REAL WORLD ENGLISH A1

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REAL WORLD ENGLISH A1

Unit 1 Get Ready 1. What’s The Word?

1.1 What is your name? The target vocabulary in this section is basic
greetings and leave-takings. This is a way to set the
In this section of the first unit, students are expected
mood for the unit ahead and to introduce the words
to learn basic greetings and leave- takings. You
and phrases about meeting and greeting people.
can draw students’ attention to the picture which is
Introduce the alphabet and help your students spell
a snapshot of a messenger dialog. Let them guess
their names. You can also find alphabet songs to
what it is about; where the conversation takes place;
practice the sounds of letters to help your students
whether the people in the picture know each other;
spell their names as well as letting them use the
what questions they ask. Give students some time to
cardinal numbers to tell their ages.
examine the picture. Read the dialog in the picture
and discuss it in pairs and as a class.
2. To Begin!
Sample sentences:
a) Introduce the topic of meeting somebody for the
first time. Before they listen to the recording, let
Two people are meeting online. They are strangers.
them go over the dialog first and read for gist.
They are meeting for the first time.
PS: As the students at the beginning of this level
PS: While teaching the alphabet, it is a good idea
have limited vocabulary and grammar knowledge,
to emphasize that there are 26 letters but 44 sounds
they can’t freely elaborate on the topics / dialogs
in English, which takes us to the importance of
/ pictures. “Everyday English” sections are
teaching pronunciation.
instrumental in displaying the target vocabulary and
You can introduce the phonetic chart and help your
sentence structure. The reason why the follow-up
students produce and differentiate the sounds.
activities let students have similar dialogs is that
If you are not familiar with the phonetic alphabet,
they need to practice language in a context and learn
you need to brush up your knowledge. If you have
by imitating.
difficulties in producing the sounds, please use
interactive charts in the class.
b) Choose two students to read out the dialog to the
class. Ask comprehension questions such as:
You should also draw your students’ attention to how
dictionaries display the pronunciation of words using
1. Where are they?
phonetic chart.
2. Do Stephanie and John already know each other?
3. How old are they?
Useful links:
4. How do you spell John’s name?
http://dictionary.cambridge.org/dictionary/american-
Sample answers:
english/english
1. (referring to the picture) They are at a cafe.
http://www.bbc.co.uk/worldservice/learningengl ish/
2. Stephanie and John don’t know each other
grammar/pron/sounds/
because they say “Nice to meet you”.
3. Stephanie is 18 and John is 20 years old.
http://www.macmillandictionaries.com/features/
4. (spelling John’s name) J-O-H-N
pronunciation-symbols/

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c) In order to encourage the creativity of students PS: You can also exercise the use of subject
and to improve the fluency and accuracy of their pronouns by making your own worksheets. Ask your
spoken language, let students have a similar students their favorite musicians, sportsmen and film
conversation in pairs as if they were meeting each start to make a collage of their pictures to teach the
other for the first time by giving further personal topic.
details after studying the Everyday English section.
4. Listening
Sample dialog:
You can find various images of ID cards (student’s
A: Hello! What’s your name? cards, patient cards, gym membership cards, driving
B: Hello! My name is Julia. What’s yours? A: I’m licenses, library cards and passports) to bring
Malik. them to the class. You can talk about what kind of
B: Pleased to meet you. information these cards contain.
A: Pleased to meet you, too.
B: How do you spell your name? A: M-A-L-I-K. Tell your students that they will listen to a recording
B: Well Malik, how old are you? A: I am 17. And to complete the missing details on an ID card. Play
you? the recording and give students some time to write
B: I am 18. their answers.
A: Where are you from?
B: I’m from Paris. Are you from London? A: Yes, I Answers:
am.
B: See you later! A: Bye! Name: Sarah Watson
E-mail: swatson@mail.com
3. Reading Pictures Website: www.sarahwatson.com

Introduce the subject pronouns and verb “to be” to 5. Listening

the students. You may bring extra visual materials to
class to practice the use of subject pronouns.
You may find worksheets according to the age
ranges and interests of your students dealing with the
usage and formation of the verb “to be”.
Ask your students if they have ever used directory
assistance. What questions does the operator ask?
In what circumstances do people use directory
assistance? Directory assistance numbers change
according to the country:

Give your students some time to study the pictures Canada and USA: 411
and complete the exercise. UK: 118500
China: 114
Answers:
The names of the people and their numbers are given
1. She in the exercise. Tell the students that they will listen
2. It to a recording of directory assistance. Let them
3. They match the people to their phone numbers.
4. You Answers:
5. I 1= b
6. He 2= c
3= a

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6. Ready To Write & 7. Writing Drill pronunciation of the country names while
checking the answers.
Let your students study the short message in exercise
6 which gives an example to write short and simple Answers:
messages introducing themselves.
German} Germany
Sample answer: Irish} Ireland
Hello there! Scottish} Scotland
My name is George. French} France
I am 16 years old. Greek} Greece
You can call me at + 1 322 876 4391 English} England (United Kingdom)
Portuguese} Portugal
1.2. Where are you from? Italian} Italy
Swedish} Sweden
Introduce the topic of the module by taking students’ Polish} Poland
attention to the picture. You can also provide a Spanish} Spain
larger map showing other continents and countries. Turkish} Turkey
You can ask the following questions to discuss the Croatian} Croatia
picture: Dutch} Holland (The Netherlands)
Norwegian} Norway
1. What do you see in the picture? Is this a map?
2. Which countries can you recognize in the picture? b) Introduce the target vocabulary: capital city. You
3. Can you see your own country on the map? can first give a more familiar example:
4. Which countries are neighbors?
Country Nationality Capital city
1. What’s the word? Turkey Turkish Ankara

This exercise enables students to identify the Give students some time to study the table. They can
countries and nationalities of people when meeting work as a group or in pairs as well.
and introducing them.
Answers:
a) As an extension of this activity, provide a larger Capital city
Country Nationality
list of countries and nationalities. You can find
stereotypical pictures to signal a person’s country Japan Japanese Tokyo
and nationality (i.e. flag, national costumes, famous The USA American Washington D.C.
landmarks, food and drinks, musical instruments, Canada Canadian Ottawa
clothes etc.) Mexico Mexican Mexico City
Ask students how many country names they know Switzerland Swiss Bern
in English. Elicit the difference between country and
nationality: c) Help your students identify and differentiate the
target vocabulary: city/state/country/continent
1. Where are you from? I am from Spain.
2. What is your nationality? I am Spanish. PS: You can bring pictures of famous symbols and
3. What do you call people from Turkey? landmarks / iconic sights of countries:
Turkish
• the red telephone box, Big Ben, Buckingham
Palace, Queen’s guards = England

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• shamrock, harp, leprechaun, The Giant’s 2. To Begin!

Causeway = Ireland
• The Statue of Liberty, eagle, Mount Rushmore,
Uncle Sam = America
• The Leaning Tower of Pisa, The Coliseum,
gondola, vineyards, pizza and pasta, festival
masks = Italy
• The Eiffel Tower, croissant, Notre Dame,
baguette, street painters, perfume = France
a) The dialog in this exercise sets an example for
students to introduce themselves stating their country
and nationality.
Tell students that they will listen to a recording.
Before the listening activity, give them some time to
discuss the picture.
1. What do you see in the picture?
2. Who are they? Do they know each other?
3. What is his/her nationality?

• The Kremlin, Matryoshka dolls, trapper hat c) After studying the Everyday English section,
(ushanka), ballerinas, bear = Russia let students have a similar conversation in pairs as
if they are meeting each other for the first time by
• The Maiden’s Tower, evil eye, tea, whirling giving further personal details.
dervish, delight, the Blue Mosque, The Bosporus
Bridge, Mount Nemrut = Turkey 3. Reading Pictures
Encourage your students to make sentences about
Sample Answers: people’s nationalities derived from their countries
What comes to mind? using the verb “to be”. Introduce the grammatical
structure of the verb to be. Give students some
city London Paris Antalya examples such as:
state California Texas Nevada
country Turkey England Spain 1. I am Turkish.
continent Europe Africa Asia 2. You are Finnish.
3. Totti is Italian.
Extra exercise: 4. Angelina Jolie is American.
5. It is a Spanish flag.
You can use the table below to locate the countries in 6. My friend and I (we) are Irish.
each continent. Ask students to write three country 7. You and your mother (you) are Russian.
names for each of the continents. 8. Mark and Kate (they) are Dutch.
What comes to mind? Give students some time to study the pictures and to
Africa Egypt, Ethiopia, Kenya, Madagascar, make sentences as in the example.
Somalia
Asia China, Japan, Korea, Taiwan, India, Nepal Answers:
1. She is French.
Europe France, Italy, Spain, Sweden, Finland,
2. They are Indian.
Ireland 3. He is Iraqi.
North America Canada, Mexico, U.S.A. 4. She is African.
South America Argentina, Brazil, Chile, Peru, Venezuela, 5. He is Scottish.
6. She is Brazilian.
Ecuador
Australia Fiji, Solomon Island, Australia, PS: You can find pictures of traditional costumes of
New Zealand some countries and show them to your students.

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4. Listening the week and ask what day/month/year it is today.

Ask your students if they have ever played “trivial
pursuit”, a kind of general and popular knowledge
game. You can also let them give examples of quiz
shows that they watch. Tell students that they will
listen to a recording to choose the correct option in
the Trivia Quiz.
Play the recording and give students some time to
write their answers.
Answers:
You may also bring various calendars, journal entries
or diary pages.
1. What’s The Word?
Students are expected to identify the seasons, months
and days of the week.
a) Introduce the seasons and months to the students
using visual aids. Then give them some time to study
the pictures and do the exercise.

1= c, 2= b, 3= a Answers:
Spring Summer Fall Winter
5. Ready To Write
June September December
March
The sample letter sets a model for writing a letter to July October January
April
a pen friend giving basic information. Tell students August November February
May
what a pen friend/pen pal is. Ask if they have any
pen friends. Then give them some time to study the b) Answers:
letter and fill in the blanks with the verb “to be”.
Answers: There are seven days in a week.
1) am There are fifty-two weeks in a year.
2) are There are twelve months in a year.
3) am There are four seasons in a year.
4) am
5) is Practice the pronunciation and spelling of ordinal
6) is numbers. It will help students tell the date.
7) is
8) are PS: Emphasize the use of ordinal numbers when
telling the date:
6. Writing
My birthday is on the 21st of December.
Give students some time to study the letter to write December 21st.
a similar one. You can also find real pen friends for
them! You can extend this exercise by making it a 2. To Begin!
regular task that they do every week. It’s a good idea
to encourage them to keep a journal or write to a pen a) The aim of this exercise is to introduce the topic
friend, which develops their writing skills. of birthday dates. Draw students’ attention to the
picture and ask what they see in it. Let them guess
1.3 Happy Birthday what is happening as a pre-reading activity.

In this section of the first unit, students are expected Tell students that they will listen to a recording, a
to learn the days of the week, the months, and the dialog between Mary and John.
seasons as well as appropriate

prepositions used with them. You can draw students’

attention to the picture which introduces the days of

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Before the listening activity, give them some time to
discuss the picture.
1. What do you see in the picture?
2. Who are they?
3. What is in John’s hand? Is it a birthday present?
b) Choose two students to read out the dialog to the
class. Ask comprehension questions such as:
1. When is Mary’s birthday? Is her birthday on the
15th of December?
2. What day is it?
3. Is John giving a birthday present to Mary?
c) After studying the Everyday English section,
let students have a similar conversation in pairs as
if they are asking each other questions about their
birthdays as in the conversation between Mary and
John.
3. Reading Pictures
Introduce the possessive case to your students by
pointing to their belongings in the class and giving
examples:
(pointing to a bag) Amy’s bag (pointing to a book)
Jason’s book (pointing to a pencil) Clara’s pencil
In this exercise, students are expected to use the
possessive case to state someone’s birthday date.
Give them some examples such as:
Kate’s birthday is on March 21st 1982. Martin’s
brother’s birthday is on April 1st 1990. Anna’s
mother’s birthday is on June 15th 1955.
Give students some time to study the pictures and do
the exercise as in the example that you provide.
Answers:
1. Drew’s
2. Okan’s
3. Brad’s
4. Mary’s and Ashley’s
5. Madonna’s
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4. Listening
Tell students that they will listen to a recording
that consists of four dialogs and choose the correct
option. Play the recording and give students some
time to write their answers.
Answers:
1= b, 2= b, 3= a, 4= b
5. Speaking
Introduce the topic of possessive adjectives and let
students differentiate between subject pronouns and
possessive adjectives while giving basic information
about themselves. You can show sample sentences
to encourage students come up with their own
sentences.
Sample sentences:
1. I am (your name).
2. (pointing to your bag) This is my bag.
3. You are a student. Your English is good.
4. Martin is a nice boy. His jokes are funny.
5. Julia is blond. Her eyes are green.
6. This is Lassie. It is a dog. Its tail is long.
7. We are friends. Our favorite TV show is Doctor
Who.
8. You and your sister are helpful. Your behavior is
good.
9. They are my parents. Their names are Julia and
Adam.
6. Ready to Write
Students are expected to complete the missing parts
using possessive adjectives to write about their
birthdates and star signs.
As an extra activity, you can first introduce star
signs/horoscopes using visual aids and materials
found on the Internet. You can let students learn their
star signs and present a few examples of adjectives
of personality such as: stubborn, ambitious,
thoughtful, honest, and impatient.
REAL WORLD ENGLISH A1

Sample sentences: They can also bring a childhood picture taken with a
family member for the second exercise.
1. My star sign is Sagittarius. I am impatient and
confident. In this section of the first unit, students are expected
2. This is Martin. His star sign is Aries. He is to learn vocabulary related to family relationships.
stubborn and bossy. Introduce the topic of the module by drawing
3. Your horoscope sign is Aquarius. You are smart students’ attention to the picture.
and thoughtful. Ask them what they see in the picture. Give students
some time to examine it.
Ask students what their “dream birthday gifts” are.
You can find pictures of some possible answers: PS: You may show pictures of funny/famous family
laptop, mobile phone, clothes etc. and provide a trees of cartoons or celebrities. For instance, you can
sample sentence: find the family tree of the Simpsons or the Royal
Family of the United Kingdom.
My dream birthday gift is a new iPhone.
1. What’s The Word?
After these two activities, give students some time to
study the exercise and tell them to fill in the blanks a) Introduce the idea of “a family tree” which is
using possessive adjectives. a way to set the mood for the unit ahead and to
introduce the target vocabulary. You can also give
Answers: them family tree templates and let them write their
own family trees.
1. my/my/my
2. his/his/his Answers:
3. her/her/her 1. George
4. our/our/our 2. Mary
5. their/their/their 3. Michael
6. its/its/its 4. Martha
5. David
7. Writing 6. Hanna
7. Tom
You can bring a pin board and create a birthday 8. Laura
calendar in the class. Then let your students write
their birthdays and their birthday wishes on it. Ask your students the names of their family
members.
Sample answers:
1. What is your mother’s/father’s name?
My name is …………….. 2. What is your sister’s/brother’s name?
My birthday is on …………. 3. What is your grandmother’s/grandfather’s name?
My star sign is ……… 4. What is your uncle’s/aunt’s name?
My dream birthday gift is …….
b) Group the words into two gender categories: male
1.4 Family Tree and female

PS: One day before the lesson, you may ask your
students to bring a picture of their family members
for the first and the sixth exercise.

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Answers: Draw your students’ attention to the pictures and ask

Grandmother Grandfather what people have. Do the first one as an example.
Mother Father
Wife Husband Answers:
Aunt Uncle
Daughter Son 1. Penny and Tony have a baby/ a son/ a daughter.
Niece Nephew 2. Peter has a ring/engagement ring.
3. Sarah has a son/a daughter.
2. To Begin! 4. Steve has a sister.
5. Lisa has a diamond ring/ wedding ring.
Tell students that they will listen to a recording. 6. Nipa and Pari have a brother.
Before the listening activity, give them some time to
discuss the picture. 4. Listening

1. What do you see in the picture? Tell students that they will listen to a recording and
2. Who are they? give them some time to study the options. Then play
the recording and let them choose the right answer.
Choose two students to read out the dialog to the Answers:
class. After studying Everyday English section, let 1= b
students have a similar conversation in pairs while 2= a
they are showing an old picture of theirs taken with a 3= b
relative. 4= b

3. Reading Pictures 5. Ready To Write

Introduce the grammatical structure of the verb Lucy is writing a letter introducing her family to
“have”. Give students some examples such as: Linda. There are some words missing in the letter.
Tell students to complete the gaps choosing words
1. I have a car. from the box.
2. You have two books.
3. Stacy has a cat. Answers:
4. Martin has a brother.
5. It has a large garden. 1. father
6. We have school bags. 2. mother
7. You have a big house. 3. brother
8. They have colorful pencils. 4. sister
9. My parents have financial problems. 5. sons
10. The little boy has a serious illness. 6. nephews

PS: You can also introduce the difference between 6. Writing

“have (US)/ have got (UK)”
Drawing upon the letter in exercise 5, students are
American (US) British (UK)
expected to write a similar letter introducing their
I have a car. I have got a car.
family members.
I don’t have a car. I haven’t got a car.
Do you have a car? Have you got a car?

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1.5 Home Sweet Home 2. To Begin!

PS: One day before the lesson, you may ask your a) This exercise introduces the use of prepositions
students to bring a picture of their rooms for the fifth of place. Tell students that they will listen to a
exercise. recording. Before the listening activity, give them
some time to discuss the picture to guess what it is
In this section of the first unit, students are expected about.
to learn vocabulary related to the parts of a house
and furniture. Introduce the topic of the module b) Choose two students to read out the dialog to the
by drawing students’ attention to the picture. You class. Ask comprehension questions such as:
may also bring various pictures of different types of
houses, furniture and household goods. 1. Is Joe hiding something from his mother?
2. What is he hiding?
PS: As an extra activity, you may create a big board 3. What is behind him?
and distribute rooms to a group of students so that 4. What is under the blanket?
they can decorate the rooms putting in furniture and 5. What is moving in the bed?
relevant appliances.
Google “paper doll furniture” and print out a few After studying the Everyday English section, let
items. students have a similar conversation in pairs as in the
dialog.
1. What’s The Word?
Sample sentences:
After you use the suggested extra materials, you can
lead your students to do the exercise. Tell them to 1. Is there something behind your back / under your
find the names of rooms, furniture and appliances. desk / in your pocket/in your bag?
2. There is a book / a jacket / pencil case / mobile
Answers: phone
3. There are some pens / coins / notebooks / candies
4. What is there behind your back / under your desk
1st floor: living room 2nd floor: kitchen
/ in your pocket / in your bag?
a) armchair a) sink
PS: You can hide an object in the classroom and let
b) coffee table b) cupboard
your students try to find its place asking questions:
c) couch c) vacuum cleaner
d) painting d) cooker
Is it behind the bookshelf? Is it under the desk?
e) television e) fridge
Is it next to the board? Is it opposite the map?
f) cabinet f) dishwasher

3rd floor: bathroom 4th floor: bedroom 3. Reading Pictures

a) bath a) closet Introduce the prepositions of place. You may find

b) mirror b) vanity table further visual materials on the web as well. There are
c) washbasin c) chair also interactive word games that you can play with
d) toilet d) bed your students using smart boards.
e) shower cabin e) bedside table
f) towel rack f) lamp

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Check the link below: 5. Speaking

http://englishflashgames.blogspot.com.tr/2008/0 6/ Encourage your students to describe a room in their

prepositions-of-place-game.html
Draw your students’ attention to the picture of
prepositions of place and provide some example
sentences such as:
houses. According to the age range of your students
you may bring different pictures of rooms or even a
picture of a celebrity’s room.
Sample Sentences:

The yellow ball is on the box. The yellow ball is • There is a bed / study table / closet / vanity table/
under the box. The yellow ball is next to the box. bedside table / chair / armchair / carpet / lamp in
The yellow ball is in the box. my room.
The yellow ball is in front of the box. The yellow • There are yellow curtains/ colorful cushions/
ball is behind the box. paintings/ posters in my room.
The yellow ball is between the boxes. The yellow • I have a big bed in my room.
ball is opposite the box. • I have a large/small closet.
• There are two bedside tables next to my bed.
Then give them some time to study the pictures 1-6.
The students will make sentences using prepositions 6. Ready To Write
of place. Where is the cat? The first one is done as an
example: Tell your students that they will read Patricia’s
e-mail to Sally which describes her bedroom.
Answers: Students are expected to fill in the blanks with the
correct prepositions of place. You can do the first one
1. It’s in front of the laptop. as an example.
2. It’s next to the dog.
3. It’s between the walls. Answers:
4. It’s under the blanket. 1. on
5. It’s inside the box. 2. in front of
3. on
4. Listening 4. under
5. on
Tell students that they will listen to a recording to
put the objects in the pictures in the right places. 7. Writing
Play the recording and give students some time to
write their answers. Building on the previous exercise, let your students
describe their bedrooms. If they bring the pictures of
Answers: their rooms, you can show the pictures to the class
and let the students point out the described objects.
a) The painting is behind the armchair.
b) The vase is under the table. Sample answer:
c) The chair is between the couch and the cabinet.
d) The book is in the cabinet. I have a small bedroom. There is a bed opposite the
e) The radio is on the cabinet. closet. My closet is very big. I have many clothes,
shoes and accessories in it. I have a study desk near
my bed and a chair next to it. I have posters on the
walls.

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1. 6. Daily Routines 2. To Begin!

In this section of the first unit, students are expected Tell students that they will listen to an interview with
to describe their daily routines and learn related a writer, Mr. Reynolds. Before the listening activity,
vocabulary. give them some time to discuss the picture.

PS: You can create a board and draw two columns. What do you see in the picture? Who is he?
Students are expected to write what they do in a What is his job/occupation/profession?
typical / ordinary day and what they want to do in an
unusual day. Choose two students to read out the dialog to the
class. Ask comprehension questions such as:
Ordinary Day Unusual Day
What is Mr. Reynolds’ job? What time does he get
I wake up at 6 a.m. I sleep until noon.
up? Does he have breakfast?
I take a shower. I dye my hair.
What does he have for breakfast? What does he do
after lunch?
Help students describe their daily routines and When does he start work? When does he go to bed?
use related vocabulary. Draw their attention to
the pictures. You may also bring extra materials Draw your students’ attention to the Everyday
showing daily routines, everyday tasks and free time English section and encourage them to have
activities. a conversation about their daily routines and
professions.
PS: You can also find pictures of superheroes doing
ordinary activities such as everyday tasks: PS: You can let your students bring pictures of
their favorite authors / musicians / actors to ask and
Batman brushes his teeth. Ironman does the ironing. answer questions about their daily lives.
Captain America cooks dinner. Spiderman dusts the
furniture. The Hulk washes the dishes. 3. Reading Pictures
Superman cleans the house. Catwoman goes
shopping. Students are expected to learn and practice telling
the time. You can bring extra materials to the class
1. What’s The Word? before you start doing the exercise. For instance, you
may find a large white table cloth and draw a clock
Give your students some time to put the pictures in by marking the numbers.
order. Students can be hour and minute hands. You tell the
time and they move.
Answers:
Introduce the related vocabulary. Give a few
1. get up examples before the exercise.
2. take a shower
3. brush your teeth Answers:
4. get dressed
5. have breakfast 1. It’s five o’clock.
6. leave home 2. It’s eight o’clock.
7. arrive at work 3. It’s three o’clock.
8. have lunch 4. It’s ten past eight.
9. have dinner
10. go to bed

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5. It’s a quarter past one. Answers:

6. It’s half past ten. 1= f
7. It’s ten to two. 2= h
8. It’s five to twelve. 3= b
9. It’s a quarter to six. 4= e
5= d
4. Listening 6= g
7= a
Tell students that they will listen to a recording 8= c
and let them choose the correct answer. Play the
recording and give students some time to write their 7. Writing
answers.
Let students describe the house chores that they do
Answers: or don’t do.

1= a, 2= a, 3= b Sample sentences:

PS: You can introduce the difference between analog I do the laundry at home. I wash my clothes.
and digital clocks and teach “a.m. / p.m.” to the I take out the garbage.
students. I wash the dishes.
I don’t sweep the floor.
5. Speaking I don’t water the flowers.
I don’t dust the furniture.
Drawing upon the previous activities, tell students
that they will talk about their daily routines.

Sample sentences:

I wake up/get up at...

I wash my face and brush my teeth. I take a shower.
I have breakfast.
I have a sandwich and apple juice for breakfast. I
leave home at....
I arrive at work at...
I have a coffee break at... I have lunch at...
I work from 9 to 5. I come home at...
I watch TV.
I have dinner at... I go to bed at...

6. Ready To Write

Ask your students which house chores they do

daily / weekly / monthly. Draw their attention to the
pictures to discuss which of these chores they like to
do.
You may add other chores as well. Students can use
a dictionary to look up unknown words to match the
pictures to the household chores.

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Unit 1 Revision Test Module 4 – Family Tree

Module 1 – What’s Your Name? A)
A) 1. grandchildren
1. She 2. nephew
2. It 3. aunt
3. He 4. brother
4. They 5. cousins
5. We B)
B) 1. haven’t
1. twenty - nine 2. haven’t - we’ve
2. sixteen 3. have
3. twenty - one 4. has
4. thirty 5. doesn’t have
5. thirteen
Module 5 – Home Sweet Home
Module 2 – Where Are You From? A)
A) 1. KITCHEN
1. Where is your father from 2. LIVING ROOM
2. What nationality are you? 3. DINING ROOM
3. Paris is the capital of France. 4. BEDROOM
4. Susan is twenty-three years old. 5. BATHROOM
5. Are Alex and Diego Brazilian? B)
B) 1. bed
1. French. 2. bookcase
2. Japan. 3. desk
3. Turkish. 4. cooker
4. Greece. 5. stairs
5. Brazil.
Module 6 – Daily Rountines
Module 3 – Happy Birthday A)
A) 1. William gets up early.
1. his 2. Helen reads a book after dinner.
2. Its 3. Jill has a shower in the morning.
3. her 4. Sally does her homework at 7.
4. Their 5. Matt plays tennis on Monday.
5. my
B) B)
1. Today is … Month, year. 1. A quarter past eight.
2. It’s on … 2. Twenty past nine.
3. June, July, August 3. A quarter to twelve
4. 4. Ten past two
5. Autumn, Winter, Spring, Summer 5. Twenty-five past twelve.

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REAL WORLD ENGLISH A1

Unit 2 Meet And Greet 3. A Chance Meeting

2.1 Meeting Someone New a) This exercise aims at increasing students’ reading
skills and let them look for specific information.
Can you say “hello” in other languages? Tell students that they will read a dialog between
Chinese: nǐ hǎo (Mandarin) Luca and Alicia to find answers to the questions.
Dutch: hallo Answers:
French: salut 1. Alicia and Luca don’t know each other. They are
German: hallo meeting for the first time.
Hebrew: shalom 2. Luca is from Croatia. Alicia is from Australia.
Italian: ciào 3. They are not married. They are single.
Russian: privet
Spanish: hola b) You can introduce question structures to your
Swedish: tja students and give them some time to find the
Turkish: merhaba questions in the dialog.
Danish: hej
Hindi: namaste Yes/No Questions Information Questions
Latvian: siveiki Is Sydney the capital of Where are you from?
Croatian: bog Australia? Why are you in
Arabic: marhaba Are you married? Are Australia?
you single?
1. To Begin
In this section of the second unit, students are 4. Talking Point
expected to learn vocabulary related to meeting After studying the Useful Language Box section, let
someone new. Introduce the topic of the module by students have a similar conversation in pairs as if
taking students’ attention to the picture. Give them they met someone on a train.
some time to examine it. You can ask the following
questions to discuss the picture. Sample dialog:
1. Do they know each other? A: Excuse me, can I sit here, please? B: Yes, of
2. Where are they? course.
3. Why are they talking? A: Thank you! My name is Kate. What’s your name?
B: My name is Julia. Nice to meet you, Kate. A:
2. What’s The Word? Nice to meet you, Julia.
The matching activity in this section is a way to set
the mood for the unit ahead and to introduce the 5. Reading Pictures
words. Students may use a dictionary and Internet This exercise aims at deducing the places people
as well to look up the meanings of the words. It is meet by using the given prompts. Give your students
always a good idea to encourage your students to use some time to study the pictures to match the
the new words in their own sentences. sentences and the pictures. Ask them where these
Ex: My aunt is not married. She is single. Answers: sentences are possibly said. The first one is given as
Single= c an example.
Parent= d Answers:
Capital= e 1= 6
Alone= a 2= 5
Call= b 3= 1
4= 4
5= 2
6= 3

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REAL WORLD ENGLISH A1

6. Listening Introduce the topic of the module by taking students’

This exercise aims at improving the listening skills attention to the picture. Give students some time to
of the students and let them listen for specific examine it and ask the questions.
information. Tell students that they will listen to five 1. Where are they?
conversations to write the names of people and the 2. What are they doing?
places they meet. 3. Do they know each other?

Answers: 2. What’s The Word?

1. Names: Aleyna and Emma Where they meet: at The gap-filling activity in this section is a way
the gym to introduce the new words. Students may use a
2. Names: Melissa and Marco Where they meet: at dictionary and the Internet as well to look up the
a party meanings of the words. It is always a nice idea to
3. Names: Lidya and Lana Where they meet: in a encourage your students to use the new words to
park make their own sentences.
4. Names: Sally and Chan Ex: I am sorry, I don’t understand you.
Where they meet: at an art class Give your students some time to read the sentences
5. Names: Tolga and Lotte Where they meet: on the and try to complete them with the given words.
street
3. Listening
7.Reading Tell students that they will listen to a recording.
Introduce the topic and ways of meeting someone Make them read the questions first. Then play the
new to your students and ask them the following recording and give students some time to write their
questions: answers.
What are some ways to meet someone new? Where Answers:
do you meet new people? 1. Yes, they do. Maria and John know each other.
How do you meet new people? 2. Yes, she does. Maria likes the conference.
Let your students read the idea box first and then 3. Yes, he is. John is married.
encourage them to share their ideas discussing which 4. John’s wife’s name is Stacy.
ways are good to meet people and which ones they 5. No, she doesn’t. Maria doesn’t know Stacy.
prefer.
4. Listening
8. Writing Answers:
Supposing that they meet someone new, tell students 1. Yes, he does. John knows Edward. He uses his
to ask five questions using question words “what, name and says “Nice to see you again”.
where, how”. 2. No, she doesn’t. Maria doesn’t know Edward.
Sample sentences: John says “Let me introduce you to Edward” and
1. What is your name? they both say “Nice to meet you”.
2. What is your job?
3. Where are you from? 5. Reading
4. Where do you live? Introduce the idea of “cultural greetings” and how
5. How old are you? greeting people differs from culture to culture. First,
ask your students identify the greetings in their own
2.2 Introducing Someone culture and ask if they see different acts of greetings
1. To Begin somewhere (i.e. in the movies). You may find
In this section of the second unit, students are powerpoint presentations or pictures of these acts on
expected to learn vocabulary related to introducing the Internet and show them to your students as well.
someone.

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REAL WORLD ENGLISH A1

Draw your students’ attention to the pictures and Country: Canada

give them some time to match the photos with the Town/City: Toronto
numbered sentences. Post Code: M4B 1B3
Answers: 2, 4, 3, 1 Mobile Phone: 514 2397743

6.Listening 2.3 Meeting Up With Friends

Tell students that they will listen to a recording about 1. To Begin
the registration form for a conference to complete In this section of the second unit, students are
the missing information. Play the recording and give expected to learn vocabulary related to gatherings
them some time to write their answers. and friends.
Answers: Introduce the topic of the module by taking students’
Last name: Akiyama attention to the picture. Give students some time to
Age: 28 examine it. You can ask the following questions to
Nationality: Japanese discuss the picture:
Telephone number: 335 6879 What is this advertisement about?
Marital status: single How do you make friends?
How do you register?
7. Reading Is it free to register?
As an extension of the sixth exercise, students are Introduce students to the true/false exercise. Tell
expected to match the answers to the questions. Give them to read the sentences and to decide whether
them some time to study the jumbled dialog. Let they are true or false.
them work in pairs to imitate the dialog. Answers:
1. d 1. T, 2. F, 3. T
2. a
3. e 2. What’s The Word?
4. f The matching activity in this section is a way to
5. c set the mood for the unit ahead and to introduce
6. b the words. Students may use a dictionary and the
Internet as well to look up the meanings of the
8. Talking Point words.
After studying the Everyday English section, let Encourage your students to use the new words in
students have a similar conversation in pairs to their own sentences.
introduce their classmates. Ex: Jane, please answer the fourth question. I meet
Sample sentences: my friends every Saturday.
Martin: Let me introduce you to my classmate. Give your students some time to match the words
Jason, this is Emma. with their definitions.
Jason: Nice to meet you Emma. Answers:
Noah: Sam, this is my friend Clara. 1. c
Sam: Nice to meet you. 2. e
Clara: Nice to meet you too. 3. d
4. a
9. Writing 5. b
Let your students write short and simple messages
giving personal information to register for a 3. Reading
conference. Draw your students’ attention to Amit’s registration
Sample registration form: form and ask them what kind of information is
E-mail: sarahbloom21@hotmail.com asked for on the Your-Town- Epals website. Give
First name: Sarah students some time to go over the form to answer the
Surname: Bloom questions.

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REAL WORLD ENGLISH A1

Answers: PS: You can also let them discuss their own music
1. No tastes and cultural activities they attend.
2. 31 (2015) 1. What kind of music do you like?
3. Noa 2. How often do you go to concerts?
4. Yes 3. Where is the best concert venue in your city?
5. He wants a friend with the same hobbies. 4. Which musicians and singers do you listen to?
5. Who is your musical crush?
4. Reading 6. Do you go to concerts alone or with your
Read Adrien’s reply to Amit. This exercise is a good friends?
way to monitor your students’ understanding and
interpretation of a given reading text. Possible Answers:
Possible Answers: 1. I like classical / rock / pop / metal music.
Adrien is a good friend for Amit because: 2. I often / sometimes / always / rarely / never go to
1. They live in the same town. concerts.
2. They both like football and music. 3. The Tudors Arena is the best concert venue in
3. They can go to concerts together. my city.
4. They share the same hobbies. 4. I listen to Coldplay and Jeff Buckley.
5. Adrien invites Amit to a football match and to a 5. Axl Rose is my musical crush.
concert. 6. I go to concerts with my friends.

5. Talking Point PS: You may also find newspaper advertisements or

After studying the Useful Language Box section, let online announcements of coming concerts of more
students have a similar conversation in pairs for a familiar musicians and bring them to the class.
role play.
Sample dialog: 7. Reading
Mert: What do you like doing in your free time? As a follow-up of the fourth exercise, students are
Aslı: I like playing chess and backgammon. expected to understand Amit’s message consisting of
Mert: Do you like outdoor sports? SMS abbreviations.
Aslı: I love hiking and climbing. What about you? Give them some time to study the SMS Message
Mert: I don’t like hiking and I can’t climb! Dictionary.
Aslı: Do you like listening to music? Answer: Yes, Amit wants to go to the concert.
Mert: Yes, I do. Sample message: OK C U SAT don’t be L8 PS: You
Aslı: What kind of music do you like? can find an extended list of texting
Mert: I like rock music. abbreviations on the internet and introduce them to
Aslı: I don’t like listening to rock music. Do you like your students as well.
classical music?
Mert: I hate classical music. Ex:
EZ = Easy
6. Reading BTW = By The Way
Encourage your students to describe music events IDK = I Don’t Know
they attend. Tell students that they will read a concert IMO = In My Opinion
advertisement. Check their reading comprehension JK = Just Kidding
asking the following questions: M8 = Mate
Sample questions: OIC = Oh, I See
Who is Demetrius Houlis? What is his profession? OMG = Oh My God
When does he appear at the Athens Concert Hall? PLS or PLZ = Please
What is his nationality? SRY = Sorry
How old is he? Where does he live? YW = You’re Welcome

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REAL WORLD ENGLISH A1
8. Writing
You may create a board as if it’s Your-Town- Epals
website. Encourage your students to fill in the
registration form and pin it to the board.
Then choose an administrator to accept their
submissions. You may also find a match.
Enter e-mail: scottwilson@yahoo.com Re-enter
e-mail: scottwilson@yahoo.com Hobbies: fishing,
golf, painting
Kinds of friends I am looking for: quiet, relaxed and
respectful people who have similar hobbies. My
interests: Movies, music, cooking
2.4 Meeting The Parents
1. To Begin
Introduce the topic of the module by drawing
students’ attention to the picture. Give them some
time to examine it. Then let them discuss the given
questions.
PS: You can also find scenes from famous movies
where meeting the parents is a disaster.
2.What’s The Word?
Let your students use a dictionary or the internet
to look up the meanings of the words or provide
different example sentences to help them guess the
meaning.
Ex:
My best friend is a lawyer. She defends people in the
courts.
I have a toothache. Do you know a good dentist?
Answers:
1. chef
2. student
3. manager
4. dentist
5. lawyer
3. Listening
Tell students that they will listen to a recording
to complete sentences about Vivian’s family and
boyfriend.
Answers:
1. Vivien’s boyfriend is called Oscar.
2. Vivien’s father is called Mark.
3. Vivien’s mother is called Maria.
4. Listening
29
4. Listening
As a continuation of the third exercise, students
are expected to listen to the conversation again to
answer the questions. Tell them to read the questions
first and then to take notes while listening.
Answers:
1. Oscar is from Sweden.
2. Oscar is studying law at university.
3. Yes, he does. Oscar likes living in the town.
4. Yes, he is. Oscar is a polite person. He talks
politely. He addresses Vivien’s father formally.
5. Oscar’s mother is a chef at a hotel.
5. Talking Point
After studying Useful Language Box section, let
students express their opinion on choosing a person
to meet their parents.
Sample sentences:
I think she is a nice person because she behaves
kindly.
She is lovely / nice / friendly / funny because she
smiles a lot.
She looks happy / polite / optimistic because she has
a smiling face.
My parents are kind. My parents like kind people.
He is shy / serious because he has a sour face. He
looks calm / bored / sleepy because he doesn’t talk.
6. Reading
Explain the term “Agony Aunt” to the students. You
can prepare a worksheet with a picture of an “Agony
Aunt” or give an example of agony aunts in your
country.
Tell your students that they will read a letter that is
sent to Agony Aunt Agatha and her reply.
Ask comprehension questions such as:
1. What is his problem?
2. Why is he worried / nervous?
3. Where is he going on Sunday?
4. What does agony aunt suggest?
5. Do you agree with her?
2 more tips: 1. Make compliments: Everybody likes
compliments, but do not exaggerate. You can say:
“You have a nice house. Your hair looks good. This
food tastes delicious. This dessert looks great.”
2. Be confident: Always trust yourself. You are a
nice person. Smile and conquer their hearts.
REAL WORLD ENGLISH A1

7. Reading Pictures 9. Listening

PS: The Internet has a large variety of useful
resources that can help you introduce personality
adjectives (i.e. visual materials, worksheets, short
videos etc.). Check the link for exercises:
http://www.esolcourses.com/content/exercises/g
rammar/adjectives/personality/describing-
personality-worksheets.html
You can also ask your students to create a board
that depicts personality adjectives using their own
pictures. Students can imitate gestures and attitudes
related to the adjectives and pose for the camera.
Draw your students’ attention to the picture in
exercise 7. Give them some time to study the picture.
You can ask the following questions:
What does she look like? (appearance) What is she
like? (personality)
Sample answers:
1. She has colorful makeup.
2. She looks relaxed.
3. She likes listening to music.
4. She is beautiful / thin / casual.
5. She is not serious / polite / ugly / fat.
Introduce opposite adjectives. Start with a more
familiar example:
big X small
old X young
Tell students to find the opposite adjectives in the
seventh exercise.
kind unkind
beautiful ugly
thin fat
serious funny
polite rude
casual smart
8. Listening
Tell students that they will listen to a recording, a
dialog between Selina and Paulo’s mother to decide
whether Selina is a nice person or not.
Encourage students to take notes while listening.
You may play the recording twice if necessary.
Tell students that they will listen to the recording
again to catch Selina’s answers. Give them some
time to study Paolo’s mother’s questions.
Answers:
1. It’s a small house.
2. I’m not good. I have a headache.
3. Nothing. I don’t like work. I go to university, but
I don’t study. It’s boring.
4. I don’t know. Where are your parents?
Polite girl’s answers:
1. Welcome to our home
Thank you, it’s a lovely/nice house
2. So, how are you?
I am fine, thank you. And you?
3. Well, let’s sit down. Thank you.
4. What do you do?
I am a student. I study……at …..university.
5. And where are your parents? They are in…….
10. Speaking
Tell your students to role play the situations (a-
f). Imitate the example dialog. The students are
expected to produce meaningful
conversations by asking for and giving advice.
Exemplify the imperative structure.
Ex: Calm down!
Don’t be so tense!
Buy her flowers!
Apologize to him!
Sample Answers:
a)
Tom: I am going on my first date. I feel anxious.
Peter: Take it easy! Offer her a nice meal and take
her to the movies.
b)
Jake: My girlfriend’s parents are coming for dinner
tonight. I am nervous. What do they like to eat?
Kate: Ask your girlfriend for advice. Don’t worry,
they are nice people. Prepare your best food and they
will like it.

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REAL WORLD ENGLISH A1

c)
John: Guess what! I am going on vacation with
Linda and her parents.
Martin: Good news! You deserve a nice vacation.
John: I am so nervous!
Martin: Don’t worry! Relax, be yourself and enjoy
yourself.
d)
Julia: Tomorrow is Tom’s birthday. I need to buy a
present for him, but I don’t have a clue!
Sarah: You can buy him a video game. Julia: Good
idea! Thank you.
e)
Adam: Kate is angry with me. I am always forgetting
her birthday.
Sam: Send her some nice flowers and a note. Say
you are terribly sorry.
f)
Jess: Jason’s parents don’t like me!
Clara: No way! Are you sure? You are a nice person.
Why don’t they like you?
Jess: I don’t know.
Clara: Don’t worry! They will like you in time. Be
yourself, be polite and thoughtful.

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REAL WORLD ENGLISH A1

Unit 2 Revision Test B)

Module 1 – Meeting Someone New 1. I love going to the gym.
2. Peter doesn’t like listening to rap.
A) 3. Joe likes going to concerts.
1. don’t 4. Julie hates eating spinach.
2. does 5. Eric likes using Facebook.
3. does
4. don’t Module 4 – Meeting The Parents!
5. does
A)
B) 1. photographer.
1. play - don’t play 2. chef
2. listens - doesn’t listen 3. dentist
3. drink - don’t drink 4. manager
4. eat - don’t eat 5. retired
5. plays - doesn’t play
B)
Module 2 – Introducing Someone 1. funny
2. casual
A) 3. ude
1. Where 4. ugly
2. Who 5. fat
3. Which
4. When
5. How long

B)
1. It’s…
2. I’m a …
3. It’s …
4. It’s …
5. Yes, I am / No, I’m not.

Module 3 – Meeting Up With Friends

A)
PLAY GO
1. the piano swimming
2. chess shopping
3. a game jogging
4. cricket to the park
5. football to work

32
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Unit 3 People a) Nationality: Indian, Polish, French,

Do you know how many people there are in the
world?
More than 7 billion people are living on Earth. For
more information, check the link:
http://www.worldometers.info/world- population/
Dutch, German, African, Greek etc.
b) Hair color: brown, blonde, black, gray, ginger
c) Skin color: fair skin, light skin, ebony, dark skin
d) Facial features: dimples, freckles, moles, wrinkles
e) Clothes: traditional, modern, formal, casual,
old-fashioned, fashionable, fancy, colorful

3.1 What Does She Look Like Tell students to look at the picture and answer the
In this section, students are expected to learn questions.
vocabulary related to appearance. Introduce the topic Sample answers:
of the module by taking students’ attention to the 1. Yes, they are / No, they aren’t.
picture and let them discuss the questions. 2. India, Poland, France, Africa, Greece.
PS: You may introduce the idea that beauty is 3. Yes, they are / No, they aren’t.
subjective and bring pictures of women who are
considered to be beautiful in different cultures. 2. What’s The Word?
PS: There are lots of visual materials on ESL As you have introduced vocabulary related to
websites and YouTube that you can use to appearance, tell students to match the words to the
introduce the ways of describing physical pictures.
appearance. Moreover, you can print out paper dolls
or give human templates to your students so that weight height age
they can create the appearance they want to describe. fat short young
It is also a good idea to use the game “who’s who” thin tall middle-aged
which encourages students find the person following slim average old
the physical descriptions.
PS: You may also introduce more vocabulary: Sample sentences:
Describing facial features: I am short, fat and middle-aged. Jake is tall, thin and
• Sarah has a thin / oval / round / chubby face. young.
• The tribal chief has a weather-beaten face. Kate is slim and old.
• She has freckles / spots / moles / wrinkles / a black blond brown
birthmark on her face. wavy hair straight hair curly hair
• Allen has rosy cheeks and a dimple.
• He has a smile / smirk / frown on his face. brown blue green
• She has hazel / beady / bloodshot/ sunken / eyes eyes eyes
squint eyes.
• He has arched / bushy / tick eyebrows. glasses a beard a mustache
• She has false eyelashes.
• She has chapped lips and buckteeth. Sample sentences:
• He has gray / auburn / spiky / frizzy hair.
• She has highlights. She has permed hair. 1. Kate has curly brown hair.
• She has bangs / a bun / a pigtail / a ponytail. 2. Julia has wavy blond hair.
• He has sideburns / a wig. 3. Martin has green eyes.
• He is bald. He has a clean shaven face 4. Tom has a beard.
5. Martin has a mustache.
1. To Begin.
Give students some time to examine the picture. In
order to help them describe people in the picture,
introduce new vocabulary related to appearance such
as

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REAL WORLD ENGLISH A1
3. Reading
Before the reading activity, give students some time
to discuss the picture. Tell them that they will read
a dialog between two friends, Mel and Lucy. Then
choose two students to read the dialog to the class.
Pre-reading questions:
1. What do you see in the picture?
2. What do they look like?
3. What are they wearing?
4. Where are they?
5. What are they talking about?
Post-reading questions sample answers:
1. The new boss is short, fat and bald. He has
glasses. He is middle-aged.
2. He may be a nice person.
3. No, he isn’t.
4. Talking Point
Tell students to role play a similar dialog as in
the previous exercise. After studying the Useful
Language Box section, let students have a
conversation in pairs as if they are describing a new
person to their friends.
Sample dialog:
Anna: Guess what, Kelly! I have a new boyfriend!
Kelly: Really? What does he look like?
Anna: He is tall and thin. He has blond hair and
green eyes. He wears glasses.
Kelly: Is he handsome? Anna: Yes!
Kelly: What is he like? Is he smart?
Anna: He is kind, friendly and smart.
Kelly: How old is he?
Anna: We are at the same age. He is 25.
Kelly: Oh, that’s nice!
5. Reading Pictures
This exercise aims at describing physical appearance
stating the main characteristics such as age, weight
and height. Give students some time to study the
pictures. Tell them to describe what these people in
the pictures look like.
Sample answers:
1. Rihanna is 29 years old. She is thin. She is
medium-height. She has black curly hair. She has
green eyes.
2. Johnny Depp is 54 years old. He is middle- aged.
He is medium-height. He has brown eyes. He has
a beard and a mustache. He wears glasses.
3. Zerrin Özer is 60 years old. She is fat. She is
34
medium-height. She has blond straight hair. She
has brown eyes. She wears glasses.
4. Kıvaç Tatlıtuğ is 34 years old. He is thin and tall.
He has fair wavy hair and blue eyes. He has a
beard and a mustache.
6. Listening
Draw your students’ attention to the pictures and
examine them. Then, tell students that they will
listen to a recording and then choose the right
answer. You can play the recording more than once if
necessary.
Answers:
1 = 3, 2= 2, 3= 2
7. Talking Point
Tell students to choose a picture of a person from the
unit and to describe him/her to their friends. This can
be a pair work activity or a whole class game.
Sample answer:
(The Polish woman in the first exercise)
She has blond straight hair. She has a lovely smile.
She is wearing a red and white dress. She is young.
She is thin.
8. Ready To Write
Tell students that they will read Alison’s letter to
her mother. Give students some time to study the
questions and then let them read the letter.
Answers:
1. Jill is tall and thin. She has long brown hair and
brown eyes. She wears glasses.
2. Amy is young and beautiful. She has long wavy
hair and blue eyes.
3. Jill is Alison’s best friend. Amy is Alison’s
English teacher.
9. Writing
Drawing upon the example letter in the previous
exercise, students are expected to write a similar
letter describing their friends.
REAL WORLD ENGLISH A1
Sample letter:
Dear my little brother Joe,
How are you? How are our parents? I have good
news. I am very happy in my new class. I have a
new girlfriend in the school. My girlfriend’s name is
Sarah. She is medium-height and thin. She has green
eyes and brown hair. She is beautiful. She is kind,
friendly and helpful. I love her. I miss you, take care!
Write to me soon. Love,
Patrick
3.2 What Is She Like?
In the previous module, students learned to ask
questions about physical appearance. In this module,
they are expected to ask questions about personality.
Introduce the difference between two questions:
What does she look like? What is she like?
1. To Begin
Introduce the adjectives in the picture. Ask students
the questions below.
Do you know all these words?
Are they positive or negative words? Describe your
personality using these words.
Possible answers:
1. Yes/No
2. They are positive words.
3. I am outgoing, smart, kind, strong, creative and
friendly.
2. What’s The Word
This exercise aims at enabling students to describe a
person giving positive and negative traits and to state
zodiac/horoscope/star signs.
1. Let students to study the horoscope signs. Ask
them to find the adjectives that they know.
Ask them if they know the characteristics of
horoscope signs.
2. The first sign is Aries.
3. Negative adjectives: stubborn, selfish, bossy,
lazy, jealous
In order to introduce the target vocabulary, ask
students to describe their personality traits using as
many adjectives as they can. Tell them to state their
horoscope signs first and then use adjectives.
35
Sample sentences:
My zodiac/ horoscope/ star sign is Sagittarius.
I am adventurous, cheerful, smart, friendly and
outspoken.
3. Reading
Tell students that they will listen to a recording (Sam
and Lucy are meeting on a first date).
Before the listening activity, give them some time to
discuss the picture.
Pre-reading/listening activity:
1. What do you see in the picture?
2. What do they look like?
Answers:
1. Lucy knows Sam is 22 years old and he is a
student (his age and occupation).
2. His star sign is Gemini.
3. Sam is funny, talkative and sociable.
No, they won’t. / Yes, they will.
4. Talking Point
Drawing on the previous exercise and after studying
the Useful Language Box section, tell students to
have a similar conversation in pairs as if they are
on a first date. Give them some time to prepare the
dialog.
Sample dialog:
Kate: Hello John, how are you?
John: Hello Kate, I am fine. How about you? You
look nervous.
Kate: Not much. I am curious about you. Can you
tell me about yourself?
John: I am from New York. I am 24 years old. I am a
student. I study literature.
Kate: What is your star sign?
John: I am Taurus. And what’s yours?
Kate: I am Capricorn. What kind of a person are
you?
John: I am patient, reliable and kind.
5. Listening
Tell students that they will listen to a dialog between
Steph and Morgan while Steph is showing some
photos to her friend Morgan. Let students read the
questions first and take notes while listening.
REAL WORLD ENGLISH A1
Answers:
1. Steph’s mother.
2. She is kind, helpful and patient.
3. He is ambitious and hardworking.
4. She is nice but talkative and bossy.
5. He is very hardworking.
6. Talking Point
Drawing on the previous listening exercise, tell
students to describe their family members. They
can work in pairs. Let them use the sentences in the
Useful Language Box section.
Sample answers:
Adam: What’s your mother like?
Sue: She is calm, patient and helpful. What’s your
mother like?
Adam: My mother is careful and hardworking.
What’s your father like?
Sue: He is ambitious, reliable and cheerful. What
about your father?
Adam: My father is sensitive and kind. Sue: What’s
your sister like?
Adam: She is emotional and shy. Sue: What’s her
star sign?
Adam: I think she is Cancer. Are you like her? Sue:
No, definitely not! I am talkative and outgoing.
7. Reading
Tell students that they will read personal profiles of
people on a social network.
Supposing that they will join this network, they need
to make new friends. Tell them to choose a friend
after reading the profiles and to state their reasons
for the choice.
Sample answers:
My star sign is Sagittarius. I get on well with Aries
and Gemini. I don’t get on well with Capricorn and
Cancer. I want a funny and kind friend. I chose John
because he is funny and friendly.
8. Writing
After they see the profile examples in the previous
activity, tell students to join a social network by
filling the details in their profiles. Give them some
time to write their answers. You can also turn this
writing activity to a speaking activity. Students can
look through profiles and choose a friend by stating
their reasons.
36
Sample answers: Name: Jordan Maer
Age at next birthday: 25 Star sign: Scorpio
Appearance: I am tall and thin. I have brown eyes
and fair hair. I wear glasses.
Personality: I am respectful, patient and helpful.
Hobbies: I like running, climbing and cycling.
3.3 What Does He Do?
1. To Begin
This module aims at introducing and talking about
professions. Give your students some time to
describe and comment on the picture. Let them make
deductions asking the given questions.
Sample answers:
1. He is on a construction site.
2. No, it isn’t.
3. He is a civil engineer.
Show your students different ways of asking a
person’s job and how to answer that question.
1. What is your job / profession / occupation? I am
a teacher.
2. What do you do? I am a doctor.
3. What do you do for a living? I am a singer.
You can also ask their family members’ jobs.
1. What is your father’s job?
2. What does your father do?
2. What’s The Word?
Ask students to match the words with their
definitions. You can give an example first:
Example sentence:
Teacher: A person who teaches a subject at a school.
It is a good idea to encourage students to use new
words in their own sentences.
Answers: 1= e, 2= c, 3= d, 4= a, 5= b
3. Listening
Tell students that they will listen to a recording to
complete the details of David’s job profile. Play the
recording and give them some time to write their
answers.
Answers:
Job: He is a civil engineer.
Where he works: He works for a large company
designing buildings.
What he does: He designs buildings.
What he likes about his job: He doesn’t do the same
work every day. He designs different buildings.
REAL WORLD ENGLISH A1
4. Listening
Tell students that they will listen to a recording to
complete the missing details for David’s typical
working day. Play the recording and give students
some time to write their answers.
Answers:
David usually has breakfast at home with his family.
But sometimes he has breakfast with his colleagues.
He is usually back in the office by lunchtime. He
occasionally has meetings with new clients. He
always leaves work at 5.30.
He never talks about work at home.
5. Listening
Tell students that they will listen to a recording,
three people talking about the jobs they are looking
for. Tell them to take notes while they are listening
to complete the details of their job profiles. Play the
recording and give students some time to write their
answers. (If it is necessary, you can pause.)
Answers:
1. Age: 45
Personality: patient, helpful
She usually helps out in the local charity shop. I have three classes in the morning and four classes
She wants to work full time/part time.
2. Studying: English language and literature
Personality: friendly, confident, hardworking and
active
He rarely drinks.
He wants to work part time/full time.
3. Job: nurse
She wants to do something different.
She likes traveling and meeting new people.
She usually goes abroad every summer.
She never goes to the same country twice.
6. Talking Point
After studying Useful Language Box section, let
students talk about their daily routines.
Sample answers:
I usually get up at 7 o’clock.
I take a shower every other day.
I always have breakfast at home.
I leave home at 8.
I go to school by bus. I have 6 classes at school. I
sometimes have lunch in the cafeteria.
I rarely eat fast food.
I come home at 5 in the afternoons.
I often watch TV.
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I go to bed early at night.
7. Ready to Write
This exercise aims at introducing a model for writing
a letter to describe a work routine.
Introduce the idea of “job swapping” (changing
jobs) to students. Tell them that Paul and John
are changing their jobs for a month for a TV
documentary. Give them some time to study the
letter. You can choose a few students to read out the
letter to the class.
8. Writing
Drawing on the previous exercise, ask students to
write a reply to Paul. Tell them to use Paul’s e-mail
as an example.
Sample e-mail: Dear Paul,
How are you? Thanks for your e-mail. I am so
excited because we are swapping our jobs soon. Let
me tell you about my work routine. I wake up/get
up at 8 every week day. I wake up at 9 on Saturday.
I work six days a week. I usually get up late on
Sunday.
in the afternoon. I teach children English. I usually
have lunch at school at 12. I go to the local charity
center in the afternoons. I also teach English there.
I finish work at 6 p.m. I go home by bus and I
arrive home at 6.30. I sometimes invite my friends
to dinner. I rarely watch TV but I read books in the
evening.
I look forward to swapping jobs. Best Wishes
John
3.4 Family Celebrations
1. To Begin
In this section, students are expected to learn
vocabulary related to family celebrations.
Introduce the topic of the module by drawing
students’ attention to the picture. Give students
some time to examine it. You can introduce some
family celebrations such as weddings, childbirth,
engagement and graduation. You can ask the given
questions to discuss the picture.
REAL WORLD ENGLISH A1
Sample answers:
1. Yes, I do. I have two sons and a daughter. No, I
don’t. I don’t have any children.
2. Yes, I do. No, I don’t.
3. Two children are good for one family. One child
is good for one family.
4. People visit their friends and relatives. They
bring gold coins for the baby.
2. Reading
This reading activity aims at improving the reading
skills of students and reading for a specific purpose.
Tell students they will read an article about living
with quadruplets. Ask them to read and then answer
the questions.
You may choose a few students to read out the
article to the class.
Sample answers:
1. They have a system for taking care of the babies.
When Peter sleeps, Karen takes care of the
babies and when Karen sleeps Peter takes care of
the babies.
2. Karen’s mother comes in the morning and
Peter’s mother comes in the afternoon.
3. They use Excel to record these.
3. What’s The Word?
Tell students to find the place of the words in the
article in the previous exercise. Ask them to guess
their meanings and then they can use a dictionary to
look up the words.
Sample answers:
Quadruplets: four babies born at the same time to the
same mother
Exhausted: very tired
Get up: to rise after sleeping
Diapers: a piece of cloth placed between a baby’s
legs and waist.
Wake up: to become fully awake
Same: not different (same town: in the same city)
4. Listening
Tell students that they will listen to four short
dialogs. Ask them to write a wish for each occasion.
Answers:
1. Occasion: Wedding
I hope you will be very happy together.
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2. Occasion: Illness
I hope you feel better soon.
3. Occasion: Death
I’m so sorry to hear about your grandfather.
4. Occasion: Birth
Congratulations! You have a lovely baby!
5. Talking Point
Tell students to work in pairs to have mini dialogs
based on the given situations.
Sample answers:
a) You: Mrs. Patrick, you don’t look very well. Are
you alright?
Your boss: I think I am getting ill.
b) You: Happy birthday! I wish you a long and
happy life.
Your best friend: Thank you. You: I hope you will
like my present.
c) You: I am sorry for your loss. Please pass on my
condolences to your mother.
Your friend: Thanks for coming.
d) You: Congratulations! This is a lovely baby boy!
Your cousin: Thank you.
You: I hope he will have a healthy, wealthy and
happy life.
e) You: Happy 45th anniversary mom and dad! Your
parents: Thank you dear!
6. Reading Pictures
In order to introduce greeting cards, you can bring
various greeting cards to the class. Tell students
to look at the pictures. Ask them if they ever send
or receive greeting cards and what the occasion is.
Then ask the questions.
Sample answers:
1. The first card: Feeling sorry for a passed one (I am
sorry for your loss).
The second card: Celebrating a wedding and
congratulating the couple.
The third card: Hoping a person recovers from an
illness.
The fourth card: Celebrating someone’s birthday.
The fifth card: Wishing someone good luck (for an
exam or a match etc.)
The sixth card: Celebrating Valentine’s Day The
seventh card: Celebrating New Year The eight
card: Celebrating Teacher’s Day The ninth card:
Celebrating a couple’s anniversary
REAL WORLD ENGLISH A1

2. The first card is for a person who loses someone.

The second card is for a newly-wed couple. The
third card is for an ill person.
The fourth card is for the birthday girl/boy. The fifth
card is for a person who will do something difficult.
The sixth card is for a lover (boy/girlfriend). The
seventh card is for a friend / relative / family
member.
The eighth card is for a teacher. The ninth card is for
a couple.
3.Everybody sends greeting cards. Friends, family
members and colleagues send greeting cards. Kind
people who want to celebrate a life event and show
their feelings send greeting cards.
4. Yes, I do. / No, I don’t.

7. Reading: Who To Send It To?

After studying the greeting cards in the previous
exercise, students are expected to use these cards in
sample situations. Tell them to read the situations
(1-6) and choose the appropriate cards to send.
Answers:
1= 6
2= 2
3= 1
4= 3
5= 5
6= 4

8. Writing
Ask students to read an announcement in a
newspaper. What is the occasion? Tell them to write
a greeting card to the new parents.
Sample greeting card: Dear Leona and Kemal,
Congratulations! You have a nice baby boy! I hope
he will have a beautiful life.
Best Wishes,
Kate.

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REAL WORLD ENGLISH A1

Unit 3 Revision Test Module 4 – Family Celebrations

Module 1 – What does she look like? A)
1. Boys are males.
A) 2. Girls are females.
1. No, they haven’t. 3. Caps are hats.
2. Yes I have. No, I haven’t. 4. Dogs are good friends.
3. It’s ... 5.Earnings are accessories.
4. S / He is ... B)
5. I’m ... A. Deepest condolences. (3)
B) B. Get well soon! (5)
1. wavy C. Congratulations! (1)
2. glasses D. Happy birthday! (2)
3. middle aged E. Happy anniversary! (4)
4. hair
5. handsome

Module 2 – What is he like?

A)
1. Gemini
2. Libra
3. Aries / Capricorn
4. Taurus
5. Cancer
B)
1. stubborn
2. cheerful
3. lazy
4. creative
5. reliable

Module 3 – What does she do?

A)
1. pilot
2. fisherman
3. secretary
4. farmer
5. barber
B)
1. Julia never gets up late.
2. I usually go to school on foot.
3. I sometimes read a book in the evenings.
4. Do they occasionally drink cola?
5. We meet at a cafe twice a week.

40
REAL WORLD ENGLISH A1

Unit 4 Lifestyles 4. Talking Point

4.1 Interesting Hobbies As an extension of the previous exercise, students
1. To Begin! are expected to talk about their hobbies. After
In this section, students are expected to learn studying the Useful Language Box section, let
vocabulary related to unusual hobbies. You can draw students have a conversation in pairs.
students’ attention to the picture and give Sample dialog:
them some time to examine it. Then ask them Kate: What are your hobbies Sam?
the given questions. You can also bring various Sam: I like reading novels. What hobbies do you
examples of graffiti art. have?
Sample answers: Kate: I like watching movies.
1. I can see graffiti/drawings on a wall. Sam: How often do you go to the cinema? Kate: I
2. Yes, I do. / No, I don’t. go to the cinema every weekend and I watch a new
3. Yes, it is a good hobby because it is creative movie every Wednesday.
and interesting. People can draw and paint nice Sam: Do you watch alone or with your friends?
words on walls. It looks good, inspiring and Kate: I like watching movies with my friends. How
amusing. often do you read a novel?
No, it isn’t a good hobby because it makes walls Sam: I read every day after dinner. I also go to the
dirty. It doesn’t look good. It is illegal. cinema twice a month.
Kate: That’s nice!
2. What’s The Word?
The multiple choice activity in this section is a way 5. Reading Pictures
to set the mood for the unit ahead and to introduce Tell students to look at the pictures and match the
the words. names of the hobbies with the pictures. Give them
Students may use a dictionary and the Internet as some time to write their answers.
well to look up the meanings of the words. Answers: 1= b
Don’t forget to let them use new words in their own 2= f
sentences. 3= c
Answers: 4= e
1= c, 2= a, 3= a 5= d
6= a
3. Reading You can ask students their opinions about these
Tell students that they will read an article on graffiti. hobbies:
Give them some time to study the article and the Which of these hobbies do you like / prefer? Is
questions. Choose a few students to read out the knitting / cooking / origami an interesting hobby /
article to the class. You can check unknown words activity?
and let them guess their meanings in context. Why do / don’t you like plane spotting / coin
Sample answers: collecting / shopping?
1. It is an interesting hobby because graffiti artists
make colorful art. It is interesting, witty and artistic. 6. Listening
It is not an interesting hobby because it is vandalism/ Tell students that they will listen to a recording. Ask
illegal. Graffiti artists make buildings dirty. Graffiti them to take notes while listening to find the hobbies
does not look good. people are talking about. Play the recording and give
2.Yes it is because the graffiti artists express their students some time to write their answers.
ideas and emotions. Answers:
No it isn’t because it damages buildings. It doesn’t Listening 1: plane spotting Listening 2: coin
look good. It’s vulgar and unpleasant. collecting Listening 3: cooking
3. I prefer indoor/outdoor hobbies. Listening 4: knitting
4. I like doing hobbies by myself/with other people. Listening 5: origami

41
REAL WORLD ENGLISH A1

Which hobby is missing? Shopping 2. What’s The Word?

Clues for the missing hobby: I like buying new
things. I always go to the mall at the weekend. I
spend a lot of money on clothes and shoes.
Sample sentences:
I think origami is interesting because you can create
nice ornaments. It is very creative and enjoyable.
I think knitting is boring because it takes a lot of
time. It is an old-fashioned hobby.
The multiple choice activity in this section is a
way to set the mood for the unit ahead and to
introduce the words. Students may use a dictionary
and the Internet as well to look up the meanings
of the words. You can also encourage them to use
synonyms and antonyms while defining the words.
Answers:
1= b, 2= a, 3= b, 4= c, 5= b

7. Ready To Write 3. Listening

This exercise aims at understanding short and simple Tell students that they will read an article on graffiti.
advertisements, posters or brochures related to Give them some time to study the article and
joining hobby clubs. Tell students that they will read questions. Choose a few students to read out the
a poster advertising a graffiti club. Give them some article to the class. You can check unknown words
time to answer the questions. and let them guess their meanings in context.
Answers: Answers:
1. No, it isn’t. It is open from March to August. 1. T
2. They meet on Monday and Wednesday. 2. F
3. They meet for 3 hours (from 18.00 to 21.00). 3. F
4. Spray paint. 4. T
5. T
8. Writing
Introduce the scenario to your students and give 4. Reading
them some time to write a short note to their friends. Draw your students’ attention to the chart and ask
Sample Note: Dear Anna, them if they are interested in football.
We are going to the graffiti club on Monday at 6 Answers:
p.m. Meet me at the bus station opposite Harrow 1. It is on September 5th 2011.
Lane. Don’t forget your spray paint. 2. The team Valencia plays for Spain.
Love, Jordan 3. Arsenal is the winner.
4. Villarreal played against Sevilla.
4.2 Unusual Sports 5. No, they were not.
1. To Begin!
In this section, students are expected to learn 5. Reading
vocabulary related to unusual sports. You can give Students are expected to answer the questions related
further information about oil wrestling and bring to an advertisement of a lacrosse event. Let them
more pictures as well. You can draw students’ read the text and answer the questions.
attention to the picture and give them some time to Answers:
examine it. Then ask them the given questions. 1. It is at Wilson High School.
Sample answers: 2. No, you can’t.
1. This sport takes place in an arena / stadium / ring 3. It costs five dollars.
etc. 4. For charity.
2. It is interesting / boring/dangerous. 5. It’s on 16th September.
3. I enjoy basketball / volleyball / football / golf/
swimming / boxing / horse riding / dancing etc.

42
REAL WORLD ENGLISH A1

6. Listening Sample answer:

Tell students to look at the pictures and match the Some sports encourage violence such as boxing.
names of the hobbies with the pictures. Give them Some sport fans are violent, especially football fans.
some time to write their answers. Sport is a good way to have fun and socialize.
1. Jousting
2. Cliff diving 4.3 Healthy Living
3. Elephant polo 1. To Begin!
4. Sepak takraw In this module, students are expected to learn
5. Cricket vocabulary related to natural medicines, healthy
6. Parasailing living and drug usage instructions. Draw your
students’ attention to the picture to guess the topic of
PS: If you are able to find unusual sports, you can the module. Ask the given questions as a warm-up
prepare a worksheet to show them as an additional activity. You may bring real materials such as pills
activity. and herbs to the class.
You may find examples of natural remedies
7. Talking Point prevalent in your country and culture.
This guessing game is a good way to practice the use Sample answers:
of modal verbs. Encourage your students to use as 1. I can see some herbs, flowers and medicine.
many sentences as possible to describe the game. 2. They are for curing illnesses.
Sample answer: 3. They can be good for a headache. They are not
Name of the sport: Soccer It is a team game. good for a headache.
There are 11 people (players) per team. You use a
ball. 2. What’s The Word?
You wear shorts and t-shirts. Give your students some time to match the words
You can kick the ball but you can’t hold or touch it. with the pictures.
Only the goalkeeper holds or touches the ball. You 1. garlic
must score a goal to win. 2. raw potato
3. raw coffee beans
8. What’s In A Word? 4. cinnamon sticks
This is a useful exercise to introduce participle 5. celery leaves
adjectives. Emphasize the difference between 6. strawberries
describing one’s feelings and commenting on a
person/ an object/ an action. 3.Talking Point
Give your students some time to study Useful
People feel Things are
Language Box to make sentences to talk about
bored boring
natural remedies.
worried worrying
Ask them whether they make use of natural remedies
excited exciting
or they simply refuse using them.
confused confusing
Sample answers:
frightened frightening
I use natural remedies when I am ill.
interested interesting
I don’t use natural remedies when I am ill. Sage tea
is good for colds.
9. Ready To Write Chamomile tea is good for insomnia. Garlic is a
This activity aims at encouraging students to natural antibiotic.
give and support their opinions. You can create I use parsley to freshen bad breath. I use clay for
a discussion board to discuss different topics as blemishes.
well. You may also create an online blog to help I go to the doctor for serious illnesses.
your students actively use it for practicing English I take natural remedies for minor illnesses.
through these kinds of discussions.

43
REAL WORLD ENGLISH A1
4. Reading
Give your students some time to go through the text
quickly. Then make them take turns to read it. Do
not forget that they are not expected to understand
every single word or sentence but to get the gist
of the passage. Encourage your students to get
an overall meaning of the reading practice. They
are reading for a specific purpose; remind them to
look for the answers to the questions as well while
reading.
1. You should put the paste on your forehead and
lie down in a dark room for a headache.
2. You should drink celery leaf tea for a stomach
ache.
3. You should mix some plain yoghurt with water
and drink it.
4. You should rub your teeth with strawberries.
5. Reading
You may bring empty pill containers to the class and
let your students examine what information is found
on them. Then, give your students some time to do
the exercise.
Superspecial Pharmacy: pharmacy name Dr. M.
Cold: doctor’s name
Betty Brave: patient’s name
Take one capsule by mouth: instructions Illoksillin
250 mg capsule: name of medicine Use before
23.10.2012: expiry date 22.10.2011: date of
prescription
6. Reading
Students are introduced to instructions that can
be found on drugs to understand what they mean.
Ask students whether they are familiar with these
instructions and if they can add more instructions to
the given ones.
Answers:
1. I can
2. I can’t
3. I can’t
4. I can’t
5. I can
7. Listening
Tell your students that they will listen to a
conversation between the patient Patrick and his
doctor to answer the given questions. Give students
some time to read the questions and remind them to
44
take notes while listening.
Answers:
1. Patrick has a very bad headache.
2. It hurts at the front.
3. He wears glasses (only at work).
4. He should go to an optician.
5. The doctor suggests Patrick should try lavender
oil.
8. Talking Point
Introduce the scenario to your students and
encourage them to use Useful Language Box to role
play the situation. Give them some time to get into
the role.
Sample answers:
You should go to a doctor. Try some natural
remedies. Boil some sage tea in water for 10
minutes, and then drink it. Don’t drink cold water.
Drink plenty of liquids. Keep warm. Stay in bed and
relax.
9. Writing
Let your students write short and simple messages
on their immediate needs. You can give them the
message below as an example:
Hey Mom,
I still have a bad cold. I am at home. I can’t go
out. Can you buy some sage tea, thyme, garlic and
lemons for me please? Thanks!
4.4 Entertainment
1. To Begin!
In this module, students are expected to learn
vocabulary related to musical instruments and
entertainment activities. You may bring more
pictures of different musicians, perhaps popular ones
among your students. You can also have a look at
culture and art exhibitions, events and concerts in
your community and bring them to the class.
Ask the given questions by drawing your students’
attention to the picture. Feel free to make them listen
to a classical piece.
Sample answers:
1. I can name 14 instruments: guitar, piano, violin,
trombone, saxophone, trumpet, flute, drums,
maracas, tuba, clarinet, double bass, accordion,
and harmonica.
2. I recognize violin, saxophone, flute and cello.
3. Yes, I can. I can play the piano. No, I can’t.
REAL WORLD ENGLISH A1
2. What’s The Word?
You may ask your students whether they can play
any of these instruments and whether they
know their names in English. Then give them some
time to do the matching activity.
(left) piano, trumpet, violin, cello (right) flute, guitar,
harp, drums
3. Talking Point
This exercise aims at letting students talk about a
concert by looking at a ticket to gather information
about the event.
Sample dialog:
A: Where is the concert?
B: It is in Main Square Park. A: When is the concert?
B: This Saturday
A: What time does it start? / What time is it? B: It’s
at 9 pm.
A: How much is it? / How much does it cost? B: It’s
free.
A: What is the name of the group? B: Lazy Boys.
A: Is there an age limit?
B: Yes, you must be 18. / No one under 18 is
allowed.
B: Where is the concert?
A: It is at the John Long Music Theater. B: When is
the concert?
A: Tonight.
B: What time does it start? / What time is it? A: It
starts at about 8 pm.
B: How much is it? / How much does it cost? A: It is
50 dollars. / It costs 50 dollars.
B: What is the name of the group? A: The Jazzy
Saxophones.
B: Is there an age limit? A: No, there isn’t.
4. Reading
You can also find newspaper advertisements for
different cultural events and bring them to class.
Encourage your students to go through the ad and try
to find the necessary information.
Answers:
1. The lead singer’s name is Crystal.
2. She is from Brighton.
3. There are five girls in the band.
4. It’s on June 23rd.
45
5. Talking Point
You may create and print out the tickets in the
exercise and give them to your students.
Encourage them to use the Useful Language Box to
get hints to make sentences to talk about the concert
tickets.
Sample answers: 1.
A: Bill Leaves is coming to our town! B: When is
the concert?
A: It is on August 7th. B: Where is it?
A: It is at the Littleville New Arena. B: When does it
start?
A: It starts at 7 p.m. and finishes at 8 p.m.
I have two tickets for the concert. Would you like to
come with me?
B: Thanks. I’d love to. 2.
B: Leyla Lyles is coming to our town! A: When is
the concert?
B: It is on September 16th. A: Where is it?
B: It is in Halifax Town Hall. A: When does it start?
B: It starts at 8 p.m. I have two tickets for the
concert. Would you like to come with me?
A: Thanks. I’d love to.
6. Listening
Tell your students that they will listen to two
conversations. Remind them to take notes while
listening to answer the questions.
Answers:
Part 1
1. The name of the group is the Blue Monkeys.
2. It’s on March 22nd.
Part 2
1. The name of the group is Mindfield.
2. It’s next week.
3. They play hard rock.
7. Ready To Write
Give your students some time to study the example
form. You may also show them similar registration/
subscription forms. After they fill the form, you may
make a surprise and let them listen to a few songs
that they prefer.
REAL WORLD ENGLISH A1

Unit 4 Revision Test Module 4 – Entertainment

Module 1 – Interesting Hobbies A)
A) 1. Jazz
1. Ability 2. Opera
2. Permission 3. Reggae
3. Permission 4. Concert
4. Ability 5. Heavy metal
5. Permission
B) B)
1. What / which musical instruments can you play? 1. GUITAR
2. What languages can he speak? 2. DRUMS
3. What can she cook? 3. CELLO
4. What sports can you play? 4. FLUTE
5. Who can ride a horse? 5. PIANO

Module 2 – Unusual Sports

A)
1. Elephant polo
2. Parasailing
3. Cricket
4. Cliff diving
5. Jousting

B)
1. interesting
2. confused.
3. boring - bored.
4. tiring
5. terrified

Module 3 – Healthy Living

A)
1. Coffee beans
2. Cinnamon sticks
3. Raw potato
4. Celery leaves
5. Garlic.

B)
1. take an aspirin.
2. put on your can’t.
3. take it to the vet.
4. start saving.
5. see your G.P.

46
REAL WORLD ENGLISH A1
Unit 5 Around The Town
5.1 Moscow City Guide
1. To Begin!
Students are expected to learn vocabulary related
to traveling and tourist attractions in a city. As the
units proceed, the complexity of reading passages
and other exercises increases, which may cause
disturbance among students as they may have
difficulties in understanding every single detail.
Encourage them to improve their vocabulary and put
an emphasis on contextuality.
It is highly recommended that students are asked to
come to the class prepared for the unit ahead, which
will make it easier for them to participate in the
tasks.
Moreover, you can expand the topics and exercises
given in the course book by bringing similar
materials. This unit, for example, deals with a city
that attracts tourists. You may bring a short leaflet
or article that describes your own city as well, or
you may ask your students to find some information
about their dream vacation destinations.
Draw your students’ attention to the picture and
ask the given questions. You can introduce some
of the landmarks seen in the picture. (Red Square,
Saint Basil’s and Kazan cathedral, the monument of
Pozharsky and Minin)
Answers:
1. It is Moscow.
2. Yes, I do.
Спасибо = Thanks
Пожалуйста = Please
Привет = Hello/Hi
Хорошо = Good
No, I don’t.
3. The biggest city in Russia is Moscow.
2. What’s The Word?
Encourage your students to use the target vocabulary
in sentences. The best way to memorize new words
is to use them in context.
Game idea: Divide your students into groups. Each
group will make up a story using the given words.
Give points to creativity, amusement and proper use
of English.
47
Answer:
1=c
2=d
3=e
4=a
5=b
3. Talking Point
You may look for quizzes to find the most suitable
vacation types and bring them to the class. You can
also introduce a few types of vacations: sightseeing,
relaxation, family time, backpacking, all-inclusive,
cruises, and camping.
Give your students some time to study the Useful
Language Box to answer the questions.
Sample answers:
I like traveling. I like cruises /
all-inclusive tours / camping and hiking /
backpacking vacations.
I like visiting a foreign countries / staying in hotels.
I have seen many places / London / Istanbul / Rome.
A: Where do you want to go? B: I want to go to
Italy.
A: Which capital city do you want to visit? B: I want
to visit Paris.
4. Reading
Students are expected to understand the overall
meaning of the passage and look for specific
information to answer the post-reading questions.
You may also create a board to investigate more
about Moscow and request that each students find
more information and pictures about Moscow and
the places mentioned in the passage.
Answers:
1. Moscow is the 7th largest city in the world.
2. It is the biggest city in Europe.
3. It is the most famous Russian city.
4. It has the largest underground in the world.
5. Listening
Tell your students that they will listen to a
conversation between a local and a tourist looking
for advice. Give them some time to examine the
questions first and suggest them to take notes while
listening.
REAL WORLD ENGLISH A1
Answers:
1. The local suggests the Vodka Museum.
2. No, it isn’t very far.
3. The hospital is a very big red building.
4. No it isn’t. Metro is the best and cheapest way to
travel.
6. Talking Point
Building on the previous exercise, encourage your
students to role play a similar situation. Let them
study Useful Language Box to make sentences.
Sample dialog:
Tourist: Excuse me, can you help me? Local: Of
course. How can I help you?
Tourist: I want to find a good restaurant near the city
center.
Local: You can find many restaurants in the Old
Town.
Tourist: I am sorry, could you repeat that please?
Local: The Old Town, it’s the heart of the city.
Tourist: Is it far from here?
Local: No, it’s within walking distance. Go straight
ahead and turn right at the traffic lights. Tourist: Can
you suggest a clean and lively restaurant?
Local: There is a traditional Turkish restaurant
named Kazan.
Tourist: I am sorry, I don’t understand. Could you
say that again, please?
Local: A Turkish restaurant named Kazan. Tourist:
OK. Thank you.
Local: You’re welcome.
7. Reading
You may find an events calendar for your city and
bring it to the class to give further examples. Give
your students some time to examine the calendar in
the picture to answer the questions.
Answers:
1. The International Ballet Competition is in
Bolshoi Theater.
2. The International Film Festival for Children
starts at 2.30 p.m.
3. The Music and Song Festival is on May 11th.
4. You can see the Classical Dance Festival in
April.
5. The best time to visit Moscow is spring and
summer.
48
8. Ready To Write
You may create a cell phone screen and paste it to
the board to let students write their messages.
Sample message: Hi Joe,
I’ve bought the tickets for the ballet Swan Lake.
It’s on January 12th at the Moscow Conservatory.
It starts at 8.30 p.m. Meet me in front of the
conservatory at 7.45 p.m. See you there, bye for
now!
5.2 My Hometown
Students are expected to learn vocabulary related to
giving directions. The module starts with an online
invitation posted on Facebook. This invitation is
a starting point to ask for and give directions to a
place, in this case to the hosting person’s house.
Draw your students’ attention to the picture and
discuss the given questions.
1. To Begin!
Sample answers:
1. This is an event invitation on Facebook.
2. Yes, I do. I have a Facebook / Instagram / Twitter
account.
No, I don’t.
3. Yes, I do. I post invitations for my birthday and
New Year celebrations.
No, I don’t.
2. What’s The Word?
Introduce the ways of giving directions and let your
students match the pictures to the words. You may
also display more directions and bring signs and
preposition worksheets as well.
Answers:
1= c
2= d
3= b
4=a
5=e
3.Reading
Give your students some time to read the dialog and
then let them read out the reading task and study the
Useful Language Box to find out ways of asking for
and giving directions and to maintain a meaningful
and polite dialog with a stranger.
REAL WORLD ENGLISH A1
4. Listening
Tell your students that they will listen to a
conversation between Emma and Victoria. Emma is
giving directions to her house. Let your students find
the missing information to complete the gaps.
Answers:
First take the number 15 bus. Then walk to Main
Street.
At the end of the street turn left. At the roundabout
turn right.
After that go past the park.
Emma’s address: Number 17 Orange Street.
5. Listening
Do you remember Victoria from the previous
exercise? She is lost! Tell students to listen to
Emma’s and Victoria’s conversation to answer
the questions. Give them some time to study the
questions.
1. Victoria is standing in front of a clothes shop.
2. She is on Green Street.
3. The name of the clothes shop is “Big and Tall”.
4. Emma’s house number is 17.
5. The park is at the end of the main road.
6. Talking Point
Introduce the scenario to your students and give
them some time to study the Useful Language Box
to role play the situation in the exercise.
Let them choose a place on the map and give
directions to it.
Sample dialog:
A: Hello Jason, how are you?
B: Not bad. How are you doing?
A: Good! I’m having a party tonight at my house.
Would you like to come?
B: Sure, I’d love to, thanks. Where is your house?
A: It’s on Elf Street, number 13. Take the number 4
bus.
B: I’m sorry. Can you repeat that please? A: The
number 4 bus.
B: OK. Go on…
A: Get off the bus at the Sesame Park. There is a
swimming pool opposite the park. My house is next
to the pool.
B: Is it on the left or on the right? A: It’s on the left.
B: OK. Can I bring anything?
A: We have plenty of food and drinks. B: When does
the party start?
49
A: You can come at 7 p.m.
B: Well then. See you at 7!
7. What’s The Word?
Introduce the words and let your students fill in the
blanks using them.
Answers:
1= neighborhood
2= terraced
3= neighbor
4= row
5= middle
8. Writing
Taking the invitation in the first activity of the
module as an example, encourage your students
to write a similar invitation and directions to their
houses.
Sample invitation: You’re invited!
Hello everybody! I’m having a big party to celebrate
my birthday tomorrow. We’ll have so much fun!
Date: December 21st Time: 8 p.m.
Place: My house (Number 15 Balm Street)
Directions to my house: Take the number 11 bus.
Get off the bus at the Animal Museum. Go past the
museum and go straight ahead until you see the
traffic lights. Turn left at the traffic lights. My house
is the third house on the left.
5.3 Getting Around The Town
1. To Begin!
Students are expected to learn vocabulary related to
transportation. Draw their attention to the diagram
and ask them the given questions.
Sample answers:
1. I usually travel around town by bus / by taxi / by
tram / on foot.
2. I prefer traveling by car because it is fast and
comfortable.
3. I use public transportation every day.
2. What’s The Word?
This exercise aims at introducing comparative
adjectives letting students compare different types of
public transportation. Introduce the structure of the
comparatives and provide more examples to let your
students make comparisons.
REAL WORLD ENGLISH A1
Answers:
Yes, I agree. Taxis are more expensive than buses
and trains.
No, I don’t agree. Trains are not faster than buses.
3. Reading
You may find pictures of tourist information offices
in your country. You can ask your students what kind
of questions a tourist may ask and what information
they can find at the tourist information office. Give
your students some time to study the questions and
then read the dialog to answer them.
Answers:
1. The buses are cheaper than the trains. Trains are
more comfortable and reliable. They sell weekly
bus and train passes.
2. The Olive Tree and Acorn hotels are the most
popular. The Olive Tree is in the center of town.
The Acorn is quieter and friendlier. The staff of
Acorn Hotel is helpful.
3. I would choose the Olive Tree because it is
convenient. I want to stay in the center of the
town.
I would choose the Acorn because I like
quiet and cozy places.
4. Talking Point
Encourage your students to use Useful Language
Box to make sentences to talk about preferences of
traveling around the town.
Sample answer:
I like trains because they are quick, cheap and safe.
The roads are crowded and there are a lot of traffic
jams during the rush hour. So I don’t like busses or
cars. I don’t like taxis because they are expensive.
5. Reading
Draw your students’ attention to the train ticket.
Give them some time to study it and then answer
the questions. If you are able to find train, plane or
bus tickets in your country, bring them to the class
to let your students examine them and find similar
information on the tickets.
Answers:
1. The ticket costs £16.50.
2. You can start using this ticket on June 28th.
3. The train leaves from Brighton.
4. The train is going to Kingston.
5. You can use this ticket for one day.
50
6. Talking Point
It’s role play time! Encourage your students to
prepare for their roles. You can also change the
scenario depending on your students’ interests. If
you are able to find brochures for a few hotels, you
can bring them to the class to let your students talk
about the facilities at the hotels.
Sample dialog:
A: Hello Amy, can I ask you a favor?
B: Of course dear. How can I help you?
A: I have to book a hotel room for my client. He is
visiting our city. You know, I am new in this job and
I don’t know anything about the local hotels. Can
you give me some advice?
B: OK. I can recommend three hotels. The Star and
Plaza Hotels are good but expensive hotels. They
are not so close to the city center. The Star Hotel
is a very big five-star hotel. It has 400 rooms and 4
restaurants, 2 indoor pools and 8 conference halls.
A single room costs 100 euros per night. The Plaza
Hotel is smaller than the Star Hotel. It has 65 rooms,
2 restaurants, 1 indoor pool and 4 conference halls.
A single room costs 85 euros per night. The Victoria
Hotel is both close to your workplace and to the city
center. It only takes 5 minutes by car!
It is cheaper than the others. It has 45 rooms, 1
restaurant, 1 indoor pool and 2 conference halls. A
single room costs 75 euros per night.
A: Thank you Amy. I think I will choose the Star
Hotel because it is a five-star hotel.
Distance and price are not important.
7. Reading
You may provide a larger list of signs to display to
your students. Before the matching exercise, ask
them if they have ever seen these signs. Are these
signs universal?
Answers:
(left) fire station, police station, train station,
parking, museum, bus stop
(right) bank, library, hospital, public toilet, pharmacy
REAL WORLD ENGLISH A1

8. Ready To Write 2. What’s The Word?

Students are expected to practice filling out an online You may provide different definitions for the given
registration form for a hotel. It is a good idea to find words to help your students guess their meanings.
similar forms taken from different hotels as well. Encourage them use the target words in their own
Contact Information sentences as well.
First Name: Adam Answers:
Last Name: Martins 1= d, 2= e, 3= b, 4= a, 5= c
Address: 34 Lysander, Panel Lofts no: 21
City: New York 3. Talking Point
Zip Code: 13027 Let your students study Useful Language Box to talk
Country: United States about places to go on a first date in their town / city.
E-mail: adammartins@gmail.com Sample dialog:
Retype e-mail: adammartins@gmail.com A: I want to ask Amy out tonight. I can take her
Phone number: 646 432 33 44 to the Irish Pub. There is a new rock band playing
Reservation Details Arrival tonight. What do you think?
Date: March 26th B: I don’t think it is a good place to go on a first
Estimated arrival time: 2.30 pm date. It is noisy and crowded.
Number of adults: 1 A: What do you suggest then?
Number of children: 0 B: The London cafe is a better place to go than the
Payment Information Irish pub. It is quieter and more comfortable. It has a
Credit card type: Master Card warm atmosphere.
Credit card number: 5223 6300 9618 2144 A: You are right. OK, we can go to the London cafe.
Expiration date: 24.12.2020 B: Perhaps you can ask her opinion too.
Name on the card: Adam Martins
4. Listening
Tell your students that they will listen to a
5.4 Out On The Town conversation between Bella and Janie to answer the
Students are expected to learn vocabulary related to questions.
places to go and things to do in a town / city. You Answers:
may bring monthly city guides to the class to give 1. Bella is feeling happy.
your students a few ideas on what to do / how to 2. No, she doesn’t.
spend their evenings / weekends. 3. Ricardo is tall and handsome. He has short dark
hair and brown eyes.
1. To Begin! 4. He works in the music shop in town.
You may find more examples of abbreviated 5. He wants to go out this evening.
messages to introduce the topic and draw the As a post-listening activity, you may ask your
attention of your students to the picture. These kinds students if they have similar conversations with their
of messages are especially popular among teens and best friends and how they react to the news. Is there
young adults. It’s a good idea to provide a list of chat a difference between women and men when it comes
abbreviations. to breaking the “news”?
For instance: @TEOTD At the end of the day
CTN Can’t talk now 5. Listening
CU See you Tell your students that they will listen to Ricardo’s
Sample answers: and Bella’s telephone conversation. They are
1. Are you free tonight? planning to meet and your students need to choose
2. It is from a friend to a friend. the correct options to find out the details of their
3. Yes, I do. / No, I don’t. plan.

51
REAL WORLD ENGLISH A1

Answers: b) Sample dialog:

1. 17.30
2. 19.30
3. car
4. parking lot
5. rainy
6. Reading
Ricardo is clueless! He has no idea where to take
Bella on their first date. He seeks his friend’s advice.
Encourage your students to read the questions first to
find the answers in the dialog.
Answers:
1. Yes, there are.
2. There are a lot of clubs.
3. Sam suggests going somewhere quiet.
7. Talking Point
This exercise aims at improving the creativity and
fluency of students. Give them some time to study
the Useful Language Box to get tips to make their
own sentences.
In the first task, students are expected continue
Sam’s and Ricardo’s conversation suggesting places
in their town / city. In the second task, let your
students to make up their own stories of inviting
friends on a Friday night.
a) Sample dialog:
Sam: There is a very popular park near the old town.
You can go there. There is a very nice sea view and
it has a nice atmosphere.
Ricardo: Are there any movie theaters near the park?
Sam: No, there aren’t, but you can take the bus. It
takes only 20 minutes to get to the movie theater
from the park.
Ricardo: OK. I can take her to a nice restaurant first.
Then, we can go to the park. Perhaps we can go to
the cinema after the park.
Sam: It sounds like a great evening!
Ricardo: Please recommend a nice restaurant! Sam:
I think Stella’s Cuisine is a very clean, nice and
romantic place.
Ricardo: Thank you Sam, now I can call Bella. Talk
to you later. Take care!
Sam: I wish you a nice evening, see you, bye.
Ricardo: Hello Bella, how are you doing? Bella:
Good, how about you?
Ricardo: I am fine. Would you like to go out with me
tonight?
Bella: Sure, I’d love to. Where are we going?
Ricardo: We can go to Stella’s Cuisine for dinner.
Bella: That would be great! What time can we meet?
Ricardo: How about 7 p.m.? Bella: OK, 7 p.m. is
fine.
Ricardo: Okay. I can pick you up at 6.45. See you
soon.
Bella: Thanks, I’d like that. Bye for now!
8. Listening
Bella and Ricardo are meeting in town. Tell your
students that they will listen to Bella’s and Ricardo’s
conversation on deciding where to go. Encourage
your students to take notes while listening and ask
them which sentences/ phrases they catch.
Answers:
Tick the places they talk about: 1, 4, 5, 8
Circle the one they choose: 5
9. Ready To Write
Taking Bella’s and Ricardo’s messages as examples,
tell your students to write a similar message to their
classmates.
Sample messages:
Hi Jordan,
I am so excited! Meet me in front of the
concert hall at 6.30 p.m. Don’t B L8. The
concert starts at 7. We should hurry! See you
soon
Love, Kate
Hello Kate,
I am leaving home now. I can meet you there at
6.30 p.m. Don’t worry, I will be on time. See
you soon.
Love, Jordan

52
REAL WORLD ENGLISH A1

Unit 5 - Revision Test Module 4 – Out On The Town

Module 1 – Moscow City Guide
A)
A) 1. much / lots of
1. the most talented 2. a little / a few
2. the most populated 3. many / few
3. the most beautiful 4. a few / any
4. the best 5. a lot of / only a little
5. coldest B)
B) 1. Would you like
1. Brian is the oldest of them all. 2. How about
2. Brian is the tallest of them all. 3. Let’s
3. Matt is the shortest of them all. 4. Do you want
4. Brian is the heaviest of them all. 5. shall we
5. Sue is the lightest of them all.

Module 2 – My Hometown

A)
1. How can I get to the cinema?
2. The library is between the cinema and JBC Bank.
3. How can I to my hotel?
4. Which way is to the pharmacy.
5. Is there a pharmacy near here?
B)
1. take
2. nearest
3. far
4. straight
5. say

Module 3 – Getting Around The Town

A)
No set answers.
B)
1. (WIDE) x NARROW
2. (LOUD) x QUIET
3. (SAFE) x DANGEROUS
4. (CLEAN) x DIRTY
5. (LARGE) x SMALL

53
REAL WORLD ENGLISH A1
Unit 6 Food and Shopping
6.1 Then and Now
The module starts with a sepia toned photograph of
a greengrocer’s store. As the name of the module
suggests, students will compare a past and present
situation.
Before the start of the module, you may tell your
students to bring old pictures of themselves, their city
or houses.
After they study the module and do the tasks, you can
also encourage them to talk about their pictures as
well.
Since the sixth unit deals with food and shopping, the
main focus of comparison is on the past and present
of a greengrocer’s and how people’s habit of buying
vegetables and fruit have changed over years.
1. To Begin!
Draw your students’ attention to the picture and let
them discuss the given questions.
Sample answers:
1. It looks like an old photograph because it has a
sepia-toning.
2. It is a green grocer’s. It sells fruit and vegetables.
3. Yes, there are. / No, there aren’t.
Answers:
1= retired
2= career
3= organic
4= popular
5= customer
3. Talking Point
This exercise enables students to talk about their
shopping preferences. Students are expected to sort
out different ways of shopping such as online shopping
or shopping from small stores/ big malls as well as
shopping for specific occasions and for different goods
such as food or clothes. Give your students some time
to study the Useful Language Box section to carry on a
conversation.
Sample dialog:
A: Where do you like to shop for clothes?
B: I like going to the shopping malls.
A: What are your favorite shops?
B: I like Benetton and Mudo.
A: Where do you do your shopping for food?
A: I like local stores. I buy food from the greengrocer
and butcher in my neighborhood.
B: Do you shop on the Internet?
A: Yes, I love shopping online.
54
B: What do you usually buy online?
A: I buy gifts for my friends and family.
4. Reading
This is an excerpt from an interview of “Then and
Now” program. A greengrocer named Ted is being
interviewed. Let your students read out the dialog to
complete the table. You may also encourage them to
paraphrase the conversation as a post-reading activity.
Answers:
Then Now
Owner Ted’s father Ted’s son
Vegetables Potatoes and carrots Potatoes and
carrots
(still popular)
Fruit Apples and oranges Exotic fruit like
kiwis,
pineapples
and mangoes
5. Talking Point
As an extension of the fourth exercise, now it’s your
students’ turn to make up a similar interview with
the given roles. Give students some time to study the
Useful Language Box and encourage them to come up
with their own ideas.
Sample dialog:
A: Welcome to our show “Then and Now”. Today,
Martin Wilson is here with us. We are interviewing
him about the changes in his job over the years.
Welcome Martin, can you tell us about your career as a
greengrocer?
B: Of course. My father was also a greengrocer and I
started working in our store in 1975.
A: What food was popular in the past?
B: Corn and carrots were popular vegetables in the
past. Cherries and watermelons were popular fruits as
well.
A: What vegetables and fruits are popular now? B:
Now, broccoli, avocados and artichokes are popular
vegetables. Strawberries, mangos and pineapples are
popular too.
A: Do you think people’s eating habits are different
now?
B: Yes, people were healthier in the past because they
ate more organic food. Nowadays, people are eating
out more and consuming more junk food. That is bad
for their health.
A: Yes, you are right! Thank you, Martin. It was
pleasure to have you here.
B: The pleasure was mine. Thank you, too.
REAL WORLD ENGLISH A1

6. Listening 6.2 Paying

Tell your students that they will listen to a Students are expected to learn vocabulary related to
conversation between a greengrocer (Alan) and a payment and to talk about shopping habits.
customer (Mr. Fields). This exercise aims at listening The main language focus in this module is the past
for a specific purpose. Encourage your students to simple tense, so encourage your students to use it as
take notes while listening in order to answer the much as possible.
questions and find the prices of vegetables.
Answers: 1. To Begin!
1. Potatoes are $ 4 a bag. Draw your students’ attention to the picture and let
White onions are $ 3.50 per kilo. Red onions are $ 5 them discuss the given questions. You can also talk
per kilo. Total: $ 15.50 about the advantages and disadvantages of using
a) Mr. Fields is buying vegetables for Thanksgiving. credit cards and paying with cash.
b) It is on the fourth Thursday in November. You may introduce the topic of “consumerism” and
c) They are $ 3 per kilo. let your students come up with mind maps to discuss
it by giving examples.
7. Talking Point Sample answers:
It’s role play time! The scenario is simple: someone 1. I go shopping twice a week / three times a month
is shopping for fruit and vegetables at the local / every day.
supermarket. Give your students some time to study 2. Yes, I do. I have two credit cards. No, I don’t. I
Useful Language Box to carry out a conversation. don’t use credit cards.
You can use the following sample dialog as an 3. I always / usually / often / rarely use my credit
example. card.
Sample dialog: A: Excuse me!
B: Welcome madam, what can I get for you? A: I 2. What’s The Word?
need some oranges. How much are they? B: They Give your students some time to complete the
are $ 2 per kilo. sentences using the given words. Let them guess the
A: I’ll have two kilos please. B: Anything else? meanings first and then encourage them to look up in
A: And do you have any lemons? a dictionary. It is always a good idea to make them
B: Certainly. They are $ 3 per kilo. How many kilos use the target vocabulary in their own sentences as
do you want? well.
A: I want three kilos please. How much do I owe? Answers:
B: That will be $ 10, please. A: Here you are. 1= bill
B: Thank you, have a nice day. A: You, too 2= earn
3= calculator
8. Ready To Write 4= discount
Give your students some time to look at the list of 5= credit card
items to categorize them according to the places that 6= rent
they can be found.
3. Talking Point
Supermarket
This exercise introduces the methods of payment.
Specialty shop Fresh food
Meat Let your students study the Useful Language Box
Newspapers/
Medicines Magazines section to talk about their payment preferences.
Bicycles Sample answers:
Dried food
Cars Soft furnishings When I buy the things I use in my everyday life, I
Furniture
Electrical appliances pay with cash. I pay by credit card or with Paypal
Sports equipment
Toys Clothes for purchases on the Internet. When I buy expensive
Beauty Products
Books Stationary items, I pay in installments.
Internet

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REAL WORLD ENGLISH A1

4. Reading those books?

Before the reading activity, introduce the term B: I went shopping with my brother. He helped me.
“shopaholic” and let your students discuss what it
means. Then, give them some time to read out the 7. Talking Point
passage to answer the questions. Draw their attention Let your students go over the reading passage to ask
to words in bold and refer to the language focus on questions about it.
page 124. Sample answers:
Answers: What did the girl see in the newspaper? When was
1. The girl saw an advertisement in the newspaper. the sale?
2. She wanted to buy a green skirt. Where was the sale? Where was the store?
3. There wasn’t enough money in her account. She What was the color of the skirt?
went over her credit card limits. What was the problem with the credit card? Did she
4. She had to apply for the store’s credit card. have another credit card?
5. She forgot to pay her credit card debts. Did she get the store’s credit card? Did she get a
discount?
5. Listening Did she remember her credit card debts? When did
Tell your students that they will listen to a she get the bill for her credit cards?
conversation between Lee and Ria. Remind them to
take notes while listening to answer the questions. 8. Ready To Write
You may also encourage them to summarize their This exercise introduces an online order form to
dialog with the main lines. buy goods from an online catalog. As the picture
Answers: suggests, students learn “white goods” and you may
1. He went to the shop last Monday. find synonyms for “sale” as well. Give them some
2. She received a gift because it was store’s opening time to fill out the form. If it’s possible, try to find
day and they gave their customers free gifts. similar online forms and show them to the class.
3. She received a small bottle of deodorant.
4. She bought some jeans and a jacket. Name: Mehmet Soylu Sex: Male
5. She paid $69 for the jacket. Date of birth: Place of birth: Name of spouse/
parent/guardian
6. Talking Point 23.09.1970 Antalya Nilay Soylu
Give your students some time to study Useful
Language Box to talk about shopping trips. Address: E-mail:
They are expected to create a meaningful dialog 42 Konyaaltı Street mehmet@hotmail.com
using the given questions and to come up with their
own answers. Home Mobile: Work Phone Other Phone
Sample dialog: phone:
A: Jane! Look at my new shoes! (242)
B: They are gorgeous! How much did you pay for 3428966 5321119083 (242)2290455
them? Company name:
A: I bought them on sale. I paid $35. Strawberry Ice- cream
B: I miss shopping! Self employed
A: When did you last go shopping?
B: I need to save money these days. I last went Years at last job:
shopping two months ago. 6-10 yrs
A: What did you buy? B: I bought some books. A: Reference Name: Age: Over 46
Were they expensive? Mahmut Ozcan
B: Yes, they were. I paid $30 for one book and I Phone: 5478896632
bought 20 books!
A: Did you go shopping alone? How did you carry

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REAL WORLD ENGLISH A1

6.3 Would You Like Some Cake? Answers:

This module takes students to a supermarket to shop a)
for food and to buy ingredients to make a cake. Ingredients Yes No
Students are expected to learn vocabulary related to Flour x
recipes and classifying different kinds of food such Sugar x
as liquids and dry goods as well as containers to Oil x
indicate quantity. Eggs x
Candles x
1. To Begin!
Draw your students’ attention to the picture and let b) 1. They need two eggs for the cake.
them discuss the questions. 2. They have about ten candles.
Sample answers:
1. Yes, I do. I enjoy / like shopping. 4. Reading
2. I go shopping once a week / three times a month. A friend in need is a friend indeed! Ruth has sent
I rarely go shopping. Sam an e-mail asking for a favor. Let your students
3. I find shopping with someone stressful because read her e-mail to answer the questions.
they can get bored or tired. Answers:
I don’t find shopping with someone stressful 1. Ruth is asking Sam to make a cake for Susie’s
because it is fun to go shopping with a friend. birthday because Ruth is working late.

2. What’s The Word? 5. Reading

Give your students some time to find the missing Tell your students that they are going to make a
letters to complete the words and then put the words surprise birthday cake for their friend’s birthday.
in the correct category. Building on the third exercise to make up a similar
Answers: dialog, students are expected to choose a recipe and
1= butter check the ingredients. Encourage your students to
2= rice study the Useful Language Box section to get some
3= milk hints. Moreover, you can also bring more recipes
4= flour from cookbooks and magazines to the class and ask
5= cheese students to write the recipe of their favorite cake.
6= meat Sample dialog:
7= water A: Hey Jules, we can make a surprise cake for
8= sugar Clara’s birthday. What do you say?
9= fruit juice B: Well Jason, that’s a brilliant idea!
A: I have two cake recipes. Which one should we
solids dry goods liquids use?
butter rice milk B: She likes carrots. We can make the super easy
cheese flour water carrot cake.
meat sugar fruit juice A: What do we need?
B: We need flour, eggs, oil, cinnamon, sugar and
3. Listening carrots.
Tell your students that they will listen to a A: Let’s check the fridge to see what we have. OK,
conversation between Daniel and Gill. They are do we have flour?
planning to make a surprise cake for their mother. B: We have some flour but we don’t have whole
They are checking what they need and what they meal flour.
have in the kitchen. A: Are there any eggs in the fridge?
B: Yes, there are ten eggs. How many eggs do we
need?
A: We need two eggs. Is there sugar in the cupboard?

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REAL WORLD ENGLISH A1

B: Just a second please, I am looking. No, we don’t 6. cans

have any sugar left. 7. jar
A: Do we have carrots? 8. loaves
B: Yes, there are three carrots in the fridge.
A: And lastly, is there cinnamon? 8. Writing
B: Let me check…No, I can’t find it. Like Ruth in the fourth exercise, you are writing a
A: OK, now we need to buy whole meal flour, sugar short note to your housemate asking him/ her to buy
and cinnamon. Is that right? some things for the party tomorrow.
B: Yes, that’s it! I can go to the supermarket. You Sample answer:
don’t like shopping. Hi Kate,
A: Thank you, Jules! I am having a party tomorrow evening. I need to
buy some things, but I don’t have time because I am
6. Reading Pictures working late. Can you help me, please? Can you go
This exercise aims at introducing countable/ to the supermarket to get ten cans of tuna fish, three
uncountable nouns and containers. It is highly packets of spaghetti, two heads of lettuce and two
advised that you also provide a longer list of cartons of milk? Thank you so much!
containers. You may create extra materials such as
worksheets with pictures or use read-made templates Love, Ann
found on the internet.
6.4 Ordering Food
Containers Students are expected to learn vocabulary related to
a cup b) a loaf of bread ordering food in this module. You can also extend
a glass c) a bottle of oil the topic and talk about different restaurants and
a bottle d) cartons of milk ways of ordering food there. If it’s possible, you may
a carton e) cups of coffee bring menus of various restaurants and display some
a packet f) glasses of water fixed categories such as starters, main course and
a can g) cans of tuna fish drinks.
a jar h) jars of jam
a bowl i) bowls of soup 1. To Begin!
a slice j) slices of pizza Draw your students’ attention to the picture and let
a loaf them discuss the questions. You can also talk about
the appearance and behavior of the restaurant staff
and instances of ordering food on the phone.
7. Listening Sample answers:
Tell your students that they will complete the 1. She is a waitress. She is at a restaurant.
missing parts of the shopping list in the picture. 2. She is talking to a customer.
You may play the recording more than once when 3. She is writing the customer’s order.
necessary. Moreover, you can ask your students to
create their own shopping lists. If you have time, you 2. What’s The Word?
can display a virtual shopping store (such as Migros Give your students some time to match the words to
or Carrefour) and give your students a limited budget their definitions.
to do the shopping for an event. You can group your Encourage them to use the target vocabulary in their
students and turn this activity into a game. own sentences as well.
Answers: Answers:
1. some 1= c
2. packets 2= e
3. bottle 3= d
4. cartons 4= a
5. cans 5= b

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REAL WORLD ENGLISH A1

3. Listening the menu and decide what to order.

Tell your students that they will listen to a telephone
conversation to write the customer’s final order. You
may also remind your students to take notes while
listening to paraphrase the conversation in their own
words.
The final order: a half chicken and chips, one
children’s meal, a portion of garlic bread with cheese
and two bottles of coke
4. Listening
Tell your students that they will listen to Ella and
Bella ordering food at a restaurant. Students are
expected to complete the table by writing down the
orders.
Sample dialog:
A: Good afternoon sir, are you ready to order? B:
Yes, I’d like the mushroom soup for starters, please.
A: And for your main meal?
B: I’ll have the beef curry and potato salad please.
A: What would you like to drink? B: Soda please.
A: Anything else?
B: No, thanks. I can order dessert later. A: I’ll bring
your drink in a minute.
B: Thank you.

Answers:
a) Ella Bella
Starter Tomato soup Tomato soup
Main Course Vegetable chili Vegetable chili
Drink Water A lime and
soda

b)
Are you ready to order? I’ll have the tomato soup.
I’d like the tomato soup. Anything else?
Is everything alright? Enjoy your meal.
Excuse me. Can we have the check, please?

5. Talking Point
Give your students some time to study Useful
Language Box to talk about the details of eating out.
Sample dialog:
A: When did you last go out for a meal? B: I think it
was two days ago.
A: Where did you go?
B: I went to Stella’s Cuisine. A: What did you eat
there? B: I had a delicious pizza.
A: Was it expensive?
B: No, it was reasonable. A: Who did you go with?
B: I went with my sister.

6. Reading
Give your students some time to read and act out the
dialog.

7. Talking Point
Tell your students that they will role play ordering
food at a restaurant. Give them some time to look at

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REAL WORLD ENGLISH A1

Unit 6 - Revision Test Module 4 – Ordering Food

Module 1 – Then & Now A)
A) 1. Which book did you read last?
1. owe 2. What did Jim do last Monday?
2. organic 3. Did Tina call you yesterday?
3. appliences 4. We didn’t meet rose in the morning.
4. kilo 5. I sent a photo to Sally.
5. Anyting
B)
B) 1. What would you like to eat?
1. wasn’t / was 2. Yes, I’d like a glass of soft drink, please.
2. was / was 3. I’d like to see the Eiffel Tower.
3. were / was 4. I’d like to go to Japan.
4. was 5. I’d like to meet Quenn Elizabeth.
5. Were / was / was

Module 2 – Paying
A)
1. traveled
2. didn’t clean
3. went
4. didn’t watch
5. used

B)
1. I tried all the local food in Thailand.
2. We did housework at the weekend.
3. Carter submitted his project on time.
4. We stayed in a cottage ast summer.
5. Susan prepared a big breakfast for her parents
yesterday.

Module 3 – Would You Like Some Cake?

A)
1. How many
2. How many
3. How many
4. How many
5. How much
B)
1. some
2. any
3. some
4. some
5. some

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REAL WORLD ENGLISH A1
Unit 7 Travel
7.1 Going On Vacation
1. To Begin!
Draw your students’ attention to the picture and ask
them what they see in it. You may also show them
snapshots of popular websites such as Skyscanner,
Tripadvisor and Booking.com. If you have Internet
access, you can let your students examine these
websites and make reservations or queries. As this
module deals with travel and vacations, let your
students discuss the questions as a warm-up activity.
Sample answers:
1. Yes, I do. I like traveling.
No, I don’t. I don’t like traveling.
2. Yes, I do. I go on vacation every year.
No, I don’t. I don’t go on vacation every year.
3. Yes, I do. I usually travel on business.
No, I don’t usually travel on business.
2. What’s The Word?
Give your students some time to complete the
sentences with the given words. Don’t forget to
let them use the target vocabulary in their own
sentences as well.
Answers:
1= checklist
2= connecting
3= direct
4= baggage
5= tickets
3. Reading
Tell your students that they will read a dialog
between Jenny, a customer and the travel agent.
Jenny wants to go on vacation but she can’t decide
where to go. Give your students some time to read
the questions and look for answers while reading.
Answers:
1. She has been abroad many times.
2. Jenny has visited Africa, Mexico, India and the
Bahamas.
3. I can suggest Turkey for Jenny’s vacation.
4. Talking Point
It’s role play time! Building on the dialog in the
previous exercise, give your students some time to
study Useful Language Box to role play a similar
conversation.
61
Sample dialog:
Travel agent: Good morning, how can I help you?
Customer: I am looking for a nice place to spend my
summer vacation. I haven’t decided where to go.
T: What do you like doing on vacation?
C: I like visiting museums, going sightseeing and
trying different food.
T: What kind of places do you like?
C: I like historical places and natural sites. T: OK,
let me show you a few destinations. Have you been
abroad?
C: Yes, I have. I’ve seen many countries.
T: Have you visited France. We have a package tour
to Paris.
C: I’ve been to France many times and I went to
Paris last year.
T: Well then, do you like cold countries?
C: Why not? What country do you suggest? T:
Perhaps you can visit Norway.
C: Oh, I have never been there.
T: The capital city, Oslo, is a great place to visit.
There are lots of natural sites, museums and
historical places.
C: A trip to Oslo seems excellent for me then! Thank
you.
5. Reading
This exercise introduces an online plane ticket. Let
your students examine it to answer the questions.
If it’s possible you may bring bus or train tickets as
well to indicate common information found on them.
Answers:
1. Two people (passengers) are flying.
2. They are going to London.
3. The ticket costs 1.958 TRY.
4. It is a direct flight.
5. The plane lands in London at 10.05.
6. The plane leaves from Terminal 3.
6. Listening
Tell your students that they will listen to a
conversation between Angela, a customer trying to
book a plane ticket on the phone and an agent. Give
them some time to study the questions and remind
them to take notes while listening.
REAL WORLD ENGLISH A1

Answers: 1. To Begin!
1. It is 650 TRY. Draw your students’ attention to the picture and let
2. It is a connecting flight. them discuss the questions.
3. The woman is leaving from Adana because Sample answers:
Mersin doesn’t have an airport. 1. He is at an airport.
4. She chooses the 6 am flight because it is cheaper. 2. Because he is traveling by plane.
5. Her ticket is return. 3. He needs help with checking in.

7. Ready To Write 2. What’s The Word?

Introduce the word “itinerary” and let your students Introduce the target vocabulary and give your
have a look at the details of Angela’s flight plan to students some time to match the words to the
fill out the chart. pictures.
1st picture: ticket counter
Answers: 2nd picture: monitor
Departure date 24.08.2011 3rd picture: boarding pass
from Adana 4th picture: baggage
Arrival time in Milan 11.00 5th picture: passport
Total travel time from Adana 5 hours 6th picture: passport control
to Milan
Day of departure from Milan 30.08.2011 3. Listening
Name of the airport in Milan Milan Malpensa Tell your students that they will listen to four
Airport announcements and they need to complete the
missing information:
Tell your students that they will write an e-mail to 1. Our flight time will be 1 hour and 15 minutes
one of their friends about the travel details of their 2. Could I see your passport, please?
journey using the itinerary in the previous exercise. 3. Please leave the building by the nearest
Sample e-mail: emergency exit.
Dear Sarah, 4. Please fasten your seatbelts as we are starting our
I am going to Milan for my cousin’s wedding on descent for landing.
Wednesday, August 24th. I will stay in Milan for 6
days. I will return on Tuesday, August 30th. I will 4. Reading
be at Adana airport at 15.30. Can you come and pick This exercise introduces a boarding pass. Give
me up, please? Thank you. students some time to examine it to answer the
questions. If it’s possible you may bring a few
Love, boarding passes to the class as a further example.
Angela
Answers:
7.2 Traveling 1. The flight number is SK3048.
In this module, students are expected to learn 2. She can board the plane at 05.30.
vocabulary related to traveling, places and signs at 3. Her seat number is 7A.
an airport as well as flight information and tourist 4. The plane is departing from boarding zone 2.
attractions in a city. You may choose a few well- 5. The plane is flying to Istanbul.
known airports and introduce them to the class by
showing their websites. 5. What’s The Word?
You can also let your students talk about traveling Tell your students to match the words to their
policies at the airports and the procedures a meanings and then use the target vocabulary in their
passenger should follow. own sentences.
Answers: (in order) 2, 1, 5, 3, 4

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REAL WORLD ENGLISH A1
6. Listening
Tell your students that they will listen to airport
announcements about flights. Let them check the
boarding pass in the fourth exercise to find the
problem about Stella’s flight.
Answer: Her flight is delayed by approximately one
hour.
7. Listening
Tell your students that they will listen to a dialog
between Stella who is waiting for her delayed flight
in a coffee shop with a lady sitting at the same
table. Let your students take notes while listening to
answer the questions.
Answers:
a) Not mentioned.
b) She visited the Blue Mosque but she wants to go
there again.
c) She is going to visit Topkapi Palace.
8. Talking Point
Give your students some time to study Useful
Language Box to role play a dialog similar to the
one in the previous exercise.
You may make your students listen to the transcript
more than once. You can also bring more pictures
of the cities and buildings/ monuments/ places
mentioned there.
Sample dialog:
A: I am going to New York for my summer vacation
this year.
B: You went there last year. Are you going there
again?
A: Yes!
B: How was your holiday?
A: It was great! But I didn’t have enough time to
visit all the places.
B: What did you do there? How did you spend your
vacation?
A: I visited Central Park. It was fun and exciting.
I spent four hours walking through the park. I also
visited the Empire State Building. The view was
fantastic.
B: What will you do there this summer?
A: I will visit new places. I haven’t visited the Statue
of Liberty and Ellis Island.
B: Don’t forget to visit MOMA. I have visited
MOMA many times. You can spend an entire day
63
there.
A: Why not? I will stay in New York longer this
time. By the way, where can I go shopping in New
York?
B: It’s an expensive city. Perhaps you can find the
flea markets.
A: Do you have a favorite cafe?
B: You can go to Aunt Mary’s Bakery. I love the
blueberry muffins there.
A: Thanks for the advice.
B: Enjoy your summer vacation my friend. A: Thank
you.
9. Ready To Write
Bad news! Your flight is delayed and you need to
write a message to your friend to inform him/ her
about the delay because he/ she is going to pick you
up at the airport. Let your students write a short
message addressing to the delay to inform their
friend.
Sample answer: Hi Jason,
Bad news! Change of plans! My flight is delayed by
6 hours! Please come and pick me up at 11 pm. See
you soon.
Love, Linda
7.3 Arriving At Your Destination
Students are expected to learn vocabulary related to
arriving at a destination such as signs and places at
an airport to complete their journey.
1. To Begin!
Draw your students’ attention to the pictures to
discuss the questions.
Sample answers:
1. They are outside the airport.
2. They are leaving the airport. They are going to the
city/ to their homes / hotels.
3. I feel nervous when I arrive at a new airport
because it is a different and unknown place.
I don’t feel nervous when I arrive at a new airport
because all airports are the same.
REAL WORLD ENGLISH A1

2. What’s The Word? 3= f

Let your students look at the signs in exercise 4 to 8= g
label the pictures with the given words. 4= h
Answers: 6= i
1. taxi stand
2. meeting point 5. Reading
3. information desk This exercise aims at introducing a landing card.
4. toilets You may give your students more information about
5. boarding gates the landing card. (A landing card is a form that
6. baggage claim non-EEA citizens are required to complete on entry
7. emergency exit to the United Kingdom or the Republic of Ireland.
8. customs The traveler must present the completed form at the
9. passport control immigration desk at the point of entry. The form
is usually supplied by the airline, train or ferry
3. Talking Point company.)
Encourage your students to talk about their
experiences at an airport. Give them some time to 6. Listening
study the questions and let them make up a dialog. Before the listening exercise, give your students
Sample dialog: some time to study the questions. Then, tell your
A: Have you ever been to an airport? B: Yes, I have. students that they will listen to a conversation
A: Did you go to the airport to fly or to pick between Suella, and the immigration officer at
somebody up? passport control. Remind your students to take notes
B: Both! I have traveled by plane and I have picked while listening to answer the questions.
up my friends and family at the airport many times. Answers:
A: Which airports have you been to? 1. Suella is staying for 3 months.
B: I’ve been to Antalya, Ataturk, Esenboğa and 2. She is there to study at a language school.
Adnan Menderes airports. 3. Yes, she does.
A: Are there any airports in your hometown? B: Yes, 4. Yes, the host family is meeting her.
I’m from Antalya. You know, Antalya has an airport. 5. Her return ticket is 3 months from today (that
A: Do you like spending time in airports? B: Not day).
really! 6. She has a little money with her.
A: Why?
B: I hate crowded indoor spaces. 7. Reading
A: Do you think flights are expensive? Answers: (in order) 4, 6, 1, 5, 2, 3
B: Long distance flights are especially expensive. You may also let your students come up with
But many flight companies have special offers. I flew different tips for travelers (i.e. preparing for the
to Berlin from Istanbul for journey, during travel and for emergencies etc.)
$45. Can you believe it?
A: I think you were lucky! Because I paid 8. Ready To Write
$320! This exercise introduces an airline satisfaction form.
You may find different customer satisfaction surveys
4. Reading as well.
Give your students some time to study the definitions
(a-i) to match the signs with the definitions. 7.4 While You Are There
Answers: 2= a Students are expected to learn vocabulary related
5= b to vacation and accommodation types as well as
7= c currency exchange dialogs and packing for holidays.
9= d
1= e

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REAL WORLD ENGLISH A1

1. To Begin! five-star hotels.

Draw your students’ attention to the picture and let
them discuss the questions.
Sample answers:
1. Two people on the right are filling a hotel check-in
form.
2. The lady in the back is pointing at the form.
3. The lady behind the desk is a receptionist.
2. What’s The Word?
Answers:
1= c
2= e
4= f
5= b
6= d
3. Listening
Tell your students that they will listen to Lana and
Greta checking in at the hotel. Give them some time
to study the questions to find the answers.
Answers:
1. Do they have a reservation? Yes
2. What’s their room number? 5124
3. Does the room have a mountain view? No
4. What type of room is it? A twin room
4. Listening
Tell your students that they will listen to a dialog
between Lana and the receptionist. Give your
students some time to study the questions and
tell them take notes while listening to answer the
questions.
Answers:
1. Lana wants to go to a mall because the airline lost
her luggage.
2. The mall is near. It’s a five-minute walk from the
hotel.
3. The name of the mall is the City Mall.
5. Talking Point
Sample dialog:
A: What kind of hotels do you like? B: I like five-
star hotels.
A: But aren’t they a bit expensive?
B: Yes, but they are clean, comfortable and safe. A:
Don’t you like boutique hotels? They are clean, quiet
and peaceful.
B: I like an open buffet. They have good food at big,
A: I like staying in small and cozy places. I think
boutique hotels are friendlier.
6. Reading
What is your travel personality? Let your students
take the quiz to find out their travel personality.
You may also find similar quizzes to have fun in the
classroom. After completing the quiz, encourage
your students to talk about their results.
7. Reading Pictures
As her baggage is missing, Lana is going to the mall
to get some items that she needs during her vacation.
Give your students some time to match the items to
the pictures. Then, let them discuss which items she
needs by giving the reasons.
Answer: (in order) 2, 1, 6, 8, 3, 12, 4,
11, 10, 9, 5, 7
8. Listening
Lana is at an exchange office. Tell your students to
study the questions first and then listen to Lana’s
conversation while trying to change money.
Answers:
1. She has British Pounds.
2. She wants Euros.
3. She wants to change 200 Pounds.
4. The exchange rate is 1.129 Euros to the Pound.
5. She gets 225 Euros and 84 cents.
9. Ready To Write
Lana and Greta wrote a postcard to their friend Susie
describing their vacation.
Let your students take their postcard as an example
to write a similar postcard describing their wonderful
vacation. If it’s possible you can bring postcards to
the class and give them to your students to make this
activity more enjoyable.
Sample postcard:
Dear Lisa,
I am having a great time in Rome! The hotel is quiet,
nice and clean. It is very close to the city center. My
room has a lovely garden view. The staff are very
helpful. They serve delicious local food. The weather
is warm and sunny. I really enjoy taking long walks.
I have visited many museums and historic places.
At the moment, I am drinking coffee with my new
friends here.

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REAL WORLD ENGLISH A1

See you soon. Love,

Jason

PS: If you have Internet access, you can search the

web to find popular vacation destinations and talk
about their advantages and disadvantages with your
students.

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REAL WORLD ENGLISH A1

Unit 7 - Revision Test Module 4 – While You Are There

Module 1 – Going On Holiday A)
1. BEACH TOWEL
A) 2. GUIDE BOOK
1. have written 3. BATHING SUIT
2. haven’t finished 4. SANDALS
3. have seen 5. SUN CREAM
4. haven’t finished B)
5. has played 1. accommmodation
B) 2. transportation
1. Have you listened- watched 3. pack
2. Have you ever been - went 4. destination
3. started - have you learnt 5. adventure
4. Have you sent - forget.
5. Have you heard - chatted

Module 2 – Travelling

A)
1. I have never visited New York.
2. We have ridden camels in Egypt.
3. Has Kyle ever travelled to Barcelona?
4. Linda hasn’t been to Argentina yet.
5. Have you ever met a famous person?
B)
1. I haven’t been to Mexico.
2. We have travelled all over Europe by train
and bus.
3. Have you seen the learning Tower of Pisa?
4. How many times have they visited India?
5. Have you ever last your passport?

Module 3 – Arriving At Your Destination

A)
No set answers.

B)
1. drops / freezes
2. press / runs
3. starts / arrives
4. will be / brush
5. cries / don’t feed

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REAL WORLD ENGLISH A1
Unit 8 The World Around Us
8.1 Technology
Students are expected to learn vocabulary related
to technology, electrical appliances and devices. As
technology changes rapidly, you can bring up-to-date
examples of popular devices such as cell phones,
tablets and laptops.
Encourage your students to make a comparison
between first examples of devices and their modern
forms.
1. To Begin!
Draw your students’ attention to the picture and let
them discuss the questions.
Sample answers:
1. I see an old and a new phone.
2. Motorola launched the first cell phone in 1973.
3. Apple launched the first i-Pad in 2010.
2. What’s The Word?
Give your students some time to match the word to
their meanings and don’t forget to let them use the
target vocabulary in their own sentences.
Answers: 1= d
2= a
3= e
4= c
5= b
3. Listening
Tell your students that they will listen to a
conversation between Nancy and her mother. Give
them some time to study the questions first and then
remind them to take notes while listening to answer
the questions.
Answers:
1. Nancy is going downtown.
2. She is going to buy a new phone.
3. She is going to ask the sales assistant for some
advice.
4. Talking Point
Let your students study Useful Language Box
section to talk about the frequency, usefulness and
their use of technological devices.
Sample answers:
I use my cell phone, laptop and fax machine. I use
my cell phone and laptop daily.
I can communicate and look for information easily.
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1. I can recommend the Galaxy Note 5, iPhone 7 and
Sony Xperia to him/her.
2. I want to buy the Galaxy Note 8 because it has a
large screen and its operating system is Android. It is
cheaper than the iPhone as well.
3.
Mom: Where are you going?
You: I am going to town to buy a new phone.
Mom: Why do you want to buy a new phone?
What’s wrong with your phone?
You: My phone is old and it doesn’t have a nice
camera.
Mom: What phone are you going to buy?
You: I’ve decided to buy a Galaxy Note 3.
Mom: Why?
You: Because it has a large screen and a nice camera.
I will also have the Internet on my phone.
Mom: How much do you want to spend? Do you
have enough money?
You: Yes, I’ve saved enough money to buy the
phone.
Mom: I think a new phone is not necessary. You
should not waste your money on unnecessary things.
5. Reading Pictures
This exercise introduces the abbreviated version of
some technological devices that we often use in our
daily lives.
Answers:
1. Personal Computer
2. Compact Disc
3. Universal Serial Bus
4. Wireless Fidelity
5. Play Station Portable
6. Motion Pictures Expert Group Layer 3
6. Reading
Let your students read the dialogs to answer the
questions. Give them some time to study the
questions first.
Answers:
1. Lynne is going to buy a Mac because Macs are not
affected by viruses.
Ross is going to buy a desktop because she has a
small budget and laptops are more
2. expensive.
3. She is going to send off her applications. She is
looking for a job.
REAL WORLD ENGLISH A1
7. Talking Point
It’s role play time! Let your students go over the
dialogs in exercise 6 to create similar dialogs using
Useful Language Box. You can show them pictures
of a tablet, PC and laptop to make them discuss
choosing the most suitable one according to their
needs. You may also bring a short brochure or blog
post comparing computers and underlining the
thingsto keep in mind while choosing a computer.
8. Ready To Write
Tell your students that they will write an e-mail to
their friends describing a tablet that they buy online.
If you have Internet access and projection, shop for
a few goods online by showing them the steps of
buying and what they can come across on an online
shopping website. Let them have a real experience!
You can also compare shopping websites in your
country and in different countries.
Sample e-mail:
Dear Hannah,
Good news! I have made up my mind and decided to
buy a laptop. I found a nice online shopping website
and it offers good deals. I bought a new Gen200
tablet. It cost 200 dollars. I ordered it on February
22nd and it will take a week to arrive. You can check
it and please tell me what you think.
See you soon. Love,
Jake
8.2 Exotic India
Students are expected to learn vocabulary related
to holiday destinations and tourist attractions in a
city. It’s good to find more pictures of mentioned
places in the module and bring them to the class.
Before you start the module, you may also let your
students bring the pictures of their favorite holiday
destinations or dream vacations.
1. To Begin!
Draw your students’ attention to the picture and let
them discuss the questions. You may want to provide
a short passage describing the Taj Mahal as an extra
activity to inform them.
Introduce the topic of “famous landmarks” and show
them a few examples of well-known landmarks such
as the Statue of Liberty, The Eiffel Tower and the
Kremlin.
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2. What’s The Word?
Give your students some time to match the words
to their meanings and let them use the target
vocabulary in their own sentences.
Answers:
1=d
2=a
3=b
4=e
5=c
3. Reading
Tell your students that they will read a dialog
between Jan and her friend Michael. Give your
students some time to study the questions and let
them read out the dialog.
Answers:
1. Jen booked her vacation to India yesterday.
2. She is going to visit Agra and Jaipur.
3. She is going to stay in India for a month.
4. Listening
Tell your students that they will listen to a tour guide
explaining the itinerary to the tour group. Give
students some time to look at the questions first and
remind them to take notes while listening.
Answers:
1 The group arrived the previous day/yesterday/the
day before.
2. It’s 9 a.m. in the morning.
3. They have to meet at reception at 10 a.m because
they will leave the hotel to take a city tour.
4. They are going to have lunch in the palace
gardens.
5. They are going to return to the hotel and have free
time.
5. Talking Point
It’s role play time! Let your students study the
Useful Language Box section to get hints to make up
a dialog similar to the one in the previous exercise.
Sample dialog:
1. Student A is a tour guide. Student B is one of the
tourists.
REAL WORLD ENGLISH A1
Tour guide:
Good morning to you all! I hope you had a nice
night and slept well in your first night. We have a
nice itinerary for you today. After breakfast, we
are going to spend the morning on a bus tour of the
city to see the main sights such as ancient walls, the
Grand Bazaar and the castle. We have luxurious,
air conditioned buses for your convenience. We are
going to leave the hotel at
9.30 a.m. so please meet me at reception at 9.15 and
don’t be late!
Tourist:
Are we going to return to the hotel for lunch? Tour
guide:
Yes, we are going to have lunch at the hotel. You
are going to enjoy the open buffet in the hotel’s
restaurant between 1 pm and 2 pm. The rest of the
afternoon is free! You may enjoy exploring the
neighborhood, go shopping or relax in the hotel.
In the evening, we are going to have a meal on the
Moonlight River Cruise and enjoy live traditional
music. Later we are going to return to the hotel at 11
p.m.
6. Ready To Write
Tell your students that they are on vacation and
writing an e-mail to their friends describing their
itinerary. Give them some time to examine the
itinerary to tell what they are going to do for the next
few days.
Sample e-mail:
Dear Sue,
I am on vacation in India. It is very, very hot, but
beautiful. We arrived yesterday, and today we are
going to explore the area. Today we are going to
leave the hotel early and have a city tour at 10 a.m.
We are going to see the famous landmarks and I
am so excited! We are going to have lunch at the
Raj Hotel at noon. Then, we are going to return to
our hotel at 2 p.m. and have some free time until
evening. I am planning to do some shopping and
taste the local food. In the evening, we are going to
have dinner at the hotel and dance into the night.
On Tuesday, we are going to travel to a traditional
village at 9.30 a.m. We are going to watch pottery
makers. Perhaps I can try pottery too! We are going
to have lunch in the village at noon. A while later,
we are going to go on an elephant ride and visit the
ancient temples as well. I am so excited because we
70
are going to watch the sunset over the temples. We
are going to the hotel at 7 p.m. to have a traditional
meal and dancing.
On Wednesday, we are going to leave the hotel
early and travel to a nearby village by rickshaw for
breakfast. We will be back at the hotel at 1
p.m. for lunch. The rest of the afternoon is free until
5 p.m. Then we are going to get on the bus to watch
the sunset over the mountains at a local viewing
point. We are going to spend the evening in a local
village with traditional music and dance shows.
On Thursday, last day of our vacation, we are going
to go to a nearby Nature Reserve by bus at 8.30 a.m.
Later, we are going to visit a local art gallery and I
can purchase some local prints. One gift for you too!
We are going to have lunch in the village and then
visit a local Craft Center. I can’t wait to see it! We
are going to have free time until 7 p.m. and have our
farewell dinner at the hotel before leaving for Jaipur.
I think I will have a great time here!
Love, Jan
8.3 The Weekend Is Here
Students are expected to learn vocabulary related
to free time and weekend activities. You may think
of as many examples as possible to suggest fun
and useful spare time activities. You may compare
and contrast indoor and outdoor activities. You can
also introduce the word “couch potato” and let your
students discuss their own experiences.
1. To Begin!
Draw your students’ attention to the picture and let
them discuss the questions. You may also create
a board showing unusual sports and free time
activities.
Answers:
1. The girl in the first picture is watching TV. The
man in the second picture is playing tennis. The girls
in the third picture are camping.
2. Yes, I do. I am planning to meet my friends and go
dancing.
No, I don’t. I don’t have any plans for the weekend.
3. Yes, I am. I am planning to have dinner with my
parents at our favorite restaurant in town.
I am not planning to do anything this evening. I am
tired.
REAL WORLD ENGLISH A1
2. What’s The Word?
Give your students some time to match the words to
their meanings. Make your students use the target
vocabulary in their own sentences as well.
Answers:
1=c 2=e 3=d 4=a 5=b
3. Listening
Tell your students that they will listen to a
conversation between Jenny and Paul about Jenny’s
weekend plans. Give them some time to study the
questions first.
Answers:
1. She is going to Paris.
2. She is going with her friend Sarah.
3. She is staying at a three-star hotel near Notre
Dame.
4. Talking Point
Let your students study the Useful Language Box
section to talk about their plans for the weekend.
Sample dialog:
A: Hi Jane, how is it going?
B: Fine, Brian. How about you?
A: Not bad! I feel bored. Are you doing anything this
weekend?
B: Yes, I am! Actually I was planning to ask you to
come with us.
A: What are you doing? Are you going somewhere?
B: I am planning to watch that Oscar-winning movie.
A: Who are you going with?
B: With Julia! Do you remember her?
A: I think I do. She is the blonde girl in my literature
class, isn’t she?
B: Yes, and she is really looking forward to seeing
that movie.
A: What time are you going to the movie? B: We are
planning to go to the midnight screening.
A: OK, that’s fine, it might be fun! I will come with
you too.
B: Then meet us in front of the cinema at 11.45 p.m.
A: I can come and pick you up. B: That would be
great! Thanks!
A: You’re welcome! See you at 11.30 p.m. then B:
OK, we will be ready by then!
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5. Reading
Tell your students that they will read Jack’s e- mail
to Mike about their planned weekend. Give your
students some time to study the questions and then
let them read out the e-mail to find the answers.
Answers:
1. Three people (Mike, Jack and Josh) are going
camping.
2. Jack is writing to Mike to tell him about the
arrangements for their camping trip.
3. Miles End is more expensive because it has more
facilities.
6. Reading
You may also bring a remote control that has similar/
same buttons to the class. Give your students some
time to label the buttons on the remote control.
7. Talking Point
Give your students some time to study the Useful
Language Box section to get hints for the role play
ahead. You can also find different TV schedules and
bring them to the class.
a) Let your students to have a look at a TV schedule
and decide which programs to watch this evening.
b) Students will work in pairs to make up a
conversation as if they are housemates that have
an unexpected guest. 2 housemates have already
planned what to watch and their guest is asking
questions about their program preference.
Sample situation:
Allen: I am so tired! It’s good to be home at last! I
had a very tiring working day.
Brian: Don’t worry! We are going to watch our
favorite programs tonight. I even got popcorn for the
movie!
Allen: Oh thanks! What time is it now? Brian: It is 6
p.m.
Allen: I think my comedy program has already
started!
Brian: What is its name? I can check the TV
schedule.
Allen: Talk, Talk, Talk. Brian: Yes, it’s on now.
Allen: OK, can you turn up the volume please?
REAL WORLD ENGLISH A1
Brian: By the way, are we going to watch a romantic
comedy or a horror movie? (Doorbell rings)
Allen: Are we expecting company?
Brian: I don’t think so.
(Open the door and let the guest in) Allen: Oh hello
Jason, come in!
Jason: I was in the neighborhood and wanted to drop
by.
Brian: Why don’t you have a seat? It’s our TV night!
Jason: What are you watching now?
Allen: Brian’s favorite comedy show and then we
will watch my favorite one: Pink Panther! Jason:
What about later?
Brian: We will watch the local and international
news.
Jason: There is a boxing match on Eurosport at
7.30 p.m.
Allen: But we will be watching the news then. Brian:
It’s OK, we can watch the match but we are going
to watch a romantic comedy at 8.30. Allen: So you
have decided.
Brian: I am sorry for not asking you but I am afraid
of horror movies, you know.
Allen: I know! That’s why I brought you a tissue
box. You are a fan of chick flicks.
Jason: You must be kidding!
Brian: After the movie, we are going to watch a
music program named In the Charts.
Jason: What time does it start? Allen: At 10 o’clock
Brian: Do you want to join us?
Jason: Why not! I don’t have any plans for tonight.
8. Reading
Tell your students that they will read a conversation
between Steve and Dan about their weekend
plans. Give your students some time to look at the
questions and let them read out the dialog.
Answers:
1. He is planning to watch TV.
2. He is planning to watch a documentary about an
animal safari, an opera, and the news.
3. I think he has a good plan for the weekend
because he will stay at home, watch TV and relax.
That sounds enjoyable!
I don’t think he has a good plan for the weekend
because staying at home to watch TV all night
sounds very boring. Watching TV is not a nice
weekend activity. He should go out and spend time
with his friends.
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9. Listening
Tell your students that they will listen to Dan’s and
Steve’s conversation. Let them look at the questions
first to find the answers. You can also make your
students paraphrase the dialog in their own words.
Answers:
1. Dan is watching La Boheme, a famous opera.
2. Because he wants to change the channel.
8.4 My Life
The eighth unit, “The World around Us” ends with
the fourth module “My Life” which deals with a
person’s important moments, choices in life and his
/ her loved ones. Before the unit, you may tell your
students to create an album including the pictures
of their important moments, loved ones, dreams and
achievements.
1. To Begin!
Draw your students’ attention to the picture and
let them guess what they are going to learn in this
module. Let them discuss the questions in detail.
Answers:
1. The best things in my life are my family, friends
and my book collection.
2. My mother is the most important person in my
life.
3. I like an exciting life because life is short and I
like living in crowded cities, the rush of everyday
life and having adventures.
2. What’s The Word?
Give your students some time to match the words to
their definitions. Don’t forget to tell them to use the
target vocabulary in their own sentences.
Answers:
1=d, 2=c, 3= 3, 4= b, 5= a
3. Listening
Tell your students that they will listen to a radio
program named “My Life”. Give them some time
to study the questions to find the answers while
listening to the show.
Answers:
1. She is planning to camp in the Arctic.
2. Because she wants to raise money for the polar
bears.
3. She is going to stay there for 3 months.
REAL WORLD ENGLISH A1

4. Talking Point 8. Ready To Write

As an extension of the previous activity, students are
expected to discuss the given questions to talk about
Cindy’s plan.
Sample Answers:
1. I think she is going to eat some canned food.
2. I think she is going to do some exercise and enjoy
the snow.
3. I think she is going to read a book.
4. She is probably going to miss TV and her
computer.
5. Do you think she is going to raise money for the
polar bears?
5. Listening
Tell your students that they will listen to the rest of
the show to look for the answers of the questions.
Some answers may not be mentioned, so let them
guess the rest of the story.
6. Talking Point
As the sound fades out in Perry’s and Cindy’s
conversation, let your students make up the rest of
the interview by asking their own questions.
For instance:
How are you going to keep warm? Won’t you feel
bored / afraid?
What are you going to miss the most?
How are you going to raise money for the polar
bears?
What is your parents’ reaction? Is your mother
worried about you?
Cindy has gone to the Arctic. Her mother sent her
a letter. Give your students some time to study the
letter.
Keeping in mind what they have learned about
Cindy’s schedule, let your students write a response
to her mother as if they are Cindy.
Sample letter:
Dear Mom,
Thanks for your letter. I am alright. Don’t worry
about me, everything is fine. I am keeping warm.
I put on thick clothes and never forget the hat and
gloves that you made for me. I take my vitamins
regularly and try to eat a healthy diet.
I sometimes feel bored but when I do, I often go
walking and skating. I have started to draw pictures
and guess what, I like it! I have a lot of time to read
here. I almost read five books in two days.
I have a nice weekly plan that keeps me busy and
happy. In the mornings, I do some exercises to keep
fit. I brought my skates and skipping rope with me so
I really have a great time. I also go walking. In the
evenings, I usually draw and read. I generally go to
bed very early.
I miss you and Dad very much!
Love, Cindy

7. Reading
This exercise introduces a newspaper article about
Cindy’s unusual plan. Give your students some time
to read the text and prepare three questions to ask
their partners.
Sample questions:
1. Where is Cindy from?
2. Why has she become famous?
3. When is she leaving for the Arctic?
4. Where is she going to stay in the Arctic?
5. When did she graduate?
6. What did she do after graduating?
7. When is she going to leave for the Arctic?

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REAL WORLD ENGLISH A1

Unit 8 Revision Test Module 4 – My Life

Module 1 – Technology
A)
A) 1. Have you visited China?
1. MEMORY 2. Are you listening to the teacher?
2. OPERATING SYSTEM 3. Did you speak to the manager?
3. HARDWARE 4. I’m going to see the Eiffel Tower
4. DESKTOP 5. I don’t like eating vegetables.
5. SOFTWARE
B)
B) 1. - to learn English.
1. PSP 2. - to have a meeting.
2. WI-FI 3. - to take a taxi to the airport
3. PC 4. - to buy some new clothes.
4. MP 3 5. - to send a letter.
5. USB

Module 2 – Exotic India

A)
1. How much are they going to play for their
furniture?
2. Where is your cousin going tol ive?
3. How are you going to come to the stadium?
4. Are you going to watch TV tonight?
5. Where are you going to spend the holiday?

B)
1. first
2. Then
3. next
4) after that
5) finally

Module 3 – The Weekend Is Here

A)
No set answers.

B)
No set answers.

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REAL WORLD ENGLISH A1

Language Focus Answer Key 7. You are= You’re

Unit 1 Get Ready 8. They are= They’re
Module 1: What’s Your Name?
Exercise 1: Exercise 2:
1. She 1. am
2. He 2. is
3. They 3. are
4. It 4. is
5. They 5. is
6. You 6. is
7. We 7. are
8. We 8. are
9. am
Exercise 2: 10. are
1. What is your name?
2. How are you? Exercise 3:
3. How old are you 1. cities
4. Can you spell your name? 2. capitals
5. Nice to meet you 3. states
6. How old is she? 4. continents
7. What is your phone number? 5. countries
8. Goodbye!
Exercise 4:
Exercise 3: 1. Where are you from?
1. Three two eight four five two four three five one 2. Where is she from?
2. Two one six seven zero seven nine six eight six 3. Where they from?
3. Eight five six nine eight seven zero five zero four 4. What is your nationality?
4. Five one two three four two one three five seven 5. What are your nationalities?
5. Five zero five six five one three eight four two 6. What is the capital of Turkey?
7. Where is Antalya?
Exercise 4: 8. Where are you?
1. She is three years old.
2. They are fifteen. Exercise 5:
3. I am 18. 1. Japanese
4. He is Kıvanç Tatlıtuğ. 2. Chinese
5. They are Brad Pitt and Angelina Jolie. 3. Iraqi
6. Her phone number is ne eight double zero five five 4. Egyptian
five one two one two 5. Iranian
7. It is two six one seven zero seven nine six eight
six Module 3: Happy Birthday
Exercise 1:
Module 2: Where Are You From? 1. in
Exercise 1: 2. on
1. I am = I’m 3. at
2. You are= You’re 4. at
3. He is= He’s 5. on
4. She is = She’s 6. in
5. It is= It’s 7. on/at
6. We are= We’re 8. in

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REAL WORLD ENGLISH A1

Exercise 2: 6. nephew
1. fourth 7. wife
2. first 8. husband
3. fifth
4. twelfth Exercise 4:
5. second 1. He is Norma’s husband.
6. third 2. He is Steve’s and Karen’s son.
3. No he isn’t. He is Amanda’s uncle
Exercise 3: 4. No, they aren’t. They’re his grandparents.
1. her 5. No, she isn’t. She is his niece.
2. his 6. Karen is Steve’s wife.
3. its
4. their Module 5: Home Sweet Home
5. your Exercise 1:
6. our 1. There is
2. There are
Exercise 4: 3. There are
1. my 4. There is
2. their 5. There is
3. our 6. There are
4. you 7. There is
5. his 8. There are

Module 4: Family Tree Exercise 2:

Exercise 1: 1. opposite
1. has 2. on
2. have 3. behind
3. has 4. in
4. have 5. under
5. have 6. in front of
6. have 7. on
7. have 8. between
8. has
9. have Exercise 3:
10. has 1. –
2. This is an apple and these are tomatoes.
Exercise 2: 3. This is a fork and these are knives.
1. I don’t have a sister. 4. This is a cup and these are glasses.
2. Our house doesn’t have four rooms. 5. This is toothpaste and these are brushes.
3. Tom and Jane don’t have 3 cousins.
4. Emma doesn’t have a big family. Exercise 4:
5. The man doesn’t have 3 sisters. -s
1. Day
Exercise 3: 2. Table
1. grandmother 3. Boy
2. uncle 4. Book
3. sister 5. Chair
4. father
5. niece

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-es Unit 2 Meet and Greet

1. Class Module 1: Meeting Someone
2. Fox Exercise 1:
3. Peach 1. Does- doesn’t
4. Boss 2. Does- does
5. Torch 3. Do- do
-ies 4. Does- doesn’t
1. City 5. Do- don’t
2. Baby
3. Lady Exercise 2:
4. Country 1. Yes, I do.
5. Candy 2. No, she doesn’t.
-ves 3. No, they don’t.
1. Wolf 4. Yes, she does.
2. Leaf 5. No, I don’t.
3. Thief
4. Wife Exercise 3:
5. Loaf 1. Yes, she does.
2. No, I don’t.
Module 6: Daily routines 3. Yes, I do.
Exercise 1: 4. No, she doesn’t.
1. Get up 5. No, she doesn’t.
2. Cooks
3. Have Exercise 4:
4. Has 1. Where are you from?
5. Cleans 2. What is the capital of turkey?
3. Are you married?
Exercise 2: 4. Can you give me your phone number?
1. at 5. Where do you live?
2. in
3. at Exercise 5:
4. at/on 1. D
5. on 2. C
6. in 3. A
7. in 4. E
8. at 5. B
9. on
10. at Module 2: Introducing Someone
Exercise 1:
Exercise 3: 1. Shampoo
1. I get up at eight o’clock 2. Color
2. I have breakfast at 8.30 3. Old
3. I start work at t 9.00 4. Programs
4. I have lunch at 1 pm 5. Tall
5. I have dinner at 7 pm 6. Time
6. I go to bed at 10.00 7. Far
7. It is 2.30 pm. 8. Nationality

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Exercise 2: Exercise 4:
1. G Play
2. F 1. basketball
3. D 2. cards
4. E 3. backgammon
5. H 4. soccer
6. A 5. the guitar
7. B Go
8. C 1. shopping
2. to the cinema
Exercise 3: 3. to the party
1. b) Where do you play tennis? 4. fishing
2. a) Whose birthday is in June? 5. home
b) When is Tony’s birthday?
3. a) How many apples does Kate eat every day? Exercise 5:
b) How often does Kate eat apples? My sister likes watching TV. She doesn’t like
4. a) When do you get up at 10 o’clock? reading and bowling.
b) What time do you get up on Mondays? My brother doesn’t like watching TV and bowling.
He likes reading.
Exercise 4: My father and mother don’t like watching TV and
1. Who reading. They like bowling.
2. How
3. Where Module 4: Meeting The Parents
4. When Exercise 1:
5. What 1. enjoying
6. Which 2. talking
3. having
Module 3: Meeting Up With Friends 4. coming to
Exercise 1: 5. looking
1. playing
2. reading Exercise 2:
3. watching 1. The wind is blowing.
4. hanging out 2. Sun is shining.
5. going 3. I am not sleeping.
6. going 4. It isn’t raining
5. It isn’t snowing.
Exercise 2: 6. The clock is ticking.
1. I like eating Pringles.
2. I don’t like studying French. Exercise 3:
3. I love working. 3, 4
4. I hate running.
5. I love singing. Exercise 4:
1. Do not pet the dog
Exercise 3: 2. Don’t talk loudly to my parents.
1. Do you like Bon Jovi? 3. Do not interrupt their speech.
2. Do they like walking? 4. Don’t be careless and impolite.
3. Does he like listening to music? 5. Be tidy and punctual.
4. Do we like living in a big city? 6. Don’t forget to take your shoes off.
5. Does she like learning English? 7. Bring flowers to my mother.

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Unit 3 People 7. But

Module 1: What Does She Look Like? 8. Or
Exercise 1:
1. Terry has black curly hair. Exercise 3:
2. I have very long hair. 1. I am not excited.
3. They have brown eyes. 2. She is not ambitious.
4. My father is slim and tall. 5e.doHesn’t have a 3. Ted is not selfish and jealous.
moustache. 4. My children are not outgoing and talkative.
5. They are not kind and friendly.
Exercise 2:
1. She is tall and thin. Exercise 4:
2. He is short and fat. 1. My best friend is patient and honest.
3. She is short and blond. 2. My brother is bossy and serious.
4. I have hazel eyes. 3. My mother is friendly and sociable.
5. I have brown hair. 4. My father is successful and understanding.
5. My sister is impatient and unfriendly.
Exercise 3:
1. I don’t have a moustache or a beard. Exercise 5:
2. Carol doesn’t have blue eyes. 1. but
3. Steve doesn’t have two cars. 2. and
4. We don’t have blond hair. 3. or

Exercise 4: Module 3: What Does He Do?

1. Do they have glasses Exercise 1:
2. Does your sister have a doll? 1. Usually
3. Do Hugo and Bill have a beautiful cat? 2. Often
4. Do you have curly hair? 3. Sometimes
4. Occasionally
Exercise 5: 5. Rarely
1. No, I don’t.
2. Yes, she does. Exercise 2:
3. No, he doesn’t. 1. I sometimes walk to work.
4. No, they don’t. 2. My best friend is never late.
3. We usually finish work at 5 o’clock on Fridays.
Module 2: What Is She Like? 4. My colleagues are occasionally rude.
Exercise 1: 5. I rarely go to the cinema.
1. She is funny.
2. He is patient. Exercise 3:
3. He is reliable. 1. I have breakfast every day.
4. She is serious. 2. I usually work on the weekends.
5. He is impatient. 3. I always work late.
4. I seldom do work at home.
Exercise 2: 5. I often go out in the evenings.
1. but
2. and
3. and
4. and
5. but
6. and

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Exercise 4: Unit 4 Lifestyles

1. She is always nervous before exams. Module 1: Interesting Hobbies
2. He never gets up early. Exercise 1:
3. I am usually tired after work. 1. can’t
4. They often go on picnics on Sundays. 2. can
5. Sean rarely reads books. 3. can
6. She is sometimes late for work. 4. can’t
5. can
Exercise 5:
1. once a year Exercise 2:
2. twice a day 1. I can play volleyball.
3. every day 2. I can’t play rugby.
4. every summer 3. I can play basketball.
5. read a book 4. I can’t ski.
5. I can sail.
Module 4: Family Celebrations
Exercise 1: Exercise 3:
1. women 1. but
2. children 2. and
3. men 3. or
4. people 4. or
5. teeth 5. but

Exercise 2: Exercise 4:
(in order) 4, 3, 6, 7, 2, 5, 1 Dear Sarah,
How are you? I want to tell you about my interests.
Exercise 3: I play soccer on Mondays, and I can play very well.
1. children I am really good at basketball as well. I have a sister.
2. woman She can swim very well. I like going swimming with
3. men her. On Tuesdays and Thursdays, I have a guitar
4. person lesson. I can’t play it well, I am still learning. In the
5. ladies evenings I like staying at home and watching TV.
6. lives I can go running at the weekends. I can also cook
7. wife well. I can draw nice pictures and I can paint well.
8. half That’s all for now. See you,
9. babies Martin
10. families
Exercise 5:
Exercise 4: 1. Can you sing?
1. Happy Birthday! 2. Can you walk fast?
2. I am sorry for you loss. 3. Can you eat sushi?
3. Welcome back from your holiday! 4. Can you fight?
4. Bad luck! 5. Can you speak German?
5. Congratulations!

Exercise 5:
Dear Mark,
I really wish you a very happy birthday. I love you
Best wishes Sue

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Exercise 6: Exercise 2:
1. Permission 1. should
2. Permission 2. shouldn’t
3. Ability 3. shouldn’t
4. Permission 4. should
5. Ability 5. shouldn’t

Module 2: Unusual Sports Exercise 3:

Exercise 1: 1. but
1. must 2. and
2. must 3. and
3. mustn’t 4. or
4. must 5. but
5. mustn’t
Exercise 4:
Exercise 2: 1. You can take 1 tablet a day.
1. You must come on time. 2. You should keep it away from children.
2. You must be polite and listen to me. 3. No, you can’t.
3. You must study harder. 4. You can take it twice a day.
4. You must tidy up your room. 5. You can’t have alcohol.
6. It is 01603 55544.
Exercise 3:
1. boring Module 4: Entertainment
2. frightened Exercise 1:
3. interested 2. When do they perform? On 21st January
4. bored 3. Where do they perform? At Royal Marcus Hall
5. confusing 4. Where can you buy tickets? On their website
6. exciting 5. How can you go there? There is a bus service
from the bus terminal.
Exercise 4:
1. It is nice and useful. Exercise 2:
2. Fun Dear Kate,
3. It is difficult and confusing. Bob and Bobettes are coming to our town! I really
4. Because it is a big and exciting city. want to go to the concert. Would you like to come
5. Because I have a headache now. with me? It’s on Jan 21th at 8 pm. I am looking
forward to your answer.
Module 3: Healthy Living Your friend Jason
Exercise 1:
1. drink Exercise 3:
2. study Hi Steve,
3. eat I am really sorry but I can’t come. I would like to
4. rest come with you but I have to work late that day.
5. do See you soon, Mike
6. take
7. go
8. be

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Exercise 4: Exercise 2:
1. Classical 1. Rita has a small, black, brick house.
2. Opera 2. Mark has silly, square, orange glasses.
3. Reggae 3. My cousin wears a lovely big, white coat.
4. Rock
5. Jazz Exercise 3:
6. Folk 1. Go left on the New Street and turn left to the
Middle Lane, it is on your right.
Unit 5 Around The Town 2. Go left on the New Street take the second left, it is
Module 1: City Guide – Moscow the second building on your left.
Exercise 1: 3. You should go to the police immediately. It’s on
1. best your left, between the cinema and the hospital.
2. cheapest 4. Go straight ahead. It’s opposite the bank.
3. nicest 5. You should take them to the zoo. It’s on the New
4. best Street.
5. most expansive 6. It is on Baker Street. Go straight ahead. Pass the
police station. It’s on your left.
Exercise 2:
1. most beautiful Module 3: Getting Around The Town
2. largest Exercise 1:
3. most romantic 1. more time-consuming
4. cheapest 2. more expensive
5. friendliest 3. more relaxing
4. more comfortable
Exercise 3: 5. bigger
1. Which is the most interesting building?
2. Where is the cheapest restaurant? Exercise 2:
3. Where is the most comfortable hotel? 1. Atatürk Park is more popular than Kuğulu Park.
4. How can I go to the most exciting park? 2. University hospital is more modern than public
5. When does the oldest museum open? hospital.
3. Terracity is better than Migros.
Exercise 4: 4. Stella’s Manzara is more expensive than Hanımın
Dear Bella, Yeri.
We are also looking forward to seeing you. We will 5. Megapol is cheaper than Cinema Pink.
have great time together. Antalya is probably the 6. Minicty is more interesting than the museum.
nicest city in Turkey and I am sure you will enjoy
your stay. The best place to visit is the old town Exercise 3:
and the harbor. You can taste local food there. You 1. I prefer traveling by car to traveling by train.
should also see the Clock Tower and Hadrian’s Gate. 2. I prefer first class to economy class.
They ate the most amazing structures in the city. We 3. I prefer hiring a driver to driving a car myself.
can go to 7 Mehmet to eat the most delicious food. 4. I prefer staying at home to going out in the
See you soon, Edward evenings.

Module 2: My Hometown
Exercise 1:
1. Mike lives in a beautiful, old, wooden house.
2. I live in a lovely, large, modern apartment.
3. She has long, curly, brown hair.
4. Mike is wearing an old, green, woolen sweater.

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Exercise 4: Exercise 3:
slow/fast 1. Was he tired?
loud/quiet 2. Were you at home?
comfortable/uncomfortable 3. Was your dog sick?
early/late 4. Were you happy?
wide/narrow 5. Were they late?
busy/calm
modern/old Exercise 4:
1. They’re
Module 4: Out On The Town 2. I’ll take
Exercise 1: 3. you have sweet
1. There are 13 restaurants. 4. How much are they?
2. Yes, there are many parks.
3. There are 3 schools in our neighborhood. Exercise 5:
4. Yes, there are five cinemas 1. healthier
5. Yes, there are a few theatres. 2. organic
3. career
Exercise 2: 4. retired
1. reservation 5. exotic
2. popular
3. atmosphere Module 2: Paying
4. cosmopolitan Exercise 1:
5. romantic 1. opened
2. owned
Exercise 3: 3. tried
1. How are you? 4. stopped
2. Would you like to go 5. liked
3. I’d love that
4. meet Exercise 2:
5. At park 1. decided
2. kissed
Unit 6 Food & Shopping 3. opened / turned
Module 1: Then And Now 4. played
Exercise 1: 5. watched
1. were
2. were Exercise 3:
3. was 1. know/ knew
4. were 2. think/ thought
5. Was 3. cut/ cut
4. pay/ paid
Exercise 2: 5. begin/ began
1. Were 6. see/ saw
2. Wasn’t/ was/ was 7. put/ put
3. Weren’t 8. take/ took
4. Was 9. get/ got
5. Weren’t 10. understand/ understood

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Exercise 4: Exercise 3:
1. I knew the answer. 1. B
2. I paid a lot of money for this computer 2. A
3. I understood the terms of the contract. 3. D
4. I saw a purple car. 4. C
5. I took my cat to the vet.
Exercise 4:
Module 3: Would You Like Some Cake? 1. There aren’t any sandwiches.
Exercise 1: 2. What is there on the table?
1. some 3. Are there any vegetables in the fridge?
2. any 4. There is some rice in the bow.
3. any 5. There aren’t any plates on the table.
4. some
5. any Unit 7 Travel
Module 1: Going On Vacation
Exercise 2: Exercise 1:
1. How many 1. Have you ever been to Los Angeles?
2. How much 2. Have you ever visited Grand Canyon?
3. How many 3. Have ever seen the Eiffel Tower?
4. How much 4. Have you ever played golf?
5. How much 5. Have you ever booked a vacation online?

Exercise 3: Exercise 2:
1. a cup of coffee 1. I have never been to Ankara.
2. a jar of jam 2. I have visited here before.
3. a bottle of oil 3. He has been to Rome.
4. a carton of milk 4. She hasn’t visited many countries.
5. a packet of spaghetti 5. They have been abroad.
6. a loaf of bread
Exercise 3:
Module 4: Ordering Food 1. tickets
Exercise 1: 2. direct
1. Did 3. checklist
2. didn’t 4. baggage
3. didn’t 5. connecting
4. Did
5. did Exercise 4:
1. I have never been to India.
Exercise 2: 2. My parents have visited Istanbul.
1. She didn’t buy me a lovely birthday present. 3. My best friend has never been to Germany.
2. I didn’t go to the new restaurant yesterday 4. Have you ever been abroad?
evening. 5. Has your best friend ever been to Moscow?
3. We didn’t talk on the phone for two hours.
4. The waiter wasn’t very polite.
5. We didn’t enjoy the meal and we didn’t go home
very late.

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Module 2: Traveling Exercise 2:

Exercise 1: 1. you should take the train.
1. True 2. you should ask them to find your baggage.
2. False (have been) 3. go to the check in desk.
3. True 4. you should visit Notre Dame.
4. False (has been) 5. you must see Galata Tower.
5. True
Exercise 3:
Exercise 2: 1. Check-in desk: A desk where you go to give……
1. seen 2. Duty free: A shop at the airport that……
2. visited 3. Passport control: An area at the airport where your
3. bought passport is checked…
4. taught 4. Departures: a part in the airport that deals with the
5. thought passengers who are leaving
6. brought 5. Gate: a place at the airport where people get on a
7. looked plane
8. given 6. Arrivals: the part of the airport that deals with the
9. run passengers who are arriving

Exercise 3: Exercise 4:
1. Have you visited 1. He is from USA.
2. I have / I went / I visited 2. His surname is Brown.
3. Have you seen 3. He was born on 10.09.1984.
4. went 4. He needs to get a passport on 25.02.2012.
5. Have you gone 5. He lives in Miami.
6. I haven’t
7. Seen Module 4: While You Are There
8. Have you visited Exercise 1:
9. I didn’t 1. Do you like flying? No, I don’t like flying.
2. Do you like waiting in queues? No, I hate waiting
Exercise 4: in queues.
1. I have been to Barcelona. 3. Do you like paying tax? No, I hate paying tax.
2. I haven’t seen the Eiffel tower. 4. Do you like shopping? Yes, I love shopping.
3. Have you visited Notre Dame? 5. Do you like helping people? No, I don’t like
4. Have you ever been to Mexico? helping people.
5. He hasn’t gone to Paris.
Exercise 2:
Module 3: Arriving At Your Destination 1. There are more than 150 people are going to the
Exercise 1: conference.
1. 1-c 2. Jane’s room number is 209.
2. 2-e 3. The room has a large bathroom and a lake view.
3. 3-d 4. She can pay by cash or credit card.
4. 4-b 5. She has a spacious single room.
5. 5-a
Exercise 3:
1-e
2-b
3-c
4-d
5-a

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Unit 8 The World Around Us Palace. On Tuesday, I am going to spend some time
Module 1: Technology in a nearby village. Then I am going to go shopping
Exercise 1: in the afternoon.
1. She is going to search for it. I must go now! I will write to you soon. Take care!
2. I am going to go to the concert. See you soon,
3. I am going to stay with her. Jonas
4. I am going to save money for that.
5. My mom is going to buy me new phone. Exercise 4:
1. Are you going to have lunch at the hotel?
Exercise 2: 2. Is she going to move abroad?
1. Folders 3. When are you going to call him?
2. Clock 4. Is she going to buy the tickets tomorrow?
3. Calendar
4. E-mail Module 3: The Weekend Is Here
5. Desktop Exercise 1:
1. What are you going to buy? Who are you going
Exercise 3: with?
1. I am going to buy a laptop. Laptop is more 2. Why is she going to go to Ankara? When is she
portable than a desktop. going to go to Ankara?
2. I am going to buy a Mac. Mac has a better 3. When is she getting married? Where is she getting
interface and is safer than windows. married?
3. I am going to buy 2 GB because it is economical 4. What is Alan going to learn? Why is he going to
and enough for me. start German lessons?
4. I am going to buy a computer without software 5. Why are you going to the dentist? When are you
because I like to customize it myself. going to the dentist?
5. I am only going to buy speakers, and USB ports. I
don’t need anything else. Exercise 2:
1. Where are you going on the weekend?
Module 2: Exotic India 2. Are they playing soccer tomorrow?
Exercise 1: 3. Is your dad leaving in the morning?
1. and then 4. Are we going to meet them at the restaurant?
2. After 5. When are they arriving tonight?
3. then
4. Later Exercise 3:
1. I am going to meet my friends.
Exercise 2: 2. I am going to work on the weekend.
1. Are you going to visit the palace? 3. I am going to Dubai.
2. Are you going to visit the stadium? 4. No, I am not.
3. When are you going to book your holiday? 5. They are going to play basketball.
4. Who is going to help you?
5. Is she going to start work this week? Exercise 4:
Hi Jessica,
Exercise 3: How are you? It’s finally Friday! I am planning to
Dear Samantha go to a music festival in town on the weekend. I am
How are you? I am having a great time here! This is going to stay in a tent and enjoy my favorite band. I
the best holiday I have ever had! have an extra ticket and I really like your company.
I came to London yesterday. I am going to see a Would you like to come with me? Call me soon
few famous places tomorrow. I am going to visit Lots of love, Mark
the London Eye, he Big Ben and the Buckingham

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Module 4: My Life
Exercise 1:
1. Past simple: yesterday, last night,
2. Present simple: every day, weekly, often
3. Going to: next week, tomorrow, next summer
4. Present perfect: since, for, lately
5. Present continuous: now, at the moment
6. Present continuous-future: next month, tomorrow

Exercise 2:
1. I went on holiday.
2. I have gone abroad.
3. I watch TV.
4. Are you listening to me?
5. I am going to play tennis.

Exercise 3:
1. I am going to the shop to buy bread.
2. I am going to Africa to go on a safari.
3. I went to London to see the queen.
4. I am wearing my best dress to go on a date.

Exercise 4:
1. to build a sandcastle
2. to find out his grades
3. to eat
4. to visit Hagia Sophia
5. to see the new movie

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