1

,--

AMERICAN

Proven success beyond the classroom

THIRD EDITION

Teacher's Book

Liz and John Soars

Amanda Maris OXFORD
UNIVERSITY PRESS
 Contents
Introduction iv
UNIT 1 am/is/are • my/your/his/her • Verbs - have/go/live/like • Possessives •
Word groups • Everyday conversations 2
UNIT 2 Simple Present (1) - he/she/it • Questions and negatives • Jobs •
What time is it? 13
UNIT 3 Simple Present (2) - I/you/we/they • In my free time• Social expressions (1) 24
UNIT 4 There is/are • some/any/a lot of • this/that/these/those • Adjectives •
Numbers and prices 35
UNIT 5 can/can't • was/were/could • Words that go together • Polite requests 47
UNIT 6 Simple Past (1) - regular and irregular • Describing feelings •
What's the date? 59
UNIT 7 Simple Past (2) • Questions and negatives • Time expressions •
Adverbs • Special occasions 70
UNIT 8 Count and noncount nouns • some/any • I like and I'd like •
How much? or How many? • Food and drink • Shopping on Main
Street 81
UNIT 9 Comparative and superlative adjectives • City and small town •
Directions 93
UNIT 10 Present Continuous • something/nothing ... • Describing people •
Social expressions (2) 106
UNIT 11 going to future • Infinitive of purpose • What's the weather like? •
Making suggestions 119
UNIT 12 Present Perfect • ever, never, yet, and just • take and get • Transportation and
travel 132

Photocopiable worksheets Units 1-12 144

Workbook Answer Key 156

iii
 Introduction
American Headway 1 There are Grammar Spots in the presentation sections. These
aim to focus students' attention on the language of the unit.
American Headway 1, Third Edition is for students who There are questions to answer, charts to complete, and short
already have some basic knowledge of the language. They exercises. The Grammar Spot is reinforced in the Grammar
may have recently completed a beginner course or they Reference section at the back of the book.
may be returning to language learning after a break and
need to review key language before being able to progress Practice
further. This section contains a variety of controlled and free­
practice exercises. The primary skills used are speaking and
New language is introduced systematically and at a steady
listening, but there is also some reading and writing.
pace, allowing students to increase their knowledge of the
language and build their confidence. Listening material There are information gap exercises, group discussions,
is provided across three class CDs. New vocabulary is information transfer listening exercises, pronunciation
introduced gradually and there are regular controlled­ exercises, and a lot of personalized activities. There are
practice activities, allowing students to activate the language exercises where the aim is overt analysis of the grammar,
in a supported way. There are also free-practice activities such as Check it.
where students have the ability to start focusing on their
fluency. In the Everyday English sections, useful chunks of Vocabulary
language are presented which students can use in several There is a strong lexical syllabus in American Headway
different social contexts. 1, Third Edition. Vocabulary is introduced systematically
and it is reviewed and recycled throughout. Lexical sets
Student Book Organization are chosen according to two criteria. They complement
the grammatical input, for example, jobs and free-time
The organization of American Headway 1, Third Edition is activities with the Simple Present; or shopping items for
similar to other levels of American Headway, Third Edition. count and noncount nouns. However, they are mainly
Each unit has the following: chosen for their usefulness. Level 1 students need to build
• Starter on their vocabulary set and they primarily need words for
• Presentation of new language everyday life. Students also work on word patterns in the
• Practice form of collocations. Knowledge of common collocations
• Skills - always speaking, combined with listening can really help improve a student's level of fluency. The book
or reading, with a writing section for each unit at the covers noun + noun combinations as well as verb + noun
back of the book combinations, such as drive a car or look after children.
• Vocabulary Students also focus on other patterns throughout the book,
such as opposite adjectives and adverbs.
• Everyday English

Starter Skills
The Starter section is designed to be a warm-up to the
lesson and has a direct link with the unit to come. Listening
Regular listening sections, in dialogue or monologue form,
Presentation of new language provide further practice of the language of the unit and help
New language items are presented through texts, often as to develop students' ability to understand the main message
conversations, which students can read and listen to at the of the text.
same time. This enables students to relate the spelling to the
sounds of English, and helps with pronunciation, as well Reading
as form and use. At the beginning of the book the reading texts are
relatively short and are carefully graded to allow students
The main verb forms taught are:
to build on their previous knowledge and to increase
• to be • I like and I'd like their confidence as they start a new level. As students
• Simple Present • Present Continuous move through the book, the texts quickly become longer
• can/ can't • going to and more challenging, with students being exposed to
• was/ were/ could • Infinitive of purpose increasing amounts of new lexis. This encourages them to
• Simple Past • Present Perfect start deducing meaning from context and enables them to
engage with more complex reading texts.

iv Introduction
;J;b;;;C]h
Speaking be used. Within each unit, the highlighted sections indicate
In the presentation sections, students have the opportunity opportunities for additional activities with Suggestions
to practice the pronunciation and intonation of new and Extra activities. This allows for further work on key
language. In the practice sections, less-controlled exercises language or skills when appropriate.
lead to free-speaking practice.
There are many speaking exercises based around the Testing Program
listening and reading activities, including regular role plays. The American Headway, Third Edition Testing Program
There are speaking opportunities before a text to launch the is available online for easy access. The testing materials
topic and create interest; and there are speaking activities include Unit tests, Stop and Check tests, Progress tests, Exit
after a text, often in the form of discussion. tests, and Skills tests with audio files. See instructions on the
inside back cover for how to access the Testing Program.
Writing
Writing is primarily practiced in a separate section at the Assessment tools to evaluate progress
back of the Student Book. This comprises 12 complete
Teachers can track students' progress, analyze their results,
writing lessons related to the unit which can be used at the
and plan more personalized learning. Automatic grading
teacher's discretion. The writing syllabus provides models
frees teachers' time to concentrate on teaching and helps
for students to analyze and imitate.
teachers more easily report on progress.
Everyday English
This is an important part of the syllabus of American iTools
Headway, Third Edition. Students have the opportunity to
practice chunks of language used in formal and informal In addition to the complete Student Book and Workbook
situations. Students learn phrases for requests and suitable content onscreen, teachers have access to audio and video
responses, for use while shopping, when asking for files with optional scripts, as well as additional resources,
directions, and for many other situations. Students also such as customizable versions of 24 photocopiable activities,
learn about appropriacy, as there is a focus on how to video worksheets, and Power Point™ presentations.
sound polite by choosing suitable phrases and using proper
Video
intonation.
Brand new video clips, along with classroom worksheets are
Grammar Reference available on the new American Headway 1, Third Edition
This is at the back of the Student Book, and it is intended iTools as well as online. There are 12 clips, one for each
for use at home. It can be used for review or reference. unit. The language and topic in each clip are linked to the
relevant Student Book unit. The majority of the clips follow a
Review documentary style and include native speaker interviews.
Regular review of grammar and vocabulary is provided
throughout the book. There is a photocopiable activity for Finally!
each of the 12 units at the back of this Teacher's Book. These
The activities in American Headway 1, Third Edition are
photocopiables are also available on iTools, along with
designed to enable students to build on their knowledge of
12 additional photocopiable activities.
the language and to allow them to activate what they have
learned. There is also an emphasis on increasing confidence
Workbook with iChecker so that students feel able to actively participate in short
conversations and discussions. We hope that students will
All the language input - grammatical, lexical, and enjoy using the book and that it will give them a real sense
functional - is revisited and practiced. iChecker Online of progression in their language learning.
Self-Assessment offers additional content for self-study in
the form of progress checks and test-preparation lessons.
Students can download and play all the Workbook audio
files when they access iChecker material.

Teacher's Book
The Teacher's Book offers the teacher full support both for
lesson preparation and in the classroom. Each unit starts
with a clear overview of the unit content from the Student
Book, along with a brief introduction to the main themes
of the unit and a summary of additional materials that can

Introduction v
 You and me
am/is/are • my/your/his/her • Verbs -have/go/live/like• Possessives • Word
groups • Everyday conversations
!'� New York City

As you begin American Headway I, you are probably starting a new course with a new group of students. The main goal
of this first unit is that students get to know each other and you, and you get to know them. In addition to this focus
on personal information, students also practice greetings and expressions from everyday conversations.

LANGUAGE INPUT
GRAMMAR
am/is/are (SB p. 2. p. 7) • Practicing be in all persons (affirmative/negative/questions).
my/your/his/her (SB p. 2. p. 3, p. 7) • Reviewing subject pronouns and possessive adjectives.
Verbs -have/go/live/like {SB p. 4) • Recognizing and using basic verbs to talk about everyday life (I form).
Possessive :S (SB p. 4) • Understanding '.s for possession and as the short form of is.

VOCABULARY
Opposite adjectives (SB p. 7) • Focusing on key adjectives and their opposites in context.
The family (SB p. 8) • Practicing vocabulary to ask and answer about your family.

EVERYDAY ENGLISH
Everyday conversations (SB p. 9) • Using greetings and key expressions in everyday situations.

SKILLS DEVELOPMENT
READING
A student's blog (SB p. 6) • Reading about a student's experiences in school and with a family in the
United States.

LISTENING
Five conversations in a student's day (SB p. 7) • Listening for key information in five short conversations and completing a
chart. tm]DJ(SB p. 114)

SPEAKING
Talking about you (SB p. 3) • Exchanging personal information.
The family (SB p. 8) • Talking about your family.

WRITING
You and your life (SB p. 5) • Writing key information about yourself.
A blog - Keeping an online journal (SB p. 100) • Completing blog entries with blanks, then writing an entry to read aloud.

MORE MATERIALS
Photocopiables - Everyday conversations (TB p. 144) Tests (Online) Video (iTools and Online)

2 Unit 1 • You and me

STARTER (SB p. 2) HELLO! (SB p 2)
SUGGESTION am/is/are- my/your
Whatever your students' knowledge of the alphabet at 1 Write your own first name and last name on the board.
the start of the course, remember that they will all need Point to each name as you say "first name" and "last
regular practice with the alphabet and spelling. This can name:' Elicit some first names and last names from the
easily be integrated into any lesson when teaching new class. Teach the question How do you spell that? and
vocabulary (How do you think you spell ... ?), or when briefly review the alphabet from the Starter section.
reviewing vocabulary (How do you spell ... ?), and by the
use of spelling games or cards.
mJID Play the recording once and have students
read and listen. Then ask them to point to Tim and the
At this early stage or with weaker classes, you may want interviewer in the photo. Ask Where are Tim and the
to write the alphabet on the board and drill the letters in interviewer? (at a business conference).
groups of five before moving on to exercise 1. Play the recording a second time. Students repeat as a
1 mJID Say your own name - I'm (Liz) - and point to class. Play the recording again then practice it in both
open pairs (i.e., students ask and answer the questions
yourself to make the meaning clear. Write your name on across the room with the rest of the class listening) and
the board and then spell it out, pointing to each letter in closed pairs (i.e., the whole class working in pairs). Make
turn. Focus students' attention on the letters in exercise 1 sure students can accurately produce the contracted forms
and tell the students that they are going to listen to the name's, what's, and I'm, and the falling intonation on the
alphabet. Play the recording and have students just listen. wh-questions.
Say A, B, C and then invite students to continue.
Encourage students to help one another if students have
problems with individual letters. Write down the letters
students get wrong or don't know, paying particular Focus students' attention on the contractions. Ask
attention to a, e, g, i, j, q, r, u, w, and y, which often cause students to circle the contracted forms in exercise l.
problems for students. Drill the letters which students
found difficult. Play the recording again as reinforcement 2 Focus students' attention on the example. Ask them
if necessary. to complete the conversation. Remind students to use
2 Invite a few students to say their first name. Check that contracted forms. Ask students to point to Carla and Mike
students understand alphabetical order by writing the in the photo.
letters a-g on the board in random order and asking mIJD Play the recording and let students check their
students to reorder them alphabetically. Then ask students answers.
to stand up in alphabetical order by their first names
and say their name. If appropriate, repeat this, getting Answers and audio script
progressively faster each time. C Hello. My name's Carla. What's your name?
Encourage students to memorize as many names as they MMike.
can. If appropriate, play a memory game by pointing to C Where are you from, Mike?
individual students and yourself, and having the class say M I'm from Miami. Where are you from?
the correct names. Encourage students in a multilingual C I'm from Miami, too!
class to pronounce one another's names (and your name!) M Oh! Nice to meet you!
as accurately as possible. If there are not too many
students in the class, write their names on the board so Ask students to practice the conversation in open and
that everyone can begin to learn them. closed pairs. If students sound a little flat, encourage a
wide voice range, particularly on the last two lines of the
EXTRA ACTIVITY conversation. Also highlight the contrastive stress in:
I'm from Miami. Where are you from?
Reinforce the alphabet by having students categorize the
letters according to their sound: 3 This is a mingle activity. Demonstrate the conversation
first in open pairs, and then have students move around
/e1/ ah j k the class and talk to as many people as possible. Monitor
/i/ bcdegpt v and check for accurate pronunciation. Don't let this
!el f l m nsxz activity go on too long. If you have a large class, it will be
/a1/ i y impossible for all the students to talk to everyone.
foul 0 ADDITIONAL MATERIAL
/u/ quw
Workbook Unit 1
/or/ r
Ex. 1 Nice to meet you!
Ex. 2 Countries and nationalities

Unit 1 • You and me 3

 PERSONAL INFORMATION (SB p. 3) 6 What's his email address?
tfrasier@mail.com
he/she-his/her 7 Is he married?
No, he isn't
& POSSIBLE PROBLEMS Review the way we read phone numbers (see Possible
• Note that in the negative of be, American Headway 1 problems in the first column on this page). Before students
uses the contracted forms of not, not the contracted practice the questions and answers in closed pairs, let
forms of the verb, i.e., she isn't, they aren't, you aren't, . them practice in open pairs. Highlight the voice range and
we aren't, rather than she's not, they're not, you're not, intonation of the questions - questions with a question
we're not. Try to stick to these forms when you speak to word start high and then fall. With weaker classes, be
the class. The contraction f-mmit isn't possible, and the prepared to drill the forms and spend less time on the
correct form is shown in the Grammar Spot on p. 3. intonation.
• Where other languages will answer a Yes/No question 3 CilJID This exercise highlights the use of she and her to
with simply yes or no, English prefers to add a short talk about women and girls. Focus students' attention on
answer. Without the short answer, the speaker can the incomplete questions and on the example. Play the
sound a little abrupt. Having been introduced to recording through once. Students listen and complete the
contracted forms, students are tempted to use them in questions. Play the recording a second time if necessary.
short answers, for example, Are you married? ¥es, I'm, With weaker classes, you can complete the questions
but this is not possible. orally as a class first and then play the recording to
• The names of the characters are pronounced reinforce the language points.
/tim fre1z;;,r/ and /soufi;;i m;;,'lin;;,/.
• Lower-level students often have difficulty reading Answer_ s and audio script
phone numbers and email addresses fluently. In 1 What's her last name? 5 What's her phone number?
English we give phone numbers using single figures 2 What's her first name? 6 What's her email address?
0-9, and O is pronounced oh. Be prepared to give a lot 3 Where's she from? 7 Is she married?
of practice during this presentation and also in later 4 How old is she?
lessons. It's a good idea to prepare a list of fictitious
email addresses and phone numbers from a range of Highlight the use of he/his to talk about Tim and she/her
countries before the lesson to help students with this. to talk about Sofia. Emphasize the difference by asking
What's his!her name? and Where's he! she from? about
I Point to the photo of Tim and ask What's his name? Then the students in the class. With weaker classes, drill the
point to the photo of Sofia and say This is Sofia. Check questions with the whole class and correct any mistakes in
comprehension of the key categories in bold in the chart the use of he/she and his/her carefully.
and then give students time to read about Tim and Sofia. Have students practice the questions and answers in
Focus students' attention on the information about open pairs before repeating in closed pairs. If necessary,
reading email addresses. Write a number of fictitious highlight the voice range and intonation again. With
email addresses on the board and have students practice weaker classes, be prepared to drill the forms and spend
reading them aloud. less time on the intonation.
2 CilJID Focus students' attention on the incomplete
questions and on the example. Play the recording through
once. Students listen and complete the questions. Play the I Focus students' attention on the affirmative forms in
recording a second time if necessary. With weaker classes, the chart. Make sure students understand that there
you can complete the questions orally as a class first and is a long form and a short form for each verb.
then play the recording for reinforcement. Focus students' attention on the negative forms in the
Ask students to write the answers on the board to make chart. Give some true negative examples to reinforce
sure they are using the short form What's and the full the meaning, e.g., I'm not (Hungarian). You aren't
form is correctly. Point out that isn't is the negative, and (Danish). Elicit the negative forms for he and she and
that n't is the short form of not. drill the pronunciation if necessary.
Answers and audio script Answers
1 What's his last name?
Frasier Affirmative Negative
2 What's his first name? lam=l'm I'm not
Tim you are = you're you aren't
3 Where's he from? he is= he's he isn't
Chicago she is = she's she isn't
4 How old is he?
30
5 What's his phone number?
312-555-0749

4 Unit 1 • You and me

 2 Highlight the use of the subject pronouns by pointing Teacher dictation: Dictate five or six phone numbers/
to yourself for I and students in the class for you, email addresses, writing them down yourself so that you
he, and she. Give students time to write the missing have a way of checking. Students write the numbers/
possessive adjectives and then check the answers. addresses as you say them, and then write them on the
board to check.
Answers Pair dictation: Students prepare a list of phone
Pronouns Possessive adjectives numbers/email addresses to dictate to their partner and
I my then exchange lists to check.
you your
he his ADDITIONAL MATERIAL
she her
Workbook Unit I
►► Read Grammar Reference 1.1-1.2 on p. 130 together in class and/ Ex. 3 Personal information
or ask students to read it at home. Encourage them to ask you
questions about it. NICK'S FAMILY (SB p. 4)
Talking about you Verbs -have/go/live/like

& POSSIBLE PROBLEMS NOTE

The purpose of this section is to introduce/review some
This section consolidates the wh-questions and also high-frequency verbs to allow students to give everyday
includes a yes/no question and short answers. Having information about themselves. It is not intended to be a
focused on the short forms in affirmative sentences, full presentation of the Simple Present and so students
students may be tempted to use a short form in practice just the I form. Don't include any questions
affirmative short answers. The Caution box covers this in the Simple Present about this section, as a complete
and highlights that we can't say ¥e:s, I'm. At this early review/presentation of the Simple Present is given in
stage, don't give a long explanation of what short answers Units 2 and 3.
are and how they operate. It is better to let students see
them in context and use them in controlled exercises. Some basic family words are included in the text and
in the Practice section (brother, sister, parents, mother,
4 This is the students' first opportunity to personalize the father, grandmother). This vocabulary is reviewed and
language in this section, so try to make sure that they extended in Vocabulary and speaking on SB p. 8.
work with a partner that they don't know.
Ask the question Are yqu married? and elicit the answers
1 CiJID Pre-teach/check students' understanding of the
words salesman and girlfriend. Focus students' attention
Yes, I am.INo, I'm not. Focus students' attention on the note on the photo and say This is Nick Wilson. Ask How old is
about short answers and point out that we can't say Yes, I'm. he? Where is he from? Play the recording once. Students
With weaker classes, briefly review commonly confused listen and follow along in their books. With weaker
letters of the alphabet a, e, i, o, u, m and n, c and k, etc. and students, you can ask students to point to the correct
how to read phone numbers. You could also elicit a range photo as they read and listen. Elicit the answers to the
of answers to the questions from several students and drill pre-questions (He's 19. He's from Boston.)
the question forms, before students do the pairwork. 2 Give students time to complete the sentences, using have,
Students ask and answer the questions with a partner. go, live, and like.
Monitor and check for correct formation of questions and
short answers, and for correct pronunciation and intonation.
CiJID Play the recording and let students check their
answers.
EXTRA ACTIVITIES Answers and audio script
• You can reinforce the use of he/she and his/her by 1 I go to Northeastern University.
asking students to work with a new classmate and tell 2 I have a brother and a sister.
him/her about their partner in exercise 4. Students 3 I live with my parents in a house in Boston.
can also tell the rest of the class about their partner 4 My family really likes Lily!
for further practice.
• You can give regular practice of phone numbers (and 3 Elicit possible endings to the sentences, providing any
numbers in general) and email addresses in dictation necessary vocabulary, e.g., college, language school,
activities, either with you dictating or with the husband, wife, etc.
students working in pairs. Put students in pairs to exchange their information.
Monitor and help as necessary.

Unit 1 • You and me 5

Possessive '.s PRACTICE (SB p 5)

_& POSSIBLE PROBLEMS be - am, is, are

Students may have problems distinguishing the 1 This exercise reinforces a range of forms of the verb to be,
contracted forms he's/she's/it's and the marker for including questions and short answers. Have students
complete the sentences, working individually.
CiDJIJ
possessive '.s. The Grammar Spot for this section clarifies
the usage, but be prepared to review this point regularly Give students time to check their answers in pairs
to help students in both speaking and writing. then play the recording for a final check.
4 Go over the Grammar Spot with the class. Answers and audio script
1 Where are you from?
2 "Are you from Boston?" "Yes, I am."
3 "How old are you?" "I'm 15."
Focus students' attention on the use of 's as the 4 "Are your sisters married?" "No, they aren't."
contraction of is and as an indicator of possession. 5 I like you. You're my friend.
Refer students back to the text about Nick. In pairs, 6 Marc isn't from the US, he's from Canada.
students underline examples of possessive 's and circle 7 "Is your mother a doctor?" "No, she isn't."
examples of 's as the contraction of is. 8 I'm not Brazilian. I'm Costa Rican.
Answers 2 This exercise gives further practice in distinguishing
Possession the meaning of 's - short form of is or possession. Focus
brother's name students' attention on the examples, then have students
sister's name complete the task, working individually. Elicit a range of
is answers from the class. If there is disagreement, write the
My name's Nick Wilson. sentences on the board for analysis with the whole class.
He's 16 and he's in high school.
She's 23, and she's married. Answers
Her name's Lily. She's great! 3 is 4 is 5 possession 6 possession
►► Read Grammar Reference 1.3 on p. 130 together in class, and/or ask
Pronunciation
CiDJmJ
students to read it at home. Encourage them to ask you questions
about it. 3 This exercise tests students' ability to listen
carefully and discriminate between similar words and
5 Focus students' attention on the example. Get two strong phrases.
students to model the example question and answer. Ask Play number 1 as an example and elicit the correct
Who's Matt? and elicit the answer (He's Nick's brother.) sentence (b). Play the rest of the recording. Students
Students ask and answer the questions in closed pairs. choose the sentences they hear. You can make this
Monitor and check for correct use of the possessive 's and exercise productive by asking students to read the pairs of
contracted forms of be. If students have problems, drill sentences aloud.
the questions and answers and have students repeat in
closed pairs. Answers and audio script
1 b She's from Mexico.
Answers 2 a What's his name?
2 Who's Rosie? She's Nick's sister. 3 a Your English is good.
Who's Peter? He's Nick's father. 4 a Where's she from?
Who's Helen? She's Nick's mother. 5 b He's a teacher from Canada.
Who's Lily? She's Nick's girlfriend. 6 b We aren't American.
3 He's a salesperson.
4 She's a teacher.
Spelling
4 Briefly review the alphabet, prioritizing letters that
EXTRA ACTIVITY students have problems with. Point out that numbers 1-3
Students will need regular review of the possessive 's. are names and that 4 and 5 are email addresses. Explain
You can do this in a later lesson by asking ten or so that students will hear the information in a short context,
students for a photo or other personal item. Put them all but they should listen for just the missing letters and parts

CiDJm
in the middle of the room. Students then have to point to of the email addresses.
a photo/an object and say That's my sister. That's Maria's Play number 1 as an example and elicit the
cell phone, etc. missing letters, writing the complete name on the board.
Play the rest of the recording without stopping. If necessary,
play the recording again to allow students to complete
any missing answers. Don't keep repeating the recording,

6 Unit l • You and me

 Life's ups and downs
Simple Past (1) - regular and irregular • Describing feelings • What's the date?
-◄
vioro L'f
I e eve nts

The theme of "Life's ups and downs" provides the context for the presentation of both regular and irregular forms of the
Simple Past. The formation of the question and negative is also introduced briefly as a lead-in to Unit 7, where it is one of the
main grammatical goals. The skills work includes a Reading and listening section with a story about what matters in life, and a
Writing section which focuses on linking words. These also provide further practice of the Simple Past.

LANGUAGE INPUT
GRAMMAR
Simple Past - regular verbs (SB p. 42) • Understanding and practicing the addition of -ed in Simple Past forms.
Simple Past - irregular verbs (SB p. 44) • Understanding and practicing irregular verb forms to talk about the past.

VOCABULARY
Describing feelings {SB p. 48) • Understanding and practicing adjectives ending in -ed and -ing in the context of
talking about feelings.

EVERYDAY ENGLISH
What's the date? (SB p. 49) • Understanding and practicing ordinal numbers in the context of talking about
,- dates (months and years).

SKILLS DEVELOPMENT
READING
The meaning of life (SB p. 46) • A short fable about a fisherman and a businessman, and what is important in life.

LISTENING
A dotcom millionaire (SB p. 44)
(!!Em
• Listening for key information in an interview. (i!l]Ell) (SB p. 120)
The meaning of life (SB p. 46) • Listening for key words in a short story. (SB p. 121)

.......
Four conversations (SB p. 48)
(!!Em
• Listening for adjectives ending in -ed and -ing in four short conversations.
(SB p. 121)

SPEAKING
Talking about you (SB p. 45) • Talking about what you did yesterday and last week/month/year, etc.
What do you think? (SB p.46) • Discussing the moral of a story and what you think happened next.
WRITING
A biography - Combining sentences • Reviewing and understanding linking words, then writing a biography of
(SB p.105) someone successful.

MORE MATERIALS
Photocopiables - Focus on feelings (TB p. 149) Tests (Online) Video (iTools and Online)

Unit 6 • Life's ups and downs 59

 STARTER (SB p. 42) Pre-teach/check students' understanding of billionaire, to
give money to charity, aluminum, circus, performance art
SUGGESTION show, accordion, harmonica, juggled, stilts, earn money, a

Ci:Jlm
huge hit, acrobats, have access to.
It is helpful to bring a set of family photos of your
grandparents and, if possible, great-grandparents to 2 Text A is about Guy Laliberte's life now and
provide context for the Starter section. Encourage so reviews the Simple Present before moving to the
students to bring a set of photos of their family to the introduction of the Simple Past in texts B and C. Ask
lesson, too. students to read and listen to text A and fill in the missing
verbs. Play the recording and then check the answers.
Check comprehension of great-grandparents. Demonstrate Make sure students have spelled their answers correctly.
the activity by telling the class about your own
grandparents and great-grandparents, answering each Answers and audio script
question in turn and giving as much information as you A THE MAN
can. Use photos you have brought to class if appropriate. Guy Laliberte is the founder and owner of Cirque du Soleil, the famous
international performance group. He lives in Montreal, Canada, but
Focus students' attention on the examples. Then elicit he has many homes around the world. He also has an island and a
information from the students about their grandparents boat. Guy is one of the richest people in Canada. He earns millions of
and great-grandparents. In larger classes, students can dollars every year. He gives a lot of money to charity.
work in pairs/small groups and then share their responses
with the class. Elicit the answers to the questions in exercise 2.
Answers
CANADA'S CREATIVE GENIUS (SB p. 42) Yes, he is.
He lives in Montreal, Canada.
Simple Past (1) - regular verbs He earns millions of dollars every year.
This presentation takes the form of a profile of the Canadian
billionaire and creator of Cirque du Soleil, Guy Laliberte. Ask a few additional questions about Guy's life now, e.g.,
When learning the Simple Past, students build on their What does he do? (He's the founder and owner of Cirque
knowledge of the Simple Present, in that both tenses use a du Soleil.) Where are his homes? (All around the world.)
form of do as an auxiliary in the question and negative. It is What does he do with his money? (He gives a lot of it to

Ci:Jlm
not such a big leap to learn that the same auxiliary is used charity.)
in its past tense form, did, to make the Simple Past tense, 3 Tell your students that they are going to listen to
especially as this form remains the same in all persons. and read about Guy's past in text B. Play the recording
Many of the exercises in this unit provide opportunities to through once. Then check the answers to the questions in
contrast the Simple Present and Simple Past tenses. There are exercise 3.
examples of the superlative adjective richest just for recognition.
Answers
& POSSIBLE PROBLEMS He was born in Quebec City, Canada.
No, they weren't.
• Although students should be helped by their He produced several performance art shows. He learned to play the
knowledge of the Simple Present (see above), the use accordion and the harmonica.
of did can still cause problems. Students often misuse
the form or forget to use the auxiliary altogether:
*Where you lived when you were young?
*When she start school? Go over the exercises one by one, providing the answers
*She no liked her job. after each exercise.
• The different ways of pronouncing the -ed at the end I Students complete the sentences with the correct
of regular verbs is a problem. Students often want to form of live. Check the answers.
pronounce the -ed in its entirety - /r,d/ - and not the
It/, /di, lid! endings: Answers
cleaned* /'klincd/ instead of /klind/ Now he lives in Montreal.
When he was a child, he lived in Quebec City.
worked* /'w;}rkcd/ instead of /w;}rkt/
visited* /'v1z;}t£d/ instead of /v1z1t1d/ 2 Refer students to text B. Have them find examples of
There is an exercise on SB p. 44 to help students the verbs. Check the answers.
distinguish the different endings, but we suggest not
spending too much time having students produce the Answers
endings at this stage so as not to overload them. ...and his father worked at an aluminum company.
In high school, he produced several performance art shows.
I Focus students' attention on the photos of Guy Laliberte He also learned to play the accordion and the harmonica
/gi la libcrte1/ and ask students if they recognize him. really well.
Elicit any information/guesses about him as a child and
now as an adult.

60 Unit 6 • Life's ups and downs

 I Read the sentences and circle the correct adjectives in italics (-ed or -ing).
2 Change the underlined information in the sentences to make them true for you.
3 Compare your answers in pairs or small groups.

11111 The most tiring/tired part of my week is commuting to work.

1111 As a child, I was frightening/frightened of dogs.

1111 I'm always annoying/ annoyed when people use their cell phone in a restaurant.

- I was really embarrassing/ embarrassed when I fell down in the street.

- My best friend's most irritating/irritated habit is talking all the time.

i.. My most interesting/interested teacher at school taught French.

I was really boring/bored when I saw the movie Avatar.

I was a bit worrying/worried before my driving test.

.ii The most exciting/excited sport is soccer.

I was very surprised/ surprising when my brother got married.

r Photocopiable Worksheet © Oxford University Press 2015 149

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150 Photocopiable Worksheet © Oxford University Press 2015

1
IWfffitJ
Answer Student B's questions about your recipe. I
fj@fffii:i
Ask Student A about his/her recipe. Complete the
information.

Ingredients Heat the oil in a medium saucepan.

• l tbsp oil Fry the onion and garlic until soft. Ingredients Heat the oil in a medium saucepan.
• 2 onions, chopped • __ tbsp oil Fry the _ _ and __ until soft.
2 Add the chicken and the ginger.
• 3 cloves garlic, chopped • __ onions, chopped 2 Add the chicken and the
Cook for about 5 minutes. Then add
• l tsp ginger • __ cloves garlic, Cook for about minutes.
the stock.
• l lb chicken. chopped chopped Then add the stock.
3 Boil, then cover the pan with a lid • __ tsp ginger
• 2 c chicken stock 3 Boil, then cover the pan with a lid
and cook on a low heat for about
• ½ cup dried apricots • __lb chicken, chopped
15 minutes. and cook on a low heat for about
• 3 tbsp almonds. chopped __c chicken stock
minutes.
4 Take off the lid and add the ff • __c dried apricots

apricots. Mix well and cook for l • __tbsp almonds,

4 Take off the lid and add the __
another 10 minutes until the sauce Mix well and cook for another
chopped
is thick and the chicken is cooked. minutes until the sauce is
thick and the chicken is cooked.
5 Sprinkle the almonds on top of the
chicken. Serve with couscous and a f : 5 Sprinkle the __ on top of the

I
green salad. chicken. Serve with couscous and a
green salad.

2 Ask Student B about his/her recipe. Complete the

information. 2 Answer Student ./'\.s questions about your recipe.

fresh tuna with tomato-es fresh tuna urith tornaures

Ingredients 1 Heat the oil in a frying pan. Fry the Ingredients 1 Heat the oil in a frying pan. Fry the
• tuna steaks tuna for about minute until • 4 tuna steaks tuna for about 1 minute until brown
• __ tbsp olive oil brown on both sides. Move the fish • 3 tbsp olive oil on both sides. Move the fish to a
• _ _ small onion, chopped to a worm plate. 1 small onion, chopped worm plate.
• __ clove garlic, chopped 2 Add the onions and and • 1 clove garlic, chopped 2 Add the onions and garlic and
• __c tomatoes, fry until soft. Mix in the __, 1 and ½ c tomatoes, peeled fry until soft. Mix in the stock,
peeled and chopped tomatoes, and anchovies. and chopped tomatoes, and anchovies.
• __ c vegetable stock • ½ c vegetable stock
3 __, then cover the pan and 3 Boil, then cover the pan with a lid
• __tbsp anchovies, mashed • 2 tbsp anchovies, mashed
cook on a low heat for about and cook on a low heat for about
• __c block olives • ¼ c block olives
minutes. 10 minutes.
4 Put the fish back in the pan and cook 4 Put the fish bock in the pan and cook
for another minutes. for another 8 minutes.
S Add the __ and mix gentty. S Add the olives and mix gently. Serve
Serve with crusty __ and a with crusty bread and a green salad.
green salad.

3 Which recipe would you like to try? What was the last Which recipe would you like to try? What was the last
thing you cooked at home? thing you cooked at home?

;J; :7;;;l?)
Photocopiable Worksheet © Oxford University Press 2015 b 151

--- -----------
 21 2 What are you going to cook? 3 2 I need a dictionary to help me with 10 1
3 What are you going to see? words. Possessive Possessive
3 I went to town to meet my friends. Subject
4 When are they going to get married? adjective pronoun
5 Are you going to have a party? 4 I go jogging every day to keep fit. I my mine
6 Are they going to fly? 5 I'm saving my money to buy a new you your yours
car. he his his
2 2 I'm not going to cook meat. I'm
going to cook fish. 6 1 1 Tokyo. she her hers
3 I'm not going to see an action movie. 2 American music. we our ours
I'm going to see a comedy. 3 New Orleans, Memphis, Nashville, they their theirs
4 They're not going to get married this Cleveland, and New York.
year. They're going to get married 2 2 yours 3 his 4 hers 5 ours
2 2 22 3 400,000 4 30 5 600,000 6 theirs
next year. 6 24 7 two 8 1951
5 I'm not going to have a party. I'm 11 2 than 3 from 4 in 5 for
going to go to a restaurant. 3 3 F They're going to travel from the 6 at, of 7 like 8 of 9 with
6 They're not going to fly. They're south to the north of the US. 10 about
going to drive. 4 T
5 F The New Orleans Jazz Fest takes Unit 12
3 1 2 Where are they going to stay? place30 minutes from the French
They're going to stay at the Star Quarter.
Hotel. 6 F The White House gets more Base form Simple Past Past Participle
3 How long are they going to stay? visitors than Elvis Presley's house. be was/were been
They're going to stay for ten days. 7 F The friends aren't going to visit the
travel traveled traveled
4 What are they going to do? White House.
They're going to see the architecture, 8 T have had had
and they're going to visit the 9 T live lived lived
Shanghai Museum. see sow seen
7 1 1 No, they're going to stay near
2 2 are you going Graceland. make mode mode
3 are you going 2 Heartbreak Hotel meet met met
4 'm going 3 In the music room. take took token
5 are you going 4 No, upstairs is private. buy bought bought
6 are you going 5 Yes, he had a lot of cars. do did done
7 'm going to 6 Because they're going to see Elvis's
8 'm going to grave. 2 1 2 started 3 came 4 have traveled
3 2 aren't going to 7 Watch a video of one of his concerts. 5 went 6 played 7 didn't win
3 aren't going to stay 8 In the Rockabilly's Diner. 8 hasn't played
4 isn't going 9 A cheeseburger and fries and a
2 2 he was 3 No, he didn't.
5 isn't going peanut butter and banana sandwich.
4 Have they 5 Yes, they have.
6 isn't going to 2 Order:2, 1,6,4,5,3, 7 6 did they go 7 No, he didn't
41 2 It's going to rain. 8 1 2 rainy 3 windy 4 sunny 8 Has he, played; No, he hasn't
3 She's going to fall. 5 cloudy 6 snowy 7 foggy 3 2 went
4 They're going to see a movie. 3 didn't like
2 2 cold 3 warm 4 dry 5 wet
5 They're going to play tennis. 4 Have, seen
6 cool
6 He's going to lose the race. 5 went
3 2 's cold and wet 6 saw
2 2 are going to win
3 was cloudy and cool 7 didn't enjoy
3 's going to be a difficult week
4 hot and sunny 8 Have, seen
4 's going to be a nice day
5 're going to miss 9 1 go shopping, have lunch in the old 9 went
6 's going to happen town, go to the beach, go swimming 10 climbed
5 1 2 to buy some T-shirts 2 2 don't we go 3 'd like 4 Let's do 3 1 3 Have you ever been/gone to New
3 to get some books 5 could go 6 don't we catch York?
4 to meet a friend 7 a like to look 8 we can go 4 Have you ever met the president?
5 to have a talk 9 Let's go 5 Have you ever seen a play
6 to confirm her flight on Broadway?
7 to have an early night 6 Have you ever had a New York pizza?
2 2 to make an appointment 7 Have you ever lived in the US?
3 to learn English 23 She's been/gone
4 to ask for a job 4 She's, met
5 to open the door 5 She's seen a play
6 to pay my bills 6 She's, had
7 She's lived

;J; :��c;,
162 Workbook Answer Key
b
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