Communication 1 Jobs

Aim: to practise vocabulary to describe jobs

When to use: after Exercise 2 in Lesson 1A

Procedure: Put students in small groups. Cut out the cards and give each group a set. Students take turns to pick a card
and look at the word. They must describe the job (e.g. farmer) to their group, without saying the word on the card (e.g.
This person grows food). The other group members must try and guess what the word is.

Communication 2 International friends

Aim: to practise present simple questions with be and vocabulary for jobs, numbers and interests

When to use: after Exercise 4 in Lesson 1C

Procedure: This is a whole-class mingle roleplay activity. The aim is for students to find someone with whom they have
two things in common. Hand out a role card to each student. If you have more than ten students, duplicate some of the
cards. If you have sixteen or more students, divide the class into two groups to do the mingle. Ask students to read their
cards. Elicit possible questions that they might ask others to find out about them: What’s your name/job/
address/nationality? What are your interests? Ask students to stand, walk round and ask each other questions. If time
allows, ask pairs to share with the class what they have in common.

Answers: Pete and Sophie (Toronto, art); Patricia and Lorenzo (Sydney, tennis); Jake and Xiu Ying (writer, guitar); Anna
and Bruno (engineer, volleyball); Gemma and Whei (office worker, Spanish food)

Vocabulary Countries and nationalities

A 1 the Czech Republic 2 the Netherlands 3 Italian 4 French 5 Germany 6 Saudi Arabia 7 Brazilian 8 Mexican 9
Korean 10 Spain

Grammar 1 Present simple be

A 1 are 2 are 3 is 4 isn’t / is not 5 is 6 isn’t / is not 7 'm / am 8 ‘m not / am not 9 's / is
B 1 are 2 is 3 is 4 isn’t / is not 5 are 6 'm / am 7 's / is 8 ‘m not / am not
C 1 aren't / are not 2 aren't / are not 3 is 4 isn't / is not 5 are 6 are

Grammar 2 Articles an and a

A 2 a 3 an 4 an 5 a 6 a 7 an 8 a 9 a 10 a

1 country in Europe = Finland

2 British writer = Shakespeare
3 Argentinian footballer = Lionel Messi
4 Italian painter = Michelangelo
5 city in Asia = Tokyo
6 South American country = Peru
7 American university = Harvard
8 Spanish tennis player = Rafael Nadal
9 Polish scientist = Marie Curie
10 German football manager = Jürgen Klopp

Elementary Teacher’s Book: Unit 1 Worksheet notes and answer key

 Pronunciation /dʒ/, /tʃ/ and /ʃ/

Aim: to practise minimal pairs with /dʒ/, /tʃ/ and /ʃ/ sounds

When to use: after Exercise 4 in Lesson 1C

Procedure: Put students in pairs. Give one student a Student A card and the other student a Student B card. On each
card is a semi- complete map. Students need to ask their partner questions in order to fill in the missing locations. First,
drill the pronunciation of the street names, which are all minimal pairs: Shop /ʃɒp/ and Chop /tʃɒp/, Chin /tʃɪn/ and Shin
/ʃɪn/, Chim /tʃɪm/ and Gym /dʒɪm/, Jore /dʒɔː/ and Shore /ʃɔː/. Students should then work together and take turns to ask
and answer questions (Q: Where’s the bookshop? A: It’s on Chop Street). They must listen and label the buildings with
the missing words. At the end, ask students to compare maps to check answers.

Answers:

Student A: 1 park 2 school 3 bookshop 4 farm 5 hospital 6 cinema

Student B: 1 café 2 theatre 3 restaurant 4 supermarket 5 police station 6 office

Mediation Teaching assistants needed

Aim: to read, summarize and relay the key details of a letter containing personal information

When to use: after Exercise 9 in Lesson 1E

Procedure: Put students in pairs. Give one student a Student A card and the other student a Student B card. Tell students
that they both have the same job advertisement, but they have application letters from different people. Their job is to
work together to choose the best applicant for the job. First, have both students read the job advertisement and underline
the key details (e.g. 13-year-old students / going to Ireland / teaching assistants / good English / love teenagers). Then,
have Student A ask B questions to find out about their job applicant (What’s their name? What’s their English ability?
etc.). Student B should answer the questions using the information in their application letter, and Student A should make
notes in the table provided. Students then switch roles, and finally work together to compare the two applicants, decide
who is best for the job and give reasons.

Answers: Answers will vary, but students may conclude that Tomas is the most suitable candidate due to his superior
English ability.

Elementary Teacher’s Book: Unit 1 Worksheet notes and answer key