SECOND EDITION
'--' 2
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'--- Christina Latham-Koenig
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\J Clive Oxenden
'-"' Paul Seligson
"-'
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'--' OXFORD
'--'
Teacher's Book
Christina Latham-Koenig OXFORD
Clive Oxenden
UNIV ERSITY PRESS
Paul Seligson
with Anna Lowy
Gill Hamilton
Lara Storton
Kate Mellersh
Paul Seligson and Clive Oxenden are t he original co-authors of
English File 1 and English File 2
OXFORD ACK:-IOWLEDGEMENTS
U!'lVERSITY PRESS C01·er Design: Yin Ling Wong
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ISBN: 978 0 19 477573 I TEACHER'S BOOK (PACK COMPONEi\'T)
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Contents
4 Syllabus checklist
s Introduction
• What do High-beginning students need?
• Study Link
• Course components
Stu dent Book Files 1-1 2
Back of the Stu dent Book
• For students
Online Pract ice
Workbook
iChe ck er
Pronunciat ion App
• For teachers
Teach er's Book
iTools
Test and Assessment CD-ROMs
Vide o
Cla ss audio COs
12 Lesson plans
1s8 Photocopiable activities
Contents
Gramma r activity answers
Grammar activity mast ers
Communicat ive activit y inst ruct ions
Comm unicative acti vit y masters
Vocabu lary activity inst ruct ions
Vocabulary activit y mast ers
Song activity instru ctions
Song act ivity masters
281 Workbook answer key
3
Syllabus checklist
Grammar Vocabulary
4 A My name's Hannah, not Anna verb beG, subject pronouns: I, you, etc. days of the week, numbers 0-20,
6 B All over the world
greetings
mverb be and[] - - - - -- -
the wo rld, numbers 21-100
8 C Open your books, please possessive adject ives: classroom language
my, your, etc.
10 PRACTICAL ENGLISH Episode 1 Arriving in London
12 A A writer's room a I an, plurals; thrs I that I these I those things
- - - - - ---------
14 B Stars and Stripes adjectives colors, adjectives, modifiers:
very / really
16 C After 300 feet, turn right imperatives, let's
feelings
18 REVIEW AND CHECK 1&2
20 A Things I love about the US simple present G and[] verb phrases
22 B Work and play msimple present jobs
24 C Meeting online question words
word order in questions
26 PRACTICAL ENGLISH Episode 2 At a coffee shop
28 A Is she his wife or his sister? Whose...?, possessive 's family
30 B What a life! everyday activities
prepositions of time (at, in, on) and place
c32 Short life, long life? (at, in, to) adverbs and expressions of
frequency
34 REVIEW AND CHECK 3&4 position of adverbs and expressions of
frequency
36 A Are you the nex t American Idol? can / can't verb phrases: buy a newspaper, etc.
verb phrases
38 B Love your neighbors present continuous the weather and seasons
simple present or present continuous?
40 C Sun and the City
42 PRACTICAL ENGLISH Episode 3 In a clothing store
44 A Reading in English object pronouns: me, you, him, etc. phone language
like + (verb+ -ing ) t he date; ordinal numbers
46 B Times we love
review: be or do? music
48 C Music is changing their lives
50 REVIEW AND CHECK 5&6
4
Pronunciation Speaking Listening Reading
vowel sounds, word stress saying hello, saying goodbye saying hello, saying goodbye-
Mike and Hannah; Numbers
l:i, ltJI, If /, ld3!; sentence
stress Where are you from? Where is it Where are you from? Where is
from? Where are they from? it from? Where are they from?,
loo/, /u/, /ur/; the alphabet Numbers, Song: All Over the World
classroom language, an Classroom language;
interview, real names At registration
final -sand -es; th things on your desk What's on your t able? Hollywood stars-Who are they?
- -- --
long and short vowel family vacation - the Carter family vacation
sounds Guess the f amous person family, Song: Please Don't Go
American and British English-
understanding connected What's the matter? feelings the same, but different
speech
third person -s St ate Parks, freeways, and other State Parks, freeways, and other
things I love about the US
things I love about the US; cities
Uniforms- for or against?
----~---------------- ---- ----
/::Jr in the week, on the weekend His job, her job
----
sentence stress personal information; likes and Meeting online- Kevin and
dislikes Samantha, Song: Somethin' Stupid
ltJ, the letter o f amily relationships Who are the people in the photos? photographs
--- --------- -- - - - ----------
linking and sentence stress typical weekday Father & daughter- whose day is Father &daughter - whose day
more stressful?- Amelia's day is more stressful? - Nico's day
-----------
- -- -- - -
the letter h The secrets of a long life Song: Who Wants to Live Forever? The secrets of a long life
Is this the typical American man?
sentence stress Do you want to be famous? Song: Famous American Idol winners - Where
places in New York City are they now?
noisy neighbors, Spot the Switzerland- The sound of silence
differences
the weat her and seasons; What the weather and seasons What to do in New York City
to do in New York City
hu/, /i/, and hi Reading in English A Story: Sally's phone Sally's Phone
Favorite t ime Favorite times Favorite times
consonant clust ers; saying
the date Music questionnaire Song: Lemon tree Music is changing their lives
l yl Walla Walla, Washington - the
friendly city
5
Grammar Vocabulary
52 A At the National Portrait Gallery simple past of be: was/ were word formation: paint >painter
54 B Chelsea girls si mple past: regular ve rbs past time expressions
56 C A night to remember simple past: irregular ve rbs go, have, get
58 PRACTICAL ENGLISH Episode 4 Getting lost
60 A A murder story simple past: regu lar and irregular irregu lar verbs
62 B A house with a history
- - - -- -- - - -- -- - - - - - - -- - - - - - - - - - - - - - - -- -- -- - - -- -- - - - - -
64 C A night in a haunted hotel
there is I there are, some I any+ the house
66 REVIEW AND CHECK 7&8
plural nouns
there was I there were prepositions: place and movement
68 A What I ate yesterday countable I uncountable nouns; a I an, food
some / any f ood containers
high numbers
70 B White gold quantifiers: how much I
how many, a lot of. etc.
c72 Quiz night
comparative adjectives
74 PRACTICAL ENGLISH Episode 5 At a rest aurant
76 A The most dangerous road ... superlative adjectives places and bu ildings
78 B CouchSurf around the world! vacations
be going to (plans), future t ime verb phrases
c80 What's going t o happen? expressions
be going to (predictions)
82 REVIEW AND CHECK 9&10
84 A First impressions adverbs (manne r and modifiers) common adve rbs
86 B What do you want to do? verbs + infinitive ve rbs that ta ke t he infinit ive
88 C Men, women, and the Internet articles t he Internet
90 PRACTICAL ENGLISH Episode 6 Going home
92 A Books and movies present perfect irregu lar past participles
present perfect or simple past? more irregular past participles
94 B I've never been there! review: question formation review: wo rd g roups
c96 The American English File 124 Grammar Bank 165 Irregula r verbs
148 Vocabulary Bank - -- -------------- -
questionna ire
98 REVIEW AND CHECK 11&12 166 Sou nd Bank
100 Communication
111 Writing
116 Listening
6
Pronunciation Speaking Listening Reading
sentence stress Where were you?, Famous Two famous people National Portrait Gallery
-edendings people
sentence stress The taxi trip The taxi trip
When was the last time you...? A memorable night Why do we remember some
Song: Summer Nights nights in our lives?
A memorable night
simple past verbs Police interview Murder in a country house Murder in a country house
er and 1r, sent ence stress Describing your home
A house with a history Wou ld you like to stay in a
silent letters The Ghost Room Song: House of the Rising Sun haunted hotel?
The man who wrote Sherlock
Stephen's night Holmes
the letters ea Food diary for yesterday, Get Get ready! Cook! TV cook ing What I ate last week
If/ and /s/ ready' Cook! competition
/-;,r/, sentence stress
How much salt and sugar do Song: Sugar Sugar White Gold - Fascinating facts
you have a day? Quiz night
aboutsugarandsa~
Quiz Night
- - --
Quiz shows
consonant groups Tourist information about your CouchSurfing Riding a bike on the most
sentence stress t own dangerous road in the world
the letters oo lria's blog
Making suggestions
it's w ritten in the cards
Fortune telling it's written in the cards
Song: Fortune Teller The unhealthy American diet
word stress Talking about a city Living abroad Travel blogs
sentence stress - -- - - Song: Don't Tell fvle That lt's Over
What do you want to do with
word stress What do you want to do with Men, women, and the Int ernet your life?
your life?
--- - -- - -
What people do on the Internet
sentence stress Movie experiences Movie experiences
irregular past participles Song: Flashdance
review: sounds What I've done recently I in my
life A TV series
Question formation
Interview with Sir lan McKellen
Impressions of the US
7
Introduction
American En[Jlish File is an integrated skills se ries that \Ve have t ri ed to p rovide contexts fo r new language that
gets st udents ta lking-in class, and everywhere. O ur goal w ill engage st ude nts, using real-life stories a nd situations,
with t his Second Edition has bee n to m ake every lesson humor, and suspense .T he Grammar Banks, at the back
better a nd more student- a nd teacher- fri end ly. Tn add ition of the book, give students a single, easy-to -access grammar
to Student Book Lessons A, B, a nd C, there is a ra n ge of reference sectio n , w it h exa m p le sentences wi th audio, clear
m ateria l th at you ca n use acco rding to your students' needs rules, and common errors . T here arc at least two practice
and the time and resources you h ave available: exercises for each gramma r point.
• Practical English video and exe rc ises (also available on Vocabulary
class audio)
High-beginning students need
• R eview and Check pages, w ith video (also avail able o n • to expand t heir knowledge of h igh- freq uency words and
class aud io)
ph rases ra pidl y.
• Photocopiable Gram ma r, Vocabu la ry, Com m uni ca tive, • to use new Yocabul ary in pe rsonali zed con tex ts.
and Song activities (in the Teache r's Boo k) • accessible re fe rence ma terial.
STUDY[![m O nli ne Practi ce, Workbook, iChecker, a nd the Things
Pro nunc iation app provide multi med ia review, su pport, and
practice for students outside ofclass. P-
T he Teacher 's Book also sugges ts cl iffe re nt ways of , -.- _.. ...........
exploit ing ma ny of th e Student Book activit ies depend in g
o n t he level of yo ur class. Every lesson foc uses on high frequency vocabulary an d
common lex ical areas, but keeps t he load realistic. All new
What do high-beginning vocabulary is given with the pho netics, to hel p students
students need? with th e pronunciation of new wo rds. Many lessons are
linked to the Vocabulary Banks, at the back of the book,
Vve believe th at in 9 out of 10 cases, vvhen a stu den t sig n s which help present and practice the vocabulary in class,
up for Engl ish classes, their goa l is to s peak. Speaking a give an au dio m od el of each word, and provide a clea r
fo reign la nguage is ve ry hard, so stude nts need a lot o f reference so students can review a nd test themselves in
motivation to encourage th em to spea k in E nglish. their own time.
Grammar, Vocabulary, and Pronunciation Pronunciation
Ifwe wa nt students to speak English w ith confidence, High-beginning students need
we need to give them the too ls they need - G ramma r, • a solid foundatio n in t he sounds ofEnglish .
• ta rgc red pron u nc iation develo pment.
Voca bulary. and Pronuncia tion (G, V, P). We believe that • to sec where there arc r ules a nd patte rns.
G +V+ P = confident speaki ng, and in A merican En[Jlish File,
all th ree e lements are given equal importance. Each lesson
h as clearly stated gra mmar, vocabula ry, a nd pronunciation
goa ls.This keeps lessons focused and gives students concrete
learn ing objec tives and a sen se of progress.
Grammar
High-beginning students need
• clea r a nd memo rable pre~entati on s of new structures.
• plenty of regular and \·a ricd practice in uscfu I a nd
natural co ntexts.
• studen t-friend I\' reference materia l.
"C>~ a* name ma ke break Stl'ak
ai rai n pai nt gn:>a r e ight
~ ay pia) d a\' gra) the)
trai n
Hi gh-beginning learne rs wan t to speak clearly b ut are
o fte n fru st rated by English p ron unciat ion, partic ularly
the sound-spe lli ng relationsh ips, silen t letters, a nd weak
forms . We em phasize improving pronu nciat io n by foc using
on the sounds most useful for com munication, on word
str ess, and o n sentence rhythm. A111erican En[Jlish File 1 has
a p ron unciation focus in every lesson tha t integrates clear
pronun ciation inro gramm ar and vocabula ry practice .
8
Speaking reading texts have been adapted from a variety of real
sources (newspapers, magazi nes, news wcbsites) an d have
High-beginning students need been chosen for their intrinsic interest.
• topics t hat \\'ill inspire their interest.
• achie\'able tasks to moti\'ate them. Writing
• reg ular opportunities to use ne\\' lang uage.
American En[jlish File Communication High-beginning s tudents need
motivates students to speak
• clear models .
by providing them with • the "nuts and bolts" oh\Ti ting on a \\'ord a nd sentence level.
varied and motivating The growth of the Intcrnet
and em ail m eans that
tasks, and the language people worldwide are
w riting in English more
(gram mar, vocabulary, than eve r bet-o re both fo r p,...,_
business and personal
and pronunciation) 'I j: . comm unicatio n. American ,.1 ~=""·'"=
that they need in order tll. I .• En[jlish File 1 provides
to communicate with guided w riting tasks with ..L.... ':"
confidence. In addition a ra nge of wr iting types
to the Communication from form al em ail to social .=
ac tivities at the back of networking posts.
the book, students are
encouraged to speak
t hroughout the lesson, responding to texts and li stenings,
and practicing grammar and voca bulary orally.
Listening Practical English
High-beginning students need H igh-bcginning s tudents need
• to understand the gist of \\'hat is being said. • to understand h igh-freque ncy phrases that they \\'ill hear.
• to ma ke sense o f co nn ected speech. • to know what to say in typ ica l situat i on~ .
• a reason to Iisten .
T he six Pract ical Engl ish lesso ns give students pr actice in
The li stenings in American En[jlishFileare based on a variety key language for situations such as chec ki ng into a ho tel
ofenrertaining and realistic situations. There is a wide or o rdering a meal in a restaurant. To make these everyday
range of voices and accents from the US and the rest o f the situations come alive, there is a story!ine involving two
Engli sh-speaking world, but all the speakers are clear and main characters, Jenny (from New York) and Rob (from
com prehensible to students at thi s level. The performa nces London). The You hear / You say fea ture makes a clear
and the sound effects bring the listenings alive, and m ake the distinction be t ween what students will hear and need to
recordings easier for students to follow and more fun to listen unde rstand, for exam ple Areyon ready to order?, and what
to.The tasks focus on helping students to get the gist the first they need to say, for exa m ple I'd like a salad, please. The
time and then being able to understand more the second time. lesson s a lso h ighlight other key "Social English" p hrases
such as Go ahead. OK, no problem. The Practical Engli sh
Reading \'ideo is on the AmericanEnBlishFile 1 DVD and
iTools. Teache rs can also use the Practical English Student
High-beginning students need Boo k exe rci ses w ith t he class audio CD.
• engaging topics and stimulating texts.
• manageable tasks that help students to read. Review
Many st udents need ro read in English for work or school , High-beginning students need
and read in g is also importa nt in helping to build vocabulary
and to consolidate grammar. The key to encouraging • regular re\ ic\\'.
students to read is to give t hem motivating but accessible • moti\ ating reference and practice ma te ri a l.
material and tasks they can do. Tn A111erican En[jlish File l, • l O fe el a sen se o f' progre~s .
However clearly str uctures or vocabula ry arc presented,
students will usually only assimilate and remember new
lan guage if they have the chance to see it and use it several
times. Grammar, Vocabulary, and Pronunciation arc
recycled throughout the book. Afte r every two Files , the re
is a two-page Review & Check sectio n. The left- hand page
reviews the grammar, voca bu lary, and pronunciation o f
each File. The right-hand page prov ides a seri es o f sk ills-
based chal len ges, including video interviews, and helps
srudenrs to m easure their progress in terms ofcom petence.
These pages are designed to be used flexibly according to
the needs of your students. There are also separate short
movies on video for students ro watch and enjoy.
9
Student Book Files 1-12 ~-=-g en-:-
The Stude nt Bo ok has twelve Files, or u nits. Each File is o rgani zed like t h is: :"'-=- ' ~
A, B, and C lessons .- =~1
Each File conrains t hree t wo -page lessons tha t prese nr a nd practice G r a mma r , :.· -,1
Vocabula r y, and P r o nuncia tio n with a balance of reading and listening
ac ti vities, and a lot o f o ppo rtunity for speaking. T hese lessons have clea r refere nces \.al.. ~.~
ro the G rammar Ban k. \'ocabula ry Ba nk, and Sound Bank arrhe back oft he book.
.'~f~~~\~ -
Practical English
An.&•..".
After every odd- numbered File, there is a two -page lesson that reaches func tional
"sur viva l English" (fo r example, la nguage fo r checking into a hote l or o rd ering a
meal) a nd also social Engl ish (useful phrases li ke Nice to meeLyou, Let 's [JO.). T he
lessons h ave a sto ryline a nd Iink with the A merican En[Jlish File I Video.
Review & Check
A fter every even-numbe red File, there is a two-page section revie\\'ing G r a mmar,
Vocabulary, and Pro nuncia tion ofeach File and providing Reading, Listening,
and Sp eaking ''Ca nyo u...?" cha llenges to show students what they can achieve.
The back of the Student Book
T he lesson s co ntain refe rences to t hese secti ons: Commu n icatio n, \\'ri ting.
Listening. G ramma r Ba nk , Vocabulary Ba nk. and Sound Ban k.
Online Practice
STUDY I~I~I ~
Workbook American
For practice after class ENGLISH FILE 1 UCOND •••TOON
' -~
• All of t he G ramm a r. Vocabulary. '~
Pro nu nciatio n. a nd Prac ti ca l English
Learn online with Oxford. ~•
• Extra read ing
• A Iistening exercise for eve ry lesson There is an access card on t he inside back cover of each
• Pro nunciation exe rcises w ith aud io Student Book. Students register for engaging LMS-powered
• U~eful Word s and Phrases practice with immediate feedback on:
• Audio for Pro nunciat ion a nd Listen ing exercises
• Read ing and Liste n ing exe rcises for every File
(o n iC hecker)
• W riting a nd Speak ing mo dels an d tasks fo r every File
iChecker CD-ROM
->- Am•rin.n •Checker
' ENGLISH FILE 1 ·-·• ••·
Each w orkbook is packaged with an iChecker CD-ROM for ..~l ~' .at !.~~
students to check their progress, challenge themselves, and
receive immediate feedback ,-.._-"i'"'! I~ ~$. !1;1
• Progress C heck, with 30 mu ltiple choice question s ~-a .."'..
on G ra m m ar, Vocab ul a ry, and Pract ical English
Io r each File Pronunciation app
• C hallenge, where stud ents "bu ild a text" using the Students can purchase an engaging app through the iTunes or
la nguage they have lea rned fro m the File Google Android online stores for tablet- or phone-based
practice. Students can learn and practice the sounds of English
• Audio Bank. w ith a ll of t he a udio fo r the Wo rkbook • Individua l so unds
liste n ing a nd pro nunciatio n ac tiv ities • Sound s in useful ph rases
• Speak and record
10
For teachers OX FORD
Teacher's Book ._·_·-_.._-_-__-_·_--_---- - I
o•-• --··-·-· -- --·-··-
Detailed lesson pla ns for all the lessons including:
• an optional "books-closed" lead-i n for every lesson
• Extra idea suggestions for optional extra activities
• Extra challenge suggestions for exploitin g the Student Book m ater ial in a
more challengi ng way if you have a stronge r class
• Extra support suggestions for adapting activities or exercises to make them
work for students who need extra support
Extra activities appear in red ty pe so you can see at a glance what is core material
a nd what is extra when you a re planning a nd teaching your classes.
A ll lesson plans include keys a nd com plete aud ioscripts .
O ver lOO pages of photocopiable act ivities a re in t he Teac her 's Book .
-· I
·~· ----------
--- ~--~..-.:=:-~~.; ·:~
~~
~:~·~:=-~~. .-~: : -~
- :;:.=:_:;:-:-=. ... 4 .,(.
Grammar - Vocabulary Song
sec pafJeS 269- 280
see pafJeS 162 - 197 Communicative sec pa[Jes 247-264
sec pafJeS 209 - 244 • A so ng for every File
• An act ivity for every • Extra practice of new • Provides the lyrics of the
Grammar Bank, which • Extra speaking practice voca bul ary, for every
can be used in class or for fo r eve ry A, B, a nd C Vocabul ary Bank song, with tasks to do
se]f-study extra practice lesso n before, dur ing, or after
listen ing
• An Activation section, to
encourage students to use
the new language in class
iTools Testing Program DVD
CD-ROM
• T he Student Book, Practical English
Workbook, and • A Quick Test for • A sitcom-style video t ha t
Teacher's Book every File
(photocopiables only) goes with the Practical
onscrccn • An End-of-File test for English lessons in the
every File Student Book
• Interactive activ ities
for all Grammar and • Entry Tests, Progress On the street
Vocabulary Banks Tests, a nd an End -of- • Short real -world
Course Test
• Al l class audio (including interviews to
songs) and video, w ith • A and B vers ionsofall accompany the Review
interactive scripts the mai n tests and Check sections
• "Cl ick and reveal" an swer • Audio for all the Short movies
keys for Student Book, Listening tests
\Vorkbook, and • Short documentary
Teacher's Book Class Audio COs films for students to
watch for pleasure after
• Resources including • A ll of the listening the Revievv and Check
Grammar Bank, mate rials for the s e c t io n s
PowcrPoints, and Student Book
Vocabulary flashcards
11
G verb be[±], subject pronouns: /, you, etc.
V days of the week , numbers 0-20, greet ings
P vowel sounds, w ord stress
Lesson plan 3 A Hi, Mom. This is Hannah.
B Hello. Nice to meet you.
T he conrext of t h is fi rst lesson is a you ng man who meets C Nice to meet you, Anna.
a girl at a da nce club and bring~ he r home to meet his B My name's Hannah.
m othe r. The mot her clearly d isapproves of he r son's choice. C Sorry, Hannah.
T h is lesson st a r ts with four d ia log ues whe re Sts practice
basic g ree tin gs, asking na mes, e tc. They the n foc us o n th e 4 A Hi, Mom. You're early!
g ramm a r of the ver b be in a ffi rmati,·e sente nces an d subject
pronouns. fn Pro nunc ia tion. St~ a rc introduced to word I B Hello, Mrs. Archer. How are you7
stress and t he American En[Jiish f- ile system of teaching the C I'm very well, thank you, Anna. And you?
45 sou nd s of En glish. H ere they begin by focus ing o n six B Fine, thanks.
vowe l sounds. t:in a lly, the re is a voca bula ry foc us o n the A it's Hannah, Mom.
davs of the week and numbers 0-20, a nd t he lesson e nd s
b Pl ay the audio again. Th is t ime Sts co mp lete the bla nk s.
w i~h a liste ning a nd spea king activity, wh ich pu lls rogether Play the aud io aga in if necessary. C heck answers.
t he vari o us stra nds of the lesson. 1 name 4 OK 7 meet 10 you
T here is an Entry Test o n th e Test and Assessment 2 Sorry 8 My 11 thank
CD -ROM , w hic h you can give t he Srs befo re start ing 3 number 5 Hi 9 Mom 12 Fine
the course. 6 Hello
STUDY r::m:J:3 Fina ll y, go throu gh each li ne of the d ia logues elic iting/
• Workbook lA ex pl a ini ng the mea n ing of any words I ph rases tha t Sts
Extra photocopiable material don't unde rsta nd. You cou ld tell St~ that the exp ressio n
OK ca n a lso be written Okay.
• Grammar verb be ffl. subject pronouns page 162
c Focus o n t he exerc ise. Expla in tha t Hello and f-/i mea n
• Vocabulary Days of t he week I Numbers 0-20 page 247 th e sa m e, but Hi is more info r ma l.
(instructions page 244)
Get Sts. in pa irs, to fi 11 in the bla nks with words from the
• Commun icative The memory game page 208 (instruct ions list. C heck answers and highl ight t hat the words / phrases
page 198) on the right are more informal tha n those on the left.
- -- - - -
Hello = Hi My name's... = I'm Very well = Fine
Optional lead-in (books closed) Thank you = Thanks Goodbye = Bye
• !'re-teach the fir~t con,·er~atinn in ab,· inrroducing
d 1 3 >)) Explain that in English some words arc said
~·o urse l f. Sa) Hi I Hello, I'm( .. .), a nd ,;sk three or ft~ur more strongly than others, e.g., in Nice to meetyou,
nice and meet arc prono unced mo re st ro ngly tha n to
Sts \\ 'hat's \'OIII" I IlliiiC ;; \\ ' hen the\' a n swer, pretend and you. E ncourage Sts to try to copy the rhyrh m o n
sometime~ not to ha\ e heard the;,, correctly and say t he a ucl io . G ettin g th e r hythm right is one of t he most
.)vny:>. and put your hand to~ o ur ear. im po n a nt aspects ofgood pronunciation .
1 LISTENING & SPEAKING Play the a ud io, paus ing after each sentence fo r Sts to
repea t. T he n re pea t t he activ ity, el ic iting res po nses
a 1 2 >)) Books o pen . foc us o n rhe fo ur pictu res. Then from indi vidu al Sts .
tel l Sts to listen to t he fo ur d ia logues and to num ber
each picture accord ingly. 1 3 >))
Play t he a udio o nce o r twice if necessa r y. C heck What's your name?
a nswe rs. What's your phone number?
See you on Saturday.
1C 2A 30 4B This is Hannah.
Nice to meet you.
1 2 l)) How are you7
1 A Hi, I'm Mike. What's your name? I'm very well, thank you.
Fine, thanks.
B Hannah.
A Sorry? Extra support
B Hannah! • \\ 'ritL' rhc p hra'>L''> on the board fir-,r.
2 A What's your phone number?
B it's 212-555-7894. e 14>)) PutStsi n groupsofthree,andtcllthemtotake
A OK. See you on Saturday. Bye. roles (M ike. Hannah . and Mike's mother). Tell them ro
B Goodbye. foc us o n the p ictures. Expla in that they a re going to act
o ur t he d ia logues w ith the sou nd effects.
1111
Play a ll the sound effects for dia logues 1- 4 for Sts to
understand what they haYe to do. Then play t he aucl io
fo r d ia logue I a nd demonstrate rhe act iv ity wi th a
strong student.
lA
Now play the sound effects fo r d ialog ue 1 again, Check answers , getting S rs to read the fu ll sentences.
getti ng t he two Sts who have th e roles of M ike and
Hann a h ro pract ice it. Repeat with the o th er t hree a 1 are 3 are 5 am 7 are 9 is
dia logues. If there's rime, get Srs to change roles. 2 is 4 is 6 is 8 is 10 am
1 4>)) b 1 it's... 2 They're... 3 I'm... 4 You're...
(sound effects) c 1 He's...
1 dance music 2 We're... 3 She's... 4 it's...
2 faint dance music, typing number into phone
3 doorbell, door opening Tell Sts to go back to the main lesson l A.
4 TV on. Key turning and footsteps. TV turned down
E x tra support
Extra challenge • lf ~·ou think S t.., n eed m o re prac ti ce . you m ay \\'a m
• Get S t'> to prac tice the dialo gues fir st by read in g ro g i,·e rhcm rh c G ra mm ar phmocopi able acti,·ity at
th eir roles \\'it h t he ~o und effecr'i. T h en the \ tr v to act this point.
th em out fro m m e m o r Y.
c 1 6 >)) Pl ay the a udio and get S ts to repeat th e pro n ouns
f l-ocus on the exam p le sentences in t he s peech bubbles. and co ntractio n s.
Tell S ts to imagine th at they're at a pa rty where they
don't know a nyone. Get them ro stand up. 1 6 >))
ow tell S rs to in troduce them selves to at least five 1 l,l'm
othe r Sts. Encourage Sts to shake ha nds, o r use a 2 You, you're
3 He, he's
loca lly appropriate gestu re, say N ice to meetyou. a nd 4 She, she's
So ny? ift hey don't hear the other st udent's name. 5 lt, it's
6 We, we're
2 GRAMMAR verb be[±], subject pronouns 7 They, they're
a Focu s o n t he in stru ct ions a nd on th e fi rst sentence, / '111 Extra support
Mik e. Expla in th at / '/// is t he contrac tion of two words, • \\ .rite the \\ords o n th e boa rd . so that Sts kn o \\' \\' hat
th e~· a rc say ing.
and e lic it that the missi ng word in the fi rst line is a 111.
d 1 7 >)) Focus on t he inst r uctio n s and the exam p le, a nd
Give Sts a m inure to com plete t he other rh ree b lanks tell Sts th ey're goin g to hea r a full fo r m of t he ve rb
a nd th<tt th ey m ust say t h e contracted form. Play the
a ncl check an swer s. audio, paus in g after each phrase, and elic it a res pon se
from the w h ole class. Then repeat t he ac tivity with
My name is Hannah. individua l Sts.
You a re early.
lt is 212-555-7894. 1 7>))
b 1 5 >)) Tell Sts to go to Gramma r Ban k 1 A on 1 Iam (pause) I'm
{Ja{JI? I 2..J. Expla in th at a ll the gramma r r ules a nd 2 You are (pause) You're
exerc ise!> arc in thi s sec tion ofrhc book. 3 He is (pause] He's
4 She is (pause] She's
Focus on the example sentences and play the audio 5 lt is (pause] it's
for S ts to li ste n and repea t. Focus pa rti c ularly on the 6 We are (pause) We're
7 They are (pause] They're
pro nunc iat io n o f the contractions, espec ia lly You 're
/y0rl, We're /w tr/, and They're Iocr!. I Iighligh t that e Point to a male student whose name you remember
s pea kers of A m e ri can English p ro nounce t he r, bu t and say He's (Antonio). T he n point to a fema le stude nt
British E ng lish spea kers us ua lly le ave it off. T he n go a n d elicit She's (Mm·fa). Pu t Sts in pa irs a nd ask the m
th ro ugh t he r ule s w ith t he cl ass .
ro co nti n ue na m ing other Sts us in g He's f Sl1c's.
E xtra support
• If yo u haYc a m o no lin g ual class. don't be afraid nf f Focus on the exa m p lc se ntences in the speech b u bbles.
Tell Sts to s tand up and sp ea k to the o the r S t s.
usin g your Sts' 1.1 to ta lk abou t the g ramm ar r ule s.
,\ t thi s le\·el it is unrea li st ic to expect S t s to fu lly 3 PRONUNCIATION vowel sounds, word stress
umler~t.1nd g ra mm a r rules in Engli sh.
P r o nunc ia tio n notes
A dditio n al g ra mmar n otes
• lr is important to po in t out to Sts that with
• l li ghlig ht t h at fluent s peakers of English often use
cont ract io ns in co nversation, especia lly when the the vowe ls (a, e, i, o, u) the re is no one-to-one
s ubject is a pronoun .
relation between a letter a nd a sound, e.g., the
• High Iigh t a lso that in E n g lis h t here is only one letter e can be pronouneed in m o re than o ne
fo rm o f yo u, wh ich is used for singular and plu ra l, way, e .g., he, very, th ey. However, rea ssure you r
and fo r fo r ma l o r in fo rm a l si tua tio ns . Tn your S ts' Sts th at there are com mon combinations of
la n g uage(s), th ere may be differe nt p ro no un s for letters th at a re u sually pronounced t he sa m e
seco nd pe rso n s in g ular a nd p lu ral, a nd a lso fo rma l way, and t h ese w ill b e po inted out to S ts as the
a nd inform a l fo rm s. course progresses.
Foc us o n the exercises fo r 1 A on pa[Je 125. S ts do the • You could also re il Sts that /cJ/ a nd /a t/ a re
diphthon gs, i.c., two so u nd s together (Id an d II/,
exercises indi vidua lly or in pa irs.
Ice/ and h/). if yo u th ink this w ill h elp them.
lA
Tell Sts that English ha s 21 vowel sound s, and that Now focus on the words. These arc words that
the A111erican En[Jlish File pronunciatio n system has many Sts will probably already know, and some are
an example word to he lp them reme mber each sound. "international," e .g. hotel, Internet.
Learning the sounds will help them to pronounce
words more clea rly a nd confidently. ! Warn Sts that even if the same or a similar word
exist s in their la ng uage, the stress may be on a
a 1 8 ))) Foc us on th e six sound pictures (fish, tree, etc.). different syllable.
Explain that the pho netic symbol in the picture
represents the sound. The phonetic a lphabet is used Play the audio o nce the w hole way through fo r Sts just
worldwide to show how words arc pronounced. to listen. Then play it aga in, pausing after each word for
Learning to recog ni ze these sy mbols will he lp Sts to Sts to underline the stressed syllable.
check the pronunciation of a wo rd in a dictiona r y.
C heck answers . The four words not stressed on the
Now foc us on the exa mple words in th e column unde r first syllable are COIII)JIIte r, karate. lrotel, and museum .
each sound picture, e.g., it and this. Explain that the
pink letters a re the sa me sound as the picture word 1 9 ))) hot el sa lad QQ?.ta basketball
they're under. D e mo nstrate for Sts, e.g., sayfish, it, this; museum LQt erne t sandwich
tree, he, 1ve, etc. airport gmail ~nnis
comQ_IJter ka@t e
Play the audio once for Sts just to listen .
Extra idea 1
Then play the audio again, pausing after each sound
picture word and its corresponding sound and words • lfSts ha\e dictionaries \Yith t he m. gcr them to
for Sts to repeat them. look up. e .g.. airport. and sho,,· them th at st rl'SS is
marked in di ctionar ies w it h an apostrophe before
I 1 8 ))) it , this the stressed syllable, e.g., /'n-p:xt/. lfnot, copy a
he, we, meet dictionarY enrn· onto the board or use an on line
fish ill am, t hanks
dictionar~-· cntr~.· if.nJu have an intcracti\'l' hoard.
tree /i/ very, well
cat la:.! they, name d Get Sts to write the words from c in the chart un der
egg Id I, Hi, Bye the correct heading. Check answers.
train fell
bike /a 1/ food technology sports places
com puter ka rate airport
Focus especially on sounds that are difficult for your salad email tennis hot el
Sts and model them yourself so tha t Sts can sec you r pasta Internet basketball museum
mouth positio n. Get Sts to rep ea t these sounds a few sandwich
more times.
e Write the four categories on the boa rd. T hen give Sts
b Tell Sts to go to th e Sound Bank on pa[Je 166 . Explain in pairs o ne minute to try to add more English words
that this is a refe rence section of the book, where to each column.
they can check the symbols and sec common sound -
spelling patterns . Write their answers on the board. Underline the
stressed syllable, and model and drill the cor rect
Look at the spelling rules for the six sounds. Model pronunciation.
and dril l the example words for the vowels and elic it I 4 VOCABULARY days of t he week,
explain their meaning. numbers 0-20
Tell Sts to go back to the main lesson 1A . a Focus on the picture. Ask Sts if they can remember
what Mike an d Hann a h say. El ici t that Mike says
Extra idea What's your phone 1111mber~, Hannah says It's 212, etc.,
• You could \\Tile some one-syllable \\·ord~ \Yith and then Mike says OK. See you on Saturday . Bye.
their transcription on the board or use an on line b Tell Sts to go to Vocabulary Bank Days and
dictionary ifyou have an inrcractivc board. Some nurnbe1·s on pa[Je 148 and get them to do parts 1 and 2.
pos-,ible words: speak /spik/. nice /nat<.,/, ci[Jht le It/. E x plain that these pages (Vocabular y Banks) are their
vocabulary section where they will first do the exercises
c 1 9 ))) Focus on the Word stress box a nd go through as required by the Student's Book, and will then have t he
pages for reference to help t hem remem ber the wo rds.
it with th e class. Elicit I explain the mea nin g of syllable
Focus on part 1 Days ofthe week and get Sts to do
(= units into which a word is divided). exercise a indiv idua lly or in pairs.
IWrite AIRPORT on the board . E licit teach that it has 1 10 ))) Now do b. Play the audio for Sts to c hec k
a n swers.
two syllables. T hen explain that all word s of two or
more syllables have one that is stressed (pronounced 1 10 ))) Wednesday Friday Sunday
more strongly than the o thcr[s]). Then say airport both Thursday Saturday
ways (A I Rpo rt and airPORT) and ask Sts which way Mon d ay
they think is right (AIRport). Underline AIR on the Tuesday
board, and tell Sts to underline the stressed syll able
when they learn nevv words, es pecially if it's not where
they wou ld expect it.
Play the audio again and get Sts to repeat the days . Ask
them where the s tress is (a lways on the first syllable).
Give mo re pronunciation practice as necessary.
*I'
Sts nuy have problems with Tuesday /'tuzdet/, lA
Wed11esday /'wcnzclet/, and Thursday /'9:Jdrzde t/. You
could write these on the board and cross out the silent Extra idea
din Wednesday, and highlight the vowe ls sounds in • Gi\T Sts more practice by say ing sim ple ~ums to
Tuesday and Thursday.
them, e.g.. \\'hat 's 4 plus P They could also pract ice
Now focus on the instructions for c . Get Sts to cover this \\·ay in pa irs.
the words with a piece of paper and to say the days of
the week in order. c 1 12 l)) Focus on the instructio ns and t he example,
and tel l Sts t hey will hear t wo words (a day of the week
Finally, focus on the Useful phrases box, and model or a number), a nd they have to say t he next word in
and dri II the expressions for Sts to repeat. Highlight the sequen ce.
the stressed sy llables (weekend, weekday). Elicit I Play the audio, pausing after t he two words, a nd el icit a
response from the whole class . Then repeat the act ivity,
explain the meaning ofany words Sts don't know. el iciting responses from indi vidua l Sts.
Then focus on the inform <ttion about Capital letters. 1 12 l))
Now focus on part 2 Numbers 0-20 and get Sts ro clo Monday. Tuesday (pause) Wed nesday
exercise a individually or in pairs. 18, 19 (pause) 20
Tuesday. Wednesday (pause) Thursday
1 11 l)) Now do b. Play the audio for Sts to check 8, 9 (pause) 10
answers . High Iight t he spelling changes between three 13. 14 (pause) 15
and thirteen, and five and fifteen . You could also point Friday. Saturday (pause) Sunday
out to Sts tha t numbers in English have only one form
and never change. Sunday,M o nday (pa us~ Tu esday
3 three 7 seven 12 twelve 18 eighteen 10, 11 (pause) 12
5 five 11 eleven 15 fifteen 20 twenty 16, 17 (pause] 18
1 11l)) d Model and drill rhe ques t io ns. Ger Sts to ask th ree S ts
sitting near them the questions. They should write
zero three six nine t welve fifteen eighteen down the phone numbers so that they can check them.
one four seven ten thirteen sixteen nineteen I ! Tel l Sts they can invent their p hone numbers if
they prefer.
t wo f ive eight eleven fourteen seventeen twenty
Get feed back from the class.
Play the audio again and get Sts to repeat each number. 5 LISTENING & SPEAKING
Explain I elicit that numbers 13-19 arc stressed on the a 1 13 l)) Focus on the six places (air port, sandwich
bar, etc.) and make sure Sts understa nd t hem . Te ll Sts
second syll able. Give extra practice with any numbers they 're go ing to listen to six short conversations. The
that are difficult fo r your Sts. first t ime they li sten, they should just t ry t o understa nd
where the conve rsation is raking place and wri te a
! When we count in a list, 1, 2, 3, 4, etc., we usually number 1-6 in the boxes.
stress numbers 13 - 19 o n the first syllable . H owever,
at all other times, when we say them in isolation, ! Make sure Sts write l - 6 in the boxes, a nd not in the
e.g., Room 13, they a rc stressed on the second syllable. spaces, e.g., after Gate tu.unver.
We recommend that you teach this pronunciation, as
it is important for Sts to later di sting uish between, Play the aud io once for Sts to identify the place. Play
e.g., 13 (thirteen) and 30 (thirty) . again if n ecessary, and then check answers.
Extra support
• Most Sts \\·ill probably kno\\' hm\· to count to ten. but 1 sandwich ba r 4 t axi
2 school 5 hotel
ma\ be les~ confident with 11 - 20. Get the class to try 3 airport 6 museum
to ~ount from 0 to ::?.0. You start \\'ith the number 0
and :u;,et a student to sa\· the next number. Tn· to elicit
~ ~
all numbers from 0- 20. Then do the same counting 1 13 l))
back\qrds. starring from ::?.0. (audioscript in Student 's Book on page 116)
Now focus on the instruction s for c. Get Sts to cover 1 A A cheese and t omato sandwich. please.
the words with a piece ofpaper, leaving the numbers B That 's 7 dollars and 20 cents.
vis ible.
2 A So Anna, your classes are on Tuesday and Thu rsday
Finally, go through the Phone numbers box w ith mornings. Is t hat OK?
the class. Explain I elicit the mewing of di&it (=a B Yes , that's f ine. Thank you.
3 Jet Blue flight to Los Angeles is now boarding at gat e
number from zero to nine). Highlight that 0 is usually
pronounced /ou/ in telephone number s, altho ugh zero number 9.
ea n a Iso be used . 4 A Where to, madam?
Te ll Sts to go back ro the main lesson lA. B Manchester Road, please. Number 16.
5 A Here's your key, sir. Room 12.
Extra support
B Thank you.
• Jfnn1think St~ need more practice. you may wanr to 6 A Here we are.
give them the \ 'ocahulary photocopiable act il it) at
this point. B Oh no. it 's closed
A Look, it says "C losed on Mondays"!
----------------~
-
lA
b Focus on the instruct ion s a nd the words. Elicit/
explain the meaning of Gate, etc. Now reil Sts to li sten
again, bur this time to focus on the numbers and
day!> they hea r in each conversation . Play the audio
once o r twice as necessa ry. pa usin g between each
conversation to give Sts time to w rite the numbers o r
days in th e bla n ks.
Get Sts to compare with a partner, and t he n check
a n swers by playing the audio a final tim e and eli citing
the numbers a nd days for each o ne.
1 sa ndwich bar 7 dollars 20 cents
2 school Classes on Tuesday and Thursday
3 airport Gate number 9
4 taxi 16 Manchester Road
5 hotel Room 12
6 museum Closed on Mondays
Extra support
• If there\ timt'. you cou ld get Sts to li ste n again" irh
the audimcri pt o n paw 11 6, so rhey can see e'\acrl~
"hat the) understood / didn't understand . ., ran..,late
e:-. pia in an~ ne\\' words or ph rases.
c 1 14>)) Focus o n the instructions and exa mple, and
reil Sts they're goin g to hear a sentence and th ey
must respond to it. Play the audio, pausin g afte r each
se nten ce, a nd eli cit a respon se from th e w ho le class.
Then repeat th e ac tivi ty, cliciting res po nses fro m
ind iv idu a I Srs.
1 Nice to meet you.
2 it 's (...).
3 My name's (...). I I'm (...).
4 it's(...).
5 Bye. I Goodbye. I See you.
6 You too.
7 Nice to meet you, Anna.
8 Fine, thanks. I Fine, thank you.
,...----
1 14>))
1 Hello. Nice to meet you. (pause)
2 What day is it today? (pause)
3 Hi. What's your name? (pause)
4 What 's your phone number? (pause)
~5 Bye. See you on Monday. (pause)
Have a nice weekend. (pause)
Hi. This is Anna. (pause)
Hello. How are you? (pause)
-
G verb be [I] and EJ
V the world, numbers 21-100
P I'd!,/tf/, If/, lrl3/; sentence stress
Lesson plan 1 15 l))
In this lesson , Sts complete their s tudy of th e ve rb be a nd 4 Afri ca (pause) Afri can
learn how to say where they and ot he r people a re fr o m . 5 Asia (pause) Asian
They learn vocabu lary for countries and nat io nali t ies, 6 Australia (pause) Australian
and th is la ng uage is t hen practiced in a world qu iz. 3 Europe (pause) European
Pronun ciatio n covers the schwa h i, a sound tha t occurs 1 North America (pause) North American
in m any Englis h words, and th ree con son ant sound s th at 2 South America (pause) South American
are diffic ult for m a ny n ation alities. T he g ra mmar sectio n,
be in questio ns and negat ive sente nces, is then p resented Focu s on the in st ructio ns fo r c. Get Sts to cover the
t h ro ugh t h ree s tree t in terviews. S t s t hen foc us on senten ce word s wi th a p ie ce of pap er, leav ing t he m ap visible.
s tress b efo re prac tici ng asking where p eople are from. S ts look at the m ap and try to remember both the
T here is the n a second vocabulary sectio n w here Sts lea rn continents and adjectives.
numbe rs 2 1- 100, a nd these are th en pra ct iced through
listening an d playing Bingo. Fin ally, focus on the com pass points and m odel and
drill the pro nu nc iat ion : n o rth /n~r8/, east lis t/,
STUDY rm:J:3 south /sau8/, west /w~:-s tl.
• Workbook 1B
Focus o n 2 C ountries and nationalities a nd get Sts
Extra photocopiable material ro do a individually or in pairs.
• Grammar verb be EJ and [I] page 163 1 16 l)) Play a udio for S ts to check ans wer s. Play th e
audi o again , pa using fo r Sts to repea t t he countr ies and
• Vocabulary The world page 24 8 (instructions page 244) na tionalities.
• Communicative Nationalities bingo page 209 (inst ruct ions
If your S ts' co u ntry is not in t he Iis t , get th em to add it,
page 198) with the n atio na lity adjecti ve , and eli cit w h ich group
th e adject ive belo ngs to .
• Song All Over the World page 269 (instructions page 265)
1 16 l)) 1 Canada (pause) Canadian
Optional lead-i n (books closed)
8 England (pause) English 15 Iran (pause) Iranian
• Wri te th e wo rd C: O "'Tii':r'n on t he board and elicit / 7 Ire land (pause) Iris h 12 Italy (pause) Ita lian
teac h its m ean ing. Ask Sts how ma ny continents there
a rc (six ) and if t hey can name t hem (from largest to 9 Spain (pause) Spanish 4 Peru (pause) Peruvian
sma llest: t\sia, t\ fi·ica , i\ 'orth A merica , South America, 13 Turkey (pause) Turkish 14 Russia (pause) Russian
Europe, A ustralia). A ns wers to t hi s ques tion might d ifFer. 16 China (pause) Chinese
a s some people say the re are fi,·e continents (counting 6 Chile (pause) Chilean 20 Japan(pause) Japanese
:\'orrh and South A merica as one) : some a lso include 11 Germany (pause) German
1\ntarctica. 3 Mexico (pause) Mexican 19 Viet nam (pause)
18 Sout h Korea (pause) Viet na mese
1 VOCABULARY the world
South Korea n 10 France (pause) French
a Books open. In pa irs, S t s tell each o t her three countr ies 2 The Un ited St ates 17 Thailand (pause) Thai
in E nglish , if possible .
(pause) Americ an
Get som e feed back and w rite the ir answers o n the board. 5 Brazil (pause) Braz ilian
b Tell S ts to go to Vocabulary Bank The world on Tell Sts t hat the na tio n a lity word is norma lly the sa me
as the wor d for th e language of the country, e .g., in
page 14 9 . Spain the language is Spanish, in Hun ga ry the lang uage
is Hu ngarian, etc.
Focus on 1 Continents and get S t s to do exercise a
ind ividu a lly o r in pairs. Now focus on the instr uction s for b. G et Sts to cover
the words w it h a p iece o f paper, leav ing t he maps
1 15 l)) Now d o b. Play the audi o for S t s to check visible . S ts look at the ma ps and try to remem be r both
a nswe rs . Play the audio again. pa using fo r S ts to the countr ies and na tio na lities.
repeat. G ive further practice of any words your St s find
di ffic ult to p ronounce. Finally, foc us o n t he Capital lette rs box a nd go
throu gh it w ith the class.
Tell S ts to go back to the ma in lesson 1B.
Ext ra support
• If you thi n k Sts need mo re p rac t ice , you m ay \\'ant to
g i,·e the m th e \ 'ocabu la ry photocopiable activity at
this point.
18
c 1 17 >)) Here Sts recycle the country and 1 19 >))
nationa li ty words that they have just lea rned in the
Vocabulary Bank. a "/love you" in Spanish
J b "I love you" in Chinese
Focus on the instructions and the example. Tell Sts
they will hear the name of a country and they must say 2 PRONUNCIATION h i, !tfl, ffl, ld3!
the nationality.
Pronunciation notes
Play th e aud io, pausing after each country, and
el ici t the nationality from the class. The n repeat the • T he !::J! sound occurs before or after stressed
activity, eliciting responses from individual Sts. Give syllables and is the most common sound in English.
further pracrice of any wo rd s you r Sts find cl ifficult to
pronou nee. • /tf/ th e lette rs eh a nd tch a rc usually pro nounced
ltf/, e.g., children, IVat.ch.
1 17 >))
• (f/ the letters sh a rc a lways pro no unced If!, e.g.,
1 Mexico (pause) Mexican she, shop. The letters sand double ss are very rarely
2 Turkey (pause) Turkish pro nounced If/, e.g., only in sure, suaar, Russiall.
3 China (pause) Chinese passio11, and a few other words.
4 Germany (pause) German
5 South Korea (pause) South Korean • /d3f j is a lways pronounce d /dy, e.g.,Japanese. g is
6 Brazil (pause) Brazilian usua lly pronounced /d3/, be fo re e or i (e.g., Ger111a1L,
7 France (pause) French [Jiraffe), but is prono un ced /g/ before a ll other
8 Thailand (pause) Thai
9 Argentina (pause) Argent inian consonants, e.g., Bal e,[JOOdbye, and so mct imcs
10 Japan (pause) Japanese before e and i, e.g., get, give, etc.
d Before S ts sta rt, draw the ir attent ion to the Useful a 1 20 >)) Focus on the box about The I'd! sound, and go
phrases box. Foc us o n the expressions l thi11k ... a nd t h rough it with the class . Model a nd drill rhc sound.
J'm11 ot sure. Teach I el ici t t heir m ea nin g a nd drill the Play the audio once fo r Sts ju st to listen .
pronunciation. Play it aga in and get Sts to repeat the sound wo rd
(comp uter, the sound /0/), a nd t he other words in the list.
T hen go through t he Languages box with the c lass.
I 1 20 >)) ____]
Put Sts in pairs o r groups and give them a time lim it to
do questions 1-4 in the quiz. See words in Student's Book o n page 6
Monitor and check that most Sts have fi nished before b 1 21>)) Focu s o n the three sound pictures (ch ess,
playing the audio for 5 and 6. sholl'er, ja:.:.) . Rem ind Sts that the phonetic symbol in
t he pict ure rep resents th e sound .
1 18 >)) Foc us on question 5 and p lay the audio . Sts
write the natio na lities of the count ries that t hey t hink Play the audio once for Sts just to liste n .
the national anthem is from.
Then play the audio again, pausing after each sound
1 19 >)) Focu s on question 6 a nd re mind Sts that the and sentence for Sts to repeat. Play agai n if necessary.
word for the language is the sa me as th e nati o nality.
Play the audio. Sts letter the languages a- d in th e o rder 1 21>)) _j
in which the)' think they hear them. See sentences in Student's Book on page 6
C hec k a nswers as a class. The pair I group w ith the
most correct answers arc the w in ners.
1 a Peru 4 a Japanese c Tell S rs ro go to the Sound Bank on paae J66. Foc us
b Vietnam b Argentinian o n /0/, /tf/, If/, a nd /d3/, and highlight the d ifferent
c Ireland c Canadian s pe llings .
d Turkey d Brazilian
e Iran Tell Sts to go back ro the main lesson 1B .
5 a Mexican
2 a the US b British 3 GRAMMAR verb be Ill and El
b China c American
c Russia a 1 22 >)) Focus on th e instru ctio ns a nd make sure Sts
d t he UK d French cover t he d ia logues . Play the aud io, pausi ng a ftc r each
e Japan dia logue for Sts to wr ite the country.
6 a Spanish
3 a Spain b Chinese C heck answers.
b South Korea c Turkish
c Italy d Russian Argentina, Australia, and the US.
d Mexico
,----
1 18 >))
a beginning of Mexican national anthem
b beginning of British national anthem
c beginning ofAmerican national anthem
d beginning of French national anthem
M!:l
18
1 22 l)) Pl ay the audio, pausing after each question, and elicit a
response from the whole class. Then repeat the activity,
1 A Are you Mexican? eliciting responses from ind ividual Sts.
B No, I'm not Mexican. I'm Argentinian.
A Where are you f rom in Argentina? 1 24l))
B I'm from Cordoba.
1 Is Sydney t he capita l of Australia? (pause) No, it isn't.
2 A Where are you from?
B I'm from Australia, f rom Darwin. 2 Are you Mexican? (pause) No, I'm not.
A Where's Darwin? Is it near Sydney?
B No, it isn 't . it's in the north . 3 Is Asterix Frenc h? (pause) Yes, he is.
A Is it nice?
B Yes, it is. it's beaut iful. 4 Are the Simpsons English? (pause) No, they aren't.
3 A Where are you from? 5 Is sushi Chinese? (pause) No, it isn't.
B We're f rom Columbus, Ohio, in the US.
A Are you on vacation? 6 Are the Andes in north America? (pause) No, they aren't.
C No, we aren't. We're students.
7 Is Cusco in Peru? (pause) Yes, it is. J
b Focus o n the instr uctions and th e di alog ues. G ive Sts 8 Are Honda and Suzuki Japanese? (pause) Yes, they are.
two minutes to try and complete the missing words.
9 Is Harry Potter Irish? (pause) No, he isn't.
c Play th e aud io again fo r Sts to check. Get them to
compare with a partner, a nd then check answers. 10 Is New York City t he capita l of the United States? (pause)
See words in bold in audioscript 1.22 No, it isn't.
d 1 23 l)) Tell Sts to go to G rammar Bank 1B o n Extra challenge
page 124. Focus on the exam pie sentences a nd play the • Play rhe audio aga in and ask Sts for t he right a nswers
audio for Sts to liste n a nd re peat. T hen go t hrou gh the
ru les w ith the class. where a pp ropria te, e.g.. ··ts Sydn ey the capital
Additional grammar notes of1\ ustra!ia::>'' "No , it isn't,'' "\Vhat 's the capital of
A ustralia::>" "CaliVerm ."
• Re m ind S ts that in conversatio n it is more co mmo n
to use contractions in negatives tha n the full fo r m . f Focus on the instructions, and te ll Sts to write similar
questions to those they heard in e, beginning with
• In the negative, th e verb be can be cont racted in fs.. .? o r Are ... ?. Give them some more examples,
t wo ways, e.g., You aren't lta.lian (contracting twt) or a nd the n set a time limit fo r Sts, in pairs, w wr ite
Yo u're not Jtaliatl (contracting are) . rh ree questions.
• With short a nswers, explain to Sts tha t although Monitor and check what they arc writing. T he n
native sp eakers often use Yes, I am instead of put two pairs together and get them to answer each
just Yes, bot h ways of answe ring a re per fec tly other's questions.
correct. However, answering just Yes o r No can
sound abrupt. Get feedback from a few pairs.
4 PRONUNCIATION & SPEAKING
sentence stress
Focus on t he exe rcises fo r 1B on page 125. Sts do the Pronunciation notes
exe rcises ind ividuall y or in pairs.
• Sts have already seen how w ithin a word one
C heck a nswers, getting Srs to read the full sentences. syllab le is stressed more strongly than the others.
T hey also need to be aware that within a sentence,
a 1 I'm not American. some words are stressed more strongly th an oth ers.
2 They aren't Brazilian. Stressed words are usually "information" words,
3 lt isn't in South America. i.e., nouns, adjectives, verbs. Unstressed words are
4 You aren't Frenc h. usually shorter words such as pronouns, articles,
prepositions, and auxi lia ry verbs.
b 1 Am I in room 10? Yes, you are.
2 Is it Italian? No, it isn't. • T his mixture of stressed and unst ressed wo rds is
3 Are t hey student s? No, t hey aren't. wh at gives English its rhythm .
4 Is h e from t he US? Ye s, he is.
5 Are you sure? No, I'm not. Focus on the S enten ce stress box and reil Srs that t he
words in big print and bold arc important words and
c 1 's 3 'm 5 'm 7 isn't 9 Are
6 Is 8 's 10 'm a re stressed . H ighlight thatfrom is an important word
2 Are 4 Are
in the question and is stressed (as are all prepositions
Tell Sts to go back to the main lesson lB. at the end ofquestions), but in the a n swer Chi11a is the
Extr a support o n ly important word, and from is unstressed her e.
• If yo u th ink Sts need more prac tice. you may wa nt a 1 25 l)) focus on the instr uctions. Play the aud io for
to gin· the m t he G ra mm a r p horocopiablc acti\·ity at Sts just to listen . Then p lay it aga in, paus ing after each
this point. sen te nce for Sts to repeat and try to copy the r hythm.
e 1 24 l)) Focus on th e instruct ions and the example. 1 25 l))
Tell Sts they will hear ten q uestions, and each time they I See dialogues in Student 's Book on page 7
must respond with a sho rt a nswe r.
b Get Srs, in pairs, to practice t he cl ialogucs in
3 G r amn1ar. Encourage them to st ress the more
im portant words more strongly and say the other
words mo re quickly and lightly.
-
18 Extra idea
• A numbe rs ga me that Sts always en joy is B1c:. You
c Put Sts in pairs, A and B, and tell them to go to
Communication Where are theyfrom?, A on may wan t to play it now or at any other momen t
paBe 100, B o n paBe 106. ,,·hen you wa nt to reY iew numbers.
Go through the ins tructions w ith them carefully, G et Sts to sit or stand in a circle a nd count out
and focus on the two example questions (Whe re's X loud. \\' hen thev come to a num ber t hat contains
Jwm? and Where in X?). Tell S ts they h ave to ask these 3 (e.g.. 13) or a m ulti ple o r 3 (e .g., 3 , 6. 9. e tc.) they
questions for each of their three people and write the ha\T to sa\' "Buzz" instead of the num ber.
answers in the chart.
Ifa student ma kes a mistake. either saying the
Sit A and B face-to -face. A asks his/ her first question numb er ins tead o f" Ruzz", or sim ply saying the
about person 1 to Band writes the information in
the chart. wro nu numbe r. he f she is ··out," and the nex t
b
B now asks A about person 4, and they then take turns
asking and answering. player begins aga in from l.
Whe n they have finis hed, get them to compa re charts Keep goi ng u ntil t he re is only o ne st udent left.
a nd then get feedback from some pairs. ,,·ho is the\\ in ne r, or until the group has go tt en
to 30 with ou t mak ing a m ista ke.
Tell S ts to go back to the main lesson lB .
You ca n also play Hu:: ,,·ith 7 as the "wild''
d Focus on the question and model and drill the question.
Get Sts to ask you the question. number and go up to 50.
! The answe r to Where areyoufrom :> is usually I'mfrom c 1 27 >)) Play the audio and get Sts to write the n umbers.
(town) when you're in your own co untry, and J'mfwm
(co untry) or I 'm (nationality) followed by the town Check answers.
when you're in another country.
l l27 >))
Get Sts to stand up and to ask five other Sts the
ques ti on .ln a monolingual class where Sts a rc all from 1 0 33 49 so 66 78 81 99
the same town, encoura ge Sts to say their nation ality
and then the area of the town or the vi llage that they're d Sts choose ten number s, wh ich they write on a piece
from , to make this more com municative. of paper.
Finally, ask a few Sts wh ere they a re from. Put Sts in pa irs and get them to dictate their numbers
to their partner, who writes them down .
'vVhen th ey have ch anged roles, they can compare
pieces of paper to check for mistakes.
5 VOCABULARY numbers 21-100 6 LISTENING
a Focus o n the signs and elici t that they arc all American a 1 28 >)) Play the audio and get Sts to repeat the
towns in Californ ia. T hen el icit the numbers from Sts. numbers. Ask What 's the difference between a and b?
b Tell Srs to go to Vocabulary Bank Days and numbers Rem ind Sts t hat 13 , 14, etc., are stressed on the second
on pa3e 148. sylla ble, and 30, 40, e tc., a re stressed on t he first
syllable. This means that the pa irs of numb ers can be
Focus on part 3 Numbers 21-100 a nd getSts to do easily con fused and this can be a p roblem, even for
exercise a individually or in pairs . native sp eakers, partic ularly, fo r example, in a noisy
environment like a ca fe.
Check answers by writing the numbers on the board.
I 1 28 >))
21 35 43 59 67 72 88 94
30 40 50 60 70 80 90 lOO 13,30 14,40 15, 50 16,60 17, 70 18,80 19,90
1 26 >)) ow do b. Play the audio, pausing after each b 1 29 >)) Focus on th e ins tr uctions . This time Sts w ill
number for Sts to repeat. Play again if necessary. hea r seven dialogues. In eac h dialogue, they w ill hear
just one number from each pair.
1 26 >)) fort y-t hree s i x t y -seven eighty-eight
f ifty sevent y ninety Play the audio twice a nd Sts circle a or b . Check
twenty-one fift y-nine seventy-two ninety-fou r answers.
thirt y sixty eighty a hundred
thirty-five 1a 2b 3a 4b 5a 6b 7b
forty
Focus on th e Pronunciation box and go through it
with Sts . Poin t out that 30, 40, etc., are stressed on
the fi rst syllable, ancll3, 14, etc., are stressed on the
second syll able.
Tell Sts to go back to the main lesson 1B.
18
1 29 >)) Chorus
(audioscript in Student's Book on page 116) All over t he world
1 The t rain waiting at platform 13 is the Metroliner t o London, Hamburg, Paris, Rome; Rio, Hong Kong, Tokyo;
L.A., New York, Amsterdam; Monte Carlo, Shard End, and...
Washington, D.C.
2 A Excuse me! How far is it to Miami? Chorus
B it's about 40 miles. Everybody all around t he world
A Thanks a lot. Gotta tell you what I just heard;
3 15 love. Everybody walkin' down the street
4 Will all passengers on flight BA234 to New York please go I know a p lace where we all can meet.
to gate 60 immediately. Everybody gonna have a good time; everybody will shine till
5 A How much is that?
B A pizza and two waters. That's 17 dollars. the daylight.
6 A What's your address?
B it's BO Park Road. Chorus
A Sorry? What number?
All over the world, _j
1
Everybody got the word (x3)
~~· ~~~r~~u be qu1et, please? Open your book:s o J
- - -- -
page 9 0
What page?
Page 90.
----------~---------
Extra support
• If there's time. you could ger Sr-. rn li-.ten again ,,·irh
the audioscript on pane 116, ~n tiH:y e<tn !>cc c:-.actly
\\'hat they understood I didn't undcr-.tancl. Translate I
explain any Ill'\\" \\Ord., or phra~c~.
c Ora\\· thi s bi ngo ca rd o n the board for Sts to copy.
In pai rs, Sts co mp lete their bingo card with six
numbers fro m a. They must only choose one from each
pair. e.g., either 13 or 30, but not bot h .
Call our rando m numbers, choosing from the pa irs of
numbers in a. Keep a note of the numbers you call out.
lfSts have o ne of the num bers you ca ll out on thei r
ca rd, they should cross it off. Keep callin g unti l one
pa ir bas crossed off all t he numbers, at w hi ch point
t hey sho uld call our "Bingo!"
Check t he winning pair's ca rd. If it 's cor rect, they
have won.lf it isn't, continue the gam e. Once there is a
winner, you can play Bingo agai n if there is rime.
7 1 30 >)) SONG All Over the World .Jj
T hi s son g was o riginally made fa m ou s by the En glish
rock group Electric Light Orchestra (ELO) in 1980.
For copyright reaso ns, this is a cover version. Ifyou
want to do this song in class. use the phorocopiable
activi ty o n pa{Je 269.
1 30 >))
All Over the World
Everybody all around the world;
Gotta t ell you what I just heard:
There's gonna be a part y all over the world.
I got a message on the radio
But where it came from I don't really know,
And I heard these voices calling all over the w orld.
Chorus
All over the world,
Everybody got the word;
Everybody everywhere is gonna feel it tonight.
Everybody walkin' down the street,
Everybody movin' to the beat,
They're gonna get hot down in the USA (New York, Detroit,
L.A.)
We're gonna take a trip across the sea,
Everybody come along with me;
We're gonna hit the night down in gay Paree.
G possessive adjectives: my, your, etc.
V classroom l angu age
P /ou/, /u/, /ar/; t he al phabet
Lesson plan 1 32 l))
6 Open your books, please.
T he lesson sta r ts w ith a foc us o n classroom lang uage, 10 Go to page 84.
which helps Sts to unde rstand and respond to co m mon 12 Do exercise a.
classroom instruction s, and to ask t he teacher in English 4 Read t he text.
fo r info rmation and cla rifi cat io n. Sts then lea rn th e 13 Look at the board.
pronu nciation of the alp ha bet and practice it w ith common 11 Close the door.
abb revia t ions. After t his, Sts liste n to a n imerv iew with 1 Work in pairs.
a srudent in a la nguage school a nd learn how to give 9 Answer the questions.
persona l infor m ation , a nd practice sp elling. This lead s 8 Listen and repeat.
into the gramma r focus of possessive adjectives. The 5 Stand up.
di fferent e lem ents o f th e lesso n a re bro ugh t together in 2 Sit down .
t he fi nal acti vities, whe re Sts do a co mmuni cat io n activity 7 Turn of f your cell phone.
discover ing wh at so me acto rs' a nd singers' rea l names are, 3 Please stop talkingl
and a w r iting foc us w here they complete an applicatio n
fo rm for a student visa. In You say Sts lear n phrases th ey themselves may n eed
to use in class. In a t hey rnatch t he phrases and pictures .
STUDY l ! : I m
1 33 l)) Now do b. Play the audio for Sts to c heck
• Workbook 1C answers. Make sure Sts know what all the phrases
• On line practice mean. Play rhe audio again, pausing for Sts to repeat
• iChecker the phrases, encouragi ng them to use the right rhythm .
Extra photocopiable material 1 33 l))
• Grammar possessive adjectives: my, your, e t c. page 164 19 Sorry, can you repeat t hat, please?
• Vocabulary Classroom language page 249 (instructions 14 Sorry I'm late.
18 I don't understand.
page 244)
• Communicative Personal informat ion page 210 (instructions 15 Can I have a copy, please?
page 198) 22 How do you spell it?
17 I don't know.
Optional lead-in (books closed) 21 Excuse me. what's ... in English?
• Point to a f"c\\' things in the classroom (from Vocabulary i~ Can you help me, please?
a) and ask Sts \\·hat they arc. \\'rite the words o n the
board. and model and drill pronunciation. I What page is it?
1 VOCABULARY classroom language ow foc us o n t he instructions fo r c. Get Sts to
cover the sentences with a piece of paper, leavi ng th e
a Books ope n. Foc us o n t he illustra t ion a nd get Sts to pict ures visible.
match the words and pictures.
Final ly, focus on the in formation box about the and go
b 1 31 l)) Play the audio for Sts to listen and check the ir t hrough it w it h t he class.
answers. T h en play it aga in to d rill the p ro nunciat io n
of the words. G ive furthe r p ract ice ofany word s yo ur ! Articles are very easy for some nationalities and
Sts find d ifficul t to pronounce. more d iffic ult fo r o thers, depending on their Ll . If
a rticles a rc a problem fo r your Sts, give more exam ples
1 3ll)) ~ to highlight the mea ning of the.
4 board 9 desk 8 table Tell Sts to go back to the m ain lesson I C.
6 chair 1 door 5 wall
7 computer 3 picture 2 window Extra support
c Tell S ts to go to Vocabulary Bank Classroom • lfyou think Sts need more practice. you may wa nt to
lan [JUaBe on pa[Je 150. T he teacher says section helps gi\'Cthem th e Vocab ulary photocopiablc acti,·ity at
Sts recog nize and respond to com mo n in str uction s this point.
used in t he classroom . Get Sts to do a individua ll y or
in pa irs. d 1 34 l)) Play t he audi o a nd get Sts to fo llow the
classroom instr uctions.
1 32 l)) Now do b. Play th e aud io for Sts to check
answe rs . Ma ke sure th e meaning of each ph rase is clea r 1 34 l))
by miming or ge ttin g Sts to mime. Stand up.
Sit down.
Open your books.
Go to page 12.
Look at exercise lb.
Close your books.
Listen and repeat, "Nice to meet you."
1 Answer t he question "Where are you from?"
2 PRONUNCIATION /ou/, /u/, /or/; the alphabet lC
Pronunciation notes Plav the audio o nce for Sts tO listen and check answers
(yo'u may want to copy the complete chart onto the
• Remind Sts that /ou/ is a diphthong, i.e., two board). Then play the audio again, pausing after each
sounds together, /;:,/ and /u/, if youth ink this will sound for Sts to repeat the group of lette rs.
help them.
1 37 l))
a 1 35 >)) Focu s on the three sound pictures (phone,
boot, car). AHJ K
ow focus on the example words in the row next to BCDE GPTVZ
FL MNS X
each sound picture, e.g. close (ver b) and knoll'. Elicit I
IY
expla in that th e pink letters are the sa me sound as the 0
picture word they're next to. Demonstrate for Sts, e.g.,
say phone, close, knoll'. etc. Q UW
R
Pia;· the aud io once for Sts just to listen. d 1 38 >)) Focus on the group of letters . Pl ay the audio
twice and tell Sts to circle the letter they hear. Tell Srs
they will hear the letter twice.
Then play the audio again, pausing a fter each sound C heck answers.
picw re word and its corresponding sound, and the r 138»)
other words for Sts to repeat them.
l 1 E, E 3 Q, Q 5 V, V 7 V, V
1135 >)) 2 J, J 4 C, C 8 Y, Y
6 M,M
See words in Student's Book on page 8
e Focus on the phrases and tell Sts that they are all things
b 1 36 >)) Focus on the abbreviations. Explain that in that we n o rm ally refer to just usin g abbreviations (the
English, we usually say abbreviations by saying the bold letters). Put Sts in pairs and get them to practice
individual letters . Give Sts a few moments in pairs to saying the abbreviations. Make sure they understand
practice saying rhem. all the phrases.
Play the audio for Sts to listen and check. Pl ay it again, Check answers .
pausing for Sts to repeat. Then ask Sts if they know
what any ofthem mean. Extra idea
• Play 111111[(1111111. J"hink ofa \\'ord Srs k nm,, preferably
OK = yes, fine
CNN = Cable News Network of at least eigh t letter~ . e.g., 11 atio11olity. \\rite
MTV = Music Television a clash o n rhe hoard for each letter of the word:
BBC = British Broadcasting Corporation
USB =Universal Serial Bus • S ts call our lerrers one at a r ime. Irthe letter is
DVD =Digital Versatile Disc or Digital Video Disc
BMW = Bayerische Motoren Werke (Bavarian Motor Works) in the word (e.g.. i \). fill it in each time it occurs.
ATM =Automated Teller Machine e.g.. _.\ _ _ _ _ \ _ _ _ _.Onlyaccept
cor rect!) pronounced letterc;. If the letter i~ nor in the
1!.!6 l)) J \\Ord. dra\\' the fi rst line o f this p ict ure on the board:
OK CNN MTV BBC USB DVD BMW ATM
3
c 1 37 >)) Explain that it's impor tant to k now the 2.
English alphabet because you often need to spell
names, tow n nam es, etc. (especially >vhen you're
ta lking on the phone).
Focus on the chart. Explain that the letters a re in • \\'rite a ny wrongly-guessed letters under the picture
columns accord ing to the pronu nciation ofeach letter. so rh at Sts don't repeat them. The object o f the game
Elicit the seven picture words and sounds (Sts have is to gue<,s t he " ·ord before the man is ··hanged."
seen them all before). St., can make guesses at an) rime. but each wrong
guess is "punished'" b) another line being d rawn.
Then show Sts how the letters in each column have the
• rhe student" ho correct!) guesses the word comes to
same vowel sound, e.g., train, A, H,J. tree, E, G, etc. the board and chooses a ne\\' word.
Put Sts in pairs. Get them to go through rhe alphabet, I• ~ts can also pia~ in pairs groups. dra\\ ing on a piece
stopping at the letters that arc missing from the of paper.
chart, and writing them in the correct column. Do
the firs t one with them (B) . Write it on the board
and ask S rs how tO say it and which column it goes
in (tree) . Give Sts a time limit, e.g., three minutes. to
complete the chart.
El
lC
3 LISTENING & SPEAKING R Yes.
D it's 350 Avenida Princesa lsabe l.
a 1 39 ))) Foc us on the picture of the language student R That's 350 Aven ida Princesa lsabel.
and the receptionist. D Yes.
R What's your zip code?
Now focus on the language school enrollment form . D Sorry?
Explain (in Sts' L1 if necessary) that the woman is a R The zip code, you know, a number? Or postcode?
new student at a language school. Tell Sts that they arc
going to listen to her being interviewed by the school I ~DR Ah yes. it's 22011-010.
receptionist, and must complete the form with her 22011-010. Great. What 's you r email address?
in formation. it's [email protected].
And what's you r phone number?
Go through the different headings on the fo rm and D My cell phone or my home number in Rio?
make sure S ts understand them . Explain the difference R Both- home and cell phone.
betweenfi rst name and last name using the nam es 0 My phone number in Rio is 55 - that's t he code for
offamou s people who you t hink Sts w ill know, e .g.,
Tom Cruise, showing that Tom is his fi rst name and I Brazil - 219 560733.
Cmise h is last name (or family name) . They may also
not know aBe and Zip code. R 55 219 560733.
D Yes, that's right. And my cell phone is 970-555-3784. it 's an
Play the audio once the w ho le way through for Sts just
to lis ten. Then play it aga in, pausing to give Sts rim e to American cell phone.
fill in the blanks. Play again if necessary. R 970-555-3784. That's great, Darly. Thank you . OK, so you're
Extra support in level 6. Your first class is on Monday.
• This i ~ the first long listening that S ts ha\"e had. Extra support
Reassure them by rei ling them just ro relax and
listen the first time, without trying ro complete the • If there 's rim e. you cou ld gcr Srs to listen agai n with
for m, but just trying to folio\\' rhe com·ersation. the audio~cri p t on J.ill[JC I 16, so rhc)' ca n se e ex ac t ly
Then tell them to try to complete some of the form,
and play the audio as many times as you think what they un der stood I did n't u ndc rsra nd . Tra nslate I
rhcy need, pausing \\'here necessary. e.g.. after rhc
phone numbers. explain an)· ne\\' \\'o rds or p hrases.
G ive S ts t ime to compare w ith a partner, and then b 1 40 l)) Now focus on the receptionist's q uestions a nd
check a n swe rs. give Sts a couple of minutes to complete the m.
First name Darly Play the audio for Sts to listen and check.
Last name Bezerra Play it again, pausing ifnecessary. Check answers and
elicit the meani ng of Ho w old areyou?
Country Brazil
! The question How old are you? and the answer !'111
City Rio 20 are with the verb be. In your Sts' L I ad ifferent verb
may be used , e.g., have.
Age 20
See words in bold in audioscript 1.40
Address 350 Avenida Prince sa lsabel
1 40 )))
Zip code 22011-010
1 What 's your f irst name?
Email [email protected] 2 What's your last name?
3 How do you spell it?
Phone number 55 219 560733 4 Where are you from?
5 How old are you?
Cell number 970-555-3784 6 What's you r address?
7 What's your~ code?
1 39 ))) 8 What's your email address?
9 ~your QhQ.n.g number?
r = =(audioscript in Student's Book on page 116)
R receptionist, D Darly c Remind Sts that getting the rhythm right when they
R Hello. Are you a new student? speak will help them to understand and be understood.
D Yes, I am.
R Sit down, please. I'm the recept ionist and my name's Mark. Play t he a udio, pausing after each question fo r Sts to
I'm j ust going to ask you a few questions. underli ne the str essed words (sec underlined wo rds in
D OK. audioscript 1.40) .
R Great. What's your first name?
D Darly. Then play rhe aud io aga in for Sts to repeat,
R How do you spell that? encouraging t hem to copy the rhythm of th e quest ions.
D 0 -A-R-L-Y
R D-A-R·L-Y7 d focus on the Spelling box and go through the
D Yes, that's right. informa tion w ith t he class.
R And what's your last name?
D Bezerra. Put Sts in pairs, A and B, and get them to sir so th at
R Bezerra. Is that B-E-Z-E-R-A? they arc facing each other. Expla in t hat t hey're going to
D B-E-Z-E-R-R-A. role-play the interview. A is the receptionist, and B is a
R B-E-Z-E-R-R·A. OK. Where are you from? new student. A is go ing to interview B .
D I'm from Brazil.
R Where in Brazil? Then tell A to start rhe interview: Hello. What 's your
D From Rio. first name?, ere . Remind Sts ro wr ite dow n the answers.
R And how old are you?
D l'm20. ! Tell Sts they can invent their ages, addresses, and
R What's your address? phone nu mbers if they prefer.
I D In Rio?
-
Extra challenge lC
• Cet B ro listen and anS\\ er the questions with hislher
1 1 42 l))
book closed.
1 I'm Richa rd. (pause) My name's Richard.
Sts trade roles. 2 You're Sa m. (pause) Your name's Sa m.
3 We're John and Mandy. (pause) Our na mes are John
Get some q ui ck feedback by askin g a few Sts about
their partners, e.g., W hat's his address?What's her email and Mandy.
address? 4 He's Just in. (pause) His name's Justin.
5 They're Tyler and Alex. (pause) Their names are Tyler and
4 GRAMMAR possessive adject ives: my, your,
Al ex .
etc. 6 She's Sab rina. (pause) Her na me's Sabrina.
a Focus o n the two q uestions and answers and get Srs to - ------
fi 11 in the blanks.
5 SPEAKING
C heck answers.
Put Sts in pairs, A a nd B , and tell them to go to
1 you, I
2 your, My Communication What 's his I her real name?, A on
b 1 41 l)) Tell Sts to go to Grammar Bank 1C on pa[Je 100, B on pa[Je 106.
page 124. Focus on th e example sentences and p lay t he
audi o fo r Sts to Iisten an d repeat. T hen go through the Go rh rough the inst r uctions w it h them carefully.
rules with the class.
Ex plain I e licit the mea ning of real (=true, not fa lse),
Additional grammar notes
actor(= a ma n in a fi lm), actress(=a wo man in a film),
• ln some languages, th e possessive adjective agrees and sin[Jer (= a person w hose jo b is singing). You might
w ith the fo ll owin g noun , i.e., it ca n be mascu li ne, want to tell St s th at no wa days t he word act.o r is o ften
fc m ininc , or pl ural d epen ding on the gend er used fo r both men an d wome n . T he n d r ill the qu estion
a nd number of the noun th at com es after. In Witat's his rea/ name? o r What's her real 11ame?
E n glish , nouns don't h ave gen der, so p ossessive
adj ectives d o n't chan ge, and the use of, e.g., hislher, Sit A and B face -to -face. A asks h is I her q ues tio ns to B
simply depends on whether we are talking about
somethi ng belo ng ing o r related to a man or to an d writes the in formation in the cha rt.
a woman.
B now asks A h is I her qu estions.
• Remin d Sts that your is used for sing ular
and p lural. At the en d of the activity, get Sts to compare charts to
check if they have spelled the rea l n am es co rrectly.
Tell Sts to go back to the main lesson 1C.
Foc us on t he exercises fo r 1C on pa[Je 125. Sts do the 6 WRITING com pleti ng a form
exercise s ind ividua lly o r in pa irs .
This is the first time Sts are sent to the Writing at the
back of the Student's Book. ln t hi s sectio n, St s will fi n d
model texts, w it h exerc ises, and lang uage n otes, a nd
t hen a w r iting task. We suggest t hat you go through
the model and do rhe exercisc(s) in class, but assig n th e
act ua l w rit ing (the last activi ty) a s ho mew ork.
C h eck answers, getting Sts to read the fu ll sentences. Tell Sts to go to Writing Completin£J aform on
pa[Je 111.
a 1 Their 3 Our 5 your 7 My 9 Her a Focus on the Capital letters box a nd go th ro ugh
2 Her 4 its 6 His 8 your 10 Our it with Sts . Tell them to highligh t any r ul es t hat
are d iffe rent fro m thei r L1 (e.g., nationalities and
b 1 Her 3 your SOur 7 He 9 My lang uages a re not w r itten w ith a capital lette r in
2 t heir 4 your 8 his 10 She several lan guages.).
6 she
Tell St s to go back to the main le sson I C.
Extra support b Foc us o n t he application fo r m fo r a st udent vi sa. Go
rh rough the d iffere nt sectio ns w ith Sts. H igh light and
• If you think St~ need more practice :·ou ma:· \\ant c heck the meani ng and pronunciatio n of:
to gin: them the Cram mar photocopiable acti\'ity at
thi~ point. - J\1r. is fo r a man , J\1rs. fo r a nu rrie d woman, and
Ms. lmizl fo r a wom a n (givi ng no indicati on a bo ut
c 1 42 l)) Focus o n t he instructions and the example, ma rita l statu s) .
a nd tell Sts th ey are going to hea r a sente nce, e .g., I 'm
Richard, and they must ch ange it using a possessive - gfllder refers to t he sex o f the person (male orfema le).
a dj ective a nd the word name (My name's Richard).
- married , s.iJ.lEle, divorced. g;_parated.
Play the audio, pa usin g afte r each sente nce, and elicit a
response from the w hole class. T he n repeat the activity - ggnnture is you r n a me as you u sually w rite it o n
elic iti n g responses from ind ividual S ts. letters and fo rm al documenrs .
Give Sts a few mi nutes to co m plete the for m. Re m ind
t he m to c hec k t hat they use capita l le tters cor rectly.
Go a ro u nd chec king that Sts arc com pleti ng it
co r recrly. Then e licit a nswers from ind ivid ual S ts fo r
eac h sec ti on . -
lC
Extra idea
• If you \\"ant to gin: e'\tra pract ice wi t h per-.ona l
in format ion que~t iom. get St~ ro use the forms to
intcr view eac h other.
c Focus on the rexr ami get Sts to copy ir aga in , using
capital letters where necessa ry.
C heck answers by eliciting from Sts the words that
need capital lette rs and writing the texr on the boa rd.
My name's Alberto. I'm from Salvador in Brazil, and I speak
Portuguese, English, and a little French. My teacher is
American. Her name's Kate. My English classes are on
Mondays and Wednesdays.
Extra support
• Quick!~ re,·iew ho\\ to sa~ the alphabet in Lngl ish
before Sts t n to cor rect !he te'\ t.
d As this writing task is ve ry short, you may like to get
Sts ro do it in class . Get t hem to write thci r own texts
on a p iece of paper, check for capital letters, a nd then
exchange the text w ith another student.
-
hot el word s: double room, et c.
checking into a hotel and spelling your name; asking for something; of fering a drink and accepting I refusing
Hello, I have a reservation, Would you like...? Yes, please. I No, t hanks., etc.
Lesson plan 2 ~E~ INTRODUCTION
This is t he fi rst in a ser ies of six Prac tical English lesso ns a 1 44 >)) Foc us on the fi rst t wo p hotos at the top of the
(one eve ry other File) t hat teach Sts fu nc tiona l lang uage page a n d elicit what Sts can see. Tell them that the ma n
to he lp them ''survive" in Engl is h in travel a nd social is R ob a n d the woman is Jenny, and that they arc the
situation s. There is a sroryline based o n t wo c ha racters, main characters in these lessons.
R ob Walker, a British journalist who works for a m agazine
called London 24seven, an d Jenny Zielinski, who works in Focus on sentences 1- 6 and go th rough t hem w ith Sts,
the NY office of the same m agaz ine a nd who is on a work
t ri p to Londo n. S ts m ee t them for rh e fi rst t ime in this eliciting I explain ing new words, e.g., lives, IVorks, assistalll
lesson , whe re Jen ny a rri ves in the U K and checks into a
hotel. T h e m ain focus of this lesson is on hotel vocab ular y editor, etc. T hen play the audio once the whole way
a nd checking into a hotel. You might w anr to p oint o ut to through for Sts just to listen. Then play it again fo r them
Sts that in the Yo u Say sectio n of the lessons, they w ill be to mark the sente nces T (tr ue) or F (false). Make it clear
liste n ing and then repea t ing what t he people say. T hey will that th ey don't need to correct the false sentences yet.
h ear both Britis h a n d Am erica n accents, but th ey do not
need to copy the accents exactly. T hese lesso ns ca n be used Get Sts to compare with a partner, and then check
wi th Class DVD, iTools, or C lass Audio (audi o only) . a nswers .
STUDY I::mJ:3 1T 3F 5T
2T 4F 6F
• Workbook Arriv ing in London
1 44 >))
Test and Assessment CD-ROM (audioscript in Student·s Book on page 116)
Rob Hi. My name's Rob Walker.
• Qu ick Test 1
• Fi le 1 Test I live here in London, I work in London, and I write
about London!
Optional lead -in (books closed) I work for a magazine called London 24 seven.
• lnr rodu ce t his lesson (in St s" L I if you prefe r) by giYi ng I write about life in London. The people, the theater,
the restaurants... lt"s fun!
the in fo rmat io n above. I love London. it 's a great city.
Jenny Hi. My name's Jenny Zielinski.
1 VOCABULARY in a hotel I'm from New York. The number one city in t he world.
I'm the assistant edit or of a magazine, New York
a Books o pe n. Focus on th e symbols. Give Sts, in pai rs, a 24seven. I'm the new assistant editor.
few mi nutes to m atch t he words and symbols. But t his week, I'm on a busi ness trip to London.
This is my fi rst t ime in the UK.
b 1 43 >)) Play the audio fo r S ts to lis ten a nd check . it's very exc iting!
C heck t ha t Sts und erstand thefirst floo r, and dr ill the b Play the audio again , so Sts can listen again and correct
pro nunciatio n o f second and third. You m ay also want the false sentences.
to teach tha t for other ordin als you normally add th,
e.g.,Jou rih . Get Sts to com pare with a partner, and then check
a n s w e r s.
Focus Sts' attenti on on the pho net ics next to each
vvord . Now play the audi o again, pausing afte r each 3 The name of his magazine is London 24seven.
word for S ts to repeat. 4 She is American .
6 it 's her first time in the UK.
1 43 >)) 4 a double room
2 the first floor Extra support
3 reception
5 the elevator • If th ere's t ime, you could get Sts ro listen aga in w ith
l a single room the aud ioscript on ]Ja[JC 776. <;o they can sec exactly
what they understood I d idn 't unde rsta nd . Translate I
explain any ne\\" \Yords or phrases.
Extra support
• Tell Sts to cm·er the \\ Ords and test each o t her
in pa irs.
PEl Play the audio. pausing if necessary for Srs to repeat the
phrases.
3 ~~ CHECKING IN
d Pur Sts in pairs, A and B . A is the receptionist. Get Sts
a 1 45 >)) Focus on the t h ird phoro and ask Sts Where to read the dialogue aloud, and then trade roles .
is Jenny? (in a hotel) Who is the other person? (the
recept ionist). e Put Sts in pairs, A and B. Tell Sts to read their
instructions. and help them to understand exactly
Now e ither tell Sts ro close their books and write what they have to do.
questions I and 2 on the board, or get Sts ro focus on
the two questions. A is the recepti onist and has his I her book open .
He I she reads the You H ear part with the new
Play the audio once the whole way through and rhen information . Elicit that he I she m ay need ro cha nge
check answers.
Good even ing to Good morning depend ing on t he rime
! Point out that America ns pronounce the letter: as ofday, Madam to Sir ifB is a ma n, a nd it's 1"00111 306 on
:cc, but British and Canadian pronunciation is :ed. the thirdfloor to it's roo111 207 on the secondfloor·.
This is the only letter of the alphabet that is difFe rent.
B has his I her book closed. He I she shou ld quickly
1 Z+E-L-1-N-S-K-1 2 306
read the You Say phrases again before starting.
1 45 1 46 >)) Remind Bs that they should use their own name
and surname.
R = receptionist, J = Jenny
f Sts now role-play the dialogue. A starts. Monitor
R Good evening, madam. a nd help.
Hello. I have a reservation. My name's Jennifer Zielinski . \V hen they have finished, they should change roles.
(repeat) You could get a few pairs to perform in front of
the class.
R Can you spell that, please?
g 1 47 >)) Focus on the Can you... ?Can 1have... ?box
J Z-1-E-L-1-N-S-K-1. (repeat) and go through it with the class. Highli ght that Can
I have ...? is one of rhe most common ways to ask for
R For five nights? something in Engli sh (much more common than Can
you [Ji1•e me... ?).
J Yes, that's right. (repeat)
ow play the audio for Srs to listen and repeat the
RR Can I have your passport, please? Can phrases.
J Just a second... Here you are. (repeat) 1 47 >))
See phrases in Student's Book on page 11
I Thank you. Can you sign here, please? Thank you. Here's
your key. it's room 306, on the third floor. The lift is over 1
there. h Tell Sts to imagine they are in a hotel and they want
certain things from the receptionist. Focus on the four
The lift? Oh, the elevator. (repeat) ----"1 things and make sure Sts know what they mean.
R Yes. Enjoy your stay, Ms. Zielinski.
Elicit the phrases from the class or individua l Sts.
J Thank you. (repeat)
1 Can I have my key, please? I Can I have the key to room
----- X, please?
b ow foc us on the dialogue in the chart. Ask St~ \\lho 2 Can I have my passport, please?
3 Can I have a map of London, please?
sa vs the You Hear sentences? and elicit that it is the 4 Can I have a pen, please?
rC"cep tionist. Then ask Who says the You Say sentences? Extra idea
• I <H.: U~ o n ho\\ Jenn~ ~ay.., /le re you arc as,\ rc~pon~c
and el icit that here it is Jenny. These ph rases w il l be
to C.ar1l hal·c_\'Olll"f'll-'-'J'OI"I.I'Icasc" Get St~ to
useful for Sts if they need to check into a hotel. practice in pai r'> ""king each other for the fo ur thing~
"irh Can I hal'c. . .. plca.\c?
Give Sts a minute to read through the dialogue and
think what the missing words might be. Then play the 4 ~E~ JENNY TALKS TO ROB
audio again, and get Sts to fill in the b lanks. Play again
if necessarv. a 1 48 >)) Focus on rhe phoros and elicit t hat Jenny is in
the hotel cafe, and then she talks on the phone to Rob.
Get Sts to compare with a partner, and then
check a nswers. Focus the instructions and on sentences 1-6. Go through
them with Sts a nd make sure they understand them.
See words in bold in audioscript 1.45
Now play the a udio once the whole way through,
Go th rough the dialogue line by line with Sts, helping
them with any words or expressions they don't and ger Sts to mark the sentences T (t rue) or r: (false).
understand . You might want ro highlight that we
use "over there" to indicate something tha t is some Make it clear that rhey don't need ro correct the false
dista nce away from the speakers. sentences yet.
Now focus on the information box about American
and British English and Greetings and go through
it with the class.
Ask Srs which grceri ng rhey would use now if they
met someone.
c 1 46 >)) low focus on rhe You Say ph rases and reil Srs
they're going to hear the dialogue again. They should
repeat the You Say ph rases when they bear the beep.
Encourage t hem ro copy the rhythm a nd intonat ion,
and to be aware that Jenny and the receptionist have
different accents and pronunciation.
-
Get Sts to compare w ith a partner, and then check PEl
answers.
e 1 SO l)) Play the audio for Sts to check their answers.
1F 3 F 5T 1 50 l))
2T 4F 6F I'm here on business. Jenny
I'm from New York. What about you? Jenny
1 48 l)) No problem. The wait ress
Is that Jennifer? Rob
{audioscript in Student's Book on page 116) This is Rob, Rob Walker. Rob
J =Jenny, W = waitress, R = Rob That's perfect. Jenny
W Is your tea OK? it's t ime for bed. Jenny
J Yes, thank you... it's very quiet this evening.
W Yes, very relaxing! Are you on holiday? If you know your Sts' L1, you could get them to
J No, I'm here on business. translate the p h rases. If not, get Sts to take a look at th e
W Where are you f rom? phrases again in context in the audi oscript on page 116.
J I'm f rom New York. What about you? H igh light that Is tlwt Jennifer:> and This is Rob Walker
W I'm f rom Budapest, in Hungary. are ways to ask on the phone who someone is and to
J Really? Oh, sorry. say who you are. American En glish uses this instead of
W No problem. that, e.g., Is this Jellnijer?
f Now play the audio again. pausing after each ph rase for
Hello? Sts to listen and repeat.
R Is that Jennifer? Finally, focus on the Can you .. .? questions and ask
J Yes... Sts if they feel con fident t hey can now do these things.
R This is Rob. Rob Walker... From London 24seven?
J Oh, Rob, yes, of course. Hi. -
R Hi. How are you?
J Oh, I'm f ine, thanks. A little ti red, that's all.
R I can meet you at the hotel tomorrow morning. Is nine OK
for you?
That's perfect.
R Great. OK, see you tomorrow at nine.
J Thanks. See you then. Bye.
W Would you like another tea?
J No, thanks. it's time for bed.
W Good night , and enjoy your stay.
Good night .
b Play the audio again, so Sts can li sten a second time and
correct the false sentences.
Get Sts to compare with a partner, and then check
answers.
1 Jenny has tea.
3 The waitress is Hungarian.
4 Rob calls Jenny.
6 Their meeting is at 9:00.
Extra support
• If there's time, ~·ou could get Sts to listen again ,,·ith
the audioscript on pane 116. so they can sec exactly
what they understood I didn't understand. Translate I
explain any ne\\ \\Ords or phra~cs.
c 1 49 l)) Focus on the Would you like... ? box and go
throu gh it w ith the class. Highlight that in Engl ish it is
not polite to respon d to a n ofl:-er with simply Yes or No.
We always use Yes, please or No, thanks.
Now tell Sts they must listen and repeat the Would you
like.. .:> phrases and responses.
Play the audio, pausing to give Sts time to repeat.
1 49 l)) _]
See audioscript in Student 's Book on page 11
Elicit wo rds ford rinks and write them on the board
(or draw t hem), e.g., a cup oftea, a cup of coffee. a soda.
a mineral water. Get Sts to practice offering and
responding to each other.
d Focus on the Social English phrases and go through
them with th e class.
In pairs, get Sts to decide who says them.
G a I an, plurals; this I that I these I those
V things
P f inal-s and -es; t h
Lesson plan 1 51 l)) Now do b. Play the audio for Sts to check
a nswers. Then play the audio again, pausing after each
The roo m where the we ll -know n ch ildre n's author word to d ri ll pronunciat io n. Give fu rther practice o f
Roa ld Dahl wrote h is books p rovides the context for the any words your Sts fin d d ifficult to prono un ce.
presentation ofboth voca bulary and gram mar in t he
lesson . Sts begin by looking at a photo of t his roo m fu11 1 51 l))
of objects and then lea rn m or e words for everyd ay th ings.
They then lea rn th e gra m mar of the indefin ite article 15 a book 17 a magazine
a fan, and sin gul a r a nd plural no uns, a nd focus on the 14 a newspaper
pronunciation of the final-sor-es . This la n guage is then 5 a calendar
prac ti ced thro ugh listen ing and speaki ng. The re is the n a 26 a pen
second grammar focus where Sts lea rn how to use this, that, 12 a cell phone 16 a pencil
these, an d t.hose, and th e lesson end s w ith a p ronun ciation
focus on the two pro nu nciations of th, a nd more o ral 24 a change purse 8 a photo
grammar practice. 20 a piece of paper
1 a coin
STUDY ~!!m 19 scissors
• Workbook 2A 21 a credit ca rd 25 a stamp
28 sunglasses
Extra photocopiable material 23 a dict ionary 27 a t icket
• Grammar a I an, plurals; this I that I these I those page 165 2 a file I a binder 7 a t issue
• Vocabulary Common objects page 250 (instructions page 244)
• Communicative Mystery objects page 211 (instructions 4 glasses 10 an umbrella
6 a wallet
page 199) 22 headphones 18 a watch
Optional lead-in (books closed) 13 an ID card
• Play Hall[J illall with the ''ord C L.\S S R00 1\1 (sec )JII[JC 2J) .
9 aniPod
1 VOCABULARY t hings
I 1~ a key
a Books open . fo cus on the photo an d fi nd out ifSrs a laptop
know Roald D a hl (1916- 1990) . Elicit the na mes of any
of h is books Sts have read. H is well-known chil dren's Go rhrough the information box on Plural nouns
novels include Charlie and the Chocolate Factmy, w ith Sts.
Matilda, The Witches, an d Fantastic Mr. Fox (all ofw hich
have been m ade into m ovies). A collect io n ofsho r t Now foc us on the instr uctions for c . Model and dr ill
srori es called Ta les ofthe Unexpected is possibly h is best- the two questi ons What is it? (for singular objects) a nd
known adult fict ion- t hese were made in to a TV series. W hat are they? (for plural objecrs) . D emon strate the
mean ing by hold ing up classroom objects, e.g., one
b Focus on t he instru ction s and explain any voca bula ry if pencil, tiVo pells. In pai rs, get Sts to cove r the words
necessa ry. Demonstrate the act ivity w ith the first item w ith a piece of paper, look at the pictures, and as k the
in t he Iist. C heck the answer, saying Ca nyou see a table? appropri ate q uest ion .
and get Sts to point to the ta ble in the pic tu re.
Tell Sts to go back to the main lesson 2A .
Expla in the meaning of neat (=,,·ith every thin g in the
Extra support
right place) and teac h f elicit the op posite, 111essy.
• If you think Sts need more p ractice. you may wa n t to
Sts should check: gi\'e them th e Vocabula ry phorocopiable actiYity at
a lamp, a chair, photos, a phone, pencils, and pieces of paper. this point.
c Tell Sts to go to Vocabular y Bank Thin[JS on pa[Je 151 2 GRAMMAR a 1 an, plurals
and get t hem to do exercise a ind ividua lly or in pairs.
a Focus o n the chart and get Sts to com plete it in pairs.
Check answers.
an umbrella umbrellas a watch a dictionary
Ask S rs if t hey can guess why we use an (not a) befo re
lllllbrella (because it begins with a vowel sound, not a
consonant sound).
b 1 52 l)) Tell Sts to go to Gramma r Ba n k 2A on
page 126 and to look at a f an, plur als.
Foc us on t he example sentences and play the audio for
Sts to liste n a nd re peat. Then go through the rules for
a fa n w it h th e class.
Do the same for the examples and r ules for regular and
irreg ula r plurals.
Highl ight particu larly the p ronunciation of-es (!tz/) in
IVatches and boxes.
*'''
2A
Additional grammar notes • H owever, a common erro r, which is easier to
help Sts w ith , is the te ndency to ad d the IIz/
a / an (indefinite article) pro nunci ation to nouns t hat d on't need it ,
e.g.,files a s /fa iiiz /, e tc. This r ule, i.e., when to
• A rticles are easy for so me n atio n alit ies a nd more prono unce -es as h zl, is the ma in focu s of the
di ffic ult fo r others, depe ndin g o n t heir Ll . Here exercises here.
th e foc u s is just on the indefi n ite article. Some
nat io na li t ies may not have a n indefi nite a r t icle, a 1 53 >)) Foc us on t he cha rt. El icit t he two sound
and others may confuse the number one with the pictu re words (sn ake a nd zeb ra) a nd t he soun ds /s/ and
ind efi nite article as it may be th e sa me word in lzl. If you r Sts have problems heari ng t he d ifference
their LI. between t hese two sounds, te ll the m a nd demo nstra te
t hat t he /s/ is li ke the sound a snake ma kes, a nd the /z/ is
Plural nouns like the so und made by a bee or a fl y.
• The system in English o f ma ki ng regular nouns Play t he aud io o nce fo r Sts just to lis ten. T h en play it
plura l is very stra igh t fo r wa rd , simpl y adding an s. again fo r Sts to li sten and repeat t he words.
• es (IIZI) is added to some no uns w hen it would be 1 53 >))
imp ossible to pronou nce the word by adding just See words in Student's Book on page 12
a n s, e.g., watches. A ve ry sm a ll nu mber ofEnglish
word s have a n irregula r plura l form , e.g.,
child - children.
Foc us o n t he exe rcises fo r 2A on paf] e 127. Sts do Play t he aud io again , pau sing after each sound fo r Sts
exercises a and b individually o r in pairs. to repeat a ll th e words, correct ing pro nu nciatio n
w here necessary.
C hec k a n swe rs, get ti ng Sts to read t he full sen te nces.
b 1 54 >)) G o t hrough t he r ule in t he Fina l -es box w ith
a 1 a city, cities 4 a box, boxes the class. T hen ask Sts to c ircle the wo rds w he re -es is
2 an email, emails 5 a woman, women pronou nced ii z/. G e t them to co mpa re their answers
3 a person, people with a partne r.
b 1 They're children. 4 it's an umbrella. Play the aud io fo r St s to check their a nswe rs.
2 it's a change purse. 5 They're sunglasses.
3 They're men. 1 classes 4 boxes 5 pieces 7 pages
Tell Sts to go back to th e main lesson 2 A. l
1 54 >))
See words in Student's Book on page 12
3 PRONUNCIATION final-s and -es Play the audio again and get Sts to repeat t he word s.
Pronunciation notes 4 LISTENING & SPEAKING
• When p lural nouns end ins, the s is pro nounced a Tell Sts to go to C o mmu ni c a tion What 's on the
either as Is/ or a s /z/, dependin g o n the previo us table?onpaf]e 100.
sound. T he di ffere nce is sma ll a nd di fficult for
Sts at thi s level to hear o r p roduce (they w ill tend Go through the instru ctions with them ca refully. Set
to prono unce a ll e nd ings as /s/), and you simply a tim e limit for Sts to try to rem em be r the ten thin gs.
want to point it out. Som etimes t his difference can Then get t hem to close their book s and wr ite dow n the
produce misun dersta ndi ng, e.g., eyes /a iz / a nd ice te n th ings. Finally check a nswer s, getting Sts to s pe ll
/a is/. T he f ull rules are: the words to you and w riting them on the boar d.
1 -s is pronounced /s/ after th ese u nvoiced *
so un ds: /kJ, /p/, /f /, /t/, e.g., books, maps, cats. a laptop, a dictionary, glasses, t issues, a cell phone, t wo
2 -s is prono unced /z/ a fte r all othe r (voiced*) pencils, (three) keys, a photo, a newspape r, scissors
en dings, e.g., phones, k eys, photos. T his is by fa r the
biggest group. Get feedback fro m some pairs to find o ut w hich of
them remembered the most th ings.
*Voiced a nd unvoiced consonants
Te ll Sts to go ba ck to t he main lesson 2A.
I • Voiced co nso na nt sounds a re ma de in th e
b 1 55 >)) Focus on t he task. Play th e au d io for St s to h ear
t hroat by vibra ting the voca l cho rds, e.g., /b/, what th ings peop le have o n t heir ta ble or desk . Te ll Sts
I ll, !m !, !vi, etc. U nvoiced conso nant sounds that t he fi rs t t ime t hey listen th ey should just answer
a re ma de in the mo uth without vibration in t he q uestion Are their tables neat? and not check the
the mouth , e.g., /p/, / k/, /t/, Is/, etc. t h ings in the cha rt .
• You can demon strate this to St s by getting C heck answers.
them to hold their hands against their
th roars. For voiced sound s, they sho ul d feel a Speakers 1 and 2 are not neat. Speaker 3 is neat .
vibration in their throat, but not fo r
unvoiced sound s.
-
2A
1155 >)) b Sts read the d ialogues again and a nswer the questions.
(audioscript in Student's Book on page 116) I 1 this is for singular objects and these is for plural objects.
2 t his is for something close to the speaker and that is for
1 I have a big t able, and on the table I have a computer and a
something far from the speaker.
printer, pens and pieces of paper, uh, phot os, and a lamp. 3 t hese is for plural objects close to the speaker and those
Lots of things. My table isn't neat. it's very messy. is f or plural objects far f rom the speaker.
I 2 On my desk I have a lamp, a phone, books, a laptop, a phot o Get some pairs to read the dialogues to the class.
of my family, pens and pencils, and a lot of pieces of paper. [
c 1 57 >)) Tell Sts to go to Gra mmar Bank 2 A on pa[Je 126
I think my desk is neat. Not very neat, but neat. and to look at this/ that / these / those. Focus on th e
example sentences and play t he audio for Sts to listen
3 On my desk I have a computer, a calendar, a Spanish- and re peat. The n go through the r ul es with the class.
English dictionary, a lamp, DVDs, and some pens. Oh, and
1 tissues. Right now, my desk is very neat.
c Play t he a udio aga in a nd thi s time tell Sts to tic k Additional grammar notes
the thin gs each person has. Play t he audio again if
necessa ry. this I that I these I those
Check answers. • The mea ni ng o f this/ these (for th ings within reach)
Sts should check: a nd that I those (for things out ofour reach o r far
1 a computer I a laptop, a printer, a lamp, photos, pieces
away) is easier to demonstrate than it is to explain.
of paper, pens. T hey ca n be adjectives (this book) or pronou ns
2 a comput er I a laptop, a lamp, a phone, books, a photo, (What's this?) .
pieces of paper, pens.
3 a computer I a lapt op, a lamp, a dictionary, a calendar,
pens , DVDs, tissues.
Extra support Focus on the exercises for 2 A on page 127. Sts do
• If there's time. you could get Srs to listen again with exercise c indiv idually or in pairs.
the audioscript on page I I 6, so they can sec cxacrly Check a nswers, getting Sts to read the full sentences.
\\'hat they understood f didn't undcrstanu. Translate / c 1 this 3 that
2 t hese 4 those
explain any new words or phrases.
Tell Sts to go back to t he ma in lesson 2 A .
d rn pairs, Sts tell each oth er about their table I desk
Extra support
where th ey work or study.
• If you think Sts need more practice. you may want
Get some feedback on what t hings S ts have and who to giYc l hem the Cra m mar pho to copi ablc actiYity at
has a neat tab le/ desk. this poinr.
e Remind Sts of the d ifference bet ween What is it? <md 6 PRONUNCIATION th
What are they?
P ronunciatio n notes
Tell Sts to c hoose some thin gs from their bags fo r
which they know t he words in En gl ish , e.g., keys, a n I0 • Most nat io nalities find the th sound difficu lt to
ca rd, a wa llet, pens . etc. T hey shoul d not show them to pronounce. As well as having problems producing
th eir pa rtner. t he act ua l sound, they may initially find it
impossible to distinguish bet ween an d prod uce the
In pairs, A closes his/ her eyes and B gives h im /her an unvoiced* th /8/ in, e.g., t.hink, an d the voiced* th !ol
object and asks What is it='/ What are they? A guesses in, e.g., this, there, etc.
and they t hen cha nge roles .
• At this level you sho uld concentrate you r efforts
Get some feedback from th e class abo ut the thi ngs o n ge tt ing Sts to t ry to make the ac tua l sound by
their partner gave them . putting their tongues behind their teeth (you can
demonstrate this). But at the same time make Sts
5 GRAMMAR this I t hat I t hese I t hose aware that t here is a voiced and unvoiced version,
and en courage them to hea r the di ffe rence and
a 1 56 >)) Focus o n the instru cti on s a nd give Sts time to to t ry voicing the !of mother sound. Your goal, as
complete the dialogues . always, should be intelligible pronunciation. As S ts
continu e w ith English, they w ill slowly refi ne their
Play the aud io fo r Sts to check t heir answers . pronunciation of indiv idua l sounds .
See words in bold in audioscript 1.56 • TfSts ask you if there are any spelling r ul es
governing when this /8/ or /o/, the answer is that
T hen play the audi o aga in for Sts to listen a nd repeat there aren't (except that th between vowels is
the di alogues. H elp t hem with the pron unciat io n of this/ usually /o/, e.g., another.)
that I these f those, e.g., the /o/ sound and t he sho rt an d * See the Vo iced and unvoiced consonants box in
3 Pronunciation.
long vowel sounds in this andt.hese.
- 1 56 >))
What's this? it's a credit card.
2 What are these? They're headphones.
3 What's that? it's a lamp.
4 What are t hose? They're photos.
In pairs, Sts practice the dia logues.
2A
a 1 58 ))) Foc us on the two sound pictures mother la/
and thwnb 181, and play the audio once for Sts just to
listen w the sound s and words. Encourage S ts to try
to approximate the th sound as far as possible and to
hea r the d ifference between the voiced sound /o/ and
the unvoiced sound /8/, although they wi ll find t his
ve ry difficult.
Then play the a udio again , pausing for Sts tO repeat the
words and sound s.
-
58 )))
words in St udent's Book on page l3
b 1 59 ))) Focus o n the phrases. Play t he audio for Sts to
Iisten to t he m.
Then play it again, pausing after each one, and get Sts
to repeat.
1 59 )))
See phrases in Student's Book on page l3
G ive Sts time to practice saying the phrases in pairs.
Then repeat the activity, eliciting respo nses from
individ ual Sts.
c Focus on the speech bubbles and the instructions.
Put Sts in pairs. When rhey have put fo ur objects on
their desks, get them to question each other about those
objects and some arou nd the classroom.
Get some pairs to demonstrate in front of the class.
-
G adjectives
V colors, adj ectives, modifiers: very I really
P long and short vowel sounds
Lesson plan Brazil: green, yellow, blue, white
Ireland: g reen, white, orange
fn this lesson , ico n ic aspects of rhc US arc used to Germany: black, red, yellow
introduce co m m on adject ives a nd t he ir gra mmat ical Iran: g reen, whit e, red
p osit io n , a nd S ts learn to give simple de sc ript ion s of
th in gs a nd peo ple. S ts begin with a vocabul a ry focu s d If Sts are n't from o ne o f t he countries in c , do th is as an
o n commo n adjec tives. The g ra m mar o f adj ectives is o pen -class act ivity.
prese nted through a qui z abo ut the US, whi ch includes
commo n adjective/ no u n p hrases suc h as T he White }louse Get some feedback from the class.
a nd Nell' Yo rk . wh ich sho u ld be fa m ilia r to Sts in Eng lish
o r in their o wn la ng ua ge. A fter t he grammar prac tice. Sts Extra support
go on to a pro nunciation foc us o n lo ng and short vo\\'cl
so unds , w hic h also se rves to recycle th e adjectives. Sts • (; i,·e more pract ice ofco lor<; as king S ts \\ 'hat eo/or is
th e n go bac k to t he Vo ca bu la ry Ba n k to lo ok at adj ect ives this / that:> and poinri ng to peo ple's cloth e~ . t hi ng<; in
used to descr ibe people, a nd thi s language is th e n the classroom, ere.
pract iced with a read ing, some w riting, and spea ki ng.
c Tell S ts to go to Vocabul a r y Ban k Adjectives on
STUDY ~:!!m pa[ie 152.
• Workbook 28 Foc us o n part 1 Common a d jecti ves and ger Srs to
do exe rcise a ind i\' iclua lly or in pa irs.
Extra photocopiable material
1 60 ))) o w do b. Play t he au dio for Sts to check
• Grammar adject ives page 166
• Vocabulary Opposite adj ectives race page 251 (instructions a nswers . Then play the aud io agai n to d r ill the
page 244) pro nunciation of t he adject ives . G ive fur ther pract ice
• Communicative Can you name? page 212 (instructions page 199)
-o f a ny words your Sts find di fficu lt to pron ounce.
Optional lead-in (books closed) 1 60 )))
• \\'rite T II EL' S on rh<: board and ask Sts to tell \ OU
9 bad 2 expensive 15 old
things which th ey think a re typ ically Ame ri ca n. 8 big 13 far 5 rich
e.g.. I lully n•ood 1110\'il's, luuul)ltr[Jers. etc. 1 dangerous
10 dirty 12 fast 14 strong
• \\'rite their sugge<>riom on the bo ard.
11 easy 16 high 4 wrong
1 VOCABULARY colors, adjectives, part 1 7 empt y 6 hot
a Books ope n. Foc us o n th e questio n. Sts need to add the 3 long
m issing vowels.
Focus o n the instr uct io ns fo r c. G et Sts to match the
Ge t Sts to compare wi t h a pa rtner, and th en w ri te t he adjectives wi th thei r opposites in the previous exe rcise.
answer on the boa rd.
1 61 ))) Now do d. Play rhe audio fo r Sts to check
red, wh it e, blue ans\\'crs.Then pla)' the audio aga in to drill the
pronunciation of the pairs ofadjectives.
Extra support
• To get Sts to rc\'iC\\' th e alphabet, elicit t he missing 1 6 U)) fast, slow _j
high, low
lett<:rs or ask a student to spell the \\'hol e \\ Ord. bad. good
1 big, small hot, cold
b Individually o r in pairs, S ts comple te the o th er colors. long. short
dangerous, safe old, new
C heck a n swe rs. Mo de l an d drill pronunciation. dirty, clean rich, poor
Highlight especially rhc pronun ciat ion oforan[Je easy, difficult strong, weak
(/'a rmd:Y or /':mndy) empty, full wrong, right
black, yellow, grey, pink, orange, brown, green I expensive, cheap
far, near
c ow in pairs, Sts ask eac h othe r rhe colo rs of th e fl ags.
In pa irs, S ts test each o th er. A (book open) says an
C heck answe rs. adjective, e.g.jull, a nd B (book closed) answers e111pty.
T hey t hen c hange roles.
Focus o n the M o d i fiers box a nd go t h rough it w ith Sts.
Fina lly. get Sts to do e, checking tha t they know al l the
vocabu la ry before they start. C heck answers.
Possible answers
Mount Everest is ver y high and cold.
Bill Gat es is American and very rich .
The Pyramids are very old and very big.
Af rica is very hot and very poor.
Te ll S rs to go back to rhe ma in lesson 2B.
2 GRAMMAR adjectives 28
a Put Sts in pairs. Focu s on the pictures in the quiz and d Focus on the instr uct io ns. Get Sts to cover the quiz
the Adjectives and Nouns in the circles. Then focus (or close their books) and try to remember the eight
on the example (American A irlines) and make su re Sts phrases from the U S quiz . You could do this as a whole
know what they have to do. Set a time limit, e.g. two or class activity or get Sts to do it in pairs .
three minutes, for Sts to do the US quiz.
3 PRONUNCIATION
b 1 62 >)) Now play the audio for Sts to check their
answers. long and short vowel sounds
1 62 >)) 5 White House Pronunciation notes
6 h1gh school
1 American Airlines 7 blue Jeans • Many Sts will find it difficult to hear the difference
2 New York 8 yellow taxis between some or all long and short vowel sounds,
3 nice day as they may not have these sou nds in their Ll. You
4 fast food can help Sts to hear the difference by exaggerating
the long sounds and by showing them the correct
Demonstrate before f after a noun on the board with mouth position .
arrows if necessary. Now ask where the adjective goes, a 1 64>)) Go t h rough the Long and short vowels
before or after the noun. Elicit the answer l.Jefo,·e. box with Sts.
Now focus on the answers bluejeans and yellow taxis Now focus on the six sound pictures.
only. Ask if the adjective changes when t he noun is
plural. Elicit that the adjective doesn't cha nBe. Play the aud io once for Sts just to listen. Highlight the
difference between the long and the short sounds.
Now focus on the two rules and get Sts to ci rcl e the
correct answers. Check answers. T hen play the audio again for Sts to listen and repea t
each word and sound. Correct Sts' pronunciation
before don't change where necessary.
c 1 63>)) Tell Sts to go to Grammar Bank 2B on 1 64 >))
pa3e 126. Focus on the example sentences and play the
audio for Sts to listen and repeat. Then go through See words in Student's Book on page 15
the rules with the class.
b Focus on the instructions and t he two circles. Give
Additional grammar notes Sts rime ro first march an adjective from. circle A vvirh
another from circle B that has the same vowel sound .
• The grammar ofadjectives in English is You 111 ight want to do the first one together (blue
very simple. andneiV) .
• There is only one possible form that never changes. Sts then put rhe words in the cor rect colum ns in the
charrina.
• When an adjective describes a noun, there is only
one possible position: before the noun. Finally, they compare their answers in pa irs.
Focus on the exercises for 2B on pase .127. Sts do the c 1 65 >)) Play the audio for Sts to check rhei r answers.
exercises individually or in pairs.
!If rich, big /J/ small, wrong
Check answers, getting Sts to read the full sentences. !if easy, cheap /o/ full, good
la/ hot, calm /u/ blue, new
a 1 They're Japanese tourists.
2 it's an international school. 1 65 >))
3 That isn't the right answer.
4 We're good friends. fish rich, big saw small, wrong
5 Hi, Anna . Nice to meet you. tree easy, cheap bull fu ll, good
6 Those animals are dangerous. clock hot , calm boot blue, new
7 This is a Qig country.
8 My phone is very cheap. Then play the audio again, pausin g after each group for
Sts ro repeat.
b 1 it's a very hot day.
2 Is your teacher Australian? d Tell Sts to go to Sound Bank on pa[JC 166.
3 That car isn't very fast.
4 it's a bad idea. Go through rhe ty pica l and less common spell ings for
5 Are you a good student? each of the six sound s.
6 English is very easy.
7 My brother is very strong. Tell Sts to go back to the main lesson 2B.
8 This is an expensive watch.
Tell Sts to go back to the main lesson 2B.
Extra support
• lfyou think Sts need more practice, you may \\'ant
to gin• them the Grammar photocopiable acti,·ity at
this poim .
-
28 5 READING
e Fo cus o n t he t wo grou ps o f word s a nd the exa m ple, an d a Focu s on the photos (wh ich show the features of two
explain the activity. Re mi nd S ts to use t he article a fan famo us people) and the accompany ing descriptions.
with singula r nouns. Give Sts t wo m inures, in pairs, to figure o ut t he ide nti ty
of the two people.
Put Sts in pairs and make it clea r tha t it is a race w it h
a time li m it of three minutes (later you can extend it if ! Tell Sts not to shour out the answers!
you t hin k your class needs mor e time) .
G et some feed back and then g ive the right a nswers.
f 1 66 >)) W h en the rime limit is up, play the a udio fo r
S ts to c heck the ir a nswers. Find o ut if a ny pairs have Johnny Depp and Penelope Cruz
made ni ne co rrect ph rases.
b Now foc us on the highl ighted wo rds an d get Sts to try
T hen play the aud io again to drill the pronun ciati on of to guess rheir mea ni ng from t he context.
the phrases.
C heck a nswers, either explaining in English, tra nslating
1 66 >)) a long song a big f ish into Sts' L 1, or getting Sts to c heck in thei r dictionar ies.
a black cat cheap jeans
an old photo D eal with any other new vocabulary.
new boots a good book
a gray day 6 WRITING & SPEAKING
Extra idea a Tell Sts they are now going to write a description of a
famo us pe rson similar to those in Sa for their part ne r
• Get Sts ro make adjecr i\"C + noun ph rases about to guess. Foc us on the list with vocabulary for jobs and
things in th e classroom . e.g.. a dirty board, bi[J make sure Sts understand them.
1\'illdoH'S. a IJroH'Il ila[J. etc.
b S et a ti me limit for Sts to w r ite their desc ription .
4 VOCABULARY adjectives part 2 M onitor whi le they are writing and help with
vocabulary where necessary.
a Tell Sts to go to Vocabulary Bank Adjectives on
page 152. ow Sts gi ve the piece of paper to a nother student,
who t ries to guess the ident ity of t he fa mo us person.
Fo cus on pa rt 2 Appearance and get Srs to do exercise
a individually or in pairs . A few Sts could read their descri ptions for the class to
guess o r you cou Id number all the w riting tasks and pur
1 67 >)) Now do b. Play th e audi o for Sts to check th em aro und the class fo r Sts to read and guess.
a nswe rs, and then play it again, pausing fo r Sts to
repeat the adj ectives. Extra challenge
• Get Sts to read t heir desc ription ro a pa rtner for
! You might w a nt to p oint out to Sts th at in Ameri ca n
English, blond is always sp elled the same; but in Britis h him / her to guess th e perso n, rat he r tha n just gi\·ing
English, th e spelling is blonde, th ou gh some ti mes it is rhe piece of pa pe r w it h t he descr iptio n o n it.
spelled vvithout an e for a man. Yo u may al so want to
teach overwei[Jht (a more poli te way o f sayi ngfar) a nd c Foc us o n the instruct ions, explaini ng that B can only
slim (= thin and attractive) . ask a maximu m of ten questions, and that the questions
must always beg in Js he... ? or Js she...?
1 67 >)) l
Demonstrate t he activity firs t by think ing o f someon e
2 blond, dark famous and getting Sts to ask yo u a maximum often
5 beautiful, ugly qu es tio ns .
1 fat, t hin
3 old, young In pairs, A thinks of a famous person and B ask s
4 t all, short questions. A should count the number o f questions.
Foc us on the instru ctions for c . G et S rs to cover t he When B has asked ten questions, he f she should g uess
adjec tives with a piece of pap er a nd loo k at the pictures,
a nd t ry to re member the adjectives. who the famous perso n is .
Finally, go through the Positive adjectives for Make sure Sts change roles.
appearance box with Sts . If you know yo ur Sts' L1,
you co uld elicit if it is the same in their la nguage.
Tell Sts to go back to t he main lesson 2B.
Extra support
• Ifyou think Sts need more practice. you may \\'ant to
g i\'e them the \ 'ocabulary phorocopiable acti\ iry at
this point.
b Focus on th e in structi ons and th e example. Tn pai rs,
A thin ks of a n adjective and B ofsomeo ne it describes.
Make sure Sts change roles.
Ge t feedback from a few pairs.
-
G imperatives, let's
V feelings
P understanding connected speech
Lesson plan Play the audio again, pausing after each phrase fo r Sts
ro repear. Model and drill any phrases that are difficult
In this lesson Sts begin by learning adjectives to describe for your Sts, e.g., I'111 thirsty. Make sure Srs ca n hear and
sta tes an d feeli ngs, e.g.. huii£JI)'. happy. They then listen to pronounce the di fferc nce between all£JIJ /'reogri/ and
a se ries ofconve rsations between a fa mily with eh ild ren, flllll£JI'j /' hAI)QJ'i/.
who are in a car go in g on vacatio n. The children become
increasingly bored, tired, hungry, etc., as the t rip goes on. Then give further p ract ice by calling our the numbers
This ser ves as a context to present more imperatives (Sts of pictures fo r Sts to tell you how the person feels'using
have already learned some in Classroom language) and the verb to be, e.g.,
phrases to make suggestion s beginning with Let's.... There T: umber 5.
is then a pronunciation focus on connected speech , which Srs: She's anlJIY·
is aimed at helping Sts to understand native speakers, and T: Nu111ber 2, etc.
the lesson e nd s with a ro le-play and a so ng that practices
negat ive imperatives. c Demonstrate the activity by telling Srs how you feel
using the phrases in a. Rem ind Sts of the modifiers
STUDY[!Im ve1y and really.
• Workbook 2C
• Online practice In pairs, Sts cover the words, look at the pictu res, and
• iChecker make true sentences about themselves.
Extra photocopiable material Get some quick feedback ask ing the class about a few
of the adjectives, e.g., Who's thirsty?, and getting a show
• Grammar imperatives, let's page 167 of hands.
• Communicative Dominoes page 213 (instructions page 199)
• Song Please Don't Go page 270 (instructions page 265) 2 LISTENING & READING
Optional lead-in (books closed) a 1 69 l)) Set the scene by going through the instructi ons
a nd telling Sts to look only at the pictures. ln pairs,
• Dra\\' these (Ke~ on the board: image~ ofa ~milcy face. a Srs number the pictures 1-5 according to the order in
~ad face. and an angry face. Use them to elicit / reach rh e which th ey think they happen.
three adjecti,·es. \\'rite o n the board /'111 htljljl_l', /'111 sad.
and /'111 iiii[JIY under the t hree face~. Then mime being Play the audio fo r Sts to check their answers. Play again
hot and cold, and elicit 1'111 hot and /'111 cold. and \Hire if necessary.
rhcm on the board. ivlodel and drill pronunciation ofrhe
fi,-c phrases. 1E 2A 3C 4B 5D
1 VOCABULARY feelings 1 69 l))
See story in Student's Book on page 17
a Books open. Give Sts a time limit to match the faces
and the adj ectives. b Pl ay the audio aga in for Srs to listen and read at the
same time. The pictures and sound effects should help
\1v'hen Sts have finished matching, go through the them to understand the dialogue.
Collocation box together.
Give Sts some time in pairs to try to say what they
! In your Sts' language, some ofthese concepts may t hi nk the highlighted phrases mean.
also be expressed using the verb have+ a noun.
Check answers, either explaining in English, tra nslating
b 1 68 l)) Play the audio for Sts to listen a nd check into Sts' Ll, or getting Sts to check in their dictionaries.
their answers .
Dea l with any or he r ne w vocab ulary.
1 68 l)) 7 I'm tired.
8 I'm stressed. c 1 70 l)) Focus on the instructions and play the audio
l I'm worried. 9 I'm cold. for Sts to listen ro the end of the story. Tell Sts they
2 I'm happy. 10 I'm sad. need to listen for two problems that the fa mily h as.
3 I'm thirsty. 11 I'm bored. Play the audio again if necessary.
4 I'm hot.
Check answers.
I ~ I'm angry.
I'm hungry. The hotel is full; Mr. Carter parks in a No Parking area and a
police officer sees him.
-
2C Extra support
• If yo u thin k St s need mo re practice. you m ay want
1 70 l))
to give them the G ra mmar phOLoco piab k act ivi ty a t
(audioscript in Student's Book on page 116) t hi s point.
R = receptionist, D = Dad, M = Mom, P = police officer
R Good evening, sir. Good evening , madam. c Tell Sts to cover the dialogues in 2 w ith a piece of paper
D Good evening. Can we have two double rooms, please? a nd w look at t he five pictures on page 16.
R Do you have a reservation?
D No, we don't. In pairs, Sts tell each other the imperatives and
R I'm sorry, sir. The hotel is full. suggestions for each picture.
M Oh, no!
D Come on. Let's go. I know another hotel near here. Check answers.
P Excuse me, sir. Is this you r car?
D Yes, it is. What 's t he problem? 1 Turn right. Slow down. Don't worry. Be careful.
P This is "no parking", sir. Look at t he sign. 2 Turn the air conditioning on. Open your window.
D I'm very sorry. 3 Let's stop at that service station.
P Can I see your driver's license, please? 4 Give me my iPod. Be quiet.
5 Don't park here. Come on. Let's go.
Extra support
d Te ll Sts to look at then ine signs a nd to w r ite a
• If the re's time, you co ul d ge t Sts to listen aga in to
both parts of the audio \\'ith the audi oscripts in the positive l±J or negative B sentence for each, using the
m a in lesson a nd on pn(!C I /6, so th ev can sec exac tlY
verb ph rases from the list.
what they understood '1 did n't undc;·sta nd. Transl a~c/
Get Srs ro compare with a partner, and then
explain any new \\·o rd s o r ph rases. check answers.
3 GRAMMAR imperatives, let's 2 Don't smoke here.
3 Don't eat or drink here.
a Tell Sts to look at the highlighted phrases in 2b aga in 4 Turn off your phone.
an d to complete the cha rt. 5 Don't take photos.
6 Don't go in here.
Check answers. 7 Cross the road now.
8 Be careful.
l±l Park here! 9 Don't listen to music here.
B Don't turn right!
e Get Sts to cover the list of phrases and to look at the signs.
Suggestions: Let's stop..., Let's go.
ln pairs, Sts tell each other the phrases.
b 1 71 l)) Tell Sts to go to Grammar Bank 2 C on
page 126. Focus on the example sentences and play the Get some feedback from the class.
audio for Sts to Iis ten and repeat. Then go through the
rules with the class. Extra challenge
• Ask Sts \\'he re they rn ight se e these sig ns, e .g..
Additional grammar notes
Don't smok e in a n o ffice or restaurant, 7itrn offyo ur
Imperatives cell phone in t he class roo m , O o n 'tt ake p hotos in a
• Emphasize the simplicity of imperatives in English. lll USeU ill, Cl C.
There a re only two forms, e.g., Stop. f Don't stop.
4 PRONUNCIATION
• Emphasize too that an imperative can sound
abrupt in English ifyou are aski ng somebody to do understanding connected speech
something, e.g., Close the door (please).l'm cold.H ere
it would be much more normal to use a po lite request a 1 72 l)) Focus on the C onnect ed speech box and go
with Can ..., e.g., Can you close the door, please? through it w ith the class . Explain that in English, when
people speak fas t they do n't p ronounce each wo rd
• Let's (=Let us)+ in finitive is used to make sepa ra tely. They tend to r un them together, and thi s
s uggestion s that include th e speaker. can make it d ifficult for Sts to hear what h as been said.
-A pos iti ve sugges tion is made by using Let's +
in fi.ni tive, e .g., Let's go to the movies. Tell Sts they will hear six s hort se nte nces and they must
-A negative is made w ith Let's not, e .g., Let's not write them down.
eat here.
Foc us on the exercises for 2C o n pa[Je I 27. S ts do the Play the aud io and pause after each sentence to give Sts
exe rcises individua lly o r in pairs. time to w ri te. Play again if necessary.
Check answers, getting Sts to read the full sen tences . Check ansvvers by wr iting the sentences on rhe board.
a 1 Turn on 3 Go 5 Have 7 Take 1172 l))
6 Be 8 Park
2 don't speak 4 Don't read l Turn on the radio. 4 Let's open the window.
2 Let's eat in t his cafe.
b 1 Let's go 4 Let's close 3 Stand up, please. S Look at these photos. J
2 Let's turn off 5 Let's stop 6 Don't open the door.
3 Let's sit down
b In pairs, Sts practice saying the six sentences.
Tell Sts to go back to the main lesson 2C. Encourage them to try to say them fast andlin k the
words Iike o n the audio.
Wl:l
5 SPEAKING 2C
Put S ts in pairs, A and B, and tell them to go to -
C ommunication What's the matter?, A o n paBe 101,
B on paBe 106.
Go through the instructions a nd example conversation
in a w ith them carefully, explain ing and drilling the
question What's the matter?, and explain the expression
cheer- up(= be happy) . Then focus on band c, and
explain that Sts are going to have similar conversations
using prompts J- 4 and responding with a phrase, e.g.,
Thanks, OK, Good idea, ere.
Demonstrate the activity with a good student.
Then sit A and B face-to-face . A asks B What's the
matter? B responds w ith his/ her first prompt, and they
have a mini conversation. They then have three more
conversations using B 's other prompts.
A and B then chan ge roles, and B asks What~' the matter?
'vVhen they have finished, focus on instruc ti on d. Srs
should try to do all eight conversations without looking
at their books.
Extra support
• Write the eigh t acljectiYcs (bored, cold. ere.) on the
board to remind Srs how to start.
Tell Sts to go back to the main lesson 2C.
n6 1 73 ))) SONG Please Don't Go
This song was originally made famous by the
American group KC and the Sunshine Band in 1979.
For copyright reasons, this is a cover version . If you
want to do this song in class, use the photocopiab le
ac tivity on paBe 270.
1 73 )))
Please Don't Go
1 I love you
Babe, I love you so;
I want you to know
That I'm gonna miss your love
The minute you wa lk out t hat door.
Chorus
So please don't go, don't go;
Don't go away.
Please don't go, don't go;
I'm begging you to stay.
If you live, at least in my lifet ime
I had one dream come true;
I was blessed t o be loved
By someone as wonderful as you.
Chorus
Hey, hey, hey.
Babe, I love you so;
I want you to know
That I'm gonna miss your love
The minute you walk out that door.
So please don't go, don't go;
Don't go away.
Hey hey hey, I need your love.
I'm down on my knees beggin' please, please, please
Don't go, don't you hea r me baby?
Don't leave me now, oh, no, no
Don't go, please don't go
I want you to know that I, I, I love you so.
There are two pages of review and consolidat ion after ever y d 1 bad
two Files. The fir st page reviews the grammar, vocabulary, 2 cheap
and pronunciation of the two Files. These exercises can be 3 clean
done individually or in pa irs, in class or at home, depending 4 short
on the needs ofyour Srs and the class rime available. T he 5 f ull
second page presents Sts with a series of skills -based
challenges. First, t here is a reading text that is of a slightly PRONUNCIATION
higher level than those in the File but r eviews grammar and
vocabulary Sts have a lready learned . Then Sts can watch a 1 A 2 day 3 fi les 4 good 5 dangerous
or listen to five unsc ripted street interviews, whe re peo ple
a rc asked questions re lated to the topics in the File. You ca n b 1 i1ddress 2 [ta ly 3 exQ..§l}sive 4 newspaper 5 t hirteen
find th ese on the Class DVD, iTools, and Class Audio (audio
only). Fin a lly, there is a speaking challenge that measures CAN YOU UNDERSTAND THIS TEXT?
Sts' abil ity rouse the language ofthe File orally. We suggest
that you use some or all of these activities according to the c 1 F 2 F 3T4F5T6 F
needs ofyour class.
CAN YOU UNDERSTAND THESE PEOPLE?
In addition, there is a short documentary film available on
the Class DVD, and iTools on a subject related to o ne of the 1 74 >))
top ics of the Files. This is aimed at giving Sts enjoyable
extra listening practice and s howing them how much 1 c 2a 3 b 4c Sa
they a rc now able to understand.
1 74 >))
Test and Assessment CD-ROM 1 A What's your name?
• Quick Test 2 B Jeanna.
• File 2 Test A How do you spell it?
B J-E-A-N-N-A.
GRAMMAR 11 c A Where are you from?
12 a B I'm from LA.
1c 6 b 13 c 2 A What's your name?
B My name's Andy.
2a 7c 14 b A How do you spell it?
3c 8a B A-N-0-Y.
15 a A Where are you from?
4b 9b B I'm from Newcastle. it's in the North East of England.
3 A What's your nam e?
5 a 10 b B Oavid.
A How do you spe ll it?
VOCABU LARY B 0- A-V- 1- 0.
A Where are you from?
a 1 from 2 to 3 in 4 at 5 off B I am from Paris.
4 A What 's your name?
b 1 Read B My name is Elise.
2 Work A How do you spell it?
3 Stand, open B E- L- 1- S- E.
4 Open, answe r A Where are you from?
5 Answer, read B Chicago, Illinois.
5 A What's your name?
c 1 file (the others are numbers) B My name's Tiffany.
2 Ch inese (the others are countries) A How do you spell it?
3 France (th e others are nationalities I languages) B T-1-F-F-A-N-Y.
4 Ireland (t he others are continents) A Where are you from?
5 sixt een (the others are mult iples of ten) B I'm from Germany.
6 Italy (the others are days of t he week)
7 change purse (the others are always used in the plural)
8 school (the others are part of a room)
9 wallet (the others are t hings you read)
10 happy (t he others are negative adjectives)
G simple present [±) and El
V verb phrases
P third person -s
Lesson plan 2 2 l)) 12 play tennis
Aspects of the US and the Americans provide the context 19 cook dinner 15 play t he guitar
for Sts to meet the simple present for the first ti me. They 14 do homework I 7 read a newspaper
begin by lea rnin g a group ofcommon verb phrases, and then, 16 say sorry
in a sho rt text where f(Jreigners talk about whether certain do housework 5 speak German
ste reOLypcs of the Americans are true or not, see how the 20 do exercise 4 study economics
ve rb form s change for affirmative a nd negative form s a nd 17 drink water 13 take an umbrella
in the third person singular (question for ms arc presented 18 eat fast food 6 want a new car
separately in 3B). Sts then practice the pronu nciation verb + -s 10 watch TV
or -es, and then practice the vocabu lary and gram mar ta lking 9 go t o t he movies 21 wear glasses
about themselves and about a partner. T he lesson ends with 3 have children 2 work in an off ice
read ing and speaking. Sts read a article newspapers where a n 8 like animals
A ust rali an mom who lives in C alifornia describes what she 11 list en to music
likes about the US, and Sts compare w hat she says with the 1 live in an apartment
situation in their country.
Go throuah the wm·k a nd have or eat? box w ith the
STUDY ~ b
• Workbook 3A
class. Make sure Sts a rc clea r a bout the difference
Extra photocopiable material between t he mea nin gs of the word s. Have can be
used with both food a nd dri nk (have a sa nd11•ich, have
• Grammar simple present[±) and El page 168 a coffee) and is more common when we ta lk abo ut
speci fi e meals, e.g., have breakfast flu 11 ch . Eat, e.g., eat
• Vocabulary Verb phrases page 252 (instructions page 244)
• Communicative True or not true? page 214 (instructions fast food . ca n only be u sed fo r food.
page 199) Yo um iaht a lso want to m ake sure Sts a re clea r about
b
Optional lead -in (books closed)
the meaning o f take (a11 UIIIUrella). G ive a clear exa m ple
• \\ 'rite\\ Jl.\1 \ 1' PI C.\LU .\:'-ll::lUC.\'? on the boa rd.
!-.l icit ideas from the class. e.g.. baseball. hamburgers. like ''TakeaHU IIlVrella IVith you.lt's rai11 it18." Sts may
ll olh·\\'ood mm·ies. etc.
th ink that this ve rb means ca rry (e .g., Canyou car ry rny
• \\'rite their ideas on the board. baafor me:> it 's very hem')'·)
Fthienaplil~v;uforecsutsootnesct. Get Sts to cover t he ve rbs a nd use
th em selves o r their pa rtner.
Tell Sts to go bac k to the m ai n lesson 3A.
1 VOCABULARY verb phrases Extra support
a Boo ks open. fo cus on th e phrases with the blanks and • lf,·ou rh ink St'> n<:<:d mort: practiCl:. you may \\'a nt to
t he ve r bs in th e list, which Sts shou ld recogni ze from gi~e themth<: \ 'ocabulary phorocopiable acti,·iry at
Classroom language. Elicit the first verb phra se read this point.
a ne1Vspaper.
c 2 3 l)) Look at t he example togethe r a nd te ll St s they
w ill hea r the second pa rt of some verb phrases a nd they
must say the whole verb ph rase.
Play the audio, pau sin g a fter eac h o ne and clicit a
respo nse from the w hole cla ss. T hen repea t the ac tivity,
eliciting res ponses fro m ind iv idu a l Sts.
Sts co mplete the othe r phrases with ve rbs fro m t he list. 2 3 l))
Check an swers. M odel a nd drill the pronunciation of 1 TV (pause) watch TV
the phrases. 2 the guitar (pause) play the guitar
3 water (pause) drink water
2 listen to t he radio 4 go to t he movies 4 music (pause] listen to music
3 have children 5 work in an office 5 glasses (pause) wear glasses
6 children (pause) have children
b Te ll S ts to go to Vocabulary Bank Verb plu·ases on 7 fast food (pause) eat fast food
paae 153 and get them to do exercise a individually o r in 8 the movies (pause) go to the movies
pairs. Ma ny of these verbs may a lready be fam ilia r 9 a new car (pause) want a new car
ro them. 10 housework (pause) do housework
2 2 l)) Now do b. Play th e audi o for St s to check Extra challenge
a nswe rs. Play it again, pausin g after eac h phrase fo r Sts
to repeat. G ivc further pract ice of words and ph rases • Tn pa irs. Sts do a sim ilar a cti v it ~ to the liqe nin g. A
your Sts find d iffi cul t to pronounce. (boo k open) says the second pa rt of a \t:rb phrase,
cg.. di nner. a nd 1.3 (hook c losl'd) has to guess the
\\'hole phra-.e. e.g.. cook dinner.
11111
3A a 1 She goes to the movies.
2 He lives in an apartment.
2 GRAMMAR simple present El and B 3 They have two children.
4 I don't like cat s.
a Focus on the instruct ions and the fou r speech bubbles, 5 The supermarket closes at 9:30 p.m.
and help Sts w ith vocabulary if necessa ry, e.g., shines. 6 My sister doesn't study French.
7 My husband does housework.
Elicit answers from the class. Novv tell Sts to read the 8 My son wants a guitar.
text once to check their answers. 9 My friend doesn't work on Saturdays.
10 Our English class finishes at 5 o'clock.
Check answers .
b 1 doesn't work 4 don't play 7 don't eat
Fast food Not true Sun True Animals True Loud Not true 2 reads 5 wears 8 has
3 speak 6 listen
Now read th e tex t aloud to t he class, paragraph by
pa ragraph, checking and explain ing the mea nin g of Tell Sts to go b ack to rhe main lesson 3A .
any words they don 't kn ow. These will depend on Sts'
Ll and their previous know ledge of English . Extra support
b Foc us on the in structions, a nd get Sts to answer the • Ifyou think St-, need more practice, you may want
quest ions in pairs. to give them t he Cram mar photocopia ble acti\·ity at
this poinr.
Check answers.
3 PRONUNCIATION third person-s
1 Some verbs end in-s because they are third person
singular (he, she, it). Pronunciation notes
• The pronunciation rules for third person singular
2 changes, has, talks, goes, cooks, eats
3 they don't eat fast food, it doesn't shine. a) They use -sa nd -es endings arc exactly the same as th ose fo r
plurals nouns (See 2A).
doesn't+ infinitive. b) They use don't + infinitive.
• As with the plurals, ifSts want to know when the
Extra su pport final s is pronounced /si and when it is pronou nced
• Ifyou ha\'C a monolingual class, don 't be afraid of lzl, explain that it is pronounced /s/ after ver bs
ending with t hese unvoiced soun ds: /k/, /p/, If /,lt l,
using your Sts' L I to talk about t he grammar here. 1\t e.g., works, stops, laughs, sits. After all other voiced
this level it is un realistic to expect Sts to talk abour endings, thesis pronounced /z/. See b ox Voiced
gra mmar in English . and unvoiced consonants on page 31.
c 2 4 >)) Tell Sts to go to Grammar Bank 3A on pa[Je 128. • Sts will have problems distinguishing between and
Focus on th e example se ntences and play the audio fo r producing the /s/ and the /z/ sounds, a nd will tend
Srs to listen and repeat. Then go through the rules with to pronounce all s endings as Is/. Tell th em that the
the class. Is/ is Iike the sound made by a snake, and the /z/ is
like the sound made by a bee or a fly.
Additional grammar notes
• Emphasize to Sts the relative simplicity ofthe a fn pairs, Sts answer the q uestion.
simple present. There is only one d iffe rent verb Check answers . Model and dr ill rhe three words.
ending in the simple present (third perso n s ingular
verbs add an -sor-es). A11 other forms are the books /buks/ keys /kiz/ watches /wutj"1z/
sam e as the infinitive. For this reason, the use of
Tell Sts that th e r ule for p ronouncing verbs in the third
the pronoun (I, you, etc.) is not optional as it is in person si ngul ar (i.e., e nding in-sor -es) is exactly
the same.
many languages. lt is essential as it identifies which
person is being referred to. b 2 5 >)) Focus on the sentences and play the audio once
fo r Sts just to listen. Then pl ay it again, pausing after
• In the negative, highli ght the use ofdon't and each se ntence fo r Sts to repeat. lfthcy a rc hav ing
doesn't, which are put before the infinitive. These difficulties producing the /s/ a nd /z/ e ndings, tell rhem
contracted forms (of do not and does not) are that the difference is sma ll and reassure them that it
almost always used in spo ken Engl ish and in will com e with prac tice. T he most im portant t hi ng a t
informal writing. this stage is to make the hz/ sound in the right place,
e.g., \\latches, and not to ma ke it in the w rong place, e.g.,
• Highlight that goes /gouz/ and does ldnl or ldAzl lives ( OT /II viZi).
a re speled the sa me but pronounced differently.
2 Sl))
f oc us o n the exerci ses for 3A o n page 129. S ts do th e See sentences in Student's Book on page 20
exercises individually or in pairs.
Play the audio again i f necessar y.
Check answers. Get Sts to read the sentences out loud
and help them with the rhyt hm of[±] and El sentences, Give Sts time to pract ice saying the sentences in pairs.
e.g. , I g_Q to th e movies. My sister doesn't study French .
3A
c 2 6>)) Focus o n the instructions a nd the exa mple, and 2 7>)) ~
J See text in Student's Book on page 21.
tell Sts th at they must listen to the first sentence a nd th en
change it using th e new subject given , e.g., I, he,you, etc. G ive Sts time to read t he art icle again and decide
whether th e sente nces are t rue or fa lse. T hen get them to
Play th e audi o, paus in g after each sentence, a nd el icit a compare w ith a partner and say why the F ones are false.
response from t he who le class. Then repeat the activi ty,
e liciting respon ses from individua l Sts. C heck answers.
126>)) - 1T
I ~ I live in an apartment. She (pause) She lives in an apartment. 2 F (lt has 278 state parks.)
3 F (They're friendly and helpfuL)
2 I wat ch TV. He (pause) He watches TV. 4 F (Fall is cool, but not cold.)
3 They play the guitar. She (pause) She plays the guita r. 5T
4 We wear glasses. He (pause) He wears glasses. 6 F (The lines allow her to rest.)
7 F (She eats the French fries, but she doesn't eat meat)
5 They fin ish at 8:00. lt (pause) lt f inishes at 8:00.
6 I like coffee. She (pause) She likes coffee.
7 They have two children. He (pause) He has two children.
8 We do homework. She (pause) She does homework.
9 They study French. He (pause) He studies French. c Tell Sts to read t he art icle aga in, and look for the verbs
in the list and underli ne them (they arc listed in the
lO They go shopping. She (pause) She goes shopping. order in which they occu r). They should then try to
guess the mean ing of each verb from context.
d Focus on the instructions, and the two exa mple
sentences. Highlight the use ofdon't to make a Get Sts to com pare their guesses with a partner, and
negati ve in th e second sentence. Then te ll Sts to go to then check answers, either explaining/demonstrating
the Vo cabulary B ank Ve rb p hrases on paBe 153 and meaning, getting Sts to c heck in their d ictionaries, or
demons trate t he act ivity by maki ng true sentences t ra nslating into Sts' L1.
about yoursel f.
Deal w ith any other new vocabu lary.
Give Sts time to rh ink about their six sentences.
d Focus on the instructions and the example. Then
Extra support go th rough the Useful words box and make sure Sts
• You could get Srs to write the six sente nces firsr. un ders ta nd the meaning of lVhy and because / br'k::>z/.
Model and drill the pronu nciation.
In pairs, Srs tell each ot her thc ir se ntences. Tell Sts
ro put a check mark or an X next to t he p ictures that Put Sts in pairs and get them to make sentences for
apply to their pa rtner, so that they don't forget the each heading about their country or city.
in formation.
Monitor and help, encouraging Sts to pay attentio n
Tel l Sts ro go back to t he main lesson 3A. to the third person in the simple present and the use
of because.
e Ge t Sts to change pa rtn ers a nd foc us on the example.
Sts now te ll t heir new pa rtne r about their old partner, Get some feedback from individua l Sts .
using th e rh irei person singu Jar.
Extra support
Get some feedback from ind ivid ual Sts, both about
t hemselves and about the ir partners. • You cou ld do this as a whole class aCLiYity, a nd \\T ite
tht:ir sentences on the board .
4 READING & SPEAKING
a Foc us on t he t itle . Elicit/exp lain the phrases. A stare
park is a n area of land th at is ow ned by t he local
government an d is available fo r the public to e njoy.
Red R ob in is a chain of restaurants tha t ori gin ated
in Seattle, Washi ngton, a nd now h as locations
throughout the US and Can ada. A freevvay is a w ide.
st raight road where cars can travel ve ry qu ickly.
Now focus on th e ph otos a nd th e in st ruct io ns. G ive
Sts t ime to nu mber t he phrases, and help with a ny
vocabul ar y if n ecessa ry.
Check a nswers. Model and drill t he pronunciation.
a drive-through 1 a redwood forest 2
a car lane 3 a driver 1
a cup of coffee 1 a theme park 5
a ride 5 a hamburger 4
b 2 7 >)) Focus on the instruction s. Tel l Sts they a re going
to read and listen to the article. T he fi rst time t hey
shouldn't worry about answe ring the question s but
should just listen a nd follow a long.
G simple present [1]
V jobs
P !Jr/
Lesson plan 2 8 l)) ow do b. Play the audio for Sts to check
answers. Play it again, pausing after each phrase for
T he topic of this lesson is jobs and work. Sts begin by Sts to repea t. Give furthe r practice of any words and
learning the vocabula ry for common jobs, and how phrases your Sts find difficu lt to pronounce.
to say what they do. They then listen to a radio show,
where competitors try to guess first a man's job, and then 2 8 l)) ~
his wife's job. This context presents questions in the
simple present in both second and third person singular, 2 an administrat ive 14 a (bank) manager
(Do you . .. ~ Does she. .. ?), and Sts go on to play the game assistant 16 a model
themselves. There is then a pronunciation focus on the 18 a musician
f3grf sound . Sts then practice by asking each other simple 1 an architect
present questions about things they do during the week 7 a chef I a cook 5 a nurse
and on weekends, a nd the lesson finishes with a short 6 a construct ion worker 21 a pi lot
reading about three people who have to wear uniforms 4 a dentist
17 a doct or 23 a police officer
at work I school, and whether they think uniforms are a 8 an engineer 15 a sa lesperson
11 a factory worker 13 a soccer player
good thing. 22 a flight attendant 9 a soldier
24 a front desk clerk I a 25 a t eacher
STUDY[!]l[3
• Workbook 38 receptionist 3 a veterina rian
19 a ha ir stylist 20 a waiter I a waitress
Extra photocopiable material 10 a journalist
12 a lawyer
• Grammar simple present page 169
• Vocabulary Jobs page 253 (inst ructions page 245) Now focus on the instr uc tions for c . Get pairs to cover
• Communicative simple Present quest ionnaire page 215 the words with a piece of paper and look ar the pictures,
and try to remember the jobs.
(instructions page 200)
2 9 l)) Finally, focus on the flow chart in d and go
through the possible answers to t he q uestion Wlwt do
you do~ Play the aud io for Sts to Iisten and repeat rhe
sentences. Play again ifnecessary.
Optional lead-in (books closed) 2 9 l)) I'm in college.
I'm at school.
• \\.rite the fo llo\\'ing sentences on the board. Make them I'm a musician . I'm unemployed.
true for \ 'OU. I'm an engineer. I'm reti red.
I work for a French company.
J':-1 .\ T E \Cif ER. I work in a store.
I'm a student.
2 1 \\' OR 1-. 1i'\ (th e nan1 c i!f )'ollr schoo l).
Highlight t he use of the preposition s for, in, at, and the
3 1\\'0RK(... )llOLR~.\U.\Y. arriclealan.
4 11/KI .\IYfOB\' I· RY .\ l l' C: /1 . Then give Srs time to decide how to say in English what
they do, and go around helping w ith any jobs they do n't
• Elicit the difrercncc bcnn·cnjo/J and ll'ork (jo!J is a noun: know how to express. Do not ask Sts at this stage what
\\'O rk is a YCrb) and focus on the use ofa before teacher. t hey do, as they w ill be asking each other in c in t he
main lesson .
1 VOCABULARY jobs
! You may want to point out to Sts tha t it is more
a Books open. Focus on the anagrams and demonstrate common to ask What do you do~ (whi ch covers all
the activity wit h the first one if necessary. Tell Sts t hat possibi lities, e.g., being a student, being unemployed, etc.)
the first letter of the anagram has been used, and that rather than What 'syourjob?, w hich we wou Id probably
all the jobs have come up in previous lessons. only ask ifwe knew the other person was work ing.
Sts write the names of the jobs individually or in pairs. Tell Sts to go back to the main lesson 3B .
Get Sts to spell the wo rd s and write them on the board.
with alan .
1 teacher 3 waiter 5 re.@Qtionist Extra support
2 actor 4 taxi driver
• ICyouthink Sts need mo re practice, :·uu m a; · \\' ant to
Model and drill th e pronun ciati on, and underline
the stress. gi\T them th e \ ocabular\' photocopiabl e acti \' ity ar
this point.
b Tell Sts to go to Vocabulary BankJobs on pa{]e 154
and get them to do exercise a ind ividually or in pairs. c Get Sts to stan d up and ask a t least five oth er Sts wh at
they do.
Focus on the information box on Pronunciation and
Mon itor a nd help, encouraging Sts to answer in
a I an+ jobs and go through it w ith Sts. complete sentences.
Get feedback from as many Sts as possib le.
2 LISTENING 38
a 2 10 2 11 >)) Te ll S ts they're goin g to listen ro a game Now tell Sts the contestants a rc going to ask Waync
show ca lled Hisjob, herjob. ·where three contes ta nts about his wife Tanya's job. a nd that again they m ust
ask Way nc questi ons fo r two m inutes, and then have to focus on the questio ns . Play aud io 2 11 for Sts to hear
guess his job a nd his w ife Ta nya's job. the questions they ask Way ne about Ta nya's job.
Focu s on t he quest ions. Go t hrough them, an d elicit I Sts write aT (for Tanya) next to the questions they
teach any new vvords, e.g., outside I inside, at niEJhl., Ion£] hear. Play the audio again if necessary.
hou rs, etc. Check a nswers.
Extra support Questions about Tanya's job
1 Does Tanya work outside?
• Read through the audioscriph and decide iCyouneed 2 Does she work on the weekend?
to pre-reach an)' new lcxis before Sts listen. 3 Does she work w ith compute rs?
4 Does she wear a uniform or special clothes?
Tell S ts that first they m ust just foc us o n which 5 Does she travel?
questi ons t he con testants ask Wayne about his job. Play 6 Does she earn a lot of money?
audi o 2 10 once t he whole way through.
2 11 >))
Sts w rite a W (for Way ne) next to the question s the
contesta nts asked him. Play the audio again if n ecessary, (audioscript in Student's Book on page 117)
pausing after each quest ion , a nd then check answers. H Now you have a mi nute to ask Wayne about Tanya's job.
K Wayne, does Tanya work outside?
Questions about Wayne's job W lt depends. Outside and inside.
1 Do you work in an office? L Does she work on the weekend?
2 Do you work in t he evening? W Yes, she does.
3 Do you make things? K Does she work with computers?
4 Do you wear a uniform or special clothes? W No, she doesn't.
5 Do you drive in your job? D Does she wea r a uniform or special clothes?
6 Do you work with other people? W Yes, she does. She wea rs specia l clothes.
7 Do you have spec ial qualifications? K Does she travel?
8 Do you speak foreign languages? W Yes, she does. A lot.
9 Do you earn a lot of money? L Does she earn a lot of money?
W Yes, she does. A lot.
2 10 >)) H That's time. OK team.
r(audioscript in Student's Book on page 116-117) b Foc us o n t he instructions and tell Sts that now t hey
A = announcer, H = host, D = David, K = Kate, L = Lorna, have to focus on what Way ne answers. Elicit that he
W = Wayne
A And now on WKOT, His job, her job. can o nly answer yes, no, or it depends. Ex plain I elicir
H Good evening and welcome again to the jobs quiz, His job,
her job. And our team tonight is David, a teacher... the m eaning of it depends and drill pronunciation.
D Hello.
H ...Kate, who's unemployed... Play aud io 2 10 again.
K Hi.
H ...and Lorna, who's a writer. C heck Wayne's answers about his job.
L Good evening.
H And our first guest tonight is... Wayne's answers about his job
W Wayne. 1 Do you work in an office? )(
H Hello, Wayne. We lcome to the show. What 's your wife's 2 Do you work in t he evening? D
name, Wayne? 3 Do you make t hings? )(
W Her name's Tanya. 4 Do you wear a uniform or special clothes?./
H Tanya? Nice name. OK, team, you have one minute to ask 5 Do you drive in your job? l<
Wayne questions about his job and then one mmute t o 6 Do you work with other people? ./
ask him about Tanya's job, starting NOW. Let's have your 7 Do you have special qualifications?)(
f irst quest ion . 8 Do you speak foreign languages? l<
D Hi, Wayne. Do you work in an office? 9 Do you earn a lot of money? ./
W No, I don't .
L Do you work in the evening? Now play aud io 2 11 again for Sts to listen to the
W lt depends. Yes, sometimes. answers about Tanya's job. Play again if necessary.
K Do you ma ke things?
W No, I don't. Wayne's answ ers about Tanya's job
L Do you wear a uniform or special clothes? 1 Does Tanya work outside? D
W Uh, yes- I wear special clothes. 2 Does she work on the weekend?./
K Do you dri ve in your job? 3 Does she work with computers?)(
W No, I don't. 4 Does she wear a uniform or special clothes? ./
L Do you work with other people? 5 Does she travel?./
W Yes, I do. Ten people. 6 Does she earn a lot of money? ./
K Do you have specia l qualifications?
W Qualificat ions? No, I don't . c Tell Sts, in pairs, to focus on the questions and answers,
D Do you speak foreign languages? and give them one minute to guess \Vayne's job a nd
W No, only English. Tanya's job. Tell the m that the two jobs are in t he
H You only have t ime f or one more question team... Vocabulary Bank on pa£JC 154.
D Uh, do you earn a lot of money?
W Yes, I do. Get feedback, but don't tell them if they're right
H Your time's up. or wrong.
38 Additional grammar notes
d 2 12 l)) Play the end of the show on the audio . Pause do and does
after they ask Are you a soccer player? and ask S ts what
they think, before letting them hea r his job. • The auxiliary do (a nd does) can puzzle Sts if t hey try
to translate questions word for word. Explain (in
T hen co ntinue the audio until/s that ri[Jilt, Wayne? Sts' L1 if you prefer) that auxilimy means "helper",
and ask Sts what they think, before letting them hear and that the auxiliaries do and does "help" to form
Tanya's job. questions and negatives. T hey do not have a separate
meaning. T he auxi liaries do and does arc also often
2 12 l)) used to soften ayesfno answer. (wh ich can sound
(audioscript in Student's Book on page 117) abrupt), e.g., Doyou \VOrk here? No, 1don't.
1 H OK team. So, what's Wayne's job? Focus on the exe rcises for 3B on pa[!C 129. Sts do rhe
K OK, so you wear special clothes, you work with ten other exercises inclividually o r in pa irs.
people, you earn a lot of money... Are you a soccer player,
Way ne? Check answe rs, getting Sts to read the full sentences.
W Yes, I am.
H Very good I And Tanya's job? a 1 Does 3 Does 5 Do 7 Does
D Let's see. She works outside and inside. She works on t he 2 Do 4 Do 6 Do 8 Do
weekend. She doesn't work with computers. She wears
special clothes. She t ravels a lot. She earns a lot of money. b 1 Does he like tennis?
We think she's a flight attendant. 2 Does she speak Chinese?
H Is t hat right, Wayne7 3 Do you eat pizzas?
4 Do t hey cook lasagna?
w No, that's wrong. Tanya is a model. 5 Does she live in a house?
6 Do you want an iPhone?
Ask the class w ith a show of hands who had guessed 7 Does he drive fast?
correctly for each job.
Tell Sts to go back to the main lesson 3B.
Extra support
• If there's time, you cou ld get Sts to listen again to Extra support
• If you t h ink Sts need more p ract ice, you may wanr
the aud io 1\'ith the audioscript<; on paws 11 6 117. so
to give t he m the Grammar photoco piable activ ity at
th ey can sec exactly what they unde rstood f didn't this point.
und erstand . Translate f explain a ny new words o r c Divide the class imo groups of fou r (with a group of
three if you have uneven numbers) and tell them they
phrases. arc going to play Hisjou, herjo/J.
3 GRAMMAR simple present [I] Remind Sts of the rules of the game, wh ich you could
\Hitc on the board:
a 2 13 l)) Focus on the in structions and questions, and
make sure that Sts realize that the fi rst two arc with - the people asking the questions have two m inutes-
you (asking Way ne about his job) and the second two one to guess the participant's job and one to guess
with she (ask ing Way ne aboutTanya's job). G ive Sts a
few minutes to complete the questions and answers. his f her imaginary wife's f husband's job. Th ey
Play the audio for Sts ro check their answers. Ask should give thei r imaginary partner a name, too.
why it's do f don't for questions to Wayne and does f
doesn't for quest ions about Tanya, and elicit that it's - the participant can only sayyes, no, or it depends.
because the questions about her arc in the third
person (si ngular). 1\lfakc sure one student in each group has a watch . Tell
Sts they can use any of the q uestions in 2a and to go to
1 Do you work with other people? Yes, I do. Vocabulary Bank Jobs on pa[je 154 to choose a job for
2 Do you work in an office? No, I don't. themselves and the ir imagina ry husband/ wife.
3 Does she work with computers? No, she doesn't.
4 Does she work on the weekend? Yes, she does. Stop the act ivity whe n all Sts have had a tur n
answering questions about their job and their
F))
imaginary husband's f w ife's.
1 Do you work with other people? Yes, I do.
2 Do you work in an office? No, I don't. \Vith a show of ha nds, find out how ma ny Sts guessed
3 Does she work with comput ers? No, she doesn't. correctly what thei r team mates' job was.
4 Does she work on the weekend? Yes, she does.
Tell Sts to go back to the main lesson 3B.
Get Sts to repeat the questions and a nswers after
the audio. Use the pause button. Highlight that do is
pronounced /du/ a nd does is pronounced ldAzl. Get Sts
to copy the rhythm.
b 2 14 l)) Tell Sts to go to Grammar Bank 3B on
pa[]f 128. Foc us on the exa m ple sentences a nd play the
audio for Sts to listen and repeat. Then go t hrough d1e
ru les w ith the class.
4 PRONUNCIATION /'Jr/ 38
Pronunciation notes b In pairs, Sts ask and answer ten questions using the
• If the sound is difficult for your Sts, model it phrases in a, giving as much in formation as possible in
the answers.
yourselfso that Sts can see your mouth position,
and get Sts to repeat it a few more times. Focus on the example and remind them they must now
use Do you ... ? to m ake the quest ions and Yes, 1do or
• Point out that many job words end with this No. I don't in the answers. Encourage them to give more
sound,e.g., teacher, soldier, etc. information in the answers where they ca n.
a 2 15 >)) Focus on the n ew sound picture, bird . Play the Extra support
audio once for Sts just to listen to the words and sound. • De mo nstrate rhc acti vit y by getti n g Sts to ask ; ·ou the
Then play the aud io again, pausing after each word and qu est io ns first.
sound for Sts to repeat.
Get Sts to change roles.
2 15 >))
See words in Student's Book on page 23 Get Sts to make notes oftheir partner's answers to help
them in exercise c.
Go through the !'dr! in formation box with the class .
c Now ask Sts to find a new partner and to tell them
b 2 16 >)) Now focus on the words in the exercise. about their old partner. Focus on the example and
Explain that Sts must find rhe "odd one out" (the word
that doesn't have the /'Jr/ sou nd) in each Iine. remind them they must now use does I doesn 't.
Play the audio for Sts, pausing after each group, and get Get some feedback from a few Sts, asking them both
them to compare with a partner. about themselves and about their partner.
Extra challenge 6 READING
• Get Sts to fi n d the o dd \\'o rd our before th e\' Iisten ro
a Focus on the title and photos. Elicit I teach the meaning
the audio. Re min d the m th at t his kind ofe:-.ercise is
easier if the\' ~a\· the \\'orcls ou t loud . offor or a[Jainst? (=do you agree with it or not?).
Check answers. Give Sts time to read the article and match each photo
with a paragraph. They should also decide what each
1 tired 2 here 3 sure person does.
2 16 >)) 1 Sarah is a student.
See words in Student's Book on page 23 2 Marie is a pharmacist.
3 Jon is a flight attendant.
Now play the audio again for Sts to listen and repeat.
b Sts now try to guess the meaning ofthe highlighted words.
c Model and drill the three sentences.
Get Sts to compare their guesses with a partner.
In pai rs, Sts practice saying the sentences.
C heck answers, using the photos to help, and miming,
Get a few Sts to say them aloud to the class. explaining. or translat ing into Sts' Ll. Altern atively,
Sts cou ld check in their dictionar ies. Model and dr ill
5 SPEAKING the pronunciation, and tel l Sts that skirt and shirt both
a Focus on the headings and the phrases. G ive Sts have the l'dr! sound, which they have just practiced.
some time to complete the phrases with t he verbs
from the list. Tell Sts to pay particular attention to the c Sts now read rhe art icle again and answer the three
prepositions in and to. questions.
Check answers. Check answers.
During the week: 1 Marie 2 Jon 3 Sara h
use a computer at work I school, read in English, eat in a
cafe or restaurant, do housework Finally. go through the text w ith the class, pointing out
On the weekend: any other new and useful vocabula ry.
watch TV in the morning, listen to music, do housework, do
homework, go to the movies d Do this as an open-class question . and el icit ideas I
opinions from Sts. You could also get a vote for or
against uniforms with a show of hands from the class.
-
G word order in questions
V question words
P sentence stress
Lesson plan Check answers.
T he topic of this lesson is two invented characters, 1 He lives in Edison, New Jersey, with his mother.
Samantha and Kevin, who meet online and then agree to 2 He is a chemistry teacher. His job is very interesting.
have lunch together. Th is provides a contex t for asking a 3 He likes science fic tion movies, especially Star Wars.
lot of quest io n s to m ake co nve rsat io n to try ro get to k n ow
some body. H owe\'er, it soo n becomes clea r that they have 12 17 l)) l
ve ry li ttle in common. The lesson begins w ith Listening.
K=Kevin, S =Samantha
and Sts hea r Samantha and Ke\'in's meet ing. They go on to
S Hi. Are you Kevin?
look at the grammar ofword order in questions, especially
those beginning with question words. T here is then a K Yes. Are you Samantha?
Vocabulary and Pronunciation stage where Sts review
and expand their k nowledge o f questions words, and tben S Yes, Iam, but call me Sam. Nice to meet you. Sorry I'm late.
pract ice the rhythm of questions. S ts rh e n have a spea king
activity where they practice asking each other a variety of K No problem. You look diffe rent from your photo.
question s, and the lesson ends with Writing as they learn to
write a personal profile. S Let's have something to drink? Coffee? Tea.
STUDY I!Im K No, thanks. Water for me. Idon't drink caffeine after 9:00a.m.
• Workbook 3C
• Online practice K Ilike this place.
• iChecker S Me too. Where do you live in New Jersey?
K In Edison. Near the mall. Ilive with my mother.
Extra photocopiable material S Really? What do you do?
K I'm a teacher. Iteach chemistry.
• Grammar word order in questions page 170
• Communicative Famous people page 216 (instructions S Chemistry? How interesting.
page200) K Yes, it's a very interesting job. What about you?
• Song Somethin' Stupid page 271 (instructions page 26S) S I'm a journalist. Urn, you like the movies, Kevin. What kind
Optional lead -in (books closed) of movies do you like?
• Pretend to write \ Our Faccbook profi le on the board or K Science fict ion movies. Ilove Star Wars .
ask Srs wha t k in~! ofinformation people gi\e in their S Oh.
profile on social net\\ ork ing -.ites Iike l-ace book. K Do you like Star Wars?
1 LISTENING c Focus on the conversation and give Sts a few minutes to
read it.
a Books open. Focus on the instructions and the two
profi les. G ive Sts time to read the profiles and look at Extra challenge
the photos. • Tdl St~. in pairs, to tr)' [()guess the missi ng \L'rbs
In pairs, Sts cover the profiles with a piece of paper and before t he,· li sre n.
look at t he photos . They then tell each other what they
can remember about Kevi n and Samantha. Play the audio for Sts to complete the verbs (or check
their guesses). Play again if necessary.
Elicit information from Sts or get them to uncover the
profi les an d check . Check answers.
Focus on the ques tion Do you think they nre n fJOOrf See verbs in bold in audioscript 2.17
mntch" and make su re Sts understand the m ean ing.
d 2 18 l)) Get Sts. in pairs. to look at the highlighted
b 2 17 l)) Esta blish that Ke\'in and Samanrha are now phrases in the conversation. Now focus o n the
meeting for the first time in a restaurant. \\'rite the Showing interest box and go through it w ith
rh ree questions on the board and ask Sts to co\'er the the class.
conversation or close their books.
Play the audio for Sts to li sten a nd repeat the
Play the audio for Sts to li sten and answer t he t hree highlighted expressions from t he dialogue. Tell Srs
questions a bout Kevin. Play the a ucl io aga in if' necessary. rhar they will be using these phrases later in the
Speaking acti\'ity.
2 18 l))
K Ilike this place.
S Me too.
2 K Ilive with my mother.
S Really?
3 K Iteach chemistry.
S Chemistry? How interesting.
4 K Yes, it's a very interesting job. What about you?
Put S ts in pairs and get them ro read the conversation .
If' the re 's time, get them to cha nge roles.
3C
e 2 19>)) Foc us on the in structions a nd the question. Additional grammar notes
Play the audio once and then ask Sts Doyou think they
want to 111eet a[Jain? Elicit so me opinions (No, because • Word order in English is less flexible than in many
lunch is clearly a disaster!). other lan guages, and this is especial ly tr ue of
questio ns. Sts often have problem s remembe rin g
2 19 >)) the p osition of the auxiliaries do and does in simple
(audioscript in Student's Book on page 117) present questions. Remind them that the auxiliary
K Do you like Star Wars? comes first UNLESS there is a question word.
5 No, I don't
K Why not 71t's a fant astic movie. Focus on th e exercises for 3C o n paBe 129 . Sts do th e
S I don't like science fiction. exerci ses indi vidua lly or in pairs.
K What kind of movies do you like?
C heck answers, getting Sts to read t he full sentences.
s I love foreign movies, French, Italian, Spanish.
a 1 How many phones do you have?
K Oh. 2 Is it an interesting job?
5 My salad's very good. 3 How much coffee do you drink?
K Oh. My burger's good too. 4 Where is your brother from?
S What kind of music do you like? 5 Do you work with computers?
K Music? I love heavy metal. What about you? 6 What kind of magazines do you read?
S Opera. 7 What does he do on the weekend?
K Opera - that's really not my thingl Um ... What do you do on 8 Do you want another drink?
9 Where does your siste r live?
the weekend? 10 How do you say that in English?
5 I go to restaurants, I cook. I love good food. And you?
K Well, I don't cook! I meet f riends and we play video games. b 1 do you have 6 does she work
S You meet friends and you play video games. Wow. 2 does he like 7 do you live
K Do you want some more water? 3 are you from 8 do you speak
S Oh, excuse me. Hi. Oh? Why? Now? OK. See you in a minute.
4 does...do 9 do you go
Sorry, Kevin. I need to go. Nice to meet you . Bye. 5 do you like 10 are you
K Oh. Bye.
Waiter Here's your check. Tell Sts to go back to the main lesson 3C.
K The check! Hey, Samantha. Waitl
Extra support
f Give Sts some time ro read rhe four sentences and see if
they can remember if they are true or false . Remind Srs • If you t hink Sts need more p rac tice. you may \\'ant
they also need to correct the false statemen ts. to gi\·e them th e G ra m mar photoco pia ble acr ivity at
thi s poin t.
Play the audio again for Srs to listen. Play again
if necessa ry. 3 VOCABULARY & PRONUNCIATION
Then give Sts time to compare w ith a partner and question wo rds; sentence stress
co rrect the F sen tences. Ch eck answers.
a 2 21 >)) Foc us on the question words and p hrases. Play
1 F (She likes foreign movies.) t he aud io once for Sts to listen and repeat. Play again
2 F (Kevin likes heavy metal and Samantha likes opera.) if necess ary.
3T
4 F (Kevin pays for t he food.) pa::---S~e ~~~stion2 ~
words in Student's Book on
Extra support
Ask Sts the question Ho \V is "Wiz-" pronounced in
• 1f t here's t im e. you could get S ts to Iisten aga in to ''Wh o''? a nd e licit / h/.
the aud io \\'ith th e audioscripts in t he m ain lesson
and on pa[JC // 7 , so rhe;· ca n see e xactly \Yh at th ey ow ask how it is pronounced in the other question
words and elicit /w/.
understoo d I d idn 't unde rsta nd . T ranslate I explai n
b Foc us on the questions and get Sts to complete t hem
any n ew \\'o rds o r phrases.
with th e question words a nd phrases from a. Exp lain 1
g D o thi s as an open -class question and elicit opinions.
Say what you think, too. e licit a ny vocabulary you t hi nk your Sts migh t be
unfamiliar with, e.g.,javorite /'fcivr;:,It/ (= the one you
2 GRAMMAR word order in questions like more tha n any other).
a Focus on the in struc tions, and reil Sts to try to put the c 2 22 >)) Pl ay the a uclio for Ststolistenandcheck their
words in the correct order to make questions. answers.
Check answers. See words in bold in audioscript 2.22
1 Do you want a drink?
2 Where do you live in New Jersey?
3 What kind of movies do you like?
b 2 20 >)) Tell Sts to go to Grammar Bank 3C on
pa[Je 128. Focus on the exa mple sentences and play the
audio for Sts to listen and repeat. Then go throu gh the
rules with the class.
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