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.
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
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
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
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.
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
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.
a correct sentence you heard. Then discuss which one
is correct and which one is incorrect, as well as how to
correct the mistake.
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
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
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
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
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
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.
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

48
Hobbies
In this lesson - Tell people about your hobby
Core activities - 1, 2, 5-8
Skills - Extended speaking and vocabulary
Warmer
• On the board, write ’I went to the shops and I bought... ’
• Encourage a confident learner to complete the
sentence.
Example:
’I went to the shops and I bought a hat.’
• Now add one item of your own to the sentence: ’I went
to the shops and I bought a hat and a sausage.’
• Encourage the next learner to add one more item, and
so on.
• Add fun by having learners mime out each item on the
list as they say them.
Introduction
1
Direct attention to the pictures on page 56.
As a class, elicit the names of the free-time activities.
Learners match the words to the pictures by writing the
letters in the boxes.
1 answers
cooking, playing football, flower arranging, jogging,
gardening, playing tennis, painting, photography
2a-d
In pairs, learners discuss the questions.
Answer the questions yourself first, with gestures to
convey meaning.
Teaching tip
Your learners may struggle with questions a and b. They
are in the present perfect tense and may prove tricky at
primary level. If you think it will be difficult to convey the
meaning, change these to ’Which hobbies do you do?’
and ’Which hobbies do you not do?’
12 Hobbies
UNIT
4
56
12Hobbies
Introduction
1 Match the hobbies with the pictures below.
2 Work with a partner. Discuss the questions below.
a Which hobbies in activity 1 have you done?
b Which hobbies in activity 1 haven’t you done?
c Which hobbies in activity 1 would you like to do?
d Which hobbies in activity 1 wouldn’t you like to do?
a
a photography
b playing football
c painting
d cooking
e gardening
f flower arranging
g playing tennis
h jogging
UNIT
4
Introduction
Lesson 12
Lesson 12

49
3a-h
Go over the questions and check understanding.
In pairs, learners match the hobbies to the questions.
3a-h answers
a) Which hobbies can you do on your own?
cooking, flower arranging, gardening, painting,
photography, jogging
b) Which hobbies can you do with other people?
cooking, playing football, flower arranging, gardening,
playing tennis, painting, photography, jogging
c) Which hobbies are expensive?
Accept any reasonable answers.
d) Which hobbies are cheap?
e) Which hobbies can you do outdoors?
cooking, playing football, flower arranging, gardening,
playing tennis, painting, photography, jogging
f) Which hobbies can you do indoors?
cooking, playing football, flower arranging, playing
tennis, painting, photography, jogging
g) Which hobbies are easy to do?
h) Which hobbies are difficult to do?
4
57
In this lesson: Tell people about your hobby
Skills: Extended speaking and vocabulary
3 Work with a partner. Answer the questions about the hobbies in activity 1.
a Which hobbies can you do on your own?
b Which hobbies can you do with other people?
c Which hobbies are expensive?
d Which hobbies are cheap?
e Which hobbies can you do outdoors?
f Which hobbies can you do indoors?
g Which hobbies are easy to do?
h Which hobbies are difficult to do?
4 Tell your answers to the class.
Lesson 12
Lesson 12
Memo

50
Reading
5
Draw attention to the information about Jane and her
hobby.
Demonstrate the activity by making notes on the first
couple of questions on the board.
Possible notes
a) Jogging.
b) Because it’s healthy.
c) In the park.
d) By herself.
e) No, it’s cheap.
f) A little difficult.
6
In pairs, learners ask the questions a-f to their partner
and exchange information about the person they read
about.
First demonstrate the activity with a confident learner.
58
Reading
5 Read about Jane’s hobby.
a What is her hobby? jogging
b Why does she enjoy her hobby?
c Where does she do her hobby?
d Who does she do it with?
e Is her hobby expensive?
f Does she think the hobby is easy or difficult?
Answer the questions below.
Lesson 12
My hobby is jogging. It’s a little difcult, but
I enjoy it because it’s healthy. I also like it
because it’s fun and I can spend time outdoors.
I usually do my hobby in the park. I like doing
it there because it’s very quiet. I always go
jogging by myself because it gives me time to
think. Jogging is very cheap. Sometimes I buy
a bottle of water to drink. To do my hobby, I
have to stretch my legs before I start. I then start
jogging slowly. After about ten minutes, I start
running faster. Sometimes I run ve kilometres
in the morning before work. I think jogging is a
great hobby.
Lesson 12
Memo

51
Interact
7
Go through an example and check understanding.
Demonstrate the activity by writing brief notes on your
own hobby, or a free time activity you enjoy, on the
board.
Learners work independently to make notes on their
hobbies or free time activities they enjoy.
as necessary.
Teaching tip – note taking
Encourage learners to keep their notes brief. Tell them
to just write short phrases and key words. This will help
them to speak more rather than just reading straight
from their notes.
8
In pairs, learners tell their partner about their hobbies
and/or free time activities.
Make notes on good use of vocabulary and language,
and any mistakes.
Feedback. Learners tell the class about their partner ’s
answers.
59
Interact
7 Think about your hobby. Make notes using the questions below.
Why do you enjoy doing it?
Where do you do it?
Who do you do it with?
How much does it cost?
Is it easy or difcult?
What equipment do you need?
8 Tell the class about your hobby.
Lesson 12
Lesson 12
Memo

52
Where’s My Pen?
In this lesson - Say where things are
Grammar - Where is the + singular?
Where are the + plurals?
Prepositions of place
Examples:
Where’s my phone?
It’s under the sofa.
Warmer
• Write a selection of nouns on the board that you think
learners should know.
For example:
desk, cat, bookcase, candle, table, board, policeman
• Go around the class eliciting true sentences about the
classroom for each item in turn.
Examples:
There are four desks.
There isn’t a cat.
Introduction
Books closed. Using two classroom objects, for example
a pen and a book, present the structure, ’The (pen) is (on /
under / next to) (the book).’Model and drill.
Present, model and drill the question form, ’Where’s the
(pen)?’
Present and model, ’It’s on the book.’
Extension
You may like to extend to other prepositions, e.g. in, near
Drill question and answers. Extend questions to other
classroom objects. Choral drill and then drill in open
pairs.
Introduce the plural forms – ’Where are the (chairs)?’–
’They’re under (the table).’
Model and drill in the same way.
Write the questions and statements on the board,
highlighting the prepositions.
Teaching tip – Open pairs
In an ’open pair’drill, the teacher prompts learners to
practise questions and responses in the target language,
across the class. Pairs take turns to speak, allowing other
learners to listen. This allows greater focus on accuracy
and means that stronger learners can provide models for
less confident learners.
Be sensitive when using open pairs, since it can put a lot
of pressure on learners to ’perform’.
1a
Direct attention to activity 1, page 62 of the Student
Book.
In pairs, learners match the sentences to the pictures.
Feedback as a class:
Teacher - Picture A. Where’s the pen?
Learner - It’s on the CD.
1a answers
1-A; 2-C; 3-B
1b
pictures in activity 1a. Extend to other objects in the
classroom.
13 Where’s My Pen?
UNIT
5
62
13Where’s My Pen?
Introduction
1 a Match the sentences in the blue box with the pictures.
Write the numbers in the boxes.
b Work with a partner. Ask and answer questions about the pictures in activity 1a.
example A: Look at picture A. Where‛s the pen?
B: It‛s...
1 The pen is on the CD.
2 The pen is under the CD.
3 The pen is next to the CD.
Where is
Where’s
the pen? It’s
on
under
next to
the CD.
They’re
A
C
B
Where are the pens?
UNIT
5
Introduction
Language Focus
Lesson 13
Lesson 13

53
Language Focus
example sentences with learners.
Listening
2a
Direct attention to the picture of John at the top of page
63.
Elicit that he has a problem (’Is he happy?’).
Explain that he is late. With gestures, show that he is
looking for things.
Direct attention to the list of items in activity 2a and
check understanding. Ask learners to listen for the things
John asks about. They should underline the words on the
list.
Track 29 Play CD.
2a answers
phone, keys, watch
John I’m late, Jane! Where’s my phone?
Jane It’s on the table.
John And my keys! Where are my keys?
Jane They’re next to the sofa.
John And my watch? Where’s my watch?
Jane It’s under your briefcase.
John Oh yes! Thanks. Bye!
Teaching tip – Listening for specific information
(listening for keywords)
of words, they are listening for. We listen like this in
a text. Asking learners to listen for keywords develops
2b
Track 29 Play CD again. Learners listen and tick (√)
pictures.
2b answers
phone – on the table;
keys – next to the sofa;
watch – under the briefcase
3
Demonstrate the activity with a confident learner. Point
to a picture and ask a question (e.g. ’Where are the keys?’)
Elicit an answer.
In pairs, learners point at different pictures in activity 3
and ask and answer questions about where the things
are.
Feedback. Highlight good use of language. Elicit
correction of errors.
63
In this lesson: Say where things are
Grammar: Where is the + singular?
Where are the + plurals?
Prepositions of place
Listening
2 a Track 29 John is late for work.
Listen and underline the items he asks about.
b Track 29 Look at the pictures below.
Listen again. Where are John’s things?
Tick ( ) the pictures.
Ask and answer questions about the pictures in activity 2b.
example A: Where‛s the phone?
B: It‛s on the table.
pen keys phone watch umbrella
Lesson 13
Lesson 13

54
Practice
4
Direct attention to the picture on page 64.
Go over the examples and match one more item as a
class to make sure learners understand what to do.
In pairs, learners match the words in the box with the
items in the picture.
Feedback. Teach, drill and board any items unfamiliar to
learners.
4 answers
Top to bottom:
ruler, pencil sharpener, notebook, pencil, scissors, rubber
5a-d
In pairs, learners look at the picture on page 64 and
complete sentences with appropriate prepositions.
5 answers
a) on
b) next to
c) under
d) on
pencil
Practice
4 Look at the picture below.
What do you see?
Write the words on the picture.
a Where’s the pencil?
It’s on the notebook.
b Where’s the rubber?
It’s the scissors.
c Where’s the ruler?
It’s the notebook.
d Where’s the pencil sharpener?
It’s the notebook.
Complete the sentences with on/under/next to.
pencil
notebook
ruler
pencil sharpener
scissors
rubber
64 Lesson 13
Lesson 13
Memo

55
Sounding Natural
6
Draw attention to the questions and answers in activity 6.
Model the first set (a) and show how the stress patterns
are marked.
Indicate that learners should listen to the CD and mark
the stress patterns on the rest of the sentences.
Track 30 Play CD, pausing after each exchange to
allow learners time to mark stress.
Play again if necessary.
Model and drill. Choral and then open pairs.
a) - Where’s my phone?
- It’s on the table.
b) - Where are my keys?
- They’re next to the sofa.
c) - Where’s my watch?
- It’s under the briefcase.
7
In closed pairs, learners practise the conversations.
Encourage learners to look away from the page when
speaking.
Interact
8
Direct attention to the picture on page 65. Encourage
learners to ask about items in the picture that they don’t
know (’What’s this in English?’).
In pairs, learners ask and answer questions about where
items in the picture are.
Monitor and assist as necessary. Make a note of good use
of vocabulary and language, and any mistakes.
Feedback.
9a
Learners write three questions about where things are in
the classroom.
as necessary.
9b
In pairs, learners ask and answer their questions.
Feedback.
Interact
8 Work with a partner. Ask and answer questions about the things in the picture.
example A: Where‛s the dog?
B: It‛s next to the sofa.
Sounding Natural
6 Track 30 Listen to the questions and answers.
Mark ( ) the stressed words.
9 a Look around the classroom. Write three questions about where things are.
1
2
3
b Work with a partner. Ask and answer your questions.
7 Practise the conversations with a partner.
a Where’s my phone?
It’s on the table.
b Where are my keys?
They’re next to the sofa.
c Where’s my watch?
It’s under the briefcase.
65
Lesson 13
Lesson 13

56
I Don’t Have a Video Camera
In this lesson - Talk about possessions
Grammar - have/has, don’t have/doesn’t have
Examples:
She has three cats.
I don’t have a car.
Do you have a sister?
Introduction
Books closed. Review family vocabulary:
Draw a stick figure of yourself on the board. Build up
a family tree from this, eliciting the words for family
members as you go.
Indicate family members on the board and say (for
instance), ’I have a father... I have two brothers... I don’t
have a sister.’
Ask a confident learner, ’Do you have a father?’and elicit
a reply.
Use the reply to model and drill a statement about the
learner, e.g. ’Tomoko has a father.’
1a
Direct attention to the picture of Sean on page 66 and
the accompanying text and table. Read through the text
with the class. Go over the example. Show how learners
can complete the table by referring to the text.
Complete the information about Sean together as a class.
In pairs, learners complete the information about Sean’s
father and mother.
1a answers:
Sean has: 1 brother, 3 sisters
His father has: 3 brothers, 1 sister
His mother has: 1 brother, 1 sister
1b
Direct attention to the picture of Hillary. Complete the
information about Hillary together as a class.
In pairs, learners read the text and complete the rest of
the table.
1b answers:
Hillary has: 0 brothers, 1 sister
Her father has: 1 brother, 0 sisters (doesn’t say)
Her mother has: 0 brothers, 0 sisters
14 I Don’t Have a Video Camera
UNIT
5
66
14I Don’t Have a Video Camera
Introduction
1 a Read about Sean. Complete the table below.
Hi. My name’s Sean. I have a big family. I have one
brother and three sisters. My father has three brothers
and a sister. My mother has a brother and a sister.
Hello. I’m Hillary. I have a small family. I have a sister,
but I don’t have a brother. My father has one brother. My
mother doesn’t have a brother, and she doesn’t have a
sister.
b Read about Hillary. Complete the table below.
brothers sisters
Sean has 1
His father has
His mother has
brothers sisters
Hillary has
Her father has
Her mother has
UNIT
5
Introduction
Lesson 14
Lesson 14

57
Language Focus
Direct attention to the Language Focus box on page 67.
Go over the example sentences. Highlight how we use
has/doesn’t have with the third person (he/she).
Practice
2a
Learners work independently to complete the
information about themselves.
Demonstrate first by noting information about yourself
on the board.
2b
Demonstrate the activity.
- Use your notes on the board to make statements about
your family (I have a... My father doesn’t have a... etc.)
- Elicit some statements from a confident learner and
note the information on the board.
In pairs, learners tell each other about their families.
Learners make notes on their partner’s information.
a note of good use of vocabulary and language, and any
mistakes.
2c
Feedback. Learners tell the class about their partner’s
answers.
correct sentence you heard. Then elicit which one is
a correct, which one is incorrect, as well as how to correct
the mistake.
correct as a class.
Vocabulary
3
Go over the instructions and example with learners.
In pairs, learners match the words with the pictures.
Feedback as a class. Teach, model and drill any problem
items.
3 answers:
Left to right, top to bottom: backpack, video camera,
briefcase, laptop, dictionary, pen, digital camera, mobile
phone
67
In this lesson: Talk about possessions
Grammar: Have/has
Don’t have/doesn’t have
Practice
2 a Write notes about your family.
Language Focus
have/don’t have
I
You
We
They
have
don’t have
a brother.
a phone.
a camera.
a pet.
has/doesn’t have
He
She
has
doesn’t have
a sister.
a laptop.
a briefcase.
b Work with a partner. Talk about your family.
example I have two brothers and one sister.
My father has one brother.
example John has two brothers and one sister.
His father has one brother.
pen
dictionary
laptop
mobile phone
tablet PC
desktop computer
backpack
briefcase
backpack
Vocabulary
3 Match the words with the pictures. Write the words under the matching pictures.
brothers sisters
I have
My father has
My mother has
Lesson 14
Lesson 14

58
Language Focus
Use the items in activity 3 to ask a confident learner, e.g.
’Do you have a mobile phone?’
- Model and drill short answers (’Yes, I do. / No, I don’t.’)
- Model and drill the question form (’Do you have a
mobile phone?’)
- Drill the question with a substitution drill
Teaching tip – Substitution drill
intonation.
Teacher: ’mobile phone’
Learners: ’Do you have a mobile phone?’
Teacher: ’backpack’
Learners: ’Do you have a backpack?’
Etc.
Drill questions and answers in open pairs (across the
class).
Use learners’previous answers to introduce third person
questions and answers (’Does Tomoko have a laptop?’
etc.) Model and drill in the same way.
example sentences with learners.
Practice
4a
Direct attention to the table in activity 4. Draw a rough
version on the board. Ask a learner one or two questions
about possessions and note their answers on this to
demonstrate the activity.
In pairs, learners ask each other questions and complete
the table.
4b
answers.
Practice
Ask and answer questions about the items below.
Complete the table with your partner’s answers.
example A: Do you have a laptop?
B: Yes, I do.
questions with do
Do you have
a car?
a mobile phone?
answer
Yes, I do.
No, I don’t.
questions with does
Does he have
Does she have
a camera?
a dog?
answer
Yes,
he does.
she does.
example Ken has a laptop. He doesn‛t have a backpack.
yes no
laptop
mobile phone
tablet PC
desktop
computer
backpack
briefcase
pen
No,
he doesn’t.
she doesn’t.
Language Focus
68 Lesson 14
Lesson 14

59
Sounding Natural
5a
Say ’laptop’slowly, counting each syllable on your fingers
as you do so. Elicit how many syllables there are.
Direct attention to the table and example. Show learners
that they should listen to each word and write the
number of syllables.
Track 31 Play track. Pause after each word for
learners to write the number of syllables.
5a answers
(Number of syllables in parentheses)
a) laptop (2)
b) mobile phone (3)
c) digital camera (5)
d) video camera (5)
e) backpack (2)
f) briefcase (2)
g) dictionary (3)
5b
Track 31 Learners listen again and repeat. Pause the
track after each word.
Remodel and drill any problem words.
6a
Track 32 Learners listen, and read the conversation.
If you think it necessary, demonstrate ’Here you are’first.
John Do you have a pen?
Ann No, I don’t. Sorry.
John Do you have a pencil?
Ann Yes, I do. Here you are.
John Thanks.
6b
In pairs, learners practise the conversation. Have them
look away from the text and each other when they speak.
You may like to use a ’disappearing dialogue’to practise.
Teaching tip – Disappearing dialogue
Write a conversation and leave it on board for learners to
refer to while practising.
Learners can look at the conversation on board, but must
look away when they speak.
Repeat several times, but erase portions of the
conversation each time, leaving smaller and smaller
prompts.
Interact
7a
Demonstrate the activity. Point at a learner’s bag, look
thoughtful, and write five items on the board. Ask the
learner if they have the items. Put a tick ( ) or a cross (x)
next to each item as they answer.
In pairs, learners make a list of five items they think are
in your bag. Allow learners some time to think and write.
7b
Learners ask about the items on their lists. You may like to
give points for each correct guess.
8a
Learners work independently to write a list of five items
they think may be in their partner’s bag. Monitor and
8b
In pairs, learners ask each other about the items on their
lists.
sure they are noting their partner’s replies.
8c
answers.
In a private lesson
Make the reporting stage into a memory game. After
asking each other questions, you each have to remember
what the other has without looking at your notes.
Interact
Write five things you think your teacher has in
his/her bag.
6 a Track 32 Listen and read.
Sounding Natural
5 a Track 31 Listen.
How many syllables do the words have?
Write the number in the table below.
words syllables
a laptop
b mobile phone
c digital camera
d video camera
e backpack
f briefcase
g dictionary
2
b Track 31 Listen again and practise the
pronunciation.
John: Do you have a pen?
Ann: No, I don’t. Sorry.
John: Do you have a pencil?
Ann: Yes, I do. Here you are.
John: Thanks.
b Practise the conversation.
b Ask your teacher questions and check your
guesses.
example A: Do you have a pen?
B: Yes, I do.
8 a Work on your own.
Write five things you think your partner has in
his/her bag.
b Ask questions and check your guesses.
1. pen 1.
69
Lesson 14
Lesson 14

60
Can I Try It On?
In this lesson - Role-play shopping for clothes
Function - Shopping for clothes
Introduction
1a
Direct attention to the pictures on page 70. Elicit what
some of the items are. Pick out the example item (T-shirt).
Have learners find the word in the box at the top of the
activity. Show learners how the words for all the items of
clothing can be found in the box.
In pairs, learners write the words from the box under the
correct pictures.
Feedback as a class. Model, drill and board any
problematic items.
1a answers
Left to right, top to bottom: T-shirt, shorts, boots, tie, shoes,
jumper, trousers, top, jacket, scarf, jeans, shirt, trainers,
dress, socks, skirt
1b
Elicit which items are plural (’T-shirt – one, or more than
one?’’Shoes – one, or more that one?’). Point out that,
in English, the following are regarded as plural: shorts,
boots, shoes, trousers, jeans, trainers, socks.
Model a couple of statements saying what colour the
clothes are. Use both a single item and a plural item, for
example:
’It’s an orange T-shirt.’
’They’re grey shorts.’
Drill each.
Use the other pictures as prompts to elicit similar
statements from individual learners.
1b answers
It’s an orange T-shirt. They’re grey shorts. They’re black
boots. It’s a yellow tie. They’re purple shoes. It’s a green
jumper. They’re black trousers. It’s a purple top. It’s a black
jacket. It’s a yellow scarf. They’re blue jeans. It’s a black shirt.
They’re white trainers. It’s a green dress. They’re pink socks.
It’s a red skirt.
15 Can I Try It On?
UNIT
5
70
15Can I Try It On?
Introduction
What are the names of the clothes? Write the words under the matching pictures.
b What colour are the clothes? Tell the class.
example It‛s a green dress. They‛re blue jeans.
T-shirt
jeans
T-shirt
boots
tie
dress
shorts
trousers
top
jacket
shirt
jumper
trainers
shoes
scarf
skirt
socks
UNIT
5
Introduction
Lesson 15
Lesson 15

61
Practice
2
Direct attention to the pictures on page 71 and the two
texts at the top of the page.
Ask a confident learner to read out text a. Elicit which
picture the text is describing.
2a answer
The woman on the far right.
In pairs, learners read text b and match it to one of the
other pictures.
2b answer
The man standing second from the left.
As a class. Elicit a description of one of the other pictures
and write it on the board. Write any suggestions and elicit
any corrections needed from learners as you go.
In pairs, learners write a similar description of the
remaining picture. Monitor and assist as necessary.
Feedback. Learners read the descriptions they wrote to
the class. Elicit any corrections needed.
3a
Learners work independently. They choose a classmate
and write a description of what they are wearing. Monitor
3b
Feedback. Learners read the descriptions they wrote to
the class. Other learners say who the descriptions are of.
71
In this lesson: Role-play shopping for clothes
Function: Shopping for clothes
Practice
2 Work with a partner. Read the descriptions below.
Match them with two of the pictures.
a She has a grey skirt, black
shoes and a pink shirt.
b He has jeans, an orange
T-shirt and white trainers.
3 Choose a person in your class.
a Write a description of his/her clothes.
She has a red jumper. She has brown boots.
b Read your description to the class. Who is it?
Lesson 15
Lesson 15
Memo

62
Sounding Natural
4a
Direct attention to the clothes words in the box. Select a
two-syllable word from the box (for example, ’tracksuit’)
and model it, counting the syllables on your fingers
as you do so. Elicit how many syllables are in it. Do the
same with a one-syllable word from the list (for example,
’jeans’).
Show how learners can put the words in the correct place
in the table. Point out the stress pattern at the head of the
two-syllable column.
Track 33 Learners listen to CD and write words in the
correct column of the table. Pause CD after each word to
allow learners time to write.
4a answers
One syllable: jeans, shorts, tie, dress, boots, top, shirt,
Two syllables: tracksuit, sweater, T-shirt, jacket, trousers
jeans, shorts, tracksuit, tie, dress, boots, sweater, top, shirt,
T-shirt, jacket, trousers
4b
Learners listen again and repeat. Pause the track after
each word. Remodel and drill any problematic words.
5a
Draw attention to the picture on page 72. Elicit what
the place is and who the people are. Ask what they are
looking at (point to the item and ask, ’What’s this?’)
5a answers
It’s a clothes shop. The woman is a shop assistant and the
man is a customer. They are looking at a shirt.
5b
Direct attention to the conversation between the shop
assistant and customer. Show how the customer’s lines are
missing. Go over the example, and show how learners can
find the missing lines in the small box under the picture.
Highlight and elicit / explain the meaning of ’changing
rooms’.
In pairs, learners complete the conversation with lines
from the small box.
5c
Feedback. Elicit the conversation line by line and write on
the board.
Track 34 Learners listen to CD to check answers.
Elicit any necessary corrections to the conversation on
the board.
5c answers
Shop assistant Can I help you, sir?
Customer Yes, I’d like a shirt.
Shop assistant What size?
Customer Medium.
Shop assistant How about this one?
Customer Looks nice! Can I try it on?
Shop assistant Yes, of course.
Customer Where are the changing rooms?
Shop assistant They’re over there.
5d
In pairs, learners practise the conversation as a
’disappearing dialogue’.
Leave the conversation on board for learners to refer to
while practising.
Learners can look at the conversation on the board, but
must look away when they speak.
Repeat several times, but erase portions of the
prompts.
Sounding Natural
4 a Track 33 Listen. Write the words in the correct column.
a Look at the picture below. Where are they?
b Complete the conversation with the sentences in the yellow box.
jeans tracksuit
jeans
shorts
tracksuit
tie
dress
boots
sweater
top
shirt
T-shirt
jacket
trousers
b Track 33 Listen again. Practise the pronunciation.
Shop assistant: Can I help you, sir?
Customer: Yes, I‛d like a shirt.
Shop assistant: What size?
Customer:
Shop assistant: How about this one?
Customer:
Shop assistant: Yes, of course.
Customer:
Shop assistant: They’re over there.
Yes, I’d like a shirt.
Where are the changing rooms?
Medium.
Looks nice! Can I try it on?
d Practise the conversation.
example A: Can I help you, sir?
B: Yes, I‛d like a shirt.
c Track 34 Listen and check.
72 Lesson 15
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63
Language Focus
Refer learners to the Language Focus box.
Read through the example sentences.
Draw attention to and explain meaning of too + adjective
(use board drawings).
Interact
6a
Explain that learners are going to role-play shopping for
clothes.
Divide learners into As and Bs.
Direct the As and Bs to the role-play cards.
Explain that first, Learner B will be the shop assistant.
Elicit the kind of things that shop assistants say (Hello.
How can I help you, Do you need any help? etc.) Write on
board.
Ask learners to look at their cards for role-play 1 and think
about what they’re going to say.
Allow learners time to read and think. They don’t need to
write anything. Monitor and assist as necessary.
6b
Learners role-play the situation.
mistakes.
6c+d
Follow the same procedure for Role-play 2.
Interact
Students A and B, look below.
Role-play 1 Role-play 2
A
You are a customer
B
You are a customer
You want:
a jumper, a shirt, boots
You want:
a scarf, shorts, trainers
B
You are a shop assistant
A
You are a shop assistant
You have:
(jumper) red, blue and green
(shirts) blue, green and yellow
(boots) sizes 2 – 10
You have:
(scarfs) red, yellow and green
(shorts) white, blue, black and yellow
(trainers) sizes 2 – 10
a Think about what you will say.
Use the sentences in activity 5.
b Role-play the conversation.
c Think about what you will say.
Use the sentences in activity 5.
d Role-play the conversation.
Shop assistant
Is the hat OK?
Are the trousers OK?
Yes, it’s fine.
No, it’s too big.
Yes, they’re fine.
No, they’re too short.
small medium large
Customer
It’s too big.
It’s small. It’s big.
example A: Can I help you, madam?
B: Yes, I‛d like some boots.
A: What colour?
B: Black.
A: How about these ones?
Language Focus
73
Lesson 15
Lesson 15
Memo

64
Can You Cook, Maria?
In this lesson - Talk about what you can do
Grammar - can for ability
Examples:
Can you drive a car?
Yes, I can.
Introduction
1
As a class. Look at the pictures and complete the phrases.
1 answers
drive a car, play golf, speak a foreign language, play the
guitar, play tennis, ride a motorcycle, ride a horse, cook
dinner
2a
In pairs, learners ask their partners if they like doing any
of the activities in 1.
Go over the example and check understanding.
2b
answers.
Note good use of vocabulary and language, and any
mistakes.
16 Can You Cook, Maria?
UNIT
6
76
16Can You Cook, Maria?
Introduction
1 Look at the pictures below.
Use the words in the blue box to complete the phrases. You can use some words more than once.
2 a Work with a partner. Ask if he/she likes doing any of the activities above.
example A: Do you like driving?
B: Yes, I do. It‛s fun.
play
cook
ride
drive
speak
drive a car golf
a foreign
language
a horse a motorcycle tennis
dinner the guitar
UNIT
6
Introduction
Lesson 16
Lesson 16
Memo

65
Listening
3
Draw attention to the picture on page 77. Introduce the
women (Patricia and Nicole).
Elicit what is happening (Are they colleagues? Friends?
What are they doing? Where are they?)
Explain that Patricia and Nicole are discussing food. Elicit
some types of food and write on the board, for example:
Italian, Caribbean, French, Chinese, British, Japanese (the
first four of these are needed for the Listening activities).
Encourage speculation on what types of food Patricia
and Nicole are talking about.
Suggestion
You may also like to ask learners who speaks first – Nicole or
Patricia (this will be useful for activity 4).
Track 35 Learners listen to check their guesses.
3 answers
They talk about: Italian, Caribbean, French and Chinese
food.
Patricia speaks first.
Patricia Wow, Nicole! Looks like you can cook very well!
Nicole
Hmm, not very well. But I can cook. How about
you, Patricia? Can you cook?
Patricia
I can cook Caribbean food, but I can’t cook Italian
food at all.
Nicole My mother taught me how. She can cook Italian
food very well.
Patricia
I love going to Italian restaurants. Can you cook
other kinds of food, Nicole?
Nicole
Well, I can’t cook French food very well, but I can
cook Chinese food.
Patricia I’m hungry! When’s dinner ready?
Nicole Have another glass of wine. It’ll be ready soon!
4a-f
Draw attention to the statements at the bottom of page 77.
Go over instructions and check understanding.
Track 35 Learners listen again and write T (true) or F
(false) beside the statements.
4a-f answers
a) F (false)
b) T (true)
c) F (false)
d) F (false)
e) F (false)
f) T (true)
77
In this lesson: Talk about what you can do
Grammar: Can for ability
Listening
What kinds of food do you think they are discussing?
Track 35 Listen and check.
4 Track 35 Listen again.
Read the sentences below. Are they true or false? Write T (true) or F (false) in the boxes.
a Nicole can cook very well. F
b Patricia can cook Caribbean food.
c Patricia can cook Italian food very well.
d Nicole’s mother can’t cook Italian food at all.
e Patricia loves going to French restaurants.
f Nicole can cook Chinese food.
Lesson 16
Lesson 16

66
Language Focus
Draw attention to the Language Focus box.
Go through the explanations and examples as a class.
Draw attention to the fact that we use the base form of
the verb in this structure (’She can cook.’).
5
Draw attention to the question, ’Can you cook?’and the
possible responses in the box below it.
In pairs, learners write the responses in the correct place
in the table.
Go through an example first, to check learners
understand what to do.
You may have to point out that ’I can’t cook very well.’ still
means that the person can cook.
5 answers
Yes, I can. I can cook very well.
Yes, I can cook.
I can’t cook very well.
No, I can’t. XXX
Practice
6a-g
Learners write their own answers to the questions.
Feedback in pairs. Learners tell the class about their
partner ’s answers.
Practice
6 Read the questions below.
Write your answers.
a Can you cook Italian food?
Yes, I can. I can cook Italian food very well.
b Can you play golf?
c Can you speak English?
d Can you play a musical instrument?
e Can you ride a motorcycle?
f Can you use a computer?
g Can you drive?
We use can and can’t to talk about abilities.
can/can’t + base form of the verb
She can cook.
I can’t ski very well.
Questions and answers
Can you cook?
Yes, I can.
No, I can’t.
5 Read the answers in the blue box.
Write them in the correct place in the table below.
I can’t cook very well.
No, I can’t.
Yes, I can cook.
Can you cook?
Language Focus
78 Lesson 16
Lesson 16
Memo

67
Sounding Natural
7
Track 36 Learners listen for the different ways ’can’is
pronounced.
7 answers
Can you cook?
Yes, I can.
No, I can’t.
Can you cook? /ə/
Yes, I can. /æ/
No, I can’t. /ɑ /
8
pronunciation. Pause the track after each sentence.
Substitution drill.
Teaching tip –substitution drill
intonation.
Teacher - cook
Learner - Can you cook?
Teacher - drive a car
Learner - Can you drive a car?
Etc.
Interact
9a
Learners read the questions in the table and make notes
about themselves in the ’you’column only.
Go over the instructions and example. Check
understanding, especially that learners only make notes
in the middle column (’Where do you write?’).
Demonstrate the activity by writing brief notes about
yourself on the board.
Allow learners time to think and make notes.
9b
Learners write two more ’can’questions on the table.
9c
In pairs, learners ask and answer the questions and note
their partner’s answers in the ’your partner’column.
Demonstrate with a confident learner. Make notes on the
board to show that learners do not have to write every
word.
a note of good use of vocabulary and language, and any
mistakes.
answers.
9d
Sounding Natural
7 Track 36 Listen to the question and answers below.
How does the pronunciation of‘can’change in the two answers?
Can you cook?
Yes, I can.
No, I can’t.
Interact
9 a Read the questions in the table below. Make notes about your answers.
8 Track 36 Listen again and copy the pronunciation.
questions you your partner
Can you drive? Yes, I can. I can drive very well.
Can you sing?
Can you paint?
Can you cook?
Can you speak English?
b Write two more‘can’questions in the table.
c Ask and answer the questions with a partner. Write down your partner’s answers.
example A: Can you drive?
B: Yes, I can. I can drive very well.
d Tell the class about your partner’s answers.
79
Lesson 16
Lesson 16

68
Sorry, but I Can’t
In this lesson - Invite a friend to the cinema
Grammar - let’s + verb for making suggestions
Examples:
Let’s have a coffee.
Let’s go for a walk.
Let’s eat out.
Introduction
1a
Indicate to learners that they should write the words from
the box under the pictures.
1a answers
Clockwise: restaurant, nightclub, cinema, concert
1b
Go through the verbs with learners and check
understanding. Indicate to learners that they should
tick ( ) what people can do at the places in activity 1a.
1b suggested answers (accept anything reasonable)
Restaurant - talk, listen, eat, laugh
Concert - dance, listen, watch
Nightclub - talk, dance, listen, laugh
Cinema - listen, eat, laugh, watch
Extension
Write four more places on the board.
Examples:
language school, park, home, train
In pairs, learners make a list of things they can do at each of
those places (e.g. sleep, read, etc.).
You may want to set a time limit (e.g. two minutes). Allow
learners time to think and make notes. Monitor and assist as
necessary.
Learners read out their lists. The pair with the most things on
their lists is the winner.
Feedback. Highlight good use of vocabulary and language.
Elicit correction of errors/mistakes.
17 Sorry, but I Can’t
UNIT
6
80
17Sorry, but I Can’t
Introduction
1 a Write the words under the matching pictures.
b What can people do at the places in activity 1a? Tick ( ) the boxes to complete the table below.
restaurant concert nightclub cinema
restaurant
talk dance listen eat laugh watch
restaurant
concert
nightclub
cinema
UNIT
6
Introduction
Lesson 17
Lesson 17

69
Language Focus
Go through the example sentences with learners and
check understanding. Highlight which phrases we use for
’accepting’and ’refusing’suggestions.
Practice
2
In pairs. Leaners use the prompts in the table to make
suggestions.
Learner A - makes a suggestion
Learner B - accepts or refuses
Go over the table and instructions and check
understanding. Demonstrate by modeling the activity
with a confident learner. Monitor learners’use of
vocabulary and language.
3
Learners change roles and do the same as in activity 2.
mistakes.
81
In this lesson: Invite a friend to the cinema
Grammar: Let’s + verb for making suggestions
Practice
2 Work with a partner. Look at the table.
Student A – Make suggestions.
Student B – Accept or refuse.
example A: Let‛s watch a lm.
B: Sounds good.
3 Change roles. Use the table below.
Student A Student B
watch a film accept
go for a meal refuse/busy
go to a concert accept
Let’s go for a meal.
Sounds good.
That’s a good idea.
I’m sorry, I have an exam.
I can’t. I have a driving lesson on Monday.
Student B Student A
visit a museum accept
watch a baseball game
refuse/have a Spanish
lesson
go to the park accept
Language Focus
Lesson 17
Lesson 17
Memo

70
Reading
4a-l
Learners read and write ’A’for accept, and ’R’for refuse
next to the responses. Go through the example and
check understanding.
4a-l answers
a) A
b) R
c) A
d) A
e) R
f) A
g) R
h) A
i) R
j) A
k) R
l) R
Write the following on the board:
Let’s...
have a meal, go to concert, go to a nightclub, see a film, go
shopping
Direct attention to response ’a’. Elicit what suggestion the
response is for (have a meal).
In pairs, learners decide which suggestion each response
(b – l) is to (more than one suggestion is possible for
some responses). Demonstrate the activity by writing an
example on the board.
Example:
’Yes, let’s. Let’s get a pizza.’ - have a meal
Feedback as a class. Learners compare answers.
5
Pairwork. Indicate to learners that they should use
the prompts in the box to make suggestions to their
partner. Their partner should give reasons for accepting
or refusing. Monitor and assist with vocabulary where
necessary. Make notes on good use of vocabulary and
Reading
4 Read the responses below.
Write A for accept, and R for refuse.
5 Work with a partner. Use the prompts below.
Take turns making suggestions to your partner.
Give reasons for accepting or refusing.
example A: Let‛s have lunch in a restaurant tomorrow.
B: Yes, let‛s.
A a Yes, let’s. Let’s get a pizza.
b Sorry, but I can’t. I study Italian
on Wednesdays.
c OK. I can buy a new jumper.
d Yes. I love listening to music.
e Sorry, I don’t have any money.
f Yes, I’m starving.
g No, thanks. I don’t like classical music.
h Yes, please. I love dancing.
i No, thanks. I’m not hungry.
j Yes, OK. Let’s see ‘Harry Potter’.
k No, thanks. I’m not very good at
dancing.
l When? Tomorrow? Sorry, I can’t. I start
my computer course tomorrow.
have lunch in a restaurant tomorrow
go to a concert
see a film
go to a nightclub
82 Lesson 17
Lesson 17

71
Sounding Natural
6a
Read through the words in the box with learners. Teach
’syllable’. Say the example words while counting the
syllables on your fingers. Show how they are written in
the appropriate columns. Indicate to learners that they
should write the other words in the correct column.
6a answers
one syllable
kiss, laugh, shout
two syllables
concert, hungry, listen, middle, nightclub, popcorn, relax,
movie, shopping
three syllables
cinema, exercise, restaurant, tablecloth
6b
Track 37 Learners listen and practise the pronunciation.
cinema, concert, exercise, hungry, kiss, laugh, listen,
middle, nightclub, popcorn, relax, restaurant, movie, shout,
shopping, tablecloth
Interact
7a
In pairs, learners use the words in the box to complete
Gary and Sarah’s conversation. Monitor and assist as
necessary.
7a answers - underlined
Gary Let’s go to the cinema tonight.
Sarah Yes, let’s see ’The Sound of Music’.
Gary OK. It starts at 6 p.m., 8 p.m. and 10 p.m.
Sarah Let’s see the 6 p.m. show.
Gary And let’s eat out later.
Sarah OK. Let’s meet at 5.45.
Gary Great!
7b
Learners practise the conversation in activity 7a.
Encourage learners to look away from the book and
at each other when speaking. Monitor learners’use of
vocabulary and language.
8
In different pairs. Learners practise the conversation in
activity 7, but this time they use the information in the
box. Monitor learners’use of vocabulary and language.
and any mistakes.
Gary: Let’s go to the cinema tonight.
Sarah: Yes, ‘The Sound of Music’.
Gary: . It starts at 6 p.m., 8 p.m. and 10 p.m.
Sarah: see the 6 p.m. show.
Gary: And let’s later.
Sarah: OK. Let’s at 5.45.
Gary: Great!
Interact
Gary invites Sarah to the cinema.
Complete their conversation with the words below.
Sounding Natural
6 a Read the words below. How many syllables are in each word?
Write the words in the correct column.
b Track 37 Listen and practise the pronunciation.
one syllable two syllables three syllables
kiss concert cinema
cinema / tomorrow night
The Night Watchman 3-D
7.45 p.m., 8.45 p.m., 9.45 p.m.
coffee and cake / later
b Practise the conversation with your partner.
cinema
concert
exercise
hungry
kiss
laugh
listen
middle
nightclub
popcorn
relax
restaurant
movie
shout
shopping
tablecloth
8 Change partners.
Practise the conversation in activity 7.
This time use the information below.
example A: Let‛s go to the cinema tomorrow night.
B: I‛d love to.
cinema / weekend
One More Dance Part 3
12 p.m., 3 p.m., 7 p.m.
karaoke / later
see
eat out
let’s
OK
meet
go
Let’s
83
Lesson 17
Lesson 17

72
What’s on TV Tonight?
In this lesson - Discuss your favourite TV programmes
Core activities - 1-3 or 4-5
Warmer
• Ask learners to work in pairs and discuss the last TV
programme they watched. Write the following on the
board:
What was the name of the show?
What was it about?
Who was in it?
How was it?
• Demonstrate the activity by briefly answering the
questions yourself.
• Feedback. Learners tell the class about their partner’s TV
programme.
Introduction
1a
In pairs, learners discuss the questions about TV.
1b
Vocabulary 1
2a
In pairs, learners match the kinds of TV programmes with
the pictures.
2a answers
Clockwise from top to bottom:
1 comedy, 6 police drama, 5 news, 2 soap opera, 4 sports
programme, 3 nature programme
2b
Ask learners to add two more kinds of TV programmes to
the list, e.g. documentary, reality TV programme, travel
programme, cookery programme, etc.
2c
Ask learners to think of an example of each type of
programme from their country. Demonstrate by giving
some examples of popular TV programmes of each type
from your country.
Extension
In pairs, learners discuss the following questions:
What was your favourite TV programme as a child?
Do you watch any British TV programmes?
If so, which ones?
Demonstrate the activity by writing some examples about
your favourite TV programmes and actors on the board.
Learners tell the class about their partners’s answers.
18 What’s on TV Tonight?
UNIT
6
84
18What’s on TV Tonight?
1 a Work with a partner. Discuss the questions below.
Do you like watching TV?
How often do you watch TV?
What’s your favourite TV programme?
When is it on?
Who’s your favourite TV actor?
Who’s your favourite presenter?
1
Vocabulary 1
Match the kinds ofTV programmes below with the pictures.
1 comedy
2 soap opera
3 nature programme
4 sports programme
5 news
6 police drama
b What other kinds of TV programmes can you think of?
Add two more to the list.
c As a class, think of some examples of each type of
programme from your country.
UNIT
6
Introduction
Lesson 18
Lesson 18

73
Interact 1
3a
In pairs, learners look at the list of TV programmes in
activity 2. Learners write one example of each kind of TV
programme in the table. Monitor and assist as necessary.
3b
Learners rank the programmes from 1–6 (1 = they both
most want to watch).
Teaching tip – ranking activities
Ranking activities encourage learners to use language
interactively. They have to compare, explain or defend
their choices. Asking learners to add items to the list
of things to be ranked makes the second stage of the
activity (where learners change partners, discuss choices
and make a new decision) fresh, since learners will not
know what their new partners may have chosen to add
to the original list.
Set a time limit on the first stage of the activity (the initial
ranking) because learners often vary in the time they
take to decide. This will also force them to keep their
notes brief and encourage them to ’speak’rather than
just read straight from their notes in the second stage.
3c
Change partners. Learners compare their lists and choose
the top three programmes from both lists.
3d
Learners share their list with the class. As a class try to
decide on the top type of programme for the whole class.
and any mistakes.
85
In this lesson: Discuss your favourite TV programmes
Interact 1
Look at the list of TV programmes in activity 2.
Write one example of each kind of TV programme in the table below.
b Which programmes would you both most like to watch?
Rank the programmes from 1 to 6 (1 = you both most want to watch).
c Change partners and compare your lists.
Choose the top three programmes in your lists.
d Share your top three list with the class.
Can you choose the top kind of programme for the whole class?
kind of TV programme TV programme ranking
comedy
soap opera
nature programme
sports programme
news
police drama
Lesson 18
Lesson 18

74
Vocabulary 2
4a
Learners match the people with the programmes.
4a answers
actor – drama
newsreader – news programme
presenter – sports programme
4b
Learners match the words in the left column with the
parts of the sentences in the right column.
4b answers
comedies – ... are funny. They make me laugh.
nature programmes – ... are interesting. You can learn from
them.
the news – ... is important. I always watch it.
police dramas – ... are exciting. I love the car chases.
4c
86
Vocabulary 2
4 a Draw lines to match the people with the programmes.
actor sports programme
newsreader drama
presenter news programme
comedies
... are exciting.
I love the car chases.
nature programmes
... are funny.
They make me laugh.
the news
... are interesting.
You can learn from them.
police dramas
.... is important.
I always watch it.
b Make complete sentences.
Match the words in the green column with the parts of the sentences in the pink column.
c Check your answers with a partner.
Lesson 18
Lesson 18
Memo

75
Interact 2
5a
Learners work independently to think about their
favourite TV programme.
5b
Learners tell the class about the programme they chose.
Monitor learners’use of vocabulary and language. Note
Teaching tip – checking instructions
Asking questions with specific answers is a useful way
of checking instructions. Formulate questions for which
there is only one answer. (’Are you writing or talking?’,
’Where can you find the information?’, ’Where do you
write the information?’)
Checking instructions before an activity in this way also
builds learner confidence – as they answer the questions
correctly, they can see that they understand what they
are being asked to do.
87
Interact 2
5 Work on your own. Think of your favourite TV programme.
a Make notes below.
b Tell the class about the programme you chose.
example My favourite programme is the six o‛clock news.
name of the programme
when it’s on
actors/presenters
kind of programme
why you like it
Lesson 18
Lesson 18
Memo

76
Having a Lovely Time
In this lesson - Write a postcard about a holiday
Grammar - Present continuous for what is happening
around now
Examples:
I’m drinking mango juice.
We’re staying in a nice hotel.
I’m looking for a new job.
Are you enjoying the party? Yes, I am. / No, I’m not.
Is he working today? Yes, he is. / No, he isn’t.
Introduction
1
Focus learners’attention on the three pictures. Elicit the
people’s jobs and what they usually do in their lives and
jobs.
2
Go through the phrases in the table with learners. Ask
learners which person ’helps students’?
Answer
Jamie
In pairs, learners write the correct names under the rest
of the phrases.
2 answers
helps students – Jamie
drives a bus – Steven
teaches English – Jamie
eats school lunch – Judy, Jamie
picks up passengers – Steven
does homework every night – Judy
goes to school – Judy / Jamie
wears a bus driver’s uniform – Steven
gives homework – Jamie
Round off the activity by asking learners to think of some
more things the people in the pictures do.
19 Having a Lovely Time
UNIT
7
90
19Having a Lovely Time
Look at the words below.
helps students
drives a bus
teaches English
eats school lunch
picks up passengers
does homework every night
goes to school
wears a bus driver’s uniform
gives homework
Which person does what? Write their names.
Can you think of any more things they do?
Steven
Jamie
Judy
UNIT
7
Introduction
1 Look at these three people.
What do they usually do in their lives and jobs?
Introduction
Lesson 19
Lesson 19

77
Reading
3
Ask learners to look at the three postcards. Elicit where
they’re from.
3 answers
From left to right: Canada, Thailand, London (England)
Extension
Ask learners if they’ve been to any of the places in the
postcards. How was it?
If not, would they like to visit any of the places?
4
Tell learners to quickly read each postcard and match the
pictures.
Teaching tip - skim reading
Skimming a text, also known as ’reading for gist’, is where
we cast our eyes over a text to get the main ideas – what
kind of text it is (advertisement, article, etc.), what it is
about, and so on. It is an essential reading skill.
Asking learners to guess what a text is about by looking
at pictures, layout and headlines, and setting a time limit
for them to check, is a good way to get them thinking
about what might come up in the text, and to train them
to skim read.
5
In pairs, learners read the postcards again and complete
the table.
5 answers
Steven
normally – drives a bus, wears a uniform, and picks up
passengers
now, on holiday – hiking and climbing mountains, wearing
a big jacket and gloves, travelling to many new places,
taking lots of photos
Judy
normally – eats school lunch, does homework every night,
goes to school
now, on holiday – she is having a wonderful time, staying in
the famous Ritz hotel, drinking lots of tea and eating scones,
going to the theatre every night
91
In this lesson: Write a postcard about a holiday
Grammar: Present continuous for what is happening around now
Reading
3 Look at the pictures on the three postcards.
Which countries do you think they are from?
4 Read the messages from the people in activity 1.
Match the pictures with the messages.
5 Work with a partner. Read Steven’s and Judy’s messages again. Complete the table below.
b
c
Dear Amy,
I‛m having a great time here
in Thailand.
Right now, I‛m writing this
postcard and drinking mango
juice at the beach! I‛m
swimming every day in the
beautiful sea and eating lots
of fresh fruit. I‛m meeting
lots of nice people and
enjoying my holiday.
See you soon!
Love Jamie
Dear Emma,
I‛m having a wonderful time
here.
I‛m staying in the famous Ritz
hotel with my mum and dad.
I‛m drinking lots of tea and
eating scones and cream for
lunch every day.
I‛m going to the theatre every
night. There are so many
things to do here.
London is great!
Lots of love
Judy
Dear Jo,
I love Canada!
I‛m hiking and climbing mountains
every day. It‛s a bit cold so I‛m
wearing a big jacket and gloves. I
love the nature here. It‛s so big and
wild.
I‛m travelling to many new places.
I‛m taking lots of photos! Yesterday
I saw a grizzly bear!
Wish you were here.
Steven
normally now, on holiday
Steven
He drives a bus. He‛s hiking and climbing mountains.
Judy
a
Reading
Lesson 19
Lesson 19

78
Language Focus
Go over the explanation and example sentences for the
present simple. Write some example sentences on the
board about your life.
Example:
’I teach English. I play the guitar.’
Give learners a few minutes to think and write some
sentences of their own.
Finally, go through the explanations and example
sentences about the present continuous.
6
In pairs, learners read Jamie’s postcard in activity 4 and
underline examples of the present continuous.
6 answers
I’m having, I’m writing, ...drinking, I’m swimming, ...eating,
I’m meeting, ...enjoying
Practice
7a-h
Learners use the prompts to write present continuous
sentences. Go over the example and check learners
7a-h answers
a) I’m eating breakfast.
b) I’m drinking tea.
c) She’s doing exercise.
d) I’m doing homework.
e) I’m listening to music.
f) They’re cooking dinner.
g) I’m wearing jeans.
h) He’s speaking English.
Give learners a few minutes to write three sentences
about what they’re doing now or around now.
Feedback to the class. Give everybody a chance to read
their sentences to the class.
Practice
7 Write present continuous sentences using the prompts.
a I / eat / breakfast I‛m eating breakfast.
b I / drink / tea
c She / do / exercise
d I / do / homework
e I / listen to / music
f They / cook / dinner
g I / wear / jeans
h He / speak / English
Language Focus
When we talk about what usually happens
in our lives, we use the present simple.
I work in a company.
He drives a bus.
She goes to school.
We make questions like this:
Are you enjoying the party?
Yes, I am. / No, I’m not.
Is he working today?
Yes, he is. / No, he isn’t.
6 Read Jamie’s postcard on page 91 again.
Underline examples of the present continuous.
Write three sentences about what you are doing now or around now.
I‛m studying for an exam.
We use the present continuous for the following:
1 Talk about what’s happening now.
be + -ing form of the verb
I’m drinking mango juice at the beach.
2 Talk about what is happening around now.
be + -ing form of the verb
I’m staying in a hotel.
92 Lesson 19
Lesson 19

79
Sounding Natural
8a
Track 38 Learners listen and underline the words
they hear.
8a answers
shut
hurt
curt
bun
8b
Drill the words chorally, then individually.
In pairs. One learner reads out a word from column
A or B, then their partner must circle the word they
hear. Partners change roles. Listen and monitor as they
complete the task.
Interact
9a
Ask learners to imagine that they are on holiday and they
want to write a postcard.
Give learners a few minutes to think and make notes
about the questions in the box. Monitor and assist with
vocabulary where necessary.
Model an example on the board. Write down a few
simple notes.
Example:
Emi / beach in Bali / drinking cocktails / eating pineapple
and reading a book / having wonderful time
9b
Explain to learners they can’t write their postcard because
they hurt their hand. They have to ask their partner to
write their postcard for them. They use their notes from
activity 9a to tell their partner what to write. After they
finish, they change roles. Monitor the learners’use of
Highlight good use of vocabulary and language.
9c
Learners read their partner’s postcard to the class.
Sounding Natural
8 a Track 38 Listen and underline the words that you hear.
Interact
9 a Imagine you are on holiday and you want to write a postcard. Make notes.
• Who do you want to write the postcard to?
• Where are you staying?
• What are you doing every day?
• What are you doing now?
• How are you feeling?
A B
shut shirt
hut hurt
cut curt
bun burn
b Work with a partner. Take turns to read a word from the table. Is the word you hear from A or B?
You have a problem. You have hurt your hand, and you can’t write.
Ask your partner to write the postcard for you. Use your notes.
Take turns to tell your partner what to write.
example Dear Emi,
How are you? I‛m having a lovely time.
I‛m lying by the beach drinking beer.
I‛m staying in a lovely hotel by the beach.
c Read your partner’s postcard to the class.
93
Lesson 19
Lesson 19

80
Are There Any Apples?
In this lesson - Talk about food
Grammar - Countable and uncountable nouns
Examples:
Is there a tomato?
There’s an egg.
There isn’t an apple.
Is there any pasta?
There’s some butter.
There isn’t any bacon.
Are there any eggs?
There are some apples.
There aren’t any tomatoes.
Introduction
1a-c
In pairs, learners discuss questions a-c.
answers.
2
Pairwork. Learners match the pictures with the words.
2 answers
Clockwise: a, i, f, g, e, b, h, j, c, d
20 Are There Any Apples?
UNIT
7
94
20Are There Any Apples?
Introduction
1 Discuss these questions with a partner:
a Do you like cooking?
b What’s your favourite dish?
c Do you prefer eating in restaurants or eating at home? Why?
2 Match the words with the pictures.
a
a pasta
b cheese
c butter
d mushrooms
e rice
f garlic bread
g tomatoes
h eggs
i chicken
j bacon
UNIT
7
1
4
6
8
2
9
3
5
7
10
Introduction
Lesson 20
Lesson 20
Memo

81
Listening
3
Track 39 Explain to learners that they’re going
to listen to Steve and Mary discuss lunch. Ask learners
what food from activity 2 they think Steve and Mary will
mention. Learners number the food in the order they
hear them.
3 answers
pasta – 1
rice – 2
chicken – 3
cheese – 4
tomatoes – 5
eggs – 6
garlic bread - 7
Steve
What would you like for lunch?
Mary
Do we have any pasta? I’d like some Spaghetti
Bolognese.
Steve
Oh dear, there isn’t any pasta. Would you like some
rice, instead? We could make a risotto.
Mary
That sounds good. What do we need?
Steve
We need some rice, some chicken and some tomato
puree. We also need some onions, some garlic and
some spices.
Mary
Is there any cheese in it?
Steve
No, there isn’t any cheese. I don’t like cheese!
Mary
Oh, I forgot. Let’s make a salad as well.
Steve
OK, there’s a lettuce, some tomatoes and a couple of
eggs.
Mary Is there any dressing?
Steve
Yes, there’s some French and Italian dressing at the
back of the fridge.
Mary Shall we make some garlic bread?
Steve Oh yes - mmm!
4a-c
Track 39 Learners listen again and answer the
questions. Play CD again if necessary.
4a-c answers
a) Spaghetti Bolognese
b) risotto
c) rice
Student’s own answer.
Language Focus
Go over the explanation and examples with learners.
Write on the board countable and uncountable in two
columns. Tell learners to look at the food in activity 2.
Elicit which column each word goes in. Write the learners’
responses in the correct column.
Extension
Ask learners what they had for dinner last night. Ask
learners what went in each dish. Are the ingredients
countable or uncountable? Write them in the correct
column on the board.
95
In this lesson: Talk about food
Grammar: Countable and uncountable nouns
Listening
3 Track 39 Listen to Steve and Mary discuss lunch.
What kinds of food in activity 2 do they mention?
Number the words in the order they mention them.
4 Track 39 Listen again and answer the questions.
a What does Mary want to eat?
b What does Steve suggest?
c Do they decide on rice or pasta?
Would you like to try the risotto?
Language Focus
In English, some nouns (e.g. tomatoes, eggs) are countable.
Other nouns (e.g. milk, cheese) are uncountable.
With singular countable nouns, we use a or an.
Is there a tomato? There’s an egg. There isn’t an apple.
With plural countable nouns:
We use are... any in questions. We use are some in positive
statements.
We use are not (aren’t) any in
negative statements.
Are there any eggs? There are some apples. There aren’t any tomatoes.
With uncountable nouns:
We use is... any in questions. We use is some in positive
statements.
We use is not (isn’t) any in
negative statements.
Is there any cheese? There’s some milk. There isn’t any cheese.
Lesson 20
Lesson 20

82
Practice
5a-h
In pairs, learners use the words from the box to complete
the sentences. Go over the example and check learners
5a-h answers
a) Do we have any pasta?
b) I’d like some spaghetti.
c) There isn’t any pasta.
d) Would you like some rice, instead?
e) We need some rice.
f) There isn’t any cheese.
g) There aren’t any tomatoes.
h) Is there any garlic bread?
6
Write ’there’s a milk’and ’there’s some milk’on the board.
Elicit which is correct and why.
Tell learners to write ’c’(countable) or ’u’(uncountable)
next to the nouns in the box.
6 answers
From left to right:
row 1: u, c, c, u, u
row 2: c, u, u, u, c
row 3: c, u, u, c, c
7a-j
In pairs, learners write a , an, some, or any to complete
the sentences.
Go over the example and check learners understand the
activity.
7a-j answers
a) There isn’t any orange juice.
b) We need some bananas.
c) Do we have any cheese?
d) There’s some milk in the cup.
e) There isn’t any ham.
f) There aren’t any eggs.
g) Do you want an apple?
h) Are there any melons?
i) Do you have any butter?
j) Do you have a pineapple?
Practice
5 Complete the sentences below with words from the box.
a Do we have any pasta?
b I’d like spaghetti.
c There pasta.
d Would you like rice, instead?
e We need rice.
f There cheese.
g There tomatoes.
h Is there garlic bread?
any some isn’t aren’t
Track 40 Listen and check.
6 Work with a partner. Complete the table.
Write C next to the countable nouns. Write U next to the uncountable nouns.
7 Write a, an, some or any to complete the sentences.
a There isn’t any orange juice.
b We need bananas.
c Do we have cheese?
d There’s milk in the cup.
e There isn’t ham.
f There aren’t eggs.
g Do you want apple?
h Are there melons?
i Do you have butter?
j Do you have pineapple?
milk U banana C egg ice cream ham
apple beer water spaghetti sandwich
hot dog sushi bacon cherry carrot
When we offer or ask for things, we use ‘some’ (we do not use ‘any’).
Would you like some chicken? Can I have some milk?
96 Lesson 20
Lesson 20

83
Sounding Natural
8a
Track 41 Go over the words and example with
learners. Slowly break down ’banana’into syllables and
count each with your fingers. Elicit how many syllables
there are, and demonstrate which syllable has the main
stress.
Learners work in pairs to complete the table.
8a answers
Ooo – pineapple, cucumber
ooO– Bolognese
oOo – banana, spaghetti, salami, pastrami
banana, Bolognese, spaghetti, pineapple, cucumber, salami,
pastrami
8b
Model the words for the class with the correct stress. Drill
Interact
9a
Explain to learners that they’re going to talk about a dish
they like. They don’t need to be able to cook it, only say
the ingredients. Learners make notes about their
favourite dish and ingredients in the space provided.
Monitor and assist with vocabulary where necessary.
Demonstrate by telling learners about a dish you like.
As you speak, write the ingredients on the board. using
countable and uncountable nouns.
Example:
My favourite dish is Spaghetti Bolognese.
To make it, you need:
some garlic
some tomato sauce
an onion
some minced beef
a green pepper
9b
In pairs, learners discuss their dishes. Monitor learners’
use of vocabulary and language. Make notes on good
use of vocabulary and language, and any mistakes.
Interact
9 Think about a dish you like.
a What do you need to cook it? Can you cook it? Make notes.
Sounding Natural
8 a Track 41 Listen to the words below. Write them in the table under the correct stress patterns.
banana Bolognese spaghetti pineapple cucumber salami pastrami
banana
b Practise saying the words with the correct stress.
b Work with a partner. Discuss your favourite dishes.
example A: I love curry. You need some onions and...
B: Do you need any potatoes?
c Tell the class about your partner’s favourite dish.
97
Lesson 20
Lesson 20

84
How Do I Get to Green Hill?
In this lesson -Tell people how to get to places
Function - Giving directions by train
Examples:
How do I get to Oxford by train?
Take the northbound train.
Introduction
1
In pairs, learners match the pictures with the words.
1 answers
b, d, e, f, g, c, a
2
Ask learners if the words in activity 1 are public transport
(1) or private transport (2). They should write 1 or 2 next
to the pictures.
2 answers
1, 2, 2, 2, 1, 1, 1
3
As a class, discuss questions a and b. Write some example
answers to the questions on the board.
Example:
I use the train the most because it’s fast, reliable and cheap.
I usually spend more than 10 hours per week. About one
hour each way.
4
mistakes.
21How Do I Get to Green Hill?
UNIT
7
98
21How Do I Get to Green Hill?
Introduction
1 Work with a partner. Match the words with the pictures.
2 Are the words in activity 1 public transport (1) or private transport (2)? Write 1 or 2 next to each picture.
3 Work with a partner. Discuss the following questions.
a What form of transportation in activity 1 do you use the most?
b How much time do you spend on public transport a week?
4 Tell the class about your partner’s answers.
a taxi
b bus
c underground train
d car
e bicycle
f motorcycle
g train
a 1
UNIT
7
Introduction
Lesson 21
Lesson 21

85
Listening
Focus learners’attention on the train map. Read through
the names of the different lines with them.
Ask them the following questions:
a) How many stops are on the Circle line?
b) What line is Timperley on?
c) How many stations have two lines?
Answers
a) 8 b) Bank Line c) 7
5
Track 42 Track 43 Track 44 Learners listen
to the three conversations and circle the names of the
stations they hear.
(listening for key words)
a text. Asking learners to listen for key words develops
5 answers
Spennel
Timperley
Sleaford
Croxton
Summerhill
Broadwater
Yoxall
Kinver
Conversation 1
A Excuse me.
B Yes?
A How do I get to Spennel?
B Well, take the eastbound Bank Line from Timperley, and
change at Sleaford. Then take the eastbound Circle Line.
Spennel is the third stop.
A Thank you.
Conversation 2
A Excuse me. What’s the best way to get to Croxton?
B Go to Summerhill station and take the southbound
train on the New Line. Change at Broadwater and take a
westbound Central Line train. Croxton is the second stop.
Conversation 3
A Excuse me.
B Yes?
A How do I get from here to Yoxall?
B OK... take an eastbound train on the Coastal Line. Change
at Kinver to an eastbound Circle Line train. Go one stop
to Spennel then change again. This time you want an
eastbound New Line train. Yoxall Is the first stop from
Spennel.
6
again and write the names of the stations they hear in
the table.
6 answers
Conversation 1
now: Timperley
transfer station: Sleaford
wants to go to: Spennel
Conversation 2
now: Summerhill
transfer station: Broadwater
wants to go to: Croxton
Conversation 3
now: Ruston
transfer stations: Kinver, Spennel
wants to go to: Yoxall
99
In this lesson: Tell people how to get to places
Function: Giving directions by train
Listening
5 Look at the train map.
Track 42 Track 43 Track 44 Listen to conversations 1-3.
Circle the names of the stations you hear.
6 Track 42 Track 43 Track 44 Listen again.
Write the names of the stations in the table.
now transfer stations wants to go to
1 Timperley Sleaford Spennel
2 Summerhill
3 Ruston
Lesson 21
Lesson 21

86
Language Focus
Read through the expressions in the boxes with learners.
In pairs, practise the three conversations in activity 5.
Encourage learners to look at each other when they’re
speaking.
Practice
7
Learners look at the map on page 99 and complete the
directions.
7 answers
See CD scripts for Tracks 45, 46, and 47 - answers underlined.
8
and check their answers.
Conversation 1
A How do I get to West Bank from Shipmeadow?
B Take a westbound train on the Circle Line. Change at
Sleaford. Next, take a Bank Line train. West Bank is the
second stop.
Conversation 2
A How do I get to Oxted from Martindale?
B Take a westbound Central Line train. Change at
Tankersley to the Circle Line. Take a westbound train.
Oxted is three stops from Tankersley.
Conversation 3
A What’s the best way to get from Broadwater to Abbott’s
Inn?
B Take a southbound train on the New Line. Change at
Spennel. Next, take the Circle Line to Kinver. Change
again and take a southbound Coastal Line train. Abbott’s
Inn is the first stop.
9
In pairs, learners practise the conversations in activity 7.
Practice
7 Look at the map on page 99. Complete the directions.
Language Focus
To ask for directions by train, we can use these expressions:
How do I get to... ?
What’s the best way to get to... ?
How do I get from... to... ?
Take the (Bank Line).
Take a (northbound / southbound / westbound / eastbound) train.
Change at (Kinver).
(Roseland) is the (first / second / last) stop.
(Roseland) is (two) stops from (Kinver).
To give directions, we can use these expressions:
Conversation 2
A: How do I get to Oxted from Martindale?
B: Take a westbound Line train. at Tankersley to the
Line. Take a train. Oxted is stops from Tankersley.
Conversation 1
A: How do I get to West Bank from Shipmeadow?
B: Take a westbound train on the Circle Line. Change at Sleaford.
Next, a Bank Line train. West Bank is the stop.
Conversation 3
A: What’s the best way to get from Broadwater to Abbott’s Inn?
B: a southbound train on the Line. Change at .
Next, take the Line to . Change again and take a
Coastal Line train. Abbott’s Inn is the stop.
8 Track 45 Track 46 Track 47 Listen and check your answers.
9 Work with a partner. Practise the conversations in activity 7.
100 Lesson 21
Lesson 21

87
Sounding Natural
10a
Track 48 Learners listen and tick (√) the correct box
for the sounds /s/ and /z/.
10a answers
/s/ eats, likes, makes, works, hates
/z/ lives, tells, studies, drives, loves
eats, lives, tells, studies, likes, makes, works, drives, loves,
hates
10b
Modal the pronunciation for the class. Drill chorally, then
individually.
Interact
11a
Learners think about where they live.
Ask them to write two places where they often go to by
train.
Example:
Yokohama
Shinjuku
11b
In pairs, learners show their partner the two places they
wrote down. Allow learners a few minutes to think and
make notes for directions to those places by train.
Learners give directions to the places. Read the example
and check learners understand the activity. Monitor and
assist with vocabulary where necessary.
In a private lesson
Do a role-play with the learner. Stay ’in character’during
the role-play. Resist temptation to take the lead in the
activity. Alternatively, do the activity twice, agreeing with
the learner that, the first time, you will take the lead, but
that they will take the lead the second time.
Monitor the learners’use of vocabulary and language.
and any mistakes.
Sounding Natural
10a Track 48 Listen to the words in the table. Tick ( ) the box with the correct sounds.
Interact
11Think about where you live.
a Write two places you often go to by train.
b Practise the pronunciation.
eats lives tells studies likes makes works drives loves hates
/s/
/z/
b Work with a partner. Show each other the places you wrote down.
Ask for and give directions how to get to the places by train.
example A: How do you get to Brighton from here?
B: Well, take a southbound train on the...
101
Lesson 21
Lesson 21

88
I Went to India Last Year
In this lesson - Tell your partner about your week
Grammar - Past simple with regular and irregular
verbs and time expressions
Examples:
Yesterday we stayed at home all day.
The lamp fell down and broke.
Warmer
• Write ’What did you do yesterday?’on the board.
• Roll a dice. If you roll a two, then tell the class two
things you did yesterday. Pass the dice to a learner and
ask them to do the same.
• After they say what they did, they pass the dice on to
the next learner.
• You can change the question after everyone has had a
go.
Introduction
1a-h
Write a timeline similar to the one in activity 1 of the
Student Book. Elicit the order of the time expressions and
write them in the correct place on the timeline.
1a-h answers
From a – h: in 1999, five years ago, last year, last month, two
weeks ago, last Monday, yesterday, ten minutes ago
2a-d
In pairs, learners discuss questions a – d. Write an
example on the board and check learners understand the
activity.
3
22 I Went to India Last Year
UNIT
8
104
22I Went to India Last Year
Introduction
1 Write the time expressions in the correct order.
2 Work with a partner. Discuss the questions below.
a What kinds of problem do people have when they go on holiday?
b Have you ever had any problems on holiday?
c What happened?
d How did you fix the problems?
now
ten
minutes
ago
a b c d e f g h
last year yesterday ten minutes ago last Monday
five years ago two weeks ago in 1999 last month
UNIT
8
Introduction
Lesson 22
Lesson 22

89
Reading
4
Focus learners’attention on the big picture on page 105.
Elicit the name of the famous building and what country
it’s in.
4 answer
Taj Mahal, India
5
Ask learners to look at the pictures and guess what
problems Justin and Julia had on their trip.
Teaching tip – speculation
they guessed.
6
In pairs, learners read the problems and match them to
the pictures in activity 5.
6 answer
From left to right and top to bottom:
h, e, c, b
g, a, d, f
105
In this lesson: Tell your partner about your week
Grammar: Past simple with regular and irregular verbs and time expressions
Reading
4 Last year Justin and Julia went on holiday. Where did they go?
5 Justin and Julia had a lot of problems on holiday.
Look at the pictures. What problems do you think they had?
Read Justin’s and Julia’s problems below. Match them with the pictures. Write the letters in the boxes.
a They didn’t find
their luggage at the
airport.
b Justin was ill. He
stayed two nights in
the hospital.
c At the airport, Justin
and Julia couldn’t
find their tickets
and passports.
d A taxi hit Justin and
broke his leg.
e Their bed was very
uncomfortable, so
they didn’t sleep
well.
f The weather was
very hot, and they
got sunburn.
g They stayed in a
very old hotel.
h During the flight,
the weather was
very bad.
a
Reading
Lesson 22
Lesson 22
Memo

90
Language Focus
Go over the past simple forms and the example
sentences with learners. Ask learners to find some more
examples in activity 6. Give learners a few minutes to
find and underline examples.
Practice
7a-j
Learners complete the sentences using the past simple
form of the verbs in parentheses.
7a-j answers
a) bought
b) fell, broke
c) played
d) ate
e) watched
f) did, do
g) cooked
h) did, go
i) went
j) got
Practice
7 Complete the sentences using the past simple form of the verbs in the parentheses.
See the Irregular Verbs section on page 181 for a list of irregular verbs.
We can talk about the past with the past simple form of verbs.
We add –ed to the base form of regular verbs to make the past simple form.
stay stayed
He stayed two nights in the hospital.
a (buy) I bought a new car on Friday.
b (fall, break) Last Saturday I off my bike and my arm.
c (play) When I was at school, I tennis every day.
d (eat) I pizza two days ago.
e (watch) Bob four DVDs on Sunday.
f (do, do) A:What you last Friday?
g (cook) B: I dinner for my friends.
h (do, go) A:Where you last week?
i (go) B: I to NewYork with my girlfriend.
j (get) We married 13 years ago.
Irregular verbs have different past simple forms.
break broke A taxi hit Justin and broke his leg.
go went I went to India.
To make past simple verbs negative, we use didn’t (did not) + base form of the verb.
They didn’t find their luggage at the airport.
To make questions in the past simple, we use did + subject + base form of the verb.
Did you play tennis yesterday? Yes, I did.
What did you do last year? We went to India.
We often use the past simple with a time expression.
Last year we went to India.
On Friday I saw a film.
I met my friend three days ago.
I graduated in 1990.
Language Focus
106 Lesson 22
Lesson 22
Memo

91
Sounding Natural
8
Track 49 Read the words in the activity with
learners. Play the CD. Listen and copy the pronunciation.
Model and drill.
pit / bit
pull / bull
to / do
ten / den
9a+b
Model the sentences for learners. Drill chorally, then
individually.
Teaching tip – back drilling
Back drilling is a useful technique to practise connected
speech. Drill a long utterance by building it up from
the end. Increase its length each time you model it for
learners to repeat.
10
Track 50 Learners listen and copy the pronunciation.
a) Den dared Tim to dial ten two ten, but Tim didn’t do it, he
dialled two ten two.
b) Bill patted the pit bull on the back, but the pit bull pulled
at Bill’s bag, and bit Bill back.
Interact
11a
Explain to learners they’re going to talk about what they
did last week.
Learners write ten things they did last week in the box.
Write an example on the board and check learners
Examples:
I went shopping.
I ate some sushi.
11b
In pairs, learners use the prompts to ask each other
questions about last week. Read the example and check
learners understand the activity. Monitor the learners’use
of vocabulary and language. Make notes on good use of
11c
Sounding Natural
8 Track 49 Read the words below. Listen and copy the pronunciation.
pit / bit
pull / bull
to / do
ten / den
9 Read the sentences below.
a Den dared Tim to dial ten two ten, but Tim didn’t do it; he dialled two ten two.
b Bill patted the pit bull on the back, but the pit bull pulled at Bill’s bag, and bit Bill back.
10 Track 50 Listen and copy the pronunciation.
Interact
11a Write down ten things you did last week.
b Work with a partner. Ask each other questions about last week.
Use the question words below.
• Where • What • Why • When • Who • How long
example A: What did you do last week?
B: I saw a lm on Tuesday.
A: Did you like it?
B: Yes, I did./No, I didn‛t.
107
Lesson 22
Lesson 22

92
I Sing Badly
In this lesson - Discuss how your friends do things
Core activities - 2 -9, 11
Grammar - Adverbs of manner
Example:
He slept quietly.
He can swim well.
Please speak slowly.
Introduction
1
Learners match the pictures with the actions in the box.
1 answers
Clockwise from top left: d, a, e, b, f, c, g, h
2a-c
In pairs, learners ask and answer the questions a-c.
Learners should make brief notes about their partner’s
answers.
3
23 I Sing Badly
UNIT
8
108
Introduction
Match the actions in the grey box with the machines. Write the letters in the boxes.
game console
washing machine
mobile phone
stereo microwave oven vacuum cleaner
dishwasher
laptop computer
a
UNIT
8
Introduction
a cook food
b talk to friends
c wash clothes
d listen to music
e clean the carpet
f play games
g surf the internet
h do the washing-up
Lesson 23
23I Sing Badly
2 Work with a partner. Ask and answer the questions below.
a How many of these machines did you use today?
b Which of these machines do you use most?
c What other machines do you use every day?
example Emi uses her washing machine every day.
Lesson 23
Memo

93
Reading
4
Learners read and guess what machines in activity 1
Michael and Sophia talk about.
4 answers
Michael: mobile phone, games console
Sophia: vacuum cleaner, laptop computer
5a-d
Learners read the descriptions again in activity 4 and
answer the questions.
Alternatively, this can be done as a scanning activity.
Teaching tip – scan reading
We scan to get particular details or information from
a text, for instance when searching for the time a TV
programme starts in a newspaper listing.
Encourage scanning skills in learners by:
• Setting a time limit to a reading activity (you can
present this as a race to find the information)
• Assuring learners that they do not need to read every
word every time.
5a-d answers
a) Because he can send emails and make calls on the train.
b) At home.
c) Late at night.
d) It is too slow.
109
I like this machine because I can
easily make calls and send emails
when I’m on the train. Of course,
I have to do this quietly. The other
machine I love is at home. I can
play all my favourite games as
loudly as I want because I live by
myself.
machine one
machine two
My neighbours always look at me
angrily because I clean my carpet
with this machine late at night.
The other machine I like is in the
living room. I can do all kinds of
things with it – surf the internet,
watch DVDs, and do my work. I
need a new one, though. This one
works slowly.
machine one
machine two
Michael Sophia
Lesson 23
In this lesson: Discuss how your friends do things
Grammar: Adverbs of manner
Reading
4 Read about Michael and Sophia. They’re each talking about two machines.
Guess which machines from activity 1 they are talking about.
Write the names under the descriptions.
5 Read Michael and Sophia’s descriptions in activity 4 again and answer the questions.
a Why does Michael like his machine one?
b Where does he use machine two?
c When does Sophia use her machine one?
d Why does she want a new machine two?
Reading
Lesson 23
Memo

94
Language Focus
Go over the explanations and examples with learners and
6
Ask learners to look at the Reading text in activity 4
again and underline all the adverbs of manner.
6 answers
easily, quietly, loudly, angrily, slowly
Practice
7
Learners complete the table with the missing adjectives
and adverbs.
7 answers
quick – quickly
nice – nicely
easy – easily
quiet – quietly
loud – loudly
angry – angrily
slow – slowly
beautiful – beautifully
good – well
Feedback in pairs and then as a class. Point out how the
’y’in easy and angry changes to an ’i’.
8a-d
Learners underline the correct word to complete the
sentences.
8a-d answers
a) well
b) angry
c) slowly
d) quietly
9a-d
Learners use the prompts to answer the questions in the
activity. Go over the example and check understanding.
9a-d answers
a) They act well.
b) She sings loudly.
c) A tortoise moves slowly.
d) She speaks very nicely.
We use adverbs of manner to describe how something is done.
She waited quietly. = She was quiet while she waited.
We usually make adverbs by adding –ly to an adjective.
quiet – quietly slow – slowly
careful – carefully bad – badly
There are some irregular forms.
good – well fast – fast
Practice
7 Complete the table with the missing adjectives and adverbs.
8 Read the sentences below.
Underline the correct words to complete the sentences.
a He can swim very good / well.
b The man was angry / angrily because the waitress spilled coffee on him.
c Please speak slow / slowly because my English isn’t very good.
d We must speak quiet / quietly, the baby’s asleep.
9 Answer the questions below using the prompts.
a How do they act? (good) They act well.
b How does she sing? (loud)
c How does a tortoise move? (slow)
d How does she speak? (very nice)
adjective adverb
quick
nicely
easy
quiet
loudly
angry
slow
beautifully
good
6 Look at the Reading in activity 4 again. Underline all the adverbs of manner.
Adverbs of manner describe the verbs they go with.
Language Focus
110 Lesson 23
Lesson 23

95
Sounding Natural
10a
Track 51 Learners listen and write the words they
hear in the correct column.
10a answers
a) break, change, paper
b) high, rice, write
c) boat, home, know
d) flower, mouth, town
10b
pronunciation.
Interact
11a
Explain to learners they’re going to discuss how their
friends do things.
Learners write names of five friends or relatives.
11b
Go over the instructions and example with learners and
Demonstrate the activity by briefly talking about how
some of your friends do things. Allow learners time to
think and make notes. Monitor and assist as necessary.
11c
the people in their lists. Read the example and check
learners understand the activity. Monitor learners’use of
vocabulary and language. Note good use of vocabulary
and language, and any mistakes.
11d
Learners tell the class about their partner’s friends or
relatives.
Teaching tip – monitoring and error correction
a correct sentence you heard. Then elicit which one is
correct, which one is incorrect, as well as how to correct
the mistake.
correct as a class.
Sounding Natural
10a Track 51 Listen to the words below. Write them in the correct columns.
a /eɪ/ b /aɪ/ c /əʊ/ d /aʊ/
break
boat break change flower high home
know mouth paper rice town write
Interact
11a Write the names of five friends or relatives.
Names How they do things
Marie She swims very well.
b Use the adverbs below to describe how your friends or relatives do things.
quickly nicely easily quietly loudly angrily slowly well beautifully
c Work with a partner. Ask and answer questions about the people on your lists.
example A: Who‛s Marie?
B: She‛s my sister. She swims very well.
d Tell the class about your partner’s friends or relatives.
111
Lesson 23
Lesson 23

96
When We Were Young...
In this lesson - Tell people a story about when you were
young
Core activities - 3-9
Warmer
• Write the following words in random order on the board.
baby
toddler
child
teenager
young adult
middle-aged person
elderly person
• In pairs, learners put the words into the correct order
and write the age range for each group (e.g. baby: 0
months – 2 years).
• Feedback to the class.
• In different pairs. Learners discuss what are the good
points about each age to be and why.
• Feedback as a class.
Introduction
1a-d
Focus learners’attention on questions a-d. Elicit some
example answers and write on the board. Check learners
In pairs, learners ask and answer the questions. Monitor
and assist with vocabulary where necessary.
2
Teaching tip – monitoring and error correction
a correct sentence you heard. Then elicit which one is
correct, which one is incorrect, as well as how to correct
the mistake.
correct as a class.
Vocabulary
3
Ask learners which words from the box they can see in
the pictures.
3 answers
The pictures show (clockwise from the top):
broken wrist
rocks
hamster
wardrobe
older brothers
cage
beach
4
Explain to learners that they’re going to hear two people
tell stories about when they were young. One story is
about a pet. One story is about a holiday.
In pairs, learners decide which story the words in activity
3 are from. They write the words in the table.
24When We Were Young…
UNIT
8
112
24When We Were Young...
1 Think about when you were a child.
Work with a partner. Ask and answer these questions.
Listening
5 Track 52 Track 53 Listen and check.
a Where did you go to school? Who was your best friend at school?
b What was your favourite toy?
c Did you have a pet? What was it? What was its name?
d Do you remember a family holiday? Where did you go?
4 You will hear two people tell stories about when they were young.
One story is about a pet. One story is about a holiday.
Before you listen, work with a partner to decide which story the words in the box are from.
Write the words in the table below.
Vocabulary
3 Which words from the box can you see in the pictures?
upset
beach
rocks
hamster
older brothers
escape
broken wrist
wardrobe
frightened
cage
story about a pet story about a holiday
cage
UNIT
8
Introduction
Lesson 24
Lesson 24

97
Teaching tip – speculation
they guessed.
4 answers
story about a pet:
cage, hamster, upset, wardrobe, escape
story about a holiday:
older brothers, beach, rocks, frightened, broken wrist
Listening
5
Track 52 Track 53 Learners listen and check
answers.
Woman
When I was about six, I had a pet hamster. His name was
Errol and he lived in a cage in my bedroom. I sometimes took
Errol out of his cage and let him run around the room.
One day, I took Errol out of his cage, but he ran under my bed.
I couldn’t find him anywhere. I was really upset. Two days
later, my mum found him. He was on top of the wardrobe!
After that, I was very careful, and he didn’t escape again.
Man
My parents took my brothers and me on holiday every
summer. One year, we went on holiday to Cornwall. I was
about nine and my brothers were much older – about 15
and16. We stayed near the sea and my brothers and I played
on the beach every morning – my brothers really loved
climbing the rocks on the beach.
One day, I decided to climb the rocks too but I got really
frightened. I fell and broke my wrist. I told my dad that my
brothers pushed me.
6a-g
Go over the questions with learners. Ask learners if they
can remember any answers from the first story. Write
their responses on the board.
(listening for key words)
a text. Asking learners to listen for key words develops
Track 52 Play CD again. Learners listen and answer
the questions.
6a-g answers
a) She was about six.
b) In a cage in the speaker’s bedroom.
c) Around the speaker’s room. / Under the speaker’s bed.
d) She was really upset.
e) Two days.
f) The speaker’s mother.
g) He was on top of the wardrobe.
Feedback in pairs, then as a class, to check answers.
How much did learners remember correctly?
113
In this lesson: Tell people a story about when you were young
a How old was the speaker when it happened?
b Where did the hamster live?
c Where did the hamster run?
d How did the speaker feel?
e How long was the hamster missing?
f Who found the hamster?
g Where was the hamster?
6 Track 52 Listen to the first story again. Answer the questions.
Lesson 24
Lesson 24

98
7a-d
Do the same as activity 6. Ask learners if they can
remember any answers from the second story. Write their
answers on the board.
Track 53 Play CD again. Learners listen and answer
the questions.
7a-d answers
a) He was about nine.
b) To Cornwall.
c) The speaker tried to copy his older brothers by climbing
some rocks but he got frightened, fell and broke his wrist.
d) He told his father that his brothers had pushed him.
Feedback in pairs, then as a class to check answers.
How much did the learners remember correctly?
8
Focus learners’attention on the pictures in the activity.
Ask learners which story in activity 5 the pictures are
from.
8 answer
Second story
Explain to learners they’re going to retell the story.
In pairs, learners use the pictures to help them tell
the story. Give learners a few minutes to think and
make notes. Monitor and assist with vocabulary where
necessary.
Tell learners to change partners, and then retell the story.
mistakes.
In a private lesson
Retelling the story can be done as a kind of ’disappearing
dialogue’activity. Elicit sentences about the pictures and
write the learner’s responses on the board.
Leave the sentences on the board for the learner to refer
to while practising.
Learners can look at sentences on the board, but must
Repeat several times, but erase a sentence each time,
leaving smaller and smaller prompts.
114
a How old was the speaker when it happened?
b Where did they go on holiday?
c What happened on the beach?
d What did the speaker tell his father?
7 Track 53 Listen to the second story again.
Answer the questions.
Look at the pictures from the second story.
What happened? Make notes.
Practise telling the story.
Lesson 24
Lesson 24

99
Interact
9a
Explain to learners they’re going to tell a story from when
they were young.
Learners use the questions in the box to help them make
notes for a story about their childhood. Give learners a
few minutes to think and make notes. Monitor and assist
with vocabulary where necessary.
9b
In pairs, learners tell their stories to each other. Monitor
learners’use of vocabulary and language. Make notes on
9c
Learners tell the class about their partner’s story.
115
Interact
9 a Think about a story from when you were young.
Use the questions below to make notes.
• How old were you?
• Where did the event happen?
• Who was there?
• What happened?
• How did you feel?
b Work with a partner. Tell your stories.
c Tell the class about your partner’s story.
Lesson 24
Lesson 24
Memo

100
Do You Have a Receipt?
In this lesson - Describe a problem in a shop
Grammar - too and not enough with adjectives
Examples:
These shoes are too small.
These trousers aren’t long enough.
Introduction
1a
Go over the instructions with the learners and check they
understand the activity. Give the learners a minute to
think.
1b
Learners tell the class about their problems. Share some
of your own experiences with learners.
2
Learners match the words with the pictures (one of the
words matches with two pictures).
2 answers
e. stained
a. torn
c. scratched
d. tight
b. broken
b. broken
3a-f
Learners complete the sentences by using the phrases in
activity 2.
3a-f answers
a) The computer is broken.
b) The lens is scratched.
c) The T-shirt is stained.
d) The jeans are torn.
e) The clock is broken.
f) The shirt is tight.
25Do You Have a Receipt?
UNIT
9
a a The computer is broken.
b b The lens
c c The T-shirt
d d The jeans
e e The clock
f f The shirt
118
a torn b broken c scratched d tight e stained
a
UNIT
9
Introduction
1 a When you go shopping, do you have any of the problems below? Tick ( ) the problems you have.
You can never find the right size. It’s always too crowded.
There is never enough time. Things are too expensive.
b Tell the class about your problems.
Introduction
Lesson 25
25Do You Have a Receipt?
2 Match the words in the box with the pictures (one of the words matches with two pictures).
3 Complete the sentences below by using the words in activity 2.
Lesson 25

101
4
In pairs, learners match the underlined words to their
meanings. Go over the instructions and example with
learners and check understanding.
4 answers
Can I have a refund? – Money that is paid back to you.
Can I exchange them? – Give something and get something
back in return.
Can you give me a receipt? – A piece of paper that shows
you paid for something.
Can I have a guarantee? – A promise to repair or replace for
free something broken.
Can you repair it? – To mend a broken item.
Listening
5a
Track 54 Track 55 Track 56 Track 57
Tell the learners they’re going to listen to four
conversations.
Learners listen and write what each person bought and
what the problems are.
5a answers
Conversation 1: shoes – too small
Conversation 2: sunglasses – scratched
Conversation 3: clock – broken
Conversation 4: jeans – not big enough
Conversation 1
Customer Excuse me.
Shop assistant Yes, sir. How can I help you?
Customer
I bought these shoes yesterday, but they’re
too small. Can I exchange them?
Conversation 2
Customer Excuse me.
Shop assistant Yes, madam. How can I help you?
Customer
I bought these sunglasses here today,
but when I got home I saw the lens is
scratched. Can you replace it?
Conversation 3
Customer Excuse me.
Shop assistant Yes, madam. How can I help you?
Custome I bought this clock here last month, but it’s
broken. Can you repair it?
Conversation 4
Customer Excuse me.
Shop assistant Yes, sir. How can I help you?
Customer
I bought these jeans here last week, but
they’re not big enough. Can I have a refund?
5b
Track 54 Track 55 Track 56 Track 57
Learners listen again and write what each person asked.
5b answers
1) Can I exchange them?
2) Can you replace it?
3) Can you repair it?
4) Can I have a refund?
1 1 Can I exchange them?
2 2
3 3
4 4
119
Can I have a refund? A promise to repair or replace for free something broken.
Can I exchange them? Give something and get something back in return.
Can you give me a receipt? Money that is paid back to you.
Can I have a guarantee? A piece of paper that shows you paid for something.
Can you repair it? To mend a broken item.
conversation item problem
Track 54 1 shoes too small
Track 55 2
Track 56 3
Track 57 4
Lesson 25
In this lesson: Describe a problem in a shop
Grammar: Too and not enough with adjectives
4 Read the questions below. Match the underlined words in the questions with their meanings on the right.
Listening
5 a Listen to the four conversations.
Write what each person bought.
Write the problem next to the item.
b Track 54 Track 55 Track 56 Track 57 Listen again.
Write what each person asked the shop assistant.
Lesson 25

102
Language Focus
Go over the explanations and examples with learners and
Use board drawings to illustrate too (big) and not (big)
enough.
Practice
6a-e
Learners use be + too + adjective in the box to complete
the sentences. Go over the instructions and example with
6a-e answers
a) The shoes are too big.
b) The dress is too long.
c) The suitcase is too heavy.
d) The street is too crowded.
e) The car is too fast.
Extension
Elicit the opposite adjectives for the adjectives in the box
(small, short, light, quiet, slow).
Ask the learners to make ’...not (adjective) enough’ sentences.
Example: The shoes aren’t small enough.
Practice
Use be + too + the adjectives in the
green box to complete the sentences.
a a The shoes are too big.
b b The dress
d d The street
e e The car
c c The suitcase
Language Focus
To explain a problem in a shop, we can use these patterns:
To ask for something:
be + adjective
be + too + adjective
be + not + adjective + enough
This computer is broken.
These shoes are too small. (= I want bigger shoes.)
These trousers aren’t long enough. (= I want longer trousers.)
Can + I + base form of the verb Can I have a refund?
To ask someone to do something:
Can + you + base form of the verb Can you repair it?
long heavy big crowded fast
120 Lesson 25
Lesson 25
Memo

103
7a-d
Learners rewrite the sentences in the correct order.
7a-d answers
a) I bought this jacket last week, but it is torn.
b) I bought this watch yesterday, but it doesn’t work.
c) I bought this shirt today, but it is stained.
d) I bought this computer last month, but it’s broken.
8
In pairs, learners write possible requests for each problem
in activity 7. Write an example on the board and check
that the learners understand the activity.
More than one request is possible.
8 answers
Learner’s own answers.
Sounding Natural
9a
Track 58 Learners listen and mark the stressed words
in the activity.
9a answers
See CD script for Track 58 - answers in bold.
Can I have a refund?
Can I exchange them?
Can you give me a receipt?
Can I have a guarantee?
Can you repair it?
9b
Model the sentences for the class. Drill chorally, then
individually.
Interact
10
In pairs, learners take turns choosing a picture and
describing the problem. Their partner guesses which
picture they are talking about.
Feedback.
Highlight good use of vocabulary and language.
Elicit correction of any mistakes.
Sounding Natural
9 a Track 58 Listen to the sentences below. Mark ( ) the stressed words.
7 Rewrite the sentences in the correct order.
aathis / jacket / torn. / last / it / is / week / bought / I / but
I bought this jacket last week, but it is torn.
bbI / watch / yesterday / doesn’t / but / this / work. / it / bought
cc shirt / I / bought / stained. / it / is / this / today / but
ddcomputer / last / month / I / bought / but / broken. / is / it / this
8 Write what the person might request for each problem to be sorted out in activity 7.
b Practise saying the sentences.
Interact
10Work with a partner.
Take turns to choose a picture below.
Explain the problem to your partner.
Can your partner guess the picture?
Can I have a refund? Can I exchange them? Can you give me a receipt?
Can I have a guarantee? Can you repair it?
121
Lesson 25
Lesson 25

104
You Should Try to Relax
In this lesson - Give advice for health problems
Grammar - should/shouldn’t for advice
Examples:
You should do some exercise.
You shouldn’t smoke.
Warmer
• Ask learners what problems they have with learning
English.
• Demonstrate some examples of problems you might
have had with learning languages, e.g. remembering
vocabulary, listening.
• In pairs, learners discuss their problems and ideas for
improving.
• Learners compare their problems and ideas for
improving with the class.
Introduction
1
In pairs, learners match the words to the pictures. Go
through an example and check learners understand the
activity.
1b answers
a) My feet hurt.
b) I’ve got a toothache.
c) My eyes hurt.
d) I’ve got a backache.
e) I’ve got a temperature.
f) I’ve got a stiff shoulder.
g) I’ve got a headache.
h) My hand hurts.
2
Learners work with a different partner and discuss the
questions.
Feedback as a class. Learners tell the class about their
partner’s answers.
26 You Should Try to Relax
UNIT
9
122
UNIT
9
8
6
My feet hurt.
I’ve got a stiff shoulder.
I’ve got a toothache.
I’ve got a temperature.
My eyes hurt.
I’ve got a backache.
I’ve got a headache.
My hand hurts.
4 5
1 2 3
7
Introduction
1 a When you go shopping, do you have any of the problems below? Tick ( ) the problems you have.
You can never find the right size. It’s always too crowded.
There is never enough time. Things are too expensive.
b Tell the class about your problems.
Introduction
Lesson 26
26You Should Try to Relax
2 Have you had any of the problems in activity A in the past?
If yes, which problems?
When did you have the problems?
Lesson 26

105
Listening
3
Draw attention to the picture of Alex and Jackie on
page 123. Elicit details about the picture. (What are they
doing? Where are they?)
Track 59 Play the CD. Learners listen and write the
problems which Jackie mentions.
3 answers
stiff shoulders, hands hurt, eyes hurt
Alex Hi, Jackie.
Jackie Oh, hi Alex.
Alex How’s everything with your new job?
Jackie
I like it, but I’m sitting in front of a computer all day.
I’ve got stiff shoulders and my hands hurt.
Alex
Hmm. You should relax your shoulders and hands.
You shouldn’t sit down for long periods of time.
Jackie I see. I’ll try doing that. Also, I sometimes feel tired
and my eyes hurt.
Alex
That happens to me too. If you work on a computer,
I think you shouldn’t have a dirty screen. You should
clean it every day. Also, you should stand up when
you’re tired.
Jackie Thanks for your help. See you at lunch?
Alex Yeah, OK.
4
In pairs, learners read and complete the conversation
using the phrases in the box.
4 answers
123
Alex: Hi, Jackie.
Jackie: Oh, hi, Alex.
Alex: How’s everything with your new job?
Jackie: I like it, but I’m sitting in front of a computer all day.
I’ve got stiff shoulders, and my hands hurt.
Alex: Hmm. your shoulders and hands.
for long periods of time.
Jackie: I see. I’ll try doing that. Also, I sometimes feel tired, and my eyes hurt.
Alex: That happens to me too. If you work on a computer, I think
a dirty screen. every
day. Also, when you’re tired.
Jackie: Thanks for your help. See you at lunch?
Alex: Yeah, OK.
you shouldn’t have
you should relax
you should clean it
you should stand up
you shouldn’t sit down
Lesson 26
In this lesson: Give advice for health problems
Grammar: Should/Shouldn’t for advice
Listening
3 Track 59 Alex and Jackie are co-workers.
Listen to the conversation.
Which problems in activity 1 does Jackie mention?
Read Alex and Jackie’s conversation below.
Write the phrases from the yellow box in the spaces.
Lesson 26

106
Language Focus
Go over the explanation and examples with learners.
Practice
5a-f
Learners complete the advice using should or shouldn’t.
5a-f answers
a) You should go to the dentist.
b) You shouldn’t lift heavy objects.
c) You should see the doctor.
d) You should save your money.
e) You should study more.
f) You should use a cookbook.
Extension
Ask learners to think of some advice for problems a, b, d,
e, and g in activity 1. Monitor and assist with vocabulary
where necessary.
Feedback as a class. Write learners’responses on the
board. Highlight good use of language and elicit
We use should when we think something is a good idea.
should + base form of the verb
You should relax your shoulders and hands.
We use shouldn’t when we think something is a bad idea.
You shouldn’t sit down for long periods of time.
Practice
5 Complete the advice below using should or shouldn’t.
a You should go to the dentist. b lift heavy objects.
c see the doctor. d save your money.
e study more. f use a cookbook.
Language Focus
124 Lesson 26
Lesson 26
Memo

107
Sounding Natural
6a
Track 60 Learners listen to the last sound in each
word and write them in the correct column.
6a answers
/ns/ once, entrance, dance, pence
/nd/ understand, thousand, find, friend
/nt/ want, different, important, haven’t
understand
once
want
different
entrance
important
thousand
find
friend
dance
haven’t
pence
6b
pronunciation.
Interact
7a
Explain to the learners that they’re going to give advice
for some problems.
In pairs, learners choose one of the problems and write
four pieces of advice. Demonstrate the activity by writing
an example on the board and check understanding.
7b
Learners read their advice to the class without saying
what the problem is. The class tries to guess what the
problem is. Monitor learners’use of vocabulary and
In a private lesson
Role-play visiting a doctor’s office. Take turns playing the
doctor.
Stay ’in character’during role-play. Resist the temptation
to take the lead in the activity. Alternatively, do the
activity twice, agreeing with the learner that, the first
time, you will take the lead, but that they will take the
lead the second time.
Sounding Natural
6 a Track 60 Listen to the last sound in each word. Write it in the correct column.
Interact
7 a Work with a partner. Choose one of the problems below, and write four pieces of advice.
b Check your answers with a partner.
/ns/ /nd/ /nt/
understand
understand once want different entrance important
thousand find friend dance haven’t pence
b Read your advice to the class, but don’t say what the problem was. Can the class guess?
I’m really tired all the time, but I can’t sleep!
1
I never remember people’s names — it’s really embarrassing!
2
I work really hard, but I never have enough money.
3
I had a really big ght with my wife. Now she isn’t talking to me.
4
125
Lesson 26
Lesson 26

108
What’s the Matter?
In this lesson - Role-play a visit to the doctor
Core activities - 1-4, 6, 7, 9
Function - Asking about problems and giving advice
Examples:
What’s wrong (with her)?
What’s the matter?
He has a toothache.
You should go to the dentist.
Introduction
1
Point to two or three parts of your body and ask, ’What’s
this in English?’Elicit answers. Model, drill, and record on
the board any unknown items.
Direct attention to the pictures on page 126. Go over the
example.
Learners work in pairs to label the pictures with words
from the box.
Feedback as a class. Again, model, drill, and record on the
board any unfamiliar items.
Check that learners understand the difference between
’head’and ’face’. You may want to point out the irregular
plural forms – feet, teeth.
1 answers
(from the top)
a hand, an arm, a head, a mouth, a back, an eye, a stomach,
a nose, a tooth, an ear (to the left of a tooth), a leg, a foot
2
Go over the example question and answer with learners.
In pairs, learners ask for and give the names of body parts
in English. You may want to get them to close books and
point to their own bodies during this activity, so they
aren’t just reading the labels.
27 What’s the Matter?
UNIT
9
126
an arm
bollocks
bollocks
bollocks
bollocks
bollocks
bollocks
bollocks
27What’s the Matter?
Introduction
1 Look at the pictures of the women.
Write the words from the box in the spaces.
an arm a back an eye
a mouth a tooth a foot
a hand a head a stomach
a nose a leg an ear
2 Work with a partner. Ask and answer questions about the different parts of the body.
example A: What‛s this?
B: It‛s an arm.
bollocks
bollocks
bollocks
bollocks
Introduction
Lesson 27
UNIT
9
Lesson 27

109
3
Use picture 5 on page 127 to elicit ’a cold’. Direct learners
to the box at the top of the page and read over the list of
ailments with them.
In pairs, learners match the ailments to the pictures.
Feedback as a class. Model, drill, and record on the board
any unfamiliar items.
3 answers
1) a toothache
2) an earache
3) a backache
4) a headache
5) a cold
6) a stomachache
7) a cough
Listening
4
Track 61 Direct attention to the pictures in activity
3. Read through the questions with learners.
Learners listen and write the correct number next to each
question. Pause CD after the first and second exchanges
to check that learners understand what to do.
a) What’s the matter with him? - He has a toothache.
b) What’s the matter with her? - She has a headache.
c) What’s wrong? - He has a stomachache.
d) What’s wrong with him? - He has a cough.
e) What’s the matter? - He has a backache.
f) What’s the matter with her? - She has a cold.
g) What’s wrong with her? - She has an earache.
4 answers
a) 1
b) 4
c) 6
d) 7
e) 3
f) 5
g) 2
5
Model and drill the answers (He has a / She has a cold,
etc.)
Model and drill the questions one at a time.
Drill questions and responses chorally, and then in open
pairs.
In closed pairs. Learners use the pictures in activity 3
to practise asking what the problems are, and how to
respond to the questions.
127
In this lesson: Role-play a visit to the doctor
Function: Asking about problems and giving advice
3 What’s the matter with the people in the pictures?
Match the words with the pictures.
a toothache a headache a stomachache
a cough a backache a cold an earache
Listening
4 Track 61 Look at the pictures in activity 3. Listen and write the numbers in the boxes.
5 Work with a partner. Ask and answer questions about the pictures in activity 3.
example A: Look at 1. What‛s the matter with him?
B: He has a toothache.
a What’s the matter with him? 1
b What’s the matter with her?
c What’s wrong?
d What’s wrong with him?
e What’s the matter?
f What’s the matter with her?
g What’s wrong with her?
1
2 3 4
5 6 7
a toothache
Lesson 27
Lesson 27

110
Language Focus
Draw a two-column table on the board. At the top of one
column write ’a good idea’, using gesture and tone to
convey meaning. At the top of the other column write,
’a bad idea’, again conveying meaning using gesture and
tone.
Point to picture 3 in activity 3. Ask what the mater is (He
has a backache).
Using gesture and the table on the board, elicit if ’go
running’is a good idea or a bad idea (a bad idea). Write it
in the correct place on the table.
Follow the same procedure with ’lie down’– elicit that
it is a good idea and write it in the correct place on the
table.
Introduce, model and drill ’He should lie down.’and ’He
shouldn’t go running.’as ways of giving advice.
Do the same with one or two more pictures, offering
suggestions and getting learners to say if the people
should or shouldn’t do those things.
Possible suggestions:
Picture 5 (a cold) – wear a mask;
picture 6 (a stomachache) drink beer.
Direct attention to the Language Focus box on page
128. Go over the example sentences with learners.
Practice
6
Direct attention to the pictures and elicit what the
problems are in each.
6 answers
1 He has a toothache; 2 He has a backache; 3 He/She has a
sore eye; 4 He has a headache
Read through the prompts a to d with learners and check
understanding. Teach any unfamiliar items.
Elicit which picture matches the prompts in activity 6a.
Answer
picture 2 – (this is the example).
In pairs, learners match the other prompts to the pictures.
Answer
a = 2
b = 3
c = 1
d = 4
7
Use the prompts in activity 6a to elicit advice for the
problem in picture 2.
Suggested answer
You shouldn’t go running. You should lie down. (This is the
example in the Student Book).
In pairs, learners use the prompts to make advice for the
other pictures.
Feedback as a class. Learners give advice for the problem
in each picture.
Extension
With more confident learners, you may like to challenge
them to come up with an additional piece of advice for each
picture, using their own ideas.
7 answers
a) You shouldn’t go running. You should lie down.
b) He/She shouldn’t watch TV. He/She should use eye drops.
c) He should go to a dentist. He shouldn’t eat cake.
d) He should take aspirin. He shouldn’t listen to loud music.
Practice
a go running / lie down 2
b watch TV / use eye drops
c go to a dentist / eat cake
d take aspirin / listen to loud music
7 Work with a partner. Use the words in activity 6.
Give advice.
example Picture 2.
You shouldn‛t go running.
You should lie down.
1 2
3 4
What’s wrong?
What’s wrong with him?
What’s the matter?
He has a toothache.
He has a cold.
I have a stomachache.
To give advice, we can use should or shouldn’t.
You should go to bed.
You shouldn’t eat sweet things.
Language Focus
128 Lesson 27
Lesson 27

111
Sounding Natural
8a
Track 62 Learners listen for the sound of the
underlined letters and tick (√) the correct column. Pause
after each of the first three words to go over the examples.
Feedback in pairs and then as a class. Remodel and drill
any problematic items.
8a answers
(answers in parentheses)
soup /s/, Chicago /∫/, exercise /z/, smile /s/, guys /z/,
decide /s/, easy /z/, ocean /∫/, sheet /∫/, music /z/, dice
/s/, relation /∫/
8b
Learners practise saying the words.
Interact
9a
Direct attention to the jumbled-up conversation in the
yellow box. Explain to learners that they are going to put
the sentences in the correct order.
Go over the first two or three lines of the conversation
together as a class.
In pairs, learners put the rest of the conversation in order.
9b
Elicit the conversation line by line and write on the board.
Track 63 Learners listen to check answers.
9b answers
Doctor
Come in, Ms Jones. Please sit down. Now, what’s the
matter?
Sarah I have a backache.
Doctor Oh dear! Do you have a headache too?
Sarah Yes, I do. It’s really bad.
Doctor
I see. Hmm. You should lie down all day. Don’t go to
work tomorrow.
Sarah Thank you very much, doctor.
9c
In pairs, learners practise the conversation as a
’disappearing dialogue’.
9d
Ask learners to choose two problems from activity 6.
In pairs learners role-play a visit to a doctor, taking it in
turns to play both roles.
Allow learners time to think and prepare what they will
say before the role-play.
mistakes.
Interact
Put the conversation below in order.
/s/ /ʃ/ /z/
soup
Chicago
exercise
smile
guys
decide
easy
ocean
sheet
music
dice
relation
b Practise saying the words.
Sounding Natural
8 a Track 62 What sounds are underlined in the words below?
Listen and tick ( ).
Oh dear! Do you have a headache too?
1 Come in, Ms Jones. Please sit down. Now, what’s the matter?
Thank you very much, doctor.
Yes, I do. It’s really bad.
I have a backache.
I see. Hmm.You should lie down all day. Don’t go to work tomorrow.
c Practise the conversation in activity 9a.
d Change partners.
Practise the conversation with your own different problems and advice.
example A: Come in, Emi. Please sit down. Now, what‛s the matter?
B: I have...
129
Lesson 27
Lesson 27

112
It’s Next to the Toy Shop
In this lesson - Ask people where places are
Grammar - Prepositions: on the corner of / next to /
between / opposite
Examples:
It’s opposite the toy shop.
It’s next to the toy shop.
It’s between the toy shop and the bank.
It’s on the corner of Queen Street and King’s Lane.
Warmer
• Books closed. In pairs, learners make a list of as many
places in town (e.g. post office, restaurant, chemist, etc.)
as they can in two minutes.
• Learners share their lists with the class.
• Write their lists on the board. Award one point for every
place not on the other pairs’lists. The pair with the most
points wins.
Introduction
1
Draw attention to the map on page 132. Elicit/teach the
different shops.
Track 64 Play CD. Learners tick (√) the shops they
hear. Play the CD again if necessary.
1 answers
June Hi, Mary! How are you? Where do you work now?
Mary
Hi, June! I work in the new shoe shop in Queen
Street.
June Really? Next to the bookshop?
Mary
No, no. That’s the bakery. The shoe shop’s between
the florist and the chemist.
June Oh yes. I see – opposite the toy shop?
Mary
Yes, that’s the one. I like my job. Come in and see me
sometime.
June OK. Maybe next week.
Mary Great! See you then.
June Bye.
28It’s Next to the Toy Shop
UNIT
10
132
28It’s Next to the Toy Shop
Introduction
1 Track 64 Listen to June and Mary talking.
Where does Mary work?
Tick ( ) the shops you hear.
Queen Street
chemist shoe shop florist bookshop bakery
garage toy shop sports shop café souvenir shop
UNIT
10
Introduction
Lesson 28
Lesson 28

113
Language Focus
Go over the examples in the box with learners and check
understanding. Drill – choral and substitution.
Teaching tip – substitution drill
intonation.
Teacher - opposite
Learner - It’s opposite the toy shop.
Teacher - next to
Learner - It’s next to the toy shop.
Etc.
Practice
2
Model and drill the question. (’Where’s the... ?’)
In pairs. Go over the instructions and example with
learners and check understanding. Demonstrate the
activity with a confident learner. Learners ask and answer
questions about the places in activity 1. Monitor learners’
use of vocabulary and language.
Sounding Natural
3a-d
Track 65 Learners listen for which sentences rise at
the end, and which sentences fall.
(Wh- questions usually end in falling intonation. Yes/no
questions usually end in rising intonation.)
3a-d answers
a) rise
b) fall
c) rise
d) fall
a) Excuse me. Is there a bank near here?
b) Excuse me. Where’s the train station?
c) Excuse me. Do you have the time?
d) Excuse me. Where can I buy a stamp?
4
Track 65 Learners listen again and practise the
pronunciation. Drill chorally, then individually.
5a
In pairs, learners read the sentences and match them
with questions in activity 3. Match the first sentence with
learners to demonstrate the activity.
5a answers
c, d, b, a
5b
In pairs, learners practise asking and answering the
questions in activity 3. Encourage learners to look away
from the book and face each other when speaking.
Monitor learners’use of vocabulary and intonation.
133
In this lesson: Ask people where places are
Grammar: Prepositions: on the corner of/next to/between/opposite
Practice
Ask and answer questions about the places
on Queen Street in activity 1.
example A: Where‛s the shoe shop?
B: It‛s between the orist and the chemist.
Sounding Natural
3 Track 65 Listen to the sentences below.
Which sentences rise at the end?
Which sentences fall?
a Excuse me. Is there a bank near here?
b Excuse me.Where’s the train station?
c Excuse me. Do you have the time?
d Excuse me.Where can I buy a stamp?
5 a Read the sentences below.
Match them with the questions in activity 3.
Yes, it’s quarter to one.
You can buy a stamp at the post office.
I’m sorry, I don’t know.
Yes, there is. It’s opposite the hotel.
Practise asking and answering the questions in
activity 3.
on the corner of
café
café
café bank
Queen Street
King’s
Lane
It’s opposite
the café.
It’s next to
the café.
It’s between the café and the bank.
It’s on the corner
of Queen Street
and King’s Lane.
between
next to
opposite
Language Focus
Lesson 28
Lesson 28

114
6
Look at the map with learners. Elicit the total number of
buildings (20).
Go over the street names and buildings on the map with
the learners. Ask some questions to establish where the
buildings are.
For example:
Where’s the hotel?
Listening
7
Direct the learners’attention to the ’bookshop’and ask
what street it’s on (First Street). Drill ’It’s on First Street’
and write on the board. Elicit the streets for a few more
shops.
Draw the attention to shop names in the box at the
bottom of the page.
Explain to the learners that they should listen and write
the names of the shops they hear on the map.
Track 66 Track 67 Track 68 Play CD,
pausing after each conversation to allow learners time to
find and write the names.
7 answers
See CD scripts for Tracks 66-68.
Conversation 1
A Excuse me. Is there a shoe shop near here?
B Yes, there is. It’s on First Street. It’s called ’Feet First’. It’s
opposite the cinema.
A Thanks very much.
B You’re welcome.
Conversation 2
A Excuse me. Where’s the ice cream shop?
B It’s on Third Street, opposite the police station.
A Thank you. You’re very kind.
Conversation 3
A Excuse me. Is there a bank near here?
B Yes, there is. On Fourth Street.
A I’m sorry, Fourth Street, or Fifth Street?
B Fourth. It’s between the café and the camera shop.
6 Look at the map. How many buildings are there?
Listening
7 Track 66 Track 67 Track 68 Listen to the three conversations.
Write the names of the buildings on the map.
Second Street
flower
shop
book
shop
post office
cinema
souvenir shop
police
station
music
shop
toy shop
hotel
clothes
shop
department store
garage
camera
shop
café
First
Street
Third
Street
Fourth
Street
shoe shop ice cream shop bank
134 Lesson 28
Lesson 28

115
8a
again and complete the conversations.
8a answers
See CD scripts for Tracks 66-68 - answers underlined.
8b
In pairs, the learners practise the conversations.
9
Track 69 Direct the learners’attention to the three
missing shops on the map in activity 6. Learners
listen and write the shops on the map. Play CD again if
necessary.
9 answers
The sports shop is on Third Street, opposite the clothes shop.
The bar is next to the camera shop. It’s on the corner of
Fourth Street.
The chemist is between the flower shop and the bookshop
on First Street.
Extension
Books closed. Ask learners (in pairs or small teams)
questions about places on the map. The first pair or team to
answer correctly gets a point.
Interact
10
Go over the instructions and the example. Check
understanding. Working in pairs, the learners look at
the map again. Learners should choose three places
each and ask where they are. Monitor learners’use of
vocabulary and language. Make notes on good use
ofvocabulary and language, and any mistakes.
Interact
10Work with a partner. Look at the map again. Ask and give directions to places on the map.
example A: Excuse me, is there a café near here?
B: Yes, there is. It‛s next to the bank.
A: Where‛s the bank?
B: It‛s on Fourth Street.
9 Track 69 Look at the map again. Listen and write the three missing shops on the map.
8 a Listen again. Complete the conversations below.
Track 66
A Excuse me. Is there a shoe shop near here?
B Yes, there is. It’s . It’s called ‘Feet First’. It’s the cinema.
A Thanks very much.
B You’re welcome.
1
A Excuse me. Where’s the ice cream shop?
B It’s Third Street, the police station.
A Thank you.You’re very kind.
2
A Excuse me. Is there a near here?
B Yes, there is. On Fourth Street.
A I’m sorry, Fourth Street, or Fifth Street?
B Fourth. It’s the café and the shop.
3
b Work with a partner. Practise the conversations.
Track 67
Track 68
sports shop bar chemist
135
Lesson 28
Lesson 28

116
What Time’s the Party?
In this lesson - Ask for more information
Function - Invitations with ’Would you like to... ?’
Introduction
1
Direct attention to the pictures on page 136. Pick out
one or two pictures and talk about the activities. Draw
attention to the example, and show how learners can find
the activities in the box underneath the pictures.
In pairs, learners circle (O) the phrases with pictures and
put a cross (X) next to the ones with no pictures. Monitor
1 answers
O a eat out X b go for a walk, Oc watch TV
O d relax at home X e go to the cinema Of go dancing
X g go to a concert Oh visit an art gallery Oi go to the gym
O j meet a friend X k go for a drive Ol go shopping
X m play tennis On go for a ride
Language Focus
Go over the invitations with the learners. Teach, model
and drill.
Elicit/teach ways to accept or refuse an invitation.
Examples: ’Certainly’, ’That’s a good idea!’, ’I’m sorry, I’m
busy tonight.’
2
Show learners a coin (choose which side is ’heads’and
which side is ’tails’). Indicate that ’heads’means accept an
invitation. ’Tails’means refuse an invitation.
Write an example invitation on the board (’Would you like
to eat out?’).
Toss the coin, and elicit a response based on the results of
the toss.
For example:
Heads: ’Yes. Let’s go to an Italian restaurant.’
Tails: ’I’m sorry. I have an exam.’
In pairs. Learner A invites Learner B to some of the
activities in activity 1. Learner B tosses a coin to accept or
refuse the invitation.
Change roles. Monitor. Note good use of vocabulary and
language, along with any mistakes.
Listening
3
Go through the different items in the table. Explain
to learners that they’re going to listen to a phone
conversation between Micah and an employee in a
cinema. Micah wants to book seats for a film.
Track 70 Play CD. Learners listen and underline the
correct answers. Play CD again if necessary.
3 answers
Cinema Hello. First Cinema. How can I help you?
Micah I’d like two tickets for The Sound of Music, please.
Cinema Certainly. Is that for tonight?
Micah Yes, tonight at six o’clock, please.
Cinema
OK. Two seats for tonight at six o’clock. Where would you
like to sit?
Micah At the back. Is that OK?
Cinema At the back? Yes, that’s fine. Can I have your credit card
29 What Time’s the Party?
UNIT
10
136
29What Time’s the Party?
Listening
3 Track 70 Listen to the telephone conversation
between Micah and an employee in a cinema
ticket office. Underline the correct answers.
2 Work with a partner. Invite them to do some of the
pastimes in activity 1. Your partner will toss a coin.
Would you like to
go to the cinema?
eat out?
cinema name
City Cinema
New Cinema
First Cinema
number of tickets
2
3
4
film
The Sound of Music
Black Snow
Don’t Look Now!
time
4.00
6.00
9.00
seats
front
middle
back
credit card number
7503 1782 1633
7503 2436 9901
7503 2728 1731
‘Heads’= Accept the invitation.
‘Tails’= Refuse the invitation.
example A: Would you like to eat out?
B: (Heads) Yes. Let‛s go to an Italian
restaurant.
(Tails) I‛m sorry. I have an exam.
Introduction
1 Work with a partner. Look at the pictures below.
Read the phrases in the yellow box.
Put a circle ( ) next to phrases with a picture and
a cross ( X ) next to phrases with no pictures.
a eat out
X b go for a walk
c watch TV
d relax at home
e go to the cinema
f go dancing
g go to a concert
h visit an art gallery
i go to the gym
j meet a friend
k go for a drive
l go shopping
m play tennis
n go for a ride
UNIT
10
Introduction
Language Focus
Lesson 29
Lesson 29

117

number, please?
Micah Yes, it’s 75-03-24-36-99-01.
Cinema That’s 75-03-24-36-99-01.
Micah That’s right!
Cinema And your name, please?
Micah Micah Jensen.
Cinema
Thank you, Mr Jensen. You can pick up your tickets any
time.
Micah Thanks very much.
Cinema You’re welcome. Please call again.
4a
Track 70 Learners listen and read the conversation,
then practise in pairs. Encourage learners to look away
from their books and at each other when speaking
4b
In pairs, learners practise the conversation again,
replacing the underlined words with information from
the boxes. Again, encourage learners to look away from
their books and at each other when speaking.
137
In this lesson: Ask for more information
Function: Invitations with ‘Would you like to... ?’
Cinema: Hello. First Cinema. How can I help you?
Micah: I’d like two tickets for The Sound of Music,
c please.
Cinema: Certainly. Is that for tonight?
Micah: Yes, tonight at 6.00, please.
Cinema: OK. Two seats for tonight at 6.00. Where would you like to sit?
Micah: At the back. Is that OK?
Cinema: At the back? Yes, that’s ne. Can I have your credit card number, please?
Micah: Yes, it’s 7503 2436 9901.
Cinema: That’s 7503 2436 9901.
Micah: That’s right!
Cinema: And your name, please?
Micah: Micah Jensen.
Cinema: Thank you, Mr Jensen. You can pick up your tickets any time.
Micah: Thanks very much.
Cinema: You’re welcome. Please call again.
4 a Track 70 Listen again and read.
Practise the conversation with a partner.
b Change partners. Practise the conversation again.
Replace the underlined phrases with the information below.
• City Cinema
• four
• Coming Home
Part 3
• 10.00 p.m.
• back
• 3057 3462 1909
• Mr Len Murphy
• New Cinema
• one
• Don’t Look Now!
• 7.30 p.m.
• front
• 9109 5073 2643
• Miss Mandy Foot
• Queen Street
Cinema
• six
• Black Snow
• 11.00 p.m.
• back
• 2249 6297 0105
• Mr Simon Welby
• First Cinema
• three
• Santa Is Missing!
• 6.30 p.m.
• middle
• 1357 9246 8024
• Mrs Tara Martin
Lesson 29
Lesson 29
Memo

118
Listening
5
Track 71 Track 72 Track 73 Go through
the names and activities in the top box with learners.
Explain that they’re going to listen to three conversations.
Learners should match the people with the invitations.
Go through an example and check understanding. Play
CD again if necessary.
5 answers
Simon – come to a party, Lucy – have a coffee, Fay – go
shopping
Conversation 1
Gary Hi, Simon. It’s Gary.
Simon Oh, hi, Gary. How are you?
Gary
I’m fine. Listen. Would you like to come to a party
at my house on Saturday?
Simon Yes, I would. What time does it start?
Gary Come at about 8.30 p.m. Bring some wine too.
Simon OK. See you on Saturday.
Conversation 2
Gary Lucy! It’s Gary. How are you?
Lucy Not very well. I have a backache.
Gary
Would you like to have a coffee on Friday
afternoon?
Lucy I’m sorry, I can’t. I’m sick.
Gary Oh no! Well, get well soon.
Lucy Thanks, Gary.
Conversation 3
Fay Hello. This is Fay.
Gary Hello. It’s Gary here.
Fay Oh, hi, Gary.
Gary Would you like to go shopping in town on Sunday?
Fay Yes, OK. What time?
Gary At about ten in the morning?
Fay Yes, OK. See you on Sunday morning.
Gary Bye.
6a-c
again and complete the conversations. Pause CD after
each conversation to allow time for learners to write the
words they hear.
6a-c answers
See CD scripts for Tracks 71-73 - answers underlined.
Listening
5 Gary telephones three friends with invitations.
Track 71 Track 72 Track 73 Listen and match the people with the invitations.
6 a Track 71 Listen again. Complete the conversation.
Gary: Hi, Simon. It’s Gary.
Simon: Oh, hi, Gary. How are you?
Gary: I’m ne. Listen. Would to a party at my house on Saturday?
Simon: , I . What time does it start?
Gary: Come at about . Bring some wine too.
Simon: OK. See you on Saturday.
Gary: Lucy! It’s Gary. How are you?
Lucy: Not very well. I have a .
Gary: Would you like to a coffee on Friday afternoon?
Lucy: I’m sorry, I can’t. .
Gary: Oh, no! Well, get well soon.
Lucy: Thanks, Gary.
Fay: Hello. .
Gary: Hello. It’s Gary here.
Fay: Oh, hi, Gary.
Gary: Would you like to go shopping in town ?
Fay: Yes, OK. ?
Gary: At about ten in the morning?
Fay: Yes, OK. on Sunday morning.
Gary: Bye.
Simon go shopping
Lucy come to a party
Fay have a coffee
b Track 72 Listen again. Complete the conversation.
c Track 73 Listen again. Complete the conversation.
138 Lesson 29
Lesson 29

119
Language Focus
Go through the different ways to ask for more
information about an invitation. Model and drill chorally,
then individually.
Sounding Natural
Books closed. Write the following words on the board:
’cried’’stamped’’rested’
Read the words and elicit how the endings are different
(cried /d/, stamped /t/, rested /Id/). Drill pronunciation
7
Track 74 Point to the different ’ed’sounds at the
top of the table. Play CD. Learners listen and tick (√) the
correct sound.
7 answers
sounded /Id/
snowed /d/
cleaned /d/
fainted /Id/
laughed /t/
raked /t/
wounded /Id/
faxed /t/
cooled /d/
pronunciation.
Interact
Write the following on the board:
’Would you like to go to a concert?’
Explain to learners that a friend has invited them to go
to a concert. Elicit some questions they should ask their
friend to get more information.
Examples:
’What day is it?’
’What time is it?’
’Where is it?’
Write responses on the board. Highlight good use of
language and elicit corrections of any problems you
noted.
In pairs, learners role-play inviting a friend somewhere.
8a
Read through the instructions with learners and check
understanding. Allow learners time to think and make
Learners do the role-play activity.
8b
Learners change roles and do Role-play 2.
Monitor.
and any mistakes.
a Role-play 1
Student A, read 1 .
Take a call from your partner.
Student B, read 2 .
Invite your partner somewhere.
To ask for more information about an
invitation we can say:
What time’s the film?
It’s at seven o’clock.
When’s the party?
It’s on Saturday.
Where’s the restaurant?
It’s on Fifth Avenue.
time’s = time is
when’s = when is
where’s = where is
Sounding Natural
7 Track 74 Listen and tick ( ) the correct sound.
/Id/ /d/ /t/
sounded
snowed
cleaned
fainted
laughed
raked
wounded
faxed
cooled
Think about:
• What you want to invite your partner to do
(go to a party/see a film/have a coffee)
• The day and time you want your partner
to come
Call your partner.
• Listen to the invitation.
• Ask about the day and time.
• Accept or refuse.
Interact
8 Work with a partner. Do a role-play.
b Role-play 2
Student B, read 2 .
Invite your partner somewhere.
Student A, read 1 .
Take a call from your partner.
1
2
Language Focus
139
Lesson 29
Lesson 29

120
The Food Is Cheap and the Coffee Is Good
In this lesson - Have lunch in a café
Core activities - 4-11
Introduction
1
Direct attention to the pictures of occupations on
page 140. Pick out and discuss one or two pictures.
Draw attention to the example, and show how learners
can find the names of the occupations in the box at the
top of the activity. This is a review activity, so should not
present too many problems.
necessary.
1 answers
doctor, pilot, teacher, nurse, priest, mechanic
receptionist, secretary, hairdresser, waiter, cook
Sounding Natural
2
In pairs, learners decide how many syllables each word in
activity 1 has, and write them in the correct row of the
table. Check understanding of syllable by pronouncing
one of the words while counting its syllables on your
fingers as you do so.
3a
3a answers
nurse, priest, cook (1 syllable)
doctor, pilot, teacher, waiter (2 syllables)
mechanic, secretary, hairdresser (3 syllables)
receptionist (4 syllables)
3b
pronunciation.
30 The Food Is Cheap and the Coffee Is Good
UNIT
10
140
30The Food Is Cheap
and the Coffee Is Good
1 Work with a partner. Write the words under the matching pictures.
Sounding Natural
2 Work with a partner. How many syllables do the words in activity 1 have?
Write them in the table below.
3 a Track 75 Listen and check your answers.
b Track 75 Listen again and practise the pronunciation.
one syllable
two syllables doctor
three syllables
four syllables
nurse
doctor
pilot
receptionist
teacher
mechanic
waiter
secretary
cook
hairdresser
priest
doctor
UNIT
10
Introduction
Lesson 30
Lesson 30

121
Direct attention to the picture (background) of Wendy
and Gloria on page 141.
Explain the situation – Gloria and Wendy are friends. They
meet on the street in town at lunchtime. Show learners
how Wendy and Gloria’s conversation is mixed up on the
page. Read the first line (from Wendy) and find Gloria’s
response as a class.
3b answers
Wendy - Hi, Gloria. How are you? (line one - example)
Gloria - Hello, Wendy. I’m fine, thanks. Is this your office?
(line two)
If needed, find the next line together as a class, too.
4a
In pairs, learners read the dialogue and put the lines in
order.
Take feedback by eliciting the conversation, line by line,
onto the board.
4a answers
4b
Track 76 Learners listen to check their answers. Elicit
any corrections to the conversation written on the board.
Wendy Hi, Gloria. How are you?
Gloria Hello, Wendy. I’m fine, thanks. Is this your office?
Wendy Yes, it is. Where do you work?
Gloria
I work in the bank, next to the post office. Is this
your lunch break?
Wendy
Yes, it is. My lunch break is at one o’clock. I usually
eat my sandwiches in the park.
Gloria
Oh yes? I always go to the café on the corner. The
food is cheap and the coffee is good.
Wendy I don’t really like coffee. Do they have tea?
5a-c
Learners read the conversation again and answer the
questions.
5a-c answers
a) Gloria works in a bank.
b) Wendy usually eats lunch (sandwiches) in the park.
c) Gloria wants to go to the café on the corner. (She doesn’t
say this, but it is implied.)
Extension
Ask learners if Wendy wants to go to the café with Gloria.
Answer
Yes - Wendy shows she is interested because she asks if they
have tea.
6
In pairs, learners practise the conversation.
Suggestion
Use the conversation you recorded on the board as the basis
for a ’disappearing dialogue’.
Leave the conversation on board for learners to refer to
whilst practising.
Learners can look at the conversation on board, but must
Repeat several times, erasing portions of the
prompts.
141
In this lesson: Have lunch in a café
4 a Wendy meets Gloria on the street.
Put the sentences in the correct order to make the conversation.
5 Read the conversation again and answer the questions.
a Where does Gloria work?
b Where does Wendy usually eat lunch?
c Where does Gloria want to go for lunch?
6 Work with a partner. Practise the conversation.
Wendy I don’t really like coffee. Do they have tea?
Wendy Yes, it is. Where do you work?
Gloria Oh yes? I always go to the café on the corner.
The food is cheap and the coffee is good.
Gloria Hello, Wendy. I’m ne, thanks. Is this your ofce?
1 Wendy Hi, Gloria. How are you?
Wendy Yes, it is. My lunch break is at one o’clock.
I usually eat my sandwiches in the park.
Gloria I work in the bank, next to the post ofce.
Is this your lunch break?
Lesson 30
Lesson 30

122
Vocabulary
page142. Pick out one or two pictures and discuss the
items. Draw attention to the example, and show how
learners can find the names of the items in the menu at
the top of the activity.
7a
necessary.
Feedback as a class. Model and drill any problematic
items.
7a answers
Top to bottom, left to right:
tea, potato salad, coffee, cheese and tomato sandwich,
Italian salad, chicken soup, spicy chicken sandwich, ham
sandwich, tomato soup, orange juice, apple juice
7b
Learners tell the class which items on the menu they like
or dislike.
8
In pairs, learners use the menu to practise asking for and
giving prices. Model and drill the question (’How much is
the... ?’) first.
142
b Do you like these things? Tell the class.
example I like tomato soup, but I don‛t like potato salad.
Vocabulary
7 a Write the words from the menu under the matching pictures.
8 Work with a partner. Practise saying the prices.
example A: How much is the potato salad?
B: That‛s £3.00.
spicy chicken sandwich £7.00
cheese and tomato sandwich £6.50
ham sandwich £6.50
potato salad £3.00
Italian salad £4.50
tomato soup £4.50
chicken soup £5.00
orange juice £2.50
apple juice £2.50
tea £2.50
coffee £3.00
tea
MENU
Lesson 30
Lesson 30
Memo

123
Listening
9
Explain that Gloria and Wendy are now in the café.
Ask learners to listen for which items in activity 7 they
order.
Track 77 Learners listen and complete the table with
the food and the prices of what they order.
9 answers
Wendy
A cheese and tomato sandwich - £6.50, an apple juice –
£2.50. Total - £9.00
Gloria
A spicy chicken sandwich - £7.00, a potato salad - £3.00,
a coffee - £3.00. Total - £13.00
Wendy What do you want, Gloria?
Gloria I don’t know. I’ll look at the menu.
Assistant Good afternoon. How can I help you?
Wendy
Can I have a cheese and tomato sandwich and
an apple juice, please?
Assistant
Here you are. One cheese and tomato sandwich,
£6.50, and one apple juice, £2.50. That’s nine
pounds, please.
Gloria
And can I have a spicy chicken sandwich, a
potato salad and a coffee, please?
Assistant
Yes, here you are. That’s one sandwich, £7.00,
a potato salad, £3.00, and a coffee, £3.00. So
that’s £13.00, please.
Gloria Here you are.
Assistant Thanks very much.
10
In pairs, learners look at the phrases and decide if the
assistant or customers say them in a café.
You may like to elicit / teach one or two more phrases on
the board for use in activity 11. For example: What would
you like? Eat in or takeaway? Anything to drink?
10 answers
Good morning / Good afternoon – both;
How can I help you? – assistant;
Can I have a... ? – customer;
That’s £13.00, please. – assistant
Interact
11a
In pairs. Divide pairs into customers and assistants. Go
over the instructions and check understanding. Elicit who
should speak first (usually the assistant – to welcome the
customer into the shop).
Allow learners a little time to think and prepare what they
are going to say.
Learners role-play the situation in pairs.
Monitor. Note good use of vocabulary and language, and
any mistakes.
Feedback. What did learners find easy about the activity?
What did they find difficult?
11b
Learners change roles and repeat the exercise. Monitor
and feedback as above.
143
Interact
a Practise ordering food and drink in a café.
One student is the customer. One student is the assistant.
Customer:
Look at the menu in activity 7. Decide what you want.
Assistant:
Listen to the customer. Ask for the money.
b Change roles and do it again.
Wendy Gloria
order price order price
Listening
9 Track 77 Listen to Wendy and Gloria in the café.
What food from the menu in activity 7 do Wendy and Gloria order?
How much is it? Complete the table below.
Who says the words in the table, customer or assistant?
Tick ( ) the correct column.
customer assistant
Good morning./Good afternoon.
How can I help you?
Can I have a... ?
That’s £13.00, please.
Lesson 30
Lesson 30

124
It’s Freezing!
In this lesson - Talk about what you do in different
weather
Core activities - 2-5, 8-10
Grammar - Weather words
Using when in a sentence
Example:
What do you do when it’s windy?
I stay at home when it’s windy.
Introduction
1a
Books closed. Draw a thermometer on the board. Elicit/
explain what it is. Model and drill the word. Then write it
on the board.
Books open. Read through the sentences in the box with
learners. Indicate that they should write each sentence
under the correct thermometer.
1a answers
(1) It’s 5 degrees – it’s cold.
(2) It’s 15 degrees – it’s warm.
(3) It’s minus 10 degrees – it’s freezing!
(4) It’s 30 degrees – it’s hot.
1b
In pairs. Learner A says a temperature from activity 1a
(e.g. ’It’s minus ten degrees!’). Learner B responds with an
appropriate comment (e.g. ’It’s freezing!’). Go through
the example and check understanding. Learners take
turns to say the temperatures. Monitor and assist as
necessary.
2
Read through the words in the box with learners. Indicate
that they should match the words with the symbols.
Feedback in pairs, and then as a class. Drill chorally, then
individually.
2 answers
sunny, snowing, windy, cold
cloudy, hot, raining, warm
31It’s Freezing!
UNIT
11
146
31It’s Freezing!
Introduction
1 a Read the sentences in the yellow box. Write them under the correct thermometer.
Student A: Say a temperature from activity 1a.
Student B: Answer Student A.
Take turns saying the temperatures.
example It‛s minus 10 degrees!
It‛s freezing!
2 Match the symbols with the words in the box.
raining
cold
windy
cloudy
hot
sunny
snowing
warm
It’s 5 degrees – it’s cold.
It’s 30 degrees – it’s hot.
It’s minus 10 degrees – it’s freezing!
It’s 15 degrees – it’s warm.
1 2 3 4
raining
UNIT
11
Introduction
Lesson 31
Lesson 31

125
Practice
3
Direct attention to the four pictures. Elicit the types of
weather in the pictures.
3 suggested answers
picture 1 - It’s cold and snowing.
picture 2 - It’s cold and raining.
picture 3 - It’s warm and windy.
picture 4 - It’s hot and sunny.
Draw learners’attention to the Language Focus box on
page 147. Go through the model question and answers.
weather.
Go through the example with the learners and check
understanding. Monitor and assist as necessary.
4
In pairs. Ask and answer about today’s weather. Monitor
learners’use of vocabulary and language.
147
In this lesson: Talk about what you do in different weather
Grammar: Weather words
Using ‘when’ in a sentence
Practice
Work with a partner.
Ask and answer questions about the weather.
example A: What‛s the weather like?
B: It‛s cold and snowing.
What’s the weather like?
It’s
cloudy.
hot and sunny.
4 Work with a partner. Ask about today’s weather.
1 2
3 4
Language Focus
Lesson 31
Lesson 31
Memo

126
Listening
5a
Track 78 Indicate to learners that they’re going to
listen to the weather forecast. Learners listen and write
the weather they hear on the map. Go through the
example and check understanding. Play CD, pausing after
each city to allow time for learners to think and write.
5a answers
New York. It’s minus five, but sunny.
It’s now winter in London. The temperature is five degrees.
It’s snowing and very cold.
New Delhi is very warm, and it’s raining.
Sydney is hot. It’s 28 degrees, but it’s also very windy.
5b
Point to your home town on the map. Write the weather
(or typical weather for this time of year) on the board.
Indicate that learners should find where they live on the
map and write the weather (or typical weather for this
time of year).
Sounding Natural
6
Track 79 Learners listen and mark the stressed
words in the questions. Draw attention to the Language
Focus box next to the activity.
6 answers
See CD script for Track 79 - answers in bold.
a) What’s the weather like in June?
b) What’s the weather like in London?
c) What’s the weather like in May?
7
pronunciation. Drill chorally, then individually.
Sounding Natural
6 Track 79 Listen to the questions.
Mark the stressed words.
a What’s the weather like in June?
b What’s the weather like in London?
c What’s the weather like in May?
Listening
5 a Track 78 Listen to the weather forecast.
Write the information on the map.
It’s warm and windy in New York.
What’s the weather like in London?
It’s cold and raining.
What’s the weather like in June?
It’s hot and sunny.
b What’s the weather like in your city?
Write your information on the map.
New York
minus ve
degrees
sunny
New Delhi
London
Sydney
Your city
Language Focus
148 Lesson 31
Lesson 31

127
Vocabulary
8
Direct attention to the pictures at the top of page 149.
Point out the first letter in the box and indicate that
learners should match the pictures with the rest of the
words.
8 answers
Clockwise from top left: f, a, b, c, d, e
Language Focus
Go through the examples with learners and check
understanding.
Reading
9a
Read through the conversation with learners and check
understanding.
9b
In pairs, learners practise the conversation. Encourage
learners to look away from their books and face each
other when speaking.
Interact
10a
Read through the two questions in the table with
learners. Write answers that are true for you on the board.
Indicate to learners that they should write their answers
in the table. Monitor and assist as necessary.
10b
Learners write two more questions in the table. Monitor
and assist with vocabulary where necessary.
10c
In pairs, learners ask and answer questions from
activities 10a and 10b. Go through the example with
the learners and check understanding. Monitor learners’
use of vocabulary and language. Note good use of
10d
Interact
10a Read the questions and write your answers.
Vocabulary
a go shopping
b read books
c stay at home
d watch TV
e walk my dog
f drink hot chocolate
Reading
9 a Read the conversation below.
Ann: What do you do when it’s cold and
wet, Dave?
Dave: I go shopping. How about you?
Ann: I stay at home and watch TV.
I go to the park when it’s sunny.
What do you do when it’s raining?
b Practise the conversation.
b Write two more questions.
c Work with a partner. Ask and answer the questions
example A: What do you do when it‛s hot?
B: I eat ice cream.
a
question you your partner
What do you do when it’s hot?
What do you do when it’s raining?
Reading
Language Focus
149
Lesson 31
Lesson 31

128
It’s Very Cold!
In this lesson - Say why you like things
Grammar - because
Examples:
I like Italian food because it’s delicious.
I don’t like skiing because it’s cold.
Introduction
1a
Direct attention to the pictures of different kinds of
holidays on page 150. 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 holiday names to the pictures.
Feedback as a class. Explain any problematic items.
Extension
As a class, brainstorm and record other types of holiday on
the board.
1a answers
Clockwise from top left: golfing holiday, beach holiday,
safari holiday, skiing holiday, cruise holiday, hiking holiday
1b
Read through the questions in the table with learners
and check understanding.
In pairs, learners ask and answer the questions. Learners
note their partner’s responses in the table. Monitor and
1c
Learners tell the class about their partner’s answers. Note
and feedback good use of vocabulary and language, and
any mistakes.
32It’s Very Cold!
UNIT
11
150
32It’s Very Cold!
Introduction
1 a Look at the different kinds of holiday below. Write the words under the matching pictures.
Ask and answer the questions below.
notes
What kinds of holiday do you like?
What kinds of holiday do you not like?
t
What do you like to do on holiday?
beach holiday
example Laura likes outdoor holidays, but she doesn‛t like beach holidays...
beach holiday hiking holiday golfing holiday
cruise holiday safari holiday skiing holiday
UNIT
11
Introduction
Lesson 32
Lesson 32

129
Listening
2
Draw learners’attention to the background pictures on
page 151 and elicit the type of holidays (skiing / beach
holiday).
Suggestion
Have learners listen to Track 80 once through first,
with books closed, and say which holiday Antonia is on and
which holiday Stephanie is on.
(Stephanie is on a beach holiday – in Hawaii; Antonia is on a
skiing holiday – in Japan).
Track 80 Learners listen to Antonia and Stephanie’s
conversation and complete the sentences with words
from the box. Play CD again if necessary.
2 answers
Antonia - Hello.
Stephanie Hi, Antonia. It’s Stephanie.
Antonia Oh, hello. How are you? Are you on holiday now?
Stephanie Yes, I’m in Hawaii. It’s really hot. It’s great!
Antonia Wow! I’m on holiday too.
Stephanie Where are you?
Antonia I’m in Japan. I’m on a skiing holiday.
Stephanie Is it cold?
Antonia Yes! It’s freezing!
Stephanie It sounds terrible!
Antonia It’s OK. I have a really warm jacket!
Stephanie It’s so hot here. It’s 35 degrees.
Antonia Ooh, that’s too hot!
151
In this lesson: Say why you like things
Grammar: Because
Listening
2 Track 80 Listen to Antonia and Stephanie’s conversation.
Complete the sentences with the words below.
Antonia: Hello.
Stephanie: Hi, Antonia. It’s Stephanie.
Antonia: Oh, hello. How are you?
? Are you on
n n
now
ow
ow?
Stephanie: Yes, I’m in . It’s really hot
o
ot.
. It
It’s
’s
’s g
g
gre
re
reat
at
at!
!
Antonia: Wow! I’m on holiday too
o.
Stephanie: Where are
e you?
Antonia: I’
I m in . I’
’m on a holiday.
Stephan
nie
ie:
: Is it co
cold?
An
A toni
ia:
: Ye
Yes! It’
t s !
Stepha
ani
n e: It
It s
sounds terrible!
!
An
Antonia: It
It’s
s O
OK.
K. I have a
a real
a ly
y jacket!
S
Ste
tephanie
e: It
t’s so
o he
here. It’s 35 degrees.
An
Anto
toni
nia:
a: Oo
Oo
O h,
h, t
tha
hat’
t’s
s to
too
o h
ho
hot!
!
Hawaii
skiing
hot
Japan
warm
freezing
holiday
Lesson 32
Lesson 32

130
Practice
3a
Put learners into pairs, and assign roles, A and B.
Direct attention to the information in the box.
Learners use the information from the box to fill in the
dialogue.
as necessary.
In pairs, learners role-play the conversation.
Encourage learners to look away from their books and at
each other when speaking. Monitor.
3a answers
Completed dialogue should look like this:
A - Hello.
B - Hi, (learner’s name). It’s (learner’s name).
A - Oh, hello. How are you? Are you on holiday now?
B - Yes, I’m in (a Brazil) . It’s really hot. It’s great!
A - Wow! I’m on holiday too.
B - Where are you?
A - I’m in (b Canada) . I’m on a (c camping) holiday.
B - Is it (d cold)?
A - (e No)! It’s (f warm).
B - It sounds (g great)!
3b
Learners work independently to fill in the dialogue with
their own ideas.
as necessary.
In pairs, learners role-play the conversation.
Encourage learners to look away from their books and at
each other when speaking. Monitor.
Language Focus
Go through the explanation and the examples with
4a-f
In pairs, learners draw lines to match the questions
on the left with the answers on the right. They then
complete the answers with an adjective from the box.
4a-f answers
a) What’s your favourite sport? – I like hockey, because it’s
exciting.
b) What kind of music do you like? – I love classical music,
because it’s relaxing.
c) What kind of food do you not like? – I don’t like fried food,
because it’s oily.
d) What do you do in your free time? – I study English,
because it’s interesting.
e) Do you like skiing? – No, I don’t, because it’s cold!
f) What’s your favourite food? – I like Italian, because it’s
delicious.
Practice
3 a Complete the conversation with the words from the box.
Practise the conversation.
b Practise the conversation again. Use your own ideas.
a Brazil b Canada c camping d cold e no f warm g great
A: Hello.
B: Hi, . It’s .
A: Oh, hello. How are you? Are you on holiday now?
B: Yes, I’m in a . It’s really hot. It’s great!
A: Wow! I’m on holiday too.
B: Where are you?
A: I’m in b . I’m on a c
holiday.
B: Is it d ?
A: e ! It’s f .
B: It sounds g !
4 Work with a partner. Match the questions on the left with the answers on the right.
Complete the answers in activity 4 with words from the orange box below.
oily relaxing delicious cold exciting interesting
a What’s your favourite sport?
I like Italian
because it’s .
b What kind of music do you like?
No, I don’t
because it’s !
c What kind of food do you not like?
I love classical music
because it’s .
d What do you do in your free time?
I like hockey
because it’s exciting .
e Do you like skiing?
I don’t like fried food
because it’s .
f What’s your favourite food?
I study English
because it’s .
We use because to give a
reason.
I like/don’t like summer
because it’s hot.
I like/don’t like winter
because it’s cold.
Language Focus
152 Lesson 32
Lesson 32

131
Sounding Natural
5a
Track 81 Learners listen to the countries and
nationalities and write the number of syllables next to
each word.
5b
Track 81 Learners listen again and underline the
stressed syllables.
5a+b answers
Italy (3)
Italian (3)
Japan (2)
Japanese (3)
Germany (3)
German (2)
Thailand (2)
Thai (1)
stress patterns and syllables next to each word
Vietnam oO
Vietnamese ooO
Italy Ooo
Italian oOo
Japan oO
Japanese ooO
Germany Ooo
German Oo
Thailand Oo
Thai O
5c
Learners listen again and practise the pronunciation.
Model and drill.
Interact
6a
Learners work independently to read the questions and
write down their answers.
6b
Learners work independently and write three more
questions about likes and dislikes.
6c
In pairs, learners ask and answer the questions from
activities 6a and 6b.
Monitor learners’use of vocabulary and language. Note
6d
Interact
6 a Read the questions. Make notes of your answers and reasons.
You can use the words below or your own ideas.
Sounding Natural
5 a Track 81 Listen to the countries and nationalities.
Write the number of syllables next to the words.
c Practise the pronunciation.
Vietnam 2(Viet-nam) Vietnamese 3(Viet-nam-ese)
Italy Italian
Japan Japanese
Germany German
Thailand Thai
b Track 81 Listen again and underline the
stressed syllable for each word.
b Write three more questions.
c Work with a partner. Ask and answer the questions.
example Rick likes jazz because it‛s interesting.
• Do you like jazz?
• What’s your favourite film?
• What food do you dislike?
• What kinds of sport do you like?
exciting interesting cold delicious relaxing beautiful hot fun
153
Lesson 32
Lesson 32

132
How Much Is the Steak?
In this lesson - Order in a restaurant
Core activities - 5 -11
Function - Asking for prices
Introduction
1a
Go over the different kinds of food in the table.
Encourage the learners to describe how they feel about
each kind of food.
Learners write 2 if they love it, 1 if they like it, 0 if it’s
OK, and -1 if they don’t like it, in the ’you’column. Refer
learners to the Language Focus box at the bottom of the
page.
1b
food in activity 1a. Demonstrate the activity with a
confident learner. Monitor. Note good use of vocabulary
and language, and draw attention to any mistakes.
1c
answers.
33How Much Is the Steak?
UNIT
11
154
33How Much Is the Steak?
Introduction
1 a Look at the different kinds of food in the table below.
Write 2 if you love it, 1 if you like it, 0 if it’s OK, and -1 if you don’t like it.
b Work with a partner. Ask and answer questions
about the food in activity 1a.
example A: Do you like Italian food?
B: Yes, I love it.
A: Do you like Mexican food?
B: No, I don‛t like it.
example Lisa likes Chinese food,
but she doesn‛t like Mexican food.
Yes, I love it.
Yes, I like it.
It is OK.
No, I don’t like it.
Language Focus
example you your partner
Italian 1
Indian 1
French 0
Chinese 2
Japanese 2
Mexican -1
UNIT
11
Introduction
Lesson 33
Lesson 33
Memo

133
Vocabulary
2
Focus learners’attention on the pictures of food on
page 155. Elicit the food in the pictures (fried chicken,
green salad, chocolate cake, curry). Learners write the
words from the green box below the correct pictures.
2 answers
Left to right: oily, healthy, sweet, spicy
Language Focus
Go through the examples with the learners and check
understanding.
Extension
Learners use the adjectives to describe the foods in activity 1.
Listening
3
Go over the names of the people in the pictures
on page 155, and the foods in the boxes above them.
Ask learners to listen out for the foods they like.
Track 82 Play CD. Learners listen and write the food
they hear under the correct picture. Pause CD after
Jennifer speaks and check understanding of the activity.
Play CD again if necessary.
3 answers
Jennifer – pork chops
Warren – fish
Sandra – vegetables
Arthur – chocolate cake
Arthur
Alright everybody. Let’s choose a restaurant.
Jennifer, do you eat meat?
Jennifer
Yes, I do. I love it. Pork chops are my favourite.
Pork chops with apple sauce. Yum, yum!
Arthur And what about you, Warren? Do you like meat?
Warren Well, it’s OK, but I really like fish.
Arthur
And you, Sandra, what’s your favourite kind of
food?
Sandra
Umm, I don’t like meat or fish, but I love
vegetables!
Arthur Oh, you like healthy food! That’s great!
Sandra Yes, but I like sweet food too!
Arthur So do I. I love chocolate cake.
Warren
I’m hungry now. Let’s go to that new Indian
restaurant.
Jennifer
Good idea! I love spicy food, and they have meat,
fish and vegetable dishes.
Sandra Let’s have something sweet after dinner.
Arthur OK! Let’s go!
4
Track 82 Learners listen again and complete the
sentences.
4 answers
155
In this lesson: Order in a restaurant
Function: Asking for prices
Vocabulary
2 Look at the pictures.What are these foods like? Use the words in the box.Write them under the matching pictures.
Listening
3 Track 82 Listen to the conversation. What food do the people below like?
Use the words in the box. Write them under the matching pictures.
4 Track 82 Listen again. Complete the sentences.
Arthur Jennifer, do you
eat meat?
Jennifer Yes, I do.
I love it.
a
Warren Let’s go to that new
Indian restaurant.
Jennifer Good idea!
spicy food.
c
Arthur Sandra, what’s your
favourite kind of food?
Sandra Umm, I
meat or sh, but
vegetables!
b
fish pork chops chocolate cake vegetables
pork chops
Arthur
Jennifer Warren Sandra
oily
spicy sweet healthy oily
Curry is spicy. Salad is healthy. Chocolate cake is sweet. Fried chicken is oily.
Language Focus
Lesson 33
Lesson 33

134
Language Focus
Go over the information in the box with learners.
Model and drill the questions.
Sounding Natural
5
Go over the price list with learners. Model and drill the
prices.
6
Paired work. Direct attention to the example dialogues.
Model the activity with a confident learner and check
understanding. Monitor.
Listening
7a-c
Track 83 Track 84 Track 85 Learners
listen and complete the table. Go over the questions and
examples with learners and check understanding. Pause
CD after each conversation to allow time for learners to
complete the table. Play again if necessary.
7a-c answers
a) fish - £5.40
b) potatoes - 65p
carrots - 40p
mushrooms - 20p
c) oranges - 20p (each) / £2
a)
- Good afternoon, madam. What can I get you?
- Do you have any fresh fish?
- Yes, of course.
- How much is it?
- £5.40.
- £5.40! That’s very expensive. No, thank you.
b)
- Excuse me. I’d like some potatoes and some carrots, please.
How much are they?
- The potatoes are 65p, and the carrots are 40p.
- OK. I’ll take them.
- Here you are, sir. Anything else?
- Yes, how much are the mushrooms?
- They’re 20p.
- That’s good. Yes, I’d like some mushrooms too, thanks.
c)
- Hello. Do you have any oranges?
- Let me see... Umm, yes we do. They’re 20p each.
- OK. I’ll take 10.
- That’s £2, please.
- Here you are.
8
again check.
Extension
Elicit where the people in the conversation are (supermarket
/ fruit and vegetable stand).
Ask learners about the prices of fruits and vegetables in their
country (in their currency).
Example:
’apples are ¥120’
’oranges are ¥174’
9
Track 86 Track 87 Learners listen and write the
missing information to complete the conversations. Play
CD again if necessary. Monitor and assist as necessary.
What did
he/she ask for? What is the price?
a sh £5.40
b
c
In the United Kingdom, people use pounds (£)
and pence (p).
There are 100 pence in one pound: £1 = 100p
25p = twenty-five pence
£1.50 = one pound fifty (pence)
£3.45 = three pounds forty-five (pence)
£10 = ten pounds
We often say p /piː/, not pence:
25p = twenty-five p
example A: How much is the ice cream?
B: It‛s 95p.
THIS WEEK’S SPECIALS
potatoes £1.30
mushrooms 75p
garlic 20p
orange juice £1.50
eggs 67p
olive oil £1.38
butter 99p
ice cream 95p
Use the information above to practise the dialogue
below.
example A: How much is the orange juice?
B: It‛s £1.50.
A: How much are the eggs?
B: They‛re...
Listening
7 Track 83 Track 84 Track 85
Listen and complete the table.
9 Listen to the two restaurant conversations.
Complete the sentences.
Track 86
Waiter Can I take your order?
Customer Yes, I’d like the Italian
and the spaghetti, please.
Waiter Anything to drink?
Customer Err... is the
red wine?
Waiter A glass is , and a bottle
is .
Customer I’d like a glass, please.
Waiter Anything else?
Customer No, thank you.
Customer Yes, I’d like the soup
and the soup with
noodles, please.
Customer I’d like mineral , please.
Customer How much is the ?
Waiter It’s .
Customer Hmm, no, thanks.That’s all.
Practise the conversations in activity 9.
8 Track 83 Track 84 Track 85
Listen again and check.
5 Listen to your teacher.
How do we say prices in English?
How much is the fish?
How much are the mushrooms?
Asking for prices
Track 87
Language Focus
Sounding Natural
156 Lesson 33
Lesson 33

135
9 answers
See CD scripts for Tracks 86 and 87 - answers underlined.
Customer
Yes, I’d like the tomato soup and the chicken
soup with noodles, please.
Customer I’d like mineral water, please.
Customer How much is the chocolate cake?
Waiter It’s £2.50.
Customer Hmm, no, thanks. That’s all.
Customer
Yes, I’d like the Italian salad and the tomato
spaghetti, please.
Customer Err... How much is the red wine?
Waiter A glass is £2, and a bottle is £10.
Customer I’d like a glass, please.
Customer No, thank you.
10
In pairs, learners practise the conversations in activity 9.
Encourage learners to look away from their books and
face each other when speaking. Monitor. Note good use of
Feedback as a class. Highlight good use of language and
elicit corrections of any problems you noted.
Interact
11a
In pairs, learners role-play a conversation in a restaurant.
Student B is the customer. They look at the menu. Decide
what they want.
Student A is the waiter/waitress. They decide, and write,
the missing prices of drinks on the menu.
Refer learners to the Useful Language box. Demonstrate
the activity with a confident learner.
11b
Learners do role-play.
11c
Learners change roles and repeat the activity. Monitor.
Note good use of vocabulary and language, and any
mistakes.
Feedback. Learners tell the class what their partner
ordered. Highlight good use of vocabulary and language.
Elicit correction of errors.
Starters
Bread and olive
oil
£3.50
Chicken salad £5.50
Main courses
Steak with
mushrooms
£11.75
Fish and potato
pie
£9.40
Pork chops with
apple sauce
£10.25
Lamb casserole £13.00
Spaghetti with
tomato sauce
£7.50
Noodles with
chicken, garlic
and ginger
£10.60
Side dishes
Roast potatoes £2.40
Roast parsnips £2.80
Green beans
with garlic
£3.00
Baby peas and
carrots
£2.20
Desserts
Daily selection
from dessert
trolley
£4.30
Chocolate
sponge
£5.00
Ice cream and
fresh fruit
£3.50
Cheesecake £4.75
Alcohol
Red wine
Glass
Bottle
White wine
Glass
Bottle
Beer
Soft drinks
Mineral water
Fruit juice
Interact
11a Work with a partner.
Student A, you are the waiter.
Write the prices of drinks in the menu.
Don’t show your partner.
Student B, you are the customer.
Look at the menu.
Decide what you want.
b Role-play the situation.
c Change roles and do it again.
waiter/waitress customer
Can I take your order?
Anything to drink?
Any dessert?
Anything else?
I’d like...
How much is the... ?
That’s all, thanks.
Useful Language
157
Lesson 33
Lesson 33

136
When We Meet Someone for the First Time...
In this lesson - Say what usually happens in different
situations
Grammar - Zero conditional
Examples:
When someone gives me a business card, I read it carefully.
If I visit someone’s house for the first time, I take a present.
Introduction
1a
Go over the instructions and check understanding. Allow
learners time to think and make notes. Monitor and assist
as necessary.
In pairs, learners discuss what they would do in these
situations.
1b
Feedback as a class. Learners compare answers.
Extension
Compare the learners’ answers with what is usual for them
in their country. Discuss the differences and similarities.
34 When We Meet Someone for the First Time…
UNIT
12
160
UNIT
12
Introduction
a Discuss these pictures and questions.
Introduction
Lesson 34
34 When We Meet Someone
for the First Time...
b Compare your answers with the class.
What do you do when you meet
someone for the first time?
What do you do when
it’s your mum’s birthday?
What do you do when you meet
someone at the airport?
What do you do when someone
gives you a business card?
What do you do when you visit
someone’s home for the first time?
Lesson 34
Memo

137
Listening
2
Track 88 Focus learners’attention on the picture of
Carl on page 161. Tell learners to listen and tick ( ) the
situations he mentions in activity 1.
2 answers
meeting someone for the first time
someone giving you a business card
visiting someone’s home for the first time
Carl:
When I meet someone for the first time, I usually shake
hands with them and say, ’Nice to meet you’. I think saying,
’How do you do?’ is quite old-fashioned. If someone gives
me a business card, I read it carefully and put it in my wallet.
I don’t have my own business card, so I can’t give one back.
If I visit someone’s house for the first time, I always arrive
on time. I usually take a little present... maybe flowers, or a
bottle of wine.
3
Track 88 Learners listen again and write T (true) or F
(false) next to the sentences.
3 answers
a) T
b) F
c) T
d) T
e) F
f) T
Language Focus
Go over the explanation and examples with the learners
and check understanding.
Ask the learners to find more examples in the sentences
in activity 3.
161
a When he meets someone for the first time, he usually shakes hands. T
b When he meets someone for the first time, he says,‘How do you do?’
c If someone gives him a business card, he reads it carefully.
d If someone gives him a business card, he puts it in his wallet.
e If he visits someone’s house for the first time, he arrives a little late.
f If he visits someone’s house for the first time, he takes a present.
Language Focus
We can use when or if to talk about what usually happens in a situation.
When/If + present simple, present simple
When someone gives me a business card, I read it carefully.
If I visit someone’s house for the first time, I take a present.
Lesson 34
In this lesson: Say what usually happens in different situations
Grammar: Zero conditional
Listening
2 Track 88 Listen to Carl.
What situations does he talk about?
Tick ( ) the pictures in activity 1.
3 Track 88 Listen again.
Write T (True) or F (False) next to the sentences.
Lesson 34

138
Practice
4
Learners complete the sentences in column A by
matching them with the endings in column B.
4 answers
a) When I get home after work, I have a nice, relaxing bath.
b) If I don’t feel very well, I take some medicine.
c) When it’s very hot, I drink lots of water.
d) When I get paid, I go shopping and spend lots of money.
e) If I go to the beach, I swim all day.
f) When it snows, I go snowboarding.
5a-f
Learners use prompts to write the sentences about
themselves. Go over the instructions and check
understanding. Demonstrate the activity by writing an
example for yourself on the board. Monitor and assist
with vocabulary where necessary.
6a
Learners compare answers in pairs.
6b
As a class, decide who has the most in common, and who
has the least.
Practice
4 Complete the sentences in column A by matching them with the endings in column B.
column A column B
When I get home after work, I go shopping and spend lots of money.
If I don’t feel very well, I have a nice, relaxing bath.
When it’s very hot, I drink lots of water.
When I get paid, I go snowboarding.
If I go to the beach, I swim all day.
When it snows, I take some medicine.
a When I get home after work, I switch on the TV.
b If I don’t feel very well,
c When it’s very hot,
d When I get paid,
e If I go to the beach,
f When it snows,
5 Write about yourself to complete the sentences below.
6 a Compare your answers with a partner.
a
b
c
d
e
f
162 Lesson 34
Lesson 34
Memo

139
Sounding Natural
7a
Tell learners to circle the commas in the sentences.
Teaching tip – noticing
Encourage learners to notice features of the language
being used. This aids retention and helps learners study
language more independently.
7b
Track 89 Play the CD. Elicit from learners what
happens at the comma when we speak Naturally.
7b answer
There is a slight pause, and the intonation doesn’t fall at the
end of the clause.
If I go shopping, I take my bag with me.
When I drive my car, I wear my glasses.
When a friend visits my house, I offer them a drink.
7c
Track 89 Play CD again, pausing after each sentence
for learners to repeat. Drill chorally, then individually.
Interact
8a
Explain to the learners that they’re going to discuss
what usually happens in different situations in their own
country.
Go over the instructions with learners and check
understanding.
Demonstrate the activity by noting some information for
visitors to their country on the board.
8b
Learners tell the class what they discussed. Make notes
on good use of vocabulary and language, and any
mistakes.
Extension
Write ’wedding’, ’funeral’ and ’birth of a child’ on the board.
Ask learners to work in pairs. Assign each pair a different
situation.
Learners make notes about what people usually do in their
country in each situation they were assigned, and then tell
the class.
Sounding Natural
7 a Circle the commas in the sentences below.
b Track 89 Listen to the sentences. What happens to the comma when we speak naturally?
c Track 89 Listen again and copy the pronunciation.
If I go shopping, I take my bag with me.
When I drive my car, I wear my glasses.
When a friend visits my house, I offer them a drink.
Interact
8 a Work with a partner. Think about and discuss what information is useful for a visitor to your country.
Make notes about what people usually do in the different situations below.
• Meeting people for the first time
• Visiting someone’s home
• Using trains
• Eating food
example When we meet people for the rst time, we usually...
If we visit someone‛s home, we...
b Tell the class what you discussed.
163
Lesson 34
Lesson 34

140
No Problem
In this lesson - Discuss what to do about problems
Grammar - First conditional
Examples:
If it rains, I’ll take an umbrella.
If we hurry, we won’t be late.
What will you do if you lose your passport?
Introduction
1
As a class, take brief responses to question 1 on page 164
as a way of introducing the topic.
2a
Go over the instructions to check understanding. You
may like to briefly make a note of your own answers to
the questions on the board as a model.
Learners should work independently to make a note
of their answers to the questions. Monitor and assist as
necessary.
2b
In pairs, learners tell their partner about the barbecue or
picnic they made notes on.
2c
answers.
Reading
3a
Draw attention to the picture of Simone and explain
the situation – she is planning a barbecue and thinking
about possible problems.
Go over the instructions and example to check
understanding. In pairs, learners read the problems
Simone thinks about, then use them to complete the
phrases under the correct pictures in column A. Monitor
3a answers
From top:
If the sausages burn; If someone is ill; If they finish all the soft
drink; If it rains
35No Problem
UNIT
12
3 a Simone is planning a barbecue.
She is thinking about possible problems.
Work with a partner. Read the problems Simone thinks
about, then use them to complete the phrases under
the correct pictures in column A on the next page.
it rains
the sausages burn
someone is ill
they finish all the soft drink
164
35No Problem
1 Do you like barbecues and picnics? Why?
Tell them about the barbecue
or picnic you made notes on.
example
I went to a picnic in Preston Park…
1 Where was it?
2 Who was there?
3 What did you eat?
4 Did you enjoy it?
5 Were there any problems?
2 a Think about a barbecue or
picnic you went to in the past.
Write down your answers
to the questions below.
example
Billie went to a picnic in…
Introduction
Reading
Lesson 35
UNIT
12
Lesson 35

141
3b
Go over the instructions to check understanding. In pairs,
learners draw lines to match the situations in column
A with what Simone decides to do for each problem in
column B. Monitor and assist as necessary.
3b answers
If the sausages burn, she’ll make sandwiches.
If someone is ill, she’ll call a doctor.
If they finish all the soft drink, they’ll drink iced tea.
If it rains, they’ll use umbrellas.
4a
In pairs, learners read the phrases in activity 3 again
and circle the main verbs. Make sure that the learners
understand they should circle these in both columns.
4a answers
See activity 3b answers - answers underlined.
4b
Go over the instructions and questions to check
understanding.
Answer each question as a class and ask the learners to
underline the correct option for each in their books.
4b answers
1) future
2) possible
3) present simple
4) base form
5
Take brief responses to the question as a class as a way of
rounding off this section of the lesson.
165
In this lesson: Discuss what to do about problems
Grammar: First conditional
b Draw lines to match the situations in column A with
what Simone decides to do for each problem in column B.
4 a Read the phrases in activity 3 again and circle the main verbs in both columns.
b Underline the correct option to answer the questions.
1 Are the situations in column A in the present or the future? ........... present / future
2 Are the situations in column A sure to happen or only possible? .... sure to happen / possible
3 What tense are the phrases in column A? ................................... presentsimple/pastsimple
4 What form are the verbs in column B? ...................................... base form / past form
5 Do you think Simone has good ideas about what to do for each problem?
column A column B
If the sausages burn , they’ll drink iced tea.
If , she’ll make sandwiches.
If , they’ll use umbrellas.
If , she’ll call a doctor.
Lesson 35
Lesson 35

142
Language Focus
Go over the explanations and examples with the learners.
Highlight the position of the comma between the if-
clause and will-clause.
You will be aware that the order of the clauses may be
reversed:
If it rains, I’ll take an umbrella. / I’ll take an umbrella if it
rains.
But it’s probably best not to go into this unless it is raised by
a learner.
Practice
6a
understanding.
In pairs, learners complete the sentences with the verbs
from the box in the correct form. Monitor and assist as
necessary.
6a answers
1) If it rains, he’ll stay at home and watch TV.
2) If it’s sunny tomorrow, I’ll play tennis.
3) If you go to bed early, you’ll feel better.
4) If she doesn’t study hard, she’ll fail the exam.
5) If you’re hungry, you can buy lunch.
6b
understanding. In pairs, learners use the prompts to write
questions. Monitor and assist as necessary.
6b answers
1) If I get lost, I’ll ask a policeman.
What will you do if you get lost?
2) If I miss the train, I’ll get a taxi.
What will you do if you miss the train?
3) If I get hurt, I’ll go to a doctor.
What will you do if you get hurt?
4) If I’m hungry, I’ll get a takeaway.
What will you do if you’re hungry?
5) If I’m bored, I’ll read a book.
What will you do if you’re bored?
Practice
6 a Complete the sentences with the verbs from the box in the correct form.
Use each word only once.
Language Focus
We can use the first conditional to talk about actions or results in possible situations in the future.
possible situation in the future actions or results
if + present simple will + base form of the verb
If it rains,
If she passes the exam,
If I don’t work hard,
I’ll use an umbrella.
she’ll be happy.
I won’t* get a good job.
Notice: we put a comma ( , ) between the if and will parts of the sentences. *won’t = will not
In questions, we can put the will part of the sentence first and the if part second.
When the will part comes first, we don’t use a comma.
will + base form of the verb if + present simple
What will you do
What will she do
What will they do
if it rains?
if she goes to university?
if they finish all the soft drink?
We can use other modal verbs, such as can, might and may, instead of will.
If you finish early, you can go home.
If I have the time, I might come to the party.
be
be
buy
fail
feel
go
not study
play
rain
stay
1 If it rains , he’ll at home and watch TV.
2 If it sunny tomorrow, I’ll tennis.
3 If you to bed early, you’ll better.
4 If she hard, she’ll the exam.
5 If you hungry, you can lunch.
b Use the prompts to write questions.
1 If I get lost, I’ll ask a policeman.
What will you do if you get lost?
2 If I miss the train, I’ll get a taxi.
What
3 If I get hurt, I’ll go to a doctor.
What
4 If I’m hungry, I’ll get a takeaway.
What
5 If I’m bored, I’ll read a book.
What
Language Focus
166 Lesson 35
Lesson 35

143
Sounding Natural
7a
Track 90 Learners listen for what happens to the
underlined ’t’in ’what’in connected speech.
7 answer
It tends not to be pronounced. This is an example of elision.
1) What will you do if you get lost?
2) What will you do if you miss the train?
3) What will you do if you get hurt?
7b
pronunciation. Remodel and re-drill if necessary.
Interact
Divide the class into two groups, A and B. Ask them to
look further down the page at activity 8.
8a
Go over the instructions for role-play with learners to
You may like to have the learners working together in
their groups at this stage to think of what to say in their
roles.
8b
Put learners into A / B pairs to do the role-play. You
may like to model the activity first with a more confident
learner.
understanding. In pairs, learners do the role-play activity.
Interact
You are going to role-play two situations discussing problems.
Work in two groups, A and B.
7 a Track 90 Listen. What happens to the underlined letter in each sentence when we speak naturally?
1 What will you do if you get lost?
2 What will you do if you miss the train?
3 What will you do if you get hurt?
8 a Group A, read 1 for Role-play and think about what to say.
Group B, read 2 for Role-play and think about what to say
You are a parent. You are with your son or daughter. Your son or daughter wants to go hiking in the
mountains. You are worried. Read the possible problems below and add two more of your own.
• They might get lost.
• There might be heavy snow.
• The pack could be too heavy.
•
•
Talk to your son/daughter. Tell them what you are worried about.
b Do the role-play with your partner.
example A: Are you leaving now?
B: Yes, I am. See you tomorrow.
A: But I‛m worried. What will you do if you get lost?
1
You are with your mother or your father.
You want to go hiking in the mountains. Your mother/father is worried.
What will you do if...
• you get lost?
• there is heavy snow?
• your pack is too heavy?
Talk to your mother/father. Say goodbye and tell them not to worry.
2
Sounding Natural
167
Lesson 35
Lesson 35

144
Jazz is Relaxing
In this lesson - Discuss the music you like
Warmer
• Books closed. Write ’pop music’in a circle in the middle
of the board.
• Ask the class to suggest all the words they associate
with ’pop music’, e.g. dance, concert, microphone.
• Write the suggested words around the circle, connected
to it with straight lines. You should end up with a ’sun’
effect, with lines radiating from the circle.
• Count the number of words on the board, and erase all
but the words inside the circle.
• Challenge the learners to recall and write down as many
of the brainstormed words as they can.
Introduction
1a-c
In pairs, learners discuss the questions in the activity.
Extension
As a class, discuss the following questions:
Do learners sing any songs in English?
What is the best time to go to karaoke?
Who do they usually go to music events with?
Vocabulary 1
2
Learners match the pictures with types of music.
2 answers
Clockwise from top left: b, e, c, d, h, g, f, a
3
Ask learners which kind of music in activity 2 they listen
to.
Extension
Elicit names of singers or bands for each type of music.
36 Jazz Is Relaxing
UNIT
12
168
36Jazz Is Relaxing
Introduction
1 Discuss the questions below.
a Do you enjoy karaoke? Why?
b What’s your favourite song at karaoke?
c Why do you like it?
a
a classical
b jazz
c pop
d rock
e hip-hop
f dance
g blues
h opera
Match the kinds of music with the pictures.
3 Which kinds of music in activity 2 do you listen to?
UNIT
12
Introduction Vocabulary 1
Lesson 36
Lesson 36

145
Interact 1
4a-f
Explain to the learners they’re going to talk about music.
Look at page 169, and go over the instructions with
the learners checking understanding. Demonstrate the
activity by writing short answers for yourself on the
board. Allow the learners time to think and make notes
for questions a - f. Monitor and assist as necessary.
Teaching tip – note taking
Encourage students to keep their notes brief, only key
words or phrases. This will help them ’speak’rather than
just read from their notes.
5a
Learners add two more questions about music to the list.
5b
In pairs, learners ask and answer the questions in
activities 4 and 5. Learners make notes about their
partner’s answers.
5c
169
In this lesson: Discuss the music you like
Interact 1
4 Work on your own.
Read the questions below.
Make notes on your answers.
a What was the first album or CD you owned?
b What kind of music did you listen to when you were younger?
c How many CDs/downloads do you have?
d Do you play a musical instrument? What is it?
e When do you usually listen to music?
f Do you go to concerts?
5 a Write two more questions about music.
b Work with a partner. Ask and answer the questions above. Write down your partner’s answers.
Interact 1
Lesson 36
Lesson 36
Memo

146
Vocabulary 2
6a-e
Learners complete the sentences with the adjectives in
the box.
6a-e answers
a) Taking a hot bath after a hard day is very relaxing.
b) I cried because the film was so moving.
c) My professor is really boring I always fall asleep in his
class.
d) History is my favourite subject. Learning about our past is
interesting.
e) Motor racing is really exciting. I love the noise!
7a-h
In pairs, learners use the adjectives from activity 6 to
describe the kinds of music on page 168.
answers.
7a-h answers
Learner’s own answers.
170
Vocabulary 2
6 Complete the sentences with the adjectives in the box.
a Taking a hot bath after a hard day is very relaxing .
b I cried because the film was so .
c My professor is really . I always fall asleep in his class.
d History is my favourite subject. Learning about our past is .
e Motor racing is really . I love the noise!
Use the words from activity 6 to describe the kinds of music on page 168.
a Jazz is relaxing.
b Classical
c Pop
d Rock
e Hip-hop
f Dance
g Blues
h Opera
exciting boring relaxing interesting moving
Vocabulary 2
Lesson 36
Lesson 36
Memo

147
Interact 2
8a
Explain to the learners that they’re going to talk about
music they like.
In pairs, learners add three more kinds of music to the list.
8b
Tell learners to read the list in activity 8a. Learners
decide which kinds of music are good to listen to before
going to bed, then rank them in column A from 1-10 (1 =
the best).
Teaching tip – ranking activities
Ranking activities encourage learners to use language
interactively. They have to compare, explain or defend
their choices. Asking learners to add items to the list
of things to be ranked makes the second stage of the
activity (where learners change partners, discuss choices
and make a new decision) fresh, since learners will not
know what their new partners may have chosen to add
to the original list.
Set a time limit on the first stage of the activity (the initial
ranking) because learners often vary in the time they take
to decide. This will also force them to keep their notes
brief and encourage them to ’speak’rather than just read
straight from their notes in the second stage.
8c
This time, learners decide which kinds of music are good
to listen to in the morning, and rank them in column B
from a-j (a = the best).
9a
In different pairs, learners share their lists from their first
partners.
Explain they should choose the best three kinds of music
to listen to before going to bed, and in the morning.
9b
Learners share their ideas with the class.
171
Interact 2
a Look at the list of kinds of music.
Add three more kinds of music to the list.
A B
classical
jazz
pop
rock
hip-hop
dance
blues
b Read the list above. Which kinds of music are good to listen
to before you go to bed?
Rank them in column A from 1-10 (1 = the best).
c Which kinds of music are good to listen to in the morning?
Rank them in column B from a-j (a = the best).
9 Change partners and compare your lists.
a Choose the best three kinds of music for listening to before you
go to bed, and the best three for listening to in the morning.
b Share your ideas with the class.
Interact 2
Lesson 36
Lesson 36

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