AMERICAN ENGLISH FILE 1 SECOND EDITION

3C • \\'ith a strong c la ss yo u could also get the Sts ,,·ho
arc asking th e questi ons to Co\'cr the quest ion and
! Sts will probably wa n t to know the exact difference on I~· lo ok at th e prom pts (e. g.. \\'lw t j llilii iL'~) or e\·en
between W hat..? and Wh ich..? as this m ay be t he same produce the questions from memory .
wo rd in their Ll. Exp lain th at we use Which ... ? wh en
we want to ask a bout a li mi ted group, e.g., Which do • IZou ncl ofF the acti\ it ) by askin g Yariou~ pa irs w ha t
yo u prefer, PCs or Macs? Which 1nagazine do you want to the\· ha\'e in common .
read? (l have t hree).
5 WRITING
2 22 l))
Tell Sts to go to Writing A p ersonal profile on pa[Je Il l.
1 What phone do you have?
2 How old are you7 a Focus o n Ja m ie's profile. Go th ro ugh the di ffe rent
3 How many brothers and sisters do you have? sections w ith Sts . H ighl ight a nd check the mean ing
4 Which do you prefer, Saturdays or Sundays? and pron unciation of:
S When do you have English classes?
6 What kinds of movies do you like? -OCCUj2Qtion (= wha t they do, e.g., their job) .
7 Where do you live?
8 Who's you r favorite actor? - i.!lterests (= bobbies).
9 Yfuy do you ~ him?
Tell Sts to cover the profile a nd ask t hem questions
d Focus on t he inst ruction s a nd the exa mple. Po int o ur to a bo ut Jamie, e.g., Where is hejro111~ What does he do?
Sts tha t do you (or does he) is no t stressed in question s What languafleS dues he speak? What. kind ojlllllsic does
beginning with a questio n word . Play the aud io again, he like', etc.
pausing after each quest ion for St s to repeat a nd co py
the rhyth m. T hen ask Sts if t hey have similar inrerests to Jam ie.

e Now pu t Sts in pairs an d get t hem to inter view b Go through the and, but, and or box with Sts.
each oth er.
c Get Sts to do the writing in class or assign it as
Extra challenge homework.
• Tell the B s to close their books, and get the A-; to ask
d R emin d t hem to check their profiles for mistakes, e.g.,
the quest ions in a differem order. w ith capi tal letters or spelling, and th e use ofand, but,
and o r.
Moni tor a nd help as necessary. Then get Sts to
cha nge roles. Tell S ts ro go back to the ma in lesson 3C .

Get some feedback from the class. 6 2 23 l)) SONG Somethin' Stupid ~

4 SPEAKING T h is so ng was orig inally made fa mo us by Frank
Si natra and h is daughter Nancy inl967. British
a Focus o n the instruct ions w ith th e class. T hen foc us on sin ger Robbie Wi ll iams and Australia n act ress Nicole
the p rompts. Elicit that in the firs t box A t hey need to Kid man recorded it in 200 1. For copyright reasons.
add do you betwee n t he ques tion word or phrase and this is a cove r ve rsion . If you want to do rh is song in
the verb, and in the second box they have to add is after class, use t he phorocopiab le activit y on page 271 .
Who o r What.
2 23 l))
T he n elicit possib le questio ns from th e fi rst sect ion, Somethin' St upid
e.g., W here do you study' What sports do you play ' What I know I sta nd in line, until you think you have the t ime to
k ind of11/usic doyou like?, etc. spend an evening w ith me;
And if we find sorneplace to danc e, I know that there's a
Gi ve Sts rime to wri te t heir eigh t questions using t he chance you won't be leaving wit h me.
pro mpts. Monitor <md help . And afterwards we drop into a quiet little place and have a
drink or t wo,
b Put St s in pai rs, preferably w ith a st udent they don't And then I go and spoil it all by saying somet hing stupid like
usua lly wo rk with. Focus on th e speech bubbles a nd "I love you".
the instructions . I can see it in your eyes, you still despise t he same old lies you
heard the night before;
In pairs. A an d B , S ts interview eac h other w ith t heir And though it's just a line to you, for me it's true- it never
eigh t ques tions. seemed so right before.
I practice every day to find sorne clever lines to say to make
! lf yo u have an odd numbe r of Sts in th e class. have t he meaning come t hrough,
one grou p o f rh ree. C hoose stro ng Sts who w ill have Bu t then I think I'll wait until t he even ing gets late and I'm
time to do the inten ·iew three t im es. alone with you.
The time is right, your perfume fills my head, the stars get red
Get some feed back fro m t he class. and oh, t he night's so blue
And then I go and spoi l it all by saying something stupid like
Extra challenge "I love you".
• Encourage the Sts \\'ho arc ~tsking the que stions to

ask c>.tra que~tinn~ if' till') can. e.g..
A \\'hat kind ofwrdoyoulwve ~ B I hm·c a .\1ini.

A\\ !rat colo r is it:> f Doy ou like it:>. etc. (E:-.t ra questions)

• Encourage the Sts \\ ho are an~\\·ering the quc~tion~
to gi,·c extra information. e.g..
A \\'here doyoull •or/.:~ B ltl'o r/.: in to tt'll. 1'111 11 .

snacks and drinks: espresso, brownie, etc.
telling the time; ordering food and a drink; meeting and introdu cing people
What time is it? it's half past nine., Can I have a... ?, How much is t hat?, etc.

Lesson plan ,---

In th is lesso n Sts lea rn to tell t he time and how to buy a 2 24 >))
4 it 's six fi ftee n. I it's quart er after six.
coffee (or other drink) in a coff-ee sho p. The R ob and Jenn y 5 it's six o'clock.
1 it's six forty-f ive. I it 's quarter t o seven.
story develops. T hey meet at the hotel, and go to buy some 7 it's six ten. I it's t en after six.
coffee . T hey t he n go to the o ffi ce a nd Je nny mee ts Ka ren , 9 it's six fifty-five. I it 's five to seven.
the admi n istrator, and Dan iel, the boss . 2 t's six thirty-five. I it's twenty-five to seven.
8 it's six thirty. I it's half past six.
S T U D Y r::m:J:3 6 it's t hree minutes after six.
3 it's six twenty. I it's twenty after six.
• Workbook At a coffee shop
Play the au dio aga in and get Sts to repeat the times.
Test and Assessment CD-ROM
Now, foc us o nth e Time box a nd go through it w ith Sts.
• Quick Test 3
• File 3 Test Finally. foc us on the instructions for c . Get Sts to cover
th e phrases wi th a p iece of paper a nd to poin t to th e
Optional lead-in (books closed) watches, and ask and say the times.
• Before starting Episode 2elicit" hat Srs can remember
b Put S ts in pairs, A and B, and tell them to go to
about Episode I. Ask them 11 '/w~' Uoh~ 11'/icrcdocs he Communication What's the time?, A on page 10 1,
11•ork f lit·e? II'lw 's fenny:> II'11ere is .1/1eji·o111 ;;., et c. B on page 107.

• A ltcrnati1·ely, you could play the la'>t scene of Lpisode l. Sit A and B face -to-face if possi ble. G o t hrough t he
ins truc tio ns with them careful ly a nd dr ill the q uestion
1 TELLING THE TIME What 's the time? (or What time is it?).

a Books o pen . Foc us on the clock and the question . E lic it 1\t the e nd o f the ac ti vity get Sts to compa re t he ir
th e an swer 1t ~' 11i11e o 'clock and wri te it o n the board . c locks to m a ke s u re they have draw n in t he ri ght ti m es.
Yo u m ay want to point o ut here that we often just say.
e.g., Tlt e 111eeti11g is at11in e (rath er than at nine o 'clock), Te ll Sts to go back to the m ain lesson.
but if someone asks you t he tim e it's m ore commo n to
an swer it's nine o'clock. 2 ~E~ ROB AND JENNY MEET

Tel l Sts to go to Vocabulary Bank Time on page 157. a 2 25 >)) Focus o n the pho tos a nd el icit who t he people
Fo cus on pa rt 1 Telling the time and get Sts to do a rc and where they arc (R ob an d Je nny in the hotel, and
exercise a individually o r in pa irs. then in a coffee shop).

2 24 >)) No w fo cus o n band play the audio fo r S ts to T hen foc us on the instr uctions and the question. Play
check zm swers . the audio o nce the whole way rh rough.

Highlight: Check answers.

- tha t from 12 o 'clock to the six at the bottom o f th e They decide to go and get some good coffee in a coffee shop.
cloc k (the right-hand side of t he clock) all the t imes
are with after, and tha t from the six at the bo tto m of 1 2 25 >))
t he clock to 12 o'clock (the le ft-hand side) a ll the times
are ex pressed w ith to. (audioscript 1n Student 's Book on page 117)

- the prom1 nc iarion o f aft er /'c:eft;-,r/ (high Iighting the R = Rob, J = Jenny
sile nt I) and quarter /'kw:1rt;-,r/. R Um... Jennifer?
J Rob?
-the origin o f o'clock (orig inally '·of the c lock")
R Yes, hello. Nice to meet you, Jennifer.
N o te: there is no difFerence in exactness be twee n lt 's J Call me Jenny. Good to meet you, too.
nine and it's nine o 'clock. lf you wa nt to e mphasize a n
exac t time. you can add the phrase on the do t, e.g., Jt 's R Welcome to London. Am I late?
11i11e o'clock on tlt e dot.
J Um... just a little.
You m ay al so want to p oint out that Ameri ca ns often
leave out th e a before quarter after a nd quarter to. e.g., R What time is it?
/t 's (a) quarter to ten. It is also ve ry commo n in the US to
use digital rim e, e.g., 9:45, 10·15. J Nine fifteen.
R I'm really sorry. The traff ic is terrible today.
J No problem.

R How are you? How's the hotel?
J The hotel's very nice. But break fast isn't great. I'd like a

good cup of coffee. Not hotel coffee, real coffee.
R OK, let's get a coffee.

Do I have time? I have a meeting at nine-thirt y. :J
R Wit h Daniel?

J Yes .
R Don't worry. We have lots of time, the office is very nea r.

~·Jenny, where do you live in New York?

Ell

PE2

b Focus o n senrences 1-6 and go through them with S ts, 2 26 2 27 >))
eliciting / explaini ng new words, e.g.,full name. Then B = barista , R= Rob, J = Jenny
play the aud io again for them to ma rk the se nte nces B Can I help you?
T (t rue) or F (fa lse). M a ke it clea r th at they don't need to R What would you like, Jenny? (repeat)
correct the false sentences yet. J An espresso, please. (repeat)
B Single or double?
Get Sts to compare with a partner, and then J Double. (repeat)
check answers. R Can I have a latte, please? (repeat)
B Regular or large?
1T 3T 5F R Large. (repeat)
B To have here or take away?
2F 4T 6T R To take away. (repeat)
B Anything else?
Play the aud io aga in, so Sts can listen again a nd correct J No, thanks . (repeat)
the fa lse sentences. R Abrownie for me, please... and a croissant... (repeat)
B OK.
Get S rs to compare wirh a partner, and then R How much is that? (repeat)
check answe rs. B That's £12.45, please.
R Sorry, how much? (repeat)
2 He is 15 minutes late. B £12.45. Thank you. And you r change.
5 She has a meeting at 9:30. R Thanks. (repeat)

Extra su pp ort c Focus on the di alogue in rhe ch art. Elic it w ho says the
You Hear phrases (the barista) and who says the You
• lf r he re 's rime , you coul d ge t St s to li -,rcn aga in with Say phrases (the custo m er o r here Rob and Je nn y) .
t he a ud iosc ript o n J){l[lL' 11 -, ~o th ey ca n ~cc C:\ ~tc tly These phrases will be useful for Sts if they need to
order food or a d ri nk. Point ou r the Cult u ral n ote on
I I\\'h a t they under~ rood di dn't undc r~t and. T rans late the page. Barista is an imported Italian word.

explain any new word~ o r phrases. G ive S ts a m inure to read through the dialogue and to
think about what the m issing words might be. Then
3 ~E~ BUYING A COFFEE play the aud io agai n, a nd ge t Sts to fi 11 in t he b lanks.
P lay aga in if necessa ry.
a Focus on the coffee shop menu and be sure Sts
unde rsra nd all the item s on it. You may want to point Get Sts to compa re w ith a partner, and the n
o ut that in most co ffee sho ps in the US and UK, they check answer s.
now use the Italian words fo r different t ypes ofcoff'ee,
e.g.. Latte, Cappuccino, e tc. See words in bold in audioscript 2.26

Explain that re[Jular means no r ma l size, and that la r[Je G o thro ugh the dialogue li ne by line w ith Sts, he lp ing
is a nother word for bi[J. them with any words o r expressions they don't
understand . R e mind Sts th at What IV01tld yo11/ike? is a
Elic it I explain that a lthough the prices are just co mmo n way ofoff'eri ng a drink to someone a nd Can I
hnl'e... ? for asking fo r what you wam.
numbers, as th e coff'ee bar is in the UK, t he prices arc
in poun ds an d pence (3.00 = th ree pounds, 2.80 =two High light that to ask for a (total) price, we ca n say
pounds eighty) . Saying pr ices is practiced in mo re either flow much is it? or 1loll' much is that?
derail in Prac t ical E n glish 3.
d 2 27 >)) ow focus o n the You Say phrases and tell Sts
Extra activity they're going to hear the dialogue aga in. T hey should
• You could get Sh ro practice in pair~ like th i ~: repeat the You Say phrases when they hea r the beep.
E nco urage them to co py the rhythm and in tonation .
A //oH' r11 uch is a sill((lc CSJl rcsso;;
B 2:-15. ffuw rr111 cl1 is a rcnula r cappuccino~. e tc. Play the audio, paus ing if necessary for Sts to repea t
the phrases.
b 2 26 >)) Focus on the tas k and on question s 1-3. Elicit f
e Pur Sts in groups of three, A , B, and C. A is rhe barista .
explai n that question 3 HolV much is it? means "What is G et S rs to read the d ialogue aloud , and then c hange roles.
t he price?". Tell Srs just to listen for t he numbers here
(as they are written o n the menu). f ow assign a role to each '>tudent in the ir g roups and
focus on the instructions .
ow either tell Srs ro close their books and w r ite the
rh ree quest ions o n the boa rd, o r get Sts to focus o n A keeps his/ her book open and is the barista. B and C
t he quest io n s. both close their books. B invi tes C to have a drin k a nd
somerhing ro eat.
Play t he a udio o nce th e whole way through. Then play
it again if necessa r y. Elici t that A begins with Can l helpyou? an d B then
asks C \Vhat ll'ouldyou like?
Get Sts to compare with a partner, and then
check answers. Sts now ro le-play th e dial og ue. W hen th ey have
fin ished, they should change roles.
1 Rob has a latte and Jenny has a double espresso.
2 Rob has a brownie and a croissant, and Jenny doesn't You cou ld get a few g ro ups ro perfo r m in fron t of
the class .
have anyt hing.
3 £12 .45

4 ~E~ FIRST DAY IN THE OFFICE PE2

a 2 2B l)) Focus on the photos and ask Sts some d ow play the aud io aga in, pausing afte r each p hrase for
q uestions, e.g., Where are Rob andJenny noIV? Who do Sts to listen a nd repea t.

you thiuk the other people are? (You may wa nt to teach I Finally, focus on t he C a n y ou...? questions a nd ask
Sts if they feel con fidem they can now do t hese th ings.
review maybe a nd I thiuk to en cou rage specul atio n.)

Go through q uestio n s 1-6.

ow play the audio once t he w ho le way fo r Sts just to
liste n. T he n play it again, pausing fo r Sts to answer the
questio ns. Play it aga in if n ecessa ry.

Get Sts to co mpa re w ith a partner, and the n
check answers.

1 She is an administrat or. 4 Yes, a sist er.
2 In Poland. 5 Tea, coffee, or water.
3 In Manhattan. 6 Twelve o'clock.

2 28 l))

(audioscript in Student's Book on page 117)
R = Rob, J = Jenny, K = Karen, D = Daniel
R Here we are. This is the office. And this is Karen.
J Hello, Karen.
R Karen, this is Jennifer Zielinski from the New York office.
K Hello, Jennifer.
J Nice to meet you .
R Karen is our administrator. . We all depend on her.
K Don't listen to Rob.
R But it's true!

I ~K Is t his your first t ime in the UK, Jennifer?
Yes, it is. But it isn't my first t ime in Europe. I have family
in Poland.
Really? And where do you live in New York?
J In Manhattan. Do you know New York?
K Yes. My sister lives in Brooklyn.
J I have f amily in Brooklyn, too. Where does your sister live?
D Jennifer!
J Daniel?
D How nice to meet you, at last. Would you like something to
drink? Tea, coffee, water?
J No, I'm fine, thanks.
D Great. Oh, Karen. What time is my next meeting?
K At twelve o'clock.
D That's good, we have time. OK, come into my office,
Jennifer.
Thank you.
D Talk to you later, Rob.
R Yeah. Sure.

Extra suppor t

• If t here's tim e, you coul d get Sts to lisu: n again with

the aud io~cript o n pane 11 7. so they can see exaccly

\\'hat they undc rsrood I didn't unde rstan d. Tra n ~late I

expla in any new \\·ord s or phra~es .

b Foc us on t he Social English phrases a nd go th rough
them with t he class.

In pai rs. Sts dec ide who says them .

c 2 29 l)) Play the audio for Sts to c heck their answers.

2 29 l))

Here we are. Rob
Is this your f irst time in the UK? Karen
Would you like something to drink? Daniel
Talk to you later. Daniel

If you know yo ur Sts' Ll , yo u could ge t them to
transla te th e ph rases . rf not, get S ts to ta ke a look at the
phrases aga in in context in t he audi oscript o n pa{Je 117.

G Whose ...?, possessive's

V family

P lA/, the letter o

Lesson plan 1
Justin Bi eber is a singer. He's from Canada.
T he m ain context fo r this lesson is pict ures of people in th e Ca rla Bruni 1s a singer and model. She's from It aly.
public eye who have been p hotographed with a m ember Lionel Messi is a soccer player. He's from Argentina.
of their family or partner who is not wcll-known. This Jack Nicholson is an actor. He's f rom t he US.
provides a natural co ntext for prese nt ing the gramma r George Clooney is an actor. He's from t he US.
of the possessive 's (e.g., \VIro is he? He's Geo rne Clooney's
fa ther.) and the questi on wo rd \VIwse...? Sts then learn the c Now fo cus on t he t itle of the activi ty Who are they 1vith?.
voca bulary o f fa mil y me mbers, which leads into a fo cu s o n
t he /tJ so und, a nd the most co mmon pronunciati on s o f the fn pairs, S ts g uess who rhe o th er perso n in each photo
lette r o. T he lesson ends with Sts li stenin g to someone talk is by looking a t senten ces 1- .'i an d choo sing a or b. If
abo ur some of th eir relati ves a nd fri ends, which Sts then you didn 't do the Optional lead-in, make sure Sts
do them selves. know the mean ing o f brotllerJnther, etc.

STUDY I:!ITI3 ! Tell S ts n ot to shout out an svver s ifthev a lreaclv know
- .I .I
• Workbook 4A
who som e of the people a re.
Extra photocopiable material
Ge t feedback, but do nor tell Sts t he answers yet.
• Grammar Whose?, possessive's page 171
• Vocabulary The family page 254 (inst ructions page 245) d 2 30l)) Play th e aud io once for Sts to listen a nd check.
• Communicative Everyday objec t s page 217 (instructions Elicit t hat 's= of i.e., ofjustin Bieber.

page 200) 2 30 )))
1 She's Justin Bieber's mother.
Optional lead-in (books closed) 2 He's Carla Bruni's ex-boyfriend.
3 She's Lionel Messi's s1ster.
• Draw a simple family rree on the hoard, preferably 4 She's Jack Nicholson's daughter.
of;·our family. or a "ell -kno\\ n fa m il ~-. showing t \\ o 5 He's George Clooney's f ather.

ge nerations: morhcr f father + children, e .g., e 2 31 ))) Tell Sts to go ro Grammar Bank 4A on
paf]C 130. Focus on the exam ple sentences and play t he
\I .\!'. = ~1.\RT \1'\ audio for Sts to lis ten an d repea t. T hen go thro ugh the
rules with the class.
ROBr.RT \Tr <.;L ' s \"
Additional grammar notes
• Ask 1\'ho's !\/an:> to el ici t 1/c'syourjilllrcrancl do the ~a me
• Sts tend not to have too m any problems with the
\\ith the other name~ to elicit 111othcr f lm>tllcr I sistcr.lJ~L· possessive s being used in English w ith things
/ places, e.g., Harry's ba3 and people, e.g.,Jane's
A!an and f'vlarian to teach illlsfullld and n•!j(•. ln·other. Howeve r, they may be less clear abou t not
using it in phrases like The end ofthe movie or in
• Get Sts to spell the \Hlrds to ~·ou and w rite them on the eom pound noun ph rases like bus stop (if this is an
hnard.l\Todel and d rill the pronunciation . ofco nstruct ion in their LI).

1 GRAMMAR Whose...?, possessive 's Names that end ins

a Books open. Focus on the questions and elicit I teach • James's or James'? A fter names ending ins, you can
add eithe r 's or just a n apostrophe. We teach th e
rhe me <tn ing of royalty a nd hosts if necessary. G et S ts first form as it is more common a nd follows the
to number each one, indi\·icl ually or in pairs. and t hen basic rul e. The pro nu nciation is II zl,e.g., lcJ.3eimzizl.
get feedback.
Focus on the exercises for 4A on pane. 131 . Sts do the
b Ask Sts Do you read IIW[Ja:ines like People or Us::> exe rcises indi vid ually o r in pairs. W it h b , go t hro ugh
What kind ofpeople are in rh e111::> (Fa mo us people a nd the inst ruc ti o ns with the Sts fi rst to ma ke sure they
their famili es). understand exacrly what they have to do .

Foc us on the pho tos of the celebrities a nd ask S ts, in C heck a n swers. For b , ask Sts for the an swers a nd
pairs . to an swe r the three qu estion s. then write t he sentences o n the board, so thev can see
where they have to put the apostrophes. Elic tt each time
Ge t so me feedback from the class. whether th e's is th e co ntractio n ofis or the possessive s.

Wjl

4A

a 1 my mother's birthday 4 my sist er's friends 1232l))
2 her parents' house 5 Anne's bag
3 the end of the day 6 the students' desks a 7 Jennifer is Richard's grandmothe r.
6 John is Richard's grandfather.
b 1 They're Mark's. 5 Whose 8 Carol is Richard's mother.
2 it's Mark's. 6 Who's 5 Gary is Richard's father.
3 They're Bill's . 1 Sue is Richard's aunt.
13 Nick is Richard's uncle.
4 it's Mark's. 11 Kate is Richard's sister.
5 They're Bill's. 2 Steven is Richard's brother.
3 Matt is Richa rd's cousin.
c 1 Whose 3 Who's 3 Sa rah is Richard's cousin.
2 Whose 4 Who's 14 Grace is Richard's wife.
4 Nicole is Richa rd's daughter.
Tell Sts to go back to the main lesson 4A. 12 Jake is Richard's son.
9 Oliver is Richa rd's nephew.
Extra support 10 Ava is Richard's niece.
• If you think Sts need more practice. you ma~· \\a Ill
b 1 my father and my mother (pause) my parents
to gi'e them the Grammar phnrocopiahle acti,·ity at 2 my grandfather and my grandmother (pause)
thi s point. y grandparents
y son and my daughter (pause) my children
f Ask Sts to focus on the thi ngs from the photos . Elicit
what they are, a nd model and drill their pronunciation . ------~
Then tell Sts that they belo ng to the famous people
in b. I Tighlight t hat in English , unlike in some other
languages, we don't use the masculi ne wo rd in the
Foc us Sts' attention on the speech bubbles . Give Sts, in plural to refer to mascul ine a nd feminine fami ly
pairs, a few minutes to practice asking a nd answering members, i.e., brothers only refers to ma les. For this
the questions. Check answers, encouraging Sts to use
1thillk . reason we normally ask, e.g., Do you have any brothers

Check answers . and sisters?

Go thro ugh the More family words box with Sts.

1 it's George Clooney's. Extra challenge
2 it's Jack Nicholson's.
3 it's Lionel Messi's. • You may also want to reach lw/IfJrotlrcr / sist er
4 They're Carla Bruni's. (someonc ,,·ho has rhe ~a me mot her as you but a
5 it's Justin Bieber's. cl iffcrent fathcr. or the sa me f'a t he r but a cl in·crent
mother). and partner (the most common ,,·ord u~cd
Extra idea these da:·s to descr ibe people who liYe together bu t
arc not necessa r ily ma rried).
• Try to find some photos of famous people's rcla ti,·es
\\'hn \'our Sts ''i ll I.: no\\'. Yo u could find these on Focus on d. Demonstrate by asking indivi dua l Sts, e.g.,
the Interne t or in celebrity maga;ine~ . ,\ ~k '' ho the Who's jcnnifer~ (She's Richard's grandmother.) Then get
people arc. Sts to cominue in pairs, cove ring the words in a and b.

Tell Sts to go back to the main lesson 4A.

2 VOCABULARY family Extra support
• lfyou thinl.: Sts need more practice. \'Oum ay \\'ant w
a Tell Sts to go to Vocabulary Bank Thefamily on
paw 155. gi,·c t he m the \ 'ocab ulary photocopiablc acti,·ity at
this point.
Focus on t he inst ru cti on s to a and the first family tree .
Ma ke sure that Sts rea li ze that they have to number the b Focus on the questions and give Sts two minutes to
people in relation to Richa rd . answer them in pairs.

Ask Sts Who is Kate~ and e licit She's Richard's sister. Check answers.
T he n show them where to find the word sister and write
the number (I I ) in the box nex t to Kate. 2 My uncle 4 My cousins 6 My nephew
3 My niece 5 My brot her-in-law
Give Sts, in pairs, five minutes to write th e numbers on
the Lwo family trees. 3 PRONUNCIATION /Af, t he letter o

! Tell Sts they w ill need to use one of the words Pr onunciation notes
(cousin) twice.
• This exercise focuses on the two most common
Do nor check answers at this stage. pronuncia tions of t he letter o, la/ (e.g., clock) and

Foc us on b . Give S ts a few moments to fill in the /ou/ (e .g., phone), and two less common ones, !AI
blanks. Do not check answers at this stage. (e .g. , mother) and /u/ (e.g., boot) .

2 32 l)) Now do c. Play the audio for Sts to check • High light that clock and mother ar e short sounds,
their answers to a and b. Then play the audio aga in, boot is a long sound, and phone is a diphthon g.
pausing after each phrase for Sts to repeat. G ivc Help Sts by demonstrati n g the mouth position s fo r
fu nher practice of any words you r Sts find difficult to these sounds.
pronounce, e.g., cousin, daught.er, niece, and nepheiV.

4A

a 2 33 l)) Foc us o n the sound picture (up) a nd play the Pl ay t he a ud io once or tw ice. C hec k answers.
aud io once fo r Sts jus t to lis ten to the wo rd s a nd sound.
Phot o 1: lsabel's boyfriend
2 33 l)) Photo 2: !sabel's father, stepmother, and her brot her's
girlfriend
See words in Student's Book on page 29
1 2 35 l))
T hen play the audio aga in, pausi ng afte r each sound (audioscript in the Student's Book on page 117)
and word fo r St s ro repea t.
A =Anna , I =lsabel
b Te ll St s to go to Sound Bank o n pa[Je 166 . Go through
the t ypical and less common spellin gs for the sound . A Who's t hat?
I That's my boyfriend, Alex .
Tell Sts to go back to th e mai n lesson 4A. A He's good-looking. How old is he7
I 26.
c R e mi nd Sts that in Englis h t he vowe ls can be A What does he do7
pronounced in di fferent ways. This exercise foc uses I He's a police officer.
o n t he t wo most co mmon pro nunciations of the le tter A Really ' Does he like it7
o, la/ (e.g. , clock) and /ou/ (e.g., phone), and two less I Yes, he loves it. And this is my dad.
common o nes, lA! (e.g., mother) and /u/ (e .g., boot). A He looks very young.

Focus on the sound pictures and e lici t th e fo ur words Well, he's f ifty-f ive t his yea r.
a nd sound s, e .g., up IAI, phone foul, etc. A He doesn't look f ifty-five' Is t hat your mot her?
I No, t hat's Gloria, my stepmother.
Give St s two or three minutes to put th e eleven A Is she nice7
word s into the correct column s according to t he
pronunciation o f t he pink o. Encourage Sts to say Yes, she's great. She's a hair stylist - she does my hair for
t he word s ou r lo ud to the mselves ro help them dec ide free I
where to put them. A How nice' Who's t hat?
I That's Natalie.
! Two of the words have a second o in t hem that a re A Who's she7
not pink. T hey a rc bo th th e schwa so un d, i.e ., docto r I My brother's girlfriend.
an d London. A She's pret ty'
I Do you think so?
Extra support A Yes. Don't you like her7
Not ve ry much. She thinks she's very intelligent, but she
• To he lp St s. you could tell them how many words go isn't really.
into each col umn (excluding the example): IAI has A What does she do?
three more words. /oo/ h as three . /o/ has fo ur. a nd /u/ She's a student. She studies Spanish - but she can't speak
has one. it very well.

d 2 34l)) G et Sts to compare with a pa rtn er. Play t he b Focus on the instructions. Play the audio again,
audio for Sts to lis ten and chec k their an swers. pausing after each person has been described to give
Sts time to w r ite. Play again if necessa ry.
T hen feedback the correct a nswers o nto t he bo a rd .
Get Sts tO compare with a partner, and then
2 34 l)) come, London , money, one J check answers.
don't , go, home, no
up /AI doctor, job, model, hot, stop Phot o 1: lsabel's boyfriend's name is Alex. He is 26 and a
phone /ou/ do, who police officer.
clock la/ Photo 2: lsabel's father is 55. Her stepmother's name is
bootlu / Gloria. She is a hair stylist. lsabel's brother's girlfriend
st udies Spanish at college. lsabel doesn't like her.
Play th e audio again, paus ing after each word or
co lumn for Sts to repea t. Extra support
e Mode l the exa mple d ia logues w ith a stro ng st udent.
• If there's tim e. you could get S ts to li sten again w ith
Get Srs to pracrice the dia log ues in pa irs. the audioscript o n pa[JC11 7, so th ey ca n see exac tly
T hen get a few pairs to read o ut lo ud fo r the class.
\\·hat they understood / d idn 't underst a nd . Tr<mslate f
4 LISTENING & SPEAKING
c;,.plain any new \\·ords or phrases.
a 2 35 l)) Focu s o n the in st ructio ns a nd o n t he photos on
lsabel's phone. c Focus on the instruction s and the examples. IfSts
have, e .g., their phon es or la ptops with th em , ask them
Extra support to s how each othe r photos of people in th ei r fa m ily
• Read through th e aud ioscripr and decide if you need or frien ds . T hey must ask each ot her three questions
about each person.
to prc -tcach any new lcxis before Sts liste n.
If not, they could wr ite the names o f some of their
relatives an d fr ie nds on a piece of pa pe r. T hey excha nge
pieces of paper and then A asks B three questions
about each person .

T hey th en change ro les.

Extra support

• Demonstrate by bringing in some photos ofyour

family f fr iends. If poss ible. blow them up o r project

them on the board . and then el ic it q uestions from Sts.

G prepositions of time (at, in, on) and place (at, in, to)
V everyday activities
P linking and sentence stress

Lesson plan 2 36 l))

T his lesson is based on rhe dail~· routine of rwo real people (sound effects)
w ith busy lives (Nico runs the restaurant the Blue Jar in 1 alarm clock ringing immediately followed by somebody
Sa nti ago de C hile). Sts begin by learn ing verb phrases ro
ta lk about everyday act ivities. There is then a pronunciation getting out of bed yawning
foc us on linking and se ntence stress, which will help Srs to 2 somebody takrng a shower
understand spoken English. Sts then read about 1ico's day, 3 somebody getting dressed
and liste n to an inte rview with his stepdaughter Amclia 4 somebody stirring cup of coffee and sipping it
and decide whose day they think is m ore stressful. This
is fo llowed by a grammar focus on prepositions of t ime 1
and place, which a rc commonly used when we descr ibe a
typ ical day. The lesson e nd s with a speakin g act ivity, w here 5 somebody having breakfast
Sts ask each other about their typ ical weekdays, and they 6 somebody going to work
t he n w rite a descr iption of their favorite day of rhe week.
b Focus o n t he task . Demonstrate it yourse lf by using
! This lesson also re\'iews telling the time. This was taught phrases 1- 6 to tell the class your typ ical morning.
at the beginning ofPractical English Episode 2 on
pa[JC 26. If you did not do this lesson , you will need to do Then put Sts in pairs and get them to do the same .
rh is section first insread of the Optional lea d-in.
Get feedback from some pairs to find out if they do
STUDY ~ things in the same o rd er.

• Workbook 48 c Tell Srs to go to Vocabulary Bank Eve,.yday
activities on pa[Je I56 and get them to do exercise a
Extra photocopiable material
indi,·idually or in pairs.
• Grammar prepositions of time and place (in, on, at, to) page 172
• Vocabulary A day in the life of an aerobics teacher page 255 2 37 l)) Now do b. Pl ay the a udio fo r Sts to check
answers (tell them they w ill hear com plete sentences,
(instructions page 245) e.g., She 1vakes up at. 7 o'clock.).
• Communicative Prepositions questionnaire page 218
Then play the a udio aga in, pausing after each se ntence
(instructions page 200) for Srs to repeat. G ivc furthe r practice of any word s or
sentences your Sts fi ncl cl iflicult to pronou nee.
Optional lead-in (books closed)
Make su re Sts know the difference between [lO to work
• Re,·ie,,· tel ling rhe rime. Draw a clock on the board and (= leave the house). .aet to work(= a rr ive at work), [JO
th en d ra,,· different hands and ask St~ \\ hatti111c is it? ho111e (=leave school / work and go to yom house). a nd
[lCI. home(=arrive home). You may also want to point
• Then ask St.,\\ 'hat ti111c does this class stare and elicit the out t hat Stressed and Healthy are Suzy and Henry's last
ans" er ft starts at X. 11igh Iight that \\"C use the preposition names here.
at when we say \\'hat time something happen ~-
2 37 l))
1 VOCABULARY
Suzy Stressed
everyday activities 2 She takes a shower.
4 She has a coffee.
a 2 36 l)) Books open . Focus on the phrases and give
Sts t ime to look at them with a partn er. Then play the 11 She does housework.
aud io (sound effects), pausing afte r each one fo r Sts to 6 She sta rts work at 8:30.
guess which one it is . 8 She f inishes work at 6:30.
3 She gets dressed.
C h eck answers. Model a nd drill rhe pronunciation of 1 She wakes up at seven o'clock.
the phrases. 7 She has lunch at work.
9 She goes shopping.
1 get up 3 get dressed 5 have breakfast 14 She goes to bed late.

2 take a shower 4 have a coffee 6 go to work I school 12 She has pizza for dinner.
10 She gets home late.

S She goes to work by bus.
13 She watches TV and checks emai ls.
Henry Healthy

6 He goes to Italia n classes .
9 He does Italian homework.
1 He gets up at eight o'clock.
3 He has breakfast.
2 He exercises.
S He goes home ea rly.
4 He walks to work.
10 He relaxes.
7 He takes the dog for a walk.
12 He sleeps for eight hours.
8 He makes dinner.
11 He takes a bath.

48 Ext ra challenge

Focus on the have box and go rh rough it with rhe class. • Encourage Sts to use m od ifie rs (e .g.. a hit, aliu lc,
rca l~v. \'C l~\') \\' ith t he adjec tiYes.
Focus on c and pur Sts in pairs. Get A to describe
S uzy's day and B H enry's day. Encourage them to say b Focus o n the first h ighli ghted word (01vn) and elicit the

th e co m plete phrase, i.e ., Site IVakes up at 7 o'clock, and meaning(= to emphasize that the restau rant belongs
to him). Then get Sts in pairs ro guess t he meaning of
to ch ange roles after they've finished. the other b igh Iighted words and ph rases in the text.
Tell them to read the whole sentence, as the context w i11
Tell Sts to go back to the main lesson 4B. help them guess.

Extr a support Check answers, either explaining in English, translating
• Ifyou thi nk Sh need more practice. ~·ou ma:· \\am to into Sts' L1, or getting Sts to check in their dictio naries.

gi'"c the m the \ 'ocabula r y phorocop iablc acr i,· ity at Sts read the article again and underl ine al l the lcxis
rh is point. related to restaurants.

2 PRONUNCIATION linking and sentence stress Get Sts to compare with a partner, and then check
answers. Mod el and drill pronunciation, ma king sure
a 2 38 l)) Focus on the Con nected spee ch box and Sts understand the meaning of the lexis.
remind Srs about Iinking in spoken English . Tell Sts
they are going to hear five se n tences, each read at chef, reservations, menu, cooking, orders, prepare food,
natural speed. check the tables, shout instructions, waiters, make lunch,
customers
Play the aud io o nce for Sts just to listen . Then play it
again, pausing for Sts to write the five senrences. Play Deal with any other new vocabulary.
again if necessary.
c Put Sts in pairs, A and B, and tell them to go to
Get S ts ro compare with a partner, and then Commu n icatio n Nico's day, A o n pa3e 101, B on
check answers. pane 107.

1 2 38 l)) Go through the instructions with them ca refully.
1 He wakes up at eight o'clock.
2 She works in an office. Sit A and B face-to-face. A asks B his I her questio ns.
3 She has a coffee at eleven o'clock.
4 He has a lot of homework. B reads the text and finds rhe answers.
S She has an interesting day.
IWhen A has asked all hi s he r q uestions, they
b 2 3 9 l)) T h is exercise practices sentence str ess and
rhythm. Focus on the sentences and tell Sts that change roles.
the words in bigger bold pri nr are the wo rds that
a re stressed . Tell Sts to go back to the main lesson 4B.

Play the audio, pausing after each sentence fo r S t s to d 2 40 l)) Focu s on the phoros of Amelia and read the
listen and repeat. instructions. Elicit the mean ing ofstepdatt[Jhter (= h is
wife's daughter from a p revious re lat ionship).
2 39 l))
I See sentences in Student 's Book on_p_a_g_e_3_o_ _ _ __ _ j Give Sts a couple ofminutes to read the information
about A mclia's clay. Te ll rhem to think about w hat t he
ln pairs, Sts practice the sentences, paying attention to
lin king and rhythm . missing words I phrases could be.

Get a few Sts to read some of the sentences alo ud . Extra support

3 READING & LISTENING • Read through the aud io sc r ipr a nd de cide iryo u need

a Foc us on the ti tle of the art icle and the photos ofNico to p re-reach am ne\\ In is befo r e S rs listen .
and Amel ia . Read the int roduction together. Te ll Sts
t hey w ill now read about a typical (work in g) clay in Play the aud io once for Srs just ro listen. Then play it
N ico's life and then li sten to an interview with Amel ia again fo r Sts to fi ll in t he blanks, pausing if necessary
about a day in her life. ro give Sts time to write. Play aga in if necessary.

Focus on the adjectives in the list and make sure Sts can Get Sts to compare with a partner, and then
remember what they mean . check an swers.

Set a rime lim it and tell Sts that a ll they have to do is Morning
find o u t how I ico feels at the end of the day. 8:00 She starts school.

Get feedback from a few Sts. She has fi ve or six classes.
Afternoon
Nico feels tired, but happy. Maybe he also feels st ressed. 1:00 She has lunch. She only has 5 0 minutes for lunch.
He works atl day and makes food for his family. He gets up
early and is always working. He has very little free time, She has three or f ive classes.
but he likes his job. 5:30 She finishes school.

On Mondays and Wed nesdays she has extra classes.
On Tuesdays and Thursdays she has
basketball practice.
Evening
She does homewor k and stud ies until dinner.
After dinner, she studies until ll:OO.
11:30 She goes to bed.

48

2 40 >)) Additional grammar notes
(audioscript in Student's Book on pages 117-118)
• There are three ma in preposit ions of ti me: at, in, 011..
= =I interviewer, A Amelia
• T her e is a simple r ule for in . The rules for on and
I What time do you get up in t he mornmg7 at requir e a little bit mo re effort to remem ber ,
A I get up at six t hirt y. I never want to get up because it's because t hese incl ude the excepti o ns on the
1veekend. at niBht.
very early.
Do you have brea kfast? • Some uses are not yet practiced (in +months and
A Yes, a quick breakfast, and then I go to school. year, on + dates) because Sts do not have th is lcxis
I How do you go to school? ye t, but t hey are foc used on later when Sts learn
A By bus. We have t hese yellow school buses - we call them dates in 6B.
liebres.
1 What t ime do you start school? • Und er prepositions of place, Sts foc us on at or
A At eight o'clock. In t he first class everyone is really sleepy. in a nd to. The main goal is for Sts to be clea r that
I How many classes do you have? at a nd in a re used for p osit ion whereas to is used
A In the morning we usually have f ive, but somet imes six.
1 What t ime do you have lunch? fo r movem en t. Sts also learn that in Iat arc o ften
A At one o'clock.
I That's a very long morning! a lter natives when talk ing abo ut place, e.g., 1\Vas ill
A Yes, it is. We're very hungry at lunchtime.
I Where do you have lunch? a restaurall t I at a restaurant last ni£jht. Sometimes
A We have lunch at school in t he cafet eria. We only have SO
minut es, so we don't have much t ime t o relax. We just eat there is a subtle di fference between the t wo
ou r food and then run to the next class. prep osition s in th is context, but it is not necessar y
I How many classes do you have in the afternoon? to go into this at this level.
A On a good day only t hree, on a bad day f ive. Af ter t he
second class everybody is tired and we don't concentrat e Foc us on the exe rcises for 4B o n pa[Je 131 . Sts do the
on what t he t eacher is telling us. exe rci ses ind ivi dua lly or in pairs.
What time does school finish?
A At five t hirt y. Extra support
I Do you go home then? • Yo u Ill:I) \\'a nt to foc u<> on the rules Cor preposi t ions
A lt depends. On Mondays and Wednesdays I go to ext ra
classes to prepare for college entrance exams, and on of t ime a nd thc: n do c:-.crcisc a. follm' cd h' lhe ru le;,
Tuesdays and Thursdays I have basket ball prac t ice. for prcpm i ti on ~ of place a nd c'c:rci<>c b .
What do you do when you get home?
A Ijust want to relax, but it's impossible . I have homework C heck answers, getting Sts to read t he full sentences.
and exa ms, so I need to study! So I sit down at my desk and
st art working again . After dinner, I go back to my room and a 1 in 3 in 5 at 7 on 9 in
study unt il eleven o'clock, or sometimes later. 2 on 4 at 6 on B in 10 at
1 What time do you go to bed?
A About eleven thirty. I lie in bed and t hink about t he next b 1 at 3 in 5 to 7 in
day and the classes I have. Luckily, it 's Friday today! No 2 to 4 at 6- 8 at
school tomorrow'
Tell Sts to go back to the m a in lesson 4B.
Ext ra idea
Extra suppo r t
• lf rhnc \ rime: . you cou ld get St~ to liste n a gain \Yith • ICyou t hi n k S r ~ need more practi ce, you may ,,·ant
the aud ioscri pt on fWfl£'.' I 1- I JR. so t hey ca n sec
to giYe t hc:m t he ( ;rammar photocopia b]c actiY il y a t
exact h· what they undnqood I didn't unde rstand . rh is po in t.
Tran sla te f c:xpla in any nc:w ' ' ord;, o r phrase;, .
d 2 44 >)) Tell Sts they are goi ng to hear some t ime
e Finally, ask Sts whose clay th ey think is more st ressful , phrases and they must repeat the time ph rase with a
N ico's or A melia's. Encourage t he m to try to say why preposition. Foc us on the exa mp le.
(even if they m a ke m ista kes) .
Play t he a udio, pa using after each time ph rase for Sts
4 GRAMMAR prepositions of tim e to repeat w ith the right preposition . T hen repea t the
acti vit y, el ici ting res pon ses from ind ivid ual Sts.
(at, in, on) and place (at, in, to)
2 44 >))
a Tell Sts to try to com plete the se ntences a bo ut Ame lia's
day w ith a pre position. 1 t he weekend (pause) on t he weekend
2 t he morning (pause) in the morning
b 2 41 >)) Play the audio for S ts to listen a nd check. 3 seven o'clock (pause) at seven o'clock
4 Sunday (pause) on Sunday
Check an swe rs. 5 night (paus e) at night
6 t he evening (pause) in the evening
See words in bold in au dioscrip t 2.41
7 midnight (pause) at midnight
2 4 1>)) 8 the summer (pause) in the summer

1 I get up at six thirty. ~9 Tuesday morning (pause) on Tuesday morning
2 In the morning we usually have f ive classes, sometimes 10 noon (pause) at noon
- - - --
six.
3 We have lunch at school in t he cafeteria .

~On Mondays and Wed nesdays I go t o extra classes.

c 2 42 2 43 >)) Tell Sts to go to G r ammar Bank 4B on
pa[Je I 30. Foc us on t he exa mple sentences and play the
aud io fo r Sts to listen and rep eat. T hen go t h rough the
rul es w ith th e class.

Wjl

48

5 SPEAKING & WRITING

a Put S ts in pairs and tell them they arc going to
interview their partner. Stress that they are going to
talk about a typical weekday (Monday to Friday).

Focus on the questions and elicit t hat Sts need to add do
yo 11 each time .

De monstrate the activity by ge tting Sts to ask you two
or three questions. Remind Sts of the typical rhythm of
questions a nd encourage them not to stress do you, e.g.,
What time do you [:Jflli.J2.?

Before starting, go t h rough the When you can't
be exact box with Sts and remind them of the
expressions mentio ned.

Sts ask and answer the questions in pairs . Monitor
and help, correcting any mistakes with the time and
preposition s.

b Tn their pairs, Sts decide who has a more stressful day.

Get feedback, ask ing as many pairs as possible who is
more stressed and why.

c Tell Sts to go to Writing A magazine article o n
pa[Je 112 .

The goal he re is tO g ive Sts practice desc ribing habitual
act ions. Sts lea rn to recognize and use common
connectors and common sequenccrs.

Foc us on a and give Sts time to read the article. When
they have finished, ask a few Sts is Cristina's Saturday
like you rs?

Now do band go through the after and then box with
the class. Highlight that:

-then is used wi th a verb ph rase. it can go at the
beginning or in the middle ofa sentence: /take a
bath . Then I[JO to bed. I take a bath and then l [JO to bed.

- after and before arc prepositions and o pposites. They
are used with a n oun or a verb phrase: 1altvays have a
wp ofcoffee after lunch .

- You could teach after that as a n alternative to then .
H owever, highlight that you can't use after to
connect two clauses, e.g., NOT I get up, c1nd aftel I
hare bu::akfiut.

With a partner, Sts check that they know the
highlighted wo rds in the text, and then they complete
the six sentences in c. Check an swers.

1 Then 3 before 5 then

2 After 4 During, from, to 6 before

focus on the task in d and the instructions. Elicit /
explai n that the article has fo ur paragraphs and each
one describes one main idea. Give Sts a few minutes to
make some notes for each paragraph.

Tn exercise e, Sts w rite their a rticle. They can do thi s
in class if there is time or fo r homework. Monitor and
help Sts, encou rag ing the m to use the high lighted
words from the text.

In f,Sts spend a few minutes checking their article
before hand ing it to another st udent. They read each
oth er's articles and try to find somet h ing in com mon.

-

G position of adverbs and expressions of frequency
V adverbs and expressions of f requency
P the letter h

Lesson plan Make sure Sts are clea r about t he mean ing an d
pronunciati on o f Ho IV often ...::> (whi ch is used when
T he topic o f this lesson is lifestyle choices, which m ay you wa nt to ask someone abo ut the frequency with
determine whe ther you have a longer or shorte r Iife. which they do a n acti vity) an d eve1y.
Sts begin by learning the vocabulary for adverbs and
expressions of frequ ency. A study ca rried out recently that 2 46 >)) ow do b. Play t he a udio fo r Sts to check
investiga tes why teenagers may not live as long as their answers . T hen play t he a ud io aga in , paus ing fo r Sts to
parents provides th e context for Sts to learn the word order repeat the p hrases. G ive fu rthe r p ractice ofany words
fo r adverbs and expressions of frequenc y. Pronunciation your Sts find difficult to pronounce.
focuses on the letter h. In the second ha If of the lesson,
Sts read about the lifestyle in three places in the world 1 2 46 >)) 5 once a week
that have a very high proportion of centenarians, and t hey 6 twice a week
compare this to thei r own country. 1 every day 7 t hree t imes a week
2 every week 8 four times a year
STUDY I:EI3
l3 every month
• Workbook 4C 4 every year
• Online practice
• iChecker Highlight th ar once an d twice are ir regu lar for m s. For
all oth er num ber s, we use a number + times, e.g.,jive
Extra photocopiable material ti111es, ten times.

• Grammar adve rbs and expressions of f requency page 173 Focus on t he instr uctions fo r c. Get Sts to cove r th e
• Communicative Adverbs board gam e page 219 (instructions left-hand column with a piece of paper, leaving th e rest
visible to sec if t hey can remember the exp ressions.
page 201)
• Song Who Wants to live Forever page 272 (instruc tions Focus on p art 3 Adve rbs offrequency and ge t Srs to
do exercise a ind iviclually o r i11 pai rs.
page 265)
2 47 >)) Now do b . Play the audio fo r Sts to check
Optional lead-in (books closed) answers . T hen play t he audio again , pausing fo r Sts to
repeat sentences 1- 6 .
• \\'rite on the board 1!0\\' C \ ' 1 I.IVL: To ilL wo? [m ire
suggestions from the class and write them on the board. 1 2 47 >))
e.g., Don't s111okc. Exercise C\'CI~V day. etc. 1 b I always get up at 7:00 during the week. I start wo rk at
8:00 every day.
1 VOCABULARY 2 a I often go to the movies after work. About seven or eight
t imes a month.
adverbs and expressions of frequency 3c I usually finish work at 6:00. But on Fridays we stop at 3:00.
4 f I sometimes meet a friend for lunch. About once or twice
a 2 45 >)) Books ope n. Focus on the time words and th e a month.
example. In pairs, Sts complete the other time words. Se I hardly ever go to the t heater. Only once or twice a yea r.
6d I never have coffee. I don't like it.
Play the audio for Sts ro check their a nsvvers. Focus
on t he word s with diffic ult pronunciatio n, especially Focus on the m eaning ofthe six high lighted adverbs. If
minute /'mmJt/, hour /'au::Jd, and month lmAn81, and play Sts don't have an exact eq uivalen t in their Ll, you may
the audio again to d r i11 the pronunciation of the words. want to point out that these words don't have an exact
meaning i11 ter ms offreque ncy.T he m eani ng dep e nd s
2 hour 3 hour 4 day 5 week 6 month 7 year on the acti vi ty. e.g., in I often havejru itfo r breakfast, often
proba bly means rh ree times a week, w hereas in Joften
2 45 >)) 3 an hour 5 a week 7 a year travel abroadfo r IVo rk, often may mean once a month.
4 a day 6 a month
1 a minute Then go th rough the normally infor mation box w it h
2 half an hour the class.

Extra support Focus on the instr uctions for c. Get Sts to cover
• Ifyou think \our Srs won't be able to produce many sentences 1- 6 with a piece of paper leaving a- f
visible to sec if they can reme mber the sente nces a nd
ofrhese words. write them on the board in random especially rhe adverb offreq uency.
order for Sts to match with the definitions.
2 48 >)) Finally, do d and play the audio fo r Sts to liste n
b Tell Sts to go to Vocabulary Bank Time on paBe !57 and rep ea t the adverbs.
and get them to do parts 2 and 3.
2 48 >)) _j
Focus on part 2 Expressions offrequency and [ always, often, usually, sometimes, hardly ever, never
get Sts to do exercise a individually or in pairs. -
Tell Sts to go back to the main lesson4C.

4C d Demonstrate the activity fi rst by ma king true
sentences about yourself.
2 GRAMMAR position of ad ve rbs and
Sts sho ul d wri te true sentences about them selves using
expressions of f requency the verb phrases a nd an adverb or expressio n
of freq uency.
a Focus on the photo. Ask S rs how old they thi nk the
person is, an d elicit the mea n ing of teena[Jers (= young They then compare their sentences with a partner.
people between the ages of 13 and 19).
Extra challenge
Focu s on the text. Set a time lim it fo r Srs ro read it. • Get Sts to m a ke sente nce~ o ra lly\\ irh a par tne r.
T hen ask the class if they th ink t he s it uation is the same
in rhei r cou nrry and elicit opin io ns. Get feedback. asking two or three pairs if they were
sim ilar or different.
b Get Sts to read the text aga in , focusing on the position
of t he h igh Iightcd words, which all express freque ncy. 3 PRONUNCIATION the letter h
T hey then circle the right word in rules I and 2.
Pronunciation notes
Check a n swers. • H ow di fficu lt this sound is w ill depe nd on your

1 bef ore a main verb, after the verb be 2 at the end Sts' L l , an d you should spend more o r less time
he re accordingly.
c 2 49 ))) Te ll Sts to go to G r ammar B a nk 4 C o n
pa[Je 130. Focus o n the exa m ple sentences and play the • The ma in problem w ith the letter 11 is that in
aud io fo r Srs to listen a nd repeat. The n go th rough the many languages it is silent at the beginning of a
rules with the class. word . I figh lighr that in English it is almost always
pronounced like the /h/ in hotel a nd 1-foiV? There
Additional grammar notes arc very few exceptions. The on ly o ne t hat is
• T he normal positions for adve rbs o f frequency releva nt at rh is level is hour, bu t don't foc us on t h is
unt il after Sts have done exe rcise b .
is befo re the m ain verb, bu t after be. Howeve r,
so111etimes an d usually ca n be used at t he beginning a 2 50 ))) Foc us on the sound picture (house) and
ofa sentence or clause for em phas is, e.g., sound / h/.

Someti lll eS r\Vake up really ea rly... Play t he aud io once for Srs just to listen. T he n play it
aga in for Srs to repeat the words.
• Similarly, the norm al posit ion fo r exp ressions of
frequency is at the end ofa sentence or ver b phrase, 2 50 )))
but they are sometimes placed for em ph as is at the [ See words in Student's Book on page 32
beginning . e.g., Eve1y day l check 111y em ailsfirst
thin[J in the morniii[J. b 2 51 ))) In pa irs, Sts read the sentences aloud and t ry to
fi nd in wh ich wo rd the letter his not p ronounced .
Foc us on the exercises fo r 4 C on pa[Je 131. Sts do the
exercises individua lly or in pa irs. Play the audio for Sts to liste n a nd check .

C heck answers. getting Sts to read the fu ll se ntences. In the word hour, the his not pronounced.

a 1 Do you usually wear glasses? I 2 s1 )))
2 I'm hardly ever bored.
3 She somet imes does housework. I Somet imes she See sentences in Student's Book on page 32
does housework.
4 We go to the movies once a week. I Once a week we c ln pairs, Sts practice saying the sentences.
go to t he movies. d Tell Srs to go ro S ound B a n k on page 166. H ighlight
5 Why are you always late?
6 I walk to work every day. I Every day I walk to work. the fact th at tvh is also pron ounced /h/ in ll'ho and
7 My friend is never stressed. ll'hose.
8 Does it often rain in the winter?
Tell Srs to go back to the m ain lesson 4C.
b 1 I am never lat e f or class.
2 We hardly eve r eat fast food. 4 READING & SPEAKING
3 What ti me do you usually finish work7
4 My parents don't often listen to the radio. a Focus on the photos and t he title, and read the
5 My brother is always hungry at lunchtime.
6 We don't always do our homework. introd uction aloud . Elicit f explain the m eaning of
7 Do you drive to work every day7
8 Our teacher is hardly ever angry. secret(= st h you do nor or must not tell ot her people).
Ask Sts to predict anythi ng that t hey rh ink rhe rh ree
Tel l S ts to go back to the m a in lesson 4 C. places m ight have in co mm o n . Elicit possible answers
(e .g., their Iifestylc. the weathe r. etc.). You m ighr w<mt
Extra support to pre -teach diet (here meaning daily food) , a nd to be
in a hurry.
• !I yo u think Sts need mo re practi ce. youm a) \\·a nt

ro gi\ e them the (;ram mar pho tocopiable acti\ ir~· a t
rhi" poi nt.

Focus on the article and the nine sentences. Tell Sts 4C
that five of the sentences a re things that the people in
t hese places h ave in com mon a nd that help them live to 5 2 52 l)) SONG Who Wants to Live Forever .J1
one h undred . Get S ts, in pairs, to dec ide which five they
thi nk they are, and then to read the a r ticle to check. T h is song was o r iginally made fa mous by the English
rock band Queen in 1986. For copyright reasons, this
Get Sts to compare with a partner, and then is a cover version. If you want to do t h is song in c lass,
check answers. use rhe phorocopiable activ ity on page 272.

Sts should check: 2 52 l))
They aren't in a hurry. They hardly ever eat meat. I Who Wants t o Live Forever
They hardly ever take medicine. They work outside. They
often see friends. There's no t ime for us; t here's no place for us.
What is t his thing that builds our dreams yet slips away
b Tell Sts to read the article again and ro fi nd where each from us?
Who wants t o live forever? Who wa nts to live forever?
oftbe items listed is important. Elic it f explain the
The re's no chance for us; it's all decided for us.
meaning of special and drill pronunciatio n /'sp~::fl/. This world has only one sweet moment set aside for us.
Who wants to live forever? Who wants to live forever?
Get Sts to com pa re with a partner. and then Who dares to love forever?
check answers. Oh, when love must die?

1 Ecuador 2 Japan 3 Ecuador 4 Japan But touch my tears wit h your lips;
Touch my world w ith your f ingertips
c Tell Sts to underl ine new words or phrases in each And we can have forever; and we can love forever.
text and, in pairs, to try to guess the meaning of the Forever is our today.
und erl ined words . Who wants to live forever? Who wants to live forever?
Forever is ou r today.
Check som e of t he Sts' choices, either ex11 la ininba in
English , getting Sts to check in their dict ionaries, or I Who waits forever anyway?
translating into Sts' Ll. Tell Sts to choose two words or
ph rases fro m each text to lea r n .

Deal with any other new vocabulary.

d Ask the class if people in the ir cou nrry Iive health iIy
like t he people in the three count ries in the article.
Eli cit things that are si mi lar o r d ifferent o n the board.

! If your Srs are from any of these cou n tries, ask them
if t he way people live in, e.g., Ogliastra is true of Italy as
a w hole .

Extra challenge

• \\"ith a ~rrong clas~. \"Oll could writl: thl: name;, of

the rhrTl: pla~es fror{l the a nick on the board . St-.. in

pai r<>. tr\· to remember all the information rhc,· can
from th~ te'\t.
·

e Tell Sts t hat they a re now goi ng to find out ifrhey
a re go ing to Iive a short o r lo ng Iife by answer ing a
questionnaire. Tell them to go to Communication
S h ort life, lo nB life? on page 101 .

Go rh rough rhe inst ru ctions wir h t hem carefully. Put
Sts in pairs. G ive th e As time to interview the Bs and ro
circle their partner's answers.

Now t he pa irs change roles, and the Bs inter view the
As a nd circle their answers .

When they have finished, they should calculate their
partner's score and tell him / her the result.

Get feedback fro m rhe class, find in(J our who is aoing
bb

to live the lo ngest.

Tell Sts to go back to the main lesson 4C .

-

For instr uct ions on how to use these pages see page -lO.

Test and Assessment CD-ROM CAN YOU UNDERSTAND THESE PEOPLE?

• Quick Test 4 2 53 >))
• File 4 Test
1a 2c 3a 4c 5a
GRAMMAR
2 53 >))
1b 6c 11 c
2a 7b 12 b I= interviewer, N = James
8a 13 b I What do you do?
3c 9b 14 a J I'm a gardener.
4a 10 c I How many hours a week do you work?
15 c J About 20, 30 hours a week . it's an easy job.
5b
I = interviewer, A = Anya
VOCABULARY I Do you have a big family?
A I have, uh, there are five people in my family.
a 1 On 2 in, in 3 up 4 to I How many brothers and siste rs do you have?
A I have one brot her and one sister, and my pa rents.
b 1 get 3 take 5 go 7 listen 9 read I How old are they?
2 have 4 do 6 play 8 wa t ch 10 wear A My brother is 20, and my sister is 16.

c 1 niece (the others are male relatives) I = interviewer, Y = Yuri
2 husband (the others are fema le relat ives) I What time do you usually get up in the morning?
3 fact ory (t he others are jobs) Y I get up at six thirty.
4 early (the ot hers are adverbs of f requency) I What about on weekends?
5 once (the others are related to a clock I watch) Y Weekend? Um... I usua lly get up at eight o'c lock.

d 1 Where 2 What 3 Who 4 How many 5 Why, Where I = interviewer, W =Wells
I How often do you do exercise?
PRONUNCIATION W Almost every day.
I What kind of exercise do you do?
a 1 here 2 nurse 3 home 4 t hink 5 lives W I run. And play f ootball.

b 1 because I = interviewer, 5 = 5tacey
2 dentist I Do you like animals?
3 unemployed 5 Yes, I love anima ls.
4 re~t i onist I Do you have a pet7
5 grandmother 5 I do. I have a cat.

CAN YOU UNDERSTAND THIS TEXT?

a 2 works 4 travels 6 drives 8 does 10 eats 12 has
3 earns 5 has 7 does 9 drinks 11 reads
13 spends

G can I can't
V verb phrases: buy a newspaper, etc.
P se nte nce s t ress

Lesson plan 1 VOCABULARY verb phrases

T hi s lesson is based on T V shows like America11/dol or The a Books open. Ask Sts to comp lete the verbs in the six
Voice, where a m ateur m usicians compete in the hope of act ivities given.
w inning and becomin g famous. T h e lesso n starts w ith the
introduction of more verb phrases. Then a pict ure story Check answers.
of a contestant waiting for his first aud ition (based on a
real exper ience) introduces Sts to sentences with can . Can do homework play the guitar
is a very versatile ve rb in E n gl ish and is used to exp ress listen to music go to t he gym
ability, possibility, per mission, and to make requests. Sts watch TV have a coffee
w ill h ave met can fo r requests and permission in Pract ic a l
E nglis h 1, a n d shou ld a lready be familiar with the verb. b Tell Sts to go to Vo c abula r y B ank M ore verb p hrases
T h e use ofca11 for ab ili ty, prese nted he re, may be expressed on page !58 and get them to do exercise a incliv iclua lly
by a different verb in you r S ts' Ll . Tn the second h a If of t he
lesso n, spec ial attention is given to the pronunc ia tion of or in pa irs . Many of these ve rbs may already be fa m iliar
ca 11 a n d can't. S ts t hen p ractice orally with a question n a ire . to them.
T hey then read a short a rticle about fo u r p reviou s A111erica11
Idol w inners, and the lesson ends with the song Famous by 2 54 >)) Now do b. P lay the a udio fo r Sts to check
the band Scout ing For Girls. answers . T hen play it again, pausing fo r Sts to repeat
t he phrases. Give further practice ofany words or
STUDY [!ITI3 p hrases your Sts find d ifficu lt to p ronounce.
• Workbook SA
2 54 >)) 14 play chess
Extra photocopiable material
1 buy a ticket 6 remember somebody's
• Grammar can I can't page 174 3 call your mom name
• Vocabulary More verb phrases page 256 (instruct ions page 245) 11 dance the tango
• Communicative What can you do? page 220 [instructions 4 draw a picture 18 ru n a race
9 drive a car 12 see a movie
page 201) 20 find a parking space 22 sing a so ng
• Song Famous page 273 [instructions page 266) 5 forget somebody's name 16 swim in the ocean
24 give somebody flowers 19 t ake photos
Optional lead-in (books closed) 15 hear a noise
2 help somebody 10 talk to your teacher
• Rev iew the uses of cn11 that Sts have already met. \\ 'ri te 7 look for your keys
on the board 23 meet for a coffe e 21 tell somebody a secret
\V H .\ r 1)0 YOL S ,\Y 13LGI:'\i\'li\'C; \\'ITII Ct\ ,'\. IF . .. ? 17 paint a pictu re 8 use a computer
13 wa it for a bus
YOU \\':\1\T .\ PI!Ol OCOI'Y
Focus on c. Get Sts to cover the verbs and use the
2 YOU'RE li\' A CAFE A'\D YOU \\ .\;\' '1 .\ SO D .\ pictu res to test themselves or their pa rtner. Encourage
them to say the comp lete phrase, i.e., verb +collocate.
3 YOl ' \\'Ai\' I .\ 1\0TllLR l'CRSOi' TO S!(;i' SO~ILTI!Ii\'C; H ighlight t hat it is more useful to remember complete
4 YOL ' \\'Ai\'T \i\'OTII ER PFRSO:'\ TO Ol'L;\' 111 F.\\' I ,'\ DO\\'
ph rases, e.g.. meetfor a coffee (instead of just 111eet).
• Gi\e Sts a fe\Y minutes to discuss in pairs.
Check answers. Tell Sts to go back to the main lesson SA.

1 Ca n I have a photocopy, please? Extra support
2 Can I have a soda, please?
3 Ca n you sign this, please? • I fyou think Sts need more pract ice. you may ,,·a nr to
4 Can you open the window, please? give them th e \'ocabular; photocopiahle act i,·iry at
this po inr.
• E licit I explain that we often use Canllull'i' ... ~to ask for
2 GRAMMAR can 1 can't
something and Ca nyou .. .~ to ask a not her person to do
somcth ing. Ia Foc us on the lesson title. Elicit expla in t he mean ing

ofidol (a popular and ad m ir eel perso n , e.g., a celeb r ity)

and expla in that this is t he name of a well-known US
TV ta le nt contest.

Now focus on the picture story and go through the

Iinstructions w ith Sts. Explain elicit the mean ing of

auditio11 (=a short pe r formance by an actor, a singe r,
etc., so that sby can dec ide if they are good en ough to
be in a play, a concert, ere.).

! Don't ask Sts yet about similar TV shows in their
country, as this is an activ ity at the e nd of the lesson.

-

SA d 2 57 >)) Focus on the questions and play the audio. Play
th e aud io aga in a nd t ry to elicit what the judges sa id
You might want to prc-Leac h some YOcabulary, e.g., abo ut each person and write it on the board.
entrance a nd nervous.
Check a nswers, and see how many Sts agreed with
Now tell Sts to look at the pictures and read the story the judges.
once the w hole way through. Then focus on the first
picture. Elicit th at t hey a rc a rguin g about w he re ro They think Gary sings well. They t hink Justin can't sing.
park, and show Sts how t he ph rase Where can I park? They think Naomi has a beautiful voice, but no feeling.
has been inserted in the dialogue. Gary feels very happy.

Focus on phrases a-d and give Sts time to fill in the 2 57 >))
blanks 2-5.
(audioscript in Student's Book on page 118)
b 2 55 >)) Play the audio for Sts to listen and c heck. Gary
G (sings)
Check answers.
I Jl Very nice Gary.
2 you can have coffee downstairs. J2 Yes, I like it. Good job.
Justin
3 Can you come with me, please? Ju (sings)
4 we can't hear you. Jl In a word... "terrible!"
5 I can't remember t he words!
I J2 Justin, you have a very pretty face, but I'm sorry, you
5 >-)) ~ can't sing!
Naomi
Gary, Gu = guard, 0 = organizer, J =judge N (sings)
:30 a.m. I arrive in San Diego and drive to Petco Park. The Jl Thank you, Naomi. Very nice.
traffic is terrible. I'm late!
Gu Hey! You can't park here. I J2 Naomi, you have a beautiful voice, but I can't hear
the feeling.
I G Where can I park? Jl OK. Justin and Naomi. Thank you very much, but no thank
Gu In the parking lot over there. you. Gary, congratulations. See you on the show next week.
G OK. Where's the main entrance? ~wesome! That's great. Thank you. _ _ _
Gu The entrance? it's on the other street.
G Thanks! c Tell Sts to look at the four sentences taken from the
12:45 p.m. I wait for my audition with 350 other singers. I'm lis te ning. G et them ro m atch each one w ith its mea nin g
very nervous. and then to compare answers in pairs.
0 You can prac tice your songs here, and you can have coffee
C heck answers.
I downstairs. Good luck!
G 6:00 p.m. Five hours later! Finally, a woman calls my number. 1d 2a 3c 4b
0 Can you come with me, please? it's your turn now.
G 6:15 p.m. I walk onto the stage. I can see a table and three f 2 58 >)) Tell Sts to go eo Grammar B a nk SA o n
judges. pa[lC 132.Focus on t he example sentences and pl ay the
Jl What's your song? audio fo r Sts to listen and repeat. Then go through the
G House of the Rising Sun by The Animals. n1les w ir h the class.
J2 Sorry, we can't hear you. Can you speak up?
G House of the Rising Sun. This is it. Oh no! I can't remember Additional grammar notes
the words.
J3 You can sturt when you're ready... Can you start, please? • Ca n is t he first modal verb that Sts are introd uced
to. Modal verbs, unlike norm al ve rbs, do not adds
c 2 56 >)) Teii Ststhatthcya rcgoingto hcarGa rya nd
two other co ntestants sing. T hey w ill then vote to sec in 3 rd person singu lar (he I she can. NOT he / sire
which of the three they want to win a spot on the show.
ea-m:). Questions are made by inverting t he verb
Play the audio and pause it after each singer has
fin ished the ir song. Ask Sts in pairs to give each singer and subject, not w ith do I does, e.g., Can you come?
a score out often.
NOT Do you ca 11 come? Negatives a re for med by
Now ask Sts to vote (with a show of hands) for thei r
favor ite. Write the scores on the board. add ing 11't (not), not with don't I doesn't, e.g., I ca11't

2 56 >)) swim NOT I don't ca n SlY iIll.

G = Gary, J = judge, Ju =Justin, N = Naomi • The no rmal form ofa second verb after a modal
verb is the infi ni tive without to. This can be ha rd to
Ga ry remember for ma ny Sts who are used to thin king
J What's your song? of the in finitive as with to (to be or not to be...), and
G House of the Rising Sun by The Animals. adding to after ca11 is a common er ror.
J You can start when you're ready... Can you start, please?
G (sings) • AIthough other languages m ay have an eq u iva lcnt

Justin _j verb to can (= be possible I perm ittcd), they
J What's your song, Justin?
Ju Sugar Sugar by The Archies. probably do not use this sa me verb to also ta lk
about ability (1 ca11 sin[l, I can play the piano) and
••• (sings) - would express rh is with an equivalent of knoll'
Naomi how to.

J What's your song? Foc us on the exe rcises for SA on jJa[lC 133. Sts do t he
exercises individually or in pairs.
N Don't Tell fvle That lt's Over by Amy fvlacDonald.
C heck a nswers. getting Sts ro read the fu ll sentences.
(s1ngs)

1

-

SA

a 1 She can meet me after work. 2 60 >)) b I can't sing.
b She can't dance very well.
2 Can you open the door, please? 1 a I can sing. b He can't cook.
3 My boyfriend can't ski. 2 a She can dance very well. b I can't come to the meeting.
4 Can I use your car? 3 a He can cook. b You can't park here.
5 We can't come t o your party. 4 a I can come to the meeting. b I can't drive.
5 a You can park here.
b 1 ...can speak ... 5 Can you repeat... 6 a I can drive.
2 Can you help me? 6 We can't stop here.
3 I can't see you tonight. 7 ...he can't swim. c 2 61 >)) Focus on the instructions. Play the audio at
4 Can I close... 8 Can I use your phone? least tw ice.

Tell Sts to go back to the ma in lesso n SA. Get Sts to compare with a partner, and then check
answers by playing the a ud io again, stopping after each
Extra support sente nce, a nd ask ing Sts if it's posit ive or negative.

• If you rh ink Sts need more practice. you m a~ ,,.a nt 1b 2a 3a 4b 5b 6a
to giYe them the Gramma r phorocopia hl e acti,·ity at
this point.

3 PRONUNCIATION sentence stress 2 61>))
l I can't sing.
Pronunciation notes 2 She can dance very well.
3 He can cook.
• There a re two m ain pronunciation pro blems 4 I can't come to the meeting.
5 You can't park here.
related to ca n I can't: 6 I can drive.

- Can is usually un stressed= /k;m/ in[±] sentences Extra challenge
like 1ca n sing . You r Sts may find this diffic ul t to • As a follow-up, ge t Sts in pa irs to wr ite four
hea r and to say. lf they stress ca n, the Iiste ncr
may think th ey arc saying a El sen tence. sente nces eac h (two positi ve a nd t \\'O negat i,·e,
in jumbled order). They ta ke tur ns sayin g the ir
- The negative can't is always stressed. Not senten ces to each o ther as clearly as possib le and
stressing it can cause a communicati on problem decide ifrheir partne r has said a posit ive or negative
(th e lis te ner m ay underst and can, n ot ca n't) . sentence. e .g .. A I cnn 'tcook. B Negative .
T he pronuncia tion of this word var ies a m ong
different g roups o f nati ve E nglish speakers . The 4 SPEAKING
standa rd pronunciation is / kcent/, but there are
regio n al var iat io ns . The impo rtant thing fo r a Tell Sts tha t they a re going to find out what ta le nts
S ts is to make sure that they stress /k~nt/ th ey h ave by answering a q uestion na irc. Tell them to
very stro ngly. go to C ommunication Do y ou want to befamou s?
o n page 102.
a 2 59 >)) Focus on the dialog ues, whi ch give exa mples
Go through the instr uctions with them carefully. Pur
ofl:±l, El, and I1J forms ofca n I ca n't. Re mind Sts that Sts in pa irs . G ive the A s t ime to inter view the B s and

the b igge r words in the dialogue are stressed, a nd the to check (yes) or write an X next to (no) their partner's
underlining shows stress w ithin a word.
answers. Tf they check a n an swer, they m ust also fi nd
Play the audi o o nce for S ts just to listen. Then play it o ut how we ll thei r pa rt ner can do it.
again, stoppin g a fter each sentence fo r Sts to rep ea t
an d to try to co py t he rhythm . Now the pairs change roles and the Bs interview
the A s.
! If you r own p ronunciatio n ofca n I ca n't is diffe rent
Ge t feedback from the class. Elicit from pairs if they
from w hat is on the audi o, you m ay wa nt to mo del th e t h ink they ca n be famous and what for.
di alogue yourself.
Tell Sts to go back to t he m ain lesson SA.
Get Sts to prac tice the di alogue in pairs . En courage
them to stress the bigge r wo rds mo re strongly and say b Put Srs into new pairs a nd get them to tell their new
th e other words m ore q uickly a nd lightly. partner about the person they just inter viewed in a.

1 2 59 >)) Get some feedbac k o n what people can and can 't do.
See dialogues in Student 's Book on page 37

b 2 60 >)) T his exerc ise gives Sts practice in
d istingui sh ing be t ween positive and negative
can statemen ts.

Foc us o n the instruction s. Play the audio fo r Sts to hea r
the sen te nces. Elicit t ha t can is u ns tressed a nd has a
sho rt sound , but can't is st ressed and h as a lo ng sound.

-

SA

5 READING

a Focus on the title o f the a rti clc and the photos, and
elicit that these arc four of the people who were
w inners on the TV show A111erican Idol. Ask Sts to
guess which two they think a rc still famo us today. Do
not check answers yet.

Set a time limi t fo r Sts to read t he art icle to check
their gu<.:sses.

Check answers.

Kelly Clarkson and Carrie Underwood

b Tell Sts to look at the highl ighted words and phrases
related to pop music and in pa irs to try to guess th eir

m ea ning. Before Sts start, you mi ght like to explain f

clic itthe meaning ofpop music(=popu la r mu sic).
C heck answers, eithe r explaining in English, tran slating
into Sts' L 1, or getting Sts to check in their d ictionaries.
l fSts are using di ctionaries, remind t he m t hat t he
words a re related to mu sic, so t hey n eed to fi nd rhe
relevant definitions.

Deal with a ny ot he r new vocabulary.

c Do this as a n open-class activ ity.

6 2 62 >)) SONG Famous ~

This song was originally made famous by the British
band Scouring For Girls in 20 10. For copyright reasons,
this is a cover version . If you want to do this song in
class, use t he phorocopiable activ ity on pa[]e 273.

2 62 >))

Famous
Staying in again on a Saturday night,
I'm going to set tle on the sofa and turn down the lights.
I got 900 channels but there's not hing to see,
No wonder everybody thinks they should be on TV.
Chorus
Oh, we all want to be famous.
Oh, be a face on the screen.

I Oh, read our name in the papers.
Oh, everybody wants to be on TV.
Everybody wants to be on TV.
Forget Audrey Hepburn, Forget Bette Davis.

I I want to be known, just for being famous.
I can't act, I can't dance, I can't sing, can't you see?
But I'm young and I'm pretty and that's all that you need.
Chor us
Everybody wants t o be like James Dean.
Cho r u s
Oh, everybody wants to be like James Dean.
Oh, we all want. We want to be famous.

~h, we all want to be like James Dean.
e all want. We want to be famous.
e all want to be on TV.
------------------------~

-

G present continuous
V verb phrases
P /of

Lesson plan When you check They play musical instrumellts, elicit
the names of some that can be particularly ir ritating
This lesson is based on a newspaper survey about noisy e.g., violin, drums (these w ill then be used later in the
neighbors. Sts begin by learning new verb phrases and lesson). You may also want to highlight that we use play
talk about the top noise problems in their countries. Then both for musical instruments and also for putting on
the present continuous (used for what is happening now) music on a CD playe r or ani Pod dock .
is presented t h rough a dia logue between a couple who
live in a very noisy apartment build in g. Pronunciation a Their dogs bark.
focuses on the /fJ/ so un d, used in all presem conri nuous b Their babies cry.
endings, and Sts then do a "Spot the differences" speaking c They have noisy parties.
activity, where they p ractice the new grammar.T he lesson d They play loud music.
ends w ith a n interview with a British woman who lives in e Their children shout all the t ime.
Switzerl and, where there are st rict a mi-noise ru les . f They have the TV on very loud.
g They play musical instruments.
STUDY I!ITI3
h They talk loudly or argue a lot.
• Workbook SB
3 2 l)) e children shouting l
Extra photocopiable material
(sound effects) f loud TV
• Grammar present continuous page 175 a dog ba rking
• Commun icative Guess wha t I'm doing! page 221 (instructions b baby crying g musical instrument practicing
c part y
page 201) d loud music h two people arguing

Optional lead-in (book s closed ) Tell Sts to cover the sentences and sec b ow m any they
• Do somet hing that makes a noise, e.g.. play some mus ic can remember.

\"e r;- loud ly, bang rhe desk. etc.. a nu elicit 1teach the b Get Sts in pairs, to discuss th e question.

word noise. Then el icit I teach the verb we me ,,·irh noise. Then el icit from the class w hat they thi nk the top three
no ises a re fo r their class.
111ake noise, a nd the adj ective noisy.
c Focus o n t he questionnaire and go through
• Now elicit I teach the word ncinhhors (= people \\ ho the questions.
liYe in the apa rtm ent I house nea r you) . Model and d rill
Get Srs to interview you first. G ive as much (simple)
pron un ciation /'nc ib;:,r/. Then giw Sts in pairs a few information as you ca n to model the way you want the
mo ments to thin k of rh ree rh ings noisy ne ig hbors do. Sts to answer the quest io ns .

• Get feedback and wr ite Sts' idea~ on the board. \\ ' hen Sts inrerview each other in pairs or groups of three.
you start la , get Sts to sec if any of the things they Mon itor a nd help w ith any new vocab ulary t hey need.
suggested arc there.
Get some feedback about their neighbors.
1 VOCABULARY & SPEAKING
2 GRAMMAR present continuous
verb phrases
a 3 3 l)) Ask Sts to look at the picture of the apartment
a 3 2 l)) Books open . Focus on t he title and, if you didn't building o n paBe 38 and ask or wr ite on the board Why
can't the couple in apartment 5 sleep'
do t he Optional lead-in, teach I elicit the words
Play the audio once and check answers.
neiBhbors and noisy. Model and dr ill pronunciation .
Because of the party downstairs, noisy people on the
Give Srs a few minutes tO read the kinds of noises that street, and t he baby crying next door.
noi sy neighbors make. Get t hem to try to figu re out the
meaning of the new verbs.

Tell Srs t hey will hear eight sounds, each representing
one of the problems, and they must w ri te a-has they
hear them. Play the audio once the whole way through.

T hen play the audio again to check answers. Make sure
Sts understand the meaning of the new verbs. Model
and drill pronunciation .

I&+

58 • T he present co ntinuous is contrasted w ith the
present simple in the next lesson (S C).
3,3 >))
• The use of the present continuous to express
=M man, W = woman future arrangements is presented in American
En[Jlish File Level 2.
1
M Are you awake? Spellin g r ules for the -in[J fo r m
W Yes. What 's t hat noise? • W ith t he -ing form, remind Sts that verbs ending
M They're having a party downstairs.
iny don't change they for ani as they do in third
w Again I What t ime is it? person singular (e.g., study- studying NOT stttdtrtg).

M Twelve o'clock. Focus on the exercises for SB on pa[Je 133. Sts do t he
2 exercises ind ividually or in pairs.
W Who's shouting?
M People on the street. From the part y. C heck a nswers, getting Sts to read t he fu ll sentences .
W What's happening? Why are they shouting?
M I can't hear. a 1 What's he doing? He's cooking.
W Are they arguing? 2 What are they doing? They're watching TV.
M No, t hey aren't. They're saying goodbye. Excuse mel We're 3 What's he doing? He's playing basket ball.
4 What's it doing? it's barking.
trying t o sleep. it's one o'clock in the morning! 5 What are they doing? They're singing.
3
M Oh, no. Now the baby next door is crying! b 1 'm staying 6 is learning
W What's the time? 2 're working 7 isn't enjoying
M it 's f ive o'clock. 3 'm sitting 8 's making
W What are you doing? Where are you going? 4 are (you) doing 9 is helping
M I'm getting up. I can't sleep with that noise. 5 'm looking

Extra support Tell Sts to go back to the ma in lesson S B.

• Pause the audio after each situation and elicit Extra support
the problem.
• Ir: ou th ink Srs need l110LT practice , you may \\'a nt
b Now focus on t he dialogues and t he verbs in t he list.
G ive S ts a few minutes to read it. to gi\'l' them the Grammar photocopiablc acti\·ity at
this point.
Then play t he aud io once o r t wice more fo r Sts to
complete th e verbs. f 3 S >)) Now tell Sts to close th eir books and listen to
six sounds. They have to decide what they think is
Check answers. happeni ng and write a sentence fo r eac h sound .

See verbs in bold in audioscript 3.3 Play th e audio once the whole way through for Sts just
to listen . T hen play it aga in , pausing after each sound
Extra idea effect, a nd g ive Sts, in pa irs, ti me to write a sentence.
Emphasize that Sts should w rite fu ll sentences, not just
• Get Srs. in pairs, to read the dialogue~ o ut loud. t he -iii[J form, e.g., It's raini11[J.

c Focus on the sentences. Then get Sts to look at the C heck answers, accepting al l appropria te sentences.
completed bl an ks in the dia log ues a nd figu re out t he Get Sts to wr ite their sentences on the board or to
fo rm of the verbs. spell the ve rbs.

C heck answers and elicit that 're is th e contraction of 3 S >))
are a nd that the other verb is always verb+ -ing.
(sound effects)
1±1 They're Ill Are they El They aren't 1 A person is cooking.
2 They're playing soccer.
d Ask Sts to read the rule and circle t he ri ght word. 3 A man is taking a shower and singing.
1 4 it's ra1n1ng.
C heck a nswers. Elicit/ teach that we use rh is form
of the verb ( prese nt continuous) for someth ing th at's l5 Someone is eating spaghetti.
happening now, a t t he mo ment ofspeaking. G ive a few 6 Someone is making a coffee.
more exam p les, e.g., We're having a class. I'm talking to
you andyou're listening. 3 PRONUNCIATION & SPEAKING 101

now a 3 6 >)) Focus on the sound p ic ture and elicit t he word
and sound (sin[Jer ITJI).
e 3 4>)) Tell Sts to go to Gra mmar Bank S B on
page 132. Focus on the exa m ple sentences and play the Now focus on the example words next to t he sound
audio for Sts to liste n a nd re peat. T hen go thro ugh the picture, e.g., singing. Remind Sts that the pink letters
r ules w ith the class. are t he same sound as the picture word.

Additio nal gr ammar note s Play t he audio once for Sts just to liste n.

• Sts don't usually find the form of the present T he n play the audio again, pa using after each word fo r
continuous d iffi cult (be+ -ing for m of the verb), Sts to repeat them. Correct pronunciation and give
but they may have problems usin g it correctly, further pracrice if necessary.
especially if t hey do no t have an equ iva le nt form
in the ir Ll. A common m istake is to use the
present s imple, not continuous, for thi ngs th at a rc
happening now, e.g. , Hello.What do you do here?

-

3 6 >)) _j 58

I See words in Student's Book on page 39 Extra support
• Read through rhc audio<;cript a nd decide if you need
b Focus o n t he instr uctio ns and the exa mpl e. Sts u se
the apartme nt buildin g o n page 38 to practice m aki ng to pre-reach an~ new lexi<> before Sr... li<;ten.
q uestion s a nd giving answers.
Play the audio once the whole way through.
c Pur Sts in pa irs. A a nd B . a nd tell them to go to
C ommunication S pot the differences, A o n pn[le 102, Check answers.
B o n pn[Je 107.
Yes, Rebecca t h inks t he rules are a good idea, except
Go rh ro ugh the inst ruc t ion s w ith t he m ca refully. on Saturdays.
1-1 ighlighr that w hen we describe a pi cture, we use the
prese nt cont inuo us fo r actio n s that a rc happeni ng in 3 7 >)) - - -,, -,
th e picture.
(audioscript in Student's Book on page 118)
S it A and B face-to-face. A describes w hat is
happenin g in apartm ents 1- 4 and the yard o n the left. = =I Interviewer, R Rebecca
B m ust say if the re are any d i ffe rences.
I 1 Do you have a problem with noisy neighbors, Rebecca?
B now desc ribes what is happening in apartments 5-8
R No, I don't, not at all. But sometimes my neighbors have
a nd rhc yard o n the right. A tells his I he r pa rtn er if
problems with me! I live in an apartment building and the
there a re a ny d ifferences.
house rules here are really strict.
\\' he n they have found a ll e ight diffe re nces, reil them ro
compa re pictures ro see if they have cor rectly identified I What kind of house rules do you have?
the di fFe rences.
R Well, for example, during the week you can't make noise
Check by get t ing pairs ro expla in rhc d iffe rences, e.g..
A I n Ill)' picture the IV0/1/a n in apa rt111e11t 2 is shoutiii[J at between 12:30 and 2:00 because this is when young

her dons. BIn my picture she's readin[J . children are asleep and the same is true after ten o'clock

at night. So, for example, after ten o'clock you can't listen

to loud music without headphones, or play a musical

instrument. I think it's because people in Switzerland get

up early in the morning, so they go to bed very early.

Can you watch TV after ten o'clock?

R Yes, you can, just not really loudly. So, I watch TV, but

with the volume low and the windows closed so that's not

a problem. But the problem is I can't use my bathroom,

because the water makes a noise, and my bathroom is

next t o my neighbor's bedroom.

I So you can't take a shower or a bath?

R No, not after ten o'clock. This isn't t rue in all apartments

the yard on the left: in A two dogs are bark ing; in B there in Swit zerland, but in my apartments it is. Maybe because
are no dogs.
apartment 2: in A t he wom an is shou t ing at her dogs; in B the apartment s are small.
sh e is reading.
apartment 3: in A t he boy is playing the violin; in B he's I What about on the weekend?
playing the piano.
apartment 4: in A the couple is watching TV; in B they are R On Saturday, the rules are the same. No noise after
listening to the radio.
apartment 6: in A the woman is cooking; in B she is doing ten o'clock in the evening.
housework.
apartment 7: in A the boy is playing the drums; in B he's What happens if you want to have a party?
doing his homework I stu dying.
apartment 8: in A the baby is crying; in B the baby is sleeping. R You can have a party, but the music can't be loud after ten.
the garden on the right: in A the ya rd is empty; in B some
people are having a par ty. I What happens if you make a lot of noise after ten?

Tell S rs to go back to the m ain lesson SB. R Well, the neighbors complain and if it's really loud, they can

Extra id ea call the police.

• h>r ~o me pn~on aliLation \Yi t h the present What about on Sunday?
cnnt inuou<;, write the names of fiye friends or fa m iJy
mem bers on the board, e.g.. rny mother, Oal'id (my . R Sunday is a day of rest in Switzerland, so you can't make
brother), and ex plain \\·ho they arc if nccc<;sar~. Elicir
from Srs the question \Vhat 's (your mother) doillfl any noise in your apartment at all. For example, in my
ri[lht 110\\';;. and am\\cr. e.g.. ! thi11k she:, (Jlrolm/Jly)
hm·illfllu nch. \\.hen Srs haYc asked abour rhe other building you can't move furniture, or put a picture on the
people. they do rhc ~a mc in pair-..
wall, or turn on the washing machine.

What do you think of these rules?

R Well, I like the rules that control noise during the week and

on Sunday. I think it's a good idea. But I think they need

to be more flexible on Saturdays. I mean if a part y is st ill

I a little loud after ten, I don't t hink you need to call the
police.

1 1 Does that really happen?

~it happened to me.

b Give Sts a few m inu tes to read a ll t he sen te nces. Then
play the audio again, pausing if necessary to g ive Srs
rime to wr ite. Play again if necessary.

Get Sts to compare with a partner, and then check
answers.

4 LISTENING 1 make noise 4 have a party
2 listen to loud music, play a
a 3 7>)) Focus o n the t itle and read the in trod uctio n 5 move, p icture
musical instrument 6 turn on
rogcrher. Elic it I teach the adjective strict(= you make 3 shower, bath

people do w hat you wa nt and do nor a ll ow t he m ro Extra support
behave badly) a nd anti(= against). • If there 's time, you co uld ger s r~ ro liste n aga in \\' ith

Ask St s to close their books. W rite Does RclJecca think t he audioscri pt on JUl[lC I 18, so they can sec exactly
th e ru les are a [JOod thin[] or a bad thing? on the boa rd
a nd te ll Sts that they just need to answer this question. what they undc rstnocl f didn 't und erst and. T ra n slate f

expla in a ny ne\\. \H>rd~ or ph ra ~e~ .

c In pairs or small groups, Sts d iscuss the q uestions.

Get some feedback from the class.

WiM

G simple present or present continuous?
V the weather and seasons
P places in New York City

Lesson plan \Vas the IVeather like? Get Sts, individually or in pairs, to
match the words and pic tures.
The main context of this lesson is New Yo rk City and
its weather. Many Sts who have not visited the US have 3 8 l)) Now do b and play the audio for Sts to check
the idea that New York C ity is often cold and bleak, and answers. Play it again, pausing after each phrase to drill
here they learn the real facts about the climate in the city. pronunciation.
Sts begin by learning basic vocabulary to talk about the
weather, and listen to a travel guide describing typical l it's sunny. 5 it's wind y.
New Yo rk weather. They then read a guidebook extract 6 it's foggy.
that recommends what ro do in New York C ity depending 2 it 's hot. 7 it's cold.
on the weather. The grammar (si m pie present or present 3 it's cloudy. 8 it's snowing.
continuous) is then presented through a conversation 4 it's raining.
between two tourists at the Rockefeller Center.
Pronunciation helps Sts pronounce and understand famous You may want to point out th at w ith pictur es 4
place names, and the lesson finishes with a piece of travel and 8 we use th e verbs rain and snoiV in th e p resent
writing posted on a social networking site. continuous. All t he other words are adjectives.

STUDY l!Im Now go through the Other adjectives for
temperature box . Check the meaning of the word
• Workbook SC temperature, and model and drill pronunciation
• Online practice /' tcmprdtJ;)r/.
• iChecker
Now focus on c and get Sts to practice <tsking about the
Extra photocopiable material weather using the pictures in the chart.

• Grammar simple present or present continuous? page 176 3 9 l)) Then focus on the pictures and words fo r the
• Vocabulary The weather page 257 (instructions page 245) seasons in d and get Sts to match t hem . Play the audio
• Communicative it's Friday evening page 222 (instructions to check answers and drill pronunciation.

page 201) 3 9 l)) 4 fall
l winte r
Optional lea d-in (books closed) 3 spring
2 summer
• \\'r ite NF \\' Yo RKCITY o n the boa rd and teach I el icit
Finally, focus on e and elicit answers from the class.
th e ri gh t pron un ciati on (/nu y:xk 'siti/).
Tell Sts to go back to the main lesso n SC.
• Tell Srs in pa irs ro \\'ri te down three th ings t hey as~oc ia te
\\'it h Ne\\' York C ity, e.g.. t he Statue of li be rr: ·. t he Extra support
Emp ire S tate Bu ildin g, taxis. Central Pa rk. etc. • If you t hi nk Sts need more practice. you may want to

• \\'r ite their suggestions on the board . gi1·e rhem the\ 'ocabula ry ph otocopiab le activ it y at

• Ask Sts I fan· any o.f)'ou l' isitcd 1\ 'cll' York City? \ Vhi ch c~f this point.
these did yo u sec? a nd get feedback.
c 3 10 l)) Focus on the instructions. Ask Sts if they have
1 VOCABULARY & LISTENING the weather been to New York City and if so, what the weather was
like.
and seasons
Give Sts some time to read the fi ve sentences.
a Books open. Tell Sts to look at the photo and to answer
the questions in pairs. Elicit I teach the word dewees (= a measurement

Check answers and elicit opinions in answer to Do you of temperature), e.g., 95°F, and tell students that
think it's typicaliVeather there? fahrcn heir, rath er tha n Celcius, is used in the US.

l New York City 2 The Empire State Building 3 it's sunny. Play the audio once the whole vvay through for Sts to
mark the sentences T (true) or F (fal se).
b Tell Sts to go to Vocabulary Bank The weather and
dates on pa[Je 159. Get Sts to compare their a nswers w ith a partne r, and
then play the audio again, pausing after each paragraph
Focus on part I The weather and the chart in exercise for Sts to correct the false ones. Play again if necessary.
a. Teach the question What's the IVeath er like? as Sts may
find this question strange. Emphasize that the question C heck an swers. Ask Sts if they were surprised by any
means HoIV is the weather? and has no connection with of the in fo rm ation.

the verb like. Elicit f teach the past tense form What l F (it's very cold in the winter and very hot in the summer.)
2 F (The normal temperature is about 85 degrees.)
3F
4T

5 F (it's usually only foggy in the spring and fall.)

1 3 10 >)) se

[audioscript in Student's Book on page 118) Extra idea
The best thing about the weather in New York City is that it's
always changing. In the summer, it's usually hot and sometimes • If ' ou h a\ e access to the Intern et, you co u ld show Sts
sunny and somet imes cloudy, wit h temperat ures of about 85 pl;otos ofrhe la nd ma rks me ntio ned .
degrees Fahrenheit. And of course, it sometimes rains.
In the winter, the temperatu re is usually bet ween 30 degrees Play the audio once the whole way through for Sts to
and 40 degrees. lt can be windy and co ld but it doesn't snow hear which places Jack and Marisol can see.
often.
In the spring and in the fall, t he weat her is very changeable- Check answers.
you can have all the f our seasons in one dayl lt can be sunny
or foggy in the morning, cloudy at lunchtime, raining in the Central Park, The Chrysler Bui lding,
afternoon, and then cold and windy in the evening. I always Yankee Stadium, The Statue of Liberty
tell tourists to take t heir sunglasses and t heir jackets when
they go outl 3 11 >))
M = Marisol, J =Jack
Extra support M Oh, it's really crowded up hereI Let's stand over there.

• If t he n:\ rime. you cou ld get Srs ro l i~rcn aga in \\"ith Those people are m oving.
the aud ioscript o n pane 118 , so they ea n sec c:-.act ly J This is g reat. Everybody's ta k ing photos, too. Look, that's

\\"hat they understood I d idn "t un de rsta nd . Tra nslate I Centra l Park.
M Where? Oh, yes. I can see it. Where's the Brook lyn Bridge?
ex plain a ny new words or ph rases.
it's over t here. And look at Yankee Stad ium. A baseball
d Get Sts. in pairs, to discuss the question, or elicit game is onI
answers from the whole class. M How do you know?
J Because t he stadium lights are shining. The lights o nly
2 READING & SPEAKING sh ine when t here's a baseball game on.

a Focus on the guideboo k extract and the photos, and if I
some ofyour Sts have been to New York City, ask them
if they recognize any of the places. I love t he view of t he Hudson River with t he Statue of
Liberty and Ellis Island .
Now go through the questions in the Where can M Me, too. Go and stand there. I want t o take a photo of you.
J OK. Make sure you get t he Ch rysler Building, too.
you...? box. Elicit I teach the phrase a Bood vieIV (=a M I think it's starting to rain. Oh, yes, look. it's raining.
J lt always rains when we're sig htseeing!
n ice place to see sights) . M And it's windy, t oo. Let's go back inside.

Set a time Iimit, e.g., fi ve minutes, for Sts to read the M Quick. The elevat or door's opening. Let's go.
text to find the answers.
b Focus on the conversation. Go through it an d elicit I
Get them to compare with a partner, and then check
answers. teach any new vocabula ry, e.g., stadium, siBhtsee, etc.

1 BP 3 HL I CL 5 BP 7 CL Now tell Sts that the verbs in parentheses are either
4 CL I HL 6 BP in the present contin uous or the simple present. They
2 HL 8 CL are going to listen again to hear w hich fo rm it is, a nd
should then write the verb in.
b Tell Sts to read the text again and ro underline three
new words in each paragraph and in pairs to try to ! Remind Sts to include the verb be in the present
guess the meaning ofthe underlined words. continuous. T hey should use contractions, as this is
a conversation.
Check some ofthe Sts' choices, either explaining in
English, translating into Sts' Ll, or getting Sts to Play the audio again, pausing after each verb (or after
check in their dictionaries. the first part) to give Sts time to write.

Deal with any other new vocabulary. E xtr a challenge

c In pairs, Sts discuss the questions. If you are from a • G i\·e Srs a fe w m inutes to guess which fo rm th e verbs
different town from your Sts, yo u might want to tell a re in before t he\' li ste n.
them about yo ur town fi rst.
Check answers.
Get some feedback from the various pairs.
See verbs in bold in audioscript 3.11
3 GRAMMAR
c Ask S ts to go through the conversation with their
simple present or present continuous? partner, focusing o n the verbs shine and rain. Give
them a few m inutes to think about what the differ ence
a 3 11 >)) Focus on the photo and tell Sts that from the is between the t wo for ms (the p resent continuous
top of rhe Rockefeller Center you can ger a very good
view of New York City. and the simp le present) . Elicit I teach that the present

Focus on the task. Yo u could w rite the names of the six continuous is for what's ha ppening now, and the simple
places in New York City on the board, a nd get Sts to present is for what always or usually happens .
lis ten with books closed .
Extra support
• Cct Sts to read t he co m·ersat ion aloud in pai rs .

-

se 4 PRONUNCIATION places in New York City

d 3 12 >)) Tell Sts to go to Grammar Bank SC on a 3 13 >)) Focus on the instructions and th e place
page 132. Focus on the example sentences and play the names. Tell Sts tha t it ca n be very usefu l to be able
aud io for Sts to listen and repeat. Then go through the to pronounce them correctly, for example if they
rules and the information box with the class . want to ask for directions, get a taxi, or b uy a b us or
subway ticket.
Additional grammar notes
• There is a clear difference in use between the Play the audio once the whole way through for Sts to
listen. Then play it again, pausing after each p lace to
simple present and present continuous: give Sts time to underline the stress.

- T he sim pie present is used for habitual actions Check answers, getting Sts to say the wo rds out loud .
(th ings that are always true or that happen Highlight the p ronu nciatio n of Statue /'st::.eJu/, lsland
every clay). /'GI/ /;:md/, and Cathedral / b '8iclrgl/.

- The present continuous is used for temporary 3 13 >))
actions, things happening now, at this moment.
Central Park
• The use of these two forms can cause problems the Brooklyn Bridge
either because Sts don't have the present the Statue of !jberty
continuous in their ll, or becau se English is !;!lis [stand
"stricter" about using it when talking about now. St. Patrick's Cathedral
Rockefeller Center
• Ifyou know your Sts' L1, contrast it with English the Hudson &ver
to anticipate o r cor rect errors. Yankee Stadium
Washington Square Park
• Stative verbs, e.g., want, like, need, have (=possess), 1 fuilllQ l&.Qtral Term inal
and know, are not normally used in the
present continuous. b Now play th e audio aga in and get Sts to repeat the places.

Focus on the exe rcises for SC on page 133 . Srs do the c Focus on the instructions. Get Sts to practice mini
exercises individua ll y or in pairs. dialogues with a partner.

Check answers, getting S ts to read the full sentences . 5 WRITING

a 1 he's playing a Focus on th e qu estions a nd elicit the meaning of
2 Do your parents live, have socialn et\Vorking (=communication with people who
3 do you go, I think share your interests using a website o r other se rvice
4 is sleeping, doesn't usually sleep on the lnrernet).

b 1 What are you doing here? I'm waiting for a friend. Then el icit answers from the class (o r get Sts to answer
2 Do you like hamburgers? I don't eat meat. the question in pairs and then get feed back from the
3 The neighbors are having a party again. They have a class) . Elicit the names ofwebsites that are popular in
party every weekend. your Sts' country.
4 What does your husband do? He works at...
5 Where are you going? I go to the gym every evening. b Tell Sts to go to WritingSocialnetworkinBonpage 113.

Tell Sts to go back to the main lesson SC. Focus on the instruction s in a. Give Sts a few min utes
to read posts A-E, match them to the photos, and then
Extra support guess which country Jun is in each time.
• lfyou think Sts need more practice. you may want
Check answers.
to gi\'e them the Cram mar photocopiable activity at
A 2 Canada
thi~ point. B 5 Brazil

e Put Sts in pairs, A and B, and tell them to go to c 3 Japan
Communication What do you do? What are you
doinB now?, A on page 103, B on page 108. D 4 Italy
E 1 England
Go through the instructions w ith them carefully.
ow focus on b and tell Sts to imagine t hat they are
Sit A and B face-to-face. A asks B his/ her questions eithe r in fou r di ffe rent places in their country or in fo ur
and B answers. cli fferent countries around the world . T hey must write a
post of between 20 and 25 words from each place.
Stress that B needs to listen ca refully as to wh ich
form A uses in the question, and to use this form in Either set a time limit for Sts to do t he writing in class, o r
assign it as for homewo rk.
his I her answer.
When A has asked a ll his I her questions , they Focus on c and rem ind Sts to read th rough thei r writing
a nd check it for mistakes before they hand it in.
change roles.

Get some feedback from the class.

Tell Sts to go back to the main lesson SC.

-

Vocabulary clothes: shirt, shoes, etc.

Function buying clothes; saying prices; apologizing

What size is this shirt?

Lesson plan Jenny runs into Rob and he spi lls coffee on his shirt.

In this third Practical English lesson, Sts learn some basic 3 15 )))
clothes vocabulary and some key phrases for buying clothes
in Engli sh. The story develops: Jenny spills Rob's cofFee on (audioscript in Student's Book on page 118)
his shi rt, so he has ro buy a new one. While he is looking
for a new shirt, )en ny gets a call from somebody named =R Rob, J =Jenny
Eddic. Rob comes out ofthe store and hears rhe end of her
conversation, and wonders who Eddie is. When Jenny sees R Hey, Jennyl
the shirt he has chosen , she insists he goes back to change it. Oh hi, Rob. Is that coffee for me?

STUDY I:!m3 R Yes. A double espresso.
• Workbook In a cloth ing st ore J Oh wow, thanks. That's really nice of you.
R No problem. Do you have a meeting w ith Daniel?
Test and Assessment CD-ROM J Yes, another meeting. And you?
R I'm going to the office, too. I have an interview in 20
• Quick Test 5
• File 5 Test minutes.
J Oh really? With who?
O ptional lead-in (books closed) R A theater director.
• Before starting Episode 3. elicit \\·har Sts ca n reme mb er J Sounds interesting.
R What time is your meeting wit h Daniel?
about Episode 2. Ask them \Vho's Rob? I\'here does l1 e J At half past nine.
work l li"c" Who 's jc1111Y? \Vhere is sh eji'OIIl?, etc. R Ugh!
J Oh, no. Are you OK? I'm so sorryl
• Alterna tiYely. you could play rhe last scene of Episode 2 . R I'm f ine!
J I'm really sorry. You can't wear t hat shirt to an interview I
1 VOCABULARY clothes R Don't worry, there's a clothes shop over there. I can buy a

a Books open . Focus on the task and get Sts to match the new one.
words and pictures. OK. I can help you choose one. Oh, that's my phone. Sorry, I
need to answer t his. See you in there?
Get Sts to compare with a pa rtner. R OK.

b 3 14 ))) Play the audio for Sts to listen and check . L- -

b Focus on sentences 1-7 and give Sts rime to read them
and think about what the missing words might be.

Then play the audio again, pausing if necessary for Sts
to fill in the blanks.

Get them to compare with a partner. Pl ay the a udio
again if necessa ry.

Check answers.

3 14 ))) 6 a T-shirt 8 a sweater 1 double espresso 5 shirt
7 a skirt 5 pants 2 Daniel 6 shop I store
4 a jacket 3 shoes 3 20 7 phone I cell phone
1 jeans 4 thirty
2 a sh irt

Foc us Sts' attention on the phonetics next to each c 3 16 ))) Focus on the Apologizing box and go rh rough
word. Now play the audio again, pausing after each
wo rd for Sts to repeat. it with the class. Elicit that J'm so sorry I J'rn reaf0, son:y

Ask Sts why they think it's ajacket, a shirt, aT-shirt, a are stronger tha n l'msorr:y. Point out that the three
skirt, a sweater (with article) andj eam, shoes, pants (no responses are interchangeable.
article), and elicit that it's because the latter arc plural.
Play the audio once for Sts tO hear the phrases. T hen
Extra support play them again, pausing after each apology and
• Te ll S t~ to cm·c r t he \\'Ords a nd tes t each ot he r in pa irs. response for Sts to repeat.

3 16 )))
See audioscript in Student's Book on page 42

2 !~ MEETING ON THE STREET d Put Sts in pairs. Get them to cover the box (or close
their books). Tell them to pretend to knock each other's
a 3 15 ))) Focus on the photos at the rop of the page and book or pen o ff the table, and then apologize.
elicit what is happening.
E xtra sup por t
Focus on the question and play the aucl io once the
whole way through for Sts to see if their guesses were • lfr here's rime, you cou ld get Sts to lis ten a ga in ll' ith
right and to see what problem Rob has. t he aucl ioscripr o n pa[JC 11 8. so they can see exactly

Check answers. \\'hat t hey understood I d idn't und ersta nd . Trans late /

ex pl ain a ny ne\\' words or phrases.

-

PE3

3 !E~ BUYING CLOTHES Ask some ind ividual Bs What do you IVant to buy? and
elicit their first sentences, e.g., What size are thesejeans?
a 3 17 l)) Focus o n the photo and ask Sts some questions, or What size is this T-shirt /jacket?
e.g., Where is Rob? Who is he talkinB to?, etc.
Sts now role-play the dialogue. Monitor and help.
ow either tell Sts to close their books and write the
three questi ons on the board, o r get Sts to focus on f Now get Sts to change roles .
the questions.
You could get a few pai rs to perform in front of
Play the aud io once the whole way through a nd then the class.
check answers.
4 !E~ JENNY'S ON THE PHONE
1 Medium 2 Yes, he does. 3 £44.99
a 3 19 l)) fo cus on the photos a nd ask Sts some
1 317 3 18 l)) questions, e.g., Where's Jen11y? What is she doi11B? What
I 5-=.salesperson, R = Rob do you thillk ofnob's shirt?, etc.

S Can I help you? Focus o n sentences 1-6 and go t hrough them w ith Sts.
R Yes, what size is th is shirt? (repeat) T hen play the audio once the whole way through for Sts
to m ark the sentences T (true) or f (false) . Ma ke it clear
s Let's see. it's a small. What size do you need? t hat they don't need to correct the fa lse sentences yet.
Play again if necessary.
R A medium. (repeat)
S This is a medium. Get Sts to compare with a partner, and then
R Thanks. (repea t) Where can I t ry it on? (repeat) check answers.
S The changing rooms are over there.
R Thank you. (repeat) 1T 3T 5F
S How is it?
R it 's f ine. (repea t ) How much is it? (repeat) 2F 4T 6 F

s it's £44.99. 3 19 l))

b Focus on the dialogue in the chart. Elicit who says (audioscript in Student's Book on pages 118- 119)
the You Hear phrases (the salesperson) and who
says the You Say ph rases (the customer, here Rob). =E = Eddie, J = Jenny, R Rob
These phrases w ill be useful fo r Sts if they need to
buy clothes. E So, Jenny, what do you think of London?
J I love it, Eddie! it's so cool!
G ive Sts a minute to read through the dia logue and E What about the people in the office?
think what rhe missing words might be. T hen play the J They're really nice. And they're very polite!
audio again, a nd get Sts to fill in the blanks. Play aga in E What are you doing rig ht now? You aren't in the off ice. I can
if necessa ry.
hear traffic.
Get Sts to compare with a partner, and then check Right now? I arn stand ing outside a men's clothing store.
answers. E You're what?
J I'm wa it ing f or Rob...
See words in bold in audioscript 3.17 E Who's Rob? Do you have a new boyfriend already?
J Don't be silly. He's j ust a guy frorn t he office. He's buying a
Go t hrough rhe dialog ue line by line ·with Sts, helping new shirt.
them with any words or expression s they don't E Wait a minute. So you're waiting for a g uy named Rob
understand . You may want to highlight the meaning of out side a rnen's clothing store...?
the phrasal verb try on . Stop it. I don't have time to ex plain it all now. Oh, here he is
now. I have to g o.
_ ovv foc us on the Saying prices in the US/ UK and E OK. Have fun.
Sizes box and go through it with Sts . J Bye, Eddie. Love you.
R So what do you think?
c 3 18 l)) Now focus on the You Say phrases and tell Sts J You cannot be serious!
they're going to hea r the dia log ue again. T hey should R What's w rong? You don't like my new shirt?
repear the You Say phrases when they hear the beep. J No way! You can't wear t hat to an interview! Come on, let 's
E ncourage them to copy the rhy thm and intonation . go back int o the sto re and change it.
R OK.
Play the audio, pausing if necessary for Sts to repeat
the phrases. b Play the audio aga in, so Sts can listen a secon d time and
correct th e fal se se ntences.
d Now put Sts in pairs, A a nd B. A is the salesperson. Get
Sts to read the dial ogue aloud, a nd then change roles. Get Sts to compare with a partner, and then check
answers.
e Focus on the photos o f clothes at the bottom of the
page. E licit what they are and how muc h they are. 2 Shesaysshe loveslondon.
5 He thinks Rob is her new boyfriend.
Tell Sts they are now going to do a role-play, A is the 6 She doesn't like his shirt . She says he needs to change it.
salesperson and B the customer. A keeps hi s/ her book
open and B should quickly choose w hat he fs he wants At th is point you may want to elicit from Sts who they
(i.e ., jean s, a T-shirt, or a jacket) tO buy befo re closing think E ddie is (e.g., friend, boyfriend, h usband, etc.),
hi s/ her book. but don't tell t hem if they're r ight or nor'

Extra suppor t

• l fthe re\ time. you cou ld ge t Sts to li sten again wi t h
rh e aud ioscrip t o n p11LJCS I I8 - 119. ~o they ca n '-CC
e.\act k ,,·hat t hey u ndersto od / di dn't understa nd .
Tra nslate / e.\ pla in an~ new words or phra <; cs.

PE3

c Focus on the Social English phrases and go through
them w ith the class. Focus also on the American and
British English information.

In pairs, get Sts to decide who says the phrases.

d 3 20 l)) Play the audio for Sts to li sten and check.

3 20 l))
it's so cooll Jenny
Right now? Jenny
Don't be silly! Jenny
Wait a minute. Edd ie
I have to go. Jenny
Have f un! Edd ie
What's wrong? Rob
No way! Jenny

If you know your Sts' Ll , you could get them to
translate the phrases. If not, get Sts to look at the
phrases again in context in the audioscript on
paBes 118- 119.

e Now play the audio again, pausing after each phrase for
Sts to listen and repeat.

Finally, focus on the Can you ...? questions and ask S ts
if they feel con fident they can now do these things.

G object pronouns: me, you, him, etc.

V phonelanguage
P /a1/, !if, and hi

Lesson plan c 3 2 1>)) TcllStstogotoGrammarBank6Aon paBe 134.
Focus on the example sentences and play the audio for
The goal of this lesson, apart from its grammar and lexical Sts to listen and repeat. T hen go through the rules with
objectives, is to encourage Sts to begin reading, as this is the class.
a great way to consolidate and expand their knowledge of
English. Sts are advised to read "Graded readers" (easy-to- Additional grammar notes
read books that have been simplified according to levei).Sts
first look at three Starter Level Bookworm Readers, and • Sts will be familiar with some examp les of object
object pronouns (111e,you, hi111, etc.) are presented through pronouns in phrases like Tlove you or Excuse me.
t he plot summaries. Sts then look at three sounds (/a1/, /i/,
and /r/) in Pronu nciation.ln the second part of the lesson, • The main problems th ey may have will be vvith
Sts read and li sten to two extraCLs from Sally's Phone, where word order and mixing up subjec t and object
they get more practice with pronouns and focus on reading pronouns, e.g., I spoke to she.
skills. Finally, in Communication they talk about their
general reading habits. • You could point out that the object pronoun me is
used instead ofthe subject pronoun I to answer the
STUDY [!]I[3 question Who?, e.g., A Who wants a cup ofcoffee?
• Workboo k 6A
B Me! (NOT f).
Extra photocopiable material
Focus on the exercises for 6A on paBe 135. Sts do the
• Grammar object pronouns: me, you, him, etc. page 177 exercises individually or in pairs.
• Communicat ive Memory page 223 (instructions page 202)
Check answers, getting Sts to r ead the full sentences.
Optional lead-in (books closed)
• \\'rite Tllf'.(; s P I·OPI 1 R I ,\Don the board and elicit a 1 it 2 him 3 them 4 us 5 her 6 t hem

words from t he class . e.g.. /Jooks. llt!l(!!l:incs. Kindles. b 1 She, it, her, us 4 He, them, them, they, me
iPads, \\'CUsitcs, etc. Get Sts to spell the \n>rds, and drill 2 They, me, them 5 he, t hem, He, it
the pronunciation. 3 him, her, she, him

Tell Sts to go back to the main lesson 6A.

1 GRAMMAR object pronouns Extra support

a Books open. Focus on the instructions, and the book • l f you think St s need more prac tice, you m ay \\'a nt
covers and texts. Go through the questions and make to gi\·c them the Cram ma r photocopiahle act i\·ity at
sure Sts u nderstand gadget. t hi~ point.

Give Sts a minute or two to read th e texts. Tell them to d 3 22))) Focus on the exa mple and tell Sts they arc
try to guess any new words, or ask a partner. going to hear ten sentences and each time they must
repeat the sentence, changing the object (name, person,
Set a time limit for Sts to write the initials of each book or thing) to a pronoun.
next to each question.
Play the audio, pausing after each se ntence, and elicit a
Get them to compare vvith a partner, and then response from the whole class. Then repeat the activity,
check answers. eliciting responses from individ ual Sts .

1 RR 2 DMM 3 SP 4 DMM 5 RR 6 SP 3 22)))

b Focus on the hig hli ghted words and the example. 1 ! like Anna. (pause) !like her.
Explain that the highlighted wo rd s arc object 2 I know your husband. (pause) I know him.
pronouns, and we use them (like subject pronouns 3 Can you help Jane and me? (pause) Can you help us?
he, she, etc.) because we don't want to repeat a name 4 I want to speak to Kenji and Maria. (pause) I want to speak
or a noun.
to them.
Then give Sts a few minutes in pairs to w rite the 5 I love t his song. (pause) ! love it.
relevant name or noun . C heck answers. 6 I live near Kayla and Roberto. (pause) I live near them.
7 Wait for my brother and me! (pause) Wait for us!
Red Roses her= Anna (the girl with the guitar) 8 I don't like t hese shoes. (pause) I don't like them.
Sally's Phone her= Sally 9 Do you work wit h Suza nna? (pause) Do you work wit h her?
Dead Man's Money them = people 10 I see Jack every day. (pause) I see him every day.

- Extra support

• \\'hen you play the audio the fi rst time, stop it after
eac h pause. Elicit the o bject, e.g., in I 1\ nllil. then
elicit the object pronoun, e.g.. her. a nd fin a lly elicit the
\\'hole semencc. e.g.. I like It er. Repea t \Yi th th e ot her
~entence~ . Th en play the audio again for Sts to prod uce
the sentences \\' it h o bject pronou ns more q uickly.

6A

2 PRONUNCIATION fail, !if, and hi d 3 26 l)) Pl ay the audio once for Sts to liste n to the
love story.
Pronunciation notes
Extra support
• This pronunciation exercise focuses on a small but
significant d ifFerence between two similar but very • Play the aud io aga in for Sts to liste n an d re peat.
common sounds hi, /if as well as /ail, all of which
occur in subject and object pronouns. Depending 1326 l)) -~
on their L l , S ts may find the difference between Lse: love story in Student's Book on page 44 _ _j
/r/ and /i/ very difficult to hear and to produce. It is
important to encourage Sts when they do these Now get Sts, in pairs, to take tu rns tell ing th e sto ry
kinds of pronunciation exercises. Reassu re them to each other. Then choose individual Sts to say a
that this difference is small and that with time and sentence and re -tell the story around the class. Help with
practice they wi ll be able to differentiate and make pronunciation as necessar y.
these sounds.

a 3 23 l)) Focus on the so und pictures and the word s 3 READING & LISTENING
(bike,fish. and tree) . Tell Sts that these sounds can seem
very similar, bur one cl ifference is that.fish is a short a 3 27 l)) Tell Sts that ma ny graded readers come wi th
sound and tree is a long sound, and bike is a diphthong an audio CD so that Sts can listen and read at the
(=has two vowel sounds). same time, to help them w ith understanding and
pronunciation . They are going to read and liste n to an
Tell Sts to match each group of words with o ne of the extract from Sally's Phot1 e.
sound pictures. Remind them that it is easier if th ey say
the words aloud. Focus on the characters and make sure Sts know how
t he names a re pronou need: Sally /'s<di/, C laire /kle£r/,
Play the audio once for Sts to listen and check. Andrew hendru/, Paul /p:Jl/, and Katharine /'kre8r;m/.
Encourage Sts to see the sound- spelling relationship, You may also want to remind Sts of th e meaning of
i.e., that thefish sou nd here is always the letter i, usually skirt before they start.
between co nsona n ts; the tree sou nd here is aIways e, ee,
or ea. Extra support
• Read through the aud ioscript and dec ide if you need
Check answers.
to pre-teac h a ny ne\\' lex is before Sts liste n.
1 f ish 2 tree 3 bike
Now focus on the fi rst part of the story (Lunchtime).
, - - -- -- -- - - - - -- -- - -- - ----- Play the aud io o nce the whole way through for Sts to
read and liste n to the story.
3 23 l))
Then put Sts in pairs and give t hem some time to
bike /ail I, my, buy, sm ile, nice, tonight answer rhe questions.
fish !I! him, it, his, ring, finish, pick
tree /i/ he, she, me, meet, read, leave Check answers.

Play the aud io again for Sts to listen and repea t. 1 In a clothing store.
2 Because it is red and Andrew, her boyfriend, doesn't
b 3 24 l)) This exercise gives Sts practice in
di stinguish ing between the sou nds . like red.
3 Claire goes back to work and Sally goes to a cafe.
Play th e audio once the whole way thro ugh for Sts just 4 Because she wants to tell her about t he new skirt.
to listen. 5 Paul is f inishing his coffee and calling his friend.
6 The bag with the red ski rt falls on t he floor.
324 l)) ~ 7 No, they don't.

See list of words in Student's Book on page 44 3 27 l))
--
See first extract from Sally's Phone in Student's Book on page 45
c 3 25 l)) focus on the instructions. Pl ay the aud io at
b Now get Sts to read the extract aga in , and work with
least twice. a partner to decide wh at the three highli ghted ve rbs
mean. Encourage Sts to use the context, and any part of
Get Sts to compare with a partner, and then check the sentence that they k now, to help them .
answe rs by playing the a udi o aga in, stoppi ng alter each
pa ir of words. C heck answers, either explaining in E nglish, translating
into Sts' L I , or getting Sts to check in their dictiona ries.
3 25 l))
1 his 2 my 3 it 4 leave 5 this 6 we Deal with any other new vocabu lary.

Extra suppor t
• Go through t he story line by line \\' ith Srs . eliciting

g uesses for the mea n ing of a n ~· \·oca h ula ry th a t th ey
don't kno\\ , includ ing t he highl ighted \e rbs.

Ell

6A lf you would like to get them to read th e whole of Sally's
Phone, or think that some of them may do so, don't te ll
c 3 28 l)) Focus on the next part of the story them if their guesses are righ t or wrong, but tell them
(Afternoon) and tell Sts that this is the same day as to read it and find o ut.
part one. Play the audio for Sts to read and listen.
Ifyou don't plan to get any ofyour Sts to read it, you
In pairs, Sts a nswer the question . could tell them tha t Sa lly and Paul meet at his siste r's
party and fall in love.
Now check as a class.
Finally, go through the Reading in English box w ith
Because they have the wrong phones. the class.

3 2 8 l)) Extra challenge
See second extract f rom Sally's Phone in St udent's Book on • Sts can try to m~:m oriz~: the who le sto ry and re -te ll
page 45
it to each other from m~:mory. The student \Yho is
d Before Sts focus on the h ighlighted words, go through
the P r onouns and possessive adjectives box listeni n g can look at th e book a nd prompt h is f her
with them.
part ner if necessary.
Sts read the second extract (Afternoon) again and, in
pairs, decide \vhat or who the h ighlighted pronouns 4 SPEAKING
and possessive adjectives refer to.
Tell Sts to go to Communicat ion ReadinB inEnBlish
Check answers. on pa[Je 103.

he asks = Paul asks Focus on the questions and make sure all the
she thinks = Sally's mom thinks vocabulary is clear to the Sts, e.g., 0 11 screen(= on a
She answers = Sally answers computer), ar1 eRcader, etc.
a message to him =to Paul
his sister= Paul's sist er Set a time limit for Sts to interview each other.
my house = Katharine's house
my birthday= Katharine's birthday Get some feedback from different pairs.

Extra idea
• 1f'your Sts like drama, you could a llocate roles

(nar rator, PauL Andrl'\v, Salh·'s mother, Sa llY,
Claire, and Katharine) and g~t them ro do a ~lrama ric
reading for the class.

e Tell Sts they are now going to focus on phone language.
They need ro read the second extract and underline
words or phrases about phones or typical language
people use when they talk on the phone. You might
want to tell Sts th at ring describes the noise a phone
makes, e.g., you're phone's ringing. You migh t also want
tO h ighl ight that on the phone we say "It's Paul" or
"This is Paul" and not " I'm Paul".

Get Sts to compare with a partner, and then check
answers. H igh light particularly the words in bold in
the key.

Afternoon
A phone r ings.
He answers the phone.
"it isn't Sally, it 's Paul."
Andrew finishes the c all.
He finds "Mom" on the phone, and presses the button.
"What number is that?"
"it's 0783 491839."
"it's the w rong number."
"Hello, is Paul there?"
"Can you give a message to him?"

f In pairs, Sts te ll each other what t hey think happen s in
the end.

Get some feedback from the class.

-

G like+ (ver b + -ing)
V the date; ordinal numbers

Lesson plan 3 29 ))) Now do b. Play th e aud io for Sts to check
an swer s. T h en play the audio agai n for Sts to listen and
Th e m a in voca bulary focus in t h is lesson is how to say th e repea t. Give furthe r p ract ice ofany months you r Sts
date , a nd the lesso n sta rts with S ts learning the m o nth s, find diffic ult to pronou nce.
and t he n ordin a l numbers. S ts then read a newspape r
art ic le w h ere read ers a n s wer ques tio n s abou t the ir 3 29 ))) April July October --j
faV<n·ite t im es o f th e clay, the we ek, the year, etc., a nd thi s May August November
is fo llowed by a lis te n in g o n the sam e subjec t. S ts the n January September December
focus o n t h e g ramma r, like, love, etc., + the - iii[J fo rm , and February June
t he lessons e nds w ith Sts ta lki n g a bout w h at fr ee time March
activit ies th ey li ke a n d dis like, a nd the n w r it in g about t he ir
ow n favo rite times. Focus on c. w hich in troduces o rd inal numbers. Focus
o n rhe first fo ur. and shO\\. S ts how the last rwo letter s
STUDY(EI3
• Workbook 68 of the word (si, nd, rd. an d th) are written after the

Extra photocopiable material numeral to ma ke it an ord inal number.

• Grammar like+ (verb+ -ing) page 178 Get Sts to com plete t he m issing numbers and \\'ords,
• Vocabulary Dates page 258 (instru ct ions page 245) and then compare with a partner.
• Communicative Find someone who ... page 224 (instructions
3 30 ))) Now do c an d play the aud io for S rs to ch eck
page 202) a nswers. Play the aud io again to dr ill p ronunc ia tio n .
Foc us o n the words which arc most d iffic u lt fo r your
S t s. When Sts go back to th e ma in lesson , there w ill be
furth er practice of t he more tric ky o rd inal nu m bers .

Optional lead-in (books closed) si x t h t enth fourteenth twenty-third
seventh eleventh 20th 24th
• \\ 'rite th(.' quest ion \\'H \1 ·~ !IlL o.u t.:T OO \\ ?on the 8th 12th twenty-first thirtieth
board. El icit / teach th(.' ans\\'er and\\ rite it on th(.' board 9t h t hirteenth 22nd 31st

lik(.' this. (.'.g., ,\pril 6th ~013. Elicit f teach that th indicates 3 30 ))) seventh thirteenth :Jtwenty-fou: - l
eighth
an ord ina lnum her (here sixth). Sts \\'i 11 pracric(.' thi~ in first ninth fourteenth tthhiirrttiye-tfhirst
more d(.'tail in \ 'ocabulary. You may \\'ant to (.''\plain that second tenth twentieth
the date can al<>o be\\ ritt(.'n. \ pril 6. ~013 (\\·ithout th). third eleventh
fourth twelfth t wenty-first
• Dr~l\\ a face and a ~ 1wech bubble on the board and\\ rite fift h twenty-second
in 1he bubble: ;\pril tlte sixth, tH'O thousand multhirlt'CII . sixth t wenty-third
E'pla in that this is the way th e date is said in Engli~h.
- - - --
• Hi gh Iight 1h(.' use of the lad!.and m odel and drill
pronu ncia t io n. In e Sts focus o n th e way da res a rc w r itten a nd sp o ken.

Focus on th e info r mation box and go throug h the

Writin g a n d s aying the date sectio n.lli g hligh t that

1 VOCABULARY & the word s the and ofa re sa id, bu t n ot w ri tte n.
PRONUNCIATION the date
! A ltho ugh the d ate can be sa id in t\\'0 ways, e.g.,
a Books ope n. Ge t S ts to number the firs t s ix m o nth s of April six th o r the sixth ofApril. we have focused on the
t he yea r chro n o log ically. fo rme r, w h ich is m o re common, as it is easier for Sts
ju s t to learn o ne for m .
C heck a nswe rs, but do n 't drill p ro n u n ciatio n at thi s
po int, as thi s w i11 b e do ne with a ll th e m onth s when Sts T he n go rh rough the Preposit io n s with y ears,
go to t he Vocabula ry Bank.
months, and dates section and stress t hat we use in

fo llowed bv a month or vear, and on fo ll owed bv a cla\'

1 January 3 March 5 May of th e week o r a ela te . - --
2 February 4 April 6 June
Fina lly, go through the Say i n g y ears section.
b Te ll S ts tO go eo Vocabulary B a nk T he weather and
dates o n page 159. ! A t the beginning of the 2 1st ccnr u ry, it was not clear
wh eth er , e .g., 2012 wo u ld be expressed as two thousand
Focus o n pa rt 2 T h e dat e and get Sts to d o exerc ise a (a nd) tiVelve or twenty twel1•e. Currently both forms ar e
used , bu t it m ay be that in the fut ure t he t1ve nty tiVe/ve
individua lly o r in pairs. form becomes rhe m o re common .

o w get S ts to tell you w ha t t he date is today an d the
d ate tom o r row, a nd w h at yea r it is.

Tell S ts to go ba ck to t he ma in lesson 6B. -

68

Extra support Ask Sts if they think these da tes I times m ight also
• If you rh in k Sts need m o re practice, you may want to be the most depressing I happiest in thei r country,

give the m the Vocabu lary photocopiable activity at and if not, which are (they will almost certai nly not
this point. be the same dates fo r people who live in the Southern
hemi sphere).
c 3 31 l)) Before playing the audio, go through the
Ordinal numbers box with the class. b Now focus on the five questions, and Joe and R ose's
answers . Tell Sts to fi 11 in each blank w ith a ph rase
Now play the audio, pausing after each ordin al number from a- f.
for Sts to repeat.
Get Sts to compare their texts in pairs an d the n check
Then give Sts a few minutes to practice saying them on a n s w e r s.
their own.
lc2e3b4f5a6d
3 3l l))
See ordinal numbers in Student's Book on page 46 Extra support
• Before Sts start. el ici t fro m t he class the a nswer to
d 3 32 l)) Give Sts a few minutes in pairs to try saying
the elates. the fi rst blan k .

! Xou might wa nt to highligh t that in the US, the number c Tell Sts to look at the highlighted vvords a nd ph rases,
of the month comes before the clay, e.g., 113 for January 3. and in pairs to try to guess their meaning.
It is the opposite in the U K, e.g., 31 1 is January 3.
Check answe rs, eithe~· explaining in E nglish, tra nsla ting
Play the audio for Sts to check. into Sts' Ll , or getting Sts to check in their dictionaries.

Deal with any other new vocabulary.

3 32 l)) September t welfth 3 LISTENING
October seventeenth
March first August twentiet h a 3 33 l)) Tell Sts that they arc going to listen to Martin ,
November second February twenty-third who is a n swering t he sa m e qu est ions as Joe and Rose.
May third April twenty-eighth T he first time they listen, t hey shou Id on ly com p lete
June fourth December thirty-first column one.
January f ift h
July sixth

e Now play the audio again for Sts to listen and repeat Extra support
eac h elate. Make sure they copy the rhythm and stress
the ordinal number and momh. • Read through the aucli osc ript and d ecide if you need
to pre -teach a ny nc,,·]cxis before Sts liste n.
f Elicit I teach the meaning of holidays(=clays of lei sure
Play the audio, pau sing after each answer to give Sts
or celebration for everybody, e.g., New Year's Day). time to w rite their answers.
Do rh is as an open-class question if Sts are from the
sa me place. lf they are from clifferent cou ntries, do it in Check answers.
pairs and get feedback.
time of day: 7:00 p.m.
g Model and dri ll the question When's your birthday? G et during the week breakfast time
Sts to stand up and move around the class. If this is not on the weekend Friday
practical, get them to ask all the Sts around them. May
day of the week spring
Get feedback by asking ifanyone found so meone with month New Year's Eve
exactly or nea rly the same birthday. season
holiday

Extra idea 3 33 l))

• Ask Sts to rai se their hands if they ha\'e a birthday in (audiosc ript in Student's Book on page 119)
January. \\'rite the number on the board and repeat I =interviewer, M= Martin
for ot her months ro find out ,,·hich monrh ha s t he I What's your favorite time of day?
most bi rthda\'s. M lt depends. During the week it's seven in t he evening,

2 READING because that's when I get home f rom work and when I can
rela x. But on the weekend, my favorite t ime is breakfast
a Foe us on the first part of the text- the parag raph in the time. I have a big breakfast, and I have t ime to read the
box-and draw Srs' attemio n to the glossa ry. You might papers and listen to t he radio.
I What's you r favorite day of the week?
also want to elicit I teach th e meaning ofdepressin[J. M My favorite day of the week is Friday, because t hen I know
the wee kend is near.
Set a time Iim it for Sts to read it and answer the two What's your favorite month?
questions. M Probably May. it's when the weather st arts to get wa rm
and the evenings are long.
Get them to compare w ith a partner and then check I What's your favorite season?
answers. (Sts will focus o n superlatives in lOA; this is M Spring because it means that w inter is finally over. I love
just a preview). riding my bike, and spri ng is a great t ime f or bike riding-
not too hot and not too cold.
The third Monday in January is the most depressing day of What's your favorite holiday?
the year, and the third Friday in June is the happiest day of M Probably New Year's Eve, because you don't need to
the year. worry about buying presents or cooki ng a big lunch, and
everybody's in a good mood.

-

68

b Now play the audio again for Sts to complete column Spelling rules
two. They probably won't have room to write in
the chart, so get them to use a p iece of paper or • Sts focused on these when they learned the
their notebooks. present continuous in SB and SC, but it is worth
remi n di ng them, e.g., that verbs ending in y don't
Play the audio again, pausing after each question . Get change they for an i as they do in third person
Sts to compare with a partner.
singular (e.g., study- studyinn NOT stt:triirtg), and
Finally, play it again the whole way through for Sts about the double consonant in , e.g., SIVimm.ing.
to check.
Focus on the exercises for 6B on pnBe 135. Sts do a
Check answers. ind ividua ll y or in pairs .

See audioscript 3.33 Check answers. When you check the -ing forms, also
check that Srs remember the meaning of the verbs.
Extra support
• If there·s time. you could get Sts ro listen again \\·ith a working living shopping
cooking coming getting
the auclioscript o n J!llflC 119, ~o they e<tn -;ee exacrly eating dancing running
\\hat they understood / didn't understand . Translate / sleeping having s top ping
explain any new words or phrases . studying writing
swimming
Do not get Sts to ask and answer the five questions
now, as they w i11 do it later in the lesson . Sts now do b. R emi nd Sts that they have ro add -ill£3 to
the verbs , e.g., IVOrkinB, to make the sentences.
4 GRAMMAR like+ (verb + -ing)
Check answers, getting Sts to read the full sentences.
a Focus on the faces and the five verbs. Give Sts a minute
to complete the chart in pairs. b 1 He loves using a computer.
2 He likes reading the newspaper.
Check answers and explain that don't mind is a "neutral" 3 He likes doing housework.
answer, e.g., 1don't rnind cookin8 =I don't especially like 4 He doesn't mind having lunch at work.
cooking, but it isn't a problem for me. 5 He doesn't mind coming home late.
6 He doesn't like playing tennis.
love like don't mind don't like hate 7 He doesn't like going to the movies.
8 He hates watching TV.
b Read the question together and tell Sts to look back at 9 He hates listening to music.
how Joe, Rose , and Martin answered the five questions.
Elicit that all the verbs are followed by an -ing verb. Tell Sts to go back to the main lesson 68.

c 3 34l)) TeiiStstogoto GrammarBank6Bonpane 134. Extra support
Focus on the example sentences and play the audio for
Sts to Iisten and repeat. Then go rh rough the rules with • [fyou thi n k Sts need more p ractice, you may want
the class. to give them the Cram mar ph otocopiab le actiYi ty at
this poi nt.
Additional grammar notes
5 SPEAKING & WRITING
like + (verb+ -inB)
a Focus on the pictures and explain that they a ll show a
• Sts may find it strange that in English we use the free-time activity.
same verb to say I love you and I love shopping (or I
hate him and I hate getting up early) . Highlight that Focus on pic ture 1 and elicit readin[J. Get Sts to spell
love and hate are used for strong likes and dislikes, the -ill[l form . Then focus on picture 2 and elic it
nor just for emotional feelings for people. \Vatching TV.

• When another verb follows love, like, don't mind, Give Sts, in pai rs, a minute to write verbs or verb
don't like, and hate, the -ing form is normally used, ph rases for the other 1I pictures . Remind them to
e.g., buyin[J, BOing, not the infinitive, e.g., NO T Hot>e wr ite the verb in the -inB form .
buy clothes.
Check answers and w rite the words on the board,
The infinitive w ith to is also possible after like, cl iciti ng the spell ing each time.
love, and hate in certain circumsta nces, and is
common in American English, but it may be 3 cooking
confusin g for Sts a n d it's probably best to avoid it 4 playing video games
at rh is stage. 5 listening to music
6 walking
• Another common mistake with these verbs is 7 going to the movies
usin g them without a n object pronoun, e.g., Do yo u 8 doing housework
like SIVirruninB? Yes, ! like vety much. 9 dancing
10 running
11 exercising
12 buying clothes
13 getting up early

Ell

68

b Now focus on the speech bubbles. Highlight the use
and intonation ofWhat aboutyou? to ask your partner
the same question you have just been asked.
Demonstrate the activity by ask ing Doyou like reading?
LOdifferent Sts unti l one a nswers Yes, (I do) o r Yes, f love
it. Then continue with a foll ow-up question.
Get Sts to continue in pai rs (or threes), asking and
answering abou t the di ffcrent activ ities. Monitor,

encouraging them to add extra stress to I love it I I hate

it, and helpi ng them with follow-up questions.
Extra idea
• Find o ur w hat th e three fa1or itc free -t ime activities

in the class a rc. fi r~t. elicit e1·e rybod~ \ favori te
ac t i1 ity (it ma) be something di ffe rent from rhe one<>
in a ). Then count up Lhe "1·ore~" for each acri1·iry and
sec ll"hich is the most pop ular.
c ow tell Sts to look back at the five questions from

Favorite Times in 2, a nd to use them to inlervicw each

other. Give them a few moments to think abouLLhei r
answers before they sta r t.
Monitor and help while Sts are interviewing each
other. Make sure they cha nge roles.
Get some feedback from the class.
d Using their answers in c, Sts now write a short anicle
en ti tled MyJavorite times. Tell S ts that they must start

each new section with MyJavorite time ofthe day I
day ofthe week I etc. is... because.. .

If you want Sts to add photos and drawings, you might
want to assign the task as homework.
Give Srs rime to read their articles, looking for mistakes,
before collecting them.

-

G revision: be or do?

Lesson plan b Focus on t he instr uctions and the example. Give Sts in
pairs a m in ure or two to talk about difFerent kinds of
This lesso n, the last of the first haIfo f the book, uses music they like a nd don't like.
th e to pic of mu sic to review the uses of be a nd do. First,
Sts focus on the vocabulary of m usic th rough Iistcn ing Get some feedback from the class.
and a quiz . After reviewing the gramma r, the re is a
pronu nciation foc us on t he /y/ sound, including the c Foc us o n rhe quiz. Go through it, especially making
hidden /y/, e.g., in m usic. Sts interview eac h o ther wit h sure Srs know h ow to pr onounce the names in I, e.g.,
a music questionnaire an d then r ead a n a rticle a bo ut a Jay-Z (/d,)eizi/), and that they understa nd the word
young conductor a n d a music pro ject in Ve nezuela that is soundtrack(= the mus ic for a movie) in question 3 .
changi ng yo ung people's lives. T he lesso n fini shes w ith a
visit to t he Writin g Bank to learn how to w ri te an infor ma l In small gr oups of th rcc or four, Sts answer the
email, and a song, Lemon T ree. questio ns in th e quiz.

STUDYI!JI[3 C heck ans\vers.
• Workbook 6C
• On line practice l a R&B c hip hop e rock
• iChecker b jazz d classical f reggae

Extra photocopiable material 2 a3 b4 c5 d6 e2 f 1

• Grammar be or do? page 179 3 a Queen c the Beat les e ABBA
• Communicative Quest ions and answers page 225 d Moza rt
b Michael Jackson
(instructions page 202)
• Song Lemon Tree page 274 (instructions page 266) Find o ut which g roup got the most a nswe rs right.

Get som e feedback from the class on rheir opinion of

t he singers I m usicians mentioned, ask if they have seen

a ny of the musicals, etc.

Optional lead-in (books closed) 2 GRAMMAR review: be or do?

• \Vr ite on the board the na mes of some musicians who a Get Sts to read the five sentences and to circ le the
arc popular in your Sts' countr~·· Then elicit the kind of correct options.
music they play or sing and write it next to each name .
Get S rs to compare wi t h a partner, a nd t he n
1 VOCABULARY music check answers.

a 3 35 l)) Bo oks open. Foc us o n the list o f types o f m usic 1 do you 2 I don't 3 Do you 4 isn't 5 are
and telI Sts they arc going to hear nine sho rt excerpts of
music. Play th e audio o nce, pa using afte r each ex tract, b 3 36 3 37 l)) Tell Sts to go w Gra mmar Bank 6 C on
and get Sts to nu m ber the ty pes o f music in th e o rder pa[Je 134. Focus on the examp le sentences an d play the
audio for Sts to listen and repea t. Then go through the
they hea r them. Explain I elicit that R&B stands for rules w ith the class.

Rhythm and Blues. Additional grammar notes

G et Sts to compare with a partner, and then check • In this first half ofthe book, Sts have learned to
answers. use the verb be, the simple pr esent, and the present
co nti nuous . For ma ny Sts the use ofdo and does
3 35 l)) in questio ns a nd negatives in the simple present
ta kes some getting used to, and as a r esult there
Extracts of the following types of music is sometimes a ten dency to overuse them. Sts
some times forger that be, bo th as a ma in verb
l blues 4 hip hop 7 R&B a nd as an auxilia ry, does not for m questions and
8 reggae negatives in the sa me way, b ur simply by inverting
2 classical 5 jazz 9 rock the subject and verb o r adding not.

3 heavy metal 6 Latin Foc us on the exercises for 6C o n pa[Je I 35. Sts do th e
exercises individually or in pair s.
Now el icit any other k ind s of m usic that Sts know, e.g.,
pop, rap,funk, an d wr ite them on the boa rd . Ma ny of C heck answers, getting Srs to read the full sentences.
these words w ill be "international". Yo ur S ts may well
come up wit h ty p es o f music you h aven't hea rd of.

Extra idea

• Play the audio again. pausing after each excerpt, and
ask indiv idual Sts \\'hat theY think of each kind of"
music. Encourage them to answer \\'ith the \Trbs they
learned in 6B, e.g., Ihwc it,/ dou't111ind it, I hate it. etc.

6C

a Are you ...? Do you...? 4 SPEAKING
hungry
tired like heavy metal a Focus o n the M usic q uestionnaire. G ive Sts a few
waiting for a friend have a car minutes to read it a nd fi 11 in the blanks in the questions.
stressed speak Spanish Tell them not to answer the questions yet.
listening to me know those people
C heck the questions with the class. Make sure thev
b 1 is, is 4 are, am 7 is, doesn't
2 Do, doesn't 5 Does, is 8 Are, am understand a nd can prono unce d01vnload /daun'lo~JCI/
3 Does, doesn't 6 Are, are
and lyrics /'lmks/.
Tell Sts to go back to the main lesson 6C.
1 Are, Are 2 do 3 do 4 do 5 Are 6 do
Extra suppo r t
ow focus o n questio n 6, and tell Sts ro write the
• l fyo u thi n k Sts need more prac tice, \ 'OLI ma) \\a nt names ofrwo male musicians, t wo female, and
to gi\T t hem the Gram ma r phnrocopiabk acti\ it) at two ba ncls.
thi~ point.
b Before Sts interview each orher, go through the Giving
c 3 38 >)) Focus on the instructions and the exa mples in opinions box. Elicit rhat the pronoun changes after
t he speech b ubbles. Explain tO Sts that they are goin g lik e (him, her. or th em) and after 1think (he 's, she's, or
to hear a sentence and they must rurn it into a question. they're) depending on who the q uestion is about. To
demonstrate the lang uage, ask Srs their opinion of
Play t he audio, pausin g after each sentence, a nd e lic it a a m a le mu sician , a fema le musician, a nd a band, and
elicit responses.
response from the whole class. Then repeat the acri virv.
Pur Sts in pairs and get them to interview each other.
el iciting responses from individua l Sts. · Encourage them to ask fo r and give more informatio n
where possible. You cou ld demonstrate by ask ing
3 38 >)) individual Sts some of the questions.

1 They're Chinese. (pause) Are they Chinese? Monitor and correct.
2 He plays the guitar. (pause) Does he play the guitar?
3 You like music. (pause) Do you like music? \V hen time is up, focus on rhe question Do you have
4 Anna is taking a shower. (pause) Is Anna taking a shower? si111 ilar musical tastes? a nd elic it some answers.
5 You're tired. (pause) Are you t ired?
5 READING
I ~1 6 She lives near here. (pause) Does she live near here7
I'm late. (pause) Am I late? a Do this as an open-class questio n , and teach any
The train arrives at 6 o'clock. (pause) Does the train arrive mu sica l instr um ent voca bu lary Srs m ay require . If you
at 6 o'clock? play an in st rument, reil your Sts about it.

3 PRONUNCIATION !yl b Focus on the article abour Gusravo Dudamel and
El Sistemn.
Pronunciation notes
Set a time limit for Sts to read ir o nce and answer
• y at the begi nnin g of a word is always pronounced rhe qu est io n .
/y/, e.g.. yes.
Get Sts to compa re w ith a partner, an d then check
• Some words containing u o r ew a lso have a "hidden" the answer.
/y/ sound, e.g., music, swdent, etc.
They are playing classical music, and t his is helping them
a 3 39 >)) Focus on the sou nd picture (ya cht) and play the to escape from drugs and crime.
audio once for Sts just to listen to the words a nd sound.
c Tell Sts ro look at the highlighted words and , in pai rs,
Play th e audio aga in, pa us in g a fter each word fo r St s to
Iisten a nd repeat. ro rry to g uess their meaning.

I 3 39 >)) C heck a nswers, either explaining in English, translating
into Sts' L1, or getting Sts to check in their dictio na ries.
1 See words in Student's Book on page 48 Be sure Sts can pronounce rhe new words, e.g., orchestra
/':xbstro/ a nd conductor / b n'dt.ktor/.
Now go rh rough the Hidden /y/ sound box with Sts.
b 3 40 >)) Focus on the sentences. Play the audio o nce ror Deal with any other new vocabulary.

Sts just to listen to the sounds and rhythm. d Do this as a n open-class questio n.

Now play t he aud io again, pausing after each sentence Extra su pp ort
for Sts to listen a nd repeat. • You Ill<I) wa nt to a..,k ~·our Sts ~om c comprehe n..,ion

[ 3 40 >)) question '>. c.g.. /11 11·hich C01111tn· is the "I:. I Sistc11111"
See sentences in Student's Book on page 48 projece (\'c nLctuela). \\ he11 diti th e !JI'£?jcct stare
( I<rS ). \\'lw does tiiC' Jl r!?icct ltcl/ 1~ (poor c hild re n). etc.
'---------

In pairs, get Sts to practice saying the sentences.

-

6 WRITING an informal email 6C

H ere Sts co nsolidate the language they have learned 7 3 4 1 l)) SONG Lemon Tree Jj
so far through w riting about themselves, and learn the
convent ions fo r writing an informal ema il. Sts will This son g was originally m a de fa m ous by th e German

lea rn how to write a more formal email in lOB. group Fools Garden in 1995. For copy right reasons,

Tell S ts to go to Writing An inj01·mal emailon pa[Je 113. this is a cover version. Ifyou wa nt to do this song in

Ia Focus o n the title and e licit explain the m eaning of class, use the phorocopia ble activity o n pa[Je 274.

inforlllal (=fr iendly), so a n info rma l cmai l is one you 3 41 l))

Iw riLe to someone you know well or as a fri end. Elici t Lemon Tree

teach the oppositeformal and explain that thi s is more I'm sitting here in a boring room,
it's just another rainy Sunday afternoon.
Iser io u s, e .g., a bus iness letter e m a il. I'm wasting my time, Igot nothing to do.
I'm ha nging around, I'm waiting for you,
Go Lhroug h the introductory text w ith Srs. Explain But nothing ever happens- a nd Iwonder.
w h at a pen pal is, and tell Sts that there are many
webs ites on the Inrernet w h er e learn ers ofEngl is h ca n I'm driving around in my car,
find pen pals to practice their English . I'm driving too fast, I'm driving too far.
I'd like to change my point of view.
IFoc us on the beginning of rhe e m ail. Elicit teach the 1feel so lonely, I'm waiting fo r you,
But nothing ever happens- and Iwonder.
mean ing of the head ings From, To, a nd Subject. Tell
Sts that C hiara is w riting her first em ail to Stefan, a Chorus
pe n pal s he has found o n the Inte rnet.
1wonder how, Iwonder why
Give Sts time to read the email. Tell the m not to worry Yesterday you told me about the blue blue sky,
about the spelling mistakes. And all that I can see is just a yellow lemon tree.
I'm turning my head up and down;
Then ask them to cover the email or close their I'm turning, turning, turning, turning, turning around.
books and elicit the information Ch iara g ives in And all that Ican see is just another lemon tree.
each paragraph.
I'm sitting here, Imiss the power;
1 Personal information (name, age, nationality, job) I'd like to go out, taking a shower,
2 Where she lives and her family But there's a heavy cloud inside my head.
3 What s he likes doing in her free time Ifee l so t ired, put myself into bed,
Where nothing ever happens- and Iwonder.
b Indi v idua lly o r in pairs, S ts correct the six
spelling mistakes. Isolation is not good for me.
Isolation, Idon't want to sit on a lemon t ree.
C heck answers. I'm stepping around in the desert of joy.
Baby anyhow I'll get another t oy
1 studying 3 architect 5 shopping And everything will happen- and you wonder.
2 because
Chorus

Iwonder how, Iwonder why
Yesterday you told me about the blue blue sky
And all that Ican see,
And all that Ican see,
And all that Ican see is just a yellow lemon tree.

4 usually 6 friends

c Focus on the instructio n s a nd go thro ugh the
Informal e mail s box with the class. Tell Sts t h at

you can also begin a n cmail w ith Dea r, but Hi is m o re

info rma l. Contractio n s a r c common in in for m a l

lan gu age. Fin a lly, focu s on the end of the e m a il. El ic it f

reac h th e m eaning of Please write soo n and Best 1visltes,

a nd te ll S ts they a re use fu l ex pression s to put at the e nd
of an cmail to a friend.

S rs now make notes fo r the ir own e m ail.

d Us in g their notes from c , Sts now write th eir ema il.
Either give Sts at least 1S minutes to w ri te the em a il in
class, o r assig n it as homework.

! Tell Sts to set their emai l our in pa ragraphs like in the
model email.

c If S ts do the wr iting in class, give them time to c heck
their e mai ls for mi stakes. They could a lso exchange
th em with a partner and r ead each ot he r 's emai Is,
before you collect them .

Tell S t s eo go bac k to th e m a in lesso n 6 C.

-

ror instr uctions o n hO\Yto use these pages sec paBe -10.

Test and Assessment CD-ROM CAN YOU UNDERSTAND THESE PEOPLE?

• Quick Test 6 3 42 >))
• File 6 Test
• Progress Test Files 1-6 1c 2c 3b 4b 5c

GRAMMAR 11 a 3 42 >))

1a 6c 12 b I= interviewer, Yo = Yoni; Yv = Yvonne
2c 7a I Can you play a musical inst rument?
3b 8b 13 c Yo I can't play any musical instruments.
4b 9b 14 a I Can you play a musical instrument ?
5 a 10 c 15 c Yv Yes, I can.
I What instrument do you play?
VOCABULARY Yv I can play t he piano, and I can also play the harp.
I = interviewer, T = Tiffany
a 1 hear 3 fo rget 5 t ell 7 take 9 call, take I Do you have noisy neighbors?
T No, I'm the noisy neighbor.
2 play 4 buy 6 have 8 run 10 dance I What do you do?
T Play music really loud.
b 1 at 2 on 3 for 4 to 5 for 6 in 7 on I = interviewer, Y = Yoni
I What's your favorite mont h of t he year?
c 1 shine (t he ot hers are adjec tives) Y My favorite month of the year is September.
2 fog (the ot hers are verbs) I Why?
3 season (the ot hers are seasons) Y Ijust love the fall.
4 seven (the others are ordinal numbers) I = interviewer, B = Ben
5 twenty-second (t he others are numbers)
6 Sunday (the others are mont hs) I I What kind of music do you like?
7 minute (the others all describe longer periods of time) B I like all kinds of music, I like rock, jazz, dance music and
8 ba nd (the others are t y pes of music) I also like some classical as well.
I What kind of music don't you like?
PRONUNCIATION B I'm not a big fan of heavy metal.
I Do you have a favorite band or singer?
a 1 change 2 ice 3 now 4 t he 5 blues B Yes, my favorite singer is probably someone like
b 1 neighbor 2 remember 3 Ju!y 4 February 5 classical David Bowie.
I = int erviewer, A= Anya
I What kind of books do you like?
A Usually science f iction or fantasy novels.
What are you reading right now?
- - -A I'm reading a trilogy about some t rolls.

'--- - - - - - -

CAN YOU UNDERSTAND THIS TEXT?

a 1 The Marcus Whitman Hotel
2 Fort Walla Walla Museum
3 Main St reet
4 The Marcus Whitman Hotel
5 Little Theater of Walla Walla

-.

G simple past of be: was I were
V word formation: paint> painter
P sentence st ress

Lesson plan b 3 4 3 l)) Focus on th e ph oto (and if n ecessary get S ts to
cover the dialogue) a nd ask the questio n Who are the
This lesson uses th e context of h istor ical fi gures to t1vo people i11 the photo' Get Sts, in pa irs, to say if they
thin k they know who t he people arc, bu t don 't tell them
introduce a nd practice the simple past o f the verb be (\Vas I if they are r ight or not.

IVere) .T he grammar is prese nted t hrough a con versation Play th e audio once the whole way through .
bet ween t wo people wh o are lo ok ing at a photo ofRonalcl
and Nancy Reagan, in the ationa l Portrait Gallery in Get Sts to co mpare wi th a pa rt ner, and then check
vVash ington , D.C. The Pronu nc iation and Speaking gets answers.
Sts to fo cus on sentence stress in simple past sen tences
and ques tions. T he Read ing picks up th e to pic of pictures President Ronald Reagan and Nancy Reagan
o f fam ous p eople at t he Na tional Po rtrait Gallery a nd
then moves onto wo rd fo rmatio n, e.g. music- musician. In 3 43 l))
Listening an d \Vr iting, Sts listen to five clues about fa mous See dialogue in Student's Book on page 52
people a nd then have to guess who they are. T hey t hen
w rite their ow n clues and get a partner to guess the person. c Foc us on the instructions and the sentences. Tell Sts to
read the d ialogue and listen at th e same time. Play the
STUDYIJim audio again .

• Workbook 7A Now get Sts to fill in the bla n ks and check answers.

Extra photocopiable material He w as t he president. She was an act ress.
They were happy.
• Grammar simple past of be: was I were page 180
• Co mmuni cative Histor y quiz page 226 (instructions page 202) d 3 4 4 l)) Tell Sts to go to Grammar Bank 7A on
pa[JC /36. Focus on the exa mp le sentences a nd
Optional lead-in (books closed) play t he audio for Sts to liste n and repeat. T hen go
• \\1rite on the board the names of a president. an actress, through the rules with the class.

a model, and a soccer player who you think your Sts Additional grammar notes
\\'ill k110\\'. Ask \Vho is (X)? to elicit the words president . • was is the past ofam and is, and were ofare.
actress, model, and soccer player.
• was and lVere are used to talk about both recent a nd
• Model and drill the pronunciation and get Sts to di stant com ple ted ac tions in the past, e.g. I was tired
underline the stress. this morning Caesar was a Roman Ernperor.

1 GRAMMAR was I were • was and were are used exactl y like is and are, i.e.
t hey are inverted to make questions (he \Vas> was
a Bo oks open . Fo cu s o n the title and elicit I teach the he?) and not (n't) is added to make negatives
(lVasn't, weren't).
meaning of portrait(= a paintin g o r p hoto of a person),
using t he photo to h elp you, and [Ja lle1y (= a room or • We use the p assive constr uction was born to ta lk
buildi ng wh ere you can see paintings or p hotos) . Model about the time and place ofo ur birth .
and dr ill pronuncia tion /'p::Jrtrdtl and /'ga:: ldr i/.
• Some Sts tend to remem ber \Vas and fo rget were.
Give Sts time to read th e article a nd an swer th e fou r
ques tions. Focus on the exercises for 7A o n pa[Je 137. Sts do th e
exercises ind ividually or in pa ir'-.
Chec k answe rs.
C heck a nswers, gettin g Sts to read the fu ll sentences.
1 it's near the National Mall in Washington, D.C.
2 A collection of portraits (paintings and photographs) a 1 was 3 was 5 wasn't 7 were
3 lt is open daily I every day. 2 were 4 Was 6 were n't 8 were
4 Nothing, it's f ree.
b 1 were 4 was 7 was 10 weren't
Deal wi th a ny other new vocabula ry. 2 Was 5 Were 8 was 11 was
3 wasn't 6 were 9 Were 12 was

Tell S ts to go back to the mai n lesson 7A .

Extra support

• If you thin k Sts need more practice. you may want

ro gi\·e them the G rammar photocop iablc acti vity at

this point. -

7A c Pur Srs in pairs, A a nd B , a nd reil them to go to
Communication Where were you?, A onpa{Je 103,
2 PRONUNCIATION & SPEAKING B on pa{Je 108 .
sentence stress
Go through the instru ction s w ith them ca refully.
Pronunciation notes T hen go rh rough t he Useful language box togeth er,
stressing wh ich prepositio ns a re used for each phrase.
• was and were have t wo diffe re nt pronunciations Model a nd drill t he q uestio n, ma k ing sure Sts stress
depending on whether they are stressed or
not (i.e. they can have either a stro ng or wea k the un derlined words I syllables, e.g. Wh ere ll'ere_J!Q!l at
p r o n u n c iat i o n).
2o'clock $dterday mor11i11[J?
• was and were rend to have a weak pron un ciat ion
in [±I sentences: [ was lw'Jzl born in 1990. They were Sit A and B face -to-face. A asks B Where n•ereyou at ... ~
l w'drl famous. and B answers.

• \Vas I wasn't and IVere I weren't have a strong W hen A has asked all his I he r questio ns, they c ha nge

pro nunc iation in sho rt a nS\\·ers a nd El sentences: roles a nd B th en asks A Whe re wereyou nt.. . :>
Yes, I was lwAzl, No, l wasn 't /WAZ nt/, Yes, we IVere
/w'Jr/, o, ll'e ll'eren't /w'drnt/. When t hey have fini shed , quickly ask some of th e
questi on s ro ind ividua l Sts to round oft-the activity.
• As pronunciat ion of strong a nd weak fo r ms
tends ro occur qui te n aturally when the re is E xtra idea
good se ntence stress a nd rhythm, it is best to • 'I ou coulu gl't Sh w ,1-.k you t he quL''>tion ~.
concentra te your efFo rts o n th is (as in 2a).
Tell Srs to go back to the main lesson 7A .
• Remind Srs that, as well as stressi ng one syllable
more tha n others in mul ti-syll able wo rds, we also 3 READING
stress certain wo rds mo re than o thers. T hese a rc
the words that carry the "message" of t he sentence a Tell Sts to cover the text and foc us o n the photos and
ask t he q uestio n to the class. Elicit as mu ch informat ion
a nd arc usually no uns, ma in verbs, ad jectives I abo ut the peop le as you ca n, but do llQI confirm
an swers ar t his sragc. You could wr ite a nything Sts
adverbs, a nd end posi ti on prepositions. Small know o n the board.
wo rd s Iike pronouns, a rticles, and pre position s
(not in end position) a re not norm ally stressed. lt is b 3 47 l)) Now focus o n the biogra phies, an d tell Sts to
t h is mi xture of stressed a nd unst ressed words that read <llld listen at rh e same rime.
gives English its rhythm.
Play t he audio once the whole way rh rough for Sts to
a 3 45 l)) Focus on the sentences a nd remin d Sts rha t chl'ck their answe rs to a and to hea r how to pronoun ce
th e wo rd s in larger font a rc st ressed a nd that the rhe na mes.
underlining shows the stress w ithin a word .
C heck answers.
Play t he aud io once fo r Srs ju st to listen. T hen play it
aga in pausing afte r each sentence fo r Sts ro repeat. 1 Marilyn Monroe
G ive fur t he r practice as necessa ry. 2 The Supremes (Mary Wilson, Diane Ross , Florence

I 3 45 l)) Ballard)
3 Thomas Edison
1 See sentences in Student's Book on page 52
3 47 l))
b 3 46 l)) Tell Srs they are go ing to hear some sente nces See audio guide extracts in Student's Book on page 53
a nd qu estion s in t he sim ple present a nd they must say
them in the simple past. foc us o n the example. c Give Sts time to read the texts again a nd answer t he
s ix questi ons.
Play th e aud io, pausing afte r each sente nce I q uestio n,
Get Sts to compa re with a partne r, a nd then c heck
and elicit t he sim ple past versio n fro m the whole class. an swers. Make sure Sts use full se nte nces w ith the
T he n repeat t he ac tivity. elicitin g respo nses from simple past o f be in the ir an swers.
indi vidual Srs.
1 Her mot her was sick, and her f ather wasn't t here much.
1 3 46 l)) J 2 They were Marilyn Monroe's second and t hird husbands.
3 No, there weren't.
1 I'm at home. (pause) I was at home. 4 They were very t alent ed singers.
2 He's American. (pause) He was American. 5 He was a good salesperson.
3 They aren't famous. (pause) They weren't famous. 6 His second wif e was Mina Miller.
4 it's very cheap. (pause) lt was very cheap.
5 Where are t hey? (pause) Where were they? d t 0\\' get Sts to cover the texts a nd to try a nd remember
6 Is she an actress? (pause) Was she an actress?
7 You're right. (pause) You were right. what t hey h ave read. ln pairs, A says anyt hing he f she
8 What's his name? (pause) What was his name?
9 She isn't happy. (pause) She wasn't happy. ca n remem ber about t he fi rst text. B c hecks and
~ Are they expensive? (pause) Were they expensive? prom pts. Then they c han ge rol es fo r the seco nd text.
T hey cou ld do text three together a nd check whe n they
have fini shed.

-

Finally, elic it any other information Sts know about 7A
the people, e.g. Sts may have read that Edison had a
hearing problem. Extra challenge

4 VOCABULARY word formation o El icit a famous na m e(s) for each of the professions
in a and b (p referab l~· a dead person). Elicit a fu ll
a G ive S t s a few min u tes to find the words in the texts, or
get them to guess first and then check with the texts. sentence for on e, e .g. (X) n•as11f amous pianist.

Check answers, modeling t he pronunciation, and d Focus on the words alive a nd dead in the c ircles.
getting Sts to underline the stress.
Elicit I teach that they a re opposites. Get Sts to write
1 actress
2 sailor four names offam ous people in each c ircle.
3 Q.\..Qyer
4 writer Put Sts in pairs and ger them to ask and
5 singer answer questions abou t th e names using e ithe r
6 businessman
7 de~gne r Who is I Who's...? or Who IVas...? dependi ng on whether
8 inventor
the person is a live or dead.
Go through the Word building box about professions
w ith the class . Point out t hat to make the word for a Write some names on rhe board and get Sts to ask you
perso n (e .g. lVritcr) you add the letters -er or -or to a or each other.
verb and -ist or -ian to a noun . You might also want to
point out that someti mes with noun s you have to make 5 LISTENING & WRITING
more changes, e.g. science - scientist (t he cc d isapp ears
and at is added). a 3 49 >)) Foc us on the instructions and elicit I teach the

b Tell Sts to first look at the words and decide if they are meaning of clue (=a piece of information that helps you
verbs or nouns. Then they should write the word for find the answer to a mystery or puzzle).
the person.
Play th e aud io for number one first.
GetSrs ro compare their answers with a partner.
Get Sts to com pare with a par tner, and t he n check
Extra support answers. P lay again if necessary. T hen do the same for
o Before checking rhe anS \\ ers to b, ~·ou co uld first ask number two.

Sts to tell you whethe r 1- l 0 is a \'crb or noun . Then 1 William Shakespeare 2 Elizabeth Taylor
gi\'c Srs some rime to add t he correct ending. You
m ight also wanr to point our to Sts that numbers S 3 49 >))
and 7 ha\'C two possihk answers . (audioscri pt in Student's Book on page 119)
1
c 3 48 >)) Play the audio for Sts to lis ten and check the ir He was an English writer.
answers to b. The first time they lis ten they s hould He was born in t he 16th century.
just check thei r answers. Pause the audio after each He was married with three child ren.
word and get Sts to spell the endings to yo u. \Vrite the He was born in Stratford-upo n-Avon.
answers on the board. He is famous for his plays, fo r example, Hamlet and fvlacbeth.
2
3 48 >)) 6 novelist She was born in London in 1932, to American parents.
7 sportsman I She was a famous actress.
l dancer She was dark-ha ired and ve ry beautifu l.
2 comQQser s portswoman She was best friends with Michael Jackson.
3 poli.tician She was famous for her da rk blue eyes.
4 scientist 8 Q..Qlnter
5 movie director 9 QLtist b Pur Srs in pai rs and get them to th in k of two famous
10 mu.2ician dead people, a man and a woman.

Play th e audio again and th is time Sts should un derl ine Then they sh ould w r ite five clues for each pe rson, e.g.
w hat nati ona lity they were, where and when they were
the stress. Check answers by underlining the stress on born, and what they were famous for.
the words on the board. Model and drill pronunciation.
c Put two pa irs togethe r. The first pair reads t he ir five
cl ues and the second pair guesses who the famous
person is. They s hould t hen change roles.

Get a few pairs to read their clues for the class to g uess.

In pairs, Sts practice saying the words. I f you rh ink they
need m o re practice, you could play the aud io again for
them to listen and repeat the words.

Extra idea

o Test Sts' m emory by gerting them to ClWcr the

\\'Ords in a and band then saying the noun f \erh as a

prompt. e .g. T: art Sts : artis t.

G simple past: regular verbs
V past time expressions
P -ed endings

Lesson plan Play rhe aud io once the whole way t h rough a nd get Sts

Sim ple past regula r ve rbs a re in trod uced in rh is lesson. ro read and listen at the sa me tim e.
T he context is provided by the t rue story ofPrincess D ia na·s
niece who rook a tax i to what she thought was Stamford --1
Bridge Stadi u m (the home of Che lsea Fo otball C lu b) in
London, but ended up in a remote village in the north of 3 SO l))
England also ca lled Stamford Bridge. Princess Oiana's
brother has th ree da ug hters a nd it was neve r established See The taxi trip in Student's Book on page 54
which of the three girls ended up in rhe wrong place, bu t
most newspape rs assu med t hat it was K itty, the eldest. Tell Sts to read t he sto ry again and num ber the
T he lesso n begins w ith a n a rticle and radio news item scnrenccs in o rder. Dea l with a ny vocabulary pro blems
about the Stam fo rd Bridge mix-up, which is used to presen t Sts may have.
t he gramm a r o f reg ul a r simple past ve rbs. T he n there is a
focus on the pronunc ia tio n of t he -ed endings. Vocabulary Get St s to compa re t heir order with a partne r.
introduces past time expressions, a nd gram ma r a nd
voca bu lary a re put toget her in the fin a l spea k ing ac ti vity. b 3 51 J)) Play the aud io for St s to liste n a nd check
their answers.
STUDYI!mJ
• Wor kbook 7B 3 51 J))

Extra photocopiable material 1 The girls wanted to go to a match.
2 They called a taxi.
• Grammar simple past: regular verbs page 181 3 The taxi arrived at the girls' house.
• Communicative Where's the match? page 227 (instructions 4 The taxi driver typed their destination into his GPS.
5 They chatted and list ened t o music.
page203) 6 The taxi stopped in a street with pretty houses.
7 They looked out of the window.
Optional lead-in (books closed)
• \\ri te c 11 F I SI.\ on the board and a~k Sr-. ro tell ,·ou Ask the question Do yo u th iuk they l~>ere in Loudou? to
the class.
:ul\' t hing the,· know about it. Tn to e licit some ~)r al l of
rh~ follo~\' ing: it is rich arm of! c;llliolljamollsj(n· 1-.:.iii[(s c 3 52 J)) ow te ll St s they a rc goin g to hea r the news
Road (a \\l' ll-kno" n street and o ne of the ccntcrs of story on rhe radio ro find out where Diana's niece and
I<.J60s fa-.h ion in t he UK) and a lso a team that Jifilys is i11th c her frie nd we re. Ma ke it clea r tO Sts t hat t hey are nor
l·llt!lish fJrcmicr I l'llf!Itl'. It is a Iso rhe name of the Cl inton s· expected to unde rstand everything, but just to find o ut
the answer to the question.
daughter. as the) went to London on' acat ion and ~t aycd
in C hclsl'a shortly bcfi.H·e H ilary C linron got pregnant. Play the aud io t he w hole way through , playing it aga in
if necessa ry. Elicit th e answer.
1 READING & LISTENING
They were in a village in the north of England called
a 3 50 J)) Books open. Tell Sts to cover t he text a nd focus Stamf ord Bridge.
o n th e t itle and photos. If you did n't do the Optional
lead-in, ask Sts what they know (if a nything) about 3 52 J)) --l
C helsea.
(audioscript in Student's Book on page 119)
Get Sts to uncove r th e text and foc us o n the
introduction (un til ... 110rth ojLoudou) and esta blish ... and f inally on t ile news today, t he story of two soccer fa ns
w ho Kitty, E liza, a nd Ame lia arc (the daughters
of Pr incess Diana's brothe r). a nd \\'here they live who missed the big match.
(Norrha m pron, which is 85 m ilcs north of Lo ndon).
You m ay need to explain tll'itts and couutry 1Iu11se. Last week, Chelsea played Arsenal at Chelsea's famous

I ow tell Sts they're going to read a nd liste n to a true stadium, Stamford Bridge in West London. It was the match
sto ry, which was in the news. Expla in t hat t he story
w ill be in the sim ple past (the fi rst t ime in the book t hat that soccer fans all over the world wanted to watch. Charles
Sts have seen this for m o f the verb). You m ay wanr to
pre-rcach G PS (short for Global Positiouiii[J Syste111, Spencer's daughter and a friend were among the lucky people
used in ca rs).
with tickets. The girls were in Althorp, which is about 85 miles

f rom London. and they decided t o go by taxi. But when the

taxi stopped in a small village, it was clear that something

was wrong. They were in Stamford Bridge, but not at the

Chelsea stadium. The driver had typed Stamford Bridge into

his GPS. But unfortunately, Stamford Bridge is also a small

village in the north of England - and that's where they were!

- - - -Of course, they missed t he match. - - - - - - -

~----

Extra support

• If there':-. rim e. )OU could get Sts to l i ~rcn again
"irh the audio'>cript on Jlli£1C 119. so the) can ~cc

IL",acrl) "hat they undcr~rood didn't und cr~tand .
I ran slate I e:-..plai n any new \\Ord., or phrase~.

78

d Tell Srs to go to Communication StamfordBridge a 1 We studied English yesterday.
on page 103 to read some toll rist in formation about 2 Did you listen to the news yesterday?
where the girls were. 3 He didn't cook dinner yesterday.
4 Did she play sports yesterday?
Give Sts time to read the tourist information . Then 5 They worked late yesterday.
ask a fe,N comprehension questions, e.g. H01vjar is 6 I used the Internet at work yesterday.
Staniford Brid[leJrorn London? (85 miles), Are the [Jirls 7 She talked to her friends yesterday.
near Staniford Bridge Stadium? (No. they are in the 8 My brother didn't dance yesterday.
north of England and the stad ium is in the south, in
b 1 didn't call 3 played 5 Did, dance
London), Is ~he village big or small? (Small), What is the
villagefamous for? (A battle between the English and 2 Did, cry 4 didn't listen

the Vikings). Tell Sts to go back to the m ain lesson 7B.

Tell Sts to go back to the main lesson 7 B. Extra support

e Ask the whole class ifthey think iris easy to make a • If you t hink Sts need more p ract ice, you may wa nt
mistake like this. Elicit whose fault it was-the raxi to give t hem the Gramma r photocopi ab le activity at
driver's or the two girls'? this poi nt.

2 GRAMMAR d Focu s on the instr uctions and quest ionnaire, and
explain the acti vity. Sts need to find a per son who did
simple past: regular verbs each of the activities in the questionnaire yesterday.
Elicit that Sts need to make the sentences into
a Tell Sts to read the text again and highlight ten positive questions by adding Didyou .. . and then putting the
simple past regular verbs, one negative, and one verb in the infini tive, e.g. Didyou use GPS yestadaf'
question. Show them that one positive ve rb (wa11ted)
has already been highlighted, and they must find Tell Sts they are going to move around the classroom
ten more. aski ng questions in the simple past to find our if people
did the activities mentioned. 1f someone says yes,
Check answers. they should w rite that person's name on the line on
the right.
1±1 called, arrived, typed, relaxed, chatted, listened, texted,
Focus on the speech bubbles and demonstrate the
stopped, looked, asked activity by asking the first question to Sts until
someone saysyes and then mime that you are writing
EJ didn't talk down their name.
Ill Where did you want to go7

b Put Sts in pairs and focus on the chart. Tell Sts to Extra support
complete the simple past column and answer the
three questions. • Before starting the act iYity, you could get Sts to ask
you all the q u e'>tinn~ firs t, making sure th ey don't say.
Check answers. e.g. Did you H'tHch ed a soccer []tllllC yesterday;; C ive
simple a n ~\\'ers th a t th ey ca n und erstand .
They want ed to go to the match.

They didn't t alk to the taxi driver. Get Sts to stand up and move around the class asking
questions. Stop the activity when someone gets a name
Where did you want to go? for each statement o r when you think Sts have had
enough practice a nd get some feedback from the class.
1 You add -ed. 2 You only add -d.

3 You double the consonant and add-ed, e.g.

chatted, stopped.

c 3 53l)) Tell Sts to go to Grammar Bank 7B on 3 PRONUNCIATION -ed endings
page 136. Focus on the example sentences and play the
audio for Sts to listen and repeat. Then go through the Pronunciation notes
ru les with the class . You may want to point out here
that thee is not normally pronounced in -ed e ndings • The regular simple past ending (-ed) can be
unless there is at or ad before it. This will be focused pronounced in three difFerent ways:
on more fully in Pronunciation. 1 -ed is pronounced /t/ after verbs ending in these
unvoiced sounds*: /k/, /p/, /f/, /s/, If/, 1(11, e.g. relaxed,
Additional grammar notes stopped, booked, lau[lhed, missed, \\lashed, \\latched.
2 After voiced endings* -ed is pronounced /cl/, e.g.
• It is important to emphasize that the simple past arrived, called, cha nged, sho111ed. This is by fa r the
is used for completed actions in the past, both biggest group.
distant and recent. The form of reg ular simple past 3 After verbs ending in /d / or /t/ t he pronunciation
verbs is very easy. The main problem Sts have is of -ed is lid/, e.g. wanted, chatted, needed, decided.
the pronunciation, and remembering to use the This group is very small.
infinitive, not the -ed form, after did/ didn't.
• In practice, the difference between I and 2 is very
Focus on the exercises for 7 B on pa[Je 137. Sts do the small and ca n only be appreciated when a verb is
exercises ind ividually or in pairs. said in isolation or is followed by a wo rd beg in ning
with a vowel (e.g. I liked it).
Check answers. Get Sts to give the answers to you
aloud and correct any mispronu nciation of the -ed
ending. Get Sts to spell the verbs to you and write them
on the board.

Ell

78

• llowever, the d iffc rence between 3 and the other c 3 56 >)) Focus on the speech bubble and explain ro Sts
two is significant (it is a n extra syllable), and manv that they arc going to hear some verb phrase~ and thev
Srs tend to pronounced all simple past verbs in this must make either a posiri,·e ~entence or a negative on~.
way, e.g. / lar k rd/, /staprd/, etc. depending on what they really did ycsterda).

Voiced and unvoiced consonants Play the aud io. pausing after each verb phra~e. Elicit
• Voiced consonant sounds are made in the
sentences from a few Sts before mov in g on to the
throat by vibrating the voca l cho rds, e.g. /b/, next phrase.
Ill,/m/, /v/, etc. Unvoiced con sona nt sounds
3 56 >)) 5 play the guitar I
arc made in the mouth without vibrat ion in 6 study English
1 play tennis 7 watch TV - _j
the mouth, e.g. /p/, / k/, /t/, Is/, etc. 8 listen to music
I 2 t ravel by t rain
• You can demonstrate thi s to Sts by getting
them to hold thei r ha nd s against their th roats. 3 cook dinner
For voiced sounds th ey should fee l a vibration 4 wait for a bus
in their throat, bur not for unvoiced sounds.
Extr·a idea
a 3 54 >)) Go t h rough the Simple pas t regul ar verbs
• You could get St-. in pair-. to re-tell the -.tor) of I he
box'' ith the class. Elicit f explain that there are three
tax1 trip using the phra-.L'" in 1a.\ lonitm and correc t
different ways of pro no unci ng -ed. Two are sim ilar ('cl
a nd /t/ ), but the third lrd/ is very different. pronunciation. filCtl'..ing o n where <..,t., pro nounCL' the

Focu~ on the phonetics th at show the rh ree d i fFcrent t inthe-cdand"herethe\ -.hou ldn'r.e.Q. b id '\01
pronunciations of -ed (d/, /t/, a nd lrd/ ). Then look at
the verbs in the three columns a nd play the audio bh.:d fiw called. . '
once. Te ll Sts to liste n and conce ntrate on how the
-cd is pronou need. 4 VOCABULARY & SPEAKING

Now pl ay the audio again, pausing after each \'er b fo r past time expressions
S ts to repeat it.
a \\'rite a true se nte nce about you r<,elf in the past w ith
1 354>)) - - - a regular verb, e.g. I started teachillfl EII[Jlish i11 2005.
Then write u nderneat h it f started tcach iii[J Ell[lfish (x)
See chart in Student's Book on page 55
years ano, a nd cl icit the meaning of lllJO. Model and
Now ask Srs the question illll'hich wo11p doyo11
proi/OIIIICC thee ill -cd? (column 3). d ri 11 pronu nciation .

Tell Sts to look at the spelling of rhe Yerbs, and sec Focus on the past rime expressions, and explain that
Sts must number them fro m the most recent (/it•c
what letter'> come before the -ed (d or t). Ex piain f mi11utcs a[Jo) to the most distant (in 2009). Gi' e Sts time
to do the act ivity and get them to check their order with
demonstrate that it would be impossible ro pronounce a partner.
anothe r /d / or /t/ after ad or a 1. For that reason a n extra
syllable is added, w hic h is why the pronunciation here b 3 57 >)) Go through the Past time expressions box
is !Id/. EmphasiLe that thi s group of verbs is ve ry sm a ll . with the class and highlight that in time expressions with
last (e.g. last ll'eek) the defin ite a rticle the is not u~ed. A lso
Hi ghli ght that rhe most important r ule to rem embe r i'> explain that we say last lli[Jht OTy:stc rday lli[JIIt.
nor to pronou nce thee in -ed (unless it comes after at or d).
Play th e audio for Srs to listen a nd check.
b 3 55 >)) Tell St ~ to look at t he verbs in the list a nd circle
wh ich have t he /id/ sound in the si mple past. Remind 3 57 >)) 6 last week
Sts that an exercise like this is easier if they say the 7 last month
verbs a loud. 1 five minutes ago 8 last summer
2 last night 9 a year ago
mv play the aud io for Sts to listen and check. 3 yesterday morning 10 in 2009

C heck an<;wers. I 4 the day before yesterday

started, needed 5 three days ago

3 SS >)) 1'\ow play the audio again for Sts to Iisten and repeat.
See list of verbs in Student's Book on page 55
c Focus on the instructions and the example. Before Srs
Extra challenge <>tart. you might \\·ant to c heck that the) know all the
• (;er '->t-. ro lnok at all the \erbs aga in a nd then to rr~ ,·ocabu lar y. e.g. a plane. to bookajli[Jht online. ere. You
cou ld demonstrate the acti ,·ity b) making <,omc t r ue
and putt hem in th e appropriate column-. in a. Pia~· ~entences about yourself and giving more in formation.
the audio fiw them to check.
/d / p layed. tr"<t\eled. li ,ed Put Sts in pairs and set a time limit.
1t / lini-.hed. ,t-.kl·d. mi-.sed, cookl'd. \\arched.
Mon itor a nd hel p.
liked. t) ped
lrd • -.t.trred. needed Gcr some feedback from the class by ask ing a few of
the que~r ions to individual Sts.

G simple past: ir regular verbs
V go, have, get
P sentence stress

Lesson plan c Focus o n the questions, and ask Sts if they are in the
present or in the past (the past). Ask how they know
Fo r this lesson, people in difFerent countries around the
world were asked to write a report about a memorable (because of the auxil iary did and IVas I IVere). Then get
n ight. Two wr itten repo rts by a you ng Amer ica n woman
and a Turkish m an provide the con text for t he int roduct ion Sts to match the questions and the answers . Get them
of common simple past irregular verbs. Then Sts listen to to compare their answers with a partner, and then
a third report by a Spa ni sh man . T he vocab ul ary focus is check answers.
corn m on col locati ons of the key verbs 80. have, and Bet (e.g.
go out, get home, etc.) . Sts then work on the stress pattern in 1 When was it? Where were you?
Wh- questions in the past sim pie, which prepares them for 2 Who we re you with?
the final speaking activity where t hey ask each other about 3 What did you wea r?
a memorable night. Finally. t he lesson ends w ith the song 4 What was the weather like?
Summer NiBhts. 5 What did you do?
6 What time did you get back?
STUDY [!ill3 7 Why was it a memorable night?
• Workbook 7C
• Onli ne practice 2 GRAMMAR simple past: irregular verbs
• iChecker
a Focus on the ] .) infinitives anJ check that Sts remember
Extra photocopiable material their meaning. Then give Sts a few minu te s to fi nd the
simple past ve rbs in t he text. Encou rage them to use the
• Grammar simple past: irregular verbs page 182 phonetics to help them.
• Vocabulary go I have I get page 259 (instructions page 246)
• Commu nicative What did you do? page 228 (instructions b 3 58 l)) Write the infinitives on t he bo<ud. Play the
aud io, pau sing after each verb to check answers. Get
page 203) Sts to spell the verbs to you and write the past simp ies
• Song Summer Nights page 275 (instructions page 266) on the board nex t to the infinitives.

Optional lead-in (books closed) 3 58 l))
• \Vrite on the board .\:-; I(; liT TO RE.\1 L\ll3ER and
can could J
elicit possible acti\·ities. e.g. hn\'c di1111Cr ina.fimtnstic come came
rcstaura11t. sec n [JI'Cnl 1110\'ic. meet somc!JOdy. go to a r('al/y feel felt
nuod party. etc. get got
go went
• \\'rite the activities on the board under the heading. Help have had
Sts \\'ith any vocabular) they neeJ.
hear hea rd
1 READING leave left

a Books open. Focus on the photos, the instructions, lose lost
meet met
and the introduction to the article. Elicit I reach the
see saw
meaning a nd pronunci ati on ofmemorable l 'mr.m:dr:dbll speak spoke
(=easy to remem ber because it is special) . Elicit swim swam
answers to the question. take took
wear wore
b Tell Sts that they are going to read about Maggie Julia
and Mehmer's nights, and they must march each one Focus on the p hone tics and tell Sts to lis ten to the
with a photo. pronunciation . Play the aud io aga in.

You may want to prc-teach the past of80 (1Ve11t) to help Extra challenge

S ts understand the text. • hJCus on the p honetics and elicit th e pro nun cia ti on
of the \Trbs before playing t he audio.
C heck a nswers.
Play the audio aga in , pausing after each pair of verbs
Maggie Photo B Mehmet Photo A for Sts to repeat them. Give more practice as necessary,
getting Sts to repeat after you or after the audi o.

Get Sts to cover the simple past ve rb and sec if they
can remember it, uncovering them one by one to c heck
their answers.

-

7C

c 3 59 >)) Te ll Sts to go to Gramm a r Bank 7 C 3 LISTENING
o n pa[Je 136. Foc us o n the exa m p le sentences a nd
p lay t he audio fo r Sts to listen an d repeat. T hen go a Focus o n photo C in 1 and ask Sts to g uess w here
t hro ugh the rul es w ith the class. Oav id w as a nd w ha t happe ned on h is mem ora b le
nigh t. Accept all s uggestions, b ut do nor reil Sts if
Additional grammar notes th ey a rc ri ght.

• The vas t majori ty of ver bs in the past are regular. Now get Sts to cover the questions from l e. and see if
H owever, a sm a ll numbe r o f verbs (seve ral of they can remember them. Elicit rhem from the class
w hich a rc very commo n) a re ir regu la r in the and write them on the board.

si 111 p ie pas t. T hese ve rbs don 't add -ed in the past, ! Leave t he q uestio ns up o n t he boa rd for when Sts
practice the p ronunciation later.
t hey cha n ge their form. This c h a nge can be just
o n e or two letters, e.g. wea r >ll'ore, o r can be a b 3 60 >)) l ow tell Sts they're going to listen to David
co mpl etely new word, e.g.I]O >went . answering the questions. Tell them to close their books,
relax and listen , and jusr focus on what happened on
• Irregula r verbs are on ly irregul a r in t he Oavid's memorable night.
affi rmative. In questio n s a nd nega t ives. as w it h
Extra suppo rt
Ireg ular verbs, th e infiniti ve is used a fter did didn't. • Read t h rough the aud i o~cript and dec ide ifyou need

• T he re is a list oft he m ost commo n irregula r verbs to pre -teach an) ne\\" le:-.. is bdiJre Sts listen.
o n pa13e 165 of th e Studen t's Book .
Play rhe audio once. and elicit the answer.
Focu s on the exe rcises fo r 7 C on page I 3-. Sts do the
exercises in div idu a lly o r in pa irs . David watched Spain win the World Cup on TV in a
rest aurant in Mexico.
! Mo n itor w hil e Sts a rc do in g the exerc ises. If you sec
they a rc having prob le m s wit h word order in b, remind 136o >)) ----------
them th at the aux iliary comes first except in senten ces
with question words (see pa13e -l9 of this book). (audioscript in Student's Book on page 119)

C hec k a nswers, get t ing Sts ro read the [u 11 senrences. I I = interviewer, D = David
I When was your memorable night?
a 1 met 3 bought 5 saw 7 felt D (In Spanish first) Ican t ell you exactly, it was July 11, 2010.
2 left 4 had 6 got
\ ' Why do you remember the date?
b 1 What did you wear? D Because it was the final of the World Cup, Spain against
2 Where did you meet your friends?
3 What time did you get home? Holland.
4 How did you go home? 1 1 Where were you?
5 Did you have a good time?
D Well, I'm a flight attendant and that day Iwas in Acapulco
c 1 She didn't wear a red dress. She wore a blue dress. in Mexico.
2 Ididn't leave work early. I left work late. Who were you with7
3 We didn't go by train. We went by bus.
D I was with three other Spanish flight attendants.
4 He didn't lose his cell phone . He lost his wallet. I Where did you go to watch the match?
5 You didn't have a sandwich. You had a salad. \ D We didn't go out. We watched the match in the hotel

Tell Sts to go back to the main lesson 7C. restaurant.

E xtra support And what did you wear to watch the match?
D We wore Spanish soccer shirts that we bought in a store,
• I f you t hi n k St~ n eed m o re p ract ice , you may \\'ant
to give them the Cram mar photocopiable acti\·ity at and we also had red and yellow scarves.
this point. I Tell me about the night. What did you do?
D Well, the match was on in the afternoon Mex ican time.
d Pur Srs in pa irs, A a nd B . a nd tell the A s to read abo ut
Maggie aga in and the B s sho u ld read about Mehmer agai n . We went down to the hotel restaurant early to get a good
seat. There was a big screen. The restaurant was full of
e Keep Sts in their pairs a nd tell them to go to Spanish tourists. There was a great atmosphere.
I And Spain won the match, of course?
C ommunication A niBht to remembe1·, A o n D Yes. lt wasn't a good match, but when Spain got their
pn[Je / 03, B o n pn[JC 108. winning goal everybody shouted and jumped up. lt was
amazing! When the match finished, we all went out. We
Go through the instructions with them carefully. Make wanted to celebrate. We went to another restaurant near
s u re t hey ma ke a note o f t he questio ns t heir pa r tner the beach, and it was full of Spanish people. Everyone was
gets wrong. really happy. We had a great party!

Sit A and B face-ro-face. A asks B h is I her quest ions I lD What was the weather like? Do you remember?
Yes, it was a warm night. About 20 degrees Celcius, I think.
and B answers.
I lD What time did you get back to your hotel?
B then asks A h is I h er q ues tio ns. Ican't remember exactly but very late, about three in the
morning. Luckily, Ihad a free day the next day, so Ididn't

\ need to get up early.
I Why was this night so memorable?

I D First, of course, because Spain won their first World Cup,

Ibut also because of the circumstances- we were very far

I away from Spain, thousands of kilometers away in another

~untry, but we all felt very Spanish that night_! _ _ _ _ J

W he n t hey h ave fi nis he d , they s ho uld te ll th eir pa rtn e r c Foc u s on sentences 1-9 and tell Sts that they a ll ha\·e a
how m any q uestions they got wrong an d see who has mistake in them. They must listen and correct them.
the better m e m ory.
Play the audi o again a nd then get Sts to compare
Fina lly, ask S ts Whose night do yo u th ink was 1110re f un? thei r a nswers with a partner. Play the audio again if
necessa ry, pau sing ifS ts need more time ro cor rect
• Tell Sts to go back ro t he ma in lesso n 7 C. the sentences.

Check answers. 7C

2 He was in Acapulco, in Mexico. Ford, put Sts in pa irs and get them to take turns saying
3 He watched the match in a hotel restaurant. three things they did the previous day and three the
4 He wore a Spanish soccer shirt and a red and previous week. A ll t he sentences should include went,
had, or [JOt. Get some feedback .
yellow scarf.
5 The match was in the afternoon. Tell Sts to go bac k to the ma in lesson 7C.
6 There were a lot of Spanish tourists there.
7 They went to a restaurant near the beach. Extra support
8 lt was a warm night. • If you think Sts need more practice, you may wa nt to
9 He can't remember when he got back to the hotel,
gi1·e th em t he Voca bula ry phoroco pi ab lc aCLi,·ity a t
maybe around 3:00. this point.

Extra support 5 PRONUNCIATION sentence stress

• If there\ Lime. )OU cou ld get Sts to listen again \\'ith a Go through the instructions and focus on the
rh e audioscript on paw I 19, so they ca n see exactly questions. Elicit that the m issing words are was, were,
and did.
w hat they unclerswo cl I didn't understand. Translate I
b 3 62 l)) Play the audio once for Sts just to listen a nd
explain any new words or phrases. focus on th e rhythm. Then play it again, pausing
after each q uestion for Sts to repea t, trying to copy
Finally, ask Sts Whose ni[Jhl do you think lVas the most the rhythm .
memorable, lvia[J[Jie's, Melunet's, or David's::>
3 62 l))
4 VOCABULARY go, have, get When was it?
Where were you?
a Focus on the three verbs in the heading and elicit the Who were you with?
simple past (1Vellt, had, [JOt). Give Sts a moment to What did you wear?
decide which ve rb goes in each blank. Where did you go?
What did you do?
Check a nswers. What was t he weat her like?
What time did you get home?
1 went 2 had, had 3 went 4 got Why was it a memorable night?

b Tell Sts to go to VocabularyBank[Jo, have, Bet on 6 SPEAKING & WRITING
pa[Je I 60 and get them to do exercise a ind ividually or
in pairs. a Give Sts a few minutes to th in k about their own
answers to the questions in Sb individually. Help w ith
3 61 l)) Now do b. Play the aud io for Sts to check any ne11· vocabulary t hey might need.
answers . Then play it again, pausin g for Sts to repeat
the phrases. Give further practice ofany words or b Put Sts in pairs. Get As to give Bs a complete
phrases yo ur Sts find difficult to pronounce. interview, and then they change ro les. Monitor the
interviews, encouraging Sts to ask their questions w ith
3 6l l)) good sentence stress and rhythm . Help with any new
vocabulary that Sts need and correct as necessary.
2 go by bus I go by car I go by plane
Extra idea
1 go for a walk • Get Sts to inter\'iew you about a memorable night

4 go home from school before they inte r\' iew each ot he r.

9 go out on Friday night Get feedback, as king a few pairs whose night was the

6 go shopping most memorable I fun I interesting, etc .

7 go to a restaurant c Sts now write an article similar to the ones they read
in 1. Tell them they need to ansvver all the questions
8 go to bed late in Sb, and they should look back at Maggie's and
Mehmet's memorable nights in I to help them.
3 go to church I go to mosque I go to t emple Once Sts have fini shed, they should spend a few
minutes checking the ir article before hand ing it to
5 go to the beach another student to read or to you .

11 go back to work -

10 go on vacation

17 have a car I have a bike

14 have long hair

18 have breakfast I have lunch I have dinner

15 have a drink

16 have a good t ime

13 have a sandwich

12 have a sister I have a brother

25 get a newspaper

21 get a taxi I get a bus I get a train

24 get an ema il I get a letter

22 get dressed

23 get home

20 get to the airport _ ___j
19 get up early

Elicit I teach that [JO home= go to your house, [lCI home

=arrive at your house.

Focus o n c. Get Sts ro cover the expressions and use the
pictures to test themselves or each othe r. Encourage
them to say the complete phrase.

7C

7 3 63 >)) SONG Summer Nights J'

T his song was originally made famous by John Tnt\'Olta
and Olivia C\\'ton-John in the fi lm Grease in 1978.
For copyr ight reasons, this is a cover version. If vo u
want ro'do rh is song in class, use the phorocopi;blc

acti\' ity on page 275.

, . - - - -- - - -
3 63 >))

Summer Nights

Summer loving had me a blast;

Summer loving happened so fast;

I met a girl crazy for me.

I Met a boy cute as can be.

Summer days drifting away
To, oh, oh, the summer n1ghts!

Tell me more, tell me more:
Did you get very far?
Tell me more, tell me more;
Like: does he have a car?

She swam by me, she got a cramp
He ran by me, got my suit damp
\ 1saved her life, she nearly drowned

I He showed off, splashing around
Summer sun, something's begun
But, oh, oh, the summer nights!

Tell me more, tell me more;
Was it love at first s1ght?
Tell me more, tell me more;
Did she put up a fight?

Took her bowling in the Arcade;
We went strolling, drank lemonade;

\ We made out under the dock.
We stayed up till ten o'clock.
Summer fling, don't mean a thmg

But, oh, oh, the summer nights!

Tell me more, tell me more;
But you don't gotta brag.
Tell me more, tell me more:
'Cause he sounds like a drag.

He got friendly, holding my hand;

She got friendly down in the sand;
He was sweet j ust turned eighteen.
Well, she was good you know what I mean.
Summer heat, boy and g1rl meet
But, oh, oh. the summer nights!

Tell me more, tell me more
How much dough did he spend?
Tell me more, tell me more
Could she get me a friend?

lit turned colder, that's where it ends;
So 1told her we'd still be friends.
Then we made our true love vow...
Wonder what she's doing now?

Summer dreams ripped at the seams - - _____]
But. oh, those summer nights
Tell me more, tell me more!

Vocabulary direct ions: turn left, etc.
Function asking for and understanding directions; giving simple directions; asking so meon e t o do something
Language Can you tell me t he way to...?

Lesson plan D Sorry, he ca n only do this morning.
R OK, send me the details.
ln t h is lesson Sts get prac ti ce w ith d irec ti ons. The foc u s D Thank you very much, Rob.
is more o n ask in g fo r a nd unde rstandi ng di rections than R I'm sorry.
on g iving them , as t his is a d iffic ult skill to perfo rm at t his J That's OK, I underst and. Work is work !
level. Rob and Je nny have a free morning, a nd Rob plans R But I can meet you later, outside the Tate Modern. it's on
to ren t bikes a nd show Jenny some o f London . But then
Danie l calls and asks R ob to inre rview an a rti st at th e the South Bank.
Tare Modern . Jenny agrees to meet Rob at the galle ry and I can f ind it. I have a map-1 can cycle there.
ventures into London on her ow n and gets lost. R Let's meet at twelve o'clock, then.
J Great.
STUDY l!Im
b Foc us on sentences 1- 6 and give Sts tim e to read them
• Workbook Getting lost and thi nk what rhe missing information might be.

Test and Assessment CD-ROM Be fore Sts liste n aga in, focus on the Cultur al note.
You co uld re il Sts that The Tare Modern is London's
• Quick Test 7 most important gallery of modern art.lt was created
• File 7 Test in 20 0 0 from a n old building . w h ic h used to be a
powe r station. l f th ey wou ld like more infor mation, see
Optional lead-in (books closed)
• Before starting Episode+. elicit what Sts ca n remember kf f.11111'11'.ta te.o1'8.11 m oder11

about Episode 3, e.g. ask them Wlwt happens 1vlten Rob Play the audio again the whole way through, pausing if
and fenny meet on tl1e street:> What does n oiJ lmy:> Dors necessa ry fo r Sts to fi 11 in the blanks.
Jen ny like it? Who does Jen ny talk to on th e phone 1vhen
Rob's in the shop:> ere. G et S ts to com pare wi th a partner, a nd play again if
necessa ry. C heck answers.
• AIte m at ive ly, .you co uIJ pia~· the last scene of Episode 3 .
1 Rob suggest s that t hey go cycling.
1 ~E~ A FREE MORNING 2 He says that they can rent bikes.
3 Daniel calls Rob.
a 3 64 l)) Books o pen. Foc us on t he phoros and elicit 4 Rob needs to interview an artist.
w hat Sts thin k is h appen ing. Do not tell them if they 5 Rob asks if he can do t he inter view on Monday.
a rc ri ght o r no t yet . 6 Rob and Jenny arrange to meet at 12 o'clock outside the

Now focus o n rh e questio n a nd pl ay th e audio once the Tate Modern.
whole way throu gh fo r Srs to chec k their ideas.
Extra support
Check answers.
• lfthere's time. you could ge t Sts to listen aga in \\'ith
Rob and Jenny want to go sight seeing , but Da niel calls
Rob and asks him t o do an interv iew with an artist the audioscr ipt on paBc 119, so th ey ca n see exactly
t hat morning .
\\·hat they understood / didn't understand . Translate /
3 64 l)) explain any ne\\' words or p h rases .

(audioscript in Student 's Book on page 119) 2 VOCABULARY direct ions

=R = Rob, J = Jenny, D Daniel a Focus on the words and pictures a nd get Sts to
match them .
R So, Jenny, we have a free morning. What do you want to do?
J Well, you're the expert on London life' What do you Get Sts to compa re with a partne r.

suggest? Jb 3 65 l)) Play the aud io for Sts to listen and check.
R Well, we can go cycling. 3 65 l)) 2 turnleft
J I don't have a bike. 4 turn right
R We can rent bikes. it 's easy. 3 on the corner
J That's cool. 1 at t he t raff ic lights
R OK, great. So we can cycle through t he parks, and you
5 a bridge 8 go straight ahead
can see a bit of London. Oh , hang on. Uh-oh! it's Daniel.
Daniel, hi' 7 across from 6 go past the churc h
D Hi, Rob. You need to do an interview this morning, with an L __ _ _ __ _ _ _ _ _ _ _ _ __ __ _ _ _ _ __ _
artist. He's at the Tate Modern.
Play it again, pausing a fter each word o r ph rase for
I R Can I do t he int erview on Monday? Sts to repeat. G ive f urther p ract ice ofwords a nd
p hrases your Sts find difficul t ro p ronounce. Highli ght
that when auoss is used to describe the position ofa
building, it usually mean s facing on the othe r side of
th e road. Get an exa m p le by ask ing Sts w hat there is
across fro m yo ur school.

-Tell Sts to cover the words and use the pictu res to test

th em selves o r a partn er.