Solutions Elementary TB PDF

I Elementary Teacher's Book
Marta Umifiska, Caroline Krantz OXFORD

Tim Falla, Pa ul A Davies UNIVERSITY PRESS
OXFORD
UN IVERS ITY J' RF.SS
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ISBN: 9780 19 455 1625

Printed in Spain by UnigrafS.L
ACKNOWLEDGE MENTS
The publisherand authorsaregrateful to the many teccners and students "'ofw read
and pi10ttdthe manuscript, and providedinvaluable f«dbcuk. With specialthanks
to tht follcrwingfor their contribution to the dtvelopmenl of the Solutions series:
Zinta Andzane. Latvia: Ire na Budreikiene. Lith uania; Kati Elekes. Hungary;
Dan ica coneova. Slovakia; Ferenc Kelemen. Hu n gary, Natasha Kolt ko ,
Ukraine; Mario Maleta . Croatia; Juraj Marcek, Slova kia; Dace Miska . Latvia ;
Anna Morri s, Ukraine; Hana Mustlk ova , Czech Repu blic; Zsuzsanna Nyiro.
Hungary; Eva Paulerova. Czec h Repu blic: zoltan Rezm uve s. Hungary;
Rita Rudiarien e. lithuania: Ela Rudn iak. Poland; Dagmar ~korpikova .
Czech Repu bl ic
The publisher and authors wouldlike to extend their special thanks to Emma Wa tkins
for the part she playtdIndt'Vt'loping the material.
The publisher and the authors wouldUke to thank the authorafDyslexia: a gu ide for
teachers : Ka ta rzyn a Bogda no wicz
The publisherwould llkt to thank the foUuwingfor their permission to we photographs:
Foto lia p 123 (all but Steve, je nny, Joshua ); Getty Im age s p p 125 (Wayne
Roo ne YlJo hn Peters ); lstock p1 23.
illustrations by:Claude Borde lea ujAgent 002 p1 33; Dylan Gibson p 127; David
Oakley/Amos Design Ltd pp 124,126 , 134
rs,---,,-_
Introduction 4
I Introduction Unit 10
1 My network 15
(jet retJdy for your eJ(tJ/ff 1 & 2 24
2 Free time 26
LtJlf1utJ1e RI!'VIM tJlfd Skt/I$ Roulfd-up 1-2 35
3 School life 36
4 Time to party! 47
5 Wild! 57
6 Out and about 68
LtJlf1utJ1e RI!'VIM tJlfd Skills Roulfd-up 5-6 77
7 World famous 78
(jet retJQy for your eJ(tJ/ff 7 & 8 87
8 On the menu 89
LtJlf1utJ1e RI!'VIM tJlfd SK.,/I$ Roulft/-up 7-8 98
9 Journeys 99
10 Just the job 110
Dyslexia: a guide for teachers 120
Photocopiable resource bank 123
Three class audio CDs
Anote from the authors "The three audio CD'S (ontain a\\ the \istening mato:- ::.
Our wo rk on Solutions began in the spr ing of 2005 with a Student 's Book .
research tri p. We trave lle d from city to city with colleagues from
Oxford University Press. visiting schools. watching lessons and The Workbook
talkin g to teachers and students. The in format ion we gathered The Workbook mirrors and reinforces the content of the
on that t rip, and many subseque nt t rips across Centra l and Student's Book. It offe rs:
Eastern Europe, gave us valua ble insig hts into what secondary • further practice, lesson-by-lesson of the material taugh:
students and teachers want from a new book. Th ese became class
our guiding principles while writingSolutions. Most people we • additional exam tasks with support for students and
spoke to asked for: teachers
• a clear focus on exam topics and tasks • Challenge! exercises to stretch strongerstudents
• easy-to-follow lessons which always have a clear outcome • writing guides to provide a clearstructural framework for
• pie nty of support for speaking and writ ing writingtasks
• plentyof extra practice material • regular Self-checks wit h Con do state ments to promot e
conscious learnerdevelopment
In respo nse, we design ed a book which has a crystal -clear • cumulative reviews to develop students' awarenessofth eir
structure: one lesson in the book = one lesson in the progress
classroom. We included twentypages of extra vocabulary and • a Functions Bank for reference
gramma r practice within the Student's Book itself to provide • an irregularverbs list
more flexibility. We included ten specific lessons to prepare • a Wordlist which contains the vocab ularyactivated in the
st uden ts for the school-leaving exam, and ensured t hat the Stude nt's Book units
book as a whole correspond s to th e sylla bus t opics required in
Proced ural notes, transcripts and keys for the Workbook can be
this exam. And we recognised the difficu lties that students
natu rally have wi t h speaking and writ ing , and t herefore easilyfound on the Solutions Teach er's Website at
ensured that these activities are always well prepared and well www.oup.com/elt/teacher/solutions.
supported. Achi evable activities are essential for motivation!
Our research trips also taught us that no two schools or classes
The MultiROM
are id ent ical. That is why Solutions is designed to be flexib le.
The Mu ltiROM is an int eractive self-st udy tooi tha t has been
designed to give guidance, practice, support and consolidation
Th ere are five levels (Elementary, Pre-intermediate,
of the language and ski lls taught in the Stude nt's Book. The
Intermediate. Upper-intermediate, Advanced) so that you can
MultiROM is divided into units and lessons corres ponding with
choose the one which best fits your students' needs.
those of t he Student's Book.
Solutions has benefited from collaboration with teachers with • every grammar lesson in the bookis extensively practised
extensive experi ence of teaching 14-1 9 year aids and of
and is accompan ied by a simple explanation
preparing students for their school-leaving exam. We would like
• all targe t vocabulary is consolidatedwith crossword, word
to thank Marta Urninska for sharing her expertise in writing the
search, and gap-fill activities
procedu ral note s in th e Teacher' s Book. Cult ural and language
• one exam-type listeningactivity per unit is includ ed sothat
notes as well as the photocopiable supplements in the
students are able to practise listening at their own pace
Teacher' s Book were provided by Caroline Krantz.
• speakin g and writing sections help stu dents improve these
We are confident that Solutions will be easy to use, both for skills outside of the classroom
students and for teachers. We hope it will also be interesting, • an audio CD element is included, with all the exam listening
engaging and stimulating! tasks from the Workbook, which can be played on a CD
Tim Fall a and Paui A Davies player
The Teacher's Book

The components of The Teacher' s Book gives full proced ural notes for the whole
cou rse, includ ing ideas for tackli ng mixed-ability teaching. In
the course addition, it offers:
• optiona l activities throughout for greater flexibil ity
The Student's Book • structu red speak ing tasks to get stu dents talki ng confl dentiy
The Student's Bo ok contains : • useful tips and strategies to improve students' exam
• an Introduction unit to revise the basics technique
• 10 to pic-based unit s, each covering 7 lessons • a teacher's guide to dyslexia in the classroo m
• 5 Language Review/ Skills Round-up sections, providing a • 20 photocopiable pages to recycle and activate the
language test of the previous two units and a cumulative language of each unit in a fun, communicative context
skills-based review
• 10 Getready for your exam lessons providingtypical tasks Test Bank MultiROM
and preparation for the students' final exam A separate resource MultiROM contains:
• 10 Vocabulary Builders with practice and extension options • unit tests
• 10 GrammarBuilders containing grammar reference and • mid-year and end-of-year progress tests
further exerci ses • short tests
• tip boxe s throu ghout giving advice on specific skills and
how best to approach different task types in all four main
skills
You will find more details on pages 5- 7 in the section 'A tour of
t he Student's Book'.
~ Introduction
Solutions and the exam
Solutions Elementary is int ended to int roduce students to the Workbook
task type s and format of the basic level of the school·leaving The Workbook provides furthe r pract ice for both the oral and
exam. The empha sis is on preparation and famil iarisation , the writte n exam. Work in class can be foll owed up with
helping st ude nts to build good study habits and exam Workbook tasks done as homework.
st rategies. Typical exam requirements are reflected throughout The list enin g material for the Workbook listening tasks is
th e course in the choice of top ics. task-types, texts and availab le on t he MultiROM.
grammar struc tures. In addition to th is. Solutions offe rs a
comprehensive range of exam support: Teacher's Book
The exam lesso ns in t he Stude nt's Book are accompan ied by
Studen t's Book full procedura l notes with advice and ti ps for exam preparat ion.
The Student's Book includes ten exam -specific lessons
designed to familiari se students with the task-types and
req ui rements of th eir final exam. The lessons provide strateg ies
and exam techniques as well as the language needed for
students to be able to tackle exam tasks with confidence .
A tour of the Student's Book

Th ere are ten main units in the Student's Book. Each unit has seven lessons (A- G). Each lesson provides
material for one classroom lesson of approximately 45 minutes.
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Lesson A - Vocabulary and listening Lesson B - Grammar
• The unit menu states t he main language and skills to be • lesson B prese nts and practi ses the fi rst main grammar
taught. point of the unit.
• Every lesson has an explicit learning objective. begin ni ng • The new lang uage is presented in a short text or ot her
' I can ..' . meani ngfu l context.
• lesson A introduces the top ic of the uni t. prese nt s t he • There are clear grammar ta bles.
main vocabulary set, and practises it through listen ing • Look out! boxes appear w herever necessary and help
and other acti vities . stude nts to avoid comm on errors.
, This lesso n links to the Vocabulary Builder at the back of • This lesson links to t he Grammar Buil der at th e back of the
t he book. wh ich provides extra practice and extension . book which provid es extra pract ice and grammar reference.
Introduction r
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Lesson C- Culture Lesson 0 - Grammar
• l esson C has a reading t ext which provides cultura l • l esson 0 present s and practis es the second main grammar
information abo ut Britai n. th e USA or other English- poin t of the unit.
speakin g countries. • The grammar presentation is interactive: students often
• Students are encouraged to make cultu ral comparisons. have to complete tables and rules, helping them focus on
• New vocabul ary is clearly presented in boxes wherever it the stru ctures.
is needed. • Learn this! boxes present key in formation in a clear and
concise form.
• This lesson links to th e Grammar Builder at the back of the
book which provid es extra practic e and grammar reference
not es.
• A fin al speaki ng act ivity allows students to personali se the
new language.
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Lesson E- Reading
• Lesson E contains the main reading text of the unit.
• It occupies two pages tho ugh it is still designed for one
lesson in class.
• The text is always interesti ng and relevant to the students,
and links with the topi c of the unit.
• The text recycles the main grammar poi nts from lessons 8
and D.
• Important new vocabulary is hig hlig hted in the text and
practised in a foll ow-up activity and in the Workbook.
~ Introducti on
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Lesson F - Everyday English Lesson G - Writing
• Lesson F prese nt s a funct io nal dialo gue. • Lesso n G focuses on wr it ing and normally involves one of
• The lesson always incl udes listeni ng pract ice. the text types req uire d fo r the students' final exam.
• Ext ra vocabulary is presente d. if necessary. • The ies son always begins by looki ng at a model text o r
• Stud ents follow a clear guide w hen t hey prod uce the ir texts and st udyi ng the structure and formal.
own dialogue. • Students learn and practise usefu l phr ases.
• Useful functiona l phrases are taught and practi sed . • There is a clear w rit ing guide for th e student s to pro duce
• The step- by-step app roach of ' presentat ion, pract ice and their own text.
product io n' is suitable fo r mixed-abil ity classes and offers • This supported app roach to writi ng increases students '
ach ievabl e goals. lin gui sti c confi dence.
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Getready for your exam Language Review/Skills Round-up

• There are ten Get readyforyourexam lesso ns (two afte r • There are five two -page reviews (aft er uni ts 2. 4, 6. 8 and 10) .
unit s I, 3, 5, 7 and 9) which focu s on exam skill s and • The fi rst lesson of each review is a Language Review of t he
prep aration . precedin g two unit s.
• The lessons incl ude exam tasks for readi ng. speaking and • There are exercises focusing on vocabulary, gram mar and
listen ing. fun ctions.
• Each lesson incl udes activ ities to prepare stude nt s for t he • The marks always total 50, so it is easy to monitor progress
exam tasks and provid e t hem wit h the language and skill s t hrough the book.
they need to do t hem successfu lly. • The second lesson of each review is a Skills Round-up
• These lessons also recycle t he lang uage from th e previous whic h covers all th e precedi ng units of th e book.
two uni ts and li nk with the to pics. • The lesson includes practice of all fou r skills: li sten in g,
read ing. wri t ing and speak ing.
• The mate rial is cent red aro und a Hungar ian boy called
Marton, who i s living and worki ng in Britain.
Introduction ~
Tips and ideas Dealing with difficult vocabulary
Here are some ideas:
• Pre-teach vocabulary. Anticipate which words stud ents wilt
Teaching vocabulary have difficulty with . Put them on the board before you read
Vocabulary notebooks the text wit h the class and pre-teach them. You can combine
Encourage yourstudents to record new wordsin a notebook. this with a prediction acti vity by putti ng a iist of words on
They can group words according to the topic or by part of the board and asking studentsto guess which oneswill not
speech. Tell them to write a translation and an example appear in the text. For example, for the text about kung fu on
sentence that shows the word in context. page 22 of the Student's Book, list th ese words:
Vocabulary doesn't just appear on Vocabulary pages, You can training practise kicking blonde fight
ask stud ents to make a list of all the verbs that appear in a grandmother dangerous
Grammar section , or to choosefive useful words from a reading Ask students to look at the pictures and tell you which two
text and learn them . words they are not going to find in th e text (grandmother
and blonde) . At the same time, check that they understa nd
Learn ing p hrases
the other five words.
We often learnwords in isolation, but a vocabularyitem can
• Having read through the text once, tell studentsto write
be more than one word, e.g. surf the Internet, have a shower.
down three or four words fro m th e text that they don't
Make students aware of this and encourage them to record
understand. Then ask th em to call out th e words. You can
phrases as welt as individual words.
then explain or translate them.
Revision • Rather than immediately explaining difficult vocabulary,
Regularly revise previously learn ed sets of vocabulary. Here are ask stude nts to identify the part of speech of th e word they
two games you could try in class: don't know. Knowing the part of speech sometimes helps
• Odd one out. Give fourwords, either orally or written on them to guess the meaning.
the board. Student s say which is the odd one out. You can • Afterworking on a text, ask students to choose four or five
choose three words from one vocabulary set and one word new words from the text that they would like to learn and to
from a different set (a relatively easytask) or four words write these in theirvocabulary notebooks.
from the same set, e.g. kind, confident, rude, friend ly, where
rude is the odd one out as it's the only word with negative Teaching listening
connotations.
Pre-li st ening
• Word tennis. This game can be played to revise word sets.
This is an important stage. Li stening to something 'cold' is not
Call out words in the set, and nominate a student to answer.
easy, so prepare the students well. Focus on teach ing rather
The student must respond with anotherword in the set.
than on testing. Here are some things you can do:
Continue around the class.
• Tell the students in broad term s what they are goingto hear
Students must not repeatany previous words . For example,
(e.g. a boy and girl makin g arrangements to go out) .
with clothes :
• Predict the content. If there's a picture, ask students to
T: T-shirt
look at the picture and tell you what they can see or what is
51: jeans
happening.
T: sweats hirt
• Pre-teach vocabulary. Put new vocabulary on the board and
52 : top
pre-teach it. Translating the words is perfectly acceptable.
• Read throu gh th e exercise carefully and slowly before the
Teaching grammar
students listen. En sure that the students understand both
Concept checking the task and all the vocabulary in the exercise. (You can
The concept is important. Do not rush from the prese ntation check th at th ey understand the task by asking a student to
to th e practice before the students have fUlly absorbed the explain it in th eir own language.)
meaning of the new language. Yo u can checkthat they truly Familiar procedure
understand a new structu re by:
It isn't easy to listen, read the exercise and write the answers
• asking them to translate examples into their own language.
all at the same time. Ta ke some press ure off the students
• talking about the practice activities as you do them, asking
by tellin g them you' ll piay the recording a number of ti mes,
students to explain their answers.
and that they shouldn't worry if they don't get the answers
• looking beyond incorrectanswers: they may be careless
immediately. Tell students not to write anythi ng the fi rst time
errors or they may be the result of a misunderstanding.
th ey iisten.
• contrasting new structures with forms that they already
know in Engli sh and in their own language. Monitor
While the students are listening, stand at the back of th e class
Practi ce
and check that they can all hear.
Practice makes perfect. Learning a new structure is not easy,
and students need plentyof practice. Use the extra activities in Teaching writing
the Grammar Builders and on the MultiROM.
Use a model
Progression
Ensure that the students understand that the text in Lesson G
Mechanical practice should come before persona lised practice.
serves as a model for their own writing.
This allows students to masterthe basic form and use first,
witho ut having to think about what they are trying to express at Preparation
the same time. Encourage your students to brainstorm ideas and make
notes, either alone or in pairs, before they attempt to write a
Teaching reading composition.
Predicting content Draft
Before reading the text, ask students to look at the picture and Tell them to prepare a rough draft of th e composition before
tell you what they can see or what is happening. Yo u can also they write out the final vers ion.
discuss the title and topic with them.
---;; Int roducti on

Checking Project w o rk
En courage them to read thr ough their composition carefuliy Provide on-going work for stronger students. You can giveyour
and check it for spelling mistakes and grammatical errors. stronger students extended tasks that they do alone in spare
Correction moments. For example, you could give them readers, ask them
to keep a diary in English or work on a project. They can turn
Establish a set of marks that you use to correct students'
to these whenever they are waiting for the rest of the class to
written work. For example:
finish an activity.
sp indicates a spelling mistake
w indicates a missing word
gr indicates a grammatical erro r
Correcting mistakes
v indicates a lexical error How much we correct should depend on th e purpose of the
wo indicates incorrect word order activity. The key question is: is the activitydesigned to improve
accuracy or fluency?
Self correction
Accu racy
Con sider indicating but not correcting mistakes, and asking
students to try to correct them. With controlled grammar and vocabulary activities, where
the emphasis is on the accurate produ ction of a particular
Teaching speaking language point, it's best to correct aU mistakes, and to do so
immediately you hear them. You want your students to master
Confide nce buildin g the forms now and not repeat the mistake in later work.
Be aware that speaking is a chalie nge for most student s. Buil d
Fluency
their confidence and they will speak more; undermine it and
With activities such as role-play or freer grammar exerci ses it
they wili be silent. This means:
may be better not to interrupt and correct every mistake you
• encourage and praise you r students when they speak.
hear. The important mistakesto correct in these cases are
• do not over-co rrect or interrupt.
those that cause a breakdown in communication. We shouldn't
• ask other students to be quiet and attentive white a
show interest only in the language; we should also be asking
classmate speaks.
ourselves, 'How well did the students communicate?'. During
• li sten and react when a student speaks, with phrases iike
'Really?' or 'That's interesting'. the activity. you can make a note of any serious grammatical
and lexicai errors and put them on the board at the end of the
Prep arati on activity. You can then go through them with the whole class.
Aliow students time to prepare their ideas before asking them
Self co rrect ion
to speak. This means they will not have to search for ideas at
Give students a chance to correct themselves beforeyou supply
the same time as trying to express them.
the correct version.
Sup port
Modelling
Help students to prepare their ideas: make suggestion s
When you correct an individual studentalways ask him or her
and provide useful words. Ailow them t o work in pairs, if
to repeat the answer afteryou correctly.
appropriate.
Peer corre ct io n
Cho ral dri ll i ng
Yo u can involve the rest of the class in the process of
Li sten and repeatactivities, which the class does together,
correction. Ask: Is thatanswer correet?You can do this when
can help to buil d confide nce because the students feel less
the student has given a correct answer as weU as when the
exposed. They are also a good chance to practise word stress
answer is incorrect.
and intonation.
Teaching mixed ability classes

Teaching mixed ability class es is demanding and can be very
fru strating. Th ere are no easy solutions, but here are some
id eas th at may help .
Prep aratio n
Try to anticipate problem s and prepare in advance. Draw up
a list of the five strongest students in the class and the five
weakest. Think about how they will cope in the next lesson.
Which group is like ly to pose more of a problem - th e stronger
stud ents because they'll fini sh quickly and get bored, or the
slower stude nts because they won't be able to keep up? Think
how you will attempt to deal with thi s. The Teacher's Book
includes ideas and sugge stion s for activities and fillers for
different abil it ies,
Independ en t learn in g
There is the temptation in class to give most of your attention
to the higher-level students as they are more responsive and
they keep the lesson moving. But which of your students can
best work on their own or in pairs? It's often the stronger ones,
so consider spending more time in class with the weaker ones,
and finding things to keep th e fast-fl nlshers occupied whil e th e
others catch up.
Peer sup po rt
If you are doing palrwcrk , consider pairing stronger students
with weakerstudents.
Introduction ~
lHIS UNIT INCLUDES • • •
:
YoaIbutary· alphab et • numbers > describing people
• time. days. months andseasons
Grammar· be • possessiveadjec:tives • demonstrative pronouns . have got
==,.... Speaking· introducingyourself
Writing. a descriptionof a friend or family member
WORK,.OOk pages4-7
Saying hello
LESSON SUMMARy • • • • •
FunctionalEnglish: introducing yourself
Exercise 6 page 4 g 1.04
• Play the nu mbers fo r st ude nts to list en to. then model the
Ustenlng: short dialogues pronunciation for them to repeat in groups of 3-4 numbers
Vocab ulary: letters and numbers (e.g. 1, 2,3 - 4 .5 .6, etc.) . With a weaker class . di spl ay the
Speaklng: introducing yourself numberswritten as words on the board. OHP or a poster
Topic: people and have students practise in pairs.
Transcript 1.04
"in.ijniill To do the lesson in 30 minutes, have only a few 1.2. 3. 4. 5.6. 7. 8. 9.1 0. 11. 12. 13. 14. 15.1 6. 17.1 8. 19. 20.
pairs actout their dialoguesin exercise 12. 21. 22. 23. 30.40.50
.. Lead-in 4-5 m inutes Exercise 7 page 4

• If th is is your first lesson w ith this class. ask everyone to tak e • Again, in a weaker class students may need to see the
a piece of paper and write down as many Englishwords as numbers in ord er to repeat them. With a stronger class,
theycan remember in one minute. If some students seem at see how quickly the y can do it (yo u may wi sh t o rep eat th e
a loss. po int out that t hey might. for example. know ti tl es of activity a few times, faster each time). You can also decide
songs in Engli sh. Share idea s as a class. ask ing each student that anyone who makes a mistake has to pay a forfeit, for
to read out a word from their list.They must not repeat a word example, say the name of an En glish song, say the name of
that has already been said. three countries where En glish is spoken, etc.
Exercise 1 page 4 Exercise 8 page 4 g 1.05

• Draw students' atte nt ion to the photo. Ask the questi on in th e • Play the recordin g twice . then ask students if t hey need
book and help wit h comprehension if necessary. by sayi ng to listen agai n. Play it again if requ ired. Finally play the
forexample: How old is he / she?R{teen. sixteen. seventeen. recordingto check, pausing after every name has been
eighteen? You could writethe numbers on the board as you spelled and wr iti ng it on th e bo ard.
speak. Stude nts guess th e ages of the people in the photo.
KEY
Exercise 2 page 4 g1.01 1 Name: Siobhan Name: Dafydd
• After playing th e dialogue ask : So, how old is Ben?How old Age: 15 Age: 15
is Francesca?You can ask a few students: How old are you? 2 Name: Abdulla h Nam e: Katharine
Age: 17 Age: 16
Exercise 3 page 4 g 1. 0 2
• Play t he al phabet for students to listen to. t hen mod el it
forthem to repeat in groups of 2-4 letters. St ude nts repeat
Transcript 1.05
cho rall y and individ ually. 1
• Point out the easilyconfused G and J. and suggest some Siobhan Hello. Myname's Siobhan. What'syourname?
abbreviat ion s w hich th e stud ents may know and whi ch may Dafydd Dafydd. Nice to meet you.
be used as mnemon ics: for example. OJ or GPS. Siobhan Nice to meet you too.
Dafydd How do you spell your name, Siobhan?
Siobhan $-I·O-S-H-A- N. How do you spell yourname?
Exercise 4 page 4 g1.03
Dafydd D-A-F-Y-D-D. How ald areyou, Siobhan?
• Play the record ingtwice, pausing after each name. If Siobhan I'm 15. Howold areyou?
stud ents haven't written all the names, play the recording Dafydd I'm 15 too.
as many times as they need. Finally. write the names On the
board. saying each letter aloud as you wri te it . 2
Abdull ah Hello. My name's Abd ullah. Niceto meet you.
Transcript 1.03 Katharine Hi Abdullah. Nice to meet you too. I'm Katharine. That's
Russell Crowe Catherine Zeta Jones K-A-T-H -A-R-I-N-E. How doyou spell your name?
Whitney Houston RogerFederer Abdull ah A-B-D-U-L·L·A·H.
Kat harine How old are you , Abdullah?
Exercise 5 page 4 Abdulla h I'm 17. Howald are you?
Katharin e I'm 16.
• Student s t hink of the name s of up to th ree famou s peopl e.
They can write t hem down if the y wish. (Spelli ng out wit ho ut
seeing the wo rd is ext remely difficult for visual learner s!) As
Exercise 9 page 4
• Stud ents do the task individually and compare answers in
they spell the names out, circulateand monitor. If someon e
pai rs. Check as a class.
cannot guess a name, their partner has to spell it again,
loudly. clea rly and slow ly. The othe r per son can wri te if It
helps them. KEY
1 b 2 d 3 a 4 c
-~ Introduction Unit
Exercise 10 page 4 "1.06 • Lead-in 2 min utes
• Work on the pron unciation of the questions. Play each • As k a few students the question: How old afe you?This is
one several times and ask students to repeat chorally and revision of the previouslesson, but it will also lead in into this
individually, paying att enti on to th e follo wing features: lesson. Aftera few students have told you their age, name
Each question is one tone unit, which means it should a few students and say: So, you are 16. And he is 15. She is
be pronounced 'like one word', without stopping: also 15. They ore 15. Explain that today's lesson will be on
'Howo/dareyou?' (it is not necessary to teach students the th e conjugation of th e verb to be.
term 'tone unit').
In each question there is a stressed word - the one that Exercise 1 page 5
carries the key meaning: What's your name?How old are • Draw students' attention to the photo. Say something like:
you? Practise the question intonation . See - this is Ben from lesson A. Students read the text and
You may also point out that the sentence stress in How answerthe question s. Check answers with the whole class.
old Ofe you? changes when the second person asks the
question: Howold are you?I'm 16. Howold are YQ!!. ? KEY
1 T 2 F 3 F
Exercise 11 page 4
• Students work on their dialogues. In a stronger class
encou rage them to try without writing the dialogues out in
Exercise 2 pag e 5
fu ll. Heip t hem practise t he phrases, but don't insist if t hey • Rem ind studen ts that be is the infinitive. Ask them to do
find it hard to do everyt hing orall y. the tasks. When checking, ask for equi valents of the forms
In th e st udents' own langu age. Point out the short answers
Exercise 12 page 4 and emphasise that they are used a lot.
• Depending on time and on students' patience, have 3- 5
pairs act out their dialogues in front of the class. Choose pairs KEY
who speak fai rly ioudly and clearly. Give feedback : praise 1 ' m / am 3 ' re / are 5 isn't / is not
good performances and correcta few mistakes (especially 2 's / is 4 'rn not / am not 6 aren't / are not
concerning pronunciation or the language from this lesson).
• LANGUAGE NOTE - USAGE

:OPTIONAL ACTIVITY ••• Contra ctions (short forms) of th e verb to be are present ed
* : Ask students to say the alphabet around the class. If it l
' : proves too easy and nobody makes any mistakes, ask •• here and used throughout Solutions. Point out to students
that cont racti ons are almost aiways preferred in fluent
: them to say the alphabet backwa rds. Whoever makes •
speech and i nforma l wri ti ng and that the use of the full
* a mistake (gives the wrong letter or pronounces it
form sounds unnatural.
~ Incorrectly) must pay aforfelt. The real activity is doi ng the
'" forfeits,so make sure there"are quite a few. Here are some
• ~ ideas for what students have to do for forfe its : Exercise 3 pa ge 5
: 1 Say three Engl ish names used by men/ wom en. • Make sure students understand what they have to do:
: 2 Say the name of a country in English. complete the sentences so that they are true about them.
: : 3 * Say the names of tWO cities in Britain . Help wi t h any language t hat needs expla ining (for exampl e:
::4 ' Say two titles of songs in English. bag, yellow, cold, hungry).
· 5' Say the title of a'fiIm i n Engl ish. • Go over answers with the whole class. Where two different
answers are possible, try to find stud ents with different
answers and ask them both to read their sentences.
• Lesson outcome
Ask students: What hove we talked about today? KEY
Eli cit: introductions or saying hello or saying how old you are.
1 am / am not 4 is / isn't 7 am / am not
Ask stude nt s to repeat the alphabet and count from 1 to 20.
2 are I aren't 5 aren't B is / isn't
Draw students' attention to the lesson statement: Jean
introduce myself. 3 are 6 is / isn't
Exercise 4 page 5
• Explain thirsty and any other unknown vocabulary. In a
stronger class, refer students to the table in exercise 2, and
ask them to look at how questionsare formed . In a weaker
class , talk through the stru cture together, and do the fi rst
one or two questions as a class. Students do the task
individually and compare answers in pairs. Check answers
with the wh ole class.
L ES S O N S UMMARy • • • • •
Grammar: be, possessives, pronouns
KEY
Reading:a short personal profile
1 Are you 15 years old ?
Speaking: asking and answeringabout personal information
2 Is Ronaldin ho your favou rite footballer?
3 Is our teacher in the classroom ?
4 Are we from Hungary?
'-iI,.ljuM'" To do the lesson in 30 minutes, do exercises 2
5 Is Julia Roberts your favourite actres s?
and 6 as 0 class. Ifyou oreshort of time, you could splitthe
6 Are you th irsty?
questions in exercise 5, so that each student in a pair answers
half of the questions. 7 Are your friends at home?
Introduction Unit ~
Exercise 5 page 5 .. l ead-in 4-5 mi nut es
• Do the first two or three questions in open pairs (two • If you've got a sister or brother, show the class his/h er
stud ents ask and answer and th e rest of the group listen s) photo and say: This is my sister. Ask st udents around th e
to make sure they are getting it right. Insist on answers in class: Have you got a sister?Have you got a brother? Report
the form Yes, I am / No, J'm not + the correct information as the stude nts' answers to the class. If you haven't got any
opposed to just yes and no. Students continue in closed siblings, you can start by ta lk ing abou t your dog, cat, bike,
pairs. Circ ulate and monitor. etc. Finally, write on th e board: have got and say th is is t he
topic of the lesson.
Exercise 6 page 5
• Explain what possessive adjectives are. You can ask a few Exercise 1 page 6 "1.07
students Questions like: Is this yourpen?No it isn't?Oh, is • Tell students they are going to hear a conversation between
it his? (with gestures to indicate your meaning). Students Ben and Francesca. Focus students' attention on the photo
look back at the t ext in exerci se 1 and fill In the table and ask them to read the task. Play t he recordin g on ce.
indi vid ually. Check with the whole class. Allow a moment for everyone to finish answering and then
check as a class.
KEY
1 my 2 her 3 our KEY
1 hasn't 2 has 3 haven't
Exercise 7 page 5
• Demon strate the meaning of demonstrative pronoun s using Exercise 2 page 6
objects in the classroom, for example: This is my bag. These • Students read the instructions and complete the table. In
are markers. That's a map of Britain. Those are posters. a weaker class , go through the dial ogue togethe r first, and
• Students read the Learn this! box. Check understandin g by underline the examples as a class.
eliciting some examples from the class. Ask stude nts why • To check, either have students write the answers on the
they have used this, that, these, or those - Is the abject board, or displ ay the completed chart on an OHP.
close or further away? Is there one object or more than one? • Explain that 've and's are short forms of have and has.
• Students look at the pictures and write questions. Check Point out that nearly all the form s are the same, just one is
with the who le class. different. Which one? When students answer (he/ she/i t has),
• Practise the pronunciation of /3/ - show how the sound can you may choose to tell them that they will later find tha t a lot ,
be produced by putti ng t he tip of the tongue against or even but not all, of third person singularforms end in - so
between t he teeth .
KEY
KEY Dialogue: They've got a lovely hou se, Have you got brothers or
2 Are those your books? sisters? I haven't got a sister, but I've got a broth er. He's got
3 Are these your trainers? blue eyes, but he hasn' t got fai r hair. Have the y got children?
4 Is t hat your bike ? Tabl e:
5 Is th is you r CD? 1 has 3 Have 5 hasn't
6 Are these your pencils? 2 have 4 haven't 6 haven't
.. lesson outcome Exercise 3 page 6

Ask student s: Whathave we talked about today? Try to • Read the examp le and do th e first two sent ences wit h t he
elicit: to be; my. your, his, her, this. that or possessives and whole class as a model. With a stron g clas s, you can do t he
demonstrative pronouns, but accept any answer that refers to exercise orally. With a weaker class, check any unknown
the content of the lesson . Briefly revise the conjugation of to vocabulary fir st and do a few exampl es togeth er.
be. Drawstudents' attention to the lesson statement: I can ask
and answer questions. KEY
1 He's got a bike. 6 He' s got a watch.
2 He hasn't got a computer. 7 He's got a mobi le phone .
3 He's got a pet. 8 He hasn't got a DVD
4 He hasn't got an MP3 pl ayer. player.
5 He's got a skatebo ard.
Exercise 4 page 6
LESSON SUMMARy • • • • • • You maywish to ask students to work with partners they
Grammar: havegot don't kno w very well (oth erwise they are lik ely to know t he
Vocabulary: personal appearan ce answers to all the questions the y ask), but thi s needs to be
Listening: short dialogue handled sensitively. Some of the questions are about quite
Speaking: talkingabout what people have got and what people expensive possessions, and it is important that nobody
look like should feel embarrassed by having to make statements
abou t th eir material stat us. If you th ink this is likel y to be a
Writing: a shortdescription of a family member
problem, t ell st udents that they don't have to te ll the t ruth ,
Topic: people
they should focus on practis ing t he language.
L,:ul;J"'" To do the lesson in 30 minutes. set exercise 7 and

possibly exercise 3 as homework
'~~ Introduction Unit

12 /
Exercise 5 pa g e 6 • Infor m t he class of t he lesson top ic. It wouLd be good to
• Ask st ud ents around the clas s for the mean ing of the have a calendar with t he names of th e days and month s in
adjectiv es in the table. Accept t ranslation s. Engli sh on th e wall in your classroom.
• The ord er of adjectives before hair need s to be poin te d out.
Put th ese exampl es on the board : Exercise 1 page 7 "1.08
He's got long, black hair. She's got short, curlyhair. He's • Ask st udents to open the ir books and look at th e clocks
got straight, fair hair. Now ask studen ts to put t hese th ree (yo u may wish to teach clack) . Piay th e recor ding once for
adjec tives In t he rig ht order befo re the wo rd hair: She' s got st udent s to li sten, and th en again, pau sing afte r each t ime
wavy/ dark / lang ha ir. (Answer: She's got long, wavy, dark for them to repeat.
hair.)
• When t he words have been stu d ied and the ir pronunciati on Exercise 2 page 7 "1.09
and orde r pract ised, stude nts can go on to de scribe t he fi rst • Make sure everyone und ersta nd s what t hey have to do .
photo. Then let stude nts t alk abou t the remain ing one s in Play the recordin g th rough once, th en again, pausing aft er
pairs. Circulate and mon itor, help with sentence-buil ding each t ime. Ask a st udent to writ e each tim e on the board
and pron unciat io n. Finall y, ask a few stu de nts to descri be in numbe rs: 4.00, 7.4 5, etc. (If you are sho rt of t ime, writ e
the pho to s to t he who le ciass. Give feedb ack: prai se good them yourseif.)
sentences. correct errors in target language (has got and t he
appearance wor ds). KEY
'(9
4
Exercise 6 page 6
• You may wish to specify t he num ber of q uesti on s each pair
shou ld ask, for examp le, on e abo ut each person in t he
room, or one with each word, or a tota l of 10.
Exercise 7 page 6
• Remind stud ent s of the language they can use in writ ing t he 5
desc riptio n:
He is / She is x years old . (Lesson B)
He's got /She 's got... (the featu res li sted in exercise 5).
• Tell st udents it is also possibl e to say: Her eyes are blue.
His hair is lang and dark. (Point out t hat hair is not plura l
- in English it is seen as one subs tance, one mass of 6
G
somethi ng.)
• If the w riting is set as ho mework, you may encourage
students to in clud e a photo w it h the description.
.. Lesson outcome
Ask stude nts : What have we to/ked about today? Elicit : have Transcript 1.09
got and appearance. Ask everyone to say one word t hey
four o'clock half past six
learned from t he lesson. Draw student s' attent io n to the lesso n
quarter to eight twenty to eleven
stat eme nt: Ican describe people.
five past ten quarter past t hree
Exercise 3 page 7 "1.10

• Allow a moment for students to read the instructio ns, t he
dialogue and t he words in t he box. Make sure everyo ne
unde rstands w hat t hey have to do. Check answ ers by getting
a pair of confident students to read out t he dialog ue.
KEY
LESSON SUMMARy • • • • • 1 Excuse 3 to 5 welco me
VocabuLary: time, days, months, seasons 2 time 4 very
Functional English: asking for and telling the time
Speaking: talking about time, days, months and seasons
LANGUAGE NOTE - SAYING THE TIME
To say a t ime when t he minutes are not a multiple of five,
wr,UUjJlj.. 1 To do the lesson in 30 minutes, set exercise 10 as t he wo rd minutes must be added, e.g, It's twaminutes
a writtenexercise forhomework. past ten not It's twa past ten.
.. Lead-in 2 minutes
Exercise 4 page 7
• Write the date on the board, fi rst as numbers, th en as
• First practis e readi ng th e dial ogue from exercise 3 in open
wor ds, e.g.: 15/09/2009 (Wed) - Today is Wednesday, the
pai rs several t imes (tw o stud ents sitt ing in different places
fifteen th of September two thousand and nine.
read, the rest of t he class li stens). Work on intonation. You
• Read aloud what you hav e written.
• Writ e the t ime, fi rst as numbe rs, t hen as words , e.g.:
10.10 - It is ten past ten.
Introduction Unit ~
may play the recording again. When you feel students have Exercise 10 page 7
had sufficient pronunciation practice, ask them to talk about • Students may ask and answer the questions with the
the times in this exercise. Circulate and monitor. classmates theyare sitting with, or you may ask them to
stand up and ask each question of a different person.
Exercise 5 page 7
• Ask stu dents t o look at the task and read th e instructions. .. Lesson outcome
Ask them to pick out a few words which are days of the week Ask stude nts: Whathave we talked about today? Elicit: time
and a few which are months. or days of the week, months and seasons. Ask seven students
• Students workon the exercise in patrs.Itvou have a to say the days of the week in order, then twelve to say the
calendar with those words in English. encourage them months in order. Draw students' attention to the lesson
to walk up to it and use it as a resource. You may want statement: I con ask the time and talk about the months of the
to introduce a certain conditio n: they can walk up to the year.
calendar, but they must not take th eir note books with them.
Inst ead. th ey must remember as much as th ey can and the n
go back to the ir desks and write it down.

• When everyone has finished exercise 5, play the part of
the recordi ng with th e days of the week. Play it through for
students to check their answers, and then again, pausing
after each item for them to repeat. Point out the silent letters
in Wednesday and practise the pronunciation of Thursday.
• Repeat th e same procedure with the names of the months.
Point out especialiy the pronuncia tion of the Au in August
- not /ao/ but /0:/.
Transcript 1.11
Days
1 Sunday 5 Thursday
2 Monday 6 Friday
3 Tuesday 7 Saturday
4 Wednesday
Months
1 January 7 July
2 February 8 August
3 March 9 September
4 April 10 October
5 May 11 November
6 lun. 12 December
Exercise 7 pag e 7
• Give students a minute or two to look at the pictures. Then
ask them to match the pictures with the seasons.
KEY
1 spri ng 2 summ er 3 autumn 4 winter

• Play the recording and checkstudents' answers to
exercise 7. Then students repeatthe seas ons chorally and
individually, Pay special attention to the pronunciation of
the Au in autumn - not /ao/ but /0:/, just as in August.
Exercise 9 pag e 7
• Students discuss the months and seasons in pairs. Check
with the whole class.
OPTIONAL ACTIVITY - MONTHS AND SEASONS

You may bri ng four big photos showing the four seasons
(cut out of calendars) and attach them to the board with
magnets. After exercis e 8, ask four students to come and
writ e the names of the seasons on the board under th e
photos. Afte r exercise 9, ask 12 students On turn s - fou r
at a time) to come to the board and wri te th e names of
the months under the names of the seasons. The stud ents
then return to their seats. Discu ss the answers on the
board with the class - are they accurate?
. ". . 141 Introduction Unit

THIS UNIT INCLUDES • • ,. ,:-
&4 *:~~U: la ry . f?mlly. possessive's . plural noun.fo rms • everyday activi ties
;;;: s~ andhobb~ .da tes ~
.-present simple affirmative andnegative
ft" ldn$. talkmg aboutramilyand friends. introducing friends . talking about
etV~ay activitIes '
• an informaHetter
pages8:"" 14
Family and friends

LESSON SUMMARy • • • • ~ Exercise 5 page 8
Vocabulary: family members • Write on the board: my uncle's wife. Ask: Who's my uncle's
Listening: description of a social network wife? hoping to elicit: Your aunt or Aunt.
Grammar: possessive 's sin gular and plural • Allow a minute for students to study the Learnthis! box.
Speaking: talking about family and friends With a weaker class, write on the board: my dad's car and
Topic: family life and relationships my parents' car, po int to the apostro phe in th e different
positions, and say: singular - plural.
• Students compiete the puzzles. Check with the whole class.
..,n,13IMII1 To do the Jesson in 3 0 minutes, set Vocabulary
Builder (part 1) exercise 4 as homework. Limit the number of KEY
questions in exercise 6 to 2- 3 and set exercise 8 as homework 1 uncle 4 moth er (or aunt)
tao (exercise 9 will then provide a method of checking that 2 uncle 5 niece
piece of homework in the next lesson). 3 cou sin 6 brother
• With books closed, inform the class of the lesson objectives
~
LANGUAGE NOTE - POSSESSIVE'S

.
by saying: Taday's topic is family. Write family an the board. • . ff a name ends in s, it is possible to add 's or just an
Ask: Do you know any words for members of the family! - apostroph e, e.g. Chartes' sister or Charles's sister. In bot h
people in the family? If students don't unde rstand, prompt cases the pronunciation isl rtJ.
them: For example. 'mother' or ... 1 Write any words the
students say an the board around the word family.
Exercise 6 page 8
Exercise 1 pag e 8 • With a weaker class specify: Write 2 or 3 more questions.
• Stud ents fill in the chartindividually or in pairs. If possible, • With a strongerclass, you can provide a mod el li ke this:
dictionaries should be available. Who is my father's granddaughter's mother? (answer:
• Elicit the fact that the word cousin is the same for boys and you - for a girt; or yourwife - for a boy; or yoursister, or
girl s. yourbrother's wife) or: Who is my son's brother's mother?
(answer: you - for a girl; or your wife - for a boy)
KEY • Yo u may start with the whole class - two or three students
ask a question each, the whole class answers. Afterthat,
A: aunt, cousin, daughter, granddaughter, grandmother,
students ask and answer in pairs.
mother, niece, sister, wife
8: brother, cousin, father, grandfathe r, grandson, husband, For more practice of family vocabularyand possessive 's, go to:
nephew, son, uncle
cousin is in both groups Vocabula ry 8uilder (part 1): Student's Book page 128
Exercise 2 page 8 "1.13 KEY

• Play the recording once, pausing after each item for students 1 1 broth er 4 husband 7 nephew
to repeat cho rally and individually. Poin t out that the final -r 2 grandmother 5 aunt 8 cousins
in mother, father, sister, etc. is completely silent, at least in 3 niece 6 grandson
British English. (Students are likelyto have some experience 2-3 Open answers
of American English pronunciation from films, etc.).
• If students' pronunciation needs corre cting, repeat the 11 3 That's Jane's skat eboard.
words yourself as many times as is necessary, so that they 4 John is at his cou sins' house.
have a model to imitate. 5 Have you got Mark' s MP3 player?
6 The dog' s ball is under the tree.
Exercise 3 pag e 8 "1.14 7 What's Maria' s pho ne num ber?
• Play the words for students to hear. You can aiso model th e 8 Where are the students' books?
pronunciation yourse lf. Aska few students to repeat. 9 These are Peter's pens.
10 That's my grand paren ts' house.
KEY
grandmother husband son uncle brother grandso n Exercise 7 page 8 "1.16
• Draw students attention to Laura's network. The 'ME' in the
Exercise 4 page 8 "1.15 middle is Laura; she has classified the people in her life into
• Play the recording once for students to check their answers; threedifferent categories: school, family, free time.
the n play it again and have them repeat the words • When students have identified the categories in the picture,
individ ually. Pay allention to the pronun ciation of I A!. you maywish to ask them: Would yourcategories be the
same or different? Help students to put their ideas into
words. Play the recording.
Unit 1 • My network ~
KEY Materials: One copy ofthe worksheet per pair of students
voll eyb all te am: Hannah f rien ds: Pete: Amy's cousin, Jake (Teacher' s Book page 123)
music grou p: Moll y fam ily : Mark and Lucy: Sam • If necessary, brie fly revise fami ly vocabu lary by draw ing a
favourite teachers: Mr Baker family tree on the board and elicitingthe words to describe
the relat ionsh ip between th e family members.
• Divide students into pairs and hand out t he wo rksheets. Ask
Transcript 1.16 them to sit so that they can 't see their partner's worksheet.
Hi! I'm Laura. I've got one brother, and hisname isSam . I haven't Students fill in the missing names and ages in the family
got a sister, but I've got two cousins - Mark and Lucy. Our house tree byasking and answering questions in pairs .
is near the centre of town . I'm a student at Whiteside Secondary • Demonst rate the activity by taki ng the part of Student B
School. It's OK. My favourite teachers are Mr Baker and Miss Blair, and aski ng e.g. Who's Tony's father? Stude nt A: He's Peter.
and my best friends areTina, Pete and Amy. Amyhas got a cousin Student B: Howald is he? Student A: He's 74.
- Jake. He's really nice! My hobbies arevolleyball and music. I'm in • Tell studen ts to ask all their questions in relation to Tony.
a volleyball team. Ourtwo best players areJanice and Hannah. I'm
When t hey have fin ished they can look at t heir partne r's
also in a musicgroup with two friends, Bob and Molly.
worksheet to check their answers.
• Next ask students to draw theirown family tree and then talk
Exercise 8 page 8
their partner through it givingextra information, forexample,
• If the class are artistic, you may wish to provide them with Adam's my brather. He's 19. He studies at university.
large size paper, allow more time and possibl y disp lay the
results on the walls. If time's short, this exercise can be
don e at home.
Exercise 9 page 8
• Provide a model first. Put 3-4 names of real people from
your own network on the board and encourage students to
ask: Who's ...? Write the names your family and friends use
normally, to show st udents th at there's no need for artificial
English names just because you're speaking English. LESSO N SUMMAR Y
• Whenever students do an activity in whichthey scribble a Grammar: present simple: affirm ative
few words which are only important to this one exercise, Speaking: making statements about you rself and your family
try to provide scrap paper, and train them not to put such
irrelevant notes in their notebooks. The notebook should be
a resource and contain inform ation of lasting value. "iUIliU.... To do the lesson in 30 minutes. read the text
in exercise 1 aloud with students following it in their books,
For wor k on pl ural forms of nouns, go to:
do exercise 4 as a class, and set the Grammar Builder as
Vocabulary 8uilder (part 2): Studen t's Book page 128 homework.
KEY .. Lead-in 2-3 minutes

5 1 noses 2 watches 3 boxes 4 videos 5 tomatoes • Write on the board: present, past, future . Ask if students
knowwhat thesewords mean. (Accept answers in the
6 stories 7 leaves
stude nts' own language.)
6 foot - feet child - children man - men • Write the sentence I live in (insertthe name of your town!
to ot h - teeth person - people woman - wome n city / village) . Ask: Is this present, past or future? After
eliciting present, erase past and future from the board, so
7 2 Th ese potatoes and tomatoes aredelicious. potato, tomato
that what's left is: present - I liv e in (town) . Add t he word
3 Where are those men and women from? man, woman
simple after present and say: Today, we're going to learn a
4 She's got bi g eyes, and beautiful, white teeth . eye, tooth
tense called the present simple.
5 Th e c h il d r~.!l's dictionaries are in the classroom. child,
dictionary Exercise 1 page 9
6 Have you got nephews and n i e c ~ ? nephew, niece • Draw students' attention to the picture of Th e Simpsons.
7 The glasses are on the ,,-helves in the kitchen . glass, shelf Elic it some names of his family members.
B 1 babie s 4 keys 7 child ren
2 feet 5 sandwic hes KEY
3 watches 6 knives His dad's name is Homer. His mum's name is Marge. He's got
two siste rs called Lisa and Maggie.
.. Lesson outcome
Ask students : What have we talked about today? Elicit: family . Exercise 2 page 9
Ask: Can you give me some words forfamilymembers? Praise • Asstudents read, monitor to see whether they're copingwell
the students who come up with the more sophisticated ones, with the text. Does everyone understand lazy, classmates,
such as cousin, niece, grandfather, etc. Draw attention to the power station, and studies hard? If some students do not
iesson state ment : I can talk abo ut people I meet regu lar ly. know these words, maybe oth ers do and can explain /
t ransla te them . Wit h a weaker class , be prepared to explain
Notes forPhotocopiable activity 1.1 the vocabu lary yourself (e.g, Ifyou don 't like work, you 're
lazy. Daniel, Marta, Eva and so on are yourclassmates
Who'swho? - people in the same class). With a stronger class , ask
Pairwork students to usetheir dictionaries.
l anguage: possessive '5 , family vocabulary, num bers
1
- .".
16) Unit 1 • My network
Exercise 3 page 9 KEY
• Draw students' attention to the table. Yo u may wish to lsi or IzI: doe s, dri ves, hates, list ens, looks, loves, speaks,
mention that Engli sh verbs are quite easy in one way, as stays, tell s
many forms are the same: / work, you work, we work. Ask /rzJ dances, teaches. was hes
stud ents to lookfor the third person singular in the text and
see whether it is the same too.
• After checking this part of th e exercise, read th e box that
Exercise 7 page 9
outlines the use of the presen t simple. Quote sentences • Point out to students that some of the forms used will be
fro m the text as exam ples: Eleven million Americans watch th e third person singular, e.g. (elicit:) lives, and others wil t
it every week. (something that happens regulariy); The be ot her form s, e.g. (eli cit :) we gao
Simpsons live in Springfield (something that is always true). • As students do the exercise, monitor and make sure they
understand next door and get up. Be prepared to explain.
• Ask two students In turn to read th e text aloud. Help with
KEY pronunciation, especially of the present simple third person
works form s: lives, goes, etc.

• Students work individually. Fast finisherswrite one more 1 lives 5 gets up 9 hates
sentence said by a member of the Simpson famil y. They can 2 go 6 finish 10 thinks
rea d their sentences aloud and the whole class guesses the 3 walk 7 listen 11 loves
pers on who says the sentence. Check answers as a class. 4 goes 8 like
KEY Exercise 8 pag e 9

1 work - Homer 3 studies - Ba rt 5 li ke - Bart
• Model the activity. Have one true and one false sentence
2 go - Lisa 4 stays - Homer 6 live - Marge about yourself or a memb er of your famil y prepared. Read
your sentences to the whole class and ask: Isthis true?
For further practice of the present simple (affirmative), go to: Students then work on their own sentences.
• Fast finishers write more sentences.
Grammar Builder 1 B: Student's Book page 108
Exercise 9 page 9
KEY • Students talk in pairs. Circulate and monitor.
1 2 watch es 5 does 8 plays
3 goes 6 likes .. Lesson outcome
4 flie s 7 finishes Ask students (in thei r own language if necessary): What
tense have we looked at today? to elicit: The present simple
2 1 watches 4 goes 7 likes tense. Con duct a brief drill, using verbs from the lesson. Draw
2 does 5 stud ies 8 flies students' attention to the lesson statement: / can talk about my
3 finishes 6 plays family and friends.
3 2 My brother loves pizza .
3 We go to school by bike.
4 My classmates like me.
5 His gran dmother speaks French.
6
7
My cou sins and I play footbail.
My friend 's aunt lives in NewYo rk.
The Royal Family
4 1 reads 4 work 7 cooks
2 speak 5 drive 8 get up LESSON SU M M A RY
3 live 6 teaches Readi ng: a text about Queen Elizabeth II
listening: interviews
Exercise 5 page 9 "1.17 Speaking: talkingabout the British Royal Family
• Students repeat the third person forms ind ividually. Make Topic: culture
su re they differentiate between lsi in e.g. likes and IzJ in e.g.
plays. Explain that the syllable IIzI is added aft er Is/,/zI,/II,
Itl l after which lsi wouid be diffi cult to either pronoun ce or ""n"ill... 1 To do the lesson in 30 minutes, ask students to
hear. read the text forthe {irst time and do exercise 2 at home.
Exercise 6 page 9 "1.18 .. Lead-in 2 min ut es

• Play the recording 2-3 times, depending on students' • Before students open their books, ask them if they know
respon se. any names of Briti sh kings or queens from history. Then ask
• The table requi res them to differentiate between just two for names of contemporary members of the Royal Family and
categories: /s/ or /z/ and /lz/. However, when they have anything students know about them .
listened, you may want to ask them to repeat the verb
forms. Insist on correct pron unciation of the final consonant Exercise 1 page 10
/s/ and / z/ or the flnal syllab le /IZ/. • Students loo k at th e photo s and do th e task. If they find it
interesting, you can ask them to draw a family tree of the
three generations of the Royal Family shown in the pictures.
Unit 1 • My network po
KEY Exercise 4 pag e 10
1 Elizabeth 3 Charles 5 Diana 7 Harry • Students go t hrough the t ext again. Let t hem compare
2 Philip 4 Camilla 6 Willi am answers in pairs, then checkwith the whole class.When
checking, pay attention to the pronunciation of century
(weak vowel) and monarch (li na l zk/) . You can rein force t he
CULTURE NOTE - THE ROYAL FAMILY words by asking questions about the students' own country
Camilla Parker·Bowles had a relationship with Prince J like: Can you give me the name of a famous monarch? Do
Charles for many years before marrying him in April 2005 . you remember which century he/ she lived in?
The maj ority of th e British public supported the marriage,
despit e Princess Diana's great pop ularity. KEY
Prince Charles, t he Princ e of Wales, is the fi rst son 1 at the moment 3 castl e, palace 5 monarch
of Queen Eti zabeth II. He is expected to becom ethe 2 prince 4 cent ury 6 discuss
next Briti sh ki ng. He is we ll known for his interest in
architecture and his concern for the envir o nment. Exercise 5 page 10 "1.1 9
Diana, Prin cess of Wales, was t he first w ife of Prince • Before pl aying t he recording, check unders tand ing of the
Charles. She was t he mo st po pular member of th e roya l statements and the task. With a weaker class, read the
family and was often referred to as Di. She died in a car opinions with the whole class. Expensive and modern may
accide nt in Paris while trying to escape photographers. need explaining.
• Play the recording through once. Then play Speake r I only
Prince Harryis the youngerson ofCharles and Diana. He and ask how man y of the opinions listed in the task she
is in t he Briti sh army. expresses. If more than a few students are not sure, play
I pri nce Philip, Duke of Edinburgh, is th e Queen' s hus band. Speaker I agai n. Ask a studen t whic h op inions the old lad y
He is well·kn own in Brita in for maki ng jokes during pub lic expressed. Follow t he same pro cedure for Speakers 2 and 3.
visits that can some times cause offence.
Prince WllUam is t he first child of Charles and Diana. He
KEY
They're a bit boring . 3 They wo rk hard. 3
is th e second in line to the British throne. He stud ied Art
~ Histo ry at univers ity and t hen changed to Geography. He
They're very expensive. 1 They aren 't modern. 1
joined hi s younger brothe r in the army in 2006 . I like read ing about them . 2 Th ey have interesting lives. 2
Transcript 1.19
Exercise 2 page 10
t Int. Do you think the royal fam ily is important?
• This may be the first time some of the students have seen
Woman Important? No! They'revery expensive.
a task of this type, so explain it to them, pointing out
Int. Really?
especiallythat there is one extra heading, which does not fit
Woman Yes. We spend miiiions of poun ds on them. And they
anywhere. Allow students to compare answers in pairs, then aren't mod ern . Th ey're old-fashioned! I want a republi c!
go over them wit h the w hole class. If there are any w rong 2 Int. What doyou thinkof the royal family?
answers, discusswhy, for example, Why is 0 The Queen's
Man l love them. I like reading about them in newspapers
job' and not 'The Queen 's travels'? - Because only one and magazines.
sentence is about travels, and the whole paragraph is about Int. Soyou thinkthey're important?
various types of work. Man Oh, yes, very important. They have really interesting
lives.
KEY 3 Int. Wh at do youthinkof the royal family?
A Introduction D The Queen's job Man Th ey're OK, I suppose.
B The Queen's home E The Queen's free time Int. So you don't really like them.
C The Queen's family Man Well, I don't mind them . They're a bit boring, but they
work hard .
Exercise 3 page 10 Exercise 6 pa ge 10

• Stud ents read the text more carefully now and answer the • If a student says a sentence that's true but incorre ct,
questions. Do the firstone as a class. The word charity may help them correct it. If a student says a sentence that's
need explaining. correct but false, ask the class: Is that true? and let them
try to correct it. If a student says a sentence which is not
KEY a st atement of fact, but an opi nio n (such as, They have
1 T interesting fives.) accept it, but point out that it is opinion .
2 T
3 F Prince Phil ip i s the Queen's hu sband . .. Lesson outcome
4 F Camil la is Charles' s w ife. Ask st udents: What have we talked about today? Elici t: the
5 F The Queen meet s t he Prime Mi nister every week I Royal Family or the Queen or kings and queens. Draw students'
Tuesday. attention to the lesson statem ent: Ican understand information
6 F She goes to the horse races in May and June. and opinions on the Royal Family.
~
"""" Unit 1 • My network
5 My parents don' t work in an offic e.
6 You don't like computer games.
7 Tom and I don't w alk t o school.
a Kat harine doe sn't get up at five o'clock.
For further practice of the present simple, go to:
LESSON SUMMARY Gra m mar Bu ilder 1D : Stud ent' s Boo k page 10 8
Grammar: present simple negative
listening: listening for specific information (true/ false) KEY
Speaking: speaking about your habits
5 1 doesn't 5 do n't a don't
2 don't 6 doesn't 9 doesn't
3 doesn't 7 don't 10 don't
...,UlhUi ... To do the lesson in 30 minutes, don't ask students 4 don't
to write all 12 sentences in exercise 5 (2-3 affirmative and 6 1 don't kno w 4 stay 7 doesn't work
2-3 negative should be enough.) Set the Grammar Builder for 2 walk 5 hates a doesn't listen
homework. 3 doesn't like 6 love
7 2 He doe sn't walk to school. He goes to school by bike .
.. lead-in 2 minutes 3 She doesn't listen to music in her bedroom. She watches
• Reca ll someth ing one of the students said about themselves 1V in her bed room.
in exercise 10 in lesson lB . Start this lesson by saying 4 He doesn' t get up early on Sunda ys. He stay s in bed on
so met hing cont rary to w hat he/s he said , e.g. if Paui said: Sunda ys.
Iget up at seven , say: Paul, you get up at five. is that true? 5 She tea ches maths. She doe sn't t each English .
When the student replies no, write on the board and say: I
don't get up ot five o'clock. Tell st udents that toda y th ey'r e
going to st udy t he negati ve form of the present simple Exercise 4 page 11 "1.20
tense. • Point to t he photos. Say: This is Mark. This is Sally. They're
students. Draw students' attention to the table. Expla in that
Exercise 1 page 11 you are goi ng to play th e recording str aight through once ,
• Draw students' attention to the photos. Stude nts read and then play it again stopping to check the answers.
match the names to t he photos. Explain othletic: someo ne
who is fit and good at spo rts, but not necessarily massively KEY
muscular. Check answers . Mark: 1 F 2 T 3 F 4 F 5 T 6 T
Sally: 1 F 2 F 3 T 4 T 5 F 6 T
KEY
1 Ben 2 Josh Transcript 1.20
Mark My name's Mark. I come from Lon don, but I live in
Exercise 2 page 11 Liverpool. I'm a student. I study French at Liverpool
• Find t he fi rst examp le wit h t he whole class. Afte r that University. My hobbiesare basketball and playingthe
studen ts continue on their own. Circulate and lookover their guitar. I play in a band at university. I stu dy hard during
shouldersto see if they're getting it right. With a weaker the week. Atthe weekends I work in a restaurant.
Sally Hi, I' m Sally. I'm a student at Cardiff University, but I'm
class , you may want to copy the table onto a transparency or
notfrom Cardiff. My family co mes from London. I study
write it on the board for students to see and check.
medicine. I want to be a doctor. Whatare my hobbies?
• Point out or elicit that the only different form is the third
Well, I love shopping. I go shopping every Saturday
person singular with - es, which is the same as the -s in
morning. I also like sport - I play tenn is. I sometimes work
affirmative sentences. in a shop on Saturdays.
KEY Exercise 5 page 11

1 don't 2 doesn't 3 do n't 4 do n't • Read the examples and do one or two sentences with the
whole class. After that students can continue individually.
Exercise 3 page 11 • Fast finishers can also write sentences containingcorrected
information, Markdoesn't study maths. He studies French.
• Do the first three sen tences as a class. Students do the rest
• With a stronger classyou may not require all students to
indi vid uall y.
write al110 senten ces. Half of the class could do Mark
• Checkas a class. Pay attention to the pronunciation of these
and th e othe r half Sally, oryou can ju st do 2-3 affirmati ve
words: science- there is no /tJ/; ice hockey - th e fi nal
sentences and the same number of negative ones.
so und is / i/ not / er/; computer - t he st ress on th e second
syllable. Computer games is a tone unit, stressed on the first
word . KEY
He doesn 't study math s. She doesn't live in London.
KEY He doesn't enjoy playing the piano She studies medicine.
He plays ba sketba ll. She enjoys shopp ing.
1 I don't live in England.
He works in a restaurant. She doesn 't play volleyball.
2 We don't come from Lon don.
Sally doe sn't come fr om Cardi ff. She works in a shop.
3 Sara h doesn't study science.
4 Mic k does n' t play ice hockey.
Exercise 6 pa ge 11 have you got? (If you know something about the student s'
• Rem ind students that the present simple is used to speak families, it's best to choose two whose situations are very
about regular activities and things that are true all the time. different - an onl y child and one of fo ur, for example.)
With a stronger class , ask stud ents to produce at least three Ask: Is that a good num ber of brothers and sisters ?Then
sentences each based on their own ideas. announce the top ic: Today we're going to talk about family
life. At this point , show the big photo on page 12 .
Exercise 7 page 11
• First students work in pairs. You may wish to put them in
Exercise 1 pag e 13
pairs with classmates t hey don 't normally sit with , so that • Draw students' attention to the photo. Students answer the
they learn something new about them. questions in pairs. Discuss question 1 as a class.
• Then students report back to the class. if your group is
big, this stage may take a long time and students might
Exercise 2 page 13
stop paying attention. You may wish to ask students to tell • Ask students to look at the photo on page 12 and tell them
the class only the 3-4 most interesting thi ngs about their they are going to read about this famil y. Ask them to read
partner. the text quickly first and answer the three questions in
exercise 2. Ask them to underline the sentences where they
.. Lesson outcome found the information sothey can justify their answers with
Ask students: What have we talked about today? Try to elicit: lines from the text. Check with the whole class. asking for
the present simple negative, but accept all answers relevant justification.
to the content of the lesson. Briefly practise the grammar
by saying a few sentences in the present simple and asking KEY
students for the negative forms. Draw students' attention to the 1 F (She's a mothe r with 15 child ren.)
lesson statement: I can saywhatsomeone does and doesn't do. 2 F (Her husband goes to work.)
3 T ('I love my big family... . I want more children!')
Notes for Photcopiable activity 1.2
Two cousins: Sonia and Suzy CULTURE NOTE - UK FAMILIES
Pairwork The Pavey family is obviously excepti onally large. The
Language: present simple affirmative and negative • average family in the UK has 1.3 child ren. Thi s is much
Materials: One copy of worksheet 1.2 cut in half per pair of smaUer than in most European countries.
students (Teacher'S Book page 124)
• Divide students Into pairs. Give Students A worksheet A,
and Students B worksheet B. Tell students not to show each Exercise 3 page 13
other their worksheets. Demonstrate the activity by eliciting • Ask stu dents to read t he Exam tip first and check if they
one sentence aboutSonia from worksheet A and one about have understood by asking: So what sh ould you read {irst?
Suzy from works heet B, e.g. Sonia goes to Springtown When should you read the options? Stud ents read th e t ext a
School in Oxford. Suzy goes to Manchester High Schaal. second time and do the task. With a weaker class, you may
• In pairs students take it in turns to make a sentence about ask them to underline the relevant lines in the text. Check
the cousins using their pictures. Tell students to write down answers with the whole class.
anyth ing that they have in common . (They don 't smoke, they
play the guitar, they play tennis .) KEY
• Share answers as a class. Ask students to tell you the 1 b 2 b 3 c 4 a 5 b
sentences they made about each cousin .
Exercise 4 page 13
• This is a very important exercise, as it can make students
aware of the existence and importance of collocations.
• Students lookfor the collocations in the text and note
them dow n in t he tab le. When they've finished, read each
collocation aloud, taking careto pronou nce it as one tone
unit, and ask a different student to repeat each one. As k
LESSON SU MMARY the students some questions, for example, Do you clean
Reading: a text about an unusual Family; reading Fargist and for the house?Doyou cleanyour room? What time do you come
specific information
home from school? Who cooks dinner in your house?Do
you do the washing? Does yourmother or father drive you
Speaking: speaking about home life and household duties
to school? What time do you get up? Does your mum go
Vocabulary: everyday family activities to work? Do you go to the supermarket with yourmother
Topic: family life and relationships or father? Do you iron yourclothes?Does yourmum make
breakfast for yau?
L1U" ij'. 1I1 To do the lesson in 30 minutes, eitherask KEY

students to read the text for the first time at home, or keep
clean t he house get up
exercises 1 and 7 short, and let students workin pairs for
come home go to work
exercises 3 and 4.
cook dinner go to the supermarket
.. Lead-in 2 minutes do the washing iron clothes
drive the children to school make breakfast
• Tell the class: I've got_ brather(s) and _ sisterts) .
Ask one or two students: How manybrothersand sisters
..... 20 1 Unit 1 • My network

Exercise 5 page 13 1*");114.. 1 To do the lesson in 30 minutes, do exercises 3
• Ask studen ts to write out the sentenc es in their notebooks. and 7 as a class, and have fewer pairs perform theirdialogues
Circulate and monitor. Fast finishers can write two or three in exercise 10.
more sentences.
Exercise 6 page 13 • Ask st uden ts to look at the photo at the top of page 14.
Say: These are Rachel, Mark and Susan. Who are they?
• Students write their sentences. Circ ulate and monitor.
(St udents.) Where are they? (At school.) What do you think
Correct selected errors: missing third perso n singular - 5 ,
and errors in the prod uction of the collocations which are
they're saying? (Accept any answers.) Explain : In fact. Susan
(point to one of t he girl s in the photo) is a newstudent. Tell
the focus of the exercise. When correcting, alwayswait for
students they are goingto hear a conversation between
a student to finish the sentence, point out the error and ask
the students in the photo and to learn about introducing
them to repeat the whole se ntence.
people. (Eit her exp lain ' introduce' or ask: What's 'intraduce/
Exercise 7 page 13 introducing?'- accept a translation .)
• Th e game can be played as a class or, if the class is very
large, in several groups. The student who remembers the
Exercise 1 page 14
longest ch ain of activities is the winner. • Ask students to read the dialogue and the words in the box
• If there are pers istent errors of pronunciation or in the use of and see if they can fi ll in t he gaps .
the collocations, make a note of them and correct them as a
class when the game is over. KEY
1 How 4 from 7 doesn't
2 thi s 5 got 8 you
ADDITIONAL SPEAKING ACTIVITY
3 too 6 old
Preparation: Before the lesson, cut o ut a photograph
of two students (aged 20-so meth ing), or two separate
photographs of students, from a youth magazine. Mount Exercise 2 page 14 " 1.21
t hem on pieces of card . • Play the recording twice - once without stop ping, t hen
• ~ Holdup the photos and introduce the characte rs: sto pping after each gap to check. Wit h a weaker class, piay
This is Richard, Howald do you think he is? (Accept any the dialogue as many times as the students need.
sensi ble answe rs.) Whatdoes he do? (He's a studen t.)
Whatdoes he study? (Accept any ideas.) This is Michael. Exercise 3 page 14
Howald i s he? etc, Richard and Michaelshare a flat. • Before students read the dialogue in groups, practise the
They live together in the same apartment. pro nunciatio n of key phrases. Model each phrase yourse lf,
• Introduce the task by saying : What time do you think taking care to pronounce it slowly but veryfluently, as one
Richard gets up? Whattime does Michael get up? Who tone unil. Ask a few stude nts to repeat ind ivid uall y, th en t he
do you think cleans the flat? Whomakes breakfast? whole cla ss chorally:
• Put students in pairs and tell them it is now their task to How are you? Have you got any brothers or sisters?
Imagine and desc ribe Richard and Mi chael' s hab its and This is Susan. How ald are they?
th e division of housework in their household. Point out Nice to meet you. See you.
they can use the text, the chart in exercise 4 and the Where are you from ?
sentences in exercise 5 as a resource.
• Students prepare their ideas in writi ng (this can be Exercise 4 page 14
in note form) e.g. : Richard: gets up early, makes • In a stronger class, encourage students to do the exercise
breakfast, does the washing: Michael: ... etc. without loo king back at t he dialo gue first and then check.
• Pairs presenttheir ideas to the whole class. Check answers with th e wh ole class.
.. Lesson outcome KEY

Ask stu dents: What have we talked aboutloday?Try to elicit: 1 London 3 18 5 14
home or family life o r things we do at home, but accept all 2 one, one 4 university 6 12 C
answers relevant to the content of t he lesson. Ask: Which
words or phrases fram today do you think willbe useful to Exercise 5 page 14 "1.22
you? Accept any lexical items that appeared in the lesson, but • Tell studen ts they are going to hear two more dialogues.
encourage students to recall collo cations rather than single Allow a minute to read the instructions and the statements.
words. Drawstudents' attention to the lesson statement: Ican
• Say they will hear the recordingstwice. Introduce the first
understand an article and talkabout everyday activities.
dial ogue by saying: Dialogue 1: Jenny, Alfieand Sam.
Play t he first dialogue through , t hen play it a second t ime
pausing after each answerto check answers to questions
1- 3. Follow the same procedure with the second dialogue.
• Make sure everyo ne understands neighbour. Point out the
Introducing people same (in the same street, the same dance class). You may
draw attention to the phrase dance class and relate it to
students' experience by asking: Who goes to a dance class ?
Does anyone go to a music class? a drama class? etc.
LESSO N SUMMARY
Functional English: introducin g people
KEY
Listening: a dialogue; completingsentences
1 T 2 T 3 F 4 T 5 F 6 T
Speaking: introducing people
To pic: family life and relationships
Unit 1 • Mynetwork P
Transcript 1.22 Exercise 10 page 14
1 • Before students perform , read t he speaking tip as a class.
jenny Hello, Alfie! Nice to see you! Depending on ti me and on students' patience , have 3-6
Alfie Hi, Jenny. Nice to see you too. group s act out thei r dialogues in fron t of t he class. Pick
j enny Alfi e. this is Sam. students who speak loud ly and clearly and/ or whose
Alfie Hello, Sam. dialogu es have something interesting or funny about them.
Sam Hi , Alfie.
Jenny Alfie is my new neighbour. He lives in our street. He goes .. Lesson outcome
to Elston SecondarySchool. Ask students: What did you learn ta da taday? Elicit : Ta
Sam Oh, really. My cousin goes there. It' s a good school.
introduce people. Ask students to say some phrases they
j enny Alfie's got a sister.
learned in th e lesson . Draw students ' att entio n t o t he lesson
Sam Oh, really. What's her name?
stat ement: I canintroduce people.
Alfie Sarah.
Sam Is she at the same school?
Alfi e No. She's 20. She doesn't go to school. Sheworks in a shop.
2
Ella Hi, Ros ie!
Rosie
Ella
Hello, Ella. How are you?
Fine, thanks. Rosie. this is my friend, Jane.
An informal letter
Rosie Hi, Jane.
Jane Hello. Rosie.
Ella Jane goes to the same dance class as me. LESSON SUMMARY
Rosie Really? Writing: an informal letter
Jane Yes, but I go to a different school- Walton Manor. Reading: an informal letter
Rosie Rea lly? My mum works at that school!
Topic: family life and relationships
Jane Is she a teacher?
Rosie Yes. she is. She teaches Italian.
Jane Oh, right. 1 don't study Italian.
Ella There' s our bus! Seeyou at school tomorrow, Rosie! ..,:UJ;JIMili To do the lesson in 3 0 minutes, do exercise 2
Rosie Yes, See you at school, Ella. Bye for now. quickly as a class and set the writing as homework.
Jane Bye. Nice to meet you, Rosie.
Rosie Nice to meet you, too. Bye,Jane. .. Lead-in 2 minutes
Do you everwrite
• Inform th e class of t he lesson topic. Ask:
Exercise 6 page 14 "1.22 letters? How often? Who to? Have you everhad Q penfriend?
• Students comp let e th e sentences. In a weaker class , play (If you get very littl e response to the questi ons about lett ers
the recording white t hey're doin g it, stopping afte r each ask: Do you write e-mails? How often?Who to? Do you have
relevant sentence. Check answers wit h t he whole class. an e-mail friend!) If you fi nd that your stud ents hardly ever
wri te lett ers, you can make th e to pic relevant to them by
KEY saying t hat you would write an e-mail to a friend in a similar
way to t he lett er presented in the unit.
1 new 3 doesn't, work s 5 goes, same
2 goes, Schoo l 4 thi s, friend 6 works, teaches Exercise 1 page 15
o Ask st udents to loo k at the letter and th e photo . What do
Exercise 7 page 14 t hey expect th e lett er to be about? Ask t hem to read throug h
o Read the in stru ct ions. Explain reply if necessary. Ask a the lett er qui ckly. Were their predi ction s right ? What kind of
strong student to do t he first sentence as an example. information is included in the lett er?
Students match t he remainin g sentences. To check, ask • Now ask students to do the task . Aft er checking the answe rs
various students to read th e two-li ne dialogues in open pairs. wit h t he whole class, discuss t he structure of a letter
and emphasise the importance of writing in paragraph s.
KEY Point out th ai each paragraph in Ro bbie's lette r is about
somet hing specific , and explain that t he general idea of a
1 e 2 a 3 c 4 g 5 b 6 f 7 d
paragraph is th at it contai ns one poinl or one topi c.

• Explain to students t hat in the next exercise th ey are goin g 1 A 2 C 3 A 4 B 5 A 6 C
to act out a conversation, but first they have to prepare
some information abo ut the characters. Students complete
the sentences in the exercise. Fast fin ishers can write Exercise 2 page 15
additional sentences, for example: You live in the same • Read and answer t he questions as a class. This may be
street as '" . You go to the same drama classas ... . a good opportunity to elici t answers from t he weakest
students and boost the ir confi den ce.
Exercise 9 page 14
• Stude nts work on th eir conversations. Circulat e and monitor, KEY
correcting errors and doi ng litt le bit s of pron unciation 1 16
practi ce if needed. Students need to read their dialogues 2 Manchester
toget her at least once before t hey present t hem in front 3 Karen
of the class. Ask st ronger stud ents if th ey could say the ir 4 11
dialogues without reading, maybe from a few notes or 5 He takes t he do g for a walk and does his homework.
prompt s.
6 Karen and Robbie
~
.... Unil 1 oMy netw ork
Exercise 3 pag e 1 5 Exercise 7 pag e 15 " 1.25
• Emphasise that students must learn this writing tip! Firstly, • l ook back at the Learn this! box and the answers in exercise
letters (or e-rnail s) are som ething that most people do write 5. Do the first one as an example for the class, then ask
in real life, Secondly, in many exam s, candidates are asked stude nts to try saying the dates.
to write letters, and On e of the first things an examiner will • Play the recording fo r the students to check, the n play
look at is: Does it have an appropriate opening and ending? it again, pausing after each date for students to repeat
With a stronger class, teach a few more openings and individually and chorally.
endings: Hi, Alithe best, Yours, etc.
Transcript 1. 25
KEY 1 the twenty-first of January, two thousand and seven
Dear Best wishes 2 the eighth of October, nineteen ninety-five
3 the fifth of May, twothousan d and ten
4 the twenty-ninth of March, nineteen hundred
Exercise 4 page 1 5 "1.23 5 the twenty-secon d of September, two thousand and eight
• Ask students to lookat the numbers in the box. Explain or 6 the fourth of December, twenty twenty
elicit that ordinal numbers are used for dates.
• Play the recording for students to listen and then again for Exercise 8 pag e 15
students to repeat. Pra ctise the pron unciatio n until students • Model the first question for the students by giving your date
are comfortable with it. You may want to drili th e ordi nals, by of birt h (or one of your famil y's if you prefer to keep your
writing a cardinal numberon the board, and asking students own private).
to say the ordinal number. • Students ask and answer about the differ ent dates. Circulate
and monitor to make sure th ey are saying th e dat es properly,
Exercise 5 page 15 • Share a few answers as a class by asking the questions in
• Students can work in pairs, or work individually and then open pairs across the classroom.
comp are answers in pairs. Check as a class by having
individual students write the numbers on the board. Exercise 9 page 15
• Allow about two minutes for stude nts to read th rough the
KEY instructions and guid eli nes. Make sure they understa nd
what they are asked to write. Go through the topics unde r
eighteenth - 18t h twenty -first - 21st
each paragraph. If the writing is done in class, circu late and
fou rteenth - 14th fifth - 5th
monitor. If you notice common errors, write them on the
sevent eenth - 17th first - 1st
board and ask th e class to correct them . Ask students to
third - 3rd second - 2nd
proofread each other's first drafts. Hasall the information
thirty-fir st - 31st t enth - 10th
been included?Are there any errors?After peer correction
twe nty-second - 22nd thirtieth - 30t h students write a second draft and hand it in.
eighth - 8th twe ntieth - 20th
fifteenth - 15th ninth - 9t h
twelfth - 12th sixt h - 6t h ALTERNATIVE WRITING TASK
Stu dents choose a celebrity th at th ey know something
about. If the writing task is being done for homework, you
:LAN GU AGE NOTE- - THE-21ST CENTURY could ask th em to do some research, If they are doing it in
' In Briti sh English 2001 is pronounced two thousand and class, they could workin pairs or make up the details.
one, 2002 is pronounc ed twa thousand and twa, etc. They writ e back to Robbie's lette r as the celebrity.
In American Englis h th e word and is not used e.g. two
thousand one, It Is predic ted that from 2010 th e years • Begin with: Thank you for your letterand forthe photo.
will be pronounced: twentyten, twenty eleven, etc (since • In youranswer mention the things Robbie writ esabout,
th is foli ows the same format as nineteen eighty, eighteen for example: I've also got ,., but J haven't got ._, After
twenty, etc) , alt hough no body knows exactly what wi ll I work1 _
• Ask Robbie a questi on about hi mself.
: happe:...~~_ --J
Exercise 6 page 1 5 " 1 . 24 .. Lesson outcome
• Read th e Learn this! box with the ciass. Play the recording Ask students: What have we talked about today? Elicit: informal
for students to listen and write the dates. letters, a typicat wayto startand finish an informol letter,
how to say dates , etc. Draw students' attention to the lesson
statement: Ican write an informalletter to a penfriend.
KEY
1 3rd March 2006 4 8th May 1972
2 19th July 2000 5 31st October 2007
31 st August 2020 6 4th September 199 5
Transcript 1.24
1 the third of March, two thou sa nd and six
2 the nineteenth of July, twothou sand
3 the first of August, twen tytwen ty
4 Th e eigh th of May, nineteen seventy-tw o
S The thirty-first of October, two thousand and seven
6 Th e fourth of September, nineteen ninety-five
TOPIC • • • ~ Examiner And isyour sister at the same school asyou?
Family life andrelationships Anna Yes she is, but,she isn't in the same cla ss.
Examiner Tell me something about you r broth er.
Anna He isvery inteUigent. He's at university.
.. Lead-in 2-5 minutes Examiner Doe s he live at home, with you?
• Explain to students that these p ages help them practi se Anna Yes, he do.
some exam tasks. so th at they become familiar with the Examiner Uh, huh.And doyou r parents work?
types of exercises in school-leaving exams. Anna Yes. My dadwork in an office in Prague. And my mum
works in supermarket.
• Ask students to briefly summari se what they have covered
Examiner OK, thankyo u Anna.
in th is unit. Elicit introducing p eople. saying how old peop le
are. talking about family and frien ds.
Exercise 5 page 16
Exercise 1 page 16 • Students correct the errors in pairs. Checkwith the whole class.
• Discuss Anna's task with the class. Did she speak loudly and
• Ask students to look at the photo of th e boy. Ask: Howald
clearly, did she give enou gh information? Pick out or elicit
do you think he is?
good points, like when she gives more information than was
Exercise 2 page 16 in the qu estion (ages of brothers and sisters) which is good
as long as it's relevant.
E Use of English: text gapflll
• Students work on the task individually and compare answers KEY
in pairs. Ask one or two students to read the completed t ext
1 I've got 4 My dad works
alou d. Help with intonation and pausing. The text is meant
2 My brother he is 19 5 in a supermarket
as a model for speaking, so students shoul d be encouraged
3 Yes, he does.
not to read in nat, woodenvoices!

1 got 4 lhe 7 studies E Speaking: an interview
2 old 5 in 8 an • Read the speaki ng tip toget her befo re students do the task.
3 my 6 is 9 at • One of the students will have to be the examiner and ask
the questions. You may play the recording again for students
Exercise 3 page 16 to write down the three questions asked bythe examiner.
With a stronger class, ask students to try to recall th e
• Tell students they are now going to talk in the same way
questions before listening , th en play the recording to check.
about their families, but firstthey need to prepare some
Wit h a weaker class. you might simply supply th e questions
notes . A lot of help may be needed with parents' jobs - you
by writ ing them on the board.
might choo se to have a big dictionary around in case some
• Students do the Speaking exam task in pai rs. They can then
of them are really unusual!
switch roles and do the same task again, or switch roles to
• Students go onto complete the sentences. Circulate and
do the optional task.
monitor. Encourage them to use short forms . e.g, My
mum's a nurse, to createmore natural prompts for spoken
language. In pairs,students read their sentences to each OPTIONAL ACTIVITY
other. finally, have a few students read their sentences to Speaking: an interview
the whole class.
You and yourfriend are visiting your friend in NewYo rk.
Exercise 4 page 16 g
1.26 • Introduce your friend.
• Askstudents to read the Speaking exam task in exercise • Say a few words about his / her family.
6 and the questions in exercise 4. Make sureeverybody • Say what you are planning to do in, New York:
understands that they are going to hear a candi dat e
(The student starts the conversatlon.)
attempting the exam task in exercise 6. Playthe recording
through once?then play it again, stopping after each answer.
Exercise 7 page 16
KEY • Read the listening tip with students. Then look at th e
1 A sister and a brother sentences in the listening exam task in exercise 8. Allow
2 At home a minute or two for students to read the sentences, then
3 Her dad works in an office and her mum in a supermarket check unde rstand ing by aski ng for idea s about the kind of
information that might be missing.
Transcript 1.26
Examiner Hello, Anna. KEY - Suggested answers
Student Hello, Mrs Wilson. 2 workplaces
, Examiner Can you tell meabout your family? Have you got any "3morning/ afte rnoon
brothers and sisters? 4pla ces
Anna Yes, , have. 1got a sister and a brother. Shobbies, leisure activities
Examiner I'm sorry, I can't hear you very well. Can you speakup? 6transport: bus. train, car
Anna Yes, sorry. I get a sisterand a brother. Urn, mysister is 7 ti me
13,mybrother he is 19.
8 housing: flat, apartment etc.
_...~
• 24 / Get ready for your exam 1

2
Exercise 8 page 16 " 1 .27 • Ask students to read the first paragraph and discuss which is
the right headi ng for it. Do not give the answer at t his point.
E ltistening: completing statements
• As k students to read the second paragraph and discuss
• Play the recording stra ight throug h. Then ask if students wh ich is the right headi ng for it. Repeat the proce du re with
heard anyth ing that matched t heir predictions. paragraphs 3, 4 and 5. Ask them to underline the parts of
• Play th e recordi ng again. Students lis ten and complete th e th e text that are relevant to the answers.
sentences. • Ask students to read the heading tha t is left and check t hat
• Checkthe answers with the class. it really is the odd one out.
• Finally, ask them to read the whole t ext with head ings to see
Transcript 1.27 if it feel s right.
My nam e is An nabelle Green. l live in Watfo rd , a town near London. • Allow up to 10 minutes for t he task.
I'm a nurse, and I work in the hospital in the town centre. My daily • Check as a class. Ask studentsto answer the questions
routine is quite unusual, because I work at night.' get up at four posed in the headings, e.g. Why do 'fr iends' websites seem
o'clock in the afternoon , and havebreakfast.Then , I usually goto dangerous? - Because it 's impossible to know thot the
town. Sometimes I goto the superm arket. After that I go home. and information on a homepage is true. Perhaps the 16-yearold
I watch television or listen to music. I goto work at ten o'clock in
girl you talk to online is really a so-vear-ota man.
the evening. I don't drive, l take the bus. I start workat ten thirty,
and J finish at six o'clock in the morning. I (orn e home at about
seven o'clock, and I cook dinner. Afterdinner,l usually clean the KEY
flat, and do some washing. Then I listen to the news on the ra dio. 1 0 2 B 3 F 4 A 5 C
and go to bed.
Exercise 3 page 17
KEY • Ask students to turn back to the photos on page 6, and to
1 nurse 5 watches television read th e adjectives in the box. Ask stu dents wha t these
2 hospital (in the town centre) 6 bus adjectives describe (appearance).
3 in the afternoon 7 ten th irty • Ask for ideas about wh ich words cou ld be used to d escri be
4 supermarket 8 flat the photos below and on page 16. Eli cit lang hair, dark hair,
curly hair, glasses, blue I brown eyes.
• Lesson outcome Exercise 4 page 17
Ask students: What did wetalk about today? Elicit: about on
• Read the list of adjectives aloud so th at students know how
exam speaking task / giving informationabout yourself or any
they are pronounced. Students workwith dictionaries to find
other relevant answers,
out the meani ngs. Check understanding eit her simply by
eliciting translations or by asking questionssuch as: Gerald
gives money to poor people. Gerald is ... ? or Millie smiles a
lot (mime) and always seems happy. Millie is ..•?Then ask
everyone individually to choose t he th ree qualities t hey
TOPIC • • • :l consider to be most important in a friend. Studentscom pare
Family life and relationships their choices in small groups.
Exercise 5 page 17
• Lead-in 2-3 minutes E Speaking: topic-based discussion
• Intro duce the to pic by asking stud ent s: Have you got • Students do the Speaki ng exam task in pairs. If possible,
Internet fri ends?Howmany?Whe re do they live?How often put students with someone they don' t usually sit with, so
do you chat with them?How often do you e-mail them?What they can describe a person who their partner does not know.
do you chatand e-mail about? Do you meet your Internet Students ta ke turn s to describe a person and to li sten to t he
friends in real life? Do you want to meet them? description.
• Circulate and monitor. Ch eckthat studentsare correctly
Exercise 1 page 17 using adjectives to describe appearanceand persona lity.
• Draw students' att ent ion to the text. Ask them to read the
task. Point out t hat they only need to read t he text qui ckly OPTIONAL ACTIVITY
and not very carefu lly to do the task.
Imagine you are interviewing a famous person foryour
• Students read individually and compare answersin pairs.
Check wi t h th e whole class.
school magazine.
• Work in pairs. Choose a celebrity and make notes about
KEY th ree things you wou ld like to fi nd out about them.
1- 2 2 -4 3 -1 • Write your interview with a partner.
You could ask th ree or four pairs to perform th eir
Exercise 2 page 1 7 interviews to the class.
E iReading: matching headings with paragraphs
• Ask stude nts to read the rubric and th e six headings. Help
• Lesson outcome
with any language problems (e.g. seem, How do 'friends' Ask students: What have we done today? Eli cit : a reading task
websites work, best advice). With a weaker class, you might with headings or equivalent and : speaking about a friend or
read t he headi ngs aloud with the whole class. equivalent. Elicit some information aboutthe tasks, e.g. how
• Make sure everyone understands that there is one extra many headings there are in a reading task (one more than
headi ng. For example, you might ask: How many headings the number of paragraphs) , or what you have to do whe n
are there?How many paragraphs has the text got? describing a person.
Gel ready for your exam 2 ~

15 UNIT INCLUDES • •
-
"6"'''-
Vocabulary. sports and hobbies • cojlccatlons, verb + ncun e partsof the body
Grammar. presentsimple questions· adverbs offrequency - How often ... ?
• object pronouns . «noerarfves
Speaking ~ . an: inteM~w •.talking about free time . expressing likes and dlslikes
'ttntlng• .an armouncemeflt ~
W ORKBOOK pages 16-22
Free-time activities r .....--"--- - - - - -

LESS ON SUMMARy • • • • • K EY - Sample answers
VocabuLary: free-time activiti es 1 at home: book s, chess, com puter games, dancing, fashi on,
listening: s hort monologu es; listening for s peci fic informatio n films, mu sic, pho tograph y
Speaking: ta lking about likes a nd dislikes 2 outs ide: ath let ics, basketba ll, books, chess, cyclin g,
Topic: sport and leisure activiti es dancing , footba ll, ice skat ing, jogging, music , photo graphy,
lOin,liil'''' To do the lesson in 30 minutes, set Vocabulary

- rolle rbl ading, swimming
3 on your own : athlet ics, book s, computer games, cycling ,
film s, gymnastic s, ice skati ng, jogg ing , music, ph otography,
Builder (part 1) exercises 1 and 2 as homework and keep rollerbladi ng, swi mming
exercises 7 and 8 brief. 4 in a team : basket ball, foot ball, (st udents may wis h to
incl ude sports such as swi mmi ng, whic h can be in divid ual
.. lead-in 2 minutes sports, bu t may also be seen as a team sport in an event
• Write free time on the boa rd. Say one tru e sent ence abou t like t he Olympic Gam es.)
your free-time activities, e.g, I read a lot in my free time.
or, In my free time I watch films on DVD. Writ e the name of For further practice of [ree-time activities, go to:
the act ivity on the board: reading o r films, or w hatev er you
said. Ask: Who else likes reading/films;' .. ? Add two or th ree Vocabulary Builder (part I): Studenl's Book page 129
more simple name s of popu lar acti vitie s w hic h you thin k
some of your students may like : football, walking, dancing, KEY
drawing. For each of the m ask: Who likes ... ?Then add th e 1 1 joggi ng 3 fashi on 5 gymn ast ics
word activities (and t he hyph en in free-time) to the boa rd 2 cycling 4 foot ball 6 dancing
to comp lete the t itle of t he les son: free-time time activities.
Say: Today we're going to talk about free-time activities. 2 I swimming 4 basketball 7 roll erbl adl ng
2 music 5 photo graph y 8 chess
Exercise 1 page 18 3 film s 6 book s
• Studen ts open their books and match words to photos. 3- 4 Open answers
Encourage th em to compa re answers in pai rs before
checking as a cla ss.
KEY • Tell studen ts t hey are going to hear fo ur t eenagers talki ng
See Transcript 1.28 about t hei r interest s and favou rite free-t ime activities. Play
t he record ing once wit hout stopping and check whet her
most st udents have got the answ ers. If not, play it agai n.
Exercise 2 page 18 "1.28 If everyone has got answers 1, 2, and 3, but some people
• Play t he recording once for st uden ts to listen and check th eir are missing 4, play j ust that sect io n a second t im e. Check
answers, then a second time, pau sing afte r each item and answers.
aski ng students to repeat. Student s look up any unk nown
wo rds in thei r dictionaries. Pay att ent ion especially to th e KEY
pro nunciation of computer games (st ress on pu and the 1 Oli ver - mu sic 3 Nick - com put er games
whole ph rase pranounced as one word), fashion (reduced 2 Lau ren - cycli ng 4 Rachel - gym nastic s
vowel in fi nal syll able) and photography (st ress on to and
two red uced vowel s, in first and penultimate syllable).
Transcript 1.29
Transcript 1.28 1 Oliver I love all kinds: rock, jazz, hip-hop, rap. I listen to
1 ice skating 4 basketball 7 rollerbladlng songs on the bus every morning - I've got an MP3
2 photography 5 chess 8 athletics player with 2000 songs on it. My favourite band at the
3 computer games 6 swimming moment is Kaiser Chiefs. I play the guitar, but I' m not
Not illu strated : books cycling dancing fashion fi lms in a band. 1 j ust play at home - in my bedroom!
I football gymnastics jogging music 2 Lauren , don't go to school by bike - r go by bus, with my
friends. But every weekend, I go cycling with my
Exercise 3 page 18 broth er, Michael. We've both got expensive bikes. I
• Students cate gorise the vocabulary. Point out t hat the ride a Spanish bi ke. I love it. It's silver and black.
same word can go into more than one category. If some 3 Nick I've got a computer in my room, and I use it a lot. 1
stude nts com e up with unexpected answers (e.g. you can visit chat rooms and chat about new games. It' s really
play football at home or alone ), rather t han di smi ssin g interesting. My friends and r meet after school every
tho se choices as wrong, expl oit it as an opp ortunity for mor e day and play computer games for two or three hours.
talking: Why?/ Why do you say that? Do you play football at 4 Rachel We don't do it at school, but I go to a club near my home.
home ?Where? Who with? Do you use a normal football? etc. I go on Th ursdays, and r have lessons there. It' s a difficult
sport, but I really like it. My best friend goes to the same
gymnastics club, so we have a good time together.
""' . ~
• 26 ) Unit 2 • Free time
Exercise 5 page 18 "1.29 .. Lesson outcome
• Allow a minute or two for students to read the exercise and Ask studen ts : What have we talke d about today? Elicit: free
see how manyanswers they can reca ll without listening time (activities) or equivalent. Ask: What useful words have
again. Then play the recording once without stopping and you learned? Acce pt any relevant answers . Draw the students'
check whet her most students have got all the answers. With attention to the lesson statement: Ican talkabout sports and
a weaker class. play it one more time. pausingafter each bit hobbies.
of information relevant to the task.
KEY
1 Nick 4 Nick 7 Oliver
2 Ra chel
3 Oliver
5 Lauren
6 Rachel
8 Lauren Present simple:
questions
Exercise 6 page 18
• Students categorise the sports and hobbies according to
Grammar: present simple questions
their likes and dislikes. In a stro nger class, ask them to add
one more activity to each group. Help with voca bulary. Listening: an interview; matching
Speaking: asking and answering Questions
Exercise 7 page 18
• For this speaking activity, putstudents in pairs or groups of
three with other classmates than those they usually work ...in,'aliil. To do the lesson in 30 minutes, skip exercise 12
wit h - not their best friends - so th at they find out about and set the Grammar Build er as homework.
the likes and dislikes of someone they don't know very well.
With a strongerclass, teach the phrase in common. Write .. Lead-in 2 min ut es
on the board: What have you got in common? Ask pairs to • Writ e on the board: What? Who? When? Where? How? Why?
decide if they could spend an afternoon togethe r! and ask: What do you think tod ay's lesson will be about?
The expected answer is: questions (accept an answer in the
Exercise 8 page 18 students' own language) then you can inform students that
• Set up the activity carefully, so that stude nts know exactly the exact topic is: Ouestlons in the present simple tense.
what they need to do. Students list all the activities from Ask th e class for equivalents of th e question wo rds on the
exercise 1 in a column, then make four extra columns for board. Explain th at present simple questions can begin with
I really like , I quite like, I don 't like, I hate . a question word or Do / Does, and that they will see both
• Explain they are going to stand up and interview everyone forms in this lesson.
in the class to fin d out how much th ey li ke th ose activities .
Elicit the question that they will need to ask: Do you lik e... ? Exercise 1 page 19
(With a weaker class, put the question on the board.) You • Elicit the name of the sportin the photo.
may also model the responses: Yes, I really like it. / Yes, I
quite like it . / No, I don't like it. / No, I hate it! KEY
• Explain they have to markthe number of responses in the snowboarding
appropriate columns so that they can later count them.
When you're confident everyone has understood what
they're suppose d to do, give the signal for everyone to Exercise 2 page 19 "1.30
stand up and begin . Monitor the activity. • Ask stude nts to close their books. Explain that they are
• When the survey is completed, students return to their going to listen to an interview with a teenage snowboarding
seats to write it up. Allow any in-depth analysis if it seems star.
to generate some discussion or writing in English. Help • Pre-teach compe tition. Ask students to listen carefully to
students with the language they need to express their (not write down) the four questions th at th e interviewer
results in English. asks. Play the recording once. Now students open their
books and do exercise 2. Play the recording again to check.
For work on verb + noun collocations, go to:
Vocabulary 8uilder (part 2): Stud ent's Book page 129 KEY
1 c 2 a 3 d 4 b
KEY
5 play: basketball, football, tenn is
Exercise 3 page 19
go: cycling, rollerblading, swimming • Allow a minute or two for students to look at the Learn tbis!
do: athletics, gymnastics, karate box and try to complete it, then read it as a class.
6 Open answers KEY

7 1 read 4 a film 7 watch 1 Do 3 don't 5 does
2 a photo 5 go for 8 chess 2 do 4 Does 6 doesn' t
3 play 6 music
8 1 plays 4 listens 7 go
2 goes 5 does 8 play
3 goes 6 plays 9 watch
9 Open answers
Unit 2 • Freelime p
Exercise 4 page 19
• Read the exampl e aloud. Do sentence 2 as a class (with
OPTIONAL ACTIVITY
- ~---
a weaker class, do 2 and 3) then students continue In pairs. ask students to ask the five questions from •
indiv idually. Check with the whole class. If there are errors, exercise 7, but give true answers about themselves: Model":
explain one moretime: the activity by asking a student with good pronunciatibn to
• The basic form of a question in Engli sh is:
auxili ary verb ('little grammatical verb') + subject (the
person) + 'the rest of the verb'
Or, to make it simpler, just for present simple tense:
--
•
ask you the f our questions.
- :
For further practice of present simple questions, go to:
.
Do / Does + subj ect (the person) + infin iti ve Grammar Builder 2B: Student's Book page 110
• Do, like all other verbs, has -5 on the end of the 3" person
singular in the present sim ple tense: he, she, it does. When KEY
you use this form in a question, for example (write on the
1 2 Does, does 5 Does, doesn't 7 Do, do
board): Does he play ch ess? you don 't need another -5 on
3 Do, don't 6 Does, does 8 Do, don't
the end of the main verb (point to where there is no - 5 after
4 Do, do
p lay) because you already have the one in does.
2 1 Do you like dancing?
KEY 2 Does your mum work?
1 Do you go snowboarding? 3 Does your best friend piay chess?
2 Do your friend s like computer games? 4 Do you speak Russian?
3 Does Wayne Roon ey play footba ll? 5 Do you and your friendsgo to the cinema?
4 Do you wat ch a lot of fil ms? 6 Doyou play computer games?
5 Does your best fri end do athletics? 3 Open answers
6 Do you like dancing?
4 1 How 3 When 5 Where
2 Who 4 What
l ANGUAGE NOTE- SHORT ANSWERS 5 1 Where 3 When 5 What
Short answers (Yes, I do and No, I don' t) are diffi cult 2 Who 4 How
for students because the auxiliaries do and does are
unfamilia r. However, it is important that they don't omit 6 Open answers
them since this will make them sound abrupt and impolit e.
Exercise 9 page 19
• Students do the match ing task in pairs. Check answers with
Exercise 5 page 19
the whole class, paying attention to pron unciation. Then let
• As students askand answer the questions from exercise
students ask and answer the questions.
4, circulate and monit or. Chat to fast finishers, asking
additional questions or making comments.
KEY
Exercise 6 page 19 1 c 2 e 3 a 4 b 5 d 6 f
• Read the Learn this! box as a class. Elicit tran slations of
the question words. Make sure students write them down Exercise 10 page 19
unless they clearly knowthem. • Make sure students work with different partners than in the
previous pairwork exercises, so they don't end up asking
Exercise 7 page 19 the same people the same questions. Bo th partners write
• Tell students they are going to hear the second part of th e questions (five each) on loose sheets of paper.
int erview wit h Jed Bright in a moment . Ask them to read th e
instructions. Students work individually. Exercise 11 page 19
• Partners swap sheets and answer each other's questions.
KEY Then they prepare to read the interviews aloud. They may
1 Where 3 How 5 When decide which of the two sets of answers they fi nd bette r/
2 Who 4 What more interes ting/ funnier and choose to presen t those to
the class. Asstudents prepare the interviews , monitor their
work sothat you can choo se the best ones to be presented
Exercise 8 " 1.31 to the whole class: tho se that are linguistically the best
• Play the recordi ng through once, then play it again st opping - especiallywhere pronun ciation is really clear- and the
after each sen tence with a gap in it. Ask students to repeat oneswith the funniest ideas.
the questions as single tone units with the right intonation.
Use the recording or yourselfas a model. Point out the Exercise 12 page 19
preposition at the end of a question in Who do you live with? • As pairs act out theirinterviews, take notesof errors and
provide feedback. If a pair makea lot of errors, don't comment
on them all; focus on the target language of the lesson.
.. Lesson outcome
Ask students: What did we do today? Try to elicit: questions,
but accept any respon se that shows a student learned
something, even single new words. Bri efly go over question
words. Draw students' attention to the lesson statement: Ican
ask about people's hobbies and interests.
Unit 2 • Free tim e

Notes for Photocopiable activity 2.1 KEY
1 martial arts 4 cricket 7 horse rid ing
Wayne Rooney Fact File 2 netb all 5 rugby
Pairwork 3 Australian Rules football 6 hockey
language: present simple questions, question words
Materials: one copy of the worksheet per pair of students
(Teacher's Book page 125) CULTURE NOTE - SPORTS
• Ask the class what they know abou t Wayne Rooney.
Australian Rules Football is the national sport of Australia.
• Divide the class into two groups, A and B. Give out a copy of
It is a cross between football and rugby.
Worksheet A to the stude nts in group A and Worksh eet B to
the student s in grou p B. Students work in pairs with another Cricket originated in England, but is very popular in
student from the same group to write the questions that Australia, an'd they often beat the English at it. The Ashes
they will need to ask students in the other group in order is a very import ant cricket competition in which the two
to comp lete their fact fi les. Go ro und and check tha t t he nations play against each other.
questions are correctly formed .
Hockey i s field hockey, which is played by boys and girls
• Ask studentsto form new pairs so that each student with
at school.
works heetA is worki ngwith a student with Wo rks heet B.
They mustn 't look at each ot her's wo rkshe ets. Stud ents take Netball is a game that is similar to basketball, but it is
it in turns to ask t he q uestion s th ey have pre pa red. They often played bygirts and women. The rules are different,
write the answers in the spaces in their worksheets. you are not allowed to run with the ball as you do in
• When t hey have fin ished the y can look at t heir partn er' s basketball, it has to be passed as soon as it is caught.
works heet to check the answers. Netball is a non-contact sport.
Exercise 3 page 20
• Students read the text. When going over the answers, you
can ask: Is it the same in yourcountry (ordi{ferent) ?
Sport in Australia
KEY
1 They love spo rt.
LESSON SUMMARy • • • • M 2 Because the weather is perfect and there are thousands of
Reading: a text about sports in Austra lia beaches.
Listening: a profile of Ian Thorpe, Australian swimmer; true orfalse 3 Aust rali an Rules fo otb all , rugby and cricket
Speaking: talking aboutsports and sportspeople 4 netball, gymnast ics and horse rid ing
Topic: sport and culture
• Ask student s if the y have heard of Ian Thorpe. Tell t hem they
,,*,.1;;1"'" To do the lesson in 30 minutes, do exercise 6 are going to hear some information about him. Introduce the
quickly as a class, combining it with exercise 5. You may also task and make sure students know t hey only need to li sten
ask students to read the text forthe firs t time at home. for one piece of information at this point.
• With books closed, ask stu dents: When you think 'Australia',
KEY
what do you think about? You may find you have to c
explain in the students' own language that you mean first
associ ations. As students produce their associations, help Transcript 1.32
them wi t h language. Finall y, say: Today we aregoing to talk Ian Thorpe is a famous swimmer. He's fro m Sydney, in Austra lia.
about sport inAustralia. He doesn't swim in competitions now but he's still very popular in
Austra lia. An d he's also popular with millions of peoplein other
Exercise 1 page 20 countries. He is verytall - nearly two metres - and he's got very
• It wou ld be good to have a map of Aust ralia on t he wall for big feet.
this lesson.
Sport isverypopular in tan' s family. His father, Ke n, plays cricket
• The question about Australia, which first came up in the
and his sister, Christina, is also a swimmer.
lead-in, is now narrowed down to cities and sportspeople.
IanThorpe is an Olympic cham pion. He's got five gold medals from
KEY - Sample answers the Olympic games in 2 000 and 2004 . He also holds two world
Cities: Sydne y, Melb ourne , Pert h, Brisban e, Adelai de record s.
Sportspeople: Ian Thorpe (swi mming), Ueyton Hewitt, Mark But IanThorpe is nota typ ical Australian sports man. He isn't
Philippou sis (tennis), Shan e Warne (cricket) , Cath y Freeman really interested in other sports, like football or cricket. His hobby
(t rack athletics), Mike Oooh an, Troy Bayliss (motorcycle racin g) is fashion. He wears expensive cloth es and has a co mpany that
makes jewellery.
Exercise 2 page 20
• Draw students' atten tion to the photos. Ask if t hey know the
• Playthe reco rding as many times as students need to listen.
sports. When check ing, ask: Does anyone playrugby?Does
Check wit h th e w hole class.
anyone do any martialarts? Doesanyonego horse riding?
KEY
1 T 2 F 3 F 4 F 5 T 6 F 7 T
Unit 2. Free time ~

Exercise 6 page 20 Exercise 1 page 2 1
• This exercise can be done together with exercise 5 - when • Draw students' attention to the pictures and ask a few
checking the answers to 5, ask why the false ones are false. students: Do you go bowling in yourfree time?Do you go
dancing?How o{ten do you go? Who do you go with?
KEY
2 He' s got big feet. Exercise 2 page 21 "1.33
3 She's also a swimmer. • Play the recording once. Check answers.
4 He's got five gold medals. • With a stronger class, ask: What else does jacob do on
6 He isn't interested in other sports. Saturdays? What else does Kirsty do? and elicit: He has
footba ll practice, does homework, plays tennis, goes out
with friends. She watches Tv, checks e-mai/s, visits a chat
Exercise 7 page 20 room, and goes shopping. If someone says that Jacob
• Students agree on 'top five' lists of popular sports in groups watches TV, point out that he says: I hardly ever watch TV -
of 3-5. Then have a class discussion and see if agreemen t is the programmes are always boring and ask: So what do you
possib le. think 'hardlyever' means? Accept any answer that's close in
meaning, e.g. not much, not often, almost never, almost not,
then explain: 'hardlyever' means 'a/most never' (write on
OPTIONAL ACTIVITY
• the board: hardlyever ~ almost never) .
Put students in pairs or groups of three. Make sure th ere
•••
is someone who's interested in sport in every group. In
groups, ask stude nts to think of a European sportsperson.
KEY
What do they know about him /her? Write sent ences on the bowli ng: Jacob dancing: Kirsty
board or display them on the OHP, for example:
X is a ... (swimmer / footballer/ ...) from •.. (city/ country?) Exercise 3 page 21 "1.34
He/ She is ••. years old. • Draw students' attention to the chartand make sure
everyo ne understands it is supposed to show adverbs in
He/She is ... ( tall/short/thin/.•.)
orderof increasing frequen cy. With a weaker class, you may
He/S he has got •.• (how many?) medals.
want to do one or two adverbs (e.g. first and last) wit h th e
He/ She is also interested in ..• whole class. Play the recording once for studentsto listen
Askthe teams to write as much information as they can and check. Then play It again and ask student s to repeat
about their sportsperson, using some of the structures first individ ually, then chorally. Say that these words are the
on the board. Allow 3-4 minutes. Circulate and help with adverbs of frequency that are the subject of today's lesson.
language. All groups read out their profiles.
KEY
1 never 3 often 5 always
.. lesson outcome 2 hardly ever 4 usually
Ask students: What have we talked about today? Elicit:
Australia/ sport/ sport in Australia. Elicit some facts students
have learned in the lesson. Draw students' attention to the Exercise 4 page 21
lesson statement: Ican talk about popularsports and activities. • In a stronger class, there's no need to check this exerci se by
readingaloud; just lookover students' shoulders as they're
doing it.
KEY
Adverbs offrequenc Jacob: I always have football practi ce on Saturday morning.
I usually do homework. I sometimes play tennis. I
hardly everwatch TV. The programmes are always
really boring. I always go out with friends. We often go
LESSON SUMMARy • • • • !' bowli ng. I'm usuall y in bed before midnight.
Grammar/VocabuLary: adverbs of frequency Kirsty: I usuall y get up lat e. I never have breakfast. I usually
listening: short monologues check my e-rnalls. I never buy a phone. They're always
Speaking: talking about how often we do things very expensive. I always go dancing. I'm often out until
two o'clock.
...111'):114... To do the lesson in 30 minutes, do exercise 6

as a class and skip exercise 9 or set the GrammarBuilder as
Exercise 5 page 21
homework • Ask students to look back at the sentences they underline d
in exercise 4 and try to completethe rules. Allow 1- 2
.. lead-in 2 minutes minutes, then write these examples on the board:
1sometimes play tennis at the sports centre.
• Ask students to look at the title of the lesson in the book:
Ialways go out with friends.
Adverbs o{frequency. Write it on the board. Ask if anyone
I'm usuallyin bed before midnight.
knows the equivalent of frequency. Ask if anyone knows
Write or underline the adverbs in one colour and the verbs
adverbs - they probably won't, so tell them the equivalent,
in another, so that their relative position is clearly visible.
and make sure they understand the meaning. Elicit either
Discuss the position of adverbs of frequency - after be, but
Some exam ples in the students' own language or a general
before most other verbs - using the examples and pointing
explanation. Once you're reason ably con fident students
to the words.
understand what adverbs o{frequency are, proceed with the
lesson .
30 '1 Unit 2 • Free tim e

KEY
a after
b before
Exercise 6 page 21
• Read the example and do sentences 2 and 3 as a class. LESSON SUMMARy • • • • •
Students do the rest individually, then check as a class. Reading: aninterview; true or false
Vocabulary: parts of the body
KEY Listening: a song
2 Kirsty usually gets up late on Saturday morning. Topic: sport and culture
3 Kirsty never has breakfast on Saturday morning.
4 Jacob sometimes plays tennis on Saturday afternoon .
S Kirsty never buys a mobile phoneon Saturday afternoon. ..,n,la.ill. To do the lesson in 30minutes, askstudents to
6 Jacob and Kirsty aiways go out with friend s on Saturday read the textforthe first time at home, and possibly do task 4.
eveni ng.
7 Jacob is usually in bed before midn ight on Saturday night. .. Lead-in 2 mi nutes
8 Kirsty is often in the dance club until two o'clock on • Ask students to take pieces of scrap paper and write down
Saturday night. any names of parts of the body they know. Aliow 30 -60
seconds . Ask everybo dy to read one word from th eir list unt il
there are no more new words. Tell them they are going to
For further practice of adverbs of freq uency, go to:
learn more names of parts of the body.
Grammar Builder 20: Student's Book page 110
Exercise 1 page 22
• Point to th e photo. Ask: Whatsport is this? Eiicit the name
KEY
of the sport, and confirm that word used in Engiish is yoga.
7 1 I'm never late for school. Ask students to label the parts of the body in the picture .
2 I always speak English in English class. Allow the use of dictionaries. Monitor students' progress
3 I often do my homework before dinner. and stop after most of them have fi nished. Fast fi ni shers
4 I hardiy ever read a book in English. can use the di ctionary to label a few more parts of the body.
5 I sometimes help my friends with their homework.
6 I'm usually happy with my exam results . KEY
8 Open answers 1 mouth 6 neck 11 hands 16 feet
2 nose 7 shoul ders 12 stoma ch 17 toes
3 eyes 8 chest t3 back
:LANGUAGE NOTE ." VERB AND NOUN 4 head 9 fingers t4 knees
COMBINATIONS 5 ears 10 arms t5 legs
-w here othe r languages use just a verb to express an idea,
$English sometimes uses a combination of verb and noun, Exercise 2 page 22 g 1.35
e.g. have breakfast, go SWimming. Encourage students to • Play the recording for the students to checktheir answers,
~o rd and learn these as-one item.
Exercise 7 page 21
- and then again for the m to repeat. Pay attentio n especialiy
to the pronunciation of the final Iv (not lsi) in arms, eyes.
ears, fingers, legs, shoulders and toes. and to the reduced
vowel 101 in th e fi nal syliables in shoulders and stomach.
• Pre-teach relatives and [to do) the was hing up. Ask students
to read the instructions, then model the task by asking
one or two students: How often do you do homework at the
Exercise 3 page 22
weekend? when the student respond s, Always, say: So, write • Students test each other on the words.
'always 'in column 1.
Exercise 4 page 22
Exercise 8 page 21 • Draw student s' att ention to the photographs. Ask: What is
• Before students start speaking, practise the questionsthey this text about? Elicit : kung [u, or just martial arts. Read the
have to ask: How often do you do homework at the weekend? introductory paragraph aloud. Explain that first you want
How oft en do you visit relatives at the weekend? students to read th e text quickly and do a simple task. Read
th e reading tip as a class. Aliow 2 min utes for students to
Exercise 9 page 21 read the interview and do the task.
• Ask a few students t o teli the whoie class 3- 4 things they
found out about their partner. KEY
3 is true.
.. Lesson outcome
Askstudents: What was this lesson about? in the hope of Exercise 5 page 23
eiiciting : adverbs of freq uency and having a laugh together
• Allow two minutes. You can make it a race, if you think this
at this sophisticated term. Accept an answerin the students'
will motivate yourstuden ts.
own language, or answers such as howoften or always, etc.
Ask students to say one adverb offrequency each untilyou've
KEY
elicited them all. Draw students' attention to the less on
statement: I can talkaboutdaily routines. legs, arms , stomachs, hands, feet
Unit 2 • Free t ime P'

Exercise 6 page 23 ADDITIONAL SPEAKING TASK
• Students now read the text a second time, more carefully, Ask w hic h stu de nts i n the class do or have do ne a
and answer more detailed questions. Make sure dictionaries spo rt fairty seriou sly and intensive ty. It would be ideal
are available. As part of vocabulary work, you can ask a if t here were no less than 50% of such stu dents: each
sporty student to demonstrate press-ups! of them cout d the n work with one less sporty partner. If
• When check ing the answe rs, ask : Why? Why not? and sportspeople are scarce, students can work in groups of
require students to quote specific sentences from the text. three: one sportsp erson and two interviewers. The task is -
With a strongerclass, ask for more details, e.g. David wants to prepare an interview.
to teachKung Fu in Britain. - What elsedoes he want to do? • Groups decide Ifthe interview will be about the
spo rts pe rson' s usual tra inin g routine and lifestyle, or
KEY abo ut a camp he/ she has be en to. In th e latter case,
th ey have to im agi ne t hat he/she is stitl at t he camp
1 F 2 F 3 T 4 F 5 F 6 T
and is being interviewed there.
• Groups look through the questions in the interview with
Davi d and in exercise 7 and decide whic h of them will
OPTIONAL ACTIVITY
be relevant to their interview.
Ask students: Would you like to train like David? Why?/ Why
• Interviewers prepare somequestions of their own. The
not? Try to elicit some reasons why and some why not. sportsperson helps them by suggesting what wou ld be
Then explain the meaning of the t itle: No pain, no ga in.
interest ing to ask abo ut. Remin d t hem th ey can also
(You can do this part in the students' own language if yo u
look for inspiration in lesson 2C. Circu late and monitor,
think your st udents will understand belter.) Explai n th at
he lping wi th vocab ulary an d check i ng i f question s are
it is a proverb, and that pain doesn't necessarily mean grammat ically accurate.
physical pain, but effort, difficulty or sacrifice. Ask if t hey
• Interviewers ask their questions and the s portsperson
agree wit h this statement.
answers. Monitor this activity q uite cl osely, helpin g
with langu age, but also seiecting the most attractive-
Exercise 7 page 23
sounding interviewsto be act ed out in fro nt of the
class. If there are two intervi ewers, make sure each of
• Especially with a weaker class, remind studentswhat the
them asks some questions.
structure of a question in present simple is:
• A few groups act out their interviews'in front of the .
(q uestion wo rd +) do /does + subj ect (t he pe rson) + infin it ive
clas s. Give fe ed back on st rengt hs and weaknesses.
• Circulate and monitor, helping weaker students. Goover
answers as a class.
.. Lesson outcome
KEY Ask students: What have we studied today? Acce pt any relevant
1 Where does David com e from? answers (including single words), but try to elicit: parts ofthe
2 What does he study in China? body. Askeveryone to close their books and say one word for a
3 What do t hey/the kung fu stu dent s hav e for br eak fast and body part in turn; they mustn 't repeat words that have already
for dinn er?/ What do t hey eat? been said. Draw students' attention to the lesson statement: I
4 Why do es he li ke t he afte rno on s? can understand a magazine article about sport.
5 When do the y have d in ner ?
CULTURE NOTE - KUNG FU fiGHTING •

Kung Fu Fighting was sung by Cart Dou glas, a Jama ican
" singer, in the 19705. Since then there have been several
remixes of the song.
LES S O N SUMMAR y • • • •
Exercise 8 page 23 " 1 .36 Fun ctional English: phrases to express likes an d dislikes
• Tell students the y are goi ng to li sten to a song ab out kung fu. Listening: shortdialogues; listening for specific information
• With a strongerclass, start with books closed, ask students Speaking: talking about likes anddislikes
to listen and try to hear some words or phrases. Play the Grammar: object pron ouns
song once, ask for any words or phrases th ey hea rd, the n
Topic: people
proceed to the next step.
• Ask students t o read t he gapp ed lyri cs and th e glossary fir st ,
th en poin t o ut th e ta sk . Piay th e w ho le so ng t hrou gh once,
t he n play it agai n st opping afte r each gap to check .
...,n.'ij.... 1 To do the lesson in 30 minutes, set the second
exercise in the Gramma r Builder as homeworkand keep the
performances in exercise 9 brief
KEY
1 are 4 knows 7 Start .. Lead-in 2 m inut es
2 fight 5 says 8 makes • With books closed, ask a student the two questions which
3 are 6 t ake will appear in the dialogue in exercise 1: Do you like music?
and, Who 's your fa vourite singer? Askone or two other
student s: Do you like (t he singer mentio ned by t he first
st uden!)? Which sing er do you lik e? and so on. Say: Today
we are going to talk about likes and dislikes.
.. 32 1 Unit 2 • Free time

Exercise 1 page 24 " 1.3 7 Exercise 5 page 24
• Ask students t o op en th eir boo ks, look at the photos • Ill ustrate th e function of th e object pronouns by writing an
and read the instructions. Play the reco rding and ask the example on the board, e.g.: He is great. - I like him. They
question in exercise 1. are awful. - I hate them.
• Aska few students the question in the example, What do
you think of Robbie Williams? Elicit appropriate respon ses.
KEY
Students then proceed to ta lk in pairs.
Eminem
Exercise 2 page 24 • Askstudents to read the instructions and the three
• Students do the exercise individually. Help weaker students: stat ements. Play the dialogues once, stop ping afte r each
if someone doesn't understand the meaning of one of the one to checkthe answer.
phrases, say it to them in a tone of voice showing a critical/
neutral/enthusiastic attitude. KEY
1 a 2b 3 a
KEY
bad quite good good Transcript 1.39
He's terrible. He's all right. I love it.
1
I can't stand it. She's not bad. She's great. jenny Do you like sport?
I hate th em. They' re OK. They're bri llia nt. Chris Yes, I do.
It' s awful. Jenny What's your favourite sport?
Chris Volleyball.
Jenny Vo lleyball? Really?I hatevolleyball. It's soboring!
Exercise 3 page 24 "1.3B
Chris So, what doyou like, then?
• Play the recording oncefor students to check their answers jenny I like athletics.
to exercis e 2. Then play it again pausing after each phrase Chris Urgh. Athletics is awful.
for students to repeat: first indi vidually, then chorally. Jenny And I like cycling.
En courage students to say the phrases with real, or even Chris Yes, I like cyclin g, too.
exaggerated, feeling: I can't stand it with disgust, She's 2
great with enthu siasm , They're OK with a shrug, etc. Kylle Are you interested in co mputer games?
jeff Yes,l am .
Exercise 4 page 24 Kylie I love The Sims. It's brilliant.
• Monitor as students do the task individually, then check as a Jeff It's OK, I suppose. But I don't really like it.
class and write answers on the board. Kylie What games do you like?
Jeff I love Tomb Raider.
KEY Kylie Rea lly? I can't stand it.
jeff And Grand TheftAuto is great.
1 her 2 it
Kylie Yea h, it's brilliant.
3
For further practice of object pronouns, go to: Grace Is that a fashion magazine?
Charlie Yes, it is. I'm really interested in fashio n.
Grammar Builder 2F: Stu dent's Book page 110
Grace Me too.Who's you r favourite designer?
Charlie Armani.
KEY Grace Rea lly? I don't likeArmani clothes.
9 Open answers Chartie Look at these jeans - they're Diesel. Do you likethem ?
Grace Let mesee ... Not really. I don't like Diesel jeans. But I like
10 1 We don't know them. 4 She hardly ever phones me. those sunglasses.
2 i can't find her. 5 They never listen to us. Charlie Are they Ray-Bans?
3 I don' t li ke him. 6 Do you like it ? Grace Yes, they are. I love Ray-Bans.
Charlie Me too.
CULTURE NOTE - CELEBRITIES Exercise 7 page 24 "1.40

Avril Lavigne is a Canadian born singer song-writer now • First students try to fill in th e gaps wit hout li stening again.
living in the USA. She became famo us at th e age of 17 When most of them have finished, or have done as much
when her album Let Go reached the USTop 10 in 2002. as they can, play the recordin g to check / complete the
Her musk is a mixture of pop and skater punk. answers. Get students to repeat the sentences (play
the recordi ng sto pping in the right place), or mod ei th e
' Robbie Williams is one of Britain's most successful singer pronunciation you rs elf.
song-write rs. He was a member of the boy band Take That
and went solo in 1996. KEY
Eminem is an American rapper. He is famous for his lyrics, 1 What 3 interested 5 really
which have been described as mode rn-day poetry, but 2 li ke 4 OK 6 Who
- whichare con troversial because of their offensive content.
Angelina l oll e is an American actress famous for her roie Exercise 8 page 24
"as Lara Croft in Tomb Raider, and Mrs Smith In Mr and Mrs • Expl ain to students that th ey are now going to ta lk about
Smith. She is married to Brad Pitt . the ir favourite hobbies. Point to the chart and the prompts.
Ask pairs to prepare conversations. Encourage stronger
students to write prom pts or notes rather than whole
dialogues. Circulate and monitor.
Unil2. free lime ~

Exercise 9 page 24
Exercise 2 page 25
• Severa l pairs act out their conversations. Rem ind stud ents
• Students read and work outthe answers individually. Circulate
to speak loudly and clear ly. If they are expre ssing st rong
and help. After checking the answers wit h the who le class,
opinions. encourage them to speak with feeling.
ask: Which club would you prefer to go to? With a stronger
class, th e discussion can go on: Why? What kinds offilms do
.. Lesson outcome you li ke? Do you play chess well ? Who do you play wit h?
Ask st udents: What did we talk about today ? Elicit : opinions,
likes and di slikes or wha t we li ke and don 't lik e. Ask: Can you
KEY
remember some phrases which you can use to say you like
someone/ something very much? That you don't /ike something? film cl ub chess clu b
That something is not bad? Elicit as many of the relevant 1 Thursday at fou r o'clock Tuesday at sixo'clock
phrases as you can; insiston correct intonation. Draw students' 2 at Lauren's house in Gino's Cafe
attention to the lesson statement: I can express my likesand
di slikes. 3 watch and tal k abo ut DVDs pl ay chess
4 meet to decide the next 4 films have a competition
Notes for Photocopiable activity 2.2 5 Lauren White Lewis Connor
Your likes and dislikes

Pairwork
Exercise 3 page 25
Language: likes and disl ikes, present simple (thi rd person) • Read the Learnthis! box. Make sure students understand
Materials: one copy of the worksheet per student (Teachers the meaning of imperative. You can explain in the students'
Book page 126) own language.
• Students work individually to write the name of something
or someone that they either love or hate. for each category. K EY
• Elicit the language from lesson 2Fexercise 2 for expressing Come (to fii m club)! Play (chess)
likes and di slikes onto the board. Call Lauren White Phone Lewis Con nortoday
• Demon strate the activity by writing on the board the name Use (your head) Negative: Don't wait.
of a film, Elicitthe question: What do you think of. ..? Answer
using the language from Lesson 2F e.g. It's awful - I can't
stand it!
Exercise 4 page 25
• Students take it in turns to ask their partners: What do you • Students can do t he task individually and check with their
think of ...?They tick th e appropriate box for each answer. partn ers, Or do it in pairs. Go over answers with thewhole class.
• Conduct an open class feedback , asking students to tell t he
class abo ut thei r partner, e.g. Ania quite likes Coldplay. KEY
1 Come 4 Meet 7 Don't forget
2 Play 5 Learn
3 Don' t stay 6 Visit
An announcement> For further practice of imperatives, go to:

Grammar Builder 2G: Student's Book page 110
LESSON SUMMARY
KEY
Writing: an announcement
1 f 2 e 3 d 4 c 5 b 6 a
Reading: announcements; reading for specific inform ation
Gram mar: imperatives
Exercise 5 page 25
-------------..
Topic: People
,,;lUjjijil. To do the less on in 30 minutes. set the writing

-
• This could be done in pairs. Allow students to work with
someone with shared interests. Doing this stage in pairs
means the writ ing will probabiy also be done together and
so will have to be done in class.
task as homework. With a weakerclass, have the students write
a draftin class and a finished version at home.
Exercise 6 pag e 25
.. Lead-in 2- 3 minutes • Circulate and help with any speci al vocab ulary. Encourage fast
finish ers to inventmore information than the chart requ ires.
• Draw students' attention to the announcements on page 25.
Say: We'vegot two announcements here. Wh at are they for?
What are they telling you to do? (Elicit film clu b, chess club
Exercise 7 pag e 25
or come to film club , play chess.) Briefly find out by a show of • If students invented a club in pairs, the writing is better
hands who prefers chess, and who likes fiims . done in class. Otherwise it can be set as homework. Remind
students of the resources they've got: the two model
Exercise 1 page 25 announ cemen ts, and possibly vocabu lary from the rest of
unit 2 (free-time activities). En courage creative students to
• Rnd out whether any students go to clubs.
produ ce attractive posters to put on the walls.
ALTERNATIVE WRITING TASK ROUND-UP 1-2
If the previous writing task was done in class. thisone can
be set for homework. .Ask students to imagine they want to 1 paragraph 1 - a a Hungarian in the UK
organise an event (this word will probably need explaining, paragraph 2 - b peop le fro m abroad in the UK
bu t it may be exptained through the examp les) - a party, a paragraph 3 - b people from abroad in the UK
dis co, a concert for people from school. They are going to
2 1 c 2 c 3 b 4 b 5 b 6 c
write an announcement about this event.
With a weaker class, you may want to photocopy the table Transcript 1.40
below and hand it out to students. With a stro nger class.
Narrator Marton is at his home in london. He lives there with five
you may show the ta ble on an OHPand dis cuss the points
otheryoung people. One of them isAnna, from Portugal.
to include, or write the main points and sentence open ings
Anna Hi, Marton. How areyou?
on th e board . Marton Oh, hi Anna. I'm fine, thanks.
Anna Marton, this is mysister, Claudia.
Point s Useful langua ge
Marton Hi. Claudia. Nice to meetyou.
What even t? Come to Claudia Nice to meetyou too. Where areyou from?
Activities Play _ _ I Dance _ _ I Listen Marton I'm from Miskolc.
_ _ I See _ _ I Buy Claudia In Hungary?
__ / Eat _ I _ _ Marton Yes . It's in the east of Hungary.
There will be Claudia Have you gotany brothers or sisters?
Time I When? On _ _ at Marton Yes, I have. I've gottwo sisters.
Claudia Rea lly? Howald are they?
Place I Where? In/At Marton They're only 10 and 14 . They live in Hungary. with my
How to join I Tickets? I Phone - - _ ? I Just parents.
come Claudia Oh, I see.So you're herein England on your own.
~ Lesson outcome
- - Marton Yes, that's right. Whataboutyou? Do you live in london?
Claudia No, I don't. I live in Portugal.
Anna Claudia is here on holiday. Shewants to see london.
Ask students: What have we to/ked about today? Elicit: Claudia And see mysister!
announcements or clubs Elicit a few phrases that can be used Marton Well , have a good holiday. London is a great place!
in an announcement. Draw the students' attention to the Claudia Yes , I know. My sister loves the shops ...
lesson statement: I can write an announcement for a club.
Narrator It's quarter to ten on Monday morning. Marton is at the
hotel. He starts work at ten o'clock.
Dave Hi! You 're early today.
Marton Oh, hi, Dave. HoWareyou?
Dave Fine thanks.
1 a 2 a 3 b 4 b 5 a Marton Is the hotel busy today?
Dave Yes, it is. We've gottwenty newvisito rs from Spain.
2 1 wives 3 photos 5 buses
Th ey're here for a conference. (PHONE RINGS] Sorry,
2 husbands 4 potatoes 6 families Marton. [PiCKS UPPHDNEl Hello, reception?Yes, of
3 1 basketball 3 gymnasti cs 5 photography course. No problem. Goodbye. [REPLACES PHONE]
2 com puter games 4 ice skating 6 rollerb lading Marton What's that? A newCD?
Dave Yes - it'sThe Scissor Sisters.
4 1 stud ies 3 goes 5 live Marton Oh right. Who?
2 play 4 watches 6 gets up Dave The Scissor Sisters. Do you like music?
Marton ves.! do. ButI don't know the Scissor Sisters. Are they
5 2 She doesn't sit next to Pete. She sits next to Sue.
good?
3 I play the piano . I don't play th e guitar. Dave I love them ! Who's you r favourite singer or band?
4 He doesn'tgo swimming. He goes cycling. Marton I really like U2.
5 They come from France. They don't come from Spain. Dave Rea lly? Urgh. I can 't stand them !
6 She teaches music. She doesn't teach sport.
7 He doesn't speak English. He speaks It alian. 3 Anna is d Claud ia is b Dave is a
6 1 Where do you live ? f 4 1 Miskolc 3 10and 14 5 U2
2 Does he like sport? c 2 Yes , two sisters 4 Yes, I do.
3 What does she study? a
5-6 Open answers
4 How do you get to school? d
5 Does she get up early? b
6 Do you know l ucas? e E!J! For further exam t asks and practice, go 10 WorkbOOK
page 24. Procedura l notes, transcriptsand keys for the
7 2 She's hardl y ever late for school. Workbook can be found on the Solutions Teacher' s Websit e a'
3 I often play comp uter games. www. oup.com /e ll/teacher I solut ions
4 He never does his homework on the bus.
5 It' s usuall y cold in January.
6 School always fini shes at qua rter past four.
7 We sometimes have lunch at school.
8 1 How 2 Where are 3 Have you got
4 Howald is
9 1 c 2 a 3 e 4 b 5 d
Review 1-2 p
.i s
m
UNIT I N CL U D E S • • • """,
Vocabulary . school subjects • in tile ctassroom e prepositionsof place
. J)arts ofa school . directions e capltat.letters ~
Grammar • tbere is/there are . have to
~~~.'lI • talkingaboutsubjects andtimetables . describing'a classroom
• gMngdirections
Wdttns' . a description
W"O;JtKBOO K pages 26-32
School subjects
L ESS O N SUMMARy . . . . .. Art and design is a practical subject. Students learn art
Vocabu LalY: school subjects. classroom vocabulary skills and have the opportunity t o work with different
Listening: shortdialogues; recognizingthe situation media, such as photograp hy, pottery, fabrics, etc. It may
Speaking: talking about the school timetable
Topic: school -
include an art historycomponent in some schools.
For further practice of school subjects, go to:

Vocabulary Builder (part 1): Student's Book page 130
...,n.ljlij.. 1 To do the lesson in 30 minutes, skip exercise 1.
.. Lead-in 2 min ut es KEY

• Ask students: How many lessons haveyou got today? What 1 Monday: Lesson 1 is Spanish. Lesson 2 is music. Lesson 3
lesson did you have before English? WhoI lesson do you is P.E. Lesson 4 is art and design. Lesson 5 ;s French. lesson
have next?Is today a goad school day or a bad one? Why? 6 is I.CT. Lesson 7 is D.T. Le sson 8 is German .
and announce: Today we're going to talk about school Tu esday: Lesson 1 is English. Lesson 2 is maths. Lesson 3 is
subjects. geography. Lesson 4 is R.E. Lesson 5 is history. Lesson 6 is
biology. Lesson 7 is chemistry. Lesson 8 is physi cs.
Exercise 1 page 28 2 Open answers
Students do the matchin g exerci se individually or in pairs.
Exercise 4 page 28
KEY • Students read the instructions, the box and the example. To
See transcript 1.42 make sure everyone understands what the exchange should
sound like, ask a student: Do you like biology? After eliciting
Exercise 2 page 28 " 1 .42 an answer, ask another student: What about you? Do you
• Play the recording once for students to check their answers
like biology? After receiving an answer, ask two students
to ask and answer about the next subject in the box,
to exerci se 1. Play it a second time, pausing after each
chemistry. Ask stud ents to work in pairs, go through the
item and asking students to repeat first individually, then
whole list of subjects in exercise 1 and take turns to express
chorally.
an opinion on each (unless it's a subject they don't study.)
• If students' pronunciation needs correcting, keep repeating
the wordj phrase yourself so that they have a model
to imitate. Pay particular attention to technology and
Exercise 5 page 28 " 1.43
chemistry. • Explain that students are going to hear seven short extracts
of lessons and their task is to understand what lesson it is
Transcript 1.42 and write the name of the subject in the timetable (explain
1 music 6 information and co mmunication timetable - the simplest way may be to point to the one
technology ([L T.) in the book and say something like: This is a timetable:
2 En glish 7 art and design eight forty-five to nine thirty, moths. Nine thirty-five to ten
3 maths 8 geography twenty... something else, maybe English or biology. That's a
4 religious education (R.E.) 9 history school timetable.) Make sure everyone knows what they're
S Spanish 10 biology supposed t o do. Say you are going to play the recording
twice. Read the listening tip alou d.
Not illustrated: chemistry design and technology (D.T.) • Play the reco rding once pausing very briefly between the
Fre nch German physica l education (P.E.) physics extracts, so that students can write down their answers. The
second time stop after each extract and check answers.
Exercise 3 page 28 • Finally, you can ask students if they think this is a good or a
• Chat with stude nts about which subjects th ey stu dy at bad timetable. Why do they thi nk so?
school. Especially with a stronger class, you may tell
students that we also say to take or do a subject.
KEY
1 maths 4 P.E. 7 chemistry
CULTURE NOTE - SUBJECTS 2 French S geography
There are some points to note about subjects in English 3 music 6 I.CT.
schools.
R.E.: In the Briti sh systemRf , Includes knowledge about
.•
many different religions.
Design and Technology varies in differen t schools in
Britai n. if the school has the facilities, it may Include
practical skills such as woodwork, otherwise a school
may choose to focus more on the design element. It is
a creative subject but also involve s aspects of engineering.
Unit 3 • School life

Lesson 1 • For this acti vity, each stude nt needs to sketch a blank
Teacher OK, settle d own. Now, op en your books at page 43. Let's timetable (of th e kind agreed on for th e previous exercise)
check your hom ework . Question I, Sonia. on a lo o se shee t of pap er. St ud ents wo rk in pair s -
Sonia Yes? preferably not with their best friends, who might be able to
Teacher What's the answer? guess their cho ices of lessons. They ask and answer que sti on s
Sonia The answer to ... as in the example. Emphasise that they should try to write
Teacher Question I! down each other's timetables witho ut looking at them.
Sonia Is it 4, 763, 976?
Teacher No, th e correct answer is ten. For further practice of classroom vocabulary and prepositions of
So nia Oh. place, go to:
Lesson 2 Vocabulary Builder (part 2): Stude nt 's Book pag e 130
Teacher Bonjo ur! Asseyez-vous!
Class Huh? KEY
Teacher Asseyez-vous!
Belinda Tha t means 'sit down'. 3 1 blind 7 clock 13 CD player
Teacher Merci, Belinda. 2 w ind ow 8 board 14 CDs
3 plant 9 shelves 15 ta ble
Lesson 3 4 notice boa rd 10 books 16 bin
Teacher OK, now listen to th is. Do you kno w the compo ser? 5 TV 11 cupboard 17 cha i r
Sonia Is it Mozart ? 6 poster 12 com p ute r 18 desk
Teacher No, it isn't. Any other ideas? No?
luke Chop in? 4 Open ans wers
Teacher Excellent. Yes, it' s Chopin.
5 1 oppo site 4 in fro nt of 7 u nde r
Lesson 4 2 between 5 next to 8 near
Teacher OK, so do you all kno w t he rul es of basketball? 3 behind 6 in 9 on
Class Yes. Yes.
6 Open answe rs
Teacher Great! So, now we need two team s.
Jack Boys against gi rls!
Class Yes! .. Lesson outcome
Teacher OK. Boys against gir ls ! Ask stude nts: What did we tai k about today? Elicit : school or
Lesso n 5 subjects. Ask everyo ne to say one useful word t hey learn ed.
Acce pt all answe rs mention ing lexical item s w hic h ap peared i n
Teacher OK, today's lesson is abo ut Africa. What do you know
the lesson. Draw stude nt s' att ention to th e less on sta te me nt:
about Afri ca. Jack?
Ja ck Is it i n Australi a? I can talk about my schoo l subjects.
Teacher Jack! Africa is a cont inent.
jack Oh.
Teacher Can you name any countries in Afri ca?
Belinda Egypt?
Teacher
Lesson 6
Good l
there is/there are
Teacher Good , now ... can everybody see a computer?
Class Yes. Yes. LESSON SUMMARy • • • • •
Teacher Today's lesso n is about the Internet - how it works, why
it' s important ...
Grammar : there is/there are
Jack Yes! I win! Vocabulary: names of furnitu re and objects; prepositions of p lace
Teacher What's that, jack? Speaking: asking and answer ing questions about your bedroom ;
jack Oh, sorry. Nothing. saying wh ere things are.
Teacher Is tha t a comp uter game?
Jack No, it ' s a ... er ... it 's a website .
Teacher Hmm. Well , just pay attention.
"'Umiliili To do the lesson in 30 minutes, do exercises 6
Lesson 7 and 7 as a class, and set the Grammar Builder as homework.
Teacher Good . Now, ad d th e red liquid to the mixture. Just a very
small amoun t - one or two mil lilitres. And be careful .. Lead-in 2-3 minutes
because ... • Ask stude nts to tak e a loose sh eet of scrap pa pe r each
and w rit e d own at lea st fiv e th in gs th ey ca n see in the
Exercise 6 page 28 classroom. Allow 30-45 seconds. Ask 5-7 students to say
• Before students start w rit ing th e t imetables, ag ree on a on e word from the ir list. Choose two of th e words they give
template : w ill the les son starti ng and finishing t imes be and w rite on t he b oard:
th e same as in exercise 5, or the same as i n your schoo l? There is a _ _ in this room.
Stu de nts write their drea m t imeta bles . As an optio na l There are in this room. (p lura l nou n wi t h a
activity, you can also ask everyone, or j ust fast finishers number)
to write a 'horror timetab le' - the worst timeta b le for a d ay • Say : Today we aregoing to work on sentences like these,
t hey can imagine. with there is .../ there are ...
Unit 3 • School ,-
Exercise 1 page 29 2 1 There isn't a computer in the room.
• Ask students to open thei r books and look at the photo 2 There aren't 650 students in the school.
on page 29. Where do they thin k this classroom is? With a 3 There aren't two possible answers.
stronger class, get the students t o describe what they see in 4 There isn't a teacher in the classroom.
th e photo . S There isn't a table next to the door.
6 There aren't three plants near the window.
KEY 7 There aren't five shelves near the board.
It's in India . 8 There isn't a bin under the desk.
3 3 Is there a notice board? No, there isn't.
Exercise 2 page 29 4 Are there any students? Yes, there are.
• As students read . you may need to explain noticeboard, S Is there a clock? Yes , ther e is.
large, and possib ly motivation. 6 Is there a table? No, there isn't.
7 Are there any CDs? No, there aren't.
Exercise 3 page 29 8 Are there any bli nds?Yes, there are.
• Complete the table as a class. Go through each of the
differe nt forms on th e blackboard . Use transla tion s if Exercise 7 page 29
necessary. • If students did not do Vocabulary Builder (part 2) in lesson
3A, it would be helpful if dict ionari es were avail able.
KEY Circul ate and help weaker stud ents build the questions.
1 There are 3 There aren't S Are th ere
2 There isn't 4 Is there KEY
3 Is there a 7 Are there any 11 Is there a
Exercise 4 page 29 4 Is th ere a 8 Is there a 12 Is there a
• Make sure students understand that they are supposed S Are there any 9 Are there any 13 Are there any
to make true sentences about the photo. Do the fi rst three 6 Is there a 10 Are there any 14 Is there a
sentences as a class. In a weaker class, you may want to do
the whole exercise together, but ma ke sure weaker students Exercise 8 page 29
get a chanceto produce some answers!
• 8efore asking students to do the activity, demonstrate the
meaning of the prepositions in the box using the bin and
KEY your desk (or anot her pair of object s): Nowthe bin is under
1 There are some boys. 5 There isn't a notlceboard. my desk.. . now it's in front of the desk ... now it's on the
2 There isn't a teacher. 6 There isn't a lV. desk ... You may repeat th e activity with the stude nts calling
3 The re isn't a computer. 7 There aren't any shelves . out the right prepositions the second time.
4 There aren't any posters. 8 There are five girls. • Do the first 4-6 sentences in open pairs; then let students
do the rest in closed pairs.
LANGUAGE NOTE - BOARD Exercise 9 page 29

If stu dents get confused, explain that board is a general • You may encourage students to sketch plans of their
term to describe either a blackboard. which is written on bedrooms as they tal k about them . Start with an outline
with chalk or a whiteboard, which is written on wit h ink of the room with just the window(s ) and the door marked.
that can be washed off. A noticeboard (as in exercise 1), Student A asks: Are there any chairs in your bedroom?
as the name suggests, has posters and notices pinned Student 8 answers: Yes, there is one chair in front of my
onto it. desk. and the desk is nextto the window, at the same time
drawing the desk and the chair. When the plan of Student
8's bedroom is complete, Student B starts asking questions
Exercise 5 page 29 " 1.44 and StudentA answers and draws. Demonstrate how to
• Play the recordi ng once. Check if students are sure of all th e do the activity by sketching the outline of your bedroom or
answers now. If they are not. play it again. study on the board and inviting students to ask questions.
Exercise 6 page 29 .. Lesson outcome

• Ask students to read through the sentences in exercise 4 Ask: What did we learn today? Eli cit: there is ... there ore ...
again and tick the ones that are true for yourclassroom. Ask and/or prepositions and/ or names offurniture. Ask everyone to
them to read out only the ones that are true. Fast fin ishers or say one new word they learned. Draw the students' attention to
stronger classes can modify the sentences that are false to the lesson statement: J can describe what is in a room.
make them true.
Notes for Photocopiable activity 3.1
For furtherpractice on there is t th ere are, go to:
Grammar Builder 3B: Stude nt's Book page 112 Spot the difference
Pairwork
KEY Language: there is , there are, prepositions of place, classroom
objects
1 1 There are 4 There' s 7 There' s
2 There's S There are 8 There' s
(Teacher's Book page 1 2 7)
3 There are 6 There are
• Quickly elicit the vocabulary for objects in the class room
and prepositi ons of place, by pointin g at the objects .
P' 381 Unit 3 • School life

• Divide students into pairs and give out the worksheets. Tell
Higher education institutes that are not universities
students that they must not look at their partn er's picture.
may also be called coll eges. e.g. th e Oxford College of
Explain that the y both have a picture of the same scene
further Education. These }nstitutions provide education to
but there are sixdifferences. Demonstrate the activity by
students over 16 who may be doingAS levels or vocational
drawing attention to the example sentences and ask two
qualifications. but also for adul ts wh o have decided to
students to read them out.
study later In life.
• Students describe their pictures and ask questions about
their partner's picture in orderto find the differen ces. When Some public schools may also call themselves colleges,
the y find a difference, they mark it wit h a cross. e.g. Eton College or Winchester College.
• The activity continue s until most pairs have found the six
differences. Elicit the differences from the class.
Exercise 2 page 30
KEY • Ask students to read th e ti tle . Int rod uce the task and ask
students t o read the fi ve headings. Ask w hich two the y t hink
In picture A the teacher is in fro nt of the board. In picture B the
are t he extra ones th at will not be used. Students do t he
teacher is next to a student.
task. Check answers with the whole class.
In picture A the CD player is on the teache r's desk. In pict ure B
it's on a shelfnext to the board.
In picture A there is a TV. In picture Bthere isn't a lV.
KEY
In picture A there are two boys nextto the computer. In B there 1 b2e3 a
is a girl next to the computer.
In picture A there is a bin nearthe door. In picture B the bin is
LANGUAGE AND CULTURE NOTE - SCHOOLS
nearthe computer.
In picture A there are no posters. In picture B there are two Students often say publicschool Instead of state school.
posters. A publicschool, in Britain. despite the name. is in fact
a very exclusive private school. Theterm started in the
nineteenth century to describe a school that was publi cly
managed as opposed to privately owned by teachers . The
most famous public schools are Eton [irtan] (attended by
Princes William and Harry) and Harrow [hrercc], for bo ys.
Sch ools in England and Cheltenham ladles' College (tJelt,nom] and Roedean,
[raodim], for girls . The students often live at the school
during term time. The schools put a strong emphasis on
discipline. sport and religion ,
L ESSON SUMM AR y • • • •
In the USA, however. publicschool is the same as state
Reading: factua l text; secondary education in England
school.
li stening: two students talking about their schools
Speaking: discussing schools
Topic: school Exercise 3 page 30
• Students read fordetail. fast finishers may write corrected
versions of the false sentences. Allow students to compare
"'in.hUM... To do the lesson in 30 minutes, askstudents to answers in pairs, then checkwith the whole class. After
read the textforthe first time and do exercise 2 at home. every sentenceask if it is true about the students' own
cauntry and if not. what Is. With a weaker group, you might
.. Lead-in 2 minutes ask students to write 7 sentences about their country
• Write school on the board. Ask students: In your country, modelled on the sentences in the exercise and read them
how old are children when they go to school? Is It alo ud.
compulsoryforthem to go to school? (explain the meani ng
of 'compulsory') . How long do you have to go to school? How KEY
manyyears of school are compulsory? Introduce the topic 1 T 2 F 3 F 4 T 5 F 6 T 7 T
of the lesson by saying: Today we are going to read and talk
about school and education in England.
Exercise 1 page 30 • Tell students they are going to heartwo teenagers talking
• Explain the vocabulary in the chart. Stud ents calculate how about their schools. Ask them to read the three statements.
manyyears of compulsory education there are in England. Play the recordin g once and check how many stud ents know
the answer. If fewer t han a half do, pl ay th e recording ago
Ask for the right answer.
KEY
11
KEY
1 is correct
CULTURE NOTE - COLLEG E
College in the America n school system means university.
In England the term has several meanings.
Some univ ersit ies. nota bly Oxford and Cambridge and
a few of the other older universities havea collegiate
system. w hereby t he univers ity Is made up of separate
call eges.
Unit 3 •
Transcript 1.45 .. Lesson outcome
Nick Hi, my name's Nick and I goto Abingdon School. It's Ask st udent s: What have we talked about today? Elicit : school in
a big private school near Oxford, in the middle of Eng land (and in our country). Ask students for vocabulary from
England. It's a very old school - about 700 years old. the lesson - ask everyone to say one word related to schools
There are about800 students here. and about100 and educationthat they learned. Draw students' attention to the
teachers. There are only boys - there aren't anygirls.
lesson statement: I can talk aboutdifferentscnoot systems.
Some boys liveat homeand justcome to school for
lessons, like in a normal school, but I live in the school
during the term . I go home forthe holidays of course.
All the boys weara uniform - that's special clothes.
The uniform is a darkblue jacket, light blue shirt. grey
trousers, black shoes and socks. and a tie. We work
veryhard but I like myschool. I want to do A·levels and
thengoto university.
Stephanie Hi, I'm Stephanie and I'm at Oaklands School in LESSON SU MMAR y • • • •
london. It's a state secondary school in the east of
Grammar: have to
london. It's a mixed school, for boys and girls. The re
Speaking: talkingabout an ideal school
are about600 students in the school, and some of
them come from different countries - there are lotsof Reading: gapped text
Pakistani, West Indian, Indian and Chinese students
here. There are 89 teachers. I come to school five days
a week. le ssons start at 9 and finish at 4. Weweara "U,'ailill To do the lesson in 30 minutes, do exercise 5
uniform at myschool. I don't like the uniform - it's a orally as a class and skip exercise 8.
green 'l-sh trt or sweatshirt and a grey skirt - trousers
forthe boys, of course. School's notbad, but I want to .. Lead-in 2 minutes
leave after my GCSEs and get a job. • Th ink of one rule that most students dislike at your school
and one th ing the y lik e, fo r exam ple: We have to be at school
Exercise 5 page 3 0 "1.45 at 8 o'clockevery day. We don't have to wear uniforms.
• Ask stude nts to read t he chart. Play the recording t hrough • Write the two senten ces on the board, acco mpanied by an
once. The second t ime, pau se aft er Nick. Check if most unhap py and a happy face. Circle th e words have to and ask
students have got t he answ ers, t hen play Stephanie's part. What do you think 'we have to' means? What do you think
Allow them to confer in pairs. Check answers as a class. 'don'thave to' means? Elicit translations. Conclude: To day
we are going to talk about things we ha ve to do and things
KEY we don'thave to do at school.
Nick Stephan ie
Exercise 1 page 31
Name of school Abin gdo n Oakla nds • As students read the text abou t Summerhill, be prepared to
Private or state private state answer questions about this unusual school.
Numbe r of st udents 800 600
Numbe r of teach ers 100 89 CULTURAL NOTE - SUMM ERHIL L SCHOOL
Mixed (bavs and gl rls?) no yes Summerhill School was founded by A 5 Neill in 1921.
Wants to leave when? after A·levels after GCSEs It has 69 students, aged from five to seventeen, many
of whom com e from abroad (especially Japan. Korea
and Taiwan). The school's underlying philosophy is that
Exercise 6 pag e 30 children learn best when they are free from pressure. The
• Check that students understand the terms state school and British Government tried to close the school in 1999 since
private school. it did bad ly in a govern ment inspection, but the schoo l
• Go around the room and listen as students ask and answer appealed against the decision and won.
the questions.
OPTIONAl ACTIVITY Exercise 2 page 31

• With a weaker class, allow 30 -45 seconds for studentsto
After students have asked and answe red the questions
look through the Learn this! box, bu t complete It as a class ,
in exercise 6 in pairs, you can ask them to prepare a 30-
making sure that weaker students also get a chance to
second presentation about their school. Suggest they can
contribute. With a strongerclass, let students complete the
start their presentations with I go to ... or Welcome to ..•
box Indiv idually or in pairs. th en check w ith the whole class .
Allow 2 minutes to prepare. They can write if they wish .
Point out the third person singular -s again, emphasising
Have 3-5 students say their mini ·presentatians in front of
that it's the same - s as in goes, likes, does, etc.
the class .
KEY
Exercise 7 page 30 1 have to 2 don't have to 3 Does 4 do es
• As stude nts fill in t he chart, circulate, monitor, and hel p.
After t hey have fin ished, ask a few qu estion s, for example:
Howald are children when they go to nursery school ? LANGUAGE NOTE - HAVE TO YS. MUST
Studentsmay have come across must before and may ask "
you about It. If so, expla in th at it means th e same as have ~
to. It is not advisable to go into th e differences between •
must and have to at this level. Have to is more common in
,r--- Unit 3 • School life

everyday conversat ional English.
Exercise 3 pa g e 31 Exercise 8 page 31
• Students work on the exercise individu all y or in pairs. • Either one student from each pair forms a new pair with a
different partner, or pairs get together forming groups of four. If
KEY you don't have a number of students that's divisible by 4, the
1 has to , don't have to 4 have to last odd pair or even group of three can be divided, each student
2 don't have to 5 have to joining a different group (50 there will be some groups of 5).
6 doesn't have to • Alternat ive ly, pairs cou ld j ust read t heir descri pti ons to the
3 have to
who le class.

OPTIONAL ACTIVITY
• Play the recording once for students to check their answers
to exercise 3. then agai n, stop pi ng after every sentence and
Ask students to write 3-4 sentences about the rule s in
theirfamily, e.g. I have ta be at hame at... or I have ta
asking a few students to repeat it indi vid uall y. Make sure
clean my raom . Teli them to look back at Unit 1E, page 13
t hey use t he weak form of to in have / has to.
- the vocabulary there will be helpful. Circulate and help.
For further practice on have to, go to: Students get into groups of three and compare the rules in
their homes. If there's time, they can then report back to
Grammar Builder 3D : Student's Book page 112 the class about any similarities or differences.
KEY
II 1 do the washing 4 cook dinner .. Lesson outcome
2 make breakfast 5 tid y hi s/ her bedro om Ask students : What did we ta lk abaut today? Try to eli cit have
3 go to the supermarket 6 clean the hous e
to, but accept all answe rs relevant to t he conten t of the lesso n.
Briefl y practi se th e grammar by eliciti ng the di ffe rent forms,
5 2 Suzie doesn't have to tid y her bedroom. affi rmative, interrogati ve and negat ive. Draw st udents' atte ntion
3 Mark has to clean the house. to the lesson stat ement: Ican describe my idealschool.
4 Suzie doesn 't have to clean t he hou se.
S Mark and Suzie don 't have to cook dinn er. Notes for Photocopiable activity 3.2
6 Mark and Suzie have to do t he washin g.
7 Suzie has to make breakfa st. Find someone who •••
8 Suzie has to go to the superm a rket. A class survey
9 Mark doesn't have to go to the superma rket. Language: have to (ques t io ns, short answers, and 3 rd person
singu lar), present simple
6 2 Does Suzie have to tidy her bedroom? No, she doesn't.
Materials: one copy (half th e wo rksheet) per st udent (Teacher' s
3 Does Mark have to clean the house ? Yes, he does . Boo k page 128)
4 Does Suzie have to clean the house? No, she doesn't. • Explain t hat stud ents are going to ask and answer que st ions
5 Do Mark and Suzie have to cook din ner? No, t hey don't. to complet e a class survey. They need to change the
6 Do Mark and Suzie have to do the washing? Yes, they do. sent ences on th e works heet into que stion s. Elicit th e fir st
7 Does Suzie have to make breakfast? Yes, she does . few que sti ons e.g. Do you have to workat the weekend? and
8 Does Suzie have to go to the supe rmarket? Yes, she does. pre-teach vocabulary as necessary (e.g. baby-sit) .
9 Does Mark have to go to the supermarket? No, he doesn 't. • Demonst rate th e act ivit y by asking a student the first
7 Open answers questio n. Encourage th em to repl y wit h a short answer, e.g.
Yes, fda. or No, f don 't. If the stud ent answer s: No, f don 't,
move onto t he next st udent. When a stud ent answers Yes, I
Exercise 5 pa ge 31 do, ask th e follo w-up que st ion: Where do yau work?
• Check th at everyone understand s compulsory (they may • Student s move around the class asking and answ ering
reme mber it from lesson 3C). Do the fir st two exampl es que sti o ns. They w rite t he name and answer in the spaces
orally as a class, to make sure everyone understa nds what provid ed. Tell t hem the y must w rite anot her st udent's name
t hey need to do. With a stro nger class , you can do t he whole onl y onc e. (This is to ensu re t hey speak to as many ofth eir
exercise orally. classmate s as possibl e.)
• When a few students have fini shed ask everyone to sit down
Exercise 6 pag e 31 and have a class feedba ck session . E.g. Barbara has to work
• Emphasise that th is is supposed to be an ideal schooi (50 at the weekend. She works in a sh op.
t hat the stu dents don't miss the point) . Students compl ete
the descrip t ion individually. Check answer s with the w hole
class by having student s read the text aloud .
KEY
1 don't have to 3 have to 5 don't have to
2 don't have to 4 don't have to 6 don 't have to
L ES SON SUMMA R y • • • •
Exercise 7 page 31 Reading: an article; reading for specific information
• Allow 5 minutes for pairs to wo rk on th eir descri pti ons Vocabu lary: rooms and faciliti es in a school
(possibiy more, if the students are feeli ng very creat ive).
Topic: school
Circulate and help with vocabulary.
"';[')3'1..1 To do the lesson in 30 minutes, ask students to

read the text forthe firsttime at home and to do exercise 2 in
advance. Alternatively, do exercises 3, 7 and 9 as a class.
Unit 3 • School life ~

.. Lead-in 2-3 mi nut es Exercise 6 pag e 33 " 1.4 7
• Ask a few students: How for do you live from school? • Play the recording once for students to check their answers
(How many kilometres ?) How long does it toke you to get to exercise 5, then again pausing after each word and asking
to school? (Howmanyminutes or hours?) If some of your students to repeat individu ally and chorally. Pay att ention to
students come from another town orvillage, you can ask: stress in the com pound nouns: classroom, computer room,
Howo[ten do you go home ? Explai n: Todaywe are going to stafitoom, efgying field - each of th em is pronounced as
read about students inAustralia wholive veryfar from schoof. on e word with stress on the first element.
Exercise 1 page 32 Exercise 7 page 33

• First. students workin pairs ; each chooses one of the • With a weaker class, you can tell students there are only 3
photos and describes it. Circulate and listen. Ask a few of the words in the text. With a stronger class, you can ask if
students who did weil to describ e their photos to the whole they can remem berwithout looking!
class. Choose them so that every photo is described at least
once. Point out the strong points of the description (good
KEY
use of vocabulary, good ideas. good sentence structures).
classroom, li brary, playing fieid s
Exercise 2 page 32
• Read the reading tip aloud and check understanding. Exercise 8 page 33
• Now ask students to do exercise 2 as quickly as possible. • Students work in pairs. Ask them to copy the chart onto a
See who can do it under 1 minute! ioose sheet of paper so that th ey have plenty of space to
write. Explain advantages, disadvantages, compare. With
KEY a stronger class, teil the students they have to add at least
1 20 mill ion peopie five ideas of thei r own (on whichever side).
2 over 1000
3 once or twice a year Exercise 9 page 33
• Putthe pairs togetherin groups of fou r. If there is an odd
number of pairs, one will have to split, joining different
Exercise 3 page 32 groups. Students exchange ideas. At the end, bring the class
• Tell students theyare now going to workout the meaning togetherto shareviews. Did most people agree about what
of some words from the text, without using a dictionary. the advantages and disadvantages of stud ying at home are?
The definitions in the exerci se are not in the same order as How many think there are more advantages/ disadvantages?
the words in the text. Allow 3-5 min utes. Ask students how
many words they managed to wor k out th e meaning of. If .. Lesson outcome
someone hasn't got all the words , they can now check with a Ask stude nts: So, what di d we do tod ay? Elicit something like:
partner or look at th e Wordli st. We read abou t Schoo ls of the Air. Ask everyone to say one
piece of information or one new word they learned from the
KEY lesson. Draw students' attention to the lesson statement: Ican
1 on their own 4 takes place 7 once understand and react to an article about schools.
2 enormous 5 twice
3 borrow 6 post
Exercise 4 page 32
• Ask students to go back to page 13 and re-read the readi ng
tip there. When checking answers. ask students to point to
specific sentences in the text where the answer is contained.
LESSON SUMMARy • • • •
KEY FunctionaL English: directions
1 b 2 b 3 a 4 b 5 b 6 b listening: following directions
Speaking: giving directions
Exercise 5 page 33 Topic: school
• Ask students to look at the vocabulary in box. Do they know
anyof the words?If theydo, encourage them to tryand do
some of the questions without looking words up. After th ey've 11:1n;1I4"1 To do the lesson in 30 minutes, spend less time
done as much as they can, iet th em consult th e Word list or practising pronunciation and limit the number of performances
use their dictionaries. in exercise 8 .
KEY .. Lead-in 2 min ut es

1 li brary 6 gym • As k students to recall some of the names of places in a school
2 canteen from the last lesson: library. canteen. staffroom, computer
7 corridor
3 piayi ng field 8 computer room
room, etc. Ask a few question s about your own sch ool, for
example: Where is the ... (e.g. library) in our school? Which
4 classroom 9 hall
fl oor: first or second ? Elicit the floor and possib ly some other
5 staff room 10 stairs
information, e.g, Next to the ... (computer room)
• Inform the class: Today, we're going to learn to say where
places are and how to get there.
Unit 3 • Schoo l life

4
Exercise 1 page 34 g 1.4 8
Girl Excuse me. Can you tell me where t he [beep] is, please?
• Ask st udents to loo k at t he pic tures and name the pl aces Boy Yes, of course. Go along this corrido r and turn left. Go past
they see: corridor, stairs, staff room , etc. Then ask the m to th e stairs, along to the end of t he corridor, and turn right.
read th e task. Play t he recording once, allow 30 - 45 seconds Girl OK...
for students to complete answe rs, and check . Boy It's the door on your left.
Girl Thanks very much!
KEY
5
1 B 2 E 3 A 4 0 5 C
Girl Excuse me. Where's the [beep] ?
Boy Go along this corridor and turn right . And you're the re! Good
Exercise 2 pag e 3 4 g 1.48 luck!
• Before students read the dialogue in pairs. play the
reco rding one more tim e, pau sing to pract ise t he Exercise 5 page 34 g 1.50
pron unci ation of th e ph rases: Excuse me, and Where '5 that? • Tell studen ts the y are going to hear anot her dia logue. Ask
all the instructions (Go up the stairs, etc.) Thanks very much, t hem to read t he quest ions. Play th e reco rding tw ice. Allow
You're welcome. Ask stude nts to repeat individuallyand studen ts to compare answers in pai rs, t hen check with the
chorally, focusing on intonation: encourage them to copy the whole class.
into natio n in t he recordin g as closely as they can. Finally,
play it a t hird time w itho ut stop ping, to give students a KEY
mode l of the who le, a nd as k the m to read it in pai rs. 1 To the cante en 3 Fou r
2 He wants to have lunch 4 The cantee n is clo sed
Exercise 3 page 34
• Studen ts work individ ually. Circulate and see how well
they're doi ng. Stud ents can compare answers in pairs. To
Transcript 1. 50
check, ask one st ude nt to show th e route t o the class. Oliver Excuse me. Where's th e canteen?
Boy 1 Go along the corridor. Turn left.
Exercise 4 page 34 g 1.4 9 Olive r Thanks!
• Explai n to st udents that t hey are now going to do th e same

Oliver Hmm. Oh, excuse me.
t hi ng as in th e previou s exercise - follow so meone's route
Girt 1 Yes .
on the plan - but t hey will only hear t he di rect ions, not Oliver Is the canteen near here?
read th em. Reassure them t hat you will play t he record ing Girl 1 The canteen?
as many t im es as they need to hear it. Ma ke sure everyone Oliver Yes. I want to have lunch.
knows wh ere th e start ing point is. Play t he mate rial all t he Girll No, the canteen is in t he ot her part of t he school.
way th rough o nce, t hen again, pausi ng bri efly afte r each Oliver Oh. Where's that? I' m new here.
di alogue, th en ask stud ent s if t hey need to hear any of Girll Go outside. Turn right. Then, let me see. Go through the
th e d ialogues again. Repl ay any parts of t he record ing as doors. And you're there!
necessary until most st udent s have got most of the answe rs. Oliver Thanks.
KEY Oliver Excuse me. Where' s the canteen?

Boy 2 Go past th e library. Turn right, and it's opposite th e
1 compu ter room 3 toil et s 5 Head teacher's office
computer room.
2 library 4 gym
Oliver ... past th e library .... turn left - no, right ...
Transcript 1.49 Olive r Is the canteen near here?

1 Girl 2 Yes, go up th e stairs ...
Boy Excuse me. Do you know where t he [beep) is? Oli ver Up the stairs?
Girl Yes, I do. It's on this flo or. Girl 2 Yes. Turn left and it' s next to the staff room, on the right.
Boy Oh. right. Oliver Thank you.
Girl Go along this corrido r and turn left. Turn left again at t he end
and it' s on your left , opposite the canteen. Oliver At last! Excuse me. Is t his t he canteen?
Boy Thanks! Woman Yes, it is. But it's closed. Sorry.
Oliver Oh nol
2
Girl Excuse me. Where's the [beep}? Exercise 6 page 34 g 1.51
Boy Go upstairs to the fi rst floo r. • Play t he sentences one by on e, asking st udents to repea t
Girl Where are the stairs? cho rally. Then play t hem again, pausing and asking some
Boy Oh, OK. Go along this corridor and turn left. The stairs are stu d ent s to repeat individ ually. Focus on intonat ion.
just opposite. Go up to th e first floor .
Girl OK Exercise 7 page 34
Boy Then turn right. It's the second door on the left.
• Studen ts prep are t heir dialogues. Circulate an d mon itor.
Girl Thanks!
Not e so me common erro rs and d iscuss t hem with t he who le
Boy You'r e welcome.
class so th at stud ents can includ e t he correctio ns in their
Girl Thanks very much!
final version. Select t he best d ialo gues for act ing out in
3 fro nt of t he class (clear pron unciati on, fun ny content.
Boy Excuse me. Where are t he [beep] ? att empt at act ing).
GirlThey' re on the fi rst floor. Go along this corridor and turn left.
Go up the stairs and turn left at the top. They' re on your left.
Boy Thanks very much.
Unit 3 • School li fe ~
Exercise 8 page 34 Exercises 4 and 5 page 35
• Three or four pairs act out their conversationsto the whole • Te ll students they are nowgoing to lookat the use of
class. Givefeedback - comment on strengths and correct a capital ietters in English. Read the writing tip aloud. asking
few errors in the target language. for English example s of months, names, languages/
nationalities, towns and countries. Put some examples
.. Lesson outcome on t he board or appoin t a student to do it. Then ask the
question: Which rulesare different in your language?
Ask student s: What have we talked abaut taday? Elici t giving
directions or equivalent. Ask everyone to give one word or
phrase they learned from the lesson. Draw students' attention
Exercise 6 page 3 5
• Allow students 2 minutes to do the exercise , then ask
to the lesso n statement: I con understand and give directions. 2-3 stu dents who write clearly to come to the board
(simultaneously) and write down the answers. You may put
the numbers I , 2, 3. 4,5 on the board in a column so that
the volunteers know where to write the sentences. As a
class, look at the answers and correct any erro rs.
A description KEY
1 The new school year starts on Monday 6th September.
2 Your fir st lesson on Thursday is histo ry.
LESSON SUMMARy . . . . ..
3 Our Spanish teacher is from Lima in Peru .
Writing: a description 4 My brother James and I go to Eton College.
Read ing: a descriptio n 5 Our geography teacher's name is George White.
Vocabulary: a reviewof vocabulary from the unit
Topic: school
Exercise 7 page 35
• Suggest to students that they shouid choose the four bulle t
points they are going to write about based on two criteria:
1O.,II,Jjll...1 To do the lesson in 30 minutes, set the writing as (1) which information is most relevant in the context of their
homework. or do exercises 5 and 6 05 a class and have students school, and (2) for which point they can thi nk of some good
write a first draft in class. vocabulary to show off.
.. Lead-in 2 min ut es Exercise 8 pa ge 35

• Askstudents: What information do you need when you come • Say that the description should begin with a title or
to a newschool? Accept any relevant answers, but tryto elicit introduction: this could be one or two sentences saying
some of the Where is ... type and some of the What time ... what t he description is abo ut, for exampie: I ga to Xscnool.
type. Do not insist on grammatical accu racy. Tell students or This is some information about myschool, X school in ... .
that they are now goingto read a description which gives this • Students write their descriptions.
information to a new student, and then they're goingto learn
to write a description. ALTERNATIVE WRITING TASK
Imagine you are setting up your own, ideal school. Write
Exercise 1 page 35
a description of the timetable and the weeks' activities.
• Exercise 1 and 2 can very well be done simultaneously.
Include some information about three of these subjects:
The photos help students understand the cont ent of t he
description and put the parts in the correct order. Students • what times lessons start and finish
work individually, then checkthe answers as a class.
• how manylessons there are on eachdaylin each week
KEY • where the lessons take place

4 - 2 -1 -3 • which subject s aren't st udi ed at your school, and why
• what extra studies and activities are on the timetable

Exercise 2 page 3 5
• Ask stud ents to match the photos with three parts of the • what the food is like, how and where it is served
description in exercise 1. Studen ts do the task. Check , Say why students like your school.
answers as a class.
KEY .. Lesson outcome

A 3 B1 C 2 Ask stude nts: Whathave we learnedabout today? Elicit:
description, or writing a description . Eli cit a few phrases that
can be used in a description. Draw the students' attention to
Exercise 3 page 35 the lesson statement: I can write a description of myschool.
• Students answer the questions individually or in pairs.
Check as a class.
KEY
1 8.4 5 3 Next to t he gym 5 At 3.30
2 10.20 4 On Tuesdays at 1.45 6 Early. at2.3 0
[I ...i' 1 • 5rhoollife
3
TOPIC • • •
Sport I
Interviewer And what do you do at the weekends?
Joshua
Well, I go to t he beach! In fact, all my family go. We
are all members of the local surfclub. My mum and
dad love surfing, too. So does mylittle sister. She has
her first competition next mon th. All ourfriends are at
• lead-in 2minutes the club. It's great fun.
• Discuss issues relate d to listeni ng with st udents. Ask them Interviewer When isyour next competition?
if they like listening task s, if they thi nk li stening is easi er Joshua We have a club competition next week. But in two
I
ormore difficult than reading, and what can make listening months time it's the world championships. and I want
difficult (e.g. the peop le may speak too fast for you , i f you to do well!
miss somethingyou cannot go back, it's difficult to listen Interviewer Good luckfor that, Josh!
and writ e at th e same ti me (if th ere i s a t ask), th ere may be Joshua Tha nks verymuch.
backgroun d nois e, th e qua li ty of th e recordi ng may be bad).
Ask students if they have any st rategies that th ey use to Exercise 3 page 36
make listening easier. Share ideas as a class. • Ask students: 00 you like presents? Do you like getting
presents or giving presents? Is it difficu lt to choose a present
Exercise 1 page 36 for someone? Then ask t hem to do the tas k in pairs or
• St udents look at the photo and do th e task. ( heck grou ps of t hree. Clrcutate and help with vocabulary. Let
understanding by saying: The man is a ...? And he's got a ... ? students share ideas as a class. Which presents are the
And he's wearing (point t o your clot hes t o comm unicate most popular?
the meaning of wearing) a ... ? And this (draw a waveon the
board) is a ... ? Exercise 4 page 36 "1.53
• Read the Speakin g exam task as a class.
Exercise 2 page 36 " 1 .52 • Tell students they are going to hear a candidate do ing the
E iListening: multiple-choice statements task in the exam. Ask them to read th e inst ructions for the
• Read the Listening tip with t he whole clas s. After reading listening task.
point 2, emphasise th at it is important not to stop listening • Play the recording t hrough once, then again , stopp ing afte r
- you can think abo ut what 's in the exercise on the page each gap to check.
later, b ut you can't hear the recording later.
• Sayyou are moving on to the exam task. Ask: So, what KEY
should you do first? Elicit: Read the questions and the 1 Why don't 4 shall 7 w hat about
multiple choice answers. AHow a minute forstudents to read. 2 th ink 5 Let's 8 ide a
• Play the recording twice. Ask students to compare answers 3 like 6 exciting
in pairs. Ask w hic h ones the y agreed and di sagreed abou t.
Discuss the answers to the questions that caused some
dou bts in mo re detail , possibly playin g th e relevant secti ons
Exercise 5 page 36
of the recordi ng again. E Speaking: situational role-pia
• Read the list of phrases with the whole class.
KEY • Students do t he exam task in pairs. They can then switch
1 A 2 ( 3 8 4 A 5 ( 6 ( 7 A roles and do th e same task again, or switch roles to do the
optional task. For this task, pre-teach organise, invite, take
(him/ her) out to .._
Transcript 1.52
Interviewer I'm here to meet re-ye ar-old Joshua Stevens. He isthe
new under-eighteensBritish surfing champion. Hena, OPTIONAL ACTIVITY
Josh. Pleased to meet you. Speaking: situationa l role- play
Joshua Hello. Pleased to meet yo u, too. You are visit ing a friend in London . She has suggested
Interviewer Josh, whatdoyou do wh enyou're not on a surf board? goin g shopping.
Joshua Well, I'm stillat school. I have to take my exams next
year. • Reject the suggestion and give a reason.
Interviewer That's tricky. What do you do whenyou're not at • Suggest doing something else.
school? • Suggest where and whe n you could meet.
Joshua That's easy! If I'm not at school, then I want to be out
on the waves. I live in north Devon, and we usually (The examiner starts the conversation.)
have great surfing waves there.
Interviewer Tell me, Josh, abouta typical dayin your life.
Joshua OK. In the summer, I get up early, and go surfing fora • lesson outcome
couple of hoursbefore breakfast.Th en, I go to school. Ask students: Whatdid we do today? Eli cit : listening, speaking,
Interviewer Do you work hard at school? and negotiating. Ask students if they remember any of the good
Joshua Oh, yes, very hard. And if it's good day for surfing, I advice about doing listening tasks . Elicit some of t he phrases
tryto do my homework at lunchtime, sothat I have for suggesting and responding to suggestions.
more time at the beach afterschool.
Interviewer Do you goto the beach every day after school?
Joshua Yes, usually, if the waves are good.
Interviewer Even in the winter?
Joshua In the winter I don't gosurfing before breakfast
becauseit's too dark, but I go after school if I can .
It's a bit cold in winter, but I wear a wetsuit, andthe
waves are usually great.
Get ready for your exam 3 p

TOPIC • • • ill Transcript 1.54
School Examiner Can you tell me about your school?How many
students arethere?
Btanka Th ere is about800 studentsin the school.
.. Lead-in 3 minutes Examiner Realty. And what subjects do you study?
• Tell studentsyou are going to briefly revise vocabulary Blan ka We study about ten subject. English, Czech, maths,
relat ed to schoo l: names of su bjects, places, people, thi ngs biology, physics, geography, history, computing, art
you do at school, etc. Ask every bo dy to th ink for about and P.E.
30 -45 seconds and t ry to remember as many wo rds as they Examiner And what's your favouritesubject?
Blanka Urn, that's a difficult question! I like the biologyand
can. Then askeverybody in turn to say one word related
maths, but my favourite subject is physics.
to the topic of schoo l. They must not repeat word s whic h
Examiner Can you tell meabout the timetable?When do
have alreadybeen said. If someonecannot think of a word
lessons start, and finish?
or repeats a words that's already bee n mentioned, they are
Blanka We start at eight o'clock, and lessons fi nish at half
out. The win ner is t he last perso n (or th ree people) that is/ past three o'clock.
are left. Examiner And, howlongis the lunch break?
Blanka An hour, from twelve o'clock to oneo'clock.
Exercise 1 page 37
• Askstudents to read the rubric. Challenge them to find the • TeU students there is one mistake in each of the sentences
answer in less than 20 seconds! Askeveryone to put their 1-4. Students do the tas k ind ividuall y and compare answers
ha nd up when they have got t he answer. Check when all or in pairs. Check with the whole class ,
nearly all th e ha nds are up , but not later tha n 30 second s.
KEY
KEY 1 There are about 1,000 st ud ents in t he schoo l.
Yes 2 We study abou t t en subj ects.
3 I li ke biology and maths.
4 lessonsfinish at half past three.
Exercise 2 page 37
E Reading: multiple-choice statements
Exercise 5 page 37
• Read the Read ing tip as a class. Afterpoint 2, sayyou can
E ' Speaking: situational role- lay
also note the number of the question in the margin next to
the relevant passage.' • Studentsdo the Speaking exam task in pairs. They can then
• Ask students to read the exam tas k and th e seven mu lt ipl e- switch roles and do the same task again, or switch roles to
choice statements. Make sure everyone understands them. do the opt ional task.
• Stude nts do the task in d ivid uall y and compare answers in • Get a few pairs to perform in front of the class.
pairs. Check wi th the whole class .
• Askstudents to justify their answers by reading the relevant OPTIONAL ACTIVITY
parts of the text.
Speaking: situational ro l e-pl ay
KEY There's a group of fore ign students visitin g your school.

1 B3 C5B7 C One of them has asked you a few questions.Tell h im:/~her~
2 C 4A 6 A e" wha t your next two les;;ons:are,
• which sub jects you like,
Exercise 3 page 37 • where the canteen is.
• Ask st udents to try and list as many sub jects as they can (The exami ner start s th e conversation.)
without lookingin unit3. When they cannot remem ber any *w '* _ '*
more, they can refer backto it. Pairs compare listsin groups
of four and ask and answer about their favourite subjects. .. Lesson outcome
Ask students: Whatdid we da today? Eli cit: reading with
Exercise 4' page 37 "1.54 multiple-choice statements, speaking. Ask several students to
• Ask st udents to read t he Speak ing exam task and explain say one t hing they learned from th e les son - either an exam t ip
they witt h ear a candidate doing it. Ask t hem to read the or a pieceof lexis.
instructions for the exercise and make sure everyone
unders tands what they are supposed to listen for .
.. .---...
T HIS UN I T IN C LU D ES • • '"
$ &, vocabulary·,c lottleS • adlectfves e musicallestruments e types of party
.rfr~'tt:hne attMti es • prepositions of time
Gri:inrrwir-iPf'esent contlnuoos e can/can't » adverbs
~~ ~descrtblng ,c1othes • talking aboutme.ctcmes youwear
akingarrangemel'lts
.~ a party invitation ,
pages"34""'40
LESSON SUMMARy • • • • ;:: KEY

Vocabulary: clothes. colours 1 green 6 brown 11 brown
Listening: descriptions of people 's clothes 2 purple 7 black 12 blu e
Speaking: describing a person's clothes 3 pink 8 orange 13 white
Topic: people 4 grey 9 red 14 yellow
5 black 10 white
11nl)in...1 To do the lesson in 30 minutes, set the Vocabulary Exercise 4 page 38

Builder as homework. • This game can also be played in groups of three, with one
student asking question s and the oth ers trying to recall the
.. Lead-in 2 minutes answers. You may specify a number of question s (e. g, 5 or
• Bring in an item of clothingwhich you imagine students 6) to be asked by one student; after th at, students swit ch
may know the name of, e.g. jeans or a swea ter, preferably in rotes.
a surprising colour. Have a conversation along these lines
with the class: Whatare these? (Elicit: Jeans.) Are they blue For further practice of clothes vocabulary, go to:
jeans? (Elicit: No, orange!) Today we are going to talk about
Vocabulary Builder (pa rt 1): Student's Book page 131
clothes (pointto the clothes you're wearing) and calours.
Look around! Do you know any other names of clothes or
colours that anyoneis wearing here today? Elicit any names KEY
of clothes and/or colours. 1 "2.05
1 a blue top 6 blue tracksuit bottom s
Exercise 1 page 38 2 a black and white dres 7 grey trousers
• Askstudents to open their books and con tinue working 3 a pu rpie blouse 8 an orange and yellow T-shirt
on clothes vocabulary, using the picture. They can use the 4 brown boot s 9 a pink shirt
Wordlist if they wish. 5 red shorts 10 a green tie
2 as above
KEY
1 shirt 6 shoes 11 sweatshirt 3-4 Open answers
2 jacket 7 boots 12 jeans
3 dress 8 skirt 13 trainers Exercise 5 page 38
4 top 9 blouse 14 T-shirt • With a stronger class, encourage students to produce
5 trouse rs 10 cap more than one sentence for each person they describe.
Not illustrated : shorts jumper socks tie Circulate and monitor. Identify a few particularly well -
tracksuit bottoms written sentences (detailed observations. a good range of
vocabulary, correct and natural-sounding stru cture) and ask
stu dents to read them aloud .
LANGUAGE NOTE - CLOT HES
Jeans and trousers are always plural in Englis h.r Exercise 6 page 38 "1.58
Oothes is also aiways piural, e.g. I bought some clothes • Tell students they are going to listen to fourteenagers
today. If we want to make it singular we have to talk about talk ing about their clothes. Ask them to read the task.
a ~ p~ cific item, e.g. I bought a shirt today, • Play the recording through once, then stop after each
A lop can be a shirt , t-shirt or blouse . It is mainly used for • speaker to check answers.
women's clothes, A blouse is only worn by women.
I KEY
David and Fiona have to wear a uniform
• Play the record ing through once for students to check their
Transcript 1.58
answers to exercise 1, then again pausing after each item
for them to repeat chorally and individ ually.
1 DavId
Int. What do you usually wear to school?
Exercise 3 page 38 David We have to wear a uniform, so it's always the same! It's a
green jacket, white shirtand green tie, and black trousers.
• In pairs, students take turns to identify the colours in the
Int. And what do you wear wh en yo u goout with frie nd s?
picture.
David I usuallywear trousers or jeans, and a sweatshirt or a
jum per.
Unil4 • TIme 10 partv '

yo.;. ~ su alty wear to school? OPTI ONAL ACTIVITY
s, Sometim es I wea r jeans, tra iners and a top. Cut out a few full-pag e phot os from fashi on magazines.
""_.....~ I wear a skirt and a blouse. The number of Ihe photo s must be half the number of
at doyou wea r when you go outwith friends? students in yourclass. Th ere should be a more or less
"be same things really - jeans or a skirt. If it's a special equal number of male and female models, and the clothes
occasion I sometimes wear a dress. should have some similarities as well as differences (for
example, two men in jeans, the only difference beingthe
3 Peter
colour of the shirt, etc.) Mount th e photos on card and cut
Int. What do you usually wea r to school?
them vertically through the middle, so that each half is a
Peter I wea r tracksuit bottoms and trainers.
longish strip showing one leg, one arm, half a face, etc.
Int. And what do you wea r with them? A shirt?
Peter Yes , sometimes, or just a T-shirt. Procedure: Hold all the stri ps face down. Each student has
Int. Andwhatdo you wear when you go out with friends? to pull out one without seeing it or showing it to others.
Peter I usually wea r a T-sh irt and a jacket, an d jeans. Students look at their half-photos , think of the words
4 Fiona they need to describe the models and their clothes. At
the teacher's signal, th ey stand up and start looking for
Int. What doyou usuallywearto school?
the other half by asking questions such as: Have you got
Fiona I wearthe school uniform - grey skirt, white blouse and a
blue jacket. a manor a woman? A man in jeans? When they're sure
they' ve found the othe r half, they put the pictur e together.
Int. And whatdo you wear when you go out with friends?
Fiona r usually wea r jeans and a top, sometimes a jacket if it's
(old.
• Lesson outcome
- -
Exercise 7 page 38 "1.58 Ask: Whatdid we talk about today? Elicit: clothes. Ask everyone
to say one name of an item of cloth ing. Draw students'
• Askstudents to read the instructions and the sentences.
attention to the lesson statement: Icandescribe wh at someone
Make sure everyone understands they are to listen out for
is wearing.
names of clothes. Play the recording again. Stop after each
speaker and checkif students need to hear it one more time.
KEY Pronunciation pelmanism
1 trousers , jumper 3 r-shirt, jeans Pair or group game
2 skirt, dress 4 to p, jacket Language: pronunciation - vowel sounds, clothes and colours
Materials: one copy of the worksheet per pair or group of three
Exercise 8 page 38 to four students (Tea cher's Book page 129)
• With a strongergroup, or a grou p where a lot of people are • Give each pair or group a set of cards and ask them to spread
interested in clothes, encourage students to include some them out on the desk face up. Ask th em to put the words
details in their descript ions of clothes . Provide a model by into pairs with match ing vowels, e.g. pink and orange. (N.B.
describing what you wear, e.g.: Around the house, I often for words with more than one syllab le they should fin d a
wear old blocktracksuit battoms and my [avourite aid T-shirt, match for the underlined syllable.) Go through the answers
which is blue, with Snoapy an it. as class and then play a game of pelmanism as follows .
• Students shuffl e the cards and spread them out face down.
Exercise 9 and 10 page 38 Students take it turnsto turn over any two cards. If they
match, the student keeps them and has anot her turn. If
• This can be a bit sensitive. Use your judgement to decide
the cards don't match, he I she must turn them back over.
whether this activity may cause any nastiness (mocking
The cards must stay in exactlythe same place. The game
someone's unfashionable clothes, etc.) in a particular
con tinues until all the cards have been matched. The
group. If there is such a risk, decide on the most appropriate
student with the most cards is the winner.
proce dure. Students could write the descriptions, but not
read them aloud or you could decide which ones will be read
Alternative procedure
• Omit the first stage if you think your students can go straight
aloud after having seen them.
into the game of pe/manism.
For work on adjectives (opposites), go to:
Vocabulary Builder (part 2): Student' s Book page 131
KEY
5 l aid - young 7 easy - di ffi cult
Present conti nuous
2 fast - siow 8 cold - hot
3 bad - good 9 expensive - cheap
4 quiet - loud 10 ugly - beautiful LESSON SU M M A R y • • • •
5 small- big 11 iate - early Grammar: present continuous
6 new - old Speaking: desc rib ingwhat people in a picture are doing
6 small , big, new, old, expensive, cheap, ugly, beautifui

7 1 expensive 5 easy 8 slow 11.111"91411.
To do the lesson in 30 minutes. set exercise 8 and
2 cheap 6 diffi cult 9 cold Grammar Builder as homework.
3 young 7 fast 10 hot
4 old
8 Open answers
Unit 4 • Time to cartv'

.. Lead-in 2-3 minutes Transcript 1.60
• Remind st udents: We have already studied one English Sound effects:
present tense. Do you remember what it was called? 1 a girl singing
Elicit: present simple. You may wish to quickly go over the 2 two people chatting
affirmat ive, negat ive and quest ion fo rms. Say: Eng lish has 3 a woman doing gymnastics
more than one present tense and today we are going to see 4 a boy shouti ng to his friends
why, or what for. Th e present simple is used to talk about 5 a guitar being played well
things that happen regularly. Today, we are going to look at 6 a man eating noisily
a present tense used to say what's happening now. (You can
say all of t his in the students' own ianguage.)
Exercise 5 page 39
• Students writ e sente nces in divid ually or in pai rs. When
Exercise 1 page 39 " 1.59 th ey've fi nis hed, play t he sounds one more t im e, pausing
afte r each one and ask ing someone to read t he sente nce
• Students keep th ei r books closed . Tell them they are going
t hat descri bes it.
to listen to a phone conversation between Jane and Alan.
Put t he q uest ions from t he exercise on th e boa rd: Where 's
ja ne? Where's Alan? Let stu dents listen to the dialogue fi rst KEY
wit hout fo llowi ng the t ranscript in the book. Then tell the m 1 She's singi ng. 4 He' s shouti ng.
to open the books and pla y t he record ing a second t ime . 2 They' re chatti ng. 5 He's pl aying th e guita r.
Check answers as a class. 3 She's do ing gymnastics . 6 He's eat ing.

Jane is at home. • Studen ts w rite indi viduaii y. Check with th e who le class.
Aian is at Sarah's party.
For further practice of the present continuous, go to:
Exercise 2 page 39 Grammar Builder 4B: Student's Book page 114
• Explain: jane and Alan are using the new tense. the present
continuous tense, to say what they are doing now, at this KEY
moment: I'm not having a good time. I'm sitting in the living 1 1 is 3 are 5 is
room. Ask students to loo k at t he fi rst sentence in the chart 2 am 4 is 6 are
in the boo k. Elicit the forms of be. Now ask stude nts to
com plete th e exercise in t he book. Check as a class. With a 2 1 st udyi ng 3 w rit ing 5 readi ng
weaker class, writ e th e com pleted senten ces on the boa rd. 2 do ing 4 swimmi ng 6 having
3 1 are swi mming 3 are doing 5 are having
KEY 2 is studying 4 am readin g 6 is writi ng
1 leaving 3 watching 5 are you
2 is 4 'm not It 1 I'm not wo rki ng.
2 Tom and I aren't dancin g.
3 Kate isn't sitting next to Paul.
Exercise 3 page 39 4 David and l ucy aren't listeni ng to music.
• Students may not be aware whic h vowe ls are long and 5 Marti n isn't weari ng brow n shoes.
wh ich are short . For th e t ime being just give th e examp le of 6 I' m not walking to town.
/II: in words w here t he lett er i is not pronounced JaIl (wh ich 7 The sun isn't shining.
is long), it is a short III , as in swim-swimm ing.
8 We aren' t chatting to Robert.
• Wit h a weaker class, writ e at least one example of each
speii ing on t he board, e.g. watch- watching, have-having, 5 2 Are Fred and Sue playin g computer games?
sit-sitting. 3 Is Sarah doi ng gymnast ics?
• Some st udents may give boring as a prese nt continuous 4 Are you pho ning you r friend?
fo rm. Point out t he a before boring in the sente nce It's a 5 Is he driving to Oxford ?
boring documentary.
6 2 Are Wendy and Pam going cycli ng? Yes, th ey are.
3 Are you using t hat compu te r? No, I' m not .
KEY 4 Is Pam getti ng up? No, she isn't.
Verb + ·ing: doing
5 Are Cathy and Steve cooki ng? No, t hey aren' t.
Verbs ending in -e: having, dancing, leavi ng
6 Is Harry do ing th e was hing up? Yes, he is.
Verbs endi ng in sho rt vowel + consonant: sitting
Exercise 7 page 39
Exercise 4 pag e 39 "1.60 • With a strong class, you may ask students to do it as a
• Exp lain to stude nts th at t hey are goi ng to hear some sound memory game: st udents look at the pictu re fo r a minute,
effects. They have to decide w hat' s happening. Ask t hem t hen one of t hem closes the book and the othe r qui zzes
to read t he verbs fi rst to know w hat kin d of sou nds they hi m/he r abou t w hat t he peopl e in the picture are doi ng.
are listening out for. Play t he record ing through once. Play Students switch rol es aft er a specifi ed number of q uestions
it a second t ime sto pping aft er each sou nd and write t he (e.g. 5). Wit h a weaker class , make sure stude nts read t he
answers on t he board . Do not talk about t he answers yet , as verbs first and know what they mean .
stude nts wil l need t o write t he full answers in exercise 5.
Exercise 8 page 39
KEY • Afte r writ ing the des cription s, students may read th em to
1 b 2 d 3 f 4 c 5 a 6 e one anoth er in pai rs or grou ps of three and identi fy t he
person who' s bei ng described.
Unit 4· TIme to party! ~

OPTIONAL ACTIVITY
Exercise 2 page 40
• Students read the text quickly. Read the names of the
TeU students t hey are goi ng to mi me some activit ies.
festivals aloud 5 0 that they will know how to pronounce them,
(Explain mime. or repeat the instructions in the students'
the first tw o are: Glastonb ury / gla:st onbAri/, WOMAD
ow n language. You could also demo nstrate .) The qu estion
/ wou ma:d / . Check answers wit h the whole class.
for ot hers t o guess will be: What am I doing? Ask everyone
to t hink of three act ivit ies they cou ld mime - aUow 30
seconds to 1 minute fo r preparation. If you have a small
KEY
class. everyon e in tum mimes one or two activities in front 1 The Intern ational Dance and Music Festival in Rexburg, Idaho
of the class (they have to prepa re more so that ideas are 2 Glaston bury Fest ival
not repeated.) and asks : Whatam I doing? If you have a 3 WOMAD
bigger class, get stude nts to do it in groups of 4- 5.
• Lesson outcome
- Exercise 3 pag e 40
• Students read through the questions. You may need to
explain take place, stand for and iast. If these are new, make
Ask st udents: Whatdid we workon today? Elicit : The present
sure students write them down, because they are going
continuous. Ask: What is the present continuous used {or?
to need them. Students read the text in more detail and
Elicit: To say what's happening at the moment. You can say
answer the question s. Ch eck answers as a class. Make sure
this first part in the students' own language; then ask a
students unders ta nd the mean ing of about 150,000. You
few questions in English: Wh at ore you doing now?Are you
may poi nt out Idaho on t he map if you have a map of t he
listening to me?Any answers are good, of course, but insist on
USA in your room.
correct present continuous forms. Draw student's attention to
the lesson statement: I can describe what is happening in a
picture. KEY
1 On a farm in the south-west of Britain.
2 Abo ut 150,000.
3 'World of Music , Arts and Dance' .
4 In different countries.
Music festivals 5 In Rexburg, Ida ho

6 Two weeks .
LESSON SUMMARy • • • • ~
Exercise 4 page 40
• Ask stude nts to work in group s of 3-4 . The groups list th e
Read ing: a text about three music festivals
musical festivals they know in their country, and try to
Listening: a son g: I amsailing
remember what they know about them. Share information
Speaking: speaki ng about music festivals as a class.
Topic: Sport and culture
• Tell students they are going to hear the song / am sailing.
'*"';114... To do the lesson in 30 minutes, ask students to
read the text for the first time and do exercise 2 at home.
Ask if anyone knows it. Ask students to close their books.
Playthe song once. Ask if anyone can repeat any wordsor
phrases at al l. Ask st udents to open t heir books and read
• Lead-in 2 minutes the task and th e gapped lyri cs. Play t he song once or twice
• Before students open their books, write these questions again for students to do the task.
on the board: Whatkind of music do you /ike ? Do you go
to concerts?(What kind of concerts?) Do yougo to music KEY
festiva ls? (Which ones?) 5 trying
1 I am sailing 3 passing
• Ask students to stand up. Everyone must intervi ew 3 people
2 I am fiying 4 I am dying 6 We are sailing
- exclu di ng the person who always sits next to them.
• When students sit down, ask a few of them to report what
11""" ~-
they have discovered. Tryto find out if anyone has been to a
music fest ival. Int rod uce the to pic of t he lesson.
CULTURE NOTE - I AM SAILING
• I am saiiing is the biggest sell ing hit by British singer.
Exercise 1 page 40 songw rite r, Rod Stewart, who is now in the fifth decade of
• Tell students t hey are going to talk about the photo in a his singingcareer.
moment, but first invite them to read the speaking tip. Read
it alo ud and explain foreground and background. Exercise 6 page 40
• Ask students to read the words in the boxand look up
• Students read the three sentences and saywhich one they
any unknown ones in t he Word li st. Read t he words aloud.
think is an accurate interpretation of the song. Then ask
Repeat audience a few times and ask a few students to
t hem to ta lk in groups of th ree and try to come up with some
repeat. Make sure they pronounce the au as /;yJ not lao/ .
titles of songs with a similar message.
• Askstudents to describe the photo in pairs: one
person starts, says 2-3 sentences, the other adds 2- 3
more. Circulate and monitor. Pick 2- 3 students whose KEY
descriptions were good for different reasons and ask them b
to repeat their descriptions to the whole class. Comment
on the strengths. Correct errors in the use of the presen t
con tinuous.
.. Lesson outcome Exercise 3 page 4 1
Ask students : What have we talked about today? Elicit: music/ • Do the first 2- 3 sentences as a class. Students do tne res:
music festivals. Ask students what they learned about music individ ually. Check as a class.
festivals. Elicit some of the vocabulary from the lesson
- especiaiiy take place, last, stand for and the words from KEY
exerci se 1. Draw students' attention to the lesson statement:
1 can't drive 4 can't speak 6 can't swim
I can describe a photo and talk about music festivals.
2 can't dance 5 can count 7 can't talk
3 can play, can do
'~ nd adVerbS; '

Exercise 4 page 4 1
• The word adverbs came up when adverbs offrequency were
studied in lesson 2D. Find out if students remember what
it means. Tryto elicit a translation. Read the Learnthis! box
with the whole class. Have students tran slate the examples
LESSON S UMMA Ry • • • • 'll into their own language. Point out the spelling changein
Grammar: can and adverbs easy - easily. Point out that it is the same changeas in I
Listening: an interview study - He studies.
Speaking: talking about skills and abilities • Do sentences 2 and 3 of the exercise as a class. Students
continue individually. Check as a class. With a weaker class,
write answers on the board.
'1l1mn•••• To do the lesson in 30 minutes. set the Grammar
Builder for homework. KEY
1 slowly 3 early S well
.. Lead-in 2 minutes 2 carefully 4 late 6 easily
• Think in advance about some students in your class whoare
known to have a skill such as a sport, playing an instrume nt For further practice of can and adverbs, go to:
or speaking an unusual language. Before the lesson, write
two to th ree statements about those skills on the board. Grammar Builder 4D: Studen t's Book page 114
e.g .: Anacan play the guitar. Simon canjump on his bike.
Point to the fi rst statement and read it aioud, maybe also KEY
indicating the person with your hand. Then point to yourself 7 1 I can't swim.
and say: I can't ploy the gu ita r. Ask a stude nt: Can you play 2 We can speak English.
the g uitar? (Eli cit: Yes/No, don't insist on Yes, I can at this
3 William and Mary can rollerb lade.
stage.) Repeat the procedure with the second sentence.
4 Anne can't sing.
Circlethe word can in the two sentences on the board and
S Charies and Elizabeth can't use a camputer.
ask: So, what does 'can' mean? Elicit the correct translation .
6 Phili p and I can cook.
Conclud e by saying: Today we're go ing to talk about what we
7 Edward can't do gymnastics.
can and can'tdo.
8 You can play the pia no.
Exercise 1 page 41 B Can Clare and Beth ride a bike ? Yes , th ey can.
• Draw students' attention to the photo. Ask if anyone knows Can Rob play volleyba ll ? No, he can't.
the person in it and can say someth ing about her. Ca n Clare and Beth play voiieyball? Yes, they can.
• Students read the text and answer the two questions.
Can Rob speak Italian?Yes, he can.
Ca n Clare and Beth speak Italian? No, they can't.
KEY
1 Bufty the Vampire Slayer 9 early - late quietly - loudly
2 martia l arts, ice skati ng, rollerbladi ng fast - slowly well- badly
10 1 late 3 well S fast

2 quietly 4 early 6 siowly
CULTURE NOTE - SUFFY THE VAMPIRE SLAYER
Bufty the Vampire Slayer is a hugely successful cult
American W series, which was broadcast between 1997 Exercise 5 page 41 " 1 .62
a
and 2003, about young woman with supernatural powers • Students read the instructions and the phrases in the table.
Play the recording twice (or more, if students indicate they
who tries to lead a normalUfe.
need to listen again) . Check. If someone has ticked 2, 3 or
7, explain (or better sti ll. have another student explai n) that
Exercise 2 page 41 Andrea can do those things, but not quickly, fluently or well.
• As students com plete the Learn this! box, circulate and look
over their shoulders to see if they' re getti ng it right. With KEY
a weaker class, you maywant to write the answers on the Tick 1, 5, and 6.
board. Ask students to look for examples of affirma ti ve,
negative and interrogative sentences in the text.
KEY
1 can't 2 Can
Unit 4 • Time ta party! ~

Boy Can I askyou some questions, Andrea? • Teil students they' re going to describe a photograph. Read
Girt Sure. the speaking tip aloud. In pairs, ask students to describe
Boy OK. Can you dancewell? the photo of the woman using the questions in exercise 1.
Girl Vest Ican. I love dancing. Then have one or two students describe the photo to the
Boy Can you type quickly? whole class.
Girl No. I can type, but really slowly!
Boy OK, next question. Can you speak Russian fluently? Exercise 2 page 4 2
Girl Russian? No! I know a few words. but I can't speak it fluen tly.
• Askstudents to read the read ing tip first. Allow 1-2 minutes
Boy Can you remember names easily?
Girl No! I'm terrib le with names. I always forget them.
for them to read through the text quickly. Check answers.
Boy Can you run fast?
Girl Yes, I can. I do a lot of sport - and I'm goo d at athletics. KEY
Boy Can you whistle loudly? 1 She organises parties. 2 Yes, she does.
Girl Yes, I can. Listen. [WHISTLE]
Boy Yes, that's loud! Can you play an instrument well?
Girl Urn, not really. I can playthe guitar, but not verywell. Exercise 3 page 42
Boy Can you eat chocolate slowly? • Students read the text a secon d time and do the task. Check
Girl No, I can't. f love choco late. I always eat it really quickly. answers with the whole class.
Exercise 6 page 4 1 KEY

• Students get to thi nk about themsel ves and relate the target 1 b 2 c 3 a 4 b 5 c
languageto their own experience.
Exercise 7 page 41 Exercise 4 page 4 2

• Students talk in pairs. Circulate and listen. If some students • Allow 4-5 minutes for students to find the words . When
are saying very little, you may ask additional questions, e.g. : checking the answers to question 3, point out that hard
51: Can you p lay an instrument well? and fast can also be adjectives, e.g. a hard bed, a hard
S2 : Yes. exam, a fast car; but in this sentence they are adverbs:
T: What instrument can you play? she has to work hard and she has to work [ast. This is
• You can also getinto little conversationswith fast finishers. important, as it shows students that a word only ach ieves
pushing them to saymore and give details. its full meaning in con text. You may even want to write the
examples on th e board with the headi ngs adjectives and
Exercise 8 page 41 adverbs. Students work individually, then compare answers
in pairs. Finaily, check with th e whole class.
• Students report back to the class. If your group Is big (1 5+),
this stage may be too long. Ask them to tell the class only
the 3-4 most interesting things about their partn er. KEY
1 parrot, elephant 3 (to work) hard, fast
.. Lesson outcome 2 dress, shoes 4 castle, house
Ask stude nts: So what did we talk about today? Elicit: can/
I coni What we can do. Ask a few students to say a few thi ngs Exercise 5 page 43
they can and cannot do. You may end by saying: I hope you can
• Stud ents do the matching exercise in pairs. Dictionaries
all say some of the things you can do! Draw stud ents' attention
should be available, or they can use the Wordlisl. When
to the lesson statement: Ican say how weill can do something.
checking, pay attention to pron unciation, especially the leI!
in bass, the l all in violin, the stress in guitgr and soxopnon e.
KEY
1 violin 4 piano 7 trumpet
It's party time! 2 ceilo 5 drums 8 bass guitar
3 guitar 6 saxophone
LESSON SUMMARy . . . . .. Exercise 6 page 43

Reading: an article; reading forgist andforspecific information • When checking, explain the difference between a grand
Speaking: speakin g about music and parties; describing a picture piano and an upright piano.
Vocabulary: musical instruments
Topic: People KEY
guitar, grand piano
,.i:,.JjUjill To do the lesson in 30 minutes, ask students to

read the text for the first time at home. Exercise 7 page 43 " 1 .63
• Play the recording once without stopping, then a second
.. Lead-in 2 minutes time pausing after each instrument to check answers. It's
• Ask stude nts: Do you like going to parties? What do you like supposed to be a fun exercise , so don't worry too much if
doing at a party?Do you like organisingparties ? some students get very few answers right, and don't push
• Write on the board: At a goad party, thereis ... - ask them - it's probably because they're not musical, not
students to suggest ways of finishing this sen tence (orally, because they can't cope with the En gli sh.
no preparation).
• Say: Today, we are going to read and talkabout parties.
12
, lJ"it 4 · Time to partv!
KEY
1 guitar 4 cello 7 bass guitar
2 drums 5 piano 8 violin
3 saxophone 6 trumpet
LANGUAG(N OTE - AMERICAN ENGLISH LESSON SUMMARy • • • • "

In Britis h English we say e.g. play the guitar, play the Functional English: making arrangements
piano,~ etc. In Ame rican English the is omitted. Vocabulary: let's. prepositions of time. collocations: activities
Grammar: present continuous for future use
Exercise 8 page 43 listening: dialogues
• Students can work in pairs or groups of three. The answer Speaking: making arran gements
to question 1 will be short and strai ghtforward in most Topic: people
cases, but if you've got some serious music lovers in your
class, answering number 2 maytake forever! Allow it if the
students are enjoying themselves and using En glish. You '.1:"'3••11. To do the less on in 30 minutes, set the Grammar
might even turn it into a competition: which group can list Builderas homework, and have fewer pairs act out their
the largest number of musicians each playing a different dialo gues in front Of the class.
instrument?
_ 4
.. Lead-in 2 minut es
• Putthis question to the class in general: Have you got any
AD.DI TI O NAL ·S PEAKIN.G EXERCISE ..
pla ns for this aft ernoo n? (or for the weekend?) Point to
• •Ask st uden ts .to go back to the text and underline or yourse lf: I'm goin g to the British Council lib rary. (or whate ver
* .hfg hllght a ll the unusual parties that are mentioned: it is you're doing - give true information). Now ask a specific
- a Hawaiia n partY with guita rs, palm trees and parrots student: Are you doing anything this afternoon, joanna?
a his torical pa rty in a castle Accept any relevant answer, e.g. Go to cinema, but if a
-an 'India' party with elepha nts •• student produc es I'm going... (to the cinema, shopping , etc.)
~ . a 'Winter' party with ice and s now and skaltng •, say: Very good!
~ a party where everyth ing is red • An nounce the topic of the lesson: Today we're going to talk
about making arrangements.
• ") 0 groups of three or four, ask students to discuss:
Which pa rty would they like to go to? - Why?
* . :- . Exercise 1 page 44 " 2.01
- Which pa rty wo uld they like to have for their 18 th • Askstudents to read the instruction s, the box and the
birthday? ~ Why? I
*
:• dialogue. Student s do the tas k individually and compare
answers in pairs. Play the recording twice - firstwithout
• Circulate and monitor, askll1g addltionalqllestions if
~ needed. '" * ~
@
••• sto pping, then pau sing after eac h gap to check. While
ch ecking, work a bit on intonation in the phrases: This is
• . .The groups now split into pairs. Tell them to imagine
Harry, What about Tuesday? Let's meet, See you there.
they are party plan ners a nd they have to sell the
parties they organise to customers, Each pair chooses
: one Party they are going to advert ise.They find all the •• KEY
vocabula rythat will he lp them describe the party in the 1 This 3 can't 5 meet
., be st possible terms, and prepare a t-mlnute talk. 2 want 4 What 6 See
.. Lesson outcome LANGUAGE NOTE - USAGE

Ask students: What did we talk about today ? Accept a ny Pointout that I'm afraid means I'm sorrybut in this context
relevant answers, but try to elicit something like: parties and and is usedto refuse invitations or give bad news.
music. Ask everyone to say one new word they learned in the
lesson (they s hould not repeat words). Draw the students' The word then at the end of a sentence has a similar
attention to the lesson statement: I can understand a magazine meaning to so at the beginningof a sentence. For
article and describe photos. example, A Ican't come on Tuesday. B Let'sgo on
Wednes day then. 8's sentence is similarto: So let's go on
Wednesday.
Exercise 2 pa ge 44
• Read the Learn thisl box with the whole class . Then let
students read the dialogue again.
KEY
I' m playing volleyba ll. Are you doing anything?
Let' s meet o utside the bowling a lley.
Unit 4 • Time to party! P

E.xercise 3 page 44 Exercise 5 page 44 " 2.0 3
• 30- 4 5 seconds for st udents to st udy t he Free-time • Students complet e the senten ces. In a weaker class, play
activities box. They should know wha t th ey want to say before the recordi ng while the y' re doi ng it, stop ping after each
t:ley start sp eaking, Circulate and listen. If time allows, have senten ce. Then check. In a stronger class , let stude nts do
one or two pairs act out their dialogue in front of the class. t he task looking at the rules and using the ir memory, t hen
play th e recordin g to check.
for further practice ofthe present continuous forfuture. go to:
Grammar Builder 4F: Student's Book page 114 KEY
1 - 4 in 7 on
KEY 2 at 5 at
11 1 are (you) doin g 3 are going 5 is working 3 on 6 on
2 am staying 4 are (you) going 6 am meeting
Exercise 6 page 44
E.xercise 4 page 44 " 2.0 2 • Students work on th ei r conversations . Circulate and mo nitor,
correct ing errors and doi ng some pronunciation practic e if
• All ow 30- 4 5 seconds for st udents t o read the Prepositions
needed. Practise pro nouncing these to ne unit s: I'd love to.
of time box, Then tell them the y are going to hearthree
- Greotideo. - I'm afraid I can't. - I'm busy then.
conversat ions between friend s who arrange t o meet. The
• Get st udents to practi se speak ing wit hout writ ing t heir
task is to write down in the chart details of the activities the
dialogues dow n.
m ends arrange to do togeth er. Check answers. If students
have written Saturday or 2 o'clock, accept it. as it is correct,
bu t ask them to add th e prepositio ns.
E.xercise 7 page 44
• Depending on tim e and on stud ents' pat ien ce, have 3-5
pair s act out their d ialogues in front of t he cla ss. Pick
KEY students w ho speak loudly and clear ly and/o r wh ose
Activi ty Day TIme dialogue s have somet hing inter esti ng or fu nny abo ut th em.
You may ask them to sit back to back so that the y cannot
1 go t o the disco tomo rrow (evening) at 8 o'cloc k see each ot her - as whe n ta lk ing on t he telephone.
2 play football in the park on Saturday at 2 o'clock
.. Lesson outcome
3 go for a coffee on Sunday at 3 o' clock Ask st udents: What have we looked at today? Elici t: making
arrangements (arranging to meet); prepositions of time (at
five o'clock, in the morning, on Monday, tomorrow evening).
Tra n sc r i p t 2.0 2 Draw students ' atten tion to t he lesson state ment : I can make
1 arrangements to meet somebody.
Hi Steven. This is Vicky. How are you?
Flne thanks. And you? Notes for Photocopiable activity 4.2
I'm fine. What are you do ing tomorrow evenin g?
Nothing in particular. Why? Let's meet next week
I'm going to the disco with Jake. Do you want to come?
A class mingle
Thanks, I' d love to. What time are you going?
Language: making arrangeme nt s, free-tim e act ivit ies, presen t
At about eight o'clock.
contin uou s, preposi t ion s of t ime
OK. Let' s meet outside the disco at eight.
Material s: one copy of t he wo rksheet per stu den t (Teacher' s
Fine. See you t here.
Book page 13 0)
Hello • Give a copy of the workshee t to each student and explain
Hi Tom. This is Andy. tha t t hey are goi ng to make arrangements for next week.
How are you? • Brainstorm leisure acti viti es onto th e board. Ask stude nts
Fine. listen, are you doing anything on Saturday? to choose six act ivit ies and wri te t hem down in note form in
I'm going shopping in the morning, but I'm free in the different places in th e dia ry. They may do a maximum of two
aft erno on. acti vities in one day.
I'm going to the park with liam and Ben to play football. • Ask st udents to go around t he class and fi nd somebod y
We're meeting at two o'clo ck. Do you want to come? to do each acti vity wi th t hem . They sho uld also organi se a
Ye s, great idea. place and a time t o meet . A typi cal dialogue should be:
OK. See you in park at two. A Hi, flo. Do you want to go swimming on Tuesday
Great. See you there. afternoon?
3 B t'm afraid t'm going for 0 caffee with Korolina.
e Hello. Kate here. A OK. What about Wednesday?
Son Hi Kate. This is Sarah. B Good ideo.
•
Sara
Do you want to go for a coffee on Saturday morning?
I' m afraid I can't. I'm going shopping wit h my sister. What
A Let's meet at 3 o'clock outside the swimming pool.
• When stu dent s have agreed to do an act ivity togeth er, they
about the afternoon? shou ld writ e t he oth er student's name and the tim e of
e Sorry, I' m busy then. I'm visit ing my grandparents. meetin g in the correct pl ace in t hei r d iary. They repeat t he
Sara h I'm free on Sunday aft ernoon. Are you doing anythin g
acti vity until the y have fo und som ebod y to do all of thei r
then?
acti viti es with.
~ . No, I'm free too.
Sarah Then let' s go for a coff ee on Sunday. What time?
(at. Three o'clock at the cafe?
Sarah Fine. See you there.
• Ti mp to nartv!
come in this order; yo u can aiso state the piace firs; 0',: ., "
time afterwards.
KEY
1 th e event 4 t he place
2 th e day 5 extra information or reque st
LE SSO N SUMMARy • • • • 3 the t ime
Writing: an invitation
Reading: invitations Exercise 5 pa ge 4 5
Grammar/vocabulary: can for requests
• Ailow 30-45 seconds, t hen go t hroug h the openings and
Topic: home end ings as a class.
KEY
lI.in.IiUM... To do th e lesson in 30 minutes. set the writing as
Hi I Dear See you soo n.
homework.
Love
Cheers
• Lead-in 2 m inute s
• Write invitation o n the boa rd. Ask w ho know s wha t it means.
(Accept a trans lat io n.) Have a chat wit h the class abo ut Exercise 6 pa ge 45
invitations. Ask: When you're hoving a birt hd ay party, do • Read the writi ng tip togeth er. With a weaker class , you may
you write invitations? Who does?How about your eighteenth provide the followin g additiona l informatio n on th e boa rd:
birthday, would you like to have written invitations / - wrong verb form
invitations on paper then? Ho w about a party at school, - 2 x spe iling mistakes
should there be invitations? Whatdo you think - is a written - wrong preposit ion
invitation a very formal thing? - one wor d to delete
• Conclude: Today we are going to work on writing invitations. • When stude nts have id ent iFied the errors and t hought of
ways of correcti ng th em, discu ss th e answe rs wi th t he who le
Exercise 1 page 4 5 class and wri te the correct versio ns on the board .
• Look at the photo with the who ie cla ss, but ask indiv idua l
st ud ents to answer the q uest ions. Try to get them to KEY
describe th e photo in as much detail as po ssib le. We'r e having on Satu rday you can to come
Christ mas house
Exercise 2 page 45
• Students should have not troubie w ith t he task it sei F, so
encou rage th em to iook up ail th e types of pa rt ies in t he Exercise 7 page 4 5
Wo rdli st or t heir dict io naries . After you'v e checke d t he • All ow abo ut two minutes for st udents to read through t he
answe rs, ask ad di t iona l q uest ions: Which typ es ofparties inst ructions and guideli nes. You may wish to discuss w hat
did you have in the las t year ? Was it a g ood p arty ? Did you extra information the re could be.
write invitations ? Did anyone have a fanc y dress party? What
did you wear? etc. Exercise 8 page 45
• Stude nts pro ofread each oth er's work. As an optional
KEY activity. t hey could write repli es to each oth er's invitatio ns,
1 Fan cy dre ss party 3 end -of-te rm party refusing th em poli tel y, explaining why the y cannot come
and suggesting meet ing som e other t ime . (This can be
2 birthday party
done even if t he main writi ng activ ity was set as homework,
but it rel ies on everyon e or nearly everyon e br inging t heir
Exercise 3 page 45 invitat ion s pro mptly. IFsome st udents don' t do th at, t hey
• Stude nts st udy t he Learn this! box. The word req uest need s can wri te replies to t he invitatio ns in the book.)
to be explai ned. Go over the texts again .
ALTERNATIVE WRITING TASK

KEY
Togethe r with some friends, you are organi sing an event at
Can you invit e Mandy, ple ase?
sch ool (a show, conce rt, bazaar) . Write an invitat ion to the
Can yo u bring so me CDs, ple ase? parent s. Informati on to includ e:
Can you b ring somet hing to eat or some thing to drink?
• type of event
• when (day and time)
LA NGUAGE NOTE - POLITENESS • w here
Students ofte n t hink that il t hey use the w ord please, • a request for parents to come in large numbers
then they are be ing sufficiently polite wh en the y make a
request. However, it is necessary to use the que stion Can
you .•. ? e.g. Can you help me, (please)? Not Pleose-i>elp- • Lesson outcome
me: or h'e.'p me,please: Ask stud ents : What did we work on today? Eli cit : invitations..
Elicit a few ph rases tha t can be used in an invitation. Draw
stude nts' attention to t he lesson state ment: I con e
Exercise 4 page 45 invitation to a party.
• Student s read t he invitation s again. While checking, you
may point out t hat t ime an d place do not necessa rily have to
Unit4 • TIme to party! ~

3-It Mart on What ti me?
Dave Can you be here at 8 o'clock?
Marton Sure, no problem.
1 1 music Dave OK. See you later.
2 phys ics
3 chemistry Narrator It's 8 o'cl ock in the evening.
4 religious education Dave Hi, Francesca!
5 informatio n and communication technology Fran cesca Hi, Dave. Are you working?
6 geography Dave Yes, of course. Are you here for the party?
Fran cesca That's right. Where is the bar?
2 1 t racksu it 4 jeans 7 j umper Dave Go along this corridor and turn right. Then go dow n t he
2 trousers 5 boots 8 sweatshirt stairs. The bar is on your left .
3 t rainers 6 skirt Francesca OK, th anks. See you later.
Dave Bye.
3 2 There isn't a gym but the re is a playi ng fie ld. Marton Hi, Dave. Am I late?
3 There is a compute r room but t here isn't a library. Dave No, you aren't. It' s 8 o'clock now.
4 There aren't any DVDs but t here are som e videos. Marton Is the party in the bar?
5 There is a cinem a but th ere isn't a m useum. Dave Yes , it is. Just follo w Fran cesca!
6 There is a cafe but t here aren't any resta urants. Marton Who?
Dave My friend, Francesca.
4 2 Sue and Jenny have to walk to school.
Marton I don't know her.
3 Karen doe sn 't have to do a lot of home wo rk. Dave She's walking along t he corridor. Look!
4 My dad has to get up early. Marton Is she wearing jeans?
5 My grandparents don't have to wo rk. Dave No, tha t isn' t her. She's wearing black t rousers and a
6 Their mum has to cook dinn er every night. white T-shirt.
Marton Oh, I can see her. Is she English?
S 2 Do Sue and Jenny have to walk to schoo l? Yes, t hey do . No, she isn't. She's Ital ian. She' s from Milan . She's really
Dave
3 Does Karen have to do a lot of homework? No. she doesn't. nice.
4 Does my dad have to get up early? Yes, he does . Marton Yes. She is.
5 Do my grandparent s have to work? No, the y don' t.
6 Does thei r mum have to cook dinner every nig ht? Yes, sh e Narrator It' s now 10 o'clock. Everybody is enjoying the party.
does. Marton is working in the ba r. He's making cocktaHs .
Marton Oh, hi Dave. How are you?
6 1 is dancing 3 is swimming 5 isn't liste ning Dave Fine. Marton , th is is my friend, Francesca.
2 aren't eat ing 4 am writing Marton Nice too meet you!
7 2 Jack and Sarah can speak Itali an. Francesca Nice to meet you too . Where are you from?
Marton I'm from Hungary. What about you?
3 I can do marti al arts.
Francesca I' m from Italy - Milan .
4 My siste r can't cook.
Customer Er, excuse me. Are you serving cocktails?
S His cousins can' t swim.
Marton Oh, sorry. Just a min ute.
B 2 She's singin g well. Francesca Hey, see you later.
3 They' re playing footb all badl y. Marton Yes .,. see you later. Sorry - I can't talk now. I' m working.
4 He speaks Chinese perfectl y. Francesca Do you work here every evening?
Marton No, I don't. I'm working to night because ...
5 She's dancing beautifully.
Customer Excuse me!
9 1 op pos it e 3 corridor Marton Sorry, sorry. What can I get you?
2 stairs 4 left Francesca Bye!
Marton Bye!
10 1 d 2 b 3 e 4 c 5 a
3 1 c 2 e 3 a 4 d 5 f 6 b
4 1 He needs the money . 4 She's there for t he party.
.1-It 2 At 8 o'clock. 5 Black t rousers an d a white top.
3 He's working. 6 He's worki ng.
1 1 two kilom etres 3 £9 0
2 11 a.m. to 11 p.m. 5-6 Open answers
2 1 c 2 c 3 b 4 a 5 b 6 c
~ For furth er exam tasks and pra cti ce, go to Workbook
Trans cript 2.04 page 42. Procedura l notes, transcripts and keys fo r th e
Workbook can be found on t he Solutions Teacher' s Website at
Narrator It's Friday morning. Marton is arriving for work at the
www.o up.co mjeltjteacherjsolutions
Arcadia Hotel. Dave, the recepti onist, is the re.
Dave Good mornin g! How are you?
Marton I'm fin e, thanks. And you?
Dave Oh, I'm fi ne. Marton, are you working in the restaurant
this evening?
Marton No, I' m not. I have a free eveni ng. Why?
Dave Do you want to work some extra hours? It's t he Friday
night party here at the hotel. We need more people to
work in t he bar.
Marto n Oh ... OK. Yes.
Dave You don't have to. It' s ju st an offer.
Marton No, I want to. I need the money!
Dave Great!
# 56 ~ Review 3- 4
THIS UNIT I NCLUDES • • ,ftI
Vocabulary· geographical features . contine nts . adjectives for measurement
• wtldlJfe ,. outdooractivities . prepositions of ptace v holiday accommodation
Grammar. co~pa'fativ€' adjectives . su perlati~e ~ djectives • would like
~ ';;'Spealdng - as kl:n g: a o d answering quiz questions . giving opinions
"Hi"" " ' - : ~all$iQg about National Parks e asklng for information
• a desct pucn ofan animal - a postcard
LE S S O N SUMMARy • • • • •
Vocabulary: geographical features and geographical names
• If you have a map of th e world in the class room, walk up to
listening: a quiz
it and point out the continents as their names are spoken
Grammar: the use of articles with geographical names on the recording. Ask students to repeat individually.
Speaking: asking and answering quiz questions • Poi nt outthatthe 'Au' in Australia is /0/ not/au!. The same is
Topic: nature and the environment true about Austria. North America and South America are to ne
units (pronou nced as single words).
.1;(1)314.. 1 To do th e lesson in 30 minutes, set Vocabulary Exercise 5 page 48

Builder (part 1) as homework. - Model the activity by aski ng one student the question in
the book: Where is the Amozon Rainforest?You can help by
.. Lead-in 5 minut es pointing at the map.
• If you have access to a large physical map of th e world, • Students can ask and answer questi ons in closed pairs,
display it in the classroo m. Ask students if they can name but if you want more control over their performance at th is
any of the things on it (you can explain what you mean by stage, it can also be done in op en pairs across th e class.
saying: (or exampl e, this is an ocean and pointing to one). • There is a potenti al problem with is/are: Where is-tne tetra
Moun tains? With a st ronger class, simply correct the error if
Exercise 1 page 48 it occurs. With a weaker class, write : Where is ... ? Where are
• Students label the pictures wit h words from the box. Some ...? on the board before or while ask ing the model quest ion
of th e words will have already been mentione d; for others and ask what the difference is.
use dicti ona ries or the Wordlist.
For further proctice of geographyvocobuiary, go to:
KEY Vocabulary Builder (part 1): Student's Book page 132
1 island, sea 5 rainforest 9 beach
2 river 6 forest 10 waterfall KEY
3 mountains, valley 7 ocean 1 1 hill 5 sea 8 waterfall
4 desert 8 hill 2 lake 6 valley 9 forest
Not illustrated : lake 3 river 7 island 10 desert
4 beach
Exercise 2 page 48 " 2.06 2 1 North America 3 Europe 5 Asia
• Play the recording once without stopping for students to 2 South America 4 Africa 6 Australia
check their answers.
• Play th e recordin g again, pausing after each word and 3 2 Spain is in Europe.
aski ng different students to repeat individually. 3 Brazil is in South America.
• Try to make sure that mountai ns is pronounced I' maontmzJ 4 Canada is in North America.
not l' maontemzJ, and that vall ey is /' v<elil not I' v<elel!. 5 Nigeria is in Africa.
Also pay atten tion to the reduced vowel za/ in unstressed 6 India is in Asia.
syllables in isl and, desert, ocean, etc. 7 Argenti na is in South America.
8 Finland is in Euro pe.
• After stu dents have completed the names of th e places, play
Exercise 6 page 48 "2.Q9
the recording once for them to check. Then piay it again,
• Play the questions once wit hout stoppi ng, th en pausing
pausing and aski ng students to repeat first chorally, then
afte r each on e to check. When everyone is sure what the
individ ually, paying att ention to pronunciation, especi ally
question s are, allow 2- 3 minutes for student s to answer in
intona tion.
pairs.
• Draw stud ents' atte ntion to the Look out! box with rules for
the use of articl es with place names. N.B.: The aim is to
make students aware of those rules, so that they may noti ce KEY
examples and with time buil d the habit of correct usage. 1 Europe 3 ocean 5 islands
It would be unrealistic and unhel pful to expect element ary 2 River 4 Desert 6 l ake
level students to memorise such rules and t o use articles
accurate ly at th is stage.
• Play the whole quiz to allow students to check their
KEY answers. Check that everyone is sure what th e answers are.
1 the Amazon Rainforest 5 the Riv er Ganges
2 the Baltic Sea 6 the Sahara Desert KEY
3 the island of Tasmania 7 Lake Superior See transcript 2.10
4 the Tatra Mountains
Unit 5 . Wild! ~\
Transcript 2.10 ask stude nt s to clo se their boo ks. and d ictate the sam e
QM Welcome to th e Geography Quiz. Our fir st contestant is sent ences , t his ti me gappi ng t he un its , e.g. Mount Rysy is
Kevin from l ondon. Are you ready, Kevin? 2499 _ _ high.
Kevi n Yes.
QM OK. Here's the first questi on. Are the Rocky Mountains in KEY
North America or Europe? 6 Op en answ ers.
Kevin They' re in Nort h Ameri ca.
QM That' s correct. Well done. Here's the next question: Which
sea does the River Danube flow into - the Black Sea or t he • lesson outcome
Mediterranean? Wha t have we taiked about today? Elicit :
As k stude nt s:
Kevin Is it the Mediterranean? ... I th ink it' s th e Mediterranean . geography / places/ geographical names. Ask : Ca n you give
OM No, that 's the wrong answer. The Danube flow s into me some words forgeographicalfeatures? Praise the students
the Black Sea. OK. Question 3. Which ocean is between w ho come up w it h t he more sophist icated ones, such as
America and Asia? waterfall or valley. Draw st ud ents' att ention to the lesson
Kevin That' s easy. It's the Pacific Ocean. sta te ment : I can talk about places oraund the world.
QM That's right - the Pacific Ocean. Are you ready for t he next
ques tion?
Kevin Yes.
QM OK. Here it is. Where' s the Gobi Desert - in Africa or Asia?
Kevin The Gobi Desert. Mmm. I'm not sure.
QM
Kevi n
Have a guess.
Asia?
Comparativ e
QM That's right. It 's in China. Question five. Can you name tw o
islands i n the Mediterranean Sea?
adjectives
Kevin Mallor ca - t hat' s in the Mediterranean. I oft en go there on LESSON SUMMARy • • • •
holiday.
Grammar: comparative adjectives
QM Lucky you ! Can you name anothe r island?
Kevin Corsica. Speaking: comparing things
QM Well done. They're both in the Mediterranean Sea. You've
got fou r points, Kevin. Now for the last question . In which
conti nent is Lake Victoria? lI.'U,Jju'''1 To do the lesson in 30 minutes, set the Grammar
Kevi n Lake Victoria . It' s in Aust ralia, I th i nk. Builde r as homework.
QM Is that your final answer?
Kevin Yes, Aust ralia . • lead-in 2 m inutes
QM Oh, dear, Kevin. Lake Victor ia is i n Africa. • Ask two stud ents of very different heigh t to stan d up. Ask :
Kevin Oh, yes, of course! Who is toller? Indicate toll and toller wit h you r hands and
QM You' ve got four poin ts! Well done, Kevin! arms. You can give an other example, e.g. two rulers or
penc il s: long - longer. Ask students to say w hat toller and
Exercise 8 page 48 longer are in th eir ow n langu age. Intro duce t he subje ct
• This can be do ne i n pai rs or groups of th ree, and it' s of th e lesson : compa rat iv e ad je cti ves, and ask for the
essential that the re shou ld be an even num ber of pairs! equ ivalent in the student s' own language.
gro ups. It wo uld be he lpful to have a big map of the wo rld
on th e wa ll and /o r atlases fo r each team. Exercise 1 page 49
• Students writ e questions. Circulate and help . • Ask stu den ts to loo k at the ph otos of th e two elepha nts.
Ask: Do you know which is the African and which the Asian
Exercise 9 pa ge 48 elephant? If so meone vol unteers an answer , you ask : Why?
• Each pai r or group gets toget her with another and the y qu iz or How do you know? (Unless you th i nk t he stu dent wo uld
each ot her. Circu late and supervise, payi ng special att ention have great diffi cul ty giving an answe r in Engli sh .)
to t he pro nu nciatio n of pla ce names. • Ask all students to read t he tex t in exercise 1, th en ask : So,
was (student's nome) right?Wh ich is the African elephant?
For workon adjectivesof measurement. go to:
Vo cab ul ary Build er (part 2): Student's Book page 132 KEY
1 Afric an elephant 2 Asia n eleph ant
• Read the Learn this! b ox with the cla ss. In a stronger cla ss.
elicit exam ples usi ng t he adjective s presented in th e box.
Focus the st udents on exercise 4 . If nece ssary, st udents Exercise 2 pa ge 49
can work in pai rs to work out or loo k up the meani ng of the • Focus students' att ent ion on comparat ive fo rms by poin t ing
ad ject iv es. to the eleph ants and saying: The Asian elephont is big, but
the African elephant is bigger. Explain t hat comparative
KEY adjecti ves are const ructed i n several different ways in
Engli sh and that all those ways are pre sent ed in the box in
4 1 How long is t he lake? 4 How ald is the boy ?
exerci se 2.
2 How wide is the lake? 5 How tall is the boy?
• Student s fill i n the ta ble with comp arat ive adject ives.
3 How deep is the lake? 6 How hea vy is the boy? Circulat e and mo ni tor. Go over t he answ ers with t he whole
5 l aid 3 wide 5 ta ll clas s. With a weaker class, you may want to w rite t he
2 high 4 long answe rs on th e board or show the m on an OHP.
• Point ou t to stu dents that we usually use tall fo r people, but KEY
high for mountai ns. Focu s t heir att ention on the unit s of 1 larger 3 mor e i nt elli gent
measurement us ed in the sent ences i n exercis e 5. You could 2 heavier 4 bett er
LANGUAGE NOTE - COMPARATIVE ADJECTIVES
Exercise 7 page 49
• Ifyou have a map of the world in the room, indicate the
There is n't a fixed rule about exactly which adjectives take
Atacama Desert and Death Valley, Student s read the
"-;er and which take more. In general - er ls used with one-- instructions and do the exercise individually. With a weaker
syllable adject ives and two-syllable adjectives ending In - y, class, start with the whole class, then allowtime for individual
With most other two-syllable adjectives more is used, e.g. work. Ask different students to read one sentence each.
more boring, more careful. There are several two-syllable
adjectives where both are possible, e.g. cleverer, more
KEY
- clever and friendlier, more friendly, At this level, however, it
is useful to.focus only on the general guideline, as given in 1 The Atacama Desert is colder th an Death Valley.
2 The Atacama Desert Is drier tha n Deat h Valley
the course book, that long adjectives need more,
Exercise 3 page 49 ~ 2,11

- 3 Death Valley Is further from the sea th an t he Atacama Desert
4 Death Valley Is highe r tha n th e Atacama Desert.
5 Death Valley Is hotter than t he Ataca ma Desert
• Play the recording, pausing after each sentence and asking 6 Death Valley Is wette r t han the Atacama Desert,
severa l stud ents to repeat individually. If some of them
produce /dr/ instead of /:J/, pointout that the r is silent.
N.B. Th e word than in the two sentences also has the weak
Exercise 8 pag e 49
vowel 1,1, • Invite students to think of places t hey'v e been to . Were
they beautiful? boring? hot? As students work in pairs while
you circu late and monitor. Ask a few pairswith the most
Exercise 4 page 49 ~ 2,12
imaginative ideas to reportthem to the class.
• Make sure students understand what they have to do in
this exercis e. Play the first sentence twice and ask which
.. lesson outcome
words end in I;}/. If few students seem to have identified all
Ask students: Whot have we talked about tadoy?Try to elici t:
the words, playthe sentence again. Ask a few students to
comparative adjectives or comparing things, or big and bigger,
rep eat first the individualwords , then the whole sentence.
but accept any answer that refers to the content of the lesson.
Repeat the procedure with the second sentence.
Briefly revise comparative forms, asking different students to
supply them, e.g. wide - ? Draw students' attention to the
KEY lesson statement: I can make comparisons.
1 River, Volga, longer
2 America, further, Austra lia, As ia
Exercise 5 pa ge 49
• Students read the instructions. Do the first sentence with
the whole classas an exam ple (with a weaker class do the
first three sentences). Students compare answers in pairs
first. Check with the whole class.
L ES S O N SUMMARy • • • • •
Reading: National Parks
KEY
Listening: descriptions; matching
1 wider 4 bigger 7 heavier
Speaking: talking about national parks
2 further 5 faster
3 more intelligent 6 more expensive Topic: nature and the environment
Exercise 6 page 49 Ji:iIIjUi'" To do the lesson in 30 minutes, askstudents to

• As students ask and answer the questions, mon itor their read the text for the first time os homework beforehand.
work, payi ng attention to the pron unciation of weak vowels.
• In case anyone should be in doubt: the Paci fic is wider, .. lead-in 2 minut es
Saturn is further from the sun, Russia is bigger, gold is more • Write National Parks on the board and saythis is going to
expensive, and water is heavier than ice. Questions 3 and 5 be t he topic to day, Ask: Whatkind of things can you see
may generate some discussion. in national parks? Acce pt any sensible answers, e.g. trees,
animols, but try to elicit some of th e vocabulary from lesson
Forfurther practice Of comparative adjectives, go to: 5A. Then say: Todoy we are going to find out about some
Grammar Builder 5B : Studen t's Book page 116 national parks in Britain, Ireland, Australia and Canada.

• Read thro ugh t he phrases in the box, Ask students to
1 1 highe r 4 wetter 7 taller
describ e the photo in pairs. Ask one student who is not
2 easier 5 friendlier 8 later
very strong, but reasonably confident, to repeat their
3 bigger 6 nicer
description to the whole class: th en ask who would like to
2 1 noisier 4 furth er 7 heavier add something. Elicit as complete a description as you can.
2 shorter 5 hotter 8 larger
3 wider 6 better Exercise 2 page 50
• Tell students t hey are going to read a text about t he l ake
3 Open answers
Distr ict Nati onal Park In England. Use t he picture in t he
article to point out the location of l ake District.
• Ask students to read th rough the text fairly quickly first and
do the task in exercise 2. Yo u might even set a time limit of
1-2 minutes. Goover answerswith the whole class.
Unit 5 · Wild ! P
KEY Transcript 2.13
1 c 2 A 3 B 1
Hi, I'm Sandra and I'm fro mAdelaide, in Austra lia. There arelots of
great National Parksin Australia. Myfavourite isthe Great Barrier
CULTURE NOTE Reef National Park. It's on the eastcoastofAustra lia.There are lots
of tittle islands, with fantasti c beach es. People go swimming and
William Wordswo rth /w3:dzw3:0/ is one of the mos t
surfing there, and of course you can go diving and see beautifulfish.
popu lar of all English poets . He was one of the poets who
sta rted the Romantic Movement in English poetry. Most 2
of his poems are about t he beauty of nature and many Hi, I'm Liam and I'm fro m Dublin in Irela nd. My favourite Nation al
of them describe the countryside of the Lake Dist rict . His Park is the Killamey National Park. It's in thewest ofIreland. There are
most famous poe m is Daffodils. three beautiful lakes where people go sailing and fishing. Th ere are
also rivers and forests with lots of interesting animals. r sometimes
Beatrix Potter /bIatnks pDto/ wrote children ' s books
go there with my family in the summer and we go walking.
about the adventures of animals. including Peter Rabbit.
Tam Kitten. and Jemima Puddle-Duck. She also pai nted 3
the illustrations of the books. which are still popular wit h Hi, I'm Maria and I'm from Calgary, in Canada. I love skiingso my
children today. She was born in london but sp ent most favourite National Park is Ba nffNational Park. It's in the Rocky
of her life in t he Lake Dist rict. In 2006 Miss Potter. a Mountains in the west of Canada. There are fantastic mountains
bi ographical film was released. starring Renee Zellweger wh ere peoplego skiing and snowboarding. But it isn't just winter
and EwanM(Gregor. sports- , gocycling with my friends and go canoeing on the \akes.
It's a great placefor a holiday.
Exercise 3 page 50 Exercise 7 page 50 " 2. 13

o Studen ts now have to read th e text more carefu lly. It would • Play the recording once more without stopping, and then
be good to have dictionaries available; otherwise they can again stopping after each speakerto check answers.
use the Wordli st. Go over answers with the whole class. Students may need reminding what natural features are.
KEY KEY
1 F 2 F 3 F 4 T 5 F 6 T Great Barrier Reef National Park: little islands. surfing; diving
Killarney National Park: lakes, rivers; fishing
Exercise 4 page 50 Banff National Park: mountains; snowboard ing, cyding
• Ask students to read through the list of outdoor activities
in the box and see how many word s they know or can Exercise 8 page 50
understand . Ask t hem to look up the rest. • Allow time for this activity. It can be done in several ways:
o Students do the task indivi dua lly. com pare wha t th ey found A Th e sim plest - st udents talk in pairs whi le you mon it or.
in pai rs, then repo rt back to the who le class. Con firm what B Students work in groups - preferably with team-mates of
t hey say. usi ng the verb go: Yes. you can go walking and their own choice - and decideon one national park they're
clim bing the re ... (to reinforce t he use of go with activi t ies) going to describe in some detail; each team then speaks
• Point out the silent b in climbing and have severa l students in front of t he whole group. You can repeat the foreign
repeat the word . visitor scenario: you are a foreigner who would like to
knowabout national parks you might visit in this country.
KEY ( If you feel you r stude nts are up to it. you may ask
walking, climbing, swimming, sailing everyone to prepare a 1-minute talk about a national
park of their choice at home and present it in front of the
class. This could also be done in teams of two.
Exercise 5 page 50
• In this task students relate the vocabularyto their own .. Lesson outcome o
experience. Ask them to imagine they are going to have Ask students : What have we talked about today? Elicit: National
some foreign visitors who are really interested in outdoor Parks. Elicit som e vocabulary from t he lesson , Praise the
activities. Students confer and generate ideas in pairs or st udents who come up with the more sophisticated it ems.
groups of three. After that, you can take on the roles of Drawstudents' attention to the lesson statement: Ican
several visitors and say: I really love cycli ng and especially describe a National Park.
mountain biking . Where should I go ? or I like swimming.
sailing ... What's a good place to go ? etc.
Exercise 6 page 50 " 2.13 , .

• Drawstudents' attention to the photos of three national
parks. Tell them they are going to hea r t hree speakers from
different countries talking about their favourite national
Superlative adjectives
parks. Point out the task. Tell them th ey wi ll hear th e
recording twice. Play it once without stopping, then stopping LESSON SUMMARy • • • • #
after each speaker to checkanswers. Grammar: superlative adjectives
Speaking: expressing opinions
KEY Listening: quiz questions
1 c 2 A 3 B •
"'Il,lini..1 To do the lesso n in 30 minutes, set the Grammar
Builder for hom ework.
5 (Answers wil l vary)
.. Lead-in 2 minu tes
2 Who's the most intelligent person in your family?
• Ask students: What is the fastest carinthe world? What is the
3 What's the most popular food in your country?
best filmof thismonth? What is themost beautiful animalin
4 Who's the most famous actor in your cou ntry?
the world?Write an the board: the fastest,the best, the most
beautiful andask students fortranslations. Explain: today we are 5 What's the most importa nt school subject?
goingto talkabout superlative adjectives (elicit a translation). 6 What's the most boring sport?
6 2 France is hott er than Britain , but Spain is the hottest.
Exercise 1 page 51 3 Harry is more intelligent than Dave, but Robert is the
• Draw students' attention to the photos and askthem to most intelli gent.
prepare to talk about them usingthe words in the box. Some 4 Magazines are cheaper than books, but newspapers are
of the words may be new. With a weaker class, explain grow, the cheapest.
shelter and anything else that poses problems. With a stronger 5 Historyis more interesting than science, but music is the
class, encourage the use of the Wordlist. Allowa minute for mostinteresting.
preparation. First havestudents talkabout the photo in pairs.
6 Kate is friendlier than Steve, but Wendy is the friendliest.
then ask 2 or 3 to teli the whole class what they said.
7 New York is larger tha n London, but Tokyo is the largest.
Exercise 2 page 51
8 The Simpsons is better than Malcolm in the Middle, but
Friends is the best.
• Ask students to read the first sentence of t he text. Ask: Wh at
is the text about? (Antarctica) Why is the climate extreme?
(Because it's cold/t he coldest place in the world.) Exercise 5 page 51
• Students read the text for the first time. When they have • Make sure student s understand they have to do two things:
finished, ask: So, in what ways is the climate ofAntarctica complete the questionsand choose the right answers.
extreme? (Elicit: It's the coldest, the wettest and the driest.)
• Now ask students to read the instructions for exerci se 2. Exercise 6 page 51 " 2.15
Students read the text for a second time to identify the • Play the recordi ng to checkthe answers. With a weaker
superlative forms. class, write all the adjective forms on the board; with a
stronger class, you may still want to write furthest and
KEY biggest.
1 the coldest 3 the lowest 5 the driest
2 the worst 4 the wettest 6 the most difficult KEY
1 the furthest a 4 the iongest a 7 the biggest b
2 the deepest c 5 the fastest a
• Draw students' attention to the Learn this! box and ask them 3 the mostintelligent c 6 the largest b
to compare it with the box on comparative adjectives on page
49. Discuss the differences and similarities. As stud ents Transcript 2.15
complete the box, look over their shoulders to make sure they 1 Oslois further north than Ottawa, but Reykjavikis the furthest
get the spelling right. Play the recording to check answers and north - 2,874 km from the North Poie.
practise pron unciation. With a weaker class, you may want to 2 The deepest Ocean in the world is the Pacific. The Mariana
write the answe rs on the board or show them on an OHP. Trench nearthe Philippines is more than 11,000 metres deep.
3 Dogs and dolphins arevery intelligent animals butthe most
KEY intelligentanimals are chimpanzees.
1 the iargest 3 the hottest 5 the worst 4 Allthree rivers are more than 6,000 kilometres long. The
Amazon and the Yangtze are both about 6,400 kilometres, but
2 the heaviest 4 the most diffi cult
the longest is the Nile, which is more than 6.800 kilometres.
5 The lion isvery fast, but the cheetah is the fastest animal in the
Exercise 4 page 51 world. It can run at 110 kilometres perhour.
• Students individually co mplete the sentences and decide 6 The largest land animal isthe elephant. However, the blue
if they think they are true. Check with the whole class. As whale is much bigger and is the largest and heaviest animal in
different students read the sentences aloud, you may ask the world. They can be 30 metres long and weigh 13 0 tonnes .
them for true versions, e.g. 7 The three largest continents areAfrica, Asia and North America.
Student: I'm the funn iest person in the class. - Nottrue. But which is the biggest? The answer is Asia - it's 45 million
square kilometres.
Teach er: So who is the fu nniest person in the class?
Exercise 7 page 51
KEY • Before students start askingand answering, emphasise
1 the funniest 4 the best that we always say who for people, what for things. Do th e
2 the hott est 5 the most exciting first two or three questions in open pairs to make sure they
3 the most important 6 the most difficult are getting it right. At the end of the activity bring the class
together to compare ideas.
For furth er practice of superlative adjectives, go to:
Grammar Builder 50: Stud ent ' s Book page 116
KEY (Answers will vary)
1 Who's the most beautiful actress in the world?
2 What's the mostinteresting city in yourcountry?
KEY 3 What' s the best programme on N ?
4 2 the highest 5 the nicest 8 the furthest 4 Who's the worst singerin the world?
3 the easiest 6 the worst 5 What' s the easiest subject at school?
4 the wettest 7 the funniest 6 Who's the best football player in the wortd?
7 Who's the funniest actor on TV?
Ur it ~ • y.'" :
.. Lesson outcome been mentioned, they are out. The activity usuallycontinues
until there is only one person left - the winner, but you can
Ask st udents: What have we talked about today? Try to
stop at two or three winners if you wish.
elicit: superlative adjectives or a translation, but accept any
answer that refers to the content of the lesson. Briefly revise
su perlat ive forms, aski ng different stude nt s to supply them .
Exercise 1 page 52
Draw stude nts' attent ion to the lesson statement: I can • Draw st ude nts' attentio n to the photographs. Ask if the y
des cribe pe ople and things using superlative adjectives. can name any of the animals. Then ask them to do the task,
using dictionaries or the Word li st if they need to.
KEY
How much doyou wantto bet? 1 tiger 5 mosquito 9 elephant
Pairwork 2 whale 6 eagl e 10 bear
l anguage: comparatives, superlatives and articles 3 snake 7 jelly fis h 11 shark
Materials: one copy of t he works heet per pair of students 4 lion 8 hi ppo
(Teacher's Book page 13 1)
• Divide students into pairs an d give each paira copy of t he
works heet. Ask st ud ents to go through the sente nces tick in g
whether they think the y are correct o r incorrect. Next they • Play the recording once for students to checktheir answers
and a second time to practise pronunciation. Pay attention
bet between 10 and 100 point s on th eir sentences and
to the weak vowel /dl in elephant, lion, tiger, etc.
w rite th e numb er in th e BETcolu mn, Explain t hat if t hey bet
correctl y on t he sentence, th ey win t hat amou nt. If the y bet
incorrectly, they lose it.
Exercise 3 page 52
• Go through the sentences. If necessary, to avoid cheating, • Students classify the animals, then compare in pairs and
let th e st udents corre ct anot her pai r' s worksheet. add more. Check wit h t he whole cla ss. Write t he addit iona l
• At th e end , stude nts add up th eir total wi nnings and losses ideas on the board.
(gains minus losses). The pair with the highest score wins.
• Correct the incorrect sentences as a class. KEY
Land : bear, ele phant , hip po, lio n, snake, tiger
KEY Sea: jellyfi sh, w hale, sha rk
1 The Nile is t he lon gest river in t he world . Air: eagle, mosquito
2 You are the funniest student in the class.
3 correct Exercise 4 page 52
4 Mount Everest is the highest mountin in the world. • Introdu ce the topic of the reading text by asking: Wh ich
5 New York is colde r th an Florida. animals do you thinkare the most dangerous? Elicit a few
6 correct responses, then direct students' attention to the text. Ask
7 correct them t o read it once and a) match t he photos and the
8 Geography is easier than rnath s. paragraphs; b) find out which is the most dangerous animal
9 correct in t he world and w hy. Allo w 3-4 minutes to read. Check
10 correct answers with the whole class.
11 Foot ball is t he most popul ar sport in the UK.
12 July is hotter t han April. KEY
13 correct A Hipp os (photo 2)
14 Russia Is the big gest country in t he wo rld . B Box jellyfi sh (pho to 3)
15 correct C Mo sq uitoe s (photo 1)
The mosquito is the world's most dangerous animal, because it
spreads malaria.
Exercise 5 page 52
• Make sure students understand the meaning of noun, verb,
and adjective. Elicit some examples. If the names of parts of
speech are new to yourstudents, write them on the board
together with the examples. Show students how it's possible
LESSON SUMMARy • • • • II to tell from context if an unknown word is a noun,verb or
Reading: an arti cle; reading for detail adjective, and also to tell something about its meaning. You
Vocabulary: animals can use the following examples. Write the sentences on the
Speaking: describing animals board, then ask the leading questions. You can explain and
Topic: nature and the environment discuss this in the students' own language if necessary.
• Hummingbirds live in Sputh America. - Whatpart ofspeech
is 'hummingbirds'? (Noun.) How do we know that? (It is the
~,:t.l ijllil' To do the lesson in 30 minutes, ask students subject of a sentence; a verb com es after it; the sentence
to read the text for the firs t time at home, and possibly to do tells us where hummingbirds live.) What can we guess
exercise 1. about its meaning?Are hummingbirds people? Animals ?
Machines? (Th ey must be living creatures , as they live
.. Lead-in 2- 3 minutes somew here. The second half of the word is - bitds , so they
may be a kin d of bird.)
• Askstudents to remember as rnariv names of animals as
they can. Everybody in turn has to say one. If someone
Ourdog alwavs barks at the postman. - What part of
cannot t hi nk of an animal or repeats a name tha t' s already
speech is 'barks? (Verb.) How do we know that? (From its
6'"" ~ . c: • Wild'
position - after the subject and 'always', and from the form,
Stage 1: Stu dent s prepare what they 're goin g to say. Put
with the third person singular - s, which agrees with the
these phrases on the board:
word dog.) Con you guess whatit means? Wha t can a dog do
to a postman? Good morning. this is ... Beware of ...
Thev have a vicious dpg. l(qUacks everyone. What part Today we want to tell you about ... Don't go near...
ofspeech is 'vicio us? (adjective) How do we know that? If you're goIng to ... Don't go swimming ...
(Because of its position between 'a' and a noun; it describes Circulate and help. If st udents' descrip tions of the animals
the noun.) Does it mean a good dog or a bad dog? are largely quoted from the text, that Is OK. Reading new
language aloud, carefully and clearly, is also usefu l practice.
Exercise 6 page 52 Stage 2: In their teams, students pract ise deliveringtheir
• After the practice in exercise 5, you can ask the students talk s. They can read, but emphasise tha t th ey have to read
to do the same wi t h th e five hi ghl ighted wo rds in t he text. clearly, fl uentl y and expre ssively. Circulate and help with
As you go overthe answers with the class, ask additional pron unciation.
questions to reinforce the vocabulary: Michal, is yourdog
aggressive?Ania, do you like Garfield cartoons? etc. Stage 3: Each team in tum presents its programme to t he
class. Set up a good place for them to do it: a tabl e or two in
front of th e board, facing the class, with th ree or four chairs.
KEY
1 aggressive (adj .) 3 popula ti on (n.) 5 insect (n.) Stage 4: Provide some feedback: quote the best sentences
2 tentacles (n.) 4 carto ons (n.) or phras es. or examples of particul arly effective paci ng
and intonation. Correct a few errors, especially those
which occurred morethan once and were made by more
Exercise 7 page 52 than one person.
• Students read the instructions. Make sure they understand
that the sentences should be completed using inform ation
from t he text. Point out t he irregular plural of boxjellyfish. .. Lesson outcome
Ask individual stu dents to read the answers aloud. Ask stude nts : What have we talkedabout today? Eli cit: animals
or a similar answer. Elicit examples of new vocabulary. Accept
KEY anywords fro m the lesson, but praise the students who come up
1 Mosq uitoes 4 box jelly fis h 7 box jellyfish with the more sophisticated ones. Draw students' attention to
2 Box jellyfi sh 5 hip pos the lesson statement: I can understand an articleabout animals.
3 Hippos 6 Mosq uitoes
Exercise 8 page 52
• Check with the whole class. As students read their answers
aloud, pay attention to the pronunciation of the weakvowel Making a phone call
/;:,/ in million and thousand. Point out the absence of the
plurals in form s such as three million.
KEY LESSON SUMMARY • • • • '"

Listening: dialogues
1 The body of t he box jellyfi sh is about 20 centimetres long.
Speaking: asking for information
2 Mosq uitoes give malaria to over 300 million people a year.
Grammar: would like
3 Some hi ppos are 3.000 kg.
4 About 3 million people die of malaria every year. Topic: shopping and services
S Forty percent of the world'spopulation are in danger of malaria.
6 The box je llyfish has got about 60 tent acles.
",:lIlijI4111 To do the lesson in 30 minutes, set exercise 7 in
the Grammar Builder as homework, and have fewer pairs act
Exercise 9 pag e 52 oul their dialogues in front ofthe class.
• With a weakerclass, go over the phrases in the box
together. Students may write the descriptions in pairs. With .. Lead-in 2 minutes
a stronger class, encourage the use of dictionaries and the • Inform t he class of t he lesson objectives. Ask a few students:
Wordlist. As studentswrite their descriptions, circulate and Do you evergo to the zoo? Do you evergo to museums ?Do
help. You could also have stronger students sit with weaker you /ike going to zoos?/ to museums ?What do you need to
ones and help t hem. knowbefore yougo? (Try to elicit the idea of opening hour s
and t icket prices. in any form, but preferably in English.)
Exercise 10 page 52
• Encou rage students to read loudly and clearly. Correct Exercise 1 page 54 " 2.17
pronunciation mistakes if they affect communication. • Draw students' attention to the photos. Say they are going
to hear a phone conversation: a girl is calling the Bron x Zoo
ADDITIONAL SPEAKING ACTIVITY (in NewYork) to ask for some information.
Ask stu dents to work in grou ps of thre e or four. Tell the m • Play the recording once, asking students to complete
t he dial ogue. Then pl ay it a second tim e, asking them to
they are preparing a 1V programme about dangerous
concentrate on the intonation . Pause after the four phrases
ani mals. They have to warn tou rists about hippos. box
which were missingand ask students to repeat them first
jellyfi sh and mosquitoes - one person will present each
chorally, t hen individ ually. Make sure they repeat them as
animal. They have to tell viewe rs where the animals live.
single tone units. Model the intonation if necessary.
why t hey are dange rous, and suggest ways of st aying safe.
One person will have to introduce the program.
Unit5 • Wild! P
KEY KEY
1 How can I help you? 3 And w hat t ime do you close ? 1 Can, give b 3 How much d
2 What time do you open? 4 How much does it cost to get in? 2 What, times a 4 stude nts c
LANGUAGE NOTE - FORMAL LANGUAGE

Exercise 6 page 54
• In pairs, ask students to imagine that one of the m works in
Highlight the use of forma l language by the clerk: Good
one of the museums in yourtown or a nearby city and the
afternoon (rat her t han Het/o); Certainly (rat her tha n Sure);
other is a visitor looking for information. Encourage them
Thank you (rather tha n Thanks) and You're welcome (rather
to choose a real museum. Pairs prepare and practise their
tha n That's OK).
dialogues.

• Ask 2- 6 pairs act out their dialogues to the class. Comment
• Read t he Learn this! box toget her. Elicit the example of
on any recurring errors, praise good performances.
would like from the dialogue in exercise 1.
.. Lesson outcome
KEY
Ask stud ents: What have we talked about today? Try to eli cit:
I'd like some information about the zoo, please. askinq for information or a similar answer. Elicit some of the
questions practised in the lesson. Drawstudents' attention to
For further practice ofthe use of would like, go to: the lesson statement: Ican ask for and give informa tion.
Grammar Bu ilder 5F: Stude nt's Book page 116
KEY
7 1 Would you like 3 Would you like 5 I'd like
2 Do you li ke 4 I'd li ke 6 Would you like
8 Open answers
LESSO N SUMMARy . . . ..
Exercise 3 pa ge 54 Writing: a postcard
• First ask students to read the dialogue in pairs in the form Reading: postcard s
in which it appears in the book. Then they read it again, Grammar/vocabuLary: pre positions of place
substituting different namesof museums and differenttimes
Topic: nature and the environment
and prices. Ask one or two pairs to perform for the class.

L,U,ljliM.. 1 To do the lesson in 30 minutes, set the writing QS
• Te ll students they are going to hear another phone call. homework.
Allow 1-2 mi nutes to read the task and thin k abou t t he
listening tip. Elicit t he meaning of last entry. Play the .. Lead-in 2 m in ut es
record ing. Askstudents if they need to hear it again. Students
• Write postcards on the board. Have a chat with students
compare answers in pairs first, then check as a class.
about writing holiday postcards. Use these questions: Do
you ever write holidaypostcards? Who do you write to?How
KEY much do you write?
TIckets: Adults $14, Child ren $8, Students $10 • Conclude: Today we are going to work on writing postcards.
Opening hours : 10.00- 17.45 Last entry: 17.0 0
Exercise 1 page 55
Transcript 2.18 • Draw students' attention to the postcard photos and the
two texts. When checking answers , you may ask: Where is
Clerk Good afternoon . American Museumof Natural History.
How can I helpyou? Mal/orca? If you have a map of the British Isles in your room,
james Oh, hello. Can you give me some information about the you can point out the location of l och Ness.
museum?
Clerk Sure. What would you like to know? KEY
james What areyour open ingtimes? 1 Scotl and 2 Mall orca
Clerk We open at 10 and close at quarter to six. But we don't sell
tickets afterfive o'clock.
james How much arethe tickets? CULTU RAL NOTE - THE LOCH NESS MO NSTER
Clerk It's $14 for adults and $8 forchildren under 1 2 .
The LochNess Monster, also known as Nessie, i s thought
james How much is it forstudents?
by some peo ple to be a large animal like a di nosaur that
Clerk For students it's $10.
james OK, thanksvery much . lives in Loch Ness. Ma ny people claim to have seen it and
Clerk You 're welcome. Have a nice day. have tak en phot os of it , and there is a special Loch Ness
james Bye. Mons ter Exhibition for t ourists on the edge of the lake.
However, no evidence ofits existence has been found."
Exercise 5 page 54 " 2.18 -
• Play the reco rding one or two moretimes for students to
co mplet e t he q uestio ns and match the rep lie s. Check,
payin g attention to the pron unciation of whole tone units.
' ~ ' . :;. WilrP

Th is can also be done as a jigsaw reading activity: one • The actual writing is best set as homework. To make it
student in each pair reads the Mallorca card, the other the more attractive and rea listic, you can ask students to
one from Scotland; they answer the questionsand then use real postcards (they can be the cheap variety with no
exchange information . later ask everyone to read the card photograph) and to address the cards to their c1a ssmates -
they haven't yet read and go over the answers as a class. everyone to the perso n directly before them on the class list.
(The first person writes to the last one.) In the next lesson,
KEY the cards can be ' delivered' and read.
Sally's card:
1 In Scotla nd. 4 In a youth hostel. ADDITIONAL WRITING TASK
2 They thin k it' s great. 5 Loch Ness. It Yo u're on holiday in your favourite place in youf country.
3 Not very good. 6 They go walking in the mountai ns. Write a postcard t o frie nds from the USA,which will l11 ake
Dan and Kate' s card: them want t o visit the plac e in the future . Information to
1 In Mallorca. 4 At a campsite in a small village . in clude:
0kind
2 They think it' s lovely. 5 The beach near the campsite. • Say where youare. what of place it is andwhere it
3 Fantastic. 6 They go swimming and Kate goes lies. (itis a ... in the northof ... ; near".)
sailing. • Say what kind of accommodatio n is available. U'mc
staying In a ... but you can a/so stay /n ...]
• Say what a tourist can do'there (We go swimming, etc.]
Exercise 3 page 55
every day. You can also ... here ...]
• Students write the phrases. With a weaker class. you could
write them on the board as welt.
• Wish you were here! is a fixed expression typically used in
postcards. Enco urage students to learn it as an expression
- • Encourage them to come. (Come .../ Can you come •.. 1)
• Lesson outcome
rather than worry about grammatical issues such as why we
Ask students: Whatdid we lookat today? Elicit: postcards or
use were when it's in the present.
holidays. Elicit any useful tips students have learned. Draw
students' attention to the lesson statement: I can write a
KEY postcard describing a place.
1 It's lovely here and the weather is fantastic.
2 Wish you were here. Notes for Photocopiable activity 5.2
3 See you next week.
Wild!
Exercise 4 page 55 Mind map
• Draw students' attention to the box with prepositions of place. Language: vocabulary from Unit 5
Ask a few students questions like: Do youprefer beingat the Materials: one copy of the works heet per pair of students
seaside or in the mountains? Ormaybe neara lake? (Teacher's Book page 132)
• Ask students to find the expressions with prepositions in the • In this activity students work in pairs to complete a mind
two postcards they have read . map which groups together words in topics related to the
theme Wild. Explai n tha t learning words in top ic groups in
this way helps the brain to store new words and will help
KEY
students remember them. They should be encouraged to
We're in Ma\iorca. We're at a campsite in a small village.
start topic vocabu lary pages in th eir notebooks and to add
the beach near the campsite to them as they meet words throughout the course .
We're in Scotland We're in a youth hostel near Loch Ness. • Yo u could set the activity as a race.
in the mountains
KEY
Exercise 5 page 55 Geographical feat ures:
• Draw students' attention to the photos at the bottom of Land desert beach hill island mountains rainforest valley
th e page. Say: These are different kinds of accommodation Water lake ocean river sea waterfa ll
- places where you can stay. (Wri te accommodation on the Animals:
board.) Askstudents to do the matching exercise, using Types of animal eagle bear hippo jellyfish shark snake tiger
dictionaries. Check with the whole class. Ask a few stude nts wha le
questions like: Do you prefer staying in a villa or at a Parts of an animal 's body legs tail tentacles wing
campsite? Wo uld you /ike to stay in a cottage /ike this? Adjectives fast aggress ive dangerous fast intelligent large
rare
KEY Weather cold dry hot wet
Italy - Vil la Las Vegas - hotel Ireland - campsite Activities bird-watch ing canoeing climbing cycling
Spain - apartment f inland - cottage horse riding mountain biking sailing
Austria - youth hostel Accommodation cottage campsit e youth hostel
Exercise 6 page 55
• Set up the writing activity. Have students read the writing tip
and tell them it is very, very important to always think first,
before they writ e anythi ng! Invite them to look at the photos
and choo se one place. Then ask them to imagine the actual
holiday, considering the pointslisted in the task, Encourage
them to note down some vocabulary for each of the points.
Unit 5 • Wild! po
-
TOP IC • • • • Exercise 3 page 56
People • Students read the instructions and the statementsabout
th e phot os. In pairs. stude nts match the descriptions t o the
- - -- - -....- '!""--=- photos.
.. lead-in 2 minutes • Check the answers with the class .
• Discuss going out wit h students. Where do they like going?
Who do they usually go out with? What do they wear? How KEY
oft en do they go out? 1 Photo 1
2 Both
Exercise 1 page 56
3 Both
• Studentsaskand answer in pairs. Circulate and monitor.
4 Photo 2
At the end ask students if they think there is a connection
5 Photo 2
between the clothes people like and the music they listen to.
Exercise 2 page 56 "2.19 Exercise 4 page 56

E Listening: matching statements to speakers • Ask student s to look more closely at photo 1. Explain that
• Read the listening tip as a class. Emphasise that when
they are going to learn how to describe a person's position
in a phot o. This will help them discuss photos In an exam
doing a listen ing task students should be famili ar with all th e
situation.
questions I statements in the exercise before the recordingis
• Students do the task and compare answ~rs in pairs.
played. so that they know exactly what th ey' re listening for.
• Play the recording twice. Ask students to compare answers
in pairs. Ask them if they want to listen to any of the KEY
speakers again and rep laywhateve r is required. Check 1 a 2 d 3 b 4 c
answers as a class.
Exercise 5 page 56
KEY • Students build on the previous exercise and describe the
1 C 2 F 3 A 4 B 5 D peopl e in the photo s in greater detail. Circulate and monitor.
I ~ran5criPt 2.19
Ensure students are able to clearlystate which person they
are talking about.
Exercise 6 page 56
I'm a black jeans and J-shlrt person. I always wearjeans and
denim jackets and big black boots. You can probably teUthat I like E Speaking: picture-based discussion
American rock music. My favourite r-shtrt is a black andwhite one • Rea d the speaking t ip with the class. Explai n tha t when th ey
that I got from an Aerosmith concert. Thatwas a good night. Great have two photos. they need t o be able to talk about things
f music. that are similar and thingsthat are different in each one. The
tip box has some useful phrases for discus sions of this kind.
2
• Read the exam task as a class and check understanding.
I like casual, comfortable clothes. I like bigtrousers and lang
• Allow students two or three minutes to prepare. In pairs,
cotton shirts or jumpers. 1usually weartrainers during the day. If
student s take it in turns to speak about the photos for 1-2
I goout in the evening, I'U probably wearthe same thing! But l'll
put shoes or boots on instead of trainers. I like listening to R'n'S
minutes. Their partner listens.
music, and l Hke goingto clubs that play that kind of music, but 1 • li sten to students, and see if they are using the phrases
can't dance very welt. from the speaking ti p box correctly.
• At the end. discuss the task with the students. Did they
3 find it easy or difficu lt? How do th ey feel about talking on
I wear jeans and I -shirts during the day, but if I go out in the their own rather than as part of a conversation? Was the
evening, 1like to dress up. I like skirts and dresses and nice shoes preparation time useful? Discussideas around the class.
with quite high heels. But my shoes have to be comfortable,
because ' like dancing. I usually goout to a club with good dance .. lesson outcome
mu sic. and stayon the dance floor for as langas possible. Ask student s: What have we dane today? Elicit: listening with
4 a matching task or equivalent and describing photos or talking
I am comfortable in long skirts anddresses. 1usuallywear boots about going out. Elicit some information about the tasks and
with them in thewinter and flip-flaps or sandals in the summer. If I tips.
goaut in the evening, I just change my dress. I' m a cla ssical music
student, but 1also rea lly like blues and some folk music. There's a
great bluesbar nearthe university that 1goto with myfriends.
5
, love rap music, and I love the clothes that go with it. Wh en I go
out, I wear narrow jeans with a big belt, white trainers or high
heels, a brightly-co loured top or 'f-shlrt and lots of jewellery. I like
to go out clubbing with my friends. We dance for hoursand hours.
tt's amazing.
6
TOPIC • • • Exercise 5 page 57
Nature and the environment • Read the information. Students do the exercise individually
and compare answers in pairs.
• Ask students to read outtheir answers and check as a class.
.. Lead-in 3-4 minutes
• Brainstor m vo cabulary relate d to natu re: for example. ask KEY
everyone to give the name of an animal. then ask where 1 at, on 3 at 5 -, at
each of the animals lives; ask for some names of landscape
2 - . at 4 in, at. in
features (remembered fro m unit 5). e.g. lake. mountain.

• Tell stude nts they are going to read ab out blue whal es. E Speaking: situational role-play
Check if everyone remembers th e word whale. Say blue • Read the speaki ng exam task. Students do the task in pairs.
whales are the biggest whales and eli cit a translation. They can then switch roles and do the task again. Ask some
• Ask students to read the sentences and decide if they are students to perform the task in front of the class. Elicit
true or false in pairs. Do not go overthe answers - students feedback from the class focus ing on good points and also
will fi nd them in th e text. correctingany persistent mistakes.
• Ask stude nts to read the text quickly to find out if the ir
answers were correct. Exercise 7 page 57
• Read the tip. Students work in pairs. You maywish to ask
KEY them to descri be the photo in pairs. bringing together
1 T 2 F 3 T 4 F all the language they have practi sed. Then on e student
asks the two question s and the other one answers, after
Exercise 2 page 57 which they change roles and the first student answers the
questions. Circulate and monitor. Have 2-3 students answer
E Reading: completing a text the questions in front of th e whole class (and 2-3 others
• Ask student s t o read the rubric and to re-read the reading describe the photo if they were practising it at this stage) .
tip on page 17 (in GetReady for your exam 2). Remind them Discuss the strong and weak points of each answer.
that in a matching exercise there is always an extra item or
ite ms that do not belong anywhere. .. Lesson outcome
• Students work on the task indivi dually. Check as a class. Ask stude nts : Whathavewe dane today? Elicit: reading and
Asyou go over the answers to the matching exercise. ask compieting a text or equ ivalent and rote-ptavs, inviting, or
students to answer the questions with information from the refusing and accepting invitations or equivalent. Elicit some
chosen paragraphs. information about the tasks and tips.
KEY
A 2 C 3 E 1 G6
B 5 o 7 F - H 4
Exercise 3 page 57 " 2.2 0

• Ask students if they remem ber a situation when somebody
suggested going out and they refused. Did they thank the
person? Did they give a reason?
• Study the expressions for refusing invi tati ons, then play the
recording. Ask students to repeat individually and chorally,
paying attention to pronunciation.
Exercise 4 page 57
• Read the task with the class. The controlled practice can
be done in open pairs with the whole class: choose a pair
of students, preferably sitti ng quite far apart. to do one
mini-dialogue of suggestion and refu sal.Then repeat with
another pair.
• If you feel students need more practise . allo w them to
continue in closed pairs. Circulate and monitor as students
talk. Listen for any errors in th e target language and discuss
these as a class at the end.
Get ready for your exam 6 0

THIS UNIT INCLUD ES • • •
Vocabulary. places intown. time expressions . sequencing words
Grammar· past simple: be andean • past simple affirmative (regular verbs)
Speaking. talking about places In town e retelling a story
• telephone English . saying phonenumbers
Writing· a tourist information leaflet < phone messages
WORKBOOK pages 52-58
LESSON SUMMARy • • • • • KEY

Vocabulary: places in town 1 car park 5 pos t office
Listening: short dialogues 2 art gallery 6 railway station
Speaking: talking about the locat ion of places in town 3 theatre 7 li brary
Topic: Travel and tourism 4 tourist i nfor mat ion office 8 bus statio n
Transcript 2.22
'*',1;:0.... To do the lesson in 30 minutes, set questions 1-3 1 Man Go on ... go on ... There's lots of space behind the
in Vocabulary Builder (port 1) as homework and keep exercise 7 car.
brief Woman We're very near to that blue car.
Man Which blue car?
.. Lead-in 2 minutes Custom er That one.
• Say: Today, we aregoing to talkabout places in town. Can Man Oh, dear. Sorry.
you name any places in ourtown?Students will probably
know a few names in English , and a further few might be 2 Boy What is it?
names of companies owning office buildings. If students are Girl I don 't know . I can see a face, I think.
stuck for ideas, offer a few prompt s, e.g. What's near our Boy That's not a face. It's a tree.
school? Where do you often go at weekends? Girl Is it? Weill like the colours .
Boy I don't.
Exercise 1 page 58 3 Acto r To be or not to be. That is the question. Whethe r 'tis
• Ask students to look at the map. Can they name some of the nobler in the mind to suffer ...
places? Ask them to do the task in pairs, using the Wordlist. Girl Look at his trousers. Aren't they funny!
Boy Ssshhh!
KEY Good morn ing. Do you have a map of Lond on,
4 Tourist
1 park 9 tourist i nformati on office
please?
2 cinema 10 theatre Clerk Yes, here you are.
3 church 11 car park Touri st Thanks. And I'd like some inform ation about
4 town hall 1 2 police statio n Buckingham Palace, please ...
5 post office 13 art gallery
6 museum 14 railway station S Customer I want to send t his postcard to the USA. How much
is it?
7 library 15 bank
8 department store 16 bus station Clerk 55P, please.
6 Girt Quick! there's the tra in. Don't miss it!

Exercise 2 page 58 " 2.21 Boy Oh, no! I haven't got a ticket yet!
• Play the recording once for students to check their answers. 7 Boy There's a really good book here.
Then play it again pausing after each item and asking them to
Girl Rea lly? What is it?
repeat chorally and individually. With a weaker class, ask for 80y It's called ...
translations to check they understand. With a stronger class, Librarian Sshhhh!
you may wish to ask some additional questions, e.g. What
canyou do there? Is there one in ourtown? Where is it? 8 Boy I'd like a ticket to Liverpool, please.
Clerk Single or return?
Exercise 3 page 58 Boy Single, please.
• Students do the exercise indivi dually or in pairs. Checkwith Clerk That's £20, please.
the whole class. Boy What time's the next bus ?
For further practice ofplacesin town, go to:

KEY
1 railway station 5 park 9 theat re Vocabulary Builder (part 1): Student's Book page 133
2 library 6 bus station 10 art gallery
3 post o ffi ce 7 car park KEY
4 tourist information office 8 cinema 1 1 d 3 g 5 alc lf 7 e
2 alclf 4 blh 6 hlb 8 alclf
Exercise 4 page 58 " 2.22 2 1 bus station 5 railway station
• Tell stu dents they are going to hear 8 sho rt conversations 2 town hall 6 art gallery
h appeni ng in some of the places listed i n exercise 1 and 3 car park 7 police station
th ey have to guess which piace it is. Say they will hear the 4 post office 8 tourist i nform at ion office
recordi ng twice. Play it through once without stopp ing; the
secon d t i me. sto p after each place and ask for answers.
'::'l:( • (.. • Out and about

3 1 library 4 park 7 th eat re .. Lead-in 2-3 min ut es
2 church 5 car park 8 museum
• Say: Today, we begin to talk about the past. For example:
3 art gallery 6 post offi ce
Iam at schoolnow, but at 8 o'clock last night Iwasn't at
4 Open answers school. I was at home. Where were you at 8 o'clock last
night? (Don't expect a full sentence in reply: At the cinema
is verygood.) I can swim now, but when I was 5 years old, I
Exercise 5 page 58
couldn't swim. Could you swim when you were 5 years old?
• Ask students study th e pictures illu strating the prepositions (Again, Yes / No is enough.)
between, near, nextto and opposite. Elicit translations to • Write on the board: past simple be: I was at home last
check understanding, then move on to the speaking activity. night. can: I could swim when I was 10.
Monitor, paying attention to pronunciation. • Conciude: Today, we're going to study the past tense of the
verbs be and can.
Exercise 6 page 58
• Encourage students to make use of all the language on the Exercise 1 page 59 " 2.23
page - the boxwith names of places and the prepositions,
• Before students open their books, teil them they are going
and possibly words fro m other lessons (e.g. zoo or museum
to listen to a phone conversation between Cathy, who is
from Unit 5). Encourage the use of different sentence
on holid ay in th e United States, and Tom, who's at home.
structu res - there are three models in the exercis e, and with
Askthe two questions from exercise 1. Playthe recording
a weakerclass you might specify: Write six sentences built once, then tell students to open their books and toilo w th e
/ike the sentences in the book: two /ike the first one, two /ike dialogue in the book as you play it a second time. Elicit
the second one and two /ike the third. answers to the questions.
Exercise 7 page 58
KEY
• Allow a minute for students to prepare some descriptions.
1 in Boston 2 in New York
As theywork in pairs, circu late and monitor. At the end,
bring the ciass together and ask a few students to perfor m.
For work on words that go together, go to: : LANGUAGE NOTE - WHAT ... LIKE?
•• The question What ... like? frequentiy confuses students
because they aren't used to seeing like being used as a ~
preposttlonas it is here. Watch out for responsessu~ch as,
KEY It's likeamazing. ~
5 catch a train, go for a walk, park a car, visit a museum, order
a pizza
go to a night club, have a good time , pay for a tic ket, speak Exercise 2 page 59
to a friend, take a boat trip • Students fill in the table and compare answers in pairs.
Check with the whole ciass. If you have an OHP, you can
6 1 order a pizza 5 go for a walk di splay the completed chart on a transparency.
2 goes to a night club 6 park a car
3 take a boat tri p 7 speaking to a friend KEY
4 catch a train 8 having a good time
1 was 6 was 11 could
7 1 for 4 at 7 of 10 with 2 were 7 wasn't 12 couldn't
2 to 5 at 8 in 11 in 3 wasn't 8 Were 13 Could
3 to 6 from 9 for 12 from 4 weren't 9 were 14 could
5 Was 10 weren't 15 couldn 't
.. Lesson outcome
Ask students: What have we talked about today? Elicit: places Exercise 3 page 59
in town/ our town. As k: Can you give me some words for places • Students do the exercise individually or in pairs. Check with
in a town? Accept all answers, but praise the students who the whole class.
come up with the more soph isticated ones, such as town hall.
Draw students' attention to the lesson statement: I cansay KEY
where places are in my town. 1 were 4 weren't 7 weren't
2 wasn't 5 wasn't 8 wasn't
3 was 6 were
For further practice of post simple, be and can, go to:

Past simple: Grammar Builder 6B: Stud ent ' s Book page 118
be and can
KEY
LESSO N SU MMA Ry • • • • ~ 1 2 joe and Helen were in Bratislava on Wednesday.
Grammar: past simple of be and can 3 joe wasn't in Paris on Tuesday.
listening: a dialogue 4 Helen was in Liverpool on Saturday.
Speaking: talking about skillsand abilities in the past S joe was in Moscow on Thursday.
6 Joe and Helen weren't in Liverpool on Friday.
7 Helen wasn't in Budapest on Monday.
J.':r.Jilli.. i To do the lesson in 30 minutes, do exercise 4 as
a class and limitexercise 8 to one sentence per person. Set the
Grammar Builder as homework.
Unit 6 • Out and about ~
2 2 Where was Helen on Tuesday? She was in Paris. Exercise 5 pag e 59
3 Was Helen in Budapest on Wednesday? No, she wasn't. • Make sure everyone knows what because means. Read the
4 Was Joe in Stockholm on Saturday? No, he wasn't. example and do sentence 2 with the whole class to make
5 Were Joe and Helen in Bratislava on Thursday? No, they sure everyone knows what they have to do. Students work
weren't. individually and compare answers in pairs. After they have
6 Wherewere Helen and Joe on Wed nesday? They were in finished , check with the whole class.
Bratislava.
7 Wherewas Joe on Thursday? He was in Moscow. KEY
8 Were Joe and Helen in liverpool on Saturday? Yes, they 1 I couldn't go to school because I was ill.
were. 2 I couldn't read my book because it was dark.
3 1 couldn't go 5 cou ldn't hear 3 She could n't swim because the waterwas very cold
2 could n't find 6 couldn't listen 4 We couldn't eat our dinner because we weren't hungry.
3 could n't finish 7 couldn't sleep 5 t could n't speakto Kevin because he wasn't hom e.
4 couldn't understand 8 couldn't play 6 They couldn't play tennis because it was wet.
7 I could n't sleep because I wasn't tired.
Exercise 4 page 59 8 They couldn 't buy alcohoi because they weren't 18 years aid.
• Read the example and do sentence 2 with the whole class
to make sure everyone knows what they have to do. After
Exercise 6 page 59
stude nts have fin ished , check wit h the whole class. Ask:
• Read the example and do sentence 2 with the whole class
Which of these peopie do you know?
to make sureeveryone knows howto build the questions.
Afte r students have finished, ask them to read the questions
KEY aloud. Work on pron unciation.
1 Budhia Singh could run marathons when he was three.
2 Maria Sharapova could play te nnis when she was four. KEY
3 Vanessa Mae could play the violin and piano when she was
1 Could you read when you were four?
five. 2 Could you write your name when you were two?
4 MichaelSchumacher could drive when he was four. 3 Could you walk when you were one?
5 Sergey Karjakin could play chess when he was four.
4 Could you count to ten when you were three?
6 W.A. Mozart could write music when he was five. 5 Could you speak Engli sh when you were twe lve?
6 Could you ride a bike when you were ten?
7 Could you swim when you were four?
CU LTURE NO TES
Born in India in 2002, Budh ia Singh is the world 's
youngest marathon runner. At the age of three and Exercise 7 page 59
a half he ran 60 km in six and a half hours. He has • Tell studen ts to pay attention and remember the most
become famous and appeared in a number of television I interesting things they find out about their partner, as they
commercia ls. In 2006 he was ordered by the government • will have to report them to the class.
. to stop running because of fears for his health.
Exercise 8 page 59
The tenn is player and model, Mari a Sharapova, was
• Askstudents to just tell the class the 2-3 most interesting
born in Siberia in 198 7, but moved to the US at the age : thingsabout their partner.
of seven. In 2004 she won Wimbledon at the age of
seventeen. In 2007 she was ranked the top seeded [and .. Lesson outcom e
hlghest -earning) female tennis player.
Say to students: Todoy we looked at the past simple tense of
Barn in Singapore in 1978 and now living in Britain. two verbs: be and can. What's the past tense of be? I ... ? (elicit
Vanessa Mae ImeI! is a classical and pop violi nist. She several forms). What's the past tense ofcan? Draw students'
becamea worldwide phenomenon in her mid teens when attention to the lesson statement: Ican talkabout my past.
she created a new kind of' fusion music'.
The German formula One racing dri ver, Micha el
Schumacher. won the Grand Prix seven times. He retired
a
as driver in October 2006.
Sergey Karjakin from Ukraine became the youngest person Tourist information
ever to receive the title of chess grandmaster at the age of
twelve.
LESSON SUM M AR y • • • •
Wolfgan g Amadeus Mozart was born in Austria, In 1756.
Reading: a leafletabout l on don
He was a child prodigy, composing when he was five and
performing for the Austrian empress when he was six. He Listening: ra dio advertisements
was taught by his father, Leopold Mozart , a professional Writing: a tourist information leaflet
musician and scholar, Who took Wolfgang and his sister Topic: trave l and tourism
on a musical tour, playing to the courts of Europe, when &
Wolfgang was six. His first opera, Bastien und Bastienne,

was produced when he was twelve. Mozart died in 1791 1.,:lUjU4.. i To do the lesson in 30 minutes, set the writing as
leaving600 differentcompositions in a wide range of homework.
musical forms.
.... 70 ,
Unit 6 • Out and about
.. Lead-in 2 minutes KEY
• Before students open their books, ask them for anything 1 In Hyde Par k 5 At Wimbledon
they know about London . You can say: Today, we are going 2 At Stamfor d Bri dge 6 In t he West End
to talk about London. Please think: What do you know abo ut 3 At Madame Tussaud s 7 In street markets
London? Anything you can rememb er about it. Allow 20 - 30 4 At t he Tate Modern 8 From t he l ondo n Eye
seconds for students to think, then repeat the question and
have a bra instorming session about London.
Exercise 3 page 60
Exercise 1 page 60 • Students do t he voc abulary exercise ind ividually. Check wit h
• Ask students to look at the photos. Do they recognise any th e wh ole clas s. When chec king, ask stu de nts to say wha t
of the place s? Draw their attention to the task. Remi nd the adjective describes in the text: Wh at does the text say is
stud ents to use the Word list , Check w it h th e wh ole class exciting? (exciting things to do in the evening).
KEY KEY
1 E 2 A 3 0 4 B 5 C boring - exciting expensive - cheap
dangerous - safe old - modern
di rty - clean terrible - fantastic
CULTURE NOTE - LONDON SIGHTS
Madame Tussauds '/ma:d,m tu:so:dz / was started by a Exercise 4 page 60 " 2 .24
French wax sculptor, Madame Marie Tussaud (1761 -1850). • Tell students they are going to hear five rad io
It contains wax figures of famous people from past and advertisements for attractions in london. Ask them to read
present. There are now Madame Tussauds museums in th e instructi on s and li st of pla ces in the book. Tell them
, New York, Amsterdam, las Vegas, Shanghai and Hong t hey will hear the recording twice. Play it th rough witho ut
Kong. ~ stopping first, then pause after each advertisement and
4 The Tate Modern is situated on the River Thames : It has • checkanswers.
• been extremely popu lar since it opened in 2000, partiy
~ because of the buil ding, a disused power station. It shows KEY
modern art, i.e. since 1900. St Paui's Cat hedr al- 5 The Science Museum - 2
" The london Eye opened in March '2000 as part of the The Nat ional Galle ry - 1 Harrods departmentstore- 4
Millennium celebrations and is the wortd's tallest observation The Apollo Cinema - 3
"wheel, offeringpassengersa 25-mile viewin everydirection."
It. is Britain's mostpopular paid-for attraction. Transcript 2 .2 4
" The National Gallery in Trafalgar Squa re, l ondon, contains 1 We have som e beautiful paintings and drawings by famous
~ the largest collections of international paintings in Britain. artists like Rem brandt and Van Gogh. We'reopen every day
with paintings dating from the 14th to the early 20th from 10 until 5.
century. More modem paintings are held at Tate Britain
2 Are you intereste d in science?Th en come and see our
and Tate Modern,
exhibitions onthe planets and moons of the solar system.Th e
The British Museum in Bloomsbury, london, has one of exhibition starts on i st June and finishes on 30th September.
the wort d's fi nest collections of art and ancient objects
3 Don't miss the new Ju lia Roberts film at the Apollo Cinema. A
including the Elgin marbles and the Rosetta Stone. great evening for all the family! Th e film starts at three o'clock
.The Tower orLondon, built in the 11th-13th century, is and again at half past seven.
best known for itsuse as a prison in which many people 4 The best shop in London, and probably the most famous shop
accused of crimes against the king and queen were kept. in the world. Open 10 until 7 Monday to Saturday and 12 until 6
These included Mary Queen of Scots and Anne Boleyn . on Sundays.
St Paul's Cathedral was designed by Sir Christopher Wren S l ondon's most famous ch urch is open every day. It's nearly 350
and comp leted in 1710. It has a iarge dome, inside which years old. Climbto the top for wonderful views over London.
i s t he Whispering Gallery, where if a person whispers close Adults £9. Children £3·50.
to the wall on one side of the galiery they can be heard by
another person on t he ot her side of the gallery 32 metres Exercise 5 page 60 " 2 .25
away.The Cathedral conta ins th e graves of many fam ous • Play the first advertise ment and ask how many people
'peopie including tord Nelson and the Duke of Welli ngton. have got the answers. If they have, check them ; if they
Harrods is a large, fashionable and expensive department haven't, play it again. Repeat th e procedure with all five
store that cla ims to supply any article or service. It began advertisements. As students read the answers, make sure
in 1861 as a small shop selling food . It is now ow ned by they say t he t imes and prices correctl y (Three pounds fifty
Mohamed Al-Fayed, the father of Dodi Al-Faved who was etc.) .
killed in a car accident in Paris with Diana, Princess of
Wales in 1997. KEY
Exercise 2 page 60
- 1 10 , 5
2 j st of June, 30 th of Sept ember
4 10,7 and 12, 6
5 £9, £3 .50
3 3 o' clo ck, half past 7
• Students now read the text more carefully and answer the
questions individually. Do the first sentence as a class and
remind them to include the preposition in the answer, e.g.
Wh ere can you relax. and walk? - In Hyde Park. Goover
answers with the whole class.
Unit 6 • Out and about ~~

• Set up the writing activity. Remind students that the first • Explain tha t in t his text a boy named Joe tells the story 01
thing is aiways to t hink abou t what the y are going t o write. what happen ed last Sat urday when he and his friend Laura
In thi s case, the ste ps wou ld be: wanted to go to the cin ema. Ask students to read first the
1 Choose the town or city. task and t hen the tex t. As this is almost the first encounter
2 Make a list of the attractions you want to mention. wit h the past t ense, you may decide to have stronger and
3 Decide in what ord er you are going to describ e the weake r stude nts sitting together in case help is neede d.
attra ctions. Check answe rs with the whole class .
4 Decide what you want to say at the beginn in g and end.
5 Look up th e necessary wo rds, Use your cour sebook as a KEY
language resource. For example, in thi s lesson you have 1 T 2 F 3 T 4 F
t he phrases in th e box and the t ext shows you how t hey
are used.
6 Writ e. Ask a fri end to check. Exercise 2 page 61
7 Make a dean copy 01you r leafl et wi t h a dear layout. • Wit h a weaker cl ass, read the verbs aloud. The answer to
• St udents can now write - in class or at home . If th ey writ e th e que stion What ls the ending? may be either -d or - ed.
in clas s, t hey can also do it in pai rs. You can di spl ay all o r Accept either an d use it to move on to the next exercise ,
so me of the leafl et s o n th e wall/ notic e board . w hich deais wi t h th e rules in more deta il ,
r OPTIONAL ACTIVITY
5
" Exercise 3 page 61
• Students work individ ually or in pairs. Check answe rs by
This can be don e individually or in pai rs. Students prepare
ask ing st udents to come to t he board and write the verbs in
radio advertIsements like the ones in exercise 4 for the lour groups, as th ey appear in the key.
attractions in the ir own l aw n/ city or a t own /city t hey like.
Ilthey have already done the writing task i n exercise 6,
KEY
they can use the information and some of the vocabulary
lrom t heir leafl ets , but now t hey are go ing to presen t it in 1 wante d , waited, asked, answe red, walked
oral lorm. All ow 5 minutes lor preparati on. Each person 2 decided, agreed, arriv ed, phoned
should 'advertise' one attract ion to the class, Remind 3 hurried
stud ents to speak loudly, d early, not to o last and not too 4 jogged
slowly.
Exercise 4 page 6 1 " 2.25
.. lesson outcome • Apart from th e differenc e highli gh ted in the book (ldl or It!
versus hdl) , it i s al so important to point out the difference
Ask students: Whathave we talked about today? Elicit: Londan/
between Idl aft er voiced co nson ants (as in phoned, arrived)
cities. Ask st udents if they learned anythi ng new abou t London.
and It! afte r voiceless cons onan ts (as in asked).
Elicit so me of the vocabulary from the lesson. Draw st udents'
att enti on to the lesson stat ement: I can understand and write a
tourist information leaflet. Exercise 5 pa ge 61 "2.26
• As in exercise 4, it makes sense to emphasise also the
distinction bet we en a finai Idl and It!.
KEY
Past simple: a li ked l it!

b wante d 2
d agreed 1 Idl
e deci de d 2
g shouted 2
h jogged 1 Idl
affirmative ( watched l it! I hu rri ed l /dl
(regular verbs) Exercise 6 pa ge 61

• Make sure students understand what most recent means.
LESSON SUMMARy . . . . .. Check the answer by asking a student to write it on the board
Grammar: past simple affirm at ive (regular verbs) and aski ng th e rest ol the class ilthey thi nk it is correct.
Reading: a short text with past forms • NB: The order bel ow will usua lly be t he answer. However,
Speaking: talking about past activities note t hat in January and Feb ruary ' last year' may in a sense
be more recent th an 'three mo nt hs ago', and in the first
we ek of a new month so me people may t reat 'last week ' and
Lin"iI"'" To do the lesson in 30 minutes, set the Grammar ' last month' as equ ally recent, depend ing on which part 01
Builder forhomework. 'l ast month' th ey have in mind . On a date like January 3,
Thursday, some st udents might even ins ist t hat t hat 'last
.. lead-in 2 minutes year' is mor e recent th an ' last week'!
• Remind the clas s that the y recenti y st ud ied the past tense 01
be and can. Ask a lew stud ent s: Where were you yesterday KEY
evening?an Saturday afternoon? Lost August?Tell them last night - yesterday eveni ng - yesterday afternoon - the day
that toda y the y are going to learn more past tense form s, so belore yesterd ay - iast week - iast month - three months ago
they will be ab le to say more about what happ ened . Eli cit - last year - two years ago
or exp lain the meaning of these word s: decide, agree, jog,
arrive, hurry, reply.
~
I Unit 6 • Out and about
Exercise 7 pa ge 61 .. lesson outcome
• Students work indi vidu ally. Fast finishers may help weaker Ask students: Whathave we talked about today? Try to elicit:
classmates or write one or two sentences of their own. the past tense or past simple or a translation. Rem ind students
Check with the whole class. For sen tences 1- 5, you can ask that this is the past of regu lar verbs and elicit the rules for
the person who is reading if the sen tence is true for them! forming it. Draw students' attention to the lesson statement:
Ican talkabout past events.
KEY
1 visited 4 pa rked 7 stopped Notes for Photocopiable activity 6.1
2 watched 5 decid ed 8 arrived
3 hurried 6 asked The Goldilocks Burglar
Pairwork
Language: past simple affirmative (regular verbs)
For further proctice of post simple: affirmative (regular verbs),
Materials: one cut up copy of the worksheet per pair of students
go to:
(Ieacher' s Book page 13 3)
Grammar Builder 6D: Student's Book page 118 • The story is in the correct order on the page. All copies will
have to be cut up in advance of the lesson, so that the
KEY students do not see the correct order before they start.
• Write on the board The Goldilacks Burglar. Tell students
4 1 phoned 5 studi ed 9 travelled
that they are going to look at a story about a burglar from
2 answered 6 missed 10 spotted
Milwaukee, USA, (a lied The Goldilocks Burglar. Check students
3 list ened 7 stopped
are familiar with the story of Goldilocks and the threebears.
4 hurried 8 visited
Ask if they can guess why the burglar was given this name. (He
5 1 hurried 4 answered 7 missed helped himself to food and left the dirty plates out.) Be careful
2 studied 5 visited 8 phoned notto give away too many details at this stage.
3 listened 6 sto pped • Write the first two sentences of the story on the board : A
burglarentered a house last night in Milwaukee, USA. He
6 1 I walke d to school every day. decided to take a television and a mobile phone.
2 They agreed to meet at six o'clock. • Divide students into pairs and give each pair a jumbled
3 Kevin jogged in the park before breakfast. set of cards. Te ll them to fi nd the first two sentences and
4 She studied maths at school. then put the rest in order. Check the answers and then ask
5 The bus stopped near the school. students to highlight all the examples of the past simpie.
6 We arrived at school at quarter to nine. Practise the pronunciation of the verbs.
7 jim watched television after dinner. • Students retell the story in pairs. One student hol ds the
8 Sally phon ed her boyfriend on her mobile. cards so that the other person can't see the m. The othe r
9 Fred helped his mum with the washing up. studenttriesto remember the story. The first studenthelps
10 The foot ball match started at seven o' clock. where necessary. They change roles at the end of the story.
11 We lived in London.
12 My dad worked in Manchester.
Exercise 8 page 61
• Before students do the exercise, explain interest (on a loan). Out on the town
Depending on the age of your students, you may need to
explain the concept, not justthe word.
• To check, ask a different student to read each paragraph LESSON SUMMARy • • • •
aloud. Choose students whose readi ng is rather good, who
Reading: a story; reading for detail
can be relied on to make som e attempt at dramatising the
Vocabulary: verb + noun collocations, sequencing words ,
narrative. Pay attention to the correct pronunciation of the
past tense forms. prepositions
Speaking: retelling a story
KEY Topic: home
1 walked 4 agreed 7 asked
2 wanted 5 parked 8 continued
...,:UJjUj .. i To do the lesson in 30 minutes. set the reading as
3 repl ied 6 returned 9 answered
homework beforehand.
Exercise 9 page 6 1 "lead-in 2- 3 minutes

• For an activity like this, it is good to have the students • Ask students : Do yousometimes feel bored? What do you
sitting in a sem i-circle or a similar seating arrange ment, so do when you feel bored?Did you ever do anything stupid
that they can clearly see whos e turn it is and always see because you were bored? Explain that they are going to read
the person who is speaking. You may set the additional rule a story about two brothe rs and what they did when they
that students are not allowed to repeat the same verb or were bored one evening.
the same phrase (e.g. I watched IV a second time would be
unaccepta ble, but I watched some old DVDs would be OK). Exercise 1 page 63
• Ask students to look at the pictures and guess what
happened. Accept all guesses and don't reveal the true
story. After students have read the story and put the pictu res
in order, ask them to compare answers with a partner, then
check with the whole class. Ask: So, wereyou rightabout
what happened?
Unit 6 • Out and about ~',

1 E 2 A 3 G 4 B 5 D 6 I Ask stu dents : What did we do / tolk about today? Try t o elic it :
7 C 8 F 9 H readingand telling a story, but accept any relevant answers.
Go over some of the vocabulary from the lesson : sequencing
words, verb + noun collocations, prepositions. Draw students'
Exercise 2 page 63
attention to the lesson statement: 'can understand and retell
• Students answer the questions individually and compare a story with help.
answers in pairs. Check with the whole class. If there is
some disagreement or uncertainty about an answer, ask
someone to read the relevant passage from the text aloud
and discuss reasons behind the correct answer.
KEY On the phone

1 F 2 T 3 F 4 F 5 T 6 T 7 T
LESSON SUMM A RY • • • •
Exercise 3 page 6 3
Functional English: telephoning phrases
• Verb + noun collocations are an important key to
Listening: phone calls
communication and fluency, as they allow learners to build
natural-sounding sentences. Before students start doing it, Grammar: I'll for offers
make sure they understand they can find all the collocat ions Speaking: telephone conversations
in the text. Students work individually. Topic: fam ily life and relation ships
• As you prepare to check answers with the whole class, say:
These words often go together. Whenever someone reads
out a collocation, reinforce it by askinga simple question, 10111niU4..1 To do the lesson in 30 minutes, set the Grammar
e.g.: Can you parka car? When did you last order a pizza? Builder as homeworkand have fewer pairs act out their
If there is time, you can ask everyone to write 2 or 3 dialogues in exercise9.
sentences using the collocations from the exercise.
KEY • Have a conversation about telephoning with yourclass.
1 car 4 nightclub 7 situation Yo u can ask such questions as: How often do you use your
2 film 5 somet hing 8 dent phone? Your mobile phone? Who do you usuallyphone?
3 pizza 6 garage Who pho nes you? What do you do when the friend you're
phoning is not at home? Do you prefer talking on the phone
or sending text messages?
Exercise 4 page 63
• Explain that the idea is to try and do the exercise without Exercise 1 page 64 ~ 2.27
looking backat the text at first, to see if they can recall some • Draw students' attention to the photographs and the
of t he prepos it ion s. After t hat stud ents check wit h the text. dialogue. Play th e record ing once for students to do the
Ask them to read the answers aloud and again ask a few task. Then play it again, pausing to exp lain any languag e
questions to reinforce the new texis, e.g.: Do you come to your students may not have understood (e.g. ask for the
school on your own? Didyou study fo r a long time last night? translat ion of speaking as used in this dialogue), and to
Do you like s itting at tne back of the class ? practise the intonation in: Can l speak to Penny, please? and
Do you want to leave a message ?
KEY
1 at 3 for 5 at the back of KEY
2 on 4 with 6 at 1 Is that Mrs Jones? 4 She isn't here.
2 Can I speak to Penny, please? 5 Bye then .
Exercise 5 page 63 3 Just a momen t.
• Point out to students that thesewords will be usefulto them
whenever they want to tell a story. Students workon the Exercise 2 pag e 64
translation in pairs, but this time without dictionaries at first • Rea d the example in the Learn this! box aloud. Students go
- t hey have to try and th ink of t ranslations the mselves. After over the dialogue again. When they have identified the two
that, allow them to look the words up in dictionaries and offers, practise pronouncing them. Have studen ts read the
discussanswers with the whole class. whole dialogue in pairs. As k one pair who are doing really
well to read it to t he whole class.
KEY
Answe rs in students' own language. KEY
I'll see if she's here. I'll tell her you called.
Exercise 6 page 6 3
• In groups of three , student s decide who is A, Ban d C. Exercise 3 page 64
Allow a minut e for preparation. Student s shou ld retell the • Do the exerci se with the whole class, paying attention to
story looki ng at the picture s, not at the text! Circulate and pronunciation: I'll may be a difficult combination of sounds
monitor. Then ask for the storyto be retold one more time to for Some st udents , and they might try to get aroun d it by
the whol e class, picking students A, Band C from different saying I will. Do not accept that. Also, each sentence sho uld
groups. be pronounced fluently, as one tone unit.
. ~ • (I I • and abou t
KEY KEY
a I' ll help you. d I'll pay for yo ur tic ket 1 so rry 4 number 7 number
b I'll give him the messag e e I' ll wait for you. 2 take 5 in 8 hel p
c I'll phone agai n late r f I'll give you he r numb er 3 call ed 6 mobile
For further practice of I'll foroffers, go to: Exercise 6 page 64 "230

Grammar Builder 6F: Student's Boo k page 118 • Read the Learn this! box aloud. Point out th at in Engli sh we
read phon e numbe rs d igit by digit, but we do pause afte r
three or four digits, because it makes the number much
KEY easier to follow and write down: five six three - four six five.
7 1 I'll open 3 I'll buy 5 I' ll send • Play t he recording t hrough for students to listen; the n play
2 I'll carry 4 I' ll mak e 6 I'U answer it again pausing after each number and asking studentsto
repeat them chorally or in pairs.
• Tell studentsthey are goingto hear two more phone
Transcript 23 0
conversations. Askthem to read the four sentences. Make 1 fourdouble two four oh eight
sure everyone understands the meaning of He is in/out. Play 2 three nine one nine oh two
3 five seven four eight doubleeight
t he recording, stop ping afte r the first call to ask stud ent s if
4 doublethree four six double one
they need to hear it again and to check answers. Play the
second call using the same procedure.
-
••
KEY · LANGUAGE NOTE - NUMBERS
When we say phone numbers 0 is pronounced ott in
. Britlsb English and zero in American English. However,
lout 3 out
2 [eaves 4 doesn't (eave zero has nowbecome common In British English lao. O is
pro nounced naught in num bers with decim al points, e.g.
• 0.5 is nought point five.
Transcript 2.28
1
Mr Black Hello. Exercise 7 page 6 4
Susan Oh, hello, Mr Black. Thisis Susan. Can I speak to Mark, • With a weaker class, you might start by dictating a few
please? numbers to the whole class yourself, to provide a model of
Mr Black I'm sorry, Susan. He isn't here at the mome nt. clear enunciation, good pacing and pausing; then ask two
Susan Oh. or three students to do the same, and only after that move
Mr Black I can take a message. on to the pair work. With a stronger class, circulate and
Susan Oh, thanks. Tell him that Susan called. monitor, insisting that if someone hasn't managed to write
Mr Black OK. What's your num ber? down a number correctly, their partner must repeat it, taking
Susan 6684°2. care to speak clearly an d pause in t he right places.
Mr Black That's 668402.
Susan Thank you very much.
Mr Black Notat all. Goodbye Susan.
Exercise 8 page 64
Susan Goodbye, Mr Black. • Depending on the level of your class and how much you
think they can absorb, you may wish to pre-teach any or all
2 of th e following:
Mrs White Hello. I'm afraid he's out.
Jack Oh, hi. Is that MrsWhite? Could you please tell him i coiled?
Mrs White Yes, it is. Wouid you like to give me your phone number?
Jack This is Jack. Can I speak to An na, please? Shall I read that back to you? (t he number)
MrsWhite I don'tthink she's in. Wait a moment, I'll look in her
room. Exercise 9 page 6 4
• Have some of the pairs act out their dialogues to the whole
Mrs White Hello, Jack. Sorry, An na isn't here. She's probably in
class. Give feedback: praise good perform ance, correct a few
town.
mistakes (recurring ones or those concerning the language
Jack Oh, OK.
Do you want to leave a message? from t his lesson) .
Mrs Whit e
Jack No, it's OK. I'll tryher mobile.
MrsWhite Have you gother num ber? .. Lesson outcome
Jack I thinkso. Just a mom ent. Is it 07975 29753? What have we talkedabout today? Elicit:
Ask st udents :
MrsWhite Yes, that's right. telephoning I telephones. Ask: Can you tell me some ofthe
Jack Great! Thanks for your help. Bye. things you consayan the phone? Elicit any of the phrases fro m
Mrs White Bye, Jack. the lesson. Draw students' attention to the lesson statement:
Ican make a phone call and leave a message.
• Stude nts work in d ividua lly. Tell t hem the y do not have to Notes for Photocopiable activity 6.2
recall all the answers, as they will have a chance to listen
again. For this exercise, try to get them not to work in pairs, 4 Telephone Role Plays
so that if someone cannot remem ber a phrase, they have to Role play in pai rs
listen attentively to t he recording agai n. Play th e recordi ng Language: telephone English
as many times as necessary for everyone to get the answers. Materi al s: on e cut up copy of the worksheet per pair of
Go over the answers with the whole class , paying attention students (Teacher' s Book page 134)
to pronunciation. • Pre-teach: secretary, manager.
Uni t 6 • Out and about r 7~ ...

• Divide students into A and B pairs . Give Student s A and B
thei r cut up role cards in the correct orde r, so that w hen the y
KEY
are placed face down role card 1 will be at the top. 1 can, on 3 you, at
• Ask studen ts to sit back to back in ord er to simulat e the 2 Please, on 4 call
cond itions of a phone call . Studen t s turn over the first card.
Give them t ime to read the situat ion and then have the Exercise 4 page 6 5 "2.31
te lephone conversation . Remind th em to use the language • Tell stude nts the y are going to hear two phone conversatio ns
in lesson 6F. If any st udents fi nish earlier than othe rs, ask and tha t t hey are the person w ho answers the phone and
them to swap role s. takes a message. Ask them to read the two incom ple te
messages. Ask: In the first conversation, who calls and who
answers the phone? (a boy, Mand y' s mother) So you are
Mandy's motherand you're taking this message for Mandy.
Play t he recording of the fir st call twice. Students check
answe rs in pairs; then check with t he w hole class.
• Repeat the proced ure for conversation 2.
LESSON SUMMARy . . . . ..
KEY
1 Tom 4 0658849327 7 aft ernoon
Writing: a phone message
2 cafe 5 garage 8 five
Reading: telephone messages
3 two 6 ready 9 243055
Listening: telephone conversations
Topic: family life and relat ionships
Transcript 2.31
1
..,n.la"ll. To do the lesson in 30 minutes, set the writing as Mrs Brown
Tom
Hello .
Oh, hello, is that Mrs Brown?
homework.
Mrs Brown Yes, speaking.
.. Lead-in 2 minutes Tom Hello, this is Tom . Can I speak to Mandy, please?
Mrs Brown She isn't here at th e moment. Can I take a message?
• Ask t he class to remember when they last answered the phone
Tom Yes, please. I'm going to the cafe wit h Steve thi s
for someone else. What did the caller want? Did they write t he
afternoon. I wanted to invite Mandy.
message down? Did t hey remember to pass it on? Say: Today Mrs Brown OK.What time are you going to the cafe?
wearegoing to work on phonemessages. Tom At two o'clock.
Mrs Brown OK, I'U give her the message.
Exercise 1 page 65 Tom Thanks. Can you ask her to phone me on my mobile?
• Put students in pairs and encourage them to describe the Mrs Brown Yes, of course. What' s your number?
photo in some detail. Ask for ideas regarding what the person Tom 06588 49327.
is saying. Accept anyth ing that makes sense, but try to elici t : Mrs Brown That's 06588 49327.
Do you wantto leavea message? or, Ican takea message. Tom Thanks, Mrs Brown.
Mrs Brown You 're welcome Tom. Goodbye.
Exercise 2 page 65 Tom Goodbye.
• Students read individu ally and do the task. After checking the 2
answers, write the foll owing words and phrases on the board.
Sarah Hello.
Ask stud ents to read again and try to wor k out what th ey mean
Mechanic Hello, th is is Peter Grey from Grey's Garage. Can I speak
from context. Explain that t he numbers refer to the texts. to Mr Simpson, please?
1 urgent 3 he missed a train Sarah I'm sorry. He isn't here at t he moment.
2 for ages 4 garage Mechanic Can I leave a message, please?
• Wit h a weaker class , do it as a match ing exercise: put Sarah Yes, of course.
defi nitions and tra nslat ion s on the board. Mechanic Can you tell him that his car is ready? He can pick it up
t his afternoon . The garage closes at five.
KEY Sarah OK, I've got that. I'll give him your message. Can you
1 police stat io n 3 Londo n give me your phone number, please?
2 park 4 garage Mechanic Yes, it' s 243055.
Sarah 243055. OK.
Mechanic Thanks very much.
Sarah Goodbye.
LANGUAGE NOTE - NEGATIVE QUESTIONS Mechanic Goodbye.
Message 2 conta ins the question: Haven't you got a
footbatlmotd: this morning? it is not a real question. It is Exercise 5 page 65
quite simil ar to a que stion tag: You've g ot a football match • Set up the writi ng task. Tell students to decide w ho t he
this morning, haven't you ?where th e speaker is mak ing a message is for and w ho they are in relati on to that pers on
statement and asking for confirma tion . Negat ive quest ions as well as the in formation in t he bullet points . Encourage
are sometimes used to 'chall enge' and express sli ght the m to use th e six messages on the page as mode ls. If t he
annoyance. writi ng is done in class, fast finishers can get toget her in a
group and read each othe r's messages.
Exercise 3 page 65
• Students go thro ugh t he four texts one more time. When
checking with the whole class , point out the use of t he
prepos it io n on wit h phone s and phon e numbers.
, 76 ~ Unit 6 · Out and abou t

3 Open answers
You are in Britain . You are staying in a friend's house. You Transcript 2.32
answer the phone. Yourfrie nd's friend is calling to say Anna Hello?
nelsne cannot meet niml ner as agreed. Helsne suggests Dave Oh, hello. Is that Anna?
a different t ime and place. Write a message to your friend. Anna Yes, speaking.
Informationto include: Dave Hi, An na. Th is is Dave - you know, Marton's friend from
• Who called the hotel.
• The information that he/ she cannot come Anna Oh, hi! How are you?
Dave Fine thanks. I'm on holiday in the Lake District! And I've
• The proposed new time and place
got some news forMarton.
: • How to contact the friend who called. Anna OK. I'll see if he's here.
Anna I'm sorry, Dave. He isn't here. Doyou wantto leave a

.. Lesson outcome message?
Ask students: What did we practise today? Elicit: writing ph one Dave No, it's OK, thanks .
messages, or messages. Elicit usefu l phrases for talking on the Anna Well, I'll tell him you called.
telephone. Draw students' attention to the lesson statement: Dave Thanks. Bye!
I can write a phone message. Anna Goodbye.
Narrator Dave is back from his holiday, and backat work.

Dave Hi, Marton!
Marton Hi, Dave! How areyou? How wasyour holiday?
Dave It was great. But I want a longer holiday nexttime!
1 1 mountains 4 beaches 7 oceans
Marton Yes, a week isn'tvery long.
2 rivers 5 desert s 8 lakes
Dave Anyway, I've got some news for you - you know I applied
3 islands 6 seas forthat job at the hotel in the Lake District?
2 2 At th e theatre. 6 At the art gallery. Marton Yes?
3 At the bus station. 7 At the libra ry. Dave Oh, wait a moment. One of ourguests is coming ... Good
morning. Can I help you?
4 At the park. 8 At th e car park.
Guest Hi. I'd like some information aboutthe Friday night party.
5 At the post offi ce. 9 At the raHway station .
Dave Certainly. How can I help you?
3 2 Prague is furt her nort h than London. Guest How much does it costto get in?
3 The Mediterranean sea is bigger than the Baltic sea. Dave It's £12 - but you're staying at the hotel, is that right?
4 Waik iki beach is longer than Bondi beach. Guest Yes. I'm in room 32.
Dave Well, it's freefor hotelguests.
5 Mount Everest is more famous than Mount Kenya.
Guest Really?That's great! And whattime doesit start?
6 Africa is hotter than Europe.
Dave About 8 o'clock.
7 The Amazon is wider than the Danube. Guest OK. Thanks for your help.
4 2 The funniest actor in Hollywood is lim Carrey. Dave You 're welcome.
3 The best foot ball team in the world is Manchest er United. Marton So? What's your news?
4 The most important things in life are free. Dave Well- they interviewed me on the lastday of myholiday,
and theyoffered me the job!
5 The easiest language to learn is English.
Marton And you accepted , of cou rse.
6 The most diffi cult subject at school is maths.
Dave Yes.
5 1 were 3 wasn't 5 couldn't Marton Congratulations! When do you start?
2 was 4 was Dave Next month .
Marton That's great!
6 1 arrived 5 tried 9 returned
2 wait ed 6 replied 10 shouted 4 He got the job in the Lake District.
3 cleaned 7 walked 5 1 b 2 c 3 c 4 a 5 c 6 a
4 pho ned 8 asked
6 Open answers
7 1 information 3 time 5 welcome
2 help 4 entry
. . For further exam tasks and practice, go to Workbook
8 1 Can 2 if 3 leave page 60. Procedura l notes, transcripts and keys for the
Workbook can be found on the Solutions Teac her's Website at
www.o up.co m/ elt / teacherI solu\ions
1 b 2 e 3 a 4 d 5 c
2 1 T
2 F Dave and Penny are staying at a hot el.
3 F Dave and Penny arrived late because they coul dn't find
the hotel.
4 FDerwent Water is a iarge lake in the valley of Borrowdale.
5 T
6 T
7 F Penny prefers the count ryside.
S FThe rent in the countrys ide is cheaper.
Unit 6' Out 2- ' ,: : _.

r -- ,
Tll1s UN'T 'NC LUD ES • • •
Vocabulary' countries ' nationalities ' make. do, hove and take. events in life
• free-time activities ' phrases for reacting with sympathy
GranUnar· past simple: irregular verbs ' past simple: negative a nd interrogative
Speaking' talking abou t famous people ' talking a bout vour weekend
Writing. describ ing a hero ' an e-mail message
WORKBOOK pages 6 2- 68
LESSON SUMMARY • • • • " KEY

Vocabulary: countries and natio nali ties, jobs 1 Russia 6 Poland 11 Hungary
Listenin g: short biographi es of four famous people 2 l atvi a 7 Ukra in e 12 Italy
Speaking: game; asking and answ ering que stions abo ut famous 3 lit huania 8 the Czech Republ ic 13 Croatia
people 4 Britain 9 Slovaki a 14 Spain
Topic: people 5 Germa ny 10 France
For further practice of countries and nationalities, go to:

..,:1113"111 To do the lesson in 30 minutes, set Vocabulary
Builder exercises 4-7 as homework.
.. Lead-in 2 min ut es KEY

• If possib le, bring in a bi g map of t he wor ld for this lesson 1 1 Where's New York? It's in t he USA.
and put it on the waiL Wit h or wit hou t a map, ask stud ents 2 Wher e's Beijing? It's in Chin a.
if the y can name any countri es in Engli sh. Point to t he 3 Where's Tokyo? It' s in Japa n.
cou ntries on t he map if th ere is one. Then say: Today, we are 4 Where's Rio de Janeiro ? It' s in Brazi l.
going to talkabout countries and nationalities. 5 Where's Sydney? It' s in Austraiia.
2 2 Italy 5 Spain 8 Germany
Exercise 1 page 68
3 Sweden 6 Ukrain e
• Ask stud ents to look at t he map. Can t hey name any of th e
4 France 7 t he Czech Republic
cou ntries on it in English? Can th ey fi nd whe re t hey live?
3 Open answers
Exercise 2 page 68
4 1 -an : American , Australian , Belaru sia n, Brazili an, German,
• Encourage students to referto the map when doing the
Italian, li th uanian , Russian, Slova kian , Ukrainian
exercis e. Wor k on pron un ci at ion : Make sure th at t he fi nal
2 -ish: British, Poiish, Spani sh, Swedish
sound in Czech is Ik/. Pay atten t ion to all the reduced vowe ls
3 -es e: Chinese, Japanese
(t he fi nal vow el in Lithuania, Slovakia, Russia; t he middie
syliable in Germany). 4 ot her: Czech, French
5 2 Rafael Nadai is Spani sh. 5 Thie rry Henry is French.

KEY 3 Brad Pitt is American . 6 Gary Kaspa rov is Russian.
An sw ers will vary - check t he answe rs for you r class . 4 l ech Wa l~sa is Polish .
Exercise 3 pag e 68 " 2.33 Exercise 5 page 68

• Students do t he exercise in di vi dually or in pai rs. Play t he • Draw stude nts ' atten tion to the ph oto s. Wit h a stronger
recordi ng once for t hem to ch eck , th en a seco nd t im e to cl ass , ask not onl y w ho t he p eople are an d w hat nat ion ali ty
w ork on pron uncia tion . Make sure t he st ress i n Japa n is on they are /were, but also if st ud ents know some thing ab out
the last sylia ble. them . Don't co nfirm answe rs before play ing the reco rdi ng.
Transcript 2.33 K EY
1 Aust ria Austrian 13 Japan Japanese Pablo Picasso was Spani sh. Zsa Zsa is Hungarian.
2 Belarus Belarusian 14 latvia latvian Ma rilyn Monroe wa s American . Pel e is Brazili an.
3 Brazil Brazilian 15 lith uania Lithu ani an
4 Brit ain British 16 Poland Polish
5 China Chinese 17 Romania Romanian Exercise 6 page 68 "2.34
6 Croatia Croatian 18 Russia Russian • Play the record ing on ce for st udents to check t he ir answers.
7 the Czech Republic Czech 19 Slovakia Slovakian
8 Estonia Estonian 20 Slovenia Slovenian Tra n s cri pt 2.34
9 France French 21 Spain Spanish Pablo Picasso was a Spani sh art ist. He was born in 1881 i n Malaga,
10 Germany German 22 Ukraine Ukrain ian Spain. His fath er was a painter and an art teacher . Picasso stud ied
11 Hungary Hungarian 23 the USA American art at school. In 1904 he moved to Paris and he lived in France for
12 Italy Ital ian the rest of hi s li fe. Picasso painted over 13 0 0 0 pictures. He died in
1973·
Exercise 4 pag e 68
• In a clas s whe re th e level of general kn owledge is good, Zsa Zsa Gabor is a Hungarian actress. She now liv es in Hollywoo d.
st udent s should have fun doing th is. In a gene rall y we ak She was born in Budapest in 1917 and she studied at a school
class , m ake sure a map of Europe is available. Check with In Switzerland. In 1941 she moved to the USA, and decid ed to
t he whole cl ass, paying attentio n to pronunciation. become an actress. She appeared in over forty films. and many TV
programmes. Her most famou s fil m is Moul in Rouge. Zsa Zsa Gabor
is most famous for her marriages. She married ni ne t imes.
--- 78
" Unit 7 • World famous
Norma jean Baker was a famous film star. She was born in l os
Angeles in 1926. She wante d to be an actress and a singer, so she
• Say a few very simple sent ences about yourself in th e past
changed her name to Marilyn Monroe. She was soon one of the
most famou s and richest fil m stars in Hollywood. She appea red in te ns e. with cl ear exp ressions of past t im e, e.g.: I was born in
30 films. Marilyn Monro e died in 1962, at the age of 36. ... I wentto study ... in ... I came to (your town or city) in ... I
got a job in this school in ... or any sen tences usin g some of
Pele is probably th e most famous footba lle r i n the world. He was t he verbs which will appear in t he lesson. Say: Today, we are
born in Brazil in 1940. He played for two footb all clubs - Santos going to study the past tense of irregular verbs.
and New York Cosmos. He played 92 times for Brazil and appeared
in four World Cups. He scored 77 goals in in ternat ional matches. Exercise 1 page 69
He stopped playing foot ball in 1977.
• Focus stud ents ' atten t ion on t he photo. Discu ss w hat t hey
know about vaclav Havel, the man on the right.
• Students read t he task. Make sure everyone understands Exercise 2 page 69
the true/ false sentences. Some students may be able to • Stude nts read t he text and check th eir answe rs to exercise 1.
answe r som e of t hem already - encourage them to try . Play • They co mplete t he task i ndi vid uall y and compa re answe rs i n
the record ing once and ask if the y need to hear it agai n. pai rs.
fast fi nishers can writ e correct ed versi ons of the false
stat ement s. Check answe rs wit h the whole clas s.
KEY
was born, came, had , left, wa s, got , we nt , sta rted, w rote,
KEY opposed, spent, became, won
1 F 2 F 3 T 4 F 5 T 6 F 7 F 8 F
Reg ular verbs: started, opposed

• Allow stud ents a mi nute t o t hi nk of a pers on. Make sure
• Students do th e exe rcise i ndi vidu all y or in pairs. Check with
everyone understands how to play 20 Questions. Play the
the wh o le class . Wit h a weaker class, wr ite th e answe rs on
fi rst one or two roun ds wit h o ne stude nt sitti ng in front of
th e board or have st udents w rite t he m.
the class and the w hole class asking him que st ion s. Aft er
that , with a st ronger cl ass, you can tet stude nts play i n
groups of 4-5 , which wil l generate more student talking
KEY
t ime . 1 was/w ere 4 went 7 spent
2 became 5 wo n 8 had
For work on collocations with make. do, have and take. go to: 3 got 6 wrote 9 came
Vocabulary Builder (part 2): Stud ent' s Book page 134
Exercise 4 page 69
KEY • Stude nts wo rk on th e exercise in pairs. Check answers wit h
6 1 have 3 do the whole class. Ask students: Which of these people do you
2 take 4 make know? With a st ronger class, t ry to elicit a few more bits of
information about the people.
7 1 phone call 4 take 7 have
2 do 5 exam 8 friends KEY
3 dinner I breakfast 6 homework / housework 1 spent, became 3 was, came, wo n 5 had
2 went, got 4 wr ote
.. Lesson outcome
Ask students: What have we talked about today? Elicit: Exercise 5 page 69
countries and nationalities. Ask: Can you give me some names
• Read t he Look out! box al oud. Do the first sentence as a
Of countries? For each count ry me ntion ed, ask anot her student class . Students conti nue to work i ndividua lly , usi ng the li st
to give the nat io nali ty. Draw students' atten tion t o the lesson
of i rregul ar ver bs . You may wa nt to allow th em to comp are
statement: I can label the countries of the world and describea
answe rs i n pai rs, esp eciall y i n a weaker class. Explai n that
famous person.
NativeAmericans is a po litica lly correct (and also more
accurate) term for 'A merican Ind ian s' .
KEY
1 brought, c 3 taught, a 5 fought, b
2 thought, f 4 bought, e 6 caught, d
For furtherpractice ofpast simple irregular verbs, go to:

L ES S O N SUMMARy . . . . .. Grammar Buildet 7B: Student's Book page 120
Grammar: past simple of i rregular verbs
Speaki ng: talking about past acti vities
JiUeliUi..i To do the lesson in 30 minutes. set the Grammar

Builder as homework.
Unit 7 • World famous p

1 1 I-won 4 R -lived 7 1- came Say to students: Today we studied the past simple tense of
2 1- got 5 R - wo rked 8 R - started irregular verbs. What's the past tense of become? (Try to elicit
3 R - studied 6 I - took past tense forms of all t he verbs that appeared in the lesson).
Drawthe students' attention to the lesson statement: / can talk
2 1 e 3 g 5 f 7 c about past events.
2 h 4 a 6 b 8 d
3 1 ran 5 saw 9 began Notes for Photocopiable activity 7.1
2 gave 6 were 10 caught
3 made 7 said Keep talking!
4 went 8 broke A group board game
la nguage: past simple affirmative (regular and irregular)
Mate rials : one copy of the boa rd, enlarged to A3 if possible,
Exercise 6 page 69 "2.3 5 per group of t hree to fo ur studen ts. (Teacher's Book page 135)
• Play the recording through once for students to check their Dice and counters.
answers. Then play it again pausing after each sentence and • Make sure studentsare familiar with the language for
asking students to repeat both chorally and indivi dually. playing a board game: Throw the dice. It 's my/your turn.
Pay particularattention to the pronunciation of past tense Whose turn is it? Go forward. Go back.
forms. • Divide students into groups of t hree or four. Hand out a copy
of the board and a set of dice and counters to each group.
Transcript 2.35 (If you do not have dice students can use a coin instead. For
1 The Spanish brought potatoes to Europe from South Ame rica. heads they move forward one square, for tails they move
2 Before Copernicus. people thought the sun went round the earth. forwa rd three) . Explain t hat students are going to talk abou t
3 MarieSklodowska-Curie taught physics at the Sorbonne th ings that they have done in the past. Choose one of th e
Un iversity. topics from the board and give a demonstration, asking a
4 In 1626 Peter Minuit bought Manhattan Island for$24 from student to time you.
Native Americans. • Ask studentsto appoint a time-keeper for each group.
5 Rosa Parks fought forthe rights of black Ame ricans. (Someone who has a second hand on their watch.) Students
6 King Henry VI1I caught malaria when he was 35. take it in turns to throwthe dice and move along the
squa res. When th ey land on a square they talk abo ut the
Exercise 7 page 69 " 2.3 6 topic for fifteen seconds without stopping. If they can't do it
• Allow some time for studentsto look up the past tense they move backto their previous square. In a weaker class
forms. If you don't think your students will be able to put they can have fifteen seconds' thinking time before they
the verbs in rhyming pai rs wi thout hearing them , play the speak. The winner is the first student to reach Finish.
recording before they start doing it, Allow some time for • Go around listening and helping with vocabulary and
students to write, then play the recording for them to check. checking for correct pronunciation .
Have some students repeat the rhyming pairs. The most
surprising one will be saw - wore; it may be worth pointing
out that both the w in saw and the r in wore are silent.
Transcript 2.3 6
began - ran broke - spoke bought - caught
made- paid read - said saw - wore
went- sent ~merican her~
Exercise 8 page 69 L ES SO N SUMMARy • • • • ~
• Read the example. Ask a few strongstudents to say a Reading: a textaboutMartin l uther King
sentence each about themselves. Point out that the time
Listening: four people talking about their heroes
expression will always come at the end of the sentence. (You
Writing and Speaking: a famous person from the past
may choose to add that it can also come at the beginning:
Yesterdayafternaon I did some housework.) All students Topic: society
write sentences about themselves. Circu late and help. Allow
the work to continue until most students have got nine or
ten sentences and everyone's got at least six. Fast finishers ...,U.JiUi .. 1 To do the lesson in 30 minutes, set the reading
may write 2-3 additiona l sentences . and exercise 3 (and potentially 4) as homework in advance.
LANGUAGE NOTE - COLLOCATION • Before studentsopen their books, write on the board
En courage students to notice which verbs are used with human rights. Askif anyone can guess what it means. Agree
which nouns and to record and learn t hem, especially da a translationwith the class. Askif students can name any
homework; moke a phone call, tell a lie and take an exam. famous peopl e who fought for huma n rights. If Mart in Luther
King is mentioned, use that as a lead-in to the lesson . If he
is not, mention him yourself.
Exercise 9 page 6 9
• As studentstalk in pairs, circulate and monitor. Correct the Exercise 1 page 70
pronunciation of past tense form s if necessary. At the end • Draw students' attention to the photo. Ask: What is he doing?
give some feedback on common mistakes. Students may be able to answer: speaking, or speaking
to people, but probably not making a speech. In that case
introduce the phrase you rselfby saying: He is making a speech.
and possibly miming the gestures of a public speaker.
• Students answerthe question individually.
80
'" Il r it '" • World famous
KEY Exercise 7 page 70 " 2.37
2 • Play the recording once for students to check the ir answers .
Wit h a st ronger class, play it again once or twice (dependi ng
on how students feel about it) and ask everyone to write down
Exercise 2 pag e 70
one fact that they didn't know before. Checkwit h the whoie
• Students read the text qu ickly. Ask them if their ans wer to class.
exercise 1 was right.
Transcript 2.3 7
Exercise 3 pag e 70 Gi rl My hero is a sportsperson. He's American, and he's from
• Some words in the text may be new: priest, to judge Texas. He was born i n 1971. In 1996, he was very ill and
(someone), the content of their character, the law, to doctors said t hat he had cancer. But he got bett er, and
continue. With a weaker class , pre-teach the m. Wit h a he won th e Tour de France seven ti mes! Now that he has
stronger class. encourage t he us e of di cti onaries. Students sto pped cycling, he has a charity which helps people with
read t he text i n more deta il and ans wer the question s. Check cancer. I thi nk he' s very kind and very brave.
answers with th e w ho le cla ss. Boy My hero is a politici an. He's South African and he was born
in 1918. He was the fi rst black president of South Africa - he
KEY was president from 1994 to 1999. But before that he fought
1 F- MLK Day is an American nati onal hoiid ay. for t he rights of black Africans in South Africa and he spent
27 years in prison . He's a very brave and honest man, and
2 F- He was born in Georgia.
he's a hero for millions of people around the world.
3 T
4 T Gir l My hero is a pol itic al leader. He was born in India in 186 9
and he died in 1948. At that time , India was ruled by the
5 T
British . For more t han 30 years, he worked hard to get t he
6 F - In the end t hey wo n, and Alabama changed the iaw.
Brit ish to leave India. I thin k he is one of the most imp ortant
7 F - He won t he No bel Peace Prize in 1964. people in history. He was very intelli gent and brave.
8 F - All four of his chil dren conti nued his work.
Exercise 8 page 70
Exercise 4 page 70 • Make sure stu de nts kn ow that the othe rs will have to gu ess
• Students go through t he text again and underline or highlight th e identi ty of the pe rson from the sentences t hey write.
past tense forms. When checking, ask for the sentence in which Encourage them to use not only the ph rases from the box,
the word appea rs in the text. e.g. Martin studied at college. but also some of t he irregu lar verbs from Lesso n 7B.

• All or some st udents (depending on t ime) read thei r
1 was/were 5 decided 9 shot sente nces to the who le ctass, who gu ess t he ident it y of
2 studied 6 wo n 10 had the person . Give feedba ck. Praise well -compos ed and
3 got 7 mad e interest in g sentences , and correct errors in the use of past
4 wanted 8 hat ed ten ses or past tim e express ions.

• Studen ts do th e vocabu lary tas k in pa irs. When che cki ng Ask students: Whathave we talked about today? Accept all
wit h t he wh ole class , ask al so for t rans lations of t he words relevant answ ers: Martin Luther King, heroes, et c. As k everyone
(equal, enemy, nation, etc.) To some learners it may appear to say one new fact or new wor d the y learned from t he lesson.
su rpris i ng t hat country and nation are t reated as synon ym s; Draw students' attention to the lesson statement : I can write
expl ain that i n English they c.an be t reat ed as mo re or le ss about fa mous people and their achievements.
synonym ou s (as in : ... livein a nation where they will be
judged not by the colour of theirskin ...). Point out t hat when
we tal k of two coun tries bei ng at war it is reall y t he peop le
that are fi ghting.
KEY
Past simple:
1 equal 3 nati on 5 holi day negative and
2 enemies 4 hero
interrogative
Exercise 6 page 70 LESSON S U M M A RY • • • • •
• If stu dents fi nd t he question s too easy, ask t hem to give Grammar: past simple negative and i nterrogative
some more infor mat ion ab o ut eac.h of the fou r people (in Speaki ng: asking and answering questions about past activit ies
Englis h).
•
KEY
1 b 2 b 3 b 4 b 5 a 6 b
'*"'i"4'" do the lesson
To
and 6 with the wholeclass and
in 3 0
set
minutes, do exercises 5
the Grammar Builder for
homework.
• be, can; a few regu lar
Quickly revi se past si mple form s:
verbs wit h different-sounding end ings (e.g. help, watch,
agree, phone, want, wait); a few i rregular verb s (e.g. come,
go, spend, buy, make).
Unit7 ' World famous

...
• Ask a student : Do you watch much TV nowadays? Of the KEY
student answers just Yes or No, remind them to say: Yes, I
1 Did Suzie take the phot o? No, she didn't.
do'; No, Idon't.) Then ask: And what about when you were
2 Did Molly take the photo? Yes , she did.
young, did you watch much TV when you were a little boy/
girl?Acce pt Yes or No as an answer to this. 3 Did Moll y go to the Live 8 concert? Yes , she did.
• Ask anothe r student: Do you like... ? (football, coffee, 4 Did Suzie go to t he Live 8 concert? No, she didn't.
reading - whatever you think will be of interest to the S Did Suzie watch the concert on TV?Yes, she did.
student). When they answer, ask: Did you like... when you 6 Did Jack watch the concert on 1V? No, he didn't.
were younger? Explain to students they are going to [earn to 7 Did Bill Gates make a speech at the concert? Yes, he did.
ask and answer questions about the past.
Exercise 6 page 71
Exercise 1 page 71
• Do the first one or two sentences as a class.
• Students describe the photo in pairs. Circu late and listen.
Ask two students who had interestin g things to say to
describe the photo to the whole class.
KEY
1 I didn't watch Live 8 on television.
2 We didn' t go on holi day last year.
CULTURE NOTE - LIVE 8 3 It did n't rain last weekend.
live8 was the name of a series of charity concertswhich 4 I didn't have breakfast th is morning.
took place simultaneously in the G8 countries and South 5 My sister didn't break my mobile phone.
Africa in July 200 5. They were timed to take place just 6 England didn 't win the World Cup in 2006.
• before a G8 summit rneeting in order to put pressure on 7 Joe did n't buy a CD.
leaders to drop the debts of the world's poorest count ries
and increase aid. At the summit the world leaders
promi sed to double aid to these countries by 2010 .
For further practice of pastsimple (negative and questions), go to:
Gramma r Builder 70: Student's Book page 120

KEY
• Words which may need explaining: bond, charity, amazing.
With a weaker class, pre-teach them. For band, some 4 1 They di dn't watch TV last night.
students may know the synonym rock/pop group. With 2 He did n't win a Nobel Prize.
a stronger class, let students use dictionaries. but let 3 I did n't see you at the party.
individual students decide themselves if they're going to 4 Harry didn't tidy his room yesterday evening.
use them or try to guess from context. After playing the 5 I did n't forget your birthday .
dialogue (once or twice. depending on what the students 6 We did n't go to school yesterday.
need) and making sure everyone has got the answers, check 7 She didn't study music at university.
if they understand the words mentioned above. 8 You didn't buy a new sweatshirt.
5 2 did n't take 7 didn't have

KEY 3 did n't do 8 didn't write
1 photo 3 Africa 5 speech 4 didn't send 9 didn't become
2 London 4 bands 5 didn't win 10 didn' t spend
6 did n't work 11 didn't fini sh
Exercise 3 page 71 6 2 What time did you get up?
• Read the table aloud. When stude nts have fin ished doing 3 Did you go to school?
the task. go over answers with the whole class or write them 4 Did it rain in the morning?
on the board 5 Where did you have lunch?
6 Did you watch television?
KEY 7 What time did you go to bed?
Negative: i did n't take it. I didn't go. I did n't know that.
Interrogative: Did a lot of bands play? Yes , they did. 7 Open answers
8 2 Who did you go with ?
Exercise 4 page 71 3 What was the weather like?
• Allow students a moment to work out the answers. Ask 4 Did you go to / spend any time in Berlin?
someone - possibly a weaker student with clear, neat 5 How did you travei / get ther e?
handwriting - to write the forms on the board. 6 How long did you spend in Germany?
7 What was the food li ke? / Was the food good?
KEY 8 Did you learn any German (expressions)?
1 di dn't 2 Did
Exercise 7 page 71
• Make sure everyone understands the phrases in the chart
Exercise 5 page 71
and knows what they have to do at thi s stage (put tic ks in
• Rea d the example aloud or ask a studen t to read it. Do the
the second column , ignore the third for the time being).
first one or two sentences as a class. When checking the
Students work individuall y.
answers, have one student read the questi on (e.g. Did Molly
take the photo?) and another one the reply (Yes, she did.) to
make it sound like a natural exchange.
.... 82 Unit 7 • World famou s

Elicit the fi rst 2-3 qu estion s from the class. With a weaker • This task will stimulate some discussion. Some people
class, wri te them on the board . Ask students to repeat them get married while at univers ity, some have children before
chorally and individually to practise intonation. Modei the getting married, etc. Help with questions: So, do you know
risi ng tone for them. As students talk in pairs. circu late, someone who did something different? Who is it?Whatdid
monitor and help. he/she do? Help students build sente nces, e.g. Myaunt/
cousinhad a child beforeshe got married.
Exercise 9 page 71
• Depending on the size of the class and the time, have some KEY
or all of the stude nts report back to the class, saying 3- 8 Possible order: be born - go to school- go to university - get a
sentences about their partner's weekend. job - get married - have children - retire - die
• lesson outcome
Ask students: What have we talked about today?Try to elicit: Exercise 2 page 72
questions (and answers) in the past tense or an equivalent. • Exercise 1 should provide a smooth transition to this
Ask students to tell you the rules: How does a question in the task. After a few stude nts have spoken about their famil y
simple past tense begin?How can you answer it? Draw the members, ask everyone to write sentences about theirs.
students' attention to the lesson statement: I can say what I Ask students to share what they have written in groups.
did and didn't do last weekend.
Exercise 3 page 72
Notes for Photocopiable activity 7.2 • Look at the two photo s which accompany the readi ng text.
Discuss student' s ideas with the class.
World Famous People Quiz
Pairwork KEY
Language: past simple questions See exercise 4
(Teacher's Book page 136)
• Divide the students into pairs of A and B and give out copies
Exercise 4 page 72
of worksheet A to students A and worksheet B to students • Students read the text. Check answersto the questions from
B. Explain that students have different questions from exercise 3 with the class.
their partners and that they have to write the questions
to asktheir partners. Students work individually to write KEY
the questions. Monitorto make sure they are form ing the Photo 1: The Biro, invented by Laszlo Biro, Hungarian
questions correctly. Photo 2: The Rubik's Cube, invented by Erno Rubik , Hungarian
• Studen t A reads out his/her questions. Student B answers
and gets a mark for each correct answer. Then Student B
asks his/ her questions . At the end find out which student
Exercise 5 page 72
has the highest score in the class. • Ask students to compiete the task. Check wit h the who le
class.
KEY
1 B 2 D 3 F 4 C 5 E 6 A
Exercise 6 page 72
• The stude nts have not done an exercise like this yet. Make
sure they understand the questions must be formed so that
LESSON S U M M A R y • • • • :
they can be answered with the exact word s of the given
Reading: an article about twogreat inventors; reading for detail
reply. Studen ts work individually and compare answers in
Voca bulary: discoveries; major lifeevents pairs . Finally check with the whole class.
Speaking: askingand answering questi on s about famousscientists
Topic: sci ence and technology KEY
2 What did he stud y?
3 What was his moth er?
lI.iUIliUi.. i To do the lesson in 3 0 minutes, ask students to 4 When did he move to Paris?
read the text for the first time at home and do exercise 5 orally 5 How many cubes are there in the world?
with the whale class. 6 Where did he die?
• lead-in 2-3 min ut es
• Ask students if they can name any Nobel Prize winners for Exercise 7 page 73
science. What did they do? Say: Today we aregoing to read • Before doing this exercise , look at the photos and ask how
about some fa mous scientists. many students can name anyof the inventors.
• Students complete the task in pairs.
KEY
1 c 2 e 3 d 4 a 5 b
Unit 7 • World famous ~...,

CULTURE NOTE .. Lesson outcome
Ask students: What did we dol about today? Elicit: readabaut
John LogieBaird (1888-1946) wasborn in Scotland
famousscientists or another relevant answer. Ask everyone to
in 1888. He is credited with beingthe inventor of the
tel! you one thin g the y learned from the lesson, e.g. a fact or a
television. He gave the firstdemonstration in January
new word . Draw stude nts ' attention to the lesson statement: I
1926. He sent pictures via telephone lines from London
can understanda biographical text.
to Glasgow in 1927, and, using radio waves, across the
Atlantic to New Yorkin 1928. However, an American system
devised by Marconi and EMI replaced a lot of Baird's work.
Alexander Graham Bell(1847-1922) was born in Scotland,
but moved to America. He is famous for i nventing the
telephone. In April 1875, he created the 'harmonic
telegraph' which sent soundsalong electric telegraph wires.
Belt worked with Thomas AugustusWatson to develop the :
harmonictelegraph into a wayof sending speech down LESSON SUMMARy • • • •
wires.Bell's telephonewasbuilt by March 1876.Within three • FunctionalEnglish: social English; talk ing about your weekend
years therewere 30,000 teiephones in usearound the world. Listening: listening to friends discussing their weekend
Thomas Edison (1847-1931) developed his first invention at Vocabulary: verb + noun collocations : free-time activ ities; phrases
the ageof16: an 'automatic repeater' which allowedpeople for reactin g wit h sympathy
to translate code easily and accurately. Hewenton to invent Speaking: talking about your weekend
the first electric light bulb, and in 1882 he designed the first Topic: people
power station to supply electricity to New York.
Edisondeveloped his other ideas for alkaline storage
batteries, recorded music and motion pictures.They were "'iU,Jijllill To do the lesson in 30 minutes, do exercise 2
sold alt over the world. At the time of his death, he had quickly with the wholeclass and hove only a few pairs act out
1,093 patents in his name. their dialogues in exercise 10.
Marie Curie(1867-1934) was born in WarsaW, Poland.
: .. Lead-in 2 minut es
At tha t time women were not allowed to go to un iversity • It wo uld be i deal to do th is lesso n on a Monday or Tuesday,
in Poland, so she moved to France and studied atthe w hen it' s natural to chat abou t t he weekend. Before the
Sorbonne. In 1906 she became the first woman to teach • lesson, put t hese sentences on t he boa rd:
the re. ln 1895 s he married Pierre Curie. They discovered -: It was great. It was OK. It wos awful.
radium and polonium and won a Nobel Prize far Physics in • Start by aski ng: How was your weekend? You can point to the
1903. Marie also won a Nobel Prize for Chemistry in 19U . ph rases on th e b oard to help. When a stude nt answers, ask:
Marie's work made her ill, and she died of cancer in 1934, • What did you do (atthe weekend)?You can also tell students
• about your weekend.
Ada Lovelace (1815-1852) wasthe daughterof the Romantic
poet, Lord Byron. From 1842-43 sheworked with Charles • Fin all y, ann ou nce: Today we are allgoing to talkabout our
Babbage on a machine of his called the AnalyticalEngine. last weekend.
She wrote a set of notesexplaining how to calculate Bernoulti
numbers with the Engine. These calculations are recognised Exercise 1 page 74 "2.39
by historlans as the wor ld's fir st computer programme. • Askstudents to look at the verbs in the box. Ask: Do you
remember what they mean? Do you rememberthe past tense
Exercise 8 page 73 forms? Students do the task usin g the list of i rregu lar verbs if
necessary. Play the dialo gue once or twice for them to check .
• Thi s can be don e i n o pen pairs wit h t he who le cl ass : ask
Ask why th e form in item 2 is go, but in item 3 it is went.
stud ent A th e first questi on , A ans w ers and asks B t he next
questio n, B answe rs and ask s C, etc.
KEY
1 was 4 see 7 watched
ADDITIONAL SPEAKING ACTIVITY'
2 go 5 saw 8 made
This actrvtry i nvolves an .lntemet search. It can be done
3 we nt 6 stayed
in class if you can have the lesson in a computer room .
Otherwise the search has to be homework.
:---
1 Inaivldually or in pairs, students choose a scientist and _ LANGUAGE NOTE -FI LMS
look for information about him/her on the Internet. It is possible to say see a film or watch a film.
2 They prepare a mi ni presentat ion about the scientist.
Useful language: Exercise 2 page 74
Xwas barn in ... He/she studied at In... • Stu dents do t he exercis e and compare answers i n pairs.
He/ she discovered ... / invented ... 7developed ..
He/ she wrote... He/Sheworked '" KEY
He/she won ... He/she died In ... go to th e cin ema watch N make phone calls
3 Stud ents practise saying their presentations in pairs.
Go round and help them, especiallywith pronunciation. Exercise 3 page 74
4 Students de l iver the presentations. They can be treated • Play th e dialo gue one mo re time, asking students to focus
as a guessing game - t he speakers do not say the on pro nu nciation. Practi se t he pro nunciation of the sentence
name of the scient ist and th e audi ence has to guess it. How was yourweekend? and the collocations : We saw a film, I
stayed in, watched 7V, made some phone calls. Studen ts then
read t he dialogue i n pair s. Ask two stude nt s who we re not a
8/0 .' - , Wnrld famous pair to read it aloud to the whole class.
Exercise 4 page 74 "2.40 Exercise 8 page 74
• Tell students they are going to hear a nother conversation • Do th e exe rcise as a cla ss in ope n pai rs: say li ne 1 to
about the weekend. Ask them to read th e task. stude nt A, A resp onds and says the next line to B, B
respo nds and add resses C, etc. In si st on stu dents sayi ng
KEY both the complaint and the response 'with feeli ng'. Model
a th e into nat ion for them if necess ary. You may support it wi th
exaggerated facia l expressions if yo u feel comfort abl e do ing
that.
Tr a ns cri p t 2.40
Naomi Hi, Jack. How was your weekend? Exercise 9 page 74
Jack It was terrib le ~ really bad! • As st ude nts wo rk on t he act iv ity i n pa irs, ci rculate an d
Naomi Oh dear. Why was it so bad?
monitor, helping especia lly w it h pronun ci ati on. Stud ents
lack Ev erythi ng ' did went wrong. On Saturda y morning, \ went
may als o need so me help with respo nses to good news
shopp ing to buy a p resent for my d ad . I bought a DVD fo r
- they practised the sympathetic phrases in exercises 7 and
him, but when I got home, I didn't have it.
8, but what if their partner had a great weekend? Suggest a
Naomi Oh no! How d id you lose it?
jack I' m not sure. I think J left it on t he bus.
few si mple phrases: Cool!Sounds super! Ott, fantastic! etc.
Naomi Oh well ...
jack Then on Saturday night, I met some friends in town and Exercise 10 page 74
we had din ner at a cafe. • Depending on ti me and on stud ents ' pat ien ce, have 3-5 pai rs
Naomi That sounds good . act out th eir dialogues in front of the class. Give feedback:
jack It was n't. The food was te rrible. I coul d n't eat it. praise good perform ance, cor rect a few mistakes (recurring
Naomi That's a shame. What about Sunday? on es or those concerning th e langu age from this lesson) .
jack On Sunda y, I wrote a really long e-mail to my friend in
Canada. But there was a problem wit h t he compu ter and r
OPTIONAL ACTIVITY
lost the e-mail before I sent it !
Naomi Poor you! You had a really bad weekend. Wor k in pairs . vou are both on a summer.language course
Jack And that's not all. On Sunday evening, I rented a DVD i n England . You are from different countries, SO you spea k
- Troy with Brad Pitt . But when I starte d to watch it, it was English.
a different film . The wrong DVD was in t he box. A Ask Ba bout his / herweekend.
Naomi What a disaster ! 50 what did you watch?
Jack It was a Hungarian fil m about wo rkers' rights. B Tell A about one thi ng you did alone and one thing you
Naomi Was it good? di d with you r friends, (15 k A about his / her weekend
jack I don't know . I fell asleep. Anyway, how was your weekend?
A Tell B abou t one thing you did alone and one thing
Naomi Oh, it was OK.
you did with your friends. Say what the best part of the
jack Good.
Exercise 5 page 74 ·L- weekend was.
B Say what the best part of the weekend w as.

• Stud ents do the task ind ividua lly. Go over t he answ ers
wi t h the w hole class, paying att ent ion to th e pron un ciati on
of the collocatio ns as single tone units : went 'snoppinq, • Lesson outcome
,metsome'friends, etc. Ask students: What have we talked about today? Elicit:
weekend/ how was our weekend. Ask : Can you tell m e some
KEY of the things you can do during the weekend? Elicit any of
the collocations from the lesson. Draw students' atte ntion to
1 wen t 3 had 5 rented
th e lesson stat ement: I can lalk aboul what happened at the
2 met 4 wrote
weekend.

• Ask t he studen ts to read t he q uestio ns. Can t hey answer
any of them alrea dy? Play t he record in g once or tw ice as
nece ssary . Check answers w it h t he who le class.
An e-mail messag; )
KEY
1 b 2 b 3 a 4 b 5 a
Writing: an e-mail
Exercise 7 page 74 "2.41 Reading: e-mails
• Play the recordi ng. Stud ents practi se the sympathetic Vocabulary: useful phrases for e-maits
responses. Try to get th em to speak 'with feeling'.
~ ~
LANGUAGE NOTE - ON WELL

----- "I,
Topic: people
:,Oh well has a different meaning from the othe r ..in,la ,I... To do the lesson in 30 minutes, set the writing as
expres sio ns. It is si mi lar t o Ne ver-mind and is used to homework.
:show that you accept that things can'! change. it can be
usedin respons e to somebody else' s news or after one's
: ownstatement, e.g. We lost again... Oh well.
Unit 7 • World famous p-

.. Lead-in 2 mi nut es Exercise 5 page 75
• Have a chat with your class about e-malting, Ask any of • Re mind students theycan use the chart in exercise 5 and
these questions: How often do you send e-mails? Howmany also the lists of activities in exercises 2 and 5 on page 74
e-mails do you send a day/ a week? Howmany did you (lesson 7f) . If they want to mention ot her activities, help
send last weekend? Who do you write e-mails to?How lang with the necessaryvoca bulary.
are youre-mails? Did you ever write orreceive an e-mail in
English? In another language? Exercise 6 pa ge 75
• Set up the Writing task. Tell students to decide who they are
Exercise 1 pag e 75 writing to. Encourage them to use all available resources:
• Students read the e-matls and deci de who had a better their notes, the writing tip, the two e-mails in exercise 1. If
weekend. Ask: Why?You may also ask: Who do you think the writing is donein class. fast finishers can gettogether in
Jack is? a group and read each others e-malls.
LANGUAGE NOTE - E-MAILS ADDITIONAL WRITING TASK

Point out that Hi can be used to begin e-mails but not This is a exam-type task. You can photocopy it and
lett ers. Other ways of signi ng off e-mails include All the distribute it to studen ts to do at home. Emphasise that it
best and Bye {or now. is important to include all the info rmation listed as bullet
points.
Exercise 2 pa ge 75 • Write an e-mail to a friend that you met on your holidays

• Students read and do the task individually. Check answers abroad. Te ll him /her about your last weekend.
with the who le class. Try to get studen ts to produce • Write what plans for the weekend you had.
sentences. e.g. Lauren went to bed early rather than go
to bed early - Lauren. Work on the pronu nciation of th e • Describ e one plan that did not work out and give a
collocations as single tone units. reason.
• Tell him/her about one plan which worked out very well .
KEY
- Askabout your frie nd's weekend . =
activity Gail lauren
do homework ./
.. Lesson outcome
go to bed early ./
Ask students: What did we work on today? Elicit: e-mails, or
read a book writing e-mails. Elicit any of the useful phrases from the lesson.
go to th e cinema ./ Draw stud ents' attention to the lesson statement: I can write an
go shoppi ng ./ e-mail message to a friend describing my weekend.
have a barbecue ./
have lunch in a cafe ./
go t o a disco
play tennis ./
play volleyball ./
watch a basketball match ./
watch a DVD ./
Exercise 3 pa ge 7 5
• Students go thr ough the two texts one more time . Check
KEY
1 two new f -shirts 4 No, they lost.
2 Yes (it was exciti ng). 5 It was boring.
3 No, she didn't. 6 Because she didn' t feel well .
Exercise 4 page 75
• Students read the writ ing lip box and find the phrases in the
two e-mails. Encourage them to remembert o refer to this
box later when writing.
KEY
Great to hear from you! L (lack) sends his love. L
How wasyour weekend?G Say hi t o Jack. G
I hope you're well . G Speak to you soon. L
,. 86 ~ Unit 7 • World f~mf)uc;

7
TOPI C • • • '"t KEY
Travel and tourism
A 3 B 4 C 1 D 5 E - F 2
"lead-in 2-3 minutes Exercise 3 page 76

• Tell students in th is lesso n t hey are going to do a listening • Stude nts st udy the word s wit h a diction ary and choose th e
and matching task. Ask if they remember anythi ng abo ut ones they associate with the photos in exercise 7. Askthem
this type of task - the stru cture, any ti ps, etc. (e.g. there is to co mpare their choices in pairs.
an odd element that doesn't fit anywhe re; you should read
aUthe questions or sentences before you listen, etc.). Exercise 4 page 76
• Ask stu dents to recall (ind ivid uaily) as many words • Explain that making notes in this way will prepare students
connected with the theme cities as they can in 30 seco nds. fo r th e speaking task in exercise 7. Students thi nk abou t
Then ask everyone t o say one word. what the photo s show , what is similar and what is different
ab outthem.
Exercise 1 page 76 • Ask one or two students to read out their sentences, and
• Read the listening tip as a class. Students do the exercise discuss ideas as a class.
individually or in pairs. Compare ideas as a class.
Exercise 5 page 76
KEY • Explain to st udents t hat the phras es d escribin g act iviti es
in this exercises are collocations - words that often go
A unfriend ly C fast E big
"t oget her. Point out t hat coll ocati ons, especia lly verb + no un
B wet and cold 0 cars F dirty
collocations, a re extremely useful, because they allow you to
build correct, natural-soundi ng sentences moreeasily.
Exercise 2 page 76 g 2.42 • Students do the exercise individuallyor in pairs, then choose
E listening: matching statements to speakers t he activi ties they like and tell each oth er abou t th em.
• Remind students to read all t he statements before they

listen. Remind them also there is one extra statement that KEY
won't match any of the speake rs. 1 admire 4 go to 7 eat
• Play the record ing through once, t hen again sto ppi ng after 2 go on S buy 8 go
each speake r to check the answers. Rna lly, ask which the 3 visit 6 stay 9 wander
odd stateme nt was.

• Students work in pairs and make notes on one of the photos
1 Wet!. NewYork is fantastic. of course. It's where they make all
in exercise 7. You may ask th em to tell anoth er pair about
the films. Every street, every shop, everyrestaurant looks like
th eir city.
a Hollywood film or American lV programme. Irs all so exciting
- it's noisy and dirtywith lots of yellow taxis - and I love it.
But there's one thing I don't like. Everybody talks very fast.
Exercise 7
Everybody is runni ng in a hurry. I know citiesare like that, but E Speaking: pi cture-based di scussion
it's worse here. People don't have time to stopand talk to you. • Refer students back to the useful phrases for comparingand
2 It hink Londonis great. It's goteverything: great history, great contra sting photos on page 56 of t he Studen t's book.
shops, great nightclubs. Th ere is somethingfor everyone here. • Read the exam task as a class and checkunderstanding.
It even hasbig beautiful parks. Hereyou can feel thatyou are • Allow students two or three minutes to prepare. In pairs,
in the country. In fact I like going to the parks a lot, even when st udent s take it in turn s to speak about t he phot os for 1 -2
it's cold. This is becauseI thinkthat a lot of l ondon is quite minutes. Their partner listens.
dirty. The tourist attractions are clean. But the shopping streets • When all t he students have had a chance to di scuss t he
aren't. It's a smallthing, but I don't likeit. photos, ask for ideas from the class about each of the
3 The best thing about thiscity is the art and arch itecture. The questions. Which city would most students preferto visit?
buildings in Paris are all so beautiful, and so are the churches. • In a stronger class, try to generate a discussion about the
And there areso many wond erful art galleries where you can pho tos and about citi es in your own count ry.
see so many famous paintin gs. I love all that. But the worst
thing about this city is thatthe people are quite cold and
unfriendly. I don't think that people here like tourists very much. OPTIONAL ACTIVITY
Maybe it's because I don't speakFrench very well! Speaking: situational role-play
4 Edinburgh isamazing. It is such a beautiful city. It is unusual, too, • Ask students to work in pairs.They each choose a
with the castle in the middle of the city. I love all the different picture and make notes about their reasons forwanting
architecture. The people seem friendly, too. It's gotlovely shops,
to visit it. Remind them to use the adje ctives and
houses, restaurants: I couldlive in a place likethis, except forone
activitiesfrom the lesson in their reasons.
thing. It's freezingcold! I have to weara bigcoat, hatand gloves.
And it'sspring! • In pairs, st udents discuss their reasons for wanting to
5 I think Ro meis incredible - it's busy, hot and dirty. It's got vi sit the city the y have chosen.
everything: fantastic art. fantastic shops, fantastic food. Th e
people here are so lively, warm and friendly. Everything isopen
all the time, and everybody stays up late. The re are always lots .. Lesson outcome
of people in the streets. Unfortunately, there arealways lots of Ask stude nts: What did we do today? Elicit: listening, speaking,
cars aswell. It's so noisy, and there are traffic jams all the time. negotiating. Ask st udents if they remember any of the good
It's a pity. advice about doing listening tasks. Elicit some of the words
and collocations from the lesson.
Get ready for your exam 7 ~

TOPIC • • • Yes , I seeyour point. Let's say health is the most important
Society then.
Girl OK. Next is friends and family.
Boy Yes, OK, I agree. And finally, money.
* Lead-in 2 minutes Girl Yes.
• Ask stu dents if any of them read magazines about
celebrities. What sort of information can be found in such
magazines? Do they think it is interesting to read such • Ask stude nts to read sentence s 1- 5 carefully.
inform ation ? Why?/ Why not? How about biographies of • Play the reco rding again.Students listen for sentences 1"- 5
famo uswriters orscientists - are those interesting to read? and write the answers individually. Then they compare
Why/ Why not? answers in pairs.

• Before students startreading, askthem if they remember 1 B 2 G 3 B 4 B 5 G
what t he tips in previo us GetReadyforyour exam iesso ns
(2 and 4) advised the m to do fir st when do ing a readi ng Exercise 5 page 77
task . (Read through it quickly to find out what it is about in
• Stude nts work in pairs. Ask t hem to say i f t hey agree or
general.) Ask them to read t he instructions and do exercise 1.
disagree with the statements, and if th ey can, to giv e
reason s.
KEY • Circu late and monitor. At the end, ask the class for their
1 Paris Hilton was born. ideas about the sentences.
2 She started to work .
3 She fin ished her first album . Exercise 6 pag e 77
• Students read the phrases and complete the task.
Exercise 2 page 77 • Check answers as a class.
E Reading: true /false sentences
KEY
• l.ook at t he reading t ip with t he class . Explain t hat t hey can 5 point ~
1 Why 3 agree
"use this technique to answer detailed questions about a
2 true 4 right
t ext.
• Allow students two orthree minutes to read and understand
sentences 1-8. Exercise 7 page 77
• Stude nts read the text and do the task. Ask them to E •Speaking: topic-based discussion
underlin e the parts of the text whe re they fou nd each
• Read t he task as a class. Tell students that thi s conversation
answer. Check the answers with t he whole class.
shou ld last for 3-5 minutes, so t heywHI need to tal k about
their ideas in some detail. "
KEY • Give students two or three minutes to plan their ideas.
1 F 3 T 5 NG 7 NG • Asstudents are talking, goaround and listen. Make a note
2 F 4 T 6 T 8 F of any persistent errors and correctthese as a class at the
end of the task.
• At the end, ask t he class, How many agreed with their
partners? How manyhad different ideas?
• Ask students to read the exam task in exercise 7. Tell them
th ey are going to hear two st udents doing the task. Play the
recording and check the answers. * OPTIONAL ACTIVITY
Speaking: situational role-p lay
KEY • .Studentswork in pairs."One of them is a famous:
1 health 2 frien ds and family 3 money celebrity, and the other is a journalist. •
• Stud ents make notes abo ut their characte r. The celeb rity '
Transcript 2.43
has to argue t hat thei r money makes t hem happy,' :
Boy ( think mon eyis very important. and t he jo urnalist mu st try to persuade them of th e
Girl Really? Why do you th ink that? ot her poi nt of view: th at family and fri,ends are more' ,
Boy Well, if you don't have money, you can'tbuyclothes, or food, imp ortant. Brainstorm ideas about what could make the
or a house, or a car. ceieb rity hap py. Examples could include: •
Girl That's true. ButI don't think money isthe most important
t hing in life. holida~ clothes cars eating in restaurants
Boy Poor people are often unhappy. Rich people are usuatty Examples of the other point of view could inclu de: ~
happy. beinq withfriends relaxing spending time witli fa!"iI~
Girl I don't agree. Lots of rich peopleare unhappy.They are often . ~.
unhappy because all they think aboutis money. • Allow students time to prep are and then let them
Boy Maybeyou're right. $0, which do you think is the most perform theirconversations in pairs. "
important?
Girl Well, I thinkfriends and family are more important than
money.
* Lesson outcome
Boy Moreimportant than health? Ask students: Whatdid we do today? Elicit: reading, speaking,
Girl Hmm, perhaps not. If you aren 't healthy, it's difficult to be listening. Ask studen ts if they remember any of the ph rases for
happy. agreeingor disagreeing. "
... 88 1 Get ready for your exam 8

THIS UNIT IN CLUDES • • •
VoQIbutary· fo()d and drink · countable and uncountable nouns
P'lili~ves (cup ofroffe e: sliceofoiuc, etC.)
mar i quandty; sQme ,and any, How much/ many?
d es (definite and indefmite) .. •
'¢q,. talking about traditional food ,· order ing food in a cafe
;@" :afo,!"a11e:tter
pages 70-7 6
L ES S O N SUMMARy • • • • ;, For further practice af breakfast food vacabulary, go to:

Vocabulary: breakfast food Vocabulary Bui lder (part 1): Student's Book page 135
listening: sho rt dialogues
Grammar : cou nta ble and uncountable nouns KEY
Speaki ng: ta lking abo ut food
1 1 3 2 1 3 4
Topic : foo d and drink
2 sausage s, tom atoes, tea, to ast , jam
3 Open answers
...in.lali... To do the lesson in 30 minutes, set Vocabulary
Builder (part 1) as hom ewark.
.. Lead-in 2 minutes • Tell stud ents they are going to hear th ree hotel guests
• Before students open their books, ask them: What do you phoni ng room serv ice. Expl ain what room service is. Ask
like eating? What kind of [ood do you like? What ather names st udents to read th e men u. Play the recording t hrough once.
affaod da you know in English? If possible, elicit one food You may in vit e students to comment on the surly attit ude of
word from every st udent. (There are so many intern ati on al the room service ope rato r: Is he very po lite?
names t hat it should be possi ble! Pizza, spaghetti, paella, • Play th e recordin g again, stopping after each call. Allow
tortilla, sushi, etc. are a ll acce ptable answers.) Tell the class: st ude nts to compa re answers in pair s, then check with th e
Today we start Q unit about food. whole class.

• Thi s exerci se may not need checki ng with th e w ho le cl ass. Caller 1: room 101 , cereal , sau sages, eggs, toa st, oran ge juice,
Encou rage students to check answe rs wit h each othe r and hot choco lat e
wit h t he Word li st if they are not sure; watch weaker stude nts Caller 2: room 257 , sausages, ba nana, t oast, jam , tea
while th ey are working and help them. Caller 3: room 569, cereal, eggs, ban ana, water, coffee
KEY Tr a n s cript 2.45

1 apples 7 cheese 13 sa us ages
RS Hello, room service.
2 bread 8 tea 14 jam Man Oh, hell o. I want to order breakfast, please.
3 bananas 9 eggs 15 toast RS Room number?
4 cereal 10 milk 16 ora nge juice Man It's 101.
5 bacon 11 ham 17 wa ter RS One hundred and one . OK. (SILENCE) Yes? I'm ready.
6 coffee 12 hot chocolate 18 tomatoes Man Oh. Well, I'd li ke a bowl of cereal, please.
RS OK. Anythi ng to drink - tea, coffee?
Man Wait a moment ! I want sausages and eggs, too.
Exercise 2 page 78 RS Oh, right . Sausages and eggs. And do you wan t bread or
• Read the Learn this box with the whole class. Rea d the toast with that?
in struc tions and do the first few words as examples, to make Man Toast, please. Two slices of toast.
sure everyone understa nds t he differe nce. RS And to drink?
Man I'd like a glass of orange juice. And a cup of hot chocola te,
KEY too.
RS Orange juice and hot chocolate . OK. Ten minutes.
Cou nt able: apples, bana nas , eggs, sausages, to mat oes
Man Thank you .
Uncountable: bacon, bread , cerea l, cheese, ham , jam , toast,
cof fe e, hot chocol ate, milk, orange j uice , tea, wa ter
RS Hello, room service.
Man Oh, hello. Can I order some breakfast, please?
Exercise 3 page 78 " 2.44 RS Room num ber?
Man It' s 257.
• Play t he recordi ng once wit hout stopp ing for studen ts to
RS Two ... five ... seven. (5ILENC E) Yes? I'm ready.
chec k thei r answe rs. Play it a second time pausing after
Man I'd li ke sausages, please.
each it em to wo rk o n pronunc iation. Ask stude nts to repeat
RS Sausages ... and eggs?
Indiv idually and chorally.
Man No, thanks. I don't lik e eggs.
RS You don't like eggs. OK. Toast?
Exercise 4 page 78 Man Yes, please. And jam.
• Write There is ... The re are ... on t he board . With a stronger RS Toast and jam. Any cereal, fruit?
cl ass, do t he first few exam ple s as a clas s; wit h a weaker Man Can I have a banana, please?
cl ass, do t he whole exer ci se with th e w hol e class to ens ure RS Yes.
accurate pro duc t io n. Man Thank you.
Unit 8' On the menu p

RS To drink?
Man A cupoftea. please.
RS Is that all?
Man
RS
That's all, thank you.
OK. Ten minutes.
some an d any,
How much/ many?
RS Hello. room service.
Man Oh, hello. I wantto order some food - for breakfast. LESSON SUMMARy • • • •
RS Room number? Grammar: some and any, How much/many?
Man Er it's 569.
Vocabutary: food
RS Five six ...
Man I'd like cereal, please. Speaking: talking about quantity
RS Just a moment, please. Five ... six... nine. OK. I'm ready.
Man A bowlof cereal, please.
RS Cereal. Anything else? ...i n.l;nili. To do the lesson in 30 minutes, do exercise 8 with
Man Yes. please. I want eggs and a banana. the wholeclass and set the Gra mmarBuilderas homework.
RS Eggs and a ... banana. Any bread ortoast?
Man No thanks. .. Lead-in 2 minutes
RS To drink? • Write on the board: some, any, Ho w much? How many? Say
Man A cupof coffee. please. And a bottle of water. a few sen tences about what there is in your classro om, e.g.
RS Coffee. And a bottle of water. We've got some plants/flowers in this room, but we haven't
Man Yes, please. got any goldfish. Have we got any chalk?Ho w many desks
RS OK. Five minutes.
have we got? Explain: Today we are going to talk about how
Man Thank you.
these words are used.
• Students match the expressions. Playthe recording once for
• Tell students they are going to hear a dialogue between a
them to check their answers. Practise pronunciation: model
young couple who are at home and would like to have some
the expressions for the students to repeat, taking care that
lunch. Ask them to read t he task . Play the recording.
they be produced as single tone units.
KEY
KEY
bread )( cheese ,( pizzas X
1 d 2 a 3 c 4 b 5 e
ham ,(
butter ,(
Exercise 7 page 78
Exercise 2 page 79
• Students talk about their breakfasts. When they've finished,
• Students analyse the dialogue . Ask a few students to read
you can ask the whole class: Who has a verysmall breakfast?
the examples they found aioud . They should read who le
Who has a big breakfast? Who has the biggest breakfast?
sentences. Studen ts go on to fill in the Learn this! box and
For workon food categories, go to: compare answers with their partners. Check as a class.
Vocabulary 8uilder (part 2): Student's Book page 135 KEY

In the dialogue: som e lunch, any pizzas, some cheese, some
KEY ham, any butter, any bread
4 1 salmon, sardines, lobster Learn this: some any any
2 beef, chicken, iamb,
3 cream, cheese
4 carrots, cabbage, onions, peas, potatoes LANGU AGE NOTE - SOME AND ANY
5 lemons, oranges, pears The rules in the box do not, of course, give the full picture.
(e.g. any is used in positive sentences such asHe'll eat
5 "3.10
Students listen and check any tood.) However, it is heipful as a general rule for
elementary students.
6 2 ham, bacon, sausages
It is common to use some in offers and requests, e.g.
3 milk, eggs
Do you want ... ?, Would you like ... ? and Can I have ...?
5 banana, tomatoes, apple
Students may want to use these in Everyday Engli sh p84.
7 Open answers
Exercise 3 page 79
-
.. Lesson outcome • Say something like: Hannah and Oliverstill wantsome
Ask students: Whathave we talked about today? Elicit: food/ lunch. Theyare looking forsome food. Ask students t o do
breakfast. Ask: Can you give me some names of food? Accept the exercise, using the information in the Learn this! box.
all answers, but praise especially the students who come up Check whet her everyone knows what pasta is.
with phrases (a slice of toast, etc.). Draw students' attention to
the lesson statement: I can describe what I have forbreakfast.
KEY
1 any 3 any 5 some
2 some 4 any 6 some
~ 90 ""I Unit 8· On the menu

Exercise 4 page 79 " 3.02 Exercise 8 page 79
• Play the record ing for students to check their answers. Ask • Let students compare answers in pairs, then check with
if th ey need to hear it again. Explain the Briti sh meaning of the whole class. If an error has been made. discuss it: ask
chips - students might be more familia r with the Am erican students to consider the noun - can it be counted? Is it
meaningof potato crisps. plura l or singular? Go over the rule for how much/ how many
again if necessary.Try to make sureeveryone writes down
the correctly built questions, as they are going to need them
OPTIONAL ACTIVITY
in the next exercise.
Students work in pairs . Ask them to read the whole
dialogue betwe en Oliver and Hannah, change some of the
KEY
names of foods. and practise reading the changed version
1 How much 4 How much 7 Howmany
aloud. Circulate and monitor. Pick one ortwo pairs to read
their versions to the whole class. 2 Howmuch 5 How many 8 Howmuch
3 How many 6 How many
For fu rther practice on quantity, go to:

Exercise 9 page 79
Grammar Builder 8B : Student's Book page 122 • As students ask and answer in pairs. circulate and monitor,
help ing especially with numbers.
KEY
1 1 u 4 u 7 tomatoes OPTIONAL ACTIVITY
2 u 5 sausages 8 carrots In this lesson and elsewhere in the unit, there is food
3 apples 6 u vocabulary th roughout th e lessons. You could ask
2 1 some 4 some 7 some students to loo k back throu gh lessons A and B and st art
2 any 5 any 8 any compili ng a list of all the foo d as it comes up. They might
3 any 6 any want to organise it in categories, as in Vocabulary Builder
(part 2) oryou could ask studen ts to start to bu ild up
3 1 some 4 any 7 any a mind map that they can keep addi ng to as the unit
2 any 5 any 8 any progresses.
3 some 6 any
4 1 How many 3 How many 5 How much .. Lesson outcome
2 How much 4 How much 6 How many
Ask: Wha t did we talkabout today? Elicit: some and any, how
5 Open answers much and how many_ Ask: Can you tell me when any is used?
What about some? And what is the difference between How
many and How much? Elicit the rules. (If students look for the
Exercise 5 page 79 rules in the book, don' t stop th em - they haven't had the time
• Student s read th e text quickly. Check answers with the to learn the m yet, and knowing wh ere to find the rule is also a
whole class. Ask: Would you like to hove 0 pizzalike this? skill.) Draw students' att ention to th e lesson statement: I can
Would you liketo have it with yourfamily oryourfriends? talk about quantities.
KEY
Name: The Big One Price: $9 9
Exercise 6 pag e 79
• Read the Learn this! box aloud. Check that everybody
Traditional dishes
understands the two phrases Howmuch and Howmany. Use
translations if necessary. Read the example and do sentence
LESS ON SUMMARy • • • •
2 with the whole class to make sure everyone knows how
Reading: British food
to build the quest ions. Explain dough. After student s have
finished, check with the whole class. liste ning: descriptions of traditional dishes
Spe aking: speaking about food
KEY Topic: culture
1 How much money does the Big One cost? ($99)
2 How much pizza dough is there in the pizza? (9 kg)
3 How many slice s are th ere in the pizza? (150) '*"JjUiili To do the lesson in 30 minutes, ask students to
4 How much cheese is th ere in th e pizza? (7 kg)
read the text forthe first time at home.
5 How many minutes does it take to cook? (40)
6 How many Big Ones do they sell a year? (300)
• Before stud ents open th eir books, ask th em if they know
any tradit ion al Britis h food . If th ey cannot come up with
Exercise 7 page 79 much, ask th em abo ut traditional foods from other countries
• With a weaker class, do this exercise in open pairs, to (it will provide an opportunity to revise names of countries,
monito r how well students cope with saying th e numbers. too). You may want to give the names of countries as
prompts (e.g. What kind o{food comes fromJapan?-
Sushi.), or the othe r way round (e.g. Where does sushi come
from? - Japan).
Unit 8 • On the menu c::-

Exercise 1 page 80 Exercise 5 page 80 " 3.03
• Students loo k at th e photos and discuss t he foods in pai rs. • Play the recordi ng once and see if most students have got
Ask question 3 of t he who le class. the answers. If not, play it again. Check answers. It would be
good to have a map of Brita in availab le to poi nt out Wales,
KEY Scotland, Lancashire and Cornwall.
roast beef, fi sh and chips, cooked breakfast
KEY
1 Wales 3 the north of England
Exercise 2 page 80
2 Scoliand 4 south -west Engiand
• Ask stu dents if they have heard any opinions about British
food. Do not agree or disagree with what they say, but inv ite
th em t o read t he text. Transcript 3.03
1
KEY Int. Are there any traditional dishes where you come from?
The text says good th in gs about 8ritish restaurant food. Man Yes, there are. There's a kind of soup - a thick soup - Its
name is 'cawt'.
Int. And is cawl only popular in Wales?
Man Yes, I think so.
CULTURE NOTES - FOOD
Int. What are t he ingredients?
British food Man Well, the re's lamb and potatoes. And carrots. too. And
For manyyears British food hassuffered from a negative other vegetables, maybe - I'm not sure.
image. In recent years, however, there has been a food
revolution. There has been a major revival of interest in 2
cooking and eating both 8ritish and international food . Int. Are you from Wales too?
Woman No, I'm not. I'm from Scotland.
Celebrity chefs have become an important part ofthe
Int. Can you give me an example of a traditional Scottish dish?
culture and have influenced people to cook more varied
Woman Yes, I can. It's a vegetable dish called colcannon.
and healthy food.
Int. Coicannon?
Pubs Woman That's right. It' s made with potatoes and cabbage.
Int. Are there any other ingredients?
Many pub s in Britain serve food, Pubs have become more
Woman It's got onion in it too. It's nice!
'family friendly' in recent years. 8y law under 16s can go
into pubs (If the management allows it) but they must be 3
accompan ied by an adult. To buy or drink alcohol you Int. Which part of the UKare you from?
must be 18 or over. 16 and 17 year olds can drin k alcohol Man I'm from lancas hire.
(but not spirlts) with food. Int. That's in the north of England, isn't it?
Man Yes, it is.
Traditional pub food includes fish and chips, s teak pi e,
Int. And are there any traditional dishes where you live?
hamburgers, curry and jacket potatoes. There is also a
Man l ancashire hotpot.
large number of pubs nowada ys which serve food of a Int. Ah, yes. Hotpot. What is it, exactly?
similar standard to an expe~siye restaurant.These are "" ~ Man It's made with lamb and onions.
known as gast!"9pubs. j
Int. l amb and onions.
Man Yes , and it's got slices of potato on the top.
Int. Mmm. Sounds good.
Exercise 3 page 80
• Stud ents read the text in more deta il. They can compare 4
answe rs in pairs. th en check wit h t he whole class. Int. What part of the UK are you from?
Woman I'm from Cornwall- south-west England.
KEY Int. Oh, right. Are the re any traditiona l di shes from the
south-west of En gland?
1 No, t hey do n't
Woman There's stargazey pie.
2 more than 8,600 Int. Stargazey pie?
3 bacon, eggs, sausages, tomatoes and toast Woman Yes. It's a strange dish . It's a pie made with small fish
4 £27 - for example, sardines - and eggs. And there's pastry on
5 about 8,0 00 top, of course.
6 chicke n curry Int. Right. So why is it strange?
Woman Becausethe heads of the fish come up through the pastry.
Int. So they're looking at you when you eat them.
Exercise 4 page 80
Woman In a way ... yes.
• Students go over th e text agai n. Check answers wit h th e Int. Hmm.
whole class. If you wish to sha re you r own imp ressions
of Britis h food wit h your class, th is is a good tim e to do It Exercise 6 page 80 " 3 .03
- aft er all th e work wit h t he text has been done. • Expl ai n ingredients. Make sure everyone reads the
instructions and th e tabie. If students need to check the
KEY meaning of the ingredien ts, taik thro ugh them with the
1 eating out 3 mi crowave 5 pu bs class , to see if anyone knows th em, or encourage students
2 snacks 4 di sh 6 tradit ional to refer to page 135. Play the recording agai n, once or twice
depend ing on students' needs . Students compare answers
in pai rs; the n check with the whole class .
... 92 '1 Unit 8 • On the menu

KEY
Cawl: carrots, lamb, potatoes
Colcannon: cabbage, onions, potatoes
la ncashire hotpot: lamb. onions, potatoes
Stargazey pie: eggs, pastry, sardines
Exercise 7 page 80 Grammar: articles
• You may wish to photocopy transcript 3.03,50 that studen ts Reading : sh orttexts about restaurants
can read it (if th ere is time) and have a bette r idea of
whether th ey wou ld like each of the dishes or not.
...,n,)all.. 1 To do the lesson in 30 minutes, do exercise 6 as a
Exercise 8 page 80 class and set the Grammar Builder for homework.
• Students discuss the quest ions in group s of 3-4. At the end,
share ideas as a class. .. Lead-in
-
2 min ut es
OPTIONAL ACTIVITY
- • You may wish to ask students (probably in their own
language) if they have observed the little words which
appear before nouns in English and don't seem to mean
Ask everyone to th in k about a fairly simple dish that they
anything. What are they? (Elicit a, the. possibi y an.) Say
li ke, and th at they can name most of t he ingredients of
these words are called articles and tell the class that they
in English. First, they have to list the ingredients. Then,
are going to learn more about them today, but they are also
using th eir list and language from the lesson (including
going to talk about restaurants . Ask a few students: Do
the photocopied transcript 3.0 3) th ey write a description
you like eating in restaurants? Is there a good restaurant
of the dish in a few senten ces. They can then share their
near your house?Why;s it good? Which is your favourite
descriptions in groups of three .
restaurant in our town/city? Why is it good?
.. Lesson outcome Exercise 1 page 81

Ask students: What have we to/ked about today? Elici t: faodl • Draw students' attention to the photos. Tell them theyare
British tood/ troditional food. Ask students what they learned going to read what someone called Jack thinks about the
about British food. Accept any accurate bits of information from restaurants near his house. Students read the instructions
the lesson. Dra w students' attention to the lesson statemen t: I and the text. Ask: So, which restaurant is jack's favourite, do
can understand descriptions of traditional food. you think? Why?

The Italian restau rant because it's cheap and the food is good.
School lunches around the world
An individualreading comprehension text
la nguage : language related to food and meals LANGUAGE NOTE - THE
Materials: one copy ofth e worksheet per student (Teacher's The is not normally used when ta lking about streets. The
Book page 13 7) High Street is an exception.
• Students work in pairs or small groups to discuss the first
two questions.
• Exercise 3 can be done as a straight, individual reading Exercise 2 pag e 8 1
comprehension exercise. • Askstudents to read the instructions and lookat the Learn
• Alternatively, you might want to set it up a5 a race . Introduce this! box. Elicit what countable and uncountable nouns are.
your students to the concept of ' scanning' - reading quickly • Ask for the first one or two examples of a, an, the together
to find a specific piece of information - and ask them to with the nouns that follow. Th is is important, because some
answer the questions as quickty as possible. stude nts may think th e arti cle goes with the adjective it
precedes ('a Chinese' .
KEY • Students do the task and compare answers in pairs. Check
1 F 3 5 5 5 7 F 9 K with the whoie class. Emphasise that they have now learned
the first important fact about articles: that a and an can only
2 I 4 N 6 S 8 11K 10 F
be usedwith singular, countable nouns, while the can be
used with uncountable and countable, singular and plural
nouns. Saysomething like this: This means a singular,
countable noun can sometimes be preceded by a or an and
sometimes by the. Why? When is it a, when an, and when
the? This is what we willfind out next.
KEY
the High Street an Indian restaurant
a Ch inese restaurant the Indian restaurant
an Italian restau rant the food
the Chinese restaurant
the Italian restaurant a/an: singular countable nouns
the pizzas the: all three groups of nouns
Unit 8' On the menu ~

Exercise 3 page 81 " 3.04 KEY
• Ask students to look at the words in the book and listen. 1 a 5 a 9 an
Play the recording through once. Play it again. stopping after 2 a 6 the 10 the
each word and asking students to repeat. Then ask if anyone 3 the 7 the 11 the
sees why it is sometimes a and sometimes an. They can 4 the 8 The
answer in their own language. Emphasise that the difference
between a and an has to do with pronunciation only, not
with meaning.
Exercise 7 page 8 1
• Read the Learn thist boxas a class. Students do the exercise
Exercise 4 page 81 individually. Check with th e whole class.
• Askstudents to do the exercise according to the rule they
have just discovered. Checkwith the whole class. Insist KEY
on clear but fluent pronunciation (each article + noun is 1 ./ 5 the 9 the
pronounced 'like one word') . 2 the 6 the 10 ./
• Students may be more likelyto make mistakes in example 3 ./ 7 a 11 ./
8. Ask a few of them to repeat the word young and ask 4 ./ 8 ./
everyone what the flrst sound is (not the flrst lette r). Explain
that alan are used depending on the sound. not the
spelling. You can give the example of an hour (silent h - the OPTIO NAL ACTIVITY
spoken word starts with a vowel sound.) Ask students to write a paragraph similarto the one in
exercise 1 about places in their neighbourhood or in your
KEY town/ci ty. The places could be restaurants I cafesl clubs ••
1 a 4 an 7 an I shops/ cinemas I Internet cafes I discos, or any kind ,I
2 an 5 a 8 a of place a student wishes to write about. Te ll them 10 use
3 an 6 an the text about three restau rants as a model. changing
whatever they need to change e.g. There are two cinemas
near my house ... tn groups of 3- 4. students read one
Exercise 5 page 81
• Te ll students that they are now going to look at the
diffe rence between alan and the. and that the difference
anothe r's texts. You may also wish to ask 2-3 people to
read th eir paragraphs to the whoie class. ,,••
has to do with mean ing.
• Studentsdo the exercise individually and compare answers .. Lesson outcome
in pairs. Check with the whole class. Point to the examples Ask students : Whathave we talked about today? Try to elicit :
in the text in exercise 1: There's a Chinese restaurant and an articles or a, an and the. and restaurants. Askstudents to
Italian restaurant - mentioned for the firsttime. The Chinese tell you the rules: Wh en do we use alan? (Please not e that
restaurant isgood, but it's expensive - mentioned again . the complete rule: Before singularcountable nouns when
mentioning something for the first time was not formulated in
KEY class. If someone manages to form ulate it, they deserve to be
a the praised.) When is it a and when an? When do we use the? Elicit
answers. Draw students' attention to the lesson statement:
I can correctly use alan and the with nouns.
For furtherpractice on articles, go to:
Gramma r Build er 8D: Student's Book page 122
KEY
5 1 an 4 a 7 an
8 an
Healthy eating
2 a 5 an
3 a 6 a
6 1 a, a, the, the L ES S O N SU M M A R y • • • • •
2 a.a Reading: an interview; reading for detail
3 a. an, The, the, the, the Vocabulary: food and food groups
4 a, a. The. the Listening: a song: Junk {Dod junkie
5 the. a Topic: health and fitn ess
6 a, a, The, the, an
7 an, the
8 a. a, The ..1I1,,;u4..1 To do the lesson in 30 minutes, ask students to
7 1 - 5 - . the, - 9 a
read the texttor the {irst time at home.
2 the 6 - 10 -
.. Lead-in 2 mi nut es
3 the 7 the. the
• Ask students what they consider to be healthy food and
4 a 8 -
healthy eating habits . You can help with question s: What
should you eat?How often should you eat?At whattime?
Exercise 6 page 8 1 Howmuch? Brainstorm ideas with the whole class. Help
• Ask students to read through the text first. Do the first one students express their ideas if they're struggling for words.
or two sentences as a class. Students continue on their own. You maywish to write the ideas on the board.
Check with the whole class.
~ 94 1 Unit 8' Dn the menu

• Talk about the diagram with t he whole class, explaining • Check answers wit h the whole class. Ask stud ents if th ey
any unfamiliar vocabulary (dairy pro tein). You may need to agree with Sonya that eating competitions are a real sport.
explain what cereal is used to mean in this context - not Why/ Why not?
oniy breakfast cereal, but any kind of grain.
KEY
Exercise 2 pag e 8 2
1 c 2 c 3 a 4 a 5 b
• Everyone makes a list for themselves. You may ask students
to share their thoughts in pairs if you think everyone will
feel comfortab le discussi ng t heir eat ing habits. (If so, Exercise8 page 83 " 3 .05
they shouid be aliowed to do it w it h part ners of t heir ow n • Te ll students they are going to hear a song about a junk food
choice .) Ask studen ts w hy they think t he di agram is in addict. Ask th em to read t he glossary fi rst. Play the song once
the form of a pyram id. What doe s it suggest abou t th e wit hout stoppi ng, th en agai n pausing afte r each gap t o check.
proportions of different foods in OUf diets?
KEY
Exercise 3 page 8 2
1 microwave 4 know 7 arithmetic
• Dothe first exampl e togeth er as a class. Students continue 2 j unk food 5 slow 8 classroom
the matching in pairs. Discuss answers with the whole class. 3 bad 6 stressed
KEY
1 chicken curry: cereal and rice I protein CULTURE NOTE - JUNK.FOOD JUNKIE
2 strawberries and cream: fruit and vegetables I fat and sugar Highlight the play on words in the song's title, funk food
3 cheesecake: fruit and vegeta bles / fat and sugar junkie. funk faod is food that is not healthy because it
4 hot dog: cereal and rice I protein contains a lot of fat, salt and sugar and a junkie (informal)
5 baked beans on toast: cereal and rice / fru it and vegetables is an addict. The song is by a 19 70 s 8ritish punk band
call ed X·RAY SPEX.
Exercise 4 page 82
• Ask a student to read t he readi ng tip alou d. Invite stude nts Exercise 9 page 83
to look at t he phot o and th e t itl e and consider t he question • With a weaker class , you may have to accept yes / no as
in exercise 4. Get a few students to say something about the answers to the question Do you agree? With a stronger
photo. class , ask: Why?
• Ask students which answers they have chosen and why, but
do not reveal the right answer.
KEY
Exercise 5 page 82 c
• Askstudents to read the text. Askwhat the answerto
exercise 4 is. Students will probably wish to make some
ADDITIONAL SPEAKING ACTIVITY
comme nts on t he conte nt of the t ext. Aliow the m to do t his,
helping them to express the ir thoug hts in Engli sh. Students work in pairs. One of them is a doctor, the other
a TV journalist who's going to interview him /he r about
healthy eating and a healthy lifestyle. The interview is
KEY
intended for a programme for teenagers.
d
Put these jumbled que st ions on the board:
• mean / What / 'healthy eating' / does ?
CULTURE NOTE - COMPETITIVE EATING • it / to be a vegetarian I a good idea / Is ?
Competitive eating is a 'sport' which involves the • foo d / for young people / is goo d / who do / What kind
consumption of la rge quant it ies of food , usualiy fast of / a lot of sports ?
fo od or d esserts. in a short time . It is most popular in the • do you I fast food / about / What / t hink ?
U SA, where eati ng com petitions were tra dit io nally held at
• good and bad ! staying slim / What are / ways of ?
county fairs. Like Sonya Thomas, the to p competitors tend
t o be slim. This allows t he st omach to stret ch as it is not
• to stay hea lthy / can / we I do / What else ?
const ricted by fat. The first stage is to unscramble the questions. Allow 1-2
minutes for that, then check w ith the whole class. Tell
• studen ts they can add their own questions if they wish .
Exercise 6 page 83 in the second stage pairs prepare t heir interviews. Allow
• Explain to students that youare asking them to do the about 5 minutes for preparation. more if students ask for
exercise without using dictionaries or the Wordlist. because it. Circulateand help. Students act out their interviews in
it is the context that will tell t hem what the words mean. 1 front of the class.
Students wo rk ind ividually. Check wit h t he whole class. You
may wish to check understanding by eliciting translations.
.. Lesson outcome
KEY Ask stud ents: What did we do today ? Elicit : read about heo/thy
1 healthy 3 t hi n 5 nickna me eating or eating competitions or another relevant answer. Ask
2 natural 4 spider 6 take part everyone to te ll you one t hing th ey learned from th e lesson , e.g.
a fact or a new word. Draw students' attention to the lesson
statement: Ican understand an interview in a magazine.
Unit 8 · On the menu P'

Transcript 3.07
1 six pounds
2 two pounds fift y / two fift y
3 ten pounds
4 one pound twenty-five l one twenty-five
5 six poun ds ninety-nin e I six ninety-nine
LESSON SUMMARy • • • • , 6 eight pounds twenty I eight twenty
Functional English: ordering food, sayingprices 7 one pound fifty / one fifty
8 three pounds
listening: short dialogue
Vocabulary: food Exercise 5 page 8 4
Speaking: orderingfood • Tell students in a moment they are going to read the
Topic: shopping and services dialogue aloud, but first ask them to listen to it one more
time, paying attention to pronunciation. Play the recordi ng
for students to repeat Individually and cho rally.
..,n.I;II. ... To do the lesson in 30 minutes, have fewergroups • Put students in grou ps of three. With a weaker class, you
act out their dialogues in exercise 9. might ask them to read the dialogue as it is first. Allow a
minutefor students to decide who is who and look at the
.. Lead-in 2 minutes menu to decide what they are going to order. Students read
• Have a conversation about eating out with your class. You the dialogue in groups. Circulate and help with pronun ciation.
can ask such questions as: How often do you eat out? Do
you have a favou rite restaurant? What do you like about your Exercise 6 page 8 4 " 3.0 8
favo urite restaurant? Do you alwaysorder the same favo urite • Students read the instructions and the exam tip. Play the
dishes or something new every time?What do you order? recording once. Allow students to compare answers in pairs,
but don' t check wit h t he whole class yet.
Exercise 1 page 84
• Ask students to describe the photo in pairs, answering the Transcript 3. 0 8
questions in the exercis e. Share ideas as a class. Waitress Hi. What would you like?
Woman Fish and chips, please.
Exercise 2 page 84 "3.06 Waitress Anything to drink?
• Ask st udents to read th e menu fi rst and decide what t hey Wom an Yes, please. A bottle of wate r.
wou ld ord er. Th en read the instructions for exercise 2 as a Waitress No problem.Wh at can I get for you?
class and point out the waitress' notes. Play the dialogue Man Could I have tomato soup, please?
once. Check with th e whole class. Waitress Of course. Anythin g else?
Man Yes, chicken curry.
Waitress OK. Would you like a drink?
KEY Man Tea, please.
1 cheese sandwich 3 ham 5 a Coke Waitress Is that all?
2 pizza 4 coffee Man Yes, thanks.
Waitress That's £17.05, please.
Wo man Here you are.
CULTURE NOTE - ENJOY YOUR MEAL Waitress £20 . Thank you. Here's your ch ange. I'll bring the food to
Enjoy yourmeal is used by waiters in restaurants. your table.
However, the British do not have the custom , common in
many other countries. of saying it to other family membe rs Exercise 7 page 8 4 " 3 .08
at the table. • Play the recording again and check answerswith the whole
class.

• Play t he dial ogue agai n. asking stude nts to underli ne t he woman: fish and chips, a bottle of water
expressions. Askdifferent students to read the expressions, man: tomato sou p, chicken curry, tea
paying attention to pronunciation.

1 Could I have...• please? Can I have...• please? • Remind students that they can use this lesson and other
lessons in the unit as a resource when preparing their
I'd li ke...
dial ogues.
2 Sure. No proble m.
Exercise 9 page 84
Exercise 4 page 84 "3.07 • Have some of the groups act out their dialogues to the
• Read the Learn this box aloud, then ask students to saythe whole class. Give feedback: praise good performance,
prices. playing the appropriate bit of th e recordi ng after a correct a few mistakes (recurring ones or those concern ing
student has read a price. the language from t his lesson).
..... 96 '1 Unit 8 • On the menu

- ~ !~~ -. -~-----~== .. Lead-in 2-3 m inut es
OP~IONALACTIVITY ::;
• Explain th e te rm 'fo rmal letter' . Ask st ude nts aroun d t he
Students work in pairs. Tell them they are opening a ( afe. a
class fortheir ideas about when you would write a formal
snack bar or a small restaurant, They need to decide what
letter. Answe rs might include job applications, whenyou are
kind of place it is; what klnd of food it serves, and then write
complaining about something, when you wantinformation
a shor; menu, Give some suggestions fordifferent menus: for
about something. Students can use their own language if
example. it could be just cakes. desserts and drtnks, or just
necessary.
pizzas with di fferent toppings. etc. Each pair has to write two •
• Compare these to informal letters. Ask Who do you write
copies of their menu. When t he menus are ready. students •
informal/ etters to? (friends, penfriends , or people you email
getinto new pairs.Theyread each other s menus and order
for example)
mea!sfr0'!1 e~~h other. :
• TeU students that this lesson is about formal letters
requesting information .
.. Lesson outcome
Ask students: What have we talked about today? Elicit :
Exercise 1 page B5
restaurants or ordering food in a restaurant. Ask: Can you tell • St udents read the adve rtise me nt and th e letter. They
me some of the things you say in a restaurant? Elicit any of the complete the task individually then compare answers in
phrases from the lesson . Draw students' attention to the lesson pairs.
statement: Ican order food and drink in a cafe. • Ch eckanswers as a class.

1 ... could yo u pl ease te ll me if t here is a goo d choice of
A meal at theWhite Horse Pub vegetarian dishes...
A group role play 2 ... could you please let me know how much the set menu
Language: food vocabulary; ordering food costs?
Materials: one copy of the men u per student. One set of role 3 Could yo u please let me kn ow if th at is possible?
cards, cut up. per grou p of four st udents . (Teacher's Book page
138)
• Pre-teach burned
Exercise 2 page 85
• Hand out a copy of the men u to each studen t. Students wo rk • Read the rubric and the sentences with the students, then
in pairs to com plete the menu with words from the box. let them complete the sentences.
Check the answers. • With a stronger class, ask individual students far their
• Expla in that students are going to practise ordering food in answers. With a weaker class, allowthem time to compare
a pub. Divide students into grou ps of four. Explain that one their answers before asking for ideas.
student is the waiter. Hand out the waiter role cards and put
custo mer role cards face down on the desk. KEY
• Ask the waiters to greet the customers, hand out the men us 1 Indian 3 seven
and take the orders for food and d rink. When th e food 2 ten 4 vegetarian
and drinkarrives the customerstake it in turns to take a
custo mer role card and tell the waiter what's wrong. The
wa iter has to dea i with t he pro blem . At t he end t hey ask for
Exercise 3 pa ge 85
the bill. • Students look at the text again and compare the phrases.
• When they havefinished theycan change roles and repeat Check t he answe rs wit h t he class.
the role play.
KEY
KEY 1 let ; know 2 co uld; tell
1 soup 4 curry 7 hot
2 beef 5 chips 8 apple Exercise 4 page 85
3 peas 6 sauce 9 water • Explain that students will now use the phra ses from exerci se
3 to make new requ ests. Do the first item as a class then
ask them to complete the rest in pairs. Remind them that
formal letter :> t he phr ases have the same meanings. and t hat the y sho uld
try to use bo t h of th em in th eir request s.
• Checkanswers arou nd the class. As students give their
answers, point out that the auxiliaryverb do is no longer
nee ded in th e formal phrase (item s 1,3 and 4). and t hat the
word order changes after the forma l phra se from a direct
question: are - you - open on to that of a statemen t: you
LE S S ON SUMM A RY • • • • "
.. are .. open (it ems 2 and 5).
Writing: a forma l letter requesting information
Reading: a formal letter requesting information
KEY
Topic: shopping and services
1 Could you please tell me if / Could you pleas e let me kno w if
you serve fish?
..'UmnM... To do the lesson in 30 minutes, set the writing as 2 Could you please te ll me if / Could you please let me know if
homework. you are open on Sunday evenings?
3 Could you please te ll me if / Could you please let me know if
you have a table for five people?
4 Could yo u pl ease te ll me if / Could you plea se let me know if
the restau rant is in the town centre?
, . C" ......
Unit 8 • On the men u
Exercise 5 page 85
• Ask students to read the writing tip. Ask if they wou ld use
. up 1-8
the phrases in the box to write to a friend (No) .
• When they have read and understood the box, refer them Transcript 3. 09
back to page 15 to compare these phrases wit h informal
Narrator It's Monday morni ng. Dave and Marton are both worki ng
letters.
at the hotel.
Marton Hi, Dave. How was your weekend?
Exercise 6 page 85
Dave It was OK. I worked on Saturday.
• Set up the writing task. Explain that stu dents are now going Marton How about Sunday?
to write their own letter usingthe notesthey have made. Dave t stayed at home. I phoned some friends, cleaned my
• Read through the advert fo r Stefano's and th e writ ing gui de flat ... nothing exciting. How about you?
with the class. Rem ind them to includ e all the information in Marton Well, on Saturday evening, I wen t to the theatre.
the letter, and to use the text in exercise 1 as a modeL Dave Really? What did you see?
Marton I saw Romeo andJuliet.
Dave Oh, right. That's Shakespea re, isn't it?
Marton Yes, it is.
Tell stu dents the y are going t o write another form ai lett er, Dave Who did you gowith?
but thisone is to a tourist information office. They can use Marton My housemate, Anna . She had two free tickets.
vocabul ary from unit 6 to hel p them. Dave Really?How did shegetthose?
Marton She works for a magazine. Th ey wrote an article about
Each student hasto choose a town and write a formal Shakespeare' s Globe Theatre and the theatre gave them
letter to a tourist information office requesting information. some free tickets.
Dave That's good . SoAnna invited you .
Remind them to use approp riate ph rases to start and end Marton Yes, that's right. Anyway, I really enjoyed the play. And
a formal letter. They can choose what information the y after the play, we went for a pizza - and I saw you r
wo uld li ke to request, but id eas could include places to friend there, in the restaurant.
visit, cost of entry to attractions, and places to eat and Dave Which friend?
drink . Marton Vour Italian friend - Francesca!
Dave That's amazing! Didyou speakto her?
Marton Not really. Wejust said hello.
.. Lesson outcome Dave Actually, she's coming to the hotel today. I'm meeting
Ask students: Whotdid we do todoy? Elicit: writing form al her for lunch. Why don't you join us?
letters, or waysof requesting information . Ask students for Marton Thanks! If you don't mind ...
phrases used in formal lett ers. Draw students' attention to the Dave Of course not. Anyway, what did you do on Sunday?
lesson statement: I can write a letter requesting information. Marton I went shopping.
Dave Did you buy anyth ing?
Marton Onlya shirt - a white shi rt, forwork.
lEW7-8 Dave Did you do anything on Sunday evening?
Marton Not really, Anna and I watched a DVD. It was a romantic
comedy - I can't remember the title Then I sent a few
t 1 Italian 4 Russian 7 Sweden e-mails to friends in Hungary. J didn't go to bed until ...
2 Germany 5 Chinese 8 Belarus
3 Greek 6 Czech 9 Britis h Narrator It's lunchtime. Dave and Marton are in the hotel
2 1 bananas 4 u 7 u restaurant.
Dave Could I have a large Coke, please?
2 u 5 u 8 sausages
Waitress Of cou rse. And foryo u?
3 u 6 apples I'll justhave a glass of water, please,
Marton
3 1 cereal 2 toast 3 orange juice Waitress Still or spa rkling?
Marton Still.
1 was 7 became
" 2 went
3 were
4 gave
5 spent
6 won
8 wrote
Waitress Sure. Anythingto eat?
Dave Actually, we're waitingfor a friend.
t 1 b 2 e 3 a 4 d 5 c
5 1 He went out 3 He played 5 He didn't see
2 He didn't watch 4 He didn't write 6 He boug ht 2 Dave: a large Coke
Marton: a glass of still water
6 1 Did he go out with friends? Yes, he did.
2 Did he watch N? No, he didn't. 3 c
3 Did he play computer games? Yes, he did. 4 t In 1 599.
4 Did he write a letter? No, he didn't. 2 about 3,000 people
5 Did he see a film? No, he didn't. 3 a fir e destroyed t he theatre
6 Did he buy a CD? Yes, he did. 4 in 164 2
5 in the centre of lo ndon on the south side of the River
7 1 any 3 many 5 t he
Thames
2 some 4 a 6 much
6 there isn't a roof
B 1 How was your weekend?
2 Did you go out on Saturday nig ht? 5-6 Open answers
3 Where did you go?
4 What was the food like? I!m1 For further exam tasks and practice, go to Workbook
5 How about Sunday? page 78. Procedural notes , t ranscript s and keys for th e
Workbook can be found on the Solutions Teacher's Website at
9 1 Can 3 to
www.oup .com/elt/teacher/ solut ions
2 have 4 like
...... 98 ~ Revi ew 7-8
THIS UNIT IN C LUD E S .
Vocabulary· transpcrt s prepositions (by bike. or; 'oc
weather
Grammar. prese nt perfect afflrmative e just . preseet po
interrogative . already,yet
Speaking· talking abo ut how you get around> taainc
country · buying a train t icket
•
Writing· an e-mail
W 0 R J{ BOO K r.ages 80- 86
LESSON SUM MAR y • • • •

Vocabulary: means of transport
• Tell students they are going to hear 5 tee .....a sE'"'S
Listening: sho rt dia logues about t heir way to schooi. Ask t hem to 100 - •• _• •
Speaking: tal king about t he way to school instructions and the chart . Say t hey will nea ~ -;'l!- "_CIIci1<~
Topic: travel and tourism twice . Play it t hrough once without s t o p ~ ' - g ; --"' -
time, stop afte r each dialogue and ask fo ' a-
1.1UIliJlj.i. To do the lesson in 30 minutes, set Vocabulary KEY

Builder (part 1) exercises 1. 2 and 4 as homework.
Distance n_
.. Lead-in 2 minutes 1 Danny 1 km 15- ."
• Write transport on the board. Say thi s is going to be to day's 2 Chariotte 6 km 2~2 5 - -s
topic. Ask st udents if the y kn ow any nam es of mean s of 2-3 _ •...,.
3 Craig 200 m
tran spo rt in Engiish. Some of the m will probably know
bike, bus, cor, plane, possibly train and ship, but th ey may 4 Ann 2·3 km I a 00": ?'J - ...
need prompt ing - you may show them pi ctures, sketch the 5 Joe 4 km 2 0l"""" ~
vehicles on t he board, or mime th em.
Exercise 1 page 88 Tra nscri pt 3.12

• Students label t he pict ures in pairs. Ask them to try and 1 Danny
do as much as they can wit hout the Wordlist first; they can Int . How far do you live from the schoo\?
start using it after they have done as much as they can. Elicit Boy About one kilometre.
which ite ms are not show n in the pictures. Int. And how do you get to school?
Boy I usually walk to school.
KEY Int . How long does it take?
Boy About 15 minutes .
1 scooter 4 underground 7 tram
2 iorry 5 coach 8 helicopter 2 Charlotte
3 ship 6 van Int. How far do you live from the school?
Not illustrated: bicyeie (bike) boat bus car motorbike Girl I live in a Village, about six kilometres a
plane taxi train Int . How do you get to school?
Girl My dad gives me a lift in the mornin g. He
school. But he finishes work late so I go
LANGUAGE NOTE - ARTICLES Int . And how long does it take?
Girl About 20 or 25 minutes .
Highlight the fact that no art icl e is needed wit h go by bike,
go by train. go by cor, etc. but that we do use the definite 3 Craig
Exercise 2
-
artieie the with toke, e.g, toke the train, take the car, etc.
page 88 " 3.11

Int. How far do you live from the school?
Boy I live just round the corner - about 200 m~
Int. So do you go on foot?
Boy Yes, usually. Or sometimes I go by bike.
• Play the recording on ce for studen ts to check the ir answers. Int . How long does it take?
Then play it again pa usin g aft er each it em and asking them Boy Just two or three minutes.
t o repeat chorally and individ ually. Poin t out that the -or
4Ann
in motorbike and th e - er in scooter and underground do
Int. How far do you live from the school?
not so und li ke the y are writt en: t hey are not pro nounced
Girl I' m not sure - about two or three kllo rnetres,
io:rl and [ee], but 1,1- the red uced vowei. With a weaker
Int . And how do you get to school?
class, ask for Polish equivalents of the words to check they
Girl I take the tram. It stops right outside our
unde rst and . .
Int. How long does it take?
Girt About twenty minutes.
Exercise 3 page 88
• St ud ent s do the exercise ind ivid ually or in pairs . Check with 510e
the whole class. Int. How far do you live from the school?
Boy About four kilomet res.
KEY Int . How do you get to school?
Boy I go by underground.
land: bic ycle, bu s, car, coach, lorry, motorbike, scoote r, taxi,
Int. How long does it take?
t rain, tra m, undergroun d, van Boy It takes five minutes to walk to the station,
air: he licopter, pl ane the train, and anot her fi.... e minutes from re
sea: boat, ship school.
Ur . :
r 99
.....
For fu rther pra ctice ofth e transport vocabu lary, go to: .. Lesson outcome
Vocabulary Builder (part I): Student's Book page 136 Ask student s: What have we tal ked about today? Elicit :
transport or an equivalent (e.g. Cars and trains and planes
and ...J. Ask: Can you tell me som e words yau iearned today?
KEY Acknowledge all answers, but praise Ihe students who come
1 1 tra in 4 ship 7 bus up with collocations, e.g. to catch a bus. to drive some body
2 plan e 5 car 8 bicycle somewhere, to give somebody a lift. Draw students' attention
3 motorbik e 6 taxi to the lesson statement: ' can explain how J get to school .
2 1 coach 4 scooter 7 underground
2 helicopter 5 ship 8 van
3 lor ry 6 tra m
3 " 3.2 5
1 motorbike 4 bike 7 ship
2 tram 5 plane 8 lorry
3 helic opter 6 tra in
2
" 3
4
In bad weathe r, I go to school by bus.
I always go to th e station on fool.
I usuall y cycle to school. LESSON SUMMAR Y • • •
5 My dad usually drives to work. Grammar: present perfect: affirmative
6 Do you walk to school? Speaking: talking about very recent events
7 My mum gives me a lift to the bus station.
.1:UJiUj... To do the lesson in 30 minutes, set the Grammar

Exercise 5 pag e 88 " 3.12 Builder as homework.
• Read the Learn this box with th e whole class. Ask students
to read the sentences in exercise 5. Play the recording .. Lead-in 2-3 min ut es
again. Let students compare answers in pairs, then check • Tell students they are going to learn a new tense. Write its
wit h th e whole class. name on the board : present perfect.

1 Craig 3 Danny 5 Charlotte • Draw students' attention to the picture. Askthem what they
2 Ann 4 Joe can see. Ask a few students to describe the picture. Th en
ask them to do the task.
Exercise 6 page 88
• Make sure students know how to pron ounce kilometres,
KEY
metres and minutes. It would be better if they worked in 1 Simon 2 Sam and Juli e 3 Lucy
pairs wit h classmates they do not know very well . so that
the information is new to them. Exercise 2 page 89 " 3.13
• Play the reco rding oncefor students to repeat and check.
For work on phrasal verbs used with trans po rt, go to:
Vocabulary Builder (part 2): Student's Book page 136 Exercise 3 page 89
• Do this task step by st ep, reading each bullet point aloud
and asking students to complete the examples in pairs.
KEY
Make sure they use the list of irregular verbs when doingthe
5 1 get out of 4 take off 7 get in third bullet point.
2 get on 5 get off 8 slowd own
3 get back 6 break down
KEY
6 got. took , broke have has
7 1 got off 4 got in 7 got an dropped, dropped missed, missed
2 took off 5 slowed down 8 got out of ate, eaten heard, heard
3 broke down 6 got back have eaten
has lost
OPTIONAL ACTIVITY Exercise 4 page B9

Stu dents work in teams of 3- 4. Tell them their task is to • Stud ents work individually with the list of irregular verbs. Go
compare different forms of transport. Ask them to look over answers with the whole class.
at the means of transport in this lesson and to look back
at lessons 58 and 50 on comparative and superlative KEY
adjectives . Write on the board: fast. slow, cheap, expensive. written walked stopped
safe, exciting, heaithy (and othe r adjectives you think are had drunk gone
relevant). You can also write an example: A car is faster than cooked done
a bike. Tell students to write as manysentences comparing
differentmeans of transport as they can in two minutes.
After two minutes. they stop writing and the teams t ake
turns to read their sentences. Each correct sentence scores
a point. The team with the most poi nts wins.
,# 100 " Unit 9 • Journeys

Exercise 5 page 8 9 Exercise 7 pa ge 89
• Do the fi rst one or two sentences wi t h t he w ho le class to • St ude nts read the same min i-dialogues in pa irs . With a
make sure everyone knows wha t they have to do. St udents stron ge r clas s, ask them to t hink of their own responses .
work individually and compa re answers in pai rs. Aft er t hey Wit h a weaker class, if t ime perm it s, you might ask them
have fini shed , check wit h the whole class, to read t he dialogu es as th ey appear in the boo k fir st, and
t hen read t he same qu esti ons but alte r th e replies.
KEY
1 'v e walked 4 've drunk 7 's gone .. Lesson outcome
2 've written 5 's cooke d 8 've don e Say t o students : Today we loaked at the present perfect tense.
3 ' s sto pped 6 's had How is it cons truc ted? When is it used? (elicit various bits of
info rmat ion). Draw stude nts ' attention to the lesson statement:
For further practice on the present perfect: affirmative, go to: I can say wha t I ha ve j ust done.
Grammar Builder 9B : Stu dent ' s Bo ok page 1 24
KEY
1 1 has started 4 have cycled 7 has landed
2 have decided 5 have st udie d People on the move
3 has phoned 6 has cooked
2 1 know, knew, known
2 write, wro te, wri tten LESSON SUMMARy • • • • 0
3 sleep , slept, slept Reading: a text about immi grants in Britain
4 sell , sold, sold Listening: people talking about life in Britain
5 think, t ho ught , thought Speaking: speaking about life in other countries
3 1 have seen 4 has wo n 7 has broken Topic: society

2 has gone 5 have eaten
3 have left 6 has done
"1I1"iU4111 To do the lesson in 30 minutes, ask stude nts to
4 2 has stopped 5 have spok en 8 have eaten read the text farthe {irst time at home.
3 have ar rived 6 has fi ni shed
4 have had 7 have missed .. Lead-in 2 min ut es
5 2 I've j ust pho ned him. • Before stude nt s ope n t heir boo ks, ask them if the y kno w
anyone who has gon e to live in Britain. Why did they do
3 He's just ieft.
it ? Which city are they in? What are they daing there?Are
4 We've / I've ju st watc hed it .
they happy?Why in general do many people go to Britain
S I've just read it.
these days? Tell the class th at the top ic of th e lesson will be
6 I've just written to her.
immigrants in Britain .
7 I've just packed it.
8 j've just booke d th em. Exercise 1 page 9 0
• Students describe t he ph otos in pairs or groups of three.
Exercise 6 page 89 Share idea s as a clas s.
• Read the Learn this! box with the who le class. Also rea d the
example and do se ntence b with th e whole class to ma ke Exercise 2 page 9 0
sure everyone knows how to buil d th e sentences wit h just • Pre-teach former. Students read the text indi vi dually and
in the rig ht place. Stude nts do t he exercise indiv id ua lly or do t he task, then compare an swers in pa irs. Check wit h the
in pai rs. Check answers by as king di ffe rent stu dents to read who le class.
the short dia logues in op en pai rs.
KEY
KEY A Int rod uct ion
1 ' Is it a good party?' B Ireland
c ' I don't know. I've just arrived.' C The for me r co lonies
2 'Why are you laughing?' o The EU
a 'I' ve just hea rd a really funn y story.' E How have immigrant s influ enced Brit ish life?
3 'Is your bro ther wearing a new jacket ?'
f 'Yes. he's ju st bo ught it.'
Exercise 3 page 90
4 'Can I have a bi scui t?'
• Students do the vocabulary exercise individually. Check wit h
b 'Sorry. I've j ust eate n th em.'
the whole cla ss. You may ask for tran slation s of the mo re
5 'Is Suzie at home?'
d iffic ult words to check understanding.
e 'No. She's just go ne out .'
6 'W hy are t hey ti red?'
KEY
d 'They have j ust pl ayed foot ball'
1 colonies 3 settled 5 famin e
2 maj ority 4 recently 6 immigrant s
Unit 9. Journeys P
CULTURE NOTES - MULTI-CULTURAL BRITA IN KEY
Multicultural Britain , 1 a 2 b 3 b 4 a 5 b 6 b
The populati on of Britain is just over 60 million.
91.3% are white Exercise 7 page 90
4.4% are Asia n/Asian British Ondian/Paklstanil • Stud ents discuss t he question s in small group s. Circulate and
Bangla deshi and other) help wi th language. Share ideas as a class. Encou rage t hose
whom you heard saying something i ntere stin g to share it.
2.2% are Black /Black British (Caribbean /African and other)
0.4% are Chinese
OPTIONAL ACTIVITY
0 .4% are from other races
Ask students to think back t o qu estion 3 fro m exercise 7.
• 1.4°10 are mixed race In pairs or groups of t hree, th ey make lists of things whi ch '
European Migration
• make the life of an immigrant difficult. Share ideas as a
At t he end of 2006 the re were over 600,000 migrant •= class . You may list them on t he boa rd, on the left-hand
workers in Brit ain from the 8 nations that joined th e side. Stu den ts continue working i n the sam e p ai rs or
European Union in 2004. This num ber is expect ed to rise groups. For each difficulty listed, ask them to w rite how'
steadily over the years. They help t o fi ll the gaps i n the peo ple shoul d behave to make i mmigrants' life easier. You
UK's labou r market, especi ally in ad min istratio n, business may put an example on the board, e.g.:
and man agement, hospital ity and catering. Problems
It' s difficultto understand when people sp eak very fast.
Exercise 4
•
page 90
Stude nt s read again mo re carefu ll y and do the t ask.
Fast finishers may write corrected versio ns of th e false
I You can feel homesick.
Peop le can be racist.
Discuss ideas with the whole ~Ia ss . •
'
statem ents.
.. Lesson outcome
KEY Ask st uden ts : What have we talked aba ut today? Elicit :
1 F 2 T 3 F 4 T 5 F 6 F immigrants or an equ ival ent. Ask students if t hey learned
anythin g new abo ut immi grant s in Britain. Eli cit so me of th e
vocabulary from the lesson. Draw stud ent s' attention to th e
les son state m ent: I can talk about living in a foreign country.
• Play the recording once and ask fo r answer s to the
question s. In a st ronger cla ss. ask st udents if th ey can
remem ber anyt hi ng else t hat the speakers ment ion ed.
KEY
a Abdu l b Ania Present perfect :
Transcript 3.14
negative and
1 interrogative
Woman My name's Ania Choma cka. I'm a dentist and I live in
Birming ham. I came to Brita in a year ago from Gdansk in
Poland. It was quite diffi cult at firs t. 1was a bit homesick
Grammar: present perfect: negative and int errogative
and I mi ssed my fami ly a lot . I studied Engli sh at schoo l in
Poland so I don' t fi nd it very diffi cult to communi cate wit h Listening: dia logues about travel
Engli sh peopl e, but someti mes th ey speak very fast. I like Speaki ng: talki ng about what you have and haven't done today
Birmingham - t here's lots to do here - it' s a very excit ing
city. I've made a lot of frien ds, both Engli sh and Polish
- there' s a big Poli sh community here in Bi rmingh am. It's .1:1ni"4.11 To do the lesson in 30 minutes, do exercises 4
nice to meet up with people fro m back home and to speak and 7 orally as a class and keep exercise 11 short.
my own language.
2 .. Lead-in 2 minut es
Man My name's Abdul Khan. I'm a student at Bradford • Ask a few st rong st uden ts qu est ions in the pres ent p erfect
University in the nort h of England . I live here in Bradford to which th e likely answe r is No, e.g.: Have ya u talked to X
wit h my parent s and grandparents. My grandpa rent s came taday? (where X is a classmate who is absent.) If th e stu dent
over from Pakistan in the 1960s, when my parents were answers No, say: Oh, so you haven't talked to X. Have you
young. I was born here but I speak Punjabi as well as ha d lun ch yet? (if th e lesson is in th e morn ing) Have yau
English. In fact we all speak Punjab i at home. I'm Briti sh ever been to NewZealand/ Indonesia? (or an y country you
but I'm also Pakistani - I think it's important notto forget are fairly confid ent they hav e not be en to) Have you ever
where you come from. Somet imes peopl e are a bit racist eaten frogs ? etc.
but generally there' s a good relati onship between t he • Remin d st udents that t hey recentl y stu died the present
Asian and white communities in Bradford. pe rfect tense. Explain th at now it is time to look at q uest ions
and negative sente nces i n tha t tense . You may wis h to
Exercise 6 page 90 " 3.14 elicit so me information about the present perfect : how is it
• Play th e recording thro ugh again. Then play the part featuring form ed ? How is it use d?
Ania onl y and check answers . Play Abdu l and check answers.
... 102 ~ Un it 9 • Journeys

Exercise 1 page 91 7 2 Have you decided what to do? Yes, I have.
• Students describe the photo in pairs . Circulate and help, 3 Has Robert packed his bags? No, he hasn't.
then ask 2-3 students to describe it to the whoie class. 4 Have Kate and David written any postcards? No, they
haven't.
Exercise 2 page 91 g 3. 1 5 5 Have you bought any COs? No, I haven' t.
• Play the recording . Students do the task individ ualiy. Go 6 Have you and Tony had lunch? Yes, we have.
over answers quickly as a class. The meanings of guidebook 7 Has Sarah gone to Edi nb urgh? Yes, she has.
and suitcase may need ciarifying. You may ask: What kind 8 2 Have you had breakfast? No, I haven't (had breakfast)
of book do you need when going on ho liday? It can be for yet.
example about Italy or about Paris (as in the dia logue). What 3 Have you phoned Joanna?Yes, I've just phoned her.
do you need to pack when you're going on holiday? You put
4 Have you bought t he new Anastacia CO? Yes, I've already
your clothes in it.
boug ht it.
5 Have you found your keys? No, I haven't found t hem yet.
KEY 6 Have you written to Ian?Yes, I've already written to him.
Tick: book ti ckets, find passports , buy guidebook 7 Have you changed the hol id ay money? Yes, I've already
changed it.
Exercise 3 pag e 91 8 Have you seen my new scooter? No, I haven't seen it yet.
• Ask students to consider the task individually first, then
compare answers in pairs. Check with the whole class.
Pointout that here again we have the ending - s in the third
Exercise 6 page 91 g 3.16
• Ask stude nts to read th e list of th in gs to do in Paris. Ask
person singular. You may wish to ask for other verb forms
whic h of th e things t hey wou ld lik e to do. Ask if anyone has
which have this ending.
been to Paris and done them. Play the reco rding twice and
checkanswers.
KEY
haven't Have haven't KEY
Tick: climb t he Eiffel Tower, see t he paint ings in the Louvre
Exercise 4 page 9 1 Museum, take a boat trip on the River Seine, have a meal in the
• With a weaker class, have studentswork on the sentences in Latin Quarter
pairs, or first individuallyand then compare answers in pairs,
before finaliy checking wit h the whole class. With a stronger Transcript 3.16
class, you can do the exercise quickly with the whole class.
Tania Areyou having a good time in Paris?
Sarah Yes, we arrived two days ago.
KEY Tania What have you done so far?
They've booked the tickets. Sarah We've metour friend Sam and he's shown ussome ofthe
They've found the passports. sights.
They haven't changed t he money. Tania Have you climbedthe Eiffel Tower yet?
They've bought a guidebook. Sarah Yes, we have. We went up on Saturday. The views from the
They haven't packed t heir suitcase. topwere fantastic.
Tania Have you visited Notre Dame Cathedral?
Sarah No, notyet. We're going there tomorrow. But we've seen
Exercise 5 page 91 the paintings in the l ouvre Museum. Th ey werefantastic.
• As in exercise 4. with a stronger classyou can do the Tania Have you taken a boat trip on the Rive r Seine yet?
exercise with the whole classwith little or no preparation. Sarah Yes, we have. We went last night - it was really romantic!
Tania Have you walked up the Champs Elysees?
Sarah No. Wewant to waik up the Cham ps Elysees, but we
KEY haven't had time.
1 Have they booked the tickets? Yes, they have. Tania What's the food like?Have you eaten in any nice restaurants?
2 Has Sarah found the passports? Yes, she has. Sarah Yes , we've hada meal in the Latin Quarter. It was delicious!
3 Has Peter changed the money? No, he hasn't. We're comin g home next Saturday. I'll tell you all about it
4 Has Peter bought a guidebook? Yes, he has. then ...
5 Have they packed the suitcase? No, they haven't.
Exercise 7 page 91
For further practice on the prese nt perfect (negative and • With a weaker class, have students work on the sentences
interrogative), go to: in pairs, or first individually and then compare answers in
pairs, before finally checking wit h the who le class. With
Gramm ar Builder 9D: Stud ent' s Book page 124 a stronger class, you can do the exercise quickly with the
whole class.
KEY
6 1 Harry hasn't had breakfast. KEY
2 I haven't lost my personal stereo. They've climbed the Eiffel Tower.
3 Rachel and I haven't spent all our mon ey. They haven't visite d Notre Dame cathedral yet.
4 You haven't eaten the apple . They've seen the paintings in the Louvre Museum.
5 Vicky hasn't taken the train to Leeds. They've taken a boat trip on the River Seine.
6 Luke and Emily haven't visit ed Spain. They haven't wai ked up th e Champs Elysees.
7 I haven't done my homework. They've had a meal in t he Latin Quarter.
8 He hasn't gone to New York by ship .
Unit 9 • Journe ys ~
Exercise 8 page 91 The other student answers using the presen t perfect tense.
• With a weaker class, or just when you want more control Ihaven'tseen Anita today. Encourage them to ask a follow-
over accuracy. this can be done in open pairs with the whole up question after each statem ent.
class: ask student A the first question, A answers and asks B • At the end of t he acti vity co nduct a brief class feedb ack
the next question, B answers and asks C, etc. where students repo rt some information about their partner
to t he class,
Exercise 9 page 91
• Stud ents answer individually. Help with any comprehension
pro blems. With a weaker ciass, you migh t wish to read t he
whole list as a classand make sure they understand .
Exercise 10 page 91
• Before students start askin g and answering in pairs, make
sure t hey know how to build the question s. Som e of th e
verbs in the list are irregular. LESSON SUMMARY • • • ,.,
• Go over all the questions once in open pairs as in exercise Reading:an article; reading for detail
8. If anyone makes a mistake, encourage them to correct VocabUlary: weather
themselves; if t hey canno t, ask the class for help, Write Speaking: an interview
the correct form of the problematic question on the Topic: people and society
board. As the student s talk in pairs, circu late and help.
If they're making errors in the target language, insist on
self-correction. ...,:uUnj..i To do the lesson in 30 minutes, askstudents to
read the text for the {irst time at home.
Exercise 11 pa ge 91
• Have a few students report backto the class on some of the • Lead-in 2-3 minutes
things the y fo und out. • Explain the word disabled. Write it on the board. In pairs,
ask students to write down 2-3 things which disabled
OPTIONAL ACTIVITIES peop le can't do and 2 ~3 things they can do . (Sample
answers : They cannot walk, they cannotsee, they cannot use
1 Ask everyone to write 2~3 mor e questions of t he form:
theirhands well. They can play sports, they can write books,
Have you... today? Circu late and help. It is Important •
they can paint.) Explain that to day t he students are gong to
:-------, _.
th at all t he questions sh ould be correct - you may ask •
read a text about a very special disabled person .
students to read th em alo ud. When the questions are '
ready, ask everybody to stand up and ask everyone
in the room their questions; marking the answersin " LANGUAGE NOTE - DISABLED
two colu mns ~ 'y es' and 'no'. When t hey've fi nished ,
they have to write sen tences reporting their findings: 8
! Nowadays disabled is genera lly the mo st accept abl e.word
8 • used to refer to people with a permanent illness or injury
people in our doss have eaten cereal today, 6 haven't , that makes it diffi cult for th em to use part of t heir body
eaten cereal, et c, M onitor and ask for aU or [us t the : completely easily, Othe r wo rds such as handicapped or ~
mo st interesti ng fin dings to be read al oud to the who le : : invalid sh outd be avoided as t hey are consid ered offensive
class. : • by many people because- of their negative associations.
2 Make photocopies of t ran script 3.16, In pairs, stude nts ! •
prepare and act out a similar dialogue about a different : Exercise 1 page 92
city. ~ II
• St udents lab el the pi ctur es, When checking, ask add it ion al
questions: Do you like stormy weather?What kind of weather
• Lesson outcome do you like? What kind of weather is good forsailing ?
Ask st udents:What have we talked about today? Try to eli cit :
the present perfect, questions and negative statements or KEY
equivalent Go over the form s as studied in exercise 3. Draw 1 icy, cold, foggy 5 rainy
students' attention to the lesson statement: Ican talkabout 2 sunny, warm 6 wi ndy
recent events. 3 stormy 7 foggy
4 cloudy 8 sno wy
My day so far ... Exercise 2 page 93 "3,17
Pairwork • Work on pronunciation. To pronounce weather correctly,
students may need to forget the way it's written and just
Langu age: present perfect for recent experien ces
listen to the sounds!
Materials: one copy of the worksheet per student (Teacher's
Book page 139)
• Give each student a copy of the worksheet. Students work
Exercise 3 page 9 2
individually to write their answers in the boxes in ran dom • This can be done in open pairs or in closed pairs. Make sure
order. Ask them to write in as many answers as possible. the st udent s understand the quest ion: What's the weather
They might not be able to answer one or two of them. like?- You may wish to ask for a translation . Aftergoing over
• They should write just one word or short phrases. the pictures, ask: What's the weather like today? (You may
• When they have finished they swap worksheets with a need to point to t he window.)
partner and then take it in turns to use the answers to ask
questions to find out why their partner has written the
wo rds, Fo r example, Why have you written 'Anita?
. ... 104 "', Uni t 9 • Journeys

Exercise 4 page 92 KEY (sample answers)
• Read the reading tip aloud and discuss: why is this 1 Because it makes me feel happy and free
important? What is the effect of reading in that way? (From 2 A friend took me sail ing and I loved it , but I did n't want to be
the first paragraph you can find outwhat the text is about, a passenger, so I had sailing lessons,
whatkind of information you can find in it, and maybe decide 3 Wit h my mouth.
whethe r you want to read it. In an exam, it helpsyou prepa re 4 Very ti red, but very happy.
to read the rest of the text by predicting what might be in it.) 5 I want to sail around Britain.
• Students read the first paragrap h of the text. You may need
to explain that the English Channel means La Manche.
Discuss answers to questions 1 and 2 with the whole class.
Exercise 9 page 92
• Pairs act out their interviews. This is alsothe time to check
answers to exercise 8. If some pairs create an answer that
KEY
is imaginative and makes sense, but has no foundation in
1 She has just sailed alone across th e Engli sh ChanneL the text, praise them for creativity, but emphasise that when
2 Because she can't move her arms or legs or even her head. working with a text it is essential to be able to read carefully,
know exactly what the text says, and not drift away from it.
• CULTURE NOTE - THE CHANNEL

" "
• The English Channel or the Channel is th e stretch of water ADDITIONAL SPEAKING ACTIVITY 1
• that runs between southern England and nort hern Fra n,e: ' Below are two activities to choose from ; both lnvo\ve · k
" Ai. its narrowe st point it is Only 20 miles / 32 kilometres Internet searches. The search can be done in dass ifyou
can havethe lesson in a com puter room . Otherwise it has
':· ~ide. On a Cle~~Y ~t",~ssib~ see Calais from Dover'J
: to be homework.
1 Stude nts have to find out and not e 3 more Facts about
Exercise 5 page 92
• Students rea d the text in more detail. Words which may • Hilary lister on the Internet (her website is WWVtJ.
hilarylister.com, but info rmati on can also be fou nd on
need explaining: harbour, design, controls (n.) wheelchair. other sites). They th en share their find ings in groups
With a strongclass, students should use dictionaries or the of 3- 4.
Wordtist. With a weakerclass, you may choose to explain
the words yourself. In both cases, you can encourage 2 ind ivid ually or in pairs, studen ts look for inf ormatio n
students to infer meaning from context (The boat is going about other disabled peopl e wh o have done somet hing
out of Portsmouth Harbour - Portsmouth is the name of the speciaL They preparem in i presentations. Here are
town, but what is a harbour, if boats can go out of it and into some qu estions to help them:
it?) or from the form of the word (What kind of chairdoes Who is the person?
o paralyzed person have?Why is it calleda wheelchair?) . What is his / her health problem?
Students do the task individually, compare answers in pairs, What cannot he /s he do?
check with the whole class.
What has he/she done /ach ieved?
What special equ ipment did he/she need?
KEY
Who helped him/ her?
1 e 3 c 5 f 7 g
How doe s he/ she feel about it?
2 h 4 a 6 b 8 d

• Do the first sentence together as an exa mple, Then students Ask stude nts: Whot did we dol tolkabout today?Try to elici t:
continu e individually. Check with the whole class. Hilary Lister or disabled people, or disabled people who have
done something special. Ask students for any fact s they learned
KEY today and for new vocabulary. Draw stude nts' atte ntion to the
lesson statement: Icanunderstanda magazine article in detail.
1 sailed 3 given 5 had
2 become 4 been 6 changed
Exercise 7 page 92
• Make sure everyone understands opposite. Dictionaries
may be needed for some of the words. Students do th e task Buying a train ticket
individually, then compare answers in pairs. Check with the
whole class.
LES S O N SUMMARY • • • • •
KEY functional English: buying a train ticket
1 always 4 found 7 fi rst Listening: short dialogues
2 left 5 iongest 8 loved Vocabulary: words related to rail travel; the 24-hour clock
3 rare 6 alone 9 happy Speaking: buying a train ticket
Topic: travel and tou rism
Exercise 8 page 92
• Emphasise that this exercise needs to be done with the text.
Students can use the exact phrases from the text, there's no
.iU"jJl.... To do the lesson in 30 minutes, have only a few
pairs act out their dialogues in exercise 9.
need to tryand put the ideas 'in their own words', Don't check
answers with the class. they will appear in the nextexercise.
Unit 9 • Journeys 105

.. Lead-in 2 minutes Tran s cript 3. 20
• Put these questions on the board: Do you like travelling by 1
train? Why?/ Why not?What WQS yourlongest train journey? Clerk Can I help you?
• Ask students to discuss these questions in pairs for 1-2 Boy Yes, can I have a return ticket to liverpool, please?
minutes, then say: Today we are going to buy train tickets. Clerk When are you coming back?
Boy Next Saturday.
Exercise 1 pa ge 94 " 3.18 Clerk That's £35. please.
Boy Hereyou are ... Which platfo rm does it depart from?
• Play the recordi ng once. Check answers. Can students guess
Clerk Platform 7.
what a platform is? If you have a map of Britain in t he room,
Boy When's the next train?
during the whole lesson po int out all the cities and towns
Clerk At ' 7.35.
that are mentioned on the map. Boy Do I have to change?
Clerk No, it's a direct train.
KEY
2
She wan ts to go to London and to return today.
Clerk Next please.
Girl Is t here a train for Manchester at about 11 o'clock on
Exercise 2 page 94 "3.19 Saturday morning?
• Read the Learn this! box aloud. Clerk Yes, there's a direct train at 10 :47.
• Play the record ing through once, then again, pausing after Girl OK. And how much is a return ticket?
each item to check. Write the times on the board to avoid Clerk Are you coming back on the same day?
confus io n. Girl Yes.
Clerk It's £12.50. Would you like a t icket?
Girl No thanks, I'U get one on Saturday ... Oh, which platform
KEY
does it depart from?
I 12:28 4 06:00 Clerk Number 10.
2 09:15 5 23 :55 Girl OK. Thanks!
3 18:49 6 17 :17
Exercise 6 page 94
• Explain that aUt he sentences come from the dial ogues
CULTURE NOTE - 21t-HO UR CLOCK students have j ust heard.
The 24 -hour clock times practised in the exercise are used
in offi cial situations, on timetables, etc You are lik ely to KEY
hear them spoken in e.g. railway station announcements 1 return 3 change 5 same
but most people in everyda y conversation would use 2 next 4 direc t 6 platform
the more standard formulation : I'm getting the train at
5 o'clock; ratherthan t he mi litary-sounding seventeen
hundred. Exercise 7 page 94 " 3 .21
• Play the recording to check the answers. Ask stud ents to
repeat the phrases, paying atte ntion to intonation.
Exercise 3 page 94
• With a weaker class. you might start by dic tating a few t imes Exercise 8 pa ge 94
to t he whole class yourse lf. to provide a model of clear • Read the speaki ng tip as a class. As st udent s work on t he
enuncia tio n and stress; the n have a few studen ts dictate activity, circu late and mon itor, help ing wit h pronunciation
times and ot her stu dents write them on the board. and then and any vocabu lary issues.
move on to t he pairwork. Circulate and monitor, insist ing that
if someone hasn't managed to write down a time correctly, Exercise 9 page 94
the ir partner must repeat it, tak ing care to speak clearly. • Depending on t ime and on stu dents' pat ience, have 3-5
pairs act out t hei r dialog ues in front of t he class . Give
Exercise 4 page 94 feed back: praise good perform ance, correct a few mistake s
• Tell the studen ts in a moment they will be asked to read the (recurring ones or t hose concernin g th e language from t hi s
dialogue, but first t hey are going to hear it again to have a lesson) .
mod el of pronuncia tion. Play th e dia log ue. Ask students to
read and do the task. If t im e allows. you may wis h to ask
2- 3 pai rs to read t heir dialogues to the class.
OPTIONAL ACTIVITY
Ask studen ts to imagine th ey are in Britain on a school
Exercise 5 page 94 " 3 .20 exchange and need to buy ti cket s fo r t he whole group. If
• Tell stude nts t hey are going to hear two conversations at you have a ma p of 8ritain in the room. let them took at it
a station ticket office. Play t he recordi ng t hrough once, and choose a destinat ion. Teach t he sentence: Isthere a
then again paus ing afte r each part to check answers . Ask if discount for... 1 or Can we / Do we get a discount? In pairs.
anyone remembers any add itional details - when are t he students act out the dia logue.
peo ple travell ing? When are th ey coming back? Do they have
to change?
.. Lesson outcome
Ask students: What have we talkedabout today? Elicit : trains/
KEY train tickets/ buying tickets, etc. Elicit some wo rds and phrases
destination price platform time from the lesson. Draw st uden ts' atte nt io n t o t he lesson
statement: Ican buy a train ticket.
I Liverpool £35 7 17.35
2 Manches ter £12 .50 10 10 .47

Exercise 4 page 95
• Students read the writing tip. For e-mail openings, refer
them to le sson lG - say they can use the same openings as
for informal leite rs.
KEY
LESSON SUMMARy . . . . .. lo ve Best wishes
Writing: an e-mail
Read ing: e-mails
Grammar: already and yet
Exercise 5 page 9 5
• Students work individually. Fast finishers can add one or
Topic: travel and tourism
two more ideas. They can use the information about London
in Lesson 6(,
..,:111$"11. To do the Jesson in 30 minutes, set the writing as Exercise 6 page 9 5

homework. • En coura ge students to use other parts of the unit as a
resource - e.g, the weather vocabulary in lesson 9E.
.. Lead-in 2-3 minutes
o Rem ind students that they already had a lesson on e-mail
writing, Ask: Sincethat lesson, has anyone written an e-mail ALTERNATIVE WRITING TASK
in English? (Who did you write to? What about?) Ask further: Students writ e similar e-rnails from other cities of their
Do you e-mailyour friends and family when you're on choice. Theythen get together in groups of 3-4 and read
holiday? How often? Where do you e-mail from?Do you think each other's work.
e-maiis are just /ike letters or different?

o Ask students if they recognise the places in the photos. if Ask students: What did we do today? Elicit write e-maits or
they do, th ey'll only need to read the first sentence of one an equivalent. Elicit various ways of beginning and ending an
e-mail to do the matching exercise, so you may want to ask e-mail. Draw students' attention to the lesson statement: I can
them some additiona l questions: What do you think Debbie write on e-mail about my holiday.
is writing about from Sydney? What do you think Chris is
writing about from Moscow? What are they doing there? Notes for Photocopiable activity 9.2
Students can then read to check their guesses.
Travel Interview
KEY Pairwork
1 B 2A Language: language related to travel
Materials: one copy of the worksheet per student (Tea cher's
Book page 140)
:: LAN GUAGE NOTE- REGISTER o Pre-teach MP3 player, can of drink, packet of crisps , and
immediately.
Highlight the use of informal ianguage in the e-rnalls. In
o Give each student a copy of the worksheet. Ask students to
• addition to the words in the greetings and endings, words
work individually to match the interview questions with their
: ~ such as lovely, really, and lots of (more informal than a lot
answers and then compare answers with a partner.
01) are only used in informal writ ing.
o Tell students that they are going to ask their partner the
questions from the interview. Give them time to think
Exercise 2 page 95 about their answers on their own and make notes. Then. in
• Read the information and the examples aloud. Ask students pairs, the students take it in turns to ask and answerthe
to come up with translationsof the examples. questions.
• With a weaker class, you might want them to translate the
examples from the text as well when checking. Point out the KEY
unexpected pronunciation of ballet. 1 d 3 b 5 h 7 9 g
2 c 4 a 6 e 8
KEY
We've already spent a lot of time on the beach.
I haven't visited the opera house yet.
Have you booked your holiday yet?
We've already seen a lot of sights.
We haven't seen a ballet yet.
Exercise 3 page 95
o Students go through the two texts one more time. Check
KEY
1 F 3 F 5 T 7 T
2 T 4 F 6 F 8 F
Unit 9 0 Journeys ( 107

....
TOPIC • • • a Exercise 3 page 96
Trave l and tourism • Tell students they are going to prepare some vocabulary
which will help them do the exam task. Students sort
the words. Write the categories on the board as column
.. Lead-in 2 minutes headings and ask four students to come and write the food s
• Askstudents to write down as many names of foods as they and drinks underneath.
can in one minute. Then ask everybody to give one word; if
they cannot or if they repeat a word that has already been KEY
mentioned, they are out.
Meats Snacks Hot drinks" Cold drinks
Exercise 1 page 96 pasta with a sandwich coffee lemonade
• Te ll students they are going to prepare somevocabulary mushroom Sauce
before they listen. Ask t hem to do th e matching exercise. fish and chips biscuits tea orange juice
• Check answers asa class. hamburger
KEY
1 passenger 3 depart 5 buffet car
Exercise 4 page 96
2 midnight • Students discu ss eating in restaurants versus eating at
4 inspection 6 apologise
home in pairs or groups of three. Circulate and monitor. If
some pairs come up with good ideas of their own, ask them
Exercise 2 page 96 " 3.22 to tell these to the whole class.
E Listening: true/false statements
• Read the listeningtip as a class. Students read the task and
Exercise 5 page 96
the statements. Playt he recording twice. Check answers E :Speaking: picture-baseddiscussion
with the whole class. • As revision, quickly brainstorm useful expressions for
describing a photo and giving opinions (e.g. In the first
KEY photo there is ... I I can see ...• I think ...• In my opin ion ...J.
1 T 3 T 5 T 7 F • Read the exam task as a class and check understanding.
• Allow students two or three minutes to prepare. In pairs,
2 F 4 T 6 F
students take it in turns to speak about the photos for 1 ~2
minutes. Their partner listens.
Transcript " 3.2 2 • At the end, ask students for their ideas. Ask, Which of these
1 restaurants would you like to eat in? Which of them is the
The train nowarriving at platform 4 is the 12.52 service from health iest?
london Paddlngton. We apologise forthe late arrival of this train.
This wasdue to problems on the lineat Oxford.
OPTIONAL ACTIVITY " *
2 Speaking: situationa l role-play
The Manc heste r train departs shortly from platform 10, notfrom
platform 2 . All passengers forManchester, please go immediately Ask students to work in pairs; They have todecide on a" - - ,
to platform 10. ~ ~ place to go for lunch. They each think about what kind of -
place they wouid like to eat in; and try to persuade their '
3 e:rtner to go. ' - ,
The train nowat platform 6 is the 13.4 5 service to Edinburgh. It
stops at York, Darlington, Berwkk-tfpcn-Iweed and Edinburgh. Encourage them to think of as many different types' -
of restaurants as tney can. Brainstorm ideas and ·give:
4 examples:
It is now 11.45, and the ticket office is closing in 15 minutes/AU pizza restaurant cafe Italian food hamburger r~st;lUranJ
passengers who wantto buytickets. please come to the ticket vegerorian~swuront @
office before midnight. : ,,~t'd
Students can use the phrases from exe"rcise 4 to heip them

5 justify their choices and try to persuade their partne:.
Th is train is for Swansea. The next stop is Bristol. All passengers for
Exeter and Plymouth, please get offat Bristoland change trains.
This is the Swansea train; all passengers for Exeter and Plym outh .. Lesson outcome
please change at Bristol. Ask students, What did we do today? Elicit: listening. speaking,
describing photos. Elicit some of the vocabulary from the
6
lesson.
Welcome tothe 10.35 service to liverpool, calling atCrewe and Chester.
Please have you rtickets ready for inspection.
7
The buffet caris now open, servinghotand cold drinks,
sandwiches and light snacks. The buffetcarisin carriage number
2 , near the f ront of the train .
...-::') Get ready for your exam 9

TO P IC • • ~<~
Travel and tourism
I Boy
Girl
NO, I don't want to go by plane. i think we should go by
train .
Butthat would takeages!
Boy I disagree. You can get a direct train from l ondon to Paris.
You don't haveto change.
Girl How longdoes it take?
1
• Putthese words on the board: Boy About two and a half hours.
film director plane crash jungle died survived Girl OK - I agree. Let's go bytrain.
• Elicit the meanings of the words from the class. If there
is a word nobody knows , ask students to iook it up in a Exercise 4 page 96 " 3.23
dictionary. Then tell students they are goi ng to read a story
• Read the phrasesas a class. Students listen and tickthe
in which these word s will app ear. Ask them to imagine what
ones t hey use. Piay the record ing again to check.
may happen in the sto ry. Accept all Ideas wit hout revealing
wha t really happens in th e story.
KEY
Exercise 1 page 97 I think we should ...
o Remind st udents it i s good to read through a text quickly for I agree.
general understanding before doingany tasks. Ask them to Let's agree on ...
read t he t hree summaries (explain summary), th en read the I disagree.
text and choose the one that con tains the same information.
Check t he answer with the who le class. Exercise 5
E Speakin : situational role-pta
KEY
o Read the exam task and te ll stude nts that t hey will work
b
in pai rs. Explain that they need to agree on both a city t o
visit and how t hey will travel. The discussion should last for
Exercise 2 page 97 about three minutes, so they shouldn't reach agreement
E Reading: miss ing sentences immediately.
• Give them three minutes to plan the general outline of th e
• Read the read ing Up asa class. tn a stronger class students
dialo gue and to consid er ind ividually what t hey will say.
do the task individually, then compare answers in pairs.
o Students do the task . Circulate and monit or. If t here
• With a weakerclass, read the sentences as a class. checking
are stronger pairs, you could ask them to perform their
t hat students understand them. Point out some of the
dial ogues at the end.
links: e .g. if the sentence begins with Her, the sente nce
befor e must be abouta woman; if a sentence says 'after
t en days, they decided...' they previous sentence will have OPTIONAL ACTIVITY
a plural noun in it. Students continue to workon the task Speaking : topic-based discussion
individually, then compare answers in pairs.
o Check answers with the whoie class. Ask students to justify
Ask students to think of a journey they went on recentl y.
their answers by pointing out links. They should make not es about the type of t ransport t hey
used, whether they liked it, and whet her th e jo urney was
good or bad:
KEY
18 2F 3 A 4G 5D 6E They can then discuss thei r journ ey wl th a part ner.
C does not beiong anywhere and does not agree with the rest
of the text, whi ch ind icate s that she was abie to walk.
.. Lesson outcome
Ask students: What did we do today? Elic it: reading, speaking,
Exercise 3 page 97 " 3.2 3 agreeing and disagreeing. Elicit some of the reading tips and
• Ask students to read the instructions forthe Speakingexam some vocabulary from the lesson.
task in exercise 5. Tell the m the y are going to hear two
candi dates doing the task .
o Play t he recording. Students do t he task. Check answers as a
class.
KEY
1 Paris 2 train
Transcript 3.23
Boy Where would you liketo go, Sally?
Girt Hmm, I'm not sure. What aboutRome? I've never been to
italy.
Boy I have. I went there last year with my mum and dad. I think
I'd like to go somewhere differen t. HowaboutStockholm
or Helsinki?
Girl Too cold! I think we should go somewhere warmer.
Boy OK..~ what about Paris? Have you ever been to Paris?
Girl No, I haven't OK. l et's agree on Paris. Doyou want to fly
there?
Gel ready for your exam 10 ~

LESSON SUMMARY • • • • Exercise 3 page 98
Vocabulary: jobs • Read the Lookout! box aloud. As students write about their
Ustening: four people talkingabout their jobs family members, they may need help with job names not listed
Speaking: discussing the best and worst jobs in the box. Ask students to read theirsentences in groups of 3.
Topic: work
Forfurther practice oj the jobs and work vocabulary, go to:
Vocabulary Builder (part 1): Student's Book pag e 137
11:1njUH"I To do the lesson in 30 minutes, set Vocabulary
Builder (port 1) exercises 1 and 2 as homework. KEY
1 1 scientist 4 artist 7 build er
2 priest 5 computer programmer 8 politician
o Inform the class of the lesson topic . Ask students if they
3 mechanic 6 cleaner 9 waiter
know any names of jobs in Englis h.
2 1 chef 4 hairdresser 7 doctor
2 farmer 5 teacher 8 engineer
LANGUAGE NOTE - UNIT TITLE
3 shop assistant 6 actor
Just the job is an idiomatic expression meaning ' exactly
what is needed in a particular situation'. e.g. 1need 3 Open answers
something smart to wear{or Sue's wedding. This dress will
be/do just the job. Exercise 4 page 98
o Rea d th e lis tening tip aloud. Students work ind ividua lly. Fast
Exercise 1 page 98 fi nishers sho uld add th eir own ideas. Some students may
o Students label the picture s. Some of the words wil l already assign the words differentl y from what is in the key - accept
have been mentioned; for others use dictionaries or the their answers if they can justify them.
Wordlist.
KEY
KEY 1 dish, kitchen, custo mers, soup, vegetables, fresh. cook,
1 chef 3 co mputer program mer 5 factoryworker prepare...
2 bus driver 4 shop assistant 6 nurse 2 clothes, department store, customers, jacket, change.
Not illustrated : actor artist build er cleaner doctor shoes...
engineer farmer hairdresser mechanic politician 3 animals. countryside, outside, weather, {ie/d, cereal,
secreta ry teach er writer chicken ...
Exercise 2 page 98 " 3.25 Exercise 5 page 98 " 3.26

o Play th e fir st pa rt of the recording once for students to check • Ask students to read the instructions. Play the recording
th eir answers. then play the whole recording, pausing after through once, then play it again stoppin g after each speaker
each word for students to repeat. Pay attention to reduced to check the answer with the class. Ask which of the key
vowels. and pointout that the endings - or and - er are words (or other word s related to th e job s) stud ents heard.
pronoun ced exactl y the same, as 101.
KEY
1 farmer 3 chef
LANGUAGE NOTES - JOBS AND WORK
2 nurse 4 shop assistant
Job and work mean the same but j ob is countable
and work is uncountable. They also collo cate with
different word s. e.g. a temporaryjob, job interview, work Transcript 3.26
experience. go to work. Int. Where do you work?
Farmer I work in the countryside. I've got 2 ,000 hectares in the
Engineer has two meanings: 1) a person who designs northof England.
engines, machines , roads, bridges, etc. and 2) a person Int. Do you enjoy yourjob?
who is trained to fix machines and electrical equipment. Farmer Yes, I do.
E.g. They're sending on engineer to fix the phone. Int. Why do you like it?
~ actress) but
Actor usually refers to a man (feminine Farm er I li ke working outside. The scenery is beautiful. And I like
working with animals. We've got pigs and cows. I prefer
many women prefer to be called actors too. The same is
animals to humans, I think!
true for manager. Few womennowadays like to be called
Int. Is there anythingyou don't like about it?
manageress. The word waiter, however, can only refer to a Fa rmer The weather isn't very good in the winter - but I still have
man. (Feminine = waitress) . to workoutside, in snow, rain - everythin g. Th at's difficult
sometimes.
~ Unit 10 0 Just the job

Int. Where do you work? 6 1 recept ionist 4 tourist 7 d irecto r
Nurse At St Mary's in the town centre. 2 guitarist 5 dance r 8 footbaUer
Int. Do you enjoy your job? 3 translator 6 journali st
Nurse Yes, I do. I don't earn a lot of money. But I like helping my
patients .
Int. What else do you like? .. Lesson outcome
Nurse I work as part of a team. I enjoy that. For example, we work Ask students; Whot hove we tolked abau t taday? Elicit; jobs.
with the doctors at t he hospital. Ask :Can you give me some names of jobs, and any other
Int. Is th ere anything you don' t like about it? words connected with work? Prai se th e stu dents who come up
Nurse I have to work with t he general public . That' s sometimes with the more soph ist icated ones , such as politician or factory
difficu lt. People are sometimes angry or upset when th ey worker. Draw st udents' atte ntion to th e lesson statement : I can
come to hospit al. de scribe different jobs.
Int. Where do you work?
Chef At t he Bombay House restaurant.
1
Int. Do you enjoy your job?
Chef Hmm ... it' s OK. I like some of it !
Int. What do you like?
Chef I enjoy working wit h my hands. And I like making new
dishes. Fo r example, my special chicken curry wit h rice is
a really popular dish.
Int. And what don't you like about your job? LESSON SUMMARy • • • • •
Chef I'm on my feet all day. 50 I'm always very tired when I Grammar: going to
finish work. And it's always so hot in the kitchen!
Speaking: talking about plans
Int. Where do you work?
S.A. At Wright's Department Store.
Int.
S.A.
Do you enjoy your job?
Hmm ... well, no, not really.
...,n,la"ll. To do the lesson in 30 minutes, do exercise 4 as a
class, set the Grammar builderas homework, and keep exercise
Int. Why don't you like it? 8 short.
S.A. Well, a few years ago we didn't use computers. But now
I have to use them. I don't li ke using a compute r. I hate .. Lead-in 1 minute
computers! And anothe r probl em is, I don't earn very • Say to the students; I'll tell you something about my plans
much money. I'd like to earn more!
for tonight, this weekend and the next halidays . Tonight I'm
Int. Anythi ng else?
going to (prepore lessons for tomorrow and read a boak
S.A. I'm on my feet all day, so I get very ti red. And [ have to
by Groham Greene). This weekend, I'm going to (mark your
work with customers. They can be really diffi cult people!
writing and watch a new DVD I got for my birthday) . During
the next holidays I'm gaing to (cycle 500 kilometres araund
Mazury), etc. Write plans on the board and say; After today's
• Stu dents do t he ta sk individ ually, the n li st en, the n co mpare
lesson, yau will alsa be oble ta tell me about your plans
answers in pairs. With a weaker class, go over t he answers
using this form : 'I'mgoing to .: ' Write one of you r sentences
wit h the whole class; with a stronger class, just ask if
on the board and explain that the 'goi ng to' form doesn't
everyo ne is sure or if t hey'v e got any questions.
necessarily refer to going anywhere, but is used to speak
about future plans.
KEY
1 outside 4 publi c 7 computer Exercise 1 page 99
2 money 5 hands 8 customers • Ask students to describe what they see in the photo. You
3 te am 6 feet may ask: Do you ever spend your holidays like this? Wauld
you like to do it? Why?/Wh y not? Ask the class to read the
Exercise 7 page 98 instruction s and the text.
• As stud ents w rite down their reaso ns, cir culate and help
wit h voca bulary and structu res. KEY
Two o r more countries
Exercise 8 page 98
• If yo u can, put student s in pa irs! groups of three with Exercise 2 page 99
classmates the y w ill not agree w it h for t his task. At the end , • Read the first li ne olthe box and the first example with the
you may ask pairs/gro ups to report briefly on the ir views to whole class. Explain that in this form the word going does
the whole class (He thinks ... is the best job ond I think ...) not have it s usual meaning of walki ng, moving or trave lli ng;
it is a grammatica l word, used to show that we are ta lki ng
For work on the suffixes -er, -or and -lst, go to:
about a fu ture act ivity, a plan for the future. 'Goi ng to' is
Vocabulary Builder (part 2); Student's Book page 137 not exactl y a future tense, but it is a fo rm used fo r speaking
about the future .
KEY • Students st udy th e rest of the informati on in th e box and the
text and find the relevant forms. Check with the whole class.
" -er: buil der, clea ner, co mputer programmer, factory worker,
farmer, hairdresser, tea cher, waiter
-or: acto r, do ctor, KEY
-ist: art ist affirmative: are going to start interrogati ve: are we goi ng to go
negative: aren't going to stay
5 1 footballer 3 translator 5 dancer
2 guitarist 4 to uris t 6 recept io nist
Unit 10 • Just the job P'~'

... 7 Where is Victoria going to have lessons?
LANGUAGE NOTE - GOING TO 8 Is Victoria going to see her friends?
going to is used to talk about plans for the futu re. 9 What is she going to study?
Students may comment on the fact that th e present
continuous is used to talkabout arrangements for the
future. The difference between plan and arrangement is
Exercise 5 page 99
too subtle for them to worry about until a much later level. • • With a weakerclass, or just when you want more con trol
They ~re veryoften interchangeable, e.g. What are you over accuracy, this can be done in open pairs with the whole
doing tonight/Whot are you going to do tonight? If you feel class: ask student A the first question, A answers and asks
you need to give an explanation, you could say that the B the next question, B answers and asks C, etc.
presentcontinuous isused for a fixed plan with a definite
Exercise 6 page 99
, ,•
-
time and place.•
• As k students to read thro ugh the list of activities first to make
sure theyunderstand . Stay up late may need explaining.
For further practice of going to, go to: Students answer the questions about themselves.
Gram mar Builder lOB: Student's Book page 126
Exercise 7 page 99
• Before students start asking and answering in pairs, make
KEY
surethey know how to build the questions. Go over the
1 2 We're going to play tennis next Saturday. first two or three questions in open pairs. If anyone makes
3 I' m going to surf the Internet thi s evening. a mistake, encourage them to correct themselves; if they
4 They' re going to visit their grandpare nts next month . cannot, ask the class for help. With a weaker class, write
S You' re going to meet me at the cafe. Are you going to ... ? on the board. As students talk in pairs,
6 We're going to see a film this evening. circulate and monitor, paying attention to pronunciation.
7 Pete and Sue are going to study math s at university.
8 I'm going to watch lV this evening. Exercise 8 page 99
• Have a few students report backto the class on some of the
2 2 We aren't going to play tennis next Saturday.
things they found out about their partners.
3 I'm not going to surf the Internet this evening.
4 They aren't going to visit their grand parents next month.
.. Lesson outcome
S You aren't going to meet me at the cafe.
Ask students : Whathave we tatked about today? Try to elicit:
6 We aren't going to see a film this evening.
plans withgoing to, but accept any answer that refers to the
7 Pete and Sue aren't going to study maths at university.
content of the lesson. Briefly revise the forms of going to
8 I'm not going to watch TV this evening. future. Draw students' attention to the lesson statement: I can
3 1 What film are you going to see? tatk about my plans forthe future.
2 Who are you going to go with?
3 How are you going to get there?
4
5
What are you goin g to do after the fil m?
What time are you going to arrive home?
,. Open answers
1 Job~ for teenag~
Exercise 3 page 99
LESSON SUMMARy . . . ..
• Students do the exerci se individually or in pairs. Check with
the whole class. With a strongerclass, you could do the Reading: jobs for teenagers in the UK
exercise quickly with the whole class. Listening: teena gers talkingabout part-time jobs
Speaking: talkingabout part-timejobs
KEY Vocabulary: phrases for agreeingand disagreeing
2 aren't going to work 6 is going to save Topic: work, society
3 are going to stay 7 is going to have
4 is going to work 8 isn't going to see
5 isn't going to have 9 is going to study 11:1niU4••• To do the lesson in 30 minutes, as« students to
read the text forthe first time at home.
Exercise 4 page 99 .. Lead-in 2 minutes
• With a weaker class, have students work on the sentences • Before students open their books. ask them if they have
in pairs before fin ally checking wit h th e whole class. With ever done a part-time job. Have their brothers, sisters or
a strongerclass, you can do the exercise quickly with the friends done it?What were the jobs?Were they satisfied?
whole class. Why? Why not? Do th ey think it was useful? Inform the class
of the topic of the lesson.
KEY
1 Where is Paula going to go with her friends? Exercise 1 page 100
2 Are they going to work? • Students look at the photos and discuss the questions
3 Where are they going to stay? in pairs . If there are any problem s with vocabulary, refer
4 Where is Carl going to work? students to the Word list or their dictionaries. Ask question 3
5 Is Ca rl going to have a holiday? of the whole class.
6 What is he going to do with money?
~ Unit 10 • just the job

Exercise 2 page 100 La uren I don't have time to do a part-timejob - and I don't
really need one either. My mum and dad give me mon ey.
• Tell students they are going to read a text about teenagers
Themost important thingfor teenagers is to get a good
and job s in the UK. Ask them to read th rough the quest ion s
education. Then theycan get good jobs in the future.
first. It would be good to have dictiona ries when reading.
Te enagers can only get part-time jobs that are badly paid
Paper round mayneed explaining.
- £3.00 an hour, or perhaps £3.50. You can't earn much
money like that. Parents have to give teenagers more
KEY money so that that they don't have to do these jobs.
1 About half of them 4 12 ho urs 7 £3 .30 That's my opinion.
2 babys itting 5 Yes 8 There isn't one
3 paperrounds 6 To earn some money Exercise 5 page 10 0 " 3.29
L:ANGUAGE NOTE
- - -- - ••
• Ask students to read the instructions, the words in the box
and the six opinions. You may ask them to see if t hey can
complete some of the sentences without listening again.
Play the recordi ng once and see if most students have got
A paper round is the job of de iiverln g newspap ers t o
i houses, if it's done by a teenager or young person. the answe rs. if not, play il again . Check answe rs and explai n
· Awage is aregutaramountof money that you earn, • any unfamiliar words.
usuall y every w eek. Salary refers to the mo ney t hat is paid, KEY
usu ally monthly, to profession al people, or people who
1 experience 3 meeting 5 education
wcrkfn an offlce.
Exercise 3
- - 2 adva ntage 4 t ired 6 paid
pag e 100 Exercise 6 page 10 0

• Students work on the task individually and comp are answers • Ask students to read the expressions in the box. (You might
in pairs before ch ecking with the whole class. consider supplying them with some stronger ones, such as
Absolutely! or That's complete nonsense! as long as they are
KE Y aware that t he latter is not always appro priate.) Students
1 babysitting 3 part -time jo bs 5 not allowed discuss thei r views in pairs. As they might want to express
2 earn 4 minimum wage 6 paper rou nds more than they have language for, it is important to circulate
CULTURE-NOTE - WORK EXPERIENCE

- - ,,
and hel p.
.. Lesson outcome
Ask students: What have we talked about tDdDy? Elicit : jobs /
Work experience Is offered t o 15116 year oldstud ents In
t he UK as part of the Nati onal Curr iculum. The pla cemen ts 1 teenagers and jobs. Ask everyone to say one word or phrase
are eith er organi sed by th eir school or by the pupils related to work that they learned. Draw the students' attention
'themselves. It is not compulsory but school s gain credl t to the lesson statement: I can givean opinion onpart-time jobs.
for taking part in the scheme. The recommended minimum p
, p e~o d for work experience is 10 days.
Exercise 4 page 100 " 3 .28

• Ask students to read the instructions and the four opinions.
1
Point out that one opinion will not be expressed by anyone.
Play the recording through once, then again pausing after
each speaker to checkanswers. Ask your class which LESSON SUMMAR Y • • • • '"
speaker t hey agree wit h. Grammar: will for future
Reading: short texts about entrepreneurs
KEY Speaking: predi ction s about the future
1 a 2 d 3 b
Transcript 3.2 8 Lin,Jjll.'" To do the lesson in 30 minutes, set the Grammar

Builder ior homework.
Jack I think it's a good idea for teenagers to do part-time work.
Part-ti me jobs give you good experience of working. It's
important to find out what kind of job you want to do
- before you leave sch ool. The other advantage of a part • Write your future on the board. Ask your class: What is
time job is that you can earn some money. Whenyou're important in yourfuture? Elicit some ideas, e.g. work, family,
16 , it's better to haveyour own money - not askyour money, children. Remind stud ent s th ey have al ready st udie d
parents for money! Anyway, my parents haven't got much a structure used to talk about future plans. Elicit what it was.
mon ey, so they definitely can't afford to give money to me. Tell students now they are going to learn another structure
That's fine. t'm happy to earn it. used to speak abo ut t he future.
Ryan A lot of myfriends have got part-time jobs. Part-tlme jobs Exercise 1 pa ge 101
are a good wayof meeting people. You can makesome
reallygood friends. The problem is, you spend all your
° Ask st udent s to look at t he title and th e photo. What do they
t hi nk t he ' mi llion dollar idea' was? They read th e text qu ickly
time working- workingat school or working in you r job
- and you're always tired. Sometim es, part-time jobs make to see if their guesses were right.
teenagers too tired to study! But they're still a good way to
earn some mon ey and meet people, so they aren't a bad KEY
thing, really. b
Unit l0 o)ustthejob ~.
Exercise 2 page 101
OPTIONAL ACTIVITY
• Students study t he information box and the t ext and fi nd
the relevant forms. Check with the whole ctass. Work on the Explain the words {artune-teller and to tell someone's
pronunciation of 1'11 - do not let students avoid it by saying fortune. Tell students they are going to tell each othe r's
I will and won't (make it ctear that it doesn't sound the same fortunes. Allow them a min ute to think of ideas. You
as want). might demonstrate by aski ng a student who you know
is imaginative. eloq uent and good at English to tell your
fort une. You might help with questions, e.g.: Willi be rich
KEY
and famous? Will i marry a millionaire? How many chil dren
I'll invent a new kind of webpage What wil l he do? will i have? How many grandchildren? Willi star ina fil';' ?
He'll need money I'll save some Wi/II win any awards? Will I travel to aii the continents ? ~
he won't need I'll spend some Willi have a house In the mountains? Willi die yaung ? (or
any other nonsense). Student s work in pairs, look at each
othe r's palm s (or what ever othe r ritual pleases them) and
LANGUAGE NOTE- SHORT FORMS 'LL tell each oth er's fort unes. Circulate, monitor and help. Pick
AND WON'T a few students who had their fortunes told part icularly .
As with oth er short forms, it is important to emphasi se creatively and ask them t o report to the class. Ask: Wha t
th at they should be used after pronouns. If the full • will happen to you? .
forms are used, e.g. / will go. I will not go it sounds over- "---'
emphatic and unnatural. After nouns, however, it is more
common to use the full forms.
.. Lesson outcome
Ask stud ents: What have we talked about today? Elicit: will or
the fu ture. Briefly revise the forms of will future. Draw students'
For further practi ce of will, go to:
attention to the lesson statement: I can make predictions about
Gramma r Builder 100: Student's Book page 126 my future.
KEY Notes for Photocopiable activity 10.1

5 1 won't 4 won't 7 will Review Board Game
2 will 5 won't 8 will
Board game
3 will 6 will
Language: going to, will, jobs vocabulary
6 (Answers will vary) Materials: one copy of the board, enlarged to A3 if possible, per
2 Who will you live with? group of th ree to four students. (Tea cher's Book page 141) Dice
3 Where will you work? and counters.
4 What job will you do? • Divide the class into groups of three or four students. Give
5 How many children will you have? each grou p a copy of the worksheet, dice and counters.
6 What car will you drive? • Look at the board game wit h the ciass. Explain that there
7 Will you have any pets? are three types of task: correct the mistake, complete the
sentence and talk about a topic for 20 seconds.
• Explain the rules of the game. Students throw a dice and
Exercise 3 page 101 move around the board doing the task for the square they
• Students work individually or in pairs. Checkwith the whole land on. If the task is completed successfully, the student
class. co ntinues from that square in the next round . If not, they
go to the square they have just come from. Go round
KEY monitoring and acting as a referee.
1 will make 4 will take 7 Will (the company) make • Students play the game in groups. Th e game finishes when
2 will fly 5 will be 8 will be the first student reaches the Finish square.
3 won't carry 6 won't get
Exercise 4 page 10 1
• With a strongerclass , you can do this exercise quickly with
the whole class.
KEY
1 will, make 3 will, fly 5 wi ll, take
2 will , fly 4 Will, carry 6 Will, get
Exercise 5 page 101

• Ask a few students: Do you think you'll make a Jot of money
some day? Draw their attention to the exercise. Tell them if
they want the statements to sound tess categorical, they can
begin with /think: /th ink I'll make a lot of money. To be more
definite, theycan say I'm sure: I'm sure I won't live in this town.
Exercise 6 page 101

• Do a few examples in open pairs with the whole class, then
let stud ents continue in closed pairs.
, 114 ' Ut1 it 1 n • luc:;+ th p inl-o

KEY
A~ear abroad :>

lacqul:
1 She's going to st udy physic s.
2 To Thaila nd.
3 She'll workat an animal rescue centre.
4 Nine months.
LE SS O N SUMMARy • • • • eo
Reading: a magazine article; readingfor detail Oliver:
Vocabulary: places of work, verb collocations 1 He's going to start his first job at a sports centre.
Listening: a song 2 To Ghana in Africa.
Topic: work 3 He'll teach basketball to schoolchil dren an d help with othe r
lessons.
4 Six mon th s.
Li;ltiai4... To do the Jesson in 30 minutes, askstudents to Darren:
read the text for the first time and da task 2 at home. 1 He' s going to work in a bank.
2 To the west of France.
.. Lead-in 5 mi nutes 3 He'll hel p restore an old castle.
• Write on the board: What are you going to do afteryou finish 4 Seven month s.
school? Ask students to stand up, ask everybody in the room
this question and note their answers (you can also limit the
number of people to 10 or 5). When everyone has fi nish ed, Exercise 4 page 103
ask them to sit down and write a report like this: • Students do th e exercise ind ividually. Check wit h t he whole
_ people aregaing ta study. class. Practise the collocations by asking students questions:
_ peaple are going to find jobs. Would you like to take a breakbetween school and university?
_ people aregoing ta ... (something else?) Would you liketo liveabroad? 15 it easy foryou to make new
• Expla in that th e topic of t he less on will be people who do friends? Do you likelearning about othercultures? Do you
'something else'. think youcanlearn more about other cultures from books or
by spending time abroad? Have you everhad to show a visitor
aroundthe school? Or around some otherplace? In a stronger
CULTURE NOTE - GAP YEARS IN BRITAIN
class, you might ask studentsto write 2-3 sentences each
~ tthasbecome verycommon for students in Britain to take a using some of the collocations.
'gap yea~ between finishing school and start ing university.
This year Is often used as an opportunity to t ravel and to gain KEY
interesting experiences such as thosedescribed in the texts.
1 c 2 a 3 d 4 g 5 b 6 f 7 e
Many students use their gap year to raise money for charity
and do tharitywork experience in developing countries.
Since the introduction of fees for university, many stude nts

Exercise 5 page 103
now also use their gap year as a time to work and save • As students check the meanings of the words, ask them to
tick the places where they wo uld like to wo rk and put a cross
n10ney for their time at university.f-to1:any universities regard
next to the places where they would neverwant to work.
gap years as a positive thing, as st udents come to their
• They can then tell it to their partners:
studies more mature.
I would like to work in/at a ...
~---- f would never wan t to workin/at a ...
Exercise 1 page 102
• Students talk about the photos in pairs. then share ideas as KEY
a class. sports centre schoo l ban k office
Exercise 2 page 102

• Students read the reading tip and the instructions, then go
Exercise 6 page 103
t hrough t he text quickly an d do the task . Check answers and • Students list jobs in pairs. Share ideas with the whole class.
ask students if they have noticed anyother words in the text You maywish to ask: So which is the most universally useful
whic h are exp lained by the photos. They mig ht come up with
job? (It looks as if it's th e clea ner!)
animal rescue centre and restore.
KEY - Sample answers
KEY bank - manager, cashier, computer programmer, cleaner
1 A 2 C 3 B building site - builde r, engi neer
cafe - waiter, cleaner
factory - fact ory wo rker
Exercise 3 page 103 garage - mechanic
• Students work individually or in pairs, taking notes on the hair saton - hairdresse r, cleaner
three peo pie. Alt ernat ively, the read ing could be done as hospital - doctor, nurse, cleaner
a jigsaw activity: in groups of th ree, each student reads in office - secretary, politician, cleaner
detail about one person. answers the questions about him/ school- teacher, nurs e, cleaner
her, and then communicates the information to the others.
shop - shop assistant, cleaner
Check with t he who le clas s. You might need to expla in what
sports centre- coach, nurse, cleaner
an animal rescue centre is if it hasn't been worked out when
theme park - computer programmer, engineer
doing exercise 2.
Unit 10· lust the job ~"

Exercise 7 pag e 103 "3.30 .. Lesson outcome
• Tellstudents they are going to hear a song about working at Ask students: What did we do today? Elicit: We read abaut
a carwash. Can they guess what car wash means?Ask them a gap year or another relevant answer. Askeveryone to give
to read the words in th e box fir st. Play the song once without one new word or phrase they learned from the lesson. Draw
stopping, then again pausing after each gap to check. students' attention to the lesson statemen t. I can understand a
magazinearticle.
KEY
1 rich 3 hard 5 cars 7 pay
2 star 4 star 6 hom e
-, 1 Giving advice
CULTURE AND LANGUAGE NOTE - CAR WASH
Car Wash was originally sung by Rose Royce in 1976.
Christi na Aguilera and Missy Elliot released a cover version
in 20 04.
LESSON SUMMARY • • • II
FunctionalEnglish: giving advice
Highlight the use of the ungrammatical ain't feInt! Listening: short dialogues
(meaning am not, aren't or isn't) and the boss don't mind.
Grammar: should
This kind of ungrarnmatlcal language is common in song
Speaking: givingadvice
lyrics.
Topic: work
Exercise 8 page 103

• When checking, ask students to quote speci fic passages '*"'iji4i1i To do the lesson in 30 minutes, have only a few
from the text to support their answers . pairs act out their dialogues in exercise 9.
KEY .. Lead-in 2 minut es

Good thi ngs: b, c Bad things : d, e • Write job interview on the board and try to elicitthe
meanin g or a tran slation. Ask students to think of any words
they associate with a job int erview. (When you think 'job
ADDITIONAL SPEAKING ACTIVITY interview', what else does th at make you think of?) Write
all ideas on the board. If students are stuckfor ideas, use
"This activity;s a role play. Students wark in groups of three.
th ese prompts: Think about p eople ... feelings ... places ...
Assign (or let them choose) the follow ing roles (you can
clothes ...
• print the descriptions as they appear here and distribute
• them on slips of paper, Or display them all using an OHP): • Exercise 1 pag e 104
A You are the son/daughter. You want to take a gap year • Students discuss the question in pairs. You may encourage
between high school and university. th em to use the vocabulary from lesson 4A (about clot hes).
• Beforeyou speak: decide,what exactly you want to ••
do (and t ell your partners so they can also work on
:, Exercise 2 page 104 " 3.31
ideasl). • • As k students to read the dialogue and the words in the box.
• TeU your parents what you want to do. Can they try and compl ete the dia logue before they listen?
• Defend your plan when they disagree with it Play th e recordi ng on ce. Ask what they th ink, you should
. - explain why it is a good idea! means. Elicit a translation or provide one. Askif they agree
with Judy's advice. Does it depend on the job Rowan is
B You are the father. You th ink you r son's/ daughter's
applying for?
plan is good in general, but.may needsom,e changes.
• Before yoUspeak: deci de what is good and what is •
bad about the plan, in your opinion.
KEY
1 jacket 3 jeans
• Defend you r son's I daughter's idea when your wife •
criticises it. ~ ~ 2 tie 4 J-shirt
•
• Propose a compromise. ""':
•
C You are the mother. You think vour son's [da ughter's •,, Exercise 3 page 104
idea is comp lete nonsense. • Before students read the dialogue,you maywish to play it one
more time forthem to listen to the pronunciation. Modelthe
• Before you speak: decide why you th ink the ptan is
intonation of, Doyou think so? Ask a few students to repeat.
bad (Dangerous? Waste of t ime? ...)
Do the same with, You'reprobably right. and, You 're welcome.
• Criticise your son's /daugh ter's plan when he/ she
te lls you about it. Exercise 4 page 104
• Agree to the compromi se - or not! • • Read the Learn this.' boxaloud. Students work on the task
Altow 3-4 minutes for students to work on ideas and " • individually. Gooveranswers with the whole class.
language (more if they ask for it). Remind them to use
language from the lesson (e.g. StudentsA wilt need some KEY
of the collocations from exercise 4). Students hotd the You should wear a jacket and tie.
conversations in their groupsof three. Persol'l A begins. At Yo u should n't wear jeans and a T-shirt.
the end, if it goes well, you mayask two or three groups to :
act out their conversations in front of.the others. Choose :
those who speak loudly, clearly and with some feeling. ;
lJr,it 1fl .lllst the ;ob

For further practice of advice with should and should n't, go to: Exercise 8 page 104
Grammar Builder 10F: Studen t's Book pag e 126 • Encourage students to use the book as a resource. Rem ind
them that in Lesson 7F (exercise 7) there is a list of
expressions to use when you hear someone's bad news.
KEY Students work on their dialogues. Circulate and monitor.
7 1 shouldn't 3 should 5 shouldn 't
2 should 4 shouldn't Exercise 9 page 104
• Depending on time and on students' patience. have 3-5 pairs
Exercise 5 page 104 "332 act out their dialogues in front of the class. Choose those
• Tell studentsthey are goingto hear two dialogues. In each whose dialogues either show verygood use of language
of them someone tells a friend about a problem they've or are interesting and imaginative, or both. Give feedback:
got. Ask them to read the four problems a-d. The task is to praise good performance, correct a few mistakes (recurring
match the people to two of the probl ems; the other two are ones or those concerning the language from this lesson).
not mentioned. Play the recording through once, then again
l
pausing after each part to check answers. , OPTiO NAL ACTIVITY
, Put the following statements on the board:
KEY • 10m bored.
Keith b Sonia d
• I Cibn't know what to buy my parents for Christmas.
• Myneighbours ployawiu! music very loud.
Transcript 3.32 ~
Keith Hi, Mary.

; I'm in love with someone who doesn't love me.
Mary Hi, Keith. Howare you? ~ -t tnink vousnoutd ...
Keith Terrible! I feel really ill this mornin g. You shouldn't ...
Mary Ves , you look bad. No, I can't do that
Ke ith Thanks. (SNIFF)
Mary Why are you at the bus stop?
No, I don't wontto do that.
Ke ith I'm going to school. of course. That's a goodidea. Thanks.
Mary You shouldn't goto school! You're probablyright Thanks.
Keith Really?
Mary Of cou rse not! You should go home and call the doctor. In pairs or groups of three, each student chooses 'a
Keith Maybe you're right. I do feel really bad. differen t problem (or two) he/she is going to talk about.
Mary I hopeyou feel better soon. Each student in turn says what their problem is and the
Keith Thanks. I other(s) have to give him /her advice. He/she can decide
; whether he/ she likes the advice or not.
Sonia
Tom
Hi, Tom.
Hi, Sonia. What areyou doing?
, ------
Sonia I'm looking for a website . .. Lesson outcome
Tom What kind of website? Ask students: What have we talked about today? Elicit; advice
Sonia I want to find a biologyessay. I don't understand my
or shauld and shouldn't. Elicit some example s of how should
homework - and I have to finish it tonight.
is used to give advice. Draw students' attention to the lesson
Tom So, areyou going to copy it fro m the Internet?
statement: Ican give someone advice.
Sonia Yup.
Tom You shouldn't do that!You'll getintotrouble.
Sonia So what should I do?
Tom
Sonia
Tom
Yo u should talk to your teacher.
Doyou think so?
Definitely. Explain that you're having problemswith the
homework.
1
Sonia OK. Thanks foryour advi ce. (CLICK) Ah, found it.
And ... download.
LESSON S U M MA Ry . . . . ..
Writing: an application letter
Exercise 6 page 104
Reading: an application letter
• Students can complete the sentences individually, using the
prompts. Check as a class. Topic: work
KEY
L'U,ljil4'" To do the lesson in 30 minutes, set the writing as
a shouldn't d should g shouldn't
homework.
b should e should h shouidn't
c shouldn 't f should .. Lead-in 2-3 mi nut es
• Remind students that they recently tal ked about job
Exercise 7 page 104 "3.32 interviews. Ask: What do you have to do before you can have
• Play the recording again for studentsto focu s on the advice a job interview?They will probably be able to answer in their
that is offered. own language, but not in En glish. Tell them the kind of letter
you have to write when looking for a job is called a letter of
KEY application or an application letter, and that it is the topi c of
th is lesson. Ask; Whatkind of things shauld you write in an
Keith's friend says: d, g Sonia's friend says: a, f
application letter? Elicit ideas.
Unit 10' Just t he job ~

• Ask students to try and answer the question as quickly as • Before they write, tell students to prep are all the information
possible. If t hey manage to do it really fast, say: Whywas they are going to include using the plan in exerci se 2.
it possible for you to answerthis question in (J 5 seconds)? Where did the y find t he ad? What is their experience ? What
Elici t or explain that Emily stated t he purpose of her letter qua lities are they going to say the y have? (Reliable and
in the first sentence, and that this is very important, as hardworking are an obvious choice. as they are mentioned
it allows the person who is reading the letter to find out in t he ad, but maybe the y could add somet hing else that is
very qu ickly wh at t he lett er is abo ut and, for example, who also relevant.) Help with voca bulary and note useful words
sho uld be dealin g wit h it. on t he boa rd, esp ecially if t hey are new. Who are t hey going
to quote as a referee?
Exercise 2 pag e 105 • Remind them that a forma l letter must have a date (top
• Now ask students to analyse the letter in more detail. When right or top left), th e appropriate opening and ending as
checking, discuss the relevance of each item: Why does she described in the writingtip, and clear paragraphs.
write aboutthis? Why is it important? (e.g . where she saw
the advert - th e employer will know exactly whic h job she
means; experience- shows that she is good for the job,
etc.) Yo u may mention that in a real job application one Put the foilowi ng names of part-t ime or holi day jobs on th e
would give the names, address es, phon e numbers, etc. of board (plus any othe rs you thin k are.relevant);
the referees. waiter
babysttter
KEY assistant at a videorental shop
Paragra ph 1 pizza deliveryman/woman
• the jo b she is applyi ng for cleaner
• where she sawthe advert • Each student has to choose a job and write a lett er of - :
Paragraph 2 • application for it. Rem ind them to:
• her work experience
• think what experience. personal qualltles; referees. etc.
Paragraph 3
. thev are going to quote . -
• her personal qualities
• who can give references • • organise the ir letter clearly
• when she can start work • use app ropriate openings and endi ngs;

• Students go through the text one more time. Check answers Ask st udents: What did we today? Elicit Write application letters.
wit h th e whole class. or an equivalent. Elicit various ways of beginning and endinga
formal letter. Tell students: Today, you have practisedthe second,
KEY more difficult written exam task. Draw students' attentionto the
1 From an advertisement in the Coventry Daily News. lesson statement: Icanwrite a letter applying for a job.
2 in her local pet shop.
3 For six weeks. Notes for Photocopiable activity 10.2
4 She says she is hon est, relia ble and hardwo rkin g.
5 Two. Alphabet Race
6 On 2nd July Class race
Language: vocabulary from Unit s 1 to 10
Exercise 4 page 10 5 (Teac her's Book page 142)
• Stud ents work individually or in pairs. Ch eckanswers with • Divide students into pairs and hand out a copy of the
t he whole class. Point out th at the sent ence op enin gs, 1- 5, worksheet to each pair. Explain that students are going to do
are typical phra ses used in th is kind of lett er, so it is well a race in which they revise vocabularyfrom Solutions Units 1
worth learning them. to 10.
• Give a time limit and asks students to work with a partner
KEY to com plete the sentences with a word beginning with the
1 c i am writ ing to apply for a summer ja b at W.A.R.C. given letter. Insist on correct spelling and remind students
2 a I saw th e advertisement in the Coventry Daily News. that some words are in the plural form .
3 e I have experience of wo rking wit h animals. • Th e pair who come up with the most correct answers within
4 d I worked for six weeks as a shop assistant. the time allotted are the winners.
• If necessary, to avoid cheating, ask students to swap
S b I can send you a reference from the managerof the pet
worksheets with another pair for marking.
shop.
KEY
Exercise 5 page 10 5
awful beef canteen department eggs
• Read the writing tip as a class. Discuss the differences form er garage hardl y ICT junk
between formal and informal letters. lunch message niece ocean s
knee
post office quite relatives socks toes
Exercise 6 page 105
underground vailey X year Zealand
welcome
• Ask students to read the advert and consider the question in
exercise 6. What other experience would be useful for a job
like this? Brainstorm ideas and note them on the board.
.. 118 " Unit 10 · Just t he job

EW9-ur _
...,,--
Anna
Dave
Anna
Good! I'm glad. Do you want to speak to Marton ?
Yes. please.
OK. I'll just go and get him. He' s in t he kitchen.
1 1 car 3 bike Dave Thanks,
2 boat 4 foot
Marton Hi, Dave!
2 1 a nurse / a doctor 4 an actor 7 a chef Dave Hello. How are you?
2 a builder 5 a mechanic 8 a shop ass istant Marton Fine, thanks. And you?
3 a hairdre sser 6 an artist Dave I'm really well ... listen, did you get my last e-mail ?
Marton Yes, I did.
3 2 I've cleaned my room. Dave Well? Have you invi ted Francesca for a drink?
3 I've eaten my pasta. Marton No, 1haven't. Not yet !
4 I've had a shower. Dave Why not?
5 I' ve bought a new phone. Marton Well, I've tr ied to speak to her a few ti mes ... but she's
always busy at recept ion.
4 2 My friend has just gone home.
Dave You should go in a few minu tes early one morning - it's
3 The rain has just stopped. always quieter in the mornings.
4 I have just seen a terrible film. Marton OK. Maybe tomo rrow ...
5 I have ju st heard a great joke, Dave Defi nite ly!
6 He has just booked a ho liday, Marton OK, OK. I'll ask her tomorrow!
7 Our friend s have just arrived.
Narrator The next day, Marton arrives at the hotel a few minutes
5 2 The play hasn 't started. early. Francesca is working in recept ion.
3 You haven't fini shed your lunch. Francesca Good morning, Marton.
4 He hasn't gon e for a walk, Mart on Hi, Francesca. How are you?
5 She hasn 't cooked dinner fo r everybody, Francesca Fine, thanks! And you?
Marton I'm very well.
6 2 Has Louise phoned her mum? No, she hasn' t.
Francesca Good.
3 Have Ronnie and Louise played tennis? No, they haven 't.
Marton Erm ... Are you working th is evening?
4 Has Ronnie done the ho usework? Yes, he has. Francesca No, I' m not. I finish at 6.00 today.
5 Have Ronnie and Louise eaten all the bread? Yes. they have. Marton Me too! Hey, why don't we go for a drink after work ?
7 1 Are you going to be Francesca OK, t hat' s a good idea.
Marton Great! Well, I'U see you at 6 o'clock.
2 am going to stay
Francesca OK. Oh, by the way ...
3 are you going to do
Marton Yes?
4 Are you going to miss Francesca Have you spoken to Dave?
5 am not goi ng to revise Marton Yes, I have. In fact, I spoke to him last night!
8 1 will have 3 wil l enjoy 5 won 't be Francesca I thought so.
Marton Pardon?
2 will arrive 4 won 't get bored 6 wi ll they cost
Francesca Oh, noth ing. It doesn't matt er.
9 1 return 3 di rect Marton So, l' Usee you at 6 o'clock.
2 platform 4 change Francesca Great! I'm looking forward to it.
10 1 How 4 50 41 b 2 c 3 c 4 a 5 a
2 feel 5 shou ldn't 5-6 Ope n answers
3 should
_ For furthe r exam tasks and practice, go to Workbook

P1-10 page 96, Proced ural notes, tr anscripts and keys for th e
Workbook can be found on t he Solutions Teacher's Website at
www .oup.com /e lt /teache r/so lut io ns
1 C 2 B 3 D 4 A
2 1 T
2 F Marton d idn't know about Francesc a's new job.
3 T
4 F July and August are t he busiest mo nt hs.
5 F Dave thinks Marton sho uld visi t befor e Jul y o r August.
6 F Francesca has said some nice t hings abo ut Marton to
Dave.
3 Yes, he does . She says yes ,
Transcript 3.33
Anna Hello?
Dave Hi, is that Anna?
Anna Yes, speaki ng.
Dave Hello, it' s Dave - Marton ' s friend from the Arcadia Hotel.
Anna Yes, I remember. You've moved to the l ake District,
haven't you?
Dave Yes, I have.
Anna Have you started your new job?
Dave Yes. I started a week ago. It' s great! Much bett er than my
job at the Arcadia.
Review 9-10 ~
• People don't normalty grow out of dyslexia. Howeverthe w
A short introduction symptoms change with time and they are diffe rent at ~ w
to dyslexia different life stages.Their form depends on different
educational methods, work input and i ndividual
characteristics (intelligence or the nature of deficits). The
What is dyslexia?1 problems tend to come back after a break in training (e.g.
;
• Dyslexia is one of several distinct learning disabilities.
after holidays) and in stressful situations (e.g. an exam).
• It is a specific language-based disorder.
• Dyslexia is not a reason for failing in life.This is proved bv a
• It's of biological origin (usually genetic). long list of famous dyslexics (e.g. HansChrystian Andersen, W
• Characteristic symptoms are difficulties in single word Auguste Rodin, Thomas Alva Edison,Sir Winston Churchill, W
decoding (reading) usually reflecting insufficient Aibert Einstein. jacek Kuron). Dyslexic students can succeed W
phonological skills. Dyslexia is manifested by varying at school - they just need the right kind of teaching. ~ ..~
difficu lty with different forms of language.These often
include; in addition to problemswith reading, a Forms of dyslexia
conspicuous problem with acquiring proficiency in writing
Manyresearch ersdistinguish between DevelopmentalDyslexfa
and spelling.
in its general meaning as a syndrome of Specific Reading and
• These difficulties are often unexpected in relation to age
Writing Difficulties and its farms:
and other intellectual and academicabilities (in some
Dyslexia (in its narrow meaning with refere nceto reading
school subjects),
problems only)
• These difficulties are notthe result of a generalised
Dysortography (speiting problems)
developmental disability (these students have a normal lQ)
Dysgraphia (handwriting problems)
or sensory impainment(they don't have seeing or hearing
problems). Somedyslexic people have very goodspatia l
orientation, visual or auditory memory and technical skills.
What is the cause of dyslexia?
Different factors (genetic and envlronmental) caus e biological
changes in the centratnervous systern whkh leads to certai n ~ .
What dyslexia isn't (myths about dyslexia) dysfunctions , As a result the child's psvcno-motor development : w #
• Dyslexia is not an illness. However, it appearsin two basic
is discordant. ..
medical classifications of diseases: ICD·10 (European) and
DSM·IV (American).
Dyslexic symptoms in school
• Dyslexia is not a myth. It is a learning difficulty which makes
In mostcases weaknesses can be identified in the following ~
all aspects of dealing with language (especially written
areas: *
language) harder. Most experts today agreethat learning to
write requires a 101of effort and takes time. It's crucial for Vlsualand auditoryperception andprocessing
dyslexic students to learn how to learn, find out what works This can result in difficulties with mastering written and
for them and consciously develop their own learning sometimes also oral lan guage:
strategies. Normally, with lim e, dyslexic students learn to • learning words/ letters/sounds
,u se their talents and intelligence to cope with their • spelling: phonic wrtting (e.g. football/futboll, letters maybe
problems. reversed, mirrored, replaced by similar ones (p-b-d-g.w-rn-
• Dyslexia is not a lack of intelli gence. Students who ha; e n), written i n the wrong order (e.g. hlep/help), omitt ed or
been diagnosed as being dyslexic have at least a normal lQ added.
and many of them are highly intelligent. • reading (accurate and/or fluent word recognition)
• Dyslexia is not laziness. However, some dyslexic students • pronunciation (because this requires good auditory
may tf'! to use their dyslexia as an excusefor not working. It percepti(}n and pr(}cessing)
is important to understand that helping means demanding • expressivewriting
and motivating. not releasingor absolving from • recognisingand producing rhymes
responsi bility. • fluency in speech (tess common)
• Dyslexia is not 'no big deai'. People don't grow out of
dyslexia. The dyslexic person learns to cope with his/ her Automaticity
problems and to use favourable compensation strategies. • Forexample, applying evenwell· known spelling rules or •
The earlier help is given, the more effective it is. Constant retrieving common words from me!TI~ry. '"
failure leads to a lack of motivatio n and/or other negative Memory
strategies. These secondary effects are often more difficu lt Dyslexic students mayencounter problemswith:
to deat with later on. Early encouragement and teamer • short-termmemory '"
training can therefore make all the difference to a dyslexic • teaming sequences such as days of the weekand months of
student's experience of school and learning. the year :
• Dyslexia is not someth ingrare. Thep roblems associated • acquiring the knowledge of sounds and words
with dyslexia are roughly similarin some 10 % of the
population, which means that in an average classroom there Thetechnique of writing .
are usually a few students with dyslexia. • In the case of students with dysgraphia their handWriting
• Dyslexicstudents are not aUthe same. Some of them. can be illegible and the pace of writing slow (because ~.
writing requires good fine motor skills).
having experienced some difficulties in learning their
mother tongue. don't have any problems with foreign Spatialorientation u
#
w.,
. ~
languages. Some- suffering from severe dyslexia - can • Students may have trouble differentiating between left and
hardly learn a foreign language. right.
• Theymay find prepositions difficult (e.g. under, on, ab ove,
below). •
1 definition taken from ODS Research Committee and National
Instit ute of Heatth (1994) ..
~ Dyslexia: A guide for teachers

Concentration. General ruleson how to deal with dyslexia
• Dyslexic students may get easilv distractedand become
mentally tired soonerthan their peers. 'In my experience, it is the continual sense of failure that
makes the whole experience of dyslexia sonegative.
Organisationa l s kills Obviously, when learninga foreign language in a regular
Dyslexicstudents may encounter problems with: classroom, dyslexic learners experience more problems
• time.rrramigement (e.g. often coming late fora lesson, than their non-dvslexic counterparts, but ifyou give them
planning their work) sufficient structure, time and practice to acquire the basics
• problems with organisatlcn of materlals Ie.g. problems witt'} on all levels (reading, writing, speaking, comprehension)
using their Student's Book as a source of useful inlorrnation, theycan make progress. Mixed with non-dyslexics who
designing the layout of their copybook): learn easilyin an intuitive, global way, the dyslexiclearner
Secondary consequences of dyslexiacanbe: will only experience failure through not receivi ng enough
• low self-esteem positive feedback: underthis pressure he will start mixing •
• low motivation forlearning and confusinghis words In an effort to keep up.' z
• being passive (withdr~wn)
• becomin gaggressive as a form of protest (Language Shock - Dyslexia acness cultures, 1999).
;
• becoming a classroom c!OWrI
• not enjoyinglearning/school or even refusing to goto school Psychologicalaspects
• frustration Since students with dyslexiaoften havelow motivation you
should:
Dyslexia in the English classroom • Be positive and optimistic. Remember that motivation is tne
Most of the general dyslexia symptoms (listed above) affect key to self-esteem and to success.
students' performance In English lessons. Typical problem • Encourage the dyslexic student to have a positive attitude
areas In English are: towards English. It's important for your dyslexic students
to access the culture of English-speaking countries (e.g.
Thealphabet
listeningto English music, gettingin touch with nat ive
• which'resuil SIn difficulties with spelling aloud and using
dlctionartes.. ~ d
speakers,taking part in a student exchange).
Since students with dyslexia usually havea low self-esteem: ~
Vocabulary
• Remember t hat learners with dyslexianeed a lot of positive
• because of poor memory and problems with sequences,
feedback and praise.
e.g. learning the 12 months. Dyslexics often experience
• Help to overcome your dyslexic students' difficulties but not
difficulties with ret rleVi ~g well-known words from memory.
forget about their strengths. It's not a good Idea to spend all
Grammar the ti me working on their problems!
• even applying ¥t'el l~known rules. • Ensureyour students with.. dyslexia achieve some form of
success and that they are aware of the fact that they have
All four skills:
been successful. Remember it is betterto go back a step
• listening: because it requires good concentra tion span and
andgive the student a sense of success than to stayon a
memory, auditory perception andprocessing
higher ievei without success.
• reading: because it requi resgood vis ual and auditory per-
• Realiset hat it'sJmporta nt to reduce thestudent'sstress.
ceptlon and processingaccurate andror fluent word
recognition Dyslexic students don't usuallybelieve in themselves,
• speaking: (less often) because of problemswith therefore,you should:
automaticity, memory and constructing complex sentences • Not be over-protectlve. Dyslexic students need help but only
• ·expressive writing: because otthe semantic, morphological 'help that leads to self-help'. Your job is to encourage the
and synl actic aspect of the language. Dyslexics usually have student to be independent.
problems with planning their essays. Theyalso tend to wrile • Have high expectations but setreasonable goals.
short, simple sentences and over-use high-frequencywords. • Have a positive attitudetowards the dyslexic student.
Spelling Students with dyslexia may have problems with their
• because it requires good phonologicalskills, auditory and classmates. Thereforea teacher should:
vlsua l perception arid processing, memory and automaticity. • Promote mutuai help between students. The dyslexic
Dyslexic students niay confuse, leaveout, add letters and student takes up a lot of the teacher'slime and so it is
" syllables as well as change their order. important that the other students don't miss out.
• Protect dyslexicstudents from bullying by their classmates,
Pronunciation
Explain the situation of the dyslexicperson, if necessary, in
• Forexample pronouncing longwords (because t his requires
order to increase their peers' understanding.
good short-term memory, auditory perception and
processi ng).
Interference
• Th e student maymix up all the foreign languages that
he/ she is learning, especially German and English.
Dyslexia: Aguide for teachers ~,

Organisational matlers Usefriendlymaterial
• Remember that mostparents are experts concerning their • Use large fonts (12-14 point, for example Comic sans M~).
children. It is important to get/keep in touch with dyslexic • A clear layout. The page should be well laid out and not too
students' parents. Showyour willi ngness to help in full. .
co-operation with the paren ts. • Pictograms and gra phics to help locate information.
• Study your students' written assessments. They can be an • Picture dictionaries.
:
important source of information aboutyour students' strong • Consistent colourcoding.
and weak points. From such documents you can also find • Listening material (tape or CD) for use at home.
out how to work with your dyslexic student. • A 'window marker' for reading. (See figure 1 below.) tt helps
• Find out about your student's way of learning (especially dyslexic students with reading. A student should hold it in
his/her learning style) and respect it. Every student has such a position that the word that is being read appears
individual preferences forvisual, auditory, tactile or in the opening (window). This way a student won't get lost
kinaesthetic processing. In addition some studentsprefer to while reading.
work alone and somewith others in groups.
I'm al
General rules on how to teach
dyslexic students'
'ff the dyslexic child does not learn the way you teach, Can
youteach him the way he learns?'
(H. T. Chasty - consultant in learning abilities and difficulties)
. '-_~~ ~~_ _ - ' figure 1
Remember that dyslexic students can be especially demanding.
Therefore: • 'General rules on how to teach dyslexic st udents' is based on
• Apply an individual approach: what works well for one material prepared by D. Sapieje wska (2002)
student maynot necessarily work for another.
• Use a variety ofactivities to revise a topicor structure to
keep students' interest
• Find ways to help your students concentrate. Change the
activity regularly and plan lessons including short breaks. :
• Don't teach things that are similar one after the other.
• l earn to be well-organlsed. Dyslexic students need a regular
routine to help them stay organised.
• Accentuatethe student's abilities and teach through his/h er
strengths. Difficulties in reading and Writingmight be
compensated by abilities such as a high IQ or visual/
technical skill" .
• Give exactinstructions or explanations of tasks (short and
concise).
• Let your students learn by doing. Ask them 10prepare
vocabulary charts, flashcards. posters, etc.
. . 122 "" Dyslexia: A guide to teachers

PAIRWORK
I@ WHO'S WHO?
STUDENT A
Peter, 74
Monica, 50 Steve, 40
TONY,lt8
Joe, 23 Em ily, 12
1 Look at Tony's famil y tre e. Ask Student B questions to fill in 2 Draw your own family tree. Show it to Student B and give
the gaps. more information about who is who .
Who's Tony's moth er? My broth er' s Adam. He's ' 9. He's a student.
How old is she?
~---------------------------------------------------_.---------------------------_._-----------------_ _- ----..... ..... . . . •..... ... .... . .

STUDENT B
Tessa, 70
David , 50 ~ l enny, 35
TONY,lt8
Tara, 17 Joshua, 7
1 Look at Tony's family tr ee. Ask Student A questi ons to fi ll in 2 Draw your own family tree. Show it to Student A and give
the gaps. more information about who is who .
Who's Tony's father? My brother's Adam. He's ' 9. He's a student.
How old is he?
'PIMhl;lhiijinM © Oxfor d Un iversity Press Sol ut ions Teacher's Book. Elementary r\ . 123 ---.
~'
PAIRWORK
@ Two COUSINS: SONIA AND SUlY
STUDENT A
1 look at the pictures a nd tell Student B about Sonia. 2 What do Sonia and Suzy have in common ?
Sonia goes to Springtown School in Oxford.
~------------------------------------------------------------------------------------------------------------------------------- --------------
STUDEN T B
1 look at the pictures and tell Student A about Suzy. 2 What do Sonia and Suzy have in common?
.Suzy goe s to Manchester High School .
Manchester
)
/~
j) Suzy
(I) Ox ford Uuivor-dt v Press • I • I' • I •

PAIRWORK
I§ WAYNE ROONEY FACT FILE
STUDENT A
1 Read t he facts about Wayne Rooney. Complete questions 1-5 to find the missing information.
Wayne Rooney comes from ' _

He lives with his wife, Colleen .
Some people call him 2 ' _
He often eats salad for dinner.

He has got a tattoo of a cross on 3 _
He gets his clothes from Nike.

He has got a 4 in his house.
His wife 's moth er cuts his hai r.
He likes reading 5 _
He ioves listening to Eminem.
1 _ _ _ _ _ _ _ _ _ _ _ _ _ _ from?
2 _ __ _ _ _ _ _ _ _ _ _ _ him ?
3 _ __ _ _ _ _ __ _ _ _ _ _ _ a tatt oo of a cross?
4 _ __ _ _ _ _ _ _ _ _ _ _ __ in his house?
5 _ _ _ _ _ _ _ _ _ __ _ _ _ _ readin g?
2 Ask Student B the questions and write the answers in the spaces.
~---------------------------------------------------------------------------------------------------------------------------------------------_.
STUDENT B
1 Read the facts about Wayne Rooney. Complete questions 1-5 to find the missing information,
Wayne Rooney comes from Liverpool.

He lives with i _
Some people call him 'Roonaldo:

He often eats 2 fo r dinner.
He has got a tattoo of a cross on hi s arm.
He gets his clothes from 3 _
He has got a cinema in his house.

_ _ __ _ _ _ _ _ _ _ _ _ _ cuts his hair.
He iikes readin g Harry Potter books.
He loves listeni ng to 5
1 wit h?
2 for dinn er?
3 clot hes?
4 his hair?
5 listen ing to?
2 Ask Student A the questions and write the answers in the spaces.
'Qifjju!3,UiE'brg © Oxford University Press Solutions Teacher's Book. Elementary (125.. . . . .'
PAIRWOR K
@ YOUR LIKES AND DISLIKES
1 For each pictu re write the name of something or someone you really love or hate.
2 Find out what your partner thinks of t he thi ngs you chose.
3 Now tell the dass about your partner's likes and dislikes .
Mary loves Sim City.
Your Partner
really quite doesn't
likes likes like / hates
~ 1 a fil m D D D
D D D
-
2 a school subject
3 a music group D D D
It a book _ D D D
E::aid 5 a d othes shop D D D
!f 6 a sportsperson D D D
7 a computer game D D D
I~~m 8 a TV programme - - - - - - - - - - - - D D D
i
I
~ 126'1 Sol ut ions Teacher's Book. Elementary

"Ior ([) Oxford University PH'S5 'pitij..13.nlflOrg
PAIRWORK
@ SPOT THE DIFFERENCE
STUDENT A
Describe your picture to Student B. Find six differences. Put a cross (x) next to each difference.
'My picture is of a classroom . There is a teacher in the room. The teacher is in front of the board ...'
~--------------------------------------------------------------------------------------------------------------- -----------------------------_.
STUDENT B
Describe your picture to Student A. Find six differences. Put a cross (x) next to each difference.
'My pictu re is of a classroom. There is a teacher in th e room. The teacher is next to a student 's desk ...'
''' ~
V
'9it.u.!!"'i6!"A © Oxford University Press Solutions Teacher's Book . Elementary p ':

CLASS SURVEY
§ FIND SOMEONE WHO •••
Find Someone who ...

Student's Moreinformation
name
1 has to work at th e weekend . Where ...?
2 has to baby-sit for t heir little sister or brother. How oid ...?
3 has to go to bed before 12 p.m. What time ...?
,. has to make thei r own lu nch. What ...?
5 has to get up before 7 a.rn. Why ...?
6 has to waik more th an 1km to get to school. Where ...?
7 has to do jo bs in th e hou se. What ...?
~----------------------------------------------------------------------------------------------------------------------------------- ----------
Find Someone who ...

Student's More information
name
1 has to work at the weekend. Where ...?
2 has to ba by-sit for t heir little sister or brot her. How old ...?
3 has to go to bed before 12 p.m. What time ...?
,. has to make thei r own lunch. What ...?
5 has to get up before 7 a.m. Why ...?
6 has to walk more th an 1km to get to school. Where ...?
7 has to do jobs in the hous e. What ...?
- ' 128 " Solutions Teacher's Book. Elementarv co Oxford Universirv PITS<; • , •• • . I .
8 PRONUNCIATION PELMANISM
PRONUNCIATION GAM E
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'pdn"" hlFmA © Oxfo rd Unive rsity Press Solutions Teacher's Book. Elementary ( 129 .........
~
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I
Monday Thursday
i=
u Morning
« Morning
VI
VI ,,.
«
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u 'z
Afternoon Evening Afternoon Evening
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GRAMMAR GAME.
I @ How M UCH DO YOU WANT TO BET?
You can bet between 10 and 100 point s for each sentence.
CORREa INCORREa BET WIN LOSE
Nile Is the longest river in the world. 0 0

You are funniest student in the class. 0 0
Adeserl isdrier than arainforest. 0 0
The Mount Everest Is the highest mountain Inthe world. 0 0
New York Is more colder than Florida. 0 0
Your camera Is better than mine. 0 0
Emily is the most popular girls' name Inthe USA. 0 0
Geography iseasyer than maths. 0 0
Adolphin Is more intelligent than an elephant. 0 0
I My English isworse than yours. 0 0
Football Is the more popular sparl in the UK. 0 0
July is holler then April. 0 0
Australia Is smallecthan Brazil. 0 0
Russia Is the bigestcountry inthe world. 0 0
His house isfUrlher from the school than mine. 0 0
TOTAl IL.- _
'Q,61I.!3.m6!DA © Oxford University Press Solutions Teacher's Book. Element ary ~

MIND MA P
@WILD!
Accommodation
Types of
animal
Geographical
features Animals
Parts of an
Adjectives for animal's
animals body
',*e
aggressive beach bear l3irEi watEl=l iAg campsite canoeing climb ing El>l<I Eellilge cycling
E1 aAgersl:Is <Ie5eH diving dry eagle fast hippo hill horse riding hot intellig ent island
jellyfish laI<e large kg5 mountains mountain bik ing ocean rainforest rare river sailing
sea shark snake tail tentacles tiger valley waterfall wet whale wing youth hostel
, . 1321 Solution s Teacher's Book . Elementary © Oxford Univcrsirv Press 'Pn.'U!3.nlflmrg

PAIRWORK
I @ llIE GOLDILOCKS BURGLAR
----------- ------- ----- --- ------ ---- ----- ----~- --------- ------- ------ ----------- ------- -,----- ------ -------- --------------------------,
J J,...,.tJC"
1'0'>1"<'"
r--'"-+--.--~~~ ~ Mail @lobed
A burglar entered a house last Then he decided he was Then he wanted to check his
night in Milwaukee, USA. hungry and wanted something e-mails. So he logged onto the
He decided to take a television to eat so he cooked some computer and checked his
and a mobile phone. steak and chips. e-mails.
~------------------------ -------------------.--------------------------------------------. --------------------------------------------,
After that the burglar was Two hours later, the owners of When they entered the house
finally ready to leave t he the house, Mr and Mrs Spencer, they were shocked when they
house. arrived home. noticed the dirty plates on
L . _ _ _ _ _ __ _ _ _ _ ~ ~
the table. _
Then Mr Spencer noticed that He looked at the website. The Later that evening the police
the computer was still on. burglar's name was there so he arrested the burglar.
called the police.
_ ___ ___ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ J J _
'pimu13.mbmA © Oxford Univers ity Press Solutions Teacher's Book. Elementary ~

PAIRWO RK
@ TELEPHONE ROLE PLAYS
Student A ( Role card 1 )
Your name is Ben / Anna.
You have got a sister called
Katharine . She is at her
boyfriend's house at the
moment. You don't know
what time she's coming
home . She wants you to take
a message if anybody calls . .
~---------------------------------------------------------------, -----------------------------------------------------------------------------
Student A ( Role card 2 ) : Student B ( Role card 2 )
Your name is Andy / Angela Jones. ____ Your name is Sam Smit h. You work
sl;OI'b~r)I~
You want to go to Glastonbury
music festival with two friends. (~~
You reserved the tickets three ~
~~e5il~ ~ \ for a company calle d
TicketMaster. Your company
sells t ickets for concerts and
weeks ago from a company festi vals. Three weeks ago
called TicketMaster. You are very ~ A. Jones reserved t ickets for
worried because the festival is on TIC Glastonbury fest ival. The tickets
Saturday and you haven't got the tickets. Call are now ready. He/She has to come to t he
TicketMaster and ask what's happening. The TicketMaster offic e to get the m. The office is open
person you spoke to last time was Sam Smit h. fro m 9 - 5, Mo nday to Friday.
You work as a secretary at a Last month you bough t a CD

shop called JJ Electronics. player from a shop call ed
The shop sells rvs, CD JJ Electronics. Two weeks ago
players, computers, etc. The it stop ped working. Yo u
manager of the shop is not returned it to th e sho p. They
in today. If any customers replaced it wit h a new one.
call, take a message. Now t he new one does n't
work! You are very angry. Call
t he shop and speak to th e
manager.
•
~-------------------------------------------------------------- -----------------------_.---------------------------------------------------
Student A ( Role card 4 )
Today is Monday. Yo u are doing Your name is Kate / Kevin .
exams at the moment. Your last Today is Mond ay. You have a
exam is tomorrow. After the very importa nt exam on
exam you really want to see a Friday. (Which exam? ... you
film at the cinema . (Which film? decide.) Your parents say
... you decide.) Call Kate / Kevin you have to study every
and ask if he / she can go to evening thi s week. But you
the cinema wit h you tomorrow can go out after t he exam.
eveni ng. Think of a time and pla ce
to meet.
c; I, 'tjn"~ TpFlchflr'c; Boo k. Elementarv (f) Oxfo rd ttnivcrsitv PH'S" • • ••• .• .

BOARD GAME
I @ KEEP TALKING I
What you had
Start for dinner last
night.
Something The last t ime A town or city

inte resting you you did some you visited last
did last week. sport. year.
The first time The last time What you did in

you met your you got angry. the class before
best friend . this one.
Something you
Your last hated when you
holid ay. were a child .
The last time The last time

What you did
you had a meal you went to the
last night.
in a restaurant. cinema.
A present you
The first holiday
What you got gave to
you can
for Christmas. someone
remember.
recently.
What you did

on your last
birthday.
The last time The last time

you went to a you wrote a
party. letter.
'9"'1:1',1116108 © Oxfor d University Press Solut ions Teacher's Book. Elementary ~

PAIRWO RK
I @ WORLD FAMOUS PEOPLE QUIZ
STUDENT A 1 STUDENT B
1 Look at t he quiz and writ e the quest ions. 1 Look at th e quiz and write the questions.
1 How many plays 1William Shakespeare 1write I? 1 What 1 CassiusClay 1 change 1 his name to 1 ?
a 27 b 37 c5 5 a Muhammad Ali b Elton John c Julius Caesar
2 Where 1 Mother Tere sa 1 live I? 2 Which 1 actress 1 Chris Martin / marry / in 2003 1 ?
a Calcutta b Delhi c Madras a Kate Blanchett b Nicole Kidman c Gwyneth Paltrow
3 Where 1 Elvis Presley 1 live 1 ? 3 How many times / Lance Armstrong / win / the Tour
de France 1 ?
a Memphis b Miami c Minnesota

a6 b7 cs
4 How many 1wives 1 King HenryVill I have 1 ?
4 What / David and Victoria Beckham 1 call /th eir
second son 1 ?
a6 b7 c8
5 What 1Alexander Graham Bell 1 invent 1 ? a David b Brooklyn c Romeo
5 When 1 Nelson Mandela / come l out of prison 1 ?

a electricity b the telepho ne c the light bulb
6 When 1John Lennon 1die 1 ? a 1988 b 1990 c 1991
6 Which / of these books 1J RRTolke!n / write / ?

a 1974 b 1978 c 1980
a Lord of the Rings b Northern Lig hts

7 What 1 instrument 1Einstein 1 play /?
c Lord of the Ries
a t he violin b the flute c the piano 7 Forwhich 1 film 1Roman Polan ski / win 1 an Oscar in
2003?
8 Which 1 of these pictures 1 Picasso / paint I?
a Frantic b Oliver Twist c The Pianist
a Sunfl owers b Guemica c Mou lin Rouge
8 What / Christopher Columbus / discover 1 in 14921

9 When 1 Neil Armstrong 1 become 1the first man on
th e moon /?
a Mexico b India c The Caribb ean
a 1963 b 1965 c 1969 9 When / Leonardo DaVinci / paint 1 The Mona Lisa 1 ?
10 Where 1J K Rawling 1writel the first Harry Potter a 1503-6 b 1553- 6 c 1603-6
books / ?
10 What 1Alfred Nobel / invent 1 in 1867 / ?
a In a library b At her sister's house c In a cafe

a the balloon b dynamite c the calculator
2 Ask Student B the questio ns. Give him / her one point 2 Answer Student A's question s. Ask your questions .
for each correct answer. Then answer Student B's Give Student A one point for each correct answer.
questions.
~ 136 } Solutions Teacher's Book. Elementary © Oxford University Press 'y,muI3.mEiom

READING ACTIVITY
I ~ SCHOO L W NCHES AROUN D THE WORLD
1 Do you usually buy lunch at school, bring a packed lunch 3 Read the comments from pupils around the world writ ing
to school, or have lunch at home? about their schoollunches and then answerthe
questions below. Write Ffor Finland, S for Switzerland,
2 Can you buy lunch in a canteen at your school? What's it N for Netherlands, Jfor Japan and SK for South Korea.
like? Is it healthy?
no co
. ~ ~ ~> . fj
•. 0 ~, -- \ (
~tlng SoWle<! Lates t He.tdtl nfl ~
School lunches around the world.

Here in Finland , school lunc h is free to all students. The food is usually q uite healthy. In most pla ces , the
week's men u for each school appea rs in the local newspap er so our par ents can chec k what we are
eating. My sch ool shows the menu on its Intern et site as well. For example, I can see that tomorro w I'm
having 'fish in lemon sauce'.
Thomas, Helsinki, Finland
In Switzerland , students in most sc hools go home at lunch time. This is good for three reasons. First, they
have to wa lk home and back to sc hool w hich is good exercise. Secon d , they get a home coo ked meal
(traditionally salad, pota toes or rice or pasta with a piece of meat and some fruit) , And last, the family has
a meal together wh ich is good for family social life.
Nicole, Zurich, Switzerland
In most Dutch primary schools, there is no canteen and the students bring in a packed lunch. Teachers
ofte n reprimand students and their paren ts if thei r packed lunch is not healthy, e.g. if they have white
bread rather than brown bread in the ir sand wiches.
Petra, Amsterdam, the Netherlands
In our schools everyone in the school, including students, teac hers, sec retaries, and even the head
teac her eats the same lunch every day and most people love it. It co nsists of a bottle of milk, a bowl of
rice , usually some kind of fish, a salad , some kind of soup usually with vegetab les, and a piec e of fruit.
The menu chang es every day.
Daisu ke, Kob e, Japan
In Korea, schools don't offe r any meals. Studen ts always bring pac ked lunches and eat them in their
classrooms. The students arrange the desks so they can sit in groups of 4·8 . We always share our
lunches . We don 't think of lunch as our own . Ou r mums think of it as making a meal for the class and not
just for their own child . For our pac ked lunch we usually have rice, a meat dish, eggs and some
vege table s.
Ji n Park, Seoul, South Korea
In which country or countries '..

1 do students get free meals at schools?
2 does everyone at school eat the same food at lunch-time?
3 do the students usually eat with their parents?
4 do the teachers try to make the students eat hea lthier food?
5 do the students get some exercise at lunch time?
6 do the students usually eat cooked meals at home?

7 do schools put their menu on the Internet?
8 do the students usually eat rice for lunch?
9 do the students' mothers prepare food for other children?
10 do the students have a different menu every day?
'9@U!3.i1i6inm © Oxford University Press Solutions Teacher's Book, Elementary ~

GROUP WO RK
~ A MEAL AT THE WH ITE HORS E PUB
1 Complete the menu with words from the box. Work wit h a partner.
apple beef chips curry hot peas sauce soup water
Menu
Snacks and sandwiches
Vegetable 1 _ £2 .95
Ham and egg sandwich £3 .20
Beef and tomato sandwich £3 .30
Pizzas
Cheese, ham and tomato £3 .50

Ham and mushroom £4 .0 0
Sausage and chi lli £4 .00
Meals
Roast 2 With potatoes and vege tables £ 6 .50

Sausages with chips and 3 _ £4 .9 5
Chicken or lamb 4 _ £5 .S0
Fish and 5 _ £ 4 .95
Pasta with ham and mushroom 6 _ £ 4.95
Drinks
Tea £1 20
Coffee £ 1.50
7 chocolate £1.50
Orange or 8 j uice £1 .20
Bottle of 9 _ £1.00
~- ----- ------- - -- -- --- - ---- -- -~- ----- --- -- - -- - ---- -- - -- ----- --~- - - ---- -- -- ----- - -- -- -------- --~------ - ---- ---------- ----- ----- -
Customer 1 Customer 2 Customer 3 Waiter / Waitress
Order your food and drink. Orderyour food and drink. Order your food and drink. Take the customers' orders.
Your food is cold. Your food is burned. The waiter/wai tress brings But. there aren't any pizzas.
Complain to the waiter / Complain to the waiter / the wrong drink. beef or vegetable soup
waitress. waitress. Tell him / her. today.
-~ ._ - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - _ . - - -
, / '38 '" Solution s Teacher's Book. Elementary © Oxford Unive rsit y Pres s 'qit.ii.!3.n!Emm
.. PAlkWURK
I§ MY DAY SO FAR .,.
1 Read the prompts and write short notes for each one. Write your answers in any of the boxes but do n't write them in the
same order as the question s.
something you've learned at schoot today
someth ing you've boug ht today
the number of drinks you've had today
a person you've sent a text message to tod ay
something nice you've done today
something you' ve read today
the number of people you' ve said hell o to today (in your own language)
someth ing you've eaten today
a person you haven't seen today (who you usually see)
some tra nsport you've taken today
a place you haven't been to today
somet hing boring you've done today
2 Now swap work sheets with your partner. Ask your partn er why he/ she has written the words in the boxes.
Why have you I haven't seen

w ritten 'Anit a' ? Anit a t oday.
'p;r.liii••J:iEIOA © Oxford University Press Solutions Teacher's • Ele mentary ( 139

PAIRWORK
@TRAVEL INTERVIEW
1 Jack Carter is a singer in a band. He often travels around the world to do tour s with hi s band.
Read the interview with Jack. Mat ch the questions with their answers,
2 Now ask you r partner the questions from the int erview.
b My friend Alex. I met him

when I was two. We travelled
around Spain and Morocco
this summer. He' s a very c I had a really good time in Egypt last year. I went to
relaxed person and he tells the Red Sea. I travel a lot with work so it was really
fu nny stories. That's important fun to do different th ings li ke scuba-div ing and
when you' re travelling. camel-ridi ng.
i I' d like to go around Australia in a

van for two or three months. e It was in a restaurant in Sydney. I love trying
new food, so I had crocodile and shark
steak on a barbecue. It was superb.
1 What's your first holiday memory?
2 What was your best holiday?
3 Who is your ideal travelling companion?
4 What do you always take with you on a journey?
h Fiv e years ago I was on a plane to New
5 What was your worst travel experience? York. Suddenly the pressure drop ped in
6 What's the best meal you have had on holiday? the cabi n. It was so scary. All th e cans of
7 What's t he first thing you do when you arrive at a new place? drink and packets of crisps expl oded. We
had to make an emergency land in g in
8 What's your dream trip?
Chicago.
9 Where are you going for your next holiday?
d The Lake District , when I was really small.

My parents love going there. When you
have been there about twenty ti mes it gets
a bit boring, but I have good memories of it f I have a shower, then go out and walk
when I was younger. around t he places close to th e hotel.
If ther e's a beach I go into the water
immediately.
a My MP3 player. It comes

everywhere with me.
g I'm going to Japan next week.
The band's doi ng a to ur there.
r 1401. Solutions Teacher's Book. Elementary © Oxford Universirv Press • • • • • . • .

BOAR D GAME
18 REVIEW
•• A
It
...-..... ... .-
•
r ·-"- _ ._.. ---l1li
Correct the sentence: :
•
....
.....
works
in a church .
.
•
When will come home
Dad?
lI
Your plans for

Start---. th is evenin g.
r- - - ..
: Correct the sentence: :
Your plans for
next week .
Yo ur perfect job. I She going to have a I
I party on Saturday. I
~_ - -_.II
p- _ ...
....• r -' - - ..
: Correct th e sente nce: : it•• A ... : Correct the senten.ce: :
. ..
I I I I
.••
My grandmo ther was • serves custo mers In • My parents are gomg Your next birthday.
.. It
." I I
I teacher. I ...
_ ..
a shop.
••
buy a new car.
-_..
.- -...
~..
~- ~ .-
••• .... L.
•• A ••... Somebody you know What wi ll your future e.
it A --.'"..
..
~
: w-o-r-k-s -w-it-h -
.•• a docto r. • It
who has a very husband / wife
•
.. fix es cars. • I(
..... •••." int eresti ng job. be like?

-, _ .'"
p- - - ..
Whic h job would you
: Correct t he sente nce: : The most bor ing job
most like to do -
I no will be home
doctor, teacher or you can imagi ne.
: before mi dni ght. :
engineer?
p-
I . ..- ........ •••.-
- ..I ~- ....••
." . ....
Correct t he .. It• p'icasso was an •..
..
it A
I I
•
I
I
~-
sentence: I am
agree with you.
_ ....
I
..I
-, i a restaurant...• ..
•1.(00 ksS In
_ .y .'"
~.
• It
Three th ings you're

Three t hi ngs you going to buy when you
Your next holiday
won't do next year. have got
enough money.
'p.t.n'ii"'iijmrp © Oxford Univers ity Press Solutions Teacher's Book. Elementary po

CLAS S RACE
@ ALPHABET RACE
My mum hates Eminem. I like roast wit h
She thinks he's potatoes and peas.
The is the place Harrods is a world

where you have lunch at school. famous store.
Would you like some bacon Many immigra nts came to Britain
and ? from its colonies.
ever go to the cinema.
My favourite subject is
. I love computers. food is very unhealthy.
The middle part of your leg is _ __ _ is a meal you have in

your the midd le of the day.
~orry, Anna's not in. Can I take a ? I ® My sister's daughter is my
cg? The Pacific and the Atlantic are .I You can buy stamp s and send letters
in a
CWRobbie Willia ms is OK. I My aunt, grandfather, cousin, etc.

are my
® You wear inside your shoes. I You have five

your foot
at t he end of
A train that goes under the A low area of land betw een two
city is the mountains is a
® 'Thank you very much.' 'You're , I I saw a great film last night called
-men III
y}---- - - - - - 2050
I think in the
- - --,
people will live on the moon .
o Russell Crowe comes from New .I
. / 1421 Solut ions Teacher 's Book. Elementary © Oxford Universitv Press 'p@Ulsu.iemm
•
o U Ions
for success in English
OXFO RD ENG LIS H

ISBN 978·0·19 ·455162·5
9 I "II I
7B0 194 551625

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I Elementary Teacher's Book

Marta Umifiska, Caroline Krantz OXFORD

ISBN: 9780 19 455 1625

The Teacher's Book

A tour of the Student's Book

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Getready for your exam Language Review/Skills Round-up

---;; Int roducti on

Teaching mixed ability classes

.. Lead-in 4-5 m inutes Exercise 7 page 4

Exercise 1 page 4 Exercise 8 page 4 g 1.05

• LANGUAGE NOTE - USAGE

.. lesson outcome Exercise 3 page 6

L,:ul;J"'" To do the lesson in 30 minutes. set exercise 7 and

'~~ Introduction Unit

Exercise 3 page 7 "1.10

Exercise 6 page 7 "1.11

Exercise 8 page 7 "1.12

OPTIONAL ACTIVITY - MONTHS AND SEASONS

. ". . 141 Introduction Unit

Family and friends

LANGUAGE NOTE - POSSESSIVE'S

Exercise 2 page 8 "1.13 KEY

KEY .. Lead-in 2-3 minutes

Exercise 4 page 9 KEY

KEY Exercise 8 pag e 9

Exercise 6 page 9 "1.18 .. Lead-in 2 min ut es

Exercise 3 page 10 Exercise 6 pa ge 10

KEY Exercise 5 page 11

L1U" ij'. 1I1 To do the lesson in 30 minutes, eitherask KEY

..... 20 1 Unit 1 • My network

.. Lesson outcome KEY

Exercise 8 page 14 KEY

KEY Exercise 6 page 16

• 24 / Get ready for your exam 1

Gel ready for your exam 2 ~

Free-time activities r .....--"--- - - - - -

lOin,liil'''' To do the lesson in 30 minutes, set Vocabulary

6 Open answers KEY

Unit 2 • Free tim e

Unit 2. Free time ~

...111'):114... To do the lesson in 30 minutes, do exercise 6

30 '1 Unit 2 • Free tim e

Unit 2 • Free t ime P'

CULTURE NOTE - KUNG FU fiGHTING •

.. 32 1 Unit 2 • Free time