Teacher Book

Contents
Introduction page 3a
Guide to units 4
Unit 1 People and places 8
Unit 2 In the family 11
Study pages A 14
Unit 3 To be or not to be? 16
Unit 4 Things around you 19
Study pages B 22
Unit 5 There's ... 24
Unit 6 Where you live 27
Study pages C 30
Unit 7 Things people do 32
Unit 8 Food and drink 35
Study pages D 38
Unit 9 Do you ... ? 40
Unit 10 Things people buy 43
Study pages E 46
Unit 11 What's going on? 48
Unit 12 Describing people 51
Study pages F 54
Unit 13 How much? 56
Unit 14 Around the year 59
Study pages G 62
Unit 15 In the past 1 64
Unit 16 Around the world 67
Study pages H 70
Unit 18 How to get there 75
Study pages I 78
Unit 19 You mustn't do that! 80
Unit 20 The body 83
Study pages J 86
Unit 21 Good, better, best 88
Unit 22 Free time 91
Study pages K 94
Unit 23 Future plans 96
Unit 24 Feelings 99
Final review 102
Additional material 104
Tapescripts 110
Reference section 115
Items 'for Exercises 4. 1, 4.2 and 12. 1 128
Acknowledgements 130
'- ,
Introduction
How the course is organised
Who the course is for
Language in Use Beginner is the first of the four levels in
the Language in Use series. It assumes no previous
knowledge of English and is mainly intended for use by
true beginners. However, it can also be used successfully
with false (see page 3c) .
The components of the course
The course contains 24 units, each designed to last for
about three classroom hours, plus regular Study Pages
spreads. The students' materials are divided into two
major components: a Classroom Book and a Self-study
Workbook. Both are accompanied by cassettes.
The syllabus
The course has a dual syllabus: a grammatical syllabus,
which deals with the basic structures of English, and a
topic syllabus, which deals with vocabulary. These two
strands are reflected in Grammar units and Vocabulary
units, which alternate through the course. For example:
Unit 7 Things people do Grammar unit
Unit 8 Food and drink Vocabulary unit
Unit 9 Do you ... ? Grammar unit
Unit 10 Things people buy Vocabulary unit
This alternation of Grammar and Vocabulary units allows
systematic coverage of the two major content areas of
English. It also allows a natural recycling of language
through the course: structures are recycled in Vocabulary
units and vocabulary is recycled in Grammar units.
The Classroom Book
The Classroom Book contains the main presentation and
practice material of the course, as well as activities in
speaking, writing, reading and listening.
Grammar
The Grammar units cover grammatical areas that are
essential for beginners; these include basic verb forms and
tenses, mass and unit, comparison and some modal verbs.
Our aim is to help students use grammar actively in
communication, so the main activities in the unit provide
opportunities for role-play, problem-solving and
exchange of information.
Each Grammar unit ends with a section called Focus on
Form, which provides a summary of the main structures
of the unit, together with more controlled practice. It also
contains a pronunciation exercise focusing on rhythm and
stress.
A typical Grammar unit is shown on page 3d.
Introduction
Vocabulary
The Vocabulary units deal with key topic areas (e.g.
families, clothes, shops and shopping, leisure activities,
jobs and work, food and drink, describing people and
places). As in the Grammar units, the activities in
Vocabulary units provide opportunities for
communicative uses of language.
Each Vocabulary unit ends with an integrated reading and
listening activity, designed to develop receptive skills.
A typical Vocabulary unit is shown on page 3e.
Study Pages
After every two units, there is a double spread of Study
Pages, which contains:
a Focus exercise, presenting a small, self-contained area
of language (e.g. possessive pronouns, telling the time),
which is then recycled in later units
a Sounds exercise, dealing with pronunciation
a Phrasebook exercise, presenting functional language
used in everyday conversation (e.g. asking for things,
apologising)
Consolidation exercises, which bring together material
from previous units
Review exercises.
A typical Study Pages spread is shown on page 3f.
Other features
After Unit 24, there is a Final Review section.
There is also an illustrated Reference Section, which
includes a full summary of each unit, and Tapescripts of
the Classroom Book recordings.
The Self-study Workbook
The Self-study Workbook provides back-up for work
done in class and opp()rtunities for further self-study. Like
the Classroom Book, it has units and Study Pages.
Each unit contains:
a range of homework exercises
a listening activity
a Words section, focusing on useful new vocabulary.
Each Study Pages spread contains:
an informal progress test
a Phrasebook exercise
a Writing exercise, which guides students towards
writing sentences and simple paragraphs.
There is also a Final Review, in the form of a written test.
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Skills development
Speaking skills
Because Language in Use is concerned with active use of
grammar and vocabulary, oral fluency is developed
through many of the exercises in the Classroom Book.
Writing skills
Writing is developed through both the Classroom Book
and the Self-study Workbook.
In the Classroom Book, writing is often an integrated part
of classroom activities, and takes the form of sentence-
writing and note-making.
In addition, the Writing exercises in the Self-study
Workbook guide students towards writing simple
paragraphs; these exercises form part of an independent
Writing skills syllabus which runs through the course.
Listening and reading skills,
In the Classroom Book, listening and reading are used in
each unit as a basis for presentation or as a stimulus for a
speaking or writing activity.
Each Vocabulary unit also contains an extended activity
which integrates reading and listening. This is designed to
develop receptive skills.
In the Self-study Workbook, each unit contains a short
listening task designed to develop particular listening
strategies.
Pronuncia tion
There are two separate strands of pronunciation exercises
running through the course:
- How to say it exercises (in Grammar units). These
focus on rhythm, stress and weak forms, and are linked
to the structures taught in the unit.
- Sounds exercises (in Study Pages). These focus on
particular vowel and consonant sounds in English.
Functions
The Phrasebook exercises in the Study Pages deal with a
range of everyday interactional functions, such as
greetings, apologising, asking for things, making offers
and talking on the phone.
Interactional functions are also practised in many of the
activities in the Grammar and Vocabulary units.
Other more general functions (such as describing, giving
personal information and narrating) are widely practised
throughout the course.
Underlying principles
Flexibility
Language in Use takes account of the fact that, even at
Beginner level, no two language classes are alike:
students vary in ability, age and interests, and may have
different cultural and learning backgrounds; classes vary
in size, physical layout and formality; teachers have
different teaching styles; and leatners may have widely
differing ideas about what and how they need to learn.
The course caters for some of these variations by:
- providing open-ended activities, so that classes can find
their own level, and so that both weaker and stronger
students have something to contribute
- encouraging students to contribute their own ideas,
and draw on their own knowledge and experience
- providing activities that can be adapted to a variety of
different teaching styles and types of class.
Clarity
In any language course, it is important that students
understand clearly what they are doing and why they are
doing it, and have a clear idea of what they have learnt. In
writing Language in Use, clarity has been a major
consideration, both in the material designed for the
student and in the teaching notes.
Recycling
At Beginner level, it is very important for learners to
encounter the same language over and over again, and
recycling of language is a major feature of Language in
Use Beginner. This is done in several ways:
Within each unit, language introduced in one exercise
is picked up and given further practice in later
exerCIses.
The main structures in Grammar units are summarised
and recycled in the Focus on Form exercises.
Language which is taught in one unit is reintroduced
and integrated into activities in later units.
The key structures and vocabulary from each unit are
consolidated in the Workbook exercises.
The Consolidation and Review exercises in the Study
Pages (every two units) recycle language from earlier
units.
The Final Review sections in both Classroom Book and
Workbook review language from the whole course.
In the teaching notes, there is a 'language box' at the
beginning of each exercise, which indicates what new
language is introduced and what language is recycled.
Learning and acquisition
We believe that both 'learning' and 'acquisition' are
important elements in learning a language. In other
words, it is useful to spend time consciously focusing on
particular language items, and it is also important to
provide opportunities for natural language acquisition
through fluency activities.
Both these elements are therefore incorporated in
Language in Use. Some activities involve careful use of
language and focus mainly on accuracy; in others,
students develop fluency through freer, more creative use
of language. Similarly, some reading and listening tasks
focus on specific language items, while others are
concerned with fluency and skills development.
In addition, the dual syllabus gives opportunity for
acquisition of both grammar and vocabulary. In Grammar
units, the focus is on learning grammatical structures, and
Introduction 3b
this allows vocabulary to be acquired naturally. In
Vocabulary units, the focus is on learning vocabulary, and
this allows the natural acquisition of grammatical structures.
U sing the course
The teaching notes
The teaching notes are designed to help you to make the
most appropriate use of the Classroom activities with
your students. They are in two columns.
The main notes for each activity (in the left-hand column)
give a simple and straightforward route through the .
material, and include explanations for students and ideas
for blackboard presentations.
In the right-hand column are a variety of options and
alternatives which include:
suggestions for homework both before and after the
lesson
optional phases within the lesson such as extra
practice, sentence-writing, comprehension checks,
vocabulary work and role-play
alternative procedures suitable for
- classes which are better / weaker than average
- larger / smaller classes
- monolingual! mixed-nationality classes
- more formal/less formal teaching situations
notes giving explanations and examples of further
language points arising from the main presentation.
The teaching notes for each unit also contain cross-
references to exercises in the Self-study Workbook.
False beginners
Although it is mainly intended for true beginners,
Language in Use can also be used successfully with 'false
beginners' (students who have already learned a little
English but now want to start again from the beginning).
If you have a class of false beginners, you will probably be
able to move through the first few units fairly quickly,
using the exercises to check what students know, what
they don't know and where they need more practice.
Even near the beginning of the course, many of the
exercises are open-ended, and they can be adapted for
false beginners simply by adding more vocabulary ?r
allowing more freedom in the practice stage. Suggestions
for ways of doing this are given in the teaching notes.
Using the Focus on Form exercises
The Focus on Form exercises at the end of each Grammar
unit provide a summary of the main structures of the unit,
plus extra, more controlled practice. They can be used in
various ways
Basic structure practice
3c
I Main exercise Focus on Form exercise
Mter finishing an exercise, use Focus on Form to focus
on the main grammar point and give quick extra
practice.
Introduction
Summarising the main points
I Whole unit Focus on Form exercises
Mer finishing a unit, use the Focus on Form page to
summarise the main grammar points, and to give extra
practice if necessary.
Revision
Series of units Focus on Form exercises
Come back to Focus on Form exercises as a way of
revising grammar from previous units.
Homework
Some of the Focus on Form exercises can be set as
homework, in addition to or instead of Workbook
exercises.
Using the Self-study Workbook
There are various ways of using the exercises in the
Self-study Workbook. You will probably want to adopt a
mixture of these approaches.
Homework
All the Workbook exercises can be used for homework.
In the teaching notes for each classroom activity, there
are cross-references to suitable exercises.
Independent self-study
Allow students to work independently, choosing exercises
that suit their individual needs. Students can use the
Answer Key to check their answers, or give in their books
periodically to be marked.
Classwork
Some Workbook exercises are also suitable for use in
class. Two possibilities are the Listening and Writing
exercises, which are often closely linked to classroom
activities.
Short cuts through the course
Language in Use is designed to provide plenty of material,
and it is possible to cover the course without doing every
single exercise. If you are short of time, or if you wish to
move through the units quickly with a good class, there
are various short cuts you can take through the book:
With a good class, leave the Focus on Form exercises
for self-study.
In the combined reading and listening activities, give the
reading for homework, and do the listening in class.
Limit the time you spend in class on material from the
Self-study Workbook. If students have the version with
Answer Key, they can mark their own work.
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Grammar units
Grammar units contain:
- three activities that introduce key structures
- a Focus on Form page. This provides a summary of the main grammar points of the unit,
together with more controlled practice, and a pronunciation exercise.
Main presentation of the Present continuous
tense. Students guess what the people in each
room are doing. Then they listen and find out.
What's going on?
1 Windows

K.',rudinl

Thty' ..
w31chillflV.
-"
danein,

Ik's pl. yinc:
It..pi;ono

Part 2 - a
chance to
practise with
a range of
verbs.
1 took ., ,I>< windo,",'" Wh., do )'W ,hiok ,h people ar< dom,;? Chou",,!rom the Ii.. ,
!3!Now(i"rn. Wcrey<>uri5h'?
Part 3 - students write a sentence, then mime the
action. Other students guess what they're doing.
Presents question forms. Students hear a short
conversation and write down the questions. Then
they practise the conversation themselves.
:z Questions Yes{no& Wh-que<!ion.
1 !Sl L,t.nto,h<con,-cnation.
Wba,.rr,bcman',quc>bon.:
2 Look."I\n<.n.w .... . Wba,doyou think ,h<ql><.tion .... '
31 Can I speak to Lisa, please?
2 Think of th[e<o people)'Q1l know. Write dow" thrir nam, and ,h. I", to your p'''<='
S,oukntA,I'hon< anda.k '''.puk '0 oomeo ... on the Ii ...
Stu<hntB:S<oy" .. h..-<tJ..:yar. , ....
Part 2-
students
make up
their own
questions.
Presents a
range of
expreSSIOns
saying where
people are, via
a series of
telephone
calls. Also
recycles days
of the week.
Part 2 - role-play. Students 'phone' each other,
trying to reach people who are not available.
Focus on Form exercises. These
summarise the main grammar
points of the unit and provide
extra controlled practice.
.... intbe..._.

Sbt:'_.yfOl"._.ktn<i,

Si)t'SOIW'iI>t JlUl6.
2
. .. . . ..
WltlrlhcOaiot(I wr.., .t.e_inCt
.' ... . .. "
WMc',stltdc>IC
. ... .
_ .... l""'doItr.
Pronunciation exercise.
Focuses on the sound of 's (= is)
and on the rhythm of Present
continuous questions.
Introduction 3d
Vocabulary units
Vocabulary units contain:
- three activities introducing a range of vocabulary linked by topic
- an integrated reading and listening activity, for skills development.
Introduces basic clothes vocabulary. Students
decide which are women's clothes, which are
men's and which can be either.
Describing people
1 Cl othes
L
_____________________ j----, ' lookot ...... clothc..
Whichdoyou.h,nk
- fo<.womln'
Part 2 - one student describes what another
student is wearing. The others have to say who
is being described.
Part 3 - students look at the photos and guess
what the people are wearing. At the end, the
teacher shows them the 'uncut' photos.
Introduces jobs, plus the expressions work in
and work for. In Part 1, students match job
names with simple job descriptions.
Part 2-
students decide
who wears
what to work,
then listen and
check.
In Part 3,
students talk
about their
own families.
Students use
the adjectives
in the box to
describe the
people in the
picture.
I-t--J
U",.dicrionarytoholpyou.
3 Who do you mean?
lon, fli , rr.y
SI!<',_ ..... - ........ 8::. ..... -=.Sh< .... , .. 8:.. ....
........ 3::. 5::' 8:::, .... ...... ...
4 Think 0 f_rourpartn<rIuto .. '.{e.l-ano<mI,udc:nt..,uchcr . f'ier.d,
"""ton< on TV). Wnl<,h",.",n,,,,,",.oou,h,It>.,,. bn.
Parts 2 and 3 - students hear a
description of a woman, then
choose from three pictures in
the back of the book.
Part 4 - students
describe a familiar
person. Other students
guess who it is.
3e Introduction
-b. m.nl
-fo<.itM,"wom.not.man1
Showyow-llo,,,,O<b<.

JLook .. 'bcuprople.W ....'do
ynu ,hink,IKy' T< w..am.,l
"
Parts 2 and
3 recycle
colours
(Unit 4) and
the Present
continuous
tense (Unit
11).
Integrated reading
and listening
activity.
Part 1 - reading. Students read
about '60s rock singer Reg
Presley, and put the
paragraphs in the right order.
4 Love is all around

R<f\aaI<I&011 It." .. ..,_ ..
" .... _.jeIo ... IouiIoIor.
1k .... "' .. I><." ..... 'n
..... ktoolO4.
C
ThoTKC($ ...... l..any r ....
n..y_',III,...ony_loilS.
Tlotyploy .. _boIotbcy
... " .ny-..
D
__ w .. W.. W.. --. ....... ...-oIi.ton"is
1W._ .. .... r>ld!f .. 'W_j .... od.F."rnlJ
Tb< ___
I'toIoy iI. miIl_
2 H.... afour ..... of ' .......

.... tdt .... /in'aadoccond
parI< of uch Ii",,!
!EJ Nc>wlio,..,.ndd.eck.
G
TIorT"'CP k< ...... oIm.ir-..
Thty .. "" ......
I.orry ..... u..-.Po .. IiI<..
"",,,,",,-bo., !><"'w:ry busy 1k __ 'C__
liHlit ... myfinto...... --. # . jtS _rywM,e1rc
Wd.loYtis.n"o,mdmt .. ..... , _ .. com<on.ndlotitshow
Il"twrittenonthowind .. _ # ... nd.."Mf .. Iinr; .. .,..,.
So if l"'ll_lI)rkMtn<... , 1_ ...
Part 2 - listening. Students
unscramble some lines from Presley'S
hit song Love is all around. Then
they listen and check their answer.
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Study pages
Study pages contain:
- a Focus exercise, presenting a self-contained area of language
- a Sounds exercise, dealing with pronunciation
- a Phrase book exercise, presenting functional language
- Consolidation exercises, bringing together language from previous units
- Review exercises.
Focus exercise introduces
imperative forms. Students
tell each other to do things.
Sounds exercise
focuses on the
sounds /0/ and / A/.
Parts 2 and 3
introduce
negative
imperative
forms.
pages
. . Imperat ives
1 Li,ttn'0 your 'osd!.
Do wh..,hc:{.h< ... ,..!
Nowil",.,."IUrlI.T.ao<het..ude.> .. ",
... -

I
Sounds: Coffee on Sunday
, /aI u. .... t<)Ihn< ..... ndt:.
101 Oo>''''''''''lAlc:08et?
, Thoshop',_itemyDtl"occ.
IA/Thltju..,,,,,,' looidycoiour.

Phrasebook exercise presents
everyday functional expressions
which use the imperative.
Consolidation exercises:
- have used as an action verb
- location expressions using at
Consolidation
Up'e5sior!swith"have'
1 \JI.oftm u",ba"" '0 ,aIk ..oo.., food 0,
drink.
I
::::mPle
Cho<>K.nbs fr om, bc: boxu aDdfiU,ho ppo.

.. , ..
.t home with my.,. .. nts.
"- b I
.JIu.ofbHr.
v ....... IIuy;, .. tho_ot,. .. .
_ .. ot n.._c-tn.
words
lLoo1< .. <he.e
....p""""'. (EH'NST flllTU
lA ... _"hes<qu..u.:-..
""""0 aft Who"""
lre,"';nnk I buy .......
nur MI'!
Who,. ",,,I
Itt I c"np mul
nul ..... '
""".'0 <In
I txJY I p."
of;nn.?
] Thinkabou. penplein)'O<l.family.
WbereM< , bey
....

-lIwo:to.:fttria' AANI'
(EEEMS
Review exercises:
- forms of the Present simple tense
- object and possessive pronouns
- vocabulary (food, shops, countries)
Introduction 3f
4
Guide to units
Classroom Book
Greetings; introductions; saying where you're from
Grammar: pronouns; Present tense of to be; short forms;
This is ...
Talking about your family; saying how old people are
Vocabulary: people; family relationships; singular and
plural nouns; numbers 1-20
Focus on ... The alphabet
Sounds: /J/, /e/ and /re/
Phrasebook: Greetings
Consolidation: Pronouns; have/has; my, your, his, her
Review
Correcting people; asking questions
Grammar: negative of verb to be; yes/no questions;
questions with Who, What and Where
Describing objects; giving and receiving presents; saying
where things are
Vocabulary: colours; parts of a room; everyday objects;
place prepositions
Focus on ... Numbers 21-100
Sounds: /s/ and /8/, /z/ and /0/
Phrasebook: Excuse me
Consolidation: a and an; this, that, these, those
Review
Describing and asking about places; finding differences
Grammar: There is/are; some and any; questions with
How many ... ?
Talking about flats and houses
Vocabulary: rooms; furniture; things in the home;
addresses and telephone numbers
Focus on ... Possessives
Sounds: /J/ and /i:/
Phrasebook: Can I have .. . ?
Consolidation: Singular/plural; a and the; ordinals
Review
Guide to units
Self-study Workbook
Grammar exercises
Listening: Photos
Vocabulary exercises
Listening: Parents and children
Check your progress
Phrasebook
Writing: My friend Maria
Grammar exercises
. Listening: Spell the words
Listening: Birthday presents
Check your progress
Phrasebook
Writing: Pictures of people
Grammar exercises
Listening: Language school
Listening: Who are you?
Check your progress
Phrasebook
Writing: Describing places
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Classroom Book
Saying what people do and don't do
Grammar: Present simple tense; 3rd person singular;
positive and negative forms
Saying what you eat and drink; describing dishes; asking
for things in restaurants
Vocabulary: food and drink; things on the table at
mealtimes
Focus on ... Telling the time
Sounds: lei, leri and Iar!
Phrasebook: On the phone
Consolidation: Object pronouns; frequency adverbs
Review
Asking people about what they do; talking about daily
routine
Grammar: Present simple; yeslno questions;
Wh- questions
Shopping at a market; talking about shops; saying where
shops are
Vocabulary: buying and selling; shops; things you can buy
in shops; place prepositions
Focus on ... Days of the week
Sounds: Ih/
Phrasebook: What does it mean?
Consolidation: Weights and measures; I like and I'd like
Review
Saying what people are doing and where they are;
asking what people are doing
Grammar: Present continuous tense; yeslno and Wh-
questions; place expressions
Saying what people are wearing and what they look like;
talking about jobs
Vocabulary: clothes; jobs and places of work; adjectives
for describing people
Focus on ... Imperatives
Sounds: 101 and /AI
Phrasebook: Hurry up!
Consolidation: Expressions with have; at + place
Review
Self-study Workbook
Grammar exercises
Listening: I like ...
Listening: In a restaurant
Check your progress
Phrasebook
Writing: Breakfast
Grammar exercises
Listening: When are they together?
Listening: Shopping
Check your progress
Phrasebook
Writing: My top three places
Grammar exercises
Listening: On the phone
Listening: Where are the Browns?
Check your progress
Phrasebook
Writing: People doing things
Guide to units 5
6
Classroom Book
Talking and asking about quantity; asking people for
things
Grammar: count and non-count nouns; much and many;
some and any; forms of have got
Talking about seasons, climate and weather
Vocabulary: words for describing the weather; seasons;
months of the year
Focus on ... Can
Sounds: Ivl and Iw/
Phrasebook: Would you like ... ?
Consolidation: have and have got; numbers over 100;
Review
Talking about past actipns; telling a story; describing
something in the past
Grammar: Past simple tense; Past tense of the verb to be;
irregular past forms; past time expressions
Describing countries; talking about languages
Vocabulary: geographical terms; names of countries and
continents; languages
Focus on ... Dates
Sounds: If /, /tJI and Id31
Phrasebook: I'm not sure
Consolidation: Verbs with two objects; in and on + place
Review
Saying what people did and didn't do; asking questions
about the past; remembering
Grammar: Past simple tense, positive and negative; yes/no
and Wh- questions; more irregular past forms
Talking about ways of travelling and moving around;
giving directions
Vocabulary: direction prepositions; public transport;
expressions for giving directions
Focus on ... Short answers
Sounds: 11/
Phrasebook: Let'.s ...
Consolidation: very, quite and not very; years
Review
Guide to units
Self-study Workbook
Grammar exercises
Listening: I want ...
Listening: Good times, bad times
Check your progress
PhrasebOOk
Writing: Birthdays
Grammar exercises
Listening: The next morning
Listening: Other languages
Check your progress
Phrasebook
Writing: and, so, because
Grammar exercises
Listening: Can you remember?
Listening: Bags of gold
Check your progress
Phrasebook
Writing: Then ...
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Classroom Book
Explaining rules; asking for and giving permission; saying
what you have to and don't have to do
Grammar: must and mustn't; can and can't; have to and
don't have to
Describing bodies and actions; describing physical
appearance; describing actions
Vocabulary: parts of the body; adjectives describing
physical appearance; action verbs
Focus on ... Adverbs
Sounds: /r/
Phrasebook: ' Could you ... ?
Consolidation: Verbs with to, at and about
Review
Making comparisons; describing outstanding features
Grammar: comparative adjectives; than; superlative
adjectives
Talking about leisure activities and sport; talking about
likes and dislikes
Vocabulary: leisure activities and sports; leisure facilities;
like/enjoy + -ing
Focus on ... Verb + to + infinitive
Sounds: /0:/, /J:/, /3:/ and /g/
Phrasebook: What did you say?
Consolidation: Expressions with go
Review
Talking and asking questions about future plans; talking
about future arrangements
Grammar: going to; questions with going to; Present
continuous tense with future meaning
Describing feelings; expressing opinions about films and
TV programmes
Vocabulary: physical feelings; emotions; adjectives
describing quality
Final review
Self-study Workbook
Grammar exercises
Listening: House rules
Listening: Exercises
Check your progress
Phrasebook
Writing: Animals
Grammar exercises
Listening: Buying things
Listening: At the weekend
Check your progress
Phrasebook
Writing: n d ~ but, also
Grammar exercises
Listening: At the airport
Listening: Three stories
Guide to units 7
People and places
Hello Good bye
Greetings I'm this is
1 Imagine you are at this party. What do you reply?
2 Sam meets some people at the party. Listen and fill the gaps.
E Lisa. How3
E .. .. .. ..
Hi . ................ John.
................ a teacher here .
ello . ...............
Oh, hi ............... Paul.
.... .. ... .. ... a student here. . ........ .. ... .. fine . .. .. ............ ?
.... ............ , J;:.-
... ... ..
C.: .. ...
.. ........... 3>
... ?
C ..
3 Meet some other students in the class.
4 Can you remember the names?
. .. and this
8 Unit 1 People and places
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This unit introduces some of the 'basics' of English:
- introducing yourself: saying who you are and where you're from
- the verb to be, with I, you, he, she, it and they
- the expression This is ...
- some basic nouns and adjectives (e.g. student, teacher, car, small, old)
- names of a few well-known countries
- numbers 1-4
- a few useful set phrases (e.g. Hello, Goodbye, I'm fine)
- the questions Where are you from?, What's your name? and How are you?
1 Hello Goodbye
In this exercise students learn to introduce themselves and other people, say hello
and goodbye, and say where they are from. The exercise introduces a range of very
common expressions, which can be learned at this stage as set phrases. The main
grammar focus is on the forms I'm .. , and This is ...
Key structures: I'm (Sam), I'm from (Spain), This is (Maria).
Words and phrases: Hello, Goodbye, I'm fine, See you soon; student, teacher.
Questions: What's your name? Where are you from? How are you?
1 Presentation of key expressions
Look at the picture and use it to teach the words party and people. Look at each
bubble in turn and read it out. Ask students to imagine they are at the party,
and to give a reply. The idea of this is to find out if students already know a few
basic words in English (e.g. hello, the name of their country); if they don't, it's
an opportunity to teach them. Possible answers:
Hello. I'm Sam. Hello. I'm (Paolo).
Hi! How are you?
What's your name?
Goodbye. See you soon.
Where are you from?
I'm fine. (How are you?)
(Paolo).
Goodbye.
I'm from (Spain).
Write on the board:
I'm =1 am
Ask the class to repeat after you I'm a student, I'm fine, I'm from ( .. .).
Practise the remarks and replies with the ciass, getting students to answer and
then to ask the questions.
2 Listening
B Play the recording, pausing after each conversation. Ask students to
complete the gaps. Introduce teacher and Oh, really?, and make sure students
know where Berlin is. Answers:
A I'm, are you from, I'm B I'm, I'm, I'm C are you, I'm, How are you? I'm
D I'm, I'm, I'm, Where are you from, I'm from
3 Activation: pairwork dialogues
Ask students to turn to the person next to them and have a short conversation
like the ones they listened to. They can then repeat the conversation with the
person on the other side and with people behind or in front of them, until they
have 'met' a few people.
4 Presentation of 'This is .. .'; practice
To introduce This is ... , choose a student and point to him/her. Say This is
(Lisa). Get the class to say Hello to him/her.
Ask a few students to introduce the people they spoke to in Part 3 to the rest of
the class.
-
> Focus on Form: Exercises 1 & 3
> Workbook: Exercise A
False beginners
Use this exercise to find out what
students know, don't know and
'half-know'. Move through the
stages more quickly, and let
students add other information
about themselves (e.g. I'm 18, I'm
a student).
Mixed nationality classes
If you can't talk to the students in
their own language, introduce
these expressions directly.
Introduce yourself (Hello. I'm ... ).
Ask students directly What's your
name? How are you? Where are
you from? Pretend to leave the
class and say Goodbye. See you
soon. Elicit responses from the
students.
Note
Students could give other
responses to How are you?, e.g.
I'm OK, thanks or Not too bad.
!a The tapescript is on page TIO.i
- Alternative: False beginners
Ask students to guess what goes in
the gaps. Then play the recording
to check.
_ Alternatives
I Students move freely round the
class as if at a party, introducing
themselves to each other.
2 Put students in groups of four
or five to do this activity.
T 8
2 Photos
This exercise gives practice in simple description. It picks up the expression This is
from Exercise 1 and adds he' s, she's, it's and some basic vocabulary.
Key structures: this is; he's, she's, it's.
Other new words: my, flat, car, friend, small, old, Italy, very; numbers 1--4.
1 Matching task; presentation of vocabulary
Focus on Form: Exercise 1
Workbook: Exercise B, Listening
Note
Read the sentences in the bubbles, and ask students to match them with the -
The pictures introduce the
numbers 1-4, but only
receptively. If you like, practise
them at this stage. Numbers 1-20
are introduced in Unit 2.
pictures. Use this to present my, flat, friend, car. Answers:
1 This is my car. 2 This is my flat. 3 This is my friend Nina. 4 This is my friend George.
Ask students to add the continuations. Present small, old, and Italy. Answers:
1 It's a Citroen. It's very old. 2 It's very small. 3 She's from Italy.
4 He's from London. He's a student.
2 Listening to check; presentation of 'he's / she's / it's'
!OJ Play the recording to check.
Write these structures on the board:
Point to students and objects in the class
to show the meaning of he, she and it.
3 Activation: making sentences
he's = he is
she's = she is
Look at the photos on page 104. Ask the class what they could say about each
of them, using the prompts. Expected answers:
A 1 This is my room. It's very small. 2 This is my bike. It's new.
3 This is my friend (Laura). She's from London. 4 This is my friend ...
B 1 This is my house. It's very big. 2 This is my car. It's a Porsche.
3 This is my friend (Leonardo). He's a film star. 4 This is my friend ...
Pairwork. Students take it in turns to show their 'photos' to their partner.
3 Where are they from?
This exercise introduces names of countries, and He's / She' s/ They're from ...
Key structures: he's, she's, they're. Countries: Australia, Brazil, Britain, France,
Germany, Italy, Japan, Russia, Spain, the USA. Phrases: I think, I don't know.
1 Presentation of countries; matching task
Look at the countries in the box. Make sure that students recognise them, and
practise saying them. Focus especially on the /g/ sound and the stress in
/D'streIhg/, /brg'zIl/, /'bntgn/, /' d33:mgm/, /'ItgW, /d3
g
'P<en/ and /'rt'.Jg/ .
Look at the people in the photos and
ask students to say where they're from.
Answers:
he's = he is
she's = she is
A She's from Spain. B He's from the USA. C She's from Italy.
they're = they are
D They're from France. E They're from Japan. F They're from Brazil.
2 Vocabulary expansion: countries
Ask students to suggest a few other important countries (e.g. countries in their
region). Say what they are in English, and write them on the board.
3 Game: famous people
Look at the examples. Then give time for students to think of a famous person
from one of the countries in the list and write down the name.
Students read out the names. Other students say where the people are from.
T 9
The tapescript is on page TI0.
Vocabulary option: false beginners
The fourth picture is open-ended.
This is an opportunity to teach a
- few other simple words, e.g. rich,
beautiful, poor, nice; boyfriend,
girlfriend.
Homework option
Ask students to find pictures of
- their flat, car and friends to show
in the next lesson.
Workbook: Exercise C
False beginners
- Ask students to cover the box on
the right and see if they can
identify the countries from the
pictures.
Idea
Bring in pictures of famous people
from different countries that your
students know (e.g. politicians, pop
stars, film stars, TV personalities).
Use them for a quiz: see if students
know who they are and where they
are from.
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2 Photos
1 Match the sentences with the photos.
Now add other sentences.
2 1
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,0=0,11 Listen and check.
It's a Citroen.
It's very old.
3 Turn to page 104. These are your photos! Make sentences about them.
3 Where are they from?
1 Where are these people from?
2 Write more countries in the list.
3 Think of a famous person from a country in the list.
Do other students know where he/she is from?
from Australia.

this is he's, she's, it's
he's, she's, they' re

Australia
Brazil
E
Britain
.--
France
Germany
Italy
Japan
Russia
Spain

the USA
. ... ... ... .... ........................... ..
Unit 1 People and places 9
10
Focus on Form
1 I, you, he, she ...
Practise saying the words.
How to say it
1 ',o=o,! Listen to these words.
we you they
we' re you're they're
where how
Listen to the sentences. Fill the gaps with
words from the box.
a ............... are ............. .. ?
b I think ............... students.
c ............... are .. ............. from?
d ... from the USA.
Unit People and places
2 I am --. I'm
I am
--.
I tim
--.
I' m
You are
--.
You tire
--.
You' re
He is
- --t
Hels
--.
She is
--.
It is
--.
We are
--.
They are
--.
Fill the gaps.
a Hi. ............... Michael. What's your name?
b This is juan and this is Anna . ............... from Spain.
c This is Lola . ............... a student.
d This is my car. ............... very old.
e This is my boyfriend . ............... from Brazil.
3 Questions
Learn these questions.
2 1,0=0,11 Notice the stress in these words.

London

Britain

teacher

Australia

student

Italy
Now listen and say these sentences.

I'm from London

This is my teacher.

She's a student.
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Focus on Form
1 I, you, he, she ...
Use the pictures (and your own gestures) to show the
meaning of the words.
Students practise saying the words.
How to say it
1 Pronunciation of <we're', <they're', etc.
Read the words, and ask students to repeat them.
Focus especially on the pronunciation of we're, where,
they're, you're.
~ Play the recording. Pause after each sentence so
that students can write the missing words. Then practise
saying the sentences. Answers:
!r o,! Tapescript for Exercise 1: Hello Goodbye
A Hello. I'm Sam.
B Oh, hello. I'm Anna.
A Where are you from, Anna?
B I'm from Berlin.
A Hello.
B Oh, hi. I'm Paul. I'm a student here.
A Oh, really? My name's Sam.
!,o-oJ Tapescript for Exercise 2: Photos
This is my car. It's a Citroen, it's very old. This is my flat.
It's very small. And this is my friend Nina. She's from Italy.
Oh, and this is my friend George. He's from London and
he's a student.
2 I am ---. I'm
Elicit the forms and build them up on the board:
I'm
You're
He's
She's
It's
We're
They're
Show how the apostrophe (') shows where a letter is
missing. Focus on pronunciation of you're, we're, they're.
Students fill the gaps, working alone or in pairs. Then go
through the answers:
a I'm b They're c She's d It's e He's
3 Questions
To practise these, ask the questions and get students to
give appropriate answers. Then give answers and get
students to give the questions.
Repeat this in one or two later lessons.
a How are you?
b I think they're students.
2 Word and sentence stress
c Where are you from?
d We're from the USA.
B Play the words and the sentences. Pause after each
item and get students to repeat them. Focus on the
stress pattern.
A Oh, hi, Lisa. How are you?
B I'm fine. How are you?
A Oh, I'm OK.
A Hello. My name's Sam.
B Hi. I'm John. I'm a teacher here.
A Oh, really? Where are you from?
B I'm from London.
T 10
This unit introduces basic language for talking about yourself and your family. It
focuses on:
- words for people (e.g. boy, girl, baby)
- singular and plural nouns
- the verb have
- family members (e.g. mother, daughter, brother)
- numbers 1-20, used for talking about age.
The Reading and Listening activity is a logic puzzle about four people.
1 Families
This exercise introduces basic vocabulary for talking about families. It also
introduces plural forms, we have as a set expression, and the numbers 5-10.
People: boy, girl, baby, child/children.
Other new words: dog, cat, bird; have; big, family; numbers 5-10.
Recycled language: numbers 1--4; I, we.
1 Reading & matching task; presentation of key vocabulary
Look at the pictures and use them to introduce the key words boy, girl, baby,
dog, cat and bird. Then use them to teach child!children (say: Look at picture 1.
This is a boy and this is a girl. They're children.).
Read the sentences and ask students to identify the pictures. As you go through,
show the meaning of the verb have (say: Look, this is my book. I have a book.).
As you read through, make sure students understand no children, big and
family. Answers:
a 6 b 8 c 2 d 4 e 9
2 Reading task; presentation of plurals
To introduce the idea of the plural, hold up one book, then several books, or
draw a boy on the board, then two or three boys.
Give time for students to read the texts again silently, and complete the table
with plural forms. Then build them up on the board. Point out that:
- to make most plurals, we add -so
- baby ends in -y, so the -y changes to -ies.
- child!children is irregular.
3 Practice: making sentences
Look at the other pictures and get students to make sentences. If necessary
prompt them by starting the sentences for them (e.g. We have two ... , And we
have a ... ).
4 Pairwork game: guessing the picture
To demonstrate the activity, make a sentence yourself and ask the class to say
which family it is.
Pairwork. Students take it in turns to say a sentence. They should make simple
sentences as in the example, not give a complete description of the picture
they choose.
Presentation option
- Teach man and woman at this
point, although they are not
needed for the exercise.
-
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Note
The pictures introduce the new
numbers 5- 10, although students
only have to read them from the
page. If you like, go through them,
getting students to practise saying
them aloud. Numbers 1-20 are
focused on in the next exercise.
Whole class option
Working alone, students choose a
picture and write a sentence. In
turn, students read out their
sentences. The others guess which
family it is.
Optional extension
T ell the class about your family
(e.g. I have one child. He's a boy.).
Then students do the same round
the class. Adult classes can say I
have ... or We have ... , teenagers
can say My parents have ...
'ro,! Tapescript for Exercise 2: Howald are they?
1 My name's Andre. I'm nine years old, and I'm from
Germany.
3 Hello. My name's Greg. I'm 18 years old, and I'm from the
United States.
2 My name's Olga. I'm 1( and I'm from Russia.
T 11
4 This is Kumiko. She's one year old, and she's from Japan.
5 My name's Caterina. I'm 20, and I'm from Italy.
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In the family
1 Families
a We have one child.
She's a girl.
b We have three children -
two boys and a girl.
c We have no children, but I
have two cats.
d We have a boi and two girls.
The girls are just babies.
e We're a big family. We have four children - two boys and
two girls. And we have two dogs, a cat and three birds!
1 Five people talk about their families. Read what they say.
Which pictures do they go with?
2 Find words in the texts and complete the table.
3 Look at the other families. Make sentences about them.
4 Work in pairs.
Student A: Choose a family, and make a sentence.
Student B: Which family is it?
They have
two babies.
That's
picture four.
a boy
a girl
a dog
a cat
a bird
a baby
a child
~ ~
.. ? ~ ~ ...
12
2 How old are they?
1 Look at these birthday cards. What are the numbers?
2 Practise the numbers 1-20.
3 Look at the people on page 105. How old do you think they are?
I think
Andre's nine.
I think
he's ten.
1
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,0=0,11 Now listen. How old are they - and where are they from?
3 Parents and children
1 Here are two families. Fill the gaps with words from the box.
This is Paul. This is 4 This is
his .... ......... . her ............ .. ... .
mother
daughter
sister
wife
2 This is his 3 This is
his ................. .
This is Isabelle. 6 This is her ..... .
2 Paul and Isabelle talk about their families. Who says these things? Write I or P.
a [f] I'm married.
f 0
I have one brother. His name's Alan.
b
0
I'm 19. g
0
My son is three.
c
0
My daughter is eight. h
0
My wife is a doctor.
d
0
We have two children.
0
I'm a student at university.
e
0
My mother ' s a teacher.
J 0
My father's a taxi driver.
1
1
,0=0,11 Now listen and check.
3 Write one or two sentences about your family. Read out your sentences.
Unit 2 In the family
5
one
two
three
fou r
five
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
father
son
brother
husband
This is
her .. .. ..............
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2 How old are they?
In this exercise students practise numbers 1-20, and talk about people's ages.
Numbers 11- 20 Other new words: today, birthday, old.
Recycled language: Numbers 1-10; countries; I think; you're, he's, she's; from.
1 Introduction; presentation of numbers
Look at the birthday cards and ask students to read them aloud (e.g. You're six
today), using the box to help them.
2 Presentation of numbers; practice
Get students to read the numbers in the box aloud, and focus on pronunciation.
Then get them to try saying them without looking at the box. If you like, write
numbers on the board and ask students to say them.
3 Activation: interpreting pictures; listening to check
Turn to page 105 and look at the first picture (Andre). Ask students to guess his
age (ask: Howald is he?). Get them to reply with I think (he's 11). Ask about
the other pictures in the same way. Try to get several different guesses for each
one. If you like, build up a list on the board.
!a Play the recording. Pause after each item, and establish the person's age
and country (ask: Howald is he/she? Where is he/she from?). Answers:
1 Andre is 9. He's from Germany. 4 Kumiko is 1. She's from Japan.
2 Olga is 16. She's from Russia. 5 Caterina is 20. She's from Italy.
3 Greg is 18. He's from the United States.
3 Parents and children
This exercise teaches family relationships and some common jobs.
Family: mother, father, daughter, son, sister, brother, wife, husband.
Jobs: doctor, taxi driver, teacher. Recycled language: my, children, have; ages.
1 Presentation of vocabulary; gap-filling task
Look at the photos and establish who the people are, e.g.: Who's the boy? It's
her brother. As you do this, present the words in the table and get students to
say them aloud. Focus especially on the pronunciation of /'ITllI.(jg/, /'fa:(jg/,
/'bff,(jg/ , and also /'do:tg/ . Answers:
1 wife 2 son 3 daughter 4 brother 5 mother 6 father
2 Matching task; listening to check
Read the sentences, and present the words married, doctor, university and taxi
driver. Ask students to match the sentences with the people.
'W Play the recording, and check the answers. Answers:
bl cP dP el fl gP hP iljl
3 Activation: writing sentences
To introduce the activity, tell the class one or two things about your own
family, or write sentences on the board.
Give time for students to write sentences about their own family. If students
want to include names of jobs, help them or let them use a dictionary.
Students read out their sentences in turn.
T apescript for Exercise 3: Parents and children
> Workbook: Exercise B
Homework option
Ask students to learn numbers
1-20 by heart.
Pairwork option
-
Students look at the pictures in
pairs. Then discuss the answers
together.
!7#Q The tapescript is on page T1l.
Optional extension: teenage classes
- Students ask each other Howald
are you? and say their age.
-
> Workbook: Exercise C, Listening
Practice option
Use the words to ask a few
questions round the class, e.g.
Who has a brother?
How old is he?
Who has two brothers?
Your mother - what's her name?
Pairwork option
Students do this part of the activity
_ in pairs. Then discuss the answers
together.
Game option
Students write some true sentences
and some that are not true. Other
_ students guess which ones are true.
As a -preparation, do this yourself
on the board.
1 My name's Paul. I'm married and my wife is a doctor.
We have two children. My daughter is eight and my son is
just three.
2 My name's Isabelle. I'm 19 years old and I'm a student at
university. I have one brother - his name's Alan. My
mother's a teacher and my father's a taxi driver.
T 12
4 Who's who?
This combined Reading and Listening activity is in the form of a logic puzzle, in
which students have to find information about four people. It recycles language
from Units 1 and 2, and introduces new words for colours and countries. It also
introduces the 3rd person form has.
Reading skills: careful reading of sentences.
Listening skills: listening to check.
Colours: red, blue, grey, green, white, black. Countries: England, Scotland,
Wales, Ireland. Other new words: man/men, woman/women, person/people;
singer, police officer, hair, eyes; has.
1 Presentation of vocabulary; reading task: completing a table
Look at the list and read through the items. Check that students understand
them and that they know how to say them. Explain that England, Scotland,
Wales and Ireland are four countries which are part of the British Isles. ,
Draw the table on the board, and tell students the aim of the activity: to find
out all the information about all four people.
Start filling in the table on the board by writing in the four names. Then let
students read the information and complete the rest of the table. They could do
this either working alone and then comparing answers with their partner
afterwards, or working together in pairs.
2 Listening to check
When most students have finished, play the recording, pausing from time
to time. Students listen and check their answers.
Go through the answers together, and get students to help you complete the
table on the board. Answers:
Name Job How old? From? Colour of car?
Donna police officer 20 Scotland grey
James student 17 Ireland red
Alice singer 19 Wales white
Bob waiter 18 England green
!a Tapescript for Exercise 4: Who's who?
Note
There is no need to spend too
much time on this, as these items
are for comprehension only in this
activity. Colours are practised
further in Study Pages A and in
- Unit4.1.
- Language note
These are the four countries that
make up the British Isles. England,
Scotland, Wales and Northern
Ireland together make up Britain
(or the United Kingdom). The
Republic of Ireland (in the south)
is a separate country.
A is Donna. She's a police officer, she's 20, she's from
Scotland and sh.e has a grey car.
C is Alice. She' s a singer, she's 19, she's from Wales and she
has a white car.
B is James. He's a student, he's 17, he's from Ireland and
he has a red car.
T 13
And D is Bob. He's a waiter, he's 18 years old, he's from
England and he has a green car.
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4 Who's who?
1 Look at these four people.
Now read about them. Can you complete the table?
The two women are Alice and Donna.
The two men are James and Bob.
Donna has black hair.
James has blue eyes.
Bob is a waiter. .
One man is a s'tudent.
The singer has blue eyes.
One person is a police officer.
The police officer is twenty years old.
The waiter is eighteen years old.
One woman is nineteen years old.
One person is seventeen years old.
Alice is from Wales.
The student is from Ireland.
One man is from England.
One person is from Scotland.
The waiter has a green car.
The person from Scotland has a grey car.
One woman has a white car.
One person has a red car.
Reading and listening activity
hair eyes
-j:.'. red white
c
grey green

a singer a student
a waiter .....
a police officer
England
2 II,o=oJ Someone does the puzzle. Listen and check your answers.
Study pages
1 1 1 0 = 0 ~ Listen to these colours.
green red grey blue
2 11,o=oJ Listen to the English alphabet.
A BCDE F G H
J
KLMN OP Q R S
T U V W X Z
How do you say
- the green letters?
- the red letters?
- the grey letters?
- the blue letters?
- the letters?
What about the black letters?
3 Ask the teacher to spell the words.
What's
number three?
1 .................................. 2 ............................. ..... 3 ................................. .
4 .................................. 5 .................................. 6 ................................. .
7 .................................. 8 .................................. 9 ................................. .
4 Now test your partner.
Spell 'book'. B-O-O-K.
14 Study pages A
Sounds: Ten big cats
1 k=o,11 Listen to these sounds.
III This is my sister.
I el Look at the red letters.
I reI He has a black cat.
2 I I o = o ~ Listen and practise.
children sister is big picture
friend ten seven
cats family have has married Japan
3 Write a sentence. Use words from the box.
4 Read out your sentence.
Phrasebook: Good morning
Look at the bubbles. Which mean Hello?
Which mean Goodbye?
1
1
,0=0,11 Listen and practise the conversations.
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Study pages A
This exercise teaches the letters of the English alphabet, and
gives practice in spelling words. It also pre-teaches some basic
vocabulary needed in Unit 4 and later units.
Key language: letters of the alphabet; What's .. . 7
New words: tree, door, book, chair, table, sun, fish, lamp,
window. Recycled language: colours.
1 Play the first part of the recording. Practise saying
the colours.
2 Play the second part of the recording. Point out
that letters of the same colour have the same sound:
green = /i:/ red = /e/ grey = /eI/ blue = /u:/
white = /aI/. The black letters have different sounds.
Practise saying the letters group by group.
3 Say the question What's number 1? and get the class to
repeat it. Then get students to ask you about the
pictures. Spell the words and ask students to write
them on a piece of paper, e.g.
S: What's number 1?
T: It's a tree: T-R-E-E.
The other items are:
2 door 3 table 4 chair 5 book 6 fish
7 sun 8 lamp 9 window
4 To show what to do, choose one of the words (e.g.
book) and ask students to spell it. In pairs, they then
choose words themselves and ask their partner to spell
them.
Other ideas for practice
1 Go through the alphabet. Stop at a letter (e.g.]) and
ask students to say the next one (K).
2 At the beginning of lessons from now on, write a few
words on the board and ask students to spell them.
Tapescript for Phrasebook: Good morning
1 A Good morning.
B Good morning. How are you?
A Fine, thanks.
2 A Good afternoon.
B Good afternoon.
Sounds: Ten big cats
The short vowels /II, lei and lre/.
1, 2 !F;J If students have problems, focus on these
features:
- All the sounds are short.
- /I/ is like e.g. French or Spanish i, but with lips less
spread and mouth more loosely open.
- For /e/ the tongue is a little lower and further back, the
mouth more open (like e.g. French e, Spanish e, but
with lips less spread and mouth more loosely open; like
French e but short).
- /re/ is between /e/ and the /0/ sound in French, German,
Spanish, etc.
3 Students write a sentence using words from the box
and including any other words they like, e.g.
- My sister has seven children.
- This is a picture of Japan.
4 Students read out their sentences in turn. Focus on the
pronunciation of /II, /e/ and /re/.
Alternative: Dictation. Students dictate their sentence to
the person next to them. As a check, ask students to read
out the sentence they wrote down.
This exercise teaches basic greetings and responses.
Key language: good morning, good afternoon, good
evening, good night.
Recycled language: hello, goodbye.
Use the pictures to teach morning, afternoon, evening, and
night.
Establish that Good morning, Good afternoon and Good
evening are all ways of saying 'Hello'. Good night is a way
of saying 'Goodbye' before you go to bed. Write two lists
on the board, one of 'hello' words and one of 'goodbye'
words:
Hello
Good morning
Good afternoon
Good evening
Goodbye
Good night
Play the dialogues. Pause after each one and check
what the speakers said.
Practise the dialogues with the class.
3 A Good evening, sir.
B Good evening. Room 315, please.
4 A Good night.
B Good night. See you tomorrow.
T 14
Consolidation
the woman = she
This exercise focuses on is and are after nouns and pronouns.
It consolidates language introduced in Units 1 and 2.
1 Write these examples on the board:
The girls I 6
are
They
~
Students complete the table. Answers:
the girl = she the girls = they
Maria = she Maria and Anna = they
John = he John and Maria = they
my car = it the cars = they
London = it London and Paris = they
2 Students fill the gaps. Answers:
a is bare care d is e is fare
have and has
This exercise focuses on forms of the verb have. It consolidates
language introduced in Exercises 2.1, 2.3 and 2.4.
1 Ask students to look back at Unit 2 and find examples of
have and has to fill the gaps. Answers:
We have three children. (2.1)
I have one brother. (2.3)
James has blue eyes. (2.4)
Donna has black hair. (2.4)
2 Ask students to complete the tabl e, and write forms of the
verb have on the board:
I have
You have
He/She has
We have
You have
They have
3 Students write sentences. As a round-up, ask some
students to read out their sentences.
This is my ...
This exercise focuses on possessives: my, your, his and her.
It consolidates language introduced in Exercises 1.1, 1.2
and 2.3.
Ask students to fill the gaps. Answers:
a My car is a BMW.
b What's your name?
c His car is very old.
d Her name is Louisa.
If you like, write these forms on
the board:
T 15
-+
you -+
he -+
she -+
my'
your
his
her
Review
Questions
Review of language from Exercises 1.1 and 2.2.
Establish what the questions are. Answers:
How are you?
What's your name?
Where are you from?
How old are you?
Countries
Review of language from Exercise 1.3.
1 Students complete the sentences. Answers:
a Brazil b Britain (or England) c Japan d France
e Australia f Germany 9 the USA
2 Students write a simple sentence like those in the
exercise, with the country missing. (This could be about
a place, a person or a product.)
Students give their sentence to the person next to them,
who tries to complete it.
As a round-up, ask students to read out their sentences
to the class.
Numbers
Review of language from Exercise 2.2.
1 Ask students to say the numbers, and write them on the
board. Answers:
seven, fifteen, four, eleven,
thirteen, nine, twelve, eight, twenty
2 Students continue the sequences. Answers:
a six, seven, ' "
b sixteen, fifteen, .. .
c twenty ...
3 In turn, students write a number between 1 and 20 on a
piece of paper. Their partner says what number it is.
Other ideas for practice
1 Start spelling a number, letter by letter. Students listen
and see how quickly they can guess it, e.g. F-I-F-T ...
= 15) .
2 One student thinks of a number between 1 and 20,
without saying what it is. Other students try to guess it.
1
!
l
Consolidation
the woman = she
1 Fill the gaps with he, she, it and they.
the girl she. the girls
Maria
John
my car
London
Maria and Anna
John and Maria
the cars
London and Paris
2 Fill the gaps with is and are.
a My brother ........ sixteen.
b Leo and Angela ........ married.
c My friends ... ..... at the party.
d My flat ........ very small.
e Carla from Russia.
f New York and Los Angeles ........ in the USA.
have and has
1 All these sentences are in Unit 2. Fill the gaps.
a We ... ....... .... .. . three children.
b I ... .... .. .. .... .. one brother.
c James ... ..... .... ..... blue eyes.
d Donna .... ............. black hair.
2 When do we use have and has?
I ...... .. ..... . We ....... ..... . .
You ..... .... .... . You .. ... ........ .
He .... ... .. ... . . They ... ... ..... .. .
She .. .. .. ... ... . .
3 Write true sentences about yourself or other
people.
~ brofher h ~ rwa chiltkeA.
I ho.ve. 0. red. car.
This is my ...
her your my hi s
Fill the gaps with the right words.
a I have a BMW. - ~ ...... ...... ...... car is a BMW.
b Who are you? ~ What ' s ... ... .... .. .. .... name?
c He has a very ~ ...... .... ... ..... car is very old.
old car.
Review
Questions
Here are some answers. What are the questions?
a - Hi . .... .... .............. .... ....... ?
- I' m fine, thanks.
b I'm Bill. ............. ... .. .. 7
- Oh, I'm Philippa.
c -
7
......... ....... .... .... ....... .. .
- I'm from Madrid.
d -
7
. ........... .. .. .. .. .. . .... . .
- I'm thirteen.
Countries
1 Complete these sentences with the name of a
country. All the answers are in Unit 1.
a Rio de Janeiro is in .... ..... ... .... .. .
b Buckingham Palace is in ... . ... .... ... .
c Mitsubishi cars are from .. .... ......... ... .
d Paris is in .. ............ ... . .
e The country in the picture is .... .. .. ........ .. .
f Berlin and Frankfurt are in ... .. .. .... ....... .
g Hollywood is in ............ .. .... .
2 Write a sentence yourself.
Can your partner complete it?
Numbers
1 How do you say these n:Unibers?
7 15
4
I I
13 9 12 8
2 Look at these numbers. What comes next?
a three, four, five, .... .. ........ .. . .
b nineteen, eighteen, seventeen, ... .......... .. .. .
c five , ten, fifteen, ............. .... .
d She's Louisa.
~ ... ........... ... . name is Louisa. 3 Now test your partner.
Study pages A
20
15
16
To be or not to be?
1 Sorry
I'm not, He isn't .. .
1 Look at the picture. Can you find
- a baby? - a waiter? - a car?
- a cup of coffee? - a customer? - a taxi?
2 I l l o o \ ~ Listen to the conversations and complete the sentences.
Conversation A
She isn't .... ...... ... ..
She' s . .... .. .. .. : ....... .
Conversation 0
Conversation B
He isn't.
He's ...
He isn't .. .. ... .. ............. .
He's .. .. .... ..
3 Imagine you're in the pictures. What do you say?
Have the conversations.
Unit 3 To be or not to be?
Conversation C
It isn't ........... .
It's ... .. .... .. ... .. .. .
Conversation E
They aren't ....... ... .... ... .... ..
They're ..... ... .. .. .. .. .. .. .. ..
f I
(
(
This unit is concerned with correcting people, making enquiries and identifying
people. It introduces these forms of the verb to be:
- negatives
- yes/no questions
- Wh- questions with Who?, What? and Where?
1 Sorry
This exercise introduces negative forms of the verb to be, used for correcting people.
Structures: He isn't, She isn't, It isn't, They aren't, I'm not.
New words: cup of coffee, waiter, customer, English, American.
1 Introduction: presentation of vocabulary
Look at the picture and use it to focus on the vocabulary in the box. Either
do this by asking What's this? Who's this?, or by saying Find a car, Can you see
a baby?
2 Listening; presentation of key structures
!,o-o,! Play the dialogues. Pause after each one and ask students to complete the
sentences. Answers:
A She isn't Jane. She's Cathy.
C It isn't a taxi. It's a car. D
They're English.
B He isn't a waiter. He's a customer.
He isn't a girl. He's a boy. E They aren't American.
Show how these structures are formed:
He/She is + not = He/She isn't
h e ~ are + not = They aren't
3 Activation: dialogues
Look at the three situations and ask students how the replies might continue.
Possible answers:
I'm not Chris, actually. I'm (Michael) .
Actually, I'm not from England. I'm from {Russia} .
Thanks. Actually, I'm not seventeen. I'm eighteen. {or It isn't my birthday.}
Use this to present I'm not:
I am + not = I'm not
Pairwork. Students practise the conversations. Get them to give their real
names, ages and countries.
> Focus on Form: Exercise 1
Language note
As well as He isn't, You aren't,
- They aren't, we can also say He's
not, You're not, They're not. With
a good class, you could present
both forms. In the first person,
there is only one form: I'm not.
Language note
- Actually means the same as in fact,
and is often used when saying ' no'
politel y.
~ Tapescript for Exercise 1: Sorry
A A Jane - hello. How are you? D A Oh, is that your baby? Isn't she lovely? What's her name?
B I'm not Jane, I'm Cathy.
A Oh - yes, sorry. Cathy, hello. How are you?
B A Excuse me. Two coffees, please.
B Actually, I'm not a waiter. I'm a customer.
A Oh, I'm sorry.
C A Oh, good. A taxi.
Hello. The Hilton Hotel, please.
B Sorry. This isn't a taxi. It's my car!
A Oh, I'm so sorry.
B He isn't a girl, actually. He's a boy.
A Oh, of course. Isn't he lovely?
E A So where are you from? New York?
B No, we aren't American. We're English.
A Oh, you're English.
C Yeah, that's right - we're from London.
T 16
2 Is this seat free?
This exercise introduces yes/no questions with the verb to be. Students fill gaps in a
dialogue, then make up questions from prompts.
Structures: Is this ... ? Are you ... ? Is it ... ? New words: umbrella, seat, free.
1 Listening; presentation of yes/no questions
Look at the picture and establish the situation: What can you see? A man, a
woman, a table, an umbrella, a cup of coffee. Where are they? Maybe at a cate.
!;o$J Play the dialogue once through, then see if students can say what the
questions were. If necessary, play the dialogue again, pausing after each
question. The questions are:
Is this your umbrella? Are you a student here? Is this seat free?
2 Practice
Show how we make questions
by changing the word order:
1 2
This is my umbrella
2 1
Is this your umbrella?
1 2
He's a teacher
2 1
Is he a teacher?
Demonstrate the conversation with one or two students. Then divide the class
into pairs to practise it.
3 Activation: making questions
Look at the bubbles and establish what the questions might be. Expected
answers:
Is this your book? Are you from Ireland? Is she a teacher? Is this a taxi?
Is this seat free?
3 What's this?
This exercise is an informal quiz, in which students identify people, places and
things. It focuses on questions with Who?, Where? and What?
Key language: Verb to be: Wh- questions with Who?, Where? and What?;
this and these.
1 Presentation of 'this/these' & Wh- questions
To show the difference between this and these, hold up a book and ask What's
this? (It's a book). Then hold up two or three books and ask What are these?
(They're books).
Look at the pictures and ask the questions. Expected answers (left - right):
It's King Kong. He's in New York (on the Empire State Building) . It's Tina Turner.
She's from the USA. They're Prince Charles and his sons, Prince William and
Prince Harry. It's a boomerang. It's the Kremlin. It's in Russia. They're bananas.
2 Activation: asking & answering questions
Turn to page 104. Look at the pictures and establish the questions. Expected
answers (left - right):
What's this? Where is it? Who's this? Where is he from?
Where are they from? What are these? Where are they?
What are these? Where are they from?
Who are these people?
What's this? Where is it?
Pairwork. Student A asks the questions. Student B answers, using the text.
Discuss the answers together. Answers (left - right):
It's the Eiffel Tower. It's in Paris. It's/ He's Ronaldo. He's from Brazil.
They're Bill and Hillary Clinton. They're from the USA.
They're the Pyramids. They're in Egypt. It's a taxi . It's in London.
They're kangaroos. They're from Australia.
T 17
The tapescript is on page T18.1
False beginners
Ask students to suggest other
things you might leave in a cafe
- (e.g. a book, a coat, a bag) and
write them on the board. Students
then improvise conversations,
adding details of their own.
> Workbook: Exercise C
Language note
- This, these, that and those are
taught in Study Pages B.
Notes
- King Kong is a gorilla in an early
horror film; Tina Turner is a pop
singer; Prince Charles is the son of
Queen Elizabeth II of Britain.
-
Optional extension
Find pictures of famous people and
places from your own country or
region, and use them for further
practice. You could also organise a
quiz, with the class divided into
two teams and asking each other
questions.
{
1
r-
(
!
( I
(
t
r !
( I
( I
I
(
t I
I
( I
l t
t I
I
2 Is this seat free?
Yes/no questions
1 1
1
,0=0, 11 Listen to the dialogue. What are the questions?
- Excuse me . .............................. ... ............. ?
- Oh. Yes, it is. Thanks. .. .. ........ .. .. ... ?
- Yes. Yes, I am. My name's Mark.
- Hi. I'm Sonia.
- Hi , Sonia. Urn, ..... ... .. ....... ... .... ..... ...... ... ?
- Yes, of course .. .
2 Practise the conversation.
3 Look at the bubbles. What are the questions?
from Ireland
3 What's this?
Wh- questions
1 Can you answer these questions?
2 Look at the pictures on page 104. Ask your partner questions with Who, What and Where.
Unit 3 To be or not to be? 17
18
F cus on Form
I'm not ...
I am not
-..
I not
......
You are not
......
You are
......
She is not ...... She is -+
He is not -+
It is not -..
We are not -+
They are not -t
Are these sentences true or false?
a Paris is in Spain.
b We're in Italy.
I'm not
You aren' t
She isn' t
c Moscow and 5t Petersburg are in Russia.
d Tokyo and Osaka are in China.
e Bill Clinton is from Brazil.
f This exercise is on page 18.
g This sentence is in German.
Now write a sentence of your owo.
How to say it
1 1,0=0,1 Listen to these phrases and practise
saying them.

sisters

dogs

Paris

two boy
Unit To be or not to be?
Yes/no questions
Is Rome in Italy?
Make questions.
a Peter is a student.
b Her name's Alice.
c They're from Rio.
d Your car is new.
e This is your bike.
Are they married?
-+ ................ a student?
....... ................ Alice?
....... ................ from Rio?
....... ................ new?
...... .... ............ your bike?
f The children are in the car. ...... . ............... in the car?
g You're eighteen. ...... ................ eighteen?
Wh- questions
Make questions.
a Are you sixteen?
b Is he in London?
c Is that Prince Charles?
d Is your father 45?
e Are they in the car?
f Are those people your
parents?
g Is her name Anne?
h Are they in the cafe?
Is this your daughter?
-+ How aid are you?
-+ Where is he?
....... Who is that?
-+ Howald ................ ?
-+ Where .................... ?
....... Who ........................ ?
-.. What ...................... ?
....... . ...................... .............. ?
....... . ................................... ?
2 It="'! Listen to isn't and aren't. Practise
saying the sentences .

HeJsn't.a student.

London.

Itjsn't my birthday.

married.
(
I I
I I
i
I )
( I
l I
( I
I I
( I
l [
Focus on Form
1 I'm not ...
Elicit the forms and build them up on the board:
I'm not
You aren't
She isn't
He isn't
It isn't
We aren't
They aren't
Give time for students to look at the exercise, then go
through it together. Expected answers:
b (False: We aren't in Italy. We're in ... )
c True.
d False: They aren't in China. They're in Japan.
e False: He isn't from Brazil. He's from the USA.
f True.
9 False: It isn't in German. It's in English.
Ask students to write a simple sentence - it can either be
true or false.
Students read out their sentences in turn. Other students
( say if they are true or false, and correct them if necessary.
{ I
r I
( !
( !
{ 1
I I
( I
\ I
( I
I I
! I
I J
[ I
I I
!
How to say it
1 Phrases with 'and'
fa Play the recording, pausing and getting students to
repeat the phrases. Pay attention to:
- the way the words run together (especially the way
and links to the word before it)
- the reduced vowel and lack of stress in and:
/'brA5gz gn 'slstgz/.
',0"''',1 Tapescript for Exercise 2: Is this seat free?
A Excuse me. Is this your umbrella?
B Oh. Yes, it is. Thanks. Are you a student here?
A Yes. Yes, I am. My name' s Mark.
B Hi. I'm Sonia.
A Hi, Sonia. Urn, is this seat free?
B Yes, of course.
2 Yes/no questions
Go through the examples. Then either do the exercise
round the class or let students do it in pairs and go
through the answers together. Answers:
a Is Peter a student?
b Is her name Alice?
c Are they from Rio?
d Is your car new?
e Is this your bike?
f Are the children in the car?
9 Are you eighteen?
3 Wh- questions
Go through the exercise together. Answers:
d How old is your father?
e Where are they?
f Who are those people?
9 What is (What's) her name?
h Where are they?
i Who is this?
2 'Isn't' and 'aren't' in sentences
,,0""0,1 Play the sentences. Pause after each one and get
students to try saying it. Focus on the pronunciation of
/Iznt/ and /a:nt/, and the rhythm of the sentences.
T 18
This unit is about everyday objects and things around us, and focuses on four
areas of vocabulary:
- colours
- common objects (e.g. watch, book, camera)
- things in rooms and outside (e.g. window, table, lamp; tree, mountain)
- place prepositions (e.g. in, under, behind).
The Reading and Listening activity is about precious stones.
1 Painting by numbers
This exercise introduces a number of basic nouns and more colour adjectives.
New colours: yellow, brown, pink, orange. Nouns: door, window, floor, wall,
table, chair; sky, mountain, tree; dress, shoes; face, hair.
Recycled language: colours; numbers 1-6; verb to be.
>- Workbook: Exercises A & B
Practice option
Give more practice, using the
classroom. Say words (e.g. a
window, a face, the sky) and ask
1 Presentation of nouns & colour adjectives students to point to them if they
Use the picture to introduce the nouns. Say each word and check that students -,--c_a_n_s_e_e_t_h_em_. ________ --'
can say it.
Look at the colours. Say the words and get students to repeat them. Then use
the colours to ask about the picture, e.g. What's blue in the picture? What colour -
are the shoes?
2 Practice: making true/false sentences
To introduce this stage, say a few sentences yourself and ask students if they are
true or false.
Pairwork. Students take it in turns to make sentences about the painting.
3 Activation: guessing colours in paintings
Look at the three paintings (on page 105) and read the example. Show the -
meaning of I think (mime 'thinking'; = 'maybe'). Use the example to show what
to do - say: I think 2 is blue. I think it's blue. Ask students what they think.
Pairwork. Students look at the pictures and choose colours for each number.
Discuss the answers together and build up a list on the board.
Show the paintings (on page 128 of the Teacher's Book) and check the answers:
1 = blue 2 = green 3 = white 4 = pink 5 = brown 6 = yellow
-
Practice option
Point to things around the
classroom and ask What colour is
that? or Where is something black?
Vocabulary extension: better
classes
Before the activity, ask students
what they can see in the paintings
(e.g. a woman in a dress, in a big
chair). Build up other useful
vocabulary, e.g. field, clouds,
building, water, swimming pool.
Whole class option
Simply ask students to suggest
colours round the class. Get
different opinions by asking What
do you think?
',0""'\1 Tapescript for Exercise 2: Birthday presents
1 A Here's a present for you. 4 A A present for you. Happy birthday.
B Hmm, what is it? ... It's a football ... Oh, thank you! B An umbrella! Thanks.
2 A Here you are. Happy birthday. 5 A A present for you. Happy birthday.
B Oh, thanks ... Ooh, a CD. Flamenco music. B Mmm ... A watch! Wow! Thank you!
That's nice. Thank you.
6 A Here you are. Happy birthday.
3 A A present for you. B Oh, thanks. Ooh, a lamp! It's lovely! Thank you.
B Ooh ... It's a jumper! Lovely, thank you!
T 19
t
I
I
{
(
Things around you
1 Painting by numbers
1 Which colours are in the painting?
-:r
ed
.:Ji, pink
" . orange
.* black
;'0. white
o
~ : grey
.
-. ~
*' brown
'-"If green
~ blue
2 Work with a partner. Make sentences about the painting. Are they true?
The door's
blue.
Yes.
That's true.
The shoes are
white.
No. They aren't
white. They're brown.
3 Now look at these paintings. (They're also on page 105.) What colour is each number?
Henri Matisse: Lady in Blue
I think 3
is white.
I think
it's blue.
Vincent Van Gogh:
Wheatfield with Cypresses '
David Hackney: A bigger splash
20
Z Birthday presents
1 Here is a photo of some
birthday presents. What do you
think they are?
2 1
1
,0=0,11 Now listen. What are the presents?
3 Write down a 'birthday present'. Give it to your partner.
3 Where's my "")
1 Answer the man's questions. Choose expressions from the box.
2 Ask and answer questions about these things.
- umbrella
- shoes
- jumper
3 Work in pairs.
Student A: Turn to page 106.
Student B: Turn to page 108.
Ask and answer questions.
Unit 4 Things around you
. .. on the floor.
.. . on the desk.
... by the window .
... by the computer.
. .. in the bag.
. .. under the table.
. .. behind the chair.
I,
1
I
I I
(
1 I
1
I I
2 Birthday presents
This exercise teaches the names of common objects, and introduces a and an.
Objects: a pen, a football, a CD, a lamp, an address book, an umbrella, a camera,
a jumper, a watch. Phrases: Happy birthday! Thank you. Here you are. It's lovely.
Recycled language: colours; it's.
1 Presentation of vocabulary; matching task
Read out the new words and get students to repeat them. Focus on
pronunciation of a rn]!) and an buk/).
Pairwork. Students decide what the presc:;nts are. Then discuss this together.
!;#J Play the recording and establish what the presents are. Then show the photo
of the unwrapped parcels on page 129 of the Teacher's Book. (Answers: see page
T129.)
Write these expressions
on the board:
Happy birthday
Here you are
Thank you
Thanks
It's lovely
3 Game: giving presents
To demonstrate the activity, give one student a 'present'. Say Here you are.
Happy birthday! and get him or her to say Thank you.
Give time for students to write the name of a present on a piece of paper. They
could either choose something they know already or use a dictionary.
Students fold their piece of paper and give their 'present' to another student.
3 Where's my ... 7
This exercise recycles vocabulary and introduces place prepositions.
New words: bag, computer, desk, glasses. Structures: Where's ... ? Where are ... ?
Prepositions: on, in, by, behind, under. Recycled language: chair, table, window,
floor; jumper, watch, shoes, umbrella, camera, ball, pen.
1 Presentation of Where?' questions & prepositions
Use the classroom and students to teach bag, glasses and desk.
Look at the picture and play the part of the man. Ask Where's my watch? (It's
by the window, It's behind the chair). Then ask Where are my glasses? (They're
on the desk, They're by the computer).
Show these question
forms on the board:
Where's my.
I
watch?
Jumpeu
I
glasses?
Where are my h
s oes!
2 Practice
Get students to ask and answer the other questions round the class:
Where's my umbrella? It's in the bag, on the floor.
Where are my shoes? They're on the floor, under the table.
Where's my jumper? It's on the floor, by the window, behind the chair.
3 Pairwork game: finding objects in a picture
Divide the class into pairs, and give each student a letter, A or B. Make sure that
students only look at their own page at the back of the book.
Students find out where their objects are by asking questions.
Go through the questions and answers together:
A: Where are my shoes? They're on the floor, under/by the window.
Where's my ball? It's in the bag, under the table.
Where are my glasses? They're on the desk, by the computer.
B: Where's my umbrella? It's on the desk, behind the computer.
Where are my pens? They're on the floor, under the table by the window.
Where's my camera? It's on the chair, by the door.
-
-
>- Workbook: Exercise B, Listening
Language note
We use an instead of a before
words starting with a vowel (a, e, i,
0, u). Mention this in passing here:
it is focused on in Study Pages B
Consolidation.
Presentation option
Teach the phrases the red one, the
blue one, etc. to talk about the
presents. It is also a good chance
for students to use I think again.
!a The tapescript is on page T19.
Alternatives
1 Students 'give' each other real
things that they have with them
(e.g. a dictionary, a pen, a watch).
- 2 Ask students beforehand to
bring a 'present' with them to the
lesson.
-
-
-
>- Workbook: Exercise C
Presentation option
Teach place prepositionsbefore
doing the exercise. Take a bag and
a watch. Put the watch in the bag,
by the bag, under the bag, on the
table, etc.
Pairwork option
Students repeat the activity in
pairs.
Optional preparation
Write all the objects students are
looking for on the board, and
establish what questions they
should ask.
Optional extension
Students think of other objects,
and 'hide' them in the picture.
Other students guess where the
object is by asking questions, e.g. Is
- it under the desk?
T 20
4 Precious stones
This combined Reading and Listening activity is about the appearance of precious
stones and where they come from.
Note: the aim of this and later Reading and Listening activities is to expose
students to authentic language slightly above their own active language level.
Encourage them to try to grasp the main meaning of the reading texts without
necessarily understanding every word (although afterwards you may wish to go
through the texts in more detail).
Reading skills: reading for key facts.
Listening skills: listening to confirm predictions.
Key words: colours (including the new word purple).
Precious stones: amethyst, diamond, aquamarine, sapphire, ruby, emerald.
For comprehension: stone, sea, most, best, south, especially, hard, precious,
almost, sometimes, many, country, the same, are called, east, gold, sword,
necklace, brooch, bottle.
1 Introduction: presentation of vocabulary
Look at the pictures. Ask students if they know what the stones are in their own
language. (If the names are similar, this will be easy. If not, tell them, or let
them look the words up in a dictionary.)
2 Reading & gap-filling
Give time for students to read the texts and identify the stones. They should be
able to do this without understanding every word of the texts, but if you like,
let them use dictionaries to help them.
Go through the answers together, and write the plural forms of the words on
the board:
A aquamarines B emeralds C diamonds D rubies, sapphires E amethysts
Ask a few questions round the class to check comprehension, e.g.
- What colour are emeralds?
- Where are the best emeralds?
- Which stones are from Australia?
3 Discussion: identifying stones; listening to check
Look at the objects. Use gestures or show examples to present the words sword,
brooch, necklace and bottle. Ask students to try to identify the stones in them,
using the pictures at the top to help them.
B Play the recording, pausing after each description, and check the answers:
1 diamonds and emeralds 2 diamonds 3 rubies and diamonds
4 rubies and emeralds
@J Tapescript for Exercise 4: Precious stones
Note
Don't worry if students don't
know all the stones. The texts will
tell them about them!
Pairwork option
Students do the task in pairs. Then
discuss the answers together.
Language note
The plural of ruby is rubies - like
baby-babies and family-families.
Intensive reading option (single
language classes)
Go through the texts, asking
students to guess what the new
words mean, and explaining them
as you go.
This is a gold sword, and it's from Istanbul in Turkey. And as
you can see, it has lots of diamonds on it, and three very big
emeralds.
And this necklace has rubies and diamonds in it. It's very old
and it's from France.
Now this is a very beautiful brooch. It's from the USA. It has
about a hundred very small diamonds in it.
T 21
And this is a very beautiful green bottle. It's from India, and it
has red and green stones on it. The red stones are rubies and
the green stones are emeralds.
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4 Precious stones Reading and listening activity
1 Look at these precious stones. What are they called in your language?
Use a dictionary to help you.
aquamarine
2 Read the descriptions. Fill the blanks.
A are a Light bLue-
green coLour (the name means
'sea-water'). Most
come from Brazil.
o and are
actually the same stone. If
they are red, they are called
, and if they are bLue
they are called
Most of them come from India
and South-East Asia.
B The best come from
South America, especially
CoLombia. They are green in
coLour, and very hard.
E are a Light purpLe
coLour. Most of them come from
Russia, South America and India.
3 II,o=oJ Someone talks about these four things.
Where are they from? What stones do they have in them?
( are very hard, and
aLso very precious.
have aLmost no coLour, but they
are sometimes very Light yeLLow,
bLue or pink. They come from
many countries, but especiaLLy
AustraLia and South Africa.
I a sword 2 a brooch 3 a necklace 4 a bottle
22
Study pages
Focus on ... Numbers 21-99
1 Can you guess the missing numbers?
12 20
twelve twenty
13 30
thirteen thirty
14 40
fourteen forty
15 50
fifteen fifty
16 60
sixteen ........ ..........
17 70
seventeen ..................
18 80
eighteen ..................
19 90
nineteen .. ... .. .. .........
2 Look at these. What comes next?
41 42 43 44 45

Ol\e, tvJo thru
3 Say these numbers.
21 33 47 56 62 78 94
4 Play Bingo.
Write ten different numbers (between 1 and
99) in the white squares.
The teacher will read out numbers.
When you hear one of your numbers, cross
it out.
Study pages B
.
Sounds: 1 think they're sisters
1 1
1
,0=0,11 Listen to these sounds.
2
,
lsI
leI
My sister is a student in France.
- You're thirteen. Happy birthday!
- Thank you.
'-'
Izl my hJshand. from Brazil.
1M Ttiis is my father, and this is my
rno her.
1
1
,0=0,11 Listen and practise.
Spain think is mother
office birthday has brother
student three boys they
[
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I
I
3 Write a sentence. Use words from both boxes. I
4 Read out your sentence. I
I Look at these people. Where are they?
Excuse me
Excuse me
Excuse me
2 1
1
,0=0,11 Listen to the conversations. Match
them with the pictures.
3 Choose one of the pictures. Practise the
conversation.
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Study pages B
Focus on ... Numbers 21- 99
This exercise revises numbers 1-20 (from Unit 2 Exercise 2),
and introduces numbers up to 99.
Key language: numbers 21 - 99.
Recycled language: numbers 1- 20.
1 Start by checking that students know the numbers 1 to 20.
Look at the numbers in Section 1, and ask students to
complete the column. Answers:
sixty, seventy, eighty, ninety
Point out that:
- we add -teen to make numbers 13-19.
- we add -ty to make sixty, seventy, etc.
Point out the irregular forms: twenty, thirty, and the
spelling of forty and fifty.
2 Look at the numbers and ask students to continue the series:
forty-four, forty-f ive, forty-si x, forty-seven, etc.
If you like, give other series for students to continue, e.g.
- twenty-one, twenty-two, ...
- sixty-five, sixty-six, ...
3 Ask students to say the numbers:
twent y-one, thirty-three, f orty-seven, fifty-si x, sixty-two,
seventy-ei ght, ninety-four.
If you like, ask them to write the numbers down, or tell
you how to spell them on the board.
4 Students write ten different numbers on the 'bingo
card' in their book.
Say numbers at random. As you say the numbers, keep a
check by crossing them out in the box below. When students
hear one of their numbers, they cross it out in their book.
The first person to cross out all his/her numbers calls
Bingo! and wins the game.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99
b#iJ T apescript for Phrasebook: Excuse me
1 A 90h, sorry! 2 A Excuse me.
B Oh, that's all right. BYes?
A No, no, I'm sorry, really. A Mr Brown's on the phone.
B It's OK. B Oh, OK. Excuse me just
a moment.
3
Sounds: I think they're sisters
I
The sounds lsi, /z/, /8/ and /5/. I
~ . ~ .
1, 2 ~ Use /s/ and /z/ to help students pronounce /8/
and /5/. To help them pronounce /8/, get them t o say
/s/ but with their tongue between their teeth. Similarly,
to produce /5/, students could try saying /z/ with their
tongue between their teeth.
3 Students write a sentence using one or more words
from each box, and including any other words they
like, e.g.
- My mother is in Spain.
- I think they are brothers.
pronunciation of l si , /z/, /8/ and /5/ .
Alternative: Dictation. Students dictate their sentence t o
the person next to them. As a check, ask students t o read
This exercise teaches the use of Sorry to apologise and
Excuse me to attract attention.
Key language: Sorry, Excuse me.
1 Look at the pictures and establish where the people are:
A in an office B in a house or flat C in the street
D in a cafe
2 ~ . Play the recording, pausing after each conversation.
3
Ask students which picture it is. Answers:
1 C 2 A 3 0 4 B
Establish when we say Sorry and when we say Excuse me:
- Sorry = you've done something bad.
- Excuse me = you want to attract attention.
If possible, explain this in the students' own language.
o h . d h h ( dll
t erwlse, o It t roug mime e.g. preten to Spl
coffee on someone, or tread on their t oe, and say Sorry;
tap someone on the shoulder and say Excuse me).
Give students a chance to quickly practise the situations.
You could do this by choosing a situation and asking two
students to come to t he front of the class to act it out.
A Excuse me! 4 A Excuse me .. . Excuse me!
B Yes, sir ? B Oh, sorry.
A A glass of water, please. A Thank you.
B Certainly, sir.
T 22
Consolidation
a or an?
This exercise focuses on the use of a and an. It consolidates
language from the first four units, but especially from
Exercise 4.2.
Look at the examples, and establish that:
- we use a before most words.
- we use an instead of a if the word begins with a vowel
(a, e, i, 0 or u).
this, that, these and those
This exercise focuses on the use of this, that, these and those.
This, that and these were introduced in Units 1-4; thQse is a
new item.
1 Look at the pictures. Establish that:
- we use this and these for things near to us (' here');
we use that and those for things further away ('there').
- these is the plural form of this, those is the plural form
of that.
Give examples by pointing to things in the classroom (e.g.
This is a book. These are books. That's a door. Those are
windows.)
2 Look at the sentences. Ask students to fill the gaps.
Answers:
a Is that you r ca r?
b Look, those are nice jumpers.
c Are these your glasses?
d Is this seat free?
e Look! What's that?
f Hey! Those are my cigarettes!
T 23
Review
Vowels
Review of language from Study Pages A (Focus on the
alphabet).
1 Practise saying the letters.
2 In pairs, students work out the missing letters. Then go
through the answer. Make sure students say the letters
correctly. The sentence should read:
Your watch is on the table behind the computer.
Male and female
Review of language from Exercises 2.1, 2.3 and 2.4.
Students write the words. Go through the answers, and write
them on the board:
man
boy
father
son
brother
husband
The verb 'to be'
woman
girl
mother
daughter
sister
wife
Review of language from Units 1 and 3.
Remind students of the forms of the verb to be:
1 am (I'm)
you are (you're)
he is (he's)
she is (she's)
we are (we're)
they are (they're)
Students fill the gaps. Then go through the answers
together. Answers:
a is
b Are; aren't; are or 're
c is or's
d isn't; is or's
e are; are or 're
f 'm not; am or 'm
I
Consolidation
a or an?
e
. .,.
1
a book a house an apple a watch
~
~ .
,
e;;
a cat a taxi an ice-cream a ring
0
an orange an egg an umbrella a jumper
When do we use a? When do we use an?
this, that, these and those
This is my brother. That's my father.
These are my children. Those are my dogs.
1 When do we use this and these?
When do we use that and those?
2 Fill the gaps with this, that, these or those.
a Is Look, .. .. .. ..
your car? are nice
jumpers.
d Is .... ...... .. ... e Look! What's
seat free? ......... ?
cAre .... .. ...... .. .
your glasses?
tHey! ...... .. ..... ..
are my
cigarettes!
Review
Vowels
1 How do you say these letters?
a e o u
2 Can you read this sentence? What letters are
missing?
y r W. tch s n th
t.bl. b.h.nd the c.mp.t.r.
Male and female
Write the missing words in the table.
boy
father
brother
The verb 'to be'
woman
daughter
wife
Fill the gaps with words from the box.
am
are
is
' m
' re
's
'm not
aren' t
isn't
a Excuse me, .................. this your umbrella?
b - .................. they from China?
- No, they .................. from China. They .............. ..
from Japan.
c - What .................. your name?
- George Smith.
d Madrid .................. in France. It .................. in Spain.
e - Where .................. my glasses?
- They .................. on the table.
t - A cup of coffee, please.
- Sorry. I .. .. .............. a waiter. I .................. a
customer!
Study pages B 23
J
There's ...
1 Favourite places there is/are
Lang, Malaysia
Glenelg, Scotland 3 Duro Preto, Brazil
1 Three people talk about their favourite places. Here are some of the things they say.
Can you match the sentences with the places?
a [IJ There's a very big airport.' g
D
There are lots of restaurants.'
b
D
There are four or five hotels.' h
D
There are mountains all round.'
c
D
There are lots of hotels.'
D
There's a church.'
d
D
' It's a very old town.'
J
D
There are some beautiful old churches.'
e
D
There' s just one small shop.' k
D
' It's a very small village.'
f
D
There are lots of tourists.'
D
There are some beautiful beaches.'
I l t o \ ~ Now listen and write 1,2 or 3.
2 Look at the sentences again. What follows There's ... ? What follows There are ... ?
3 What is your favourite place?
Write two or three sentences about it.
~ f'p.Jou(ife. piau, is '"
24 , Unit 5 There's . ..
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This unit deals with basic ways of describing things in English. It introduces:
- there is, there are, there isn't, there aren't
- some and any
- questions with Is there ... ?, Are there ... ? and How many ... ?
1 Favourite places
In this exercise, students hear three people talk about their favourite places. Before
they listen, they read sentences and predict which will be about which place. The
sentences introduce structures with there is and there are.
Quantity expressions: there is/are, some, lots of.
Places: town, village, building, house, shop, restaurant, hotel, church, airport.
Other new words: favourite, hot, tourist .
1 Presentation of vocabulary; matching task; listening to check
As a lead-in, teach the words town, village and revise big and small. Look at the
pictures, and ask Is it a big place? Is it a town or a village?
Read through the sentences, and present new vocabulary (some words, e.g.
tourist, shop, may already be known). Establish the basic meaning of there is/are
(if possible, use the students' own language).
Discuss which place or places each sentence could describe. Note: various
suggestions are possibe, e.g. k is probably about Glenelg, but h could be about
all three places.
!a Play the recording and check the answers. As they listen, students mark the
boxes 1, 2 or 3. Then go through the answers together.
1 Penang: a, c, f, g, I 2 Glenelg: e, h, i, k 3 Ouro Preto: b, d, j
2 Presentation of There is/are'
Use the sentences to present there is and there are:
There's I a hotel
an airport
There are I five hotels
lots of tourists
Ask students to make a few sentences about the place where you are now, and
write them on the board. Prompt them if necessary (e.g. What about cafes? Yes,
there are lots of cafes.) .
Working alone, students choose a place and write two or three sentences about
it. The idea of this is just to activate the language they have learned, and the
sentences do not have to be too ambitious.
Ask students to read out their sentences to the class.
Tapescript for Exercise 1: Favourite places
-
-
Language note
Instead of lots of, we can also say
a lot of. We do not usually use
many in spoken English (although
we do say not many and How
many? - see Exercise 3).
Alternative
Present there is and there are at
the beginning, before you do the
matching and listening.
Practice option
Give simple phrases that students
know, and ask them to add there is
or there are:
a man -t there's a man
some shoes -t there are some shoes
Game option
Students read out their sentences,
without saying the name of the
place. Other students try to guess
where it is.
1 My favourite place is Penang, in Malaysia. It's very hot,
and there are some beautiful beaches. There's a big airport,
there are lots of hotels, there are lots of restaurants, and
there are lots and lots of tourists.
that's all. But it's a very beautiful place. It's on the sea, and
there are mountains all around.
2 My favourite place is Glenelg in Scotland. It's a very small
village - there's just one small shop, there's a church, and
3 My favourite place is a town called Oura Pre to in Brazil.
It's not very big - there are four or five hotels, maybe. But
it's a very old town, and there are lots of beautiful old
buildings and some beautiful old churches.
T 24
2 Find the differences
In this exercise, students find the differences between two pictures. It introduces
there isn't and there aren't, and also the use of some and any.
Key language: there isn't, there aren't; a, some, any.
Recycled language: there's, there are; vocabulary from Units 1-4.
1 Presentation of 'there isn't/aren't' & 'some/any'; practice
Look at the pictures and read the sentences. Point out that:
- before singular nouns, we say There's a or There isn't a.
- before plural nouns, we say There are some but There aren't any.
Students make sentences about the other items. Answers:
In picture A: There are some birds. There's a book. There isn't an umbrella.
There aren't any mountains. .
In picture B: There aren't any birds. There isn't a book. There's an umbrella.
There are some mountains.
2 Activation: finding differences between the pictures
In pairs, students look for other differences. Then go through the answers
together, getting students to make sentences. Answers:
In picture A: There's a tree. There's a football . There's a car. There isn't a bag.
There aren't any cats.
In picture B: There isn't a tree. There isn't a football. There's a bag. There's a taxi.
There are some cats.
3 Buildings
This exercise is about about buildings and what there is in them. It introduces
questions with Is there ... ?, Are there ... ? and How many ... ?, and vocabulary for
talking about buildings.
Key language: Is there ... ? Are there ... ? How many ... ?
Parts of buildings: floor, stairs, lift, car park, library, toilet, swimming pool.
Recycled language: restaurant, room, shop, cafe, teacher, computer; numbers.
1 Presentation of questions; reading & guessing task
Look at the questions and present these question forms on the board:
Is there a I restaurant?
swimming pool?
Then show how we make
questions with How many ... ?:
How many I stairs I are there?
shops
Ask the questions, and get students to guess the answers. If you like, write
' class guesses' on the board.
2 Reading to check
Read the text on page 107 and check the answers. Answers:
There are 5 restaurants. There are nearly 2,000 stairs. There are 102 floors.
There are 73 lifts. There are about 10 shops. There isn't a swimming pool.
There are 7-12 rooms on each floor.
3 Presentation of vocabulary; activation: asking & answering questions
Look at the pictures, and establish what the questions will be, e.g.
How many teachers are there? Are there any videos? How many toilets are there?
Are there any computers? Is there a cafe? Is there a lift? Is there a library? Is there a
swimming pool? Is there a car park?
Pairwork. Students ask each other their questions.
As a round-up, see if students knew the answers to the questions.
T 25
-
Workbook: Exercise B
Note
If students find this difficult, do
not insist on the correct use of
some and any at this stage. It is
also practised in Focus on Form
Exercise 3, and it is introduced
again in Unit 13.
Option
Ask students to say where the
things are, e.g.
There' s a football by the tree.
There's a bag under the table.
_ This recycles place prepositions
from Unit 4 Ex. 3.
Focus on Form: Exercises 2 & 3
Workbook: Exercise C, Listening
Reading options
Either read the text aloud yourself,
or give time for students to read it
- silently.
-
Note
The answers include the words
hundred and thousand. If you like,
teach a hundred, two hundred .. .
and a thousand, two thousand ... at
this point.
Option
Students make up other questions
- of their own, e.g.
How many rooms are there?
How many students are there?
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2 Find the differences
1 Look at the two pictures.
In picture A there's a dog.
In picture B there isn't a dog.
In picture B there are some flowers.
In picture A there aren't any flowers .
Find other differences.
Make sentences with
these words:
- birds
- book
- umbrella
- mountains
2 Can you find any
other differences?
3 Buildings
1 These people are in the
Empire State Building
in New York.
Can you guess the
answers to their questions?
2 Read the text on page 107, and check.
A
3 Think about the building, where you are now.
Is there a
Ask questions about these things. Do you know the answers?
Is there a ... ? Are there any . . . ?
How many ... are there?
there isn't/aren' t some & any
Questions How many ... ?
Unit 5 There's .. . 25
26
>
Focus on Form
there is & there are
Look at this room.
There's a phone.
There isn't a computer.
There are some flowers.
There aren't any books.
Complete these sentences.
a _ .. _. __ ._ .. __ .. _. pictures. c ......... _._._._. chair.
b ........ _ ....... _._ .. lamp. d ......... # _ _ .... _. boxes.
How to say it
1 Listen to the the rhythm of these
sentences.

the village.

restaurants.

How many there?
Unit - There's ...
'2 Yes/no questions
Make questions. What are the answers?
Is there
a computer
a lamp
in the room?
Are there
any flowers
any pictures
Look at the pictures on page 107.
Student A: Choose one of the pictures.
Student B: Ask questions. Which picture is it?
J How many ... are there?
Student A: Look at the street, and ask questions
with How many ... ?
Student B: Look at the street. Then close your
book, and answer B's questions.
cars
people
children
buildings
buses
trees
birds
2 Listen to there in these phrases.
...
some ...
Therej sn't a ...
Is ... ?
Now listen to the sentences, and
practise saying them.
the desk.
some beautiful beaches .
. Therej sn'ca lift.
Is toilet here?
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Focus on Form
1 there is & there are
Students complete the sentences. Answers:
a There aren't any pictures.
b There's a lamp.
e There isn't a chair.
d There are some boxes.
2 Yes/no questions
Ask students to make questions from the table and answer
them. Questions and answers:
a Is there a computer in the room? (No)
b Is there a lamp in the room? (Yes)
e Are there any flowers in the room? (Yes)
d Are there any pictures in the room? (No)
Look at the pictures on page 107. To demonstrate the
activity, choose a picture yourself and get students to
guess which one it is by asking questions with Is there / Are
there?
Students do the exercise in pairs, taking it in turn to
choose a picture.
How to say it
1 Stress and rhythm
IS Play the recording, pausing and getting students to
repeat the sentences. Focus on these features:
- the stressed and unstressed parts of the sentence
- the way the /z/ and /r/ sounds are linked to the next
word in /5en_a/ and /5eaca/
- the reduced /a/ sound in a, an and of.
3 How many ... are there?
Look at the picture and quickly check that students know
what all the items are. Do not ask how many there are at
this stage!
Give students a short time (e.g. half a minute) to look at
the picture and notice what there is in it.
Pairwork. One student asks questions with How many ... ?
The other student tries to answer them from memory,
without looking at the picture. If you like, stop the activity
half-way through, and ask students to change roles.
Possible questions and answers:
How many cars are there? Three.
How many people are there? Nine.
How many children are there? Four.
How many buildings are there? Seven.
How many buses are there? Two.
How many trees are there? Four.
How many birds are there? Five.
2 Pronunciation of <there's', <there are', etc. in sentences
!E'J Play the phrases. Pause after each one and get
students to try saying it. Focus on the links between the
sounds, and the reduced /a/ sounds.
l;-iJ Play the complete sentences. Get students to
practise saying them.
T 26
J
This unit teaches students how to talk about their own and other people's homes
and the things in them. It focuses on:
- rooms and furniture
- other common items in the home (e.g. clocks, pictures)
- addresses and telephone numbers.
The Reading and Listening activity is about the homes of billionaires.
1 From room to room
This exercise introduces rooms and furniture. Students listen to identify rooms and
fittings in a flat, and then talk about their own home.
Rooms: hall, living room, bedroom, bathroom, kitchen, balcony.
Furniture: sofa, bed, cupboard, TV, carpet, cooker, fridge, bath, shower, toilet .
1 Introduction: presentation of rooms
Look at the photos and the plan, and establish which rooms are shown in the
pictures. Answers:
A bedroom B kitchen C bathroom D bedroom E living room (balcony)
Look at the advertisement. Make sure students understand to let (= it's empty,
they want someone to live there) and ground floor.
2 Presentation of furniture; matching task
Look at the photos, and ask students to match them with the words. Focus on
pronunciation, especially /'kAbgd/, /'dAbV and /frrd3l. Answers:
A cupboard B sofa C single bed D carpet E bath F cooker
G double bed H shower I fridge
Discuss which rooms they could go in. Expected answers:
False beginners
A hall or bedroom B living room C small bedroom D living room or bedroom
E bathroom F kitchen G big bedroom H bathroom I kitchen
Elicit other vocabulary for each
room, e.g. armchair, (book)shelf,
desk, (wash)basin, sink, washing
machine, curtains.
----L-__________________________
3 Listening & sequencing task
Play the recording. Pause after each room, and establish where the people
are and what there is in the room. Answers:
1 hall: cupboards 2 living room: TV, sofa, table, carpet 3 balcony: table and
chairs 4 bedroom: bed, cupboard 5 bedroom: bed, cupboards, TV
6 bath, shower, toilet 7 kitchen: cooker, fridge, cupboards
4 Activation: describing a house or flat
To introduce this, draw a simple plan of part of your own house or flat. Then
say briefly what the rooms are and what there is in them.
Give time for students to draw a simple plan of their house or flat. Emphasise
that their plan doesn't have to be very detailed or accurate.
Pairwork. Students use their plan to tell their partner about their house/flat.
----
----
Optional lead-in (single language
classes)
To prepare students for the
listening, talk in their own
language about the situation.
Discuss why the man is coming to
see the flat, what he might want to
know, etc.
Homework option
Students draw their plan at home
and prepare to talk about it. They
then show their plans in the next
lesson.
Tapescript for Exercise 1: From room to room
A Well, this is the hall- there are two cupboards here, for
coats (B: Oh yes) ... And here's the living room.
bedroom - just a bed and a small cupboard here ... And this
is the big bedroom through here.
B Oh good - there's a TV.
A Yes, there's a nice sofa too, and a table. And this is a new
carpet.
B And that's the balcony?
A- Yes, through there. It' s a big balcony, again with a table
and chairs.
B Mm. Nice place to eat.
A Yes ... Now if we go back through here . .. This is the small
T27
B Oh yes, a nice big bed.
A And there are cupboards here for clothes, and a small TV.
B Great. That's lovely.
A Yeah, it's a nice room. OK, so ... This is the bathroom.
Quite small, but there's a bath and a shower, as you can see.
B And the toilet's here.
A Yes, that's right ... OK ... And this is the kitchen. Again,
quite small. There' s a cooker here, and a fridge, and
cupboards of course ... And that's it.
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Where you live
1 From room to room
TO LET
GROUN
D FLOOR FLAT Two bedrooms,
950 a month.
balcony, parking.
Tel
042 938048.
l ~ ~ ~
1 Here are two photos of a flat, and a plan of the rooms.
Which windows can you see in the photos?
2 What are the things in the pictures? Match them with the words in the box.
bath
c'arpet
cooker
fridge
sofa
shower
cupboard
single bed
double bed
Which rooms do you think they're in?
3 jl,o=oJ A man comes to see the flat. What rooms does he go into?
A
5 T R E E T
Bedroom
What is there in each room?
1. hall - l'vJo Wpboard.s
2..
4 Draw a very quick plan of part of your house or flat.
Show it to another student.
Say what there is in the rooms.
hall
Bedroom
Living room
Balcony
28
2 There's one in the hall ...
1 What do you think these people are talking about?
a 'Well , there' s one in the bathroom, of course,
and one in the hall. And there's a big one in
the living room. And there's one inthe bedroom,
on the door of the cupboard.'
b There are three. There's one on the wall just by
the front door. And there's one on the table
in the living room. And there's one
in the bedroom, just by the bed.'
c There are five in the living room, and three
in the kitchen, on a shelf by the window.
And there's a big one on the floor in the
bathroom, and five or six out on the balcony.'
lamps
2 Think about your own house or flat. Choose one of the objects, and make some notes.
- How many are there?
on the floor? on the wall? on a shelf?
- Which rooms are they in?
- Where are they in the room?
by the window?
in the Corner?
3 Talk to other students. Can they guess which object you're talking about?
3 What's your address?
1 Here's part of an address book.
Find examples of these things.
country street last name
phone number first name city
post code
2 ',0=0,11 Listen to the three conversations.
There are four mistakes in the
address book. Can you find them?
3 Role-play.
AliSolt
Fla!" 2.; S2. Ne-t,U f3riqh+o
lt
'Qoad
LOltdolt INS 1QT ;
'Zf 0 S 7 10'32.
Mario DIMAMf3'QO
2.4Z Via Ge-Itova
I+alt] ;
'Zf bS '3
Philip
lOSS Lilteollt Drive-
f30SToN '342.'3S4
'Zf (00f) bl7 SS4 '312.1
Student A: Tell B your address and phone number. (You can use your
real one or you can make one up.)
Student B: Write down A' s address and phone number. Show them to A.
Are there any mistakes?
Unit 6 Where you live
............ ?
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2 There's one in the hall ...
This exercise is about common objects in the home. Students talk about objects in
their own home and which rooms they are in.
Objects: mirror, lamp, clock, phone, picture, radio, plant; shelf, corner.
Recycled language: names of rooms; there is/are; place prepositions; numbers.
1 Presentation of vocabulary; reading & matching task
Look at the objects, and make sure students can say them correctly. Focus
especially on the pronunciation of picture and mirror.
Read the text. Ask students what object they think each person is talking about.
Expected answers:
a mirrors b phones c plants
Show how we can use one instead of a noun:
2 Presentation of phrases; writing notes
There's I a phone I in the haN.
one
To introduce the activity, choose one of the objects yourself. Tell the class how
many there are in your home, what rooms they are in and where they are. See if
students can guess what object you are talking about.
Show the meaning of the phrases in the corner, on the wall and on a shelf, using
the classroom or drawings on the board.
Give time for students to think about an object and make brief notes.
3 Guessing game: describing things in the home
Ask students in turn to talk about the object they chose. The rest of the class try
to guess what object it is.
3 What's your address?
This exercise teaches students to understand addresses and telephone numbers in
English, and to give their own.
Key vocabulary: first name, last name, address, street, city, country, phone
number, post code. Recycled language: numbers, letters of the alphabet.
1 Presentation of vocabulary
Ask students to find examples of each of the words in the box, and use this to
establish what they mean. Possible answers:
Country: Italy, USA
Phone number: 0181 7469032, 656631,001 6175843921
Post code: W5 9QT, 342354
Street: New Brighton Road, Via Napoli, Lincoln Drive
First name: Alison, Mario, Philip
Last name: Daley, Dimambro, Denver
City: London, Genova, Boston
2 Listening & correcting mistakes
Play the recording, pausing after each exchange. Ask students to spot the
mistakes. Answers:
1 Bailey, not Daley; Brighton Road, not New Brighton Road
2 Via Roma, not Via Napoli 3 1049, not 1058
3 Role-play: dictating addresse.s & phone numbers
To demonstrate the pairwork, tell the class your name, address and phone
number and get them to write it down. Then ask them to dictate it back to you
and write it on the board.
In pairs, students tell each other their name, address and phone number.
-
-
-
>- Workbook: Exercise B
Pairwork option
Students do the activity in pairs. As a
round-up, ask a few students what
they found out from their partner.
Homework option
Students write a paragraph for
homework, like the one in the
example.
>- Workbook: Exercise C, Listening
Presentation option
To check that students understand
the words, ask a few questions
round the class, e.g.
What city are we in?
What street are we in?
What's your last name?
What's my first name?
- Language note
All the larger numbers in this
exercise are expressed in individual
digits, e.g.
9032 = nine 0 three two
1058 = one 0 five eight
5843921 = five eight four three
nine two one
The tapescript is on page T29.
T 28
4 Billionaires
This combined Reading and Listening activity is about the houses of two of the
richest men in the world: Bill Gates (owner of the American software company
Microsoft) and the Sultan of Brunei (ruler of the oil-rich state of Brunei in South-
east Asia). Students read short descriptions, some of which are about Bill Gates's
house and some of which are about the Sultan of Brunei's palace, and decide which
are which. They listen to the descriptions to check.
Reading skills: Reading for main idea; guessing meaning from context.
Listening skills: Listening to a connected description; listening to check predictions.
New words (reading): billionaire, richest, world, palace, dining room, dinner party,
nearly, throne, covered in, notebook, video, screen, just, show, next, can,
underground, garage, lake.
New words (listening): go, boat, beautiful, cost, million, interesting, everywhere,
even, nice; huge, thousand, hundred, want, park, himself.
1 Introduction: presentation of vocabulary; reading & matching task
To lead in to the activity, ask students if they know anything about the Sultan of
Brunei or Bill Gates. Use this stage to introduce the key expressions millionaire,
billionaire, richest man in the world. Then look at the pictures of where they
live, and introduce the word palace.
Read through the descriptions one by one. Present key language as you go (e.g.
dining room, throne), but avoid dealing with every single new word. When each -
description is understood, ask students whether they think it is about Bill
Gates's house or the Sultan's palace.
Play the recording, pausing to give time for students to check their answers.
Answers:
Bill Gates's house: A, E, F, H, I
The Sultan's Palace: B, C, D, G
3 Extension
Ask students which place they'd choose to spend a weekend in, and why. If you
like, get a class vote on which place they'd choose.
Paired reading option
Students read through the texts in
pairs, using a dictionary to look up
words they don't know. Then go
through the texts together.
Tapescript for Exercise 3: What's your address?
10K, my name's Alison Bailey, that's B-A-I-L-E-Y, OK? And
the address is Flat 2, 52 Brighton Road - yes, B-R-I-G-H-
T-O-N, Brighton Road, Ealing - E-A-L-I-N-G, and that's
London W5 9QT - that's the post code. The phone
number is 0181 7469032.
2 Right. It's Mario Dimambro, D-I-M-A-M-B-R-O,
Dimambro. 247 Via Roma - R-O-M-A, Genova - G-E-N-
O-V-A, Italy. And the phone number: 656631. That's it.
Tapescript for Exercise 4: Billionaires
1 Bill Gates's house is on a lake, so you can go there by car or
by boat. It's quite big - it has six bedrooms and about 20
other rooms. There's a big dining room, which has seats for
about 100 people, and there's also a beautiful library, with
lots of old books. The library also has a notebook with
writing by Leonardo da Vinci, and that cost more than $30
million. And what's interesting is that there are video
screens everywhere - on the walls in all the rooms, even the
bathrooms - and these just show pictures - so one day you
can have a Picasso, and the next day you can have a Van
Gogh, and so on. So it's a nice place, and the rooms have
big windows, so you can see the lake and the mountains.
1;. 29
3 Yes, Philip Denver. Philip - that's P-H-I-L-I-P, one L, and
Denver, D-E-N-V-E-R. And it's a thousand and forty nine,
1-0-4-9 Lincoln Drive - L-I-N-C-O-L-N Drive, Boston,
342354, USA. Oh, the telephone? It's 001 - that's for the
USA, then 617 584 3921.
2 The Sultan's Palace is huge - it has nearly 1,800 rooms,
18 lifts, and about 250 toilets. It's huge - very, very big-
and some of the rooms are also very big. The dining room,
for example, has seats for 4,000 people - that's a big
dinner party. And there's also a throne room for the
Sultan, and the walls of the throne room are covered in
gold, 22-carat gold. And if you want to park your car,
there's an underground garage with places for about 700
cars - the Sultan himself has 150 cars, and they're all down
under the palace, in the garage.
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4 Billionaires
The Sultan
of Brunei
These are the two richest
people in the world ...
... and these are the
places where they live.
The Istana Nurullman, the Sultan of Brunei's Palace
Bill Gates's house near Seattle, USA
1 Read these descriptions. Which do you think are about the Sultan's Palace?
And which do you think are about Bill Gates's house?
@]

[[J
The dining room has
seats for 4,000 people -
that's a big dinner party!
There' s a big dining room, which has
seats for about 100 people.
[EJ .
In the throne room,
the walls are covered
in 22-carat gold.
W There's a library with lots
of old books. It also has
a notebook by Leonardo
da Vinci, which cost more
than $30 million.
2 1
1
,0=0,11 Listen and check your answers.
It has nearly 1,800 rooms, 18 lifts
and about 250 toilets.
[[] There are video screens on the walls in all the rooms.
These just show pictures -
so one day you can have
a Picasso, and the next
day you can have a
Van Gogh.
@]
If you want to park your car,
there's an underground
with places for about 700 cars.
[!!l
The rooms have big
windows, so you can
see the lake and the
mountains.
ITJ
It' s quite big - it has
six bedrooms and about
20 other rooms.
3 Imagine you can spend the weekend at one of these places. Which do you choose?
30
Study pages
1 Read the captions, and complete the table.
you
he
she
we
they
Peter
my uncle
.. (\"5
.... . ...
IhiS is
our Bat.
Mj au(\t aM).. U(\c./e., a.Ad
tte.r l\a.Me. is SuSie..
Mj hrothe.r fe.te.r
0(\ hiS M.MI hila.
fe.te.r)s
old hila.
2 Now write captions for this photo.
Study pages C
Sounds: This and these
1 1
1
III The fridge is in the kitchen.
liIl Three ice-creams, please .
Listen to the two sounds together.
- Excuse me. Is this seat free?
- His sister's a teacher.
2 1
1
this is in six pictures kitchen fridge
these three CD
please evening excuse me
Phrasebook: Ca n I have ... ?
1 Fill the gaps. Use the
words in the bubbles.
Here you are
Thank you
please
- Can I have a glass of water, .... ... .. ... .. ... ... . ?
- Yes, of course ...... .... .
2 1
1
,0=0,11 Listen to the conversation.
3 Practise the conversation. You are at a
ffI
a cup a glass an a banana a glass of
of coffee of water apple orange juice
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Study pages C
This exercise builds on the possessive forms that students
already know, and introduces our, their and noun + 's.
Key language: our, their, noun + 's.
Other new words: aunt, uncle, bike.
Recycled language: my, your, his, her.
1 Look at the picture and read the captions. Ask students
to find the missing words for the table, and build it up
on the board:
you
he
she
we
my
your
his
her
our
their
Peter's
they
Peter
my uncle my uncle's
Focus on the new forms, our and their. If necessary, give
other examples to show how they are used (e.g. We have
a dog - it's our dog. They have a dog - it's their dog).
Show how we form possessives from nouns by adding
'so Give other examples of your own, and write them
on the board, e.g.
Anna, -+
my mother -+
the teacher -+
Anna's room
my mother's friends
the teacher's book
2 Look at the picture together and establish what
there is in it: a garden, an old man in a chair, a dog,
a young woman, a young man, a motorbike.
Ask students to imagine that this is 'their' photo -
either they are one of the people in it, or it shows
people they know. Give time for them to write captions
for it like those in the other picture. They could do this
alone or in pairs or groups. Example answers:
- This is my friend Maria. Maria's friend Matteo. This is
Matteo's motorbike. Maria's father and his dog.
- Our house. My father and his dog. My brother Alex and
his girlfriend. This is their motorbike.
Ask students to read out their captions. Focus on the
way they use possessive forms, and improve their
sentences if necessary.
Sounds: This and these
Contrast between the vowels /II and Ii:!.
1, 2 If students have problems, focus on these
features:
- li:1 is a long sound, Ir/ is a short sound.
- for li:1 you spread your lips, for /r/ less so.
- for Ir/ the tongue is little lower and further back than
for 1i:/.
3 Students write a sentence using words from the box,
- Excuse me, is this the kitchen?
- My brother has three CDs.
pronunciation of /r/ and li:/.
Phrasebook: Can I have ... ?
This exercise teaches students to ask for things, to give them,
and to say please and thank you.
Key language: Can I have ... ? Here you are.
Recycled language: please, thank you.
1 To introduce the expression Can I have ... ?, ask a
few students for things (e.g. Can I have that book,
please? Can I have a pen? Can I have your bag,
please?).
Look at the picture and establish the situation (the
people are at a table, one wants a glass of water).
Ask students to fill the gaps in the dialogue. (Answer:
see tapescript.)
2 fa Play the recording to check.
3 Look at the other items and practise saying them.
Students practise having conversations. You could ask
one or two students to do this in front of the class first,
and then let all the students practise in pairs.
Tapescript for Phrasebook: Can I have ... ?
A Can I have a glass of water, please?
B Yes, of course. Here you are.
A Thank you.
T 30
Consolidation
Singular and plural
This exercise focuses on plural forms of nouns. It consolidates
language introduced in Exercise 2.1 and Exercise 4.3.
Use the examples to present rules for plurals:
- To make a noun plural, we usually add -s (pronounced
lsi or /Z/).
- After some words (ending in -x, -s, -ch and -sh), we
add -es (pronounced IIz/).
- -y changes to -ies (pronounced IIz/).
Students write the words in the plural. Then go through
the answers, and write them on the board. Answers:
tables, countries, boys, beaches, universities, books, glasses,
watches, airports, students
a and the
Nouns with both a and the have appeared in earlier units:
- nouns with a: 2.1, 3.2, Unit 5
- nouns with the: 4.1, 4.3
- nouns with a and the: 6.1, 6.2.
The purpose of this exercise is to show examples of how we
use a and the.
Look at the examples. If students have a similar article
system in their own language (e.g. French un journal, le
journal; German eine Zeitung, die Zeitung), refer to it.
If students have no article system in their own language,
try to let them 'feel' the difference from the examples
rather than giving long explanations. But it may be worth
pointing out (using the students' own language):
- a roughly means 'one': we use a especially when we
mention things for the first time.
- the means 'the one we know about': we use the to talk
about things we can see, or which are well-known.
Do the exercise in pairs or round the class. Answers:
a a cat b the door c a student d a bottle, the fridge
e a clock
First, second, third . ..
This exercise teaches ordinal numbers referring to floors in a
building. It builds on language taught in Exercise 6.1.
Note: These numbers are practised again in Study Pages H.
Look at the building and remind students of the flat on the
ground floor in Exercise 6.1.
Get students to read out the other floors (first to fifth),
focusing on pronunciation. If you like, write the numbers
on the board.
Ask students to guess the other numbers,
and write them on the board:
To activate the language, ask round
the class: Who has a flat on the
ground floor? Who has a flat on the
first floor?, etc.
T 31
sixth
seventh
eighth
ninth
tenth
Review
Where ... ?
Review of Where? questions and place prepositions from
Exercise 4.3.
Look at the picture. Get a student to ask a question, and a
different student to answer it. Answers:
Where' s the man? He' s by the car.
Where's the woman? She' s in the car.
Where's the cat? It's under the car.
Where are the children? They're behind the car.
Where are the birds? They're on the car.
Students practise asking and answering the questions in
pairs.
Vocabulary
Review of jobs (Exercises 1.1, 2.4, 3.1), colours (Exercise 2.4,
Study Pages A, Exercise 4.1); family (Exercise 2.3, Study
Pages C).
Working alone or in pairs, students think of words to add
to the lists and write them down.
Go through the answers together, and write the words on
the board. If you like, ask students to spell them. Expected
answers:
a teacher, student, waiter, singer
b green, red, black, white, brown, grey, yellow
c son, brother, sister, uncle, aunt
Consonants
Review of letters from Study Pages A (The alphabet).
through the answers. Make sure students say the letters
correctly. Answers:
Idea for further practice
Play 'Hangman'. Think of a word that students know,
and write a line for each letter (so 'teacher' would be
'- - - - - - - '). Students suggest letters. [l
When they suggest one correctly, write it
in its place. The winner is the first person
to guess the word. For each false guess,
you can also add one line to a gallows, as
in the picture.
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Consolidation
Singular and plural
Singular Plural

a tourist

tourists
BJ
a box

boxes

a baby babies
Make these words plural.
table country boy beach university
book glass watch airport student
a and the
Choose a or the.
a I have two dogs and cat.
b - Where's my umbrella? - It's by door.
e My sister's 18. She' s student.
d I think there's bottle of water in fr idge.
e - Here you are - happy birthday.
- Oh, it's clock! Thanks!
First, second, third ...
Look at this building. Can you label floors 6-10?
?
7 L :
the fifth floor -1- :
the third floor-
the first floor
Review
Where ... 7
Ask and answer questions
with Where ... ?
Ask about
- the man
- the woman
- the cat
- the children
- the birds.
Vocabulary
Add words to these lists.
the fourth floor
the second floor
a police officer, taxi driver, ...... .... .. .... ...... ... .
b orange, pink, blue, ................ .
e mother, father, daughter,
Consonants
bdfjlmnprtw
2 What are the missing letters?
Study pages C
31
32
Things people do
1 Free time Present simple
1 Read about Annabelle Smith. What does she say? Use phrases from the box.
watch television
listen to the radio
read a newspaper
go to the shops
Annabelle Smith is from London, England.
have a sandwich
talk to my friends
She's 22 years old, and she's a computer programmer.
When I'm on a bus ...
... I
Sometimes I just
play table tennis
look out of the window
In my lunchbreak .,.
... I go to a cafe with some friends, and we c;;;gg&s:y .
Then we usually
or sometimes I
When I'm ill in bed ...
__ . And I ,Jeep a lot!
... I
or
2 Three other people talk about what they do.
What do you think they say? Use the red verbs.
Speaker 1: When I'm on a bus . ..
A

a magazine a computer game mUS1C
Speaker 2: In my lunchbreak ...

a burger the park football
Speaker 3: When I'm ill in bed ...

a book videos cards
1
1
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3 Choose one of the situations. Say what you do.
Unit 7 Things people do
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1
This unit introduces common verbs in the Present simple for talking about habits
and about likes and dislikes. It focuses on:
- common verbs for talking about habits
- the verb like
- positive forms (1st and 3rd person singular)
- negative forms (1st and 3rd person singular).
1 Free time
This exercise is about things people do in their free time. It introduces a number of
common phrases using activity verbs (e.g. play football, read a newspaper, watch
television). In this exercise, these verbs are used in the 1st person singular only, so
they can be taught as vocabulary rather than as grammatical structures.
Verbs : go, have, listen, look, play, read, talk, watch.
Other new words: sandwich, newspaper, magazine, table tennis, lunch break,
music, ill, burger, park, cards; out of; sometimes, usually.
1 Presentation of verbs & other vocabulary; reading task
Look at the text about Annabelle Smith. Establish what phrase goes with each
picture. If necessary, use gestures and mime to make the meaning of the verbs
clear. Answers:
When I'm on a bus, I read a newspaper or talk to my friends . Sometimes I just look
out of the window.
In my lunch break ... we have a sandwich. Then we usually play table tennis or
sometimes I go to the shops.
When I'm ill in bed, I watch television or listen to the radio ...
2 Practice: making sentences
Look at the pictures and ask students to choose verbs to go with them.
Answers:
1 read a magazine; playa computer game; listen to music.
2 have a burger; go to the park; play football.
3 read a book; watch videos; play cards.
~ Play the recording to check. Focus on the words usually and sometimes:
I I s u a J l ~ I go to the park.
sometimes
3 Activation: talking about free time
Choose a situation, and get responses round the class. Either ask a question
(What do you do in your lunchbreak?) or simply prompt students by giving the
situation (OK, in your lunchbreak ... Yes, Juan? ... What about you, Anna?).
~ Tapescript for Exercise 1: Free time
Note
_ Usually and sometimes are
practised in Study Pages D
Consolidation (page 39).
1 Well, when I'm on a bus, I usually read a magazine, or
sometimes I playa computer game, or maybe listen to music.
3 Well, when I'm ill in bed, usually I just read a book, maybe,
or watch videos, or if a friend's there, I play cards, maybe.
2 In my lunchbreak? Oh, sometimes I have a burger - maybe
go to the park. Sometimes I play football after lunch.
T 32
2 Friends
This exercise is based on a poem about two friends and what they like. It introduces
like in the 1st and 3rd person singular, and opposite pairs of adjectives.
Adjectives: hot, cold; new, old; long, short; weak, strong; high, low; fast, slow.
Other new words: like, wear; friend, daytime, night, hair, tea, heel.
1 Vocabulary task; presentation of adjectives
Working alone or in pairs or groups, students look up the words in a dictionary
and find the opposite pairs.
Look at the words together and build up
a list of opposite adjectives on the board:
Use gestures, simple examples and (if
high
cold
slow
low
hot
fast
old new
short long
strong weak
possible) the students' own language to make the meaning of the words clear.
2 Reading & gap-filling; listening to check
Introduce I like with a simple example, e.g. tell the class: I like chocolate - it's
nice, I like it (lick your lips).
Read the poem, presenting new words as you go (use the illustration to help
you). Pause at each gap, and ask students what word to put in it.
[;;l Play the recording to check. (Answer: see tapescript.)
3 Grammar focus; presentation of -s ending
Students complete the table. Write it on the board:
lUke
I wear
I have
Ask students to think of someone they know and to write sentences about them,
using likes, has or wears.
In turn, students read out their sentences, and say who they are about.
3 I don't smoke
This exercise presents positive and negative sentences about habits and abilities.
It introduces the Present simple negative, 1st and 3rd person singular.
New verbs: smoke, eat, drink, speak.
Other new words: meat, alcohol, piano, German.
1 Presentation of 'I don't' + verb; choosing between true/false sentences
Use the examples to show how to form the Present
simple negative with I. Point out that I don't = I do not:
Read through the pairs of sentences, presenting the
new words.
I + don't + verb
don't I smoke
eat meat
Working alone, students decide which sentences are true of them.
Pairwork. Students tell each other their answers.
2 Presentation of 'he/she doesn't' + verb; practice: making sentences
Show how to form the negative with He/She.
Point out that He doesn't = He does not:
Ask students to say how they are different
from their partner.
3 Game: guessing facts about a person
He/She + doesn't + verb
He I doesn't I smoke
She eat meat
Together, choose a person you know. This could be another teacher, someone
else in your school, or someone who is absent from the class. Either let students
write their guesses and then discuss them together, or discuss them straight
away and build up a list of 'class guesses' on the board.
During the break, or before the next lesson, find out if the guesses are correct.
T 33
>- Focus on Form: Exercise 1
>- Workbook: Exercises B & C
Alternative
- Simply present the words, building
them up on the board to show
pairs of opposites.
Homework option
Students write the sentences for
_ homework, and read them out in
the next lesson.
-
-
>- Focus on Form: Exercise 2
>- Workbook: Exercise D, Listening
Language note
We form the negative with do/does
+ not followed by the infinitive
(the basic form of the verb). So in
She doesn't smoke, do changes to
does, but smoke doesn't change. If
you like, explain this to the class
using their own language.
Alternative
Ask students to make guesses about
you. In this case you should sit at
the back of the class and let
students organise the discussion, so
that it is realistic for them to use
He/She.
[
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2 Friends
1 Find opposites in the table. Use a dictionary.
high\ l weak
cold long
slow hot
old .1 low
short fast
strong new
2 Fill the gaps in the poem.
" 1
1
,0=0,11 Now listen to the poem.
3 Look at the poem and complete
the table. .
I like
!
He ............... ... .. .
I ......... .. ..... .. .. . He wears
I have He ............ .. .. .... .
4 Write about a friend or someone in
your family.
3 I don't smoke
1 Which sentences are true of you?
Write ticks (.I) in the boxes.
Tell your partner your answers.
2 How are you different from your partner?
Tell other students.
3 Choose someone you all know.
What do you think his/her answers are?
Write down your guesses.
Now find out the answers!
1
2
3
4
5
6
7
0
0
0
0
0
0
0
verb + s
John likes black coffee) I like white.
I like daytime) John likes night.
Il'k
1 e ............ showers) he likes cold ones.
I wear new clothes) he wears ............ ones.
John has ............ hair, I have long.
I like weak tea) he likes ............ .
I wear high heels) he wears ............ ones.
He likes ............ cars) I like slow ones.
Why are we friends? Because) you see)
I like him) but he likes me.
don't & doesn't
I smoke.
0
I don't smoke.
I eat meat.
0
I don't eat meat.
I play tennis.
0
I don't play tennis.
I wear glasses.
0
I don't wear glasses.
I drink alcohol.
0
I don't drink alcohol.
I play the piano.
0
I don't play the piano.
I speak German.
0
I don't speak German.
33
34
Focus on Form
1 Verb + s
You We They
+ verb
I speak French.
You like pizza.
We play football.
They drink coffee.
He She It
+ verb + s
She speaks French.
He likes pizza.
He .. ....... ... ............ ... .... ".
She ... ................ _ ... ....... .
My parents live in London. My father .... .. ............ .
---. he has
Note:
have
watch -. he watches
do ---. she does
go ---. she goes
Talk about these two people.
I'm Spanish. I live in
Valencia. I work in a
school. I teach English.
At the weekend I play
tennis, I read and I watch
football .
I'm Spanish. I live in
Valencia. I work in a bank.
I have a car, but I walk to
work. At the weekend
I go out with friends and
I play tennis.
How to say it
1 ',0=0,11 Listen to the -s ending. Practise saying
the sentences.
He livesj n london.
She good car.
She likes pizza.
He lot.
She wears glasses.
He
2 don't & doesn't
You We They + don't + verb
don't
I smoke ---. I' smoke ---. I don't smoke
I drink coffee. ---. I .................................. .
We like pizza. ---. We ." ..... ......................... ..
He She It + doesn't + verb
doesn't
He smokes -. He ' smokd ---. He doesn't smoke
She speaks French. ---. She " .......... , .................... ..
John likes pizza. ---. John ...... ,,, ................... .. ... ..
Complete the sentences.
a My boyfriend smokes, but I ... ..
b I speak English, but my parents ............ ... " ... .. ........... ..
c My father has a car, but my brother , ........................ .
d I like football, but my girlfriend ................... ., .............. ..
e Dogs like water, but cats .... .. ................... .......... ..
Note:
don't = do ntH doesn't = does ntH
2 Listen to the Inti sound in don't and
doesn't. Practise saying the sentences.
We don't go to church.
I don't like dogs.
He doesn't smoke.
He doesn't take sugar in coffee.
I don't speak German.
They don't drink beer.
I
Focus on Form
1 Verb + -s
He plays football.
She drinks coffee.
My father lives in London.
Point out that:
- we only add -s in the 3rd person singular:
He plays football.
Alex plays football.
but: They play football.
- watch, do and go add -es instead of -so
- have is irregular: it becomes has.
Read through the bubbles, then ask students to talk about
the two people. Build up the verbs on the board. Expected
answers:
They are both Spanish. They live in Valencia.
He works in a school. He teaches English. At the weekend he
plays tennis, reads and watches football.
She works in a bank. She has a car, but she walks to work. At
the weekend she goes u ~ with friends and she plays tennis.
How to say it
1 Pronunciation of -s endings
~ Play the recording, pausing and getting students to
repeat the sentences. Point out the /z/ (lives, has) and /s/
(likes, smokes) sounds, but do not make too much of it,
as the difference is slight. Focus more on the way the s
links with the next sound: /hvz_m/, /hrez_;J/, and
/sm;Juks_;J lDt!, /spi:ks_iI]ghJ/.
!#'Q Tapescript for Exercise 2: Friends
John likes black coffee, I like white.
I like daytime, John likes night.
I like hot showers, he likes cold ones.
I wear new clothes, he wears old ones.
2 don't & doesn't
Look at the examples with don't. Show how we add don't
before the verb.
I don't drink coffee.
We don't like pizza.
Look at the examples with doesn't. Show how we add
doesn't before the verb, and the verb drops the -5.
She doesn't speak French.
John doesn't like pizza.
Students complete the sentences. Answers:
b ... my parents don't speak English.
c ... my brother doesn't have a car.
d ... my girlfriend doesn't like football.
e ... cats don't like water.
2 Reduced vowels in unstressed syllables
fa Play the recording. Pause after each sentence and
get students to practise saying it. Focus on the /nt/ sound
and the way it links with the following sound (e.g.
/dAznt_teIk/.
John has short hair, I have long.
I like weak tea, he likes strong.
I wear high heels, he wears low ones.
He likes fast cars, I like slow ones.
Why are we friends? Because, you see,
I like him, but he likes me.
T 34
This unit covers a range of vocabulary connected with food and drink:
- basic types of food (e.g. rice, fish, fruit, potatoes), and the verb eat
- names of drinks (e.g. milk, coffee) and the verb drink
- things on the table (e.g. plate, knife, glass, salt)
- asking for things in restaurants or cafes using Can I have ... ? and I'd like .. .
The Reading and Listening activity is about fast food.
1 Food ...
This exercise begins with a crossword introducing common types of food. Students
then hear people from different countries saying what kind of food they eat, as a
preparation for talking about the food they eat themselves.
Food: fruit, vegetables, salad, rice, bread, meat, fish, eggs, cheese, pasta, oil.
beans, potatoes. Recycled language: eat.
1 Presentation of food; completing a crossword
Use the pictures to establish the meaning of fruit, vegetables and salad. Then either: -
Homework preparation option
Ask students to do the crossword
at home before the lesson, using a
dictionary to help them. Then go
through the answers in class and
present the new vocabulary.
L-__________________________
- do the crossword with the class, trying to elicit words from the students
and presenting those that they don' t know;
- or let students try to do the crossword alone or in groups, using a dictionary
to help them, and then go through the answers together.
Answers:
1 cheese (2 fruit) (3 vegetables) 4 bread 5 rice
8 across pasta 8 down potatoes 9 meat 10 beans
2 Identifying food from pictures
6 fish 7 eggs
(11 salad) 12 oil
Look at the bags of shopping and ask students what they can see in each one.
Use this to activate the words they have just learned.
3 Listening & matching task
!#id Play the recording. Pause after each person and ask students to match them
with the pictures. Discuss 'what country they think they are from. Answers:
1 B (Thailand) 2 D (Egypt) 3 C (Britain) 4 A (Italy)
-4 Activation: writing a list
Working alone, students think of what they eat a lot of in their own family, and
write a list. They can limit themselves to words they know, or use dictionaries
to help them.
Write this structure on the board:
Ask different students to tell the
others what they eat and drink in
We eat I a lot of ...
quite a lot of ...
their family. Present any new words that students use.
Tapescript for Exercise 1: Food ...
1 We eat a lot of rice, we eat rice every day. We eat a lot of fish, a lot of vegetables, and
we eat a lot of fruit.
2 We eat quite a lot of bread, and also rice and beans. We sometimes eat meat. We eat
a lot of vegetables, and we eat a lot of fruit.
3 We eat a lot of bread, eggs, cheese. We eat a lot of meat, a lot of potatoes and other
vegetables. And quite a lot of fruit.
4 We eat a lot of pasta, olive oil, quite a lot of salad and vegetables. But we eat also fish
and cheese.
T 35
Language note
Eggs, vegetables, beans and
potatoes are plural nouns. All the
other items are non-count nouns
used in the singular (e.g. we say
-
fruit, not fruits). Point this out if
there are differences in the
students' own language." Count and
non-count nouns are taught
systematically in Unit 13.
-
Vocabulary option
It is enough for students to use the
words fruit and vegetables, rather
than identify particular types. But
if students are interested, you
could teach the names of particular
fruit and vegetables (e.g. pepper,
carrot, cauliflower, onion; lemon,
grape, banana, apple).
Language note
A lot of has exactly the same
- meaning as lots of (see Unit 5).
However, we cannot use quite with
lots of.
B Tapescript for Exercise 3:
Waiter!
A Can I have a knife and fork,
please?
B I'm very sorry. Yes, of course,
sir.
C And I'd like some ketchup,
please.
B Ketchup, yes, certainly.
[
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Food and drink
1 Food ...
1 Look at the pictures and complete the crossword.
2 Look at these bags of shopping. What food can you see?
3 1
1
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Listen and match them with the bags of shopping.
What countries do you think the people are from?
4 What do you eat in your family? Write a list.
Show the list to your partner.
\{
E
6
4
2 ... and drink
1 Match the drinks with
the pictures.
water milk shake
milk lemonade
tea Coca-Cola
coffee beer
fruit juice wine
2 Write the drinks in four lists
LIST 3 I sometimes 1
LIST I
I drink this
LIST 2
I often drink this,
drink this, but not often.
LIST 4 I never
every day.
but not every day.
I
drink this.
Show your lists to your partner.
3 Which are the top three drinks in the class?
3 Waiter!
a plate a glass
a knife a fork a spoon
please?
Jl-
Jr
f)
g
tt
,-
please.
salt pepper sugar
ketchup
1 1
1
,0=0, 11 Listen to the conversation and fill the gaps.
2 Here are three more tables in the restaurant. What do you think the people want?
3 Role-play: Work in threes. Have the conversations.
36 Unit 8 Food and drink
r
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2 ... and drink
This exercise is an informal survey of the most popular drinks in the class. It
introduces the names of drinks, and also frequency adverbs.
Drinks: water, milk, tea, coffee, fruit juice, milk shake, lemonade, Coca-cola, beer,
wine. Frequency expressions: often, sometimes, never; every day.
1 Presentation of drinks; matching task
Go through the words in the list, and see how many students can identify in the
pictures (many will be known already or easy to guess). Answers (left - right):
Coca-Cola, coffee, fruit juice, lemonade, water; wine, milk shake, tea, beer, milk
2 Presentation of frequency adverbs; writing a list
often
Look at the list headings, and write
these structures on the board to
present frequency adverbs:
I sometimes drink Coca-cola.
never
Working alone, students write
drinks in the four lists.
I drink Coca-cola every day.
Pairwork. Students read out their lists to their partner.
3 Class survey: favourite drinks
Ask students round the class which drinks they drink every day. Write these on
the board, and keep a 'score' to see which are the most popular drinks.
3 Waiter!
This exercise introduces vocabulary for things on the table (e.g. knife, fork, glass,
salt). It also gives practice in asking for things.
New words: knife, fork, spoon, glass, plate; salt, pepper, sugar, ketchup.
Expressions: Can I have ... ? I'd like ...
1 Presentation of vocabulary; listening & gap-filling
Look at the small pictures, and get students to say the words. Focus on
pronunciation, especially of /snit/ and /' sugg/.
Look at the first picture of the restaurant, and discuss what the people want.
Play the recording, and establish what the people say. Answers:
Can I have a knife and fork, please?
And I'd like some ketchup, please.
2 Activation: interpreting pictures
Look at the picture of the three tables. Establish what people want, and what
they might say. Possible answers:
Table 1: Can I have a fork, please? I'd like a spoon, please.
Table 2: I'd like a plate, please. Can I have some sugar, please?
Table 3: Can I have some pepper, please? I'd like a glass, please.
3 Role-play: asking for things in a restaurant
Can I have ... , please?
I'd like ... , please.
Divide the cl ass into groups of three (two customers and a waiter). Groups act
out the conversations.
>- Workbook: Exercise B

Vocabulary option
Ask students what else they drink,
and add other names to the list.
Apart from trade names (e.g.
Fanta, 7-up), other words that may
be useful are mineral water (as
opposed to ordinary or tap water),
and particular types of fruit juice,
e.g. apple juice, orange juice.
>- Workbook: Exercise C, Listening
Language note
Some of the items are count nouns:
so we say a glass, a knife, a plate.
Some are non-count nouns: so we
say some salt, some pepper, some
ketchup.
Count and non-count nouns are
focused on in Unit 13.
Language note
I'd like (= I would like) is a polite
way of saying I want. Students
should learn it simply as a set
phrase. It is practised further in
Study Pages E Consolidation.
!r""o, ! The tape script is on page T35.
Role-play idea
Divide the class into groups of
three or four as if they are in a
restaurant, with each group sitting
at one table. Choose one or two
students to be waiters, with each
serving a few tables. The
'customers' call their waiter and
ask for things that they need .
T 36
4 Fast food
This combined Reading and Listening activity is about fast food restaurants. In the
listening, three people order food from the menu.
Reading skills: Reading for specific information; understanding a menu.
Listening skills: Following a conversation.
New words (text): fast food, kind of, chips, everywhere, around, more than,
includes, put, biggest, cook, French fries, probably.
New words (menu and listening): bun, hamburger, cheeseburger, chilli, slice,
chicken nuggets, pieces, dessert, apple pie, vanilla, strawberry, chocolate.
1 Reading & answering questions; presentation of vocabulary
Look at the questions and give examples to make sure students understand the
word company.
Ask students to read the text and find answers to the questions.
Discuss the answers together. Answers:
a More than 13 million b McDonalds c In the Middle East
d Kentucky Fried Chicken
Read through the text together, making sure that students understand it.
2 Discussion: fast food restaurants
Talk about each company in turn. Ask students if there is a restaurant in the
town where you are, and also (if this is different) near the town where the
students live.
3 Reading & presentation of vocabulary
Read through the menu, making sure that students understand it (this should be
easy as most items are illustrated). Focus on the words small and large, and the
flavours vanilla, strawberry and chocolate.
4 Listening
" o ~ o \ Play the recording. Students listen and mark the items people order on the
menu.
Play the recording again. Pause after each section and check the answers.
Answers:
1 Two cheeseburgers, one large French fries, a small diet Coke. 4.80.
2 One big burger bonanza, a cup of coffee. 3.20.
3 Two children's meals: one chicken nuggets and Fanta, one pizza slice and Coke.
5.20.
5 Extension: role-play
Ask students to imagine they are in the restaurant. Give them time to choose
something from the menu, then ask a few students to order something.
Optional lead-in
Write the words McDonald's,
Pizza Hut, Kentucky Fried Chicken
and Burger King on the board. Ask
students what food they sell.
Language note
French fries is American English,
but is also used in Britain in fast
food restaurants. Chips is the
usual British English word (as in
fish and chips).
Role-play option
Students sit in groups. Each group
is in a fast-food restaurant, with
one person taking the orders. The
others in the group choose what
they want, order it, and pretend to
pay for it.
" o ~ o \ Tapescript for Exercise 4: Fast food
1 A Two cheeseburgers, please ...
B A big burger bonanza. OK ... anything else?
C Just a cup of coffee, please.
B Two cheeseburgers ...
A ... and one French fries.
B Is that small or large?
A Large, please. And a diet Coke - small.
B OK. Any dessert?
A No, that's all, thanks.
B OK, that's four eighty, please.
2 B Yes please?
T 37
C The hot chilli burger - is that very hot?
B It's quite hot, yes.
C OK, I'll have the big burger bonanza then, please.
B OK, that's three twenty, please.
3 B Yes please?
D The children's meals - what do you get?
B They come with a small French fries and a small drink.
D OK, so ...
E Nuggets and Fanta!
F Pizza slice and Coke!
D Two children's meals, please. One chicken nuggets and
Fanta, and one pizza slice and Coke.
B Pizza slice, Coke. Anything else?
D No, that's all, thanks.
B OK. Five twenty, please.
4 Fast food Reading and listening activity 1
-------------
1 Read the text and find out:
a How many people eat at
Burger King every day?
THERE'S A FAST FOOD
RESTAURANT NEAR YOU
b Which company is the
biggest?
c Where do people eat
falafel?
d Which company has 200
restaurants in China?
2 Do these companies have a
restaurant near you?
Every country has its own kind of fast food
- fish and chips in Britain, pizza in Italy,
falafel in the Middle East. But some kinds
of fast food are everywhere these days.
BURGER KING has around 10,000
restaurants in 56 countries. Every day
more than 13 million people eat at a
Burger King restaurant .
KENTUCKY FRIED CHICKEN has more
than 9,000 restaurants around the
world. This includes more than 200
restaurants in China.
3 Look at this fast food menu. Do you understand it all?
........................ :::: .. .
.t .
-- HOI Burger UI
BIG Burger Bonanza 2.25
Chickel Nuggels
1.51
1.25
B pieces 1.11
...................................................................... , ...... .
12 pieces 1.11
Small
Large
Hamburger
Cheeseburger
Chicken Nuggels
Pizza Slice
Pieces
4 1
1
,0=0, 11 Three customers order food and drink.
What do they order? How much do they pay?
5 Imagine you're in the restaurant.
What do you order?
0.15
1.31
2.10
UI
UI
2.10
2.&0
PIZZA HUT puts 160 million kilos of
cheese on its pizzas every year. There
are more than 10,000 Pizza Hut
restaurants around the world.
McDONALD'S is the biggest of them
all. There are 22,000 McDonald' s
restaurants in 109 countries - that
includes 13,000 in the USA and around
1,500 in Japan. McDonald's cook three
million kilos of French fries every day.
That's a lot of restaurants -
there's probably one near you.
.. ..................................................... .. .
with ice-cream 1.21
Coke, oiel Coke, Sprile, Fanla
small 1.11
..............................................................................
...... ...................................................... ... .
.. .... .. .
.. .............................................. .. .
lea 1.11
...........................................................................
Hal Chocolale 1.15
Cunee 1.15
Study pages
o'clock
(a) quarter t o (a) quarter past
It's 8
o'clock.
half past
1 Look at the clocks. What's the time?
It' s half
past 4.
It's (a)
quarter to 6.
It' s 10
past 7.
It ' s 25
to II .
It's ... .... ...... ..
38
2 We can also do this:
It's half past four. ' LDO , It' s four thirty.
It's twenty to six. ' S:LJO , It's five forty.
What time is it on these clocks?

3 Think of a TV programme you watch.
Say when it starts and when it fini shes.
I watch Star Trek. It starts
at ten past eight and it
finishes at nine o' clock.
Study pages D
I watch the news. It starts
at six o'clock and it finishes
at quarter past six.
Sounds: Bread, cake and wine
1 II ,0=0, I! Listen to these sounds.
I el They eat eggs, v; getables and bread.
I ell They play table tennis.
1311 I like rice.
2 k=o, I! Listen and practise.
restaurant
table
bread vegetables
plate baby grey
I
wife I my like white wine
Here are two phone conversations.
Fill the gaps. Use the words in the bubbles.
Can I speak
to George
Never mind
lust a
moment
- Hello. lane Miller.
- Hello ................ ... .. , please?
- Yes . ....... .. .. ......... .
- Hello.
- Hello, George. It ' s Mike .
2 - Hello. 26439.
- Hello ....... .. .. .... .. .... , please?
- No, she isn't . Sorry.
-OK ........ .. ......... .. .
Now listen and check.
Is Louisa
there
'Phone' your partner. Ask to speak to a
friend.
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Study pages 0
This exercise introduces clock times, and gives practice in
talking about times using at.
Key language: clock times; at, start, finish.
Recycled language: numbers 1-12.
1 Use the clock diagram to establish the basic rules for
telling the time:
- If the time is on the hour, we say o'clock.
- Up to the half-hour, we say past.
- After the half-hour, we say to.
- 15 minutes = (a) quarter, 30 minutes =,half.
Ask students to read out the clock times. Focus on
pronunciation of /ha:f/, /g 'kw:):tg/ , /g'klDk/.
Ask students to give the other clock times. Answers:
It's (a) quarter past six.
It's 10 to 12.
It's half past 9.
It's 1 o'clock.
It's 20 past 6.
2 Read the digital clock times, then ask students to say
the times shown in two ways. Answers:
It's seven fifteen. It's (a) quarter past seven.
It's eleven forty. It's twenty to twelve.
It's two fifty. It's ten to three.
It's twelve twenty-five. It's twenty-five past twelve.
3 Read the sentences about TV programmes. Present
these expressions on the board:
It I a ~ s I at 6 o'clock.
fmlshes
To introduce the activity, tell the class what you watch
on TV, and when it starts and finishes.
Give time for students to think about programmes they
watch. If they like, they can note down programmes
and t imes.
Ask students to talk about programmes they watch.
Ideas for further practice
From time to time during the next few lessons, do some of
these:
1 Write clock faces on the board, and ask students to say
what time they show.
2 Ask students what the time really is at various points in
the lesson.
3 Dictate times: say e.g. a quarter past six, and students write
6.15. Then ask the class to read the times back to you.
~ Tapescript for Phrasebook: On the phone
1 A Hello. Jane Miller.
B Hello. Can I speak to George, please?
A Yes. Just a moment.
C Hello.
B Hello, George. It's Mike.
Sounds: Bread, cake and wine
Short vowel lei and diphthongs leI! and laII.
1, 2 ~ If students have problems, focus on these
features:
- /eI/ is made up of two sounds: /e/ followed by /I/
(not the same as the pure e in Spanish, Italian,
German, etc.).
- /aI/ is made up of /a! followed by /I/.
I like bread and vegetables.
Is the white wine on the table?
pronunciation of /e/, /eI/ and /aI/.
This exercise teaches basic expressions used in phoning
people.
Key language: Can I speak to (John)? Is (John) there?
Never mind. Just a moment.
Recycled language: hello, please, sorry.
Read through the conversations, and ask students to fill
the gaps. As you go through, present key expressions:
- Can I speak to (john)? and Is (john) there? (both
common ways of asking for people on the phone)
- Just a moment. (= Wait.)
- Never mind. (= It doesn't matter, it isn't important.)
!a Play the recording, so that students can listen to the
complete conversations.
To introduce the role-play, 'phone' someone in the class,
and ask for someone else e.g. a friend, his/ her brother,
his/her mother. Then get a student to 'phone' you, and
give a suitable reply.
Students have similar conversations privately in pairs, or
publicly across the class.
2 A Hello. 26439.
B Hello. Is Louisa there, please?
A No, she isn't. Sorry.
B OK. Never mind.
T 38
Consolidation
Subject and object
I like John. John likes me.
Subject
I
you
he
she
it
we
they
Object
.... ~ ...... .
Look at these examples, and complete the table.
a - I think she likes you.
- Yes. But I don't like her.
b I sometimes eat potatoes, but I don't like them.
c - Have some coffee.
- No thanks. I don't drink it.
d He talks a lot, but I never listen to him.
e We go to church on Sunday, and my girlfriend
sometimes goes with us.
Always, usually, sometimes, never
Mrs Black always goes to
church on Sunday morning.
She never watches lY.
Jack Green usually plays
football on Sunday
morning, but he sometimes
stays at home.
Mary Grey never goes out
on Sunday morning. She
usually watches lY.
What do you do on Sunday morning?
Add always, usually , sometimes or never to
these sentences.
I work.
I watch lY.
I go to church.
I stay at home.
I visit friends.
I play football.
I ...
Review
There is/are
Talk about the town where you live, using
There is(n't) and There are (n't) . Use these ideas:
BUS station
aili
m
./
L
r Airport k ~
i...o
Swimming Pool
Rooms
1 Think of the rooms in your flat or house.
Where do you
- wash your hands? - sleep?
- have breakfast? - have a shower?
f--
i ~
I Station
- watch lY? - phone your friends?
2 Which is your favourite
room? What's in it?
What colours are the
things in the room?
,
More consonants
c g h k q s V X Y z
2 What are the missing letters in these words?
60 70
- nife and for - . i. t .
pi a
Study pages D
39
This unit introduces Present simple question forms, and also practises the use of
the Present simple for talking about daily routines. It focuses on:
- Present simple yes/no questions
- Present simple Wh- questions (Where? When? What? What time?)
- ways of talking about daily routine (e.g. get up, go to work, have dinner).
1 Men and women
This exercise is about people's habits and introduces Present simple questions with
Do you ... ? It is based on a questionnaire given to 200 foreign students in Britain.
Students read the results and decide which apply to men and which to women; they
then use the questions to find out about each other.
New verbs: sleep, carry, keep. Other new words: diary, earring, on your back, pet,
classical music. For comprehension only: on your side, parrot.
1 Presentation of yes/no questions; reading & gap-filling
To introduce the activity, establish that this is a survey; a hundred men
answered the questions, and a hundred women (they were all foreign students
in Britain). If possible, tell students about this in their own language.
Read through the questions, presenting new words as you go.
Show how we form Present simple
questions with Do you ... ?:
Read the answers to Question 1 together,
then look at Question 2. Ask students which
I Q}jg. computer games.
Do you Q}jg. computer games?
answer is about men, and which about women. (Answer: 6 men, 69 women.)
Give time for students to read the other answers and decide which are about
men and which are about women. They can do this alone or in pairs.
Q1 65 men, 35 women Q6 34 women, 51 men
Q2 6 men, 69 women Q7 47 men, 62 women
Q3 54 men, 43 women Q8 82 men, 80 women
Q4 24 women, 59 men Q9 24 women, 16 men
Q5 95 women, 69 men Q10 50 men, 65 women
Show on the board how to answer
the questions:
Pairwork. Students ask and answer
the questions.
Do you keep a diary?
Yes, I do
No, I don't
As a round-up, choose some of the questions and find out how many students
answered Yes and how many answered No.
3 Preparation for the survey: writing questions
Look at the verbs, and ask students to think of other questions. Build ideas up
on the board.
4 Class survey: asking & answering questions
Give each student one of the questions to ask. Students go round the class,
asking the question and recording the answers.
Find out how many Yes and No answers students got to each question.
-
-
Focus on Form: Exercises 1 & 2
Workbook: Exercise A
Optional activation
Ask one or two students each
question as you come to it. But do
not get answers from too many
students at this stage; everyone
will ask and answer the questions
in Part 2.
Language note
In this exercise, students only have
to produce questions with Do
you ... ? Other forms (Do they .. . ?
Does he ... ? etc.) are practised in
Focus on Form Exercise 1.
Organising the survey
If you have less than ten students,
leave some questions out or assign
two questions to some students. If
you have more then ten, ask some
students to operate as pairs, or have
only ten of the students asking the
questions but everyohe answering.
If it is difficult for students to move
freely, have only two or three
- students asking questions at a time,
or pass the questions round on
pieces of paper.
B Tapescript for Exercise 2: What do you do?
A So ... what do you do?
B Really? Do you live in Cambridge?
Bah, I'm a student.
A Oh, yes. What do you study?
B Music.
A Really? I'm a music teacher.
B Are you really? Where do you work, then?
A Oh, at a school, in Cambridge.
A Yes. Yes, I do. Why, where do you live?
B Cambridge. I live in Cambridge, too.
A Really? Where?
B In Bridge Street - I have a flat in Bridge Street.
A No, that's amazing ...
T 40
I '
2 What do you do? Wh- questions
1 Two people meet at a party. Listen to their conversation.
How similar are they?

2 Complete these questions.
- What ...... ... .... ............ ......... ... ....... .
7
- I'm a student.
- What .......... .................... .. ........ ... .......... . ?
- Music.
- Where ..................... ... .... ................ .... .. ......... ?
- At a school in Cambridge.
- Where .... ... ... ............. .. ..................... ...... ... ... .. . ?
- I live in Cambridge, too.
3 Role-play. Turn to page 107 and choose a role. Write it on a piece of paper.
Imagine you're at the party. Meet two or three other people.
Try to find someone who is similar to you!
3 From morning till night
1 Here are some sentences about
a woman's day. Put them in the
right order.
a 0 She has lunch.
b 0 She goes to bed.
c 0 She starts work.
d 0 She has breakfast.
e 0 She comes home.
r 0 She goes to work.
g [I] She gets up.
h 0 She has dinner.
o She finishes work.
2 Listen and write the times
in the boxes.
3 Work in pairs.
Test your partner.
1
What time
does she get up?
At a quarter
past seven.
4 Now find out about your partner's day.
Daily routine Wh- questions
Unit 9 Do you ... ? 41
Focus on Form
1 Yes/no questions
They speak English but .. .
... do they speak French?
She eats meat but . ..
... does she eat fish? ~ ~ ~ _ {
He drinks coffee but ...
... does he drink beer?
Add questions.
a They have a dog .. .
b He has a radio .. .
c You play the piano ...
d She works on Saturdays .. .
e He likes Mozart ...
2 Short answers
(cat?)
(television?)
(guitar?)
(Sundays?)
(Beethoven ?)
Look at these questions and short answers.
Which answers are true?
Does your
teacher wear glasses?
How to say it
1 I,o=<)l! Listen to do you, does he, does she.

Do you like him?

Where do you live?

Does he speak English?

When does she get up?
42 Unit 9 Do you ... 1
Now answer these questions.
3 Wh- questions
Do you study French / Maths / Economics ... ?
-+ What do you study?
Does he work in a bank / in a supermarket . .. ?
-+ Where does he work?
Does she get up at 7.00/7.30/8.00 ... ?
When 1
-+ What time does she get up.
Ask Wb- questions.
a Does she live in Bangkok / in Budapest ... ?
b Do you work at home / in a restaurant ... ?
c Does the film start at 5.00 /6.00/ 7.00 . . . ?
d Do cats eat meat /vegetables / salad ... ?
e Does he go to bed at 8.00/9.00 /10.00 ... ?
f Do they watch 1V / read in the evenings?
2 Ii'""oll Listen to the /-;;'/ sound in these
phrases.
g g g g g
listen to the radio have a pizza
g g g
look out of the window go to school
Now practise saying these sentences.
g g g g
I get up at a quarter to five.
g g g
I'd like some salt and pepper.
I I
I
Focus on Form
1 Yes/no questions
Read through the examples. Emphasise that the -s ending
is carried by the does, not by the main verbs (speak, eat,
drink).
Do the exercise round the class, or ask students to write
the questions. Answers:
a Do they have a cat?
b Does he have a television?
c Do you play the guitar?
d Does she work on Sundays?
e Does he like Beethoven?
2 Short answers
Point out that to give short answers, we repeat the
do/does, or make it negative: don't/doesn't.
Ask the example questions round the class, and get
students to give true answers.
Then ask the other questions round the class, or get
students to ask and answer in pairs. Possible answers:
Do you like chocolate?
- Yes, I do.
- No, I don't.
Does your teacher have long hair?
- Yes, he/ she does.
- No, he/she doesn't.
Does your teacher speak Chinese?
- Yes, he/she does.
- NCY, he/she doesn't.
Do you wear high heels?
- Yes, I do.
- No, I don't.
How to say it
1 Reduced vowels in questions
't'o,! Play the recording, pausing and getting students to
repeat the questions. Focus on:
- the rhythm of the questions.
- the reduced vowel in do and does.
- the running together of does and she.
~ Tapescript for Exercise 3: From morning till night
Well, I usually get up at a quarter past 7, and then I have
breakfast around 8. Then I go to work at half past 8. I start
work at a quarter past 9, usually, and I work till half past 12,
and then I have lunch. Then I work again in the afternoon,
3 Wh- questions
Read through the examples.
Either do the exercise with the whole class or let students
do it in pairs and then go through it together. Answers:
a Where does she live?
b Where do you work?
c When/ What time does the film start?
d What do cats eat?
e When/ VI!hat time does he go to bed?
f What do they do in the evenings?
2 Reduced vowels in unstressed syllables and words
" ~ o , Play the phrases. Pause after each one and get
students to try saying it. Focus on the stress pattern and
the /g/ sounds.
,,o-o,! Play the sentences, and get students to practise
them.
and I always fi nish work at 5 o'clock. So I get home at 5.30.
I have a sandwich then, when I come home, and then I
usually have dinner quite late, at about 7 o'clock in the
evening. And I go to bed, ooh, at around half past 11, usually.
T 42
J
This unit covers a range of vocabulary connected with shops, shopping, and places
in towns. This includes:
- expressions used in buying and selling (e.g. How much is ... ? Can I see ... ?)
- names of shops (e.g. clothes shop, chemist) and things you can buy at them
- places in towns (e.g. post office, cinema, station)
- place prepositions (e.g. opposite, near, between).
The Reading and Listening activity is about opening and closing times.
1 At the market
This exercise recycles vocabulary that has been presented earlier in the book, and
focuses on expressions commonly used in shopping: asking to see something, asking
about price and size, and saying whether or not you want something.
Key expressions: Can I see ... ? How much is/are ... ? What size is ... ? Can I help you?
It's too big/small/expensive. Recycled language: everyday objects.
1 Introduction: identifying vocabulary items
Look at the picture and establish what the items are. They have all appeared in
earlier units, but present any that students have forgotten. Answers:
a lamp, mirrors, pictures, jeans, T-shirts, a jacket, shoes, glasses, plates, a camera,
a radio, toy planes, clocks, watches, pens, toy cars, lighters, sunglasses, knives.
2 Presentation of key expressions; sequencing task; listening to check
Look through the conversations and present How much is ... ? and What size
is ... ? Present the expressions It's too expensive and It's too big.
Working alone or in pairs, students look at the conversations and try to put
them in the right order.
Discuss the answers together, then play the recording to check. As you
play the conversations, focus on other expressions, e.g. Can I help you? Thanks
anyway. All right, I'll have one.
Ask students to make questions about some of the other objects, e.g. Can I see
that camera? Can I see those shoes? How much are those sunglasses? How much
is that picture? What size are the jeans? Focus on the difference between
singular and plural forms.
4 Role-play: buying & selling
To introduce the activity, take the part of the shopkeeper, and choose a student
to be your customer. Have a conversation, and try to sell him/her something.
Begin by asking Can I help you?
Students work in pairs, with one person in each pair being the shopkeeper and the
other being the customer. They have conversations about the things in the picture.
As a round-up, ask students whether they bought or sold anything, and how
much it cost.
Language note
If necessary, give examples to show
_ the difference between too and
very, e.g.
It's very expensive = it's a lot of
money.
It's too expensive = I can't buy it.
- Practice option
Ask students to practise the
dialogues in pairs.
Whole class option
Students come to the front in turn
- to take the role of the shopkeeper.
Other students 'buy' things from
them.
1a Tapescript for Exercise 1: At the market
A A Can I see that radio?
A OK, I'll have one, please.
B Yes, here you are.
A How much is it?
B 25.
A Oh no, that's too expensive.
B All right, 20 then.
B A How much are these lighters?
B They're 1 each.
B What colour do you want? Red, blue, green?
A Blue, I think.
B Here you are, then. That's 1, please.
C A Hello. Can I help you?
B Yes. What size is that jacket?
A It' s size 38.
B Oh, that's too big. Thanks anyway.
r
r
(
r
l
Consolidation
Subject and object
This exercise focuses on subject and object pronouns, and
shows how they work as a system. This consolidates language
from Unit 1 and from Exercise 7.2.
If necessary, give a few simple examples to show the
difference between subject and object, e.g.
Maria lives in Spain - She lives in Spain.
I like Maria _ I like her.
If possible, refer to similar forms in the students' own
language.
Read through the examples with the class. Then ask them
to complete the table, and write it on the board:
me
you you
he him
she her
it
us
them
Always, usually, sometimes, never
This exercise focuses on common adverbs of frequency.
Always and never are new items; usually and sometimes
appeared in Exercise 7.1 and Exercise 8.1.
Read through the examples, and make sure students
understand the meaning of always, usually, sometimes
and never. If possible, use students' own language for this;
otherwise, give other examples of your own to make the
meaning clear, or show them on a scale:
never sometimes usually always
I I
100%
Look at the sentences and make true sentences about
yourself.
Ask students to make sentences about themselves. They
could either write them or work through them in pairs.
As a round-up, find out what students said or wrote.
T 39
Review
There is/are
Review of language from Unit 5, Exercises 1 and 2.
If all the students live in the same town, go through the
signs and prompt sentences using There is(n't) and There
are(n't), e.g.:
What about a river? Yes, there are two rivers.
What about an airport? . ..
If students come from different places, begin by talking
about the town where you are now. Then ask students to
write sentences about their own town or village.
Rooms
Review of rooms (Exercise 6.1), furniture (Exercises 6.1, 6.2),
colours (Exercise 4.1).
1 Working alone or in pairs, students answer the questions.
Then discuss them together. The answers are personal, but
likely answers are:
wash your hands: bathroom, kitchen
have breakfast: kitchen, dining room, (bedroom)
watch TV: living room, bedroom, kitchen
sleep: bedroom
have a shower: bathroom
phone your friends: hall , living room, kitchen, bedroom
2 Give time for students to think about a room and make
some notes. Then ask students to tell you about thei r
favourite room. Write these structures on the board as a
guide:
My favourite room is ...
It's ...
tt has ...
There's a, ..
There are ...
More consonants
Review of letters from Study Pages A (The alphabet).
through the answers. Make sure students say the letters
correctly. Answers:
knife and fork, sixty, seventy, question, magazine, cheese,
pizza, church

40
Do you
7

1 Men and women Present simple Yes/no questions
Here are 10 questions, and answers from 200 people - 100 women and 100 men.
Which do you think are the men's answers, and which are the women's?
01
02
Do you play computer g a m e s ~
65 Mer. play ,
computer games.
Only 35 WQMer. play
computer games.
Do you wear earrings?
Only six wear
earrings - and five out of the
six wear just one earring.
69 wear earrings.
Some wear three, four, five and six.
One person wears ten.
06 Do you have a pet?
34 have pets. Dogs
are the favourite pets. Two
people have parrots. One has
four dogs and five cats.
51 have pets. Dogs are the
favourites, then cats, then fish.
07 Do you have sugar in coffee?
47 have sugar in coffee. 30 don't.
(The other 23 don't drink coffee.)
62 have sugar in coffee. 24 don't.
(The other 14 don't drink coffee.)
03 Do you sleep on your back?
os Do you eat at McDonald's?
Q4
05
54 sleep on their
back. Most of the others sleep
on their side. One sleeps 'in a chair'.
43 sleep on their back.
Most of the others sleep on their side.
Do you like Arnold
Schwarzenegger?
24 ____ like Arnold
Schwarzenegger. The favourite
films are Terminator I and II.
59 like Arnold Schwarzenegger.
The favourite films are Terminator I and II.
Do you carry a bag?
95 carry a bag.
69 carry a bag.
82 eat at McDonald's.
Most of them go 20- 30 times a
year. One goes every day.
80 eat at McDonald's. Most go
25-50 times a year. One goes every day.
Do you keep a diary?
24 ____ keep a diary.
Only 16 keep a
diary.
010 Do you like classical music?
50 like classical music.
Mozart and Beethoven are the favourites.
65 like classical music. Mozart,
Beethoven and Chopin are the favourites.
1 Read the article, and write men or women in the gaps.
2 Work in pairs. Ask your partner the questions.
3 Think of some questions of your own.
7
eat ........ .
7
drink .. ' .... ?
like ...... .... ?
......... . ................
.. have H"""'?
... .. .. . wear .... .... ? ........ play .............. ?
4 Choose one of the questions, and ask other students: What are the answers?
Unit 9 Do you ... 7

2 What do you do?
This exercise introduces common Present simple Wh- questions that might be used
when talking to someone you don't know.
Key language: Wh- questions; They both ...
1 Listening
Look at the picture, and establish the situation: a man and a woman at a party.
!r"'"",! Play the recording. Establish how similar they are. Expected answer:
She is a music teacher. He is a music student. They both live in Cambridge.
2 Listening; presentation of Wh- questions
6#d Play the recording again, pausing if necessary. Establish what ~ questions
are and write them on the board:
- What do you do? - Where do you work?
- What do you study? - Where do you live?
Show the structure of Wh- questions:
What I do you (+ verb)?
Where
3 Role-play: finding similarities
Turn to page 107. To introduce the activity, choose a 'role' yourself from the
sentences (e.g. I'm a student. I study business at a college in Edinburgh. I live in
King Street. ). Get students to ask you questions, and answer them according to
your role.
Working alone, students choose a sentence for themselves and write it down.
Divide the class into groups. Students ask questions, and answer according to
the role they have written down.
As a round-up, ask students if they found someone who was similar to them.
3 From morning till night
This exercise is about a woman's daily routine. It introduces common phrases
(e.g. go to work, have dinner) and practises Wh- questions and clock times.
Key phrases: have breakfast/lunch/dinner, get up, go to bed, go to work,
start/finish work, come home; What time ... ?
Recycled language: clock times; always, usually.
1 Presentation of key phrases; sequencing task
Look at the sentences. Ask students to match them with the pictures and put
them in order.
2 Listening & noting times
B Play the recording, pausing from time to time. Students note down the
times in the boxes.
Go through the answers together. Focus on both ways of saying the time (seven
fifteen and (a) quarter past seven). Answers:
1 g 7.15 (a quarter past seven) 6
2 d 8.00 (eight o'clock) 7 e
3 f 8.30 (half past eight) 8 h
4 c 9.15 (a quarter past nine) 9 b
5 a 12.30 (half past twelve)
3 Practice: asking & answering questions
5.00 (five o'clock)
5.30 (half past five)
7.00 (seven o'clock)
11.30 (half past eleven)
Look at the pictures, and establish
what the other questions should be.
Write this structure on the board:
When I does she I get up
What time have lunch?
4 Activation: finding out about daily routine
Pairwork. Students ask and answer questions.
T 41
~ The tapescript is on page T40.
Language note
- What do you do? is a general
question, meaning What work do
you do? or What is your
occupation?
Option
If possible, let students wander
- freely round the class, having
conversations with two or three
other people.
!5l The tapescript is on page T42.

Things people b U Y ~ i i i i i ~ ~ ~ ~
1 At the market
j
!
1 Look at the market stall. What can you see?
2 Here are three conversations. Put them in the right order.
I Yes, here you are.
I'll have one, please.
J
I It's size 38.
I 25.
J
Here you are. That's I.
I
I How much is it?
l
1 Blue, / think. I
Hello. Can / heJpyou?
\
I All right, 20 then. How much are these
Yes. What size is that
Oh no, that's too
lighters?
jacket?
expensive.
I
What colour do you want?
Oh, that's too big. Thanks
11 I
Can / see that radio?
I
! They' re I each.
anyway.
1
1
,0=0,11 Now listen and check your answers.
3 Choose some other things on the market stall. What questions can you ask about them?
4 Role-play
Student A: You work at the market stall. Sell things to B.
Student B: You're a customer. Buy things from A.
Unit 10 Things people buy
,-"-,
43
44
2 Shops
Look at the shopping list.
Which things do you buy at each shop?
2 Think of one other thing you buy at
each shop. Use a dictionary to help you.
Together, build up a list on the board.
3 Test your partner.
Where do
you buy a jacket?
At a clothes shop.
3 Is there a bank near here?
1 Here's part of a town map.
Where are places A-F on the map?
Choose sentences from the box.
It's by the river.
It's in the next street.
It ' s next to the school.
It's opposite the station.
It ' s near the station.
It ' s between the school and the cinema.
2 1
1
,0=0,11 Now listen. What are places A-F?
Where is the bookshop?
supermarket bank post office restaurant
3 Work in pairs.
pafo.foe.s
1iMe. Mcao.zille.
CfJo.reite.s
ShlJ.Mpoo
pe.t\

newsagent
1 kilo_ buf
o.spinIIS
Mo.p
o.pple.s
/-Shirt
cJ..owlo.fe. c.o.ke.
chemist books hop
Student A: Turn to page 106. Ask and answer questions.
Student B: Turn to page 108. Ask and answer questions.
Is there
a bank near
here?
Yes, there's one
4 Think about real places near where you are now.
Ask and answer questions.
Unit 10 Things people buy
in the next street,
opposite the cinema. L
2 Shops
This exercise introduces the names of common shops, and gives a chance to
'brainstorm' words for things you buy.
Shops: chemist, newsagent, baker, butcher, greengrocer, bookshop, clothes shop,
kiosk. Other new words: shampoo, beef, aspirin, map, cake.
1 Presentation of shops & other vocabulary; matching task
Go through the shopping list. Present any new items (e.g. shampoo, beef).
Ask where you can buy each item, and present the names of the shops. Focus on
pronunciation of I'kemIst/, IklguQZ Jopl and I'butJg/. Possible answers:
potatoes: greengrocer
magazine: newsagent, kiosk
cigarettes: kiosk, newsagent
shampoo: chemist, (kiosk)
pen: newsagent, kiosk
sunglasses: kiosk, (chemist)
2 Vocabulary expansion
beef: butcher
aspirins: chemist, kiosk
street map: kiosk, newsagent, bookshop
apples: greengrocer
T-shirt: clothes shop
chocolate cake: baker
Working alone or in pairs, students think of one other item they could buy at
each shop. If students think of an item they don't know, let them either look it
up in a dictionary or write it in their own language.
Build up a list of useful words on the board. This is an opportunity to
'brainstorm' vocabulary that students want to know in English.
3 Practice: asking & answering questions
Focus on the question Where do you buy . .. ? and the use of at with shops.
Pairwork. Students test each other.
3 Is there a bank near here?
In this exercise students learn to ask where places are in a town. It introduces
vocabulary for talking about public places in towns, and place prepositions.
Public places: supermarket, bank, post office, restaurant, cinema, (bus) station,
school. Place prepositions: by, in, next to, opposite, near, between.
Recycled language: newsagent, chemist, bookshop; There's ... , Is there .. . ?
1 Presentation of prepositions; matching task
Look at the box, and try to elicit the correct sentences. As you do so, make sure
students understand what the prepositions mean. Answers:
A is opposite the station. B is near the station. C is by the river. D is next to the
school. E is between the school and the cinema. F is in the next street.
2 Listening & matching; presentation of vocabulary
!F;J Play the recording. Pause after each exchange, and establish what the
places on the map are. Present any new vocabulary as you go through. Answers
(in the order you hear them):
D = a bank A = a post office C = a supermarket E = a chemist
F ,;" a newsagent B = a restaurant
The bookshop is in the town centre, near the bus station (so it isn't on the map) .
3 Pairwork game: finding places on a map
Is there a ... near here?
Divide the class into pairs, and give Yes. There's one ...
each student a letter, A or B. No, but there's one ...
Students ask and answer questions, looking only at their own map.
4 Extension: talking about real plac,es
Ask the same questions about places near the school, and see if students can
answer them.
-
-
-
-
-
Note
The answers will of course vary
slightly from one country to
another. If you have a mixed
nationality class, encourage
discussion of differences.
Language note
We sometimes also say chemist's
(= chemist's shop), baker's,
butcher's and newsagent's.
Agreengrocer('s) sells fruit and
vegetables.
Note
Some common items are given in
the Reference section, page 119.
Presentation idea
T a present the new prepositions,
draw simple sketches on the board
(e.g. Look - here's my house.
My friend's house is here. It's
opposite my house) .
Language note
Next to and by have almost the
same meaning. We usually use next
to with things of the same type, so
we say: The cinema is next to the
school, but The cinema is by the
river.
!a The tapescript is on page T45.
Optional extension
Write other places on the board
(e.g. cate, hotel, bus stop, disco,
kiosk). Get students to ask and
- answer about them in the same way.
T 44
4 Open and closed
This combined Reading and Listening activity is about opening times of shops in
different countries. The reading is about opening times in Britain, and the listening
is about particular features of shops in Poland, Greece and Thailand.
Reading skills: reading for specific information.
Listening skills: listening for specific information.
New words (text): open, closed, bar of chocolate, stamps, post, parcel, sweets,
sell, nowadays, petrol station, stay open, late, all night.
New words (listening): close (v.), open (v.).
1 Presentation of vocabulary; reading to answer questions
Look at the questions, and ask students to give brief answers about their own
country. As you do so, present a bar of chocolate, a stamp, post a parcel.
Present these expressions with open and closed:
The shops are I open.
closed.
The shops stay open
Ask students to read the texts about Britain and find answers to the questions.
Discuss the answers together. Expected answers:
a At a supermarket or a small food shop, or at a petrol station.
b Maybe at a supermarket or a small shop.
e At a petrol station, or maybe at a supermarket.
d No.
e No.
f Go to an all-night petrol station (or an all-night supermarket, in a city).
Read through the texts together, focusing on any new words or expressions.
2 Listening & gap-filling
-
Alternative 1
Leave this until Stage 3.
Alternative 2: Classes in Britain
See if students know the answers
to the questions, as applied to
Britain.
Language note
Read the texts below the pictures. If you like, ask students to guess what might
go in the gaps. Present the verbs open and close on the board:
The verbs are open and close:
- The shop opens/closes at 12. The
adjectives are open and closed:
The shops I o,pen I at 6 o'clock.
cose
The shop is open/closed today.
!#J Play the recording. Pause after each speaker and ask students to complete
the texts. (For answers, see tapescript.)
3 Extension: talking about opening times
Ask students to imagine you are a foreign visitor to their country. Ask them
about the same topics that they have read about and listened to, e.g.
- opening times - banks and post offices - markets
- weekends - kiosks
"","oJ T apescript for Exercise 3:
Is there a bank near here?
1 A Is there a bank near here?
B Yes, there's one on the main
road, next to the school.
2 A Excuse me, where's the post
office?
B Oh, it's just opposite the
station.
3 A Excuse me, is there a
supermarket near here?
B Yes, there's one in Bridge
Street, just by the river.
4 A Is there a chemist near here?
B Yes, let's see ... Yes, there's
T 45
one on the main road,
between the school and the
cmema.
S A Is there a newsagent near here?
B Yes, there's one in the next
street.
6 A Excuse me, is there a good
restaurant near here?
B Yes, there's a very good one
near the station - it's called
Dina's.
bookshop near here?
B No, there isn't, but there's
one in the town centre, near
the bus station.
-
Role-play option
Write a list of topics on the board.
Then students work in pairs: one
student pretends to be a foreign
visitor and asks the other student
questions.
B Tapescript for Exercise 4: Open and
closed
1 In Poland, the banks are open till
7 o'clock in the evening. And in towns,
supermarkets stay open all night, so you
can buy bread at 3 o'clock in the morning.
2 In Greece, the shops close at 2 o'clock in
the afternoon and open again at S o'clock.
But there are also lots of kiosks, and they
stay open all day.
3 In many cities in Thailand, there are large
street markets which stay open in the
evening. You can buy lots of things there:
watches, cameras, books, clothes - lots of
things. And they usually stay open till
about 12 o'clock at night.
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4 Open and closed Read!ng and listening activity
1 Imagine you're visiting Britain, and you want to answer these questions.
a It's 8.30 in the evening.
Where can I buy
a bar of chocolate?

d It's Saturday afternoon.
Can I post a parcel?
Find answers in the texts.
t?

b It's Sunday morning.
Can I buy bread?
evening. Can I buy a
pair of jeans?
c Where can rnD'
I buy stamps ....
on a Sunday afternoon?
f
YOU DON'T FIND KIOSKS in Britain.
But there are lots of small
They sell newspapers and
sweets, cigarettes, drinks and sometimes
bread. Nowadays, you can usually buy
these things at petrol stations too.
MOST SHOPS are open
from 9.00 till 5.30, and
they're closed all day on
Sundays. But a lot of
supermarkets and small
food shops stay open
later - till 9.00 or 10.00 in
the evening, and they're
also open on Sundays.
In cities, some supermarkets are
open 24 hours a . day. Petrol
stations also stay open late in
the evening, and some stay open
all night.
POST OFFICES are open from
9.00 till 5.00 on Monday-Friday,
and from 9.00 till 12.00
on Saturdays. But you can also
buy stamps in news agents,
supermarkets and petrol stations.
2 1
1
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In Poland the banks are open till
.............. . And in towns, supermarkets
stay open .............. , so you can buy
bread
In Greece the shops close ... .... ..... . .
and open again ................ But there
are also .............. , and they stay open
all day.
3 Think about your own country. When are shops open and closed?
In Thailand many towns have
........ You can buy .... .. ........ there.
They stay open ....
Unit 10 Things people buy 45
46
Study pages
1 I I o ~ o \ 1 1 Listen to the days of the week.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Practise saying them.
2 Work in pairs. Test your partner.
Thursday,
Friday ... ?
Saturday.
3 Look at this table.
What ' s the second
day of the week?
Tuesday.
What does the person do?
Mon I go to the supermarket.
Tues
Wed .I I play table tennis.
Thurs
Fri
Sat
Sun
.I I wash my hair.
I get up late!
I go to a football match.
He goes to the supermarket on
Monday afternoon.
4 Think about your own week. Tell other
students what you do on different days.
5 Cover up the days of the week.
Do you remember how to say them?
Study pages E
Sounds: Hello!
1 I I o ~ o \ 1 1 Listen to the sound /hi in English. Is it
the same in your language?
Ihl Hello. Can I help you?
[iow much are they?
It's behind the door.
2 I I o ~ o \ 1 1 Listen and practise.
they have gets home half past four
her husband how much in a hotel
at home his brother behind the door
3 Write a sentence. Use phrases from the box.
Phrasebook: What does it
mean?
Look at the bubbles. Match the questions
and the answers.
What does
' slow' mean? Fri end.
What does
'millionaire'
mean?
Wine.
A person with lots
of money .
What's 'vino'
in English?
It means 'not fast'.
What' s 'amigo'
in English?
I I o ~ o \ 1 1 Now listen and check.
Write down three words in English, and
three in your own language. Test other
students.
What does
........... mean?
What's ..
in English?
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Study pages E
This exercise introduces days of the week, and gives further
practice in talking about regular activities.
Key language: days of the week; on. Recycled language:
morning, afternoon, evening; Present simple tense, activity
verbs, ordinal numbers.
1 Begin by asking What day is it today? and write the
day on the board.
B Play the recording of the days of the week, and
ask students to repeat them. Focus on pronunciation,
especially of /'tju:zdeI/ and /'wenzdeI/.
2 Ask a few test questions round the class. Then let
students test each other in pairs.
Note: This is an opportunity to practise ordinal
numbers (the first day, the second day, etc.).
3 Show how we use on with days:
on I Monday
Tuesday
Then show how we can add morning, afternoon or evening:
I
morning
on Monday after,!oon
evenmg
Look at the table and ask students to say what the person
does. Answers:
He goes to the supermarket on Monday afternoon.
He plays table tennis on Wednesday evening.
He washes his hair on Friday evening.
He gets up late on Saturday morning.
He goes to a football match on Sunday afternoon.
4 Either: Prompt students to talk about when they do
things by giving topics, e.g. What about music? Does
anyone play the piano? When? What about football?
Any other sports?
Or: Students write one or two sentences about
themselves, and then read them out to the class. You
could write a list of phrases on the board to help give
ideas, e.g.
play (the piano)
play (football)
go to the shops
get up late
watch ... on TV
go to the cinema
have English lessons
wash my hair
5 See if students can still remember the days of the week.
Sounds: Hello!
The sound !hi.
1, 2 Students may have problems with this sound,
depending on their own first language.
- French and Spanish speakers should practise saying
the /h/ forcefully enough.
- Slavonic and Greek speakers should practise saying
the /h/ lightly, without a 'kh' sound.
3 Students write a sentence using phrases from the box,
- His brother works in a hotel.
- Her husband gets home at half past four.
pronunciation of /h/.
This exercise teaches ways of asking what words mean.
Key language: What does ... mean? It means ...
What's ... in English?
Recycled language: Present simple questions:
Look at the bubbles and ask students to match the
questions and the answers. Answers:
What does 'slow' mean? It means 'not fast'.
What does 'millionaire' mean? A person with lots of money.
What's 'amigo' in English? Friend.
What's 'vi no' in English? Wine.
Play the recording.
What does ... mean?
It means ...
What's ... in English?
(It's) ...
Point out that mean is a verb, and the question is in the
Present simple (just like When does he get up?).
Write on the board some words in English and some in
the students' own language. Get students to find out what
they mean by asking questions.
Students write down three words in English, and three
(different) words in their own language. They then test
each other by asking questions.
Idea
Write the two questions on pieces of card, and stick them on
the classroom wall. Make sure students use them when they
want to know what words mean.
T 46
Consolidation
A kilo of apples
This exercise focuses on simple quantities used in shopping
(kilo, litre, gram), and gives practice in asking for food in
shops. This consolidates language from Unit 10.
1 Write these structures
on the board:
Point out any differences
from students' own language
2 kilos I
a kilo of apples
haifa kilo
(e.g. we say 2 kilos, n o t ~ we say half a kilo, not
61 h6l?fkiIB).
Read through the sentences and ask how much money
the man spends. (Answer: $5.50.)
2 Quickly demonstrate the pairwork by having a
conversation with one student.
Pairwork. Students have conversations.
I'd like
This exercise focuses on the difference between I like and I'd
like. I like was introduced in Exercise 7.2; I'd like was
introduced in Exercise 8.3.
Look at the examples, and make sure students understand
the difference between I like and I'd like. If possible, give
equivalents in students' own language, and also refer back
to examples in Unit 7 and Unit 8.
Choose one of the shops and set up a very simple
conversation, taking the role of the shop assistant yourself,
e.g.
A I'd like a pen, please.
B OK. What colour?
A Blue.
B Here you are. That's 1.40, please.
Students write down one thing to buy from each shop.
Either divide the class into pairs to have conversations,
with one customer and one shop assistant in each pair, or
choose pairs of students to have conversations in front of
the class.
T 47
Review
1 Adjectives
Review of adjectives that have appeared in the book so far
(especially Exercise 7.2).
1 Look at the adjectives, and ask students to find pairs of
opposites. As you do this, remind students of any words
they have forgotten. Answers:
big long fast old weak hot
small short slow new strong cold
(Not used: expensive, beautiful. rich)
If you like, teach the opposite pairs rich/poor,
expensive/cheap, beautiful/ugly and old/young.
high
low
2 In pairs, students look at the picture and decide how to
use the adjectives to talk about it. Discuss the answers
together. Possible answers:
The beach is beautiful/hot. The mountains are high/cold.
The sun is low. There's a fast boat on the sea. There's an
old man. The man and woman on the beach are
beautiful/rich. The man is strong. The man has short hair,
the woman has long hair. One car is small/old/slow; one is
big/ new / beautiful/fast/ expensive.
Which word?
Review of articles (Study Pages B Consolidation, Study Pages
C Consolidation), this/that/these/those (Study Pages B
Consolidation); some and any (Exercise 5.2).
Students do the exercise, working alone or in pairs. Then go
through it together. If students have any problems, refer
back to earlier exercises. Answers:
a I'd like an orange juice and a cup of coffee, please.
b My flat has a balcony. On the balcony there's a big sofa.
c - Look at these jeans. Do you like them?
- Yes. And I like this jumper, too.
d I live in that house over there, behind those trees.
e There are some good shops in this town, but there
aren't any good restaurants.
Words
Review of addresses (Exercise 6.3), and vocabulary from
Units 6, 8 and 10.
1 Ask students what the letters are. Answers:
a first name b last name c street (or road)
d town/city e post code f country
g (tele)phone number
2 Students look at the questions alone or in pairs, and write
down words. Then go through the answers together.
Possible answers:
to keep food cold: a fridge
to cook food: a cooker
to eat a meal: a plate, a knife, a fork, a spoon
to look at yourself: a mirror
to go up to the next floor: a lift, stairs
to find out the time: a clock, a watch, a radio, a phone
to find out the news: a newspaper, a.radio, a TV, a computer
Consol idation
A kilo of apples
1 A man goes into this shop and buys
- a kilo of apples
- four kilos of potatoes
- 200 grams of beef
- a litre of mineral water
- half a litre of milk
How much money does he spend?
2 Work in pairs. You're in the shop.
Student A: Buy something from B.
Student B: Say how much it is.
Half a kilo of
beef. please.
I'd like ...
That's five
dollars.
Mineral
Water
$1 a litre
I like books. I'd like this book, please.
I like books =
I think books are good.
I'd like this book =
I want it.
Buy one thing from each shop.
I KIOSK I
I BOOKSHOP
NEWSAGENT
I'd like ... ,
please.
I CLOTHES SHOP I
Review
Adjectives
1 Find seven pairs of opposites. Which three
words are not used?
beautiful big short high
weak fast strong young
expensive small rich long
hot low old cold slow
2 Choose adjectives to describe things in the
picture.
Which word?
Choose the right words.
a I'd like a/an orange juice and a/an cup of coffee,
please.
b My flat has a/the balcony. On a/the balcony
there's a/the big sofa.
c - Look at this/these jeans. Do you like them?
- Yes. And I like this/these jumper, too.
d I live in that/those house over there, behind
that/those trees.
e There are some/any good shops in this town,
but there aren't some/any good restaurants.
Words
1 What are a-g? a b
/
H 3 Albett(1 _ I c
d ---LcrJa/\ f'JWu 3J5K
f -- --l e
Ier: OJil =1-44 0030 g
I
2 What do you use to
- keep food cold? - go up to the next floor?
- cook food? - find out the time?
- eat a meal? - find out the news?
- look at yourself?
Study pages E
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48
What's going on?
1 Windows
He's washing
the dishes.
He's reading
the paper.
She's cooking
a meal.
They're having
dinner.
He's listening
to the radio.
They're
watching TV.
Present continuous
They're
dancing.
She's cleaning
her teeth.
He's playing
the piano.
She's writing
a letter.
He's having
a shower.
He' s making
coffee.
1 Look at the windows. What do you think the people are doing? Choose from the list.
II,o=oJ Now listen. Were you right?
2 What are these people doing?
F G
3 Think of an action, and write it on a
piece of paper. Mime the action.
c
Can other students guess what you're doing?
Unit 11 What ' s going on?
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This unit introduces the Present continuous tense for talking about things going
on at the moment of speaking. It focuses on three common uses:
- saying what you can see or hear happening
- asking someone what they are doing
- saying where people are and what they are doing.
1 Windows
This exercise shows partly obscured views through windows. Students guess what
the people inside are doing, and then check by listening to sounds. This introduces
the Present continuous tense, and a range of common 'activity' verbs (some are new
and some are from earlier units).
New verbs and phrases: wash the dishes, dance, clean (your) teeth, cook, write a
letter, have a bath, make (coffee). Recycled verbs: read, have (lunch), listen to,
play, watch, eat, go (to bed) .
1 Presentation of Present continuous; guessing task; listening to check
Look at the sentences. Show the form of the Present continuous tense on the
board:
I'm
He's
She's
They're
+ verb + -ing
Point out that we use this tense to talk about what's happening now (at this
moment, or in this picture).
Read through the sentences. Present any new items, using gestures if necessary
to make the meaning clear (e.g. washing the dishes, cleaning her teeth). If you
like, build up a list of verbs on the board:
wash
read
cook
have
listen to
watch
dance
clean
play
write
make
Ask students to guess what is happening in each of the rooms.
Play the recording, pausing after each sound effect to check. Answers:
1 She's cooking a meal. 6 He's reading the paper.
2 They're having dinner. 7 He's playing the piano.
3 He's having a shower. 8 She's cleaning her teeth.
4 She's writing a letter (on a computer). 9 They're dancing.
5 They're watching TV.
2 Activation: describing pictures
Look at the drawings. Ask students what the people are doing. Prompt them if
necessary by indicating verbs from those on the board. Answers:
A She's playing tennis. B She's playing the guitar. C She's eating a burger.
D She's eating an ice-cream. E He's cleaning a window. F He's playing a
computer game. G She's drinking coffee. H He's making a sandwich.
I She's washing her hair.
3 Guessing game: miming actions
To introduce this part, choose an action from those shown in this exercise and
mime it. See if students can guess what you're doing.
Give time for students think of an action and write a sentence. It can be either
one of the actions shown in the pictures or another action that uses one of the
same verbs.
In turn, students mime their action. Other students guess what they're doing.
-
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>- Focus on Form: Exercises 1 & 2
>- Workbook: Exercise A
The recording for this
exercise consists of sound effects.
Practice option
Practise the form of the Present
continuous by giving prompts, e.g.
- Play the piano - He (He' s
playing the piano).
She (She's playing the piano).
- Cards - She (She's playing cards).
They (They're playing cards).
Pairwork option
Divide the class into pairs.
Students mime their action and
their partner tries to guess it.
T 48
2 Questions
This exercise introduces common questions in the Present continuous which are
used in everyday conversation.
New verbs: sit, do, stay. Other new words: anyone; football match.
1 Listening & gap-filling; presentation of questions; practice
Look at the photo and establish where the people are (in the foyer of a hotel).
Ask What's the woman doing? (She's reading a book) and What's the man
doing? (He's talking to her).
~ Play the recording and establish what the man's questions are:
Is anyone sitting here? Are you staying at this hotel? What are you reading?
Where are you going?
I'm reading.
Show how we form questions in the
Present continuous: Are you reading?
What are you reading?
~ ~ ~ , - - - ~ -
If necessary, teach the words question and answer at this point. Then look at the
answers, and ask students to think of a suitable question for each one. Possible
questions:
Where are you going?
Where are you staying?
What are you watching? What are you making?
What are you doing? (or What are you writing?)
This exercise is based on two-line phone conversations. It shows how we use the
Present continuous and other phrases with the verb to be to say where people are
and what they're doing (e.g. he's having a shower, she's at work).
Key phrases: out, away, asleep; at home, at school, at the cinema.
Other new expressions: at the moment, for the weekend, do (your) homework,
I'm afraid. Recycled language: days of the week.
1 Comprehension task; presentation of key phrases
Look at the replies, and build up the key expressions on the board:
l
out
She's away
asleep
I
at school
She's at the cinema
(not) at home
Establish when Lisa is at home. Answers:
At home: Thursday, Friday, Sunday
Not at home: Monday, Tuesday, Wednesday, Saturday
If you like, ask students to quickly practise the conversations in pairs.
2 Role-play: asking for people on the phone
To introduce the activity, write the names of a few people you know on the
board (e.g. Maria, my brother, my daughter Sara). Ask students to 'phone' you
and ask to speak to one of them. Say where they are or what they are doing
(begin Sorry ... or I'm afraid ... ).
Pairwork. Students write down the names of a few people on a piece of paper
and give it to their partner. These people can be either real or invented.
In turn, students 'phone' their partner and ask to speak to one of the people.
Their partner gives a suitable reply.
B Yes. Yes, I am.
> Focus on Form Exercise 3
Language note
We usually use some in positive
sentences and any in negatives and
questions; the same applies to
someone and anyone. Is anyone
sitting here? is another way of
J
saying Is this seat free?
'-------_-----.J
-
Language note
The Present continuous is formed
from be + verb + -ing. So
questions are simply the same as
for the verb to be: Is he here? - Is
he staying here?
Practice option: Yes/no questions
Playa game using the pictures in
Exercise 1. Choose a picture.
Students guess which it is by asking
Is she playing the guitar?, Is he
drinking coffee?, etc.
Language note
She's out means 'She's not at
- home'; She's away means 'She's
not in this town'; She's asleep
means 'She's sleeping'.
Option
Students could also include
language from Exercise 1 in their
replies, e.g. Sorry, he's having
- dinner at the moment.
~ Tapescript for Exercise 2: Questions
A Is anyone sitting here?
B Er, no.
A What are you reading?
B Excuse me.
A Are you staying at this hotel?
A Hey, where are you going?
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2 Questions
1 1
1
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What are the man's questions?
7
...................... .. ... .
- Er, no.
7
.. ... ....... ............... .... .. .... . ...... .
- Yes. Yes, I am.
7
.... .. .... .... .... .. ... ... ..... ..... ... ... .. ..
- Excuse me.
7
....... ................... .. .. ..
Practise the conversation.
2 Look at these answers. What do you think the questions are?
MONDAY
I'm sorry. She's
at school.
I THURSDAY I
Sorry. I'm ~ ~
afraid She7f{ S ~
asleep.
I
1 On which days is Lisa
- at home?
- not at home?
FRIDAY
[ TUESDAY
Yes/no & Wh- questions
Central Hotel.
Saying where people are
SATURDAY
WEDNESDAY
Sorry. I'm
afraid she's out
at the moment.
SUNDAY
Sorrr She's ~ ~ \ ~
dOing her / J JJr
homework. rtJ
t t ~ L I \
2 Think of three people you know. Write down their names, and give the list to your partner.
Student A: Phone and ask to speak to someone on the list.
Student B: Say where they are"! what they're doing.
Unit 11 What's going on? 49
50
F c
Verb + -ing
Group A
play -+ playing do -+
, ... H ......... " ..
read -+
.. .... drink
-+
. ,. ... ...
Group B
writ -+ writing have -+ ..... .......... .........
smok- smoking dance -+
.. .... n .. ' ....
Group C
get -+ tt -+ getting
run -+ nn -+ running
swim -+ ."'.u ...........
Add -ing to these verbs.
make go wash live sit look
Present continuous
am / is / are + verb + -ing
Complete the text. Use the Present continuous.
It's Saturday night. The hotel
guests (have) a good time. Some
people (have) dinner in the
restaurant. In the bar, a band
(play) slow music. Some guests
(sit) at the tables, and others
(dance). In the next room, a few
people (play) roulette.
How to say it
1 ',0=0,11 Listen to the s in these sentences.

school.
for the weekend.
He's doing his homework.
She' s wearing glasses.
Unit "t What's going on?
3 Questions
Is he reading a book? (Yes.)
(Yes, he is.)
What is he reading? (A book.)
Make questions. What are the answers?
a She's watching lV.
-+ ............ ............... lV?
-+ What ..................... ...... ?
b They're going home. -+ ........................... home?
c He's making coffee.
In front of the
hotel, a man (sit)
in a car. He
(smoke) a
cigarette and he
(look) at his
watch.
-+ Where .............. .. ........... ?
-+ ...... ...... ... ............ ?
-+ ............... ............ ?
It's two minutes to twelve .. .
2 1',o=oJ Listen to the rhythm of these
questions. Practise saying them.

What's he doing?

What's she doing?

WhaCare you doing?

What's she wearing?

they going?
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Focus on Form
1 Verb + -ing
Look at the examples and establish the basic rules:
- Group A: Add -ing.
- Group B: If the verb ends in -e, the -e disappears.
- Group C: If the verb ends in a single consonant (e.g. t,
m, n), we often double the consonant before -ing.
Ask students to fill the gaps in each group, and write the
answers on the board. Answers:
A: reading, doing, drinking B: having, dancing
C: swimming
Do the last part of the exercise together or as pairwork.
Answers:
making (group B) going (A) washing (A) living (B)
sitting (C) looking (A)
2 Present continuous
Establish why the verbs in the text should be in the
Present continuous. Answer: It is describing a scene going
on 'at the moment of speaking' (it's Saturday night - this
is what is happening now). Compare:
The hotel guests have a good time (usually).
The hotel guests are having a good time (now).
Either do the exercise round the class, or get students to
write the verb forms and then go through the answers
together. Answers:
are having ... are having ... is playing ... are sitting ... are
dancing ... are playing ... is sitting ... is smoking ... is looking
How to say it
1 Pronunciation of short forms: he's, she's, they're
Play the recording, pausing and getting students to
repeat the phrases. Focus on:
- the rhythm of the sentences:
He's doing his homework.
She's wearing glasses.
- the slightly reduced vowel in /hiz/ and /Jiz/
- the running together of /Jiz_gsli:p/ and
/hiz_gt sku:V.
3 Questions
Use the example to show how we make questions in the
Present continuous: by changing round the subject and the
verb to be. Compare:
He's English ---t Is he English?
He's reading ---t Is he reading?
Ask students to add the questions and possible answers.
Answers:
a Is she watching TV? (Yes, she is / No, she isn't.)
What is (or What's) she watching? (TV.)
b Are they going home? (Yes, they are / No, they aren't.)
Where are they going? (They' re going home.)
c Is he making coffee? (Yes, he is / No, he isn't.)
What is (or What's) he making? (Coffee.)
2 Recognising short forms: 's, 'm, 're
Play the example. Focus on the (not very obvious)
/s/ in the first sentence, and get students to repeat it.
Play the other sentences, pausing and getting students to
repeat them.
T 50
This unit covers a range of language used in describing people:
- clothes (e.g. jacket, trousers, shirt)
- jobs (e.g. secretary, shop assistant) and the phrases work in and work for
- physical appearance (e.g. he's tall, she has dark hair).
The Reading and Listening activity is about the '60s rock band The Troggs.
1 Clothes
This exercise introduces names of clothes, and also gives further practice in using the
Present continuous tense. Students learn the names of clothes, then use these words
to guess what people in the pictures are wearing.
Clothes: shirt, blouse, T-shirt, jumper, coat, jacket, dress, skirt, suit, trousers, jeans,
shorts, hat, tie. Recycled language: colours; is wearing.
1 Presentation of clothes; writing task: making a list
Look at the small pictures of clothes, read the words and get students to
practise saying them. Focus on the pronunciation of /'trauzgz/, /blauz/ and /su:t/
and on the difference between /f3:t/ and /sk3:t/.
Working alone or in pairs, students write the clothes in three lists, according to
whether they think they are for a man, a woman or either.
Discuss the answers together, and see if students agree. If you like, build up lists
on the board. Possible answers:
Woman: hat, jacket, coat, blouse, skirt, dress Man: shirt, tie, trousers, suit
Either: jumper, T-shirt, shorts, jeans
2 Guessing game: describing someone in the class
To introduce this stage, ask students to say what you are wearing, including
colour words. Then choose a student in the class, and say what he/she is
wearing. See if the class can say who you are describing.
Pairwork. Students take it in turn to describe someone in the class, and to guess
who it is.
3 Discussion activity: guessing what people are wearing
Look at Picture A, and ask the students what they think the person is wearing.
Try to get a range of different ideas, and encourage students to be specific
(e.g. I think she's wearing a light blue jacket).
In pairs, students look at the other people in the pictures and decide what they
think they are wearing. Then ask round the class to find out what students decided.
Show the class the pictures on page 129 of the Teacher's Book. Answers:
A She's wearing a blue jacket and blue jeans.
B The woman is wearing a black and white dress; the girl is wearing a pink T-shirt
and a blue skirt.
C He's wearing a dark blue hat, a blue and white T-shirt and white shorts.
D The woman is wearing a light grey jumper and a white blouse. The man is wearing
a pink shirt.
E They're wearing dark grey suits and white shirts.
-
--
Language note
Trousers, jeans and shorts are all
plural nouns in English, so we
cannot say e.g. fi t,ee/j8'S. To talk
about one item, we say a pair of
trousers, a pair of jeans, etc.
Note
There are no 'right' answers.
The idea of this exercise is to
encourage discussion.
Review option
Quickly review colour words
before you begin this stage.
Whole class option
Students take it in turn to describe
someone, and the rest of the class
guess who it is.
Alternative
If students are all wearing the
same clothes (e.g. a school
uniform), bring magazine pictures
into the class and get students to
describe them instead.
Tapescript for Exercise 2: Jobs Tapescript for Exercise 3: Who do you mean?
1 I'm a singer. I sing with a band. I always wear the same
thing when I sing - I wear a red jacket and black trousers.
2 Well, I'm a doctor. I work in a large hospital. And I wear
a skirt and a blouse and a white coat.
3 I'm a shop assistant. I work in a bookshop. And I usually
wear just a jumper and jeans.
T 51
1 Anna? She's got blond hair, quite short, and she wears
glasses. She's about 25, quite attractive.
2 You know Anna - she drives a blue Volkswagen. She's
quite tall, usually wears jeans.
3 You must know Anna - she lives in the next street. She
teaches maths, and she's got those two small children.
[
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Describing people
1 Clothes
1 Look at these clothes.
Which do you think are
- for a woman?
- for a man?
- for either a woman or a man?
Make three lists.
Show your list to other
students. Do they agree?
hat
jumper
2 Choose a student in the class. Say what he/she is wearing.
Can other students guess w ~ you're talking about?
This person's
wearing a dark green blouse
and blue jeans.
3 Look at these people. What do
you think they're wearing?
I think
that's ... jeans
III
Unit 12 Descri bing people 51
d I'm
2 Jobs
a doctor
1 Seven people talk about their jobs. Fill the gaps with jobs from the box.
an engineer
a singer

a I'm ..................... . b I'm .... ..... .. .. .
I study French. I work in a books hop.
....... . I work e I'm ... ..... .. ............ . I work
c I'm ...................... .
I sing in a band.

f I'm .... .. .. .............. . I work
a secretary
a shop assistant
a student
a waiter
g I'm ... . ....... .. ........ . I work for
in a Thai restaurant. in a large hospital. for British Telecom. an insurance company.
52
2 Three of the people wear these clothes to work. Which people do you think they are?
2
1
1
,0=0, 11 Now listen and check.
He
She Usually wears ...
3 Talk about someone in your family.
He's
She's
He works in . . ,
She He works for . ..
She
3 Who do you mean?
tall hair
long fair grey
short dark
1 Make sentences about the people at the bus stop.
He's
She' s
2 Ii,o=o, II Three people describe a woman. What do they say about her?
He
She has ...
She's about 8 years old, and she has 8 small children. She's quite 8 and
she has 0 long
o short
o fair hair. She DO wears glasses, and she usually wears 0 jeans.
o dark doesn't wear 0 a skirt.
She drives 0 a Mercedes and she works in 0 a bank.
o a Volkswagen 0 a school.
3 Look at the pictures on page 106. Which is the woman? How do you know?
4 Think of someone your partner knows (e.g. another student, a teacher, a friend,
someone on TV). Write three sentences about him or her.
Does your partner know who you mean?
Unit 12 Describing people
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2 Jobs
This exercise introduces common names of jobs, and also teaches other ways to talk
about jobs, using the verbs work in, work for, study and play.
Jobs: (doctor), engineer, singer, secretary, shop assistant, (student), (waiter).
Other new words: sing, band, hospital, insurance company.
1 Presentation of jobs; matching task
Read the sentences and ask students to fill the gaps. As you do this, present
names of jobs that students don't know. Focus on the pronunciation of
/' sekrgt;m/ and /end3I'mg/. Answers:
a a student b a shop assistant c a singer d a waiter e a doctor
f an engineer g a secretary
2 Activation: guessing what people wear; listening to check
Look at the sets of clothes and establish what they are:
1 a jacket, trousers 2 a coat, a skirt, a blouse 3 jeans, a jumper
Discuss which of the people wear them to work.
Play the recording to check. Answers:
1 singer 2 doctor 3 shop assistant
3 Extension: writing sentences
To show what to do, tell the class about someone in your family.
Students choose someone in their family and prepare a few sentences about
them. If you like, ask them to write their sentences down.
In turn, students talk about the person they chose.
3 Who do you mean?
This exercise shows ways of describing people by saying what they look like and
what they do. It introduces adjectives for describing general appearance.
New words: tall, short; long/short hair; fair/blond/dark hair; drive (a car).
Recycled language: age, clothes, family relationships; wears, works, has; usually.
1 Presentation of adjectives; practice: describing people
Look at the picture, and use it to establish the meaning of tall and short, long
and short hair, and fair and dark hair. Answers (L to R):
1 She' s short and she has long fair hair. 5 He's short and he has short grey hair.
2 He's tall and he has short dark hair. 6 She's tall and she has short dark hair.
3 She's tall and she has long dark hair. 7 He's tall and he has short fair hair.
4 She's short and she has long grey hair.
2 Listening & reading
9 Read the sentences, then play the recording. Students listen and mark the
correct choice by the sentences in the box. Answers:
25 years old, two small children, quite tall, short fair hair, wears glasses, wears jeans,
drives a Volkswagen, works in a school
3 Discussion activity: interpreting a picture
Look at the pictures (page 106). Ask which is the correct one, and why. Answer:
B. (A has brown hair and has three children. C has long hair and drives a Mercedes.)
4 Guessing game: writing a description
To demonstrate this part, choose someone everyone in the class knows. Write
sentences on the board about their appearance and what they do, as in the
examples in the box. See if the class can guess who you mean.
Alone or in pairs, students choose 'someone and write sentences about them.
Language note
Notice these relationships:
- A singer is someone who sings.
- A student is someone who
studies.
----L-__________________________
----
----
Optional extension
Go through the list, and ask if
students know people who do any
of these jobs.
It;;! The tapescript is on page T51.
Note
The idea is for students to learn to
make a simple statement about
someone's job (or possibly their
own). They should talk about the
job in the simplest way,e.g. My
father works for a bank, rather than
My father is an assistant accounts
manager!
Language note
Short is the opposite of tall (a
---- tall/short man) and also of long
(long/short hair).
Language note
The Present simple tense is used
---- here and in Exercise 2 because we
are talking about what people do
in general or usually.
----
Homework option
homework, and read them out in
the next lesson.
Students read their sentences. The rest of the class try to guess who the person is. L-__________________________
T 52
This combined Reading and Listening activity is about the '60s rock musician Reg
Presley and his band The Troggs. In the reading, students put paragraphs about his
life in the right order. The listening is a verse from one of his songs.
Reading skills: reading to understand the sequence of events.
Listening skills: listening to the words of a pop song.
New words (reading): later, go back, contract, song, hit (n.), suddenly, rock star,
tape, send, producer, busy, come back, tell, leave, club, garage, builder, version,
film, copies, next, get to, change.
New words (listening): feel. finger, toe, everywhere, written, wind, feeling, grow,
really, love (n.), love (v.).
1 Presentation of vocabulary; reading & sequencing task
To introduce the activity, explain to students that they're going to read the
story of a rock star. Look at the diagram at the top, and tell the class that this
shows the rock singer's life - it starts from nothing, goes up, goes down, and
then goes up again. Ask if anyone has heard of The Troggs (a '60s band) or of
Wet Wet Wet (an '80s band).
Give time for students to read through the paragraphs. They should do this
fairly quickly and without trying to understand every word, just to get the
general meaning, and using the pictures to help them.
Ask students which they think is the first paragraph (Answer: B). Read through
it together, presenting new words (leave school, a builder) as you go.
Then ask students to identify the next paragraph, and so on, reading through
each paragraph in turn. The order of the story is:
1B 2F 3G 4A 5E 6C 7D
2 Listening & matching task
~ Play the recording once through. Then ask students to match the lines. As
you do so, explain key words and expressions (many of these, e.g. fingers, toes,
all around me, it's written can easily be shown by gestures) . Answer: see
tapescript.
Play the recording again, and let students just listen to it for enjoyment.
!Fij Tapescript for Exercise 4: Love is all around
I feel it in my fingers, I feel it in my toes.
Well, love is all around me, and so the feeling grows.
It's written on the wind, it's everywhere I go.
So if you really love me, come on and let it show.
T 53
Idea
Get hold of a copy of the complete
song Love is all around (either the
original Troggs version or the Wet
Wet Wet version). Play it at the
_ beginning of the lesson to create a
good atmosphere.
-
Optional lead-in
Talk in general about bands and
rock music with the class, and
build up key words and phrases on
the board, e.g. a pop singer, a rock
singer, a band, a song, a hit,
Number 1, a tape, a producer.
This will help students to read the
paragraphs.
Note
_ This is the first verse of the Troggs'
original version of Love is all
around.
[
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I 1960 1962 1964 1966 1968 1970 1980 '\ 990 2000
l.,.....----
1 Read the story of the 1960s rock singer Reg Presley. Put the seven paragraphs in the right order.
A
A year later, they go back to Larry Page,
and he gives them a contract.
Their second song, Wild thing, is a big hit,
and suddenly the Troggs are rock stars!
B
Reginald Ball leaves school at
16 and gets ajob as a builder.
He wants to be a singer in
a rock band.
c
The Troggs leave Larry Page.
They don't have any more hits.
They play in dubs, but they
aren't big stars any more.
D
The band Wet Wet Wet make a new version of Love is
all around for the film Four Weddings and a Funeral.
The song sells five million copies, and suddenly Reg
Presley is a millionaire.
E
Reg Presley writes their next hit - With a girl like you -
which gets to Number 1 in Britain. In the next two years,
Reg writes three more hit songs for the Troggs. One is
called Love is all around.
F
He starts a rock band
with three friends.
They call the band
'The Troggs'. Reginald
Ball changes his name
to Reg Presley.
G
The Troggs make a tape of their songs.
They send the tape to producer
Larry Page in London. Page likes
the songs, but he's very busy.
He tells them 'Come back in a year. ~ ~ ~ ~ : ? -
2 Here are four lines of the song
Love is all around. Can you
match the first and second
parts of each line?
I feel it in my fingers, ... ... it's everywhere I go
Well, love is all around me, ...
It's written on the wind, .. .
II,o=oJ Now listen and check.
So if you really love me, .. .
-
.. . come on and let it show
... and so the feeling grows
... I feel it in my toes
Unit 12 Describing people 53
54
Study pages
1 Listen to your teacher.
Do what he/she says!
Now it's your turn. Tell other students to
do things.
Give ... Open ...
Look at ...
Close ...
Take ...
2 Look at these examples.
LO"Ok! - _

.. . -: . ,
'I' J '. - J I, .
r ' -
... ,,,,,
Put ...
Don't look!
Don't drink

3 Now look at these sentences. Which are
correct? Write ./ or add Don't.
./ et lots of exercise.
eat sweets.
drink alcohol.
eat lots of fat.
Study pages F
1 1
1
10 I Do you want coffee?
The shop's opposite my office.
"'"
I AI That jumper's a colour.
Are you coming on Sunday or Monday?
2 1
1
doctor watch
long shop opposite
orange hot
o'clock
brother colour
lovely how much
jumper umbrella
Monday
3 Write a sentence. Use words from both boxes.
Match these expressions with the pictures.
2
/
II
:-?
"
-
3
Hurry up!
Sit down.
Wait a minute.
Come in!
Be quiet.
Listen and check. Practise saying the
expreSSIOns.
[
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Study pages F
This exercise introduces positive and negative imperatives,
used for giving instructions and stating rules.
Key language: imperative forms. New verbs: put, give,
take. Recycled language: common verbs.
1 Give instructions to various students round the class,
using the verbs open, close, give, take, look at and
put. If necessary, use gestures to make the meaning
clear. Possible instructions:
Open your book.
Close your book.
Give me your book.
Give (Maria) your pen.
Put your book on the floor.
Take (Maria's) pen and give it to me.
Look at (Karl).
Focus on the new verbs give, take and put. If necessary,
give other examples to show what they mean.
Choose other students to give similar instructions,
using the same verbs.
2 Look at the examples. Establish that:
- we use imperatives to tell people to do things or
not to do things (if possible, refer to imperatives in
students' own language).
- the imperative is just the simple form of the verb
(look, give, etc.).
- to tell people not to do things, we say Don't + verb.
3 Read through the sentences about how to have a
healthy life. Establish what a healthy life is, and also
the meaning of fat and relax.
In pairs, students look at the sentences. They decide
which ones are correct, and which ones should begin
Don't ...
Discuss the answers together. If you like, build up an
agreed set of sentences on the board. Expected answers:
Get lots of exercise.
Don't smoke.
Don't eat sweets.
Don't drink alcohol.
Don't eat lots of fat.
Eat lots of fruit and vegetables.
Walk to work or school.
Don't eat late in the evening.
Relax.
Optional extension or homework
Choose another set of rules, e.g. How to be happy, How
to be successful, How to make friends, How to be a good
husbandlwifelfriendlstudent. Students think of sentences.
Pool your ideas and build up a list on the board.
The vowel sounds /D/ and /A!.
1, 2 If students have problems, focus on these
features:
- IDI is short, with lips slightly rounded.
- /A/ is short, close to the sound /a! in many
languages (e.g. German ja, French la, Slavonic da).
It is pronounced with mouth open and lips not
rounded.
Get students to say both sounds and notice how their lips
change.
3 Students write a sentence using words from both
boxes, and including any other words they like, e.g.
- My brother has an orange jumper.
- How much is that lovely watch?
pronunciation of ID/ and / A/.
This exercise teaches common conversational phrases which
use the imperative.
Key language: Hurry up, Sit down, Wait a mirlUte, Come in,
Be quiet.
Use the pictures to establish what the phrases mean.
Students may be able to guess some of them. If not, tell
them the answers, and give other examples. Answers:
1 Sit down.
2 Wait a minute.
3 Come in!
4 Hurry up!
5 Be quiet.
!a Play the recording and ask students to repeat the
phrases. Focus especially on intonation.
T 54
Consolidation
Expressions with <have'
This exercise focuses on expressions with the verb have for
talking about everyday activities, including eating and
drinking. This consolidates language from Exercise 7.1,
Exercises 9.1 and 9.3, and Exercises 11.1 and 11.3.
1 Look at the examples. Point out that we usually use have
in these expressions, rather than eat, drink, take, give, etc.
2 Ask the questions round the class, getting answers from
one or two students each time.
Students ask and answer the questions in pairs.
As a round-up, ask a few students what they found out
about their partner (e.g. She has breakfast at 7 o'clock,
She has a shower every morning ... ).
at ...
This exercise focuses on the use of at for talking about places.
This consolidates language from Exercises 8.1 and 8.2 and
Exercise 11.3.
1 Look at the examples. Point out that with some common
phrases with at, we leave out the (at school, at work, at
home).
2 Ask the questions round the class. Encourage students to
give precise answers based on their knowledge of the local
area (e.g. At the Cafe Roma - it's near the station, and they
have very good lemonade).
3 Give time for students to think about members of their
family and make notes.
Either let students talk in pairs, or choose students to
tell the whole class where members of their family are.
T 55
Review
Present simple tense
Review of Present simple positive, negative and questions
(Units 7 and 9).
Do Part a with the whole class. Then let students do the
other parts alone or in pairs, and go through the answers
together. Answers:
a I study French and she studies maths. She has a room at
the university, but I live at home . ..
b I don't like wine ... I sometimes have a glass of beer.
c My brother works in a fast food restaurant. He makes
about 50 burgers ... he doesn't eat meat.
d What time do you get up in the morning? Do you have
a big breakfast?
e How many languages does he speak? I know he speaks
French but does he speak Italian?
me, my ...
Review of object pronouns and possessives (Study Pages C
Focus, Study Pages D Consolidation).
Write on the board:
,
he
she
it
we
you
they
me
him
her
my
Ask students to find the missing words and, in pairs, to
put them in the diagrams. (Only the correct answers will
fit the diagrams.)
Go through the answers and build them up in the table on
the board. The pairs are:
him his
her her
it its
us our
you your
them their
Mixed-up words
Review of vocabulary from Units 1, 8 and 10.
1 Look at the first word together, and establish what it
is. (Answer: chemist.)
Working alone or in pairs, students work out the other
words. Let them look back at Units 1, 8 and 10 if they
need help.
Go through the answers together. Answers:
Things to eat: fruit, potato, cheese
Shops: chemist, baker, butcher
Countries: Brazil, Japan, Germany
2 Students look through previous units to find a word.
They write it in a jumbled form and add a clue.
They give their word to another student to solve.
L
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Consolidation
Expressions with 'have'
1 We often use have to talk about food or
drink.
have have have
breakfast a sandwich a cup of coffee
We also say:
have a bath have a shower have a party
2 Ask your partner:
When do you have
breakfast? lunch? dinner?
If you go to a cafe,
what do you usually have?
at ...
1 Notice these expressions.
What do you
have for breakfast?
When do you have
a shower? a bath?
She's at home, at work, at school,
at a friend's house.
I usually eat at Dino's Restaurant.
You can buy it at the market, at a
chemist's, at The Book Centre.
2 Answer these questions.
Where can
I get a drink
near here?
Where can I
get a cheap meal
near here?
Where can
I buy some
stamps?
Where can
I buy a pair
of jeans?
3 Think about people in your family.
Where are they at the moment?
Review
Present simple tense
Choose verbs from the boxes and fill the gaps.
a My girlfriend and I are both students.
I French and she
maths. She a
room at the university, but I
at home with my parents.
b (not) wine, but if it's very hot I
sometimes a glass of beer.
c My brother in a fast food
restaurant. He about 50
burgers an hour. The funny thing is,
he's a vegetarian - he (not) meat.
d What time (you) in the morning?
(you) a big breakfast?
e How many languages (he) ?
I know he French, but
(he) Italian?
me, my ...
Make pairs and write them in the right
diagrams.
live
study
have
have
like
eat
work
make
get up
have
speak
~ w [ill
D
fHe Ref
[f]
[illITJw
[ill[f][KJ fH.s
you
D
~ D
her
their it
DDDD
D
us
DDDDD
your
ffiY
D
DDD B DDD
them
our
its
D D
fl.i.ffi
Mixed-up words
1 Look at these
mixed-up words. C E HIM S T FIR TU
Can you make
- three things to eat? ABE K R ABILRZ
- three shops?
- three countries? A A N J P
A 0 0 P TT
How do you spell them?
BCEHRTU
CEEEHS AEGMNRY
2 Now you write a mixed-up
word. Show it to your partner.
EN'flttK C
~ i S is a roOM)
Study pages F 55
..
56
How much?
1 Useful things Count & non-count nouns a & some
I ~ ~ ~
~ J j
I
There's ...
0. howl
o ~
There are .. .
SaMe. ~ S
SOMe. Mo.ftl,e.s
There's ...
SOMe. .brw.d
SaMe. vJo.fer
1 What is there in the picture? Add to the three lists. Use words from the box.
What is the difference between the three lists?
2 Cover the picture. How many things can you remember?
3 Work with a partner. You want to
- light a fire
- write a letter
- make a cake
- make some coffee.
What do you need? Write four lists.
Show your lists to other students. Do they have the s'ame things?
Unit 13 How much?
gewJ
9feaa
coffee
cup
eggs
envelope
flour
flowers
keys
knife
fFlatches
money
paper
~
soap
radio
shampoo
spoon
stamps
watef
[
r
This unit is concerned with ways of talking about quantity. It focuses on these
maIn areas:
- count and non-count nouns
- a, s'ome and any
- quantifiers: (not) much/many, lots of
- questions with how much/how many?
- the use of have got as an alternative to have.
1 Useful things
This exercise focuses on words for common household items and food, some of
which are count (e.g. a spoon, matches), and some non-count (e.g. soap, flour).
Students practise talking about the objects, using There's ... and There are ...
Key structures: count and non-count nouns; a, some.
New words and phrases: key, money, bowl. paper, envelope, soap, matches; need,
light a fire.
Recycled language: food, common objects; there is/are,
1 Task: putting words in categories; presentation of count/non-count nouns
Look at the items already given in the three lists (bowl, pen, eggs, etc.) and ask
students to find them in the picture.
Establish the difference between the three lists:
- bowl and pen are singular nouns. They have a or an in front of them.
- eggs and matches are plural nouns. They have -s (or -es) at the end.
These words are all count nouns: they have a singular and a plural form
(a pen / pens, a match / matches).
- water and bread are non-count nouns. They have no plural form (we
cannot say a water / waters - it's just water).
Point out that we often use some with non-count nouns and with plural nouns.
Askstudents to identify other items in the picture. Write them on the board in
three lists. Expected answers:
There's (a bowl, a pen,) a cup, an envelope, a knife, a radio, a spoon,
There are (some eggs, some matches,) some flowers, some keys, some stamps.
There's (some water, some bread,) some coffee, some flour, some money,
some paper, some soap, some shampoo.
2 Practice: memory game
-
-
Workbook: Exercise A
Language note
Some words can be either count or
non-count, with a difference in
meaning. So the picture shows
paper, but we can also say a paper
(= a newspaper); we can see coffee
in the picture, but we can also say
a coffee (= a cup of coffee).
Presentation option
Teach the words bag, jar and
bottle, and show how we can say
some coffee or a jar of coffee, some
flour or a bag of flour, etc. If you
like, teach a piece (or sheet) of
paper and a loaf of bread in the
same way.
Pairwork option
Ask students to cover the picture and see how many things they can remember. Get - Students work in pairs. One
them to use the structures There's a ... , There are some ... and There's some ... student covers the picture and
tries to remember the items.
3 Activation: making a list
Look at the activities in the list. Teach light a fire (use gestures or a drawing).
Ask students what you need to light a fire, and write a list on the board.
(Expected answer: some paper, some matches, maybe some wood.)
Ask students to write similar lists of things they need for the other activities.
They could do this alone or in pairs.
Discuss the answers together. Focus on the difference between count and non-
count nouns. Possible answers:
to write a letter: a pen, some paper, an envelope, some stamps.
to make a cake: some flour, some eggs, some water, some sugar, a bowl, a spoon,
to make some coffee: some coffee, some water, a spoon, a cup, some milk.
T 56
2 Shopping list
This exercise practises have/ haven' t got, and quantity expressions. Students listen to
people making a shopping list and work out what they have and haven't got.
Key language: not much, not many; we've got, we haven't got.
Recycled language: food and drink; lots of, some/any.
1 Listening & note-making; presentation of 'have/haven't got'
Look at the food and drink items. Ask which are count nouns and which are
non-count nouns. (Answer: orange juice, bread, rice, coffee and sugar are non-
count; the others are count.)
Point out that we've got (= we have
got) means the same as we have.
We've got some tomatoes.
We haven't got any tomatoes.
Play the recording. Students mark the items the people need. Answer:
orange juice, tomatoes, eggs, potatoes, apples, bananas, coffee, sugar
2 Listening & sentence completion. Presentation of quantity expressions
Play the recording again, and complete the sentences. Expected answers:
They've got lots of bread. They haven't got many potatoes.
They haven't got much sugar. They haven't got any eggs/coffee.
3 Activation: talking about food at home
Tell students what you've got and what you haven't got at home. Use the
structures from Part 1.
Ask students if they know what food they've got at home. Prompt them, e.g.
What about tomatoes? What about milk? What have you got in the fridge?
3 How much ... 7
This exercise shows how we use How much? with non-count nouns and How
many? with count nouns. It takes the form of a multiple choice quiz.
New words: quiz, pages, copies, use, blood, human, body, average, fuel, journey,
basketball, team, jam, state, tonne, lifetime, elephant.
1 Reading; presentation of 'how much/many'
Read through the quiz, presenting any new words as you go. Ask the class to
guess the answers, then tell them. Answers:
1 c 2 b 3 a 4 c
Establish that the red questions use How many and the blue ones use How
much. Write these phrases on the board:
How many I trees?
people?
I
blood?
How much fuel?
Point out that with count nouns (trees, people) we use How many; with non-
count nouns (blood, fuel) we use How much.
Look at the other quiz items. Ask students to make questions with How much
or How many, and see if anyone can guess the answers (in brackets):
A How many players are there in a basketball team? (5)
B How much sugar is there in a kilo of jam? (600 grams)
C How many letters are there in the English alphabet? (26)
D How many states are there in the USA? (50)
E How much food/How many tonnes of food does the average person eat?
(13 tonnes)
F How much water/How many litres of water does an African elephant drink a
day? (50 litres)
T 57
Option
- Get 'majority guesses' from the
class and write them on the board.
Obviously, students are not
expected to know the answers to
the questions.
Practice option
Give other nouns and ask students
to add How much/many, e.g.
- water - How much water?
books - How many books?
Homework option
Students think of a question at
home. They then ask their
_ questions in the next lesson.
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2 Shopping list lots of not many/much not any
1 1
1
,0-0,11 Two people are making a shopping list. Which of these things do they need?
Write them on the shopping list.
tomatoes
eggs
bread
rice
potatoes
apples
bananas
coffee
sugar
2 1
1
,0-0, 11 Listen again and complete these sentences.
They've got lots of ...
They haven't got many .. .
They haven't got much .. .
They haven't got any ...
3 Do you know what you've got in your own kitchen? Talk about the things in the list.
got any ...
3 How much ")
We haven't
got many/much
How many ... ? How much ... ?
1 Here are four quiz questions. Can you guess the answers?
4
2
3
A newspaper has 32 pages,
People speak Spanish not
A Boeing 747 carries 400
and sells a million copies
This person is giving blood
people 5000 km between
a day.
only in Spain, but also in
London and New York.
many other countries.
_ about half a litre.
1
How many trees does it use
How much fuel does it use
every day?
---
How many people in the
How much blood is there in on the journey? ~ 6
Ii
world speak Spanish?
the average human body?
10,000 l i t r s ~
a 40
~
a
a
150 million l
5 litres b
50,000 litres
0
b 400
a
c1
b
350 million
c 4,000
b
8 litres c
100,000 litres
c
550 million
11litres
c
j
1_ What's the difference between the red questions and the blue questions?
l _ 2 Make questions with How many ... ? and HOl(! much ... ? Do you know the answers?
A There are
C
There are
5/ 6/7 players
B
There are
26/ 28/ 30
E
The average
F
L
An African
In. j
300/ 600/ 900
letters in
D There are
person eats.
basketball "
40/ 50/ 60 .
elephant drinks
[ -
grams of m the English
3/ 13/ 30 of'. . ~
50/
team.
sugar in a 1:
alphabet.
states in the tonnes of food in
kilo of jam.
United States of his/her lifetime.
[. America.
Unit 13 How much? 57
58
Focus on Form
1 Count & non-count
Count nouns
K
S

a bo}! two boys a cup
Non-count nouns

ffi
..

Il $ e

.Q1L
: Q 9

sugar a kilo water
of sugar
Count or non-count?
shirt
picture
beef
lake
wine
oil
2 many & much

,..v
....
three cups

""'"
two glasses
of water
ketchup
cigarette
Count nouns
There aren't JTr)raiJill): cups.
How cups are
Non-count nouns
There isn't much salt.
How.much salt is
there? there?
Fill the gaps with much or many.
a How ... ................. wine do we need?
b I don't eat .......... .... ...... white bread, but I eat a lot
of brown bread.
cHow ........... ......... cigarettes do you smoke a day?
dHow ............ ........ sugar is there?
e They've got a lot of books in their house, but
not .. ..... .. ........... pictures.
f I haven't got ... .. ............... money in the bank.
to say irt
1 Lo=oJ Listen to 've got and haven't got in
these sentences. Practise saying them.
I've goLa new bike.
I've got brown hair.
We've got some money.
We haven't got much sugar.
I haven' t goLa car.
Unit 13 How much?
3 have got
Alive
I have a bike.
I don't have a car.
My sister has a car.
She doesn' t have
a bike.
MUll gat
H I've got a bike.
I haven't got a car.
My sisters got a car.
She hasn' t got
a bike.
I've got = I have got He's got = He has got
Read out this paragraph using have got.
My brother and I are very
different. He has dark hair and black
eyes; I have fair hair and green eyes. He has
a flat in the city centre; I have a small house
in the country. He has a fast car, but he
doesn't have any children. I have three
children, but I don't have a car.
He doesn't have any problems. And
I don't have any money.
Think of a person in your family. How are you
different? Make sentences with have got. Think
about these things.
I money
eyes
2 Ilt=o,! Listen to the l'dl sound in these phrases.
<) . g

a kilo of rice
;) ;);)

a glass of water
<) g , g
." ....
a bottle of wine
;) ;) g

a litre of milk
;) g ;)

a bag of sugar
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Focus on Form
1 Count & non-count
Look at the examples and establish that:
- count nouns have a singular and plural form; in the
singular they have a or an.
- non-count nouns are singular only, without a or an.
- to make non-count nouns countable, we can use
phrases like a glass of, a kilo of
Do the exercise round the class. Answers:
shirt: count beef: non-count wine: non-count
ketchup: non-count picture: count lake: count
oil: non-count cigarette: count
2 many & much
Look at the examples.
Either do the exercise round the class, or let students do it
in pairs and then go through the answers together.
Answers:
a How much wine ... 7
b I don't eat much white bread ...
c How many cigarettes .. . 7
d How much sugar ... 7
e ... not many pictures.
f I haven't got much money ...
How to say it
1 The sound of "ve got' and <haven't got'
b#'Tl Play the sentences, and ask students to repeat
them. Focus on the (not very obvious) /v/ sound in
/aIV-..llDt/, /Wi:V-..llDt/.
'r ;1 Tapescript for Exercise 2: Shopping list
A Let me see ... We need some orange juice, and some
tomatoes, and ... we haven't got any eggs ... What else?
B What about bread?
A No, we've got lots of bread ... Rice? No, we've got rice ...
Ah, we haven't got many potatoes.
B Potatoes, OK. What about fruit?
3 have got
Look at the examples. Point out that:
- have and have got are two different structures that
mean the same.
- have is a normal verb. We say I have, he has. The
negative is I don't have, he doesn't have.
- have got is really a form of the verb get. We say I have
got (I've got), he has got (he's got) . The negative is
I haven't got, he hasn't got .
Go through the paragraph. Ask students to use forms of
have got. Answers:
... He's got dark hair and black eyes; I've got fair hair and
green eyes. He's got a flat in the city centre; I've got a small
house in the country. He's got a fast car, but he hasn't got
any children. I've got three children, but I haven't got a car.
He hasn't got any problems. And I haven't got any money.
To introduce the second part of the exercise, tell the class
some things about yourself and other people in your
family, saying how you are different.
Either ask students to make some sentences orally round
the class, or give them time to write sentences and ask
them to read out what they have written.
2 Reduced /g/ in phrases like <a glass of water'
!#J Play the recording, pausing and getting students to
repeat the phrases. Focus on:
- the rhythm of the phrases:
a glass of water
a kilo of rice
- the /g/ sounds: /g gla:s gv/, /g 'ki:lgo gv/.
A Oh, yes. Get some apples - and some bananas, maybe.
What else? Ah yes, we haven't got any coffee.
B We haven't got much sugar, either.
A OK, sugar. Is that everything?
B I think so, yes.
T 58
This unit covers a range of topics to do with seasons and climate:
- names of seasons
- names of months
- vocabulary for describing the climate of a country (e.g. wet, cold, rain)
- expressions for talking about the weather (e.g. it's raining, it's windy).
The Reading and Listening activity is about festivals.
1 Seasons
This exercise introduces the names of the seasons, and vocabulary for talking about
climate. Students extract key vocabulary from the texts, then write sentences about
the climate in their own country.
Seasons: summer, winter, spring, autumn; wet season.
Climate words: hot, cold, warm, cool, wet, dry, humid; rain, snow; temperature.
1 Reading to answer questions
Read through the questions. Ask students to look at the pictures and try to
guess the answers.
Give time for students to read the texts, then discuss the answers together.
Answers:
Always hot: Alice Springs, Jakarta
Very cold in winter: Moscow
Dry in August: Alice Springs, Istanbul, Moscow, Jakarta
2 Vocabulary task; presentation of vocabulary
Ask students to find pairs of opposites in the texts. Write them on the board,
and explain the meaning of any new words:
wet
hot
warm
dry
cold
cool
summer winter
spring autumn
day night
Show how we use rain and snow either as verbs or as nouns:
It ohen I rains I in the winter.
snows
There is ohen I rain I in the winter.
snow
Read through the texts together, presenting any other new items, e.g. humid,
temperature, 20 (= 20 degrees), all year round.
Give time for students to write sentences about their own country. They can do
this either alone or working together in pairs.
Students read out their sentences. If the class all come from the same country,
you could build up sentences on the board.
T 59
-
-
Optional lead-in
Talk about where the places in the
pictures are, and ask what students
know about them, e.g. Jakarta is
the capital of Indonesia, in South-
East Asia . . (You could do this in the
students' own language.)
Note
Students should just read to
answer the questions at this stage,
not to understand every word in
the texts. They will read them
more closely in Stage 2.
Note
Do not spend too much time on
the names of months at this point.
They are practised more fully in
Exercise 2.
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Around the year
1 Seasons
1 Here are four places from around the world.
Which places are
- always hot?
- very cold in the winter?
- dry in August?
Read the texts and find out.
Alice Springs is hot and dry all year round. From October to
March it is very hot, often 40 or more. From May to August
it is clear and warm by day, but cool at night.
Jakarta is hot all year round, and the temperature is about
the same in January and July. November to April is the wet
season, and in January there is a lot of rain. From July to
September it is mainly dry, but the air is always humid.
2 Find pairs of opposites in the texts. Make a list.
[
In the summer, Istanbul is quite hot, about 25-30,
and in the winter it is cool. It often rains in the
autumn and winter, and it sometimes snows.
Moscow has hot and mainly dry weather in the
summer, with temperatures of 25-30. In the winter
it is very cold, and it snows a lot. Temperatures can
be below -20, and there is often snow from
November to March. Spring comes late in Moscow,
usually in April or May.
COLD ]
HOT ]
3 Write a few sentences about the weather in your own country around the year.
( 11
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4 Festivals
1 Read about these festivals. Which festivals do the pictures show?
5N OW FESTIVAL (February - Sapporo, Japan)
At the Sapporo Snow Festival people make statues
from snow. Some of the statues are very big. You
can just look at the statues - or you can make one
yourself.
CAR..N lVAL (February - Brazil)
People celebrate Carnival in many countries, but the
best known is in Brazil. In Rio de Janeiro, many
thousands of people parade through the streets. They
wear fantastic costumes and dance to samba music.
H 0 L I (March - India)
This is a Hindu festival. On the last day of the
festival, people sell coloured powder in the street.
You can buy the powder, and throw it over other
people.
50 N K R..AN (April - Thailand)
Songkran - the Water Festival - is the Thai New
Year. If you're in Thailand during Songkran, keep
your car windows closed, because everyone throws
water at everyone.
~ 1 0 COD E L CA L C I 0 (June - Florence, Italy)
This is a 16th-century version of a football match.
There are four teams, each with 27 players. The
players wear 16th-century costumes. The game is
quite dangerous, because there aren't many rules.
o KT 0 B E R.. FE 5T (September! - Munich, Germany)
If you like beer, this is the festival for you. Seven
million people visit the Oktoberfest. They drink five
million litres of beer, and eat a million sausages and
half a million chickens.
NEW YEAR..' 5 EVE (end of December)
In most parts of the world, December 31 is the last
day of the year. People go out with their families
and friends, and at 12.00 midnight, everyone says
'Happy New Year'.
2 ~ o = o \ ~ Five people say what they do on New Year's Eve.
Which things does each speaker do? Choose from the list.
a stay at home
b watch lV
c go to a party
d go to bed early
e visit friends
f go to a restaurant
g go out into the street
h dance
watch fireworks
3 What do you do on New Year's Eve?
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Consolidation
have and have got
1 We can often use have or have got. In these
sentences, they mean the same.
I have a radio, but
I don't have a TV.
+-+
I' ve got a radio, but
I haven't got a TV.
He has long hair. +-+ He's got long hair.
2 Sometimes you can't use have got:
,/ I have breakfast at 8 o'clock.
X I've got breakfast at 8 o'clock
,/ I don't have a shower in the morning.
X ! haven't got a shower in the morning.
3 Say a few true things about yourself.
I have ...
I've got ...
I don't have ...
I haven't got ...
A hundred, a hundred and one ...
1 Look at these numbers. Can you fill the gaps?
100 101 137
a hundred a hundred .....................
and one
200 205 851
two hundred ..................... . .... ................
1,000 1,0 I I 1,054
one thousand one thousand .....................
and eleven
1,200 2,500 3,651
one thousand ..................... . ....................
two hundred
100,000 200,000 1,000,000
a hundred ..................... a million
thousand
2 Read out these sentences.
a 'Eternal God', a tree
in California, is
12,000 years old.
c The railway station at
Condor in Bolivia is
4,786 metres above the sea.
The MGM Grand
Hotel in Las Vegas
has 5,005 rooms.
d Mount Everest, in
the Himalayas, is
8,848 metres high.
e The plane Concorde can carry
exactly 100 passengers. It can
travel at 2,300 kilometres an hour. -<" D
. Review
Present simple and continuous
When do you
wear shorts?
Are you wearing
shorts now?
1 Look at these sentences. Which answer the
blue question? Which answer the red
question?
I wear shorts in
hot weather.
I'm wearing
shorts.
I don't wear
shorts.
I wear shorts when
I play tennis.
I'm not
wearing shorts.
I always wear
shorts.
What about you? When do you wear shorts?
Are you wearing shorts now?
2 Ask and answer questions.
Use these ideas.
- smoke - drink coffee - speak English
- wear a hat - wear jeans - wear glasses
Where's the supermarket?
Look at the filap. Where's
I the supermarket?
2 the post office?
3 the bank?
Time
4 the chemist?
5 the kiosk?
6 the bookshop?
Bus Station
1 Look at the clocks. What time is it?
2 Choose a day of the week. Imagine yourself
at these times. Where are you? What are
you doing?
Study pages G
63
64
In the past 1
1 Bedti me story
Past simple
1 Here is a story. The red words are verbs in the Past tense.
Present Past
Read Part 1 of the story and complete the table.
is was
are
ask asked
look
open
play
smile
want
give gave
go
have
put
say
see
Part I
take
I was about five years old. It was very late at night, and my parents were asleep. I was awake because I wanted to
go to the toilet. I went to the toilet, and I saw a light under the living room door. So I opened the door and went
in, and I saw a man in the living room. He was about 20 years old.
I looked at him, and he looked at me, and he smiled at me and said, 'Hi! What's your name?' And I said, 'Sam'.
'Do you want to playa game, Sam?' he asked, and I said, 'Yes.' He had a big bag in his hand, and he said, 'OK.
Let's put things in this bag.'
So we played the game. I gave things to him, and he put them in his bag. I took my father's wallet out of his
jacket, and I took my mother's purse out of her coat, and the man put them in his bag.
Part 2
Then I (I) ... ...................... into my parents' bedroom - very quietly - and (2) ...................... their watches and rings, and
my mother's earrings, and (3) ...... : .................. them to the man.
I (4) ....................... him some other things too - the silver knives, forks and spoons, two clocks and some old
books - and he (5) ......................... everything in his bag. It (6) ......................... a great game.
And in the end he (7) .. ....................... , 'OK, Sam. It's bedtime. You go back to bed now. Goodnight.' So I
(8) ......................... goodnight and (9) ......................... back to bed.
2 Read Part 2 of the story. Fill the gaps with verbs from the table.
1
1
,0=0,11 Now listen to Sam telling the whole story.
3 Cover the text, and try to tell the story yourself. Use the verbs in the table to help you.
Unit 15 In the past 1
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This unit introduces the Past simple tense. It focuses on:
- Past simple regular and irregular forms
- was and were
- past time expressions with on, in, at.
1 Bedtime story
This exercise is based on a true story about a boy who helped a burglar. It
introduces the Past tense forms of common verbs, some regular and some irregular,
and also the Past tense of the verb to be.
Key structures: Past simple tense. New verbs: smile, give.
Irregular past forms: gave, went, had, put, said, saw, took; was, were.
Other new words: awake, light, game, thing, wallet, purse, silver, bedtime.
1 Reading & completing a table; presentation of Past tense forms
Look at the picture and establish what's happening in it: there's a boy, a man
with a bag, the boy is giving him things, he's putting things in the bag, it's night.
But try not to give the story away at this point.
Read through Part 1 of the story, presenting key words as you go (e.g. light,
smile, wallet, purse) and focusing on the verb forms. Establish that:
- some verbs add -ed in the past (e.g. play - played).
- some verbs change their form in other ways (e.g. give - gave, go - went).
As you read through, ask students to add verbs to the table, and write them on
the board. Answers:
(was), were; (asked), looked, opened, played, smiled, wanted; (gave), went. had, put,
said, saw, took
Show how most verbs have only one Past tense form, but the verb to be has
two: was and were:
I I played cards.
He
They went home.
He
was at home.
You I
We were at home.
They
2 Reading & gap-filling; listening to check
Read through Part 2 of the story. Pause at each gap and ask students to suggest
a verb from the table. Answers:
-
-
1 went 2 took 3 gave 4 gave 5 put 6 was 7 said 8 said 9 went -
Play the recording of the story. Make sure students understand the point
of the story: that the man was a burglar. If you like, teach the words burglar and
steal at this point.
3 Activation: telling the story
Ask students to cover the story, but to look at the table of verbs (or to look at
the table on the board). Students retell the story round the class, taking turns to
say a sentence or two. They should not of course try to repeat the story word
for word: the idea is to retell the main events and to use verbs in the Past tense.
Tapescript for Exercise 3: Childhood places
-
> Workbook: Exercise A, Listening
Alternative: better classes
Let students read through the
story themselves and try to work
out which verbs the past forms go
with. Then go through the
answers together.
Presentation option
Give other examples, showing how
the verbs are used in the past, e.g.
My friend had a birthday
yesterday. I went to his house. I
took a present.
Note
Give and other verbs with indirect
objects are practised in Study
Pages H Consolidation, page 71.
Pairwork option
Students practise telling the story
in pairs, one student telling Part 1
and the other telling Part 2.
1 Our flat was on the third floor, and it was very small- it was
really just one room. It had a kitchen and a bathroom, but
they were very, very small- they were like cupboards, really.
The room had one big window, and outside there was a small
balcony. And in the room there were two sofas, one on each ,
side. And at night these sofas were our beds - my parents
slept in one, and I slept in the other with my little sister.
2 I remember my grandmother's house, where I stayed every
summer. It was in the country, and it was quite small - it
only had a living room and two bedrooms - but it had a
really big garden, and there were lots of trees, and it was
very quiet. It was an old house, and it had lovely old
wooden furniture. And I remember there was a large
veranda which went all round the house, so there was
always a sunny place to sit. I loved it.
T 64
2 Yesterday ...
This exercise gives further practice in Past tense forms, and also focuses on time
expressions with in, on and at.
Key language: in, on, at; yesterday. New Past tense forms: read, wrote, bought.
Recycled verbs: saw, went, gave, played, had.
1 Presentation of new verbs
Read the sentences. Ask students to identify the
verbs (some will be known from the previous
exercise), and write the new forms on the board:
2 Presentation of 'in/on/at'
buy
bought
read
read
write
wrote
Look at the sentences again. Ask which words come after on, in and at, and
write examples on the board:
on 1 Sunday
Wednesday
I
April
in the summer
1989
3 Activation: writing sentences; guessing game
at 1
9
o'e/ock
the weekend
To introduce this part, write five sentences about yourself on the board (or
simply say them), e.g. I read a very good book yesterday. I bought a new car at
the weekend. See if students can guess which are true and which are false.
Students write sentences about themselves.
Students read out their sentences. Other students guess which ones are true.
3 Childhood places
This exercise gives practice in describing things in the past, using there was, there
were, it was and it had.
New words: quiet, veranda. Recycled language: rooms, houses, adjectives.
1 Reading & matching task
Read through the notes, presenting the new words quiet and veranda (shown in
the picture). Discuss which go with photo A and which with photo B. Expected
answers:
A: just one room, one big window, a small balcony, on the third floor
B: very quiet, a big garden, lots of trees, in the country, a large veranda
2 Listening & making sentences
Play the recording. Then ask students to make sentences from the notes.
Expected answers:
A It was just one room. The room had one big window. There was a small
balcony. It was on the third floor.
B It was very quiet. It had a big garden. There were lots of trees. It was in the
country. There was a large veranda.
Establish what else the speakers say. If necessary, replay the tape. Answers:
1 Rooms: There was a small kitchen and a bathroom.
Sofas: There were two sofas. The sofas were their beds.
2 Rooms: There was a living room and there were two bedrooms.
Furniture: It had lovely old wooden furniture.
Veranda: It went all round the house, there was always a sunny place to sit.
3 Activation: writing notes
Students choose a place they remember and write notes. These can either be
complete sentences or phrases as in the example.
Ask students in turn to say a few things about the place they remember.
T 65
-
-
Language note
We use on with days; in with
months, seasons and years; at with
times, and in special phrases like at
the weekend, at New Year. There is
no preposition before yesterday: I
saw her yesterday.
Pairwork option
Students read out their sentences
to their partner, who guesses
which are true. As a round-up, find
out which sentences students
guessed correctly.
!Bl The tapescript is on page T64.
Homework option
- Students write the sentences for
homework.
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2 Yesterday ... Past simple time expressions
I saw some old friends on Sunday.
I read nine novels in the summer.
I played football at the weekend.
I went to Istanbul in April.
I gave my mother some flowers on Wednesday.
I bought a new coat yesterday.
1 Read these sentences. What is the present tense of the red verbs ?
2 What can come after on, in and at? Continue these sentences.
3 Write five sentences about yourself (three true sentences and two false sentences).
Use the red verbs.
Read out your sentences. Can other students guess which are true and which are false?
3 Childhood places
... very quiet
... just one room
... a big garden
... one big window
... a small balcony
. . . lots of trees
. .. on the third floor
... in the country
... a large veranda
(there) was/were had
1 Read the notes in the box. Which go with picture A, and which with picture B?
2 1
1
,0=0, 11 Two people remember the places in the pictures.
It was... There was .. ,
Listen and make the notes into complete sentences.
It had... There were ...
What do they say about these things?
Speaker 1 - the rooms - the sofas
Speaker 2 - the rooms - the furniture - the veranda
3 Choose one of these places:
- the place where you lived as a young child
- a place you often visited as a young child
What can you remember about it?
66
Focus on Form
1 Verb
+
-ed
play
......
played smile
......
smiled
stay
......
stayed like
......
liked
watch
-4
................ .. - dance
......
. ....... ...............
wash
......
......... smoke
......
,.....................
listen
......
.. .... ..... -... -.. live
......
............. ....... ..
Fill the gaps with a past form from the list.
a When I was a child, we ...................... -. .. in London.
b On Saturday evening, I ............. " ............ at home and
........................... television.
c When I was young, I ........................... the Beatles. I
........................... to them them all the time . .
d He .... .................... 20 cigarettes yesterday.
e I ... .... _ ............... my hair this morning.
2 Irregular verbs
Match the present and past forms.
PRESENT
see go put
give write
say buy
have take
Now test your partner.
How to say it
PAST
bought said
took went gave
wrote put
saw had
1 "0=0,11 Listen to the -ed endings. Practise
saying the sentences.
He 100ked3t me.
I her.
He opened the door.
She asked me a question.
I wanted to go.
3 Time expressions
He went out
yesterday.
I saw her at the weekend.
8 o'clock.
September.
We went there in the winter.
1975 .
I washed my hair
on Tuesday.
Fill the gaps with at, on, in or - (= nothing).
a They bought a new car ..... .......... Thursday.
b I stayed in bed all day ............... yesterday .
c He started the book ....... _ ..... January and
finished it ............... July .
d I drank a cup of coffee ............... 8 o'clock, and I
had another cup ............... 8.30:
e They went to Australia ............... 1998.
4 was & were
Change this description to the past tense.
I live in an old house in the village of
Ash1ey. It's a very small village - there are
about 25 houses, and there's a small shop,
too. The school's in the next village. There
are 21 children at the school, and there's
only one teacher. The teacher is my mother,
so we walk there together every morning.
2 Ilt=o'! Listen to the difference between there
are and there were.
the game.
There were the game.
Listen and choose the sentence you hear.
Then practise saying it.
There are flowers in the room.
There were
ThTh
ere
are two trees near the house.
ere were
There are some pictures on the wall.
There were
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Focus on Form
1 Verb + -ed
Students complete the list with past forms. Answers:
watched, washed, listened, danced, smoked, lived
Point out that:
- most verbs add -ed.
- if the verb ends in -e, we just add -d.
together. Answers:
a lived b stayed, watched c liked, listened d smoked
e washed
2 Irregular verbs
Ask students to match the present and past forms.
Answers:
see - saw go - went put - put give - gave
write - wrote say - said buy - bought have - had
take - took
Pairwork. Students take it in turns to test each other.
How to say it
1 Pronunciation of -ed ending
~ Play the recording, pausing and getting students to
repeat the sentences. Focus on:
- the consonant clusters in /lukt/, /smadd!, /';:mp;md/,
/a:skt/
- the /Id! sound in /wontId/
- the way the d ending runs onto the next sound
(llukC<eti, /a:skt_ mil).
3 Time expressions
Look at the examples. Point out that:
- we use at with times and in the expression at the weekend.
- we use in with months, seasons and years.
- we use on with days.
together. Answers:
a on b - c in, in d at, at e in
4 was & were
Establish that we use:
- there was with singular nouns.
- there were with plural nouns.
Students do the exercise in pairs. Then go through the
answer. Answer:
When I was a child, I lived in an old house in the village of
Ashley. It was a very small village - there were about 25
houses, and there was a small shop, too. The school was in
the next village. There were 21 children at the school and
there was only one teacher. The teacher was my mother, so
we walked there together every morning.
2 Difference in sound between <there are' and <there
were'
!7#ijJ Play the example. Focus on the two phrases: /oegr;)
lots gV 'pi:pU and /oegwg lots gV 'pi:pl/.
!a Play the other sentences. Pause after each one to
establish which sentence it is, and get students to repeat it.
Answers:
There were flowers in the room.
There were two trees near the house.
There are some pictures on the wall.
T 66
This unit covers a range of related topics to do with the world: geographical
features, countries and languages. It focuses on the following vocabulary areas:
north, south, east, west
geographical features (e.g. river, coast, mountains, lake)
types of town (e.g. port, capital, village)
names of countries, continents and languages.
The Reading and Listening activity is about a business trip to Miami.
1 On the map
This exercise introduces compass points, expressions with in and on (e.g. on the
coast), and vocabulary for talking about towns and other features.
Compass points: north, south, east, west. Types of town: town, village, capital,
port, resort. Geographical features: mountain, lake, river, sea, coast, island.
1 Reading & vocabulary task; presentation of vocabulary
Look at the map, and read the text beside it to establish the situation (the family
are coming to the island on holiday, A-L are all towns or villages on the island).
Teach the words island, tourist, holiday and ferry (boat) .
Either read through the six descriptions with the students, or give time for them
to read them on their own. Build up lists of vocabulary on the board:
vii/age
town
port
resort
capital
2 Reading & matching task
north
east
south
west
sea lake
mountain
river
coast
Working alone or in pairs, students read the descriptions again. Ask them to
find the places on the map, and decide the best route for the family.
Newport = E Belmonte = L Iguana = H Johnstown = G Salvador = B
Laguna = D Possible routes (starting from A): B, D, H, L, G, E; or B, G, E, L, H, D
3 Activation: describing places
Point out that we say:
- in the north, south, east, west; in the mountains.
- on the sea, on the coast, on a lake, on a river.
Choose other places on the island, and ask students to describe them, e.g.
A is a large port on the north coast.
F is a village in the west of the island. It's near the sea, and it's on a lake.
I is a small village in the mountains in the centre of the island. It' s on a river.
K is a port in the south of the island. It's on a river and it's near the coast.
If you like, introduce this part by choosing a place that the whole class knows
and building up sentences about it on the board.
Working alone, students write sentences about a place in their own country.
Students read out their sentences.
-
-
Language notes
The capital is the main town of a
country or region (London is the
capital of Britain).
A port is a town on the sea or a
river, which ships go to.
A resort is a place where people go
on holiday.
We can say that a town is on the
sea or on the coast: these mean
roughly the same.
Alternatives
1 Game. Students read out their
sentences without naming the
place (X is a ... ). Other students
guess which place they are
describing.
2 Homework. Students write the
sentences for homework and read
them out in the next lesson.
Tapescript for Exercise 3: Which country?
1 India - well, it's a large country, very large. It's also a very
poor country, at least most people are poor. What else? It's in
Asia ... the capital is New Delhi, I think, and the River Ganges
flows through it. It's very hot in the summer and the winter, I
think - but not in the north, of course. In the north there are
mountains, very high mountains - the Himalayas.
the centre of Europe, it isn't on the sea. It has a lot of
lakes, and a lot of mountains -- it's very cold in the winter.
It's a very rich country - a very beautiful country as well.
And there are three main languages, I think - French,
German and Italian.
2 What do I know about Switzerland? Well, it's in Europe, in
T 67
3 Argentina is in South America, and people speak Spanish
there. It's a very big country. The south of the country is
very cold - I'm not sure about the north, but the south is
certainly cold. And the capital is Buenos Aires.
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Around the world
1 On the map
1 Look at the six descriptions and
find words to add to the lists.
.------------11 I\Otfh) ...
+'011'1(\) I
2 Can you solve the puzzle?
Places to visit
NEWPORT is a large
town in the west of
the island. It's on the
coast.
BELMONTE is a village
in the mountains, near
the south coast.
IGUANA is the capital
of the island. It's a
port on the Iguana
River, and it's in the
east of the island.
JOHNSTOWN is the old
capital. It's in the
rrrountains in the
centre of the island,
and it's on a lake.
1:.I:P"";;;:;:::::::>!1::;;;;;';l SALVADOR is a small
town on a river in the
north of the island. It's
near the coast.
LAGUNA is a small
tourist resort on the
north coast. It isn't on
a river.
__ ... ___ best route?
T
hiS family of tourists are on a
ferry boat, at the start of a
week's holiday on the island. They
want to go to all six places to visit ,
and then get the boat home again.
Can you
1 find the six places on the map?
2 tell them the best route?
3 Describe some of the other places on the island.
4 Think about your own country.
Write about one of these places:
- your home town
- the capital city
- a tourist resort
N
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Unit 16 Around the world
67
68
2 I love you
1 All the gaps in this text are the names of
languages. Which language goes in each gap?
Arabic Greek Portuguese
Chinese Italian Russian
French Japanese Spanish
German Polish Turkish
2 Here is I love you in seven different
languages. Can you guess the languages?
Can you say I love you in any other languages?
3 Which country?
1 How much do you know about these
countries? Match them with the sentences.
(Write I, S or A.)

0
0
0
0
0
0
'0
0
0
0
0
0
0
T he names of languages are often like the
Countnes where people speak them S
(
1) . h . 0
. . ............. IS t e language of Ital (2)
IS the language of Russia, and (3) .. ..........
language of Greece In T k
(
4) . ur ey people speak
.............. and in Poland h
(
5) t ey speak
.. : ........... . In]apan, people speak (6)
and III China they speak (7) .............. . .. ............ ,
B
ut some languages are not so simple.
People speak (8) .
in . .. ............ III many countries
the MIddle East and North Africa. People
speak (9) .............. in Germany but th al
k' . ,ey so
spea It III Austria and part of Switzerland Y
can hear (10)' . ou
Cd .. .... ...... III France, but also in
Afi
ana a, Belgium and in many countries in
nca. (11) . h l
.............. IS t e anguage of Portugal
but also of Brazil And 1 '
(12) . . peop e speak
f
...... .. .. not only III Spain, but also in most
o South and Central Am .
enca.
It isn't on the sea.
It's in Asia.
The capital is Buenos Aires.
People speak Spanish there.
It's a very rich country.
People speak French, German and Italian there.
It' s a poor country.
Most of the country is hot in summer and winter.
It's in Europe.
The south of the country is very cold.
The capital is New Delhi.
It has a lot of lakes and mountains.
It's in South America.
The River Ganges flows through it.
2 Three people say what they know about India, Switzerland and Argentina.
Listen and check your answers.
3 Think of a country. Write three or four sentences about it.
Then read out your sentences. Can other students guess the country?
Unit 16 Around the world
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2 I love you
This exercise is based on a text about major languages in the world and where they
are spoken. The second part presents I love you in seven of the languages
mentioned in the text. The main focus of this exercise is on the names of languages:
the countries where they are spoken are for comprehension only.
Languages: Arabic, Chinese, French, German, Greek, Italian, Japanese, Polish,
Portuguese, Russian, Spanish, Turkish. New countries: Austria, Belgium, Canada,
Portugal, Switzerland; Middle East. Recycled language: names of countries.
1 Reading & gap-filling task; presentation of languages
Read through the text, and use the names of the countries (most of which are
known) to teach the names of the languages. Focus on pronunciation, especially
of /'pguhJ/, /P:J:tju'gi:z/, /'rAJ;;m/, /' spxmJ/. Answers:
1 Italian
8 Arabic
2 Russian
9 German
3 Greek 4 Turkish 5 Polish 6 Japanese
10 French 11 Portuguese 12 Spanish
7 Chinese
After establishing which languages go in the gaps, ask students to read the text
aloud round the class, adding the languages as they read.
2 Activation: guessing languages
Look at the expressions in the heart, and see if students can guess what
languages they are. Answers:
Left side (top to bottom) : Spanish, German, Russian
Right side (top to bottom): French, Japanese, Turkish, Arabic
Ask students if they can say I love you in any other languages. Use this as an
opportunity to teach the names of languages that may be important for students
(e.g. languages from nearby countries).
3 Which country?
This exercise teaches simple ways of describing a country, and introduces the names
of continents. Students hear people describing the countries in the pictures, then
they describe a country themselves.
Continents: Europe, Asia, America. Other new words: rich, poor; flow.
Recycled language: languages; climate; geographical features; compass points.
1 Reading & matching task; presentation of continents
Read through the sentences, introducing new words as you go.
Pairwork. Students match the sentences with the countries. Then discuss the
answers together.
Play the recording, pausing to check the answers:
India: It's in Asia. It's a poor country. Most of the country is hot in summer and
winter. The capital is New Delhi . The River Ganges flows through it.
Switzerland: (It isn't on the sea.) It's a very rich country. People speak French,
German and Italian there. It's in Europe. It has a lot of lakes and mountains.
Argentina: The capital is Buenos Aires. People speak Spanish there. The south of the
country is very cold. It's in South America.
3 Writing & guessing game: countries
To introduce the activity, think of a country yourself and say a few sentences
about it, e.g. It's in Asia. It's a very big country. It's on the sea. The capital is
Beijing. Ask students to say the name of the country. (Answer: China.)
Working alone or in pairs, students choose a country and write a few sentences
about it.
In turn, students read out their sentences. The rest of the class try to guess
which country it is.
> Workbook: Exercise B, Listening
Presentation option
- Build up a list of countries and
their languages (France - French,
Italy - Italian, etc.) on the board.
Add other pairs that students find
important.
-
-
Vocabulary option
Write the names of these continents
on the board:
Europe
Asia
Africa
North America
South America
Australia
Vocabulary option
Present the names of any countries
that come up during the activity.
(But do not give too much
emphasis to the names of countries
here; the main point of the activity
is to practise ways of describing
countries.)
Homework option
homework. Then play the guessing
game in the next lesson.
T 68
4 International travel
This combined Reading and Listening activity is about a business trip. The reading
text describes the trip, and the listening is a series of short scenes.
Reading skills: organising information.
Listening skills: understanding a dialogue; listening for key points.
Key words (pictures): room service, reception, international departures, passport,
check-in, flight, ticket . New words (text) : business trip, flight, excellent, view,
quickly, tired; left (v.), landed, phoned, decided, ordered. New words (listening) :
smoking, non-smoking, reserved, key.
1 Introduction: interpreting pictures; presentation of vocabulary
Look at the pictures and establish what they show. Expected answers:
A a sign at an airport; shows where to get a taxi or a bus.
B a sign at an airport; shows where you check in (get your seat and give them
your bags).
C a sign in a hotel; shows where reception is (where you get your key) .
D a sign at an airport; shows which flights are leaving.
E a key for a hotel room; shows the room number.
F a menu; shows food and drink you can have in your room.
Ga passport.
H a list of phone numbers in the hotel.
I a plane ticket; shows where the person is going.
Read through the text. Pause at each green gap and ask students to complete it,
using information from the pictures. Answers:
a Brown b Miami c 9.25 g Miami Beach
B Play the recording, pausing after each scene. Ask students to complete the
blue gaps. Answers:
d window e 3.20 f taxi h ninth i husband j London k hot and sunny
I room service m a chicken sandwich n a cold beer
4 Answering questions; listening to check
See if students can answer the questions.
/,o-o, ! Play the tape again and check the answers. Answers:
a One b No c Three d Two e It's raining
Tapescript for Exercise 4: International travel
1 A Good morning. 3 B Miami Beach Hotel, please.
B Good morning. C Miami Beach Hotel. OK.
A Could I see your ticket and
4 D Good afternoon.
passport, please? ... Thank you.
B Hello. You've got a room reserved
Just one bag to check in, is it?
for Brown.
B Yes, just one.
D Mrs Brown - Just a moment . ..
A OK ... Would you like a smoking
Yes, here we are, ma'am. Three
or a non-smoking seat?
nights, is that right?
B Non-smoking, please, by the
B Yes, that's right.
window.
D OK ... Your room number is 926.
A A window seat, OK. There you are.
It's on the ninth floor. Here's your
B Thank you.
key, ma'am.
A Thank you. Have a good flight.
B Thank you.
2 Ladies and gentlemen, welcome to
5 B Hello? Richard? It's me, Karen.
Miami, where the time is exactly
E Karen, hi. Are you in Miami? Did
3.20 in the afternoon. We hope you
you have a good flight?
had a good flight and .. .
B Yes, fine. Is everything OK? How
are the children?
T 69
Note
-
Focus only on key words (e.g.
reception, departures). Try not to
get involved in details (e. g. of the
passport) which students do not
need to understand.
Option
_ Ask students to guess what might
go in the blue gaps at this stage.
E Oh, they're fine. They're both
asleep. What's it like there? Is it hot?
B Yes, it is. Sunny and very hot.
What's it like in London?
E Oh, still raining.
B OK, look. I'll phone again
tomorrow, OK?
E OK. Bye.
6 F Room service. Can I help you?
B Yes, I'd like a chicken sandwich,
please.
F Yes, ma'am. Anything to drink?
B Yes, a cold beer, please.
F OK. What's your room number?
B 926.
F 926. Fine. Thank you.
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4 International travel Reading and listening activity
1 These pictures all have a connection with international travel. What do they show?
B. ____ ---------------,
CHECK-IN
All fllzhts to the USA and Canada
2 This text is about a business trip.
Fill the green gaps, using information
from the pictures.
3 1
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Listen and fill the blue gaps.
4 How well did you listen?
Can you answer these questions?
a How many bags does Karen check in?
b Does Karen smoke?
,
c How many nights is she staying at the hotel?
d How many children has she got?
e What's the weather like in London?
_ ~ __ _ I _ E ~ ~ _
G ast moot", K.coo a weot 00 bos;oe" te;p to
I :: b . Her plane left London Heathrow at in
I the morning. It was a very good flight. She had a
I
d seat and the food was excellent. The plane
landed at e in the afternoon American time. Karen
I took a f from the airport to the 9 Hotel,
I which was right by the beach. Her room was on the
h
floor, and had a balcony with a lovely view over
the sea. When she got up to her room, she quickly
phoned her In
. The weather was
k
, and she decided to eat on her balcony. She
called I
and ordered m and n
Then she felt tired, so she went back into the room and
,
went to sleep.
~ ~ ~ ~ - ----___ ..l
Unit 16 Around the world 69
70
Study pages
Focus on ... Dates
1 Can you remember these numbers?
1st

5 th
Brst
.... .. .. ... ... .... third . .... .... ... .. ....

6 th
I
9 th
I I
lOth
... ..... ......... . ..... .. ... ... ... . . ................. .. ............. ...
2 Now try these. What are the missing numbers?
I 11th I

I 14th I

eJM.I\th thil1'W'lth .. .......... .. .... . . ... ... ...... ...

I 11th I I 18th I I 19th I I 20th I
Sounds: Russia, China, Japan
1 1
1
III
/tIl
speaks Spanish, Russian and Polish.
......
How much chocolate do the children
want?
"'"'I
In June and July we stayed in a small
-.;.
,...
village in Germany .
, -
2 1
1
fish wash shop shirt Russian
teacher children Chinese watch
Japan jeans engineer fridge July
tvJeAt'ieih 3 Write a sentence. Use words from the box.
I 22nd I I 26th I I 30th I I 31 st I 4 Read out your sentence.
.. ............. .. .
3 Ilt=oJ Six people say the date of their birthday.
Write down the dates.
Henry
Andre
Hazel
Chris
Natasha
Gabi
4 When is your birthday?
Does anyone in the class have the same
birthday?
HAPPY
BIRTHDAY!
Study pages H
What's the
capital of India?
1 11 ,0=0, 11 Four people answer this question.
What do they say?
- .................... ............ ... ..... . Bombay.
- ............... .. .......... ........ ..... . Calcutta?
- .. ............................. .. ... .. ... Delhi .
Which answer is correct?
Use the expressions in the box.
I think ...
I'm not sure.
1 Where is Helsinki?
I don't know.
I have no idea . .
2 Where is Mount Everest?
3 Where can you see a gondola?
4 Where can you hear Koto music?
5 What is Madagascar? Where is it?
6 What is Potocatapetl? Where is it?
7 What is a kiwi? Where can you find one?
l
(
(
l
[
Study pages H
Focus on .. . Dates
This exercise teaches dates, and recycles ordinal numbers and
months.
Key language: dates; ordinal numbers 11th to 31 st.
Recycled language: months, ordinal numbers 1 st to 10th.
1 Look at the numbers 1st to 10th. See if students can
remember the missing words. Answers:
second, fourth, sixth, seventh, ninth, tenth
Show how we write the short forms
of ordinal numbers, by adding the
last two letters of the word:
2 Look at the numbers 11th to 31st and
firu. = 1st
secoru!. = 2nd
third = 3rd
fourth = 4th
see if students can guess the missing words.
Answers:
14th = fourteenth
15th = fifteenth
16th = sixteenth
17th = seventeenth
18th = eighteenth
19th = nineteenth
22nd = twenty-second
26th = twenty-sixth
31 st = thirty-first
3 Check that students remember the names of the
months. Then show how we normally write dates,
and how we say them:
Written: 19th April (or April 19th)
Spoken: the nineteenth of April (or April the
nineteenth)
,,"-o,! Play the recording. Students listen and note down
the dates.
Go through the answers. Answers:
Andre: 26th July Natasha: 26th December
Hazel: 22nd April Gabi : 20th February
Chris: 9th June
4 Go round the class, asking students to say the date of
their birthday. The others listen to see if they have the
same birthday.
Note: With a small class, you could ask a student to come
to the front and write the dates on the board as students
say them.
Tapescript for Focus on ... Dates
My name's Henry. My birthday is on 1st March.
My name's Andre. My birthday's on 26th July.
My name's Hazel, and my birthday is 22nd April.
OK, my name's Chris, and my birthday is 9th June.
Hello, my name's Natasha, and my birthday's on
26th December.
My name is Gabi, and my birthday is on 20th February.
Sounds: Russia, China and Japan
The sounds III, ItII and Id3l.
1, 2 !B1 If students have problems, try these ideas:
- To pronounce III, try saying lsi and then round the lips
and move the tongue back away from the teeth.
- To pronounce ItII, say It! and III, and then run them
together.
- To pronounce Id3/, say Id/ and 13/ and then run them
together.
3 Students write a sentence using words from the box
- He's a Russian engineer.
- Most children in Japan eat fish.
pronunciation of III, ItII and Id3/.
This exercise teaches students how to say that they don't
know or they are not sure of something.
Key language: I think, I' m not sure, I don't know, I have no
idea. Recycled language: Wh- questions.
1 b#;! Play the recording and ask students to fill the gaps.
(The correct answer is Delhi or, more strictly, New Delhi.)
2 Either ask the questions round the class or let students
discuss the answers in pairs first, and then talk about
them together. Emphasise that they shouldn't expect to
know the answers: the point of the exercise is to
practise the expressions in the box!
When students have tried to answer (or have guessed
answers to) all the questions, tell them the answers:
1 In Finland.
2 In Nepal.
3 In Venice.
4 In Japan.
5 It's an island. It' s in Africa, in the Indian Ocean.
6 It's a volcanol a mountain. It's in Mexico.
7 It's a bird. In New Zealand. (It's also a green fruit.
You can find one at the greengrocer or supermarket!)
,,"-o, ! T apescript for Phrasebook: I'm not sure
A What's the capital of India?
B I think it's Bombay.
A What is the capital of India?
C I don't know. Is it Calcutta?
D I have no idea. Sorry.
E I'm not sure, but I think it's Delhi.
T 70
Consolidation
Give me the book!
This exercise focuses on common verbs with two objects, This
consolidates and expands on language from Exercise 15.1.
1 Look at the verbs in the box, and check that students
know what they mean. Then read the examples and show
that they are different ways of saying the same thing:
- We can either mention the thing first or the person
first.
- If we mention the thing first, we say to the person.
2 Ask students to fill the gaps. Then go through the answers:
a wrote him b give me c sent her d show me
e bring us f give them
in and on
This exercise focuses on the use of in and on with places. This
consolidates language from Exercises 16.1 and 16.3.
1 Use the examples to show that we use:
- in with countries, continents and regions
- on with rivers, lakes, coasts, etc.
2 Students fill the gaps. Then go through the answers
together.
a ... in the north ... on the Amazon River
b .. . in the west ... on Lake Geneva
c .. . on the east coast ... in East Asia
d .. . in South America ... in the north ... in the Andes ... on
the coast
T 71
Review
Which word?
Review of count/non-count nouns, some/any and much/many
(Exercises 13.1, 13.2 and 13.3).
Students do the exercise alone or in pairs.
Go through the answers. If students have any problems,
look back at the exercises where the items were first
introduced. Answers:
a .. . some pasta, some cheese, a large onion, some
tomatoes and a bottle of white wine.
b ... some soap ... any shampoo ... any hot water.
c ... much fruit ... many vegetables.
d How many computer games ... Not many.
e How much money ... Not much.
Describing people
Review of ages (Exercise 2.2); Present continuous tense
(Unit 11), clothes (Exercise 12.1) and physical appearance
(Exercise 12.3).
Look at the pictures in turn, and ask the questions. Get
students to describe the people. Expected answers:
1 a He's young, and he has short black hair.
b He's wearing blue jeans, a red T-shirt and trainers.
c He's about 16.
2 a She has long dark hair.
b She's wearing a green jacket and skirt (a green suit) and
green shoes.
c She's about 35.
3 a He's quite old, and he has grey hair.
b He's wearing a blue jumper, a white shirt, grey trousers and
brown shoes.
c He's about 70.
Words
Review of vocabulary, especially from Units 7 and 8.
1 Look at the first sentence (You can drink ... ). Ask students
to think of possible endings, and write them on the board,
e.g.
You can drink ...
water
milk
Coca-cola
tea
coffee
lemonade
2 Students look at the other sentences and note down
endings for them. They could do this either alone or in
pairs .
Ask a student to read out one of his/her endings
(e.g .... a book). Other students guess which sentence it
goes with (Answer: You can read it).
[
[
r
[
Consolidation
Give me the book!
1 Look at these verbs.
I give send bring show wr_ite------'
We can use them like this:
I gave some money to the man.
I gave some money to him.
I gave him some money.
I sent a present to my aunt.
I sent some money to her.
I sent her some money.
Bring the book to me!
Bring me the book!
2 Fill the gaps with phrases from the box.
a I ........... .... .. a letter, but he
never answered.
sent her
b Can you ................. some money?
give them
I need to buy some food.
give me
c It was my girlfriend's birthday, wrote him
so I ... .. ... .. ... .. .. some flowers .
bring us
d Why don't you ......... .. ...... your
show me
photos? I'd love to see them.
e Waiter, we'd like two coffees, please.
And can you ..... ... ......... some more water?
f The children come home at one o'clock. Can
you ..... ............ something to eat?
in and on
1 Look at the examples.,
in Spain
in Europe
in the north/south/
east/west
in the mountains
in the centre
on the coast
on the (west) coast
on the sea
on a lake
on lake Victoria
on a river
on the River Ganges
2 Fill the gaps with in or on.
a Manaus is ...... .. .. .. .... the north of Brazil. It's
... ... .... ...... the Amazon River.
b Geneva is ......... ... ... . the west of Swi tzerland.
It's ..... ........... Lake Geneva.
c Tokyo is ................ the east coast of Japan,
.......... .. .. .. East Asia.
d Ecuador is a small country ... .. .. ... .. ... . South
America. The capital, Quito, is ....... .... ..... the
north of the country, high ... .. ........... the
Andes. The second city, Guayaquil , is
.. .. .. .......... the coast.
1
I
Review
Which word?
Choose the right words.
a OK - we need a/some
pasta, a/some cheese,
a/some large onion,
a/some tomatoes and
a/some bottle of white wine.
b We've got some/any soap, but we haven't got
some/any shampoo. And I'm afraid there isn't
some/any hot water.
c My children eat a lot of bread, but they don't
eat much/many fruit and they don't eat
much/many vegetables.
d - How much/many computer games have you got?
- Not much/many.
e - How much/many money have you got?
- Not much/many.
Describing people
Look at these people and answer the questions.
a What do they
look like?
b What are they
wearing?
c How old do you
think they are?
Words
3
1 Write sensible endings for these sentences. How
many endings can you think of for each one?
A You can drink .. . I
I C You can listen to .. .
[ E You can read . .. )
B You can play ... ]
I D You can watch . ..
2 Student A: Read out one of your endings.
Student B: Which sentence does it go with?
Study pages H
71
72
In the past 2
1 Did and didn't Past simple' positive & negative
1 Do these quiz questions, then check your answers with the teacher. What's your score?
ART AND ARTISTS
Michelangelo
painted
didn't paint
the Mona Lisa.
FILMS
Steven Spielberg
made
didn't make
the films Jaws and ET..
FAMOUS PEOPLE
Marilyn Monroe
had
didn't have
red hair.
SCIENCE
The Chinese
made
didn't make
the first fireworks.
HISTORY
Margaret Thatcher
was
wasn't
MUSIC
The Beatles
were
weren't
American.
2 Complete these questions, using verbs from the box. What are the answers?
die died
SPORT FAMOUS PEOPLE
play played
start started
Frank Sinatra
win won
write wrote
the 1998 football World Cup. in a plane crash.
MUSIC HISTORY
Jimi Hendrix The First World War Charles Dickens
the guitar. in 1914. the play Hamlet.
3 Work with a partner. Choose one of the topics and write a question of your own.
Can other students answer it?
[
[
[
l
This unit introduces Past simple negatives and questions. It focuses on:
- positive and negative sentences
- yes/no questions
- Wh- questions.
1 Did and didn't
This exercise is in the form of a general knowledge quiz with a choice of positive or
negative answers. It introduces the Past simple negative.
Key structures: Past simple negative. New verbs: paint, die.
New irregular past forms: made, won. Recycled verbs: was, were, had, wrote.
Other new words: prime minister, space, plane crash, war, play (n.).
1 Presentation of 'didn't'; reading & choosing sentences
Read the first quiz item, and show how we form the Past tense negative. Do this
by comparing it with the Present tense:
He pictures.
He painted this picture.
He doesn't paint pictures.
He ID!J.J:D. paint this picture.
Go through the quiz item by item. Make sure students understand the sentences
and present any new words. Ask students to choose the sentences they think are
correct. They could either note down what they think, or you could build up a
'class answer' on the board.
Give the answers, and see how many students got them right. Answers:
Michelangelo didn't paint the Mona Lisa (Leonardo da Vinci painted it).
Steven Spielberg made the films Jaws and ET.
Marilyn Monroe didn't have red hair. (She had fair/blond hair).
The Chinese made the first fireworks.
Margaret Thatcher was Britain's first woman Prime Minister.
The Beatles weren't American. (They were English/British.)
Show how we form the negative of was and were by simply adding n't:
She was English.
She wasn't English.
They were English.
Look at the verbs in the table. Present the verb die, and check that students
remember the others.
Look at each quiz item in turn. Ask students to complete them by adding
positive and negative verb forms, and write the verbs on the board. The items
should be:
England won/didn't win .. .
Frank Sinatra died/didn't die .. .
Jimi Hendrix played/didn't play ...
The First World War started/didn't start ...
Charles Dickens wrote/didn't write ...
See if students know the answers. Answers:
England didn't win the 1998 football World Cup. (France won it.)
Frank Sinatra didn't die in a plane crash. (He died in hospital, aged 82.)
Jimi Hendrix played the guitar.
The First World War started in 1914.
Charles Dickens didn't write the play Hamlet. (Shakespeare wrote it.)
3 Extension: making up a quiz question
In pairs, students choose someone who is no longer alive and write a question
like those in the quiz.
Students read out their question. Other students try to answer them.
-
Note
If students don't know any of
these people, explain who they
were. Charles Dickens was a 19th
century English novelist. Frank
Sinatra was an American singer; he
died in 1998. Jimi Hendrix was a
black American rock guitarist of
the '60s.
Help option
- Write names of famous people on
pieces of paper and give one to
each pair.
T72
2 Did you see ... ?
This exercise introduces Past simple yes/no questions, used in talking about TV
programmes, concerts and sports events.
Key language: yes/no questions.
New words: programme, match, concert, interesting, boring.
1 Listening & gap-filling; presentation of yes/no questions; practice
Read the dialogues, and present the words programme, football match, concert,
interesting and boring. As a way of focusing, ask students to guess what the
questions are. They probably won't actually be able to form the questions, but
may be able to suggest what the verbs are (see, watch, go to).
Play the recordings, pausing after each dialogue. Establish what the
questions were and write them on the board. Answers:
A Did you see ... ? Did you like it? B Did you watch ... ? Was it good?
C Did you go to ... ? Did you enjoy it?
Show how we form Past tense questions:
I saw it. It was good.
Did you see it? Was it good?
Practise each conversation with one or
two students. Then divide the class into pairs to practise the conversations.
2 Activation: asking questions
Working alone or in pairs, students think of something they saw recently, e.g. a
film, a TV programme, a concert, a sports match. They think of a question to
ask about it, using one of the question forms on the board.
In turn, students ask their question, and other students answer.
3 Memory test
This exercise practises past simple Wh- questions. It is in the form of a memory
test, in which students see if they can remember events in the past.
New verbs: arrive, leave. New irregular past forms: wore, cost, ate, got up, left.
Recycled language: clothes, prices, weather, food and drink, times.
1 Presentation of Wh- questions; listening
I wore a dress
Read the first section, and use this to present
Did you wear a dress?
What did you wear? Wh- questions in the past:
Play the recording. Students listen and give
each person a score out of 6 (3 for each question). Then discuss the scores.
2 Reading & making questions
Read through the questions in Parts 2 and 3, then establish what the Part 4 and
5 questions should be. Possible answers:
4 What did you wear? When (What time) did you arrive? When (What time) did you
leave?
5 Where did you go/eat? What did you eat/drink/have? How much was it / How
much did it cost / How much did you pay?
3 Presentation of Past tense forms
Establish the past forms of the verbs,
and write them on the board (they
will be needed to answer the questions):
4 Activation: doing the test
wear-+ wore
buy -+ bought
cost-+ cost
eat-+ ate
drink -+ drank
get up -+ got up
arrive -+ arrived
leave -+ left
To introduce the activity, get the students to ask you the questions. Give
answers using the verbs. Ask the class to give you a score.
Pairwork. Students ask each other the questions, and note down their partner' s
score. As a round-up, find out who scored the most points.
T73
Language note
Past simple questions are formed
with did + verb, just as Present
simple questions are formed with
do/does + verb:
Do you like music?
_ Did you like the concert?
Did is used in all persons:
Did you see it?
Did he see it?
Pairwork option
Students prepare questions alone,
then have conversations in pairs.
- As a round-up, ask a few students
what question they asked and what
they found out.
The tape script is on page T74.
Note
- Parts 2-5 have three questions
each, so students should give two
points for each question.
(
[
[
l
[
[
[
L
r
r
f
[
l
r '
l
r
[
L
L
2 Did you see 7
...................... that programme
about hospitals last night?
Yes, I did.
Yes, I did. It was quite
interesting.
.......... the football
match on Sunday?
No, I didn't.
.. ........................ ?
Yes, it was.
We won 2-0.
Yes/no questions
1 [1,o=oJ Listen to the three conversations and fill the gaps.
Practise the conversations.
2 Think of something you saw recently. Ask other students about it.
3 Memory test
Wh- questions
a ... your first day at school?
What did you wear?
What was your teacher's name?
Can you
remember

fa ... the last time you bought some clothes?
What did you buy?
Where did you buy it?
How much did it cost?
II ... last Sunday?
' . What was the weather like?
What did you eat and drink for breakfast?
What time did you get up?
II.:. the last time you went to a party?
.. . wear?
... arrive?
.. . leave?
... the last time you ate in. a restaurant?
Where ... ?
What ... ?
How much ... ?
SCORE UP TO 6 POINTS FOR EACH SECTION. TOTAL: 30 POINTS
1 [1,0=0, 11 Two people do Part 1 of this memory test. Listen and give each person a score out of 6.
2 Read the whole test. What are the questions for Parts 4 and 5?
3 Here are some verbs from the test. What are their past forms?
wear buy cost eat drink get up arrive leave
4 Do the test with a partner. Give your partner a score out of 30 . .
73
74
Focus on Form
1 Irregular verbs
Match the present and past forms.
Present Past
get make wear
buy cost leave
drink win eat
left tost won
wore made bought
ate got drank
Now test your partner.
Z I went +-1- I didn't go
FUI the gaps in this table.
Yesterday J
watched TV didn't watch TV
went to the cinema ++ didn' t go to the cinema
bought a newspaper +-+ ............. " ... ............ a newspaper
got up early +-+ .............................. up early
played cards +-+ "."" ..... " .... ",, ....... . cards
made a cake +-+ ............................. a cake
had a big lunch +-+ ..... ....................... .. a big lunch
wore a white shirt +-+ .............................. a white shirt
Which sentences are true of you?
3 Questions in the past
Choose question words from the box, and make
Wh- questions.
Example:
Did you eat at home/in the park/in a restaurant?
Where did you eat?
a Did you see Peter/Mary/John?
b Did they drink water/milk/wine? What
c Did she go home/to the cinema/
to a parry?
d Did they win 100/1,000/
1 ,OOO,OOO?
e Did he leave on Tuesday/at the
weekend/yesterday?
was(n't) & were(n't)
Change these sentences to the past.
Who
When
Where
How much
a He's at school.
b They're asleep.
-+ He was at school.
c I' m not in Class I. -+
d She isn't at home. -+
e We aren't married. -+
f Is she at work? -+
g Where is she?
h Are you there?
Where are you?
I wasn't in Class I.
Note: didn't = did n!6t wasn't = was n0t weren't = were n0t
How to say it
1 ,,0=0,1 Listen to didn't and wasn't in these
sentences. Practise saying them.
I didn't see you at the party.
We didn't go to London.
He wasn' t there last night .
The film wasn't very interesting.
2 "0=0.1 Listen to the rhythm of these

What did you wear?

Where did you buy it?

Why did you go there?

How much did it cost?
r ,
r
Focus on Form
1 Irregular verbs
Students match the present and past forms.
Answers:
get - got make - made
cost - cost leave - left
eat - ate
wear-wore
drink - drank
buy - bought
win - won
Pairwork. Students take it in turns to test each other.
2 I went <-> I didn't go
Students fill the gaps in the table. Establish that we form
the Past simple negative with didn't + verb.
Answers:
didn't buy a newspaper
didn't get up early
didn't play cards
didn't make a cake
didn't have a big lunch
didn't wear a white shirt
Go through the list, asking students to choose sentences
that are true of them (e.g. either I watched TV yesterday or
I didn't watch TV yesterday).
How to say it
1 The sound of 'didn't' and 'wasn't' in sentences
lIB! Play the recording, pausing and getting students to
- the consonant clusters in !dldnt_si:!, !dldnt_ ggu!,
!wDzntJkg!, !wDznCven!
- the rhythm of the sentences.
Tapescript for Exercise 2: Did you see ... ?
1 A Did you see that programme about hospitals last night?
B Yes, I did.
A Did you like it?
B Yes, I did. It was quite interesting.
2 A Did you watch the football match on Sunday?
B No, I didn't. Was it good?
A Yes, it was. We won 2-0.
T apescript for Exercise 3: Memory test
A OK, can you remember your first day at school?
B My first day at school ...
A What did you wear?
B I wore ... I don't know. Jeans and a T-shirt, probably, but I
don't really remember.
A OK, and what was your teacher's name?
B Oh, I remember that. It was Mr Fish.
A Mr Fish?
BYes.
3 Questions in the past
Look at the example. Then give time for students to do
the exercise alone or in pairs.
a Who did you see?
b What did they drink?
c Where did she go?
d How much did they win?
e When did he leave?
4 was(n't) and were(n't)
Establish that in the past:
- am and is change to was.
- are changes to were.
Students do the exercise round the class or in pairs.
Answers:
a (He was at schooL)
b They were asleep.
c (I wasn't in Class 1.)
d She wasn't at home.
e We weren't married.
2 Rhythm of Wh- questions
f Was she at work?
9 Where was she?
h Were you there?
Where were you?
Play the recording. Ask students to repeat the
sentences. Point out that:
- the question words and verbs are stressed (What -
wear, Where - buy, Why - go, How much - cost)
- did you, did it are unstressed.
3 A Did you go to the concert yesterday?
B No. Did you?
A Yes, I did.
B Did you enjoy it?
A No, it was really boring.
A Can you remember your first day at school?
C Yes, I think so.
A OK, what did you wear?
C I wore a dress, a summer dress - it was a very hot day, and
I wore a red and white dress.
A What was your teacher's name?
C My first teacher? Mrs .. . Mrs Grey, I think.
T 74
This unit covers a range of language connected with movement and direction:
- direction prepositions (along, down, up, into, through, over, across)
- verbs of motion (e.g. go, climb, get into)
- words and expressions connected with transport (e.g. go by bus, drive, station)
- giving directions (e.g. turn left, go straight on).
The Reading and Listening activity is about the island of Ithaki in Greece, and
how to get there.
1 From A to B
This exercise is in the form of a visual puzzle: students have to work out how the
prisoner can escape from his prison. This involves understanding and using direction
prepositions (e.g. up, along, through), verbs of motion (go, climb), and nouns (e.g.
rope, steps).
Direction prepositions: up, down, across, over, into, out of, through, along.
Other new words: prisoner, wall, bridge, ladder, rope, hut, path, tunnel; climb.
1 Presentation of prepositions & vocabulary; practice
Use the first picture to establish the meaning of the direction prepositions. Do
this by going through the picture stage by stage and eliciting the actions, using
gestures to help show the meaning (e.g. Look - this is a path. Where does the
man go? He goes along the path. Then he climbs ... over the wall.). If you like,
write sentences on the board. Answers:
He goes along the path; climbs over the wall; goes up the steps; goes over/across the
bridge; goes down the steps; climbs up the ladder; climbs down the rope; goes
through the tunnel; goes into the hut; climbs out of / through the window.
To practise this language, ask students round the class to say what the man does -
at each stage.
2 Activation: finding the escape route
Look at the second picture and establish the situation: there is a prisoner, and
there is only one way for him to escape. Identify key words in the picture, but
not following any particular route (e.g. Can you see a bridge? How many huts
are there?).
Divide the class into pairs or groups. Together, they try to work out the
prisoner's escape route.
Discuss the answer together. Get students to explain the route stage by stage,
using the language you have practised (e.g. First he climbs out of the window,
then he climbs down the rope, ... ).
',0-, 1 Play the recording to check. (Answer: see tape script below.)
,,0<"0, 1 Tapescript for Exercise 1: From A to B
>- Workbook: Exercise A, Listening
Pairwork option
Students test each other in pairs,
taking it in turns to describe the
picture. Alternatively, they could
ask questions using the Present
continuous:
- What's he doing here?
- He's climbing up the ladder.
Well, the prisoner climbs through the window on to the
balcony, and then he climbs down the rope. Then he goes
along the path until he comes to the hut. Then he goes into
the hut and he goes down the ladder, and then down the
second ladder. Then he goes down the steps, and he goes
across the bridge, and he goes on until he comes to the lake.
Then he gets into the boat and goes across the lake. When he
reaches the other side, he climbs up the tree. Then he goes
through a short tunnel, climbs up the ladder, and climbs over
the wall - and he's free.
T 75
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How to get there
1 From A to B
1 Where does the person go? Use words from the box.
wall
bridge
ladder
up
down
!
steps
2 Look at this picture. How does the prisoner escape?
3 1
1
,0=0, 11 Now listen. Is your answer the same?
I
into
out of
\ 1
over through
across along
76
:2 Getti ng to work
1 Three people say how they get to work in the mornings.
Change the pictures into words. Use the expressions in the box.
go by train drive
go by bus cycle
go by taxi walk
I
II.
There's a ,_J just outside my
usua y .
house. If I'm late I sometimes ' but it's quite expensive.
station leave home
bus stop get to work
I usually , but if it's a nice
. 1 always A as it's
, aI7.30.
day 1 sometimes A
at 8.30.
only five minutes from my house. I always
2 How do you get to work or school in the mornings? What about other people in your family?
3 It's on the left
1 Look at these directions. Can you put them in the right order?
Post office
a D
The library is at the end of the street, on the right.
b
D
Then carry straight on.
e
D
There's a cinema on the corner.
d
D
Go past the post office.
e IT] Go straight along this road.
f
D
Turn left at the cinema.
2 Ilt=o,! You will hear two people giving directions. Listen and answer the questions.
Where's
the cinema? CQt\(J\\ Sl:fed:.
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Stieel

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c:;
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Street.
3 Choose one of the maps. Can you give the same directions?
4 Imagine you're meeting a friend somewhere (e.g. at your house, at a restaurant).
Draw a simple map, and tell your friend how to get there.
Unit 18 How to get there
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2 Getting to work
This exercise introduces basic language for talking about transport and how you
travel to work or school.
Key words and phrases: go by train/bus/taxi; drive, cycle, walk; leave home, get to
work; station, bus stop. Recycled language: times; usually, sometimes.
1 Reading & gap-filling; presentation of key phrases
Read through the texts, and get students to use expressions from the box to
replace the pictures. Answers:
AJ usually go by bus. There's a bus stop just outside my house. If I'm late I
sometimes go by taxi, but it's quite expensive.
B I go by train. I always walk to the station, as it's only five minutes from my house.
I always leave home at 7.30.
C I usually drive, but if it's a nice day I sometimes cycle. I get to work at 8.30.
Focus on these two ways of saying how you travel:
I
work I by bus.
t go to h I by train.
sc 00 by taxi.
t I ~ ~ ~ I to I
cycle
2 Activation.: going to work/school
work.
school.
As a lead-in, tell the class how you get to work in the morning, and about other
people in your family.
Ask students how they get to work or school. Try to get a variery of responses
(ask e.g. Does anyone cycle? Who goes by bus?).
3 It's on the left
This exercise teaches students to understand simple street directions and to give
simple directions themselves.
Key phrases: turn left/right, go/carry straight on.
Other new words and phrases: road, past, on the corner, at the end.
1 Presentation of street directions; sequencing task
Introduce the b a s i ~ expressions (do
this with gestures), and write them
on the board:
Turn I left
right
Go I straight on
Carry
Read through the sentences. Ask students to put them in order. Answer:
Go straight along this road. There's a cinema on the corner. Turn left at the cinema.
Then carry straight on. Go past the post office. The library is at the end of the street,
on the right.
2 Listening & following a route
~ Play the first recording and ask the students to mark the cinema. Then do
the same with the house in the second recording. Answers:
Cinema: on either corner of Canal Street and the small street on the right
House: anywhere in the street at top left
3 Practice: giving street directions
Choose each of the maps in turn and ask students to try to give directions to the
same place. Play the recording again to compare with what students said.
4 Activation: giving directions
Pairwork. Students think of a place, then draw a simple sketch map and show
their partner how to get there. The directions should start from somewhere
nearby (e.g. a bus stop, an underground station, a nearby landmark).
As a round-up, find out how many students understood their partner's
directions!
Language note: bicycles
_ In conversational English, people
often say bike instead of bicycle.
The verb is to cycle or to go by bike.
Pair- or groupwork option
Students sit in pairs or groups to
talk about themselves and members
of their family. As a round-up, ask
a few students to tell the class what
- they (or other students in their
group) said.
Pairwork option
_ In pairs, students decide on the
correct order. Then discuss the
answer together.
~ The tapescript is on page T77. I
Optional lead-in
Choose a place yourself, and draw
a simple sketch map, showing the
- class how to get there.
Homework option
Students draw a fair copy of their
map for homework, and write a set
_L-0_f_d_ir_e_c_ti_o_n_s_t_o_g_o_w __ it_h_i_t. ______
T 76
4 The island of Odysseus
This combined Reading and Listening activity is about the island of Ithaki (or
Ithaca) in Greece. The reading is a magazine-style travel article, which describes the
island and what to do there. In the listening students hear someone describe
different ways of getting to the island.
Reading skills: reading to find answers to specific questions.
Listening skills: listening for main points.
New words (text): mountainous, harbour, accommodation, camp-site, stony,
sandy, monastery, statue, museum, disco.
1 Reading to answer questions; presentation of vocabulary
Establish what the article is about: an island in Greece called Ithaki (the island
that Odysseus came from).
Look at the questions at the top and make sure students underst and them.
Working alone, students read fairly quickly through the article (if you like, set a
time limit, e.g. five minutes). Let them use dictionaries, but encourage them to
guess words from the context.
Discuss the questions together. As you do so, focus on the parts of the text that
give the answers. Possible answers:
Tourists: No, except in August (Most of the year it's very quiet, but in August the
tourists arrive) .
Beaches: They're stony, not sandy.
Places to eat: Only in the summer (A few stay open all year round, but in summer
there are lots of places to eat).
At night: Go to a disco or a bar, or sit in a cafe.
Roads: Yes (It's very mountainous, but has good roads).
Camp: Yes (There are several beaches with cheap camp-sites) .
During the day: You can swim, go to the beach, walk, visit museums, monasteries, etc.
Ask students whether they would like to have a holiday there, and to say why or
why not.
Look at the map. Ask students how they think you can get t o Ithaki.
!7i#d Play the recording, pausing after each section. Students fill the gaps.
Optional lead-in: single language
classes
Write the word Odysseus on the
board. Using students' own
language, ask them who he was,
and what they know about him.
Establish that he was an ancient
Greek hero, described in Homer's
The Odyssey. He came from the
island of Ithaca, and he went to
the siege of Troy and returned
many years later.
Vocabulary option
Write a few key phrases on the
board, and establish what they
mean before students read the text:
a mountainous island
a beautiful view
sandy beaches
a quiet holiday
Pairwork option
After reading the text, students
turn to the person next to them
and discuss the questions together.
Then discuss them with the whole
class.
Language note
From Athens: take a bus or train, take a ferry
From Kefalonia: get a taxi, take a ferry
-
The speaker uses the verbs take
and get to talk about transport.
These mean the same: we can say
take a taxi or get a taxi, take a
ferry or get a ferry, etc.
From Italy: get a ferry, get off, drive, get a ferry
!##\OJ Play the recording again to establish the times. Answers:
From Athens: about 8 hours From Kefalonia: About 2 hours
From Italy: about 30 hours (a day and a half)
!i#J Tapescript for Exercise 3: Tapescript for Exercise 4: The island of Odysseus
It's on the left
1 You come out of the station and turn
right into King Street. Then you turn
left into this little road here, and the
cinema's at the end, just here on the
corner of Canal Street. OK?
2 OK. You get off the bus here, opposite
the bridge. Then you go across the
river and just carry straight on - you're
in Bridge Street now, so just carryon
along Bridge Street and you come to a
church. Go past the church and turn
right, and the house is just along there.
T77
Most people go to Greece by plane.
So if you fly into Athens, first of all
you need to get down to Patras. So
you take a bus or a train down to
Patras. That takes three or four
hours. Then you can take a ferry boat
that calls in at Kefalonia and then
goes to Ithaki, and that takes maybe
four or five hours.
You can also fly in to Kefalonia,
there's an airpQrt on Kefalonia. But
there aren't any buses at the airport,
so you have to take a taxi. You take a
taxi right across the island and that
takes maybe forry-five minutes or an
hour. And then from there you can
take a ferry over to Ithaki, and that
takes about one hour.
A lot of people drive down to
Greece, and you can get a ferry
across to Greece from Italy, which
takes about 24 hours, about one day.
And then you get off the ferry at
Igoumenitsa, drive down the coast
for two or three hours, and then you
can get a ferry across to Ithaki.
So that's three ways of getting to Ithaki.
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4 The island of Odysseus
1 Read the article about
the Greek island of
Ithaki. Find answers
to these questions.
Islands in the Sun
the island of
Ithaki is a small island - just
30 kilometres long. It's very
mountainous, but has good roads.
Most of the year, it's very quiet, but
in August the tourists arrive, and the
harbour in the main
town, Vathi, is full
of boats. If you
want a quiet
holiday with
warm sunny
weather, go in
May, June or July.
Accommodation
Most people stay in
rooms, but in August
this can be expensive.
There are several beaches
with cheap camp-sites.
Beaches
The beaches are stony, not sandy.
You can drive to some of them, but
you need a boat to get to the best
beaches on the island.
Eating out
Restaurants are cheap. A few stay
open all year round, but in the
summer there are lots of places to
eat all over the island.
Other places to visit
Drive up the mountain to Kathara
Monastery. On a good day, there is
a beautiful view of Vathi. Then have
coffee in Stavros, see the statue
of Odysseus there and visit the
museum. And then go on to
Frikes or Kioni for a walk by
the sea and a meal.
Nightlife
In August there is a music
festival, and there are also a
few discos and bars with music.
In the evenings the main road
in Vathi is closed, and children play
football and ride their bikes while
their parents sit in cafes. In the
summer, most places stay open
until one or two o'clock.
2 1
1
,0=0,11 Someone describes three ways of
getting to Ithaki. Listen and fill the gaps.
"
,
19oumenitsa
Corfu
From Athens
You ..... ............ down to Patras. Then you ........ .
to Ithaki.

From Kefalonia
You ................. across the island. Then you
to Ithaki.
_
Ithaki
You ................. from Italy to Greece. You ............... .. at
Igoumenitsa, and ..... .......... .. down the coast, and
then you ................. to Ithaki.
Listen again. How long is each journey?
78
Study pages
Focus on .. . Short answers
1 Look at these questions and answers.
Does she smoke?
Are they having lunch?
Yes, she does .
No, she doesn't .
Yes, they are.
No, they aren't .
D
'd h ' h 7 Yes, he did.
I e give you t e money.
No, he didn't .
2 Here are some more questions and answers.
What are the missing answers?
O h
' ld I'k . 7 Yes, they do.
a 0 your c I ren I e pizza.
No, ....... ....... ..... ..
b Did you enjoy the party?
Yes, ..................... .
No, I didn't.
c Are you married?
Yes, .. .... .. ......... ... ..
No, I'm not.
Yes, he can.
No, .... .. ......... .. .... .
d Can he speak German?
e Is there any coffee?
Yes, ................. .. .. .
No, there isn't.
3 Give true answers to these questions.
Did you come
here by bus?
Is there a TV in
the class?
Can you
play chess?
Are you wearing
black shoes?
Do you have
a bike?
Does your
teacher smoke?
Do you like James
Bond films?
Study pages'
Sounds: July and April
1 li,o=o,lj Listen to the '1' sound in English.
He climbed down the ladder.
She left on the eleventh of July.
We stayed in a small hotel.
2 jl ,0=0, Ij Listen and practise.
like flowers play yellow
England usually salad
girl small April vegetables
children beautiful school
3 Write a sentence. Use words from box.
Phrasebook: Let's
Match the expressions with the pictures.
Let's ask for
the bill.
Let's get
some petrol.
Shall we
take a taxi?
Shall we dance?
11 ,0=0,lj Listen. What does the other person say?
Imagine it's the end of the lesson.
What do you want to do? Suggest things
to another student.
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Study pages I
Focus on ... Short answers
This exercise focuses on yes/no questions and short answers,
using the various verb forms introduced in the book so far.
This consolidates language already introduced in Units 9, 11
and 17.
Key language: short answers,
Recycled language: yes/no questions,
1 Look at the examples. Show how in short answers
we just repeat the first part of the verb (the
'auxiliary verb'): does, are, did, etc.
If you like, give other questions using the same verb
forms, and ask students to give short answers (e,g. Does
he like music? Are they English? Did they write to us?).
2 Look at the questions, and ask students to give the
missing answers. Answers:
a No, they don't.
b Yes, I did.
c Yes, I am.
d No, he can't.
e Yes, there is.
3 Either: Ask the questions round the class, getting
students to give true answers.
Or: Prepare for the activity by looking at each question in
turn, and establishing what the Yes and No answers are.
Then students ask the questions in pairs and give true
answers.
Possible answers:
Did you come here by bus? Yes, I did. No, I didn't.
Are you wearing black shoes? Yes, I am. No, I'm not.
Is there a TV in the class? Yes, there is. No, there isn't.
Do you have a bike? Yes, I do. No, I don't.
Can you play chess? Yes, I can. No, I can't.
Does your teacher smoke? Yes he/she does. No, he/she doesn't.
Do you like James Bond films? Yes, I do. No, I don't.
~ Tapescript for Phrasebook: Let's ...
1 A Let's get some petrol.
B Yes, that's a good idea.
2 A Shall we dance?
B No, I don' t want to just at the moment.
3 A Let's ask for the bill.
B Not yet. I'd like another drink.
4 A Shall we take a taxi?
B No. Let's walk.
Sounds: July and April
The !II sound
1, 2 ~ The /l/ sound in English is quite varied: it
ranges from 'light' (pronounced with the tip of the
tongue at the front of the mouth) to 'dark'
(pronounced further back in the mouth), depending on
the sounds that come before and after. This may be
worth pointing out (the first two sentences have 'light
/1/' sounds, the third sentence has 'dark /1/' sounds), but
do not make too much of this distinction. It is enough
for students to produce an approximation of the
sound.
I like salad in April.
The children go to school in England.
pronunciation of the /1/ sound.
Phrasebook: Let's ...
This exercise teaches students how to make suggestions using
Let's ... and Shall we ... ?
Key language: Let's .. . , Shall we ... ?
Show these two ways of making suggestions in English:
Point out that Let's go =
Let us go.
Let's go to the cinema.
Shall we go to the cinema?
Look at the pictures.
Establish what is happening in them, and ask students to
match them with the remarks. Answers:
1 Let's get some petrol. (They're driving along a road,
they see a petrol station, they haven't got much petrol.)
2 Shall we dance? (They're at a party or a restaurant, other
people are dancing.)
3 Let's ask for the bill. (They're in a restaurant, they
want to pay.)
4 Shall we take a taxi? (They're in the street, it's late,
there aren't any buses.)
~ Play the recording. Establish what the other people
say. (Answers: see tapescript.) If you like, ask students to
practise the dialogues in pairs.
Give time for students to think of a suggestion for after
the lesson. If they like, they could write it down.
Students make their suggestions, and other students reply.
T 78
You mustn't do that!
1 You must stay in your car
1 Read the text about the Kruger National Park.
a Where is the Kruger National Park?
b Why do people go there?
c Where can you stay in the Park?
must & mustn't can
THE KRUGER NAHONAL P 7
. covers 20,000 square
the largest wildlife park in
a wonderful place to see
al1Jma 111 their natural home You
can dnve through th k "
e par 111 your
car, and look at lions zebras
glfaffes, elephants and croc'od'l '
and 1 es -
or can see a leopard
. t
a
: 111oceros. You can visit the park
JUS lOr a day
t ' or you can stay overnight
a one of the many Rest Camps.
2 Look at the six sentences. Which do you think are true? And which are false?
a You must stay
In your car.
b You must take
c You mustn't e
stop the c r. d You mustn't feed
the animals.
You can
take photos.
3 Here is some more information about the Park. Fill the gaps with can, must or mustn't.
1 2
The Park is very large, so all You .................. keep to 50 kmlh
3 Day visitors ... ... .. ..... .. ... leave the
4 You ........ .. .... .. .. drive in the
visitors .................. carry a road
map. You .................. buy a
map at the entrance gate.
on the main roads, and 40
kmlh on the small roads. You
.................. leave the roads.
Park before 6.00. If you want to
stay overnight at a Rest Camp,
you .... ..... ......... reserve a room.
4 Think about your English class. What are the rules? .
Write sentences saying what you can, must and mustn't do.
80 Unit 19 You mustn't do that!
Park at night, but if you are
staying in a Rest Camp, you
.. ................ go on a group tour
to see the animals at night.
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Focus on Form
1 must & mustn't
Look at the signs, and ask students to make sentences.
Answers:
A You must wear a hard hat.
B You mustn't smoke.
C You must drive slowly.
D You mustn't turn left.
E You must stop.
F You must turn your lights on.
G You mustn't park your car.
How to say it
1 The sound of 'must' and 'mustn't' in sentences
- the consonant clusters in /IllAsCteV,
/IllAsnCteIk/,
- the rhythm of the sentences, with both verbs (e.g.
must and take) stressed.
!;;! Tapescript for Exercise 3: All in a day's work
1 I work as a cleaner in a big hotel. It' s not a very nice job. I
have to get up very early - I get up at about 5 o'clock, and
I start work at 6. And some of the people are friendly, but
not all of them - of course I always have to be polite, and
that's quite difficult sometimes. One good thing is, I don't
have to work long hours - I finish at about 10 in the
morning, and then I can go home.
2 Well, I work on a fishing boat. It's a hard job, and it's quite
dangerous too. You have to be very careful when the
weather's bad. We go out to sea for about three or four
weeks usually, so I have to be away from home a lot. The
2 can & can't
Read through the example.
Students read the sentences and change them if necessary
so that they are true of their own country. They could
either do this in pairs, or they could write the sentences.
(Answers will of course vary from one country to
another.)
3 have to & don't have to
Look at the table. Establish that have to is formed just like
the verb have, so we say He/she has to ... and He/she
doesn't have to ...
Students fill the gaps. Then go through the answers:
a I don't have to get up ... he often has to work .. .
2
b I have to clean ...
c He has to go .. . but he doesn't have to do .. ..
d ... you don' t have to go.
The sound of 'can' and 'can't' in sentences
Play the recording. Ask students to repeat the
sentences. Point out:
- can = /kren/ when it's stressed (lkren ar/), but /kgn/
when it's unstressed (lju: bn/)
- the difference between /kren/ and /ka:nt/.
good thing about it - about the only good thing - the
money's very good, so I don't have to work all year - I work
about six months, usually, and that's good enough to live on.
3 I work in an Italian restaurant in London - I'm a waitress.
And it's quite a nice job, I like it. I have to be nice to
everyone and smile a lot, of course, but people are usually
friendly anyway, so that's not a problem. I have to work
late in the evening, usually till about 11 or 12 at night. But
then I don't have to get up early because I don't work in
the morning.
T 82
This unit is about various aspects of the body and physical activity:
- parts of the body (e.g. head, eye, finger)
- adjectives for describing the body (e.g. long, short, thin)
- action verbs (e.g. run, jump, kick) in the Present and Past tense.
The Reading and Listening activity is about bungee jumping.
1 Aliens
This exercise uses the idea of recognising an alien as a way of introducing parts of
the body and descriptive adjectives, and recycling colours. Students match
descriptions to the pictures, and then write a description themselves.
Parts of the body: head, eye, nose, mouth, ear, body, neck, arm, hand, finger, leg,
foot. Adjectives: long, thin, short, large, small. Recycled language: colours.
Other new words: alien, friendly, careful, mistake, human, at the top.
1 Reading & matching; presentation of parts of the body
Look at the picture and establish the situation: this is a bar somewhere in the
galaxy, it is full of aliens (= people from other places in the galaxy). You want
to know which aliens are friendly and which are not.
Read through the texts with the class, presenting new vocabulary as you go.
Present parts of the body simply by pointing to yourself. After each paragraph,
ask students if they can see the alien in the picture.
After reading the whole text, establish which are the fri endly aliens. Answers:
(left - right) 1 a Bolonid 2 a Gnerg 3 an Ogon 4 unknown 5 a Zap
6 unknown 7 a Bzerk 8 unknown
2 Vocabulary task: labelling a diagram
Ask students to look at the texts again and identify the parts of the body in the
diagram. Build up a list on the board. Answers :
1 head 2 eye 3 nose 4 mouth 5 neck 6 leg 7 foot 8 body
9 arm 10 hand 11 finger 12 ear
3 Activation: describing an alien
Choose one of the unfriendly aliens in the bar. Ask students to suggest a name,
and build up a description on the board, getting students to help you.
Tapescript for Exercise 2: Are you an athlete?
-
-
-
-
> Workbook: Exercise A, Listening
Note
The picture is similar to a scene in
one of the Star Wars films. As a
lead-in, you could ask students if
they have seen these films.
Pairwork option
Present key vocabulary for parts of
the body, using the diagram in
Part 2. Then students work in
pairs, reading through the text and
identifying the aliens.
Alternative: writing
Alone or in pairs, students choose
one of the unfriendly aliens and
write a description. Then ask a few
students to read out their
descriptions to the class.
Students could do Part 4 as
homework.
Homework option
Students invent an alien of their
own and write a description of it.
They could also illustrate it with a
picture.
'Can you run 100 metres?' Yes, I can do that. And run five
kilometres ... no. 'Can you swim 100 metres?' Yes, I can swim
100 metres, but I can't swim one kilometre. Can I ride a bike?
Yes. Can I ride a bike with no hands? No, I don't think so.
Climb up a ladder, yes. Climb up a rope? Yes, I can do that.
Jump over a stream one metre wide? I can, that's easy. Jump
over a wall one metre high? No, I can't do that. Catch a tennis
ball in one hand is easy. Throw a tennis ball 50 metres? No, I
can't do that. 'Can you kick a football 100 metres?' No, I can't
do that. " Can you stand on your head?' No! And 'Can you walk
on your hands?' No.
T 83
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The body
1 Aliens
. II . h' b Which aliens are friendly? Which are unfriendly? 1 Imagine you're a human space trave er 10 t IS ar.
2 Find words in the text to label the diagram.
2

4
10
5
9
6
8

3 Choose one of the unfriendly aliens in the bar.
How could you describe it?
--------,

I Before you talk to an alien, be sure that it's friendly.
I Be very careful - there are millions of different types
I of alien, and it's easy to make a mistake.
These aliens are friendly to humans:
b yellow or green. They have three long
thin legs, three arms, and three fingers on each
hand. They have one eye in the middle of their
head, and a long thin nose.
b Zaps can be any colour. They have a long thin
body and eight legs. They have two heads. Each
head has a large mouth and two eyes on long
stalks.
b lIohmids look a bit like humans, but they have a
: small body and small arms and legs. They are light
I green, and have large black eyes and no ears.
I b have one long leg, two arms and no
I head. They have one big eye at the top of their
I body. They are usually red or purple.
I
I b ()go",s also look a bit like people, but they have a
I small head on the end of a very long neck. They
I are green with short -legs and large white hands
I and feet. L _____________________
Unit 20 The body 83
l4
2 Are you an athlete?
1 Match the verbs
A
with the pictures. catch run
~ o = o \ ~ A woman
climb stand
2
does this quiz.
jump swim
Listen and give her kick throw
a score out of 50.
ride walk
3 ... ride a bike? 1 poi t)
In you ...
. .. ride a bike with no hands? 3 poinrs)
4 ... cHmb up a ladder? (1 DOim:)
un 100 metres? pOi e)
... climb up a rope? (6 poir1ts)
'Un 5 kilometres? - poi )
~
~
... catch a tennis balin one hand?
poi t
... throw a tennis baH SO metres?
(3 poinlS
... kick a fooIbaIlOO metres?
3 po-nlS
swim 100 metres? (2 points)
swim 1 kilometre? - DOints)
5 ... jump over a stream 1 metre
wiele? 1 poine)
... jump over a waD 1 metre high?
4 pOlOlS
7 ... stand on your head? (-+ DOinlS
... walk on your hands? 10 POints
3 Ask your partner the questions. How many points does he/she score?
3 Action!
1 Here are some scenes from a TV advertisement for a chocolate
bar. What is the man doing in scenes 2-8? Use these verbs.
climb dri jump ride run im
What' s happening in scenes 1 and 9?
2 Look at these past forms. What are the past forms of the other
verbs in the box?
3 Now read the story on page 108.
Tell the story, using verbs in the box instead of went.
4 Look at the pictures again. Can you tell the story in
your own words?
Unit 20 The body
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1
This exercise is in the form of a questionnaire about physical activities.
'It introduces a range of action verbs.
Action verbs: catch, climb, jump, kick, ride, run, stand, swim, throw, walk.
Other new words: metre, kilometre, stream. Recycled language: can.
1 Matching task; presentation of action verbs
Look at the pictures and ask students to match them with the verbs. Ask
students to make simple sentences using the verbs, e.g. What's he doing? He's
kicking a ball. Answers:
A walk B kick C jump D run E swim F ride G catch H climb
I throw J stand
2 Listening & giving a score
Read the questionnaire and make sure students understand all the questions.
Play the recording. Students listen and note down a score.
See if students agree about the score. (Probable score: 13 points.)
3 Activation: doing the questionnaire
Pairwork. Students ask each other the questions and note down a score for each
other. As a round-up, find out who had the highest (and lowest) scores.
3 Action!
This exercise is based on a IV advertisement in which a man performs a series of
tasks in order to bring his partner a chocolate bar. This builds on the action verbs
introduced in the previous exercise, and practises their Past tense forms.
New verbs: fly. Irregular past forms: drove, flew, rode, ran, swam.
Other new words: advertisement, good-looking, helicopter, horse, rock, chocolate bar.
Recycled language: direction prepositions.
1 Introduction: describing pictures
Look at pictures 2-8 and ask students what is happening in them. They should
use action verbs and direction prepositions. Try to elicit these answers:
2 He's running out of the house. 3 He's driving along the road, to an airport.
4 He's flying in a helicopter across the sea/to an island.
S He's riding a horse through the trees. 6 He's jumping off a bridge into a river.
7 He's swimming across the river to a rock. 8 He's climbing up the rock.
Establish what is happening in Pictures 1 and 9. Suggested answers:
1 He's going out of the room.
9 She's eating the chocolate bar.
2 Presentation of past forms
Write the past forms of the verbs on the board:
3 Reading & vocabulary task
climbed
drove
flew
jumped ran
rode swam
Either read through the story with the class, presenting new words as you go, or
give time for students to read the story quietly to themselves.
Go through the story together, and ask students to change went to a more
appropriate verb. Expected answers:
... he ran out of the house ... he drove to a small airport ... he flew across the sea ...
he rode across the island ... hejumped off the bridge ... he swam to the rock ... he
climbed up the rock .. .
4 Activation: telling the story
Ask students to look only at the pictures, not the story. Students try to tell the
story round the class, each taking a sentence or two in turn. They should try to
use the action verbs they have practised.
Workbook: Exercise B
Language note
- You can ride a bicycle or a horse.
-
!a The tape script is on page T83.
Presentation option
Write some of the expressions the
woman uses on the board:
I can do that.
I can't do that.
That's easy
I (don't) think so.
Homework idea
Students try out the questionnaire
on members of their family or
friends. They tell the class the
results in the next lesson.
Language note
Fly, ride and drive can be transitive
or intransitive. We can say:
He flew to the island.
or He flew a plane to the island.
He rode along the road.
or He rode his horse along the road.
He drove to the airport.
or He drove his car to the airport.
Review option
Leave this stage until the next
lesson. Then ask students how
much they can remember of the
_ story.
T 84
4 I did it!
This combined Reading and Listening activity is about bungee jumping. The
reading consists of a series of sentences, which students have to put in the right
order. In the listening someone explains what happens when you bungee jump. The
description includes a few technical words (e.g. elastic, crane, harness), but all
these are labelled in the photos.
Reading skills: understanding the sequence of events.
Listening skills: listening to understand a process; listening to confirm predictions.
New words (reading): cage, certificate, take off, put on, pay, fix, harness, elastic,
slowly. New words (listening): count, crazy, thick. Recycled language:
descriptive adjectives.
1 Presentation of vocabulary; reading & sequencing task
Look at the pictures, and establish very simply what happens when you go
bungee jumping: you jump from a crane, tied to a long piece of elastic. Do not
go into details at this point.
If you like, use this stage to present some of the key vocabulary used in the
sentences, e.g. crane, harness, elastic, cage, put on, take off
Give time for students to look at the sentences, either alone or in pairs, and
decide what order they should be in.
Discuss the answers together. Try to reach agreement about the order (the
answer will become clear when they hear the recording).
2 Prediction task; listening to answer questions
Read through the questions, and ask students to guess the answers.
R#J Play the recording and check the order of the stages. Answers:
1 You pay. 6 They open the door of the cage.
2 You put on a harness. 7 You jump.
3 They fix the elastic to the harness. 8 The cage comes down slowly.
4 You get in the cage and they close the door. 9 You take off the harness.
5 You go up in the cage. 10 They give you a certificate.
't""',! Play the recording again, pausing from time to time and checking answers
to the questions. Answers:
a It's expensive to jump. The cage is big. The elastic is long, thick, and strong.
The top of the crane is very high. People look very small.
b One end to the cage, the other end to your harness.
c Around 60 metres.
d The man counts to three.
e The cage comes down slowly to the ground.
3 Extension: feelings about bungee jumping
Ask the class to imagine they have a chance to bungee jump. Ask who would do
it and who wouldn't. Ask one or two students to say why/ why not.
R#J Tapescript for Exercise 4: I did it!
Well, first you have to pay, and it's quite expensive - 1 paid
40 for just one jump. And then you put on a harness. And
the harness goes round your body, and down your legs to
your feet. And then you walk up to the cage. The cage is quite
big - big enough for five or six people - and there's this very
long piece of elastic. The elastic is very thick, very strong, and
one end of the elastic is fixed under the cage, and they fix the
other end of the elastic to your harness.
OK, then you get in the cage, and it starts to go up. And it goes
up really high - about 60 metres. And when you look down,
everything's very small down there, all the people are very small.
T 85
And then the man opens the door of the cage. And you
think ' I don't want to do this. This is crazy.' But the man says
' OK, you go when 1 count to three.' And he counts to three -
one, two, three - and you jump.
And it's all very quick - you fall very quickly, then the
elastic pulls you up again, and you go up and down, up and
down, and then you stop, and you just hang there. And then
the cage comes down slowly, slowly brings you down to the
ground, and that's it - you take off your harness. And they
give you a certificate, and the certificate says ' I did it! '
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4 Festivals
This combined Reading and Listening activity is about festivals associated with
particular times of the year. Students read short texts about festivals in different parts
of the world, and then they listen to people saying how they spend New Year's Eve.
Reading skills: reading for general idea.
New words (reading) : statues; celebrate, carnival, the best known, parade,
fantastic, costumes, samba; festival, coloured, powder; everyone, during, keep,
because; match, team, player, century, costume, dangerous, rules; visit. sausage;
last, spend, midnight.
New words (listening) : meal, early, fireworks.
Give t ime for students to read the t exts, and match them with the pictures.
They should not try to understand every word at this stage, but just understand
enough t o identify the festivals from the pictures.
Go through the answers together. Ask students to say what words helped them
to identify each festival (e.g. Oktoberfest: drink, beer, eat , people). Read
through each text, making clear any new words and expressions.
Answers:
A Snow Festival B New Year's Eve C Gioco del Calcio D Carnival
E Songkran F Holi G Oktoberfest
2 Listening
Read through the list of activities. Then play the recording. Pause after
each speaker and establish what things he/she does. Answers:
1 They go to a party, go out into the street, watch fireworks.
2 She goes to a restaurant, dances.
3 He goes to bed early, (stays at home) .
4 They stay at home, watch TV.
5 They stay at home till midnight, then visit friends.
3 Extension: New Year's Eve
Ask students what they do on New Year's Eve. Either simply ask round t he
class, prompting to encourage students to talk (e.g. Do you go out? Where do
you go? Does anyone watch TV?), or let students talk briefly in pairs, then ask
what they found out from their partner.
- Pre-reading option
-
-
Write key vocabulary on the board,
e.g. statues, costumes, powder,
football match, sausages, midnight.
Either give the words in the
students' own language or give
examples to show the meaning.
Alternative: pre-listening discussion
Read through the list and ask
students which of the things they
do on New Year's Eve. Then play
the recording as a final stage.
Alternative
If students come from a country
where New Year is not celebrated
at the end of December, they
should of course talk about their
own New Year celebrations or
another important festivaL
!7#J Tapescript for Exercise 3: What's the weather like?
1 ... Yes, it's quite warm here, but it's raining ...
!i#d Tapescript for Focus on ... Can
2 It's nice and sunny, but it's very windy, and quite
cool ...
3 It's very, very cold. And it's snowing ...
4 It's really hot here, quite humid . .. No, it isn' t sunny
at all, it's cloudy - cloudy and very hot .. .
,@ Tapescript for Exercise 4: Festivals
1 Well, we usually go to a party and then at midnight we all
go out into the street and we watch fireworks.
2 Well, I usually go out to a restaurant with a lot of friends
and we all have a nice meal together and we listen to music
and dance and have a good time.
T 61
OK, I can make a cup of coffee, I can make toast, yes .. . 'Can
you cook rice?' Yes, I can cook rice, no problem ... I can make
an omelette, not a very good omelette, but yes, I can make an
omelette. Barbecue a chicken ... Yes, I can barbecue a chicken, I
can do that. I can't make a cake, no, not really. But I can make
my own pasta. I have a pasta machine and I often make my own
pasta, yes, so I can do that. But I can't make bread, no.
3 I don't do anything. Actually, I don't like New Year's Eve
very much so I go to bed early.
4 Well, we stay at home, but we stay up till midnight, and we
watch New Year on television.
S We stay at home till midnight, and then we usually go and
visit friends, and we have a few drinks with them.

Consolidation
have and have got
This exercise focuses on the two equivalent forms have and
have got. The verb have was introduced in Unit 2 and was
used in Units 1-12. The form have got was introduced and
practised in Unit 13.
1 Look at the examples. Point out that have and have got
mean the same (= have), but they have a different form.
If you like, give some quick practice by saying a sentence
in one form and asking students to change it to the other.
2 Look at the examples. In these sentences have means eat
or take. In sentences like this we cannot say have got.
3 Either: Help students to make sentences about themselves
by giving prompts, e.g. a car, a bike, brothers and sisters, a
big bedroom, a black T-shirt.
Or: Give time for students to write a few sentences about
themselves. Then they read out their sentences to the
class.
A hundred, a hundred and one . ..
This exercise focuses on numbers over 100. It picks up on
items which have appeared earlier in the book (in reading
texts and in Exercise 13.3) and shows how large numbers are
formed.
1 Look at the examples, and see if students can guess what
should go in the gaps. Answers:
137 = a hu.ndred and thirty seven
205 = two hundred and five
851 = eight hundred and fifty-one
1,054 = one thousand and fifty-four
2,500 = two thousand five hundred
3,651 = three thousand six hundred and fifty-one
200,000 = two hundred thousand
2 Give time for students to read the sentences and think
how to say the numbers. They could do this alone, or
with a partner.
Ask students to read out sentences round the class.
Focus on the numbers. Answers:
a twelve thousand years old
b five thousand and five rooms
c four thousand seven hundred and eighty-six metres
d eight thousand eight hundred and forty-eight metres
high
e a hundred passengers, two thousand three hundred
kilometres an hour
d ~ a for further practice
At the beginning or end of lessons a f t e ~ this, write a few
numbers on the board (or sentences containing numbers,
e.g. I've got 562 books) and ask students to say them.
T 63
Review
Present simple and continuous
Review of Present simple and continuous tenses (Units 7
and 11).
1 Look at the two questions. Establish that:
- the blue question is Present simple (= in general,
usually).
- the red question is Present continuous (= now, at this
moment).
Students match the answers to the questions. Answers
to the blue question:
I wear shorts in hot weather.
I don't wear shorts. (= never)
I wear shorts when I play tennis.
I always wear shorts.
Answers to the red question:
I' m not wearing shorts. (= now, at the moment)
I' m wearing shorts. (= now, at the moment)
Ask a few students round the class: When do you wear
shorts? Are you wearing shorts now?
2 Look at the prompts and establish what the questions
might be, e.g. Do you smoke? Are you smoking now?
When do you wear a hat? Are you wearing a hat now?
Then get students to answer them.
Where's the supermarket?
Review of shops and place prepositions (Exercises 10.2
and 10.3).
Look at the map. Students say where the places are.
Answers:
1 The supermarket is near the railway station.
2 The post office is between the school and the bus station.
3 The bank is next to the cinema.
4 The chemist is opposite the railway station.
5 The kiosk is opposite the market.
6 The bookshop is opposite the school.
Time
Review of expressions for telling the time (Study Pages D,
Focus).
1 Look at the clocks and ask students what times they show.
Answers:
seven o'clock, a quarter past twelve, half past three,
ten past eight, ten to twelve.
2 To show what to do, choose a day of the week yourself.
Imagine each clock time in turn and say what you are
doing, e.g. It's seven o'clock on Tuesday morning. I'm
just getting up. Now it's a quarter past twelve. I'm
teaching English at school ...
Students talk about themselves in the same way, either
round the class or in pairs.
,.

I.

. '

This unit introduces ways of talking about obligation and permission, using:
- must/mustn't
- can/can't
- have to/don't have to .
1 You must stay in your car
This exercise is about the Kruger National Park in South Africa. It introduces the
modal verbs must, mustn't and can for talking about rules.
Key structures: must, mustn't, can.
New words and phrases: gun, feed, take photos, entrance, visitor, tour, overnight.
For comprehension only: wildlife park, wonderful, natural; lion, zebra, giraffe,
elephant, crocodile, leopard, rhinoceros.
1 Reading to answer questions; presentation of vocabulary
Look at the picture and use it to introduce the idea of a wildlife park (a place
where you can go to see wild animals).
Look at the questions. Then ask students to read the text and find answers to them.
They should be able to do this without understanding every word of the text.
a It's in South Africa. b People go there to see wild animals.
c You can stay at a Rest Camp.
2 Presentation of 'must/mustn't/can'; reading true/false sentences
-
Presentation option
Read through the text again,
making sure students understand
everything.
Show the meaning of must, mustn't and can on the board:

. :

You must ... = Do it!
You' mustn't ... = Don't do it!
You can ... = It's OK to do it.
Look at the six sentences, and ask students whether they think they are true.
Answers:
a True (except in Rest Camps).
c False: You can stop the car.
into the park.
b False: You mustn't take a gun with you.
d True. e True. f False: You mustn't bring pets
Students read the texts, either alone or in pairs, and decide which verbs should
go in the gaps.
1 . .. all visitors must carry a road map. You can buy a map .. .
2 You must keep to 50 km/h ... You mustn't leave the roads.
3 Day visitors must leave the park ... you can reserve a room.
4 You mustn't drive ... you can go on a group tour .. .
Ask the class for one or two rules in the English class and 'write them on the
board as examples (e.g. You must speak English, You mustn't eat sweets).
Working alone or in pairs, students think of other rules and write them down.
Ask students to read out their rules. If you like, write them up on the board.
Presentation option
- Give other simple examples to
make the meaning clear, e.g.
-
You must clean your teeth.
You mustn't play football in the
road.
Note: Avoid giving examples from
the classroom or school, as these
are used in Stage 4.
Homework option
Students write rules for
homework, and read them out in
the next lesson .
fa Tapescript for Exercise 2: Can I ... ?
1 A Can I use the phone? 3 A Can I listen to the news?
B Of course. It's in the hall.
2 A Can I smoke?
C No, sorry, you can' t, not in here. But you can smoke on
the balcony.
B Yes, of course you can. There's a radio in the kitchen.
4 A Can I have a glass of beer?
C Sorry, we haven' t got any beer. You can have fruit
juice or lemonade.
T 80
.'

.'
. ,

.'

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~

2 Can I
7
....
1 II,o=oJ You will hear four short conversations.
What can the woman do? What can't she do?
a She can/can't use the phone.
b She can/can't smoke in the flat.
e She can/can't listen to the news .
d She can/can't have a glass of beer.
2 1
1
,0=0, 11 Listen again. What were the questions?
What were the answers?
3 Work in pairs. Turn to page 109. Ask and
answer questions .
3 All in a day's work
can questions with 'can'
have to don't have to
1 Look at these sentences. What does I have to ... mean? What does I don't have to . .. mean?
a D I have to get up very early.
b D I don't have to get up very early.
e D I have to be polite.
d D You have to be very careful when the weather ' s bad.
e D I have to be nice to everyone and smile a lot.
t D I have to be away from home a lot.
g D I don't have to work long hours.
h D I don't have to work all year.
D I have to work late in the evening.
2 Three people talk about their jobs.
What do you think they say?
Match the sentences with the people.
1i,o=0,11 Now listen and check your answers.
3 Think about what you do. What are the good things
about it? What are the bad things? Tell your partner.
I work as a cleaner
in a big hotel. It ' s not a
very nice job ...
I don't have to ...
Unit 19 You mustn't do that! 81
82
must & mustn't
You must = 00 it!
You .mustn't = Don't do it!
What do these signs mean?
Make sentences from the table.
A
E
GI
wear a hard hat.
stop.
You must
You mustn't
smoke.
drive slowly.
turn left.
park your car.
turn your lights on.
How to say it
1 II,o=oJ Listen to must and mustn't in these
You must take a coat.
You must tell me about it.
You mustn't take photos.
You mustn't feed the animals.
You mustn' t say anything.
(mIt 19 You mustn't do that!
I can & can't
In Britain, you can often buy food ~
petrol stations (but you can't buy petrol
at the supermarket).
Think about your own country. Are these
sentences true or false?
a You can buy food at petrol stations.
b You can smoke on buses and trains.
c You can buy alcohol on Sundays.
d You can smoke in restaurants.
e You can carry a gun.
f Children can buy cigarettes and alcohol.
g You can buy petrol at the supermarket.
3 have to & don't have to
I have to go.
She has to go.
They don't have to go.
He doesn't have to go.
Fill the gaps with have to, has to, don't have to
or doesn't have to.
a I love Sundays because I " ......... ..,,,, ..... .. get up and
go to work. My husband's a taxi driver, so he
often ..... .. _ .............. work at the weekend.
b Sorry, I can't come out tonight - I ....................... .
dean the flat.
e My son's seven years old. He ........................ go to
school, but he ........................ do any homework.
d You can stay here - you ........................ go.
2 II,o=o, ! Listen to the sound of can and can't.
Practise saying the sentences.
~
You can come with us if you like.
a:
- Can I come?
a:
- Of course you can.
0:
Sorry, you can't come with us.
a:
- Can I watch the news?
0:
- No, sorry, you can't.

.'

A
~
1 Match the verbs

with the pictures. catch run '-
1
1
,0-0,11 A woman
climb stand
f(
2
jump
does this quiz.
swim
,,(9 J
Listen and give her kick throw
a score out of 50.
ride walk
Can you ...
3 ride bik
' ,
... a e. po
... ride a bite with no hands? 3 poims)
4 ... dimb up a ladder? (1 p o i n ~
6 ... catch a tennis bal in one hand?
1 po'nt
... throw a tennis ball 50 metres?
(3 points)
84
... run 100 metres? 1 DOmt)
... run 5 kHometres? 5 points)
... climb up a rope? (6 poim:s)
... kick a footbaIl00 metres?
3 points)
... swim 100 metres? 2 poi ts
... swim 1 kilometre? :: ooints)
5 ... jump over a stream 1 metre
wide? 1 point)
... jump over a wall 1 metre high?
4 points
7 ... stand on your head? (4 points)
... walk on your hands? (10 poi ts)
3 Ask your partner the questions. How many points does he/she score?
3 Action!
1 Here are some scenes from a TV advertisement for a chocolate
bar. What is the man doing in scenes 2-S? Use these verbs.
climb dri jump ride run im
What's happening in scenes 1 and 9?
2 Look at these past forms. What are the past forms of the other
verbs in the box?
3 Now read the story on page lOS.
Tell the story, using verbs in the box instead of went.
4 Look at the pictures again. Can you tell the story in
your own words?
Unit 20 The body

.)
Consolidation
It isn't very ...
This exercise focuses on ways of describing things using very,
not very and quite, and opposite adjectives. This consolidates
adjectives from earlier units (especially Units 7, 12 and 16).
1 Look at the expressions, and check that students
understand the meaning of very and quite (if possible,
use students' own language for this; otherwise give
simple examples) .
Ask students to describe the dogs. Expected answers:
Bonzo is very small. Chico is quite small / not very big.
Gigi is quite big. Lulu is very big.
2 Ask students to complete the sentences. Then go through
the answers. Answers:
b expensive c fast d new e young f tall g long
h rich.
3 Either: Get students to make sentences round the class,
using the ideas as prompts (e.g. Have you got a watch?
What 's it like? Cheap? Expensive? Old? New?).
Or: Let students talk about the topics in pairs. As a round-
up, ask students what they found out from their partner.
Years
This exercise focuses on the way we say years in English. This
builds on work already done on numbers and dates.
1 Ask students to fill the gaps. Answers:
1906 nineteen hundred and six
1960 nineteen sixty
1993 nineteen ninety-three
2007 two thousand and seven
Use the examples to show that:
- we say most years as pairs of numbers (so 1993 is
nineteen - ninety-three);
- early numbers in the century we say as normal
numbers (2001 is two thousand and one, not 'twenty
o one' ).
2 Look at the years in the table, and establish how to say
them. Then give students time to read the sentences and
choose the answers.
Go through the answers together, asking students to
read the sentences aloud. Answers:
The first Mickey Mouse cartoon was in 1928 (nineteen
twenty-eight).
Steven Spielberg made the film Jaws in 1975 (nineteen
seventy-five) .
Columbus went to America in 1492 (fourteen ninety-two).
Henry Ford made his first car in 190;3 (nineteen hundred
and three).
Marilyn Monroe died in 1962 (nineteen sixty-two) .
T 79
Review
Climate and weather
Review of months, seasons, and weather (Exercises 14.1, 14.2
and 14.3).
Look at each place in turn. Discuss answers to the questions.
Possible answers:
New York in April: It's spring, It's quite warm, sunny.
Moscow in September: It's the end of the summer. It' s quite
hot, dry, sunny,
London in December: It's winter. It's quite cold, it's raining, it's
wet (or It's cold, it' s snowing) .
Sydney in January: It's summer. It' s hot, sunny.
Countries
Review of countries and languages (Exercises 16.2 and 16.3).
Look at t he countries in the boxes in turn. Ask students to
suggest words that go with them and use them in sentences.
If you like, build up sentences about each country on the
board. Expected answers:
Canada: Canada is in North America. Ottawa is the capital. It's
cold in winter. People speak English and French there. It's a very
large country.
Saudi Arabia: Saudi Arabia is in the Middle East, People speak
Arabic there, It's very dry. The capital is Riyadh.
Poland: Poland is in Europe. People speak Pol ish there. The
capital is Warsaw. It's cold in winter,
Mixed-up words
Review of vocabulary, especially from Units 6, 8 and 14.
1 Look at the first word together, and establish what it is.
(Answer: November.)
Working alone or in pairs, students work out the other
words. Let them look back at Units 6, 8 and 14 if they
need help.
Things to drink: water, juice, lemonade
Months: November, March, February
Things in a room: cupboard, carpet, sofa
2 Students look through previous units to find a word.
They write it in a jumbled form and add a clue.
They give their word to another student to solve.

'.

'.

Con sol idation
It isn't very ...
1 Choose expressions to describe these dogs.
not very big
very small
2 Write in the missing adjectives.
a Our flat isn't very big
b Our lV isn't very ............ .
c Our car isn't very ... ......... .
= It's quite small
= It's quite cheap
= It's quite slow
d Their car isn't very old = It's quite ............ .
e My brother isn't very old = He's quite ........... .
f My sister isn't very ............. = She's quite short
g Her hair isn't very ............. = It's quite short
h We aren't very ............. = We' re qLiite poor
3 Now talk about one of these:
- your town/village - your mother/father
- your flat/house - your brother/sister
- your car/bike - your boyfriend/girlfriend
- your lV/watch - your husband/wife
Years
1 Look at the examples. Can you fill the gaps?
1900
1901
1906
1910
1911
1948
1960
1993
2000
2001
2007
nineteen hundred
nineteen hundred and one
nineteen (hundred and) ten
nineteen eleven
nineteen forty-eight
two thousand
two thousand and one
2 Make true sentences. Read out your answers.
The first Mickey Mouse cartoon was
Steven Spielberg made the film Jaws
Columbus went to America
Henry Ford made his first car
Marilyn Monroe died
1492.
1903.
in 1928.
1962.
1975.
Review
Climate and weather
Imagine you're in these places.
New York London in December
What season is it?
Sydney in January
What do you think the weather's like?
Countries
Which words go with which countries?
Make two or three sentences about each one.
Warsaw
Ottawa
Riyadh
very dry
CANADA
French The Middle East
Polish
SAUDI ARABIA
very large
cold in winter North America
Arabic
Europe
POLAND
English
Do you know anything else about these
countries?
Mixed-up words
1 Look at these
mixed-up words. BEE N M 0 R V A E R T W
Can you make
- three things
to drink?
- three months?
- three things
in a room?
A C H M R ABCDOPRU
ACEPRT CEIJU
How do you spell them?
ABEFRRUY
ADEELMNO
2 Now you write a
mixed-up word.
AFOS
Show it to your partner.
Study pages I
79
2 Can 1 ... 7
This exercise shows how we use can and can't in everyday conversation, when
asking for, giving and refusing permission to do things.
Key language: can, can't; Can I ... 7
1 Listening; presentation of 'can!can't'
Write these examples on the board:
Get students to read them out, focusing on the
pronunciation of /ju: bn/, /ju: ka:nt/ and /kren aI/.
You can go now.
You can't go now.
Can Igonow?
Play the conversations. Pause after each one, and establish what the
woman can and can't do. Answers:
a She can use the phone. b She can't smoke in the flat .
c She can listen to the news. d She can't have a glass of beer.
2 Listening: focus on questions & answers
Ask students what the questions and answers were. Then play the
conversations again to check. (Answers: see tape script on page T80.)
3 Activation: asking and answering questions
Divide students into pairs and give them letters, A or B. Ask students to turn to
page 109 and look only at their part of the page.
Students take it in turns to ask questions with Can I ... ? and to give answers
according to the information on his/her page.
As a round-up, ask students to repeat some of their questions and answers.
This exercise introduces have to and don't have to for obligation. Students hear
three people talking about their jobs, then write sentences about themselves.
New words and phrases: early, polite, careful, dangerous, away from home;
cleaner, fishing boat, waitress.
1 Presentation of 'have to / don't have to'; presentation of vocabulary
Look at the first two sentences, and use them to establish the meaning of I have
to ... and I don't have to ... You could do this by expanding the examples to
make the meaning clear, e.g.
- I start work at 7 o'clock, so I have to get up very early - at about 6 o'clock.
I don't want to get up early, but I have to get up then because of my job.
- I don' t work in the morning. So sometimes I get up early, sometimes I get
up late. I don't have to get up early.
Read through the other sentences, presenting any new words.
2 Matching task; listening to check
Look at the bubbles and present cleaner, fishing boat, and waitress.
Ask students which sentences they think each person will say.
Play the recording and check the answers. Answers:
1 I have to get up early. I have to be polite. I don't have to work very long hours.
2 You have to be very careful when the weather's bad. I have to be away from
home a lot. I don't have to work all year.
3 I don't have to get up very early. I have to be nice to everyone and smile a lot.
I have to work late in the evening.
3 Activation: students' own obligations
To introduce the activity, say a few things about your own job.
Students write a few sentences about what they have to or don't have to do.
As a round-up, ask students to read out their sentences.
T 81
The tape script is on page T80.
- Language note
You can't often has a similar
meaning to you mustn't (e.g. You
can't/mustn't smoke here), but
mustn't is much stronger.
Optional preparation
- Establish with the whole class what
the questions for A and B should be.
Language note
Must and have to mean almost the
- same; we usually use must for
giving rules or saying what they are
(as in Exercise 1).
But mustn't (= it's forbidden,
don't do it) does not mean the
same as don't have to (= it isn't
necessary).
I The tapescript is on page T82.
Pairwork option
If students have similar
circumstances (e.g. they're all
school pupils of the same age, or
- they have similar jobs), they could
brainstorm ideas together in pairs.

'.

'.

.:

.,

. '

. '

2 Can I 7
1 1
1
,0=0,11 You will hear four short conversations.
What can the woman do? What can't she do?
a She can/can't use the phone.
b She can/can't smoke in the flat.
c She can/can't listen to the news.
d She can/can't have a glass of beer.
2 !It=o, II Listen again. What were the questions?
What were the answers?
3 Work in pairs. Turn to page 109. Ask and
answer questions.
can questions with 'can'
have to don't have to
1 Look at these sentences. What does I have to ... mean? What does I don't have to ... mean?
a D
I have to get up very early.
b
D
I don' t have to get up very early.
c
D
I have to be polite.
d
D
You have to be very careful when the weather's bad.
e
D
I have to be nice to everyone and smile a lot.
f
D
I have to be away from home a lot.
g
D
I don't have to work long hours.
h
D
I don't have to work all year.
D
I have to work late in the evening.
2 Three people talk about their jobs.
What do you think they say?
Match the sentences with the people .
1
1
,0=0,11 Now listen and check your answers .
3 Think about what you do. What are the good things
about it? What are the bad things? Tell your partner .
I work as a cleaner
in a big hotel. It's not a
very nice job ...
I don 't have to ...
Unit 19 You mustn't do that!
=
81
60
2 January, February ...
1 What are the missing months? Find them in Exercise 14.1
and write them in the table.
2 What month is your birthday? What about other people in
the class? Which month has the most birthdays?
3 These two lists are about months in Britain.
Which months do you think they are?
daM. f\!jhts
wid
j\J(V\pY$ o.NJ.
1V
school Bf\iShe.s

shorts
Now you choose a month and write a list.
Read out your list. Can other students guess the month?
3 What's the weather like?
1 These four people are talking about the weather.
Here are some of the things they say. Match the
sentences with the pictures.
a D
It' s cloudy.
f
D
It's hot and humid.
b
D
It' s very windy. g
D
It's quite warm.
c
D
It's sunny. h
D
It's quite cool.
d
D
It's raining.
D
It's very cold.
e
D
It's snowing.
',0=0,11 Listen and check your answers.
2 Look out of the window. What's the weather like?
3 Guess what the weather' s like today in these places.
---

])WMber
I
C Weather around the world
Athens 19 rain
36 sunny
Singapore Rio de Janeiro
Get a newspaper and find out!
Unit 14 Around the year

2 January, February ...
This exercise focuses on the months of the year. Students compile a list of months,
then use this as a basis for practice.
Key vocabulary: months of the year. Other new words: night, Christmas, holiday.
1 Vocabulary task; presentation of months
Look at the table of months. Ask students to look at the texts in Exercise 1
again, and fill in the missing months. Build up a list on the board and get
students to practise saying the words. Answers:
January, February, March, April , May, June, July, August, September, October,
November, December
2 Activation: birthdays
Ask students round the class which month their birthday is in. Mark crosses
beside the list on the board to find out the most popular month for birthdays.
3 Writing & guessing game
Look at the two lists of words and present any new vocabulary; each is a list of
things that someone in Britain associates with this month. Ask students which
months they think they are. (Answer: December, July.)
Working alone, students choose a month and write a list of words and phrases.
As far as possible, they should keep to vocabulary that they know already,
although they could also use dictionaries to help with new words.
Pairwork. Students read out their list. Their partner tries to guess the month.
As a round-up, ask a few students to read out their list.
3 What's the weather like?
This exercise teaches simple ways of talking about the weather at the moment.
It builds on vocabulary from Exercise 1 and introduces some new expressions.
New expressions: it's sunny, it's windy, it's cloudy; it's raining, it's snowing.
Recycled language: hot, warm, cool, cold, humid.
1 Matching task; presentation of vocabulary; listening to check
Read through the sentences and see if students can match them with the
pictures. Use the pictures to present I cloudy It's I rainin.g
new vocabulary, and write key It's windy snowmg
expressions on the board: sunny
Play the recording and check the answers. (Answers: see tapescript.)
2 Activation: today's weather
Ask students to describe the weather where you are now. Build up sentences on
the board.
3 Extension: world weather
Take each city in turn, and discuss what the weather might be like. Help
students to focus by prompting them, e.g. What do you think? Is it hot or cold
there? Or warm? What's the temperature? Is it sunny there at the moment?
If you like, make notes for each place on the board.
To find out the answers, either look in the world weather report of a national
newspaper or (if your school has a computer) look on the Internet.
-
-
-
Note
The names of the months may be
very similar in the students' own
language. Focus on differences in
spelling and pronunciation
(especially
/' eqml!, id3u'im/, /':J:ggst!).
Alternative
Ask students to keep count of the
number of times they hear their
own birthday month. Then go
through the months, and find out
the total 'scores'.
Homework idea
Ask students to learn the names of
the months at home. Test them in
the next lesson by asking
questions, e.g. January, February
... what comes next? What is
before September?
Language note
Rain and snow are used as verbs, so
we can say It usually rains in July
(Present simple) and It's raining at
the moment (Present continuous -
see Unit 11).
- The adjectives sunny, cloudy and
windy all come from nouns:
sun -t sunny; wind -t windy;
cloud -t cloudy.
!,o-<>,! The tapescript is on page T61.
Homework option
_ Ask students to find out the
answers at home. They report back
in the next lesson.
4 Festivals
This combined Reading and Listening activity is about festivals associated with
particular times of the year. Students read short texts about festivals in different parts
of the world, and then they listen to people saying how they spend New Year's Eve.
Reading skills: reading for general idea.
New words (reading): statues; celebrate, carnival, the best known, parade,
fantastic, costumes, samba; festival, coloured, powder; everyone, during, keep,
because; match, team, player, century, costume, dangerous, rules; visit, sausage;
last, spend, midnight.
New words (listening) : meal , early, fireworks.
Give time for students to read the texts, and match them with the pictures.
They should not try to understand every word at this stage, but just understand
enough to identify the festivals from the pictures.
Go through the answers together. Ask students to say what words helped them
to identify each festival (e.g. Oktoberfest: drink, beer, eat, people) . Read
through each text, making clear any new words and expressions.
Answers:
A Snow Festival B New Year's Eve C Gioco del Calcio D Carnival
E Songkran F Holi G Oktoberfest
2 Listening
btl Read through the list of activities. Then play the recording. Pause after
each speaker and establish what things he/she does. Answers:
1 They go to a party, go out into the street, watch fireworks.
2 She goes to a restaurant, dances.
3 He goes to bed early, (stays at home).
4 They stay at home, watch TV.
5 They stay at home till midnight, then visit friends.
3 Extension: New Year's Eve
Ask students what they do on New Year's Eve. Either simply ask round the
class, prompting to encourage students to talk (e.g. Do you go out? Where do
you go? Does anyone watch IV?), or let students talk briefly in pairs, then ask
what they found out from their partner.
- Pre-reading option
-
-
Write key vocabulary on the board,
e.g. statues, costumes, powder,
football match, sausages, midnight.
Either give the words in the
students' own language or give
examples to show the meaning.
Alternative: pre-listening discussion
Read through the list and ask
students which of the things they
do on New Year's Eve. Then play
the recording as a final stage.
Alternative
If students come from a country
where New Year is not celebrated
at the end of December, they
should of course talk about their
own New Year celebrations or
another important festivaL
k ~ i Tapescript for Exercise 3: What's the weather like? !S'J Tapescript for Focus on ... Can
1 ... Yes, it's quite warm here, but it's raining . ..
2 It's nice and sunny, but it's very windy, and quite
cool ...
3 It's very, very cold. And it's snowing ...
4 It's really hot here, quite humid ... No, it isn't sunny
at all, it's cloudy - cloudy and very hot ...
'I
O
-
O
,! Tapescript for Exercise 4: Festivals
1 Well, we usually go to a party and then at midnight we all
go out into the street and we watch fireworks.
2 Well, I usually go out to a restaurant with a lot of friends
and we all have a nice meal together and we listen to music
and dance and have a good time.
T 61
OK, I can make a cup of coffee, I can make toast, yes ... 'Can
you cook rice?' Yes, I can cook rice, no problem ... I can make
an omelette, not a very good omelette, but yes, I can make an
omelette. Barbecue a chicken ... Yes, I can barbecue a chicken, I
can do that. I can't make a cake, no, not really. But I can make
my own pasta. I have a pasta machine and I often make my own
pasta, yes, so I can do that. But I can't make bread, no.
3 I don't do anything. Actually, I don't like New Year's Eve
very much so I go to bed early.
4 Well, we stay at home, but we stay up till midnight, and we
watch New Year on television.
S We stay at home till midnight, and then we usually go and
visit friends, and we have a few drinks with them.

Study pages
Focus on ... Can
Look!
I can SWim1M'1jJ

p

Help!
I can' t swim!
She can ride a horse. He can't ride a horse.
They can ski. They can' t ski.
1 Look at the examples and complete the table.

Ci.VI Ci.VI't-
He/She .... " ....... . He/She """.,, "."
They ."",,, ,, .,,. They " .. ""."".
2 1
1
,0-0,11 A man answers these questions.
Listen and write his scores in column A.
Can you cook?
A B
Can you make a cup of coffee? (1 point)
Can you make toast? (1 point)
Can you cook rice? (3 points)
Can you make an omelette? (4 points)
Can you barbecue a chicken? (4 points)
Can you make a cake? (6 points)
Can you make your own pasta? (8 points)
Can you make bread? (10 points)
Total score
3 Now find out your partner's scores.
Write them in column B.
62 Study pages G
Sounds: Lovely weather
1 1
1
,0-0,11 Listen to these sounds.
Iv I It's never very cold in November.
Iw I What's the weather like in winter?
Listen to the two sounds together.
I want to watch TV this evening.
It's twenty past twelve.
2 1
1
,0-0, 11 Listen and practise.
seven have very wet windy winter
lovely vegetables Wednesday watch
November TV sandwich weather
3 Write a sentence. Use words from both boxes.
Phrasebook: Would you like ... 7
Match the questions with the pictures.
What do you think the replies are?
Would you like
another drink?
Would you like a lift?
Listen and check.
Would you like an
ice-cream?
A friend is staying with you. Offer him/her
the things in the pictures.

.'

Study pages G
Focus on ... Can
This exercise teaches the use of can and can't for talking
about ability, and questions with Can you ... ?
Key language: can, can't . New verbs: swim, ride, ski.
Recycled language: cook, make; food vocabulary.
1 Use the pictures to present the verbs swim, ride and
ski. Look at the examples and complete the table on
the board:
I can
He/She can
They can
Establish that:
I can't
He/She can't
They can't
- the negative of can (lka:n!) is can't (lka:nt/).
- all the forms of can and can't are the same (so we say
I can and he can).
2 Read through the questionnaire. Present any new
items (e.g. toast, barbecue, omelette).
~ Play the recording (tapescript on page T61).
Students listen and give points. Then discuss together
what score the speaker should have (probably 21).
Play the recording again, pausing after each part, and
establish exactly what the person can and can't do.
3 Write the question form on the board:
Can you I make toast?
cook rice?
If necessary, point out that after can we do not use to
(so we don't say Gem Y e ~ t te make teast?).
In pairs, students take it in turns to ask each other the
questions and note down a score.
As a round-up, find out who had the highest (and
lowest!) score.
r;;l Tapescript for Phrasebook: Would you like ... ?
1 A Would you like an ice-cream?
B Oh, yes please.
A OK, what kind?
B Chocolate.
2 A Hello! Would you like a lift?
B Oh, yes. Thank you very much.
A That's OK. Where are you going?
B Just to the next village.
A OK.
3 A Would you like another drink?
B Ooh, yes please.
A Orange juice, wasn' t it?
B Yes, orange juice with ice.
Sounds: Lovely weather
The sounds /v/ and /w/.
1, 2 ~ If students have problems, focus on these features:
- To pronounce /v/, the upper teeth should touch the
lower lip, and the lips are not rounded.
- To pronounce /w/, the lips and teeth should not touch,
and the lips should be rounded. Students could
practise by saying lui: /u - aI!, /u - en!, /u - mt;;>/.
Get students to alternate the sounds /v/ and /w/ and notice
how their lips change.
3 Students write a sentence using words from both
boxes, and including any other words they like, e.g.
- We have lovely weather in November.
-It was very wet on Wednesday. .
pronunciation of /v/ and /w/.
This exercise teaches students how to offer things to other
people.
Key language: Would you like ... ?
Recycled language: food and drink, common objects.
Establish the meaning of Would you like ... ?
- I say it if I want to give you something.
- It means 'Do you want ... ?' but it is more polite.
Give the equivalent in the students' own language if
possible.
Look at the pictures and ask students to match them with
the remarks. Explain a lift (have a lift = to go with
someone in their car; give someone a lift = to take them
in your car). Ask students to suggest replies, e.g. Yes,
please. No, thank you. That's very nice of you.
~ Play the recording, and establish what the people
actually say. (Answers: see tapescript.)
Look at the pictures. Ask students to make sentences with
Would you like ... ? Expected answers:
Would you like a cup of coffee (some coffee)?
Would you like a shower?
Would you like an apple?
Would you like some milk (a glass of milk)?
Would you like a sandwich?
Would you like some sugar?
Pairwork. Students offer their partner the things in the
pictures. The other student gives suitable replies.
4 1 did it!
1 Look at the pictures. What do you think
happens when you do a bungee jump?
Put the sentences in the right order.
I I The cage comes down slowly.
I I You jump.
You get in the cage and they close the door.
\ They give you a certificate.
I I You pay.
I I You take off the harness. I
I I You put on a harness. I
[ I You go up in the cage. I
I I They open the door of the cage.
I I They fix the elastic to the harness.
2 You will hear someone describing his
first bungee jump. Before you listen,
look at these questions.
a The speaker uses these adjectives.
What is he talking about?
expensive
high big
long
thick
strong
small
b Where do they fix the two ends of
the elastic?
c How high are you when you jump?
d How do you know when you have
to jump?
e How do you get down?
II,o=oJ Now listen and answer the questions.
3 Imagine bungee jumping comes
to your town. Would you jump?
l_
!
Study pages J
This exercise focuses on adverbs and shows how they are
different from adjectives.
Key language: adverbs.
New adjectives: quick, sudden, careful, angry.
Recycled language: good, quiet, fast, slow; action verbs
1 To establish what an adverb
is, write these examples on
the board:
She's a quiet girl.
She's very quiet.
She speaks ~
Point out that:
- quiet is an adjective (it describes the girl).
- quietly is an adverb (it describes how she speaks).
Read through the story, presenting new words as you
go. Demonstrate the meaning of e.g. quickly, slowly,
angrily by miming, and give other examples if
necessary.
Students complete the table.
Then write it on the board:
2 Establish the rule:
To form an adverb, we
usually add -Iy to an
adjective.
Acfjective
quiet
slow
quick
sudden
careful
angry
fast
good
Adverb
quietly
slowly
quickly
suddenly
carefully
angrily
fast
well
3 Look at each sentence in turn, and ask students to
add suitable adverbs. Possible answers:
He learns languages well/quickly/fast/slowly.
We drove fast/quickly/slowly/carefully ...
I opened the door carefully/slowly/quietly/quickly ...
.. . she asked angrily/quietly/suddenly/quickly/slowly.
She wrote her name carefully/quickly/slowly ...
4 To demonstrate, write a true sentence about yourself
on the board.
Students write a sentence, using one of the adverbs.
Ask students to read out their sentences.
Idea for further practice: the adverb game
A student chooses an adverb (e.g. carefully). Other students
ask him/her in turn to mime actions, e.g. cook a meal, smoke
a cigarette. The student mimes the actions according to the
adverb, e.g. mimes cooking a meal carefully, smoking a
cigarette carefully, and so on. The other students try to
guess the adverb.
~ Tapescript for Phrasebook: Could you . .. ?
A Could you bring me some fruit?
B Yes, of course.
A And could you buy me a bottle of beer?
B No, sorry, I can't do that.
Sounds: A room in Australia
The sound /r/ on its own; the sound /r/ in combinations:
fbr/, /fr/, /tr/, /dr/, /8r/.
1, 2 ~ The important thing here is not for students to
produce the sounds precisely (which may be quite
difficult), but to recognise them and produce them
approximately.
If students have problems, focus on these features:
- Irl is pronounced at the front of the mouth, with
the lips rounded.
- Ibrl can be practised by saying the sounds Ibl and Irl
separately, and then bringing them together. The same
applies to Ifrl , Idr/, Itr! and 18r/.
- There are some dry trousers in the bedroom.
- Please bring me some bread from the kitchen.
pronunciation of the Irl sounds.
Phrasebook: Could you ... ?
This exercise teaches requests using Could you ... ?
Key language: Could you .. . ?, bring me, buy me .
Recycled language: everyday objects.
To establish the situation, say a number of items and ask
the class if they think the man can have them or not, e.g.
water, bread, cheese, wine, cigars, meat, fish, fruit.
!a Play the recording. Students fill the gaps. Answers:
Could you bring me some fruit?
Could you buy me a bottle of beer?
If you like, ask students to practise the dialogue in pairs.
Look at the pictures. Establish what the items are and
what the man will ask. Possible answers:
Could you buy me some cigarettes?
Could you bring me some flowers?
Could you buy me a magazine?
Could you buy me a bottle of Coca-Cola?
Could you bring me a TV?
Could you buy me an ice-cream?
Either: Students take it in turns to be the person in bed.
They choose one item and ask another student for it.
Or: Students have conversations in pairs, with one
student taking the role of the person in bed.
T 86
Consolidation
Verbs with to, at and about
to
at
listen to
the radio
look at
someone
about
think about
a problem
go to
the cinema
arrive at
the station
talk about
the weather
talk to
a friend
stay at
a hotel
read about
dinosaurs
2 Fill the gaps with one of the red verbs.
a Why don't you .................... my flat? You can
sleep on the sofa.
b Shall we ..................... the news on the radio?
c What time does the plane .......... .
Heathrow?
d I never ..................... work when I'm at home in
the evening.
e I usually ..................... the shops on Saturday.
f I never ..................... her, because she never
listens.
Review
Words
Add words to these lists.
a week, minute, day, .... ..
b cinema, station, library, .......... .
c engineer, teacher, shop assistant , ..................... .
d car, plane, ...... ..... .. .... ..... .
e hall, bedroom, .. .. .... .. ..
Verbs in the past
What are the past forms of the verbs in the
boxes? Use them to fill the gaps.
a A tall woman the door.
She about 60 years old,
and she long grey hair.
'Who are you?' she
'I'm Tom,' I
b Yesterday
birthday, so I
me.
. 'I'm your son.'
my sister's
to the shops
to buy her a present. She a
new jacket, but the jackets
very expensive. So I her a
pair of jeans.
c When we children, we
football every day after
school, and we
every weekend.
Who died when?
it on TV
be
say
ask
open
have
be
be
buy
want
go
be
watch
play
How do you say these dates? Make true sentences.
Queen Victoria
Abraham Lincoln
Charlie Chaplin
Joan of Arc
William Shakespeare
died on
30th May 1431.
23rd April 1616.
14th April 1865.
22nd January 190 I.
25th December 1977.
Q
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This unit introduces comparative and superlative forms of adjectives. It focuses
on:
- comparative adjectives
- superlative adjectives
- comparative sentences with than ...
- comparative questions with Which?
1 A better place to live
In this exercise students make comparisons between their own and other countries.
The exercise introduces comparative adjectives with -er and with more.
Key structures: Comparative forms. New adjectives: clean, safe, dangerous.
Recycled language: adjectives.
1 Introduction; presentation of new adjectives
As a way of focusing on the exercise, write these adjectives on the board:
cold
friendly
expensive
Ask students which adjectives describe the first picture and which describe the
second.
Read the sentences and check that students understand all the adjectives. If you
like, discuss which sentences might apply to the country in the first picture,
which to the second, and which to both.
Give students time to look at the sentences and decide which are true of their
own country. They mark each box with a tick or a cross.
Students form pairs and compare their answers.
Discuss the answers together, and see if there are any sentences that the class
disagrees about.
2 Presentation of comparative forms; activation: comparing countries
To introduce comparative forms, look at the two places in the pictures again.
Ask Which is colder? Which is friendlier? Which is more expensive? Add these
forms on the board:
cold
friendly
expensive
colder
friendlier
more expensive
Read through the questions. Then divide the class into pairs or small groups (if
possible, everyone in each group should be from the same country). Ask them
to choose another country and compare it with their own country.
Ask different pairs or groups to 'report back', saying which country they chose
and what comparisons they made.
To introduce this part, choose a country yourself, and write a sentence on the
board following the model given, e.g. I think Italy is a better place to live than
Britain because it is warmer and it has better food.
Students write a sentence of their own, summarising what they talked about in
their pairs or groups.
-
-
-
-
Note
The pictures show Milan, Italy,
and Merida in Yucatan, Mexico.
Mixed nationality classes
Students simply tell each other
about their own country, rather
than finding out if they agree.
Alternatively, make sure pairs of
students come from the same
country.
Language note
Short adjectives (lor 2 syllables)
form the comparative by adding
-er. Longer adjectives form the
comparative by adding more.
Good - better is irregular.
Whole class option
Together, choose one other
country. Go through each
question in turn and ask students
what they think. To give more
practice, choose a second country
and repeat the activity.
T 88
2 Which is better?
This exercise is based on a conversation in a camera shop. It introduces questions
used when choosing between two things to buy.
Key language: Which is better? Which is cheaper?
1 Listening for general idea
As a lead-in, look at the two cameras in the picture. Ask students which one
they think is better, and which is cheaper.
Play the conversation once through. Establish which camera the man buys
and why. Answer:
He buys the Yashica, because it's cheaper and it's better for a child.
2 Listening & completing notes; presentation of questions
R#J Play the conversation again. Then ask students to complete the notes orally
(they don't have to be exactly the same as the dialogue, but should convey the
same meaning). Possible answers:
I'd like a small camera for a child.
This is a Yashica. And this is a Canon.
Which is better?
The Canon is a better camera. But the Yashica is better for a child.
Which is cheaper?
The Yashica is cheaper. It's 40. The Canon is 70.
OK. I' ll have the Yashica, please.
3 Practice: role-play
Have the conversation with one or two students. Then divide the class into
pairs to practise it.
3 Do you agree?
This exercise is about the best, the highest, the most beautiful, etc. It introduces
superlative forms of adjectives.
Key structures: the . .. -est, the most ...
New words: agree, disagree, difficult, famous, actor.
1 Presentation of superlatives; reading & completing a table
To introduce the idea of superlatives, do a simple drawing on the board of three
mountains of different sizes. Write beside the highest one:
The highest mountain
Explain the meaning of agree (= 'say yes') and disagree (= 'say no' ). Then give
time for students to read the text and find words to complete the table.
the biggest, the most beautiful, the best.
2 Discussion
Look at the text together. Ask students what their answers to the questions are.
Try to get several different opinions about each one.
Working alone or in pairs, students think of a question and write it down.
If you like, write an outline structure on the board to help them:
Who I is I the ... -est I .. . ?
What the most ...
Ask students to read out their question. Other students give an answer.
T 89
Alternative
Pause after each exchange and
- establish what the people said.
b=;1 The tapescript is on page T90.
Alternative
Students move freely round the
class, asking other students their
question and answering other
- students' questions.
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2 Which is better?
.1 A man buys a camera in a shop. Listen to the
conversation. Which camera does he buy? Why?
I'd like ...
. .. a Yashica ... a Canon
Which ... ?
The Canon ... The Yashica ...
Which ... ?
The Yashica ... The Canon ...
OK ...
2 Listen again and complete these notes.
3 Practise the conversation, using the notes.
3 Do you agree?
1 Read the text and find words to complete the table.
high higher fi-le. htjhe.st
big bigger
beautiful more beautiful
good better
.
2 What are your answers to the questions in the text?
Do you all agree or not?
Comparison of adjectives than
Superlatives
AGREE OR DISAGREE?
I
t's easy to agree about some things.
Everyone agrees, for example,
Everest is the highest mountam m the
world, that Russia is the biggest country in
the world, and that the Eiffel Tower is the
tallest building in Paris.
Other questions are more difficult. For
what's the most beautiful city in the world? Is It
Paris? Rio de Janeiro? Rome? Istanbul? Cape
Town? Hong Kong? Prague .. . ?
And what about these questions?
What's the most beautiful building in
your country?
Who's the most famous person in the
world?
Who's the most dangerous person in
the world?
Who's the best actor in your country?
What's the best programme on TV?
Ask ten people these questions, and you' ll
probably get ten different answers.
3 Think of a question yourself. You can ask about your town, your country or the world.
Ask other people your question. Do they all agree?
Unit 21 Good, better, best 89
Adjectives
Write in the missing forms.
cheap cheaper the cheapest
tall taller
young
friendly friendlier the friendliest
easy easier
happy
big bigger the biggest
hot hotter
expensive mOfe expensive the most expensive
dangerous more dangerous
interesting .
good

t he best
How to say it
1 1,0=0.1 Listen to than in these sentences.
g g
This is better than myoid flat.
g g
New York's more interesting than Washington.
g g g
He's friendlier than his brother.
g g g g
Germany' s colder than Italy.
90 Unit 211 Good, better, best
Comparing
Which of these sentences is true?
Cars are safer than planes.
Cars are more dangerous t han planes.
Correct these sentences.
a Mexico is bigger than Brazil.
b Ronaldo is older than Prince Charles.
c Taxis are cheaper than buses.
d Britain is hotter than California.
e Chess is easier
than noughts
and crosses.
The biggest mouth
Koko has the biggest mouth.
Albie has the shortest hair.
Talk about each of the downs.
big small hair eyes
long short ears mouth
fair dark nose
2 Ii,o=0.l Listen to the sounds -est and most.
It's the biggesU n the world.
It's the best place in the world.
It's the most beautiful building.
Which hoteUs the mosLexpensive?
Focus on Form
1 Adjectives
tall taller the tallest
young younger the youngest
easy easier the easiest
happy happier the happiest
hot hotter the hottest
dangerous more dangerous the most dangerous
interesting more interesting the most interesting
good better the best
Point out that:
- short adjectives add -er, -est. With longer adjectives we
say more .. . , the most ...
- before -er and -est, -y changes to -i. With some
adjectives (big, hot) we double the last letter.
How to say it
1 Pronunciation of 'than' in sentences
6#'J Play the recording, pausing and getting students to
- the stress pattern in the comparison structures:
better than my old flat
more interesting than Washington
friendlier than his brother
colder than Italy
- the reduced /g/ sound in /Ogn/.
Tapescript for Exercise 2: Which is better?
1 A I'd like a small camera for a child. It's my daughter.
She's 10.
B OK. We've got this one. This is a Yashica. Or there's this
one - a Canon.
A Which is better?
2 Comparing
Ask students which of the sentences is true. (Answer: Cars
are more dangerous than planes.)
Students correct the sentences, giving two possible
answers for each. Answers:
a Mexico is smaller than Brazil.
Brazi l is bigger than Mexico.
b Ronaldo is younger than Prince Charles.
Prince Charles is older than Ronaldo.
c Taxis are more expensive than buses.
Buses are cheaper than taxis.
d Britain is colder than California.
California is hotter than Britain.
e Chess is more difficult than noughts and crosses.
Noughts and crosses is easier than chess.
3 The biggest mouth
Look at the examples. Students make sentences using the
other adjectives and nouns.
Possible answers:
Koko has the biggest mouth. Joe has the smallest mouth.
Sam has the longest hair. Albie has the shortest hair.
Babe has the biggest eyes. Albie has the smallest eyes.
Albie has the biggest nose. Babe has the smallest nose.
Joe has the darkest hair. Babe has the fairest hair.
Sam has the biggest ears. Koko has the smallest ears.
2 Pronunciation of '-est' and 'most'
Play the sentences and get students to repeat them.
Focus on:
- the consonant clusters in /bescpleIs/,
/mgusC'bju:tIfull ;
- the way most and -est link with the following vowel:
/'bIQIsCm/, /mgusCIk'Spenslv/;
- the reduced /II sound in /' bIQISt/.
B Well, the Canon is a better camera, really. But maybe
the Yashica is better for a child - it's very easy to use.
A Which is cheaper?
B The Yashica's cheaper - it's 40. And the Canon' s 70.
A OK. I'll have the Yashica, please ..
T 90
This unit is about leisure activities and sports, and fotuses on the following
vocabulary areas:
- activities which use the verb go (e.g. go swimming, go for a walk, go to the
cinema)
- names of sports (e.g. football, running)
- the verbs like and enjoy (+ noun or -ing).
The Reading and Listening activity is a mysterious story about a football club.
1 Going out
This exercise is about people's favourite activities when they go out, and is based on
a survey of people in Britain. Students read the survey and then talk about what
they do themselves.
Key expressions: go to, go (out) for, go + -ing. New words: relatives, a bike
ride, for fun, sports event, outdoor, indoor, hobby, picnic, go swimming.
1 Reading & interpreting pictures; presentation of expressions with 'go'
Look at the list of Top 10 activities. Explain that these are what most people in
Britain do if they go out at the weekend. Read through the list and give
examples to explain the more general categories:
- go to a sports event: e.g. a football match
- do an outdoor sport: e.g. play football, go running
- do an indoor sport: e.g. play table tennis, basketball
- follow an interest or hobby: e.g. paint a picture, play music, go dancing
Show these structures with go on the board:
go fori a walk
a meal
go to I the cinen6J
a conce"
go I w i m ~ i n
shoppmg
Read the text and look at the pictures. Ask students where they think the people
are going. Expected answers:
A She's going swimming.
B They're going to a football match.
C They're going to play tennis.
2 Listening
D They're going for a drive and a picnic.
E He's going for a walk.
F They're going to visit relatives.
~ Play the recording. Students listen and mark the activities he mentions on
the list.
Discuss which are the man's top five activities. Expected answers:
visit friends and relatives 2 go out for a drink 3 go to the cinema
4 go swimming 5 follow an interest (go fishing)
3 Activation: listing favourite activities
Working alone, students write a list of things they do when they go out, startin'g
with the one they do most often.
Pairwork. Students use their list to help them tell their partner what they do
most often when they go out.
~ Tapescript for Exercise 1: Going out
Optional lead-in
As a focus for the exercise, write
At the weekend on the board. Ask
students what they do, and
brainstorm ideas.
Note
- The use of going to to talk about
the future is practised in Unit 23.
Whole class option
Ask a few swdents in turn to tell
the class what they do most often.
Encourage other students to ask
them questions.
Yes, I visit my friends a lot at the weekend, and relatives -
I see my brother quite often, and his family. And I often
go out for a drink, almost every Saturday, in fact. I don't
go out for meals so much. And I don't go for a walk
usually, no. I never go for a bike ride. And I don't go
shopping, not for fun, anyway - I don't like shopping. But
I go to the cinema a lot - not concerts, not sports events,
but the cinema, certainly. I don't do much sport, really - I
go swimming sometimes, but not very often. And I don't
drive, haven't got a car. But most weekends I go fishing,
usually on Sunday if the weather's nice.
T 91
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Free time
1 Going out
are No 1.
I
t's the weekend. There's no work and there's no
school. Millions of 'people all over Britain are
. spending the day at home. Millions of others are
going out. But where are they going?
Well, now we know. A new report from Edinburgh
University lists the Top 10 things that people do when
they go out at the weekend.
The To
visit friends or relatives
I
8 go out for a drink or a meal
go for a walk or a bike ride
o go shopping for fun
" go to a cinema, concert or sports event
(it do an outdoor sport
do an indoor sport
" follow an interest or hobby
go for a drive or a picnic
G go swimming
1 Read the article, then look at the people. Where do you think they're going?
Choose from The Top 10 Activities.
2 II ,o=oJ A man talks about the activities in the list.
What are his top five activities?
3 What do you do when you go out? Write a list of your top five activities.
Show your list to another student. Say where you go and what you do.
Unit 22 Free time
91
96
Future plans
1 I . Paris (I'm) going to
1 Read about the at the airport. When do we use going to?
These people are just arriving at Charles de Gaulle Airport. They're going to spend a few days in Paris.
Joanna is going to stay
with her uncle, who
works for Air France.
Alfonso is in Paris on business,
but he's going to have some
free time in the evenings.
Mike and Lisa are going to spend
two or three days in Paris and
then they're going to drive down
to the south of France.
2 1
1
,0=0,11 They say what they're going to do in Paris. Listen and complete the sentences.
Joanna is going
to buy ...
She's going to visit ...
In the evening, she's going to ...
Alfonso is going
to stay ...
He's going to visit ...
In the evening, he's going to ...
Imagine you can go 'to Paris too. Who would you like to go with?
Mike and Lisa are
going to stay ....
They're going to sit ...
They're going to drink ...
In the evening, they're going to ...
3 Choose a place to visit, and write
down three things you're going to do.
Read out your sentences.
Can other students guess the place?
I) (VI jOil\j +'0 Jit'V'b Moul\+' fUji.
I ) (VI jOil\j +'0 eo.+' Sushi.
I ) (VI +'0
Unit 23 Future plans
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This unit introduces ways of talking about the future. It focuses on:
- going to
- questions with going to
- the Present continuous with future meaning.
1 I love Paris
This exercise is about people arriving in Paris and making plans for their visit. It
introduces basic sentences with going to.
Key structures: forms of going to. New words: on business, museum,
art gallery, club.
1 Introduction. Presentation of 'going to'
Look at the picture and establish the situation: these people are just arriving in
Paris, and they're talking about things they're going to do. Present the meaning
of going to for talking about the future, and write these structures on the board:
I'm I I He's going to spend a few days in Paris.
They're
2 Listening & completing sentences; discussion
Play the recording. Pause after each speaker and ask students to complete
the sentences. Answers:
Joanna is going to buy clothes and shoes.
She's going to visit the Louvre.
In the evening, she's going to meet some friends and have dinner in a
restaurant.
2 Alfonso is going to stay in a hotel.
He's going to visit art galleries and museums.
In the evening, he's going to go to the theatre.
3 Mike and Lisa are going to stay with friends.
They're going to sit in cafes.
They're going to drink coffee. .
In the evening, they're going to go to a cafe or a club, and they're going to
listen to music.
Ask students which of the people they would like to spend time with in Paris,
and why. If you like, ask for a class 'vote' on this.
Students choose a place: either somewhere in their own country or region, or a
well-known city or region of the world (e.g. New York, Japan). They write
sentences beginning I'm going to ...
Students read out their sentences. The rest of the class guess what place they're
going visit.
',o"O, ! Tapescript for Exercise 1: I love Paris
> Focus on Form: Exercise
- Optional lead-in
Talk with the class about what you
can do in a city like Paris. Even if
they don't know Paris, they can
probably imagine what there is to
do. Build up a list of ideas on the
board.
Pairwork option
- In pairs, students choose a place
together, and write sentences
beginning We're going to ...
1 I'm going to go shopping. I'm going to buy clothes and
shoes, probably, and I'm also going to visit the Louvre.
And in the evening I'm going to meet some friends, and
we're going to have dinner together in a nice restaurant.
some museums. And in the evening I'm going to go to the
theatre.
2 Well, I'm on business here, and I'm going to stay in a hotel
in the centre of Paris. But I've got some free time too, so if
I have time I'm going to visit some art galleries, maybe
3 Well, we're going to stay with friends here, and we're just
going to relax, really. We're going to walk around the
streets, sit in cafes, you know, drink coffee ... And in the
evening we're going to go to a cafe or a club, probably, and
listen to music.
T 96
98
Sheila Carole
going to
am I is I are + going to + verb
These five people are coming back from the
shops. Look at their shopping, and match the
bubbles with the people.
What other things are they going to do?
Mil.a) S joil\j to watch a .rukJ.
&Ia) S to ...
How to say it
1 ',0=0,11 Listen to going to in these sentences.
g
I'm going to clean my room'.
g
He's going to buy a new suit.
g
We're going to visit some friends.
;}
She's going to stay with her uncle.
. Future plans
George
A
. "')
re you gomg to ... .
Student A: Imagine you are one of the people.
Student B: Ask questions. Who is A?
Present continuous
These sentences are about the future.
This evening. tlavi'g a driving lesson.
On Friday, some friends are coming to stay.
On 15th june, my brother'S getting married.
In the summer, we' e all to France.
What about you? Write sentences about yourself
and your family.
2 Listen to the rhythm of these

I'm going to buy her a present.

Are you going to change some money?

Is she going to write to us?

Are they going to stay at our house?
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Focus on Form
1 going to
Ask students to match the bubbles with the people.
Answers:
a Anna b George c Carole d Mike e Sheila
Ask students what else each person is going to do.
Expected answers:
Mike is going to watch a video, eat chicken and chips.
Sheila is going to read a newspaper/magazine, wash her hair /
have a shower.
Carole is going to learn Spanish, play the piano.
George is going to write a letter, make a cake.
Anna is going to listen to music, read a book.
How to say it
1 Pronunciation of 'going to' in sentences
- the reduced /g/ sound in /tg/ ;
- the reduced /II sound in /hIZ/, /JIZ/.
!,o-o, ! Tapescript for Exercise 3: Help!
1 A Hi, look, I'm painting my living room on Saturday ...
B Oh yes ...
A Could you help me?
B Sorry. I'm working on Saturday.
A Oh. What about Sunday?
B No, I'm seeing friends on Sunday. Sorry.
2 Are you going to ... ?
To demonstrate the activity, choose one of the people in
Exercise 1 yourself. Students try to guess who you are by
asking questions with Are you going to ... ?, e.g.
- Are you going to learn Spanish?
- No, I'm not Carole.
- Are you going to wash your hair?
- No, I'm not Sheila.
- Are you going to write a letter?
- Yes. I'm George.
Either divide the class into pairs to do the activity, or ask a
student to choose one of the people, and the rest of the
class ask questions.
3 Present continuous
To introduce the exercise, write a few sentences on the
board about yourself.
Students write sentences about themselves.
As a round-up, ask students to read out their sentences.
2 Rhythm of sentences with 'going to'
!a Play the recording, pausing and getting students to
repeat the sentences. Focus on the pattern of stressed
and unstressed syllables, and the intonation of the
questions.
2 A Is that John?
C Yes.
A Oh John, hi, it's Paul here.
C Oh hi, Paul.
A Urn, I'm painting my living room this weekend. Could
you help me?
C No, sorry. I can't. I'm playing football on Saturday ...
A What about ... ?
C ... and on Sunday I'm going swimming. Sorry.
T 98
...
This unit is about feelings. It covers three main vocabulary areas:
- physical feelings (e.g. feel tired, hungry, hot)
- emotions (e.g. feel happy, angry, excited)
- reactions to films, etc. (e.g. I enjoyed it, it was boring).
The Reading and Listening activity is about feelings and facial expressions.
1 I'm hungry!
This exercise is about physical feelings, and introduces a range of adjectives used with
the expressions I'm ... and I feel ... It also teaches ways of making suggestions.
Expressing feelings: I'm .. . I feel.. . Adjectives: hot, cold, hungry, thirsty, tired, ill.
Making suggestions: Why don't you ... ?, Let's ... , Shall I ... ?
New phrases: lie down, have a rest, go for a swim.
1 Presentation of adjectives; matching task
Look at the pictures in turn, and establish which words go with each one. As
you do this, make the meaning of the words clear, using simple explanations
(e.g. I'm hungry = I want to eat) and gestures. Expected answers:
A She's/She feels ill and hot. B They're/They feel hot, tired and thirsty.
C They're/They feel cold, tired and hungry. D They're/They feel hungry and thirsty.
Show how we can use the verbs be or feel
with these adjectives:
I'm I
I feel thirsty.
2 Presentation of suggestions structures; practice; listening to check
To introduce Why don't you ... ?, write this
dialogue on the board:
A: I'm hungry.
B: Why don't you ... ?
Ask students to continue what B says
(Possible answers: ... eat something, .. . have some bread, etc.). If you like, do
the same with Shall I ... ? and Let's .. .
Look at the pictures, and ask students to suggest what the people are saying.
Possible answers (left - right):
Shall I call/phone a doctor?
Why don't you go to bed?
Why don't you have a sandwich? Shall I make some sandwiches? Let's have a sandwich.
Let's go swimming. Why don't you go swimming?
Why don't you put on a jumper?
Let's go to a cafe. Let's have a drink.
',0<00,1 Play the recording. Pause after each dialogue and establish what the people
Language note
With all these adjectives, we can
say I'm ... or I feel ... , but not I
have (so we cannot say f..h.tw.e
~ or I h ~ e hat).
said. (Answers: see tapescript.) Practice/Role-play option
3 Activation: saying how you feel
- Students act out the conversations
III pairs.
Pairwork. Students go through the list of adjectives, and tell each other which
ones they feel.
As a round-up, ask a few students what they found out about their partner.
',o-o,! Tapescript for Exercise 1: I'm hungry!
1 A Are you all right?
B No. I feel really ill.
A Oh dear. Shall I phone the doctor?
2 A Oh, I'm tired.
B Why don't you lie down and have a rest?
3 A I'm really hungry.
B Why don't you have a sandwich? There's some cheese in
the fridge.
A OK.
T 99
4 A I'm hot.
B Me too. Let's have a swim.
A Yeah. Good idea.
S A I feel a bit cold.
B Why don't you put on a jumper?
6 A I feel thirsty.
B OK. Let's go to a cafe and have something to drink.
A Mm.
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Feelings
1 I'm hungry!
1 Look at these people. How do they
feel? Use words from the box.
hungry
thirsty
hot
cold
tired
ill
2 Look at the pictures in the bubbles.
What do you think the people are saying?
Why don't you ... ?
1
1
,0=0,11 Now listen. Did the people say the same as you?
Shall I " . ?
Let's ... .
3 How do you feel at the moment? Do you feel hungry? thirsty? hot? ... ? Tell your partner.
Unit 24 Feelings 99
4 Showing your feelings
This combined Reading and Listening activity is about Paul Ekman, an American
scientist who investigated whether facial expressions are universal. Students look at
some of Ekman's photographs and decide how the people are feeling. They then fill
gaps in a reading text about Ekman, and finally listen to check their answers.
Reading skills: understanding key points; making predictions.
Listening skills: listening to check; listening to confirm predictions.
New words: feelings, everywhere, scientist, take a photo, look (+ adj), face, show,
conclusion, facial expressions.
1 Introduction: matching task & discussion
Look at the first question. Either give time for students to look at the photos in
pairs, then talk about them together, or simply look at them with the whole
class. Try to get opinions from the whole class, to establish if they all agree or
not (e.g. Do you think she's sad? Do you all agree? Does anyone think she looks
angry?).
Look at the second question, and again establish whether students all agree. If
necessary, make the question clearer by breaking it down into concrete
examples (e.g. Look: when I feel happy, I smile, like this. Does everyone smile if
they're happy? What about people in Africa? What about people in Russia? What
about Americans? Are they all the same?).
2 Presentation of vocabulary; reading & gap-filling
To prepare for the reading, write these words on the board, and explain what
they mean: .
scientist
take a photo
conclusion
Give time for students to read the text and fill the gaps.
Read through the text together, and discuss the answers. Ask students what they
think Ekman's conclusion was.
ra Play the recording, pausing after each gap to check the answers. Answers:
1 people in the USA
2 people from 21 countries
3 a village in Papua New Guinea
4 the people in this village
Conclusion: People do show feelings in the same way everywhere.
T 101
First language option
If you want to discuss this
question in detail, let students talk
about it in their own language.
The main point of this stage is as a
preparation for reading the text.
!a T apescript: see text.
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4 Showing your feelings Reading and listening activity
1 Try this experiment.
Look at these photos.
Which of the people do
you think are
- happy?
- sad?
- angry?
- surprised?
- frightened?
Compare your answers
with other students. Are
they the same?
Do people show feelings
in the same way in all the
countries of the world?
Do we all smile when
we're happy, and cry
when we're sad?
What do you think?
2 Now read about Paul Ekman. Can you fill the gaps in the story?
Paul Ekman is an American scientist. He wanted to know the answer to this question: Do people show
feelings in the same way everywhere in the world?
Ekman took photos of (1) ............................ Some people looked happy, some ,looked sad, some looked
angry, some looked surprised, and some looked frightened. He showed the photos to (2) ........................... ,
and asked them to match the feelings with the faces. He found that everyone could do this quite easily:
everyone agreed which people were happy, which were sad, which were angry, and so on.
Then Ekman went to (3) ............................ In this village,
people had no television, they saw no films, and they never
saw people from other countries. So they didn't know what
people from other countries looked like. Ekman showed his
photos to (4) ........................... , and asked them the same
questions: Which people are happy? Which are sad?
Which are angry? He found that even here they could
answer the questions quite easily.
So Ekman's conclusion was:
What do you think Ekman's conclusion was?
-4
(JStralia
3 1
1
,0=0,11 Someone describes Paul Ekman's experiment. Listen and fill the gaps in the story.
the people in
this village
people from 21
countries
people in the
USA
a village in Papua
New Guinea
Unit 24 Feelings 101
102
Final review
Imagine
.. .
.
,
Choose a month, and imagine a scene with you in it.
Use these questions to help you.
Where
are you? What are
What
you wearing? What are
you doing?
season is it? What time
of day is it?
What' s the
weather like?
Are there any
other people?
What are they
doing?
Yesterday
Which of these things do you think your partner
- did yesterday?
- didn't do yesterday?
playa
computer game
swim
Now ask questions and find out.
How many did you get right?
Final review
up a
ladder
drive a car
Interview
Student A: You work for
a radio station in your
town. You are going to
interview a tourist.
Here are your notes.
What questions are you
going to ask?
Notw..
...
... .jIDFS tkl
a..1rJrM?
flaw
Job
!Ini.JtJ ...
...
Is '* ...
1s/iS/\'t (.l

/h
- iW. f'OWA
- iW. ptopfl.
- iW. fooJ
1s/iS/\'f' -M f'O

Student B: You are a tourist. A is going to
interview you. What are you going to say?
Now have the interview.
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Final review
Imagine
Review of there is/are (Unit 5), times (Study pages D), Present
continuous tense (Unit 11), clothes (Unit 12), weather and
seasons (Unit 14).
Alternative 1: Whole class
Ask a good (or confident) student to sit in front of the
class, and to close his/her eyes.
Ask the student to imagine a scene with him/her in it. Ask
each of the questions in turn, and give time for the student
to imagine the scene and give answers.
Continue in the same way, with students coming to the
front of the class in turn and other students asking the
questions.
Alternative 2: Pairwork
If you like, demonstrate the activity by calling a student to
the front, as above.
Divide the class into pairs. Students take it in turn to
imagine a scene, with their partner asking the questions.
As a round-up, ask some students to describe the scene
they imagined.
Yesterday
Review of Past simple tense positive and negative (Units15,
17), Past simple questions (Unit 17), action verbs (Unit 20).
Choose one student and ask him/her to leave the room.
Get the rest of the class to make guesses about what he/she
did yesterday, and write them on the board, e.g. She didn't
eat rice. She didn't ride a bike. She went shopping ...
Call the student back into the room. The other students
ask him/her questions to find out if the guesses were
correct, e.g. Did you eat rice? Did you ride a bike? Did you
go shopping?
If you like, repeat the-procedure, choosing another
student to leave the room.
Alternative 2: Pairwork
Divide the class into pairs. Students write sentences about
their partner, but without consulting each other at this
stage.
Students ask their partner questions to check if their
sentences were correct.
As a round-up, ask students what they found out about
their partner.
Interview
Review of: personal details (Units 1, 2, 12), likes and dislikes
(Unit 22), the future (Unit 23).
Preparation
Look at the notes and establish what the questions should
be. Expected answers:
What's your name?
Where are you from?
Howald are you?
Are you married?
Do you have any children? (Have you got any children?)
How many children do you have? (. .. have you got?)
What's your job? (What do you do?)
When did you arrive?
When are you leaving?
Where are you staying?
Are you having a good time?
Do you like the town? the people? the food?
Are you going to come again?
To demonstrate the activity, take the role of the tourist
yourself. Get students to ask you the questions and give
suitable replies.
Role-play
Either: Call pairs of students to the front of the class to act
out conversations.
Or: Divide the class into pairs, and give each student a letter,
A or B. Student A in each pair then interviews Student B,
who takes the role of the tourist.
Or: Give half the class Role A and the other half Role B.
Students move freely round the class. Students with Role A
find students with Role B and interview them. As a round-
up, ask Role A students what they found out.
T 102
Can you remember?
The pictures are from earlier units:
A Unit 5 G Unit 4
B Unit 15 H Unit 12
C Unit 9 I Unit 16
D Unit 8 J Unit 18
E Unit 14 K Unit 20
F Unit 22 L Unit 6
Choose pictures in turn, and ask students to talk about
them. Prompt them by asking questions, e.g. (for picture
B): What can you see? What is the boy/man doing? What is
he wearing? Do you remember the story? What happened?
Alternative 2: Pair or individual preparation
Working alone or in pairs, students choose a picture and
prepare a few things to say about it. They can either
prepare by talking to their partner or by writing notes.
Ask students in turn to say what picture they chose and to
talk briefly about it. If you like, let other students in the
class ask them questions about the picture or about the
topic.
Alternative 3: Fluency game
Give students time to look at all the pictures and quickly
prepare something to say about them.
Start with any picture, and choose a student. The student
talks about the picture, saying as much as he/she can.
When the first student can't say any more, another student
continues, and so on. When no one can say any more
about the picture, choose another picture and repeat the
procedure. If you like, give a point to the student who says
the last thing about each picture.
T 103
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Ca n you remem ber?
All of these pictures are from earlier units. Choose one of the pictures.
What can you remember about it?
Final review 103
104
Additional material
1.2 Photos
Student A
3.3 What's this?
Student A: Ask questions with Who, What and Where.
Student B: Answer the questions. (If you don't know the answer, look in the box!)
Additional material
In London, the
taxis are black and
the buses are red.
Kangaroos are
from Australia.
Ronaldo is a
footballer. He's
from Brazil.
The Eiffel Tower
is in Paris. It's 300
metres high.
Bill and Hillary
Clinton are from
the USA.
The Pyramids are
near Cairo, in Egypt.
They' re 4,500
years old.
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2.2 How old are they?
Olga
4.1 Painting by numbers
-j::. red
yellow .. "'If green
white
.:JfI blue
., ..
* black .-
pink
., ~
* brown
,.orange
Vincent Van Gogh: Wheatfield with Cypresses
2
5
4
Henri Matisse: Lady in Blue David Hackney: A bigger splash
106
4.3 Where's my ... ? Student A
You can't find
- your shoes
- your ball
- your glasses
Ask Student B.
Now answer
B's questions.
10.3 Is there a bank near here? Student A
You want to find
- a bank
- a post office
- a books hop
Ask Student B.
Now answer
B's questions.
CD = a chemist
(2) = a newsagent
= a restaurant
12.3 Who do you mean?
Additional material
Green Street

Cafe
RIVER
3
..
PARK
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5.3 Buildings 5 Focus on Form Yes/no questions
In
the
Empire
State
Building
raJ
... there are
102 floors .
. .. there are
nearly 2,000 stairs
between the
ground floor
and the top floor .
... there are
7-12 rooms
on each floor.
... there are
73 lifts .
... there are
five restaurants .
... there are
about ten shops .
... there isn't
a swimming pool.
9.2 What do you do?
Choose a role for yourself, and write it on a piece of paper.
I'm
a student. I study
a teacher. I teach
music Cambridge. Church Street.
business at a college in Edinburgh. I live in King Street.
English Manchester. Market Street.
108
4.3 Where's my .. . ? Student B
Answer Student
A's questions.
NowaskA.
You can't find
- your umbrella .
- your pens
- your camera
10.3 Is there a bank near here? Student B
Answer Student
A's questions.
CD = a bank
@ = a post office
= a bookshop
NowaskA.
You want to
find
- a chemist
- a newsagent
- a restaurant
20.3 Action!
I remember I once saw an advertisement on TV for a chocolate bar. It showed a very good-
looking man at home with his very beautiful wife. His wife asked him to get her a chocolate
bar, so he said 'just a moment, darling', got up and quickly put on his running shoes. Then he
went out of the house, got into his car, and went to a small airport. There he got into a
helicopter and went across the sea to an island. On the beach there was a white horse. He
got on the horse, and went across the island until he came to a bridge over a big river. In the
middle of the river there was a very high rock. He went off the bridge into
the river, and went to the rock. Then he went up the rock, and right at the
top there was a chocolate bar, in gold paper. He took the chocolate bar,
and brought it back to his wife. What I never understood was - why
didn't he just go round to his local supermarket and buy one?
Additional material
PARK
[
Bus Station
L
19.2 Can I ... ? Student A
1 You are a guest in B's flat. You want to
- have a shower - have a banana
- phone your mother - playa computer game
- have a sleep
Ask questions with Can I ... ?
2 This is your flat. B is your guest. Answer his/her questions.
You have red
and white wine.
The dog is very
old, and can't
walk.
There' s a black
and white TV in
the bedroom.
19.2 Can I ... ? Student B
1 This is your flat. A is your guest. Answer his/her questions.
There aren't any
games on your
computer.
The phone
isn't working.
There's lots of
hot water.
2 You are a guest in A's flat. You want to
- take the dog for a walk -watch TV
- have a glass of wine - use A's car
- wash your hair
Ask questions with Can I ... ?
There isn't
any hot water.
The car' s in the
street outside.
There's a sofa in
the living room.
You've got lots
"L...-l=I---1r-itti of fres h fru it.
Tapescripts
1.1 Hello Goodbye
A Hello. I'm Sam.
B Oh, hello. I'm Anna.
A Where are you from, Anna?
B I'm from Berlin.
A Hello.
C Oh, hi. I'm Paul. I'm a student here.
A Oh, really? My name's Sam.
A Oh, hi, Lisa. How are you?
D I'm fine. How are you?
A Oh,I' mOK.
A Hello. My name's Sam.
E Hi. I'm John. I'm a teacher here.
A Oh, really? Where are you from?
E I'm from London.
1.2 Photos
This is my car. It's a Citroen, it's very old.
This is my flat. It's very small.
And this is my friend Nina. She's from
Italy.
Oh, and this is my friend George. He's
from London and he's a student.
2.2 How old are they?
1 My name's Andre. I'm nine years old,
and I'm from Germany.
2 My name's Olga. I'm 16, and I'm from
Russia.
3 Hello. My name's Greg. I'm 18 years
old, and I'm from the United States.
4 This is Kumiko. She's one year old,
and she's from Japan.
5 My name is Caterina. I'm 20, and I'm
from Italy.
2.3 Parents and children
1 My name's Paul. I'm married and my
wife is a doctor. We have two children.
My daughter is 8, and my son is just 3.
2 My name's Isabelle. I'm 19 years old and
I'm a student at university. I have one
brother - his name's Alan. My mother's a
teacher, and my father's a taxi driver.
2.4 Who's who?
A is Donna. She's a police officer, she's 20,
she's from Scotland and she has a grey car.
B is James. He's a smdent, he's 17, he's
from Ireland and he has a red car. C is
Alice. She's a singer, she's 19, she's from
Wales and she has a white car. And D is
Bob. He's a waiter, he's 18 years old, he's
from England and he has a green car.
Study pages A
1 A Good morning.
B Good morning. How are you?
A Fine, thanks.
2 A Good afternoon.
B Good afternoon.
3 A Good evening, sir.
B Good evening. Room 315, please.
4 A Good night.
B Good night. See you tomorrow.
3.1 Sorry
A A Jane - hello. How are you?
B I'm not Jane, I'm Cathy.
A Oh - yes, sorry. Cathy, hello.
How are you?
110 Tapescripts
B A Excuse me. Two coffees, please.
B Actually, I'm not a waiter. I'm a
customer.
A Oh, I'm sorry.
C A Oh, good. A taxi. Hello. The
Hilton Hotel, please.
B Sorry. This isn't a taxi. It's my car!
A Oh, I'm so sorry.
D A Oh, is that your baby? Isn't she
lovely? What's her name?
B He isn't a girl, actually. He's a boy.
A Oh, of course. Isn't he lovely?
E A So where are you from? New York?
B No, we aren't American. We're
English.
A Oh, you're English.
C Yeah, that's right - we're from
London.
3.2 Is this seat free?
A Excuse me. Is this your umbrella?
B Oh. Yes, it is. Thanks. Are you a smdent
here?
A Yes. Yes, I am. My name's Mark.
B Hi. I'm Sonia.
A Hi, Sonia. Um, is this seat free?
B Yes, of course.
4.2 Birthday presents
1 A Here's a present for you.
B Hmm, what is it? ... It's a football!
Oh, thank you!
B Oh, thanks ... Ooh, a CD. Flamenco
music. That's nice. Thank you.
3 A A present for you.
B Ooh ... It's a jumper! Lovely, thank
you!
4 A A present for you. Happy birthday.
B An umbrella! Thanks.
5 A A present for you. Happy birthday.
B Mmm ... A watch! Wow! Thank you!
B Oh, thanks. Ooh, a lamp! It's
lovely! Thank you.
4.4 Precious stones
This is a gold sword, and it's from
Istanbul in Turkey. And as you can see, it
has lots of diamonds on it, and three very
big emeralds.
Now this is a very beautiful brooch. It's
from the USA. It has about 100 very small
diamonds in it.
And this necklace has rubies and diamonds
in it. It's very old, and it's from France.
And this is a very beautiful green bottle.
It's from India, and it has red and green
stones on it. The red stones are rubies and
the green stones are emeralds.
Study pages 8
1 A Ooh, sorry!
B Oh, that's all right.
A No, no, I'm sorry - really.
B It's OK.
2 A Excuse me.
BYes?
A Mr Brown's on the phone.
B Oh, OK ... Excuse me just a moment.
3 A Excuse me!
B Yes, sir?
A A glass of water, please.
B Certainly, sir.
4 A x c u ~ e me ... Excuse me!
B Oh, sorry.
A Thank you.
5.1 Favourite places
1 My favourite place is Penang, in
Malaysia. It's very hot, and there are
some beautiful beaches. There's a big
airport, there are lots of hotels, there
are lots of restaurants, and there are
lots and lots of tourists.
2 My favourite place is Glenelg in .
Scotland. It's a very small village -
there's just one small shop, there's a
church, and that's all. But it's a very
beautiful place. It's on the sea, and
there are mountains all around.
3 My favourite place is a town called
Ouro Preto in Brazil. It's not very big -
there are four or five hotels, maybe.
But it's a very old town, ;md there are
lots of beautiful old buildings and
some beautiful old churches.
6. 1 From room to room
A Well, this is the hall - there are two
cupboards here, for coats ...
B Oh yes ...
A And here's the living room.
B Oh good - there's a TV.
A Yes, there's a nice sofa too, and a
table. And this is a new carpet.
B And that's the balcony?
A Yes, through here. It's a big balcony,
again with a table and chairs.
B Mm. Nice place to eat.
A Yes . .. Now if we go back through here
... This is the small bedroom - just a
bed and a small cupboard here ... and
this is the big bedroom through here.
B Oh yes, a nice big bed.
A And there are cupboards here for
clothes, and a small TV.
B Great. That's lovely.
A Yeah, it's a nice room. OK, so ... This is
the bathroom. Quite small, but there's
a bath and a shower, as you can see.
B And the toilet's here.
A Yes, that's right ... OK ... And this is
the kitchen. Again, quite small. There's
a cooker here, and a fridge, and
cupboards of course ... And that's it.
6.3 What's your address?
10K, my name's Alison Bailey, that's
B-A-I-L-E-Y, OK? And the address is
Flat 2, 52 Brighton Road - yes, B-R-I-
G-H-T-O-N, Brighton Road, Ealing-
E-A-L-I-N-G, and that's London W5
9QT - that's the post code. The phone
number is 0181 7469032.
2 Right. It' s Mario Dimambro, D-I-M-A-
M-B-R-O, Dimambro. 247 Via Roma-
R-O-M-A, Genova - G-E-N-O-V-A,
Italy. And the phone number: 656631.
That's it.
3 Yes, Philip Denver. Philip - that's P-H-I-
L-I-P, one L, and Denver, D-E-N-V-E-R.
And it's a thousand and forty nine, 1-0-
4-9 Lincoln Drive - L-I-N-C-O-L-N
Drive, Boston, 342354, USA. Oh, the
telephone? It's 001 - that's for the USA,
then 617 584 3921.
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6.4 Billionaires
1 Bill Gates's house is on a lake, so you
can go there by car or by boat. It's quite
big - it has six bedrooms and about 20
other rooms. There's a big dining room,
which has seats for about 100 people,
and there's also a beautiful library, with
lots of old books. The library also has a
notebook with writing by Leonardo da
Vinci, and that cost more than $30
million. And what's interesting is that
there are video screens everywhere - on'
the walls in all the rooms, even the
bathrooms - and these just show pictures
- so one day you can have a Picasso, and
the next day you can have a Van Gogh,
and so on. So it's a nice place, and the
rooms have big windows, so you can see
the lake and the mountains.
2 The Sultan's Palace is huge - it has
nearly 1,800 rooms, 18 lifts, and about
250 toilets. It's huge - very, very big-
and some of the rooms are also very
big. The dining room, for example, has
seats for 4,000 people - that's a big
dinner party. And there's also a tprone
room for the Sultan, and the walls of
the throne room are covered in gold,
22-carat gold. And if you want to park
your car, there's an underground
garage with places for about 700 cars -
the Sultan himself has 150 cars, and
they're all down under the palace, in
the garage.
Study pages C
Phrasebook: Can I have ... ?
A Can I have a glass of water, please?
B Yes, of course. Here you are.
A Thank you.
7.1 Free time
1 Well, when I'm on a bus, I usually read
a magazine, or sometimes I playa
computer game, or maybe listen to
musIC.
2 In my lunchbreak? Oh, sometimes I
have a burger - maybe go to the park.
Sometimes I play football after lunch.
3 Well, when I'm ill in bed, usually I just
read a book, maybe, or watch videos, or
if a friend's there, I play cards, maybe.
7.2 Friends
John likes black coffee, I like white.
I like daytime, John likes night.
I like hot showers, he likes cold ones.
I wear new clothes, he wears old ones.
John has short hair, I have long.
I like weak tea, he likes strong.
I wear high heels, he wears low ones.
He likes fast cars, I like slow ones.
Why are we friends? Because, you see,
I like him, but he likes me.
8.1 Food ...
1 We eat a lot of rice - we eat rice every
day. We eat a lot of fish, a lot of
vegetables, and we eat a lot of fruit.
2 We eat quite a lot of bread, and also
rice and beans. We sometimes eat
meat. We eat a lot of vegetables and
we eat a lot of fruit.
3 We eat a lot of bread, eggs, cheese. We
eat a lot of meat, a lot of potatoes and
other vegetables. And quite a lot of fruit.
4 We eat a lot of pasta, olive oil, quite a
lot of salad and vegetables. But we also
eat fish and cheese.
8.3 Waiter!
A Can I have a knife and fork, please?
B I'm very sorry. Yes, of course, sir.
C And I'd like some ketchup, please.
B Ketchup, yes, certainly.
8.4 Fast food
1 A Two cheeseburgers, please ...
B Two cheeseburgers ...
A ... and one French fries.
B Is that small or large?
A Large, please. And a diet Coke -
small.
B OK. Any dessert?
A No. That's all, thanks.
B OK. That's four eighty, please.
2 B Yes please?
C The hot chilli burger - is that very
hot?
B It's quite hot, yes.
C OK, I'll have the big burger
bonanza then, please.
B A big burger bonanza. OK ...
anything else?
C Just a cup of coffee, please.
B OK, that's three twenty, please.
3 B Yes please?
D The children's meals - what do you
get?
B They come with a small French
fries and a small drink.
D OK, so ...
E Nuggets and Fanta!
F Pizza slice and Coke!
D Two children's meals, please - one
chicken nuggets and Fanta, and one
pizza slice and Coke.
B Pizza slice, Coke. Anything else?
D No, that's all, thanks.
B OK. Five twenty, please.
Study pages D
1 A Hello. Jane Miller.
B Hello. Can I speak to George,
please?
A Yes. Just a moment.
C Hello.
B Hello, George. It's Mike.
2 A Hello. 26439.
B Hello. Is Louisa there, please?
A No, she isn't. Sorry.
B OK. Never mind.
9.2 What do you do?
A So ... what do you do?
B Oh, I'm a student.
A Oh, yes. What do you study?
B Music.
A Really? I'm a music teacher.
B Are you really? Where do you work,
then?
A Oh, at a school, in Cambridge.
B Really? Do you live in Cambridge?
A Yes. Yes, I do. Why, where do you live?
B Cambridge. I live in Cambridge, too.
A Really? Where?
B In Bridge Street - I have a flat in Bridge
Street.
A No, that's amazing ...
9.3 From morning till night
Well, I usually get up at a quarter past 7,
and then I have breakfast around 8. Then I
go to work at half past 8. I start work at a
quarter past 9, usually, and I work till half
past 12 and then I have lunch. Then I work
again in the afternoon, and I always finish
work at 5 o'clock. So I get home at 5.30. I
have a sandwich then, when I come home
and then I usually have dinner quite late ~
about 7 0' clock in the evening. And I go' to
bed, ooh, at around half past 11, usually.
10.1 At the market
A A Can I see that radio?
B Yes, here you are.
A How much is it?
B 25.
A Oh no, that's too expensive.
B All right, 20 then.
B A How much are these lighters?
B They're 1 each.
A OK, I'll have one, please.
B What colour do you want? Red,
blue, green?
A Blue, I think.
B Here you are, then. That's 1, please.
C A Hello. Can I help you?
B Yes. What size is that jacket?
A It's size 38.
B Oh, that's too big. Thanks anyway.
10.3 Is there a bank near here?
1 A Is there a bank near here?
B Yes, there's one on the main road,
next to the school.
2 A Excuse me, where's the post office?
B Oh, it's just opposite the station.
3 A Excuse me, is there a supermarket
near here?
B Yes, there's one in Bridge Street,
just by the river.
4 A Is there a chemist near here?
B Yes, let's see .. . Yes, there's one on
the main road, between the school
and the cinema.
5 A Is there a newsagent near here?
B Yes, there's one in the next street.
restaurant near here?
B Yes, there's a very good one near
the station - it's called Dino's.
bookshop near here?
B No, there isn't, but there's one in the
town centre, near the bus station.
10.4 Open and closed
1 In Poland the banks are open till 7
o'clock in the evening. And in towns,
supermarkets stay open all night, so
you can buy bread at 3 o'clock in the
mornmg.
2 In Greece the shops close at 2 o'clock
in the afternoon and open again at 5
o'clock. But there are also lots of
kiosks, and they stay open all day.
3 In many cities in Thailand there are
large street markets which stay open in
the evening. You can buy lots of things
there: watches, cameras, books,
clothes - lots of things. And they
usually stay open till about 12 o'clock
at night.
Study pages E
1 A What does 'slow' mean?
B It means 'not fast'.
2 A What does 'millionaire' mean?
B It's a person who has lots of money.
3 A What's ' amigo' in English?
B Friend.
4 A What's 'vino' in English?
B Wine.
Tapescripts 111
11.2 Questions
A Is anyone sitting here?
B Er, no.
A Are you staying at this hotel?
B Yes. Yes, I am.
A What are you reading?
B Excuse me.
A Hey, where are you going?
12.2 Jobs
1 I'm a singer. I sing with a band. I
always wear the same thing when I sing
- I wear a red jacket and black trousers.
2 Well, I'm a doctor. I work in a large
hospital. And I wear a skirt and a
blouse and a white coat.
3 I'm a shop assistant. I work in a
bookshop. And I usually wear just a
jumper and jeans.
12.3 Who do you mean?
1 Anna? She's got blond hair, quite short,
and she wears glasses. She's about 25,
quite attractive.
2 You know Anna - she drives a blue
Volkswagen. She's quite tall, usually
wears jeans.
3 You must know Anna - she lives in the
next street. She teaches maths, and
she's got those two small children.
12.4 Love is all around
I feel it in my fingers, I feel it in my toes.
Well, love is all around me, and so the
feeling grows.
It's written on the wind, it's everywhere I go.
So if you really love me, come on and let it
show.
13.2 Shopping list
A Let me see ... We need some orange
juice, and some tomatoes, and ... We
haven't got any eggs ... What else?
B What about bread?
A No, we've got lots of bread ... Rice?
No, we've got rice ... Ah, we haven't
got many potatoes.
B Potatoes, OK. What about fruit?
A Oh, yes. Get some apples - and some
bananas, maybe. What else? Ah yes, we
haven't got any coffee.
B We haven't got much sugar, either.
A OK, sugar. Is that everything?
B I think so, yes.
14.3 What's the weather like?
1 Yes,it's quite warm here, but it' s
rammg ...
2 It's nice and sunny, but it's very windy,
and quite cool ...
3 It's very, very cold. And it's snowing .. .
4 It's really hot here, quite humid ... No,
it isn't sunny at all, it's cloudy, cloudy
and very hot ...
Unit 14.4 Festivals
1 Well, we usually go to a party and
then at midnight we all go out into the
street and we watch fireworks.
2 Well, I usually go out to a restaurant
with a lot of friends and we all have a
nice meal together and we listen to
music and dance and have a good time.
3 I don't do anything. Actually, I don't
like New Year' s Eve very much, so I go
to bed early.
4 Well, we stay at home, but we stay up
till midnight and we watch New Year
on television.
112 Tapescripts
5 We stay at home till midnight, and
then we usually go and visit friends,
and we have a few drinks with them.
Study pages G
Focus on ... Can
OK, I can make a cup of coffee, I can
make toast, yes ... 'Can you cook rice?'
Yes, I can cook rice, no problem ... I can
make an omelette, not a very good
omelette, but yes, I can make an omelette.
Barbecue a chicken ... Yes, I can barbecue
a chicken, I can do that. I can't make a
cake, no, not really. But I can make my
own pasta. I have a pasta machine and I
often make my own pasta, yes, so I can do
that. But I can't make bread, no.
Study pages G
1 A Would you like an ice-cream?
B Oh, yes please.
A OK, what kind?
B Chocolate.
2 A Hello! Would you like a lift?
B Oh, yes. Thank you very much.
A That's OK. Where are you going?
B Just to the next village.
A OK.
3 A Would you like another drink?
B Ooh, yes please.
A Orange juice, wasn't it?
B Yes, orange juice with ice.
15.1 Bedtime story
I was about five years old. It was very late at
night, and my parents were asleep. I was
awake because I wanted to go to the toilet. I
went to the toilet, and I saw a light under
the living room door. So I opened the door
and went in, and I saw a man in the living
room. He was about 20 years old.
I looked at him, and he looked at me, and
he smiled at me and said, 'Hi! What's your
name?' And I said, 'Sam'. 'Do you want to
playa game, Sam?' he asked, and I said,
'Yes.' He had a big bag in his hand, and he
said, 'OK. Let's put things in this bag.'
So we played the game. I gave things
to him, and he put them in his bag. I took
my father's wallet out of his jacket, and I
took my mother's purse out of her coat,
and the man put them in his bag.
Then I went into my parents' bedroom
- very quietly - and took their watches
and rings, and my mother's earrings, and
gave them to the man.
I gave him some other things too - the
silver knives, forks and spoons, two
clocks and some old books - and he put
everything in his bag. It was a great game.
And in the end he said, 'OK, Sam. It's
bedtime. You go back to bed now.
Goodnight.' So I said goodnight and went
back to bed.
15.3 Childhood places
1 Our flat was on the third floor, and it
was very small - it was really just one
room. It had a kitchen and a bathroom,
but they were very, very small- they
were like cupboards, really. The room
had one big window, and outside there
was a small balcony. And in the room
there were two sofas, one on each side.
And at night these sofas were our beds
- my parents slept in one, and I slept in
the other with my little sister.
2 I remember my grandmother's house,
where I stayed every summer. It was in
the country, and it was quite small- it
only had a living room and two
bedrooms - but it had a really big
garden, and there were lots of trees,
and it was very quiet. It was an old
house, and it had lovely old wooden
furniture. And I remember there was a
large veranda which went all round the
house, so there was always a sunny
place to sit. I loved it.
16.3 Which country?
1 India - well, it's a large country, very
large. It's also a very poor country, at
least most people are poor. What else?
It's in Asia ... The capital is New Delhi
I think, and the River Ganges flows '
through it. It's very hot in the summer
and the winter, I think - but not in the
north, of course. In the north there are
mountains, very high mountains - the
Himalayas.
2 What do I know about Switzerland?
Well, it's in Europe, in the centre of
Europe, it isn't on the sea. It has a lot of
lakes, and a lot of mountains - it's very
cold in the winter. It's a very rich country
- a very beautiful country as well. And
there are three main languages, I think -
French, German and Italian.
3 Argentina is in South America, and
p ~ o p l speak Spanish there. It's a very
bIg country. The south of the country is
very cold - I'm not sure about the north,
but the south is certainly cold. And the
capital is Buenos Aires.
16.4 International travel
1 B Good morning.
A Good morning.
B Could I see your ticket and
passport, please? ... Thank you.
Just one bag to check in, is it?
A Yes, just one.
B OK ... Would you like a smoking or
a non-smoking seat?
A Non-smoking, please, by the
window.
B A window seat, OK. There you are.
A Thank you.
B Thank you. Have a good flight.
2 Ladies and gentlemen, welcome to
Miami, where the time is exactly 3.20
in the afternoon. We hope you had a
good flight and ...
3 A Miami Beach Hotel, please.
C Miami Beach Hotel. OK.
4 D Good afternoon.
A Hello. You've got a room reserved
for Brown.
D Mrs Brown - just a moment ... Yes,
here we are, ma'am. Three nights, is
that right?
A Yes, that's right.
D OK ... Your room number is 926.
It's on the ninth floor. Here' s your
key, ma'am.
A Thank you.
5 A Hello? Richard? It's me, Karen.
E Karen, hi. Are you in Miami? Did
you have a good flight?
A Yes, fine. Is everything OK? How
are the children?
E Oh, they're fine. They' re both
asleep. What's it like there? Is it hot?
A Yes, it is. Sunny and very hot.
What's it like in London?
E Oh, still raining.
r
[
r
[
['
r
r
L
I.
[
A OK, look. I'll phone again
tomorrow. OK?
E OK. Bye.
6 F Room service. Can I help you?
A Yes I'd like a chicken sandwich,

F Yes, ma'am. Anything to drink?
A Yes a cold beer, please.
F oK. What's your room number?
A 926.
F 926. Fine. Thank you.
Study pages H
Focus on .. . Dat es
My name's Henry. My birthday's on
1st March.
My name's Andre. My birthday's on
26th July. .
My name's Hazel, and my birthday IS
22nd April. .
OK, my name's Chris, and my bIrthday
is 9th June.
Hello, my name's Natasha, and my
birthday's on 26th December. .
My name is Gabi, and my bIrthday IS on
20th February.
Study pages H
B I think it's Bombay.
C I don't know. Is it Calcutta?
D I have no idea. Sorry.
E I'm not sure, but I think it's Delhi.
17.2 Did you see ... ? .
1 A Did you see that programme about
hospitals last night?
B Yes, I did.
A Did you like it? .. .
B Yes, I did. It was qUIte mterestmg.
2 A Did you watch the football match
on Sunday?
B No, I didn't. Was it good?
A Yes, it was. We won 2- 0.
3 A Did you go to the concert yesterday?
B No. Did you?
A Yes, I did.
B Did you enjoy it?
A No, it was really boring.
17.3 Memory t est
A OK, can you remember your first day
at school?
B My first day at school ...
A What did you wear?
B I wore ... I don't know. Jeans and a T-
shirt, probably, but I don't really
remember.
A OK and what was your teacher's name?
B Oh' I remember that. It was Mr Fish.
A Mr'Fish?
BYes.
A Can you remember your first day at
school?
C Yes, I think so.
A OK, what did you wear? .
C I wore a dress, a summer dress - It was
a very hot day, and I wore a red and
white dress.
A What was your teacher's name?
C My first teacher? Mrs ... Mrs Grey, I
think.
18.1 FromA t o B
Well, the prisoner climbs through the
window on to the balcony, and then he
climbs down the rope. Then he goes along
the path until he comes to the hut. Then
he goes into the hut, and he goes down
the ladder, and then down the second
ladder. Then he goes down the steps, and
he goes across the bridge, and he goes on
until he comes to the lake. Then he gets
into the boat and goes across the lake.
When he reaches the other side, he climbs
up the tree. Then he goes through short
tunnel climbs up the ladder and clImbs
over the wall- and he's free.
18.3 It ' s on the left
1 You come out of the station and turn
right into King Street. Then you turn
left into this little road here, and the
cinema's at the end, just here on the
corner of Canal Street. OK?
2 OK. You get off the bus here, opposite
the bridge. Then you go across the
river and just carry on - you're
in Bridge Street now, so Just carryon
along Bridge Street and you come to a
church. Go past the church and turn
right, and the house is just along there.
18.4 The island of Odysseus
Most people go to by plane. So if
you fly into Athens, fIrSt of all you need
to get down to Patras. So you take a bus
or a train down to Patras. That takes
three or four hours. Then you can take a
ferry boat that calls in at Kefalonia and
then goes to Ithaki, and that takes maybe
four or five hours.
You can also fly in to Kefalonia, there's an
airport on Kefalonia. But there aren't any
buses at the airport, so you have to take a
taxi. You take a taxi right across the
island, and that takes maybe 45 minutes
or an hour. And then from there you can
take a ferry over to Ithaki, and that takes
about one hour.
A lot of people drive down to Greece, and
you can get a ferry across to Greece from
Italy which takes about 24 hours, about
one day. And then you get off the ferry at
Igoumenitsa, drive down the coast for
rwo or three hours, and then you can get
a ferry across to Ithaki.
So that's three ways of getting to Ithaki.
Study pages I
Phrasebook: Let's .. ,
1 A Let's get some petrol.
B Yes, that's a good idea.
2 A Shall we dance?
B No, I don't want to just at the
moment.
3 A Let's ask for the bill.
B Not yet. I'd like another drink.
4 A Shall we take a taxi?
B No. Let's walk.
19.2 Can I ... ?
1 A Can I use the phone?
B Of course. It' s in the hall.
2 A Can I smoke?
C No, sorry, you can't, not in here.
But you can smoke on the balcony.
3 A Can I listen to the news?
B Yes, of course you can. There's a
radio in the kitchen.
4 A Can I have a glass of beer?
C Sorry, we haven't got any beer. You
can have fruit juice, or lemonade.
19.3 All in a day' s work
1 I work as a cleaner in a big hotel. It's
not a very nice job. I have to get up
very early - I get up at about 5 o'clock,
and I start work at 6. And some of the
people are friendly, but not all of them
- of course I always have to be polite,
and that's quite difficult sometimes.
One good thing is, I don't have to work
long hours - I finish at about 10 m the
morning, and then I can go home.
2 Well, I work on a fishing boat. It's a
hard job, and it's quite dangerou's too.
You have to be very careful when the
weather's bad. We go out to sea for
about three or four weeks usually, so I
have to be away from home a lot. The
good thing about it - about the only
good thing - the money's very good,
so I don't have to work all year - I
work about six months, usually, and
that's good enough to live on ..
3 I work in an Italian restaurant m
London - I'm a waitress. And it's quite
a nice job, I like it. I have to be nice to
everyone and smile a lot, of course,
but people are usually friendly anyway,
so that's not a problem. I have to
late in the evening, usually till about
11 or 12 at night. But then I don't
have to get up early because I don't
work in the morning.
20.2 Are you an athlet e?
'Can you run 100 metres?' Yes, I can do
that. And run five kilometres ... no. 'Can
you swim 100 metres?' Yes, I can swim
100 metres, but I can't swim one
kilometre. Can I ride a bike? Yes. Can I
ride a bike with no hands? No, I don't
think so. Climb up a ladder, yes. Climb
up a rope? Yes, I can do that. Jump over a
stream one metre wide? I can, that's easy.
Jump over a wall one metre high? No, I
can't do that. Catch a tennis ball jn one
hand is easy. Throw a tennis ball 50 .
metres? No, I can't do that. 'Can you kIck
a football 100 metres?' No, I can't do
that 'Can you stand on your head?' No!
And' 'Can you walk on your hands?' No.
20.4 I did it !
First you have to pay, and it's quite
expensive - I paid 40 for Just one Jump.
And then you put on a harness. And the
harness goes round your body, and down
your legs to your feet . And then you walk
up to the cage. The cage is quite bIg - bIg
enough for five or six people - and
there's this very long pIece of elastic. The
elastic is very thick, very strong, and one
end of the elastic is fixed under the
and they fix the other end of the elastic to
your harness. .
OK, then you get in the cage, and
starts to go up. And it goes up really hIgh
- about 60 metres. And when you look
down, everything's very small down
there, all the people are very small.
And then the man opens the door of
cage. And you think 'I don't want to do thIS.
This is crazy.' But the man says 'OK, you go
when I count to three.' And he counts to
three - one, rwo, three - and you jump.
Tapescripts
113
And it's all very quick - you fall very
quickly - then the elastic pulls you up
again, and you go up and down, up and
down, and then you stop, and you just
hang there. And then the cage comes down
slowly, slowly brings you down to the
ground, and that's it. You take off your
harness. And they give you a certificate,
and the certificate says 'I did it!'.
Study pages J
Phrasebook: Could you ... ?
A Could you bring me some fruit?
B Yes, of course.
A And could you buy me a bottle of beer?
B No, sorry, I can't do that.
21.2 Which is better?
A I'd like a small camera, for a child. It's
my daughter. She's 10.
B OK. We've got this one. This is a
Yashica. Or there's this one - a Canon.
A Which is better?
B Well, the Canon is a better camera,
really. But maybe the Yashica is better
for a child - it's very easy to use.
A Which is cheaper?
B The Yashica's cheaper - it's 40. And
the Canon's 70.
A OK. I'll have the Yashica, please.
22. 1 Going out
Yes, I visit my friends a lot at the weekend,
and relatives - I see my brother quite often,
and his family. And I often go out for a
drink almost every Saturday, in fact. I don't
go ou't for meals so much. And I don't go
for a walk usually, no. I never go for a bike
ride. And I don't go shopping, not for fun,
anyway - I don't like shopping. But I go to
the cinema a lot - not concerts, not sports
events, but the cinema, certainly. I don't do
much sport, really - I go swimming
sometimes, but not very often. And I don't
drive, I haven't got a car. But most
weekends I go fishing, usually on Sunday if
the weather's nice.
22.4 The curse of the new ground
United were one of the best football teams
in the country. They had a lot of
supporters, but their ground wasn't very
big. They wanted to move to a bigger
ground. So they bought some land on the
edge of the city. There was nothing on this
land except for one small cottage. An old
woman lived in this cottage. 'We're sorry,'
the club told her, ' but you have to go. We
want to build a new stadium on this land.'
The woman said no, so the police came
and moved her. But as she left, she
shouted, 'United will never win a match on
this land! Remember my words!'
They started to build the new stadium,
but they had lots of problems. One of the
walls fell down, and two workers died in
strange accidents. In the end, they
finished the stadium, and 40,000
supporters came to watch the first match.
United lost the match 5-0. That season,
United won lots of matches in other
football grounds. But they lost all the
matches they played at home. The next
year, the same thing happened. The
team's manager left, and a new one came
- bur it made no difference. United lost all
their home matches.
So now United Football Club want to
sell the ground and find a new one. But
there's one big problem: who wants to
buy a football ground with a curse on it ?
114 Tapescripts
Study pages K
Focus on ... Verb + to
1 A Do you want to come to the cinema
this evening?
B No, sorry. I'd like to come, but I
have to do my homework.
2 A Would you like to go and see a film
this evening?
C Oh no, thanks. There's a football
match on, and I want to watch it.
3 A Do you want to go to the cinema
tonight?
D Yes, fine.
A Would you like to go for a drink
first?
D OK. I need to wash my hair. But I
can meet you at about 6.30.
Study pages K
1 A So where are you living at the
moment, then?
B Sorry, what did you say?
A I said, where are you living?
B Oh - in London.
2 C That's a lovely dress you're wearing
there.
B Sorry, could you say that again?
C I said, that's a lovely dress. Your
dress is lovely.
B Oh, thank you.
3 D So are you a student here, then, or
what?
B Sorry, I don't understand.
D Are you a student?
B Yes. Yes, I'm a student.
23.1 I love Paris
1 I'm going to go shopping. I'm going to
buy clothes and shoes, probably, and
I'm also going to visit the Louvre. And
in the evening I'm going to meet some
friends, and we're going to have
dinner together in a nice restaurant.
2 Well, I'm on business here, and I'm
going to stay in a hotel in the centre of
Paris, but I' ve got some free time too,
so if I have time I'm going to visit
some art galleries, maybe some
museums. And in the evening I'm
going to go to the theatre.. .
3 Well, we're going to stay With fnends
here, and we' re just going to relax,
really. We're going to walk around the
streets, sit in cafes, you know, drink
coffee ... And in the evening, we're
going to go to a cafe or a club,
probably, and listen to music.
23.3 Help!
A Hi, look, I'm painting my living room
on Saturday ...
B Oh yes ...
A Could you help me?
B Sorry. I'm working on Saturday.
A Oh. What about Sunday?
B No, I'm seeing friends on Sunday.
Sorry.
A Is that John?
C Yes.
A Oh, John, hi, it' s Paul here.
C Oh, hi, Paul.
A I'm painting my living room this
weekend. Could you help me?
C No, sorry. I can't. I'm playing football
on Saturday .. .
A What about ... ?
C .. . and on Sunday I'm going swimming.
Sorry.
24. 1 I'm hungry!
1 A Are you all right?
B No. I feel really ill.
A Oh dear. Shall I phone the doctor?
2 A Oh, I'm tired.
B Why don' t you lie down and have a
rest?
3 A I'm really hungry.
B Why don't you have a sandwich?
There's some cheese in the fridge.
A OK.
4 A I'm hot.
B Me too. Let's have a swim.
A Yeah. Good idea.
5 A I feel a bit cold.
B Why don't you put on a jumper?
6 A I feel thirsty.
B OK. Let's go to a cafe and have
something to drink
A Mm.
24.3 Did you enjoy it?
1 Well I saw Titanic, and yes, I really
enjoyed it, it was really exciting. It was
also quite sad, I thought, but ... really
good.
2 Yes, I saw Titanic. It wasn't very good
- it was quite exciting, I suppose, but
much too long, and the actors weren't
very good.
3 I saw a Mr Bean video. It was OK,
some parts were very funny and ... but
some parts were quite boring as well. I
enjoyed it.
4 I saw a Mr Bean video. I thought it was
really funny - I enjoyed it a lot.
24.4 Showing your feelings
Paul Elkman is an American scientist. He
wanted to know the answer to this
question: Do people show feelings in the
same way everywhere in the world?
Ekman took photos of people in the USA.
Some people looked happy, some looked
sad, some looked angry, some looked
surprised, and some looked fnghtened.
He showed the photos to people from 21
countries, and asked them to match the
feelings with the faces. He found that
everyone could do this quite easily:
everyone agreed which people were
,happy, which were sad, which were
angry, and so on.
Then Ekman went to a village in Papua
New Guinea. In this village, people had no
television, they saw no films, and they
never saw people from other countries. So
they didn't know what people from o t ~ r
countries looked like. Ekman showed his
photos to the people in this village, and
asked them the same questions: Which
people are happy? Which are sad? Which
are angry? He found that even here they
could answer the questions quite easily.
So Ekman's conclusion was that people do
show feelings in the same way everywhere in
the world. '
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Reference section
People and places
Verb to be
Long form Short form
lam I'm
You are You're
He/She is He's/She's
We are We're
They are They're
He
A
My brother's a student.
<: :
He's a student.
She
t
My mother's a doctor.
She's a doctor.
It This car is a Rolls Royce.
It's a Rolls Royce.
They
""
My friends are students.
They're students.
You can be singular or plural:
11
How are you?
I'm fine, thanks
How are you?
We're fine, thanks.
Questions
What's your name? -+
How are you? -+
Where are you from? -+
Countries
Answers
(It's) Bill.
I'm fine (thanks).
(I'm from) Japan.
E Britain USA = Spain [Japan
France '-' Germany LI Italy
. "Russia . Australia
Useful vocabulary
flat
office
hello
goodbye
Brazil
teacher
student
friend car
small
old
this I don't know
Study pages A
The English alphabet
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm
Nn 00 Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
A, E, I, 0, U are vowels. The others are consonants.
Y can be either a vowel (baby) or a consonant (yes).
2 In the family
Singular and plural
To make a plural, add -s:
a boy -+ boys a bird -+ birds
-y changes to -ies:
a baby -+ babies a family -+ families
Note:
child -+ children
Verb to have
I have
You have
He/she has
, Numbers 1-20
1 one 6 SIX
2 two 7 seven
3 three 8 eight
4 four 9 nme
5 five 10 ten
Families
11
12
13
14
15
We have
They have
eleven 16
twelve 17
thirteen 18
fourteen 19
fifteen 20
a car -+ cars
sixteen
seventeen
eighteen
nineteen
twenty
wife
.. ..
husband
mother father
1 t
daughter son
Useful vocabulary
boy child dog doctor taxi driver
girl children cat
baby family bird
my, your, his, her

you your
he his -
she
I'm a student.
How are you?
He's English.
She's 18.
university
married
This is my flat.
What's your name?
His wife is Italian.
Her brother's 15.
To be or not to be?
Verb to be
Negative
To make the negative, add not or n't:
They are here. They aren't here.
This is my car. This isn't my car.
Long form Short form
I am not I'm not
You are not You aren't
He/She is not He/She isn't
We are not We aren't
You are not You aren't
They are not They aren't
Questions
To make a question, change the word order:
1 2 1 2
They are here. Are they here?
1 2 1 2
This is my car. Is this your car?
Are you 18?
Is he from the USA?
Are they married?
Wh- questions
Where is she?
What's that?
Who's that?
Howald is he?
How is your wife?
Useful vocabulary
waiter
customer
England
seat
free
cafe
Study pages B
Numbers 20-100
20 twenty 50
30 thirty 60
40 forty 70
21 twenty-one 34
22 twenty-two 35
23 twenty-three 36
a and an
She's in Paris.
It's my car.
It' s my son.
He's seven.
She's fine.
coffee
these
thanks
fifty
sixty
seventy
thirty-four
thirty-five
thirty-six
We use a before consonants:
a table a window a hundred
80
90
100
47
48
49
We use an before vowels (a, e, i, 0, u):
an umbrella an address book
116 Reference section
eighty
ninety
a hundred
forty-seven
forty-eight
forty-nine
4 Things around you
Colours
..red

green ... black
white
yellow pink
Light and dark colours
light blue light green
dark blue dark green
Things in rooms
Where is it?
light brown
dark brown
The lamp is on the table.
The picture is behind the lamp.
The bag is under the table.
The shoes are by the door.
Questions Answers
Jf- grey
._.brown
Where's the bag?
Where are my shoes?
It's under the table.
They're by the door.
Useful vocabulary
face tree book Jumper
hair watch camera umbrella
sky football shoes glasses
mountain nng bag pen
this, that, these, those
?-
Sorry and Excuse me
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5 There's ...
There is and There are
Use:
There is (or There's) and There isn't + singular
There are and There aren't + plural
There's a cafe in the village.
There isn't an airport here.
There. are three cafes in the village.
There aren' t any good restaurants.
6 Where you live
Things in the home
5 4
1
3----
bedroom
Questions 6
To make questions, change the word order:
1 2 1 2
There is a cafe near here. Is there a cafe near here?
1 2 1 2
There are two good hotels. Are there any good hotels?
r
some and any
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some: There are some good bookshops here.
any: There aren't any good bookshops here.
Are there any good bookshops here?
How many?
How many
floors
are there?
Useful vocabulary
place building
shop floor
hotel swimming pool
restaurant car park
church stairs
beach
Study pages C
Possessives
lift
toilet
tourist
beautiful
library
This is my daughter.
Is this your bag?
His first name is Robert.
How many
people
are there?
TV
town
village
airport
favourite
-my
you - your
he - his
she - her
we - our
they - their
Her phone number is 260375.
This is our bedroom.
What's their address?
With nouns, add's:
my father - my father's This my father's car.
Maria - Maria's Are you Maria's brother?
Note: 's has two meanings:
I'm Maria's brother (= I'm her brother).
Maria's at home (= Maria is at home).
kitchen
1 sofa 5
2 TV 6
3 carpet 7
4 single bed 8
Where?
' There's a
bathroom
cupboard
cooker
fridge
shelf
9 clock
10 bath
11 shower
12 mHror
Where's the
phone?
6
, ,'::" plant in the
' _ corner.
It's by the door.

The radio is
on the shelf.
Name and address
First name: Carole,
Last name: JOI\e5
Street: SS Kil\jS Rao.J
Phone number: 012.2.3
First, second, third ...
8
""8
1
"
I ", There are
: I two pictures
, --. / on the wall.
., I If'
City:
Post code: CE2.6 3JY
Country: El\jlOJ\d

1st first 5th fifth 8th eighth
9th ninth
10th tenth
2nd second 6th sixth
3rd third 7th seventh
4th fourth
What's your first name? It's her tenth birthday
My flat is on the sixth floor. He's their third child.
Can I have .. . ?
Can I have a glass of water I
l that book l pease.
15 In the past 1
Past simple
Regular verbs
To make the Past simple, add -ed or -d.
play --. played want --. wanted live --. lived
look --. looked listen --. listened like --. liked
I played ~
He/She played football yesterday.
They played ~
Irregular verbs
give gave have had
take took say said
put put read read (lred/)
see saw write wrote
go went buy bought
See also the list of irregular verbs on page 127.
Verb to be
I was
You were
He/She was- at home yesterday.
We were
They were
Time expressions
on days: on Saturday.
III months: in September, in July
seasons: in the winter, in the spring
years: in 1969
at times: at 6 o'clock, at the weekend
, Useful vocabulary
smile light wallet yesterday
want game purse quiet
late thing silver garden
Study pages H
Ordinal numbers
11th eleventh 21st twenty-first
12 th twelfth 22nd twenty-second
13th thirteenth 23rd twenty-third
14th fourteenth 24th twenty-fourth
15th fifteenth 25th twenty-fifth
20th twentieth 30th thirtieth
Dates
1st July = the first of July
30th September = the thirtieth of September
22nd April = the twenty-second of April
3rd May = the third of May
16 Around the world
North, south, east, west
He lives in the north of England.
The mountains are in the east.
It's a large town on the west coast.
Kinds of town
north
west 1,' east
r
south
I live in a large town, but my parents live in a small
village in the country.
Cairo is the capital of Egypt . It is a huge city, with
more than 15 million people.
They stayed at a ski resort in the Alps.
Yokohoma is in Japan. It is also a large sea port.
Where is it?
It's .. . on the sea on a nver in the mountains
on the coast on a lake
Continents
Countries and languages
Country Language Country Language
Arabic Japan Japanese
China Chinese Poland Polish
France French Portugal Portuguese
Germany German Russia Russian
Greece Greek Spain Spanish
Italy Italian Turkey Turkish
Other useful vocabulary
island holiday love (v.) ferry visit
Verbs with indirect objects
We can say:
I r o t ~ I wrote I
He sent 1a letter to me. He i sent me a letter.
: gave
gave
Other examples:
I showed her my passport. (not I showed t o her ... )
They sent us some money.
Can you bring me some wat er, please?
She gave him a watch for his birthday. ,
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17
In the past 2
Past simple
Negative
To form the Past simple negative, use didn't + verb:
I went
to the concert last night.
She went
~
I didn't go
:
to the concert last night.
She didn't go ~
Questions
To make Past simple questions, use did + verb:
Did you go
Did she go
to the concert?
Note: After did and didn't, the main verb is in the
infinitive form, not the past:
She played tennis ----. She didn't play tennis
They saw the film ----. Did they see the film ?
1 ! was and were
Negatives Questions
{
( t
( ,
{ ,
'\ !
He wasn't ~ h
, at orne.
They weren t
:
Was he ~ h ;l
h
at orne.
Were t ey
:
Irregular verbs
make made wear wore wm won
leave left
eat ate
get got cost cost
See also the list of irregular verbs, page 127.
paint die programme
start war football match
arnve play (n.) concert
Study pages I
Short answers
interesting
boring
fireworks
To give short answers, repeat the auxiliary verb (is,
was, can, does, did, etc.).
Are you from Mexico? Yes, I am. No, I'm not.
Is she a teacher? Yes, she is. No, she isn't.
Is there a cafe here? Yes, there is. No, there isn't.
Are they working? Yes, theyare. No, they aren't.
Was your father here? Yes, he was. No, he wasn't.
Can you sing? Yes, I can. No, I can't.
Does Carl smoke? Yes, he does. No, he doesn't.
Did you have a bath? Yes, I did. No, I didn't.
18 How to get there
Direction
~ - - - -
go along the
road
go into the
house
go up the steps
Giving directions
come out of
the house
go down the
steps
-
/ _c c'-:c '
- ." - - ~ c _
" '
c c
climb over
the wall
go past the
house
climb through
the window
I
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Go
: straight on
Turn left Turn right Carry
Transport
go by bus go by taxi
drive
4
cycle
willk j
(go by car) (go by bike) (go on foot)
ladder path bus stop
hut rope at the end
Lef's ... and Shall we ... ?
Let's go to the cinema.
Shall we go to the cinema?
Years
tunnel
on the corner
That's a good idea.
No, thanks. I don't
want to.
We usually say years in 'pairs' of numbers:
1924 = 19 24 = nineteen twenty-four
1848 = 18 48 = eighteen forty-eight
But:
1900 = nineteen hundred 2000 = two thousand
2001 = two thousand and one
19 You mustn't do that!
must and mustn't
You must ... = Do it!
You must show your passport.
You must stay in bed.
You mustn't ... = Don't do it!
You mustn't take photographs.
You mustn't get out of bed.
can and can't
Ability
He can speak Thai ...
.. . but he can't speak
German.
- Can you swim?
- Yes, I can.
Permission
We can watch TV ...
... but we can't play
loud music.
- Can I go, please?
- No, you can't!
Note: After must and can we do not use to:
You must stay here. (not YOH ffiHst to stay ... )
We can't use the phone. (not We caH't to Hse ... )
have to and don't have to
I have to ;
I don't have to k h d
H h t : work hard. H d 'h :wor ar.
e oesn t ave t o; e as
I have to = I must do it, it's necessary:
I have to get up early during the week (because I start
work at 7.30).
I don't have to = It isn't necessary:
I don't have to get up early at weekends (I can stay in
bed late if I want to).
Useful vocabulary
gun
stop (v.)
animals
a photo
polite
careful
Study pages J
Adjectives and adverbs
hard cleaner (n.)
dangerous fishing boat
Adjectives go with nouns, or after the verb to be:
Their house is very quiet.
This is the slow train to London.
Adverbs usually go with verbs:
'Good night,' she said quietly.
He went slowly up the steps to his house.
To form adverbs, we often add -ly to an adjective:
quick -. quickly polite -. politely
careful -. carefully noisy -. noisily
Note: good -. well fast -. fast
20 The body
Parts of the body
HEAD
eyee
air
nose - ear
neck --c mouth
Adjectives
BODY
long
short
thin
fat
large or big
small
wide
narrow
She has a narrow face
and a long thin nose .
(i
Adii:,bS k
stand walk
flJ
swim
kick
He has a wide face, a short
nose and a small mouth.

1
run jump
Jt1 j

catch throw

drive fly
careful
stream
friendly
human
Could you ... ?
in the middle
at the top
metre
kilometre
We use Could you .. . ? to ask people to do things
C ld
opj;n the window?
ou you: b
uy me a newspaper?
Verb + preposition
Yes, of course.
No, sorry.
listen to
talk to
I never watch TV, but I listen to the radio.
I often talk to people at the bus stop.
look at Look at me! I can swim!
arrive at The train arrives at the station at 6.00.
think about What's the answer? I must think about it.
talk about He always talks about the weather.
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21 Good, better, best
Comparative adjectives
Short adjectives (one or two syllables): add -er.
Long adjectives: use more + adjective.
The Pyramids are older than the Acropolis.
A Porsche is more expensive than a VW Golf.
Superlatives
Short adjectives: add -est.
Long adjectives: use the most + adjective.
~
e
'c'"
The biggest diamond The most expensive
in the world: the diamond in the world:
'Golden Jubilee' the 'D Flawless'
Comparative and superlative forms
rich richer richest
cheap cheaper cheapest
clean cleaner cleanest
safe safer safest
big bigger biggest
friendly friendlier friendliest
beautiful more beautiful most beautiful
dangerous more dangerous most dangerous
expenSIve more expensIve most expensive
good better best
agree difficult use (v.) disagree actor
Study pages K
Verb + to
After want, need, would like, we can use a noun or
to + infinitive:
I want I want
to buy a new bike.
I need a new bike. I need
I'd like I'd like
to go home now
Questions:
Do you want ~ a new bike?
Do you need to buy a new bike?
Would you like i to go home now?
22 Free time
Leisure activities
go for + noun
: a walk ! a drink
go for a drive go for a meal
~ a bike ride
: a PlClllC
go to + noun go + -ing
r - - - ~ - - - - - - - - - - - -
the cinema
go to a concert
a party
Other verbs
go
shopping
sWImmmg
skiing
d : an outdoor sport
o! an indoor sport
la ! football
p y i cards
. . i friends
VISIt: I .
~ re atIves
Sports and activities
football basketball volleyball tennis table tennis
walking running climbing skiing windsurfing
like, enjoy + -ing
After like and enjoy, we can use a noun or an -ing form:
I like nice clothes. I enjoy football.
I like shopping. I enjoy watching football.
I don't like card games.
I don' t like playing cards.
a bike ride
sports event
lose weight physical exercise
spend money
Expressions with go
out to work
home \ / to "hool
for a walk ~ / to bed
--------.: GO ~
for a dr;ve 'i I ~ to the dnema
swimmi ng . to the shops
shopping
23
Future plans
going to
To talk about intentions or plans in the future, we use
going to.
I'm going to ~
He's/She's going to
We're going to
stay with friends.
They're going to !
Questions
Are you going to write to her?
Is she going to buy a flat?
What are you going to do?
When is he going to visit us?
Present continuous
To talk about things in the near future that are already
arranged, we use the Present continuous:
My aunt and uncle are staying with us next week.
We're going to the cinema this evening.
I'm playing tennis tomorrow afternoon.
Future time expressions
this
I'm going to watch TV this evening.
What are you doing this afternoon?
next
My brother's coming to stay next week
We're going to go skiing next January.
tomorrow
What are you doing tomorrow?
I'm going to work tomorrow evening.
Useful vocabulary
plan (v.) move (v.) late
exactly housework
24 Feelings
I'm hungry, etc.
hungry.
thirsty.
tired.
ill.
I'm hungry = I want to eat.
I'm
I'm thirsty = I want to drink.
I'm tired = I want to have a rest.
I feel
Feelings
hot.
cold.
sad angry
~
~
excited
Present tense:
6
"'-..
. ,

surprised frightened
I feel so happy!
He's very upset about it.
Past tense: I was so excited, I didn't sleep all night.
We felt really angry about it.
Reactions
I
enjoyed
didn't enjoy
Suggestions
the film.
Why don't you have a rest?
Shall I call a doctor?
Let's watch a video.
It was
laugh invite hold (held)
interesting.
boring.
funny.
sad.
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Irregular verbs
Phonetic symbols
Vowels Consonants
Infinitive Past tense
be was/were
Symbol Example Symbol Example
bring brought
li:1 tree Itri:! Ipl pen Ipenl
build built
I ii many I'menil !bl book /bukl
buy bought
/II
six Isiksl I t I take Iteikl
can could
l ei bed /bed!
I d! dog Idogl
catch caught
l rel black /blrekl Ik/ cat /kret!
come came
I /\.I much IffiAtJI I g/ go Iggul
cost cost
10:1 car /ka:! I tfl church Itf3:tfl
do did
101 hot /hot! I d31 jumper /'d3Ampgl
drink drank
h:1 sport Isp:J:t!
If! for Ib:!
drive drove
lui look Ilukl I vl love /l/\. vi
eat ate
l u:1 spoon Ispu:nI 181 think 18II)kI
fall fell
13:1 girl Ig3:l/ 151 this 15Isl
feel felt
Igl about Ig'baut! l si six Isiksl
find found
water I'w:J:tgl /zl is lIz!
fly flew
leI/ play IpleIi If I shop Ifopl
get got
I ml time ItaunJ
131
leisure 1'le3g1
gIve gave
I:JI/ boy /b:JIi I h/ house /hausl
go went
Igul home /h::mrnl 1m! make Imeikl
have had
l aul out laut! I nl name IneIrnI
keep kept
I lgl here /hlgl I r) bring /bfII)1
know knew
l egl there /C5egl !II look /lukl
leave left
I rl road Irgud!
lose lost
I jl young Ij/\.I]I
make made
I wl wear Iwegl
pay paid
Stress
put put
read read /red/
Dictionaries usually show stress by a mark (I'/ ) before the
ride rode
stressed syllable: teacher /' ti:tJg/; about Ig'baut/ ; America
run ran Ig'merikg/ .
say said
see saw
sell sold
send sent
smg sang
sit sat
sleep slept
speak spoke
spend spent
stand stood
SWIm swam
take took
tell told
think thought
throw threw
wake woke
wear wore
wm won
write wrote
I '
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4.2 Birthday presents
12.1 Describing people
T 129
Study pages
Here is part of a story. The green words
are all adverbs.
I woke suddenly at 6 o'clock. Marie was by my bed. ' Get dressed
quickly,' she said, 'or we' ll be late.'
When I was ready, we closed the front door quietly and got in
the car. Marie drove well - fast but carefully - and we got to the
harbout by 7 o'clock. The boat was there, and we jumped in.
As we moved slowly out of the harbour, a black car came
round the corner. It was Carlos.
' Marie! Come back! ' he shouted angrily. But he was too late.
1 Read the
Adjective Adverb
story and
complete
quiet

the table.
2 Complete
slow
this rule.
quick
To form
an adverb,
sudden
we usually careful
add .... ... ... ... .
angry
to the
adjective.
fast
good
3 Add adverbs to these sentences.
He learns languages. We drove into town.
I P ned th do r nd nt out.
'What do you want?' she asked.
She wrote her name on a piece of paper.
4 Write a tl,'ue sentence about yourself.
Use one of the adverbs in the table.
86 Study pages J
Sounds: A room in Australia
1 11,0=oJ Listen to the sound 'r' in English.
I r I I can read Arabic, but I can' t write it
very well.
Listen to these sounds: /br /, / fr /, / tr /, I dr /,
18r I.
We drove through France.
She worked as a waitress in Australia.
For three days, I had only bread and fruit.
2 11,0=0,11 Listen and practise.
room friend Britain country drive
tourists France bring trousers bedroom
wearing from bread dry
Phrasebook: Could you 7
This person is ill in bed. He mustn't eat fat,
drink alcohol or smoke.
11,0=0,lj Listen to the conversation and fill the
gaps.
- Could you bring me ....... ?
- Yes. of course.
- And could you buy me ....... ?
- No, sorry.
Imagine you are the person in bed.
Ask for these things.

Consolidation
Verbs with to, at and about
This exercise focuses on common verb + preposition pairs.
This recycles verbs which have appeared in earlier units.
1 Look at the pictures and present any expressions that
students are not familiar with. Emphasise that we must say
e.g. listen to the radio, arrive at the station (not listeH tae
f!l: lis, !I:ffi'le ts tae st!l:ti SH).
2 Ask students to complete the sentences. Then go through
the answers. Expected answers:
a stay at
e go to
T 87
b listen to
f talk to
c arrive at d think about
Review
Words
Review of time expressions (various units), places in towns
(Units 5, 10), jobs (Units 2, 12), transport (Unit 18), rooms
(Unit 6) .
Working alone or in pairs, students think of words to add
to the lists and write them down.
Go through the answers together, and write the words on
the board. If you like, ask students to spell them. Expected
answers:
a hour, month, year
b restaurant, cafe, hotel, school, petrol station, post
office, airport, bus station
c doctor, taxi driver, police officer, singer, secretary,
student, waiter, waitress, cleaner
d train, bus, bicycle (bike), taxi, boat, ferry
e bathroom, kitchen, living room, balcony, toilet
Verbs in the past
Review of Past simple tense (Unit 15).
Do Part a with the whole class. Let students do the other
parts alone or in pairs, and then go through the answers
together. Answers:
a A tall woman opened the door. She was about 60 years
old, and she had long grey hair .. . she asked me. 'I'm
Tom: I said ...
b Yesterday was my sister' s birthday, so I went to the
shops ... She wanted a new jacket, but the jackets
were very expensive. So I bought her a pair of jeans.
c When we were children, we played football ... and we
watched it on TV ...
Who died when?
Review of dates (Study Pages H Focus) .
Look at the dates, and ask students to say them.
Give time for students to match the sentences. Then go
through the answers together. Answers:
Queen Victoria died on 22nd January 1901 .
Abraham Lincoln died on 14th April 1865.
Charlie Chaplin died on 25th December 1977.
Joan of Arc died on 30th May 1431 .
William Shakespeare died on 23rd April 1616.

88
Good, better, best
1 A better place to live Comparison of adjectives
1 Look at these sentences. Which are true of your country?
D It has a warm climate.
D It's a rich country.
D The cities are clean.
D It's a safe place to live.
D The people are friendly.
D The food is good.
D It's an expensive place to live.
D The roads are dangerous.
D It's a beautiful country.
Does your partner have the same answers?
2 Choose one other country, and compare it with your own country.
Which do you think
- is warmer? - is safer? - is more expensive?
- is richer? - has friendlier people? - has more dangerous roads?
- is cleaner? - has better food? - is more beautiful ?
Are there any other differences?
3 Which country do you think is a better place to live? Why?
Write one or two sentences.
, thil\k. ........................ is ' 0. htitlf pl(.l(L to
liJe. thM ....................... hwwse. .. .
Unit 21 Good, better, best

B
A
2 I like spending money
1 Read about person A. What do the
other three people like doing?
I li\<:.e dOiVi3 'buie+--fhiVi3So I li\<:.e v-eadiVi3
aVid paivrliVi3 pic-tuv-es; aVid I eVij0,/
lAJal\<:.w'3 iVi -the couvrtYyo
I Joir..'j phLjsical e-xe.rcise.. I Ike. J
2 Which of the four people would you
like to spend the day with? Why?
3 Write down two things you like doing,
and two things you don't like doing.
Does your partner agree?
3 Sports
c
d tiMe arid lots
:':::iil

arid r also =-4 MY va-
D
I like.. -rV iA W.
I like.. iA Shop WiAck;ws.
I ck;<r up earlj iA
I ck;A r like..
1 Work with a partner. Answer the questions together.
!SPorts
In your
1 What's the name of your local
football team? Where do they play?
4 Where is the nearest place to go
skiing? windsurfing? climbing?
area- What other sports can you go and watch?
92
how
much
2 Can you do these sports in your area?
do you
know?
If so, where?
tennis volleyball golf
3 Where can you go swimming
- indoors? - out of doors?
2 Discuss the answers together. How well did you do?
3 Role-play
Student A : You are a visitor to the area, and you
want to know about sports. Ask B some questions.
Student B: Try to answer A's questions.
Unit 22 Free time
I need to lose some
weight. Are there any
exercise classes?
Where's the
best place to
go running?

OJ

2 I like spending money
This exercise is about things that people like or don't like doing in their free time. It
'introduces the verbs like and enj oy + -ing.
Key language: like/enjoy + -ing, don't like/ enjoy + -ing. New words: ski,
shop (v.), do physical exercise, spend money. Recycled language: activity verbs.
1 Presentation of 'like/enjoy' + -ing; reading & gap-filling task
Read the sentences about person A. Use this to present structures with
like/enjoy + -ing:
I l l k ~ I reading
enJoy
Look at the sentences about B, C and D, and establish what they like/enjoy
doing. As you do so, build up new vocabulary on the board. Possible answers:
B I like climbing (mountains), and I enjoy running, and I also like skiing.
C I like shopping (buying things in shops) and eating in restaurants (going to
restaurants), and I also enjoy driving my car (driving fast cars) .
D I enjoy dancing (going to parties) and I like sitting in cafes (going to cafes) .. .
I really enjoy talking to other people.
2 Discussion
Ask students to 'vote' on the person they' d most like to spend the day with.
Working alone, students write down two things they like doing and two things
they don't like doing.
Pairwork. Students read out their sentences and find out if their partner likes
the same things.
As a round-up, ask pairs of students how much they like the same things.
3 Sports
This exercise is a questionnaire about sports in the students: own area. It is used as
a test of students' own knowledge, then as a basis for role-play.
Sports and activities: football , tennis, volleyball, golf; swimming, skiing,
windsurfing, climbing, running.
Other new words: lose weight, exercise classes, football team, area, local, indoors,
out of doors.
1 Presentation of vocabulary; reading & answering questions
Read through the questions, presenting any new words (most of them should be
obvious from the pictures), but without discussing the answers.
Divide the class into pairs. Students work through the questions and see how
many they can answer.
2 Discussion
Discuss the answers with the whole class. See how many of the questions
someone in the class knows the answer to, and to what extent students agree
about the answers. By the end of this stage all the students should be able to
answer most of the questions.
3 Role-play: asking about sports
To demonstrate the role-play, choose a good student, and pretend you are the
visitor. Ask the student questions based on the questionnaire, then add one or two
of your own.
Divide the class into pairs, and give each student a role, A or B. The student who is
A pretends to be a visitor to the area, and asks questions.
-
Language note
Like and enjoy can be followed by
a noun or by an -ing form. We can
say:
I like books.
I like reading.
I like reading books.
~ Workbook: Exercise C
_ Mixed nationality classes
-
The questions should of course
refer to sports in the area where
students are studying, not where
they come from. This may be an
opportuniry for them to find out
about sporting facilities, and it may
be necessary for you to provide
information.
Whole class option
Choose three students to come to
the front to represent the
Information Centre. Other
students in the class ask them
questions about sports in the area.
T 92
4 The curse of the new ground
This combined Reading and Listening activity is the story of a curse put on a
football ground. The reading tells the story in a series of episodes, which students
have to put in the correct order. The listening tells the story in the correct order,
and adds an ending.
Reading skills: understanding the sequence of events.
Listening skills: listening to check; listening to confirm predictions.
New words: curse, foot ball ground, strange, supporters, edge, except for,
stadium, moved, shouted, build, fell down, accident, lost, manager, on the edge
of, cottage, season, home match.
1 Presentation of vocabulary
Begin by telling students that they will read about a curse. Make it clear what
this means, either by using the students' own language or by giving an example.
Check that students understand the meaning of t he words in the list. To help
you do this, talk about football and refer back to Question 1 in Exercise 3. Ask
e.g. Which is our football team? Where is their football ground? Do they have a
stadium? Do they usually win or lose their matches?
2 Reading & sequencing task
Read Paragraph 1 together. Give time for students to read through the other
paragraphs, either working alone or in pairs. They should do this fairly quickly,
using the pictures to help them. They decide what order the paragraphs should
be in and number them.
Read the first paragraph again, then ask students which paragraph they think
should come next. (Answer: They wanted to move to a bigger ground .. . ) Read
through it together, presenting new words (land, on the edge, except for) as you go.
Then ask students to identify the next paragraph, and so on, reading through
each paragraph in turn. The correct order is:
2 They wanted to move to a bigger ground ...
3 An old woman lived in this cottage ...
4 The woman said no ...
5 They started to build the new stadium .. .
6 In the end, they finished the stadium .. .
7 That season, United won ...
8 The next year, the same thing happened ...
!a Play the recording and establish how the story ends. (Answer: see
tapescript.)
4 Extension: discussion
Read the three statements, and get a class 'vote' on which statement students
agree with most.
-
Option
Before you play the recording, ask
students to guess an ending to the
story. If you like, write possible
endings on the board.
Tapescript for Exercise 4: The curse of the new ground
United were one of the best football teams in the country.
They had a lot of supporters, but their ground wasn't very
big. They wanted to move to a bigger ground. So they bought
some land on the edge of the city. There was nothing on this
land except for one small cottage. An old woman lived in this
cottage. 'We're sorry,' the club told her, ' but you have to go.
We want to build a new stadium on this land.' The woman
said no, so the police came and moved her. But as she left, she
shouted, 'United will never win a match on this land!
Remember my words!'
in strange accidents. In the end, they finished the stadium,
and 40,000 supporters came to watch the first match. United
lost the match 5-0. That season, United won lots of matches
in other football grounds. But they lost all the matches they
played at home. The next year, the same thing happened. The
team's manager left, and a new one came - but it made no
difference. United lost all their home matches.
They started to build the new stadium, but they had lots of
problems. One of the walls fell down, and two workers died
T 93
So now, United Football Club want to sell the ground and
find a new one. But there's one big problem: who wants to
buy a football ground with a curse on it?

4 The curse of the new ground Reading and listening activity
1 Before you read, find out what a curse is.
Then check that you know the meaning of:
- a football ground - supporters - a stadium - win a match
- a football team - a manager - an accident - lose a match
2 Read the story. Can you put Parts 2-8 in the right order?
There are many strange stories about football,
but this is the strangest of them all
The curse of the new ground
111 United were one of the best
~ football teams in the country.
They had a lot of supporters, but
their ground wasn't very big.
D
They started to build the new
stadium, but they had lots of
problems. One of the walls fell
down, and two workers died in
strange accidents.
D
An old woman lived in this
cottage. 'We're sorry: the club
told her, 'but you have to go. We want
to build a new stadium on this land.'
D
The woman said no, so the
police came and moved her.
But as she left, she shouted,
'United will never win a match on
this land! Remember my words!'
D
They wanted to move to a
bigger ground. So they bought
some land on the edge of the city.
There was nothing on this land
except for one small cottage.
D
In the end, they finished the
stadium, and 40,000
supporters came to watch the first
match. United lost the match 5-0.
D
The next year, the same thing
happened. The team's manager
left, and a new one came - but it
made no difference. United lost all
their home matches.
~ ~ ~
D
That season, United won lots
of matches' in other football
grounds. But they lost all the
matches they played at home.
o So now, United Football Club
want ............................................ .
But there's one big problem:
3 1
1
,0=0,11 Now listen to someone telling the story.
Were you right? How does the story end?
4 What do you think 01 the story? Do you agree with any of these statements?
I think the whole story is
untrue. Things like that
are impossible.
Unit 22 Free time 93
94
Study pages
I want an ice-cream.
I want to have a shower.
Do you want to go out?
I'd like a glass of orange juice.
I' d like to watch a video.
Would you like to see my photos?
I need some new shoes.
I need to phone my mother.
I have to get up early in the morning.
2 11,0=oJ Listen to the conversations, and fill the
gaps.
...... ... ................... .. come to the
cinema this evening?
- No, sorry ..... ..... .. .. .. .. ..... ... .
come, but ................ .. ... ... .. .
do my homework.
2 - .... ............ ... .. ......... go and see
a film this evening?
No, thanks. There's a
football match on, and
..... .... .. ... ...... .... ...... watch it.
3 - ..... ....... .. ..... ... ... ..... go to the
cinema tonight?
- Yes, fine.
- .. ............................ go for
a drink fi rst?
- OK ..... .......... .... .. .... .. .... wash
my hair. But I can meet
you at about 6.30.
3 Write a sentence about
- something you have to do this week.
- something you need to buy.
- something you want to do this evening.
- something you'd like to do this year.
Study pages K
Sounds: Girls, cars, sport and
computers
1 ~ , 0 = 0 , 1 1 The letter r is often silent, but only in
British English. Listen to these sentences in
British and American English.
Iml You can bring your car into the car-park.
I-:)II You must do more sport.
1311 She' s a German girl.
I':J I Put the letters by the computer.
2 1 1 , 0 = 0 , ~ Listen and practise.
car carpet cards market
door floor short fork
gi rl dirty church worse
exercise mirror centre better
1,0=0,11 Listen to the conversations. What do
the other people say?
T-;l"O*
* -*?
Sorry,
what did
you say? Sorry, could
00.0* you say that
f\ if ~ again?
Sorry,
I don't
understand.
Listen to the teacher. Tell him/her if you
don't understand!

.'

. '

1
Study pages K
This exercise focuses on three verbs (want, would like and
need) which can be followed either by a noun or by to +
infinitive. Some of these structures have already appeared in
the book as set phrases: in Exercise 8.3 (I'd like), Study Pages
E Consolidation (I'd like), Exercise 13.2 (need), Study Pages
G Phrasebook (Would you like ... ?), Exercise 15.1 (want to).
Key language: want, need, would like + noun or to.
Recycled language: have to.
1 Look at the examples. Show how we use want, need
and would like with a noun or with to + verb:
I want I
I need a sandwich.
I'd like
I want I
I need to have a shower.
I'd like
Make sure students understand the meaning of I need
(= I must have).
2 "o-o,! Play the recording. Pause after each dialogue and
ask students to complete the gaps. Answers:
1 Do you want to come ... 7 I'd like to come ... I have to do .. .
2 Would you like to go ... I want to watch .. .
3 Do you want to go ... Would you like to go ... I need to
wash .. .
3 To prepare for the activity, tell students about
something you have to do, need to buy, etc. If you
like, write sentences on the board.
Give time for students to write sentences.
Ask students to read out their sentences .
Tapescript for Focus on ... Verb + to
1 A Do you want to come to the cinema this evening?
B No, sorry. I'd like to come, but I have to do my
homework.
2 A Would you like to go and see a film this evening?
C Oh no, thanks. There's a football match on, and I
want to watch it.
3 A Do you want to go to the cinema tonight?
D Yes, fine.
A Would you like to go for a drink first?
D OK. I need to wash my hair. But I can meet you at
about 6.30 .
Sounds: girls, cars, sport and computers
Vowel + 'r' combinations: /0:/, /'J:/, /3:/ and /g/.
1, 2 If students have problems, focus on these features:
- In standard British English, the Irl sound isn't heard at
all. In American English the Irl is produced by
rounding the lips slightly and moving the tongue
forward after the vowel.
- 13:1 and Igl have the same sound quality, but 13:1 is
long whereas Igl is short.
Note: There is quite a lot of variation in the way native
speakers of English pronounce these sounds. The
important thing is for students to recognise the sounds
and be able to produce something similar to either the
British or American versions of them.
- Don't sit on the floor of the car - it's dirty.
- They sell carpets at the market.
pronunciation of the 10:/, I'J:/, 13:1 and Igl sounds.
This exercise teaches ways of asking for a repetition.
Key language: What did you say? Could you say that
again? I don't understand. Recycled language: Sorry.
Look at the three replies, and establish that they are all
things you can say if you don't understand what someone
says in English.
!7'#J Play the recording. Pause after each conversation
and establish what the other person said. (Answers: see
tapescript on page T9S.)
To practise these expressions, ask students questions,
speaking quickly or indistinctly so that they don't
understand. Get them to use one of the expressions, and
then repeat what you said more slowly and clearly.
Possible questions:
- What colour socks are you wearing?
- How much does a box of matches cost?
- I need to buy a newspaper. Could you give some
money?
- What did you have for breakfast this morning?
- Do you know where I can buy some aspirin near here?
- Did you see that film on TV last night? It was really
interesting.
Consolidation
go
This exercise focuses on expressions using the verb go. This
consolidates language from Exercises 22.1 and 22.3.
1 Look at the examples, and make sure students understand
what they mean. Point out that go is often followed by to,
for or verb + -ing.
2 Ask students to fill the gaps. Then go through the
answers. Answers:
a to b for c - d to e for f to g to h to
i for j to
If you like, build up lists on the board to show the
different groups:
a concert
the shops
go to
a football match
the cinema
a walk
a drink
go for a meal
a drive
a picnic the toilet
a party
school
bed
go to work
church
I
swimming
go
Joggmg
3 Make a few sentences about yourself, using the
expressions in the exercise, e.g. Last week, I didn't go
to a concert. I went to the shops. I went swimming. I
went to work, of course, and I went to bed. I didn't go
for a walk, and I didn't go for a picnic.
Ask students to make similar sentences, either in pairs
or round the class.
!7#J Tapescript for Phrasebook: What did you say?
1 A So where are you living at the moment, then?
B Sorry, what did you say?
A I said, where are you living?
B Oh - in' London.
2 A That's a lovely dress you're wearing there.
B Sorry, could you say that again?
A I said, that's a lovely dress. Your dress is lovely.
B Oh, thank you.
3 A So are you a student here, then, or what?
T 95
B Sorry, I don't understand.
A Are you a student ?"
B Yes. Yes, I'm a student.
Review
Where is it?
Review of geographical features and place prepositions
(Exercise 16.1).
Look at the compass, and ask students to add the missing
directions. Answers:
north, west, south
Look at the map and ask students to describe the places.
Expected answers:
Porto is in the south, on the coast, on the sea.
Belleville is near the west coast, on a river.
Candida is in the north, in the mountains, on a lake.
Positive and negative
Review of negative forms of various verb tenses (Units 3, 5, 7,
13, 17, 19).
Ask students to complete the sentences. Several answers are
possible for each item - try to get a number of different
suggestions. If students have problems with negative forms,
refer back to the units where they were taught, or turn to the
Reference page for that unit (pages 115-127). Possible
answers:
a ... he isn't very happy, he isn't a very nice man.
b .. , there isn't a TV.
c ... there weren't many women.
d ... we haven't got any cheese.
e ... it hasn't got a swimming pool.
f ... I can't play the piano.
g ... I don't like chocolate ice-cream.
h ... she doesn't drink alcohol.
... I don't have to wear a tie.
j ... they didn't give me a birthday present.
Time words
Revi(lyJ of at, in, and on with time expressions (revising
language from various units, especially Study Pages C Focus,
Study Pages E Focus, Unit 14, Study Pages I Consolidation).
Working alone or in pairs, students gaps with at, in
.. .
or on.
a In b on c at, at d in e in f at g in
h on i in
If you like, write the answers in groups on the board:
in
the morning
April
the summer
1989
I
Sunday
on New Year's: Eve

Consolidation
go
go tol a concert
ithe shops
go tol school
ibed
: out
go:
~ home
iswimming
go l shopping
f
:a walk
go or : d' k
ia nn
2 What about these? Add to, in or -; (= nothing).
a go .......... work f go .......... a football match
b go .......... a meal g go ..... .... the cinema
c go .......... running h go .......... the toilet
d go ....... ... church go .......... a picnic
e go ....... .. . a drive
J
go .. ........ a party
3 Think about last week. What did you do?
Make sentences.
I w ~ ... I rJ.rcM'r jO ...
Review
Where is it?
?
? east
?
What are the missing directions?
Where are Porto, Belleville and Candida?
Positive and negative
Finish these sentences using a negative form.
Chips are very nice, but .. .
... they aren't very healthy.
a He' s very rich, but ...
b There's a radio in my room, but ...
c There were lots of men at the party, but ...
d We've got some bread, but .. .
e The hotel has got a restaurant, but ...
f I can play the guitar, but ...
Now finish these sentences.
g I like chocolate, but ...
h She smokes, but ...
I have to wear a jacket at work, but .. .
J They gave me a birthday card, but .. .
Time words
Here are some sentences from earlier pages.
Fill the gaps with at, in or on. .
a .................. the summer, Istanbul is quite hot.
b We go to church .................. Sunday.
c It starts .................. ten past eight, and finishes
.................. nine o'clock.
d Spring comes late in Moscow, usually ................ ..
. April or May.
e I don't have a shower ...... : ........ .. . the morning.
f I played football .................. the weekend.
g I bought a new coat .................. October.
h What do you do .................. New Year's Eve?
I wrote a novel .................. 1989.
Study pages K
95
2 Do you plan ahead?
In this exercise, students ask each other questions about their plans for the
weekend; their answers reveal how much they plan ahead. This exercise practises
questions with going to.
Key structures: questions with going to; short answers. New words: late,
housework, anyone, plan (v.), exactly. Recycled language: leisure activities.
1 Presentation of questions with 'going to'; pairwork interviews
As a lead-in, ask students to think about next weekend and ask the first two
questions (Are you going to get up late? Are you going to do any housework?)
round the class. Get students to answer Yes, I am, No, I'm not or I'm not sure.
Then ask what your questions
were, and write them on
. , ,
Are you going to I get up ,ate.
the board:
do any housework?
Explain the point of the activity: to find out if students plan ahead (= plan
what they are going to do). Read through the boxes at the two ends of the scale,
and make sure students understand them.
In pairs, students ask the questions and mark their partner's answers.
2 Interpreting the data
Students add up their partner's score, and mark their place on the scale.
As a round-up, find out which people in class plan ahead most and least.
Either alone or in pairs, students make up a question of their own about next
weekend, beginning Are you going to ... ?
In turn students ask their question and choose other students to answer it.
3 Help!
This exercise introduces the use of the Present continuous for talking about things
that are arranged for the future.
Key structures: Present continuous tense. New words: move, look after.
Recycled language: Could you .. . ?
1 Presentation of r e s ~ n t continuous; listening & completing a table
Give examples about yourself to show how we can use the Present continuous
tense to talk about the near future, e.g. I'm having fish for supper tonight. My
brother's visiting me at the weekend. We're going to the cinema together.
~ Play the recording, and establish the answers to a and b. Answers:
a He's painting his living room. b Could you help me?
Play the recording again. Students listen and make notes in the table.
Go through the answers to c. Answers:
1 Saturday: She's working. Sunday: She's seeing friends.
2 Saturday: He's playing football. Sunday: He's going swimming.
2 Activation: answering questions
Take the part of Bob, and ask students round the class: I'm painting my flat this
weekend. Could you help me? Get them to give suitable replies.
3 Role-play: asking people to help
Look at the pictures, and establish what the questions should be, e.g.
I'm painting my kitchen at the weekend . Could you help me?
I'm moving my piano on Saturday. Could you help me?
I'm cleaning my flat this weekend. Could you help me?
I'm looking after my sister's children on Sunday. Could you help me?
Role-play. Students choose an activity and ask other people to help them.
T 97
-
-
Optional lead-in
Get students to ask you the
questions, and to give you a ' score'
to find out how much you plan
ahead.
Alternative
class, asking their question and
answering other people's
questions.
As a round-up, ask students how
most people answered their
question.
Language note
- We use the Present continuous for
talking about things in the future
that have already been arranged.
~ The tapescript is on page T98.
Alternative
class, trying to find someone to
help them.

'.

,.

.'

.'
2 Do you plan ahead?
1 Ask you partner questions about next weekend.
If your partner is sure of the answer, write
,/ (= Yes) or )< (= No) beside the question.
If your partner isn't sure, write ? .
Are you going to
get up late?
Yes. I am.
No. I'm not. I'm not sure.
?
2 Count the number of times you wrote ?
Mark your partner's place on this scale.
Questions with 'going to'
Next weekend, are you going to ...
D
. .. get up late?
D
... do any housework?
D
... go out for a meal?
D
... write to anyone?
D
... visit anyone?
D
... do any sport?
D
... go for a walk?
D
... watch TV?
D
.,. read a book?
D
... buy any clothes?
You plan things carefully
and know exactly what
you're going to do.
t--........ -.., ....... '""'F'-...,..-.......... .,... ...... I - I ' I ~ - t You don't like planning.
o 2 I 0 You just wait and see
what happens.
3 Think of a question of your own. Ask other students yoqr question.
How many say Yes? How many say No? How many aren't sure?

.'

.:

.,
'3 Help!
1 II ,o=oJ Yon will hear two short conversations. Listen and answer the questions.
a What is Paul doing at the weekend?
b What does he ask?
c What are the other people doing? Complete the table.
Saturday Sunday
1 She's ...
2 He's ...
2 Imagine that Paul wants your help. What do you say?
3 Imagine you want to do one of these things this weekend.
pai nt your kitchen
move a pi ano
clean your flat
Try to find someone to help you!
Present continuous
look after four small
children
Unit 23 Future plans 97
2 I felt rea lIy ...
1 Here are some sentences from stories. Can you find six other words
which describe people's feelings? Write them in the table.
,
'Ther
'We're meeting the President tomorrow,
he said. 'Aren't
'No, not really,' I replIed.
opened
e's a letter for you,' she said. I
it. I was surprised to see it
was fro
m my brother in California.
'What's wrong with Alice?' I asked.
' Oh, nothing. She's upset because her best friend
didn' t invite her to his birthday party. That's all.'
He didn't know if he was happy
or sad. He wanted to laugh and
cry at the same time.
100
Her face was white. She stood there, and said
nothing, but I could see that she was angry.
H:t
eld
th; knife a few centimetres from my face
mustn t show that I'm frightened,' I told
Speaker I
Speaker 2
Speaker 3
Speaker 4
2 Imagine that these things happen. How would you feel?
a You win a holiday for two in Paris.
h Someone writes you a letter which begins 'You don' t know me, but actually I'm your sister ... '
c You' re in bed when someone throws a large stone through your bedroom window.
d Your favourite film star dies.
3 Talk about something that happened to you.
Include the sentence in the bubble.
3 Did you enjoy it?
1 Ilt-o,11 You will hear four people talking about these
videos. Two of them watched Titanic and two of
them watched a Mr Bean video.
Listen and complete the table.
Which video
did they watch?
Did they
enjoy it?
2 Choose a video, film or TV programme that
you saw recently. Write down what you
thought of it.
3 Find other students who saw the same
thing. Do they agree with you?
Unit 24 Feelings
What do they say about it?
I dieM)f' WE f'Al1E/\/T. If' was
o.M.. o.M.. if' was also sad..
HOME ALONE to /r.At- WN
Vuy I tar. I it-.

2 I felt really ...
This exercise focuses on adjectives used to describe feelings. It also gives practice in
talking about feelings in the past, using I felt.
Adjectives: excited, upset, angry, surprised, happy, sad, frightened.
Other new words: laugh, hold/held, feel/felt.
1 Reading & vocabulary task; presentation of adjectives
Read the sentences, and see if students can identify the adjectives that describe
feelings. Build them up on the board, and give examples/situations to make
their meaning clear. Answers:
(excited) upset, angry, surprised, happy, sad, frightened
2 Practice
Ask students how they would feel in each of the situations. Expected answers:
a excited, happy b surprised c f rightened, angry d sad, upset
3 Activation: telling a story
Give time for students to think of something that happened to them. If you like,
divide them into pairs and let them prepare with a partner, using their own
language for this stage.
Ask for volunteers to describe what happened to them and how they felt.
3 Did you enjoy it?
This exercise gives practice in talking about a film or a video, saying whether or not
you enjoyed it and what it was like.
Key language: interesting, boring, funny, sad; enjoy, laugh.
1 Listening & making notes
To introduce the activity, look at the two videos and ask students if they know
them. If they do, ask them whether they enjoyed them or not.
"o-o, ! Play the recording, pausing from time to time if necessary. Students listen
and make notes in the table.
Play the recording again, pausing after each speaker. Answers:
1 Tit anic; yes; exciting, sad, really good.
2 Titanic; no; quite exciting, too long, actors weren't good.
3 Mr Bean; yes and no; some parts were funny, some parts were boring.
4 Mr Bean; yes; really funny .
To introduce the activity, write one or two sentences about a film, video or TV
programme you saw recently. Choose something that most of the class know.
Read out your sentences, and ask who agrees with you and who doesn't agree.
Try to get students to express their opinion about it too.
Give time for students to choose a film, video or TV programme and write one
or two sentences about it.
3 Discussion
Ask students to read out their sentences in turn. See if other students agree.
Tapescript for Exercise 3: Did you enjoy it?
Workbook: Exercise B, Listening
Alternative: pairwork
Students read the sentences in pairs
and find the adjectives, using a
_ dictionary to help them.
-
Language note
You're upset if something bad
happens that makes you want to
cry (e.g. you lose a diamond ring;
your boy/girlfriend leaves you).
You're excited about something
good that's going to happen in the
future, (e.g. your birthday, a
holiday).
Homework option
Students write a few sentences for
homework, based on what they
said in class.
Alternative
class, finding other students who
saw the same thing as they did.
They then read out their sentences,
and see if the other student agrees.
As a round-up, ask a few students
how many people agreed with
- them.
1 Well, I saw Titanic, and yes, I really enjoyed it, it was really
exciting. It was also quite sad, I thought, but - really good.
2 Yes, I saw Titanic. It wasn't very good - it was quite
exciting, I suppose, but much too long, and the actors
weren't very good.
3 I saw a Mr Bean video. It was OK, some parts were very
funny, and ... but some bits were quite boring, as well. I
enjoyed it.
4 I saw a Mr Bean video. I thought it was really funny -
I enjoyed it a lot.
T 100
Things people do
Present simple (verb: to speak)
I speak
You speak
We speak
They speak
English.
He
She
speaks English.
After he/she/it or a noun, add -s:
She listens to jazz.
Our teacher plays the guitar.
Negative
To make the negative, use don't or doesn't + verb:
I d
't ! He ~ .
on doesn't speak
You don't She E l' h
speak English. ~ ng IS
We don't
They don't
Note: After don't/doesn't, the verb stays the same:
I don't wear jeans. -. He doesn't wear jeans.
(not He aoesft't '.vears ... )
Ve'rbs
go (to the shops)
have (a sandwich)
listen (to music)
look (out of the window)
play (cards, football)
read (a magazine)
watch (TV)
live (in London)
Adjectives
like (cars, music)
wear (jeans, glasses)
smoke (cigarettes)
eat (meat, pizza)
drink (coffee)
talk (to a friend)
speak (English)
high low new old
hot cold
fast slow
Study pages D
The time
What's the time?
It's ...
short long
strong weak
2 o'clock (a) quarter half
past 9 past 7
0
~ - ~ .
, .
I ~ ,
5 past 4 20 past 11 25 to 11
0
/
00
_"",.
-,. ,
, , '
(a) quarter
to 7
10 to 3
8 Food and drink
Basic food
nee oil cheese meat fruit beans
bread pasta eggs fish vegetables potatoes
Drinks
water lemonade tea wme milk
fruit juice Coca-Cola coffee beer milk shake
I
often
I sometimes drink tea.
never
I I drink tea every day.
Things on the table < n
G plate /. knife lj, ,alt
U gla" '/ fo<k .i. peppe'
cup ~ 'poon f::! ,ug"'
Asking for things
Can I have
I'd like
a glass of water
a knife
a Coca-cola
a plate
Personal pronouns
please?
please.
Subject Object Possessive
I me my
you you your
he him -his
she her her
it it its
we us our
they them their
Subject: I live here.
Object: Listen to me.
Possessive: This is my flat.
He's at home.
I don't like him.
What's his name?

.,

. '

Do you ... ?
Present simple questions
To make questions, us.e do or does + verb:
Do you : l'k '
D h
: 1 e muslC.
o t ey:
Does he : l"k '
Does she i 1 e muslC.
Note: After do/does, the main verb stays the same:
Do you go to school? --. Does he go to school?
(not Does he goes ... ?)
Questions
Do you eat meat?
Do they live here?
Does she have a car?
Does your father smoke?
Wh- questions
Short answers
Yes, I do.
No, I don't.
Yes, they do.
No, they don't.
Yes, she does.
No, she doesn't.
Yes, he does.
No, he doesn't.
Where do they live?
When do you go to school?
What does he do?
(They live) in Cairo.
At 8 o'clock.
What does she study?
He's a bus driver.
(She studies) English.
Everyday activities
get up
go to bed
go to work/school
Other new verbs
keep (a diary)
sleep
Study pages E
Days of the week
start work
finish work
come home
carry (a bag)
study (English)
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
To talk about days, use on:
They go to church on Sunday.
I go to work on Monday morning.
have
breakfast
lunch
dinner
We usually go to the cinema on Saturday evening.
10 Things people bUy
Shopping
Questions Answers
Can I see that camera?
How much is that jumper?
What size are these shoes?
-+ 'Yes, here you are.
-+ It's 35.50.
-+ They're size 34.
Shops and things they sell
butcher meat (beef, lamb, pork, chicken)
chemist medicines, sun cream, toothpaste
bookshop books
newsagent
kiosk
baker
greengrocer
clothes shop
newspapers, magazines, pens, paper
ice-cream, cigarettes, drinks, magazines
bread, cakes
vegetables, fruit
clothes
Other places in towns
supermarket restaurant
post office cafe
Place prepositions
The cafe is by the river.
It's next to the cinema.
cmema
school
station
hotel
bank
It's opposite the school.
It's near the station.
It's between the cinema and the river.
aspmn T-shirt expenSive
too (big)
Can I help you?
sunglasses map
Kilos and litres
5 kg = five kilos
1 kg = a kilo
0.5 kg = half a kilo
five kilos of apples
a kilo of rice
half a kilo of sugar
100 g = a hundred grams a hundred grams of cheese
1 1 = a litre
0.5 1 = half a litre
I like and I'd like
I like = I think it's nice
I like ice-cream.
I like dogs .
I like coffee.
a litre of milk
half a litre of wine .
I'd like = I want
It's hot! I'd like an ice-cream.
I'd like a dog for my birthday.
I'd like a cup of coffee, please.

13 How much?
Count and non-count nouns
Some nouns in English have a singular and a plural- these
are called count nouns (because we can count them) :

a cup four cups a potato potatoes
Some nouns have only a singular form - these are called
non-count nouns. We don't use a or an with them:

paper water gold
Some common non-count nouns
nce water paper meat coffee food bread
sugar beer money fruit tea oil cheese
Quantity expressions
Use many with count nouns, and much with non-count
nouns. Use some, lots of and any with all nouns.
Count Non-count
We've got lots of eggs. We've got lots of tea.
We haven' t gO! many eggs. . We haven't got much tea.
We haven' t got any eggs. We haven' t got any tea.
How many eggs are there? How much tea is there?
have got
I've got = I have got . He's got = He has got. They
mean the same as I have, He has. We use this form
especially in spoken English.
I've got
She's got a car.
They've got !
I haven't got
He hasn't got
They haven't got
Other usef ul vocabulary
envelope bowl
Jam
a car.
key soap
matches
blood light a fire
Study pages G
Can
Positive and negative forms:
I
:

He/She
can
play the piano.
can't
They

!
Questions
Can you
play the piano?
Can he
14 Around t he year
Seasons
spnng summer
wet season dry season
Adjectives
wet
dry
hot
cold
Temperature
40
0
= forty degrees
0
0
= zero
warm
cool
autumn
humid
winter
- 100 = minus ten degrees (or ten degrees below zero)
Months
January
February
March
April
May
June
July
August
September
October
November
December
To talk about months and seasons, use in:
We usually go on holiday in July.
What's the weather like in December?
It usually snows here in (the) winter.
The weather
b b t.
It's It's
rallllllg snowlllg
It's
sunny
Talking about the weather
It's lovely weather today.
The weather isn't very nice.
What's the weather like?
It's
cloudy
night Christmas holiday
Numbers over 100
It's
windy
100 a hundred 101 a hundred and one
200 two hundred 120 a hundred and twenty
300 three hundred 121 a hundred and twenty-one
1,000 a thousand
2,000 two thousand
3,000 three thousand
100,000 a hundred thousand
1,000,000 a million
4.1 Painting by numbers
T 128

:.

I.

Teacher's Book
I III
CAMBRIDGE
UNIVERSITY PRESS
www.cambridge.org
ISBN 0-521-62704-4
III III
9 780521 627047

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Contents

>- Workbook: Exercise B

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