ELEMENTARY LEVEL GENERAL ENGLISH

1. ^$t"t*?
tt
d
ts T,
: gtlsgG:t
'braf'
$uE3t

2. Contents
Introduction
Student'sBookcontents
Teacher'snotes
Unit I
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
SBPairwork
SBGrammarBank
SBIrregular verbs
SBPronunciation
SBAudio scripts
GrammarBankkey
Unit tests
Testskey
>>p.iii
>>p.2
>>p.6
>>P.l6
>>P-26
>>P36
>>p-46
>>P56
>>P-66
>>P:T6
>>P86
>>P.96
>>p.106
>>p.116
>>p.126
>>p.136
>>p.148
>>p.149
>>p.150
>>p.160
>>p.762
>>p.186

3. Howto sayhello
l:ientation
- : :::xt
- -.--; lesson,studentswill learn basicgreetings.
':..o1showspeoplegreetingeachother.
,-.1 Satomishows Jim (alanguage teacher)meeting a Japanese
-
-=:.t called Satomi.
---.eua8e
:--: product
- :,it it all together,students speakto three or more peoplein the
. ,
'
saying hello and responding to greetings.They try to have
-. :cnvetsationsfrom memory, but can look at their books for
.=.: if they need to. They make a note of names of students they
, .:k to.
---reParation
-.::: a soft ball or similar objectto class,and have some strips of
.::r to help students remember the conversations(seeexerciser4)
' ::ssible, organizethe seating in your classroomso students can
-.:.C up and interact with as many people as possiblefor the final
.:gle activity.
',Varmer
.:: rvhat your students can do. Sayhello and gesturefor them to
,,' helloback.Go around the classasking people'snames.Gesture
'. ;tudents to ask your name and each other's.
- =: the classto stand in a circle.Usea soft ball or similar object,
: .'vour name and then throw the ball to a student. They say
' -:-I name and throw it to another student and so on. After a
:.1e,throw the ball to a student and you saytheir name. Indicate
-..: students do the same.When you feel that everybody can
=::-.embernames,continue and say hellobefore a name. Finally,
,::.inate a student to say hello to you and reply with Niceto meet
;.
':.:e
How to say hello on the board.
'.:,.ember, it's your students first classtogether and they might be
::','ous.Praisestudents whenever possibleand be careful not to
':
-ethem to talk.
I Vocabularygreetingphrases
Point to the phrasesin Sayhello!and sav them, miming a
typical action to help students understand, e.g.Sorry?cup your
hand to your ears,Mce to meetyou shak:ng hands.My name's
...point to yourself and say your name.
Organizestudents into pairs. SayHow areycul and polnt to
picture 2 to demonstrate. Use gesture to shc*'t:1at st'jdents
continue in pairs. Monitor and help by porntng i: c-iies rn the
pictures. Try not to give the answers as students 3re ;: no to
listen and check.
Culture note
In English,name ca mean/ull name,ftrst ,:,i.,.::: . .,-- .'' . r-
this lessonit meanslfirstname.GeIstudenisir 1:: .'-- ,'. ' .: .
your name?Givethree different answers to si:'.'.' ::--.
1A.lPut your hand to your ear to show students they re gc::.E
to listen to the audio. Play and pause the audio after each
phrase and point to the pictures as you say the answers. Wher.
students repeat, check for correct use of short forms I'm. Wh;; s
My name's and give extra practice if necessary.
How are you? 2 Good morning. 1 What s t'c -l: : .:'= !
I'm fine, thanks. 5 Good afternoon. 9 My narr.e-.:--- :
Sorry'l7 Nice to meet you. 6 Seeyou la::: =
Extra activity
Saythe picture numbers at random for students t: ,: . ::. :
phrase as a class.
Culture note
Formost people,'afternoon'startsafter lunch.r'.':.-::-'-.:: =
have at different times in different countries.-:,r -: ---- ,:=,.
some clock faceson the board,with different r-:r'.:. '--- -
'.- -
r3.oo,r4.oo).Pointto eachone and askMorni.,'.;-,
Explain what conversation means. Draw two stick igures
(A/B) on the board with speechbubbles.Divide the c.assn half
and gesture for each to say the example phrases tc the other
group. Students continue in pairs. Monitor and check students
understand the activity and are having conversations. Give
praise for correct answers. Ask for volunteers to ciernonstrate
their conversations to the class.
Example answer
A What's your name?
B My name's Bill.
A Nlce to meet vou.
!
Have conversations
In this section, students listen for specif,c information, checking
before practising the conversations.
4 Demonstrate by doing the first part of Day one with the class.
Explain that the letters .Iand 5 represent.Iimand Satomi.
Gesture for students to continue in pairs, without looking
at Say hello!.Monrtor and give positive feedback for correct
answers, and indicate where they need to think again.
Language note
In the Day orreconversation,Satomirepeatsher name,saying
eachsyiiabieciearlyso it rseasierfor Jim to understandher
Japanesename Thrsis a useful techniqueto help listeners
understand, especiailyfor different-sounding names.
:-:riew
-?.nmar
betrm, it's,etc.
pronouns:l,my,you,your
::<.rswords {eetings: hello,hi
::<.rsphrases greetings:Goodmorning/ afternoon.,Howareyou?,
I'mf ne,thanks.,Myname's...,Nicetomeetyou.,
Seeyou later.,Sorry?,What'syour name?
;-ognition
,rcbulary
words:agoin,day,Oh,Oops,too
numbers:l-9
:-:nunciation rhythmandstress:Hi hello.What'syournamel1A.3
T6

4. Direct students to -Iimand Satomion >>p.6 to finish or check
answers.
1A.2Piaythe audio for students to listen and check.Direct
students to audio script '; i on >>p.rso to check again.
Studentscan aiso checktheir spelling. Have the conversations
with the class,saying Jlrr.s lines and the classsaying Satomi's.
Changerolesand repeat.
I Sc::','l
3 -:e:: :'-.==:
= ----,, a:: . - -
):a.: ::.::.-.:;
La:'.t;age r.::r
r'rronggreeting. He hasn't noticed it's
' r,,rdday),whjch is the time morning
. Satomiputs extra stresson afternoonlo
:. This ls an example of contrastive stress.
Ii.-'+ :-:.i
- : :'.:rd more help, play the conversationsa coupleof
:.rcour&g€them to speakalongwith it. They needn't
- .,.ritl'reycan just mouth it to themselves if they prefer
Divide the class into pairs. As students have the conversation,
monitor and give plenty of positive feedback for a first try at
having a conversation in English.
Students say the conversation with another partner. Listen and
check that they sound interested in meeting each other and
remind them to say their names clearly.
? Pronunciation rhythm and stressrL
In this section, students will practise saying a verse using rhythm
and stress,which is also highlighted in audio script 1A.3>>p.15o.
9 1A.3Go through the first dialogue as a class and model for
students to repeat it to a regular beat. As students continue,
wave the beat with your hand and repeat the flrst line. Explain
that the stressed syllables are in bold and that students must
Iisten and decide which name they hear. To show male/female
names, draw two stick f,gures on the board. Wrlte Wayne/Lou
under one ad lane/Sue under the other. Plav the audio. Check
answers quickly.
10 Play the audio again for students to listen and repeat. Help
them keep rhythm by clapping or tapping on the desk.
11 In pairs, students practise having the conversations. They can
chooseto be Wayne or Jane and Lou or Sue.
12 Divide the class into two to have the conversations to the
backing rhythm on the audio. They should start after/our.
Teaching tip
Suggestionslor dividing the class:Indicatean imaginary
hne down the centre ofthe class.Studentson one side are A,
students on the other are B.If there is a gender balance in your
class,all the femalesareA and all the males are B.
Extra help
Practiseexercrses9-rz again if students need more help.
Extra plus
Studentscontinuein parrs,using their own names.They
changepartnersand repeat.
ABC Putit all together
13 Before students practise the conversation, remind them to use
Sorry?iflhey didnt hear or understand. Encourage students
to read Jim and Satomi again if they are struggling. Ask for
volunteers to read out their conversations. Give positive
feedback for all attempts.
Teaching tip
Hereare sometechnicuestr; help studentsmemorrzethe
conversatl0ns:
StudentsJayoblectsover the page,e.g.pensor strrpsof paper
to partially obscurethe text. After eachreadit'o rherrnlere
another object over the text.
Studentsreadtheir conversation,looking up and sayingthe
line from memory.
Copy a conversationonto the board or OHPand do this as a
whole class.Ask pairs of volunteersto readthe conversation.
Craduailyeraser dragonalline through it (orplacea strip of
paperover the OHP) Ask anotherpair of volunteersto read
it out. Contrnueuntll the conversatronhas beencompletelv
erased.
14 As students have conversations, remind those relying
completely on the book to look up briefly and make eye contact
with their partner. You could join in too.
Student performance
Students should be able to say hello and give their name to others.
Pronunciation does not need to be perfect, but you should find it
easy to understand what your students say.
You can use this checklist to monitor and give feedback or to assess
students' performance.
I cansayhello. I canaskpeople'snames.
It's important for studentsto realizethat this is self-assessment,
what they,ratherthan you,think of their ability. Draw a thought
bubbleon the boardandwrite You.Now draw a line on the board
andusesmileyfacesfor different points on the bar (one= a lot of
help,two = with somehelp,three = on my own,four = ver! easi.
Choosea phrasefrom exercise9 and demonstrateby miming
that, for this lesson,wifh a lot of help= readingword for word;
with somehelp= lesld^t at the pageoccasionally;on mf own =
not looking at the bookbut with occasionalhesitation;veryeasily
= without hesitationand maintaining rhythm. Studentscould
repeatexercise14beforeself-assessing.Goroundthe classto get an
impressionof how studentsaredoing.Helpthem usethe Cando
bar andtell them what they candoto helpthem think positively.
Early finishers
StudentsreadaudroscriptlA.2andunderLrnethe phrasesfrom Say
hello!on >>p.6.
Additionalmaterial
www.oup.com/elt/englishresultforextrapracticematerial
www.oup.com/elt/teacher/resultforextrateacherresources
i=:-,'ctl later
^-- 1.1 h^rnind
a:ternoon
Content Dostudentshavedifferentconversations?
exercise8
Communication
strategy
DostudentsuseSorry?iftheydon'tunderstand?exercise8
Pronunciation Dostudentsattempttouserhythm?exerciserz
T7 1A

5. Howto sayphonenumbers& email addresses
l:ientation
-: ::ext
- :.--; lesson,students will practise asking for and giving personal
. - ::: details.
- ::e screenof the mobile phone,personal contact information
'
':<y Smith (name,telephonenumber, mobile phone number,
-. .-. and website address)is displayed.The key pad has been
; -:.v adaptedto show punctuation studentswill use in the
:. :::.. ' is a fu1lstop.
.:.auagenotes
.:lrbero can be saidin telephonenumbersasoh or zero.
- :ople say oh.
.- the addressending.com is so common it is usua.lysardas
:,ther than spelIing:dot com
:--: product
- :
-: it aII together,students createa classphone book with the
. -:s, phone numbers and email addressesof at least five people
' :: class.After collecting informatlon, they exchangethe phone
'
- -':ers and email addressesthey have collectedwith a partner.
,'-:eparation
- :: names of famous peoplefrom different countries on cardsso
. , ..avetwo for each student, or collect some magazine pictures
. -.:nal).Thesecan be usedfor extra activities(exercisesro, r4)
. - ::her lessonsin the future.
-. - --rarizeyourself with the organization of Namesand numbers
: rz8 and >>p.r32,which students will use for exercise16.You
. - : oreparea facsimile addressbook pagefor your students to
' .: :nformation about other students in the classon (exerciser7).
'==.:ze your classroomor think about how your students could
,::J: to flve other students to completethe activity.
"iatmer- ::;e one or two studentswhose namesare easyto remember
. - : 'sk the class.What's his/her name?lf you have a mobile phone,
' ','.'rt to the classto set the sceneand ask What's his/her phone
. -':zr?
' '.. :Iow to sayphone numbersand email addresseson the board.
.i,l,::::
I Vocabulary letters and numbers
Askstudentsto write the numbers1-2oon a pieceof paper
andtick the onesthey know the word for in English.In pairs,
studentsexchangeideas.Put pairstogetherto makesmall
groupsto exchangeideasfurther. Elicitthe numbersr-zo from
the class.Donot worry aboutpronunciation.
Gothrough the exampleasa class.Studentswork in pairs.
Tellstudentsto look alNumbers1-2oon >>p.8to checktheir
answers.Gooverthe answersasa classif necessary.
2two 4four 8 eight 6 six 1one 3three 9 nine
7 seven 5five
18.1Playthe audiofor studentsto listen and repeatthe
numbersasa class.Monitor andhelpwith pronunciationas
necessary.If studentsfnd it difficult, play the audioa second
time and modelthe numbersagain.
'18.2Write the symbol@on the boardand sayct Askwhen
we useit and point to emailonthe board.Write the number
o.Pointto . and saydot,and / and sayslash.Playthe audiofor
studentsto listen and repeat.
18.3Gothrough the exampleasa class.Giveoneor two more
examplesfrom the audioscriptto checkstudentsunderstand.
Playthe audio,pausingif necessaryto givestudentsmore
thinking time. Makea noteof any pronunciationproblemsand
giveextra practice.
11 cf
g,h,i
j,k,l
Extrahelp
Studentscanlistenagainandreadaudioscript18.3on >>p.rqo
Dividestudentsinto A/B pairs.Gothrough the exampleasa
classreferringstudentsto the mobilephoneon >>p.8.Make
surestudentsunderstandthat ifthey areA they arecalling out
lettersfrom the mobilephonepadandthat BsareIookingfor
the next letter.Studentscontinuein pairs.Monitor and check
and gooverany problemsat the end.
lB.4Studentslookat Numbers1-2oon >>p.8.Remindthem to
Iookup,listen andrepeatwhile they dothe activity.Playthe
audioand monitor for the pronunciationof teenin numbers
r3-r9.Giveextra pronunciationpracticeasnecessary
Dothe first item togetherasa class.If it is helpful,point to
the numbersonthe boardanduseyour flngerto indicatethat
studentsaddthe nextnumberin the sequenceaftereight.If
necessary,directstudentsto Numbersfor helpwhile they do
the exercise.Checkanswersasa class.
Extraplus
S:,1a.'l':,l:'- r1: :t-.a:'.:l -.::
-:','-l-rq
thg nUmbefSfathef than
'.'.-r,:-r-:'--
:: .- '::: :.. -, ...:-.:-::'assactivity and StUdentS
::-:: :::-:-1.-.: -: :a,li aI Siial qIOUpS.
! Pronunciation lettersand numbers
9 18.5Drawthe dot, slashor at symbolandwrite ?on the board.
Gothrough the exampleasa class,playing andpausingthe
audio.Makesurestudentsunderstandthat when they hearthe
letter on the audiothey must decidewhich symbolin the table
it refersto.
m,n,o t,u,v
p, q,r, s w,x,y,z
::.zuage
-rJs grammar possessives:my,your,his,her
bryiew
g3fnmar
presentsimplethirdperson:What's...?lt's
:r.rs words letters,numbersandsymbols:@,.,l, thealphabet,F2o,at,
dot,slash
personalinformation:address,email,website
:rrs phrases personalinformationquestions:Howdoyouspellit?,
What'svourname?,eIc.
!:runciation sayinglettersandnumbers:lB.l-5
T8

6. l0 Divide the class into A/B pairs. Go through the example.
As choose a letter or number from the table in exercise 9
and Bs call out the correct symbol. Monitor and help with
pronunciation as necessary.After a few minutes make sure
students swap roles.
Language note
StLrdentsof many nationalitiesconfuseA, E and I in English
Wrrtethe phonemicspeilingson the board:
-r
,ti, E i:, 1 crt.
Extra help
SpeLlyour name and ask for a volunteerto spellit correctlv.
Studentsspelltheir narr.eand then nominate anotherstltner''-
Ccntrnr-reuntil everybodyhas had a turn.
Extra plus
Put studentsinto teams.Givefour cardsn'tt:r l--:r - . : ..' -
or picturesto eachteam. Teamsadd two n-rrr. .: r : :
tear s togetirerto chooseJ rTlilr f 'r Lr,,
G Listen for phone numbets and email
addresses
In this section,studentspractiselisteningfor specificinformation
andidentifying the type of information they hear.
11 18.6Directstudentsto the mobilephonescreenandencourage
the classto readout the information.After they havereadthe
number.write 66 andd.oubleon the board.Write a few more
doublenumbersasexamples.
Explainthat studentswill heara personaskingJackyquestions
aboutthe information on the screen.Studentswrite down
the informationthey hear.PIaythe audio.Studentscompare
answersin pairs.PIaythe audioagainif necessary,but donot
givethe answersat this point.
12 Studentsturn to >>p.r5oto checktheir answers.WrlteGemma
andColleenon the board(thesenameswill beusedlater in
exercise16).Spellthem to showdoubleis usedfor letterstoo.
Telephoneo8zgz58o49 Mobile 6o74837752
Email smitj@coolmail.com
13 18.7Pointto the mobilephoneand askWhat?Sayat dot.com
and elicit email,saywww and elicit website.Explainthat they
will hearoneof thesethings andthey must decideif it is a
phonenumber,an email addressor a website.PIaythe audio.
Studentscompletethe activity.Checkanswers.
website phonenumber phonenumber website email
email phonenumber
Extrahelp
lrrvcntphonerrumbers.emeilandwebsiteaddressesto give
studentsmorepractrcebeforeyou playthe audio.
Extraplus
Studentsinventcontactdetailsandcontinuetheactivity.
f) Grammar possessivesmy,your, his,her
14 SayMy name's...and point to yourself,Yourname's...and
point to a studentasyou saytheir name.Directstudentsto
the example,showingthe connectionbetweenyourin the
question and my in the answer. AskWhat'syour name?and
modelMy name's...In pairs,studentscompletethe exercise.
Checkanswers,making surestudentsareclearaboutwhy each
possessivepronounis used.
2 Her 3 His 4 vour
T9 18
15
Extra help
If studentsneedextra practrcewlth his/her,point to a male
stucier,tard ask What's his name?and elicit His name's...
Repeatfor a female student.Studentscan continuern rairs r',
small groupsusing namesof famous people.
Divide the classinto A/B pairs. Students can invent their personal
information if they want. Drill the sentences flrst to highlight
linking and weak forms. Elicit the answer forms or refer back to
exercise 4. Monitor for correct use of the possessivesyour/my
and give positive feedback.Remind students to use Sorry?.
Extra plus
.i.k parrsto volunteerto givethe information from exercrsc
.: :: the resi of the class.They can either act out their
--:-'.'e:>aticr.sor reportthem to the classusing hrslher.
Nominate a student and ask What'syour name?,How doyou spell
it2 If necessary start spelling the student's name. Repeatthe
conversation and nominate pairs to ask each other. Put students
into A/B pairs to saythe exampleconversationas a class.
DirectAs and Bsto the relevantpageand mime to show them
to keep the information secret.Draw six numbered boxes on
the board. Show students that they have different information.
Monitor for correct use of personal pronouns and possessives
and correct pronunciation ofletters for speliing. Checkanswers.
Students complete the grid on the board or compare their
completed tables.
ABCD Putit all together
Write telephone,mobile,email,websiteon the board.Gothrough
the exampledialogueand explainthat studentswill collect
this information.Tellthem to includea shortgreetingbefore
askingfor personaldetails.Monitor and collectinformation
abouttwo students(onemale,onefemale)to uselater.
Usea student'scontactinformation to demonstratethe
activity,using his andher.Nominatea studentto askyou the
questions.Studentscontinuein pairs.Studentswrite up contact
information to display.
Student performance
Studentsshouldbeableto write the correctnames,phonenumbers
andemail addressesof at leasttwo people.Theyshouldaskhow to
spellwordsif they arenot sure.
Youcanusethis checklistto monitor and givefeedbackor to assess
students'performance.
I cansayphonenumbersand email addresses.
Studentstick on my ownif they havefound the correctcontact
information of threeotherstudentswithout lookingat their
books.Theytick with somehelpif they havereadthe questionsbut
written correctcontactinformation.
Earlyfinishers
StudentA chooseswordstheywantto rememberfromthelesso:r
rnd trrne< thpm
^rl
(frrdent R rrrelches q.rp.c rnd *ncllr lhc r',
Additionalmaterial
www.oup.com/elt/englishresultforextrapracticemateria
www.oup.com/elt/teacher/resultforextrateacherresourccs
l5
fl
18
Communication
strategy
Canstudentsaskforspellingiftheyneedto?exerciser6
Pronunciation Dostudentspronouncenumberst-zoclearlyenoughto
givephonenumbers?exercise7
Dostudentspronouncelettersclearlyenoughtospell
names?exerciseto

7. Howto giveyour name and address
Srientation
l:ntext
- :his lesson,studentswill talk about where thev live and where
-::y're from.
-:.: zo small pictures in Addresspuzzle,representfive surnames,
-:eet
names and towns of people from five different countries.
-.eflrst names of the people are all equivalents of the English
:ne John and the surnames all mean blacksmith.The addresses
=--:all equivalents of Market Street and all of the speakerslive at
-:mber 23.The towns are all equivalents of Newtown.
l'rlture note
: surnameSmithis very common acrosscultures,sincein the
.-: a blacksmlthwas a prestigiousjob.Therearemany variatrons
- :..ename Johnin English:iack,Jock,Jacqueline,Jan,Jane,
.-:.na,Janet,Jessie,Jean,Ian, Euan,Sean.Thesemay alsooccurin
.rr.ames:Jackson,Johnson,McEwan,lvanovic,J6nsson.
.rme languages,the surnamecomesbeforethe flrst name,e.g.
' :re name Mao ZeDong,Mao is the surname or peoplehavetwo
r::ames,one from the mother and one from the father, e.g.in
. Portuguesename Maria GomesSoares,Gomesand Soaresare
:1ames.
lrguage
lnd product
:. Put it aII together,students work in pairs or groups of three to
:rswer questionsabout names and addressesfrom Smith and lones
>>p.rz6.
Preparation
:ave the famous peoplecardsor names of famous peopleyour
;:udents mentioned in the last lesson.to use after exercisero
:rtional).
::r exercise15,look at Smith and Joneson >>p.rz6 soyou know
: cw the information is repeated.
Warmer
-cpythe addresslabelon >>p.roontotheboardorwrite yourown.
=.->kWhat'sher/myfirst name?What'sher/mysurname?What's
':r/my address?Where'sshefrom?WhereamIfrom?pointingto the
-:.formation.
',','rite
Howtogiveyournameandaddressontheboard.
Vocabulary parts ofan address;
numbers 20+
Askstudentsfor an exampleof sumames,streetnames,towns.
Youcoulduseyour nameandthe addressof the schoolto help.
Pointto the labelat the bottom of >>p.8and askWhichpicture
numberis Smith?WhichpicturenumberisMarketStreetTetc.to
familiarize studentswith the picturepage.Studentsscanthe
picturesto find the information qacky sumame:
'mith,
picture
t6, street:picturet4, town:pictureD, country:pidure l,). In pairs,
studentsfind the otherpicturenumbers.Youcouldseta time
limit. When studentshavefinished,saythe wordscountn'es,
streetnamesand townsand gesturefor them to call out the
picturenumbers.Monitor for pronunciation.
2 countries:3,5,8,I1,,20
3streetnames:2,9,73,14,18
4 towns:4,7,70,72,15
Showhow the picturesrelatingto Jackyareconnectedby a line
by tracing it with your finger.Studentslook at the tableand
point to the namesof the columns.Studentswork individually
or in pairsto follow the lineslinking the picturesbeforethey
completethe table.Monitor for capitallettersand correct
spelling,and rememberto giveplenty of positivefeedback.Do
not checkanswersat this stage.
1C.1Studentswill hearfour conversationsof the peoplein
exercise2givingtheir namesandaddresses.PIaythe audiofor
studentsto checkanswers.Letthem readthe audioscripton
>>p.15oagainif the listeningandcheckingseemeddiff,cult.
JanKorvalskl.Po-ar.c.23;^t:aRv:.ek.NorveMiasto
IvanKuznetsov.Russ:a23;--tsaRvnck.Ncvgcroc
JuanrtaHerrero,Mexrco.23Ca-]eCell"{ercado.V:i-aNueva
JeannetteLaForge,Beigrum..23RueFotre.Neuvri,e
Languagenote
AIIthepartsof the namesanciaddressesonthispageare
translatableequivalents(seeCulturenote).Seeif your students
noticethisforthemselvesafterdoingexercise3.
Gothrough the example.Forthe next one,suggestthat
studentseitherwrite the numberfrom memoryor use
Numbers20+ o >>p,roto helpthem. Studentscompareand
checkspellingin pairs.
1C.2Playthe audiowhile studentslisten andrepeatthe
numbersin exercise4. Encouragethem to lookup from the
pageasthey repeatsothey concentratemoreon listening.
Monitor andhelpwith pronunciationby playingthe audio
againor modelany numbersstudentsfind problematic.
E:ctraactivity
Studentsdoa pairor smallgroupdictationcr :.;:-:::s '..;:.-:i.
areimportantforthem(e.g.housenumber::.(:: r;: ::.: ::' :J
explain,very simply,why.
T10
presentof be:am,is,are
personalpronouns:l,you,he,she,it,we,they
possessiveadjectives:my,your,his,her,our,their
askingandansweringaboutpersonalinformation:Uvhatt
yoursurname?,Whereareyoufrom?,I'mfrom ...,eIc.
countrynames:France,Mexico,Poland,Spain,eIc
numbers20+:'1C.2
stressinquestions:What'syourfirstname?1C.3
singular/pluralnouns:country- countries,name- names
numbers20+:twenty-two,onehundredondone,eic.
partsof namesandaddresses:country,f rstname.street
surname.town

8. ! Pronunciation stressin questions
6 1C.3Gothrough the examplewith the classfirst, encouraging
studentsto repeatafter you.Therearethree morequestions
and studentswill practisesayingthesebeforeseeingthem
written down. Playthe audioand beatthe rhythm asstudents
saythe questions.Givepositivefeedbackand play the audio
againasnecessary.
7 Showstudentshow the answershelpthem to decidewhat the
questionis.Write Whereareyoufrom? andWaleson the board
and elicit which is the questionandwhich is the answer.In
pairs,studentswrite the next three questionsfrom memory.
Monitor andprovidesomewordsto help if necessary.Donot
giveanswersat this stage.
8 Studentsreadaudioscript1C.1on >>p.r5oto checktheir
answers.Explainthat the questionsin exercise7 arein a
different orderto the audioscript.
A What'syour address?A What'syourf,rstname?
A What'syour surname?
9 Dividestudentsinto A/B pairs.Formonolingualclasses,
studentscouldusethe nameof their city/town ratherthan
country.Monitor for rhythm andtap the deskto remind
studentsto useit. After a few minutes,studentsswaproles.
1O Put studentsinto groupsoffour. Drill the questionsasa class
beforethey start the activity.Putthe wordsname,surname,
from, address,countryon the boardand encouragestudentsto
work without their books.Monitor and checkthey areasking
and answeringcorrectly,making a noteof any repeatederrors
to gothrough asa classafter the activity.
[xr r.r i. tr .
S.,.-.:: -
-.--Js:r: ;e a famous person, invent contact details
el-; -:--, :-elcise 10.
C Grammar prono-u_nsand possessives;
presentsimpleof beE
11 Givestudentsexamplesto showthe differencein meaning
betweenpronounsand possessiveadjectives,e.g.I'm,My name
is..., You're..., Yournameis...Gothrough the exampleasa
class,making surestudentsunderstandwhy my is the correct
answer.Write the sentenceson the boardand draw a line to
showthe connectionbetweenI'm andMy.Starta sentence
with both and getthe classto finish them,to checkthey
understandthe difference. AskTrueorJalse?Weusepronouns
with verbs.
2Their 3I4She,Her 5you 6your 7We 8He,His gOur
10They
12 Studentslookat the grammar box andwork individually to
completethe sentences.Remindthem to referbackto their
answersin exerciseu if necessary.Goroundthe classandhelp.
Studentscompareanswersin pairsor groups.
I'm You're/ They're/ We're She's/ He's/ is
la.nguagenote
TelistuCentsto usethe contractedform 'safterpronounsand
the ',vcrCnameandsurname.Theyusethe full form isafter
vrcrdslike address,which endsin s.Usethe examplesin the
gran.r.narboxto showthis.Studentswill seeanotherexampie
cf this :l the next exercise,with isusedafterthe word class.
13 Studentsreadthrough the text quickly.Remindthem to
ignorethe gaps.Checkany vocabularyproblems.Gothrough
the exampleasa class,making surethey understandwhy 'm
is the correctanswer.Gothrough the secondgapif necessary,
reminding studentsto lookat the subjectof the verbbefore
they choosewhich part ofthe verbto use.Studentscomplete
the text with the appropriateparts of the verbbe.Theycan
compareanswersin pairsbeforea whole classcheck.
2'm 3'm 4are 5'r/arc 6is 7's 8's 9's 10's
14 Encouragestudentsto usethe text in exercise13asa model
and give asmuch information aspossibleabouttheir own
class.Listencarefullywhen studentsreadthe text to their
partner.Makea noteof any pronunciationproblemsand drill
dificult sounds,e.g.they're,ou4etc.
trtra activity
-.'.:-:: ::.a:.8:pa:tr,ersa coupleoftimes.If youthinkrr
' :":-r=:: ::.::g:r thevcouldreadouttheirparagraph
: : ai: .:.,.
.-:
s:ilents who arelisteningto write ti.,',
- '.' "-".':'ani to rul atickwhentheyhc,.
,','r-aa:.1.^, - ',- '.-."a
ABC Put it all together
15 Studentslook at Smithandloneson >>p.rz6.Demonstrate
the activity by sayingWhoam I?Write address?on the board
and elicit What'syour address?AskHow manypeopleliveat
4 MarketStreet?to show that four peoplesharethe same
addresssothey must askfor moreinformation to guess
who. In pairsor small groupsof three,studentscontinue
the activity.Encouragethem to lookup from the pageto ask
the questionsfrom memory.Tapthe deskto remind them of
rhythm asthey askthe questions.
Studentperformance
Studentsshouldbe ableto find the identity of oneor two
studentsby askingquestions.Their questionsdo not haveto
soundperfect,but an attempt at using sentencerhythm should
beevident.
Youcanusethis checklistto monitor and givefeedbackor to
assessstudents'performance.
I cangive my name and addtess.
Studentstick on my own if they havefound the identity of both
students.Theytick with somehelpif they lookedat the questions
on >>p.u, exercise15.
Earlyfinishers
Studentsrepeatexercis:rc frornmem'oryasa mingling activit'.
Additionalmaterial
www.oup.com/elt/englishresultforextrapracticematerial
www.oup.com/elt/teacher/resultforextrateacherresources
Fluemy Dostudentsaskquestionswithoutalotofhesitation?
exercisero
Vocabulary Dostudentsaskquestionsusingdifferentpartsofan
address?exerciseto
Pronunciation Dostudentspronouncenumberszo+clearly?exercise5
n] lC

9. How to start a conversation
lrientation
-E:ext- -:-s -esson,studentswill practisestarting a conversationin
--::-..- and informal situations.
--: ::rures show two peoplemeeting for the first time. On the
:* ::.cws two students exchanging information about their
: i:-<-::cunds.In the second,In the street,a teacher and a well-
:::-..,-:. writer have a more formal conversation.
j:€uage
--nguage note
- -: usedby females and is the neutral equivalent of Mr, and
- -,--<eMiss or Mrs, it gives no indication of marital status.It
' :! 3ecomecustomary for women who don't want to give
- :::mation about their marital status to useMs. Mr, Mrs, and
,' are abbreviations,so offer no indication of how the words are
.:::.ounced.Ms and Mrs look very similar, but are pronounced
-,:--:rently.Accuratepronunciation is important to avoid a possible
: .akdown in communication.
hd product
: Put it all together,students practise having a conversation they
-:ze written for one of the situations on >>p.rz6.In pairs,they act
'::ir conversationfrom memorv
Preparation
-':ossible, take a set of bilingual dictionaries to class.
Warmer
l:aw three columns on the board. In the first column write
, --:reof your students' names,in the secondwrite the names of
:-aces,e.g.Spain,London,Britain, Poland and in the third write
. ationaiity words, e.g.Beigian,Mexican. Elicit a couplemore
: <amplesfor eachcolumn and ask students to suggesttitles for the
::'umns. Write nameg placesand nationalitiesaboveeach one.Ask
r :ew students some questions,e.g.What'syour name?Whereare
,:u from? Are you FrenchT
',',
rite How to start a conversationon the board.
fl Listenfor information
In this section,studentslisten and readconversationsfor speciflc
information.
1 1D.1Directstudentsto On thebuson >>pr! andtell or gesture
for them to coverthe text. Ask about the people.e.g-How
old are they?Are theyfriendsT Gottuough the instructions,
checkingstudentsunderstandthe activity and vocabulary.PIay
the audio.Studentscompareanswersrn parrs.Playthe audio a
secondtime if necessary.
2 Tell studentsto readthe conversationand chect their answers.
Gooveranswersasa classby askingWhat'sher name?Where's
hefrom? Whereare Anita'sparentsfroml Ask Who rtartsthe
conversation,Ieff or Anita?[ffi Gothrough the conversatbn
againand checkstudentsunderstandvocabulary-
/ Anita leff LondonChina British English
3 lD.2Directstudentsto In thestreeton >>p.r2.Askaboutthe
people,e.g.Do theyknoweachother?Are theyfriends?Go
through the instructionsand items1-3.Checkstudentshave
coveredthe text beforeyou play the audio.StudentscomPare
answersin pairsand listen a secondtime if necessary.
4 Givestudentstime to readthe conversationandcheckanswers.
lAustralia 2Belgian3 ateacher
Gothrough the instructions.Readthe first item and stressthe
word isn't Checkstudentsunderstandthe vocabularyin items
z-6, andtell them to lookquicklythrough the conversationto
find the answers.Elicitanswersaroundthe class,and askWho
startsthe conversation,Natalia or Eddy?(Natalia.)
2Eddy 3Anita andJeff 4 Natalia 5Natalia
6 NataliaandEddv
! Grammarpresentsimpleofbelr - T
Draw three columns and the symbols+,-, and ?on the board
Write the affirmative sentenceIeff sfrom Nottingharn-Elicit a
negativesentenceand a questionaboutJeffandwrite them
on the board.Highlight the contractedform of u not andthe
inversion of the subjectand verb to makethe guestion-Direct
studentsto the grammar box and checkany vocabu-lary-
Studentscompletethe sentencesin pairs,ustng tle serrtences
in exercises3and 5to help, if necessary.Goover answer as
a classand point out the useof short forms rn negativeshort
answersI'm not,He isn't but not in the affrmative answers
I am andHe is.Tell studentswe don't say.lHrn and l#
+ He'sfrom Trinidad.We're-a:: l:.:'."re ::. a -:';s
- Sheisn'tmarried.Yc: arent: s:::::.:
? Is shemarried?Are',':: : s:-:.:.:'Are:j'.ey cr a bus?
Extra activity
Givestuder:s:i.s ::.:::--::.:::: :r3..t or repeat:Isbeforehein
a questicr..re :t:::: :-<:f. a:.aaslYer.
Checkstudentsunderstandthe activity and set a short time
limit of oneminute. Studentscomparein pairs beforethey give
you examplesfrom both conversations.
-crsSnmmar negatives,questions,shortanswersbe:Heisn't...,They
aren't...,Areyou...l,Yes,lam.,No,l'mnot.
bsrvords addressformsandmaritalstatus:MriMrs,Miss,Ms,sinqle,
morried
politeforms:Reolly?,Sorry...,
places,countriesandnationalities:China,English,London,
etc.
iobsdod,father,mum,student,writer
brphrases politeexpressions:Excuseme.,Howdoyoudo?,Thankyou.
informalexpressions:Metoo.,Andyou?,Justcallme....
tognition
rcbulary
words:late,medical,toxi
phrases:inthestreet,onthebus
ryed
-rguaSe
grammar:be;personalpronouns;possessiveadjectives
wordsandphrases:country,frstname,surnome,Howare
you?,Nrceto meetyou.,What'syour name?
ltonunciation Mr/'mrste/Mrs/'mrsrz/Msrmazr'Miss/mls/
n2

10. Extra plus
l. :- r'",len they
3. '.:j:::e:. :j^;e-:.silciions and the example to check students
'j:. je:s:i:.,r ..r€ a.tir:ty. Point out that if we give a negative
a.-rr..'er i-e:. il.s pclite to provide more information. Monitor
a:-:
-e:k
s:-:dents use the short forms correctly. Ask the
J-ies'::.:-:sarcund the classand elicit answers.
-.-.:. : -; --s
5ls 6Are
!rra heip
, : :r;ll aroundthe classusing someof the
. ,,:example,sayI'm from ...and my name's....
. . :i >tudentto continue.Now sayMy name's...and
' '..,')res...asyou point to a student.Studentscontinue.
Dlrect students to the box and go through the example
conversation. Ask a few more questions before putting students
in pairs to continue. Monitor and give positive feedback for
accurate word order in questions and the use of short forms.
Make sure students swap roles.
Extra plus
P-rtstudentsinto different pairsto tell a new partner about
tneir first partner.Monitor and helpthem usehe'shecorrectly.
nrakrnga note of any repeatederrorsto go over as a class.
e Vocabulaty Mr, Mrs, Ms,Miss;
r po[te wordsandphrases
Writethesewordsandphoneticscriptsonthe board:Mr
rnistr,Mrs 'mrsrz,Ms nrrr,Miss r:,- andshowhowthe
symbolsrepresentthe sounds.Pointout how dictionaries
showhow many syllablesa word hasandwhereword stress
falls.Tellstudentsthat items1-3arevery similar to the way
information aboutwordsis givenin a bilingual dictionary,and
gothrough the exerciseasa class.When you havefinished,
direct studentsto the conversationson >>p.12to find examples
of the words.Askstudentswhy EddysaysNiceto meetyou,
MissDubois.Or is it MrsDuboisor Ms Dubois?(He'sbeingpolite.)
1surname 2married,surname 3 single,surname
Extrahelp
Labelthe wordsMs andMrsonthe boardA andB.AskHow
ntanysyllables?(Ms= t,Mrs- z).Doa minimalpairactivity
rviththe class.Studentscontinuetn pairs.
Tellstudentsthat the peoplein the conversationsarepolite
and elicit a few examplesof politewordsand phrases,e.g.
Excuseme,please.Mime to showstudentsthe difference
betweenExcuseme andSorry?ForExcuseme,tap on a desk
to get students'attention.Thenaska studenta questionand
saySorry?with your handto your earto showyou didnt
hearandwant them to repeat.Studentscompletethe exercise
individuallyandcomparein pairs.
1Excuseme 2Thankyou 3 Please4 Sorry
ID.3Gothrough the instructionsand playthe audio,pausing
after eachphrasefor studentsto repeat.Monitor and giveextra
practiceasnecessary.Givepositivefeedback(orsmile),when
studentssoundfriendly.
10
13 Draw two columns on the board. Label the first column.Iel/
and Anita and write these words and phrases:yeah, dad,
bye. Ask students to find words and phrases with similar
meanings in In the street (yes,father, goodbye).Point out that
the words in the first column are used in a lessformal context.
Go through the instructions and the example and check
students understand the activity. In pairs, students have the
conversations. Check students use formal or informal words
consistently in their conversation. Check students swap roles.
Extra help
Givestudentstrme to write the conversationfirst. Monitor and
help as necessary.
Extra plus
A>1,,ruLients1elepeatthe activity.trying to Jookup from
the book tc make eye contact.Givepositrvefeedbackwhen
studentsdc,tl:s.
ABC Putit all together
14 Directstudentsto the photoson >>p.rz6andusethe lists from
exerciser3on the boardto elicit the type of conversations
studentswould havein the situations.(Picturest andz - more
formal Pictures3-5informalJIn pairs,studentswrite their
conversations.
15 Givestudentstime to practiseseveraltimes and checkthey
swaproles.Encouragethem to lookup from the page.
16 Put studentsinto groupsof four to havetheir conversations
andguessthe situations.
Studentperformance
Studentsshouldbeableto startandmaintaina shortconversation.
Youcanusethis checklistto monitorandgivefeedbackor to assess
students'performance.
lnteraction Dostudentsasktwoorthreequestionstokeepthe
conversationgoing?exercise9
Politeness Dostudentsuseplease,thankyou,andexcuseme?
exercise11
Vocabulary Dostudentsuseaddressformscorrectly?exercisero
I can start a conversation.
Students tick on my own if they can ask two or three questions to
keep the conversation going. They tick with some help if they refer
to the cues on the board once or twice.
Early finishers
studentschangep ,. wilte a nrv (onversat.onto pr.rctr>e,and
ac'.rt oLrtt.r drruLheruair to gucssthe situat.on
Additionalmaterial
www.oup.com/elt/englishresultforextrapracticenrateriaI
www.oup.com/elt/teacher/resultforextrateacherresources
1l
L2
T13 lD

11. wotds:oge,passport
pfuases:otry,Idon'tunderstand.
words:thealphabet,portsofnames,addresses,numbers
phrases:Canyourepeat...?,How...?,Howdoyouspell...?,
Whot...l,Where...?
gtammat:be,personolpronouns,possessiveadjectives
words:home,lD
phrases:countryoJorigin,fullname,maritalstatus
lrentation
-r-d and Language
:- :- . -:sscn, students will practise asking for and giving personal
j-::n-,i::on to complete an application form.
inF ,loduct
: i-; 1 all together,studentsaskpersonalinformation questions
--
- -,.F.teaccuratedetailsto completean applicationform.
-Aarmer
: :-
-:dents
into smallteamsandwrite wordswith a gapfor
'-': ;:';rel,e.g.n_m_(name).Usethesewordsfrom lessonsA-D:
'*- ine, address,street,town,country,email,telephone.Teamswrite
---1- answerson paperandthen onthe board.Askstudentsfor one
:::: rf informationeach.WriteHowto givepersonalinJormation.
I
Readand give information
-- ---:: section,studentspractisescanningand readingfor specif,c
.:::::liation.
I ,'.:ite Are, How, What's, Where on the board and elicit or
=xplain that there is a capital letter for the beginning of a
-i-:rtence.Before you give answers, ask students how many
::nes they've written What's in their answers (four times).
-
',Vhere 3 Are 4 What's 5 What's 6 What's 7 How 8 What's
I 3c through the example as a class.Students complete the
:xercise individually or in pairs. Monitor and give positive
:eedback for accurate copying and neat writing.
- age 3 marital status 2 country of origin 6 home address
= telephone 8 email 5 passportnumber
! Students read the conversation before they write. Ask /s the
nan Satomi'sfriend? (No.)Go through the flrst item as an
:xample. Students complete the flrst four items individually.
Full name: Satomi Sakamoto Age:zz
Marital status: single Country of origin: Japan
{ 'E.l Students will hear the rest of the information to complete
:he form. Before they listen, seeif they can suggest any words
:hey will hear, e.g.street,at. PIay the audio and check answers.
Home address:Nakanochl 13,Tokyo Telephone:813zor 87o9
Email: sator@dlnjja Passportnumber: 8r8 zzo 892
Extra help
::his is difficutt,play and pausethe audio a;ter er:: .:r:'
I Askfor languagehelp
! Askstudentsif Satomiunderstoodthe man. (No,shehadto ask
nim questions./Write sorry,repeatandspellon the boardand
:jicit Satomi'squestions.Studentsreadthrough the questions
andanswersandorderthe words.Checkanswers.
. Sorry,I don'tunderstand.2 Canyourepeatthat,please?
: How doyou spellthat,please?
In pairs,studentspractisethe conversations.Monitorand
checkthey areusingcorrectintonationandmakesurethey
taketurns to askandanswer.Encouragestudentsto write new
conversationsandaskfor volunteersto actthem out.
Extraplus
Youcanomitthe'.',':::-r::::
G Write and checkcapital letters:
In this section,students are introduced to the idea of review
writing to correct mistakes.
7 Write a few of your students' names on the board rrithout
capital letters.Ask the classto identify the probier.. Students
look again at the information about John Evans. Ask How many
capital letters are thereT(OneJStudents correct John s paragraph
individually. When they have finished, ask how many mistakes
there are (16).Encourage them to go over their work again if
they have not found 16mistakes.
My name's lohn Evans.I'm from York in Englanci
England is in Britain, in Europe.I'm Britlsh.
I speakEnglish.My addressis 18Park Street.
My phone number's $7 p8z.
8 In pairs, students decideifthe rules are corrector not. Explain
that they will find the answers in John's paragraph and iessons
A-D in the unit. Check answers as a class.
the start of the sentence/ nationalities and languages "/
the pronoun I / street names /
tOWnSand COUntfieS/ npnnlpurnrrtc(e.g.t'y'lrlI
ABC Putit all together
9 Studentscopythe form in exercise2.Remindthem to write
clear$ and accurately.Passportnumbercouldbereplacedwith
ID,NI number.In pairs,studentsaskand answerto complete
the form. Encouragethem to checkthe information they have
written.
Studentperformance
Studentsshouldbe abieto askquestionsto completean appiication
form accurately.
Youcanusethis checklistto monitor and glvefeedbackor to assess
students'performance.
I can give personal information. I car. ask for help when I don't
understand.
Studentstick on my own if tne-vhave copiedand compietedthe
form correctly Thev tick wrth someheip if they have to look at the
questionsbeforetrev ask.
Early fi.nishers
Additionalmaterial
www.oup.com/elt/englishresultforextrapracticematerial
www.oup.com/elt/teacher/resultforextrateacherresources
Content Havestudentscompletedallsectionsc{:he{3'rn)
Accuracv Havestudentswrittendownnu'nberscc,rectv?
5pelline Havestudentssoeltnamesccrreciv:'
Capitalization Havestudentsusedcaoitaie:te'scc'redlv?
lE T14

12. Warrner
Rememberthe sentences
Teamgame.Write thesewordson the board:nice,repeat,to, can,
meet, spell,you, how, see,do, Iater,that, what's,please,your,
?, understand,email, don't, address,I, first, again,first, number,
name,phone, where,sorry, are, married,from.
Givestudentsthreeminutesto make sentencesin smallteams.
Askeachteam in twn to saya sentence.Askthe class/s it correct?
If it is (andthey'recorrect!),awardthe team two points.If it isn't,
givetwo pointsto the flrst team to correctthe sentence.
Possibleanswers
Niceto meetyou.
Seeyou later.
(Sorry).What'syour address/ Canvou ree3a::::: :.::::
email address/ phone number / Are vc; ::.a:::::-
flrst name (again),(please)? Whe:: a:: '.':
- :::::'
(Sorry).I don't understand.
Llnrar dn r^rr cna _-:'
(please)?
! Vocabulary
GreetingsrA exercise3,rCexercise6
Warm-up:Write the word helloin the numbers of the keyson
the mobilephoneon >>p.8 (4433555555666)on the boardfor
studentsto guessthe word.
Set-up:Beforestudentsdothe exercise,they readthrough the
conversation.Ask Whoarethe speakers?(Jan,Iim.)
3My name'sJan.4 Sorry?5Jan.J-A-N.6 Oh,OK.Where
areyoufrom,lan? 7I'm from Poland.And you? 8 I'm from
lngiand Well,niceto meetyou. 9 Niceto meetyou!
Follow-up:Studentswrite the conversationin the correctorder
andthen translateit.
:.-::jat ss: :l
-.::::.ses
z. t5
Warm-up:Wnte-frst names,surname,town,country,phone
numberon the board.Directstudentsto Pairwork{ >>p.126.
Givethreeexamplesof the sametype of word for studentsto
saythe category.Repeatusingdifferent wordsand categories.
Set-up:Gothroughthe exampleandcheckunderstanding.
2 surname 3 street .1torvn 5country 6 phonenumber
7emailaddress8 at 9 websrte1Oslash11dot
Follow-up:Studentsdesignan addresslabelfor onepersonin
PairworkrC>>p. L26arrdlabelthe partsfrom memory.
NumbersrB,rC
Warm-up:Saythe phonenumberand email addressof a person
in PairworkB >>p.tz8and >>p.r3z.Studentssaywho it is.
Set-up:Gothrough the exampleasa class.
2 eight,ten 3twelve,thirteen 4 twenty, twenty-f,ve
5sixty,seventy 6 forty-four,flfty-f,ve 7fifty, sixteen,sixty
Follow-up:Wordsoup.Write the letter e on the boardandthe
following Iettersaroundit o,t,J h, t v,i, s,n,y. Studentswrite
numberwordsbetween1-1oo,usingthe letter e andthe other
lettersmorethan once.
Suggestedanswers
one,three,five,seven,nine,ten,thirteen,seventeen,nineteen,
thirty-one,thirty-three,thirty-seven,thirty-nine,flfty,
flfty-one,fifty-three,fifty-five,fifty-nine, seventy-three,
seventy-nine,ninety,ninety-one,ninety-three,ninety-seven,
ninety-nine
Justfor fun
Warm-up:Write the lettersCUon the board.Directstudents
to >>p.r2to find the phrase(Seeyou).Elicitor explainthat this
shortform is often usedin an email or text message.
Set-up:Giveanotherexamplebeforestudentsdothe exercise.
Write I'm 18onthe board.In pairs,studentsguesswhat it
representsandwho saidLt.(I'mlate.Eddy)
2Whereareyoufrom? 3Areyou at school?4 Seeyoulater!
Follow-up:Tellstudentsto imaginethat Pablois giving his
nameon the telephonebut the line'sbad.Thisis what he says.
My name'sPablo.No,not Pavlov,Pa- blo.That'sPfor pen,Afor
apple,BJor bag,Lfor listen,Afor orrgin.Studentswrite their
nameand seeif they canfind oneword from the unit for each
letter.(If you havea Pabloin the class,he canusea middle
name!).
Earlyfnishers
Studentswrlte My LanguageandEnglishanddrawtwo
columnswith the headingssameandsimilar.Theyfind words
in unit r to put in bothcolumns.In the second6slrrmn+hor,
write a translation.
I Grammar
O_uestionsiC.l] i:
Warm-up:DirectstuCentsto >>p.5.Telithem to coverSayhello
andsaypicturenumbersfor the classto sayphrasesfrom
memory.
Set-up:Usethe exampieandteli studentsto makesentences
by movlng from left to right, right to left, up and down but not
diagonally.Thefirst word of eachsentenceis numbered.
2 t.':.e:ea:: i'cu from? 6 What'syour emailaddress?
3Ho',','c-l areyou? 7What'syour surname?
4 rVha:svourphonenumber? 8 Areyoufrom China?
: Areyoumarried?
Follow-up:Studentslook at audioscript1C.1on >>p.r5oand
underlinestressin the questionsin the grid. Studentsaskand
answerin smailgroups.
Presentsimpleof beE rCexerciserz,rD exercise6
Warm-up:Classchain drill. SayMy name's...and her/hisname's
...Studentscontinuewith their own nameand another.They
continuerandomlyroundthe classat a briskpace.
Set-up:Beforestudentsdothe exercise,they coverthe text and
lookat the pictureof lvan. AskWhat'shisname?Where'she
/romi Studentsreadthe flrst two sentencesto flnd the answers.
2'm 3'm 4are 5's 6is 7's 8's 9's 10's
Follow-up:In pairs,studentscreatethree gap-filisentences
aboutothersin the classusingthe text asan example.They
swapwith anotherpair.Studentscompletethe sentencesand
checkanswerswith the pair who wrote the sentences.
PronounsandpossessivesrCexerciserr
Warm-up:Saythe namesof six peoplefrom unit r. As a class,
studentscall out heor she.
Set-up:Gothrough the flrst item togetherto check
understanding.
2 She/ Her 5your / you
3His/He 6Our/We/we
4 They/ Their
Follow-up:In pairsor small groups,studentschoosetwo people
from the unit andwrite three sentencesabouteachone.
Studentsreadtheir sentencesfor othersto guesswho.
T15 nl

13. Howto useEnglishin the classroom
3rientation
l:ntext
::.is lesson,studentswiil practiseusing Englishto talk about
-,:ssroom activities and asking questionswhich will help them
.--::.language activities throughout the course.
-:: photo shows Jim teaching his Friday English classto a group of
,*.-:ents, including Satomi,at the Meridian Schoolof Languages.
i':-iture notes
' ,tudentsmay be a little reluctantto askquestionsif they
: -rnderstanda point. In someculturesthis would not be
'' ; classroompracticeand might evenbe impolite.Help
-=:-tsfeel comfortable asking for help if they need it
- .::son presentsthe daysofthe week,and Saturdayand
' riir as the weekend.This mlght be different for your students.
inSuage
i,i product
.- -:it it aII together,students do a pairwork activity using a
:,::-rre of a classroomto flnd the names for flve things. They ask
-::
-.rellingsto label their picture and ask their partner to repeat,
:.' something more slowly or write a word down.
Treparation
::---^iiarizeyourselfwith Pairwork,>>p.rz8and>>p.r3z.
---:.< abouthow to organizeyourclassroomsostudentscanmove
.,-::--,dif you plan to doExtraplusafter exercise9.
rVarmer
-=- s:udentsto look at the picture and ask ifthey recognize
:---.-:r.e.Write the initials -/and 5 to elicit the names lim and
-.:'ri. Ask studentsto spell the names and write them on the
:::::. Seewhat studentsknow by holding up or pointing to
::-::s classroomobjects,e.g.bag, pencil, chair, window. UseCan
: ; 'zDeat that? and How do you spell it?to review phrases from
-- -: : and the letters of the alphabet. Write the word on the board
-- :::paration for exerciser. If students dont know, wrlte I don't
{---; cn the board and point to the phrase to encouragethem to
-:,. .: ivhen necessaly.
:-:.- ilow to use Enalishin the classroomon the board.
1[ Vocabulary English in the
1 Studentslook at Thingsin the classrum. Write the letters a-m
on the board.Point to the words and askstudentsto saythe
letter. In pairs or small groups,students rcad,Thingsin the
classroomagain and completethe exercise-Checl answers.
b picture c door d teachere studer.ti',,.-:r-.::;';a :es-<i. pen
i pencil j CD k phone I bag m chair
2A.1PIaythe audiofor studentsto listen and repeat huse after
eachword or make a note of words studentshavedificufty
with. Usethe pictwe for further practice-
Extra plus
Encouragestudentsto askaboutotherclassroclT,iie:',s.lJ:-:
spendtoo muchtime on this asit is alsothe foc;s ol les-.::.;:
In pairs, studentstest a partner. Monitor and give positive
feedbackfor clearpronunciation and extra help asnec€ssa4r.
Gothrough the examplewith a volunteer.Saya letter and ask
What'sthat in English?How doyou spellit?Gesturefor them to
spell the word chorally.Studentscontinue the activity in pats.
Monitor, checkpronunciation and give positive feedback If
necessarydrill problempronunciation or play the audio again
lxtra help
Reviewspellingusingthe alphabetbeforestudentsdoexercise-1.
Extra plus
Booksclosed.Studentspoint andaskaboutotherthingsin
their ciassroom.Remindthem to useI don'tknow.
Copythe table and the syllable symbolsonto the board-Say
pencil to show it hastwo syllables.Usea few words from
>>p.r6 to checkstudentsunderstand.Studentscontinue in
pairs.Monitor andmodelpronunciationasnecessary.Check
answers.
onesyllable:chair,desk,pen,phone,board,door
two syllables:picture,student,CD,teacher,n'incc'.','
Extra help
Playtheaudioagain.Pauseandpointt:::: ::--::: :: :::
boardto showthe numberof svllables:e:::: s--:::.-->:::€::
the word.
Extra plus
Play a speliing game.Ask a stuc:r.: ::
the classroom.The first studer.: :: :=-
objectand spellit correctlvi:::-:.:=-
! Ask questionsabout English
2A.2Studentslisten to fve short conyErsationsbetween Jim
and his students.CopyquestionA on tlre boardto show the
stress.Playthe fust conversationand model or play it again if
necessary.Sfudentscompletetlrc exercise-Checkanswers.
2C 3E t-r il
Studentsturn to >>p- r5o and readaudio script 2A.2in pairs.
Takethe part of lim and nominate or askfor volunteersto read
the parts ofAna Pablo,and Satomi.Checkstudentsunderstand
slowlyby emphasizingthe pronunciation of dictionarryin three
syllables.Do not correctpronunciation.
tmrsgrammar imperatives:closethedoor,Iisten to theCD,etc.
Itcyiew
Fmmar
arlicles:o,on,the
preposition:on
sors words theclassroom:a bag,achoir,a desk,opencil,etc.
classroomaclions:read,say,write,etc.
daysoftheweek:Monday,Tuesday,etc.
languages:English,French,ltalian
:or phrases askingfor help:Canyou saythatslowly,please?,What'sthat
in English?
sayinggoodbye:Seeyou onMonday.etc.
lrognition
mbulary
words:a clock,bosic,etc.
phrases:inEnglish
frcyded
-EUa8e
thealphabetfor spelling:p-i-c-t-u-r-e
numbers:t-tz
phrases:Canyourepeotthat,please?etc.
onunciation sentencestress:Whot'sthatinEnglish?2A.)
countingsyllables:Monday2A.4
Tl5

14. 8 2A.3Gothrough the examplewith the class.Playthe audio.
As studentslisten andrepeat,encouragethem to lookup from
their books.Monitor for pronunciation problemsand play the
audioagainif necessary.
Extraactivity
Stu,,1:r'rt:takethepartof teacherandstudeni.Theynav:
.or',',r.rsationsbascdonthe audioscriptson >>pp.t5o-51.
9 In small groups,studentschoosethree objectsin the classroom
to askabout and the other groupswrite the word for each
object.Write What?,repeat,spell,slowlyon the board.Ask for
a volunteerand sayyour answerquicklyto elicit Canyou say
that moreslowly,please?Groupswrite the word. Encourage
them to askmorequestions.
Extraplus
StLrdcntsrepcatexercrse9,n-:r:-: = :
askrngfronrInemofy.
C Grammar imperativesrL
In this section, students are introduced to imperatives presented in
the context oflanguage used by the teacher.
l0 Students look at photos r-7 and the words on >>p.r6. Go
through the example with the class.Students continue in
pairs. Check answers. Elicit that all the words in Actions in the
classroom are verbs.
2 liste.. j r:al ; sa'; ; iook 6 open 7 ciose
Teacl",tr-.gt :
Lndrv'ritc:rr: crven.wnte
'.i 'r.'; end crossoiit the srlentlettrrs.
,r '.rrrr..rlLr:sirelpwith nronunciatronfor
ll Write the example on the board. Ask Which word is the verb?
Show the form ofthe sentence is verb + noun. Students read
audio script 2A.2on >>p.15oagain to flnd a similar sentence
(Conversation4, Openyour dictionary). Students continue
individually or in pairs, using the verbs. Check answers.
2 Say 3 Look 4 Read 5 Listen 6 Open 7 Write
Extra activity
Savthe vcrbsfrom the sentencesin ranclonrorder.Studentsciii
out tire [oLrils,i:].9.say closestudentssay tlretloor.Sayhstento.
.ir..dlookat to heip studcntsremenrberthc prepositions.Next,
call ont the verbsfor studentsto saythe completesentence.
p Reada timetable
In this section,studentsscana timetableandusekevwordsto
locatespecificinformation.
12 2A.4Seeif studentsknow the namesof the daysof the week.
Ask Whatdayis it today?WrlteMon =Mondayand continue
with ?tre Wed,Thut Fri, Satand Sun.Underline the first letter
to showstudentsthat the daysof the weekalwaysbeginwith
capitallettersin English.
SayMondayand askHow manysyllables?Write it on the board.
Thenwrite three-syllablewordsabove.Playthe audio.
Saturdayhasthree syllables.
languagenote
Fronithe spelling,Wednesdaylooksas1fit hasthreesyLlables,
ir,.ittspronoutrcedwrth two / ucnzclcr/.
13 PIaythe audioagainfor studentsto repeat.
n7 2A
14 Students read questions r-5. Remind them that they do not
need to understand all the words in the questions. Go through
the example. Students complete the exercise.Check answers.
2 On Monday and Wednesdayevening.
3 On Wednesday,Thursday and Friday afternoon and on
Saturday morning.
4 On Sunday.
5 On Monday and Wednesdayor Ttresdayand Thursday
morning.
U IA ; Ask students to read the text and ignore the blanks. Ask
DoesPablo understand everything in English?(He doesn't because
he askslim a question, using some words in a different language,
Spanish.)Explain that it helps to read the whole text and think
about possible answers first before doing an exercise.Play the
audio for students to complete the text.
15 In pairs, students compare answers. Play the audio again and
encourage students to read audio script 2A.5on >>p.t5t to check
answers.
In pairs, students decidewho is the teacherand student.
Monitor and make a note of any problems.Ask a pair to
volunteer to read out the dialogue, encouraging them to look
up from the book as they speak.
1you tomorrow 2 tomorrow is 3 Seeyou 4 What's
5 Weekend 6 Have 7 thanks
Teaching tip
Studentsci-nrlri:,aylirr(/r's(irndn..iiil iiii r ..rit.r'
ABCL Put it all together
l7 Put studentsinto pairs.DirectAsto >>p.rz8,Bsto >>p.r3z.Take
the part ofA and askfor a volunteerto beB.Readthe example
conversationon >>p.ryto demonstratethe activity.Students
continuein pairs.
At the endof the classsayOK,that'saIIfor today.Havea good
...weekend/evening.Seeyou on ...Encouragestudentsto give
you an appropriateresponse.This canbe doneon an individual
basisasstudentsleavethe lessonand in future lessons.
Student performance
Studentsshouldbe ableto usequestionsto askfor wordsfor things
in the classroomandwrite the word correctly.
Youcanusethis checklistto monitor andgivefeedbackor to assess
students'oerformance.
i canuseEnglishin the dassroom.
Studentstick on my own if they havefound the namesfor things
andwritten them correctly.Theytick with somehelpif they looked
at the picturepageto helpthem rememberthe questions.
Earlyfinishers
Studentsrepeattheactivrtyr,sinqr.vordsforthrngsin thciror'r'nchs.
Additionalmaterial
wwwoup.com/elt/englishresult1orcxtrnprartrcerrratrr .rr
www.ouP.com/elt/teacher/resultforcxtraterrirer rescrrr':::
Intenction Dostudentsaskappropriatequestionsincontext?
exercise9
Huency Dostudentsaskquestionswithoutalotofhesitation?
exercise9
Ptonundation Dostudentspronouncelettersofthealphabetcleady?
exercise4

15. How to introduceyour family
Orientation
-cntext
: :his lesson,students will practise rntroducing peopleand
.-irng about family members.
, hefamily, the portrait photos introduce Bob Marley and his
-:::.ily, which setsthe context for the magazine-type quiz about
..:-i-known celebrity families (actors,artists and singers).The
-:rily vocabulary box gives words for closefamily members.More
-.::.ily words are taught in zC.
SelebrityO_uiz,ll:renames of well-known people are given
: :ne larger pictures and the challenge is to match them with
'-:rr family members in Who are thosepeople2.Their names are
,::sented in the Want a clue?box.
-,anguage
-:.nguagenotes
,'rv ;ccent* or RrrtishFnplishthe -prendinp is reducedto""b"-"
.t. e.g.father /l-u:'dt/.
' :Ln that actressis sometimesusedfor femalc actorsbut cctor
-:metimes
be usedfor both.
i:.d product
- ->utit all together,students draw a simpie family tree and have
-::t conversationsabout three or more family members.One
-::ent asksquestionsto show interest in the topic and to flnd out
, ::;t members of the other student'sfamily.
?reparation
-:',': magazine pictures or prepare a list of names of well-known
.-:rrity families your students might know.
: .:: some pencils and pens around the classroomto use for
' ,::alse7.
- - -:.k about what you could say about your family for exerciser4.
- ' r: ;tudents to bring in some photos of their family if possiblefor
' .:::iSe f6.
iVarmer
- ,!: >tudentsfor the name of a famous national or local person
: rs married, with at least one son and daughter,or give your
.-:.example.Draw a family tree on the board. Draw a horizontal
-: elicit and write the name of his wife or her husband.Say
-=-: relationship to eachother, and write lhis is ...'shusband.or
- - : :s...'swfe. Now draw vertical lines and elicit and write the
'
":: :s of their children. Point to eachof the children and describe
-. :elationshlpsusing words like mother,father, sister,brother,
. : .;; ",ter,son.You could write these words on the board lf they are
' :'',-ic your students.
:'.:=l-{owto introduceyour family on the board.
1[ Vocabulary family
1 Booksclosed.Ask students if they knolv the names of any of
Bob Marley's family and write them on the board. Students
open their books on >>p.r8 to see if they can find any of the
names they said.
Demonstrate the activity. Go through the exarnple. point to
the secondpicture and read the caption to shorv horr students
find the answer. Students complete the exercise ir. pa:s. Check
answers.
2 Bob 3 Rita 4 Bob 5 Stephanie 6 Steve 7 S::::.a: -: i S:='.':
2B.lPronouncethe word/ather clearlyto showwherethe
stressfalls.Wrllefather on the board,underlining the stressei
syllablefor studentsto repeat.Playthe audio.
Extra activity
Studentsreadthe rhymethroughwithout the a.::.:
Gothrough the example.Checkstudentsunderstandwhy my s
the correctanswer.Studentscompletethe exerciseindividually
then compareanswersin pairs.Checkanswers.
2 my 3 your 4 his 5her 6 my,our Ttheir
Extrahelp
Holdup someofyour students'classroomobjectsforir,er ::
name,e.g.a pencilandsayJuan'spencil.Elicithispe'r::r
! Grammar possessive's;demonstratives
Write the two example sentenceson the board. Elicit some
examplesusing students' real names and their classroom.
possessions.Focuson item r in the box. Ask How many 'sare
there in the sentence?(z)Ask what the first 'srepresents.ar.d.
elicit is. Students complete the exercise in pairs. Write tne
answers on the board and ask for volunteers or nominate
students to underline the possessive's.
2 Steve'sRita'sson. 3 Stephanie'sBob'sdaue:.:::
4 Steve'sStephanie'sbrother.
Go through the example. Students read through rterrs F5
Students work individually and compare in pa:s. Creri
answers.
2isP 3is 4is 5Pls
Give students a few minutes to wnte eil'.e: :otes c: iJ
sentencesin pairs. Monitor for pron'.r-cetcr cf s 3s tiqv
do the activity. Ask individuals to te': :-l"-e:ass abc-:: theu
partner's family. Go over any pror.i;:.:a:c:. t:c'c,e::s cf 's.
Extra help
Giveeachstu:i::-: .
hlrtnar(
:
Students..'.:
uati
-
:: - -- -- .::
Show the use of this for thr.ngs near and elicit or explain the
use of that for things far away. You can use real classroom
objects you placed before the lesson (seePreparation).Repeat
to show the use of theseand those.Do the exercise as a class
before students write the sentencesin the box.
r 1a: s ::.' 5rcif.er. c Theseare my children.
: lrose are ny chrldren.
:ocusgrammarpossessive's:Bob's,Rita's,etc.
demonstratives:this,that,these,those
iocuswords f amily:daughter,father,mother,son
:ocusphrases identifyingpeople:Who'sthis/that?,Idon'tknow.,etc.
Recognition
rc<abulary
celebrity-types:actor,actress,artist,singer
tecycled
anSuage
possessivepronouns:his,her,my,youLetc.
>ronunciation word stress:fother 28.1
T18

16. Directstudentsto CelebrityQufu.Checkthey understand
celebrity.Studentsusethisfor peoplein picturesr-7 and elicit
the use of.that f.orthe peoplein pictures8-r4. Dothe first
sentencewith the whole class,indicatingthat thesedirects
studentsto picturesr-7.Studentscontinuein pairs.Check
answers.Correctpronunciationof namesis not important here.
1l lohn Lennon2Maria Bethania3EnriqueIglesias
2 11lulio Iglesias13CaetanoVeloso14YokoOno
3 5HumphreyBogart6 GoldieHawn 7KlausKinski
4 8 LaurenBacall9 KateHudson12NatashaKinski
Elicit or explainthe ideaof a CelebrityQuiz.Studentsfind
EnriqueIglesiasin picturesr-7 andfind the nameof another
family memberinWant a clue?Nominatea studentto take
the roleof B and readthe conversationaloud.In pairs,students
talk aboutall the peoplein both setsof picturesandwrite t}te
picturenumberin Wanta clue?Donot checkanswersat this
point.
! Ask questionsto show interest
In this section,studentsareencouragedto take an activerolein
initiating and continuing conversationby askingquestions.
14 Drawyour own family treeon the boardwith numbers
by eachperson.Explainthat when somebodyshowsa
photographof their family, it's politeto askquestionsto show
interest.Focuson the examplequestionsanddemonstrateby
nominating a studentto askyou a questionaboutyour family
using that.Nominatedifferent studentsto continue.
15 Dividethe classinto pairs.Nominatea pair to demonstratethe
conversation.Remindstudentsto becarefulwith heandshe
hisand her.Monltor andcheck'sand correctstudents'overuse
of the ful] form is.
Extrahelp
i..:-.:: .'....::.S:: i -".'1tha famousfamily.
ABCD Putit all together
16 If studentshavebroughtpicturesof their family into classthey
canusethese,or they candraw a simplefamily tree.Students
makenotesabouteachother'sfamily. Giveotherfamily words
asnecessary.Encouragestudentsto askand answerabout
eachother'sfamilies.Remindstudentsnot to usetheir notesor
sentencesfrom exercise6 to helpthem.
Student performance
Studentsshouldbeableto askand answerquestionsaboutthree
or morefamily members.
Youcanusethis checklistto monitor and givefeedbackor to assess
students'performance.
Politeftecr Dostudentsaskquestionstoshowinterest?exerciset4
Acclney Dostudentsusepossessivesmy,his,andhercorrectly?
exercise3
Pronumlation Dostudentssaythepossessive's?exercise6
I can introduce my family.
Studentstick on my own if they havemadenoteson three or more
membersof their partner'sfamily. Theytick with somehelpif they
haveusedthe bookto helpwith questionsor vocabulary.
Early finishers
Studentschangepartrrersarrdeitherintroducetheirfamily
membersagain.or talkabouttheirplevtouspaltner'sfamily.
Additionalmaterial
www.oup.com/elt/englishresultforextrapracticematerial
www.oup.com/elt/teacher/resultforextrateacherresources
Studentslisten again beir-.tetr-... -r
out what the peoplcrn frc'.:::
:
Extra activity
Revisefamily relationships.Dit i.: :
Nominate one member of a tealr-,l.-
of a celebrityin the quiz.Othcts ir'..r
person.
.issir-rtosmall teams
i :anle or a number
1rerience aboutthe
C Listenfor key words
In this section,studentslisten for keywordsto completea model
dialogue.
1O Readthe first line of the conversation,emphasizingthisand
pointing to the pictureofJohn Lennon.In pairs,students
completethe text. Ask aroundthe dassfor answersbut donot
tell studentsifthey arecortectat this stage.
ll 28.2Playthe audiofor studentsto checkanswers.
r4,YokoOno
12 ZB.lStudentslookat their aaswersin exercise9 andlistento
two peopledoingthe qurz.In pairs,studentsunderlinekey
wordsin exercisero (this,lohnknnon, numbert4, that,wife,
YokoOno).Beforeyou playthe audio,tell studentsthat they
won't hearthe picturenumberof oneof the people.Theywill
only getthis if they havecorrectlyidentifiedthe otherpeople.
CaetanoVeioso1l -i;:=:. 3acall8
JulioIglesias11 Ka::i;oson 9
DiegoRivera10 ,::;ia Ktnski12
13 Studentscompareanswersin small groups.Askaroundthe
classfor the initials of people8-r4 andwrite suggestionson
the board.Directstudentsto audioscript2B.lon >>P.151to
checkanswers.
Extraplus
i :l',erranswers and find
.t:,itrn,ousfor.
T19 28

17. How to describepeople
]rientation
:::1text
- ----.-slesson,students will practise describing peopleand their
::;
'
;:
-<the driver?rs a facsimile magazine article.There are eight
: ,:- r:es of different red cars and short descriptionsof people.The
--'::nation includes details about gender,age,job, status and
,--:e peopleare rich or poor.Thereare no right answers to the
: -:s::on Who'sthe driver?
:.
---:.eshows peopleof different ages.Iobs shows peoplein their
: -::: of work to illustrate the vocabularv.
::-ture note
: .i.:1- overgeneralizeabout groupsof peopieand their
: i . -,.iLr.This can often leadus to make assumptionsabout
' . . Studentsat this levelwill not havethe languageto discuss
', : i',!tr!, butthe ideais rarsedindrrectlyjn the text.
-if.guage
--::rguage note
' ''re lenorreoc< like Sn:ni<h rhc nn<rirnn oi lhe rdieclivp i<
, . lexible than it is in Enslish.
i-d product
,- ->utit all together,students have pictures of six houses.They
--.agine the peoplewho might live in the housesand then
:=-.:ribethem to a partner. The partner guessesthe house.
?reparation
--='.'epictures of different makes and coloursof carsfor the
,:'mer. Checkin the dictionaries your students use to seehow job
:--::]esappear.Look at >>p.rz6 and prepare ideasabout the klnd
,: :eople who live in the housesfor exercise16.Checkstudents
--:..9e pafiners easilyfor the final activity.
Warmer
- :: vour pictures or the pictures on >>p.2o to flnd out who has a
-.: end what make it is. Reactwith interest to what students say.
-.-.r:studentswhich carsthey like/don't like.
i:.:z How to describepeopleon the board.
I Vocabularypeople;jobs
Direct students to >>p.zo. Go through the example. Tell them
that they can use more than one word for some of the pictures.
If your students know the vocabulary set a time limit of 9o
seconds.Do not give answers at this stage.
2C.1PIay the audio for students to listen and check. PIay it
a secondtime for students to listen and repeat. Monitor for
pronunciation and use ofthe indefinite articles a/an.
a a young child, a boy b an old man, granc:a:re:
grandmother,grandparentsc ababy dteer,aee:s ; 33','l i-:-
boyfriend, girlfriend e a married couple,a wcrra:- a ::.e:.
f a man g ahousewife h an engineer i a factory r,-c:<::
j a vet k a doctor I an office worker m a shop ass:sta..:
nafarmer oadesigner
Extra help
If the vocabularyis new, cali out a phraseand ask s..-:::::
to give you the letter of the picture. If you want to g:r,rr:- -::
pronunciation practice,say the picture letter or point to a
picture for students to call out the phrase.
Direct students to the table and the pictures. Point to the
pictures along the top and explain or elicit that these words are
used for men and women. Point to the pictures on the left, and
explain or elicit that the words at the top of the columns are
for young people, and the words at the bottom for older people.
Go through the example before students continue individually.
Ask around the classfor the answers.
2 man 3 boyfriend 4 wife 5 parent 6 grandmother
Teaching tip
Write teenageron the board and underline teen ar , ',.'---.. : .'
students understand.
:ors grammat indefinitearlicles:a,an
positionof adjectivesinphrases:anoldman,a richcouple,
etc.
:ocuswords peopleababy,a boy,a child,agirl, etc.
jobs:adoctor,anengineer,ashopassistant,a vet
frcognition
rcbulary
adult,divorced,footboHer,retired,etc.
lrycled
irlgua8e
vocabulary:married,single
pronouns:he,she,they
presentsimplebe:Heisn't,lsshe...?
tronunciation wordlinking:Youaren'told.2C.2-4
! Readfordetail
In this section,studentsscanshortparagraphsbeforereadingfor
detail.
4 Studentslookat >>p.2oand choosea carthey like. St'.rdents
compareanswerswith a partner.Askwhich caris the r:rost/
leastpopular.
5 Directstudentsto the titles of eachparagraphand askif all
the peopleareyoung men.Gothrough the fust ciescriptionlhe
FamilyoJFiveandstudentsunderiinekeywordsfuoman,35,
married,housewife,mother,threeyoung childrer,husband,offce
worker).Ask which carthey think the furn:fy would drive (car
/. Studentscompletethe exerciseurdrvidualty
6 In pairs,studentsdiscusstheu arswersto exercise5.There
areno right answersto this exercisebut encouragesfudents
to givesimpleexplanationsfor '.het answer,e.g.Therearefve
peoplein thefamily Car7isbig.
--.:-.
'..' .:' ::-1'--'a;::f verbs are COmmOn
,',-:::; : = ;'.,r - lrlef, act - actOf.GiVe
L::i :i .r.:iri :: i:.e cthers in the texts.
:a:s :-:,evthink appealto malesand
:;iie:s and rf their answerssuggest
T20

18. G Gramrnar adjectives; articles a, anrL
7 Gothrough the two examplesin the grammarboxwith the
class.Write the two sentenceson the board.Askstudentshow
many wordstherearein eachsentence,and seeif they know
the namesof the grammarwordsarticle,adjective,and noun.
Hightight the form clearlyon the board,pointing out that
when we usean adjectivewithout a noun,we don'tusethe
article.Giveother adjectives(old,young,poor)andsayA or B.
Students,asa class,makesentencesfollowing the examplesin
the grammarbox.Studentscompletethe exerciseindividually
or in pairs.Checkanswers.
2 She'sa youngwoman. 5Thatfootballer'srich
3Thatwomansyoung. 6 My grandparentsarec-:
4 He'sa richfootballer.
8 In pairs,studentsfind two adjectivesin the fust paragraptL
Write She'smarriedandthreeyoung childrenon the boardand
askwhich type of sentencethey are,A or B?Expiainthat the
wordthreereplacesthe article.Studentscontinuein pairsor
small groups.Checkanswers.
TypeA: an oldcouple.a vc::.: ::.a:
TypeB:he'srrch,thevare:.:'.-:-::.i :.: .sr.:rtch
Direct students to the column headings in the grammar box.
Draw two columns on the board and say the examples in the
first column. Look at the secondcolumn and ask students for
other examples of vowel sounds. Write the letter x on the board
and model the pronunciation, explaining that it begins with
a vowel sound ( c'). Students complete the grammar box and
compare answers in pairs.
column r: a teacher,a man
column 2: an English teacher,an old man
Language note
It is important that studentsunderstandthat the choiceof the
indefinite article dependson the first sound of the word and
nnf lhe <ncllino
Studentsreadthrough the exercise.Gothrough the example,
making surethey understandwhy cn is correct.Students
completethe exerciseindividually andthen comparein pairs.
Checkanswers.
2a 3an 4a 5an 6a 7an
l) Pronunciation linking wordstogether
This sectionintroducesstudentsto word linking, which canoften
bewhy studentsflnd it difficult to understandspokentext.
ll zc.2Write cn old wamanon the boardand showhow,in
spokenEnglish,wordsarelinked together.Pointto the letter
a and askif it is a consonantor vowel sound.Repeatwith n.
Write a noldwomanon the board.Playthe audioandtracethe
phrasewith your finger asstudentslisten.
12 2C.3Playthe audioand pauseto makesurestudents
understandwhy the linking line is there.Playthe audioagain.
Studentscompletethe exercise.Theycomparein pairsbefore
classfeedback.AskHow manylinks?Wherearethey?
2Helsn'tan adult. 3 My sonisnt an engineer.
t3 2C.4Playthe audioand monitor for linking. Givepositive
feedback,and playthe audioa secondtime if necessary.
Extrahelp
Studentsmarkthelinksonthetranswersto exercise7 and
practisesayingthesentenceswith a partner.
Studentscompletethe exercise.Monitor for correctuseof
articlesandhelpthem usetheir dictionaries.Makea noteof
anyjob wordsthat don't appearandtell them youll givethem
the word next lesson.Theyshouldchoosea word from.Iobs.
Dividethe classinto pairs.As studentsexchangeinformation,
monitor for correct:oseof a/an and adjectiveposition.listen
out for interestingand/orunusualjobsand askfor volunteers
to tell the classabouttheir family or friends.
E.xtraactiyities
. n-ll dy^,!h. ah,l r^/yifo irrmhlad
_ i-.> ul >rirdll
SruuP>
dlru vvrrrE
Jurlrurcu
.:: .:-::rLtse 7.Anothel grouporderand
.;. .': .j.'.i':,:,i askstudentsif the job is in
-..i-:: ..'--,:r:raoly find that it isn't but you
:;-:: ::-.', .::.::c i'r the words individually,
ABCD Put it all together
15 Dividethe classinto A/B pairs.Studentsturn to >>p.r26and
continue the activity.
17 Put studentswith a different partnerto repeatthe activity.
Encouragethem to lookup from their notesand do partsof
the activity from memory.Remindthem to swaproles.It'snot
important if pairs disagreeaboutthe type of peoplewho live
in the different houses.
Student performance
Studentsshouldbe ableto describefour groupsof people,giving
enoughinformation for their partnerto guesswhich housethey
live in.
Youcanusethis checklistto monitor and givefeedbackor to assess
students'performance.
Cont8Et Dostudentsgiveinformationaboutfourdifferentpeople?
exercrse15
Fluemy Dostudentsusesomefamilywordswithouthesitating?
exercrse15
Vocabulary Dostudentsusefourormoreadjectivestodescribepeople?
exercisero
I candescribepeople.
Studentstick on my ownif they havegiventheir partnerthreeor
four piecesof information aboutthe peoplewho live in the house.
Theycanusetheir notesto help.Theytick with somehelpif they
havelookedbackat the lessonto makethe sentences.
Earlyfinishers
Studentswrite keywordsto describedriversfor four of the cars.
Theychooseoneto talk aboutfor a partnerto guess.
Additionalmaterial
www.oup.com/elt/englishresultforextrapracticemateriaI
www.oup.com/elt/teacher/resultforextrateacherresources
14
llt
rrr'using the adjectlves
10
T21 2C

19. Howto talk aboutthe time
f rientation
l::.:ert
- :,-.. iesson,studentswill practisetwo ways of telling the time.
- -: -a:toon involves two friends, Anila and Paul.Paul is
-:::.:ng to his iPod,and Anila is reading the newspaper.They
--. :::h wearing watches,and both watches say the same tlme.
-:'.',-:-7er.when Paul asksabout the time of the news confusion
, -.-.=;becausehe cant hear Anila very well. In the cartoon,the
- ::r:ters use two forms of saying the time, e.g.ten tofve, and
-- -=o-yto help the other understand. The secondform,four ffty,
-;;a-ly usedfor travel schedules,e.g.bus,train and plane times.
-
-: '
the time? givestimes around the clock,written as they
- : be spokenin full form. The order doesnot correspondto the
-:> cn the pictures of the clock faces.
*-.Eua8e
1- ' product
- :-;: it all together,students have short conversations,asking
. - : rrswering about events at different times of the day,e.g.a
: :-,--s1onprogramme, the end of the lesson.
i:eparation
.
. - =:nberto have words for jobs to give to studentswho might
'. -: askedin the last class.
: ,: =-.:erciser7,have a few suggestionsof local events,school
" :::s or important events and when they will take place.
''t'armer
'
. ,-: :c your watch and seewhat students know. Ask What time is
' - --; ) Write the answer on the board using numbers and words,
: ::: 3.t5wrlte threeffteen or a quarterpast three.Put the times
- --,.':columns and label them A/8. Ask students which system
-
-'.' -sually use to tell the time in their language.Reviseuseful
-, ,:: >.
-,r ::;ients for the next number in the series:S,10,15,...;10,15,
: :: 20, 25,...;up to 55.Leavethe board work to use later with
' :::-;e5 9 and r3.
-.:=|cw to talk about the time on the board.
I Readand completethe conversation
In this section,students scanthe incomplete cartoon for time
phrases.
I Go through the conversations in frames one and two. Tell
students the names and ask them to call out time when you
say a time phrase. Students continue the exerciseindividually
Encourage students to scan the text rather than read word
for word. Ask how many time phrases they have fou-nd (6).
Students compare in pairs before you give the answers,
Framez: six o'clock
Frame 3: (nearly) ten to five
Frame 5:ten to five; four fifty
Frame 5 :::: i-::-,'
Er:mo r. i-..-::--
--t---:r rulLL /
Extrahelp
Writethetimesin thetwo columnsontheboai: i-.. .,-.- -- :
andaskWhichcolumn.A orB?
2 Studentsreadthrough the times and lookat the conversation
framesagain.Dothe first item asan example,making sure
studentslookat the frame beforeto helpthem. Students
completethe exerciseindividually and compareanswersin
pairs.Donot checkanswersat this point.
3 2D.1PIaythe audiofor studentsto checkanswers.Dividethe
classin half to readthe partsof Anila andPaul.Playthe audio
a secondtime for studentsto repeat.Monitor andcheckfor
intonation.
3And what time is it now? 4 Tento nine? 6 Fourflfteen?
9 My watchsaystento five!
Saysimpletrue/falsequestionsto checkstudentshave
understoodthe story,e.g.InJrame4, PauIunderstandsAnila.
(False)Inframe 6,PaulthinksAnila saidg not 5o.(True)Inframe
8,Paulthinkshiswatchiswrong.(True).lnpairs,studentsread
the cornrersation.Monitor and checkfor correctintonation-
Extra activity
Pairscanreadthe text aloud.
! Pronunciation stressin corrections
In this section, students make corrections to misunderstandings in
short conversations.
5 2D.2AskWhichnumbers are usedfor teenaaers.A or82 Show
the contrast between thirteen and thir.!/'oy placng the stress
on the first syllable. PIay the audro wirile shidents Lsten and
repeat. Monitor students' pronurciatct Pauseafter each
section to give extra practice if neces=ry.
6 2D.3Students listen and decide f i.|ey hear A or B. Pauseafter
each number for students to respond as a dass.
7 2D.4Go through the first exarnpie with the dass and say
thirty? with a rise to show questioning intonation. Play the
audio while students cornplete the exercise.Play it a second
time for students to checkanswers.
2 fc::.,' : i---,'
:msgrammal prepositionsoftime:at,on
hrswords Iime:early,late,midnight,etc,
hrs phrases talkingabouttime:Whattimeisit?lt's...o'clock.eIc.
*ecognition
rcbulary
clock,football,news,next,tennis,watch
rqf<led
anSuage
daysandpartsoftheday:Monday,morning,e|c.
Lenunciation wordstress:thirteen-thirty,fourteen-forty,etc.2D.2-4
T22

20. 8 Put studentsinto pairsor groupsofthree. Theytaketurns
to listen andcheckpronunciation.Monitor andheipwith
pronunciationof the -fy and-teenendings.
Ixtra help
Studentstesteachother,in pairsor smallgroups,sayingthe
numbersin thetable
Extraplus
Studentsinventmini-conversationsusingthe cartoonto actor
readoutfortheclass
G Listen for detailrb
In this section,studentswork with two ways of giving the time
and listeningfor specificinformation.
9 2D.5Studentslookat >>p.22.Pointto columnBon the board.
Draw a clockfaceand sayor elicit the times on clocksa-m.
Playthe audioandpauseafter eachtime to give studentstime
to find the clockface.
1,g,c,k, e,i, m, a,d,j, t f,
lO PIaythe audioagainandencouragestudentsto experimentby
Iookingup from the pageasthey repeatthe times.
Extrahelp
'
- :.:'.:>i,r l clockand the
-:- rut the iettersofthe clocks
,:r ir.. d. e,f, g (past),h, l,y, k, 1
^{ -^,,i-^
+L^ r'
.-. : -,-f,ysoTsaylngrne ume.
. -- rr
^"F
c.^r
: . : -.45 rr.uu 9.r5 o.J5 5.3O
p Grammarprepositionsof time at, on
15 Booksclosed.Askstudentswhat Paul'sflrst questionwas and
elicit Whattime'sthe news?Seeif studentscanrememberthe
answer.(It'sat sixo'clock.)Studentsopentheir booksand go
through the grammarbox.Giveor elicit a few moreexamples
of eachtype of tlme phrase.Studentsreadand completethe
gappedrulesin pairs.Checkanswers.
on Tuesdayat six o'clockat ro.3o
- this morning - today on Wednesday
16 Tellstudentsto readthe conversation.Ask Who asksall the
questions?(PauI).Explainthat What time's...?andWhen's...?can
beusedto askabouttime. Studentsdothe exerciseindividually
andthen comparein pairsbeforeyou checkanswers.Monitor
and checkstudentsaregiving the day andthe time.
lon 2ai 3at -1on
Extraplus
Cri.:':.'.::irr. .;-,, :r '---L'cr.'ositicirfor studentsto giveyona
t:: : i.r , ,..:: .... - -. ' : ,' 1::s 'books
ABCD Put it all together
17 Studentsaskand answerquestionsaboutthe times things
happen.ReadAs questionsand seeif Bscansuggestdifferent
activitiesaboutto happen.Write theseon the board.Ask
for two volunteersto havea conversation.Beforestudents
continuethe activity in pairs,givethem sometime to make
a noteof a time and day (orpart of a day)for the events.Tell
them to askaboutthree different events.andto makea note
of their partner'sanswers.Tellstudentsto checktheir answers
togetherat the endofthe activity.
Studentperformance
Studentsshouldbeableto askaboutand giveinformation about
the daysandtimes of three different events.
Youcanusethis checklistto monitor and givefeedbackor to assess
students'performance.
I can talk about the time.
Students tick on my own if they have found out and given the days
and times of three events. They tick with some help if they need to
Iook at What's the time? on >>p.22.
Early finishers
in small groups,studentschangethe times in Anila and Paul,and
role play their own version.The other students make a note of the
iimes which causeconfusion.
Additionalmaterial
www.oup,com/elt/englishresultforextrapracticematerial
www.oup.com/elt/teacher/resultforextrateacherresources
11 2D.6Studentsmark the times they hear and draw the route
from start to end. Demor'.stratethe activity on the board. PIay
the audio and pauseafter each item to give students time to
mark the route. Studentscornoareroutes.
Start7.20 8.55rz.o: : ::
lnan ?ta IlaenA
12 Studentswork in pairs or small groups.Givethem sometime
to plan their route and think about how they saythe times.
Monitor and make sure students say the times correctly. Go
through any problems at the end of the activity.
13 Say half past one and,write the words in column B. Now say
one thirty and write the words in column A on the board.
Give one or two more examples, if necessary.Students work
individually and then compare in pairs before you check
answers.
z ten thirty 3 nine fifteen 4 twelve forty-flve 5 eievenforty
Extra help
Studentsrepeatexerclsesrr and rz,usir':::r-.eshorterway of
oirrino thc time
b" -''b "'_ ""'''
14 Gothrough the instructionsasa class.Explainthat if a student
makesa mistake,the paperstaysfacedown on the desk.The
winner is the personwith the most piecesof paper.Monitor
and helpwith pronunciation.
Extraplus
Studentsrepeatthe gamein smallgroups.Onestudentasks
What'sthetime?andnominatesanotherstudentto answer.
Contert Dostudentsgiveinformativeanswers?exerciser6
Fluency Dostudentssaytimeswithoutlongpauses?exerciser4
Pronunciation Dostudentspronouncenumbersclearly?exerciser4
T23 2D

21. wods:family,jobs,origin
gtammarbe,personolpronouns,possessiveadjectives
Orientation
l:ntext and Language
-- :i:s lesson,students will practisewriting a personal
--::rcuction, written as if they were messagesof introduction for
::. email chat club.
i:,d product
: .:ut it all together,students write a short paragraph. Students
-::v and completeblanks with personal information. They
-::.tinue the text by adding two or three sentencesof their own,
.:..9 the model to help them.
Warmer
--.k
if students use the Internet every day and who they send
:::.ails to. Review some of the vocabulary from Peopleon >>p.2o.
..-. studentsthey will learn How to write a messageof introduction.
-::ck they understand introduction and that you write this type
:: email to somebodyyou dont know.
I Punctuationthe apostrophe(')
i Write the two sentencesfrom the box on the board and ask
Which 's is shortfor isl (a My name's Claire.)Go through the
example before students complete the exercise individually.
Checkanswers.
2A 3B 4A 5A 6B
Extra help
. rtt::r fer"v:,cntence:;on tlrc,bolrd .rr,Jirlr-ri r,ir, ;ii,rlr:ll: t
rltcclrengtswllctrt'rrlrr.:,,,.t',.' l:'l r't r,i:.. ','.
t'r1a is .. iMv ntttnt:;)
2. Students cover the text and look at the picture of the writer.
Ask How old is he? and What's his nationality? Students read
the first three sentencesto flnd the answers. Explain that Max
is writing a short introduction to an internet chat club. Go
though the example. Students work individually to add the
apostrophes.Checkanswers.
Hil My name's Max. I'm from Canada.I'm eighteen years old
and I live with my parents.My mother's name's Saraand she's
a doctor.My father's name's Jedand he'sa driver.
Extra plus
.sk studcntsto look at Max's personalintroductionagain.
..rrite tlre words age,origin,family, nanleon the board.Ask
-rdcnts Lo:equenccthenr rn the orderthey appearjn the texl.
! Readfor detail
,:. this section,studentsthink about how meaning works across
.:ntences and proofread a text for wrong words.
3 Students read sentencesr-6 quickly. Check any problems. In
pairs, students decideif the sentencesare right or wrong. Check
answers but do not correct the wrong sentencesat this point.
2/ 3x 4/ 5x 6x
{ Go through the example as a class,making sure students
understand the corrected sentences.Students complete the
exercise.Checkanswers.
I It s five to trvelve It
'
nearlymidnight.
C l^,,
^---r{-+^^- - ^
A
, rvry
BrdriulJrrLc-: !-!
6 Her der;on+cr h-'_ i i_c' rr Her <nn'< mrr hrnlher
Extra plus
ln nerr< <' l*'_-
rnnthpr nrrr t -
fhp dritprT
^n
n ,- '
Studentslook at the tert ancithe !:.-i,;'re cf Cla:re.Go through
the flrst item as a class,showing hcv; s:::cer.tsrvrite the
correction at the end ofthe line. Stucer.:s:cr.:-e:e the activity.
Checkanswers.
2 husband 3 My 4 daughter > S:.:
Extra activity
Make somefactuallywrong pa; , ''
Claireto give studentspracttcein i:.:: ir : - : :
pronoun acrosssentences,e.g.Max ca,,'=..'" .i. .- : -
'
No he doesn't.He'sfrom Canada.
s.Llencesfor
:.: --r :::n', WhO'S
AB Put it all together
In this section, students produce a text with an intended nlstaie
6 Students read through the text and, in pairs, complete each
blank. Refer students back to exercises2 and 5 if they are
struggling. Remind students to include one wrong word in
their writing.
7 Students swap papers with their partner and make a note of
the wrong word. Students show their partner the word to see
if they are right. To help students feel comfortable with peer
reviewing, they can show other partners their writing.
Student performance
Students should be able to produce a short paragraph of about ic
words, giving personal information about themselvesand the::
family. The text may still contain a few mistakes.
You can use this checklist to monitor and give feedbackor:3 as3e:s
students' petformance.
I can write a message of introduction.
Studentstick on my own if they can wri:e a:a::;:r:: ::,:::
themselves,looking occasionallyat the :r.:::- -: :r::::s: ;
-:.:itick with somehelp if they have contr:.:a--; ::::-=: ::
-.: -.:ce:rn exercrse5.
Early finishers
Ir n:ir< <trrdent< rrr',1-
Studentswrrte Hi.'',1.
Demonstratefolil :'.,-
Next they rr,'r:t:,
write /irr
class Pr
Additionalmaterial
www.oup.com/ett/englishresutt-:
www.oup.comlefUteacher/resuh-
Havestudentsusedtheapostrophecor':::.,
2E T24

22. Warmer
Rememberthe phrases
Usephrasesfrom the unit, e.g.What'sthat in English?,Seeyou on
Monday.,Canyou say that slowly,please?,Who'sthat?,What'sher
name?,She'sa rich woman.,She'srich.,What'sthe time?,It's nearly
midnight. Togive studentspracticein saying vowels,write the
sentenceson the boardandreplacethe vowelswith numbered
gaps,e.g.What'sthat in English?= Wh_'t's th_"t _sn _4ngl_lsh?
If you want studentsto practisesayingconsonants,usethe same
sentencesbut replacethe consonantswith numberedgaps.
Marta and Aleksander are 'married couple.Marta is "nofflce
worker and Aleksander is "nengineer.Marta's grandmother rs
old and she'sretired. Her father's "taxi driver and her mother's
" English teacher.Marta's children are young - Adam's six and
Sylwia's eight.
Follow-up: In pairs, students write three sentencesabout
imaginary people who live in one of the houses in Pairwork zC
on >>p.rz6. They swap sentenceswith another pair, check the
articles and guessthe house the people live in.
I Grammar
lmperativeszAcxercr:e'rt
Warm-up:Mime the actionsin zA >>p.r6,photosr-7 and elicit
the verbs.Write them on the board and elicit nouns associated
with eachone.Possibleword groups:Iirten (CD),read(book/ say
(conversation),Iook(picture,board,book),open(book,window
door),close(book,window,door).
Set-up:Beforestudentsdothe exercise,call out a numberfor
them to saythe first word of the sentence.Remindthem not to
look diagonally.
2 Listento the conversaticn.J Writeyournameandaddress.
4 Lookat the pictureon pagethirty. 5Readthe text and
answerthequestions.6 Openthewindow.
Follow-up:Booksclosed.In pairs,studentssaya noun for the
otherstudentto saythe verb.
posti:, -r". .'| lt i:,t.1
Warm-up:Givestudentsaboutzo secondsto look at the
photosof the Marleyfamily at the top of >>p.r8.Booksclosed.
Make sometrue or falsesentencesaboutthe Marleys,e.g.Bob
Marley'swife'sname'sRita.Studentsrepeatfactually correct
sentences,but staysilentif the sentenceis false.
Set-up:Draw a simplefamily treeon the boardto remind
studentshow it worksbeforethey dothe exercise.
2Marta'smum'snameis Agata.3 Marta'sfather'snamels
Henryk.4 Marta'sgrandmother'snameis Dorota.5Marta's
son'snameis Adam.6 Marta'sdaughter'snameis Sylwia.
Follow-up:Studentswrite true or falsesentencesaboutMartas
family. In pairs,they readthe sentencesfor a partnerto repeat
the factually correctones.
DemonstrativeszBr:xr:rcrsts'J,8.tj
Warm-up:Pointto things in the classroomfor sfudentsto call
out this,that,these,or those.Studentsreviseexercise7 on
>>p.r9,if necessary.
Set-up:Beforestudentsdothe exercise,directthem to pictures
r-4 and askNearor not near?
2That'smy husband.3Thesearemy children.
4 Thisis my grandmother
Follow-up:Studentslookat the sentencesin GrammarBank2.)
on >>p.r31.Theycreatefour similar sentencesto testa partner.
Articles2Ci:xi'rr.i:rr::;T,8,9,11)
Warm-up: Saypeopleandjobs words from the vocabulary
panelson >>p.2o,or makephrasesusingthe adjectivesold,
young,rich.Studentssaythe articlea or an.Studentscanrevise
the grammar box and exercise7 on >>p.2r.
Set-up:Gothrough the example.If studentsarestruggling,tell
them to find four missingarticles.
! Vocabulary
5 l-:;sliir:r', !p;1rsh 2A. .1t'tt.:)t-'t'i
Warm-up: Choosewords from Pairwork:A >>p.rz8 and >>p.r3z,
e.g.tap, tree, bike,umbrella, map, cat,floor and dictate them.
Encourage students to use Sorry can you repeat that?,Canyou
say it more slowly?,Canyou spell it?.Write the words on the
board or direct studentsto PairworkzA to check.
Set-up:Before students do the exercise,they read the
conversation and answer How many questionsdoesthe student
ask?(Five.)
2 repeat 3 slowly 4 spell 5 write
Follow-up: In pairs, students chooseten words from units r and
z to dictate to a partner.
5 Jirnr: zf) i'xlri
Warm-up:Write differenttimes on the boardand elicit two
ways of sayingthem. StudentscanreviseWhat'sthetime?on
>>p.zzand exercise13on >>p.23.
Set-up:Readthe instructionsandtell studentsto write the day
andtime. Remindthem to usecapitallettersfor daysof the
week.
z At halfpast eighton Tuesday./ OnTuesdayat eightthirty.
3At quarterpastelevenon Wednesday./ OnWednesday
at elevenfifteen.4 At ten pasttwelve on Thursday./ On
Thursdayat twelveten. 5At quarterpastten on Friday./ On
Fridayat ten fifteen. 6 At twenty pastoneon Saturday./ On
Saturdayat onetwenty. TAt twenty-five pastflve on Sunday./
On Sundayat five twenty-five.
Follow-up:Studentscreatefour moreexampleson a piece
of paperand an answerkey on another.Theycanusethe
grammar box in exercise15on >>p.z3to check.Studentsswap
exercisesandthen answerkeys.
J P,'r'nll jrlll .
Warm-up:Givestudents3osecondsto reviewPeopleandlobs
on >>P.2o.
Set-up:Remindstudentsthat wordscanbe singular or plural.
Tomakethe word searchmoredynamic,giveeachstudent
a number and askthe evennumbersto movein a clockwise
direction.Pairschangepartnersaboutevery45seconds.
Across:women,baby,girl,child,couple,teenagers,
designers,grandmother,offlceworkers
Down:doctors,farmer,boy,man,vet,dad,actresses
Follow-up:In pairs,studentschooseatopic and eight wordsfrom
the unit to make a new word search.Collectand redistribute.
When pairs havefound the words and guessedthe topic,they
checkwith the sfudentswho designedthe word search.
Early Iinishers
(;t
itrll't l', rl,r kl i
,t t tti lr: lt,,'../,.r1)I (l',
.;l rr',;,,,i,,yl l:ritt,:'
trt f;rirrtiy ilrr': lir,
;i,i iri iir'!ri()',1 llrJ)11
iirf i l;{'ii:, ltr,tr,rttr',.
,,irrrl iri,l,,ilrlt r/,t{:rri,
ll,l rrilij!
i ;,lr' ,
'
::l l lil
i)' i ",'
T25 12
::, Jlrr.r.r,,rii,rl:;r,

23. How to askfor information
Orientation
Context
.n this lesson,studentswill focus on asking for directions to places
.r a railway station.
.r worfldr is catching the train to Liverpoolfrom Manchester
?rccadillystation. The station is unfamiliar and she askspeoplefor
:rrections to different places.Thereis a map of the station with
:rctures of some of the placesand shopsat the station. The shops
r:e large,well-known outlets,with many branchesthroughout
:rrtain. Someare multinationals, so your students might recognize
:he names:KFC(KentuckyFried Chicken,restaurant/fasI food),HMV
.-{isMaster's Volce,music and record shop),Starbuck's(caf,i),Yates
tub), W H Smifh (newsagent and book shop),Superdrug(chemist's).
l:1ereis alsothe NCP(NationalCarPark).
-anguage
Focuswords places:bookshop,bus,cafd,carpark,etc
Focusphrases askingandansweringaboutlocation:Excuseme,where's...1,
Whereare...?.lt'soverthere..etc.
Recycled
language
Srammar:lt's...,They're...
Pronunciation wordstress:ticketofficeOo o o )A.1
- anguage note
' t',iranthas only two syllables'Ihe lettersau arcn't pronounced.
rsstressedon the first syllablein English.In compoundnortns,
,trprtrk,the stressis normally on the first word.
-'.rlturenote
'ir: sayExcuseme as a politeway of attractingrtlentiotr artci
r;.ryto apo)ogrzeand ask for repetitron
lnd product
'
.. Fut it all together,students ask for and give information about
:,aceson a map of a railway station. They have the same maps,
::t with six different places.
?reparation
-::ate the vocabulary in Placeson the map of Manchester
r.::adilly station. Look at Pairwork34, so you can explain the basic
'-:r plan.
-: :k at the vocabulary panel Placesand anticipate pronunciation
-::rlems your studentsmight have,e.g.chemist's i..rir.l'..
,Varmer
-;': studentsto closetheir eyesand think about a station they
. :'w,they then look at ManchesterPiccadillyStationon >>p.r5.
-.:: if it's the same or different to the station they thought about.
-=.: them expresstheir ideas.Ask questionsand help by pointing
-, ::re pictures,e.g.Is therea KFCin your station?
- ':: studentswhat peopledo in railways stations apart from catch
'-..:,s. and elicit a few ideas,e.g.buy tickets,food, drink, get taxis.
- .j: about ManchesterPiccadilly,e.g.Do you know it?Is it big/small?
- : ,..many platforms are there?Point to some of the pictures i-r3
. : askyes/no questions,e.g.Canyou buy a drink here?Canyou
- , -'cod here?etc.
':
.:z How to askfor information on the board.
I Vocabularyplaces
Divide the class into pairs and go through the example. You
can make the activity more challenging by setting a short time
limit. Explain that some items are not pictured separately (train
and platJorm, busesand taxisl. Students compare answers in
pairs. Do not give answers at this stage.
3A.i PIay the audio, pausing after each item for students to call
out the photo number to check answers.
bus 12 caf6 4 car park 3 cashmachine 10 chemist's7
music shop 2 platform 8 pub 5 restaurant 1 station 8
taxi 12 telephones 9 ticket office 11 toilets 13 train 8
PIay the audio again, pausing for students to repeat. Students
might need extra practice of consonant clusters so go over the
clusters again where necessary.
Direct students to the top row ofthe table and remind them
of word stress,reading each word in the second row to give
an example of the different patterns. Ask students how many
syllables bookshophas and direct them to the circles. Repeat
with other words if necessary.Play the audio, pausing to give
students time to write the words.
O pub train
O o chemist's platform restaurant station taxi toilets
O o o music shop telephones
Go through photo r as an example, showing where the
restaurant is. In pairs, students continue the activity. Monltor
and help with pronunciation as necessary.Check answers.
Teaching tip
Studentsdon't needto be ableto give detailedile-.:i.'j:::ii or
pronouncethe namesof shopsperfectly.
!
Readand find information on a map
In this section, students scan information, signs and symbols on
the map to match questions and answers.
6 Go through the example as a class.Show the relationship
between toilets and they're (plural noun/plural pronoun)
and explain that the verb may also be singular. Explain (or
show with the picture) the meaning of near and over there.lf
students are struggling, give more examples using things in
the classroom.Studentscompletethe exercisein pairs. Do not
checkanswers at this stage.
Extra help
,a.lters:ucier'.1:r:-.'.-::::: :l-.::::r ine questionsand answers,
asi :iL:n-.'.'.-r'.r::^
"';:::;
:::.:r the sameor similar)thev use in
-t-
.,
--^,.--^.: :.: _ 1: r
-ir:
7 3[.|rtay1ire aualo and pause after each conversation for
students to check.
2e 3a 4b 5c
Culture note
The speakersusepleaseandthank you severaltimes. This
doesn'tmean that English speakersare more polite than others,
slmply that conventionsare different in different languages
and cultures.
T26