Interact 1 Teacher's book.pdf

21st C e n t u r y C o m m u n i c a t i o n S k i l l s
1

2
Unit Lesson Title Pages In this lesson:
1
1 How Are You? 4 - 7 Introduce yourself
2 What Do You Do? 8 - 11 Talk about yourself
3 What Time Do You Get Up? 12 - 15 Ask and answer questions about your daily activities
2
4 This Is My Son, Tim 16 - 19 Talk about your family
5 She Likes Pizza 20 - 23 Talk about what people like
6 Which Do You Like? 24 - 27 Talk about yourself
3
7 I Love Cooking 28 - 31 Ask about likes and dislikes
8 I Don’t Work in an Office 32 - 35 Talk about your job
9 Could I Have a Cup of Tea? 36 - 39 Ask for things in a café or bar
4
10 She’s Got Short, Brown Hair 40 - 43 Describe a friend
11 There’s a Key on the Table 44 - 47 Describe your house
12 Hobbies 48 - 51 Tell people about your hobby
5
13 Where’s My Pen? 52 - 55 Say where things are
14 I Don’t Have a Video Camera 56 - 59 Talk about possessions
15 Can I Try It On? 60 - 63 Role-play shopping for clothes
6
16 Can You Cook, Maria? 64 - 67 Talk about what you can do
17 Sorry, but I Can’t 68 - 71 Invite a friend to the cinema
18 What’s on TV Tonight? 72 - 75 Discuss your favourite TV programmes
7
19 Having a Lovely Time 76 - 79 Write a postcard about a holiday
20 Are There Any Apples? 80 - 83 Talk about food
21 How Do I Get to Green Hill? 84 - 87 Tell people how to get to places
8
22 I Went to India Last Year 88 - 91 Tell your partner about your week
23 I Sing Badly 92 - 95 Discuss how your friends do things
24 When We Were Young… 96 - 99 Tell people a story about when you were young
9
25 Do You Have a Receipt? 100 - 103 Describe a problem in a shop
26 You Should Try to Relax 104 - 107 Give advice for health problems
27 What’s the Matter? 108 - 111 Role-play a visit to the doctor
10
28 It’s Next to the Toy Shop 112 - 115 Ask people where places are
29 What Time’s the Party? 116 - 119 Ask for more information
30 The Food Is Cheap and the Coffee Is Good 120 - 123 Have lunch in a café
11
31 It’s Freezing! 124 - 127 Talk about what you do in different weather
32 It’s Very Cold! 128 - 131 Say why you like things
33 How Much Is the Steak? 132 - 135 Order in a restaurant
12
34 When We Meet Someone for the FirstTime… 136 - 139 Say what usually happens in different situations
35 No Problem 140 - 143 Discuss what to do about problems
36 Jazz Is Relaxing 144 - 147 Discuss the music you like

3
Language CD tracks
Grammar Articles: a/an Possessives: my/your/his/her Present simple form of be Track 01- 04
Grammar Second person (you) questions and answers Track 05 - 09
Function Telling the time and talking about routines Track 10 - 12
Grammar This is Possessives: my/his/her Track 13 - 14
Grammar Subject-verb-object sentences Track 15 - 16
Skills Extended speaking and listening Track 17 - 18
Grammar Like and dislike + ing Track 19 - 20
Grammar Present simple negative statements Track 21 - 22
Function Ordering food and drink Track 23 - 25
Grammar He/she has got He/she hasn’t got Track 26
Grammar There is/There isn’t There are/There aren’t Track 27 - 28
Skills Extended speaking and vocabulary -
Grammar Where is the + singular? Where are the + plurals? Prepositions of place Track 29 - 30
Grammar Have/has Don’t have/doesn’t have Track 31 - 32
Function Shopping for clothes Track 33 - 34
Grammar Can for ability Track 35 - 36
Grammar Let’s + verb for making suggestions Track 37
Grammar Present continuous for what is happening around now Track 38
Grammar Countable and uncountable nouns Track 39 - 41
Function Giving directions by train Track 42 - 48
Grammar Past simple with regular and irregular verbs and time expressions Track 49 - 50
Grammar Adverbs of manner Track 51
Skills Extended speaking and vocabulary Track 53 - 53
Grammar Too and not enough with adjectives Track 54 - 58
Grammar Should/Shouldn’t for advice Track 59 - 60
Function Asking about problems and giving advice Track 61 - 63
Grammar Prepositions: on the corner of/next to/between/opposite Track 64 - 69
Grammar Invitations with ’Would you like to... ?’ Track 70 - 74
Skills Extended speaking and vocabulary Track 75 - 77
Grammar Weather words Using ’when’ in a sentence Track 78 - 79
Grammar Because Track 80 - 81
Function Asking for prices Track 82 - 87
Grammar Zero conditional Track 88 - 89
Grammar First conditional Track 90

4
6
Language Focus
a + consonant
a book
a chair
an + vowel
an umbrella
an oven
1 Look at the pictures.
Ask and answer questions about the pictures.
example A: What‛s this in English?
B: It‛s a book.
A: How do you spell ‘book‛?
B: B-O-O-K.
1How Are You?
UNIT
1
Introduction
Lesson 1
How Are You?
In this lesson - Introduce yourself
Core activities - 1, 2, 5-9
Grammar - Articles: a/an Possessives: my/your/his/her
Present simple form of be
Examples:
It’s a chair. It’s an umbrella.
It’s my bag.
I’m Dave.
What’s your name?
She’s Jane Robbins.
Warmer
• Review the alphabet.
• As a class, take turns writing letters of the alphabet on
the board.
• Learners say the names of the letters they write.
• Model stroke order or pronunciation of any problematic
items.
Introduction
1
Direct attention to the pictures on page 6. Point at the
book. Ask, ’What’s this in English?’Elicit a response.
Model and drill the answer. (’It’s a book.’) Repeat with
other items on the page. Stick to those beginning with
consonants.
Point to the picture of the oven. Ask, ’What’s this in
English?’Elicit a response. Model the answer, slightly
emphasising the ’an’. (’It’s an oven.’) Drill. Repeat with the
picture of the umbrella.
Direct attention to the Language Focus box. Highlight
the example sentences. Teach ’vowel’and ’consonant’
(use the alphabet you wrote on the board in the warmer).
Use items on the page and around the room to continue
asking, ’What’s this in English?’Alternate between
items starting with vowels and consonants. Use the
opportunity to introduce ’I don’t know.’
Model and drill the question. Drill the question and
answer, first chorally, and then in open pairs. Learners
continue practising in closed pairs.
Direct attention to yourself. Point to an item (for instance,
a book) and ask, ’What’s this in English?’When learners
answer, make to write on the board and ask, ’How do you
spell (book)?’Elicit the spelling, or, ’I don’t know.’
Model and drill the question. Drill the question chorally.
Learners ask you about the items on page 6. They write
the answers you give.
Practise in open, then closed pairs.
1How Are You?
UNIT
1
Lesson 1

5
Language Focus
Using your own and learners’personal items, introduce,
model and drill, ’It’s my /your/his/her (pen),’etc.
Practice
2
Put three things from your bag or pockets on the table.
Have learners do the same.
Encourage learners to check any items they don’t know,
using, ’What’s this in English?’
Model statements about the items on the table, using the
possessive pronouns (’It’s my/your/her... ’). Elicit similar
statements from individual learners.
In pairs, learners practise, using the items on the table.
Monitor. Make notes on good use of vocabulary and
language, and any mistakes.
Highlight good use of language and elicit corrections of
any problems you noted.
Feedback.
Learners tell the class about their partner’s items.
Sounding Natural
3a-h
Direct attention to the pictures at the bottom right of
page 7. Run through them, and discuss what they are of.
Direct attention to sentences a-h. Indicate that learners
should read and listen.
Track 01 Play CD.
Track 01 (page 173, Student Book) 1:07
a) Open your book.
b) How do you say this word?
c) What’s this in English?
d) Work with a partner.
e) Look at the example.
f) Can you say that again, please?
g) Listen.
h) How do you spell ’pencil’?
4
In pairs, learners match the sentences from activity 3
with the pictures.
Feedback as a class.
4 answers
Clockwise from top left: a, d, c, g, b, e, f, h
Model and drill sentences b, c, f, and h.
Suggestion
After drilling, point at the pictures of b, c, f, and h as
prompts for individual learners to produce the questions.
7
Sounding Natural
3 Track 01 Read and listen to the
sentences below.
a Open your book.
b How do you say this word?
c What’s this in English?
d Work with a partner.
e Look at the example.
f Can you say that again, please?
g Listen.
h How do you spell‘pencil’?
In this lesson: Introduce yourself
Grammar: Articles: a/an
Possessives: my/your/his/her
Present simple form of be
4 Match the sentences in activity 3 with the
pictures below.
It‛s his book.
a
Language Focus
my, your, his, her
It’s
my
your
his
her
pen.
Practice
2 Work with a partner. Put three things from your bag on
the table. Talk about the things.
example It‛s my pen.
It‛s your rubber.
Make notes.
Lesson 1
Lesson 1

6
Listening and Reading
Direct attention to the background picture on the page.
Introduce the people to the class – ’Sheri’and ’Kate’. Point
to Sheri (either woman will do) and elicit what she says
(’Hello’or ’Hi’).
5a
Direct attention to the dialogue between Sheri and Kate
in activity 5a. Indicate that learners should listen and
read the conversation.
Track 02 Learners listen and read the conversation.
Sheri Hi, Kate. How are you?
Kate Fine, thanks, Sheri. And you?
Sheri Very well, thanks.
5b
Track 02 Learners look away from books. Play CD
again, pausing after each line for the learners to repeat.
Remodel and drill any problematic lines.
5c
In pairs, learners practise the conversation, using their
own names. Encourage learners to look away from book
and at each other when speaking.
Listening and Writing
6a
Direct attention to the conversations in activity 6a.
Track 03 Track 04 Learners listen and read the
conversations. They complete the conversations with
words from the box.
Feedback in pairs and then as a class.
6a answers
See CD scripts for Tracks 03 and 04.
Kate Great, thanks, Sheri. And you?
Sheri I’m OK, thanks.
Kate Not bad, thanks, Sheri. And you?
Sheri Fine, thanks.
6b
Track 03 Track 04 Learners look away from
books. Play the conversations again, pausing after each
line for the learners to repeat. Remodel and drill any
problematic lines.
6c
In pairs, learners practise the conversations, using their
own names. Encourage learners to look away from book
and at each other when speaking.
Listening and Reading
5 a Track 02 Listen and read the
conversation below.
Listening and Writing
6 a Track 03 Track 04 Listen and complete
the conversations with the words in the grey box.
b Track 02 Listen again.
Practise the conversation in activity 5a.
thanks great OK
fine bad not
b Track 03 Track 04 Listen again.
Practise the conversations in activity 6a.
Sheri: Hi, Kate. How are you?
Kate:Fine, thanks, Sheri. And you?
Sheri: Very well, thanks.
c Work with a partner.
Practise the conversation below.
Remember to use your names.
A: Hi, . How are you?
B: Fine, thanks, . And you?
A: Very well, thanks.
Kate: , , Sheri. And you?
Sheri: I’m , thanks.
Kate: , thanks, Sheri.
And you?
Sheri: , thanks.
c Practise the conversations below.
Use your own information.
B: Great, thanks, .
And you?
A: I’m OK, thanks.
B: Not bad, thanks, .
And you?
A: Fine, thanks.
8 Lesson 1
Lesson 1

7
Language Focus
Direct attention to the Language Focus box. Go over the
example sentences with learners, highlighting the first
and third person form of be.
Elicit the second person form (you are – you’re). Also
highlight the contracted forms (He’s, I’m).
Practice
7
In pairs, learners read the conversation and use prompts
to write in contracted forms.
Monitor and assist as necessary.
7 answers
David Excuse me... Mr Brown?
Ken Yes. Call me John, please.
David
OK. Hello, John. My name’s David. Ann Cox is my
friend.
Ken Oh, you’re David Black!
David Yes, that’s right.
Ken Hi, David. Nice to meet you.
David Nice to meet you too, John.
Ken How’s Ann?
David Oh, she’s fine, thanks.
8a
Direct attention to the conversation between Ann and
Mike.
In pairs, learners practise the conversation. Encourage
learners to look away from book and at each other when
speaking.
8b
Learners change partners and practise the conversation,
using their own names. Encourage learners to look away
from book and at each other when speaking.
Interact
Tell learners that they are going to start a conversation
and introduce themselves.
Assign roles A and B to learners. Read through the
instructions and table with the learners. Elicit ideas for
’Introduce yourself’(For example, ’I know (person)’, I study
at (school)’). Check instructions (’Who speaks first?’)
9a
In pairs, learners do role-play. Monitor. Make a note of
good use of vocabulary and language, and any mistakes.
Feedback. Highlight good use of language and elicit
corrections of any problems you noted.
9b
Learners change roles and do the role-play again.
Monitor and feedback as above.
Student A: Student B:
You speak first.
Use your partner’s name.
Introduce yourself.
Ask your partner how he/she is.
Answer your partner.
Ask how he/she is.
Interact
9 a Work with a partner. Start a conversation and introduce yourself.
b Change roles. Do it again.
I
He
She
am
is
is
John Davies.
David Bush.
Kate Black.
I’m
He’s
She’s
John Davies.
David Bush.
Kate Black.
8 a Work with a partner. Practise the conversation in the blue box.
b Work with a different partner.
Practise the conversation again.
Change the underlined words and use your own names.
Practice
7 Read the conversation below. Change the words in the parentheses to the short form.
David: Excuse me... Mr Brown?
John: Yes. Call me John, please.
David: OK. Hello, John. My (name is) name‛s David.
Ann Cox is my friend.
John: Oh, (you are) David Black!
David: Yes, that’s right.
John: Hi, David. Nice to meet you.
David: Nice to meet you too, John.
John: (How is) Ann?
David: Oh, (she is) ne, thanks.
example Excuse me... Mr Harman?
Person one: Hi, I’m Ann. What’s your name?
Person two: Hi, my name’s Mike. David Black is my friend.
Person one: Oh yes, David! How is he?
Person two: He’s great, thanks.
Language Focus
9
Lesson 1
Lesson 1

8
What Do You Do?
In this lesson - Talk about yourself
Core activities - 1-5, 9
Grammar - Second person (you) questions and answers
Examples:
Do you live in London?
Yes, I do. / No, I don’t.
What do you do?
I’m a doctor.
Introduction
1
Direct attention to the pictures of the three people on
page 10. Ask learners about the pictures.
For example:
Who do you thinks likes football? What colour are her
clothes? etc.
Write James, Sheila, and Mark on the board. Read the
names with learners. Direct attention to the three texts in
activity 1. Indicate that learners should listen, read and
match the texts to the pictures.
Track 05 Play CD. Learners match pictures with
texts.
1 answers
Left to right: b, c, a
a) I’m James. I’m from Scotland. I live in Glasgow. I’m a
student, and I study at Glasgow University. I like football,
but I don’t like baseball.
b) I’m Sheila. I’m from Christchurch in New Zealand. I live in
Auckland now. I’m a bank manager. I work for National
Bank. I like green and blue clothes.
c) My name’s Mark. I’m from England, but I live in Japan.
I’m an engineer. I work in Tokyo for a big company. I like
dance music.
Practice
2a
Focus attention on the box in activity 2. Indicate that
learners should make notes about themselves.
Demonstrate the activity by writing some notes about
you on the board. Allow learners time to think and make
notes. Monitor and assist as necessary.
2b
Model the activity with a confident learner.
In pairs, learners tell their partners about themselves.
Monitor.
Feedback as a class. Learners introduce their partner to
the class.
Example:
’This is Anna. She’s from Ireland. She’s a... ’
2What Do You Do?
UNIT
1
10
2What Do You Do?
Track 05 Listen and read the texts below. Match the texts with the correct pictures.
My name:
I’m from:
I live in:
I’m a/an:
I work/study:
I like:
b Work with a partner. Tell your partner about yourself.
example My name‛s Anna. I‛m from Ireland. I‛m a...
b I’m Sheila.
I’m from Christchurch
in New Zealand. I
live in Auckland now.
I’m a bank manager.
I work for National
Bank. I like green and
blue clothes.
a I’m James.
I’m from Scotland.
I live in Glasgow. I’m
a student, and I study
at Glasgow University.
I like football, but I
don’t like baseball.
c My name’s Mark.
I’m from England, but
I live in Japan. I’m
an engineer. I work
in Tokyo for a big
company. I like dance
music.
Practice
2 a Make notes about yourself.
UNIT
1
Introduction
Lesson 2
Lesson 2

9
Reading and Listening
3a
In pairs, learners read the questions and write James’s
answers. Show learners how they can find the
information in the text ’a’on page 10.
3b
Track 06 Play CD. Learners listen and check their
answers.
3b answers
See CD script for Track 06 - answers underlined.
Sheila Where are you from, James?
James I’m from Scotland.
Sheila Where do you live?
James I live in Glasgow.
Sheila Where do you study?
James I study at Glasgow University.
Extension
Read through the conversation with learners.
In pairs. Have learners practise the conversation. Encourage
learners to look at each other when speaking.
4a
In pairs, learners match the questions with the answers.
4b
Track 07 Learners listen and check answers. Play
again if necessary.
4b answers
See CD script for Track 07.
Interviewer Where are you from, Mark?
Mark I’m from England.
Interviewer Where do you live?
Mark I live in Japan.
Interviewer What do you do?
Mark I’m an engineer.
Interviewer What music do you like?
Mark I like dance music.
11
Reading and Listening
3 a Read the questions below and write James’s answers.
4 Work with a partner.
a Match the questions with the answers.
Sheila: Where are you from, James?
James: I‛m
m f
fro
rom
m Sc
Scot
o la
and
nd.
Sheila: Wh
her
e e
e do you liv
ve?
e?
Ja
Jame
mes:
s i
in
n Gl
Glas
as
sgo
go
g w.
w
S
S
She
he
eil
il
ila:
a:
a W
W
Whe
here
re
e d
do
o yo
you
u st
stud
ud
dy?
y?
J
J
Jam
am
a es
es
es: a
at
t
t Gl
Gl
G as
a
a go
go
gow
w Un
Un
Univ
iv
ver
e
er
rsi
si
s ty
ty
ty.
.
b Track 07 Listen and check your answers.
Where are you from, Mark? I live in Japan.
What do you do? I like dance music.
Where do you live? I’m from England.
What music do you like? I’m an engineer.
In this lesson: Talk about yourself
Grammar: Second person (you) questions and answers
Lesson 2
Lesson 2

10
Language Focus
Go over the questions and answers in the Language
Focus box.
Practice
5a
Write the conversation from activity 3 on the board, but
with order of the lines jumbled-up. Write 1 next to ’Where
are you from, James?’, then write 2 next to ’I’m from
Scotland.’Elicit what the order of the next four sentences
are. Indicate that learners should do the same for activity
5a. Go over the first two sentences as a class. Allow time
for learners to think and complete the activity.
5a answers
5b
Track 08 Play CD. Learners listen and check their
answers.
Interviewer Where are you from, Sheila?
Sheila I’m from Christchurch in New Zealand.
Interviewer And do you live in Christchurch?
Sheila No, I live in Auckland now.
Interviewer Where do you work?
Sheila I work at a bank.
Interviewer What do you do?
Sheila I’m a bank manager.
Interviewer What colours do you like?
Sheila I like green and blue.
5c
Learners practise the conversation in pairs.
Yes/No questions
Do you live in Tokyo?
Yes, I do.
No, I don’t.
Practice
5 a Work with a partner. Put the sentences about Sheila in order.
And do you live in Christchurch?
I like green and blue.
6 I work at a bank.
I’m a bank manager.
I’m from Christchurch in New Zealand.
4 No, I live in Auckland now.
What colours do you like?
1 Where are you from, Sheila?
Where do you work?
7 What do you do?
Information questions
What do you do?
What sports do you like?
Where do you live?
Where do you work?
I’m an engineer.
(I like) tennis and baseball.
(I live) in London.
(I work) at a bank.
c Work with a partner. Practise the conversation.
Practice
Language Focus
12 Lesson 2
Lesson 2

11
Sounding Natural
6a-c
Indicate to learners they should underline ’do you’in
the questions. Demonstrate the activity by writing an
example on the board.
7
Track 09 Play CD, pausing after each sentence.
Model the pronunciation for learners. Indicate that
’do you’tends to be contracted /dju /.
a) Where do you live?
b) What food do you like?
c) Do you like tennis?
8
Track 09 Learners listen again and copy the
pronunciation.
Interact
9a
Learners write where, what or do to complete the
questions. Demonstrate the activity by writing the
following on the board:
’____’s your name?’
Elicit ’What’s’from learners. Indicate they should do
the same for questions 1-6. Monitor and assist where
necessary.
9b
Discuss possible questions and write on board. Monitor
and assist as necessary.
9c
In pairs, learners ask and answer questions on their
tables. Demonstrate the activity by asking a confident
learner a few questions from the activity. Monitor
learners’use of vocabulary and language. Make notes on
good use of vocabulary and language, and any mistakes.
Teaching tip – Monitoring and error correction
After the activity, write on the board an incorrect and
a correct sentence you heard. Then talk about which one
is correct, and which one is incorrect, as well as how to
correct the mistake.
Never pick out one learner who made a mistake. Always
correct as a class. This is especially true for lower level
learners who may be easily discouraged. It’s important to
make an effort to highlight good use of vocabulary and
language, rather than dwelling on individual errors.
Interact
9 a Work on your own.
Complete questions 1-6 in the table below with where, what or do.
Then write your answers.
Sounding Natural
6 Underline‘do you’in the questions below.
a Where do you live?
b What food do you like?
c Do you like tennis?
7 Track 09 Listen. How do we say‘do you’when we speak naturally?
8 Track 09 Listen again and practise the pronunciation.
c Work with a partner. Ask and answer the questions from activity 9b.
example A: Where are you from?
B: I‛m from England.
questions answers
1 Where are you from? I‛m from Japan.
2 do you live?
3 do you do?
4 do you work?
5 sports do you like?
6 you like music?
7
8
b Write two more questions in the table below with where or what.
13
Lesson 2
Lesson 2

12
What Time Do You Get Up?
In this lesson - Ask and answer questions about your
daily activities
Core activities - 2-5, 7 and 8
Function - Telling the time and talking about routines
Examples:
5.45/quarter to six
What time do you eat lunch?
What time does she go to bed?
He gets up at quarter past seven.
Introduction
Direct attention to the pictures in activity 1. Talk about
each situation.
Answers
Clockwise from top left:
a train station; colleagues asking the time; people talking on
the phone; TV news
1
Track 10 Learners listen to the conversations and
letter the pictures in the order they hear them (a – d).
You may want to stop the CD after each conversation,
allowing time for learners to think and letter the pictures.
Play CD again if necessary.
Feedback in pairs, and then as a class.
1 answers
Clockwise from top left: b, a, d, c
a)
A - Hey, Ian. What’s the time?
B - Let me see... It’s twelve thirty.
b)
The train to Old Saybrook is at one o’clock from platform
ten.
c)
This is the nine o’clock news for Wednesday, December the
11th.
d)
- See you at the restaurant.
- What time?
- At quarter past seven.
- OK. See you later.
2
Draw a clock with no hands on the board. Next, draw
hands set to one o’clock and write ’It’s one o’clock’under
it. Read the time with learners. Erase and repeat steps for
different times.
Drill chorally, then individually.
Next, draw a line from the top to the bottom splitting the
clock in half. Write ’past’on the right side of the clock. On
the left side write ’to’. Draw 1.10 on the clock, and then
write ’It’s ten past one.’Read the time with learners. Erase,
and draw 2.10 and elicit the time from learners (It’s ten
past two). Erase and repeat steps a few more times. Drill
chorally, then individually.
Show learners we say, ’It’s quarter past... ’, and ’It’s half
past... ’, not ’It’s fifteen past... ’or ’It’s thirty past... ’
Repeat steps for ’to’. For example, ’It’s ten to three.’Drill
In pairs, learners match the times with the clocks.
Monitor and assist where necessary.
2 answers
Left to right, top to bottom:
a, g, j, i, h, d, b, f, e, c
3What Time Do You Get Up?
UNIT
1
14
3What Time Do You Get Up?
1 Track 10 Listen and match the conversations with the pictures. Letter the boxes (a-d).
2 Work with a partner. Match the times with the clocks.
a
12
6
3
9
1
2
4
5
7
8
10
11
12
6
3
9
1
2
4
5
7
8
10
11
12
6
3
9
1
2
4
5
7
8
10
11
12
6
3
9
1
2
4
5
7
8
10
11
12
6
3
9
1
2
4
5
7
8
10
11
12
6
3
9
1
2
4
5
7
8
10
11
7
7
7
7
7
7
7
a
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
UNIT
1
Introduction
a It’s one o’clock. d It’s quarter to nine.
b It’s half past eleven. e It’s quarter past two.
c It’s ten to four. f It’s twenty-five past six.
g It’s five to ten. i It’s ten past seven.
h It’s five past ten. j It’s twenty-five to five.
Lesson 3
Lesson 3

13
Language Focus
3
Learners write the missing words in the boxes. Go over
the instructions with learners and check understanding.
3 answers
Clockwise from the top:
five past, ten past, quarter past, twenty past, twenty-five
past, half past, twenty-five to, twenty to, quarter to, ten to,
five to
Listening
4a
Track 11 Learners listen and match the
conversations to the clocks.
4a answers
Left to right: e, a, c, d, b
a)
- Excuse me. What’s the time?
- It’s half past eleven.
b)
- What’s the time?
- It’s twenty-five past six.
c)
- It’s twenty-five to five.
d)
- It’s ten to four.
e)
- It’s quarter to nine.
4b
In pairs, learners ask and answer questions about the
times in activity 4a. Read the example and check
learners understand the activity. Monitor.
15
In this lesson: Ask and answer questions about your daily activities
Function: Telling the time and talking about routines
b Work with a partner. Ask and answer questions about the times in activity 4a.
example A: Look at a. What‛s the time?
B: It‛s half past eleven.
Listening
4 a Track 11 Listen and match the conversations with the clocks. Letter the boxes (a-e).
Language Focus
3 Look at the clock and write the missing words in the boxes.
0
30
15
45
5
10
20
25
35
40
50
55
ve past
quarter past
twenty past
half past
twenty-ve to
ten to
12
6
3
9
1
2
4
5
7
8
10
11
7
7
7
a
12
6
3
9
1
2
4
5
7
8
10
11
7
7
7
7
7
7
quarter to twenty-five past five to twenty to ten past
Lesson 3
Lesson 3

14
Reading
5a
Direct attention to the pictures and the phrases in the
box.
In pairs, learners write the phrases under the correct
pictures.
5a answers
Clockwise from top left: get dressed, have breakfast, go to
bed, go to work, get home, have lunch, have a shower,
get up
5b
Learners number the pictures in the order they do the
activities every day. Demonstrate the activity by showing
learners the order you do the actions.
5c
Draw attention to the article about Colin’s day and the list
of times in activity 5c.
In pairs, learners read the text, and find out and write
what Colin does at the other times.
5c answers
6.00 a.m. - get up
6.45 a.m. - have a shower
7.00 a.m. - get dressed/have breakfast
7.30 a.m. - go to work
12.30 p.m. - have lunch
5.50 p.m. - get home
11.45 p.m. - go to bed
5d
Learners read about Colin again and complete the
spidergrams with the correct words. Go over the
examples with learners and check understanding.
5d answers
get - up, dressed, home
have - a shower, toast, coffee, lunch, dinner , breakfast
go - to work, go to bed
Reading
5 a Write the words from the box under the matching pictures.
I get up at six. I have a shower at about
quarter to seven. I get dressed, then I have
breakfast at seven. I have toast and coffee. I
go to work at about half past seven.
I have lunch at half past twelve. I buy a
sandwich and read my newspaper at my
desk. I get home at ten to six and have
dinner. I like spaghetti. I go to bed at quarter
to twelve.
c Read the article about Colin’s day.
What does Colin do at the times below?
d Read about Colin again.
Complete the spidergram with the correct words.
6.00 a.m.
6.45 a.m.
7.00 a.m.
7.30 a.m.
12.30 p.m.
5.50 p.m.
11.45 p.m.
get up
up
coffee
to work
b Number the pictures in the order you do them
every day.
1
get up
get up
have a shower
get dressed
have breakfast
go to work
have lunch
get home
go to bed
16 Lesson 3
Lesson 3

15
Sounding Natural
6a-h
Track 12 Learners listen and read sentences a–h.
Learners listen for the different ways ’s’is pronounced at
the end of the verbs.
6 answers
/s/ works, likes, makes
/z/ listens, drives, lives,
/iz/ watches, brushes
a) He works in an office.
b) She listens to music in the evening.
c) He drives his car to work.
d) She lives in a small house.
e) He likes drinking beer at the weekend.
f) She watches TV in the evening.
g) He makes breakfast at half past seven every day.
h) She brushes her hair in the morning.
Interact
7
Indicate to learners that they should write the times they
do the activities in the table. Demonstrate the activity by
writing a few examples for yourself on the board. Allow
learners time to think and write times. Monitor and assist
as necessary.
8a
Direct attention to the Language Focus box. Go over the
example questions with learners.
In pairs, learners ask and answer questions about their
daily activities. Learners note their partner’s answers
on the table. Monitor learners’use of vocabulary and
language. Make notes on good use of vocabulary and
8b
Learners tell the class about their partner ’s answers.
Interact
7 What time do you do the activities below? Write your times in the table.
What time
do you
get up?
does he/she
8 a Work with a partner.
Ask and answer questions about your daily
activities.
Write your partner’s times in the table.
Sounding Natural
6 Track 12 Listen and read the sentences below.
Write the underlined words in the columns in the table.
/s/ /z/ /ɪz/
works listens watches
a He works in an office.
b She listens to music in the evening.
c He drives his car to work.
d She lives in a small house.
e He likes drinking beer at the weekend.
f She watches TV in the evening.
g He makes breakfast at half past seven every day.
h She brushes her hair in the morning.
activities you your partner
1 get up
2 have breakfast
3 go to work
4 have lunch
5 get home
6 have dinner
7 go to bed
b Tell the class about your partner’s answers.
example Kevin gets up at half past ten. He has breakfast at...
Language Focus
17
Lesson 3
Lesson 3

16
This Is My Son, Tim
In this lesson - Talk about your family
Grammar - this is
possessive ’s / my / his / her
Examples:
This is my brother, Tom.
Diana is Jane’s mother.
Introduction
Draw the male and female signs from the Student
Book on the board and teach ’male’and ’female’. Check
understanding by pointing to yourself and asking, ’Male
or female?’
Draw a simple family tree on the board and elicit/teach
family words (mother, father, etc.).
With each word, elicit, model and drill if necessary, then
write on the board. Check each by asking, ’Male or
female?’
1
Direct attention to the box of family words and the male/
female table.
In pairs, learners write the family words in the correct
column of the table.
1 answers
male:
father, brother, husband, son, grandfather
female:
sister, wife, daughter, grandmother, mother
Extension
Encourage learners to add to the family tree on the board,
in order to ask for further family words (e.g. ’uncle’, ’cousin’).
Encourage them to use, ’What’s this in English?’
2
Direct attention to the family picture on page 20.
Introduce Tom.
Read through the box introducing Tom (’This is Tom.’)
Read through the example (’This is his son, Tim.’)
In pairs, learners complete the other sentences with
family names from activity 1.
Feedback as a class. Have learners read out the
completed sentences.
2 answers
(clockwise from ’This is Tom.’)
This is his son, Tim.
This is his daughter, Emma.
This is his wife, Tanya.
Follow the same procedure for the picture in page 21
(Jane’s family).
2 answers continued.
(clockwise from ’This is Jane.’)
This is her mother, Diana.
This is her father, Dennis.
This is her grandfather, Mark.
This is her grandmother, Mary.
This is her brother, Jesse.
4This Is My Son, Tim
UNIT
2
20
4This Is My Son, Tim
1 Look at the words in the box. Write them in the correct column.
2 Look at the pictures of Tom’s family (below), and Jane’s family (on page 21).
Complete the sentences with the words from activity 1.
father sister wife brother daughter
grandmother mother husband son grandfather
This is Tom.
This is his son , Tim.
This is his , Emma.
This is his , Tanya.
Tom’s family
male female
UNIT
2
Introduction
Lesson 4
Lesson 4

17
Practice
3
In pairs, learners complete what Jane says about her
family. Monitor and assist as necessary.
3 answers (underlined)
This is my father, Dennis.
This is my mother, Diana.
This is my brother, Jesse.
This is my grandmother, Mary.
4
Present model and drill the question and answers:
- Who’s this?
- This is Mark. Mark is Jane’s grandfather.
Use Jane’s family picture to drill the questions and
answers in open pairs.
In closed pairs. Learners practise asking and answering
the question about Jane’s family.
21
In this lesson: Talk about your family
Grammar: This is
Possessives my/his/her
4 Work with a partner. Ask and answer questions about Jane’s family.
example A: Who‛s this?
B: This is Dennis. Dennis is Jane‛s father
Practice
3 Complete what Jane says about her family.
This is Jane.
This is her , Mark.
This is her , Jesse.
This is her , Dennis.
This is her , Diana.
Jane’s family
This is her , Mary.
This is my , Dennis.
This is mother, Diana.
is brother, Jesse.
This grandmother, Mary.
Lesson 4
Lesson 4
Memo

18
Language Focus
Direct attention to the Language Focus box.
Go over the example sentences with learners. Highlight
the fact that the ’s in ’Tom’s daughter’= ’the daughter of
Tom’. If necessary, illustrate further using learners and
their possessions (Mika’s bag, Ryoko’s pen, etc.).
Practice
5a
Direct attention to sentence a. Read it together with
learners. Have learners look at the information about
Tom’s family on page 20 to check if it is true or false.
Show how learners should write ’T’for ’true’next to the
statement.
Direct attention to sentence b. Have learners check the
information on page 20. Elicit that the sentence is false.
Show how learners should write ’F’for ’false’next to the
sentence.
In pairs, learners read and check the other sentences
against information on pages 20 and 21, and write ’T’or
’F’next to them.
Feedback.
5a answers
1 - T
2 - F
3 - T
4 - F
5 - T
6 - F
7 - F
5b
Direct attention to sentence b in activity 5a. Elicit
a corrected sentence and write it on the board:
Tim is Tanya’s son.
In pairs, learners write corrected versions of the false
sentences in activity 5a.
Feedback. Learners read their corrected sentences to the
class.
5b answers
b. Tim is Tanya’s son.
d. Emma is Tom’s daughter.
f. Mark is Jesse’s grandfather.
g. Jane is Diana’s daughter.
Practice
5 a Look at Tom’s and Jane’s families in activity 2.
Write T (True) or F (False) next to the sentences.
1 Tom is Tim’s father. T
2 Tim is Tanya’s husband.
3 Emma is Tim’s sister.
4 Emma is Tom’s wife.
5 Dennis is Diana’s husband.
6 Mark is Jesse’s father.
7 Jane is Diana’s sister.
Who’s this?
This is Tom.
Emma is his daughter.
Emma is Tom’s daughter.
b Correct the false sentences.
b. Tim is Tanya‛s son.
Language Focus
22 Lesson 4
Lesson 4

19
Sounding Natural
6
Elicit the pronunciation of the numbers on the grid.
Model and drill as necessary.
Pay attention to 15/50, 16/60, etc.
Track 13 Play CD. Learners listen and repeat.
13, 14, 15, 16, 18, 23, 26, 28, 29, 30, 31, 32, 40, 50, 60, 70,
80, 90, 99, 100
7
Track 14 Learners listen and write the numbers. You
may need to pause after numbers to give learners time to
write.
7 answers
a) fifty
b) thirty
c) eighteen
d) forty
e) seventy
f) thirteen
g) fourteen
h) seventeen
i) eighty
j) nineteen
Extension
Do further practice with a minimal pairs activity. Write
numbers 13–19 down one side of the board. Write 30, 40,
50... 90 down the other side. Say one of the numbers and
have learners point to the side of the board it is on. Continue
with other numbers. Learners can take turns calling out
numbers for classmates to point to.
Interact
8a
Demonstrate the activity by drawing your family tree on
the board. Draw stick figures on the tree, but leave out
the names.
- Encourage learners to point at the figures and ask,
’Who’s this?’
- Answer their questions. (’This is me. This is my father,
George.’etc.)
Learners work independently to draw their family trees.
8b
Ask a confident learner questions about their family tree
with ’Who’s this?’As they answer, draw and label a copy
of their tree on the board. When writing the names, ask,
’How do you spell (Ryoko)?’etc.
In pairs, learners ask and answer questions about each
other’s family trees. Make sure that learners build labelled
copies of their partner’s trees for feedback.
8c
Learners show the labelled copies they made of their
partner’s family tree and explain them to the class: ’This is
Mika. Mika is Tomo’s daughter,’etc.
Interact
8 a Draw your family tree below.
Sounding Natural
6 Track 13 Listen and repeat the numbers.
13
thirteen
14
fourteen
15
fteen
16
sixteen
18
eighteen
23
twenty-three
26
twenty-six
28
twenty-eight
29
twenty-nine
30
thirty
31
thirty-one
32
thirty-two
40
forty
50
fty
60
sixty
70
seventy
80
eighty
90
ninety
99
ninety-nine
100
a hundred
7 Track 14 Listen and write the numbers in the spaces below.
b Work with a partner.
Ask and answer questions about your families.
example A: Who‛s this?
B: This is my daughter, Mary.
c Tell the class about your partner’s family.
example This is Nicole‛s daughter, Mary.
a fifty
b
c
d
e
f
g
h
i
j
23
Lesson 4
Lesson 4

20
She Likes Pizza
In this lesson - Talk about what people like
Core activities - 1-3, 6-12
Grammar - Subject-verb-object sentences
Examples:
I like orange juice.
She doesn’t like cheese.
Do you like cola?
Introduction
1
Direct attention to the picture of the man and woman at
the top of the page. Read through the speech bubbles
with learners, using gesture/expression to convey
meaning. Drill.
2
Direct attention to the pictures of food and drink on
page 24. Pick out one or two pictures and elicit the item
names. Draw attention to the example, and show how
learners can find the names in the box at the top of the
activity.
In pairs, learners match the names to the items and
write the words under the pictures. Monitor and assist as
necessary.
Feedback. Teach, model, and drill any problematic items.
Write on the board.
2 answers
Left to right, top to bottom: cereal, eggs, tomatoes, rice,
bread, spaghetti, beer, wine, orange juice, carrots, tea,
bananas
5 She Likes Pizza
UNIT
2
24
5She Likes Pizza
Introduction
1 Read what the woman and man say.
2 Work with a partner. Write the names of the food and drink under the pictures.
cereal
cereal beer bread carrots bananas eggs
orange juice rice spaghetti tea tomatoes wine
I like pizza!
I don’t like milk!
UNIT
2
Introduction
Lesson 5
Lesson 5
Memo

21
3a
Using the items in activity 2, make a couple of sentences
about things you like/don’t like as a model for learners.
Point to various items and elicit one ’like’or ’don’t like’
sentence from each learner.
3b
Learners work independently to choose four items from
the food and drink in activity 2 and tell the class whether
they like or don’t like them.
Extension
Learners think of food and drink that is not on page 24.
They tell the class about one item they like, and one item
they don’t like.
Sounding Natural
4
Model the two example words in the activity (’rice’and
’cereal’), counting the syllables and showing the stress on
your fingers as you do so. Show how the example words
are written in the correct columns of the table.
In pairs, learners write the other words from activity 2 in
the correct columns of the table.
5
Track 15 Learners listen to check their answers for
the other words. Model and redrill any items that are still
problematic.
5 answers
(Note that the order on the CD may not be the same as the
order in which learners wrote the items.)
a) beer, bread, tea, eggs, wine
b) carrots
c) bananas, spaghetti, tomatoes
d) orange juice
Language Focus
6a
Direct attention to the pictures of Kevin and Susan in the
Language Focus box. Read the questions. Elicit short
answers and write on the board.
Learners fill in the speech bubbles giving Kevin and
Susan’s replies.
6a answers
Kevin - No, I don’t.
Susan - Yes, I do.
6b
Learners use the example sentence as a model and
complete the sentence below it.
6b answers
Do you like soup?
Yes, I do. / No, I don’t.
25
In this lesson: Talk about what people like
Grammar: Subject-verb-object sentences
Sounding Natural
Write the words from activity 2 in the correct column.
a Make sentences about the food and drink in activity 2.
example I like bread.
I don‛t like beer.
b Think of food and drink that you like. Tell the class.
a b c
rice
5 Track 15 Listen and check your answers. Practise the pronunciation.
Language Focus
6 a Write Kevin and Susan’s answers in the speech bubbles.
b Complete the table.
Do you like chicken?
Yes, I do.
No, I don’t.
you soup?
Yes, .
No, .
Do you like chicken?
Do you like milk?
Lesson 5
Lesson 5

22
Practice
7
page 26.
Ask two or three learners: ’Do you like (carrots)?’Elicit
answers and make notes on the board, using ticks for
likes and crosses for dislikes. For example: Eri – carrots X;
Tomo – eggs
In pairs, learners ask each other yes/no questions about
the items and note their partner’s answers. Monitor and
assist as necessary.
Language Focus
8
Direct attention to the Language Focus box. Elicit how
the sentences under Susan and Kevin should be filled in.
8 answers
She likes milk. He doesn’t like chicken.
Drill (a substitution drill would work well here).
Teaching tip – Substitution drill
Teacher says a phrase or part phrase. Learners respond
by fitting the phrase into a longer item using appropriate
intonation.
Teacher - chicken
Learner - He doesn’t like chicken.
Teacher - carrots
Learner - He doesn’t...
Etc.
9
Learners look at their notes from activity 7 and tell the
class about things their partner likes and doesn’t like.
Practice
Look at the pictures of food and drink.
Ask your partner questions.
Make notes of your partner’s answers.
example A: Do you like rice?
B: Yes, I do.
A: Do you like cheese?
B: No, I don‛t.
Language Focus
8 Look at the pictures of Kevin and Susan.
Complete the two sentences with likes and doesn’t like.
He/She likes rice.
He/She doesn’t like cheese.
Ami - carrots
Tom - eggs
9 Tell the class four things about your partner.
example Sachiko likes rice. She doesn‛t like tea.
He chicken.
She milk.
26 Lesson 5
Lesson 5

23
Listening
10a
Direct attention to the pictures in activity 10. Point out
the boxes.
Point out the examples, and show how learners should
put a tick or cross next to the items.
Track 16 Play the first exchange. Pause and check
understanding.
10a answers
a) Giles likes chicken, but he doesn’t like tomato juice.
b) Emma doesn’t like cereal, but she likes coffee.
c) John likes potatoes and carrots.
d) Robert likes spaghetti, but he doesn’t like rice.
e) Lucy doesn’t like wine, and she doesn’t like beer.
f) Amanda likes eggs and cheese.
10b
Track 16 Feedback in pairs and then as a class.
11
Use the answers from activity 10 for open pair practice
of yes/no questions and answers.
Interact
12a
Learners think of and write the name of one person in
their family, then think of and write three things that
person likes and three things they dislike.
Demonstrate on the board with a person in your family.
You may like to extend topics beyond food and drink.
For example:
Father: likes – golf, wine, films; doesn’t like...
Allow learners time to think and write. Monitor and assist
as necessary.
12b
Demonstrate the activity with a confident learner. Use
a couple of items from your list to ask them about the
person they wrote down. Have them use a couple of
items from their list to ask you about the person you
wrote down.
In pairs, learners ask about each other’s family members.
Monitor. Note good use of vocabulary and language, and
any mistakes.
12c
Feedback. Learners tell the class about their partner.
Interact
12a Think of one person in your family.
Write three things he/she likes and three things
he/she doesn’t like in the box on the right.
b Work with a partner.
Ask your partner yes/no questions about his/her family.
example A: Does your father like potatoes?
B: Yes, he does.
c Tell the class about your partner’s answers.
example Dave‛s father likes potatoes and carrots.
He doesn‛t like beer.
Listening
10a Track 16 Listen. Put a circle ( ) for‘likes’or a cross ( ) for‘doesn’t like’in the box for each picture.
b Check your answers with a partner.
example Giles likes chicken. He doesn‛t like tomato juice.
11Ask and answer yes/no questions about the people in activity 10.
example Does Giles like chicken?
f Amanda
e Lucy
d Robert
a Giles
b Emma
c John
27
Lesson 5
Lesson 5

24
Which Do You Like?
In this lesson - Talk about yourself
Core activities - 1, 4-6
Skills - Extended speaking and listening
Introduction
1a
Go through the words with learners and check
understanding. Learners write ’n’(noun) or ’v’(verb) next
to the words. Monitor and assist as necessary.
Feedback in pairs, then as a class.
1a answers
John - n
dogs - n
pizza - n
yoga - n
play(s) - v
like(s) - v
Lisa - n
does - v
baseball - n
music - n
hate(s) - v
homework - n
1b
Read the sentence with learners.
’John plays baseball.’
Change one word with a word from activity 1a to make
a new sentence. Write the new sentence on the board.
Example:
Dogs play baseball.
Explain to learners that they should change one or two
words from the new sentence to make another sentence.
Example:
Dogs like baseball.
In pairs, learners continue making new sentences until
they use all the words or no longer can make correct
sentences. Monitor and assist as necessary.
Feedback. Learners compare their answers with the class.
Highlight good use of vocabulary and language. Elicit
correction of errors/mistakes.
1b suggested sentences:
Dogs like music.
Dogs like pizza.
Lisa likes pizza.
Lisa hates pizza.
Lisa hates yoga.
Lisa does yoga.
Lisa does homework.
Sounding Natural
2a-g
In pairs, learners match the words with the stress patterns.
2a-g answers
a) great O
b) engineer ooO
c) expensive oOo
d) between oO
e) pork O
f) baseball Oo
g) bicycle Ooo
6 Which Do You Like?
UNIT
2
28
6Which Do You Like?
1 a Read the words below. Write n (=noun) or v (=verb) next to the words.
Sounding Natural
2 Work with a partner. Match the words in the box with the stress patterns below.
3 a Track 17 Listen and check your answers.
b Track 17 Listen again and practise the pronunciation.
baseball bicycle expensive pork
between engineer great
a great
b
c
d
e
f
g
b Read the sentence below.
Work with a partner.
Change words in the sentence above with words from activity 1a to make new sentences.
How many new sentences can you make?
c Tell the class your sentences.
John plays baseball.
noun verb noun
UNIT
2
Introduction
John n dogs pizza yoga
play(s) like(s) Lisa does
baseball music hate(s) homework
Lesson 6
Lesson 6

25
3a
Track 17 Learners listen and check answers.
a) great
b) engineer
c) expensive
d) between
e) pork
f) baseball
g) bicycle
3b
Track 17 Play CD again. Pause after each word. Drill
Listening
Pre-listening activity. Focus attention on the picture of
Wendy on page 29. Read through the table with learners.
In pairs, learners guess if the information is true or false.
Feedback. Pairs tell the class their guesses. Write the
guesses on the board.
Teaching tip – Speculation
Encourage learners to speculate and make guesses
before a reading or listening task. This activates their
existing knowledge and gets them in the right frame of
mind for the task. It also adds interest to the task because
learners listen or read to see if they were right in what
they guessed.
4a
Track 18 Play CD. Indicate that learners should write
’T’(true) or ’F’(false) next to the information. Play CD
again if necessary.
Feedback in pairs, and then as a class. Check which pair
had the most correct guesses.
4a answers
T, F, T, T, T, F, T, T, F, T, F, T, F, T, T
Hi, my name’s Wendy Thomas and I’m from Australia.
My birthday is on the eighth of May and I’m thirty-eight
years old. I have one daughter. Her name’s Mona. I live in
Auckland, New Zealand. I have a small house. I’m a teacher
and I work in a high school in Auckland. I have an old car
and I drive to work every day. I really like spaghetti. I drink
five cups of coffee every day because I love it, so I sometimes
can’t sleep at night! I love going to the cinema and watching
films, and I go swimming with my daughter every weekend.
4b
Track 18 Learners listen again and write true
sentences to correct the false information. Go through
the example and check understanding.
4b answers
Her family name is Thomas.
She has one daughter.
She’s a teacher.
She has an old car.
She drinks coffee.
29
Listening
4 a Track 18 Listen to Wendy.
Write T (True) or F (False) next to the information.
b Track 18 Listen again. Correct the false information. Write true sentences in the table above.
In this lesson: Talk about yourself
Skills: Extended speaking and listening
first name Wendy T
family name Lewis F Her family name is Thomas.
country Australia
birthday 8th May
age 38
family one son
live Auckland,
New Zealand
house small house
job doctor
workplace high school
transport bicycle
food spaghetti
drink tea
hobbies cinema
sports swimming
Lesson 6
Lesson 6

26
Reading
5a
Pairwork. Learner A reads the text for 5a. Learner B reads
the text for 5c. Monitor and assist with vocabulary.
5b
Learner B answers Learners A’s questions about Murat.
Allow Learner A time to think and make questions.
Monitor and assist as necessary. Monitor learners’use of
vocabulary and language. Make notes on good use of
vocabulary and language, and any mistakes.
5c
Learner A answers Learners B’s questions about Nadine.
Allow Learner B time to think and make questions.
Monitor and assist as necessary. Monitor learners’use of
vocabulary and language. Make notes on good use of
Teaching tip – Monitoring and error correction
When learners do speaking activities, it’s a good idea
to take some notes of how they use the language. This
includes correct as well as incorrect use.
After the activity, write on the board an incorrect and
a correct sentence you heard. Then discuss which one
is correct and which one is incorrect, as well as how to
correct the mistake.
Never pick out one learner who made a mistake. Always
correct as a class. 30
Reading
Student A, go to read the text below.
Student B, read the text for 5c.
b Answer Student A’s questions about Murat.
example A: What‛s Murat‛s family name?
B: It‛s Pasa.
A: How do you spell ‘Pasa‛?
B: P-A-S-A.
My name is Murat Pasa. I’m 28. My
birthday is on the rst of July. I’m
from Turkey, and I live in Istanbul. I
have two brothers, but I don’t have
any sisters. My family has a shoe
shop, and I’m a shop assistant. My
favourite food is lamb kebabs. I like
listening to music.
My name is Nadine Bauer. I’m from
Germany, and I’m 18 years old. My
birthday is on the 21st of December.
I live in Berlin with my family - my
mother, father, sister and brother.
I’m a student, and I go to school by
bus. I love German food and Italian
food. I like dancing.
c Ask Student A questions about Nadine.
Complete the table below.
first name Nadine
family name
age
birthday
country
family
live
job
food
Lesson 6
Lesson 6
Memo

27
Interact
6a
Focus attention on the table. Learners write some notes
about themselves in the table. Demonstrate the activity
by writing some notes about yourself on the board.
6b
In pairs, learners ask and answer questions to complete
the table. Go through the example and check
understanding. Monitor learners’use of vocabulary and
language. Make notes on good use of vocabulary and
6c
Learners tell the class about their partner's answers. Go
through the example and check understanding.
31
Interact
6 a Write about yourself in the table below.
b Work with a partner. Ask and answer questions to complete the table.
example A: What‛s your family name?
B: It‛s Jones.
A: How do you spell ‘Jones‛?
B: J-O-N-E-S.
example A: What‛s his family name?
B: It‛s Jones.
you your partner
first name
family name
age
birthday
country
family
live
job
Lesson 6
Lesson 6
Memo

28
I Love Cooking
In this lesson - Ask your partner about likes and dislikes
Core activities –1-6, 8
Grammar - like and dislike + -ing
Examples:
I like playing chess.
He can’t stand shopping.
Learners are probably familiar with like and don’t like
at this level. Following these items with verbs in the –ing
form is less likely to be familiar.
Warmer
• On the board write a list of four family members (e.g.
brother, mother) and, in random order, your family
members’hobbies/interests.
• Ask learners to suggest which family member does
which hobby.
• Learners work in pairs. Learners make lists of their family
members and also their family members’hobbies.
• Learners then try to match the family members with the
hobbies.
Introduction
1
Learners match the pictures of free time activities to the
words. They write the letters in the spaces in the pictures.
Drill and board any unfamiliar items.
1 answers
b, a, g, d, c, f, e, j, i, h
2a
Learners work in pairs.
Learners match the adjectives with their opposites.
Go through an example and check learners understand
the activity. Feedback as a class.
Drill and board any unfamiliar items.
2a answers
dangerous – safe
expensive - cheap
fun/interesting/exciting – boring
stressful – relaxing
2b
In pairs, learners look again at the adjectives in activity
2a and decide together whether the words have positive
or negative meanings.
2b answers
positive - safe, cheap, fun/interesting/exciting, relaxing
negative - dangerous, expensive, boring, stressful
3
In pairs, learners use the adjectives in activity 2 to talk
about the pictures in activity 1.
Model the activity first by talking about one or two of the
activities yourself, first.
the activity.
Monitor learners’use of vocabulary and language.
Feedback – learners tell the class about their partner's
answers.
7 I Love Cooking
UNIT
3
dangerous boring
expensive safe
fun/interesting/exciting relaxing
stressful cheap
34
7I Love Cooking
Introduction
1 Match the pictures with the hobbies in the box.
3 Which words in activity 2 do you think describe the pictures in activity 1?
Tell your partner.
example A: I don‛t like collecting stamps. I think it‛s boring.
B: I don‛t think it‛s boring. I think it‛s interesting.
a rock climbing
b sailing
c hiking
d cooking
e collecting stamps
f birdwatching
g gardening
h skydiving
i playing football
j playing chess
b Work with a partner. Which words in activity 2a are positive? Which are negative?
a
2 a Work with a partner. Match the words on the left with their opposites on the right.
UNIT
3
Introduction
Lesson 7
Lesson 7

29
Listening
4a+b
Track 19 Go over questions a and b. Check
understanding, especially ’weekend’(What do we call
Saturday and Sunday in English?).
Learners listen and tick the pictures in activity 1 that
John talks about.
They also listen for what he likes doing at the weekend.
4a+b answers
a)
playing football
hiking
rock climbing
sailing
collecting stamps
birdwatching
gardening
cooking
b)
playing football
cooking
I have a lot of hobbies. I love playing football, so at
weekends I play with my friends in the park. I don’t mind
hiking, but I don’t like rock climbing, because it’s dangerous.
I don’t mind sailing, it’s exciting but it’s expensive! I hate
boring hobbies like collecting stamps, birdwatching,
or gardening. I like cooking at weekends, so I usually invite
my friends over for dinner. You should come over next
weekend. I’ll cook you my famous lasagne!
5a
Track 19 Draw attention to the table. Ask learners
to listen and write the activities John talks about in the
correct places in the table.
the activity.
5b
Track 19 Ask learners to listen for the four adjectives
from activity 2 which John uses, and write them in the
second row of the table.
5b answers
love - playing football
like - cooking
don’t mind - hiking, sailing, exciting, expensive
don’t like - rock climbing, dangerous
hate - collecting stamps, birdwatching, gardening, boring
35
In this lesson: Ask about likes and dislikes
Grammar: like and dislike + ing
Listening
4 Track 19 Listen to John talking about hobbies.
a Tick ( ) the hobbies in activity 1 that he mentions.
b What does John like doing at weekends?
5 Track 19 Listen again and answer the questions below.
a How does John feel about the hobbies?
Write them in the table below.
b What four words from activity 2 does John use to describe the hobbies?
Write them in the correct column of the table.
love like don’t mind don’t like hate
playing football
dangerous
Lesson 7
Lesson 7

30
Language Focus
Go over explanation and examples with learners.
Highlight the fact that we follow these items with either
a noun or the –ing form of the verb.
Extension
Practise the different ways to express likes and dislikes by
suggesting different activities and encouraging learners
to describe their attitudes towards them using the target
language.
Example:
Teacher - gardening
Learner - I don’t mind gardening.
Practice
6a-h
Learners underline the correct word to complete the
sentences.
This activity practises meaning rather than form. Go
through an example and check learners understand the
activity.
6a-h answers
a) I love / hate swimming. It’s very healthy.
b) I don’t mind / dislike cooking. It’s relaxing.
c) I like / hate skiing. It’s too dangerous.
d) I love / don’t like watching baseball. It’s really boring.
e) I love reading. It’s relaxing / boring.
f) I like playing golf. It’s very interesting / dangerous.
g) I hate riding roller coasters. They’re relaxing / scary.
h) I like going to discos. They’re fun / boring.
Practice
6 Underline the correct words to complete the sentences.
a I love / hate swimming. It’s very healthy.
b I don’t mind / dislike cooking. It’s relaxing.
c I like / hate skiing. It’s too dangerous.
d I love / don’t like watching baseball. It’s really boring.
e I love reading. It’s relaxing / boring.
f I like playing golf. It’s very interesting / dangerous.
g I hate riding roller coasters. They’re relaxing / scary.
h I like going to discos. They’re fun / boring.
We can use the –ing form of the verb as a kind of noun (some grammar books call this the gerund).
I like mountain climbing.
I hate collecting stamps.
I love shopping.
I don’t like getting up early.
expressing likes and dislikes
Use verb + -ing after love, like, don’t mind, don’t like and hate.
I
You
We
They
love
like
don’t mind
don’t like
can’t stand
hate
+ -ing form
of the verb
He
She
John
loves
likes
doesn’t mind
doesn’t like
can’t stand
hates
+ -ing form
of the verb
Language Focus
36 Lesson 7
Lesson 7
Memo

31
Sounding Natural
7a
Track 20 Learners write the words in the correct
columns of the table according to their stress patterns.
7a (a-c) answers
a) Ooo - birdwatching, gardening, skydiving
b) OoOo - mountain climbing, playing football
c) Oo - hiking, sailing, cooking
7b
Track 20 Learners listen again and check their
answers to activity 7a.
Play the recording again. Learners listen and practise the
pronunciation of the words.
Drill as necessary.
a) birdwatching, skydiving, gardening
b) mountain climbing, playing football
c) hiking, sailing, cooking
Interact
8a
Go over the table and check meaning of headings.
Demonstrate the activity by writing brief notes for
yourself on the board.
Learners work independently to complete the section of
the table marked ’you’by writing one activity in each of
the boxes.
Allow learners time to think and make notes. Monitor and
assist as necessary.
8b
In pairs, learners ask and answer the questions about
their likes and dislikes and complete the section of the
table marked ’your partner’.
the activity.
Monitor learners’use of vocabulary and language. Make
notes on good use of vocabulary and language, and any
mistakes.
8c
Learners tell the class about their partner’s answers.
Sounding Natural
7 a Track 20 Listen and write the words below in the correct column.
Interact
8 a What do you like doing? What don’t you like doing? Write one thing in each box.
b Track 20 Listen again and copy the pronunciation.
hiking sailing mountain climbing cooking
birdwatching gardening skydiving playing football
at home with friends at weekends for exercise
you
like watching lms
don’t like
your
partner
likes
doesn’t
like
b Work with a partner. Ask and answer questions about what you like and don’t like doing.
Make notes about your partner in the table above.
example Do you like watching lms at home?
Yes, I love it. It‛s relaxing.
example Nobuyuki loves watching lms at home because it‛s relaxing.
a b c
birdwatching
37
Lesson 7
Lesson 7

32
I Don’t Work in an Office
In this lesson - Talk about your job
Grammar - Present simple negative statements
Examples:
I don’t work in a bank.
She doesn’t like her computer.
Introduction
1a-e
Read through the jobs in the box with learners (you may
want to drill ’receptionist’).
Track 21 Learners listen to the CD and write the
people’s jobs under their names.
a) Hello. My name’s Tom. I’m a teacher. I work in a school.
b) Hi. I’m Martin. I’m a cook. I work in a hotel.
c) Hello. My name’s Tracey. I’m a receptionist. I work in an
office.
d) Good afternoon. My name’s Kim. I’m a doctor. I work in
a hospital.
e) Hi. I’m Michael. I’m a waiter. I work in a restaurant.
1a-e answers
a) Tom - teacher, b) Martin - cook, c) Tracey - receptionist,
d) Kim - doctor, e) Michael - waiter
2
Track 21 Run through the pictures with learners.
Elicit where Tom in activity 1 works (school).
Indicate to learners they’re going to listen again
and write the names of the other people under the
workplaces. Play CD again if necessary.
2 answers
Clockwise from top left: hotel - Martin, office - Tracey,
school - Tom, hospital - Kim, restaurant - Michael
3
In pairs, learners ask and answer questions about
the people in activity 1. Demonstrate the activity by
modeling with a confident learner. Monitor learners’use
of vocabulary and language.
8I Don’t Work in an Office
UNIT
3
38
8I Don’t Work in an Ofce
Introduction
1 Track 21 Listen to the people.
What do they do?
Write the jobs under the names.
2 Track 21 Listen again. Where do they work? Write the names on the pictures.
receptionist
doctor
teacher
waiter
cook
a Tom
teacher
d Kim
b Martin c Tracey e Michael
3 Work with a partner. Ask and answer questions about the people in activity 1.
example A: What does Tom do?
B: He‛s a teacher.
A: Where does he work?
B: He works in a school.
hotel office school
Tom
hospital restaurant
UNIT
3
Introduction
Lesson 8
Lesson 8

33
Reading
4
Focus attention on the pictures of the three people. Ask
learners to guess what their jobs are.
In pairs, learners read through the interviews and match
them with pictures.
Feedback. Did learners guess correctly?
Round off the activity by asking and answering questions
about the people (use same questions as activity 3).
mistakes.
39
In this lesson: Talk about your job
Grammar: Present simple negative statements
Reading
4 Read about the people talking about their jobs.
Write the letters in the boxes on the pictures.
Interviewer: What do you do?
Joan: I’m a taxi driver. I don’t work in an ofce.
I drive my car.
Interviewer: Do you like your job?
Joan: Yes, I do. I love driving.
Emma: I’m a secretary. I write letters and answer
the telephone.
Interviewer: Where do you work?
Emma: I don’t work in an ofce. I work in a school.
Interviewer: Is it interesting?
Emma: No, I think it’s boring. I don’t like my job.
Akiko: I’m a waitress. I serve customers in a café.
I don’t cook the food.
Interviewer: Do you like your job?
Akiko: Yes, I do. The customers are interesting.
a
b
c
Reading
Lesson 8
Lesson 8
Memo

34
Language Focus
Go over the examples of the present simple negative
statements. Highlight the use of ’doesn’t’in the third
person.
Practice
5
Read the first sentence with learners (She works in
a hotel). Ask learners if this is true or false (false). Draw
attention to the correct sentences under it (She doesn’t
work in a hotel. She works in a café). Go through the
other examples and check understanding. Learners work
in pairs to correct the other sentences for the people in
activity 4. Monitor and assist as necessary.
5 answers
Waitress
a) She doesn’t work in a hotel. She works in a café.
b) She doesn’t cook the food. She serves customers.
c) She doesn’t hate her job. She likes her job.
Secretary
a) She doesn’t work in an office. She works in a school.
b) She doesn’t teach children. She writes letters and answers
the telephone.
c) She doesn’t like her job. She thinks it’s boring.
Taxi driver
a) She doesn’t work in a factory. She drives her car.
b) She doesn’t drive a bus. She drives a taxi.
c) She doesn’t hate driving. She loves driving.
Practice
5 Read the information in activity 4 and correct the sentences below.
Waitress
a She works in a hotel.
She doesn‛t work in a hotel. She works in a café.
b She cooks the food.
c She hates her job.
I
You
We
They
don’t work in an office.
don’t = do not
doesn’t = does not
Secretary
a She works in an office.
b She teaches children.
She doesn‛t teach children. She writes letters and answers the telephone.
c She likes her job.
Taxi driver
a She works in a factory.
b She drives a bus.
c She hates driving.
She doesn‛t hate driving. She loves driving.
He
She
doesn’t like
his
her
job.
Language Focus
40 Lesson 8
Lesson 8
Memo

35
Sounding Natural
6a-j
Track 22 Play the CD. Learners listen and read the
sentences. Draw attention to the contrastive stress.
Model and drill.
a) She doesn’t work in a hotel. She works in a café.
b) She doesn’t like beer. She likes wine.
c) He doesn’t have a brother. He has a sister.
d) He isn’t a teacher. He’s a doctor.
e) They don’t live in London. They live in Manchester.
f) We aren’t from England. We’re from Scotland.
g) He doesn’t make breakfast. He makes dinner.
h) She isn’t a good swimmer. She’s a good dancer.
i) They don’t eat meat. They only eat fish.
j) I’m not angry. I’m hungry!
Track 22 Play the CD again, pausing after each
sentence for learners to repeat. Model again and drill if
necessary.
Extension
Books closed. Read out a random sentence from activity 6.
Elicit the corrections from learners. Remind learners to use
the correct pronunciation.
For example:
Teacher - ’She works in a hotel.’
Learners - ’She doesn’t work in a hotel. She works in a café.’
Alternatively you can make it a team competition. Award
a point to the first team to say the correct sentence.
Interact
Books closed. Divide the class into two teams.
Ask learners questions about the people in activity 4.
Award a point to the first team to answer correctly.
The team with the most points is the winner.
Example:
’What does Joan do?’
’Does Akiko like her job?’
7a
Ask learners to think about their jobs or what they do
every day. Go through the example with learners and
check understanding. Allow learners time to think and
make notes. Monitor and assist as necessary.
7b
In pairs, learners ask and answer questions from the table
in activity 7a. Go through example with learners and
check understanding. Demonstrate the activity with
a confident learner. Monitor learners’use of vocabulary
and language. Make notes on good use of vocabulary
and language, and any mistakes.
7c
Learners tell the class about their partner's answers.
Interact
7 a Think about your job or what you do every day.
Make notes in the table.
Sounding Natural
6 Track 22 Listen and read the sentences.
a She doesn’t work in a hotel. She works in a café.
b She doesn’t like beer. She likes wine.
c He doesn’t have a brother. He has a sister.
d He isn’t a teacher. He’s a doctor.
e They don’t live in London.They live in Manchester.
f We aren’t from England.We’re from Scotland.
g He doesn’t make breakfast. He makes dinner.
h She isn’t a good swimmer. She’s a good dancer.
i They don’t eat meat.They only eat fish.
j I’m not angry. I’m hungry!
b Work with a partner. Ask and answer questions. Write the information in the table above.
example A: What‛s your job?
B: I‛m a teacher.
A: What do you do?
B: I teach French, but I don‛t teach children.
questions example you your partner
What is your job? Teacher
What do you do? I teach French.
What don’t you do?
I don‛t teach
children.
Where do you work?
I work in a
college.
What do you like? /
What don’t you like?
I really like my
job.
example Ben‛s a teacher. He teaches French, but he doesn‛t teach children.
Track 22 Listen again and copy the pronunciation.
41
Lesson 8
Lesson 8

36
Could I Have a Cup of Tea?
In this lesson - Ask for things in a café or bar
Function - Ordering food and drink
Introduction
1
page 42. Pick out one or two pictures and elicit the item
names. Draw attention to the example, and show how
learners can find the names in the box at the side of the
activity.
necessary.
Feedback. Teach, model and drill any problematic items.
Write on the board.
1 answers
(Clockwise from top left):
a cup of tea, a cup of hot chocolate, a salad, a glass of milk,
a hamburger, a cheese sandwich
2
Direct attention to the pictures at the bottom of page 42.
Elicit what the situations are (customers ordering food or
drink in restaurants or cafés).
Listening
3
Track 23 Track 24 Learners listen and note
what items from activity 1 the customers order.
Feedback in pairs, then as a class, after each conversation.
3 answers
Conversation one - a (cup of) tea, a (cup of) coffee
Conversation two - two salads, a hamburger, a glass of milk
Conversation one
Customer 1 Could I have a cup of tea, please?
Customer 2 And I’d like a cup of coffee.
Waitress So, that’s one tea and one coffee.
Conversation two
Customer 3
Could I have a hamburger and a salad, please?
Customer 4 I’d like a glass of milk and a salad.
Waiter
So that’s one hamburger, one salad and a
glass of milk.
Customer 4 Sorry, we’d like two salads!
Waiter
Oh! Yes, sorry. Two salads, a hamburger and a
glass of milk.
9 Could I Have a Cup of Tea?
UNIT
3
42
9Could I Have a Cup of Tea?
2 Look at the pictures. Where are the people?
Introduction
1 What food and drink is in the pictures? Write the names under the pictures
a cup of tea
a hamburger
a glass of milk
a salad
a cheese
sandwich
a cup of hot
chocolate
a cup of tea
Listening
3 Track 23 Track 24 Listen to the conversations. What do the people order?
Conversation one Conversation two
1 2
UNIT
3
Introduction
Lesson 9
Lesson 9

37
4
Track 23 Learners listen to conversation one again,
read the text, and fill in the missing words.
4 answers
5
Go over the instructions and example and check
understanding. Show learners how they can find the
missing words from the text in the box in activity 4.
In pairs, learners read the text of conversation 2 and
complete it with words from the box.
6
Track 24 Learners listen and check their answers.
6 answers
Language Focus
7
In pairs, learners connect the phrases on the left and
right of the box to make requests.
Feedback
7 answers
Could I have... a cup of coffee, please? / a cheese sandwich,
I’d like... a cup of tea, please. / a glass of milk, please.
Speaking
8
Model and drill a response to requests (’Certainly’). Use
the items in activity 1 to model and drill requests and
responses, chorally and in open pairs.
In closed pairs. Learners practise ordering items from
activity 1.
Note – Drilling is important here, because the main
difference between requests beginning ’Could I... ’ and ’I’d
like... is in the intonation, indicated by question marks when
written.
43
In this lesson: Ask for things in a café or bar
Function: Ordering food and drink
4 Track 23 Listen to conversation one again. Write the missing words.
Customer 1 Could a cup of tea, please?
Customer 2 And a cup of coffee.
Waitress So, that’s one tea and one coffee.
5 Work with a partner. Write the missing words from conversation two.
Customer 3 Could I a hamburger and a salad, please?
Customer 4 I’d a glass of milk and a salad.
Waiter So, that’s one hamburger, one salad and a glass of milk.
Customer 4 Sorry, we’d two salads!
Waiter Oh! Yes, sorry. Two salads, a hamburger and a glass of milk.
6 Track 24 Listen and check your answers.
Language Focus
7 Match the phrases from column A with the phrases from column B.
A B
Could I have
a cup of tea, please.
a cup of coffee, please?
I’d like
a cheese sandwich, please?
a glass of milk, please.
Speaking
8 Work with a partner. Practise asking for food.
Answer with‘Yes, of course.’’Here you are.’and‘Certainly.’
example A: Could I have a salad, please?
B: Certainly.
I could have like I’d
Lesson 9
Lesson 9

38
Vocabulary
9
Direct attention to the pictures of currency on page
44. Pick out one currency and elicit what it is from the
learners. Point out the example, and show how learners
can find the names of the currencies in the box at the top
left of the activity.
necessary.
Feedback. Teach, model and drill any problematic items.
9 answers
Clockwise from top right:
won, euro, dollar, pound, yen
Sounding Natural
10a-e
Track 25 Learners listen and circle the prices they
hear. This activity gives learners practice at distinguishing
word stress between, for example, 15/50.
Model and drill any problematic items.
10a-e answers
a)
- That’s fifty pounds ninety-nine, please.
- Here you are.
- Thank you.
b)
- That’s nine dollars ninety, please.
- Here you are.
- Thank you.
c)
- That’s three hundred and fifty yen, please.
- Here you are.
- Thank you.
d)
- That’s fourteen pounds, please.
- Here you are.
- Thank you.
e)
- That’s ten dollars thirty, please.
- Here you are.
- Thank you.
11
Feedback as a class, and then in pairs, learners take turns
saying the prices in activity 10. Classmates point to the
correct column.
Sounding Natural
10 Track 25 Listen and underline the prices you hear.
Vocabulary
9 Write the names of the money under the pictures.
yen
won
euro
dollar
pound
won
a £15.99 £50.99
b $9.19 $9.90
c ¥350 ¥315
d £14.00 £40.00
e $10.30 $10.13
11Practise saying the prices with a partner.
44 Lesson 9
Lesson 9

39
Practice
Direct attention to the pictures on page 45. Elicit what
the places are.
Answers
Left to right:
café, train station, newsagent
Elicit the kind of things people ask for in these places.
Write on the board in three columns (you will use these in
activity 13)
Suggested answers
(accept any reasonable ideas):
café – a coffee, a cappuccino, a sandwich
train station – a train ticket (elicit ’return’ and ’single’)
newsagent – a newspaper, magazines, cigarettes,
chocolate, a lighter
12
In pairs, learners read the dialogues and match them to
the pictures.
Monitor and assist as necessary, but show learners they
don’t have to understand every word to complete the
task.
Feedback as a class. Highlight and elicit/teach the
meaning of ’change’in the dialogues.
Interact
14a Work with a partner. Choose a situation below and do a role-play.
Student A, you are the customer. Think about what you want.
Student B, you are the worker. Help the customer.
Practice
12Match the conversations with the pictures.
13Work with a partner. Practise the conversations.
a
A: Could I have a return
ticket for London,
please?
B: That’s £45.
A: Here you are.
B: Here’s £5 change.
A: Thanks.
b
A: I’d like three magazines
and a lighter, please.
B: That’s £2.50, please.
A: Here you are.
B: Thanks. Here’s your
change.
A: Thank you.
c
A: I’d like two cappuccinos
and a latte, please.
B: That’s $15.80, please.
A: Here’s $20.
B: Thank you. That’s $4.20
change.
A: Thanks.
in a café
tea £2
coffee £3
hot chocolate £3
sandwiches £4
cake £4
b Changes roles and repeat.
c Act out your conversation for the class. Can they guess where you are?
example A: I‛d like a coffee and a hot chocolate, please.
B: That‛s £6.
in a restaurant
steak £20
cola £2.20
chips £5
salad £13
chicken £14.50
45
Lesson 9
Lesson 9
12 answers
(pictures, from the left): c, a, b
13
In pairs, learners practise the conversations from activity
12. Encourage learners to look away from the text, and
at partners when speaking. Encourage learners to ask
for other items possible in the situations (they can select
items from the lists you earlier wrote on the board).
Interact
14a
Go over instructions with learners and check
understanding.
Elicit other language used in these situations. Drill briefly
and write on the board.
Suggestions:
’Good morning, sir/madam...’ ’How can I help you?’
’Anything else?’ ’No, that’s all, thank you.’
Learners do role-play. Monitor. Note good use of
Feedback. Ask the waiters what the customer ordered.
Ask the customers how much they paid.
14b
Learners change roles and do the role-play again.
Monitor and feedback as before.
14c
If possible, ask confident learners to perform their
exchange in front of the class. Other learners say what the
situation is.

40
She’s Got Short, Brown Hair
In this lesson - Describe a friend
Core activities - 1-4, 8, 9
Grammar - he/she has got
he/she hasn’t got
Example:
Have you got blue eyes?
No, I haven’t.
Has she got curly hair?
Yes, she has.
Introduction
1
Direct attention to the pictures of people on page 48.
Pick out one or two pictures and elicit the words. Draw
attention to the example, and show how learners can find
the words in the box. Learners write the words under the
pictures. Monitor and assist as necessary.
1 answers
Left to right, top to bottom:
dyed hair, tall, attractive, short
blonde, curly hair, good-looking, long hair
slim, round face, overweight
Note - You may want to point out that we often use ’slim’
instead of skinny/thin, and ’overweight’ instead of fat. Also,
we tend to use ’good-looking’ for men and ’attractive’ for
women.
2a-d
In pairs, learners match the words with their opposites in
activity 1.
2a-d answers
a) slim
b) long hair
c) short
d) curly hair
10 She’s Got Short, Brown Hair
UNIT
4
48
10She’s Got Short, Brown Hair
Introduction
1 Write the words under the matching pictures.
2 Write the opposites of these words:
a overweight slim
b short hair
c tall
d straight hair
blonde curly hair dyed hair overweight
good-looking long hair attractive round face
short tall slim
blonde
UNIT
4
Introduction
Lesson 10
Lesson 10

41
Reading
3
Explain to learners that they should read and match the
descriptions with the pictures. Monitor and assist with
any difficult vocabulary. Model and drill any problematic
words.
3 answers
Left to right:
Joanne, Gordon, Dan, Fiona, Jerome
4
In pairs, learner A uses the prompts from column A to ask
about the people activity 3. Learner B uses the prompts
in column B to do the same. Point out that prompts
a — e are for yes/no questions and prompts f — i are
for who questions. Write an example of each on the
board and check understanding. Monitor and assist as
necessary. Make notes on good use of vocabulary and
49
A B
a Fiona / overweight?
b Joanne / attractive?
c Jerome / good-looking?
d Dan / old?
e Fiona / short?
f Who / overweight?
g Who / slim?
h Who / young?
i Who / good-looking?
a Gordon / tall?
b Jerome / short?
c Gordon / old?
d Dan / tall?
e Joanne / young?
f Who / old?
g Who / young?
h Who / tall?
i Who / short?
In this lesson: Describe a friend
Grammar: He/she has got
He/she hasn’t got
Reading
3 Match the descriptions with the people in the pictures.
4 Work with a partner. Use the prompts below to ask about the people in activity 3.
Gordon’s very
short and thin.
He’s quite
young.
Dan’s about
35 years old.
He’s tall and
overweight.
Jerome’s tall,
and he’s very
good–looking.
Fiona’s very
tall and slim.
She’s attractive.
example A: Is Fiona overweight?
B: No, she isn‛t.
A: Who‛s short?
B: Gordon is.
Joanne’s about
60 years old.
She’s very
attractive.
Reading
Lesson 10
Lesson 10
Memo

42
Language Focus
Go over the example questions and sentences with
learners. Highlight the contracted forms at the bottom of
the page.
Practice
5a-g
Read the example sentence (a) with learners. Direct
their attention to the matching pictures (1 and 3). The
sentences can describe more than one picture. Allow
learners time to read and match the other pictures.
5a-g answers
a) 1, 3
b) 2
c) 1
d) 4, 5
e) 4
f) 1
g) 3
6a
In pairs, learners choose a picture. Their partner asks
yes/no questions to find out who they chose. Go over
the example and demonstrate with a confident learner.
mistakes.
6b
Learners change roles.
Practice
5 Read the descriptions below.Write the number of
the pictures you think they match.
a He’s got blue eyes. 1, 3
b She’s got long, dyed hair.
c He’s got a round face.
d She’s got brown eyes.
e She’s got short hair.
f He’s got curly, blonde hair.
g He’s got short, black hair.
have/has got + noun be + adjective
Have you got blue eyes?
No, I haven’t.
Has she got curly hair?
Yes, she has.
Are you overweight?
No, I’m not.
Is she attractive?
Yes, she is.
I’ve got black eyes.
She’s got blonde hair.
I’m short.
She’s tall.
I haven’t got straight hair.
He hasn’t got short hair.
I’m not slim.
He isn’t good–looking.
I’ve got = I have got she’s got = she has got I’m = I am he’s = he is
1
3
5
2
4
Student A, choose a person from activity 5.
Student B, ask yes/no questions to find out who Student A chose.
example A: Has your person got brown hair?
B: Yes, he has.
A: Has he got big ears?
b Change roles.
Language Focus
50 Lesson 10
Lesson 10

43
Sounding Natural
7a
Read through the words in columns A with learners.
Go through the example and highlight that the sounds
match. Do one more example with learners and check
understanding. In pairs, learners match the rest of the
words from column A with the words in column B.
red, said
laugh, calf
kissed, list
green, clean
foot, put
whose, shoes
money, funny
they, say
rose, knows
boys, noise
7b
Track 26 Learners listen and check answers.
7c
Learners practise the pronunciation.
Interact
8a
Learners choose a person in the class and make notes
to describe them. Allow learners time to think and make
notes. Monitor and assist as necessary.
8b
Learners describe the people they made notes about.
The class tries to guess who the person is.
9a
In pairs, learners describe a friend to their partner.
Learner A thinks of a friend and describes them to their
partner.
Learner B listens and makes notes. Encourage Learner B
to ask follow-up questions to get more information.
Example:
Learner A - My friend Hanna is very attractive. She is tall
and slim.
She has got long hair.
Learner B - Has she got straight hair?
Learner A - Yes, she has.
mistakes.
9b
Change roles.
9c
Learners tell the class about their partner’s friend.
In a private lesson
Think of a friend and briefly describe them to the learner.
Encourage the learner to ask follow-up questions to get
more information. Instead of making notes, get learner
to draw the person you describe. Change roles. Monitor
learner’s use of vocabulary and language.
Feedback. Compare the pictures you drew and highlight
good use of language and elicit corrections of any
problems you noted.
Sounding Natural
7 a Read the words in column A.
Match them with the words in column B with the same sounds.
Interact
8 a Choose a person in your class. Make notes to describe them.
c Practise the pronunciation.
A B
red noise
laugh clean
kissed say
green said
foot funny
whose put
money calf
they knows
rose list
boys shoes
b Describe the person to the class. Can your classmates guess who the person is?
example She‛s got long, black hair.
She‛s tall and slim.
She‛s attractive.
Student A, think of a friend and describe him or her.
Student B, listen and make notes.
b Student B, think of a friend and describe him or her.
Student A, listen and make notes.
c Tell the class about your partner’s friend.
51
Lesson 10
Lesson 10

44
There’s a Key on the Table
In this lesson - Describe your house
Core activities - 3-5, 7a and b
Grammar - there is/there isn’t
there are/there aren’t
Examples:
There’s a table in the living room.
There isn’t a key in the bag.
There are some socks in the drawer.
There aren’t any towels in the bathroom.
For your information:
Be aware that sentences beginning with ’There is/are’do
not follow the ’standard’subject-verb-object pattern that
learners may be taught at their schools. Don’t get into
this – it’s best to just teach it as a ’chunk’of language.
Warmer
• In pairs, learners write down as many items that can be
found in different rooms in a house as they can.
• Give learners one minute to write down items found in
the living room, one minute for the kitchen, one minute
for the bathroom, etc.
• Feedback as a class. Which pair has the most items?
Introduction
1
In pairs, learners match words to pictures.
Draw attention to the example and check learners
understand the activity.
Check pronunciation. Model and drill where necessary.
1 answers
living room, bedroom, kitchen, bathroom, dining room
2a-e
In pairs, learners complete sentences with words from
the box.
Teaching tip – substitution drill
Teacher says a phrase or part phrase. Learners
respond by fitting the phrase into a longer item, using
appropriate intonation.
Teacher - sofa/living room
Learner - There’s a sofa in the living room.
Teacher - cooker/kitchen
Learner - There’s a cooker in the kitchen.
Etc.
2a-e answers
a) There’s a sofa in the living room.
b) There’s a bath in the bathroom.
c) There’s a bed in the bedroom.
d) There’s a cooker in the kitchen.
e) There’s a table in the dining room.
11 There’s a Key on the Table
UNIT
4
52
Complete the sentences.
a There’s a sofa in the living room.
b There’s a in the bathroom.
c There’s a in the bedroom.
d There’s a in the kitchen.
e There’s a in the dining room.
11There’s a Key on the Table
Introduction
1 Write the room names on the pictures below.
bathroom bedroom living room dining room kitchen
living room
bath bed cooker table sofa
UNIT
4
Introduction
Lesson 11
Lesson 11

45
Listening
3a
Elicit the names of the items on page 53.
3a answers
Row by row from left to right:
pyjamas – television – teabags
towels – key – blankets
cutlery/knives and forks – alarm clock – eggs
3b
Read through the situation and instructions in the
Student Book.
Draw attention to the tick by the picture of the key and
check learners understand the activity.
Track 27 Learners listen for and tick the items
mentioned.
Teaching tip – listening for specific information
(listening for keywords)
This is where learners have an idea of the words, or kinds
of words, that they are listening for. We listen like this in
everyday life when we listen for information in airports or
stations. This is the listening skills equivalent of scanning
a text. Asking learners to listen for keywords develops
this skill, and also helps them gain confidence for more
detailed listening tasks.
3b answers
They mention the following items:
towels
key
blankets
alarm clock
eggs
knives and forks
teabags
Jeff
OK, Billy, here’s your room. There’s a key on the table
and there are some blankets in the drawer.
Billy
Thanks, Jeff. Are there any towels?
Jeff
Yes, there are some in the top drawer.
Billy
And is there an alarm clock I can use?
Jeff
There isn’t an alarm clock in here, but I can lend you one.
Billy
What about breakfast?
Jeff
Well, we usually get up around seven, but if you want
to make breakfast, you can. There are some eggs
in the fridge if you want to cook.
Billy
Where are the knives and forks?
Jeff
There are some knives and forks in the top drawer.
Oh, and do you like coffee?
Billy
I prefer tea, actually.
Jeff
Oh, I’m sorry, there aren’t any teabags.
4a-e
Track 27
Learners listen again and complete the sentences using
the words from the box.
If necessary, pause the recording where appropriate to
give learners enough time to write down their answers.
the activity.
4a-e answers
a) There’s a key on the table.
b) There are some blankets in the drawer.
c) There isn’t an alarm clock.
d) There are some knives and forks in the top drawer.
e) There aren’t any teabags.
53
In this lesson: Describe your house
Grammar: There is/there isn’t
There are/there aren’t
Listening
3 a Look at the pictures below. What can you see?
4 Track 27 Listen again. Complete the sentences with the words from the box below.
a There ‘s a key on the table.
b There blankets in the drawer.
c There alarm clock.
d There knives and forks in the top drawer.
e There teabags.
’s a isn’t an are some are some aren’t any
b Billy is staying with his friend, Jeff, for two weeks.
Track 27 Listen to the conversation. Tick ( ) the pictures that you hear.
Lesson 11
Lesson 11

46
Language Focus
Read through the explanation and examples in the
Language Focus box.
- Illustrate further with classroom objects.
- Elicit there is/are sentences from learners using
classroom objects.
Practice
5a-h
In pairs, learners look at the picture and complete the
sentences.
Draw attention to the question marks. Make sure learners
understand that some sentences will be questions. Ask,
’How many questions will you write? Which sentences are
questions?’
5a-h answers
a) Is there a lamp?
b) There is a table.
c) There aren’t any children.
d) There’s a plant.
e) There isn’t a pencil.
f) Are there any books?
g) There are some CDs.
h) There isn’t a cat.
If learners aren’t already using contracted forms (There’s a,
There aren’t, etc.), model and drill.
Practice
5 Look at the picture and complete the sentences.
For a singular (only one) thing, we say:
There’s a key on the table.
There isn’t an alarm clock in your room.
Is there an alarm clock?
For plural (more than one) things, we say:
There are some blankets in the drawer.
There aren’t any teabags.
Are there any towels?
a Is there a lamp?
b table.
c children.
d flowers.
e a sofa.
f books?
g CDs.
h a laptop.
Language Focus
54 Lesson 11
Lesson 11
Memo

47
Sounding Natural
6a
Model the two sounds represented in IPA in the table
(/ɒ/is a short ’o’, as in on, /ɔ / is a long ’o’, as in or.
Track 28 Learners listen and write the words in the
correct columns in the table. Pause the CD after each
word to allow time to write.
6a answers
/ɒ/ socks, box, clock
/ɔ / floor, door, horse
floor
socks
box
door
clock
horse
6b
Learners work in pairs. Learners practise saying the words
in activity 6a.
If you wish, play the recording again or model the words
yourself to help learners with pronunciation.
Interact
7a
the activity.
Learners work independently. They add three items to
the list of household objects.
Learners make notes in the box about the location of the
objects in their homes.
Monitor and assist where necessary.
7b
the activity.
In pairs, learners ask and answer the questions about
each other’s houses.
mistakes.
7c
Feedback. Learners tell the class about their partner's
answers.
Sounding Natural
6 a Track 28 Listen to the words below.
Which words have the / / sound? Which words have the / / sound?
Write the words in the columns.
Interact
7 a Read the words below. Write three more things that people have in their house.
sofa - living room
floor socks box door clock horse
Do you have them in your house? If yes, where are they? Make notes.
b Work with a partner. Ask about your partner’s house.
example A: Is there a clock in your house?
B: Yes, there is a clock in the bedroom.
sofa lamp TV flowers coffee table
example There‛s a clock in Emma‛s bedroom.
/ / / /
floor
ɑ
ɑ c
b Practise saying the words with a partner.
c
55
Lesson 11
Lesson 11

Interact 1 Teacher's book.pdf

Recommended

Recommended

More Related Content

Similar to Interact 1 Teacher's book.pdf

Similar to Interact 1 Teacher's book.pdf (20)

Recently uploaded

Recently uploaded (20)

Interact 1 Teacher's book.pdf