lulu unhappy?

This is a scene from the film. In

this scene, a beautiful young girl's
lying across the lines. She's
shouting 'Help!' because the
train's coming along the lines. It's
very near. It's coming round the
bend now.

Q u e s tio n s
W here’s the girl lying?
W hat’s she shou tin g?
Why is she shou tin g?
Is the train near?
Can you see the tra in?
W here is it?
 26 What's on television tonight?

John Hello, darling. . . . I'm

home!
Anne Hello, John. Are you tired,
dear?
John Yes, I am. What time is it?
Anne It's six o'clock.
John Oh . . . What's on television
tonight?
Anne There's a good programme
at quarter past eigh t. . . 'Paul
McCartney In Concert'.
Me',\NS
John Yes . . . and there's a good 1.00
film after the news. елa:
Anne O o h . . . and 'Mary in Love' \ Я*"
at quarter to seven before 'Police 6 °° \
Story'. A* * $ > * * * \ 800 ^
John Oh, I can't watch that!
■ о S*ot^
There's a football match on ITV po\'c
,ло\Ъ
at half past six. ^ \ o eteCt'Ve
Anne But, John, it's my favourite rof»c \ .e ^
programme! „ 0 'C '°C
John Well, go and watch it at your
mother's! 9.00

* o c V ^ d
9 .3O Q\ocV-
АГО '

In te rn a tio n a l tim e

It's one o'clock in New York Caracas Rio de Janeiro G reenland The Azores
Mexico City

London Rome Istanbul Baghdad Abu Dhabi Karachi

E xercise

W hat tim e is it? I

It's three o'clock.
I
 26

T a r g e t S tr u c t u r e s 1 3 Ask What's on before Police Story?

What time is it? What's on after Police Story? etc.
. . .a t (one o'clock)
. . . in (Mexico) 1 4 Pair Work. Students ask each other questions as in 26.13.
It's one o'clock
five past one 1 5 Focus attention on the International Time exercise.
quarter past one T : Look at the first clock.
half past one T: The first clock. . . . Repeat!
quarter to two C: The first clock.
ten to two, etc. T: It's one o’clock in Mexico . . . .Repeat!
C: It’s one o'clock in Mexico.
N e w V o c a b u la r y C ontinue 2nd-12th. Pay careful attention to 5th,
lst-12th before
1 6 T: What time is it in New York?/Caracas?/The Azores?
darling after
programme favourite
C: It's two o'clock in New York.
news
C: It's three o'clock in Caracas, etc.
E x p re s s io n s
17 Pair Work. Ask each other:
What's on television tonight? S1 : What time is it in Rome? S2: It's eight o'clock in Rome.
I'm home!
. . . at (your mother's). 1 8 T: Mexico . . . New York.
T : When it’s one o'clock in Mexico, it's two o'clock in New York.
C: When it's one o'clock in Mexico, it's two o'clock in New York.
1 Briefly revise the previous lesson. Continue with individual students:
T: New York . . . Caracas
2 Draw a clock on the board or use a clo ck with movable Caracas . . . Rio de Janeiro
hands. Rio de Janeiro . . . Greenland
T : What time is it? . . . Repeat. Greenland. . . The Azores, etc.
Go through the hours:
T: It’s one o’clockllt's two o'clock, etc. 1 9 Set the exercise in class or for homework.
Students listen and repeat. Using the clock, ask in d ivid u a ls
What time is it? S: It's one o'clock.
Fol low the same procedure with: It's quarter past one, etc.
It's half past one, etc.
It's quarter to two, etc.

3 Using the clock, go through:

T: It's five past one/it's ten past one/It's twenty past one/It’s
twenty-five past one/lt's ten to two/it's five to two.
Students listen and repeat. Using the clock, ask individuals:
What time is it?

4 Focus attention on the picture. Ensure the text is masked.

Set the situation. Play the cassette or act out the text.

5 Listen and Repeat.

6 Silent Reading.

7 Question and Answer.

Is John tired?
What time is it?
What time is Mary in Love/Police Story/the football match on?
Which is Anne's favourite programme?

8 Pair Work.

9 Transfer.
T: What's your favourite television programme? /colour? I
food?/drink? /pop group?/magazine? /fruit? /car? /sport?
T : Who's your favourite actor? /actress? /singer? /writer?
Ask me!Ask him/Ask her.

1 0 Focus attention on the television guide. Explain B.B.C.

(British Broadcasting Corporation) I.T.V. (Independent Television).
Ask students to study it silently.

11 Ask: What's on BBC-1 at six o'clock?

What's on ITV at six o'clock? etc.

12 Pair Work. Students ask each other questions as in 26.11

 27

T a r g e t S tr u c t u r e s 7 Drill: Continue:
I'mlhe's going to (do it). T: He they
I'm not/he isn’t going to (do it). T: Is he going to do it? she
Is he going to (do it)? T: They you
Yes, I am. T : Are they going to do it? I
No, I’m not. T: He we
What (areyou)going to do? C .Is h e going to do it?

N e w V o c a b u la r y 8 Get students to ask you questions.

T: Television.
leave lucky prison
C: Are you going to watch television?
rent little place
T : Yes, I am/No, I ’m not, etc.
joke next week champagne
work for tea
9 Ask students:
wash up mother-in-law
T': Are you going to w aii’n M w rsim l
rob cafe
S: Yes, I am/No, I’m not, etc.
a good time
T: Is he going to watch television?
S: Yes, heis/No, he isn’t, etc.
1 Briefly revise the previous lesson. Ask him/Ask her/Ask me.

2 T : Look and Listen. I'm going to open the door. 1 0 Pair Work. Students ask each other questions as in 27.9.
Open the door.
T: Now I'm opening it. 11 Focus attention on the picture. Ensure the text is masked.
Follow the above procedure with: Set the situation. Play the cassette or act out the text.
I'm going to close the door. I'm going to read my book.
I'm going to write on the board. I'm going to sit down. 12 Listen and Repeat.
Bring out a male student.
T: He's going to open the door. . . . Repeat. 1 3 Drill: Continue:
T : you he
Say to the student: Open the door.
T : Now he's opening the door. . . . Repeat. T: What are you going to do? they
Bring out a fem ale student. T .h e she
T: She's going to close the door. . . .Repeat. T : What's he going to do? we
T : you they
Say to the student: Close the door.
C: What are you going to do? you
T: Now she’s closing the door. . . . Repeat.
Point at two students.
T: They're going to stand up. . . .Repeat. 1 4 Drill:
T: Stand up. T: I'm going to have tea with the Queen.
T: Now they're standing up. . . .Repeat. T: With the Queen! You're joking!
T: I’m going to be a millionaire.
3 Drill: T: A millionaire! You're joking!
Continue:
T: I T: I'm going to have tea with the Queen.
we
T: I'm going to do it. he C.With the Queen! You're joking!
T: we you
T : We're going to do it. Continue:
she
T: I they I'm going to be a millionaire.
C: I'm going to do it. I'm going to buy a yellow Rolls-Royce.
I'm going to live on the moon.
4 Invention: Continue: I'm going to have 20 children.
T : He/television They/football I'm going to be a pop star.
T: He's going to watch television. We/a bottle of wine
T: They/football 1 5 Silent Reading.
He/a letter
T: They're going to play football. She la magazine
T: He/television 1 6 Question and Answer.
You/the door
S: He's going to watch television. Are they going to leave prison today? Ask When?
Is Tom going to rent a bicycle? Ask What?
5 T: Tonight I'm going to watch television. Is he going to meet his mother? Ask Who?
What about you? Is he going to take her to a cheap cafe? Ask Where?
S: I'm going to . . . . Are they going to have an omelette? Ask What?
Are they going to drink water? Ask What?
6 Drill: Continue: Is Fred going to meet a girlfriend? Ask Who?
T: I we Are they going to have champagne? Ask What?
T : I'm not going to do it. he Is he going to work for his fa ther? Ask Who?
T: we they Has she got a big cafe? Ask What?
T : We aren't going to do it.
Is he going to cook? Ask What?
she
T: I you Is Tom going to work? Ask What?
C: I'm not going to do it. What's Fred going to do next week? Ask Why?

1 7 Play the com plete recording. Students listen.

1 8 Refer students to Exercises 1-4. Go through them orally.

Set them in class or for homework.
 27 In prison

Tom Well. . . . Tomorrow we're

going to leave this place!
Fred Yes. What are you going to
do first?
Tom Hmm . . . first, I'm going
to rent a big car, meet my
girlfriend and take her to an
expensive restaurant. We're
going to have steak and drink
champagne. What about you,
Fred?
Fred My wife's going to meet me
outside the prison. Then we're
going to have tea with her
mother.
Tom With her mother! You're
joking!
Fred No, I'm not. I'm going to
work for my wife's mother.
Tom Really? You're not going to
work for your mother-in-law!
Fred Yes. She's got a little café in
London.
Tom What are you going to do
there?
Fred I'm going to wash up.
Tom What! Wash up! I'm not
going to work! I'm going to have
a good time!
Fred You're lucky.. . . I'm going
to rob a bank next week.
Tom Why?
Fred Because I'm happy in prison!

E xercise 1
prison
He's going to leave prison.

W rite sentences
w ith:
1 car
2 g irlfrie n d
3 good tim e

E xercise 2 E xercise 3 E xercise 4

car steak cham pagne
He isn't going to rent a car. They're going to have steak They aren’t going to drink cham pagne.

W rite sentences W rite sentences W rite sentences

w ith : w ith: w ith:
1 steak 1 car 1 good tim e
2 cham pagne 2 cham pagne 2 steak
3 good tim e 3 good tim e 3 car

7 r

Fred Tom and his g irlfrie n d Fred and his w ife

 28 An English Wedding
1 2
This is an English wedding.
They're standing on the steps
outside the church. The bride is
wearing a long white dress and is
holding some blue flowers in her
left hand. The groom is wearing a
traditional morning suit and is
holding a top hat in his right hand.
They're both smiling because
they're very happy.
1 W hat is this?
2 W here are they standing?
3 W hat’s the bride w earing?
4 W hat’s she holding?
5 W hat’s the groom w earing?
6 W hat’s he h o ld ing?
7 Why are they sm iling ?
In a few minutes, they're going to
get into a Rolls-Royce and drive to
a big hotel for the reception. At the
reception they're going to cut the
cake and drink champagne. Then
they're going to open all their
presents. Some people are going
to make speeches and both of the
mothers are going to cry.
1 W hat are they g o ing to get in to ?
2 W here are they going to drive?
3 W hat are they g o ing to cut?
4 W hat are they g o ing to d rin k?
5 W hat are the m others go in g to do?
3
At three o'clock they're going to
leave the reception and drive to
Heathrow Airport. They're going
to fly to Bermuda. They're going
to spend their honeymoon in a
villa by the sea.
They're going to be happy for
ever and ever and have a lot of
children.
1 W hat tim e are they going to leave the
reception?
2 W here are they go in g to drive to ?
3 W here are they g o in g to fly to ?
4 W here are they going to spend th e ir
h oneym oon?
5 How many c h ild re n are they go ing to
have?
 28

T a r g e t S tr u c t u r e s Long closed questions

Revision and extension of Present Progressive and going to. T: Are they going to get into a Cadillac or a Rolls-Royce?
Are they going to walk to the hotel or are they going to drive? etc.
E x p re s s io n s
Open questions.
In a few months . . ■ For ever and ever.
T : What are they going to get into?
N e w V o c a b u la r y Where are they going to drive?
When are they going to drive there?
hold flowers villa What are they going to cut? etc.
smile hand sea
get into groom best man 1 0 Reproduction: Correct My Statement.
make (a speech) morning suit bridesmaid T: In a few hours
cry top hat all T: In a few minutes.
fly reception both T: They're going to get into a Mini.
spend presents traditional T: They're going to get into a Rolls-Royce.
wedding speech left T: In a few hours.
church honeymoon right C: In a few minutes.
bride
Continue:
They're going to get into a Mini.
1 Focus attention on the picture. Ensure the text is masked.
They’re going to drive to a small pub.
Explain: wedding/bride/best matt/bridesmaid/the bride's parents/the
They're going to make the cake.
groom's parents/church. Play the cassette of T e xtl or read it.
They're going to drink Coca-Cola.
They’re going to buy their presents.
2 Listen and Repeat.
Some people are going to write speeches.
Both of the mothers are going to laugh.
3 Silent Reading.
11 Ensure Text 3 is masked. Play the cassette or read it.
4 Question and Answer.
Short closed questions.
12 Listen and Repeat.
T : Is this a French wedding? ( C: No, it isn't.)
Are they inside the church?
1 3 Silent Reading.
Is the bride wearing a long dress or a short dress? etc.
1 4 Question and Answer.
Long closed questions.
Short closed questions.
T: Is this a French wedding, or is it an English wedding?
T: Are they going to leave the reception at four o'clock?
Are they standing outside the church or inside the church?
Are they going to walk to the airport? etc.
Is the bride wearing a long dress or a short dress? etc.
Long closed questions.
Open questions.
T: Are they going to leave at three o'clock or four o'clock?
T : Where are they standing?
Are they going to walk to the airport or drive? etc.
What's the bride wearing? *

What's she holding? What colour are they? etc. Open questions.
T: What time are they going to leave the reception?
5 Reproduction of Text 1. Ensure the text is masked.
Where are they going to drive?
T: English wedding
Where are they going to fly to? etc.
T : This is an English wedding.
T: theylsteps/church
1 5 Reproduction: C om plete My Statement.
T: They're standing on the steps outside the church.
T: At three o’clock they're going to . . . ?
T: English wedding
T: leave the reception
C: This is an English wedding.
T: and drive to . . . ?
T: Heathrow Airport
Continue:
T: At three o'clock they're going to . . . ?
theylstepslchurch
C: leave the reception.
brideldress
flowers/left hand Continue:
groomlsuit and drive to . . . ?
hatlrighthand
They're going to fly t o . . . ?
theylbecauselhappy
where they're going to spen d. . . ?
They're going to be happy f o r . . . ?
6 Ensure Text 2 is masked. Play the cassette or read it.
and h a v e. . .?
7 Listen and Repeat.
1 6 Play the com plete recording.
8 Silent Reading.
1 7 Closure. Free Reproduction of the w hole text.
T: Tell me about the wedding.
9 Question and Answer.
Individual students respond. Give occasional prom pt words
Short closed questions
where necessary.
T : Are they going to get into a Cadillac?
Are they going to walk to the hotel? etc.
 29

T a r g e t S tr u c t u r e s
Do I like beer? Yes, I do. No, I don't.
I like/don't like (music). Yes, I do/No, I don’t, you you you
He likes/doesn't like (music). Yes, he does/No, he doesn't. we we
we
Do you like (music)? they they they
N e w V o c a b u la r y
music occupation signature 11 Focus attention on the picture. Ensure the text is masked.
jazz recreation rock (music) Set the situation. Play the cassette or act out the text.
form fishing politics
dancing chess beard 12 Listen and Repeat.
dog golf June
farmer teenagers complete 1 3 Silent Reading.
photograph opera personal
computer cat by post 1 4 Pair Work.
age date
1 5 Set the idea of com puter dating forms. Focus attention on
E x p re s s io n s John Bull's form.
for example What about? T: What's his surname? What are his first names?
How old are you? What! How old is he? What's his job?

1 6 T: He likes red. He likes whisky.

1 Briefly revise the previous lesson. He likes white. He likes fishing.
He likes blue. He likes chess.
2 T\ Listen. Say these with appropriate expression: He likes roast beef. He likes golf.
I like tea, but I don't like coffee. He likes potatoes. He likes classical music.
I like potatoes, but 1 don't like rice. He likes beer. He likes opera.
1 like tennis, but I don't like golf. T: Listen and Repeat. Go through the list again. Pay particular
I like pop music, but I don’t like classical music. attention to likes.

3 Drill: Continue: 1 9 Drill: Continue:

T: tea (nods head, indicates himself). coffee T : pop music dancing
T : You like tea. potatoes T : He doesn't like pop music. films
T: coffee (shakes head). rice T : dancing children
T: You don't like coffee. tennis T : He doesn't like dancing. teenagers
T: tea football T: pop music students
C: You like tea. pop music S: He doesn't like pop music. cats

4 G ive prom p ts, f or exa m p le tea to e Ii с it 1like tea or I don't like 2 0 Act out this m ini-conversation:
tea from individual students. Prompts: coffeelpotatoeslricel A: Does he like potatoes? B: Yes, he does.
tennislfootball/pop musicIclassical musiclspaghetti/winel A: Does he like pop music? B: No, he doesn't.
Coca-Cola/cowboy films ltelevisionlsteaklchampagnelmilk/e\c. Ask questions about John Bull. T: Does he like the colour blue?
S: Yes, he does./No, he doesn't.
5 A ct out this m ini-conversation:
A: Do you like tea? B :Y es,Id o. 21 T: Ask me about John Bull. S: Does he like the colour blue?
A: Do you like coffee? B: No, I don't.
Ask closed questions to e lic it Yes, Ido/No, 1 don't. 22 Pair Work as in 29.20.
T : Do you like tea? Do you like coffee? etc, using the prompts.
2 3 Focus attention on the second form.
6 Get students to ask you questions: T: Tell me about Virginia Cherry.
S: Do you like tea? etc. Prompt as in 29.4 only when necessary. S: She likes . . ./She doesn't like. . . .

7 Pair Work. 2 4 Written Phase:

He He
8 Say: In England, we/they like tea. We/They like fish and chips, She likes children. She doesn't like children.
and we/they like beer. It It
T: Where are you from? S: I’m from (France).
T : What about (Frenchmen)? S: We like (wine), etc. 2 5 Drill: Continue:
T: They He/We/IIShellt
9 J : In Scotland, they like whisky. C: They like children.
Ask students about countries (other than their own) to elicit:
In (France) they like (wine), etc. 2 6 Drill: Continue:
T: They ShelllWelHelJohn
1 0 Written Phase: C: They don't like tea.
/ like tea. I don’t like coffee.
You You 2 7 Transfer. The class interviews you for a com puter dating
We We form. S: Do you like. . . ?
They They
2 8 Pair Work. Students interview each other as in 29.27.

2 9 Set the exercises in class or for homework.

 29 Computer dating

Interviewer Come in.

Mr Bull Ah, good afternoon. My
name's Bull. . .John Bull. I'm
looking for a girlfriend.
Interviewer Please sit down, Mr
Bull. May I ask you some
questions?
Mr Bull Oh, yes . . . what about?
Interviewer Ah . . . music, for
example . . . do you like music?
Mr Bull Yes, I do. I like classical
music.
Interviewer Do you like pop
music?
Mr Bull No, I d o n 't. . . and I
don't like jazz.
In terv iew er H o w old are y o u , M r
Bull?
Mr Bull What! I don't like
personal questions!
Interviewer Oh, w ell. . . can you
complete this form later, and
send it by post!

E x e r c is e 1 P a s s p o r t p h o to g ra p h P a s s p o r t p h o to g ra p h

Look at John Bull:

Does he like beer? Surname: Surnam e:
Write 5 questions. First Name(s): 7 First Name(s): UtfiCrliv/A
Age: é>S * Age: /£
E x e r c is e 2 O ccupation: O ccupation: S T o o e/O T
Do you like football?
Write 5 questions.
L ikes: Likes:
C olours: J 2 a A , w f a h z C olours: P/VJC, v eu # u > A H D te& K
Food: . C o a pe>fe/c>e 2> Food: Ft2o/"Tt
E x e r c is e 3
D rink: to fo i'& k a .y D rink: MtLUt V o ic e
Look at Virginia Cherry: R ecreation: . ch ese, o p /f Recreation: Dfwow,,SM /t¥/AJ6 ~TP*M
1 She likes dancing. M usic: C ^ 9 s t5 /c s / ru u sici M usic: Roc#.) 7 0 2 2 -
2 She doesn’t like television.
Write 10 sentences. D islik es: Pap D islikes: p o u n d , -r& i-ev/s/O A J,
PifrHA , »• ra>T8Au-) DC&-S, oe&ecs
E x e r c is e 4 Date: ~7$ ./ Date: TvajC
x /V f
Signature:
1 I like films. S i 9 " a ,u ,e ;
2 I don't like dogs.
• V te 10 sentences.
 30 I want you, Fiona

Charles Please marry me, Fiona. I

want you, I need you, I love
you.
Fiona I'm sorry Charles, but I
can't.
Charles Oh, Fiona. Why not?
Fiona Well, Charles. I like y ou . . .
I like you a lo t. . . but I don't
love you.
Charles But Fiona, love isn't
everything.
Fiona Oh, Charles, you don't
understand . . . for me love is
everything.
Charles Do you love another man
Fiona?
Fiona Yes Charles, I do . . .
James.
Charles Not James Milton!
Fiona Yes, James Milton.
Charles But he doesn't want you.
He's engaged.
Fiona I know.
Charles But Fiona, James isn't
a rich man. I can give you
everything. What do you want?
Clothes? Money? Travel? A big
house?
Fiona No, Charles. I don't want
those things. I only want James.

Q u estio n s
W ho w ants Fiona?
Does he love her?
Does Fiona like Charles?
Does she like him a lot?
Does she love him ?
Does Fiona love anoth er man?
W hat's his name?
Does James w ant Fiona?
Is he rich?
Is Charles rich?
W hat can he give Fiona?
Does she w ant clothes?
Does she w ant money?
W hat does she w ant?

E xercise 1
W ho w ants Fiona?
Charles wants Fiona.
W ho loves Fiona?
W ho needs Fiona?
W ho w ants James?
W ho loves James?

E xercise 2
W ho does Charles w ant?
Charles wants Fiona.
W ho does Charles love?
W ho does Fiona love?
W ho does Fiona w ant?
W ho does Charles need?
 30

T a r g e t S tr u c t u r e s Open questions. Note here the contrast between subject

Extension o tllik e form to wantlneedllove. who and o b je ct who. The form whom is not given in line with
Who loves (Fiona)? standard current usage.
Who does (Fiona) love? Who wants Fiona?
(I) like (her). Who does Charles want?
Who does Fiona want?
N e w V o c a b u la r y Who wants James?
(Repeat with love and need)
marry love engaged
How much does she like him?
want know travel
What does Fiona want?
need give
What does Charles want? etc.
E x p re s s io n s
9 Pair Work.
Why not?
1 0 Transfer. Ask short closed questions:

1 Briefly revise the previous lesson.

T : Do you want money?
2 Focus attention on the picture. Ensure the text is masked. need travel?
Play the cassette or act out the text. love children?
a big house?
3 Listen and Repeat. a Rolls-Royce?
T: /
4 Drill: Continue:
T : I want you. her 11
T: her He
T: I want her. needs 12
T: He loves
T: He wants her. I 13
T: I want you. him
C.I want you. she

5 Drill: Continue:
T : clothes you
T : Does she want clothes? need
T: you they
1: Do you want clothes? money
T: clothes she
C: Does she want clothes? a big house
want

6 Drill: Continue:
T: you he
T: What do you want? they
T: he she
T : What does he want? Charles and Fiona
T: you James
C: What do you want? Mrs Smith
the teacher

7 Silent Reading.

8 Question and Answer:

Short closed questions
Does Charles want Fiona?
Does Fiona want Charles?
Does he need her?
Does she need him?
Does he love her?
Does she love him?
Can she marry him?
Does he understand her?
Is she married? etc.

Long closed questions

Does she like him or does she love him?
Does she love Charles or does she love James?
Is James married or is he engaged?
Is James rich or is he poor, etc.
 31

E x p re s s io n s 1 4 Dialogue 3. Follow the same procedure for D ialogue 1,

How long for? but include these drills.
Just for (two days).
I'm going away. 1 5 Drill: Continue:
What kind is it? T: ones twos
I think so. T: I need some ones. fives
As soon as possible. T: twos tens
T : I need some twos. fifties
N e w V o c a b u la r y T : ones
C :I need some ones.
weekend a five-pound modern
coin note, etc. (to) change
1 6 Drill:
change boot repair
T: 50 pence
a pound note economical
T : Can you change fifty pence?
T: a pound note
T : Can you change a pound note?
1 Briefly revise the previous lesson.
T : 50 pence
C: Can you change fifty pence?
2 Dialogue 1. Set the situation. Focus attention on the
picture. Ensure the text is masked. Play the cassette or act out
Continue:
the text.
a pound note
ten p [ p i ]
3 Listen and Repeat.
a five-pound note
a ten-pound note
4 Drill: Continue:
a twenty-pound note
T: this weekend on Saturday
T : What are you doing this weekend? tomorrow
17 D ialogue4. Follow thesam e procedure as for D ialogue 1,
T: on Saturday this afternoon
but include these drills.
T : What are you doing on Saturday? on Tuesday
T: this weekend tonight
1 8 Drill: Continue:
C: What are you doing this weekend? on Thursday
T: shoes watch
this evening
T: Could you repair these shoes? trousers
T : watch camera
5 Drill: Continue:
T : Could you repair this watch? glasses
T: London (Check stress on first syllable) the cinema
T: shoes radio
T: I’m going to London. Scotland
C: Could you repair these shoes?
T : the cinema the opera
T: I'm going to the cinema. Wales
1 9 Drill: Continue:
T : London the concert
T : Monday afternoon Tuesday evening
C.I'm going to London. the dance
T : Is Monday afternoon O.K? Wednesday morning
Oxford
T: Tuesday evening Thursday evening
T : Is Tuesday evening O.K? Frfday afternoon
6 Focus attention on Dialogue 1. The students look and
T : Monday afternoon Saturday morning
listen. Play the cassette or act out the text.
C:Is Monday afternoon O.K?
7 Silent Reading.

8 The teacher takes the part of G. The class in chorus takes

the part of H. Go through the dialogue. Then the teacher takes
the part of H. The class in chorus takes the part of G. Go
through the dialogue.

9 Pair Work.

1 0 Transfer. The teacher selects a student and acts out the

dialogue, substituting other vocabulary items. Students do the
same in pairs, using the prom pts in the book.

11 Dialogue 2. F ollow thesam e procedure as for Dialogue 1,

but include this drill.

12 Drill: Continue:
T: a car a camera
T : Have you got a car? a watch
T: a camera a radio
T : Have you got a camera? a cassette-player
T :a car a lighter
C: Have you got a car?

1 3 Ask: Have you got a car? What kind is it? etc.

Use the prompts in 31.12.
 31 Everyday Conversation

G What are you doing this th is weekend

on Saturday
weekend?
on Friday
H I'm going away. to m o rro w
G Oh, where are you going? n ext week
H I'm going to London. London
G How long for? Wales
H Just for two days. S cotland
Ireland
Paris

I Have you got a car? V.W.

Ford
J Yes, I have. Datsun
I What kind is it? Fiat
J It's a V.W. Jaguar
I Do you like it? econom ical
J Yes, I do. big
I Why? com fortable
J Because it's very economical. modern
fast

K Excuse me . . . C oins: 1p, 2p, 5p,

10p, 50p
L Yes? Notes: £1, £5, £10,
K Have you got any change? £20
L What do you need? a pound note
K I need some tens. a five-pound note
L Oh, how many do you want? a te n-pound note
K Well, can you change a pound a tw enty-pound
note
note?
L Yes, I think so.

M Good afternoon. these shoes

N Good afternoon. these glasses
these boots
M Could you repair these shoes, th is camera
please? th is watch
N Yes, certainly. When do you th is radio
want them? Thursday
M As soon as possible. afternoon
N Is Thursday afternoon O.K? Tuesday
M Yes, that's fine. evening
W ednesday
m orning
 32 An interview

Robin Knight, the television

reporter, is interviewing the
Duchess of Wessex for the
programme T he English At
Home'.
Robin Now, Duchess . . . tell us
about an ordinary day in your
life.
Duchess Well, I wake up at seven
o'clock. . .
Robin Really? Do you get up
then?
Duchess No, of course I don't get
up at that time. I have breakfast
in bed and I read 'The Times'.
Robin What time do you get up?
Duchess I get up at ten.
Robin What do you do then?
Duchess I read my letters and
dictate the replies to my
secretary.
Robin . . . and then?
Duchess At eleven I walk in the
garden with Philip.
Robin Oh? Who's Philip?
Duchess Philip's my dog.
Robin What time do you have
lunch?
Duchess I have lunch at twelve
thirty.
Robin And after lunch?
Duchess Oh, I rest until six
o'clock.
Robin . . . and at six? What do you
do at six?
Duchess I dress for dinner. We
have dinner at eight o'clock.
Robin What time do you go to
bed?
Duchess Well, I have a bath at
nine thirty, and I go to bed at
ten.
Robin Thank you, Duchess . . .
you certainly have a busy and
interesting life!

Q u estio n s
W ho’s interview ing the Duchess of
Wessex?
Does she wake up at eig h t o ’clock?
Ask “ W hat tim e ? ”
Does she have breakfast in the kitchen?
Ask “ W here?”
Does she read ‘T im e ’ Magazine?
Ask “ W hat?”
Does she read her letters?
Does she dictate the replies to her
husband?
Does she w alk in the garden w ith her
secretary?
Ask “ W ho w ith ? ”
Does she have lunch at tw elve?
Ask "W h a t tim e ? ”
W hat does she do u ntil six?
W hat does she do at six?
Does she have din n e r at seven?
Ask “ W hat tim e ? ”
Does she go to bed at nine th irty?
Ask “ W hat tim e ? ”
Exercise
A S h e reads T h e T im es’.
B She doesn't read ‘T im e ’ magazine.
C Does sh e read T h e S u n ’ ?
A She w alks w ith her dog.
B . . . w ith her secretary.
C . . . w ith her husband?
A She dresses fo r dinner.
B . . . breakfast.
C . . . lunch?
 32

T a rg e t S tru c tu re s 9 W ritten Phase:

I wake up at 7 o'clock,
Sim ple Present
What time 1 do you 1 (doit)? We get up at 6.30.
What 1 do you 1 do?
1 does he 1 1 does he \ You don't get up
They don't wake up
N e w V o c a b u la ry Yes, I do.
Do I wake up at 7 o'clock? Yes, they do.
interview wash lunch we get up
tell catch dinner you No, we don't.
wake up arrive bath they No, you don't.
get up reporter ordinary
dictate day until
1 0 Focus attention on the picture. Ensure the text is masked.
rest breakfast then
Set the situation. Play the cassette or act out the text.
dress bed
eat reply 11 Listen and Repeat.

12 Repetition Drill:
T : She wakes up at seven o'clock. (s)
1 T: Listen.
C.She wakes up at seven o'clock. (s)
At seven o'clock in the morning I wake up. (Mime wake up if
Continue:
necessary.)
She has breakfast in bed. (z)
At ten past seven I get up.
She reads The Times. (z)
I go to the bathroom and I wash.
She gets up at ten. (s)
At half past seven I go downstairs and 1 have breakfast.
She reads her letters. (z)
I eat two eggs and drink a cup of coffee.
She dictates the replies. (s)
1 leave home at half past eight and catch the busldrivelwalk to work.
She walks in the garden. (s)
1 arrive at school at ten to nine.
She rests until six. (s)
She dresses for dinner. (iz )
2 T: What time do I wake up?
She goes to bed at ten. (z)
C .You wake up at seven o'clock.
What time do I get up?
1 3 Drill:
What time do I go downstairs? etc.
T: She wakes up at seven.
T : Does he wake up at seven?
3 Drill: Continue:
T: She gets up at ten.
T : wake up get up
T : Does he get up at ten ?
T : What time do you wake up? have breakfast
T: She wakes up at seven.
T : get up leave home
C: Does he wake up at seven?
T: What time do you get up? arrive at school
T: wake up have lunch
Continue:
C: What time do you wake up? leave school
She gets up at ten.
She has breakfast in bed.
4 T : What time do you wake up?
She reads The Times.
get up?
She walks in the garden.
have breakfast?
She dresses for dinner.
leave home?
She goes to bed at ten.
arrive at school?
have lunch?
1 4 Drill:
leave school?
T : She wakes up at seven.
have dinner?
T : He doesn't wake up at seven.
go to bed?
T: She gets up at ten.
S: I wake up at (seven o'clock), etc.
T : He doesn't get up at ten.
Ask him/Ask her/Ask me.
T: She wakes up at seven.
C .He doesn't wake up at seven.
5 Pair Work. Students ask questions as in 32.4.
Continue:
6 Invention Exercise: Continue:
She gets up at ten.
T: coffee wine
She has breakfast in bed.
T : I drink coffee. football
She reads The Times.
T : wine cricket
She walks in the garden.
T: I don't drink wine. television
She dresses for dinner.
T : coffee a Rolls-Royce
She goes to bed at ten.
S: I drink coffee. Time magazine
1 5 Play the cassette or act out the dialogue.
7 A ct o u tth is m ini-dialogue:
A: Do you drink tea? B: Yes, I do.
1 6 Silent Reading.
A: Do you play football? B: No, I don't.
Ask questions to elicit: Yes, I do/No, I don't.
1 7 Question and Answer. G oth ro u g h th e questions printed in
the Student’s Book.
8 Pair Work. Students ask each other questions as in 32.7.
18 Set the exercise in class or for homework.
 33

T a rg e t S tru c tu re s 8 Focus attention on Judith. Ask questions as in 3 3 . 6 .

Sim ple Present (everyday habits) continued Students ask you questions as in 3 3 . 7 .

N e w V o c a b u la ry 9 Focus attention on Peter and Paul. Correct My Statement.

T: 1. They're schoolgirls.
lorry driver enormous every day
T: No, they aren't. They're schoolboys.
transport cafe in (the evening)
T :2. They're 13.
orange juice nothing
T: No, they aren't. They're 12.
canteen T: 3 . They go to school six days a week.
evening class T : No, they don't. They go to school five days a week.
schoolboy T: 1. They're schoolgirls.
cornflakes
C: No, they aren't. They're schoolboys.
playboy
caviare
Continue:
casino 2 They're 13.
3 They go to school six days a week.
4 They get up at nine o'clock.
1 Briefly revise the previous lesson.
5 They eat steak for breakfast.
6 They drink whisky.
2 Focus attention on the first picture. Ensure the text is
7 They kiss the dog.
masked. Set the situation. Play the cassette or act out the text.
8 They leave for school at ten.
9 They have lunch at home.
3 Listen and Repeat.
10 They come home at midnight.
11 They play roulette in the evening.
4 Aural D iscrim ination Drill. Demonstrate the three Third
12 They go to bed at eleven o'clock.
Person endings by getting students to listen and repeat,
fs )-l ( z )-2 (iz )-3
1 0 Say: Tell me about Cecil.
The teacher gives prompts, and the class responds in chorus:
Continue:
11 Pair Work. Students ask each other about Cecil.
J:e a ts Class responds: 2 works
J : comes Class responds: 2 leaves
12 Set the exercise in class or for homework.
T: kisses Class responds: 3 has
goes
drinks
watches

5 Silent Reading.

6 Question and Answer:

1 What does Alan do? (i.e. What's his job?)
2 How old is Alan?
3 How many days a week does he work?
4 What time does he get up?
5 What does he eat for breakfast? (free answer)
6 What does he drink?
7 Who does he kiss?
8 What time does he leave fo r work?
9 Where does he have lunch ?
10 What time does he come home?
11 Where does he go in the evening?
12 What time does he go to bed?

7 Drill:
T: Now I want you to ask me questions about Alan.
T: What?
T: What does Alan do?
T: How old?
T: How old is Alan?
T: What?
S: What does Alan do?

Continue:
How old? Who?
How many What time?
What time? Where?
What? What time?
What? Where?
What time?
 33 Everyday

1 Alan's a lorry driver.

2 He's twenty-five years old.
3 He works five days a week.
4 He gets up at six o'clock every
day.
5 He eats an enormous breakfast.
6 He drinks two cups of tea.
7 Then he kisses his wife.
8 He leaves for work at half past
six.
9 He has lunch in a transport
café.
10 He comes home at five o'clock.
11 In the evening he goes to the
pub.
12 He goes to bed at ten o'clock.

Q u estio ns
1 W hat does Alan do?
2 How old Is Alan?
3 How many days a w eek does he
w ork?
4 W hat tim e does he get up?
5 W hat does he eat fo r breakfast?
6 W hat does he d rin k?
7 W hat does he do after breakfast?
8 W hat tim e does he leave fo r w o rk?
9 W here does he have lunch?
1 0 W hat tim e does he com e hom e?
11 W here does he go in the evening?
12 W hat tim e does he go to bed?

E xercise 1
Now ask (and answer) questions about
these people:

Judith Peter and Paul

1 secretary 1 schoolboys 1 playboy

2 18 2 12 2 42
3 the office/5 days a week 3 school/5 days a week 3 not/w ork/5 days a week
4 7.30 4 eig h t o ’clock 4 eleven o ’clo ck
5 nothing 5 cornflakes 5 caviare
6 orange-juice 6 m ilk 6 vodka
7 parents 7 m other 7 fifth w ife
8 the office/8.15 8 school/8.45 8 the pub/tw elve o ’clock
9 in the canteen 9 at school 9 in a pub
10 home/5.30 10 h o m e/four o ’clo ck 1 0 not/com e home
11 evening classes 11 television 11 casino
12 eleven o ’clock 12 nine o ’clo ck 12 five o ’clo ck in the m orning

E xercise 2
W rite tw elve sentences about Cecil
 34 What's My Job?

Chairman Good evening, Ladies

and Gentlemen. Welcome
to What's My Job ? Here's our
first competitor. We've got
three famous people here —
Professor Moore, the scientist
— Jessica Gale, the film star —
and Ken Carson, the pop
singer. They're going to ask the
questions. First, Professor
M oore. . .
Professor Hmm. . . . Do you
work outside?
Competitor No, I don't.
Professor Do you wear a uniform?
Competitor No, I don't.
Professor I see. Do you work in an
office?
Competitor No, I don't.
Chairman N ext. . . Jessica Gale.
Jessica Oh . . . Is your job
important?
Competitor Yes, it is.
Jessica Do you get a big salary?
Competitor Yes, I do.
Jessica Have you got any special
diplomas?
Competitor Yes, I have.
Chairman Thank you, Jessica f
. . . and now Ken Carsonv'''
Ken I lello. Do you work With \ ®
your hands? /
Competitor Yes, I d o . / ,0 ' \ 0
Ken Do you work at weekends? ' f
Competitor No, I d^n't. ^
Ken Do you travel?
Competitor No, I d o n ' t . ~
Chairman That's the ninJth p
question! NcnyjTou can ask ojrie A
last questiogfj j / ' \ fl
Jessica Ha . . ‘."Affi.you^iloctor> ■
Competitor No, I'm hot. . ^ ■
I'm a dentist. / | H I

E lectrician Teacher Ballet dancer Bank m anager

 34

T a r g e t S tr u c t u r e 7 Ensure the text is masked.

Revision of questions. T: We're going to begin the game. I’m the first competitor. You've got
twenty questions.
E x p re s s io n s T ick questions off on the board.
T: I’m not (your name). . . . I’m not a teacher. . . . I ’ve got a
Ladies and Gentlemen
different job.
Welcome t o . . .
Go out and come back into the room. R ole-play the first job:
N e w V o c a b u la r y a policem an/policewom an.
Encourage students to ask you questions. Ensure that the
competitor get last questions can only e lic it a closed answer, e.g.
scientist work important Yes, I do /No, I don't.
Professor travel
uniform guess 8 After they have guessed your role, ask for volunteers to be
salary the next competitor. Give the volunteer a piece of paper with a
diploma jo b written on. The class question the volunteer with twenty
..drM Jjsf questions. iTie volunteer answers.
chairman Suitable jobs depending on the level of the class:

a) air hostess b) film star

1 The purpose of this lesson is to get the students to play a bank manager footballer
game based on the old television series What's My Line? It milkman barman
should generate various question forms, e sp e cially Do you postman taxi-driver
. . . ? questions. Set the concept of guessing by saying: secretary ballet dancer
I've got something in my hand/in my pocket. Guess. nurse teacher
Students say, e.g. It's a pen. pilot waiter/waitress
T: Do you know it's a pen. . . . No, you don't. . . you're guessing. receptionist singer
Set the idea of What's My Job? Explain that it is a guessing
game.

2 Focus attention on the picture. Ensure the text is masked.

Play the cassette or act out the text.

3 Listen and Repeat.

4 Silent Reading.

5 Question and Answer:

T: Ask me about the competitor.
T: outside
T : Does he work outside?
T: important
T : Is his job important?
T : outside
C.Does he work outside?

Continue:
important with his hands
uniform at weekends
an office travel
a big salary doctor
special diplomas dentist

6 Invention Drill.
Get the students to practise asking questions.
T: inside
T: Do you work inside?
T: a uniform
T: Do you wear a uniform?
T : inside
S: Do you work inside?

Continue:
a uniform an office at home
a factory with people a car
five days a week at weekends a hotel
with your hands in the evenings a shop
a big salary outside a hospital
 35

T a r g e t S tr u c t u r e s 8 T: I don’t usually smoke, but at Christmas, after dinner, I have a

Frequency adverbs with the Sim ple Present. cigar. I rarely smoke cigars.
always/usually loftenlsometimesl occasionally /rarely /never I ’ve got some friends in (Scotland). I go to (Scotland) every two or
three years. I rarely see my (Scottish) friends.
E x p re s s io n s I like caviare, but it’s very expensive. I rarely eat caviare.
Point at yourself. T: cigars.
Why don't you . . . ?
C: You rarely smoke cigars.
Continue: (Scottish) friends/caviare
N e w V o c a b u la r y
vicar caviare every (Sunday) 9 A ct out this m ini-dialogue:
Christmas Day teeth nowadays A: Do you listen to classical music? B: Sometimes.
Easter see A: Do you smoke a pipe? B: Never.
Now continue to ask questions to e licit one word responses:
Do you drink whisky/tea/coffee/beer/champagne/water?
1 Briefly revise the previous lesson. Do you eat potatoes/caviare/steak/spaghetti/chickenl chocolate?
Do you playfootballltennis/golflchess/cricket?
2 T: Listen. Do you go to the cinema/concerts/discothecjues/football matches? etc.
I watch television on Mondays, I watch television on Tuesdays . . .
and on Wednesdays . . . and on Thursdays . . . and on Fridays . . . 1 0 Invention Exercise: Continue:
and on Saturdays . . . and on Sundays. T: He/sometimes/football Th ey/often Iwh isky
I watch television every day. T: He sometimes plays football. She/usually la skirt
I always watch television in the evenings. T: They/often/whisky 11never IRussian
I always read the newspaper in the mornings. T: They often drink whisky. He/occasionally/radio
I always clean my teeth in the mornings. 1: He/sometimes/football We/rarely/
Point at yourself. T: television. S: He sometimes plays football. restaurant
C: You always watch television in the evenings.
Continue: newspaper/teeth. 11 Invention Exercise: Continue:
T: coffee vodka
3 T: I don't like whisky! I never drink whisky. T : I often drink coffee. television
I don't like spaghetti! I never eat spaghetti. T: vodka a tie
I don’t like cricket! I never play cricket. T : I rarely drink vodka.
Point at yourself. T: whisky.
g °lf
T : coffee caviare
C: You never drink whisky. pop music
S: (free answer)
Continue: spaghetti/cricket.
1 2 Focus attention on the picture. Ensure the text is masked.
4 T: I like classical music, and I like pop music. Set the situation. Play the cassette or act out the text.
I sometimes listen to classical music, and I sometimes listen to pop
music. 13 Listen and Repeat.
I've got some brown shoes, and I’ve got some black shoes.
I sometimes wear brown shoes, and I sometimes wear black shoes. 1 4 Drill: Continue:
Point at yourself. T: classical music. T: She always goes to church. never
C.You sometimes listen to classical music. T: 1 We
Continue: pop music/brown shoes /black shoes. T : I always go to church. rarely
T: never He
5 T: On Mondays, Tuesdays, Wednesdays, Thursdays, Fridays often
T : I never go to church.
and Saturdays I get up at seven o'clock. T : She always goes to church. occasionally
On Sundays I get up at ten o'clock. T: 7 They
I usually get up at seven o’clock. C: I always go to church.
I usually have breakfast at 7.30.
I usually have dinner at six o’clock. 1 5 Silent Reading.
Point at yourself. T: seven o'clock.
C.You usually get up at seven o'clock. 1 6 Question and Answer:
Continue: 7.30/one o'clock/six o'clock. Does the vicar see Mr Benson in ch urch ?
Does Mr Benson's wife go to church?
6 T: I usually wear a skirt/a jacket /etc. but I occasionally wear
When does Mr Benson go to church?
trousers la pullover/etc. What does he do on Sunday mornings?
I usually drink tea with breakfast, but I occasionally drink coffee. Can he wash his car next Saturday?
Point at yourself. T: (a pullover).
Why can't he wash his car?
C.You occasionally wear (a pullover). Where's he going next Saturday?
Continue: coffee/other items of clothing Whose wedding is it?
7 T: I like films. I see all the new films. I often go to the cinema. 17 Pair Work.
I like tennis. I ofteri play tennis.
I like oranges. I often eat oranges. 18 Ensure the text is masked. Read the text of the seven
Point at yourself. T: cinema
m ini-situations.
C.You often go to the cinema.
Continue: tennis/oranges 1 9 Listen and Repeat.

2 0 Silent Reading.

21 Go through the exercises orally. Set them in class or for

homework.
 35 Never on a Sunday

Vicar Ah, good evening, Mr

Benson. I never see you in
church nowadays.
Benson Oh! No, Vicar . . . but my
wife always goes to church . . .
she goes every Sunday.
Vicar I know . . . but you never
come.
Benson Well, I sometimes come,
Vicar. I come on Christmas Day
and at Easter.
Vicar Hmm . . . But what about
Sundays, Mr Benson?
Benson I usually wash my car on
Sunday morning.
Vicar I see. Why don't you wash
your car on Saturday next week,
Mr Benson?
Benson Oh . . . I can't do that,
Vicar.
Vicar Why not?
Benson It's my son's wedding
next Saturday . . . I'm going to
church!

Exercise 1
He/someti m es/footbal I.
He som etim es plays football.

1 They/often/potatoes.
2 She/usually/a skirt.
3 l/never/a hat.
4 H e/occasionally/radio.
5 W e/rarely/vodka.
6 Y ou/never/cigarettes.

E xercise 2
coffee
I sometimes drink coffee
or
I never drink coffee
or
I often drink coffee
Now, w rite true sentences:
1 coffee 7 a new spaper
2 television 8 cinem a
3 g o lf 9 new clothes
4 spaghetti 1 0 a tie
5 w ine 11 cigarettes
6 caviare 12 pop m usic

1 Every m orning he cleans his teeth.
He always cleans his teeth in the
m orning.
2 She gets up at 7 o ’clo c k from Monday
to Saturday, but on Sunday she gets
up at 11 o ’clock. She usually gets up at
7 o ’clock.
3 They like film s. They see all the new
film s. They often go to the cinema.
4 He’s got a radio and a television. He 6 He d o e sn ’t usually smoke, but at
som etim es listens to the radio, and he Christm as, after dinner, he has a cigar.
som etim es w atches television. He rarely sm okes cigars.
5 Her b ro th e r lives in London. She 7 She d o e sn ’t like whisky. She n ever
do e sn ’t. She sees him fo u r o r five tim es d rin ks whisky.
every year. She occasionally sees him.
 36 A Questionnaire

Desmond Philton works for a
Market Research company. He's
asking people about their free
time.
Desmond Good evening, sir.
Mr Norris Good evening.
Desmond I'm from Market
Research Ltd. May I ask you
some questions?
Mr Norris Y e s ,. . . yes, all right.
Desmond Thank you. . . . Now,
what time do you usually arrive
home from work?
Mr Norris Hmm . . . I usually
arrive home at six o'clock.
Desmond When do you usually
have dinner?
Mr Norris Oh, I usually eat at
seven o'clock, but I sometimes
eat at eight o'clock or nine
o'clock. My wife works too!
Desmond What do you usually do
after dinner?
Mr Norris Well, I sometimes go
out, but I usually stay at home
and watch television.
Desmond How often do you go
out?
Mr Norris Oh, not often . . . once
or twice a week.
Desmond Do you often visit your
friends?
Mr Norris Yes, I do, quite often. I
sometimes visit them, and they
sometimes visit me.
Desmond Do you ever go to the
cinema?
Mr Norris Oh, yes . . . yes, I do.
Desmond How often?
Mr Norris Well, I occasionally see
a film . . . I like horror films . . .
Frankenstein or Dracula!
Desmond . . . and the theatre? Do
you ever go to the theatre?
Mr Norris Yes, I do . . . but not
often. I rarely go to the theatre.
Desmond Hmm . . . Do you ever
go to the ballet?
Mr Norris No, never. I don't like
ballet.
Desmond Well, thank you Mr
N orris. . .
Mr Norris May I ask you a
question?
Desmond Yes?
Mr Norris What do you do in your
free time?
Desmond I ask questions, Mr
Norris. . . . I never answer
them.
Mr Norris Oh!

....

(H iy
Ma r k e t
E**cHl

a t time
do

'at dc you
Us“a //,

“ Olv oft.
Sn c/o
you

4.
’ you ever
9 ° to
 36

T arget S tru ctu res 11 Drill: Continue:

What time I do you usually (have dinner)? T: television the radio
When T : How often do you watch television? tennis
T: the radio the cinema
What do you usually do (after dinner)?
T: How often do you listen to the radio? champagne
How often do you (go out)?
T : television steak
Do you ever go to (the theatre)?
S: How often do you watch television? a newspaper
often
12 Drill: Continue:
N ew V ocabulary two
T: one
Market Research ballet quite T : Once a week. three
company opera visit T: two five
Ltd (limited) horror film once T.Twicea week four
theatre questionnaire twice T: three ten
three times, etc. T : Three times a week.
T: one
C: Once a week.
1 Dialogue Part 1. Set the situation. Focus attention on the
picture. Ensure the text is masked. Play the cassette or act out 1 3 Silent Reading.
the text.
1 4 Pair Work.
2 Listen and Repeat.
1 5 Transfer.
3 Drill: Continue: T: Do you often visit your frends?
T .you he S: Yes, I do/No, I don't.
T : What time do you usually have dinner? they T: How often do you visit your friends?
T: he she S: I visit them (twice a week).
T : What time does he usually have dinner? we Conti nue: Do you often go to discotheques/play tennis/eat steak?
T : you Mr Norris Ask me/Ask him!Ask her.
C: What time do you usually have dinner?
1 6 Dialogue Part 3. Ensure the text is masked. Play the
4 Drill: cassette or act out the text.
T : six o'clock/half past six
T : He usually eats at six o'clock, but he sometimes eats at half past six. 17 Listen and Repeat.
T: six o'clock/half past seven
T: He usually eats at six o'clock, but he sometimes eats at half past 1 8 Drill: Continue:
seven. T : the cinema the theatre
T : six o ’clock/half past six T: Do you ever go to the cinema? restaurants
C .He usually eats at six o'clock, but he sometimes eats at half past T: the theatre the ballet
six. T: Do you ever go to the theatre? discotheques
T : the cinema the opera
Continue: C: Do you ever go to the cinema? k
six o'clock/half past seven
six o'clock/half past five 1 9 Silent Reading.
six o'clock/half past eight
six o'clock/half past nine 2 0 Pair Work.
six o'clock/half past six
21 Transfer.
5 Silent Reading. T: Do you ever go to the cinema/the theatre? etc.
Ask me/Ask him!Ask her.
6 Pair Work. How often do you go to the cinema?
Ask me/Ask him/Ask her.
7 Transfer. Ask questions. What do you do in your free time?
T: What time do you usually arrive home? Ask me/Ask him/Ask her/Ask each other.
have breakfast?
get up? 2 2 Focus attention on the Questionnaire. Students ask each
have dinner? etc. other in pairs.
Ask me/Ask him/Ask her.

8 Dialogue Part 2. Ensure the text is masked. Play the

cassette or act out the text.

9 Listen and Repeat.

1 0 Drill: Continue:
T: you he
T: Do you often visit your friends? they
T: he she
T : Does he often visit his friends? Mr Norris
T: you Mr and Mrs Norris
C: Do you often visit your friends?
 37

T a rg e t S tru c tu re s 17 Question and Answer:

Sim ple Present contrasted with Present Progressive. What's her name?
What does she do?
E xpressio n s Is she dancing now?
What is she doing?
At the moment What is she going to do?
N e w V o c a b u la ry
1 8 Pair Work. The students ask each other about each
jockey champion ride situation:
racehorse royal teach What does (he) do?
party What’s (he) doing now?
language school
the Queen 19 Transfer. Question and Answer.
Ask the students questions and get them to ask each other, i.e.
Ask Fritz. Ask Maria. Ask me.
1 Briefly revise the previous lesson. Do you smoke?
Are you smoking now?
2 Text 1. Set the situation. Ensure the text is masked. Play
Do you drink whisky?
the cassette or act out the text. Are you drinking whisky now?
Do you drive?
3 Listen and Repeat. Are you driving now?
What are you wearing?
4 Silent Reading. Do you usually wear that?
Who are you sitting next to?
5 Question and Answer:
What's his name? Do you always sit next to I him?
What's his job? I her?
What does he do? Is it raining?
Is he doing it now? Does it often rain in England?
What is he doing?
What's his favourite sport? Ask these questions extensively.

6 Text 2. Set the situation. Ensure the text is masked. Play 2 0 Go through the exercise orally. Set it in class or for
the cassette or act out the text. homework.

7 Listen and Repeat.

8 S ilent Reading.

9 Question and Answer:

What's his job?
Is he a good jockey? • %
What does he ride?
Is he riding now?
Where is he?
What is he doing?
Who'she with?

1 0 Text 3. Set the situation. Ensure the text is masked. Play

the cassette or act out the text.

11 Listen and Repeat.

1 2 Silent Reading.

1 3 Question and Answer:

Who are they?
Do they teach ?
What do they teach?
Where do they teach?
Where are they now?
What are they doing?

1 4 Text 4. Set the situation. Ensure the text is masked. Play

the cassette or act out the text.

1 5 Listen and Repeat.

1 6 S ilent Reading.
 37 What does he do every day?

Hello! My name's Douglas

Hunter. I'm a pilot for British
Airways. I fly Concordes. I'm not
working today. I'm playing golf.
It's my favourite sport.

Q uestions
W hat’s his name?
W hat’s his jo b ?
W hat does he do?
W hat’s he doing now ?
W hat’s his favourite sport?

This man is a champion jockey.

His name's Gordon Lester. He
rides racehorses, but he isn't
riding a racehorse at the moment.
He's dancing with his sixth wife.

Q uestions
W hat’s his name?
W hat’s his jo b ?
Is he a good jockey?
W here is he now?
W hat’s he doing?
W ho’s he w ith?

This is a picture of Bob and

Michael. They teach English in a
language school. They aren't
teaching at the moment. They're
in the pub. They're talking and
laughing about their students.

Q uestions
W ho are they?
Do they teach?
W hat do they teach?
Where are they now?
W hat are they do in g?

This is Rosalind Graham. She

dances for the Royal Ballet. She
isn't dancing now. She's having a
bath. She's going to dance in front
of the Queen this evening.

Q uestions
W hat’s her name?
W hat does she do?
Is she dancing now?
W hat is she doing?
W hat is she going to do?

Exercise Kathleen and

Kevin Shannon, foo tb a lle r. Kate, singers. Lucy, typist.

Example:
a What does he do? He plays football.
b What's he doing? He's sleeping.
 38 Well or badly?

There's an international football

match on television. England are
playing against Scotland. They are
good teams. They usually play
well. But today England are
playing very well, and Scotland
are playing badly.

Q uestions
W hat’s on television?
W hich team s are playing?
Are they good team s?
Do they usually play w ell o r badly?
How are England playing today?
How are S cotland playing today?

Tom Morgan often has accidents.

This is his fourth accident this
year. He's a bad driver, because
he's a fast and careless driver. He
drives fast, carelessly and badly.

Q uestions
W hat’s his name?
Does he often have accidents?
Is th is his firs t accident th is year?
Is he a good or a bad driver?
Does he drive well or badly?
Is he a fast o ra slow driver?
Does he drive carefully o r carelessly?

Bill Morris is a gentleman. He

always drives slowly, carefully
and well. All his friends say, 'Bill's
a good driver! He's very careful.'

Q uestions
W hat's his name?
Is he a gentlem an?
Is he a good d rive r or a bad driver?
Does he drive well o r badly?
Is he a fast driver o r a slow driver?
Does he drive carefully o r does he drive
carelessly?

Mr Johnson works very hard. He's

a fast worker. His boss often says, I
'Johnson works fast for 10 hours
every day. He's a very hard
worker.' ■
Q uestions
W hat’s his name? I
Is he a hard w o rker o r a lazy w orker?
Does he w o rk hard o r lazily?
Is he a fast or a slow w orker?
Does he w o rk fast or slow ly?
I
Exercise Look at th is:
Kevin's a good 1 Y o u ’re a bad 4 T hey’re hard bad badly happy happily good well I
player. sw im m er. w orkers. slow slow ly busy busily fast fast
H ow does h e play? 2 S he’s a careful 5 He’s a fast careful carefully noisy noisily hard hard
H e plays well. driver.
3 J o h n ’s a slow
w alker. careless carelessly
I
learner.

I
 38

T a r g e t S tr u c t u r e s Ask students and get them to ask each other and you:
Do you swim! How do you swim!
Adverbs of manner.
How (do you do it)? dance? dance?
play tennis? play tennis?
N e w V o c a b u la r y play football? play football?
type? type?
well happily match speak English?
speak English?
badly busily team sing?
sing?
slowly noisily accident cook? etc.
cook? etc.
carefully careful year
carelessly careless driver
Ask questions:
fast noisy gentleman
hard hard worker Paul McCartney . How does he sing?
against Kevin Keegan . . How does he play football?
Kate Bush . . . How does she sing?
Nikki Lauda . . . How does he drive?
1 Briefly revise the previous lesson. Or any currently famous people.

2 Text 1. Focus attention on the first picture. Set the 11 Text 2. Focus attention on the picture. Ensure the text is
situation. Ensure the text is masked. Play the cassette or act masked. Play the cassette or act out the text.
out the text.
12 Listen and Repeat.
3 Listen and Repeat.
1 3 Silent Reading.
4 S ilent Reading.
1 4 Question and Answer:
5 Question and Answer: Does he often have accidents? Explain this.
What is there on television? Is he a good driver, or is he a bad driver?
Which teams are playing? Is he a fast driver, or is he a slow driver?
Are England a good team?
Are Scotland a good team? 1 5 Transfer.
How do they usually play? T: Do you drive? How do you drive?
How are England playing? etc. Ask him/Ask her/Ask me.

6 Drill. T: Listen and Repeat. 1 6 Text 3. Focus attention on the picture. Set the situation.
1 They're a good team. They play well. Ensure the text is masked. PI ay the cassette or act out the text.
2 They're a bad team. They play badly.
3 He's a good player. He plays well. 17 Listen and Repeat.
4 He's a bad player. He plays badly.
5 He's a good singer. 1 8 Silent Reading.
He sings well.
6 He's a bad singer. He sings badly.
1 9 Question and Answer. Use the questions in the Student’s
7 Drill: Continue: book. • \
T: They're a good team. He’s a bad singer.
He's a good player. 2 0 Text 4. Focus attention on the picture. Set the situation.
T: They play well.
T : He's a bad singer. He's a good teacher. Ensure th e te xt is masked. P la y th e c a s s e tte o ra c to u tth e te xt.
T: He sings badly. They're bad skiers.
T: They're a good team. She's a good dancer. 21 Listen and Repeat,
C.They play well. He's a bad swimmer.
2 2 Silent Reading.
8 A ct out these two situations to check How?:
A: He's a singer. A: They're dancers. 2 3 T: Listen:
B: How does he sing? B: How do they dance? H e’s a hard worker . . . he works hard.
A: He sings well. A: They dance well. He's a fast worker . . . he works fast.
Note that these are exceptions to the -ly rule.
9 Drill: Continue:
2 4 Question and Answer:
T: How does he sing? they
dance Is he a hard worker?
T: they
T: How do they sing? she How does he work?
swim Is he a fast worker? etc.
T : dance
T : How do they dance? you
2 5 Transfer. Ask the students questions:
T: How does he sing? Repeat! ski .
he Are you a hard worker?
C .How does he sing?
Do you work hard? etc.
1 0 Transfer.T: Listen. A ct out this dialogue:
2 6 C heckthe gram mar summary. S etthe exercise in class or
A: Do you ski?
for homework.
B: Yes, I do.
A: How do you ski?
B: I ski well.
 39

T a r g e t S tr u c t u r e s 1 0 Transfer. The teacher selects a student and acts out the

I think soli don't think so.
E x p re s s io n s
How do you come to school?
How long does it take?
What's the matter?
Would you like to (dance)?
N e w V o c a b u la r y
by (bus)
on foot
tube
bicycle
1 Briefly revise the previous lesson.
2 Dialogue 1. Set the situation. Focus attention on the
picture. Ensure the text is masked. Play the cassette or act out
the text.
3 Listen and Repeat.
4 Drill:
T: I come to school by bus.
T: How much does it cost?
T : I come to school by tube.
T: How much does it cost?
T: I come to school by bus.
C .How much does it cost?
Continue:
I come to school by tube.
I come to school by train.
I come to school by taxi.
5 Drill:
T: 1 come to school by bus.
T: How long does it take?
T: I come to school on foot.
T : How long does it take?
T : 1 come to school by bus.
C.How long does it take?
Continue:
1 come to school on foot.
I come to school by car.
I come to school by bicycle.
I come to school by tube.
I come to school by train.
dialogue, substituting other vocabulary items. Students do the
same in pairs, using the prom pts in the book.
11 Dialogue 2. Follow the same procedure as for Dialogue 1,
but include these drills:
12 Drill:
T: Is she Italian?
T: Yes, I think so.
T: Does she speak good English ?
club landlady T: No, I don't think so.
a cold Venezuelan T : Is she Italian?
a sore throat Iranian S: Yes, I think so.
stomach-ache
back-ache Continue (students give free responses):
a temperature Is London the biggest city in the world?
Is Glasgow the capital o f Scotland?
Are Jaguars English cars?
Am I rich?
Am I handsome/beautiful?
Is England expensive?
1 3 Drill:
T: Is it going to be a nice day tomorrow?
T: I hope so.
T: Are you going to learn a lot of English ?
T: I hope so.
T: Is it going to be a nice day tomorrow?
S: I hope so.
Continue:
Are you going to learn a lot of English?
Are you going to have a good dinner tonight?
Are you going to be happy?
Are you going to be rich?
Are you going to see me tomorrow?
1 4 D ialogue3. F ollow the same p ro ce d u re a sfo r Dialogue 1,
but include this drill:
1 5 Drill: Continue:
T: I feel ill. I need some money.
T : Why don't you go to the doctor? I've got toothache.
T : I need some money. I'm hungry.
T : Why don't you go to the bank? I'm thirsty.
T: I feel ill. My shoes are dirty.
S: Why don't you go to the doctor?
1 6 Dialogue 4. Follow the same procedure as for D ialogue 1.

6 Focus attention on Dialogue .1. The students look and

listen. Play the cassette or act out the text.

7 Silent Reading.

8 The teacher takes the part of O. The class in chorus takes

the part of P. Go through the dialogue. Then’ the teacher takes
the part of P. The class in chorus takes the part of O.
Go through the dialogue.

9 Pair Work.
=1
39 Everyday Conversation
=1
O How do you come to school? bus
P By bus. train
tube
O How much does it cost?
taxi
P 0nly20p.
O How long does it take? tw enty m inutes
an h our
P About twenty minutes. half an hour
quarter o f an hour

Q Is Maria Italian? Italian

R Yes, I think so. P ortuguese
Venezuelan
Q Does she speak English well?
M exican
R No, I don't think so. Iranian
Q Is she coming to the dance
dance
tonight? party
R I hope so! discotheque
pub
club

S What's the matter? a cold

T I've got a cold. a sore th ro a t
stom ach-ache
S Why don't you see a doctor?
back-ache
T I don't know any doctors. a tem perature
S Why don't you ask your
your landlady
landlady? y o u r teacher
T Yes. That's a good idea. the principal
your frie n d s

U Would you like to dance? som etim es

V Yes. once a week
tw ice a week
U Do you come here often? every nig h t
V Sometimes. occasionally
U Do you live here?
a bank
V Yes, I do. an o ffice
U Where do you work? a factory
V In a bank. a shop
U Do you like it? a hospital
V It's O.K.
 40 A personal letter

r |
rf IBL-
Hr

Momer,
Father,
Well, this is my second week on holiday. I like it very much. I usually get up at .
third hi England. don't like it always |.
■ -j
fourth here.

seven o'clock, and have breakfast with my landlady. English breakfasts are very big. I
7.30, in a restaurant. small.
eight o'clock, in the hotel. good. |
I sometimes go to school on foot. I usually arrive at school at nine o'clock. In the evenings
usually by bus. eleven o'clock. ■
always by car. one o'clock. I

I usually stay at home, but sometimes I go out to the cinema and see a film. ■
sometimes usually a discotheque dance. I
occasionally occasionally a restaurant talk to my friends.

Life is very busy here. Tomorrow I'm going to a pub. Give my best wishes to
boring Next week on an excursion. regards
quiet On Sunday to the cinema. lerve j

your parents.
Tom.
the family.
 40

E x p re s s io n s
Give my regards to (everybody).
love
best wishes

N e w V o c a b u la r y
street cafe coast finish
Metro on holiday learn
talk

1 Set the situation. Ensure the text is masked. Read the

letter.

2 Listen. Read the letter again.

3 Silent Reading.

4 Question and Answer. Ask m ixed questions,

i no lu d i ng Ask hi mlAsk her.
Is this her first week in Paris?
Does she like it?
What time does she usually get up?
Where does she have breakfast?
What are French breakfasts like?
What is French coffee like?
How does she go to school?
Does she arrive at eleven o'clock?
What time does she arrive?
What's she studying?
Does she finish school at four o'clock?
What time does she finish?
What does she do in the evening?
What's life like in Paris?
Is she going to the mountains?
Where is she going?
When is she going?

5 Pair Work. Students ask each other about their daily

routine.

6 Explain the idea. They are going to write a letter.

T: You can write a letter now . . . this can help you.
Go through giving a model. Get them to prepare their letter on
a sheet of paper.

7 Closure. Get one or two students to read their versions.

Get them to write an im aginary letter for homework.
 41

T a rg e t S tru c tu re s 1 0 Drill: Continue:

T: They/Monday We/Sunday
I was here/there. I wasn't here/there.
You were here/there. You weren't here/there. T: They were here on Monday. You/Thursday
T: We/Sunday They/Saturday
Was 1 here/there? Yes, I was.
Were you here/there? Yes, you were. T : We weren't here on Sunday. You/Friday
Where were you (yesterday)? T : They IMonday
When were you (here)? C: They were here on Monday.

N e w V o c a b u la ry 11 D rill: Continue:
T: I They
yesterday central London Names of the months
T : I was here. He
later supermarket
T: They We
T : They were here. She
T: I You
1 Place a small o b je ct on the table.
C: I was here. It
T: Where's the (pen)?
S: It's on the table/It's there.
12 Drill: Continue:
Remove the object, hide it and say: It isn't there n ow . . .bu t it
T: He You
was there.
T : H ewasn'there. She
T : Today's (Monday). I'm here now.
T: You We
1 was here last (Monday).
T : You weren't here. It
Note the weak form of was (wsz).
T: He He
Point to a student: He was here last Monday.
C .He wasn't here. They
Point to a student: She was here last Monday.
Point to an object: It was here last Monday.
1 3 A ct out this m ini-conversation:
A: Were you here on Monday? B: Yes, I was.
2 Listen and Repeat:
A: Were you here on Sunday? B: No, I wasn't.
I was here on Monday.
T : Ask each other/Ask Fritz/Ask m e/e tc.
He was here on Tuesday.
Ask: Was Maria hereon Friday?
She was here on Wednesday.
Were Fritz and Karl here on Saturday?
It was here on Thursday.
Was this book here on Sunday? Were we here on Thursday? etc.
3 Drill: Continue:
1 4 Drill: Continue:
T: Monday Tuesday
Wednesday T:7 you
T : I was here on Monday.
T : Was I here yesterday? she
T: Tuesday Thursday
T: you they
T: I was here on Tuesday. Friday
T : Were you here yesterday? it
T : Monday
T: I we
C: I was here on Monday.
C: Was I here yesterday? he
4 Invention Exercise: Continue:
15 Say: Listen and Repeat:
T : He/Monday I/Tuesday
She [Wednesday January. January's thefirst.month. »
T: He was here on Monday.
It/Thursday February. February's the second month.
T: He /Monday
He/Friday March. March is the third month, etc.
S: He was here on Monday.
1 6 Ask questions:
5 T: On Sunday I wasn't here.
T: Which is the third/tenth/sixth month?
he wasn't here,
C: March is the third month.
she wasn't here,
it wasn't here. T: Ask Fritz/Ask Maria/e tc.
Point to students and an object (a book).
1 7 Focus attention on the picture. Ensure the text is masked.
Play the cassette or act out the text.
6 Listen and Repeat:
I wasn't here. He wasn't here. She wasn't here. It wasn't here.
18 Listen and Repeat.
7 Drill: Continue:
19 Drill: Continue:
T : Monday Sunday
T .you she
T: I was here. Wednesday
T : Where were you yesterday? I
T: Sunday Saturday
T: she we
T: I wasn't here. Thursday
T : Where was she yesterday? he
T : Monday
T: you they
S: I was here. •
C: Where were you yesterday?
8 T: You were here on (Monday), (to an individual).
2 0 Silent Reading.
You were hereon (Monday), (indicate a group).
We were here on (Monday).
21 Pair Work.
They were here on (Monday).
Listen and Repeat.
2 2 Focus attention on the first two practice situations. Ask
some of the questions. Get the students to ask each other
9 T : You weren't here on Saturday.
questions in pairs, using the written exam ples if necessary.
We weren't here on Saturday. They weren't here on Sunday.
Listen and Repeat.
2 3 Set the written exercises in class or for homework.
 41 Where were you yesterday?

Detective Now, Mr Briggs . . .

where were you yesterday?
Briggs Yesterday? What time?
Detective At two o'clock. Where
were you at two o'clock?
Briggs I was at home.
Detective You weren't at home,
you were in central London.
Briggs No, I wasn't! I was at
home! Ask my girlfriend! She
was with me!
Detective Well, we're going to
speak to her later. Where is she
now?
Briggs Oh . . . I don't know . . .
Detective O.K. . . . now, where
were you on January 12th?
Briggs January 12th?
Detective Yes, it was a
Wednesday.
Briggs I can't remember.
Detective You were in
Manchester.
Briggs Oh no, I wasn't.
Detective Oh yes, you were.
Briggs Oh no, I w asn't. . . I was
in prison in January.
Detective Oh!

Q u e stio n s
W here were you at one o ’clo ck? I was at home.
five past tw o?
ten past three?
quarter past fo u r?
half past five?
tw enty-five to six?
tw enty to seven?
quarter to eight?
Exercise 1
Look at th is exam ple:
school, l/here/two o ’clock
w ork, I was here at two o'clock.
the pub.
1 He/Italy/July
the cinema,
2 They/hom e/Sunday
the superm arket.
3 Y ou/here/one o ’clock
4 S he/school/yesterday
5 It/cold/January
6 W e/London/W ednesday

Q u estio n s E xercise 2
W hen were you in E ngland? I was there in January. Look at th is exam ple:
Europe? February. You/New York/February?
M exico? March. Were you in New York in February?
London? A pril.
1 she/hom e/Thursday?
S pain? May.
2 it/hot/June?
H olland? June.
3 they/at w o rk/five -th irty?
Italy? July.
4 he/England/N ovem ber?
August.
5 you/there/four o ’clo ck?
September.
6 they/Russia/D ecem ber?
O ctober.
November.
December.
 42 Holidays

Donald Hello, John! Where were

you last month?
John Oh, I was on holiday.
Donald Oh, really? . . . but you
were on holiday in January.
John Yes, I was in Switzerland in
January.
Donald Where were you last
month?
John I was in Florida.
Donald Florida! What was it like?
John Fantastic! The weather was
beautiful. . . the sea was warm.
Donald What was the hotel like?
John Excellent! There was a
swimming-pool and private
beach. There were three
restaurants and two bars.
Donald What were the people
like?
John They were very friendly.
Donald Was your wife with you?
John No, she wasn't. She never
comes with me on holiday.
Donald What about the children?
Were they with you?
John No, they weren't. They were
with their grandparents.

E xercise 1
There was a swimming pool.
There were three restaurants.
Now you write sentences.

E xercise 2
w eather
What was the w eather like?
restaurants
What were the restaurants life ?
1 service 4 beaches
2 shops 5 hotel
3 food 6 people
 42

T a r g e t S tr u c t u r e s 9 Drill: Continue:
There was . . . T: never usually
There were . . . T : She never comes with me on holiday. rarely
What was (it) like? T: usually always
T : She usually comes with me on holiday.
N e w V o c a b u la r y T: never
last (month) beach C: She never comes with me on holiday.
private
orchestra
1 0 S ilent Reading.
grandparent
tennis court
11 Question and Answer.
Short closed questions.
1 Briefly revise the previous lesson. T: Was John on holiday?
Was he in France in January? etc.
2 Focus attention on the picture. Ensure the text is masked. C:Yes, he was./No, he wasn't./Yes, they were./No, they weren’t.
Set the situation. Play the cassette or act out the text. T: Was there a swimming-pool?
Were there three bars? etc.
3 Listen and Repeat. C.Yes, there was./No, there wasn't./Yes, there were. /No, there
weren't.
4 Drill: Continue:
T : 1 was on holiday. They Open questions.
T: They in London Where was John on holiday last month?
T : They were on holiday. She Who was on holiday?
T : in London Paris When was he in Florida?
T : They were in London. Was she . . . ? What was the weather like?
T: I was on holiday. When . . .? What was the hotel like?
Repeat! you How many bars/restaurants were there?
on holiday What were the people like?
he Where were his children?

5 Drill: Continue: 12 Pair Work.

T: I was in Switzerland in January. We
T: We April 1 3 Transfer. Ask about the students’ last holidays, using the
T: We were in Switzerland in January. Spain same forms:
T : April December Where were you?
T: We were in Switzerland in April. She
T: I was in Switzerland in January. Japan What was the hotel like?
Repeat! August food
You weather
February
Ask me!Ask him!Ask her IAsk each other.
6 Drill: Continue:
T: I was in Florida. I was in Paris. 1 4 Set the exercises in class or for homework.
T : Florida! What was it like? 1 was in China.
T: I was in Paris. I was in Italy.
T : Paris! What was it like? I was in Amsterdam.
T: I was in Florida. I was in Canada.
C.Florida! What was it like?

7 Drill: Continue:
T: the hotel the people
T: What was the hotel like? the weather
T: the people the beaches
T : What were the people like? the food
T: the hotel the service
C: What was the hotel like?

8 Drill: Continue:
T: swimming-pool two bars
T : There was a swimming-pool. a private beach
T : two bars a casino
T : There were two bars. three restaurants
T : swimming-pool four tennis courts
C: There was a swimming pool.
 43

T a r g e t S tr u c t u r e 1 3 D ialogue3. F ollow the same procedure as for D ialogue 1,

(It's) too (big) for (me). but include this drill:

E x p re s s io n s 1 4 Drill: Continue:
T: 7 He
What's wrong with (it)?
T : I think my change is wrong. They
What size are you?
T: He We
I'm not sure.
T : He thinks his change is wrong. She
Can you measure me? This gentleman
T: 7
The right size/the wrong size
C:7 think my change is wrong.
Are you sure?
Let me see. . . . 1 5 D ialogue4. F o llo w th e s a m e p ro c e d u re a s fo rD ia lo g u e 1,
but include these drills:
N e w V o c a b u la r y
cardigan single without 1 6 Drill: Continue:
nightdress double another T: English Turkish
Turkish prefer T: 7 think English food is excellent. German
Danish think T: Turkish Danish
T: 7 think Turkish food is excellent. Swiss
T : English Spanish
1 Briefly revise the previous lesson. C: 7 think English food is excellent.

2 Dialogue 1. Set the situation. Focus attention on the

picture.
Ensure the text is m asked. Play the cassette or act out the text.

3 Listen and Repeat.

4 Drill: Continue:
T : pullover shoes
T: Can you change this pullover, please? shirt
J\ shoes skirt
T: Can you change these shoes, please? trousers
T : pullover blouse
C: Can you change this pullover, please? socks
dress

5 Drill: Continue:
T .big small
T: It's too big for me. long
T: small short
T : It’s too small for me. big • *
T : big small
C .lt's too big for me.

6 Focus attention on Dialogue 1, The students look and

listen. Play the cassette or act out the text.

7 Silent Reading.

8 The teacher takes the part of W. The class in chorus take

the part of X. Go through the dialogue. Then the teacher takes
the part of X. The class in chorus takes the part of W. Go
through the dialogue.

9 Pair Work.

1 0 Transfer. The teacher selects a student and acts out the

dialogue, substituting other vocabulary items. Students do th e
same in pairs, using the prompts in the book.

11 Dialogue 2. F ollow the same procedure as for Dialogue 1,

but include this drill:

12 Drill: Continue:
T : a private bathroom a shower
T : With, or without a private bathroom? a balcony
T : a shower a colour television
T : With, or without a shower?
T : a private bathroom
C: With, or without a private bathroom?
 43 Everyday Conversation

W Can you change this pullover, pullover

please? cardigan
nightdress
X Why? What's wrong with it?
T-shirt l.ânn'auwüh'»]
W It's the wrong size. blouse
X Is it too big, or too small?
W It's too small for me.
X What size are you?
W I'm not sure. Can you measure
me?
X Yes, certainly. . . . You're a
thirty-six. This one's the right
size.

Y I'd like a room, please. a private bathroom

Z A single room or a double room a show er
a balcony
sir? a co lo u r television
Y A double, please.
Z With or without a private
bathroom?
Y With, please.
Z For how many nights?
Y Just for one night, please.

A Excuse me! 50p

B Yes? 21 p
A I think my change is wrong!
B Are you sure? Let me see. Oh, 54p
yes . . . you need another 50p.
A Yes, that's right.
B I'm terribly sorry.
A That's O.K.

C I think English food is excellent, food

D Really! I don't think so. coffee
C Why not? |f?tr
D I prefer French food. cheese
French
T urkish
German
Danish
Swiss
 44 Return from Space

Phil Strongarm, the American

astronaut, is talking to a reporter
about his journey to the moon.

Reporter Well, P h il. . . Welcome

home!
Phil Thank you.
Reporter Did you have any
problems on the journey?
Phil Well, we didn't have any
serious problems . . . but it
certainly wasn't a holiday!
Reporter Of course n o t. . .
Phil We didn't have a wash or a
shave for two weeks!
Reporter Really?
Phil Yes. It wasn't very
comfortable!
Reporter What about food? Was
that a problem?
Phil Well, we didn't have any
normal food.
Reporter What did you have?
Phil Well, we had some food
tablets.
Reporter Are you going to the
moon again?
Phil I hope so. It was wonderful!

Q u e stio n s
W h o’s Phil S trongarm ?
W h o’s he ta lkin g to?
W hat’s he talking about?
Is he English o r A m erican?
Did he have
journey?
Were they serious problem s?
Did they have a wash?
Did they have a shave?
Were they com fo rta ble or
u n co m fortab le?
Did they have any norm al
W hat did they have?
Is Phil g o in g to the

E xercise 1 E xercise 2 E xercise 3

l/breakfast/eight o’clock. they/a holiday/last year? W e/a lesson/Sunday

1 had breakfast at eight o'clock.
1 You/coffee/eleven o ’clo ck
2 He/lunch/12.30
3 She/tea/3.30
4 T hey/dinner/eight o ’clock
5 W e/supper/nine o ’clo ck
Did they have a holiday last year?
1 he/a haircut/last week?
2 you/a good tim e/last nig h t?
3 she/a birthday/last m onth?
4 they/a party/last weekend ?
5 you/a sw im /last S aturday?
We didn't have a lesson on Sunday
1 He/a shave/Saturday
2 She/a show er/M onday
3 We/a drink/Tuesday
4 I/a bath/Thursday
5 He/a lecture/Friday
 44

T a r g e t S tr u c t u r e s Continue:
1 had (somefood)/I didn't have (any food). She had a lesson last Tuesday.
Did he have (any food)? Yes, he did/No, he didn't. They had a lesson last Wednesday.
You had a lesson last Thursday.
N e w V o c a b u la r y We had a lesson last Friday.
return a wash a swim 8 Written Phase.
space a shave a shower
He had a lesson yesterday.
journey supper a bath
He didn't have a lesson last Sunday.
moon haircut a lecture
Did he have a lesson on Saturday? Yes, he did/No, he didn't.
problem birthday normal
uncomfortable
9 T: Every day I have breakfast at eigh t o'clock.
I usually have a coffee at eleven o'clock.
I usually have lunch at 12.30.
1 Briefly revise the previous lesson.
I usually have tea at 3.30.
I usually have dinner at eight o'clock.
2 T: We're having a lesson now.
Ask questions ("including Ask him/Ask her):
We have a lesson every day.
When do you usually have breakfast? coffee? lunch? etc.
We had a lesson yesterday Ion Friday.
Now point and say: Listen:
1 0 T: I usually have breakfast at eight o'clock.
He
Yesterday, I had breakfast at eight o'clock,
She
coffee at eleven o'clock,
We
j* had a lesson (yesterday). lunch at 12.30.
tea a t 3.30.
You
dinner at six o'clock.
I
Ask questions:
Listen and Repeat. T: When did you have breakfast yesterday? etc.

3 Drill: Continue: 11 Ask questions:

T: I She T : What did you have for breakfast Hunch/dinner yesterday?
T : I had a lesson yesterday. We Ask him/Ask her/Ask me.
T: She They
T : She had a lesson yesterday. You 1 2 Focus attention on the picture. Ensure the text is masked.
T: I He Set the situation. Play the cassette or act out the text.
C :I had a lesson yesterday.
1 3 Listen and Repeat.
4 T: Listen:
We don't have lessons on Sundays. 1 4 Silent Reading.
We didn't have a lesson last Sunday.
Point and say: 15 Question and Answer. Use the questions in the Student's
He Book. * »
She
We 1 6 Pair Work.
didn't have a lesson last Sunday.
They
You 17 Go through the exercises orally. Set them in class or for
I homework.
Listen and Repeat.

5 Drill: Continue:
T: She You
T: She didn't have a lesson last Sunday. They
T: You He
T: You didn't have a lesson last Sunday. We
T: She 1
C: She didn't have a lesson last Sunday.

6 A ct out this m ini-conversation:

A: Do you have a lesson on Mondays? B: Yes, I do.
A: Did you have a lesson last Monday? B: Yes, I did.
A: Did you have a lesson last Sunday? B: No,-I didn't.
T: Did you have a lesson last Monday?/Sunday?/Thursday? etc.
C:Yes, I did/No, I didn't.

7 Drill:
T : He had a lesson last Monday.
T: Did he have a lesson last Tuesday?
T : She had a lesson last Tuesday.
T : Did she have a lesson last Wednesday?
T: He had a lesson last Monday.
C: Did he have a lesson last Tuesday?
T a rg e t S tru c tu re s 11 Drill:
Sim ple Past of irregular verbs: havelgolcomelget T: Listen. The teacher takes two parts.
T: He came home by bus.
E xp ressio n s T : (with surprise and indignation) He didn't come home by bus!
T : He got some bread.
(John), is that you?
T: He didn’t get any bread!
T: He came home by bus.
N e w V o c a b u la ry
C .He didn’t come home by bus!
town nearly again
butcher's angry Continue:
baker’s He got some bread.
roll He went to a discotheque.
chemist's They had some steak.
He had ten drinks.
He came home on foot.
1 Briefly revise the previous lesson. He went to his girlfriend's house.
He got some steak.
2 Focus attention on the picture. Ensure the text is masked.
Set the situation for the introductory text. Play the cassette or 12 Silent Reading.
act out the text.
1 3 Question and Answer.
3 Listen and Repeat. Long closed questions.
T : Did he come home by taxi or by bus?
4 S ilent Reading. C: He came home by taxi.
Did he get everything, or did he get nearly everything?
5 T: Every Saturday, Mr Brown goes to town. What about last Did he get steak or did he get hamburgers?
Saturday? Did he get bread or did he get rolls?
C .He went to town. Did he go to a pub, or did he go to a night-club?
T: He usually has one drink. What about last Saturday? Did he have four or five drinks, or did he have ten drinks?
C .He had four or five drinks. Were the bags heavy, or were they light?
T : He usually gets the food. What about last Saturday?
C: He got the food. 1 4 A ct out this m ini-conversation:
T : He usually comes home on foot. What about last Saturday? A: Did he come home by taxi? B: Yes, he did.
C: He came home by taxi. A: Did he go to a discotheque? B: No, he didn't.
Get students to repeat:
He went to town. 1 5 Ask short closed questions:
He had four or five drinks. T : Did he get everything?
He got the shopping. Did the butcher have any steak?/any sausages?
He came home by taxi. Did the baker have any bread?/any rolls?
Did he go to a pub?
6 Question and Answer: Use the questions in the Student’s Did he have four or five drinks? etc.
Book. i
1 6 Ask open questions:
7 Set the situation for the dialogue. Ensure the text is How did he come home?
masked. Play the cassette or act out the text. Where did he go?
What did he get at the butcher's?
8 Listen and Repeat. What did he get at the baker's?
How many rolls did he get?
9 T: Listen. The teacher takes two parts. How many drinks did he have?
He came home. Did he come home?
He got everything. Did he get everything? 1 7 Pair Work.
He went to the butcher's. Did he go to the butcher's?
They had some steak. Did they have any steak? 1 8 Play the com plete recording again.

1 0 Drill: 1 9 Set the exercises in class or for homework.

T: He came home.
C: Did he come home? 2 0 Transfer:
Did you go to the pub/supermarket/the cinema yesterday?
Continue: Did you have a drink last night?
He got everything. Did you get the shopping /bread last week?
He went to the butcher's. Did you come to school by bus/by taxi? etc.
They had some steak. Ask him!Ask her/Ask me etc.
He went to the baker's.
They had some bread.
He got some rolls.
He came home by taxi.
 45 Yes, dear!

Every Saturday Mr Brown goes to

town. He went to town last
Saturday. He usually has a drink
in the pub with his friends. Last
Saturday he had four or five
drinks. After the pub, he usually
goes to the supermarket and
gets the food for his wife. He
got the food last Saturday. He
usually comes home on foot. Last
Saturday he came home by taxi.
His wife was very angry.
Q u estio n s
Does he usually go to to w n on Saturday?
W hat about last Saturday?
Does he usually have a d rin k?
W hat about last Saturday?
Does he usually get the food ?
W hat about last Saturday?
Does he usually com e hom e on fo o t?
W hat about last S aturday?

Mrs Brown John! Is that you?

Mr Brown Yes, dear. I'm back.
Mrs Brown Did you come home
by taxi?
Mr Brown Yes, dear. The bags
were very heavy.
Mrs Brown Did you get
everything?
Mr Brown Yes, dear. I got
everything . . . nearly
everything.
Mrs Brown Nearly everything?
Mr Brown Yes, dear . . . I went to
the butcher's, but they didn't
have any steak.
Mrs Brown They didn't have any
steak!
Mr Brown No, dear, so I got some
hamburgers.
Mrs Brown Did you go to the
baker's?
Mr Brown Yes, dear . . . but I
didn't get any bread.
Mrs Brown You didn't get any
bread!
Mr Brown No, dear. They didn't
have any bread, so I got some
rolls.
Exercise
Mrs Brown How many rolls did
you get? They had some ham burgers.
Mr Brown I can't remember, dear. They didn't have any steak.
D id they have any chicken?
Mrs Brown John? 1 He came home by taxi.
Mr Brown Yes, dear? . on foot.
Mrs Brown Did you go to the pub . by bus?
again? He w ent to the b u tc h e r’s
. ch e m ist’s.
Mr Brown Yes, dear.
. ba ke r’s?
Mrs Brown How many drinks did He got some rolls.
you have? . bread.
Mr Brown Only four or five, dear, . ham burgers?
. . . small ones.
 K
46 In the office
I
Secretary Good afternoon, Mr
Smith.
É
Mr Smith Good afternoon, Miss
Wild. Did you finish those
letters?
Secretary Yes, sir. I typed them
and signed them for you.
Mr Smith Did you photo-copy
them?
Secretary Yes, sir. I photo-copied
them and posted them.
Mr Smith Did Mr Jackson arrive?
Secretary Yes, sir.
Mr Smith What time did he
arrive?
Secretary About two o'clock, sir
. . .but he didn't stay. He didn't
have time.
Mr Smith What did he want?
Secretary Oh . . . I didn't ask, sir.
t
Mr Smith Er . . . Did you
telephone Mrs Smith?
Secretary Yes, I did . . . but she
€
wasn't in.
Mr Smith H m m . . . And the table/
at "Mario's” for tonight?
t
Secretary Yes, sir, I reserved a
table for two, at eight o'clock^
Mr Smith Good! Did Lulu %
telephone?
Secretary Yes, sir.
%
flj

t
E
Exercise
W ho typed the letters?
Miss W ild typed the letters.
f
M r Sm ith didn ’t type the letters.
Did Lulu type the letters?
1 W ho signed the letters?
«
Miss W ild . . . .
M r Sm ith . . . .
. . . Lulu . . . ? E
2 W ho posted th e letters?
Miss W ild . . . . \ /
M r Sm ith . . . .
. . . Lulu . . . ?
E
3 W ho photo-copied the letters?
. . V•*
Miss W ild . . . . . . . t
M r Sm ith . . . .
. . . Lulu . . . ?
 46

T a rg e t S tru c tu re s Continue:
Sim ple Past of regular verbs: finishltypelsignlphoto-copylarrivel Who posted the letters?
stay/want laskltelephonelreservelpost. Who photo-copied the letters?
Who telephoned Lulu?
Who signed the letters?
1 Briefly revise the previous lesson. Who reserved the table?

2 Focus attention on the picture. Ensure the text is masked. 9 Play the cassette or act out the dialogue again. The
Set the situation. Play the cassette or act out the text. students listen,

3 Listen and Repeat. 1 0 Silent Reading.

4 Repetition Exercise. 11 Question and Answer:

Say: f t ) (t ) (t ; T: Who finished theletters? C:Miss Wild finished theletters.
She typed the letters. Now continue:
He asked a question. Who typed the letters?
She finished the letters. Who signed them?
Who photo-copied them?
Say: ( d ) (d ) (d ) Who posted them?
He arrived at two o'clock. Who arrived?
She telephoned his wife. Who telephoned Mrs Smith?
She reserved a table. Who reserved the table?

Say: (id ) (id ) ( id ) Mixed questions:

He wanted something. Did Mr Smith type the letters?
She posted the letters. Did Miss Wild sign them?
What did Miss Wild post?
5 Aural D iscrim ination Drill: Continue: What time did Mr Jackson arrive?
S ay:( t ) = 2 (d ) = 2 (id) = 3 asked Did Mr Jackson stay?
Listen finished Why not?
T: typed . . . C: 2 telephoned What did Miss Wild reserve?
T: arrived . . . C:2 posted Where did she reserve it?
T: wanted . . . C:3 finished Did Lulu telephone?
reserved
signed 1 2 Pair Work. Get them to go through the dialogue in pairs.

6 Drill: Continue: 13 Set the exercise in class or for homework.

T: I He
T: I arrived yesterday. We 1 4 Transfer:
T: He You What time did you finish schoollworklyour homework yesterday?
T : He arrived yesterday. She What time did you arrive (at school) this morning?
T:I They Did you sign your name yesterday? Where? Whep?
C: I arrived yesterday. Mary Did you ask any questions yesterday?
The letter Who did you ask?
Did you post any letters yesterday?
7 Drill: Did you telephone anybody? Who? etc.
T: She typed the letters. Ask him!Ask her!Ask me etc.
T: When did she type the letters?
T: I posted the letters.
T : When did you post the letters ?
T: She typed the letters.
C: When did she type the letters?

Continue:
I posted the letters.
He signed the letters.
She finished the letters.
She photo-copied the letters.
They arrived.
She reserved a table.
Lulu telephoned.

8 Drill:
T: Who typed the letters?
T : I didn't type the letters!
T : Who posted the letters?
T: I didn't post the letters!
T: Who typed the letters?
C: I didn't type the letters!
 47

T a r g e t S tr u c t u r e 6 Question and Answer:

Sim ple Past of regular verbs (extension): walk/looklshout/hurryl What was his name?
wait Imovelpull/fire/miss/kill/carry/rush/enjoy/listen/study/clean/ Where did he arrive?
dance/laugh. When did he arrive?
Where did he walk?
N e w V o c a b u la r y How did he look round the room?
Who was afraid?
story afraid calmly
How many guns did Willy have?
saloon asleep round
gun bullet towards
7 Focus attention on the second row of pictures only. Ensure
sheriff end away
the text is masked. Play the cassette for the second row of
barman
pictures.
1 T : Last night I arrived home at six o'clock.
8 Listen and Repeat.
Ask students: When did you arrive home? Ask him!Ask her/Ask
each other.
9 Question and Answer:
Follow the same procedure using these sentences as a model:
Where was the Sheriff?
I had steak for dinner.
Was he awake, or was he asleep?
I enjoyed my dinner.
Who rushed into the Sheriff's office?
I listened to the radio.
Did the Sheriff go to the saloon quickly, or did he go slowly?
I watched television.
I studied.
1 0 Focus attention on the third row of pictures only. Ensure
I washed my hair.
the text is masked. Play the cassette for the third row of
1 cleaned my teeth.
pictures.
Ask questions of several types:
11 Listen and Repeat.
Did you watch television?
What did you watch ?
12 Question and Answer:
When did you watch television?
Who shouted?
Where did you watch television?
What did the sheriff shout?
etc.
How did Willy reply?
Where did they walk?
2 Response Drill:
Who waited?
T : 1 watched something.
Who moved his hand towards his gun?
T: What did you watch ?
T : I listened to something.
1 3 Focus attention on the last three pictures only. Ensure the
T : What did you listen to?
text is masked. Play the cassette for the last three pictures.
T: I watched something.
C: What did you watch ?
14 Listen and Repeat.
Continue:
I listened to something. 15 Ask questions:
I studied something. What did the Sheriff pull out? *
1 washed something. Did he fire once?
I cleaned something. Did he fire three times?
I had something. How many times did he fire?
Which bullet missed Willy?
3 Drill: Which bullet killed Willy?
T: I watched television.
Who carried Willy away?
T: When?
1 6 Silent Reading: the com plete story.
T: When did you watch television?
T: 1 arrived home.
17 Play the cassette or read the text. Students follow it in their
T: What time?
T: What time did you arrive home? books.
T: I watched television.
1 8 Transfer. Ask questions:
T: When?
C.When did you watch television? Do you like Westerns?
Ask him. Ask her.
Continue:
What films do you like?
Do you like horror films? Romantic films?
I arrived h om e. . . What time?
I typed some letters . . . How many? Ask him. Ask her. Ask each other.
They danced . . . How?
He telephoned . . . Why? 1 9 Set the exercises in class or for homework.
They came h ere. . . When?
They went home . . . What time?
She laughed . . . Why?

4 Focus attention on the first row of pictures only.

Ensure the text is masked. Set the situation. Play the cassette.

5 Listen and Repeat.

 47 The Story of Willy The Kid

HE WALKEP INTO THE

WILLY THE KIP ARRIVEP IN SALOON, A N P LOOKED EVERYBOPY WAS AFRAIP.
DOP&E CITY ONE E V E N IN 0. SLOWLY ROONP THE ROOM. W ILLY HAD TWO G U N S .

W ILLY THE K IP '5

IN TO W N

TH E S H E R IF F WAS IN THE SALOON BARMAN

HIS OFFICE. RUSHED INTO TH E TH E SHER\FF HURRIED
H E W AS A S LE E P . •S H E R IF F ^ O FFIC E . TO THE SA LO O N .

T H E Y W ALKEP INTO THE

T H E S H E R IFF SHOOTED W /LLY R EPLIE P STR EET. THE SHERIFF WAlTEp.
T O W ILLN \ C ALM LY. WILLY M O VED HIS HAND
TOWARDS HIS & U N ...

THE SHERIFF PULLED OUT TH E F IR S T S O LLE T M IS S E D WILLY.

HIS <SON. HE F IR E D TW IC E. THE SECOND KILLED- H IM .

TW O COWBOYS E x e rc is e 1
C AR R IEP WILLY 1 He w alked into the saloon.
AWAY. 2 H e d id n ’t . . . in to the S h e riff’s office.
TH A T WAS TH E 3 Did he . . . into the bank?
END OF
WILLY TH E K ID - E x e rc is e 2
1 They carried W illy away.
2 They . . . carry the S h e riff away.
3 . . . they . . . the barm an away?
 48 Foreign holidays

Anne's a student at London Professor Hopkins teaches Anne

University. She studies Spanish, at London University. He went to
and she goes to Spain every India last year. He saw the Taj
summer. She lies in the sun, she Mahal, and rode on an elephant.
drinks a lot of wine, and eats a lot He wrote postcards to all his
of Spanish food. She always flies friends. He flew by Air India.
by British Airways.
Q u estio n s Q u estio n s
1 Is Anne a student? 1 W ho does he teach?
2 Does she study French? 2 W here did he go last year?
3 Ask “ W hat?” 3 W hat did he see?
4 Does she go to France every sum m er? 4 W hat did he ride on?
5 Ask “ W here?” 5 W ho did he w rite to?
6 W hat does she do in S pain? 6 Did he fly by Air India orT .W .A .?
7 How does she travel to Spain?

Rob is Anne's boyfriend. He

Her mother and father went to hitch-hiked around the United
Italy last year. They toured Italy States last summer. He stayed
by coach. They saw a lot of there for a month. Of course
interesting places. They ate he ate hamburgers, and drank
spaghetti in Rome, drank coffee Coca-Cola! He met a lot of
in Venice, and took a lot of interesting people. He bought a lot
photographs. The sun shone of American pop records, and
every day. They went to Italy by brought them back to England. He
coach. flew there by Pan-American.

Q u estio n s Q u estio n s
1 Where did they go? 1 Where did Rob go last sum m er?
2 How did they to u r Italy? 2 How long did he stay?
3 W hat did they eat? 3 W hat did he eat?
4 W hat did they drin k? 4 W hat did he d rin k?
5 How many photograp h s did they take? 5 W ho did he meet?
6 W hat was the w eather like? 6 W hat did he buy?
7 Did they go to Italy by coach o r by 7 W hat did he bring back?
tra in ? 8 Did he fly by Pan-Am erican orT .W .A .?

E xercise L oo k a t th is
a A nne/go/Spain a They/eat/spaghetti a They/drink/coffee a He/see/Taj Mahal a H e/buy/records have had
b He/not/Spain b H e/not/spaghetti b S he/not/coffee b She/not/Taj Mahal b They/not/records come came
c you/Spain? с you/spaghetti? с you/coffee? с you/Taj Mahal? с you/records? w ent
got
a Anne w ent to
saw
Spain,
ate
b He didn't go to
drink drank
Spain,
to o k
c Did you go to
flew
Spain?
shine shone
meet met
w rite w rote
rode
bought
bro u g h t
 48

T a rg e t S tr u c t u r e s 9 Text 2. Focus attention on the picture. Ensure the text is

Sim ple Past of irregular verbs (extension): see!eat!drink!take! masked. Set the situation. Play the cassette or read the text.
fly Ishinelmeetlwritelridelbuy/bring
10 Listen and Repeat.
N e w V o c a b u la r y
11 S ilent Reading.
foreign photograph lie
place elephant tour
12 Question and Answer. Short closed questions:
coach back hitch-hike
Did they go to France? Did they go to Italy?
Did they tour Italy on foot?
1 Briefly revise the previous lesson.
Did they see a lot o f interesting places?
Did they eat fish and chips?
2 Set the situation of holidays. Did they drink beer? Did they drink wine?
T: I usually go to France/the beach/the country.
Did they take any photographs?
Where do you usually go? Ask him. Ask her. Did it rain? Did the sun shine?
Did they go to Italy by car?
3 Practise these verbs in the past tense, by making
Open questions:
statements, and then asking questions to several students.
After each question, get the students to ask each other. Where did they go? What did they see?
go I went to France last year. What did they eat? What did they drink?
Where did you go? What did they take?
see I saw the Eiffel Tower. What was the weather like?
What did you see in . . . ? Did they go by car or by coach ?
eat I ate a lot of cheese in France.
1 3 Text 3. Focus attention on the picture. Ensure the text is
What did you eat in . . .?
masked. Set the situation. Play the cassette or read the text.
drin k I drank red wine.
What did you drink in . . .?
take I took some photographs. 1 4 Listen and Repeat.
Did you take any photographs?
1 5 Silent Reading.
fly I flew to Paris by British Airways.
Did you fly by British Airways?
1 6 T: Correct my statement.
How did you go there?
T: Professor Hopkins teaches at Oxford University.
shine The sun shone every day.
Did it shine in . . . ? S: He teaches at London University.
ride I rode a bicycle round Paris. Continue:
Did you ride a bicycle in . . . ? He went to Africa. He wrote letters.
He saw the pyramids. He flew by Pan-American.
meet I met a beautiful girl/handsome man.
Who did you meet? He rode a bicycle.
write I wrote ten postcards.
17 Text 4. Focus attention on the picture. Ensure the text is
How many did you write?
masked. Set the situation. Play the cassette or read the text.
buy I bought some souvenirs.
i
Did you buy any souvenirs?
1 8 Listen and Repeat.
bring I brought them back to England.
Did you bring any souvenirs home?
1 9 Silent Reading.
4 Invention Exercise: Continue:
2 0 Question and Answer. Long closed questions:
T : He/Italy She/Eiffel Tower
T: He went to Italy. They la lot of cheese Is he her boyfriend, or is he her brother?
T: She/Eiffel Tower Weired wine Did he hitch-hike or did he drive around the United States?
T : She saw the Eiffel Tower. 1/photographs Did he stay therefor a month, or did he stay therefor a year?
T: He/Italy He/British Airways Did he eat hamburgers, or did heeatfish?
C: He went to Italy. The sun/every day Did he drink whisky, or did he drink Coca-Cola?
I/bicycle/Paris Did he buy pop records, or did he buy classical records?
She/handsome man Did he bring them back, or did he leave them there?
He/ten postcards Did he fly thereby T.W.A., or did he fly thereby Pan-American?
She/souvenirs
21 Set the questions in the Student’s Book for homework.
She/back to England

5 Text 1. Focus attention on the picture . Ensure the text is 2 2 Go through the exercise orally. Set it in class or for
masked. Set the situation. Play the cassette or read the te x t homework.

6 Listen and Repeat. 2 3 Closure. Refer to the irregular verb list in the student’s
book. Ask the students to study it for a minute.
7 Silent Reading.
2 4 Drill: Continue:
T: eat come 8° meet
8 Question and Answer:
T: ate shine have write
What does she study?
T : come buy bring get
Where does she study?
T : came take ride drink
Where does she go every summer?
T: eat see fly
What does she do in Spain ?
Hcru- does she travel to Spain? C.ate
 49

T a r g e t S tr u c t u r e s Continue:
(They) didn't have much (food), How many biscuits did they have?
many (biscuits). How many apples did they have?
How much chocolate did they have?
(They) had only a little (food), How many bananas did they have?
only a few (biscuits).
9 Drill:
N e w V o c a b u la r y T: Did they have any water?
T: Yes, but they had only a little.
ocean petrol rubber
T.D id they have any biscuits?
dinghy banana crash
T: Yes, but they had only a few.
fish match rescue
T : Did they have any water?
ship pineapple catch Icaught
C: Yes, but they had only a little.

1 Briefly revise the previous lesson. Continue:

Did they have any biscuits?/brandy?/apples?/petrol?/bananas?
2 Revise How much? and How many? with this drill:
T : I've got some money. 1 0 A ct out this m ini-conversation. Set the situation. A reporter
T : How much money have you got? is interviewing Bill Craig.
T : I've got some books. Reporter: Did you have any water? Bill: Yes, we had some . . .
T : How many books have you got? but only a little.
T : I've got some money. Reporter: What about biscuits? Bill: We had only a few biscuits.
C.How much money have you got? Get the students to listen and repeat the whole conversation.
Then the teacher takes the reporter’s part. The class in chorus
Continue: take B ill’s part. Next the teacher takes B ill's part. The class in
I've got some books, chorus take the reporter’s part.
’vegot some keys.
've got some chocolate, 11 Pair Work, They use the pictures in the book and the
've got some whisky. m ini-conversations as a guide for Exercises 1 and 2.
've got some paper.
've got some newspapers. 1 2 A ct out this m ini-conversation. The reporter is
interviewing Bill Craig.
Check concept of mass i Reporter: Did you have any brandy?
) and unit ( 111 I 11
B ill: Yes, but we didn't have much brandy.
Reporter: Did you have any biscuits?
3 Focus attention on the picture. Ensure the text is masked. Bill: Yes, but we didn't have many biscuits.
Set the situation. Play the cassette or read the text.
1 3 Pair Work, using the pictures and the m ini-conversation.
4 Listen and Repeat.
1 4 Drill:
5 Silent Reading. T : How much petrol did they have? t
T: Not much.
6 Question and Answer: T : How many apples did they have?
What are their names? What do they do? T : Not many.
Did their plane crash? Ask When? Ask Where? T : How much petrol did they have?
How many weeks were they in a dinghy? C .Not much.
Did they have much water?
Did they have many things to eat? Continue:
Did they have many bananas or did they have a few bananas? How many apples did they have?
Did they have much brandy or did they have a little brandy? How much brandy did they have?
Did they catch any fish? Ask How many? How much water did they have?
How much chocolate did they have? How many matches did they have?
How many biscuits did they have? How much chocolate did they have?
Did a ship rescue them or did a helicopter rescue them?
15 Transfer. T: In England, they eat a lot of potatoes and they
7 Drill: Continue: drink a lot of tea. They don't eat much spaghetti and they don’t eat
T: chocolate biscuits many pineapples.
T: They didn't have much chocolate. water Ask questions:
T: biscuits brandy T : How many potatoes /pineapples do they eat?
T: They didn ’t have many biscuits. matches How much tea/spaghetti do they drink?/eat?
T: chocolate petrol
C: They didn't have much chocolate. apples 1 6 T: Tell me about your country.
Ask him about his country. Ask her about her country.
8 Drill: T : In England there aren't many mountains.
T : How much water did they have? We've got only a few mountains.
T: Only a little. There isn't much oil. We've got only a little oil.
T : How many biscuits did they have? T: Tell me about your country. Ask him about his country.
T : Only a few.
17 Pair Work. They ask each other about their countries.
T : How much water did they have?
C: Only a little.
18 Set Exercise 3 in class or for homework.
 49 Survivors

Bill Craig and John Fitzgerald are

pilots. Last year their plane
crashed in the Pacific Ocean. They
were in a rubber dinghy for four
weeks.
They didn't have much water,
and they didn't have many things
to eat. Q u estio n s
They had a few bananas and a W hat are th e ir names? Did they catch any fish ?
little brandy from their plane. W hat do they do? Ask ‘‘How m any?”
They caught a lot of fish. Did th e ir plane crash? How m uch chocolate did they have?
They had only a little chocolate. Ask “W h en?” How many b iscuits did they have?
Ask "W h e re ? ” How many apples did they have?
They had only a few biscuits and a
How many weeks were they in a dinghy? W hat did they see after fo u r weeks?
few apples. How m uch w ater did they have?
After four weeks, they saw a Did they have m any bananas?
ship and the ship rescued them. Did they have m uch brandy?

E xercise 1

A Did they have any chocolate?

B Yes, they did, but they d id n ’t have
much.
A How m uch chocolate did they have?
B They had only a little.

chocotate

Exercise 2

A Did they have any m atches?

B Yes, they did, but they d id n ’t have
many.
A How many matches did they have?
B They had only a few.

m atches biscuits

Exercise 3
He hasn’t g o t much money. She hasn’t got many dollars.
He’s g o t o nly« little money. S he’s got only a few dollars.
1 He hasn’t got , friends 5 She d id n ’t have . . . Swiss francs
2 He’s g o t only friends 6 She had only . . . French francs
3 He hasn’t got , w ine 7 There is n ’t . . . petrol
4 He’s g o t only , w ine 8 W e’ve got only . . . petrol
 50 Robbie and the Rebels
Jill Good morning, Shirley . . .
Shirley Hello, Jill. . .
Jill Oh, I'm tired this morning!
Shirley Are you? Why?
Jill Well, I went to the concert last
night.
Shirley Which concert?
Jill The pop concert, the one at the
Town Hall.
Shirley Oh, which group did you
see?
Jill I saw 'Robbie and the Rebels'
. . . they're a new group.
Shirley Are they good?
Jill Hmm . . . they usually play
well, but last night they played
badly.
Shirley Is Robbie a good singer?
Jill Oh, yes, he usually sings well.
Shirley Did he sing well last
night?
Jill No, he didn't. . .h e sang very
badly.
Shirley What about the group?
Jill Oh, the guitarist played
beautifully . . . but the
drummer was loud.
Shirley Yes, pop drummers
always play loudly.
Jill I know! I had a headache after
the concert.
Shirley Hmm . . . I never go to
pop concerts. I prefer classical
Q u e s tio n s E x e rc is e 1
W hat are th e ir names? He’s a good singer.
W ho’s tire d ? H e usually sings well.
Ask “ W hy?”
1 T hey’re beautiful dancers
W hich co n ce rt did she go to?
2 S he’s a careless w riter.
W hich g roup did she see?
3 He’s a hard w orker.
How do they usually play?
4 He’s a bad player.
How did they play last night?
5 T hey’re good drivers.
How does R obbie usually sing?
How did he sing last n ig h t?
E x e rc is e 2
H ow did the gu ita rist play?
He usually sings well, but yesterday he
Do pop drum m ers always play loudly?
Did Jill have a headache before the sang badly.
c oncert?
1 She usually w rites carefully, . . . .
Ask “ W hen?”
2 She usually types slowly, . . . .
Does S hirley prefer pop m usic or
3 They usually play badly, . . . .
classical m usic?
4 He usually w orks fast, . . . .
5 He usually answ ers carelessly, . . . .
 50

T a r g e t S tr u c t u r e s 6 Drill:
Sim ple Past with adverbs of manner. T : He's a good player.
T : He played well yesterday.
E x p re s s io n s T: H e’s a bad singer.
T : He sang badly yesterday.
I know!
T : H e’s a good player.
N e w V o c a b u la r y C .He played well yesterday.

Town Hall sing/sang drummer Continue:

group guitarist H e’s a bad singer.
H e’s a careless writer.
She’s a beautiful dancer.
1 Briefly check previously learned irregular past forms:
H e’s a fast eater.
T: Every day he has a bath, so yesterday . . . She’s a hard worker.
T: . . .h e had a bath.
They're good singers.
T : Every morning she comes to school, so this morning . . .
She’s a slow typist.
T : . . . she came to school.
T: Every day he has a bath, so yesterday . . . 7 Drill:
S :. . .h e had a bath.
T: He usually sings well.
Continue:
T : Did he sing well last night?
Every morning she comes to school, so this morning . . .
T: They usually dance well.
Every evening they go home, so yesterday evening . . . T : Did they dance well last night?
Every morning he gets up, so this morning . . .
T: He usually sings well.
Every Saturday he sees his mother, so last Saturday . . . C .Did he sing well last night?
He always eats roast beef on Sundays, so last Sunday . . .
Every night he drinks beer, so last n ight. . . Continue:
Every Friday he takes his girlfriend to the cinema, so last Friday. . . They usually dance well.
Every year he flies to Paris, so last y ea r. . .
She usually works well.
In Bermuda the sun shines in summer, so last sum m er. . .
I usually sleep well.
Every evening she meets her boyfriend, so yesterday evening . . . They usually play well.
Every weekend they write letters, so last weekend . . . He usually speaks well.
Every day he buys a newspaper, so this morning . . .
Every day he brings an umbrella to school, so this morning . . . 8 S ilent Reading.
2 Focus attention on the picture. Ensure the text is masked.
9 Question and Answer:
Set the situation. Play the cassette or act out the text.
What are their names?
Who's tired? Ask Why?
3 Listen and Repeat.
Which concert did she go to?
Which group did she see?
4 Drill:
Do they usually play well, or do they usually play badly?
T: I'm tired this morning.
Did they play well last night, or did they play badly?
T: Are you? Why?
Does Robbie usually sing well, or does he usually §ing badly?
T: I went to the doctor's yesterday.
Did he sing well last night, or did he sing badly?
T: Did you? Why?
How did the guitarist play?
T: I'm tired this morning.
How did the drummer play?
C: Are you? Why?
Do pop drummers always play loudly?
Did Jill havea headache before the concert? AskWhen?
Continue:
Does Shirley prefer pop music or classical music?
I went to the doctor’s yesterday.
I need some money. 1 0 Transfer Questions:
I ’m going to learn Spanish.
Which do you prefer? Classical music or pop music?
I'm very angry today. Tea or coffee?
I wrote to the Queen yesterday.
Apples or bananas?
I always get up at five o'clock in the morning. Steak or hamburgers?
I’m going to drink champagne tonight. English cars or American cars?
French wine or Italian wine?
5 Drill:
Football or tennis?
T: They usually play well.
Dogs or cats?
T: often
Houses or flats?
T: They often play well.
Trains or buses?
T : badly
Beer or wine?
T : They often play badly.
Ask me/him/her.
T: They usually play well.
C: They usually play well.
11 Pair Work.
Continue:
12 Go through the exercises orally. Set them in class or for
often noisily homework.
badly He
sometimes always
sing beautifully
 51

T a r g e t S tr u c t u r e s 1 0 Pair Work.
1 (did) it (an hour) ago.
11 Transfer. The teacher selects a student and acts out the
E x p re s s io n s dialogue, substituting other vocabulary items. Students do the
same in pairs, using the prom pts in the book.
Thank goodness!
I thou ght. . . 1 2 Dialogue 2. Follow the same procedure as for D ialogue 1,
Have a (cigarette).
but include these drills:'
I'm trying to stop.
Come on! Continue:
1 3 Drill:
I insist. last Saturday
T: last weekend
No, really . . .
T : What did you do last weekend? last Monday
T : last Saturday last Friday
N e w V o c a b u la r y
T : What did you do last Saturday? yesterday morning
wallet worried think/thought T: last weekend yesterday afternoon
purse about (two hours) drive/drove C.What did you do last weekend? yesterday evening
conductor lose/lost spend/spent (money) last night
the number 28 (bus) leave/left win/won
cough find/found give/gave 1 4 Drill: Continue:
T: by car on foot
T: I went by car. by train
1 Briefly revise the previous lesson. T : on foot by air
T: I went on foot. by taxi
2 Dialogue 1. Set the situation. Focus attention on the T: by car by bus
picture. Ensure the text is masked. Play the cassette or act out C .I went by car.
the text.
1 5 Dialogue 3. F ollow thesam e procedure as for Dialogue 1
3 Listen and Repeat. but include these drills:

4 Drill: Continue: 1 6 Drill: Continue:

T: handbag last night T: in Brighton in London
T: I lost my handbag this morning. She T : I thought you were in Brighton. in Oxford
T: last night camera T : in London in Cambridge
T : I lost my handbag last night. last week T : I thought you were in London. in Manchester
T : I lost my handbag this morning. He T .in Brighton in Paris
Repeat! wallet C :I thought you were in Brighton.
C :I lost my handbag this morning. last Saturday
17 Drill: Continue:
5 Drill: Continue: T: He/Saturday morning They/Sunday
T : on the seat under the chair T : He came back on Saturday morning. afternoon
T : I left it on the seat. on the shelf T : They/Sunday afternoon She/Monday evening
T: under the chair behind the seat T : They came back on Sunday afternoon. We/Tuesday
T : I left it under the chair. in front of my desk T: He/Saturday morning afternoon
T: on the seat near the window C .He came back on Saturday morning. I/this morning
C :1 left it on the seat. between the chairs John/last night
on the table
1 8 Drill:
6 Drill: Continue: T : He drove there. . . . Where?
T: an hour five minutes T : Where did he drive?
T : He gave it to me an hour ago. two hours T: He came back. . . . When?
T: five minutes half an hour T : When did he come back?
T: He gave it to me five minutes ago. fifteen minutes T : He drove there. . . . Where?
T : an hour quarter of an hour C: Where did he drive?
C: He gave it to mean hour ago. two days
twenty minutes Continue:
Hecameback. . . . When?
7 Focus attention on Dialogue 1. The students look and He went to a casino. . . . Why?
listen. Play the cassette or act out the text. He spent all his money. . . .How?
He won. . . . How much?
8 Silent Reading. He lost. . . . How much?
9 The teacher takes the part of E. The class in chorus takes 1 9 D ialogue4. F ollow thesam e procedure as fo rD ia lo g u e 1.
the part of F. Go through the dialogue. Then the teacher takes
the part of F. T h e c la s s in chorus takes the part of E. Go through
the dialogue.
 51 Everyday Conversation

Excuse me . . . I lost my handbag

handbag this morning. camera
w allet
Where did you lose it?
purse
On the bus . . . I left it on the um brella
number 28.
an h o u r ago
Well, you're lucky, the tw o hours ago
conductor found it. three hours ago
Thank goodness! I was worried. half an hour ago
Here it is. . . he gave it to me an 25 m inutes ago
hour ago.

G What did you do last weekend? last weekend

H I went to Oxford. last Saturday
last Monday
G Really? How did you go?
last Friday
H I went by car.
G How long did it take? by car
by train
H It took about two hours. by bus
by taxi

I Hello, John! I thought you were B righton

in Brighton! B ournem outh
London
J I was. I drove there on Friday.
Torquay
I Yes . . . ?
J . . . and I came back on Saturday Saturday m orning
Sunday evening
morning! Monday evening
I Oh? Why did you come back? Tuesday afternoon
J Well, I went to a casino, and th is m orning
spent all my money!
I How did you do that?
J Well, I won a little at first. . .
then I lost everything!

K Have a cigarette.
L No, thanks. I'm trying to stop.
K Oh, come on! I insist!
L No, really . . . I've got a terrible
cough.
 52 The Eight O'Qock News
Good evening. And here is the
Eight O'Clock News.
Last night there was a revolution
in Mandanga. The rebels attacked
the President's palace, shot the
President and burnt the building.
The air force bombed the capital.
The United States sent ships to the
area this morning. The Soviet
Union protested in the United
Nations.
The Scottish police are looking for
two climbers in the Highlands.
The climbers left yesterday
morning to climb Ben Nevis. It
began to snow heavily yesterday
afternoon. The police sent out a
search party yesterday evening.
They spent the night on the
mountain, but they didn't find the
climbers.
The Queen opened a new hospital
in London today. She met all the
doctors and nurses, and spoke to
the first patients. The Queen wore
a yellow dress, and a green hat.
. . . and next football. This
afternoon at Wembley Stadium,
England played against Wales.
England lost by four goals to nil.
The English captain broke his leg.
The Welsh team played well.
David Evans scored three goals for
Wales.
Q u estio n s
W hat happened in M andanga?
Ask “ W hen?”
W hat did the rebels attack?
Did they sh o o t th e Prim e M inister?
Ask “ W h o ? ”
W hat did they burn?
Did they bom b the capital?
W hat did the United States do?
W hat did the Soviet Union do?
Q u estio n s
How many clim bers are the police
lo o kin g fo r?
Ask “ W here?”
W hen did they leave?
W hat did they w ant to clim b?
Did it rain or did it snow ?
W ho sent ou t a search party?
Ask “ W h en?"
Did they spend th e nig h t in a hotel?
Ask “ W here?”
Did they find the clim bers?
Q u e s tio n s
W ho opened a hospital?
Ask “ W here?”
Ask “ W hen?”
W ho did the Queen meet?
W ho did the Queen speak to?
W hat did she w ear?
Q u estio n s
W ho did England play against?
Ask “ W here?”
Did they w in o r did they lose?
W hich team played w ell?
Ask “ How m any g o a ls? ”
W ho broke his leg?
W ho scored three goals?
 52

T a r g e t S tr u c t u r e s 1 4 Silent Reading.
Revision and extension of irregular verbs in the Sim ple Past.
1 5 Question and Answer, as in the student's book.
N e w V o c a b u la r y
1 6 Reproduction: Correct my Statement.
news patient attack(ed)
Get the students to correct your information:
revolution Wembley Stadium shoot/shot
1 The King opened a nezv hotel in Oxford today.
president goal burn/burnt
2 He met all the porters and waiters.
palace nil bomb(ed)
3 He spoke to the guests.
building Wales protest(ed)
4 The King wore a blue dress and a pink hat.
airforce leg begin/began
capital snow(ed)
17 Text 4. Focus attention on the picture. Ensure the text is
ship spend/spent (time)
masked. Set the situation. Play the cassette or act out the text.
area open (a hospital)
Soviet Union wear/wore
1 8 Listen and Repeat.
United Nations break/broke
police score(d)
1 9 Silent Reading.
The Highlands
Ben Nevis
20 Question and Answer, as in the student's book.
mountain
21 Dictate Situation 4. Students write it down and then
correct their own versions by reference to the text.
1 Briefly revise the previous lesson.

2 Text 1. Focus attention on the introductory picture and the 2 2 Closure. Play the com plete recording. Students listen.
picture for Text 1. Ensure the text is masked. Set the situation.
Play the cassette or read the text.

3 Listen and Repeat.

4 S ilent Reading.

5 Question and Answer, as in the student’s book.

6 Reproduction from prompts:

T: Last n ig h t. . . revolution . . . Mandanga.
T : Last night there was a revolution in Mandanga.
T : . . . rebels . . . President's palace.
S: The rebels attacked the President's palace.

Continue:
They . . . the President.
T h ey . . . the building. * ‘
The air force. . . the capital.
The United States . . . ships . . . area.
The Soviet Union . . . the United Nations.

7 Text 2. Focus attention on the picture. Ensure the text is

masked. Set the situation. Play the cassette or read the text.

8 Listen and Repeat.

9 Silent Reading.

1 0 Question and Answer, as in the student’s book.

11 Reproduction: C om plete the Sentence.

T: The Scottish police . . .
T: . . . are looking for two climbers in the Highlands.
Continue:
They left. . . .
It began. . . .
The police. . . .
They spent. . . .
But they didn't. . . .

12 Text3. Focus attention on the picture. Ensure the text is

masked. Set the situation. Play the cassette or read the text.

13 Listen and Repeat.

 53

T a r g e t S tr u c tu r e s 5 Section Two ( 1 9 3 3 - 1 9 4 3 ) .
Revision and extension of the Sim ple Past, with intensive T: In 1933 he changed his name . . . ask me Why?
question practice. (When Hughes was a pilot, he was an ordinary p ilo t and
wanted to be anonymous.)
E x p re s s io n s T: He built something in 1935 . . . askmeW hat?
He broke a record . . . ask me Which record?
He was bom in (Houston)lin (1905).
He flew very fa s t . . . ask me How fast?
. . . in (91 hours)
A President gave him something . . . ask Which President?
N e w V o c a b u la r y . . . ask What?
He flew som ew here. . . ask me Where?
start(ed) (school) manufacture(d) world record . . . ask me When?
die(d) start(ed) (a business) warplane In 1942 he designed planes . . . ask me What kind o f planes?
leave/left (school) crash (ed) bra In 1943 he designed something . . . ask me What?
inherit(ed) sell/sold passenger plane
become/became retire(d) million 6 Silent Reading. (H ughes’ life 1 9 3 3 -1 9 4 3 ). Ensure the rest
marry /married gamble(d) public life is masked.
produce(d) biography election
divorce(d) billionaire m.p.h. (miles per how 7 Pair Work.
direct(ed) director $20 (ten dollars)
build/built oil-drilling company 750,000 (seven 8 Section Three ( 1 9 4 7 - 1 9 5 8 ) .
break/broke (a record) Academy Award hundred and T: In 1947 he started a company . . . ask me Which company?
design(ed) world fifty thousand) In 1947 he nearly died . . . ask me How?
In hospital he did something . . . ask me What?
In 1947 he flew a new plane . . . ask me What kind of plane?
1 Focus attention on the pictures. Ensure the text is masked.
In 1948 he bought something . . . ask me What?
The students are going to ask you questions to discover what
He sold i t . . . ask me When?
is in the text. In 1957 he sold something . . . ask me What?
T: On the 24th of December 1905 (nineteen-oh-five), somebody was
He got a lot of money . . . ask me How much?
bom in Houston, Texas. . . . Who? He married again . . . ask me When?
Ask me. . . . ask me Who?
C.Who was born? He retired from public life . . . ask me When?
T : Howard Hughes, the billionaire, was born on the 24th of
December. . . . When was he born? 9 Silent Reading. (H ughes’ life 1 9 4 7 -1 9 5 8 ). Ensure the rest
is masked.
2 Section One (1905-1930)
T: He started school. . . ask meWhen? 1 0 Pair Work.
C: When did he start school?
T: He started school in 1912.
11 Section Four ( 1 9 6 6 - 1 9 7 6 ) .
(to an ind ividual) When did he start school? T: In 1966 he went somewhere . . .ask me Where?
You are going to run through the story of Hughes' life in this He bought some things . . . ask me What?
way. After responding to the student’s question, always check
He divorced Jean Peters . . . ask me When?
an individual by repeating the question to e lic it a repetition of
He gave money to Nixon . : . ask me When?
the correct answer.
. . . ask me How much?
Continue: . . . ask me Why?
Someone died in 1924 . . . ask me Who? He died . . . ask me When?
Hughes left school. . . ask me When? . . . ask me Where?
He inherited some money . . . ask me How much? He left a lot o f money . . . ask me How much?
He became Director of something . . . ask me What?
He married someone . . . ask me Who? 12 Silent Reading. (H ughes’ life 1 9 6 6 -1 9 7 6 ) Ensure the rest
. . . ask me When? is masked.
He went somewhere in 1927 . . . ask me Where?
He produced something . . . ask me What? 1 3 Pair Work.
. . .ask me When?
He divorced Ella R ice. . . ask me When? 1 4 Transfer.
He directed a film . . . ask me Which film?
. . . ask me When? T: Hughes was born on December the twenty-fourth.
I was bom on (July the second).
3 Silent Reading. (H ughes’ life 1905-1930). Ensure the rest
Ask several students: When were you born?
is masked.
Ask him. Ask her.
4 Pair Work. Students ask each other questions about
1 5 Homework/Transfer. Get each student to w rite a short
Hughes' life, 1905-1930, usinq the pattern What did he do in autobiography, or get students to question each other, and
1912? etc. then w rite a biography of the other student.
ч
53 Howard Hughes 1905-1976
а Biography of a Billionaire
24th December 1905 Howard
а Hughes was born in Houston,
Texas.
а 1912 He started school.
1924 His father died. He left
school. He inherited $750,000.
а He became director of his
father's oil-drilling company.
1925 He married Ella Rice.
а 1927 He went to Hollywood.
1928 He produced a film. He
divorced Ella Rice.

а 1930 He directed the film Hell's

Angels.

а 1933 He worked as an airline

pilot. (He changed his name).
1935 He built a plane. He broke

а the world air-speed record. (He

flew at 352 m.p.h.)
1937 President Roosevelt gave

а him a special aviation award.

1938 He flew round the world in
91 hours (a new world record).

а 1942 He designed and

manufactured war planes.
1943 He designed a new bra for

а film-star Jane Russell.

1947 He started T.W.A. (Trans

World Airlines). He crashed a
new war-plane. He nearly
died. In hospital, he designed a
new bed. He flew a new
700-seat passenger plane.
1948 He bought RKO Film
Studio.
1954 He sold RKO.
1957 He sold TWA for
$546,000,000. He married Jean
Peters.
1958 He retired from public life.

1966 He went to Las Vegas. He

bought a lot of casinos, clubs,
and hotels. (He didn't smoke,
drink or gamble.)
1971 He divorced Jean Peters.
1972 He gave $100,000 to
President Nixon for the 1972
Election.
5th April 1976 Hughes died in
Acapulco. He left
$2 ,000,000,000.
 j:
54 The boss and the secretary

Mr Gibbon Well, Miss Smith . . .

this is a change! I usually have
water with my meals, you
know.
Miss Smith Yes, Mr Gibbon,
but tonight we're having
champagne!
Mr Gibbon Please don't call me
Mr Gibbon. My friends always
call me Horace.
Miss Smith All right. . . Horace
. . . and we're having fillet
steak!
Mr Gibbon Isn't it wonderful! I
normally have egg and chips on
Mondays . . . you see, my wife
doesn't like restaurants.
Miss Smith Oh, your wife . . .
what's she doing now?
Mr Gibbon E r. . . she's watching
television at home. What
perfume are you wearing, Miss
Smith?
Miss Smith Please . . . call me
Dorothy. I'm wearing “Night of
Passion".
Mr Gibbon It's lovely. My wife
never wears perfume . . .
Miss Smith I don't always wear it,
but this is a special occasion.
Mr Gibbon Of course it is. I never
come to restaurants like this.
Dorothy, I want to ask you
something.
Miss Smith Oh, Horace, go on
. . .I'm enjoying this evening so
much.
Mr Gibbon W ell. . . it's difficult.
Miss Smith Please . . . ask me.
Mr Gibbon Well, you know
we've got a lot of work at the
office. . . .
Miss Smith Yes?
Mr Gibbon Well, can you work
on Saturdays until we finish it?
Miss Smith Oh!

Q u estio n s
W hat’s he d rin kin g to n ig h t?
W hat does he usually d rin k?
W hat’s he eating to n ig h t?
What does he usually eat on M ondays?
Is Miss S m ith w earing perfum e to n ig h t?
Does she always wear perfum e?
Exercise
He usually d rin ks water,
to n ig ht/cham pagne
But tonight he's drinking cham pagne.
1 He usually eats eggs,
tonig h t/ste a k
2 He usually d rin ks beer,
to n ig h t/w h isky
3 He uslially sm okes cigarettes,
to n ig h t/cig a rs
4 He usually eats.at<h6me.
to n ig h t/in a restaurant
 54

T a rg e t S tru c tu re s Continue:
Revision of Sim ple Present in contrast with Present She isn't wearing sunglasses.
Progressive. He isn't wearing a suit.
They aren't wearing ties.
N e w V o c a b u la ry He isn't smoking a pipe.
She isn't listening.
a change normally until
meal call like (this)
9 Drill: Continue:
special occasion enjoy
T : I'm enjoying this evening. She
T: She Are you . . . ?
T : She's enjoying this evening. this meal
1 Briefly revise the previous lesson.
T : Are you . . .? they
T: Are you enjoying this evening he
2 Focus attention on the picture. Ensure the text is masked.
T : I'm enjoying this evening. W hy . . . ?
Ask questions about the illustration:
Repeat! How much . . . ?
Where are they ?
C .I'm enjoying this evening. you
What's on the table?
What are they doing?
1 0 Silent Reading.
Explain that he is the boss, she is the secretary and that he is
married.
11 Question and Answer:
Play the cassette or act out the text.
What's he drinking tonight?
What does he usually drink?
3 Listen and Repeat.
What's he eating tonight?
4 Drill: Continue: What does he usually eat?
sometimes Is she wearing perfume?
T: 1 usually have water with my meals.
T: sometimes wine Does she always wear perfume?
He What's his wife doing tonight?
T : I sometimes have water with my meals.
T : wine always Does his wife wear perfume?
T : 1 sometimes have wine with my meals. They How much work have they got at the office?
T: I usually have water with my meals beer
12 Pair Work.
Repeat! She
C:I usually have water with my meals. never
1 3 Role-playing. Get two students to act out the situation in
5 Drill: front of the class.
T: He usually has water, . . . tonight/champagne.
1 4 Transfer:
T : He usually has water, but tonight he's having champagne.
Do you ever eat in restaurants?
Continue:
He usually has water, . . . tonight/wine. Ask him/Ask her/Ask me/Ask How often?
He usually has eggs, . . . tonight/steak. Are you wearing perfume?
He usually has beer, . . . tonight/whisky. Ask her.
Do you usually wear perfume?
He usually smokes cigarettes, . . . tonight/cigars.
He usually eats at home, . . . tonight/restaurant. Ask her, etc.

6 Drill: 1 5 Set the exercise in class or for homework.

T: Please don't call me Mr /Mrs/Miss (Smith). My friends always call
me (John/Mary).
Get the students to do the same using their own names.
Prompt by addressing students by their title and surname.
T: Now, Mr Schmidt. . . .
S: Please don't call me Mr Schmidt. My friends always call me
Franz.

7 Drill: Continue:
T : She doesn't like restaurants. They
T: They Do they . . . ?
T : They don't like restaurants. he
T : Do they . . . ? you
T : Do they like restaurants? pubs
T: She doesn't like restaurants. Why . . . ?
Repeat! he
C: She doesn't like restaurants. they '

8 Drill:
T: She isn't wearing perfume.
T : She never wears perfume.
T : She isn’t wearing sunglasses
T: She never wears sunglasses.
T: She isn’t wearing perfume.
C: She never wears perfume.
 X
55
It
T a r g e t S tr u c t u r e s
I was (doing it)ll wasn't (doing it).
9 Ask: What was the Englishmanlstudent/girl thinking about?
Invite several suggestions. T: The Englishman was thinking
%
Were you doing it? Yes, I was/No, I wasn't. about the traffic-lights, the girl was thinking about her boyfriend,
Contrast with the Sim ple Past. and the student was thinking about the girl.
E
N e w V o c a b u la r y 1 0 Refer students to the first row of pictures. Mask the text.
D ram atically say (with a sharp bang on the table):
street run/ran bedside
Suddenly. . . the dog saw the cat. Repeat!
traffic lights brake(d) opposite Ш
It ran across the road. Repeat!
comer immediately
Move on to the next row and mask the text:
bone quickly
The English driver saw the dog. Repeat!
He braked quickly. Repeat! E
1 Set the situation. The V. W. crashed into the Rolls-Royce. Repeat!
T: There was an accident yesterday. It was in Cambridge Street. Move on to the next row and mask the text:
There was a Rolls-Royce, there was a V. W. There was a beautiful The girl saw the accident. Repeat!
girl, there was a dog and a cat. She ran to a telephone box. Repeat!
Ask questions: Where was the accident? How many cars were A police car came immediately. Repeat!
there? How many animals were there? Was there a girl?

2 Focus attention on the first picture. Ensure the text is

11 Silent Reading,
i
masked. Play the cassette or read the text. 1 2 R eproduction from pictures.
Refer to the first row of pictures and mask the text. r-
3 Listen and Repeat. T: Picture one. C: Suddenly the dog saw the cat. p
Run through pictures 1 to 8.
4 Silent Reading.
1 3 Question Practice:
5 Question and Answer: T: The dog saw something. Ask me What? m
Were two cars going along Oxford Street or Cambridge Street? C: What did it see?
Was the Englishman driving the Rolls-Royce or the V. W. ? Continue:
Was the student driving a V. W. or a Mini? It ran somewhere. Ask me Where? J t
Was the student driving carelessly or carefully? Someone saw the dog. Ask me Who?
Was he looking at the beautiful girl or the dog? He did something. Ask me What?
Was she wearing a long skirt or a short skirt? The V. W. crashed into something. Ask me What? e-
Was she carrying an umbrella or a handbag? The girl saw something. Ask me What?
Were the traffic-lights red or green? She ran somewhere. Ask me Where?
Was the dog sitting in the middle of the road or beside the Something came quickly. Ask me What?
am
traffic-lights?
Was the cat sitting on the same comer or on the opposite corner? Play the sounds on the cassette for reproduction, using the
sounds as prompts.
6 R eproduction from prompts:
14 Drill: Continue:
T: Two cars . . . Cambridge Street. ■
T .Tw o cars were going along Cambridge Street. T: He was driving his car. - She was typing some letters.
Continue: T: Was he driving quickly? They were running.
An Englishman . . . Rolls-Royce. T: She was typing some letters. The plane was flying to New York.
A student. . .V.W. T: Was she typing quickly? 1 was driving my car.
The Englishman . . . carefully and slowly. T: He was driving his car. They were eating their dinner.
The student. . . carefully.
He . . . beautiful girl.
C: Was he driving quickly?
Ш
Б
She . . . street. 1 5 Drill: Continue:
She . . . handbag. T: He was talking to someone. They were looking at someone.
The traffic-lights . . . green. T: He wasn't talking to me! She was listening to someone. p-
A dog. . . traffic-lights. T: They were looking at someone. He/She was kissing someone.
A cat. . . opposite corner. T: They weren't looking at me! She was smiling at someone.
T: He was talking to someone. They were looking for someone.
C .He wasn't talking to me!
7 Drill: Continue: ■
J :I t They
16 Drill: Continue:
T: It was sitting there. He
T: They We
T: They were going. He
T : They were sitting there. She
T: He driving c
T: He was going. We

??
T: It ' You
C: It was sitting there. I •
T: driving Was she . . .
T: He was driving. Where . . .
8 Refer students to the single picture of the dog thinking. T: They were going. walking Б
T: The dog ivas thinking about a bone. Repeat! Repeat! they
The cat wasn't thinking about a bone. Repeat! C: They were going. sitting
What was it thinking about? Repeat!
Ask questions:
1 7 Written Phase: P
He was driving. They were driving.
What was the cat thinking about? E licit a variety of responses:
She wasn't driving. We weren’t driving.
It was thinking about milklfish/meatlits dinnerle\c.
Was John driving? Were you driving? J-
Yes, he was. Yes, we were.
No, he wasn't. No, we weren't.
 55 An accident

Two cars were going along

Cambridge Street. An
Englishman was driving a
Rolls-Royce, and a foreign
student was driving a V.W. The
Englishman was driving slowly
and carefully. The student wasn't
driving carefully . . . he was
looking at a girl. She was walking
along the street. She was wearing
a short skirt, and she was carrying
a handbag. The traffic-lights were
green. A dog was sitting beside
the traffic-lights. A cat was sitting
on the opposite corner.

**» » V П \ **,

The dog was thinking about a Suddenly the dog saw the cat. It ran across the road,
bone.

The English driver saw the dog. He braked quickly. The V.W. crashed into the
Rolls-Royce.

The girl saw the accident. She ran to a telephone box. The police came immediately.
 56 An investigation
Last night at 9.18 the Director of a
school was walking from his office
to his car when he was attacked
from behind. The attacker hit the
Director on the head. The police
think the attacker was a student
. . . maybe a girl student! The
police are going to interview every
student in the school.
Q u estio n s
W hen did it happen?
W hat tim e did it happen?
W here was the D ire cto r g o in g?
W here was he com ing from ?
Did the attacker hit him ?
W here did the attacker hit him ?
W hat do the police th in k ?
W h o ’s com ing to th e school later today?
W hat are they going to do?
A policeman interviewed the Q u estio n s
Director at the hospital last night: W here’s M r Snow now ?
Policeman Now, Mr Snow . . . W hat’s he d o in g?
W hat’s the policem an d o in g?
what can you remember about W hat was M r S now d o in g at nine o ’clock
the attack? yesterday?
Mr Snow Well, I was working late W hat tim e did he leave his o ffice?
yesterday evening. . . . Is he sure?
Policeman What time did you Ask “ W hy?”
leave your office?
W hat did he lock?
W hen did the a ttacker h it him ?
Mr Snow About quarter past Did he see the attacker?
nine. Ask “ Why n o t? ”
Policeman Are you sure? Did M r S now break his arm ?
Ask “ W hat?”
Mr Snow Oh, yes . . . I looked at
Ask “ W hen?”
my watch.
Policeman What did you do then?
Mr Snow Well, I locked the door
. . . and I was walking to my
car, when somebody hit me on
. the head.
Policeman Did you see the
attacker?
Mr Snow No, he was wearing a
stocking over his head.
Policeman Tell me, Mr Snow . . .
how did you break your leg?
Mr Snow Well, when they were
putting me into the ambulance,
they dropped me!
 56

T a rg e t S tru c tu re s 1 0 Now, in this phase find out when the actions started and
Extension of Past Progressive in contrast with the Sim ple Past. finished:
T: Maria . . . you were writing. When did you begin?
N e w V o c a b u la ry Maria: I began at 8.30.
T: Hmm . . . When did you finish?
investigation ambulance lock(ed)
Maria: I finished at 9.30.
attack late hit/hit
Do this with a few students to check the use of sim ple past in
attacker over put/put
these examples. Use Ask him/Ask her.
head interview drop(ped)
stocking happen(ed)
11 Pair Work. Get them to ask each other about actions, when
they began and when they finished.
1 Focus attention on the first picture. Ensure the text is
masked. Set the situation. Play the cassette or read the text. 12 Draw up a list of ‘suspects’, then say:
Refer the situation to your school, last night. I was working in the teacher's room at 9.18, but I didn't hear
anything.
2 Listen and Repeat. Get the class to question you closely about your actions and
movements the previous evening.
3 Silent Reading.
13 Focus attention on the picture for the dialogue. Ensure the
4 Question and Answer, as in the student’s book. text is masked. Set the situation. Play the cassette or act out the
text.
5 T: The police are going to ask a lot of questions about last night,
so we're going to practise some answers! I'm going to ask everybody 1 4 Listen and Repeat.
this question: What were you doing at 9.18?
Indicate several students and askthese questions: 1 5 Silent Reading.
What were you doing at 9.18?
What was he doing at 9.18? 16 Question and Answer, as in the student’s book.
What was she doing at 9.18?
17 Play the com plete recording. Students listen.
6 Use Ask him/Ask her to generate questions.
You can get innocent-looking students to help you.

7 Use this technique to generate further questions, (one

exam ple given):
T: What were you doing at 9.18?
S1 : 1 was writing.
T : (indicates student) Ask her Where?
S2: Where were you writing?
S1 : 1 was writing in my room.
T: (indicates student) A skher What?
S3: What were you writing?
S1 : 1 was writing a letter to my boyfriend.
Do this extensively.

8 Now c h e c k ’a lib is ’ by this method:

T: Now, Maria was writing aletter at 9.18. Was she alone? Askher.
S2: Maria, were you alone?
S1: Yes, I was.
T : Where was your landlady?
S1: She was in the living-room.
T: Ask what she was doing.
S3: Maria, what was your landlady doing?
S1: She was watching television.
Do this extensively.

9 Now check the actions more carefully (one example):

T: Maria, you were writing at 9.18. Fritz, ask her about nine o clock.
Fritz: Were you writing at nine o'clock?
Maria: Yes, I was.
T: Hmm . . . Hans, ask her about ten o'clock.
Hans: Maria, were you writing at ten o'clock?-
Maria: No, I wasn't.
T: Lucia, ask What?
Lucia: Maria, what were you doing at ten o'clock?
etc.
 57

T a r g e t S tr u c t u r e s 9 Com pletion Drill:

Could used for past ability
+ when you were (ten).
N e w V o c a b u la r y
a photograph album
(six) years old
T: When she was 18 months old . . .
T : . . . she could walk.
T : When she was 18 months old . . .
C: She could walk.
sail piano
Continue:
When she was twolthreelfive/sixlsevenlten

10 Com pletion Drill:

Briefly revise can. A skthese questions:
When she was 3 months old .
Can you swim? type?
. . . she couldn't speak.
ride a bicycle? drive?
When she was 18 months old .
ride a horse? cook?
. . . she couldn't swim.
play the piano? dance?
When she was 3 months old .
speak French? sail a boat? (Explain)
sew? read Italian? She couldn't speak.
teach Japanese?
Ask him!Ask her IAsk me!Ask each other. Continue:
When she was 18 months old . . .
2 Focus attention on the picture. Ensure the text is masked. When she was two . . .
Set the situation. Play the cassette or read the text.
When she was three . . .
When she was five . . .
3 Listen and Repeat. When she was six . . .
When she was seven . . .
4 Drill:
11 Ask questions about Jenny:
T: Can he swim?
T : Yes, he can. He could swim when he was Jive. T: Could she walk at three months old?
T: Can they swim? Could she walk at 18 months old?
T: Yes, they can. They could swim when they were five.
C:No, she couldn't/Yes, she could.
T: Can he swim? Ask him!Ask her!Ask me/Ask each other.
C.Yes, he can. He could swim when he was five.
12 Pair Work. Get students to ask each other questions about
Jenny and to answer them in pairs:
Continue:
S1: Could she play the piano when she was two?
Can they swim?
S2: No, she couldn't.
Can she swim?
Can you swim?
1 3 Transfer. The teacher asks the students about their lives
Can Martin swim?
Can Jenny swim? up to the age often:
T: Could you ride a bicycle at five? etc.
5 Drill: Continue: C: Yes, I could/No, I couldn't.
T : swim read Ask him/Ask her/Ask me/Ask each other.
\
T: Could you swim when you were five? walk
1 4 Focus attention on Jenny’s photograph album, the second
T: read speak
eight photographs only. Set the situation.
T : Could you read when you were five? write
T: Look at the first picture. What could Jenny do when she was
T: swim speak English
C: Could you swim when you were five?
eleven?
C: She could speak French.
6 Silent Reading. Continue:
What could Jenny do when she was twelve?/fourteen?/fifteen?/etc.
7 Pair Work.
1 5 Pair Work. Get students to ask each other questions about
Jenny:
8 Focus attention on Jenny’s photograph album, on the first
S1: What could Jenny do when she was eleven?
eight photographs only. Set the situation.
S2: She could speak French.
T: Look at the first picture. Look, listen and repeat.
This is Jenny when she was three months old. Go through the pictures like this.
She couldn't speak. She couldn't walk. She couldn't read. She
16 Transfer. Teacher asks the students about their lives after
couldn't write.
the age often.
Look at the second picture. When she was 18 months old, she could
T: Could you speak French when you were eleven?/twelve? /etc.
walk.
Look at the third picture. When she was two, she could speak. C: Yes, I could/No, I couldn't.
Look at the fourth picture. When she was three-, she could swim. Ask him/Ask her/Ask me/Ask each other.
Look at the fifth picture. When she was five, she could read.
17 Pair Work. The students question each other about their
Look at the sixth picture. When she was six, she could write.
Look at the seventh picture. When she was seven, she could ride a past abilities.
bicycle.
1 8 Go through the exercise orally. Set it in class or for
Look at the eighth picture. When she was ten, she could play the
homework.
piano.
 57 A photograph album

Jenny's 26. She's a teacher. She's

in class now.
Jenny Now, Martin . . . can you
swim?
Martin Yes, I can . . . I could
swim when I was five.
Jenny Could you?
Martin Yes, Miss . . . could you
swim when you were five?
Jenny I could swim when I was
three.
Martin Really, Miss? Could you
read and write when you were
three?
Jenny No, Martin . . . of course I
couldn't!

E xercise
W hen Jenny was ten, she could play the Now write ten sentences:
piano, and she could ride a bicycle. But W hen I w as ten, I could read.
she c o u ld n ’t speak French, and she W hen I w as ten, I couldn't speak English.
c o u ld n ’t sew.
 71
58 A spy story

n
£
E
E
Z
G
P
e

M This is a very important X Now, Olga. You must check

mission, 006.
006 What must I do?
M You must go to Moscow on
tonight's plane.
006 Ah, Moscow! I've got a
girlfriend there!
M We know that. . .but you
mustn't visit her!
006 Where must I stay?
M You must go to the Airport
Hotel, stay in your room and
wait.
006 Which passport must I use?
M Your Swiss passport. . . and
you must speak Swiss-German
all the time. They mustn't know
your nationality.
006 What must I take with me?
M Well, you mustn't carry your
gun . . . but take a lot of warm
clothes. Good luck, 006!
Q u estio n s
Is it an im p o rta n t m ission?
Must he go to M oscow ?
Ask “ W hen?” Ask “ H ow ?”
W ho m u stn 't he visit in M oscow ?
Must he stay in a hotel?
Ask “ W hich h o te l? ”
M ust he stay in his room ?
W hat m ust he do there?
W hich passport m ust he use?
M ust he speak E nglish?
Ask “ W ha t?” Ask “ W hy?”
W hat m ust he take w ith him ?
W hat m u stn ’t he take w ith him ?
into the Airport Hotel tonight.
Olga Must I reserve a room?
X No, you needn't. We reserved
one for you . . . next to the
British agent's room.
Olga Must I stay in my room?
X No, you needn't stay in your
room, but you must stay in the
hotel. I’m on a diet, so
Olga Must I . . . be nice to him? I mustn't eat bread.
X No, you need n't. . . but you I mustn't drink beer.
must discover why he's here. I mustn't go
everywhere by car.
Olga Must I contact you every
day?
X No, you mustn't! It's too
dangerous for you.
Olga Why?
X Because 006 is a very dangerous
man.
I’m a millionaire, so
Q u estio n s
M ust she check in to the hotel to n ig h t?
I needn't work.
I needn't save my
E
M ust she reserve a room ? money.
Must she stay in her room ?
Must she stay in the hotel?
I needn't worry about
inflation. t
M ust she be nice to 006?
W hat m ust she discover?
Must she con ta ct ‘X ’ every day?
Ask “ W hy n o t? ”
W rite six true
sentences.
e
Begin
I m u stn ’t . . .
I needn't . . . t
 58

T a r g e t S tr u c t u r e 12 Drill: Continue:
I must do it. T: She needn't reserve a room. They
T: They buy a ticket.
He mustn't do it.
We needn't do it. T: They needn't reserve a room. He
Must I do it? T: buy a ticket wear a tie.
Yes, you must/No, you needn't. T: They needn't buy a ticket. You
T: She needn't reserve a room. study all the time.
N e w V o c a b u la r y Repeat! We
C: She needn't reserve a room.
spy story contact use
mission save (money) check into 13 Silent Reading.
inflation worry about discover
dangerous be nice to 1 4 Question and Answer, as in the student’s book.
E x p re s s io n s
1 5 Pair Work.
all the time
good luck! 1 6 Drill, to discrim inate between mustn't and needn't.
T: The room is full of gas. I'm going to light a match.
C :No! You mustn't!
1 Briefly revise the previous lesson. T: The room is very light. Must I turn on the lights?
C :No, you needn't.
2 D ialogue 1. F o c u s a tte n tio n o n th e firs tp ic tu re . Ensurethe T: I'm very angry. I'm going to break the window.
text is masked. Set the situation. Play the cassette or act out the C :No, you mustn't!
text. T: He's a teacher . . . must he wear a tie?
C :No, he needn't.
3 Listen and Repeat. T: She's a student. . must she wear a uniform?
C :No, she needn't.
4 Drill: Continue: T: I don't like this class. I'm going to jump out of the window.
T :I He C:No, you mustn't!
T: I must go. They
T: He She 17 Go through the exercises orally. Set them in class or for
T: He must go. We homework.
T: 7 You
C: I must go. Double-oh-six

5 Drill: Continue:
T: He must go. Must he?
T: Must he? Where?
T: Must he go? You
T: Where? When?
T : Where must he go? they
T: He must go. Repeat! Why?
C .He must go. leave
she

6 Drill:
T: I'm going to smoke.
T : You mustn't smoke in class!
T : I'm going to drink whisky.
T: You mustn't drink whisky in class!
T: I'm going to smoke.
C: You mustn't smoke in class!

Continue:
I'm going to drink whisky.
I'm going to speak Spanish.
I'm going to sleep.
I'm going to take my clothes off.
I'm going to kiss a student.

7 Silent Reading.

8 Question and Answer, as in the student's book.

9 Pair Work.

1 0 Dialogue 2. Focus attention on the second picture. Ensure

the text is masked. Set the situation. Play the cassette or act out
the text.

11 Listen and Repeat.

 59

E x p re s s io n s 1 4 Drill: Continue:
Hello . . . this is (Tom) here. T:3 minutes/Madrid 6 minutes/Rio
Hang on a m inute. . . I'll see. T : I'd like to make a 3-minute call to Madrid. 9 minutes/Athens
(Mary)’s out. T: 6 minutes/Rio 3 minutes/Vienna
Could you take a message? T : I’d like to make a 6-minute call to Rio. 6 minutes/Brussels
Can I dial direct to (Zurich)? T: 3 minutes/Madrid
What's the S.T.D. code number, please? S: I'd like to make a 3-minute call to Madrid.
What's the name?
I'd like to make (a 3-minute call) to (Madrid).
I'll call you back.

N e w V o c a b u la r y
receiver operator lift
continuous purring emergency hear
rapid pips fire press in
box on the comer of
Directory Enquiries
International Service
S.T.D. (Subscriber
Trunk Dialling)

1 Briefly revise the previous lesson.

2 Dialogue 1. Set the situation. Focus attention on the

picture. Explain the British telephone system: you do not put
the money in until the ca lle r answers. Ensure the text is -
masked. Play the cassette or act out the text.

3 Listen and Repeat.

4 Focus attention on Dialogue 1. The students look and

listen. Play the cassette or act out the text.

5 Silent Reading.

6 The teacher takes the part of M. The class in chorus takes

the part of N. Go through the dialogue. Then the teachertakes
the part of N. The class in chorus takes the part of M. Go
through the dialogue.

7 Pair Work.

8 Transfer. The teacher selects a student and acts out the

dialogue, substituting other vocabulary items. Students do th e L
same in pairs, using the prom pts in the book.

9 D ialogue2. F o llo w th e s a m e p ro c e d u re a s fo rD ia lo g u e 1,
but include this drill:

10 Drill: Continue:
T: Zurich Paris
T : Can I dial direct to Zurich, please? Rome
J : Paris Chicago
T: Can I dial direct to Paris, please? Teheran
T: Zurich Mexico
C: Can I dial direct to Zurich, please?

11 D ialogue3. F o llo w th e s a m e p ro c e d u re a s fo rD ia lo g u e 1,
but include this drill.

12 Drill: Continue:
T: you he
T : Where do you want to go? they
T: he Mr Johnson
T : Where does he want to go? we
T: you she
C: Where do you want to go?

1 3 Dialogue 4. F ollow the same procedure as for Dialogue 1,

but include this drill.
 59 Everyday Conversation

M Bournemouth 18233. 18233

N Hello. This is Tom Piper here. 50079
61443
Is Mary there?
88220
M Hang on a minute. I'll see. 74597
N O.K. H ave m oney ready 2p о гЮ р y
Tom Piper
M Hello. I'm sorry, but Mary's Guy Black
out. Alan Heath L ift re ce ive r
N Oh! Could you take a message? Nigel Thatcher L iste n fo r c o n tin u o u s p u rrin g
M Yes, of course. Just a minute. I C hris Owen
D ial n u m b e r o r c o d e and n u m b e r
need a pen. W h e n y o u h e a r ra p id p ip s ,
p re ss in a co in
T o c o n tin u e a d ia lle d ca ll
p u t in m o re m o n e y d u rin g c o n v e rs a tio n o r
w h e n yo u h e a r ra p id p ip s ag a in

O Hello. Directory Enquiries. Can Zurich/010411

I help you? Paris/010331
P Yes. Can I dial direct to Zurich? R ome/010396 Operator services
C hicago/0101312
O Yes sir, you can. Teheran/0109821
P What's the S.T.D. code
number, please? E m e rg e n c y c a l l s ........................................... 999

O It's 010411. Fire, Police. A m bulance

(Ask fo r the em ergency service yo u w a n t)
P Thank you. Enquiries an d D ifficulties
D iffic u lty in obtaining a c a ll.................................... 100
D irectory Enquiries.................................................... 192
O ther Enquiries and S u p e rv is o r............................. 191

Fault R epair S e r v i c e ...........................................1 5 1

(Telephone o u t o f order or broken)

O perator -jqq

100

Q Hello. Radio Taxis. the station

R I'd like a taxi, please. the a irp o rt
the hospital
Q When do you want it? the bus station
R As soon as possible. the ABC cinem a
Q Where are you?
M rJo h n so n
R On the corner of London Road Mrs Taylor
and Strouden Street. Miss Baker
Q Where do you want to go? Dr Steele
R The station.
Q What's the name?
R Johnson. Mr Johnson.
Q O.K. Thank you.

S Hello. International Service. M adrid 654321

Can I help you? Lisbon 974483
Athens 107233
T Yes, please. I'd like to make a
V ienna 449505
three-minute call to Madrid. Brussels 1678901
S What's the number, please?
T Madrid 65.43.21.
S What's your number, please?
T Oxford 56767.
S Please put £1.56 in the box and
I'll call you back.
T Thank you.
 60 Another personal letter

Dear John,
Anne,
Father,
Mother,

Last Monday I went on an excursion to Windsor. I went with my girlfriend. I got up

night on a trip Cambridge. some friends.
weekend Stratford. my boyfriend.

early and met her at the station. In the morning we visited the castle.
at seven o ’clock him school. the village,
late them bus station. the town.

It was very interesting. We saw the river. We had lunch in a restaurant and I drank
boring. the university. a pub
beautiful. the old town. a cafeteria

a lot of tea. In the afternoon we sat in a garden and walked through the park. I met a very
some beer, by the river around the town,
too much wine. in the park along the river.

interesting Englishman with blue eyes. I didn't practise my English because he spoke Spanish
handsome English girl a beard. she Arabic
beautiful long hair. Japanese

all the time. Did you have a nice weekend? I miss you a lot.
good week?
 60

E xpressio n
I miss you a lot.

N e w V o c a b u la ry
Frenchman early sit!sat
trip by (the river) practise
park other speak/spoke
river boring
castle
village
cafeteria

1 Set the situation. Ensure the text is masked. Read the

letter.

2 Listen. Read the letter again.

3 Silent Reading.

4 Question and Answer:

Who's writing?
Who's she writing to?
Is this her first, second, or third week in Paris?
What's her address?
When did she write it?
Where did she go last weekend?
Who did she go with?
What time did she get up?
Did she meet anybody? Ask Who? Ask Where?
What did they visit in the morning?
Was it boring, or was it interesting?
What did they see?
Did they have lunch in a big restaurant? Ask Where?
Did she drink wine, or did she drink beer? Ask How much?
What did they do in the afternoon?
Did they walk through the house? Ask Where?
Who did she meet?
What was he like?
Did he have a beard or a moustache?
Did she practise her French ? Ask Why not?
What question did she ask?
Does she miss him? Ask How much?

5 Pair Work. Students ask each other about the previous

weekend.

6 Explain the idea. They are going to write a letter.

T: You can write a letter now . . . this can help you.
Go through giving a model. Get them to prepare their letter on
a sheet of paper.

7 Get one or two students to read their version. Get them to

write an im aginary letter for homework.
 61

T a rg e t S tru c tu re s 6 Take a student’s book/purse/bag to the front of the class.

Introduction of Present Perfect with regular verbs: T: Have I opened it?
I'm going to (open) it. He’s opened it. Yes, he has. S: No, you haven't.
I’m (opening) it. Has he opened it? No, he hasn't. Point to another student.
T : Have you opened this bag? Ask him!Ask her.
I've (opened) it. What have I done?
T : Has he opened it? Have they opened it?
N e w V o c a b u la ry
7 Substitution Drill: Continue:
Mission Control clearly place he
T: you
ladder next done T : Have you opened it? ( hav ) they
flag T: he she
T : Has he opened it? ( h s z ) I
T: you we
1 Focus attention on yourself. T: Watch and listen. John and Mary
C .Have you opened it?
I'm going to open the door. Move slowly towards the door.
What a m i going to do? Stretch out your hand towards the door. 8 Get two books or bags. Open one bag, but not the other.
C: You 're going to open the door.
T: I've opened this (bag), but I haven't opened that (bag).
T: I'm opening the door. Open the door very slowly, inch by inch.
Close both bags. Bring out a student.
What am I doing? T : Open that bag.
C: You're opening the door. He’s opened this bag, but he hasn't opened that bag.
T : I've opened the door.
Remove your hand sharply when the door is open. 9 Drill: Continue:
Now close the door quickly, and open it quickly. She
T:1
T: What have I done? We
T : I haven't opened it.
C: You've opened the door. You
T: She
T: Again. He
T : She hasn't opened it.
C.You've opened the door. T: I They
T: Watch and listen. Mr and Mrs Smith
C :I haven't opened it.
I'm going to close the door. Move slow ly towards the open door,
hand outstretched. What a m i going to do?
1 0 Written Phase:
C: You're going to close the door. ve
I opened it.
T: I'm closing the door. Close the door very slowly, inch by inch.
You haven't
What am I doing?
We
C: You're closing the door.
They
T: I've closed the door. W hen th e d o o rclo se s, remove your hand
sharply. T: I've closed the door.
He s
Now open the door q uickly and close it quickly.
She hasn't
T: What have I done?
C: You've closed the door.
Have I opened it? Yes, I have.
you Yes, he has.
2 Bring out a male student.
we No, I haven’t.
T: He's going to open the door. What's he going to do?
they No, he hasn't.
C: He's going to open the door.
Say to the student: Open the door very, very slowly.
Has he
As he is opening the door, say: He's opening the door. What's he
she
doing?
When he has opened the door, say Listen: He's opened the door.
11 Focus attention on the pictures for the dialogue. Ensure
T : What has he done? C: He's opened the door.
the text is masked. Set the situation. Play the first section ofthe
T : Repeat. C.He's opened the door.
dialogue only.
Teacher to the student: What have you done?
Male student: I've opened the door.
12 Listen and Repeat.
3 Repeat the above procedure with a fem ale student, but
1 3 T: Can Phil hear Mission Control?
use the close sequence.
Can he hear them clearly? What's he going to do?
4 Substitution Drill: Continue:
1 4 Play the-second section o fth e dialogue.
T: I She
T: I've opened it. We
15 Listen and Repeat.
T: She He
T : She's opened it. You
1 6 T: What's he doing now?
T: I They
C: I've opened it. 17 Play the third section o fth e dialogue.
5 Indicate a student:
1 8 Listen and Repeat.
T: Open your book. Wait! What are you going to do?
What's he going to do? 1 9 T: What has Phil done?
T: O.K. Open it-slow ly.
What can he see? What's it like?
What have you done? What has he done?
Do this again, using close. Move on to a fem ale student. 2 0 Silent reading of the dialogue.
Then use window, handbag, folder to generate more practice.
Then use two students to generate they and we. 21 Go through the exercises orally. Set them for homework.
 61 On the moon

Phil Strongarm, the American

astronaut has landed on the
moon. He's speaking to Mission
Control now:
Mission Control Hello, P h il. . .
can you hear me?
Strongarm Yes, I can hear you
clearly.
Mission Control What are you
going to do next?
Strongarm I'm going to open the
door.
Mission Control Hello, P h il. . .
What are you doing now?
Strongarm I'm opening the door.
Mission Control Phil! Have you
opened the door?
Strongarm Yes, I've opened the
door. I can see the moon! It's
fantastic!

Exercise

1 W hat's he going to do ? What's he doing? What has he done?

He’s go ing to clim b dow n the ladder. He's clim b in g dow n the ladder. He's climbed dow n the ladder.

2 W hat’s he going to do?

He’s go in g to place the flag.

3 W hat’s he going to do?

He’s go in g to close the door.
 62 Where's he gone?

Beryl Hello, Ja n e t. . . what's the

matter?
Janet It's my husband . . . he's
gone!
Beryl Gone? Where's he gone?
Janet He's gone to Paris.
Beryl Has he gone on business?
Janet No, he hasn't gone on
business. He's gone with
Dorothy.
Beryl Dorothy?
Who's Dorothy?
Janet She's his secretary.
Beryl Is he coming back?
Janet I don't know.

Paul Can you lend me £5?

Bill Sorry, I can' t. . . I haven't
been to the bank today.
Paul Oh dear . . . I haven't been
either, and I need some money.
It's too late now . . . it's four
o'clock.
Bill Why don't you ask Peter?
Paid Oh, has he been to the bank?
Bill Yes, he has. He always goes
on Mondays.

Exercise

He's been to the bank. She . . . shops. They . . . church. He . . . hairdresser.

She's gone to Paris. They . . . London. He . . . hospital. He . . . on business.

 62

T a rg e t S tru c tu re s 11 Dialogue 1. Focus attention on the picture. Ensure the text

Present Perfect bee« and gone. is masked. Set the situation. Play the cassette or act out the
text.
N e w V o c a b u la ry
12 Listen and Repeat.
on business been lend
gone
13 Drill: Continue:
T: He's gone. They’ve gone.
T: Gone? Where'she gone? She's gone.
1 Choose a male student.
T: Come here, please, (John). T: They've gone. It’s gone.
Indicate the door. T: Gone? Where've they gone? My wife's gone.
T: Go out for a minute. Wait! T : He's gone. The President's gone.
C .Gone? Where's he gone?
Where's he going to go?
Where are you going to go?
Lead him slowly to the door. 1 4 Drill:
T: Now, he's going out. H tie s gone to Fans.
Where is he going? T: Yes, but he hasn't gone on business.
Where are you going? T : They've gone to Paris.
Close the door behind him. T : Yes, but they haven't gone on business.
T: (John) isn't here. T : He's gone to Paris.
He's gone out. . . . Repeat! C: Yes, but he hasn't gone on business.
Bring the student in, thank him, and ask him to sit down.
Continue:
2 Repeat the same procedure with a fem ale student, to They've gone to Paris.
elicit: She's gone to Paris.
She's gone out. She isn't here now. The boss has gone to Paris.
His secretary's gone to Paris.
3 Repeat the same procedure with two students, to elicit: Horace and Dorothy have gone to Paris.
They've gone out. They aren't here now.
1 5 Silent Reading.
4 T: Watch me. . . . I'm going out.
Go out, close the door. Wait a few seconds. Come back in and 1 6 Question and Answer:
say: Is her husband with her?
I've been o u t . . . I've been out. Has he gone to London? Ask Where?
I'm here now . . . but I've been out. Has he gone on business?
Has his sister gone with him? Ask Who?
5 Indicate a male student, lead him to the door and close
the door behind him. Wait a fe w seconds and then bring him 1 7 Pair Work.
back in.
T: He's been o u t. . .he's here now, but he's been out. Repeat! 1 8 Dialogue 2. Focus attention on the picture. Ensure the text
is masked. Set the situation. Play the cassette or act out the
6 Follow the same procedure using a fem ale student, to text.
elicit:
She's been o u t. . . she's here now, but she’s been out. 1 9 Listen and Repeat.

7 Follow the same procedure using two students, to elicit: 2 0 Drill: Continue:
They've been o u t. . . they're here now, but they've been out. T: I haven't been to the bank today. She
T: She Have you?
8 Drill: Continue: T: She hasn't been to the bank today. post-office
T:He They T : Have you? this week
T:He's gone out. She T: Have you been to the bank today? he/they
T:They John T: I haven't been to the bank today. Repeat! bank/London
T:They've gone out. The teacher C: I haven't been to the bank today. this year.
T:He Mr and Mrs Smith
C.He's gone out. Mary 21 Silent Reading.

9 Drill: Continue: 22 Question and Answer:

T:I She Can Bill lend Paul £5? Ask Why not?
T:I've been out. We Has Paul been to the bank? What does he need?
T:She You Is the bank still open?
T:She's been out. He Has Peter been to the bank?
T:I They When does he always go to the bank?
C.l've been out. John
23 Pair Work.
1 0 Drill: Continue:
T: John isn't here. Mary's here. 2 4 Transfer. Ask questions:
T: No . . . he's gone out. John and Tom aren' Have you been to the bank today?
T : Mary’s here. here. to the post office this week?
T : Yes, but she's been out. Mary and Jenny art to the hairdressers this month?
T: John isn't here. here Ask me/Ask him/Ask her IAsk each other.
C :No . . . he's gone out. I'm here.
2 5 Go through the exercises orally. Set them for homework.
 63
P
T a rg e t S tru c tu re
I ’ve just (done) it.
1 2 Dialogue 3. Follow the same procedure a s fo r D ialogue 1,
but include these drills. P
I've already (done) it.
Extension of regular verbs in the Present Perfect. 1 3 D rill: Continue:
T : I’ve just painted the door. He
E xp ressio n s T : He window
T : He's just painted the door. opened
What's wrong?
T : window They
Be careful!
T : He's just painted the window. closed I
T : I’ve just painted the door. cleaned
N e w V o c a b u la ry
Repeat! She
foreigner pocket paint(ed)
hand holiday-maker brush(ed)
C: I've just painted the door. the door
I
elbow pencil touch(ed) 1 4 Drill:
arm stranger perfect(ed)
shoulder
address book deaf
T: You mustn't touch the door!
T: I haven't touched it.
T: You mustn't ask John!
E
diary funny T: I haven't asked him.
T: You mustn't touch the door!

1 Briefly revise the previous lesson.

C.I haven't touched it. I
Continue:
2 D ialogue 1. Set the situation. Focus attention on the You mustn't ask John!
picture. Ensure the text is masked. Play the cassette or act out You mustn't look at your book!
the text. You mustn't turn the page!
You mustn't close your eyes!
3 Listen and Repeat. You mustn't kiss Anne!
4 Drill: Continue: 1 5 Dialogue 4. F o llow thesam e procedure asfo r D ialogue 1,
T: I/pen she/pencil but include these drills.
T: I can't find my pen. he/address book
T: she/pencil we/coats 1 6 Drill: Continue:
T : She can't find her pencil. they/books T : Wash your hair. Brush your shoes.
T: I/pen I /diary T : I’ve already washed it. Clean your room.
C.I can’t find my pen. T : Brush your shoes. Finish your work.
T : I’ve already brushed them. Clean your teeth.
5 Focus attention on Dialogue 1. The students look and T : Wash your hair. Count your money.
listen. Play the cassette or act out the text. C .l’ve already washed it. Sign your name.
Answer the questions.
6 Silent Reading.
1 7 Drill:
7 The teacher takes the part of U. The class in chorus takes
T: Is he going to wash his hair?
the part of V. Go through the dialogue. Then the teacher takes
T : No, he's already washed it.
the part of V. The class in chorus takes the part of U. Go through
T : Are they going to brush their shoes?
the dialogue. T: No, they've already brushed them.
T: Is he going to wash his hair?
8 Pair Work.
C :No, he's already washed it.

9 Transfer. The teacher selects a student and acts out the Continue:
dialogue, substituting other vocabulary items. Students do the Are they going to brush their shoes?
same in pairs, using the prom pts in the book. Is she going to clean her room?
1 0 D ia lo g u e 2. F o llo w th e s a m e p ro c e d u re a s fo rD ia lo g u e 1,
Are you going to finish your work?
Is he going to clean his teeth?
E
but include this drill. Are they going to count their money?
Is she going to sign her name?
11 Drill:
T: foreigner
Are we going to answer the questions? f
T: What does foreigner mean?
T: U.K.
T: What does U.K. mean?
T : foreigner
E
C.What does foreigner mean?

Continue: 1
U.K. (United Kingdom)
stranger (a person you don’t know)
BBC (British Broadcasting Corporation)
queue (a line of people)
P
ITV (Independent Television)
telly (television)
G.P.O. (General Post Office) t
Then explain to the class what each word means.

t
 63 Everyday Conversation

U Oh, dear! pen

V What's wrong? pencil
address book
U I can't find my pen.
diary
V Really!
U You mustn't laugh . it isn't in your hand
in your pocket
funny. on y o u r desk
V Oh, yes it is. u nder yo u r elbow
U Is it? Why?
V It's in your hand!
U Oh, yes.

W Are you a foreigner? fo re ig n e r

X Pardon? to u rist
W ARE-YOU-A-FOREIGNER? student
holiday-m aker
X You needn't shout. I'm not teacher
deaf.
W Oh, I'm sorry.
X That's all right. I just didn't
understand. What does
'foreigner' mean?

Y Be careful! door
Z Why? shelf
desk
Y I've just painted the door.
chair
Z It's all right. . . I haven't wall
touched it.
Y Haven't you? What's that on
your arm? ieg
sh o u lde r
elbow

A I'm bored. wash yo u r hair

B Well, do something! fin ish your
hom ew ork
A What, for example?
brush y o u r shoes
B Wash your hair. iron your clothes
A I've already washed it. clean yo u r room
B Brush your shoes. telephone your
A I've already brushed them. friend
B Why don't you clean your perfect your
English
room? study yo u r English
A I've already cleaned it.
B W ell,. . . perfect your English!
A Hmm. . . .
 E
64 Town and Country

Chris Stan! I've got a new job! I'm

going to live in London!
Stan Are you? Oh, I lived in
London five years ago.
Chris Did you like it?
Stan Not very much.
Chris Why not?
Stan Well, there were too many
people, and there was too much
noise.
Chris Oh, I love crowds and
noise!
Stan Well, I d o n 't. . . and I don't
like pollution.
Chris What do you mean?
Stan Oh, there isn't enough fresh
air in London.
Chris But there are a lot of parks. Tnnnrmu ' m a jffilli
Stan Yes, I know . . . and people
sleep in them!
Chris Why?
Stan Because there isn't enough
accommodation . . . there
aren't enough flats and houses.
Chris Well, I still prefer big cities. *.• V ^ - I
Stan But why? : 1<F: r~ -■
Chris I was born in a small ____ ___
country village. It was too quiet. - ? vft (Sv"ss"‘ «3- '\jk
Stan You were lucky! '■ I'kiT i “ . ~ j¥~ mm/~ ' '• r" ( 7-' .a ■
Chris I don't think so. There
wasn't much to do. That's why ,___ ___ _ _________ ___ _ — --------------------- —
young people go to London. ■
Stan But London's too expensive
for young people.
Chris But they still go . . . they
want excitement.
Stan Hmm . . . I don't want
excitement. I just want a quiet
life, that's all.

E xercise
In London
There's too much noise.
There isn't enough fresh air.
There are too many people.
There aren't enough flats.

In the W orld
1 . . . pollution.
2 . . . oil.
3 . . . people.
4 . . . doctors.

I
J
I
 64

T a r g e t S tr u c t u r e s 8 Question and Answer:

There's too much (noise). Did Stan live in London? Ask When?
There are too many (people). Did he like it? Ask Why not?
There isn't enough (fresh air). Does Chris like crowds?
There aren't enough (flats). Does he like noise?
Is there enough fresh air in London?
N e w V o c a b u la r y Ask m e:. . . enough flats in London?
Are there any parks in London ? Ask How many?
crowds fresh country
Is it easy to find a flat, or is it difficult to find a flat?
noise air excitement
Does Chris prefer cities, or villages?
pollution accommodation life
Was he bom in the city? Ask Where?
mean still oil
Did he like the village? Ask Why not?
Do many young people go to London ?
Is London cheap or expensive?
1 Briefly revise the previous lesson.
Can young people live there?
Why not?
2 Focus attention on the pictures. Ensure the text is masked.
Does Stan want excitement? Ask What?
Set the situation. Play the cassette or act out the text.
9 Pair Work.
3 Listen and Repeat.
1 0 Transfer. Ask questions:
4 Briefly revise the idea of mass and unit. Draw on the
board:
Where were you bom . . . the city or the country?
Ask him!Ask her/Ask me.
« linn Which do you prefer, the city or the country?
Ask him/Ask her IAsk me.
T : There was too much noise. There were too many people. What are the bad/good things about a big city/village?

Invention Exercise: 11 Closure. Go through the exercise orally. Set it in class or

Continue:
for homework.
T : noise people
T: There was too much noise. traffic
T : people buses
T : There were too many people. taxis
T: noise pollution
C: There was too much noise. cars
dirt

5 Drill: Continue:
T: fresh air flats
T : There isn't enough fresh air. parks
H fiat's open space ('gesture/
T: There aren't enough flats. trees
T : fresh air parking space
C: There isn't enough fresh air. flowers

6 Drill:
T: It's very expensive. Can young people live there?
T : No, it's too expensive.
T : It's very hot. Can you drink it?
T: No, it's too hot.
T : It's very expensive. Can young people live there?
C.No, it's too expensive.

Continue:
It's very hot. Can you drink it?
It’s very small. Can you wear it?
It's very difficult. Can you understand it?
It's very heavy. Can you lift it?
■It's very far. Can you walk there?
It's very dark. Can you see it?
It's very dirty. Can you clean it?

7 Silent Reading.
 65

T a r g e t S tr u c t u r e s Continue:
(He's) been to London. Has he been to Lisbon yet?
(He hasn't) been to Rome yet. Has he been to Stockholm yet?
(Has he) been to Berlin yet? Has he been to Copenhagen yet?
(He's) never been to Europe before. Has he been to Madrid yet?
Have you ever been to (Paris)? Has he been to Rome yet?
Has he been to Amsterdam yet?
N e w V o c a b u la r y Has he been to Paris yet?
tour Europe itinerary
9 Drill: Continue:
seen Madrid
T : London
T : Has he been to London yet? Belgrade
T : Madrid Amsterdam
1 Focus attention on the map. Ensure the text is masked. Set
T : Has he been to Madrid yet? Athens
the situation. Play the cassette or read the text.
T : London Copenhagen
C:Has he been to London yet? Rome
2 Listen and Repeat.
Paris
3 Silent Reading.
1 0 Pair Work. Students ask each other about Elmer Colt.
S1: Has he been to . . . yet?
4 Question and Answer:
S2: Yes, he has/No, he hasn't.
What's his name?
Where's he from?
11 Transfer. Ask questions:
What's he doing?
T : Have you ever been to . . .
Did the tour start in Berlin? Ask Where?
S: Yes, I have/No, I haven't.
Where is he now?
Ask him/Ask her!Ask me/Ask each other.
Which day of the tour is it?
Has he been to many countries?
1 2 T: In your life. . .until now. . .have you ever seen the Queen
Has he been to twenty countries, or seven countries?
of England?
Where has he stayed . . .in small towns or the capital cities?
Repeat! Have you ever seen the Queen?
Has he been to Europe before?
Drill: Continue:
What's he seen already?
T: The Queen An elephant
Has he done any interesting things?
T: Have you ever seen the Queen? A James Bond film
Has the tour finished yet?
T: An elephant A Rolls-Royce
T : Have you ever seen an elephant? A helicopter
5 Drill: Continue:
T : The Queen The Eiffel Tower
T: London Paris
C.Have you ever seen the Queen? The Taj Mahal
T : H e’s been to London. Brussels
Concorde
T : Paris Amsterdam
T: He's been to Paris. Copenhagen
T : London Stockholm 13 Pair Work. Get them to ask each other:
S 1: Have you ever seen a . . ./the. . .
C .He's been to London. Berlin
S2: Yes, I have/No, I haven't. >
6 Drill: Continue:
1 4 Drill:
T: Vienna Belgrade
T: He's been somewhere.
T: He hasn't been to Vienna yet. Athens
T: Where's he been?
T: Belgrade Rome
T: They've seen something.
T : He hasn't been to Belgrade yet. Madrid
T: What've they seen?
T: Vienna Lisbon
T: He's seen someone.
C.He hasn't been to Vienna yet.
T: Who's he seen?
T : He's been somewhere.
7 Drill: Continue:
C .Where's he been?
T: London Vienna
T : He's been to London. Paris
Continue:
T : Vienna Belgrade
They’ve seen something.
T: He hasn't been to Vienna yet. Brussels
He's seen someone.
T: London Athens
Amsterdam She’s done something.
C.He's been to London.
They've been somewhere.
Rome
I've done something.
I've been somewhere.
8 Drill:
I've seen someone.
T : Has he been to London yet?
T: Yes, he has.
1 5 Set the exercises in class or for homework.
T : Has he been to Lisbon yet?
T: No, he hasn’t.
T : Has he been to London yet?
C.Yes, he has.
 65 Europa Tours

j4 -D a y T oB f o f E U r

COP ENHAG,

am sterd .

LO N D O N

© BERLIN
0 BRUSSELS

(^ P R A G U E

d X y iE N N A

BELGRADE

M A D R ID

I t inerary-
° a V J- Londo,
Paris C openh

% u : s am * y * B Z m r ,m ^ m Be l gZ e
M ----- msterdam p Say /7 . Ath

Elmer Colt is from Kansas. He's on

a 14-day tour of Europe. The tour
started in London. At the moment
he's in Prague. It's the eighth day
of the tour. He's already bean to Exercise 1
seven countries and stayed in the Elmer's been to London, but he hasn't
capital cities. been to Vienna yet.
Write four sentences about Elmer.
He's never been to Europe before,
and he's already seen a lot of E x e r c is e 2
new places. He's done a lot of I've been to Paris, but I haven't been to
interesting things. . .and the tour London yet.
hasn't finished yet. Write four sentences about yourself.
 66 A call from home

KANSAS PRAGUE

Mrs Colt Hello . . . Elmer? . . . Is

that you?
Elmer Yes, Momma.
Mrs Colt Where are you now,
Elmer?
Elmer I've just arrived in Prague,
Momma.
Mrs Colt You haven't sent me any
postcards yet.
Elmer Yes, I have . . . I've sent
one from every city.
Mrs Colt Have you been to Paris
yet, Elmer?
Elmer Yes, I have.
Mrs Colt Have you been to
Vienna yet?
Elmer No, I haven't. We're going
to Vienna tomorrow.

Mrs Colt Elmer! Are you still

there?
Elmer Yes, Momma.
Mrs Colt How many countries
have you seen now, Elmer?
Elmer Well, this is the eighth day,
so I've already seen eight
countries.
Mrs Colt Have you spent much
money, Elmer?
Elmer Yes, Momma, I've bought a
lot of souvenirs . . . and I want
to buy some more. Can you
send me a thousand dollars?
Mrs Colt All right, Elmer.

Mrs Colt Elmer, are you listening

to me?
Elmer Yes, Momma.
E x e rc is e 1 Mrs Colt Have you taken many E x e rc is e 2
postcards
photographs, Elmer? Have you ever b o u g h t a souvenir?
How many postcards has he sent? Elmer Yes, Momma, I've taken a Yes, I have.
He's sent one from every city. lot. I've used three rolls of film. No, I haven't.
W rite questions Mrs Colt Have you met any nice Answ er these questions:
and answers w ith: girls yet, Elmer? Have you ever seen the Queen?
1 capitals Elmer Oh, yes, Momma . . . Have you ever been to Paris?
2 money there's a girl from Texas on the Have you ever sent a postcard ?
3 souvenirs Have you ever spent a lot o f m oney on a
tour. We've done everything
4 p hotographs holiday?
5 rolls of film together. Have you ever met an E nglishm an?
Mrs Colt Elmer! Elmer! Are you Have you ever taken p h o to g ra p h s on a
still there, Elmer? holiday?
 66

T a rg e t S tru c tu re s 1 5 Drill: Continue:

How much has he done? T : postcards girl
How many T: He's sent a lot o f postcards. money
Extension of irregular verbs in the Present Perfect: T -girl capitals
sen t/spen t/bough t/taken /met T : He's met a nice girl. souvenirs
T : postcards photographs
N e w V o c a b u la ry C .He's sent a lot o f postcards. rolls of film
souvenir together
1 6 Transfer.
roll of film
T : Have you sent any letters this month?
Ask him/Ask her/Ask me. Ask How many?
1 Remind the students of the situation in Unit 65. T: Elmer's Have you bought any presents this month?
still in Prague. His mother is on the phone now. Focus attention on Ask him/Ask her/Ask me. Ask What?
the picture. Ensure the text is masked. Play the cassette for the Have you taken any photographs this year?
first section of the dialogue. Ask him/Ask her/Ask me. Ask How many?
Have you spent much money this week?
2 Listen and Repeat. Ask him!Ask her/Ask me. Ask How much ?
Have you met any nice women/girls/boys/men?
3 Silent Reading. Ask him/Ask her/Ask me. Ask How many?
Have you ever met any English women/girls/boys/men?
4 Question and Answer: Ask him/Ask her.
Where's Elmer?
Where's his mother? 1 7 Further Transfer.
Where has he just arrived? T : What have you bought this week?
Has she received any postcards yet? Where have you been in this country ?
Has he sent any postcards yet? Ask How many? Where haven't you been yet?
Has he been to Paris yet? Where do you want to go?
Has he been to Vienna yet? What do you want to see?
Is he going to Vienna today? Ask When? What do you want to buy?
Have you seen an English/American film?
5 Ensure the text is masked. Play the cassette for the Ask him!Ask her.
second section of the dialogue. Have you listened to English pop music?
Ask him IAsk her.
6 Listen and Repeat. Have you danced with (an English) girl/boy?
Ask him!Ask her.
7 Silent Reading. Have you ever played tennis/football/golf?
Ask him/Ask her.
8 Question and Answer:
Is Elmer still there? 1 8 Set the exercises in class or for homework.
Is it the seventh or the eighth day? i
Has he seen any capitals? Ask How many?
Has he spent much money? Ask How much?
Has he bought any souvenirs? Ask How many?
Does he want to buy anything? Ask What?
Does he need any money? Ask How much?
Is she going to send him any money?

9 Ensure the text is masked. Play the cassette for the third
section of the dialogue.

1 0 Listen and Repeat.

11 Silent Reading.

1 2 Question and Answer:

Is Elmer still there?
Is he listening to his mother?
Has he taken any photographs? Ask How many?
Has he used many rolls of film? Ask How many?
Has he met any nice girls yet? Ask How many?
Where’s she from?
Have they done anything together? Ask What?

1 3 Play the com plete recording. Students listen.

1 4 Pair Work.
 I
67
I
T a rg e t S tru c tu re s
Have you ever (done) it?
8 T h e te a ch e rta ke sth e part of A. Students take the part of B.
Go through the text. Then the teacher takes the part of B, and I
When did you (do) it? students take the part of A. Go through the text.
Present Perfect contrasted with Sim ple Past.
9 Pair Work. Explain that they can substitute other items for
Extension of regular and irregular verbs in the Present Perfect:
drunk/eaten/had/broken/driven/found/hit/lost at school and French.

N e w V o c a b u la ry 1 0 Follow the same procedure for Dialogues 2 to 7. Check

the new vocabulary items, e sp e cially the seasons in Dialogue 6.
college spring
evening class summer
11 Listen and Repeat. Point out thatthere is an Irregular Verb
cousin autumn
List in the student's book.
dinnerparty winter
wash washed washed
clean cleaned cleaned
1 Briefly revise the previous lesson.
visit visited visited
Explain Regular.
2 Ask some questions to e lic it negative responses. Select find found found
the students to answer who are most likely to say No for the have had had
particular example. lose lost lost
Have you ever studied (Japanese)? meet met met
Have you ever smoked a pipe? Choose a girl. send sent sent
Have you ever visited Australia? spend spent spent
Have you ever kissed Raquel Welch/Steve McQueen?
Have you ever played cricket?
be was been I
do did done
Have you ever spent a million dollars? see saw seen
Have you ever driven a Rolls-Royce?
After each negative response, shrug to indicate the end of the
go
drink
went
drank
gone
drunk В
conversation.
break broke broken
3 Now ask some questions to e lic it affirm ative responses:
T: Have you ever studied mathematics?
take
drive
took
drove
taken
driven В
eat ate eaten
S: Yes, I have.
T : Ah! Where did you study mathematics? hit hit hit
(S: I studied mathematics at school. ) I
T : When did you study mathematics? 1 2 Oral Test. The teacher gives the infinitives from the list
(S: I studied mathematics ten years ago.)
T: Did you like it?
(S: Yes, I did/No, I didn’t .)
(67.11). Individual students supply the Past and Past
Participle:
T: drink
в
T: Why? S: drank . . . drunk
During this lesson the^4^i/ can be used to indicate the change
of tense from Present Perfect to Sim ple Past.
T: Have you ever driven a car?
Explain that students should always make a mental note of
irregular verbs as they come across them. Explain that it is up
to the student to learn them. The teacher cannot do it for them.
в
(Ah! When did you drive a car for the first time?)
Have you ever found any money?
(Ah! Where did you find it? When? How much?)
Have you ever hit anybody?
в
л
(Ah! Who did you hit? Why? Where?)
Have you ever lost an expensive thing?
(Ah! Where did you lose it? When?)
Have you ever borrowed money?
(Ah! Who did you borrow it from? How much? etc.)

4 Invention Exercise. Get students to ask you questions.

J
Give prompts: Continue:
T : study/mathematics
С .Have you ever studied mathematics?
play/tennis
live/London
I
T: Ask me When? find/money
drive/Rolls-Royce
hit/anybody
lose/expensive thing
в
smoke/pipe
Alw ays answer Yes, I have and, if necessary, invent an answer
for When? I
5 Dialogue 1. Focus attention on the picture. Ensure the text
is masked. Play the cassette or act out the text.
Б
6 Listen and Repeat.

7 Silent Reading.
 67 Have you ever ?
• •

A Have you ever studied a

language before?
B Yes, I have.
être
'a v o ir
A Oh, which one did you study? F e rm e r
B I studied French at school. p o rte r

at school
d\re
vo u lo ir
at college
at evening classes
at hom e

C Have you ever been to a E Have you ever seen a fire? G Have you ever drunk too much?
wedding? F Oh, yes, I have. H Yes . . . I have.
D Yes, I have. E When did you see it? G Where did you drink too much?
C Whose wedding was it? F I saw one in Manchester in 1976. H I drank too much at my
D It was my brother's. brother's wedding.
b ro th e r’s in 1975 at a w edding
siste r’s in 1969 at a party
co u s in ’s in 1977 at a din n e r party
frie n d ’s in 1973 at a n ig h t club

Ml
DUS

I Have you ever eaten at the Royal ' K Have you ever had flu? M Have you ever broken a bone?
Hotel? L Yes, I have. N Yes, I have.
J Yes, I have. K When did you have it? M What did you break?
I When did you eat there? L I had it last winter. N I broke my leg.
J Mary and I ate there two months
ago.
at the Royal Hotel last spring leg
at the S tation Hotel last sum m er arm
at the Hong Kong Restaurant last autum n fin g e r
at the Taj Mahal Restaurant last w in te r sh o u lde r
 68 Comparisons

B erm uda 35° C

Canada (January) -2 0 ° C Saudi Arabia 40° C

Tommy's older than Billy; so Billy's

younger than Tommy.

Make sentences using these w ords:

ta ll/sh o rt
light/heavy
Greenland -3 2 ° C fat/thin
C anada’s cold, but Greenland's colder. B erm uda’s hot, but sm all/big

Canada — 10,032,485 square km.

Canada's large,
but the . . . .

Layford School
Ja72uc>.
Layford School
English: A+
Maths: B
English: A History: D
Maths: A Geography: B
History: E French: B
Geography: C Science: E
French: C
Science: B Average: "B”

Average:
U.S.S.R. — 22,402,200 square km.

In M aths, Tommy's better than Billy; so

Billy's worse than Tommy.
M ount Everest 8848 metres
Make sentences about:
English/H istory/G eography/French/
Science.
M ont B lanc 4810 metres

England 750 mm rain per year

A car’s more expensive than a

motorcycle but a motorcycle's less
comfortable than a car.
B anglaD esh 3000 mm rain per year
Make sentences using these w ords:
E ng la n d ’s wet, but . . . . M ont B la n c ’s high but com fortable/dangerous/econom ical.
 68

T a r g e t S tr u c t u r e s 7 Now, introduce the realia. Choose two (pens) of different

Comparatives: colours and dimensions. T: Listen and Repeat.
cold . . . colder expensive. . . (more expensive). The (red) pen/book is longer than the (blue) one.
w et. . . wetter (less expensive). Also use shorterIthicker/thinner/newer/older/cheaper/bigger/smaller.
good . . . better (Tommy)’s (older) than (Billy).
bad . . . worse (A car)'s (more expensive) than a (motorcycle). 8 T: Now tell me about these two (pens).
C: The (blue) one’s shorter/longer/etc. than the (red) one.
N e w V o c a b u la r y Do this extensively with individual students. In the absence of
sufficient realia, board draw ings can be substituted.
rain high °C (degrees centigrade)
History economical per year
9 F o cu sa tte n tio n o n th e p ic tu re o fT o m m y a n d Billy. Ensure
Geography wet square kilometres
the text is masked.
Science wide 750 mm (750
T: Tommy's ten, Billy's nine.
age deep millimetres)
Tommy's older than Billy.
motorcycle thick -20°C (minus twenty
Billy's younger than Tommy.
average degrees centigrade)
Give one-word prom pts to e lic it more sentences from
individuals: tall /short /light/heavy Ifat/thin/smalllbig.
1 Briefly revise the previous lesson.
1 0 Pair Work. A ct out this m ini-conversation:
2 For this lesson, it w ould be useful to take in realia (i.e. A: Is Tommy older than Billy? A: Is Billy bigger than Tommy?
some pairs of objects) that w ill generate com parisons, like B: Yes, he is. B: No, he isn't.
bigger /smaller /longer /shorter/older/newer /cheaper!
11 Written Phase:
more expensive/heavier/lighter, etc. (Books, pens, etc.) Set the
lesson by asking:
long - longer big - bigger dry - - drier large - larger
T: Have you been to Paris?
short - shorter wet - wetter heavy ■heavier
old - older thin - thinner
Paris is big, isn’t it?
. . . and London’s big, too, isn't it?
Listen. Paris is big, but London's bigger . . .Repeat! 1 2 Set the written exercise in class or for homework.

3 Drill: Continue: 1 3 Focus attention on the school reports. Ensure the text is
T: Paris is big, but London's bigger. What about Chicago? masked.
T: What about Rome? What about Moscow? T : These are school reports. Study them for one minute.
T: Rome's big, but London's bigger. What about Vienna? Listen and Repeat:
T: What about Chicago? What about Madrid? In English, Tommy got A, but Billy got A + .
T : Chicago's big, but London’s bigger. What about Caracas? Tommy's good, but Billy's better.
T: What about Rome? In History, Billy got D, but Tommy got E.
C.Rome’sbig, but London's bigger. Billy's bad, but Tommy's worse.
T: Listen and Repeat:
4 Focus attention on the pictures on the left of the page. In English, Billy's better than Tommy.
Explain the concept of average. In Maths, Tommy's better than Billy.
T: In Canada, in January, the average temperature is minus twenty
degrees centigrade. In Greenland it's minus thirty-two degrees °C. 1 4 C om pletion exercise: Continue: i
Listen and Repeat: T: In History . . . In Geography . .
Canada's cold, but Greenland's colder. S: Billy's better than Tommy. In French . . .
Look at the second picture. T: Listen and Repeat: In Science . . .
Bermuda's hot, but Saudi Arabia's hotter.
Look at the third picture: T: Listen and Repeat: 1 5 C om pletion exercise: Continue:
Canada's large, but the U.S.S.R.'s larger. T: In English, Tommy's worse than Billy. In History . . .
Look at the fourth picture. T: Listen and Repeat: T : In Maths . . . In G eography. . .
England's wet, but Bangla Desh is wetter. S: Billy's worse than Tommy. In French . . .
Look at the fifth picture. T: Listen and Repeat:
1 6 Pair Work. Act out this m ini-conversation:
Mont Blanc's high, but Mount Everest is higher.
A: In English, is Tommy better than Billy? B: No, he isn't.
A: Is Tommy worse than Billy? B: Yes, he is.
5 Drill (use gesture to demonstrate):
T: Amazon IMississippi/long
17 Written Phase: g o o d . . . better bad ...w o r s e
T : The Amazon's long, but the Mississippi's longer.
T: Switzerland /Luxembourg /small
1 8 Focus attention on the car and the motorcycle. Ensure the
T: Switzerland's small, but Luxembourg's smaller.
text is masked.
T: Mississippi/Amazon/long
T: The motorcycle's expensive, but the car's more expensive.
C.The Amazon's long, but the Mississippi's longer.
Listen and Repeat:
The car's more expensive/comfortable than the motorcycle.
Continue:
The motorcycle's more dangerous/economical than the car.
Switzerland/Luxembourg/small
Atlantic Ocean/Pacific Ocean/wide
1 9 Repeat the above procedure using less.
Atlantic Ocean/Pacific Ocean/deep
Spain/Egypt/hot
2 0 Written Phase:
Metal/diamonds /hard
I more expensive
expensive , r ■
r | less expensive
6 Go through the com pletion exercise orally. Set it in class
or for homework.
21 Set the written exercise in class or for homework.
 tz
69

T a rg e t S tru c tu re s 1 7 Question and Answer:

Did he have to go into hospital? l
I have/had to (do) it.
I don't have/didn't have to (do) it. When did he have to go into hospital?
Does/Did he have to (do) it? Yes, he does. Why did he have to go into hospital?
Did he have to work in hospital? Did he have to earn money?
Yes, he did.
P
N e w V o c a b u la ry 1 8 Text 5. Focus attention on the picture. Ensure the text is
grandfather
granddad
dust
pension
join
obey
masked. PI ay the cassette or act out the text.

1 9 Listen and Repeat.

E
coal miner South Wales earn
First World War catch (a bus) feel sorry for
army
officer
make (tea) sympathetic
2 0 S ilent Reading.
e
21 Question and Answer:
Did he retire at 60? Ask When?
1 Briefly revise the previous lesson.
What doesn't he do nowadays? (Prompt: work, early) c
Does he earn money now? What does he live on?
2 Text 1. Focus attention on the picture. Ensure the text is Is life easy for him now, or is it difficult?
masked. Set the situation. Play the cassette or act out the text. Does he feel sorry for Jerry?
P
3 Listen and Repeat: Check the pronunciation o f have. 2 2 Drill: Continue:
Compare: I have a bath every day. ( haev) T: I He
I have to get up early. ( haef) T : I have to work.
T: He
You
She
E
4 Silent Reading. T : He has to work. We

5 Question and Answer:

T: I
C: I have to work.
They
E
Is Jerry talking to his grandmother? Ask Who?
2 3 Drill: Continue:
Ask W hat. . . about?
Does he have to get up at six o'clock?
Does he have to catch the train?
T: I
T : I don't have to wear a uniform.
He
We E
E
Does he have to catch the bus? T: He You
T : He doesn't have to wear a uniform. She
Does he have to make the coffee?
Does he have to work hard? T: I They
Does he have to work on Saturday? C: I don't have to wear a uniform.

6 Text 2. Focus attention on the picture. Ensure the text is

masked. Play the cassette or act out the text.
2 4 Drill:
T: you
Continue
she E
T: Do you have to leant English ? they
7 Listen and Repeat. T : she they

8 Silent Reading.
T: Does she have to learn English ?
T: you
he
we i
E
C .Do you have to learn English?
9 Question and Answer:
Did he have to start work at 15, or did he have to start work at 14? 2 5 Transfer:
T : I have to be at school (at nine o'clock). 1 have to get up early.
%
Did he live in North Wales, or did he live in South Wales?
Was there a lot of work, or was there only a little work? Tell me some things you have to do every day.
Did he have to be a teacher, or did he have to be a coal miner?
Did he have to work on Sundays?
I don't have to wear a tie/a skirt.
Tell me some things you don't have to do. E
1 0 Text3. Focus attention on the picture. Ensure the text is 2 6 Drill: Continue:
masked. Play the cassette or act out the text. T : I didn't have to start work at 14.
T: . . .h e had to start work at 14.
I didn't have to be a coal miner.
I didn't have to join the army.
£
11 Listen and Repeat. T : I didn't have to be a coal miner. I didn't have to wear a uniform.
T : . . . he had to be a coal miner. I didn't have to go to France.
12 Silent Reading. T: I didn't have to start work at 14. I didn't have to obey orders. I
C .He had to start work at 14. I didn't have to kill people.
1 3 Question and Answer:
When did the First World War start?
How old was he then?
2 7 Transfer:
T: I had to learn Latin at school. I had to wear a uniform at school. J
What did he have to wear? 1 didn't have to leave at 14.
Where did he have to go? Tell me some things you had to do at school.
How many of his friends died? Tell me some things you didn't have to do at school. i
Who did he have to obey?
2 8 Pair Work. A ct out this m ini-conversation:
What did he have to do?
A: Did you have to learn Latin at school? B: Yes, 1 did.
1 4 Text 4. Focus attention on the picture. Ensure the text is A: Did you have to wear a uniform? B: No, I didn't. j
masked. Play the cassette or act out the text.
2 9 Written Phase:
1 5 Listen and Repeat. He had to join the army. I didn't have to join the army.
Did you have to join the army? Yes, I did/No, I didn't.
t
1 6 S ilent Reading.
t
 69 A hard life

Jerry Floyd is talking to his Q u estio n s

grandfather about his new job: Does he have to get up at 6 o ’clo c k ?
Does he have to get up at 7 o ’clo ck?
'It's terrible, granddad. I have to
Does he have to catch the tra in ?
get up at seven o'clock because I Does he have to catch the bus?
have to catch the bus to work. Does he have to make the coffee?
Because I'm new, I have to make Does he have to m ake the tea?
the tea. I have to work hard . . . Does he have to w o rk hard?
Does he have to w o rk on S aturday?
I'm only happy at weekends: I
don't have to work then.''

His grandfather isn't very Q u estio n s

sympathetic:
'I had to start work when I was 14.
I lived in South Wales, and there
wasn't much work. I had to be a
coal miner. We had to work twelve
hours a day. We didn't have to
work on Sundays . . . but we had
to work the other six days of the
week.
Did he have to start w o rk at 15, o r did he
have to start w o rk at 14?
Did he live in North Wales, o r did he live
in S outh W ales?
Did he have to be a teacher, o r did he
have to be a coal m iner?
Did he have to w o rk 8 hou rs a day, o r did
he have to w o rk 12 h o u rs a day?
Did he have to w o rk 5 days a week, or did
he have to w o rk 6 days a week?
Did he have to w o rk on Sundays?

"When I was eighteen, the First Q u e s tio n s

World War started. I joined the
army. I had to wear a uniform, and
I had to go to France. A lot of my
friends died. We had to obey the
officers, and we had to kill people.
W hen did the First W orld W ar start?
How old was he then?
W hat did he have to jo in ?
W hat did he have to wear?
W here did he have to go?
How many of his frie n d s die d ?
W ho did he have to obey?
W hat did he have to do?

'When I was sixty, I had to go into Q u e s tio n s

hospital because of the dust from
the mines. It was the only quiet
time in my life. . . I didn't have to
work, I didn't have to earn money.
Did he have to go in to hospital?
When did he have to go in to h ospital?
W hy did he have to go into hospital?
Did he have to w o rk in hospital?
Did he have to earn money?

"I retired when I was sixty-five. Q u e s tio n s

Nowadays I don't work and I
don't have to get up early. But I
have to live on my pension, and
life is still difficult. I don't feel
sorry for you."
Did he retire at 60?
Ask “ W hen?”
W hat do e sn ’t he have to do now ?
Does he earn money now ?
W hat does he live on?
Is life eas$ fo r him now, o r is it d iffic u lt?
Does he feel sorry fo r his grandson?
 70 Comparisons

A K1N E
Sweden - 1 6 ° С

Saudi A rabia 40° C

Canada -2 0 ° С

-3 2 ° С Berm uda 35° С

Mary's the tallest.
Margaret's the shortest.
Make sentences using these w ords:
light/heavy
old/young
fat/thin
sm all/big

S e a co m b e School
They are all cold, but Greenland's the They are all hot,
coldest. R ep o rt
________
They are all large,
• • • . A /a y Ar2/T&

China English A Ву в
9,561,000 square km. Maths 2> £
Canada History A+ A 3
10,032,485 square Geography c- J) E
French Л 3- AS~
Science £ J> c -
Biology В A 3-
Music £ J y

In English, Mary's the best.

U.S.S.R. In Maths, Margaret's the worst.
22,402,200 square km. Make sentences about: M aths/H istory/
G eography/F rench/S cience/B iology/
Music.
M ount Everest — 8848 metres

E ngland — 750 mm rain per year M ont B lanc — 4810 metres

M ount Fuji — 3776 metres

V ietnam — 2,500 mm per year

‘C is the most expensive.

B angla Desh — 3,000 mm rain per year A ’ is the least expensive.
Make sentences using these w ords:
They are all wet, They are all high, m o dern/beautiful/interesting.
 70

T a r g e t S tr u c t u r e s 1 0 Refer students to the school reports.

Com parative and superlative: T : Listen and Repeat:
cold . . . colder. . . coldest In English Mary's the best. In Maths Margaret's the worst.
w et. . . w etter. . . wettest In History Mary's the best. In Geography Margaret's the worst.
g o o d . . . better. . . best In French Margaret's the best. In Science Mary's the worst.
bad . . . worse . . . worst In Biology Ann's the best. In Music Ann's the worst.
expensive i more expensive. . . most expensive
\ less expensive . . . least expensive 11 Pair Work. Act out this m ini-conversation:
(Mary)'s the (tallest). A: Who's the best in English? B: Mary's the best in English.
(It)'s the I most expensive. Students do it in pairs.
\least expensive.
12 Written Phase:
N e w V o c a b u la r y good - better - the best
bad - worse - the worst
Biology dry
t 3 S et the MiTuteiT exercise rrr cVass or for ftomewark.
1 For this unit, it would be useful to take in realia, as in
Unit 68. You w ill need three of each object. 1 4 Refer to the three houses.
T: Listen and Repeat: T: Listen and Repeat:
Bangla Desh is wetter than England. They're all expensive.
Saudi Arabia's drier than England. B’s more expensive than A.
Bermuda's hotter than England. C's more expensive than B .
C's the most expensive.
Tell me about your country, and England. B's less expensive than C.
In England, some things are cheaper than your country. A's less expensive than B.
Some things are more expensive. Tell me about them. A's the least expensive.
Use these words:
beer shoes 1 5 Pair Work. A ct out this m ini-conversation:
whisky coffee A: Which is the most expensive?
clothes restaurants B: C's the most expensive.
buses taxis A: Which is the least expensive?
B: A's the least expensive.
2 Focus attention on the first pictures. Students do it in pairs. Use: modern, beautiful, interesting.
T: Listen and Repeat:
Sweden's cold, Canada's colder, but Greenland's the coldest. 1 6 Written Phase:
They're all cold, but Greenland's the coldest. expensive I more expensive. . . the most expensive.
I less expensive. . . the least expensive
Follow the same procedure for the other pictures on the left.
1 7 Set the written exercise in class or for homework.
3 Pair Work. A ct out this m ini-conversation:
A: Which is the coldest? B: Greenland's the coldest. 1 8 Invention Exercise: Continue:
Students do it in pairs. T: The U.S.S.R. Everest
T: The U.S.S.R. is the largest country. The Mississippi
4 Written Phase: T : Everest The Pacific
cold - colder - the coldest T: Everest is the highest mountain. The elephant
hot - hotter - the hottest T: The U.S.S.R. Rockefeller
S: The U.S.S.R. is the largest country. A Rolls-Royce
5 Set the com pletion exercise in class or for homework.
1 9 Invention Exercise: Continue:
6 Refer students to the picture of the three girls. Ensure the T : Which is the best car? camera
text is masked. T : I think a Mercedes is the best. watch
T: Listen and Repeat: T : Which is the best car? radio
Ann's taller than Margaret. S: I th in k. . . is the best. motorcycle
Mary's taller than Ann. pop group
Mary's the tallest.
Follow the same procedure with: 2 0 Transfer. Ask questions:
short/lightlheavy/oldlyounglfatlthin/smalllbig T : Who's the richest man in the world?
Who’s the most beautiful woman?
7 Pair Work. A ct out this m ini-conversation: S: I thin k. . .
A: Who's the tallest? B: Mary's the tallest. Continue:
Students do it in pairs. the most handsome man?
the most famous writer?
8 Written Phase: the most economical car?
heavy - heavier - the heaviest the fastest plane?
the most dangerous job?
9 Set the written exercise in class or for homework. the most difficult language?
 £
71

T a r g e t S tr u c t u r e s 11 Transfer.
Revision and extension of com parative and superlative. T: Brutus Cray is like Muhammad Ali.
How long have you been the (champion)? Have you ever seen Muhammad Ali?
I've been (the champion) for 10 years. Ask him/Ask her IAsk me.
Ask Where? Ask When?
N e w V o c a b u la r y Is he good?
Is he as good as he was ?
fight to be afraid of great(est)
Is he fast
champion beat (beaten) ugly(iest)
Is he fit?
face K.O. (ed) fit(test)
Is he strong?
(more) intelligent
Is he intelligent?
Is he still the champion?

U
Has he retired yet?
1 Focus attention on the picture. Ensure the text is masked.
Set the situation. Play the cassette or act out the text. Joe Freezer is like Joe Frazier.
Have you seen him?

li
2 Listen and Repeat. Ask him/Ask her IAsk me
Ask Where? Ask When?
3 Drill: Continue: Is he better than Ali?

U
T: He's 10 years older than him. younger Compare the two.
T : younger She
T : He's 10 years younger than him. me 1 2 Go through the exercise orally. Set it in class or for
T: She They homework.

1
T: She’s 10 years younger than him. older
T : He's 10 years older than him. Repeat! 5 years
C.He's 10 years older than him. her

I
4 Drill: Continue:
T: twice five times
T : I've beaten him twice. once

II
T: five times three times
T : I've beaten him five times. twice
T : twice four times
C: I've beaten him twice. many times

u
once

5 Drill: Continue:

u
T: strong intelligent
T: I'm stronger than him. fit
T: intelligent fast
T: I'm more intelligent than him. handsome

u
T : strong good
C.I'm stronger than him.

6 Drill: Continue:

u
T : 10 years a year
T: I've been the champion for 10 years. six months
T: a year three weeks
T : I've been the champion for a year.
T: 10 years
four days
a long time
u
C: I've been the champion for 10 years.
u
7 Drill: Continue:
T: Joe Freezer Rockefeller
T : Joe Freezer's the ugliest man in the world. Concorde
T: Rockefeller Rolls-Royce
T: Rockefeller's the richest man in the world. Brigitte Bardot P
T: Joe Freezer Mount Everest
S: Joe Freezer's the ugliest man in the world. Muhammad Ali
(name of teacher or
school) g
8 Silent Reading.

9 Question and Answer, as in the student’s book.

t
1 0 Pair Work. They read the dialogue in pairs.
P

fc
 71 Brutus Cray — the Greatest

Brutus Cray I'm the greatest!

Reporter You were the greatest,
Brutus . . . but you're ten years
older than Joe Freezer.
Cray Joe Freezer! I'm not afraid of
Joe Freezer!
Rep. Really?
Cray Listen! I've beaten him
twice, and I'm going to beat him
again.
Rep. Are you sure?
Cray Sure? Of course I'm sure.
Rep. Some people say he's better
than you.
Cray Listen! I've beaten all the
best boxers, and Joe Freezer's
one of the worst!
Rep. Yes, but he's better than
was.
Cray Listen! I'm stronger, faster,
fitter and more intelligent than
him!
Rep. Yes, but he KO'ed Len
Korton two months ago.
Cray Len Korton. I've KO'ed him
three times!
Rep. O.K., O.K., Brutus. Are you
going to retire after this fight?
Cray Retire? No. I've been the
champion for ten years . . . and
I'm going to stay the champion
for another ten.
Rep. Joe Freezer doesn't think so!
Cray Joe Freezer? Joe Freezer's the
ugliest man in the world . . .
after tonight he's going to need
a new face!

Q u estio n s
Is B rutus older than Joe Freezer?
Is he afraid o f Joe Freezer?
Has he beaten him before?
Ask “ How many tim e s? ”
Has he beaten oth e r boxers? Has Freezer beaten Len K orton?
Ask “ W hich b o xe rs? ” Ask “ W hen?”
Is Freezer worse than he was, o r better Is B rutus g o ing to retire?
than he was? How long has he been the cham pion?

E xercise W rite sentences like this:

A Joe Freezer/ugly A Joe Freezer is very ugly.
В He/Brutus Cray B He’s u g lie r than B rutus Cray.
С He/the w orld C He’s the ugliest man in the w orld.

a R ockefeller/rich a C oncorde/fast a M ount Everest/ a R olls-Royce/ a B rutus Cray/

b He/the teacher b It/a Boeing high co m fo rta b le good
c He/the w orld с It/the w orld b It/M ont B lanc b It/M ini b He/Joe Freezer
c It/the w o rld с It/the w orld c He/the w orld
 72 George and Brenda

George Will you marry me,

darling?
Brenda Of course I will.
George Is that a promise?
Brenda Of course it is . . .1 love
you.

Brenda Oh, darling, I feel terribly

tired!
George Well, sit down. I'll do the
washing-up.
Brenda Oh, thank you darling
. . . and I'm thirsty.
George All right, I'll make you a
cup of tea.

Brenda George! Have you

mended that plug yet?
George No, I haven't.
Brenda Well, will you do it today?
George Yes, I'll do it now.
Where's the screwdriver?
Brenda I don't know.
George Well, I can't find it. I'll do
it tomorrow.

Brenda Oh, George . . . we

haven't got much for dinner.
George That's all right. Shall we
eat out?
Brenda Oh, yes! Where shall we
go?
George Let's go to that new Italian
Restaurant!

Brenda George!
George Yes, dear.
Brenda You're drunk! Shall I
drive?
George No, I'm O.K. I'll drive.
Brenda No, you won't. Give me
the keys!
 72

T a r g e t S tr u c t u r e s 1 0 Dialogue 3. F ollow the same procedure as for D ialogue 1,

Will you (do it)? Shall I (do it)? but include these drills.
I'll do it. /Of course I will.
Shall we (eat out)? 11 Drill: Continue:
Let's g o . . . T: now later
No, you won't. T: I'll do it now. tomorrow
T: later soon
N e w V o c a b u la r y T: I'll do it later. in a minute
T: now on Monday
darling drunk mend(ed)
C.I'll do it now. at the weekend
promise terribly
next week
washing-up
plug
12 Drill: Continue:
screwdriver
T: mend the plug open the window
T: Will you mend the plug? close the door
T : open the window make the tea
1 Dialogue 1. Focus attention on the picture. Ensure the text
T : Will you open the window? carry my bag
is masked. Set the situation. Play the cassette or act out the
T : mend the plug answer the phone
text.
C: Will you mend the plug? phone the police
call a taxi
2 Listen and Repeat.
1 3 D ialogue4. F ollow the same procedure a sfo r D ialogue 1,
3 Drill:
T: Will you marry me? but include these drills.
T: Of course, 1 will.
1 4 Drill: Continue:
T : Will you help me?
T: eat out go to the cinema
T: Of course, I will.
T: Shall we eat out? watch television
T : Will you marry me?
T: go to the cinema listen to the radio
C: Of course, I will.
T: Shall we go to the cinema? play tennis
T: eat out go for a walk
Continue:
C: Shall we eat out? invite the teacher
Will you help me?
Will you open the door, please?
1 5 Drill:
Will you carry the books?
T: Shall we go to the cinema?
Will you close the window, please?
T: Yes, let’s go to the cinema.
Will you turn on the light, please.
T: Shall we watch television?
T: Yes, let's watch television.
4 The teacher takes the part of George, the class in chorus
T: Shall we go to the cinema?
takes the part of Brenda. Go through the text. Then the teacher
C: Yes, let's go to the cinema.
takes the part of Brenda and the class in chorus takes the part
of George. Go through the text.
Continue:
5 S ilent Reading.
Shall we watch television?.
Shall we play tennis?
6 Pair Work.
Shall we marry?
Shall we listen to the radio?
7 Transfer. Role-play the dialogue with a student.
Shall we go fo ra walk?

1 6 D ialogue 5. Followthe same procedure a sfo r D ialogue 1,

8 D ialogue 2. Follow the same procedure as for D ialogue 1,
but include these drills.
but include this exercise.
1 7 Drill: Continue:
9 Invention Exercise:
T: Shall I drive? Shall I do it?
T : I'm thirsty.
T : No, . . . I ’ll drive. Shall I wash up?
T : I’ll make you a cup of tea.
T: Shall I do it? Shall I make the tea?
T: The car’s dirty.
T: No ___ I'll do it. Shall I pay?
T: I'll clean it.
T : Shall I drive? Shall I mend it?
T : I'm thirsty.
C: No, . . . I'll drive.
S: I'll make you a cup o f tea.
Invite other responses, such as: I'll get you some waterH'll buy
18 Drill: Continue:
you a beer, etc.
T : Give me the keys! (Say this rudely I) Stand up!
T : No, I won't! Get out!
Continue:
T: Stand up! Be quiet!
The car's dirty.
I'm hungry. T: No, I won't! Come here!
T: Give me the keys! Shut up!
I'm hot.
I'm cold. S: No, I won't!
I feel ill.
1 9 Play the com plete recording, Students listen.
I've got a headache.
The telephone's ringing.
There's someone at the door.
My bag's very heavy.
I haven't got any money.
 73

T a rg e t S tru c tu re s 1 4 Drill: Continue:

It's the most (dangerous corner) I've ever seen T: mine hers
There has been (an accident). T: It's the same as mine. ours
It's the same as /different from yours. T: hers theirs
He's as (rich) as (Rockefeller). T : It's the same as hers. his
T : mine yours
N e w V o c a b u la ry C.It's the same as mine. John's
hill cheque ill
1 4 Drill:
roundabout sick
T: It's the same as mine. Continue:
junction away
T: No, it isn't. It's different from yours. It's the same as theirs.
T : It's the same as theirs. It's the same as hers.
E xpressio n s
T: No, it isn't. It's different from theirs. It's the same as yours.
What about it? That's what! As long as you. T: It's the same as mine. It's the same as his.
C :No, it isn't. It's different from yours. It's the same as ours.
1 Briefly revise the previous lesson. Continue:
1 5 Drill:
T: short expensive
2 Dialogue 1. Set the situation. Focus attention on the long
T : Hers is shorter than yours.
picture. Ensure the text is masked. PI ay the cassette or act out cheap
T: expensive
the text. nice
T : Hers is more expensive than yours.
T: short beautiful
3 Listen and Repeat.
C.Hers is shorter than yours.
4 Drill: Continue: 1 6 D ialogue 3. Follow the same procedure as for D ialogue 1
T: What's the matter? (accident) What's the matter?
but include these drills.
T : There's been an accident. (crash)
T: What's the matter? (crash) (fire) 1 7 Drill: Continue:
T : There's been a crash. (mistake) she
T: you
T: What's the matter? (accident) (fight) we
T : How long've you been here?
C: There's been an accident. (robbery) he
T: she
T : How long's she been here? they
5 Drill: John
T: you
T: three accidents Continue: John and Mary
C .How long've you been here?
T: There have been th ree accidents here this year. 2 crashes
T : two crashes 4 fires Continue:
1 8 Drill:
T : There have been two crashes here this year. 3 fights she/away
T: I/ill
T: three accidents 3 robberies they/sick
T: I've been ill.
C: There have been three accidents here this year. helon holiday
T : she/away
T: She's been away. John/in hospital
6 Drill: welin France
T: Hill
T: comer Continue:
C'.I've been ill.
T : It's the most dangerous corner I've ever seen. bend
l.b e n d hill 1 9 D ialogue 4. Follow the same procedure as for D ialogue 1,
T : It's the most dangerous bend I've ever seen. roundabout
but include these drills.
T : comer junction
C: It's the most dangerous corner I've ever seen. 2 0 Drill: Continue:
T: I haven't got any money. I've got toothache.
7 Focus attention on Dialogue 1. The students look and T: Why don't you go to the bank? I'm ill.
listen. Play the cassette or act out the text. T : I've got toothache. 1 need a drink.
T : Why don't you go to the dentist? I need some bread.
8 Silent Reading. T: I haven't got any money. I need some meat.
C: Why don't you go to the bank? I'm hungry.
9 The teacher takes the part of C. The class in chorus takes
the part of D. Go through the dialogue. Then the teacher takes 21 Drill: Continue:
the part of D, The class in chorus takes the part of C. Go T : My cheque hasn't arrived yet. It
through the dialogue. T : It come
T : It hasn't arrived yet. they
1 0 Pair Work.
T : come gone
T : It hasn't come yet. he
11 Transfer. The teacher selects a student and acts out the T: My cheque hasn’t arrived yet. Repeat! done it
dialogue, substituting other vocabulary items. Students do the C: My cheque hasn't arrived yet. Mary
same in pairs, using the prom pts in the book.
2 2 T: Listen and Repeat. Check the pronunciation of az 3Z
12 Dialogue 2. Follow the same procedure as for D ialogue 1,
. . . as rich as Rockefeller . . . . . . as black as n ig h t. . .
but include these drills: . . . as cold as ic e . . . . . . as white as snow . .
. . . as dry as d u st. . .

2 3 Give one-word prom pts to e lic it the above phrases:

T: rich . . . as rich as Rockefeller.
 73 Everyday Conversation

C What's the matter? Why has the this week

bus stopped? th is m onth
th is year
D There's been an accident.
th is sum m er
C Has there? Again? th is w in te r
D Yes, there have been three here
corner
this week. bend
C Yes, I know. And it's only hill
Wednesday. ro u n d a b o u t
D Yes. It's the most dangerous ju n c tio n
corner I've ever seen.

E Look at that girl! dress

F What about her? skirt
coat
E Look at her dress! raincoat
F What about it? ja cke t
E It's the same as mine! That's
sh o rte r
what! cheaper
F No, it isn't. It's different from longer
yours. m ore expensive
E Is it?
F Yes. Hers is shorter than yours.

G Are you a new student? student

H No, I'm not. teacher
typist
G Oh. How long have you been
secretary
here?
H As long as you. ill
sick
G Why haven't I seen you? away
H I've been ill. on holiday

I Can I borrow £10? £10

J Why don't you go to the bank? $10
I My cheque hasn't arrived yet. £5
$5
J Well, I'm sorry, but I'm broke.
I What can I do? George
Stuart
J Ask George. He's as rich as
Jeffrey
Rockefeller. Charles
A rth u r
 74 Something, nothing, anything, everything

A I want some seats for Tuesday

night. Are there any left?
B No, there are no seats left.
Every seat is reserved.

C Doctor, I think there's

something in my eye.
Everything looks funny.
D Let me have a look . . . I can't
see anything . . . No, I'm sure
there's nothing there.

E There's somebody in the other

office!
F I didn't hear anybody.
E Well, just have a look . . .
F . . . No, there's nobody there.
Everybody's gone home.

G What are you looking for?

H My pen. It's somewhere in this
room!
G Where have you looked?
H I've looked everywhere . . .
and I can't find it anywhere!

Exercise
1 T here’s som ething in my soup.
W hat is it?
T h ere ’s som ebody in the oth e r room.
Who is it?
2 Is there anything in the frid g e ?
I’m hungry.
Is there . . . in the b a throom ?
I w an t to brush my teeth.
3 There isn ’t anything in the fridge. S tu d y th is
There isn ’t . . . in the bathroom .
some any? n o /n o t. . . any every
It’s empty.
som ething anyth in g ? n o th in g /n o t. . . anything everything
4 E verything’s expensive. N o th in g ’s som ebody anybody? n o b o d y /n o t. . . anybody everybody
cheap. som eone anyone? no o n e /n o t. .. anyone everyone
. . . ’s in the garden. . . . ’sh e re . som ew here anyw here? n o w h e re /n o t. .. anyw here everywhere
 74

T a r g e t S tr u c t u r e s 1 3 Drill: Continue:
T: There's something wrong xvith my eye! . with my ear!
(See the chart in the student's text.)
(Are) there any left? T : Everything looks funny! . with my nose!
T : There's something wrong with my ear! . with my mouth!
N e w V o c a b u la r y T: Everything sounds funny! . with my nose!
T : There's something wrong with my eye! . with my eye!
reserved look smell
C: Everything looks funny!
nose taste sound
1 4 Drill: Continue:
E x p re s s io n s
T : I can see something. I can hear something.
Let me have a look. T : We can't see anything! I can smell something.
T : I can hear something. I can feel something.
T: We can't hear anything! I can see something.
1 Briefly revise the previous lesson. T : I can see something.
O .W ecarit’see anything ! '
2 Dialogue 1. Focus attention on the picture. Ensure the text
is masked. Set the situation. Play the cassette or act out the 15 Drill: Continue:
text. T : What's that in your hand? What's that under your table?
T : There's nothing in my hand! What's that on the floor?
3 Listen and Repeat.
T : What's that under the table? What's that in your pocket?
T : There's nothing under the table! What's that under your foot?
4 Drill: Continue: T : What's that in your hand? What's that on your leg?
T : seats wine C: There's nothing in my hand!
T: I want some seats. Are there any left? tickets
T: wine salad
1 6 Question and Answer:
T : I want some wine. Is there any left? cakes
What does he think? How does everything look?
T: seats bread
Can the doctor see anything? Why not?
C: I want some seats. Are there any left?
17 D ialogue3. F o llo w th e s a m e p ro c e d u re a s fo r Dialogue 1,
5 Drill: Continue:
but include this drill.
T: Are there any seats left? bread
T: No, there are no seats left. cakes 18 Drill: Continue:
T: Is there any bread left? wine
T: Who hasn't gone? Who hasn't done it?
T : No, there’s no bread left. tickets
T: Everybody's gone. Who hasn't come today?
T: Are there any seats left? salad T : Who hasn't done it? Who hasn't had breakfast?
C: No, there are no seats left.
T : Everybody's done it. Who hasn't said, Good Morning?
T: Who hasn't gone? Who hasn't written a postcard?
6 Silent Reading.
C: Everybody's gone.
7 Question and Answer:
1 9 Dialogue 4. F o llow thesam e procedure as for D ialogue 1,
What does he want? Are there any left? Why not?
but include these drills. • \
8 Pair Work.
2 0 Drill: Continue:
T: interesting exciting
9 Drill: Continue:
T : Let's go somewhere interesting tonight. new
T: Look at those houses! Look at the windows!
T : exciting different
T : Oh, yes . . . every house is the same. Look at the doors!
T: Let's go somewhere exciting tonight. romantic
T: Look at the windows! Look at the gardens!
T: interesting quiet
T : Oh, yes . . . every window's the same. Look at the cars! C.Let's go somewhere interesting tonight.
T: Look at those houses!
C: Oh, yes . . . every house is the same.
21 Drill: Continue:
T: a bank a post office
10 Dialogue 2. F ollow thesam e procedure as for D ialogue 1,
T : Is there a bank anywhere near here? a dentist
but include these drills.
T : a post office a supermarket
T: Is there a post office anywhere near here? a telephone box
11 Drill: Continue:
T: a bank a hospital
T: in my eye in my soup
C: Is there a bank anywhere near here? a doctor
T: There's something in my eye. in my salad
T: in my soup under my bed
2 2 Go through the exercises orally. Set them in class or for
T : There's something in my soup. in my hair homework.
T : in my eye in the water
C: There's something in my eye. in my shoe

1 2 T: Listen and Repeat.

There's something wrong with my eye. Everything looks funny.
There's something wrong with my nose. Everything smells funny.
There's something wrong with my mouth. Everything tastes funny.
There's something wrong with my ear. Everything sounds funny.
 e
75
1=
T a rg e t S tru c tu re s 1 5 Drill: Continue:
Present Perfect w ith /o r and since. T: two years three weeks
T : I’ve been here for two years. five hours
N e w V o c a b u la ry T: three weeks four days
career criminal to move
T: I've been here for three weeks.
T: two years
a few minutes
ten years
P
life/lives island to escape two months
C: I've been here for two years.
politician (luxury) yacht to get married
country house
Member of Parliament
successful
at the same time
to fall in love
1 6 Drill:
T: January
Continue:
one o'clock
E
T: He's had it since January. Monday
1 Briefly revise the previous lesson.
T: one o'clock
T : He's had it since one o'clock.
last weekend
his birthday C
T: January Christmas
2 Introductory Text. Focus attention on the picture. Ensure
C.He's had it since January. 1969
the text is masked. Set the situation. Play the cassette or act out
the text.
1 7 Write up the diagram below, adapting the times, days,
E
months and years to the tim e now.
3 Listen and Repeat.

4 Silent Reading.
since
r
E
two o’clock five o’clock
5 Question and Answer:
Did they go to different schools? Did they go to the same school?
Did they leave school in 1970? Ask When?
Tuesday
February
Friday
May E
1973 1978
Have they had the same careers? Have they had different careers?

6 Text 1. Focus attention on the picture. Ensure the text is

Q
D D D D D D D
for3 hours 13 days/3 months/3 years.
D
A
E
masked. Play the cassette or act out the text.

7 Listen and Repeat.

Explain that since te lls us exactly when.
Explain that for tells us how long. E
8 Silent Reading.
1 8 Drill: Continue:
9 Question and Answer:
T: three days
T: Forth ree days
Tuesday
four hours
e
Who is Herbert Burke?
T: Tuesday three o'clock
Is he successful? Ask How?
Did he buy a town house? Ask What kind? Ask How long ago?
Did he buy a Rolls-Royce? Ask What?
T : Since Tuesday
T : three days
C .For three days.
January
a long time
1958
E
Did he buy it before the house, after the house, or at the same time?
Is he a Member of Parliament?
How long has he been a Member of Parliament?
Has he got a car and a house? How long has he had them?
1 9 Text3. Focus attention on the picture. Ensure the text is
masked. Play the cassette or act out the text. l E
20 Listen and Repeat.
1 0 Text 2. Focus attention on the picture. Ensure the text is
masked. Play the cassette or act out the text.
21 Silent Reading.
e
11 Listen and Repeat.

1 2 Silent Reading.
22 Question and Answer:
Did Mary meet Charlie at work? Ask Where?
Did they fall in love at school, or when they left school?
c
Are they still in love? Ask How long?
1 3 Question and Answer:
Who is James Stephens?
Did he rob a train? Ask What? Ask When?
Did he give her a necklace? Ask What? Ask When?
Has she still got it? Ask How long? E
Did they get married in 1965? Ask When?
Did the police catch him, or did he escape? Ask W here. . . to?
Did he buy a cheap boat? Ask What? Ask When?
Where is he now? How long has he been there?
Are they still married? Ask How long?
Do they still live in England? Ask Where?
Are they in Australia now? Ask How long?
E
How long has he had a yacht?
2 3 Transfer:
1 4 Drill:
T: he
Continue:
they
Ask students questions and say: Ask him!Ask her!Ask me. ■
How long have you been in (this country)?
T : How long's he been here? she
a student?
T: they you
T: How long have they been here? we
in (this town)?
in this room today?
E
T: he John
C .How long's he been here? John and Mary
How long have you been married?/a (doctor)?

How long have you had that watch?/ring?/bag? etc.

E
those shoes?/trousers?/glasses? etc.
a driving licence? /passport?
t
2 4 Set the exercise in class or for homework.
 75 Four lives
Herbert Burke, James Stephens,
Mary Foot, and Charlie Phillips all
went to the same school. They left
school in 1960, and they've had
very different careers.
Herbert Burke became a politician
ten years ago. He's very
successful. He bought a country
house five years ago, and bought a
Jaguar at the same time. He's been
a Member of Parliament for ten
years. He's had his house and car
for five years.
Q u estio n s
W hen did H erbert B urke becom e a
p o liticia n ?
When did he buy a co u n try house?
When did he buy a Jaguar?
How long has he been a M em ber of
Parliam ent?
How long has he had his house?
How long has he had his car?
E xercise
He’s been there since 1969.
They've been there fo r five years.
C om plete these in th e same way:
1 S he’s had th a t w atch . . . three
weeks.
James Stephens is a criminal.
He robbed a bank in 1971, and
escaped to a Pacific island. He
bought a luxury yacht the same
year. He's still on the island. He's
been there since 1971. He's had
the yacht since 1971.
Q u e s tio n s
W hen did James rob a bank?
Where did he escape to ?
W hat did he buy?
W hen did he buy it?
W here is he now ?
How long has he been there?
How long has he had his yacht?
2 W e’ve been here . . . January.
3 I’ve had my cam era . . . tw o years.
4 They’ve been m arried . . . 1971.
5 He’s had his c a r . . . tw o m onths.
6 J o h n ’s been in London . . . March
Mary Foot and Charlie Phillips fell
in love at school. He gave her a
ring when they left school. She
wears it every day, and she's
never taken it off. They got
married in 1963 and they are still in
love. They moved to Australia in
1968.
Q u estio n s
W hen did Mary and C harlie fall in love?
W hen did he give her the ring?
Has she ever taken it o ff?
W hen did they get m arried?
Are they still in love?
W hen did they move to A ustralia?
How long has she had the ring?
How long have they been m arried?
How long have they been in A ustralia?
76 A night out
 76

N e w V o c a b u la r y 11 T: Listen:
Mr Brown's behind the house now.
sober
He's been into the garage.
Note: This lesson is a picture com position, designed for He's taken a ladder from the garage.
revision and consolidation. A model for the story can be found He's going to the front of the house.
in the dictation passages below. He's going to climb into the house.
Listen and Repeat (76.11).
1 Briefly revise the previous lesson.
12 Dictation. Follow the same procedure as 76.5 and 76.6.
2 Focus attention on the first and second pictures.
T : This is Mr Brown. 13 Focus attention on the fifth picture. Ask questions:
What time is it? Has Mr Brown climbed the ladder?
What's he carrying? Has he opened the window?
Is it full or is it empty? Is there anybody in the bed? Ask Who?
Hnc bp drunk n Inf pf7iihiclpi nr rniju n littlp Tahiti? Is the man looking at Mr Brown?
Where's Mr Brown been? ( C: H e’s been to a party). Is he surprised?
Where's he going? Is it Mr Brown's house? Ask Whose?
Is he drunk or is he sober? Is it the right house or is it the wrong house?
Can he see clearly?
What can you say about the houses? 1 4 T: Listen:
Do they look different or do they look the same? Mr Brown has climbed the ladder,
and he's opened the window.
3 T : Listen: It’s twelve o'clock. There’s a man in the bed.
Mr Brown's been to a party. The man’s looking at Mr Brown.
He's going home now. H e’s very surprised.
He's carrying a bottle. It isn't Mr Brown's house.
It’s empty. It's the wrong house.
He’s drunk a lot o f whisky. Listen and Repeat (76.14).
He can't see clearly.
All the houses look the same. 1 5 Dictation. Follow the same procedure as 76.5 and 76.6.

4 Listen and Repeat. (76.3) 1 6 Transfer:

What do you think the man's saying?
5 Dictation. T: I'm going to dictate it, line by line. Have you ever made a terrible mistake? Tell us about it.
I want you to write.
D ictate the text from 76.3.
Read it again w hile the students check.

6 Get the students to dictate it back to you line by line. Write

it up on the board. Check pronunciation. Tell them to correct
any mistakes.

7 Focus attention on the third picture. Ask questions:

Is he standing in front of his house, or is he standing behind his
house?
Is he carrying the bottle?
Is he looking for something? Ask What?
Can he find it?
Has he lost his key or has he found it?

8 T : Listen:
He's standing in front of his house.
He isn't carrying the bottle now.
He's looking for his key.
He can't find it.
He's lost it.
Listen and Repeat. (76.8)

9 Dictation. Follow the same procedure as 76.5 and 76.6.

10 Focus attention on the fourth picture. Ask questions:

Is Mr Brown behind the house or is he in front of the house?
Has he been into the garage or has he been into the house?
Where has he taken the ladder from?
Is he going back to the party, or is he going to the front of the house?
Is he going to climb into the house?
 j :
77
ï
T a r g e t S tr u c t u r e s 7 Bring out two students.
One of them is . . . Some of them are . T : He's a student. She's a student. Both of them are students.
Both of them a r e . . . All of them are . . H e’s standing up. She's standing up. Both of them are standing up.
Neither of them are . . . None of them are . Give prompts:
T: shoes. C: Both of them are wearing shoes.
N e w V o c a b u la r y Continue:
General Election result Mayor shoes smiling brown eyes
jeans watches for four weeks
candidate
midnight
rosette
Labour
supporter
Conservative brown hair studying English etc. JS
pleased cheer boo
8 Bring out two different students.
vote announce in a m om ent. . .

Grammar Note. (This should not be explained to the class.)

There is a problem of choice between: None of them is . . .a n d
None o f them a r e . . . . We have chosen to use None of them are
. . . , in line with comm on usage.
1 Focus attention on the small picture. Ensure the text is
masked. Set the situation — a General Election. Explain vote.
Play the cassette or read the first part of the text.
T: He isn't French. She isn't French. Neither of them are French.
He isn't stupid. She isn't stupid. Neither o f them are stupid.
Invite the class to generate sentences about them.
с
9 Bring outtw o different students. Get them to generate free
sentences using:
с
Both of them are . . .
Neither of them a r e . . . . Prompt if necessary.

10 Focus attention on the second picture. Ensure the text is

я
2 Listen and Repeat. masked. Play the cassette or read the text.

3 S ilent Reading. 11 Listen and Repeat.

4 Question and Answer: 12 Silent Reading.

Is it mid-day? Ask What time?
Is the Mayor on the right? Is he on the left? Ask Where? 1 3 Question and Answer:
Is he going to sing? Ask What? What time is it in the picture?
Is the Conservative candidate on the balcony? Who's won? Who's lost?
Are all of the crowd happy? _ n
Is the Labour candidate on the balcony?
Are both of them on the balcony? How many are happy? How many are sad?
Is the Conservative candidate smiling? Which supporters are booing? Which supporters are cheering?
Is the Labour candidate smiling?
Is the Conservative candidate happy?
How many Labour supporters are booing?
How many Conservative supporters are smiling?
je
Is the Labour candidate happy? When did the Conservatives last win?
Make two sentences, one with for, one with since.
S o. . . ? C: Neither of them are happy.
Has the Conservative been a Member of Parliament before? JE
Has the Labour candidate been a Member of Parliament before? 1 4 Drill (re fe rto th e picture):
S o. . . ? C: Neither of them have been Members o f Parliament T: None of the Conservatives are cheering.
before. What about the Labour supporters?
T : All o f them are cheering. . » *
5 Drill: Continue:
T: He's English. She's English None of the Conservatives are smiling.
T: Both of them are English. What about the Labour supporters? etc. e
T: He’s been to London. She's been to London.
T : Both of them have been to London. 1 5 Response Drill (based on the picture):
T: He’s English. She's English.
C.Both of them are English.
T: How many of the Conservatives are cheering?
T: None of them.
Continue:
c
Continue: How many o f the Conservatives are smiling?
He's been to London. She's been to London.
He went yesterday. She went yesterday.
How many of the elections have the Conservatives won since 1945?
How many o f the elections have the Labour Party lost?
f
He'sgoing to church. She'sgoing to church.
He was talking. She was talking. 1 6 Transfer. Bring out three or four students.
He likes whisky. She likes whisky. T: All of them are students. All of them are laughing.
Invite the class to generate sentences using: All o f them . . . .
%
6 Drill: Prompt where necessary: shoeslsockslrings/studying English/etc.
T: He isn't English. She isn't English.
T: Neither of them are English. 1 7 Bring out some different students.
T: He hasn't been to London. She hasn't been to London. T: None of them are English. None of them are stupid. A
T: Neither of them have been to London. Invite the class to generate sentences using: None of
T: He isn't English. She isn't English.
C: Neither of them are English.
them . . . . Prompt where necessary. t
1 8 Bring out some different students. Invite the class to
generate sentences using:
Continue:
He hasn't been to London. She hasn't been to London. C: All o f them a r e . . . None of them a r e . . . . F
He didn't go yesterday. She didn't go yesterday.
He isn't going to church. She isn't going to church. 1 9 Set the exercise in class or for homework.
He wasn't talking. She wasn't talking. fc

к
3
77 The election result
3
3 It's midnight.
In a moment, the Mayor of
Bamford is going to read the
results of the General Election.
3 Both of the candidates are on the
balcony with the Mayor. Both of
3 them are smiling, but neither of

a
them are happy.
Both of them are wearing rosettes.
One of them is the Labour

a
candidate, and the other is the
Conservative candidate. Neither
of them have been Members of
Parliament before.

a II
a The Mayor has just announced the
result. The Labour candidate has A j
II1 ■
won the election. Some of the Ri \

a
crowd are pleased, but the others ,I IJ II ;
are angry. All of the Labour
\Jr/'
supporters are happy. All of them
are shouting and cheering. The s > '—
T

Conservative supporters are

booing. None of them are smiling.
a
a
The Conservatives haven't won
an election in Bamford for many
years. The Labour Party has won
every election in the town since
1945.

Exam ple
One o f them is a • . . nurse.
policem an.

Both o f them are . . . nurses.

policem en.

N either o f them are . . . nurses.

policem en.
 78 The Daily News

t h e * % — ; i _ _ ________

D a i l y N e w s

London: Wednesday May 20th W eather: fine

SENSATIONAL JEWEL ROBBERY

£50.000 stolen
There was a fifty thousand pound
jewel robbery in central London
yesterday. The thieves threw a
stone through the window of Car-
bunkle & Company and stole
necklaces, rings and watches worth
£50,000. Mr Goldsmith, the man­
ager of the shop, was working in
his office when it happened. The
police are looking for three men.
The men drove away in a stolen
Ford Cortina. The police have not
found the getaway car yet.

Everest
Expedition
Fails
Three British climbers in the Hima­
Richard Taylor, the British actor,
is going to divorce his wife, Liza
Bertram. They have been married
layas wanted to reach the top of
for thirteen years, and have lived
Mount Everest yesterday, but they
failed because the weather has in Hollywood since 1978. Several
been too bad. They had to post­ people have seen Taylor with film
pone the climb until next week. starlet Judy Bowes recently. He
has been married four times. He
The weather has been the worst
refused to speak to our reporter
for two years.
yesterday.

Police Notice

Have you seen

this girl?
Maria Roberts, a 15-year-old shoes. She has blonde hair a l
schoolgirl, left her home in Leeds blue eyes.
last week and nobody has seen Please telephone:
her since. She was wearing a blue 0202-17414 with any
raincoat, green trousers and black information. (

I
 78

Ta r g e t S t r u c t u r e s 1 2 Transfer:
Revision and consolidation. Have you been to Hollywood?
Ask him/Ask her. Ask When? Ask Why?
N e w V o c a b u la r y Are you married? Ask How long?
Have you ever seen Richard Burton?
jewel robbery notice throw/threw
Is he a good actor?
jeweller schoolgirl steal/stole
Is he handsome?
thief/thieves blonde hair worth
How old is he?
stone fine refuse
Have you ever seen Elizabeth Taylor?
getaway car sensational fail(ed)
Was she beautiful?
divorce case stolen postpone
Is she still beautiful?
film starlet at the top of read /read/read
Are they still married?
expedition at the bottom of
Ask students for their opinions on m arriage and divorce.

1 Briefly revise the previous lesson. 1 3 Focus attention on the third news story (Everest
Expedition Fails). Read the story.
2 Ask questions:
Do you read newspapers? Ask Which ? 1 4 Listen and Repeat.
Did you read a newspaper yesterday? Ask him/Ask her.
Have you ever read an English newspaper? 1 5 S ilent Reading.
Which one?
P o in to u t: rea d -r e a d -r e a d ( rid red red ) a n d th a tth e s p e llin g 1 6 Question and Answer:
does not change. What is Everest? Where is it?
T: Today, we're going to look at a newspaper! How many climbers were there?
Did they want to reach the top?
3 Focus attention on the first picture (The Jewel Robbery). Could they reach the top? Ask Why not?
Ensure the text is masked. Read the story. Have they come home?
Are they going to try again? Ask When?
4 Listen and Repeat. What can you say about the weather?

5 Silent Reading. 1 7 Transfer:

Where are you from?
6 Question and Answer: Are there mountains in your country?
Was there a robbery yesterday? Ask What kind? Ask him/Ask her.
Did the thieves break the xvindow? Ask How? Which is the highest mountain in your country?
Did they steal anything? Ask What? Ask him!Ask her.
Ask How much . . . worth? Have you ever climbed it?
What's the manager's name? Ask him!Ask her.
Was he sleeping when it happened? Ask What? Ask Where? Who were the first to climb Everest?
Are the police looking for anybody? Ask How many? Ask me. (Sir Edmund Hilary and Sherpa Tenzing).
Did the men run away? Ask When?
What did they do? Ask What kind of ca r. . . ? Ask me. (1953). . ,
Have the police found the car yet? Have any French /Japanese /Chinese people climbed it?
Why do people climb mountains?
7 Transfer:
Have you ever seen a robbery? 1 8 Focus attention on the fourth item (Police Notice). Read
Askhim/Ask her. the story.
Have you ever stolen anything?
Ask What? Ask When? Ask Where? 1 9 Listen and Repeat.
Has anybody stolen anything from you?
What? When? Where? 2 0 Silent Reading.
Ask me/Ask him!Ask her/Ask each other.
21 Question and Answer:
8 Focus attention on the second story (H ollywood Divorce What's her name?
Case). Ensure the text is masked. Read the story. How old is she?
Where does she come from ?
9 Listen and Repeat. Did she leave home? Ask When?
Who's seen her?
1 0 S ilent Reading. What was she wearing when she left home?
What colour's her hair?
11 Question and Answer: What colour are her eyes?
What's his name? What’s her name? Have you seen her?
Have they divorced yet?
Is she going to divorce him? 2 2 Transfer. T: Imagine that (a student in this class) disappeared
What does he do? yesterday. You must describe (him) to the Police:
Have they been married for 20 years? Ask How long? What was (he) wearing yesterday?
Do they live in England? Ask Where? Ask How long? What colour's (his) hair?
Has anybody seen Taylor with Judy Bowes? What colour are (his) eyes?
Ask How many people? What were you wearing yesterday?
Is Liza his first wife? Ask How many wives? Ask him/Ask her.
How many times has he been married? What was he wearing? What was she wearing?
 là
79
;*=
E x p re s s io n s Continue:
What kind of (flowers) would you like? Shall I open it now? This is a bottle of champagne for you. e
What do you recommend? I love chocolates! These flowers are for you.
. . . at this time of the year. I've got so much to do! This perfume's for you.
I'll have (a dozen roses). Don't be silly! These chocolates are for you
This book's for you.
B
What a lovely surprise! . . . the last train.

N e w V o c a b u la r y
rose sweets a lift
1 3 Drill:
T: Thank you.
T: Thank you . . . you've been very kind.
Continue:
Thank you very much
Thanks a lot.
ta
tulip telegram a dozen
T : Thank you very much. Many thanks!
daffodil
carnation
shampoo
soap
half a dozen
T: Thank you . . . you've been very kind.
T: Thank you.
E
C: Thank you . . . you've been very kind.
1 D ialogue 1. Set the situation. Focus attention on the
1 4 Dialogue 3. F ollow the same procedure asfo r D ialogue 1,
picture. Ensure the text is masked. Play the cassette or act out. À
but include these drills.
2 Listen and Repeat.

3 Drill:
15 Drill:
T: you
T: When are you leaving?
Continue:
he
they
3=
T: I want to send some flowers to my mother in Germany.
T\he she
T: He
T: He wants to send some flowers to his mother in Germany.
T: W hen'she leaving?
T: you
we
John
m
T: France
C: When are you leaving?
T : He wants to send some flowers to his mother in France.
T: I want to send some flowers to my mother in Germany. Repeat!
C .1 want to send some flowers to my mother in Germany.
1 6 Drill: Continue:
a meal
f=
T : a coffee
T: Let's meet for a coffee tonight. a drink
Continue:
HelFrancelgirlfriendlchocolatesla telegram/ItalyII T: a meal
T : Let's meet for a meal tonight.
a few drinks
a goodbye drink
35
4 Drill: Continue: T : a coffee
C .Let’s meet for a coffee tonight.
T: flowers chocolates
T : What kind of flowers would you like? shoes
1 7 Drill: Continue:
M
T: chocolates shampoo
T: I He
T: What kind of chocolates would you like? soap
T : I'm afraid I can’t. They
T : flowers
C: What kind of flowers would you like?
perfume
wine T: He We 3=
T: He's afraid he can't. She
Continue: T: I Mary
5 Drill:
T: a dozen roses half a dozen daffodils C: I'm afraid I can't.
»
T : I'll have a dozen roses, please. two dozen tulips
1 8 Drill: Continue:
T: half a dozen daffodils ten carnations
T: I She
T: I'll have half a dozen daffodils, please. a dozen carnations
T : I've got so much to do. We
T : a dozen roses twenty roses
T: She He
C .I'll have a dozen roses, please.
T : She’s got so much to do. They
T: I The teacher
6 Focus attention on D ialogue 1. The students look and
listen. Play the cassette or act out the text.
C: I've got so much to do.

1 9 Dialogue 4. F ollow the same procedure a sfo r D ialogue 1,

7 Silent Reading.
but include these drills.
8 The teacher takes the part of K. The class in chorus takes
2 0 Drill: Continue:
the part of L. Go through the dialogue. Then the teacher takes
T : party evening
the part of L. The class in chorus takes the part of K.
T : It's been a lovely party. afternoon
9 Pair Work. T : evening weekend
T: It’s been a lovely evening. dinner
T: party lunch
1 0 Transfer. The teacher selects a student and acts out the
dialogue, substituting other vocabulary items. Students do th e
C :It’s been a lovely party.
same in pairs, using the prom pts in the book.
21 Drill: Continue:
11 D ialogue 2. As for D ialogue 1, but include these drills. T: I have to catch the last train. He
T: He Does he?
1 2 Drill: T : He has to catch the last train. they
T: This is a present for you. T : Does he? bus
T: Does he have to catch the last train? Why?
T : A present? What a lovely surprise!
T : This is a bottle of champagne for you. T : I have to catch the last train. Repeat! she
T : A bottle of champagne? What a lovely surprise! C: I have to catch the last train. What time?
T : This is a present for you.
C.Apresent? What a lovely surprise!
 79 Everyday Conversation

K Can I help you? roses

L Yes, I want to send some tu lip s
d a ffo d ils
flowers to my mother in
carnations
Germany.
K What kind of flowers would a dozen (12)
ha lf a dozen (6)
you like? tw o dozen (24)
L Well, what do you recommend? ten (10)
K Well, roses are very nice at this
time of the year.
L O . K . . . . a dozen roses, please.

M Mrs Connor? chocolates

N Yes, Paul? sweets
perfum e
M This is a present for you.
fru it
N A present? What a lovely
surprise! Shall I open it now?
M Yes, of course.
N Ooh! Chocolates! I love
chocolates. . . Thank you, very
much indeed!
M Thank you. You've been very
kind.

O I'd like to say goodbye to to m o rro w m orning

everybody. to m o rro w
afternoon
P When are you leaving?
to m o rro w evening
O Tomorrow morning. to m o rro w nig h t
P Let's meet for a coffee tonight.
O I'm afraid I can't.
P Oh . . . come on!
O No, really . . . I've got so much
to do.

Q It's been a lovely party. Thank Caracas!

you very much. Tokyo!
R But you can't go yet! The party's
just beginning!
Q I'm sorry, but I must!
R Why?
Q Because I have to catch the last
train.
R Don't be silly! I'll give you a lift.
Where are you going?
Q Caracas!
R Oh!!

«
80 A fourth letter e

✓
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HA/- A * (
“ v r . ls o * ^

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 80

E x p re s s io n s 7 Explain the idea. They are going to write a letter T: You can
Anyway write a letter now . . . this can help you. Go through g iving a
all my love model.

N e w V o c a b u la r y 8 Get them to prepare their letters on a sheet of paper.

test sad learn/learnt
9 Get one or two students to read their version. Get them to
composition miserable promise
w rite an im aginary letter for homework.
sleepy hate

1 Set the situation. Ensure the text is masked. Read the

letter.

2 Listen. Read the letter again.

3 Silent Reading.

4 Question and Answer:

Who's writing?
Who's she writing to?
Where is she?
Where is he?
What's the date?
Has she written to him before?
Ask How many letters . . . ?
Has she missed him?
Ask How much?
Is she lonely?
Ask How long?
When did she last see him?
Is she learning Italian?
Ask What?
Ask Where?
Has she learnt any French this week?
Ask How much?
Has she been out much this week?
Did she go out last night?
Ask Why not?
Is she tired today?
Ask Why?
What does she say about Paris and London?
Does she prefer London or Paris?
Has she been to other cities?
Which is the best for her?
How much traffic is there in Paris?
How many restaurants are there with English food?
How many of her teachers does she like?
Do they speak English to her?
What does she have to speak?
What is her promise?
How much love does she send him?
How many kisses does she send him?

5 Transfer. Ask questions and say: A skhim lA skher.

Have you got a boyfriend/girlfriend?
When you're away, do you miss himlherlyour family/your friends?
Have you been lonely this week?
Have you learnt any English this week?
Have you written any letters this week?
Did you have to do any homework last night?
How much?
Which is the best city you've ever been to?
Why?
What can you say about the traffic here? . . . and the restaurants?

6 Pair Work. Students ask each other about the preceding

week.
Dear John,
Mum,
Dad,
Mary,

I've missed you very much. I've been lonely this week, because I
home a lot. sad
the family quite a lot. miserable

haven't seen you for a month. I've learnt a lot of English this week. I've worked
since last month. a little French
a long time. no

hard this week. I haven't been out much. Last night I had to
a lot at all.
only a little many times.

study a lot, and I'm tired today. London is more expensive than Tokyo,
do a test, sleepy cheaper Rio,
write a composition, smaller Paris,

but it's more interesting. I think it's the best city I've ever been to. There s
less exciting. worst seen. are
beautiful. visited.

too much traffic and there aren't enough restaurants with English food,
many dogs clubs French wine,
pollution bars German beer,
people discos Spanish people,

but I like it. All of my teachers are very good and none of them speak
and love None beautiful
hate Some intelligent
handsome

Japanese to me, so I have to speak English. Well, I really must finish now. I'll
Italian Anyway, must
Portuguese have to
Arabic want to

write again tomorrow, . . . I promise.

soon,
on Wednesday,
next week,

All my love,

Yours,
 JE
Vocabulary

This vocabulary contains all the boot 32 casino 33 computer 29 diet 25

words in the student's book, and the boring 60 casserole 22 com puter- dating different 73
num ber o f the unit w here they first borrow 23 cassette 23 29 difficult 22
occur. boss 9 cassette-player concert 23 dinghy 49
both 28 23 conductor 52 dinner 32
attack(v) 52 bottle 6 cassette-recorder Conservative 77 dinner-party 67
A attacker 56 bottom 78 29 contact 58 diploma 34
a 2 August 42 box 22 castle 60 continuous 59 direct 59
about 25 autumn 67 boy 25 cat 29 cook 4 direct (v) 53
Academ y average 68 bra (brassiere) 53 catch(v) 32 cook (v) 24 director 22
Award 53 away 32 brake(v) 55 caviare 33 cooker 6 Directory
accident 38 brandy 29 centigrade 68 corner 55 Enquiries 26
accommodation Brazilian 20 central 42 cornflakes 33 disco 20
64 B bread 7 certainly 7 cotton 24 discover (v) 58
across 25 back 48 break(v) 52 chain 24 cough 52 dish 22
action 22 backache 39 breakfast 32 chair 3 could (request) 7 dislike 29
actor 12 bad 38 bride 28 champagne 27 could (ability) 57 divorce 78
actress 12 badly 38 bridesmaid 28 cham pion 37 country 64 divorce (v) 53
address 19 baker 45 briefcase 9 (a) change 54 country-house do (v) 22
address-book 63 balcony 6 bring 29 change 32 75 doctor/ Dr 8
afraid 47 ballet 36 bring (back) 48 change (v) 32 cousin 67 does 30
after 26 banana 10 broke 26 cheap 5 cowboy 22 dog 29
afternoon 29 b an k 7 brother 9 check into 58 crash (v) 49 doing 22
again 45 bath 5 brow n 8 cheer (v) 77 cream 29 dollar 53
against 48 bath-room 6 brush(v) 63 cheese 20 cricket 24 done 62
age 29 be(v) 22 build(v) 53 chem ist 45 criminal 75 door 3
ago 51 beach 42 bullet 47 cheque 73 crowd 64 double 7
agent 6 beard 29 burn(v) 52 chess 29
chicken 20
cry (v) 28 down 2 E
air 64 beat(v) 72 bus 3 cup 3 dozen 79
air-force 52 beautiful 5 (on) business 62 C hinese 25 cupboard 6 draw 22
air-hostess 4
airport 4
because 25
becom e 53
businessm an 2
bus station 29
children 8
(a) chocolate 25
custom er 22
Custom s 27
dress 5
dress (v) 32
5=
album 57 bed 3 bus-stop 7 chocolate 28 Custom s officer (a) (drink) 25
all 28 bedroom 6 busy 20 Christmas 29 27 drink (v) 22
all right 7 b eef 22 but 24 church 20 drive (v) 24
along 25 beer 10 butcher 45 cigar 9 driver 33
always 35 before 26 butter 7 cigarette 27 D drop (v) 56
am 2 begin 52 button 28 cigar-lighter 23 daffodil 79 dry 70 i=
ambulance 56 behind 25 buy(v) 25 cinema 20 daily 78 dust 69
American 2 belt 24 by 29, 60 class 20 dance 39
an 3 bend 25 bye 29 classical 28 dance (v) 24 T7
and 2 Ben Nevis 52 clean (v) 22 dancing 29 E
angry 5 beside 5 cleaner 4 dangerous 58 early 60
announce 77 best 40 C clearly 62 Danish 43 earn 69
another 23 best man 28 café 7 clock 3 dark 24 ear-ring 24
any 6 best wishes 20 cafeteria 60 close (v) 22 darling 26 Easter 35
anybody 74 better 68 cake 7 club 22 date 29 eat 22
anything 26 betw een 25 call 4 coach 48 daughter 22 economical 32
anyway 23 bicycle 9 call(v) 5 coal 69 day 23 egg 3
anywhere 74 big 5 calmly 47 coast 40 Dear . . . 20 eighth 26
apple 3 bill 29 camera 5 coat 28 deaf 63 either 24
apple-pie 22 billionaire 53 can 24 cocktail-cabinet dear 22 elbow 63
April 42 biography 53 Canada 2 23 Decem ber 42 election 53
Arabic 24 Biology 70 canteen 33 code 59 declare 27 electric 23
are 2 birthday 44 Captain 8 coffee 22 deep 68 elephant 48
area 52 biscuit 22 car 3 coin 32 degree 68 eleventh 26
arm 56 black 8 cardigan 25 cold 5 dentist 34 em ergency 59
army 69 blonde 78 career 75 (a) cold 39 design 53 em pty 5
arrive 32 blouse 8 careful 63 college 67 dessert 22 end 47
as 32 blue 8 carefully 38 colour 8 dial 59 engaged 30
ash-tray 3 boat 25 carelessly 38 come 8 diamond 24 engine 23
ask 22 boiled 22 carrot 22 comfortable 23 diary 63 England 2
asleep 47 bomb(v) 52 carry 22 company 36 dictate 32 English 2
astronaut 8 bone 55 case 4 competitor 34 dictionary 23 enjoy 47
at 22 boo(v) 77 case (legal) 78 com plete (v) 29 did 44 enorm ous 33
athletic 24 book 23 cashier 25 composition 80 die (v) 53 enough 64
escape (v) 75 foreigner 63 guitarist 50 (a) hurry 29 kilo 5 lorry driver 33
Europe 65 for ever 28 gun 47 hurry (v) 47 kilometre 68 lose (v) 52
evening 28 for example 7 husband 9 kind 79 lot 20
ever 36 forget 29 kiss (v) 22 love 30
every 33 fork 3 H T kitchen 6 lovely 28
everybody 12 form 29 hair 78 1 knife 3 L .P . 28
everything 16 fourth 26 haircut 44 I 2 know 30 Ltd. 36
everywhere 74 France 2 hairdresser 24 ice 7 K .O . 72 luck 58
example 29 free 23 half 7 ice-cream 3 lucky 27
excitem ent 64 freezer 3 half-past 26 identity card 27 luggage 29
exciting 20 French 4 ham burger 10 I'd like 22 L lunch 32
excellent 14 Frenchm an 60 hand 22 I'd love to 25 Labour 77 luxury 75
excursion 15 fresh 64 handbag 3 if 23 ladder 62
Excuse me! 2 Friday 23 handsom e 24 ill 73 lady 34
expedition 78 fridge 6 hang on 59 immediately 55 lamb 22 M
expensive 5 fried 22 happen 56 im portant 34 landlady 39 Madam 29
eye 12 friend 22 happy 23 in 6 language 24 magazine 6
friendly 20 hard 38 indeed 79 language school main course 22
from 22 hat 9 inflation 58 37 make 23
F (in) front (of) 25 hate (v) 80 inform ation 25 large 6 man 23
face 71 fruit 22 have (got) 24 inherit 53 last 34 manager 4
factory 16 fruit salad 22 he 2 insist 52 late 25 manufacture (v)
fail (v) 78 full 5 head 56 intelligent 72 later 42 53
fall (in love) (v) 75 funny 63 hear (v) 59 interesting 20 laugh (v) 47 March 42
fam ily 8 heavy 5 international 29 laugh (n) 22 Market Research
fam ous 13 Hello 2 International learn 40 36
far 7 G help (v) 22 Service 59 least 70 married 20
farm er 29 gamble (v) 53 her (poss) 4 interview 32 leather 24 marry 30
fashion 24 General Election her (obj) 22 interview (v) 32 leave (v) 27 match 49
fashion-show 24 77 hers 18 into 22 leave (money) May 42
fast 23 Geography 68 Hi! 26 investigation 80 (v) 53 me 2
fat 5 gentlem an 34 high 68 Iranian 2 lecture 44 meal 54
father 9 get 29 The Highlands iron 24 left 28 mean (v) 64
favourite 26 getaway car 78 52 is 2 leg 52 measure (v) 43
February 41 get into 28 hill 73 island 75 lem on 3 meat 20
feel (sorry for) get married 75 him 22 it (pronoun) 3 lend 62 m echanic 4
(v) 69 get up (v) 32 his (poss) 4 it (obj) 22 let me see 43 medium 22
few 28 girl 56 his (pronoun) 18 Italian 2 letter 39 m eet (v) 25
fifth 26 girlfriend 25 history 68 itinerary 65 less 68 mend (v) 72
fight (v) 71 give (v) 30 hit (v) 56 lie 25 menu 22
film 12 glass 3 hitch-hike (v) 48 T life 26 m essage 59
film director 12
find (v) 51
glasses 9
go (v) 22
hold (v) 28
holiday 2
J
jacket 8
lift (v) 29
lift (n) 59
metre 68
Metro 40
film star 12 goal 52 holiday-m aker January 42 light (adj) 5 M exican 2
fine 1 going to do 27 63 Japan 2 light (n) 22 microphone 22
fine (weather) 78 gold 24 hom e 26 Japanese 2 light (colour) 24 midnight 77
finish (v) 40 golf 29 hom ew ork 22 jar 20 lighter 23 milk 7
fire (v) 47 good 6 honeym oon 28 jazz 29 like (v) 29 millimetre 68
fire 59 Good afternoon horror 36 jean s 8 likes (n) 29 million 53
first 7 29 hospital 56 jew el 78 like (W hat's it millionaire 9
First World War G ood evening 4 hot 5 jew eller 78 like?) 42 mine (pro) 28
69 Good morning hotel 4 job 4 line 25 miner 69
fish 49 27 hotel room 20 join (v) 69 listen 47 minus 68
fishing 29 G oodnight 28 hour 39 jockey 37 litre 27 m iserable 80
fit 71 (a) good time 27 house 3 joke (v) 27 little 27 Miss 8
flag 61 got (have got) 26 housewife 8 journey 44 living room 6 miss (v) 47
flared 24 granddad 69 How 32 July 42 lock 56 mission 58
flower 28 grandfather 69 How are you? 8 junction 73 London 2 M ission Control
flat 6 grandparent 42 How about 25 June 29 lonely 22 62
fly (v ) 28 grandson 8 How do you do? juice 22 long 5 m odern 32
food 20 great! 26 8 ju st 64 long (time) 73 m om ent 37
foot 39 green 8 How many? 10 look (v) 22 M onday 23
football 14 grey 8 How much? 7 look at 22 m oney 26
football match 4 (bride)groom 28 How old? 29 K look for 23 month 42
for 31 group 50 hundred 27 key 3 look into 22 moon 44
foreign 48 guess (v) 34 hungry 5 kill (v) 47 lorry 3 more 18, 68
morning 27 of 22 picture 20 quiet 20 slow 23
morning suit 28 off 22 piece 25 quite 36 S slowly 38
most 70 office 29 pilot 4 sad 5 small 5
mother 9 officer 69 pineapple 49 R sail 57 smell (v) 74
m other-in-law often 35 pink 8 racehorse 37 salary 34 smile (v) 22
27 Oh! 27 pint 7 radio 3 saloon 47 smile (n) 28
motorcycle 68 oil 7 pip 59 rain 68 salt 7 smoke (v) 22
moustache 25 oil-drilling place 27 rainy 20 same 73 smoke (n) 25
move (v) 12 com pany 53 place (v) 62 rapid 59 sandwich 25 snow (v) 52
M .P. 75 old 5 plaice 22 rarely 35 Saturday 23 so 32
m .p.h. 53 om elette 22 plain 28 read (v) 22 save (money) 58 soap 79
Mr 4 O .K . 22 plan 6 really 24 scene 25 sober 76
Mrs 4 on 2 plane 5 rebel 50 school 29 sock 8
mushroom 10 once 36 plate 3 receiver 59 schoolboy 33 soda 7
music 29 one 28 play (v) 24 reception schoolgirl 78 sofa 6
my 4 onion 10 playboy 33 (wedding) 28 Science 68 som e 9
only 49 please 2 reception scientist 34 somebody 56
opera 29 pleased 77 (hotel) 4 score (v) 52 someone 22
N open (v) 22 plug (n) 72 receptionist 4 screen 25 som ething 22
name 4 operator 59 plus 68 recom m end 79 screwdriver 72 sometim es 35
nationality 2 opposite 55 police 52 record 6 sea 28 som ew here 74
near 7 or 35 policem an 4 recreation 29 seat 23 son 9
nearly 45 orange (colour) 8 politician 75 red 8 second 7 soon 30
necklace 24 orange (fruit) 3 politics 29 refuse (v) 78 secretary 4 sore 39
need (v) 30 orchestra 42 pollution 64 regards 40 see 20 sore throat 39
neither 77 ordinary 32 poor 5 remem ber 80 sell 53 sorry 29
never 35 other 60 porter 4 rent 27 send 29 sound (v) 74
new 5
new s 26
our 4
ours 18
Portuguese 22
post (v) 29
reply 32
reporter 32
sensational 78
sense 75
soup 22
south 69
j:
newspaper 23 out 22 postcard 29 repair (v) 32 Septem ber 42 souvenir 66
New York 2
next 27
out of 25
outside 25
post office 7
possible 32
rescue (v) 49
reserve (v) 46
service 22
seventh 26
Soviet Union 52
space 44
E
nice 6 over 56 postpone 78 reserved 20 sew (v) 24 Spanish 2
night 18
nightclub 21
over there 4 potato 22
pound 32
rest (v) 22
restaurant 22
sham poo 79
shave (n) 44
speak (v) 24
special 54 E
nightdress 43 practise 22 result 23 she 2 speech 28
nil 52 P prefer (v) 43 retire 24 shelf 3 spell (v) 20
ninth 26 paint (v) 63 p re sen t(n ) 28 return 44 sheriff 47 spend 28 e
No 2 pair 25 President 52 reunion 8 shine (v) 48 spoon 3
no (not any) 74 palace 52 press (v) 59 rice 20 ship 49 sport 24
nobody 74
noise 64
pan 6
pardon 2
prison 27
private 42
rich 5
ride (v) 37
shirt 8
shoe 8
spring 67
spy 58
P
none 77 Paris 2 problem 44 right (opp. left) shoot (v) 52 square 28
normal 44
normally 54
park (n) 60
party 23
produce 53
professor 34
28
right (opp.
short 5
shorts 8
square km. 68
stadium 52 E
nose 74 pass (v) 7 program m e 26 wrong) 43 shoulder 63 stand (v) 22
not 2
note 32
nothing 33
passenger 53
passport 27
past 26
prom ise (n) 72
prom ise (v) 80
protest (v) 52
ring 24
river 60
road 55
shout (v) 25
show (v) 29
show (n) 24
star 23
start (v) 22
starter 22
P
notice 78 patient 52 pub 45 roast 22 shower 20 stay (v) 22
November 42
now 22
pea 10
pen 3
public 53
pull 47
rob 27
robbery 78
sick 73
sign (v) 46
steak 22
steal 78
F
nowadays 35 pencil 63 pullover 25 roll (bread) 45 signature 29 steps 25
nowhere 74
number 4
pension 69
people 25
purring 59
purse 52
roll (of films)
66
silly 79
silver 24
stereo 23
still 64
E
nylon 23 pepper 7 put 22 room 4 sing 24 stocking 56
per cent 22 rose 79 single 20 stolen 78
perfect (v) 63 rosé 22 sink 6 stom ach-ache 39 t
O perfum e 27 Q rosette 77 sister 9 stone 78
obey (v) 69 personal 29 quarter past 26 round (prep) 28 sit 2 stop (v) 52
occasion 53 phone 7 quarter to 26
Q ueen 37
royal 37 size 25 story 47 :E
occasionally 35 phone (v) 22 rubber 49 sixth 26 stranger 63
occupation 29 photo-copy 46 question 22 rugby 24 ski (v) 24 street 40
ocean 49
o'clock 26
photograph 29
piano 57
questionnaire 5
queue (v) 25
run (v) 22
rush (v) 47
skirt 8
sleep (v) 22
striped 28
strong 5
t=
October 42 picnic 23 quickly 55 Russian 2 sleepy 80 STD 59
student 2 thick 5 until 32 matter 39
studio 22 thief 78 up 25 what time 25
study (v) 47 thin 5 us 22 w heel 23
successful 75 thing 20 use (v) 58 w hen 25
sugar 2 think 32 usually 35 where 2
suit 24 third 7 which 22
summer 67 thirsty 5 which one 28
sun 48 this 3 V whisky 7
Sunday 23 those 3 vanilla 28 white 8
sunglasses 24 throat 39 V .A .T . 22 who 8
sunny 20 throw 78 vegetable 22 w hose 9
superm arket 7 Thursday 23 Venezuelan 39 why 25
supper 44 ticket 27 very 2 wide 68
supporter 77 time 25, 36 vicar 35 wife 8
sure 43 tired 5 villa 28 will 72
surnam e 20 title 23 village 60 win 52
surprise 8 to 22 vinegar 7 window 3
survivor 49 tobacco 27 visa 27 wine 20
sweet (n) 79 today 22 visit (v) 36 Winter 67
swim (v) 24 together 66 vodka 27 w ishes 20
swim (n) 44 toilet 6 vote (n) 77 with 7
swimming pool tomato 20 vote (v) 77 wom an 25
23 tomorrow 25 wonderful 24
sympathetic 69 tonight 22
too (also) 24
too 43
w
wait (v) 25
w on't 72
woollen 24
word 22
T top 78 waiter 4 work (v) 22
table 3 top hat 28 wake up 32 worker 26
take 22 touch (v) 63 walk (v) 22 work for 27
talk (v) 40 tour 48 Wales 52 world record 53
tall 5 tourist 2 wallet 52 worried 52
taste (v) 74 towards 47 want 30 worry about 58
taxi 3 towel 3 warm 20 worst 70
tea 2 town 45 warplane 53 worth 78
tea (meal) 27 town hall 50 war 69 would 7, 25
teach 37 traditional 28 was 42 write 48
teacher 2 traffic-lights 35 wash 22 wrong 43
team 38 train 3 wash up (v) 27
teenager 29 transport café 33 washing up (n)
telegram 79 travel (n) 30 72 XYZ
telephone (n) 6 travel (v) 34 water 20 yacht 75
telephone (v) 46 trip 60 watch (n) 3 year 38
television 6 trousers 8 watch (v) 22 yellow 8
tell 32 trouser suit 24 we 2 yes 2
tem perature 39 try on 25 weak 5 yesterday 42
tenth 26 T-shirt 8 wear 24 you 2
terrible 26 tube 39 weather 20 young 5
terribly 72 Tuesday 23 wedding 28 your 4
terylene 24 tulip 79 W ednesday 23 yours 28
test (n) SO Turkish 43 week 23
thank goodness! tu rn o ff 22 w eekend 32
52 turn on 22 well 2
thanks 2 twice 36 well (adv) 38
thank you 2 type (v) 24 welcom e (v) 32
thank you very well done 22
much 4 W embley
that 3 U Stadium 52
the 3 ugly 5 were 42
theatre 20 umbrella 3 wet 68
their 4 uncomfortable what 3
theirs 18 44 what about 22
them 22 under 6 what a pity 23
then 32 understand 22 what colour 8
there 4 unhappy 22 what kind 25
these 3 uniform 34 what make 23
they 2 United States 52 w hat's the
 Irregular verbs
Infinitive Past Past Infinitive Past Past
form tense participle form tense participle

be was/were been lend lent lent

beat beat beaten let let let
becom e becam e becom e light lit lit
begin began begun lose lost lost
bite bit bitten make made made
break broke broken mean meant meant
bring brought brought m eet met met
build built built pay paid paid
burn burnt burnt put put put
buy bought bought read read read
catch caught caught ride rode ridden
choose chose chosen ring rang rung
come came come run ran run
cost cost cost say said said
cut cut cut see saw seen
do did done sell sold sold
drink drank drunk send sent sent
drive drove driven shine shone shone
eat ate eaten shoot shot shot
fall fell fallen show showed shown
feel felt felt shut shut shut
fight fought fought sing sang sung
find found found sit sat sat
fly flew flown sleep slept slept
forbid forbade forbidden smell smelt smelt
forget forgot forgotten speak spoke spoken
freeze froze frozen spend spent spent
get got got stand stood stood
give gave given steal stole stolen
g° went gone swim swam swum
grow grew grown take took taken
have had had teach taught taught
hear heard heard tear tore torn
hide hid hidden tell told told
hit hit hit think thought thought
hurt hurt hurt throw threw thrown
keep kept kept wake woke woken
know knew know n wear wore worn
learn learnt learnt win won won
leave left left write wrote written