extracted_text:
Beginner Teacher's
Book

Zaavvav
Beginner
Teacher's
Book
Amanda Maris
Liz and
John Soars
OXFORD
UNIVERSITY PRESS

Contents

              Introduction                                                                                4
             Teaching
beginners — tips and techniques                                                                                6
Unit I          am/is/are
• my/pur • This is . . . • How are you? • What's this in English?
             Numbers
1—10 and plurals                                                                                8

Unit 2

Unit

                            Countries • VThereare vou from? •
he/she/they • his/her • Numbers 1 1—30                          13
Jobs • am/are/is —
negatives and questions • Address, phone number
                    Social expressions                                                                                19
Unit 4 our/their • Possessive 's
• Family relations • has/hcnv • The alphabet • On the phone 26 Unit 5 Sports,
food, and drinks • Present Simple— I/you/they • a/an
               Languages
and nationalities • Numbers and prices                                                                33

Unit 6            The time • Present Simple —
he/she/it • usually/sometimes/never
               Questions
and negatives • Words that go together • Davs of the week                                 40
Unit 7         Question
words • it/them • this/ that • Adjectives • Can I                                                   47
Unit 8         Rooms
and furniture • There is/are • any • Prepositions • Directions                                54
Unit 9     Saying
years • was/were born • Past Simple — irregular verbs • When's your birthday?      61
Unit 10   Past
Simple— regular and irregular • Questions and negatives • Sports and leisure
                    Filling in forms                                                                                68

Unit 11    cnn/can't
• Requests and offers • Verbs and nouns that go together
              What's
the problem7                                                                                76

Unit 12

Unit 13

want and would
like • Food and drink • In a restaurant • Going shopping 83 Colours and clothes
• Present Continuous • Questions and negatives
              What's
the matter?                                                                                90
Unit 14    Present
Continuous for future • Question word revision • Travel and transport
              Going
sightseeing                                                                                97
StoaN

PHOTOCOPIABLE MATERIALS

              Photocopiable
materials and Extra ideas 106               Progress tests                 121
            Units
1—4                                                       106               Stop and checks             130
                  Units
5—8                                                        109
             Units
9—12                                                      113                Answer keys                    142
              Units                                                                118

Introduction

New
Headway Beginner is a foundation course for adult and young adult absolute
beginners. It is also suitable for students who have already learned a little
English, perhaps some years ago, but who don't yet feel confident enough to
move on. They want to go back before they move forward. New language is
introduced gradually and methodically, in measured amounts, and in a logical
order. Vocabulary has been selected carefully to avoid overloading. There are
many controlled practice activities which aim to give beginners the confidence
to proceed, but there is also some simple skills work, which incorporates
manageable communicative activities appropriate for the low level. In the
Everyday English section, we deal with social and functional language, and survival
skills.
Organization of the course
The
organization of New Headway Beginner is similar to New Headway
Elementary and New Headway PreIntermediate.
Each unit has these components:
•
Starter
•
Presentation of
new language
•
Practice
 Vocabulary
•
Skills work —
always speaking, combined with reading and/or listening and/or writing
•
Everyday
English
STARTER
The Starter section is designed to be a warmer to the
lesson and has a direct Link with the unit to come. This link might be topical
or grammatical, or it might revise input from a previous unit.
PRESENTATION OF NEW
LANGUAGE
New language items are presented through texts, mainly
dialogues, which students can read and listen to at the same time. This enables
students to relate the spelling to the sounds of English, and helps with
pronunciation, as well as form and use. Sometimes there are two presentation
sections. This is to break up what would otherwise be too large a 'chunk' of
new language.
Introduction
The
main verb forms taught are:  to
be
•
Present Simple
•
there
is/are
•
Past Simple
•
can/can't
•
I'd like
•
Present
Continuous for now and future
We
have chosen not to teach have got, for two reasons. Firstly, its Present
Perfect form (have + the past participle) is confusing as have got refers to
the present, not the past; secondly, have with its do/does/did forms is
perfectly acceptable This pattern has the advantage of fitting in with all the
other verbs that students are learning.
There are Grammar Spots in the presentation sections.
These aim to focus students' attention on the language of the unit. There are
questions to answer, charts to complete, and short exercises. The Grammar Spot
ends by cueing a section of the Grammar Reference at the back of the book.
PRACTICE
This section contains a variety of controlled and
freer practice exercises. The primary skills used are speaking and listening,
but there is also some reading and writing. There are information gap
exercises, mingle activities, information transfer listening exercises,
questionnaires, and a
lot of personalized activities. There are exercises where the aun is overt
analysis of the grammar, such as Check it.
VOCABULARY
There is a strong lexical syllabus
in New Headway Beginner. The vocabulary is carefully graded and recycled
throughout, so
that students don't suffer from overloading. Lexical sets are selected
according to two criteria. They complement the grammatical input, for example,
daily activities with the Present Simple; or members of the family with
apostrophe 's. However, they are mainly chosen for their usefulness.
Low-level students need to know the words of everyday
life — food, sports, numbers, dates, travel, time, jobs, describing people and
places, shopping, sightseeing, saying how you feel.
Skills work
LISTENING
ar
unseen listening sections, In dialogue or monologue form, provide further
practice of the language of the unit and, later in the course, help to develop
students' ability to understand the main message of a text.
READING
At the
beginning of the course, the language in the readings is tightly controlled and
graded, and only one or two words be unknown to the students, As the
course progresses, the readings become longer, with slightly more unfamiliar
vocabularv in the texts. This gives students practice in dealing with new words
and prepares them for the longer texts in New Headway Elementary.
SPEAKING
In the presentation sections, students have the
opportunity to practise the pronunciation and Intonation of new language In the
practice sections, less controlled exercises lead to freer speaking practice-
There
are many speaking exercises based around the listening and reading activities.
There is speaking to do before a text, to launch the topic and make students
interested; and there are speaking activities after a text, often in the form
of discussion.
WRITING
Writing exercises are usuallv, but not always, small
in scope. Students are invited to write about their best friend, a postcard, a
short introduction to their home town, and a description of a holiday,
EVERYDAY ENGLISH
This
is a very important part of the syllabus of New Headway Beginner. There is
language input and practice of several kinds:
•
survival
skills, such as numbers, saying dates, the alphabet, saying prices, filling in
forms, and asking for directions
•
social skills,
such as social expressions and greetings
•
functional
areas, such as making requests, going shopping, and saying how you feel
There is sometimes an element of 'phrasebook
language' in these sections.
We are not asking students to analyse too deeply how a piece of language
operates. For example, in Unit 7 we introduce Can I in a variety of situations.
We don't want teachers or students to worry too much about a modal verb that
inverts in the question and doesn't take do/does. We merely want students to
see how this phrase can be used to get what you want in a polite manner.
GRAMMAR REFERENCE
This
is at the back of the Student's Book, and it is intended for use at home. It
can be used for revision or for reference.
REVISION
There ate four Stop and check tests on PPI 30—139 Of
the Teacher's Book. There are also three Progress tests, on pp121—127
Workbook
All
the language input — grammatical, lexical, and functional — is revisited and
practised. There are also vocabulary, pronuncut:on. and listening exercises.
iVorkbook Cassette/CD accompanies
the
There
are listen and repeat exercises, and also unseen lister,ings. The cassette/CD
is particularly beneficial to students who lack confidence in speaking and who
have listerung or pronunciation problems.
 Most
the exercises in the Workbook can be completed Without the cassette/CL.).
However, a small number (e.g. the unseen will require students to listen to the
rec07±z. Students for whom this is not possible can refer to the upescripts on
p81.
Teacher's Resource Book
cor:atns
photocopiable games and activities to supplement the main course material.
Video
A
           Headway Beginner Video, Video Guide, and Activity
Book
available to accompany the course. The video takes of six episodes centred around four
people sharing a souse Oxford. The first episode can be shown after
4.
and subsequent episodes after Units 6, S, 10, 12, and 14.
Finaihy!

The
Sasic criterion for selection of every activity in New
Beginner is its usefulness for the
survival of a IOWlevel student in an English-speaking environment. The book a package that     fit neatly in
the suitcase! We are to
lav the foundations for what we hope will be a successtul and enjoyable
language-learning future.
Introduction
5
A step-by-step approach
Beginners require a very careful, staged approach with
plenty of repetition, practice, and revision to help them internalize new
language and to give them confidence. Suggested stages are as follows:
STARTER
This
short warmer to the lesson must not be allowed to go on too long. Generally
speaking, five minutes is the maximum.
PRESENTATION OF LANGUAGE
POINT
You
can vary the presentations if you like, Sometimes it is useful to play a
recording first while the students look at the picture with the text covered.
Then, after that, they can read and listen. This method may be helpful for some
non-European students who are not very familiar with Roman script.
LISTENING AND REPEATING
(DRILLING)
When
introducing a new item of language, stop and practise pronunciation when
students have grasped the meaning. You can use the recording as a model, or
provide the model yourself. There are short pauses on the recording; you will
need to stop the tape/CD to give students time to repeat at an appropriate
pace. Allow students to listen to the word, phrase, or sentence two or three
times before you ask them to repeat it. For example, to drill the sentence HOW
are you? Play the recording and/or model the sentence yourself two or three
times using the same pronunciation and intonation, then ask the students as a
class to repeat the phrase, i.e. choral drilling. Don't say it with them, but
instead listen to what they are saying. Say Again for them to repeat a second
time. If it sounds as if they have got it right, ask one or two students
individually to say it again for you to check,
i.e. individual drilling. If the choral repetition
doesn't sound right, remodel the phrase for students to listen to again, then
have them repeat chorally again, before moving on to individual drilling.
PRACTICE
Move carefully from controlled to freer practice.
Beginners require plenty of practice in order both to get their mouths round
new language and vocabulary, and also to internalize and remember it, Don't
stint on practice or revision, but equally do not spend too long on any one
thing, or the students may get bored and switch off. You can always come back
later and do more work on it.
Introduction — Teaching beginners

TEACHING BEGINNERS - TIPS AND
  TECHNIQUES

The
following techniques ensure enough practice as well as variety.
pairwork
A lot
of work can be done in pairs. Open and closed pairwork are often referred to in
the teaching notes.
Open
pairwork

As a
stage after drilling and before closed pairwork, you can call on two students
at a time to practise the lines of a dialogue, ask and answer a question, etc.
across the room, with the rest of the class listening.
Do
open pairwork:
•
to set up and
demonstrate a closed pairwork activity
•
to check
understanding of a task
•
to check
students' grammar, pronunciation, and intonation before they go on to closed
pairwork
•
after a closed
pairwork activity or a written exercise to check performance of the task.
Don't call on the whole class to perform open
pairwork. Two or three pairs of students, each performing one or two exchanges,
should be sufficient to check language. More than this may make the activity
drag and become boring.
Closed
pairwork

With
closed pairwork, students talk and listen only to eaCh other. This gives them
more speaking time and a chance to practise with a peer without having to
'perform' in front of you and the class. It is important, though, for you to
monitor students' performances unobtrusively. This will help vou to identify
persistent errors and misunderstandings- Do not interrupt and correct students
while you monitor unless absolutely necessary, as this inhibits fluency
Instead, make a note of persistent errors and put some of them on the board for
students to correct afterwards. ( It is probably not necessary to identify the
culprits!)
Chain practice
This is a good way of using flashcards in a practice speaking activitv. It
offers variety, a change of pace, and a lot of speaking practice of the
language point without becoming boring. The following example describes a way
of using flashcards of famous people.

I Stand in a circle with the students,
with the flashcards in vour hand.
2    Turn to
Sl on your left. show the first card, and ask a question, e.g. name? SI
answers, and receives the flashcard from vou.
3    Sl then
turns to S2 and asks the same question. S2 answers, and receives the card.
4    While Sl
is asking £. turn to SA on your right, show the second card, and ask the
question What's his/her name?
SA answers, receives the card, and turns to ask SB.
5    mile SA is
asking turn back to SI with the third flashcard, and ask same question,
6    Continue
the process until all the flashcards are in circulation and the students are
asking and answering. There will be a bottleneck when the student opposite you
starts getting from both sides at once, but it's part of the fun. Even:uallv
the flashcards should all come back to you. This prac:ise game can get fast and
furious!
Classroom practices
iThether you have a monolingual or a multilingual
class, it will save a great deal of time and effort if, at the beginning, vou
set up clear classroom practices and establish familiar routines. This will
quicklv provide comfort and reassurance for beginners who can find it
nerve-racking to deal with a new and alien language. Also. many complete
beginners are adults who haven't been in the classroom for a long time, and
whose previous experience of learning a language was probably very different.
CLASSROOM LANGUAGE
Numbers 1—30 and the alphabet will have been
introduced bv Unit 4 so that you can refer students to page and exercise
numbers in English, and spell words for them. You could also spend a little
time at the beginning pre-teaching some useful
classroom language, e.g. Sorry, I don't understand, Can you spell it,
please? and instructions, e.g. Work with a partner, Read, Listen, Repeat, All
together, Again, Homework, etc. All of this will enable you to keep an
'English' atmosphere.
When having to give instructions for an
activity, rehearse them beforehand so that they are simple, clear, and concise,
and demonstrate rather than explain wherever possible, Avoid repeating vourself
or over-explaining, as it tends only to create further contusion-
EXPLAINING NEW VOCABULARY
Explanation of new vocabularv to beginners
can be problematic. particularly in multilingual classes, and/or where vou have
no knowledge of the students' mother tongue, Make sure that students have a
simple bilingual
Use
pictures and/or draw on the board whenever possible. DO not worry if you are
not a brilliant artist — simple line drawings are very quick and effective.
Start collec:mg flashcards, posters, photos, etc. to help you. Example
sentences with the new word in context are often better than explanations.
Giving a similar word or the opposite can also be useful, e.g. finish = stop, go
to bed.
PRONUNCIATION OF NEW
VOCABULARY
introduce new vocabulary, make sure you
drill the pronunciation of the words as well. This should be done after the meaning
has been established so that students are not mouthing words that they do not
understand. It is also a good idea to get yourself into the habit of
highlighting and marking up on the board the main stress of new words, and
having students copy this down, e.g. teacher or te_gcher.
USE OF MOTHER TONGUE
There
can be no doubt that it is useful to know the students' own language (1.1),
especially if you have a monolingual class. How much you use it is another
matter. It is probably best to use it sparingly:

Perhaps in the first lesson talk to students in LI about the course, how
they will work, etc. and explain that you will be using English with them.

Perhaps use Ll to check instructions for a new and unfamiliar activity,
or to check understanding of a new language point, but only after using
English.

You can use Ll for translation of new vocabulary (where there is a
one-to-one direct translation) and to deal with students' queries, particularly
when it would waste a lot of time trying to explain in English. Otherwise, you
may find that ifbeginners feel that it is acceptable to use their own language
freely in the classroom, they are inhibited from taking the plunge and speaking
English to you and to each other, and it becomes more difficult for them to
make that important leap.
Introduction — Teaching beginners

Introduction to the unit
Starting
Unit I of New Headway Beginner probably marks the beginning of a new course
with a new group of students. The title of Unit I is 'Hello!' and aims to let
the students get to know
each
other and you, and for you to get to know them of course! The context of
greetings and introductions in different settings allows students to do this
and shows them how they can communicate in English in a meaningful way with
even quite basic language.
Key
language aims are also fulfilled with the introduction of parts of to be, the
introduction of some basic vocabulary (including some international words),
numbers I—10, and -s/-es plural endings.
1 •
am/are/is, my/your • This is .. How are you? • What's this in
English? Numbers 1—10 and plurals

Hello!

Language aims
Grammar
— am/are/is The verb to be is introduced in the singular with the subjects I,
you, this, and it (he/she/they are introduced in Unit 2). The focus is on the
positive and on questions with the question words what and how. (The question
words are introduced through the fUnctions of meeting people and greeting:
What's your name?, How are you?, and talking about objects; What's this in
English? Other question words are introduced and reviewed systematically
throughout the course.)
Possessive
adjectives My and your are introduced in the unit, with the other possessive
adjectives being presented across the first four units of the course.
Vocabulary A set of key everyday words is introduced, some of which are
international words, e.g. camera. There is an opportunity to extend this basic
set via the classroom context.
Everyday English Numbers 1—10 and -s/-es noun plurals
are introduced and practised. Students are introduced to the pronunciation of
the -s/-es plural endings:
/z]
books           houses
Workbook To be and my/yourare consolidated through
further practice on greetings and introductions; key vocabulary, numbers          O
and -s/-es plurals are also practised.
Notes on the unit

T 1.1

Smile, greet the class, and say your own name — Hello,
I'm (Liz). Point to yourself to make the meaning clear. Point to the speech
bubbles and play the recording.
Invite
students to say their own name, including the greeting Hello. If you have a
very large group, you could ask a few students to say their name and then get
students to continue in pairs. Keep this stage brief as students will have the
opportunity to introduce themselves and each other in the next section.

WHAT'S YOUR NAME?

am/are/is,
my/your

T 1.2

1Focus
attention on the photos of Sandra and Hiro. Point to the conversation on p6 and
ask students to read and listen. Play the recording through once
Play the recording twice more, first pausing at the
end of each line and getting the students to repeat as a class. Students then
repeat lines individually before practising the conversation in open and then
in closed pairs (see Teaching Beginners Tips and Techniques, TB p6). Encourage
an accurate voice range — the amount by which pitch of the voice changes. (Many
languages do not use such a wide voice range as English so this needs to
be actively encouraged.) Also make sure students can accurately reproduce the contracted forms I'm and
name's. If necessary, model the sentences again yourself to help emphasize the
pronunciation in a visual way.
GRAMMAR SPOT
Focus
attention on the contractions. Ask students to circle the contracted forms in
exercise l. Demonstrate
this
by writing the conversation on the board and puttting a circle round the first
contraction I'm.
2     This is a mingle activity.
Demonstrate the conversation with one student for the rest of the class. Then
ask another two students to repeat the conversation in open pairs (see Teaching
Beginners Tips and Techniques, TB p6). Demonstrate the meaning of 'stand up'
and get the students to move around the class practising the conversation. You
may like to encourage them to shake hands as they introduce themselves,
particularly if they don't know each other. Monitor and check for
pronunciation.
This is ...
3     This section focuses on introducing
people in a slightly more formal context, giving surnames as well as first
names. Give your first name again: I'm Liz Write it on the board: Liz is
myfirst name. Then say your surname and write it on the board: My surname is
Brown. Repeat I'm Liz Brown — Liz is my first name, Brown is my surname. Then
ask a student whose first name you know: Mayumi — Mayumi is your first name,
what's your surname? Elicit surnames from other students.
Focus attention on the photo of Sandra, Hiro, and John
on p7. Point to the conversation and ask students to read and listen. Play the
recording through once. Play the recording again and get students to point to
the correct characters as they are referred to in the conversation.
Play the recording twice more,
first pausing at the end of each line and getting the students to repeat as a
class. Students then repeat lines individually before practising the
conversation in open and then in closed pairs.
Encourage
accurate pronunciation of the short sound /1/ and of the linking:
/1//1/
this
is John Mason
4 Point to the gapped conversation.
Choose two confident students to demonstrate the conversation with you for the
rest of the class. Introduce the students to each other and encourage them to
shale hands when they say Hello. Choose two more groups of three to practise
the       conversation
in front of the class.
Divide the class into groups of
three and get each student take it in turns to introduce the other two. Monitor
and check for pronunciation and intonation. Depending on the class, when the
activity is over, you         may
like to ask one or two groups to go through the conversation again while the
whole class listens.

SUGGESTION
If
appropriate, you can play a memory game based on the students' names. Ask one
student to go round the class saying everyone's name while the other students
hdp if necessary. Encourage students in a multilingual group to pronounce
everyone's name as accurately as possible. (You might want to do the memory
game yourself, too, to make sure you have remembered all the students' names!)

How are you?
5
 Focus
attention on the photo of Sandra and John on p8. Check students can remember
the names of the characters by asking Who's this? Point to the speech bubbles
in the photo and ask students to read and listen. Play the recording through
once.
Play the recording twice more,
first pausing at the end of each line and getting the students to repeat as a
class. Students then repeat lines individually before practising the
conversation in open and then in closed pairs. Encourage accurate stress and
intonation on the       questions:

How
are you?

And you?
6
Focus attention
on the photo of John and Hiro          on p8. Check students can remember the names of the
characters. Follow the same procedure as for exercise 1.

Fine, / Very well, thanks. And you?
  Reply to each student in turn. Make sure
  students realize that And you? requires an answer Fine, /Very well, thanks.
                                                                                1         Hello!
  9

7
Ask individual
students How are you? to elicit the answer

Then
get students to ask and answer you and each other in open pairs across the
class. It may be helpful to gesture to your partner when you say And you? to
aid comprehension.
8
This is another
mingle activity. (You may like to develop a gesture which means finingle'.)
Focus attention on the speech bubbles. If necessary, check comprehension of OK,
fine, very well with simple board drawings of faces — a straight face for OK e,
a half smile for fine e, and a frill smile for very well@. Demonstrate the
conversation with one student for the rest of the class. Then ask another two
students to repeat the conversation in open pairs. Get the students to move
around the class practising the conversation. Monitor and check for
pronunciation and intonation.

GRAMMAR
  SPOT
Focus attention on the gapped sentences. Elicit the
  word to complete the first sentence with the whole class as an example (am).
  Then ask students to complete the other sentences.

Read
  Grammar Reference 1.1 and 1.2 on p121 together in class, and/or ask students
  to read it at home.
Encourage
  them to ask you questions about it, in LI if appropriate.

PRACTICE

Introductions
I
Focus attention on the photos and conversations. Give students 30 seconds to
read. Hold up the book so the class can see the photos. Read out the
first line of the first conversation
and point to the female character in the photo. Ask Anna or Ben? Point to the
male and ask Who's this? Elicit the identities of Carla and David for the
second photo.
It is
a good idea to write the first conversation gap-fill on the board and do it
with the whole class, as students may not be familiar with this kind of
exercise. Write students' suggestions (right or wrong) in the gaps.

T 1.6

Play the conversations for students to listen and
check. See if they can hear and correct any mistakes themselves before you
offer correction. Then check the answers with the whole class.
I

Get
students to practise the conversations first in open pairs and then in closed
pairs. Monitor and check for accurate pronunciation. If necessary, model the
conversations again, either yourself or from the tape, and get students to
practise again.
2 If students had few problems with
the gap-fills in exercise l, you could put them in pairs to try to complete the
conversations in exercise 2 together. Go round and monitor, but don't correct
any mistakes yet.

T 1.7

Play
the conversations for students to listen and check before you check the answers
with the whole class.
Answers and tapescript
I B Hello, Anna. Hwareyou?
A Fine, thanks, Ben. And pa?
Get
students to practise the conversations first in open pairs and then in closed
pairs. Monitor and check for accurate pronunciation. If necessary, model the
conversations again, either yourself or from the tape, and get students to
practise again.

T 1.8

3Focus
attention on the conversation and play the recording. Make it clear that
students should just listen the first few times and not try to fill in the
answers. Play the recording twice more, then write the first line up on the
board and elicit what the second should be. Get them to fill in the number 2 on
the correct line in their books, then finish the exercise individually or in
pairs. Play the recording again for them to check their answers. Elicit the
whole conversation in the correct order from the class and put it on the board
for the practice stage which follows.
As this is a longer conversation
than the students have practised up to now, play the recording two or three
times and get the students to repeat chorally and individually. Then get them to
continue in groups of three. (If appropriate, get them to stand up as this
often encourages a more dynamic performance!) Let students refer to the correct
order on the board, but discourage them from reading it word for word, as they
will lose the correct intonation and not make eye contact with the other
students. Monitor and check for accurate pronunciation and intonation. If you
think more practice is needed at this stage, get students to repeat the
conversation using their own names.

Read
Grammar Reference 1.3 on p121 together.
ADDITIONAL
MATERIAL

Workbook
Unit I
Exercises
1—5 These provide further practice on greetings and introductions.

VOCABULARY

Whats this in English?
I
Manyofthe words in the lexical set maybe known to the students as they are
'international' words or may be similar in their own language. Focus on the
example and then get students to work individually or in pairs or groups of three to match the rest
of the words to the photos. Monitor and check for correct spelling. Check the
answers with the whole class-
Play
the recording and get students to listen and repeat the words, Check for
accurate word stress and, if necessary, explain the system of stress marks used
in New Headway by writing the words with more than one syllable on the board
and highlighting the stress:
photograph
sandwich
television
hamburger
computer
camera

T
  1.10

3Focus
attention on the speech bubbles. Demonstrate the conversation by pointing to
the example
in I and asking What's this in English? Elicit the reply It's a photograph. Play the
recording and get students to repeat. Point to different pictures on p 10 and
get students to ask and answer in open pairs. Check for accurate pronunciation
of It's a and if students produce * Is a, repeat the drill.
Students
then continue asking and answering about the objects in exercise I , working in
closed pairs.

GRAMMAR
  SPOT

Focus
  attention on the contracted form. Ask students to circle the same form in the
  conversation.

4 Pick up a book and ask What's this in English?
Elicit the reply It's a book. Pick up another object that students don't know
how to say in English and elicit the question What's this in English? Give the
answer It's a (dictionary). Students then continue picking up or going to
objects in the classroom and asking and answering. Write up the words on the
board and highlight the word stress if necessary. (Try to avoid words beginning
with a vowel and the need for students to use an. Also, try to limit students'
questions to vocabulary that will be useful to them at this stage in their
learning, e.g. pen, dictionary, and try not to let the activity go on too
long!)

SUGGESTION
You
can ask students for more examples of 'international' words or cognates with
the students' own language (e.g. supermarket, cinema, hospital, telephone,
video, cassette, radio, tennis, golf, football). Put the words on the board and
practise the pronunciation.

ADDITIONAL
MATERIAL

Workbook
Unit I
Exercises
6 and 7 These provide further practice on vocabulary and pronunciation.
Exercise
8 In this exercise students translate sentences containing the main grammar
points presented in the unit.
I Hello! 11

EVERYDAY ENGLISH

Numbers 1—10 and plurals

SUGGESTION
Students need a lot of practice with numbers, so
  from now on, use numbers as much as possible when referring to pages and
  exercises. Continue to do quick number revisions in future lessons,
  especially as more numbers are introduced, This can include number
  dictations, either with you dictating or with the students working in pairs:
Teacher dictation: Say
  numbers at random, writing them down yourself so that you have a means of
  checking. Students write the figures, not the words, as you say them. Have
  one student read their list of num bers out to check
Pairs dictation:
  Students prepare a list of random figures to dictate to their partner. They
  take it in turns to dictate their list. The student who is taking down the
  dictated numbers writes the figures, not the words, and then reads the list
  back to their partner to check the answers.
Make sure you limit the range of
  numbers to those covered at any stage in the course, e.g. Unit I: numbers
1—10.

T
  1 .1 1

1Play
the recording once and get students to read and listen to the numbers. Write
two and eight on the board and put a stroke through the w and the gh to show
that they are silent. Play the recording again and get students to repeat. Get
students to say the numbers round the class, starting again at one once they
reach ten. You can also get students to say the numbers in reverse order if
appropriate. If students need more practice, write figures at random on the
board and get students to say the numbers as you write.
ADDITIONAL
MATERIAL

Workbook
Unit 1
Exercises
9—11 These provide further practice on numbers.
2
This exercise presents and practises formation of plurals with -s/-es, and
reviews the vocabulary from this unit and numbers 1—10. Focus attention on the
pictures and get students to count the objects/people and say the correct
number, e.g. 1 ten.
Look
at the example with the whole class. Then get students to complete the rest of
the exercise, referring back to the list of numerals and words at the top of
the page. Monitor and check for correct spelling.

T
  1.12

Play the recording and get students to check their
answers. Get students to write the words on the board as a final check.
I

GRAMMAR SPOT

Focus attention on the
  singular nouns and the plural noun endings, Ask students to underline the
  plural endings in exercise I.
Refer
  students to Grammar Reference 1.4 on p121.

T
  1.1)

3Play the recording through once
and let students just listen. Play the recording again and get the students to
repeat chorally and individually.
Refer
students to Grammar Reference 1.4 on p121 and highlight the use of the - ies
plural, e.g. city — cities.
ADDITIONAL
MATERIAL

Workbook
Unit I
Exercises
12 and 13 These exercises provide further practice on plurals. Exercise 13
recycles numbers.
Don't forget!

Word
list
Ask the students to turn to p128
and look at the word list for Unit I. Explain that this contains important
words from the unit. GO through the words in class and then ask students to
learn the words for homework. Test them on a few of the words in the following
lesson.

Introduction to the unit
The
title of Unit 2 is 'Your world' and it focuses on countries and cities, and
talking about where people are from. The characters introduced in Unit I are
shown again in a different context. The syllabus of Wh- question words is
reviewed and extended, and students continue with numbers 11—30. In terms of
skills, students meet their first unseen listening task and also a short
reading text. These are important first steps in developing listening and
reading skills and help to prepare students for handling progressively longer
listening and reading texts across the course.
Countries
Where are you from? • he/she/they
his/her • Numbers 11-30

Your
  world

Language aims
Grammar
— Where are you from?; he/she/they Students build on the Whquestions introduced
in Unit I with the introduction of Where are you from? The verb to be with I
and you is consolidated and also extended to include he/she/they.
Possessive adjectives His and her
are introduced and my and your are reviewed from Unit l.
Vocabulary
A set of common cities and countries are introduced.
Everyday
English The numbers syllabus is extended to cover 11—30.
Workbook
The key lexical set Of countries and cities is reviewed, including focuses on
spelling and pronunciation.
He/she
and his/her is consolidated through gap-fill activities.
Talking
about where people are from is further practised through gap-fill activities,
and reading and listening tasks.
Numbers
11—30 are practised in a range of activities.

POSSIBLE
  PROBLEMS
•    Beginners often make mistakes
  with he/she and his/her (especially if subject pronouns are not used and/or
  if the possessives are expressed differently in their own language). The
  course provides a lot of practice on this possible area of confusion, but be
  prepared to monitor and check the use of he/she and his/her and go over these
  points whenever problems occur. Further confusion is possible with the
  contracted form he's. It's worth taking the time to drill the pronunciation
  of his /h1Z/ and he's /hi;zj to help students perceive and produce the
  difference.
•    Students often have problems
  distinguishing •teen' numbers (13—19) from 'ten' numbers (30, 40' 50, etc.).
  Highlight the different word Stress:

     thirteen        thirty                fourteen       forty

Notes on the unit

SUGGESTION
Take
the opportunity to review the greetings covered in Unit 1 at the beginning of
each class. Greet each student as they arrive in class and ask how they are,
Encourage students to greet each other in English so that they get into the
habit Of using the language they have learnt in a meaningful way.

I Focus attention on the
countries in the box and on the map on pl 3. Demonstrate the activity by
getting students to locate Australia on the map. Students continue locating the
countries in exercise I on the map, working in pairs. If there is any disagreement, check
the answers with the whole class.
Get
students to write their own country on the map. Remind them of the question
What's in English? from Unit 1 so that they can ask you for the name of their
country, e.g. What's (Belgique) in English? (If you do not recognize the name
of the country in the students' mother tongue, then ask them to point it out on
the map.) Write up the names of the countries on the board and drill the
pronunciation as necessary.
2
T 2.1 Play the recording and get the students to repeat chorally and
individually. Pay particular attention to stress. If you have a lot of students
from other countries, get them to say the name of their country and check their
pronunciation.

1
This conversation introduces the second person question form. Focus attention on the photos of Sandra
and Hiro, who appeared in Unit I. Point to the conversation and ask students to
read and listen. Play the recording through once. Play the recording again and
then ask Where's Spain? Where's Japan? Get students

4

Encourage
accurate reproduction of the contrastive stress in the questions, and of the
falling intonation:
Where
are you from?
Where
are you from?
This
is another mingle activity. If you have a multilingual class, make sure that
all the students' countries are written on the board and practised beforehand.
If you have a monolingual class, you might like to teach them I'm from
(town/city) in (country) to vary the answers. Demonstrate the conversation with
one student for the rest of the class. Then ask another two students to repeat
, the conversation in open pairs. Get the students to move around the class
practising the conversation. Monitor and check for pronunciation.

T
  2 .3

Focus
attention on the photos of Hiro and Sandra. Point to the sentences and ask
students to read and listen. Play the recording through once. Play the
recording again and get students to repeat. Encourage students to reproduce the
long and short sounds in his and he's
/i:/
His
name's Hiro. He's from Japan.

GRAMMAR SPOT
Focus
  attention on the contractions. Ask students to circle the contracted forms in
  exercise 3.
Read Grammar Reference 2.1 and
  2.2 on p121 together in class, and/or ask students to read it at home.
  Encourage them to ask you questions about it.

Write
the sentences about Hiro on the board. Circle his and he. Repeat His name's
Hiro, he'sfrom Japan and model the sentence on another male class member: His
name's Erdi, he's from Turkey. Now contrast with a female student: BUT Her
name's Ali, she's from Indonesia. Write up the sentences about Sandra and
circle Her and She. Elicit more examples from the class to consolidate the use
of he/she and his/her.

Focus
attention on the passport photos on p13. Read sentence I with the whole class,
Students continue working individually and then check their answers in pairs.

to
point to the correct part of the map.
Play the recording again, pausing
at the end of each line and getting the students to repeat as a class. Students
then repeat lines individually before practising the conversation in open and
then in closed pairs.
 Play
the recording through once and let students check their answers, Play the
recording again and get students to repeat chorally and individually.

ADDITIONAL
MATERIAL
Workbook
Unit 2
Exercises
1—3 These provide further practice of the countries introduced in the Student's
Book.
Exercise
5 This introduces the countries in the United Kingdom.
Questions
5
T 2 5 This
exercise introduces third person question forms. Play the recording and get the
students to repeat chorally and individually. Check students can reproduce the
falling intonation of the wh- questions.

GRAMMAR SPOT

Focus
  attention on the contraction where's. Ask students to circle the contraction
  where's in exercise 5. Check students recognize What's in exercise 5 as the
  contraction of What is.
Focus
  attention on the gapped sentences. Complete the first sentence with the whole
  class as an example (is). Then ask students to complete the other sentences.
Mære
  are you from?
Refer
  students to Grammar Reference 2.3 on PI 21.

6
Go through the
photographs on p13 yourself first asking What's his/her name? and Where's
he/she from? and eliciting the answers, before getting students to do the same
in pairs. Monitor and check for correct use of he/she and his/her.

SUGGESTIONS
• If
  students need fUrther practice with I/you, my/your, he/she, and his/her, make
  a photocopy of TB p 106 and cut out the role cards. This exercise provides
  further practice by giving students a new name and country. The cards provide
  a male and a female name from each of the countries in the Student's Book and
  also from the countries introduced in exercise 5 in Unit 2 of the Workbook (
  Wales Scotland, and Northern

Ireland).
Canada is also included from later in the unit. You can either just use the
cards with the countries introduced in the Student's Book, or pre-teach/check
the other countries.
•
Review the
exchanges What's your name? My name's (Robert). Where are you from? I'm from
(the United States), writing them on the board if necessary. Also review when
to use he/she.
•
Give the
role cards out to the students, telling them this is their new name and
country. Ask students to stand up and go round the class asking and answering
the question. Tell them they must try to remember everyone's new name and
country.
•
When students
have finished, point to various students and ask the class What's his/her name?
and Where's he/she from? If the class is good, you can also check with the
student in question whether the class has remembered correctly, asking Is that
right?, and having them answer Yes or No.
•
Alternatively,
or in addition to the above suggestion, you could bring in pictures Of famous
people for further practice. You could use them for open pairwork, or you could
try a question and answer chain as follows:
SD
    9                                        sc
      52                                                         SB
I
Stand in a circle with the students, with the pictures in your hand.
2
Thrn to SI on
your left, show the first card and ask What's his/her name? and Where's he/she
from? Sl answers, and receives the picture from you.
3
SI then turns
to S2 and asks the same question. S2 answers, and receives the picture.
4
While Sl is
asking S2, turn to SA on your right, show the second picture, and ask the
question What's his/her name? and Where's he/she from? SA answers, receives the
picture, and turns and asks SB,
5
While SA is
asking SB, turn back to SI again with the third picture, and ask the question.
6
Continue the
process until all the pictures are in circulation and the students are asking
and

answering. There will probably be
  a bottleneck when the student opposite you starts getting questions from both
  sides at once, but that's part Of the fun. Eventually the pictures should all
  come back to you.

ADDITIONAL
MATERIAL

Workbook
Unit 2
Exercise
6 This consolidates he/she — his/her.
Exercise
7 This focuses on Where are you from? and also reviews the greetings from Unit
I.

PRACTICE

Cities
and countries
I
Focus attention on the names of the cities on p14 and drill the pronunciation
chorally and individually. Model the conversation and get students to repeat
chorally. Students repeat the conversation with a different city, e.g. Paris,
in open pairs. Students continue working in closed pairs.

T
  2.6

Play
the recording and let students check their answers.
Answers
and tapescrípt
       Whereg Nyo?                   It's
in Japan.
     Wherek Paris?                   It's
in France.
     Where's Barcelona?          It's
in Spain.
Milan?            It's in Italy.
Where's Oxford?           oles in England.
Wherds
Rio de Janeiro? It's in Brazil.
Where' Boston? It's in the United State WherúSythey?L
Vs in Australia.
2
This is the first information gap exercise that students have encountered in
the book, and it therefore needs careful setting up. Make sure students
understand that they shouldn't look at each other's pages until the end of the
activity. Each student has the name and country/city of four of the eight
people in the photos, The aim is for each student to find out about the other
four by asking their partner• If possible, explain this using the students' own
language and demonstrate a couple of question and answer exchanges with a good
student yourself first. Remind students of the forms they will need to talk
about the men and women in the photos ( What's his/her name? and Where's
he/shefrom?). Drill all four questions again if necessary.
Divide the class into pairs and
make sure students kaww if they are Student A or B. Student A should look at p
14 in the unit and Student B at pl 38 at the end Of the book.
Students
can refer to each photo by saying the number. They should write their answers
in the spaces provided.
While the students are asking and
answering about the people in the photos, go round monitoring and helping out.
If the names cause problems, get students to write them on a separate piece of
paper and show it to their partner. When they have finished, you can check by
asking individual students to tell you about one of the people in the photos.
Say Tell me about number one, etc.

Talking
about you
3
Point to a few students and ask the class What's his/her name? and Where's
he/she from? Focus attention on the speech bubbles and get students to practise
the questidns and answers in open pairs across the class. Then get students to
replace the examples in exercise 3 with students' names and countries and to
include the name of a city/town if appropriate. Students continue working in
closed pairs.
ADDITIONAL
MATERIAL

Workbook
Unit 2
Exercise
4 This reviews towns and countries.
Questions
and answers
4
Focus attention on the photo of Sandra and Luis on p 15. Ask students What's
her name? about Sandra and elicit the answer. Ask What's his name? about Luis
and use the opportunity to elicit/teach I don 't know. Play the conversation
through once and get students to complete as many gaps as possible. (With a
weaker group, you may want to let them listen through once before they fill in
the gaps.) Play the conversation again and get students to complete their
answers, Check the answers with the whole class.
Answers Ed tapa•t
      S          tm Sandra                name?
L
My nun* Uis.
    S WIo;Luis         are pufi•m?
L rmftun$üL
     S Oh, fm fr«n              rmfrom
Madrid
Play the recording again, pausing at the end of each
line and getting the students to repeat as a class. Get a couple of pairs of
students to practise the conversation in open pairs and then get the class to
continue in closed pairs.

SUGGESTION
If you have pictures of famous
people of different nationalities, you can use these for further practice. If
not, you can write on the board the names of some famous people whose
nationalities students will know, for further question and answer practice.

T
  2 8

5This
exercise consists of three short conversations with people from different
countries and it is the students' first unseen listening. They should be well
prepared for the language by now, but some students tend to panic without the
support of the written word. Explain that they only have to listen for two
countries in conversations I and 2, and one country in conversation 3. Tell
them not to worry if they don't understand
every word!
Play
the first conversation and elicit where Akemi is from (Japan). Play the rest Of
the recording and let students compare their answers in pairs. Play the
recording again as many times as is necessary to let students complete their
answers.

SUGGESTION
Allowing students to tell you other
details that they have understood from a listening can help build their
confidence, so you can ask extra questions within the students' language range,
e.g. What's his/her name? Where in (England)?

6
Look at the example with the whole class. Elicit the match for question 2 (Her
name's Irena) and then get students to continue working individually before
checking their answers in pairs.

T
  2.9

Play
the recording and let students check their answers.

Check
it
7
Focus attention on the first pair of sentences as an example. Check students
understand that the convention of ticking (V) indicates that something is
correct. Students continue working individually to choose the correct sentence.
Get
students to check their answers in pairs before checking with the whole class.

I
This is the first reading text that the students have encountered in the book.
It presents the subject pronoun they. Focus attention on the photo and get
students to guess where Miguel and Glenna are from. Get students to read the
text through quickly and check (Miguel — Brazil, Glenna — Canada). Check
comprehension Of Canada by getting students to locate it on the map on p13.

GRAMMAR SPOT
Focus attention on the gapped
  sentences. Complete the first sentence with the whole class as an example
  (is). Then ask students to complete the other sentences.

 Play the recording and ask
students to read and listen. Then explain any new words. Words and phrases not
previously introduced are married, doctor, hospital, teacher, school, and in
the centre of. Married can be explained by referring to a famous married
couple. To explain doctor, you can turn to PI 8 of the Student's Book (the
start of Unit 3), where there is a picture of a doctor. Ask students Where?
about the doctor to elicit/explain hospital. Teacher and school should be easy
to explain in the context of the classroom. In the centre Ofcan be illustrated
on the board.
Unit

If necessary, highlight
  the use of he/she/they, by pointing to a male student and saying he, a female
  student and saying she, a pair of students and a group of students and saying
  they.
Refer students to Grammar Reference
  2.4 on p 121.

word on the board and crossing
  out the letters.
Get students to say
  numbers 1—20 round the class. Again get them to repeat as many times as
  necessary until they can say the numbers without hesitation.

2
Students work in pairs to complete the sentences about the text. Make
sure they understand they can give the country or city as the answer to number
l. Go over the answers by asking individual students to read out their
completed sentences.
Answers
 Miguel is from Brazil/Rio.
2
He's a teacher.
3
His school is in
the centre of Rio.
4
Glenna is from
Toronto in Canada.
5
She's a doctor.
6
Her hospital is in the centre of Rio.
7
They are in New
York.  8 They are married.
3
Focus attention on the questions in the speech bubbles in exercise 3.
Highlight the use of the contraction 's. Get students to ask and answer in open
pairs. Students then work individually to write questions about Miguel and
Glenna, using the prompts. Then get students to write other questions using
What ... ? and Where ? Monitor and help as necessary. Students ask and answer
in closed pairs. Monitor and check for correct use of he/she and his/her, and
for falling intonation on the wh- questions.
ADDITIONAL
MATERIAL

Workbook Unit 2
Exercises 8 and 9 These provide further reading and
sentence completion practice.
Exercise 10 This is an exercise to practise
listening for correct information.
Exercise I I In this exercise students
translate sentences containing the main grammar points presented in the unit.

EVERYDAY ENGLISH

Numbers 11-30
1 Get students to say numbers 1—10 round
the class, repeating as many times as necessary until students can say them
without hesiiation.

T 2.11

2Focus attention on numbers 11—20. Remind students of
the system used in the book for highlighting word stress. Play the recording
and get students to listen, read, and repeat chorally. Play the recording again
and get students to repeat individually. If necessary, remind students that the
gh in eighteen is silent by writing the
3
Give students a number dictation. (See Unit I Everyday
English Suggestion TB p 12.) Then write a random selection of numbers 1—20 (as
figures) on the board and get students to say the numbers first chorally, then
individually.
4
Focus attention on the example. Then get students to continue
matching in pairs.
T 2.12 Play the recording through once and get students
to check their answers. Play the recording
again and get them to repeat, first chorally then individually, Check students
can distinguish the word stress on thirteen and thirty:
       thirteen            thirty
Get students to say numbers 1—30 round the class. Get
them to repeat as many times as necessary until they can say the numbers
without hesitation.

T 2.13

5Focus attention on
the panel of numbers in exercise 5. Play the first number as an example and
focus on the answer ( 12). play the recording through once and get students to
tick the numbers. Let students check their answers in pairs and then play the
recording again if necessary. Check the answers with the whole class.
 Answers and
tapescript
I twelve
2 sixteen
3 twenty-one
4      seventeen
5      thirty

6      Get
students to do a number dictation in pairs using numbers 1—30 (See Unit I
Everyday English Suggestion TB p 12). Student A should say the numbers and
Student B write. Then get students to change roles. Monitor and check for
accurate pronunciation and comprehension of the numbers. Note any common
errors, and drill and practise the numbers again in the next lesson.
ADDITIONAL MATERIAL

Workbook Unit 2
Exercises 12—16 These exercises review and
consolidate numbers 11—30.
Don't forget!

Word list
Ask the students to turn to p128 and go through the
words with them. Ask them to learn the words for homework, and test them on a
few in the following lesson.
Introduction to the unit
The
title of Unit 3 is 'Personal information' and the main aim of the unit is to
allow students to exchange more information about themselves. This includes
job, age, address, phone number, and whether students are married or not. The
grammar of the verb to be is recycled and extended to include the we form,
negatives, wh- and Yes/No questions and short answers. In terms of skills,
students get practice in listening and speaking, and reading and speaking.
The
lexical set of jobs is presented and the Everyday English syllabus is extended
to include social expressions.
Language aims
Grammar
— am/are/is The verb to be is recycled and extended to include the subject
pronoun we in the negative and positive, negative forms 'm not, isn't,
questions with question words including How old and Who, Yes/No questions and
short answers.
Possessive adjectives My, your, his, and her are
reviewed from Units I and 2. Vocabulary A set of common jobs is presented and
there is an opportunity to extend this set with students' own jobs.
Everyday
English This section focuses on social expressions including greetings at
different parts of the day ( Good morning, etc.) and key situational language
like Pardon?, Sorry, etc.

Workbook The lexical set of
jobs is recycled.
The forms of to be are fully reviewed with
exercises on the negative, questions, and short answers.
Students
are given extra practice in listening and reading.
There
is an exercise on word stress.
The
social expressions from Everyday English are reviewed.
Notes
on the unit

NOTE
In
this section, students are asked to give their own job. If you have a
multilingual group or you don't speak the students' own language, ask them to
look up the name of their job in a dictionary before the lesson. Brieflv check
the pronunciation with the students so that they are prepared for exercise 2.

I
This section introduces some job vocabulary and practises the question Vthat's
yourjob? Students will already be familiar with doctor and teacher from the
Reading in Unit 2, so use these as examples to demonstrate the activity.
If
you think students might know some of the jobs, put them in pairs and ask them
to match any jobs they know and guess the others. Then check answers with the
class. If you think students won't know any of the vocabulary or won't want to
guess the answers, then do the matching activity as a whole-class exercise.
3

Answers and tapescript  a
teacher
2     a taxi driver
3     a
police officer
4     a
businessman
5     a
doctor
6     a
shop assistant
       7
a nurse
8 a student
T 3.1
Play the recording and get students to listen and repeat the words, first
chorally and then individually. Concentrate on correct pronunciation and word
stress. Make sure students don't get confused by the spelling of nurse and
businessman and pronounce the u incorrectly:
nurse
/na:s/ businessman /'brzmsman/
2
Focus attention on the speech bubbles. Write the sentences up on the board and
circle the a in each answer to emphasize that we use an article before jobs.
Drill the question and answers chorally and individually. Quickly check if
students have jobs which are different from those in the Student's Book. If
students want to use a job beginning with a vowel, e.g. engineer, point out
they will have to use an — I'm an engineer.

Negatives
— isn't
1
Briefly review
his and herby pointing to a man and a woman in the Starter pictures and
eliciting What's his job? and What's herjob? Play the recording, pausing at the
end of each line and getting the students to repeat chorally and individually.
Make sure students include the article a each time. Students practise talking
about the people in the pictures in open and then in closed pairs. Monitor and
check for correct intonation and use of his/her and a.

SUGGESTION
If
you think students need more practice, you can use flashcards of the same jobs
that appear in the Student's Book. Get students to ask and answer What's
his/her job? in pairs, swapping the flashcards as they finish with them.

2
Point to the
teacher in the Student's Book and say He isn't a student. He's a teacher, Shake
your head as you say the negative sentence to make the meaning clear. Point to
the doctor and say She isn't a nurse. She's a doctor.
3

GRAMMAR
  SPOT

Focus
  attention on the negative sentence and what the contracted form is in full.
  Make sure students understand that the sentence is negative. Ask students to
  circle the negative forms in exercise 2.

T
  3.3

Play
the recording, pausing at the end of each line and getting the students to
repeat chorally and individually. Make sure students can reproduce the negative
form correctly and that they include the article a each time. Write the
following cues on the board to demonstrate the activity:
Number
2 He / shop assistant X / taxi driver
Number
3 She / teacher X / police officer
Get
students to give the above sentences in full (He isn't a shop assistant. He's a
taxi driver and She isn't a teacher. She's a police officer.). Students then
continue talking about the pictures in closed pairs. Monitor and check for
correct intonation, pronunciation of isn't, and use of a.

SUGGESTION
If you think students need more practice with
  is/isn't, you can get them to produce sentences with information about each
  other. You can talk about jobs and also review the language from Unit 2, e.g.
Ana
  isn't a student. She's a teacher.
Juan
  isn't a teacher. He's a doctor.
Yoshi isn'tfrom Tokyo. He's from
  Osaka. Her name isn't Helen. It's Elena.

ADDITIONAL
MATERIAL

Workbook
Unit 3
Exercises 1—3 These exercises review jobs,
the questions What's his/her job?, and is/isn't.
Questions
and short answers
3
Focus attention
on the website file details. Read through the information with the class. Check
comprehension of address, phone number, and age and drill the pronunciation of
these words. Remind students of married from the Reading in Unit 2.
4
Focus attention
on the example in number l. Put students into pairs to complete the questions
and answers. Note that students will have to generate the question Where's she
from? for the Country category on the website file. This question should not be
a problem for them, as they have already practised it several times. The
question How old is she? is also new and is given in full so that students can
familiarize themselves with it before they practise it. The short answer No,
she isn't is included in this exercise. Again, students will be able to
generate the question (Is she married?) for this answer, and Yes/No questions
and short answers are covered in the following exercise. (With a weaker group,
you could complete the questions and answers with the whole class first and use
the 'Listen and check' phase for repetition.)

T
  3.4

Play
the recording, pausing after each question and answer and get students to check
their answers.
Answers and tapescript  I Whaes her rume? Amy Roberts.
2
Where
she from? England.
3
Whatsher
address? 18, Market Street, Manchester• 4
What her phone mnnber? 0161 929 5837.
 S
How old is she? Shds 6 Whaesberjob? Shdsa student. 7 Is she No, she isnt.
Play
the recording again and get students to repeat all the questions and answers.
Do this chorally and individually. Point out that in English we give our phone
numbers using single figures 0—9, and that 0 is pronounced soh'. Get
students to ask and answer about Amy, working in open and then closed pairs.

SUGGESTION
For further practice, cut out a
picture of a man from a magazine (or draw one on the board) and provide similar
ID information about him. Students then practise asking and answering the
questions with he/him.

GRAMMAR SPOT
Focus attention on the questions and short answers.
Make sure students understand that we don't repeat the key word from the
question in the short answer. Ask students to circle the short answer in
exercise 4.
5
Yes/No questions and short answers, which appeared in exercise 4, are covered
in full here.
Focus
attention on the speech bubbles. Ask students to read and listen. Play the
recording through once. Play the recording again, pausing at the end of each
line and getting the students to repeat as a class. Check for accurate
reproduction of the rising intonation on the question and falling intonation on
the answer:
Is Amy from America? No, she isn't,
Focus
on the question cues in number I and demonstrate the first q uestion and answer
exchange with a confident student — Is she from London? No, she isn't. Students
continue to ask and answer about the other cities in question l, working in
open pairs. Students continue asking and answering the other questions in closed
pairs. Monitor and check for correct intonation and correct use of short
answers.
Answers
I
Is she from London? No, she isnt. Is she from Liverpool?               No, she
isn't. Is she from Manchester? Yes, she is.
2 Is she 16?    Not she isnt Is she
18?       No, she isn't.
            Isshe20?                    Yes,
she is.
 Is she a teacher? No, she isn't. Is
she a nurse? No, she isn't. Is she a student? Yes, she is.
     4 Is she married?             No,
she isn't,
6 This exercise practises the
positive and negative forms in sentences. Focus attention on the two examples
in number I. Students complete the sentences with the information about Amy. Get students
to check their answers in pairs before checking with the whole class.
2
Herphone
numberisn't0171 929 5837. It's 0161 929 5837.
3
Sheisn't 18.
Shek20. 4 She isn't married. ADDITIONAL
MATERIAL

Workbook
Unit 3
Exercise
4 An identity card exercise to practise personal information,
Exercise
5 A third person question formation exercise.
Exercise
6 An exercise to practise third person short answers.
WHAT'S YOUR JOB?
Negatives
and short answers
I      Yes/No questions in the second
person and short answers in the first person are presented here. Focus
attention on the information about Jeff. Give students time to read it through.

T
  3.6

Play
the recording through once and ask students just to listen. Play the recording
again and get students to complete as many questions and answers as they can
while they listen. Get them to compare their answers in pairs and help each
other to complete the conversation, using the information about Jeff.
Play the recording again and get students to check
their answers and/or complete any they missed. Check the answers with the whole
class.
Answers and tapeseript A
Is your name Jeff?
J      Yes,
it is.

A
Are you from England, Jeff?
 J
No, I'm not from England. I'm from Houston, Texas.

A
Areyoua police officer?
J Yes, lam.

 A
Are you 23?
J
No, I'm not. I'm 25.
 A Are you married? J
Yes, I am.

I
  Focus attention on the negative sentence and what the contracted form is in
  full. Make sure students understand that the sentence is negative. Ask
  students to circle the negative forms in exercise I.
2
  Focus attention on the short answers. Make sure students understand that we
  use the full form in the third person affirmative — Yes, it is, not *it's,
  and that we cannot say I * amn't for the first person negative. Ask students
  to circle the short answers in exercise l. Read Grammar Reference 3.1 on p122
  together in class, and/or ask students to read it at home. Encourage them to
  ask you questions about it.

2      This is a 'Listen and answer'
exercise where students reply to your questions. Focus attention on the speech
bubbles. Ask the question to a number of students and elicit true short answers
Yes, I am or No, I'm not, Drill the pronunciation of the short answers. Then
ask the students further questions to generate a range of true short answers.
These can include:
Name: Are you (Yoshi)?
Country: Are you from (Spain)?
City: Are you from (Rio)?
Job:
Are you a (teacher)?
Age: Are you (28)?
Married;
Are you married?
3      In this exercise students mingle
and ask each other Yes/No questions. Focus attention on the speech bubbles and
get students to ask and answer in open pairs. It's a good idea to give students
time to prepare their questions before they mingle, especially with a weaker
group. Get students to write five questions using the questions in the book as
a model and substituting information where possible.
Get
students to stand up and do the activity. Monitor and check for correct
intonation and use of short answers.
3
ADDITIONAL
MATERIAL

Workbook
Unit 3 Exercise 7 This exercise provides practice of first person short
answers.
Exercise
8 A second person question formation exercise.
Exercise
9 This exercise provides practice of first person answers to questions with
question words.

Listening
and speaking
1 Focus attention on the photos of
Giovanni and Diana. Get students to read through the information in the table
so that they know what they have to listen for. Explain that they are going to
hear two conversations, one with Giovanni and one with Diana. These are a
little longer than in previous units, but reassure students that they only need
to complete the information in the table and they don't have to understand
every word.

T
  3.7

Ask students to listen for the country Giovanni is
from. Check the answer ( Italy). Play the first eight lines of conversation I
and then pause. Play the recording again from the beginning and get students to
complete the information about Giovanni. Pause before moving on to conversation
2.
Play
conversation 2 through once and get students to complete the information about
Diana. Get students to compare their answers in pairs. Play the conversations
again, pausing after conversation I and get students to complete/check their
answers.
Check
the answers with the whole class.
Giovanni
Tomba  Diana Black the United StatE

City/Town

Rome

New York

Phone number

069448139

212 463 9145

Age

23

29

Taxi driver
No

Shop
  assistant

I
I Good morning.
G
Hello.
 I Wha€s your name, please?

G My names Giovanni Tomba.
I Thank you. And where are you from,
Giovami?
G rm from Rome, in Italy.
I Thank you. And your telephone number,
please?
G 06 944 8139.
I How old are you, Giovanni?
G tm twenty-three.
I And... whaesyourjob?
G rmataxi driver.
 And are you married?

t Ah! So youfrefrom the United States.
D Yes, lam.
 I
What's your phone number?
D 2124639145.
I Thank you. How old are you?
D rm twenty-nine.
I Whatsyour job, Miss Black?
D rm a shop assistant.
I And are you married?
          D
Yes, I arn
I Thaesfine.Thankyou very much.
2
Demonstrate the activity by asking a confident student the first question.
Students continue asking and answering in closed pairs. Monitor and check. If
students have problems with intonation or with the short answers, drill the
questions and answers across the class and get students to repeat.
Check
the answers with the whole class.
    No, he isnt Yes, she is.
    No,
imt. No, she ism. Yes, it is.             Yes, she is,

SUGGESTION
If students need further practice,
get them to ask and answer more Yes/No questions with the information about
Giovanni and Diana, e.g.
Is Giovanni from Italy? Is Diana
from Chicago?
Is
he a teacher?
Is
he 23?
Is her phone number 212 463 9145?
Is
she a shop assistant?
Is he married?
Is she married?

Talking
about you
3      Focus attention on the example.
Tell students they need a question word, e.g. Where, What, in all the questions
except number 6. Get students to complete the questions in pairs. Check the
answers with the whole class.
Answers
1
Whaesyour name?
2
Where
are you from?
3
Whaesyour phone
number?
4
How
old are you?
5
Whaesyour job?
6
Are you
married?
Check
the pronunciation of-the questions. Make sure students know to use falling
intonation on the Whquestions and rising intonation on the Yes/No question
(number 6). Divide the class into groups of three and get students to interview
each other, using the questions. Get students to write down information about
one student to use in exercise 4.
4      Get students to use the information
they found in exercise 3 to write a short description. This can be done in
class time or for homework.

SUGGESTION
If vou want to give students
further practice in exchanging personal information, photocopy the role cards
on TB p107. There are four cards for female students and four for male
students, so photocopy the appropriate number of cards for the gender balance in
your class.
Give out the role cards
to the students, telling them this is their new identity. If necessary, review
the questions students will need before they start the pairwork. Divide the
class into pairs and get them to ask and answer the questions and note down the
answers. Pair
students with a different partner
and get students to describe their first partner in order to review he/she,
his/her.
If you want students to
have more written practice, get them to use the information to write a
description as in exercise 4 above.

Check it
5
Focus attention on the first pair of sentences as an example. Remind students
of the convention of ticking (V) to indicate that something is correct.
Students continue working individually to choose the correct sentence.
Get
students to check their answers in pairs before checking with the whole class.
Answers
I Her name's Janelle.
2
Shes
a teacher.
3
Are
you from Spain?
4
His
phone number is 796542.

5
HOW
Old is she?
6
She
isn't married.
7
Are
you married? Yes, I am.
ADDITIONAL MATERIAL
Workbook
Unit 3
Exercise
13 This provides further listening practice.
Exercise
14 This provides further practice Of third person short answers.
READING
AND SPEAKING                                                                             G       No,
no. We arent from the United States. We're from
A pop groupEngland. Sorry. How old are you
both? CI'm
21 and George is 20. I Check comprehension of the title 'A pop group' by      Y         And
I'm 19.
asking
students to give names of groups they know.Thanks. Now, who's married in 4 x
4? Focus attention on the photo and make sure studentsWell, I'm not married.
understand
that it shows a pop group called 4 x 4 (saidC and G We aren't married! 'four by
four'). Pre-teach/check on tour, great, and who?  I Melanie, are you married? The text
also introduces the subject pronoun we and the M Yes, lam!
preposition at. Students should
understand these from          I • Well, thank you, 4 x 4 Welcome to New York!
context, but be prepared to explain if necessary.         All It's great here.
Thanks! Ask students to read the text through fairly quickly.

GRAMMAR SPOT

Check
  students understand we by gesturing to yourself and another student. Focus
  attention on the affirmative sentence and the contracted form We're. Make
  sure students understand what the contracted form is in full. Ask students to
  circle the examples of we're in the reading text.
Focus attention on the negative
  sentence and the contracted form aren't. Make sure students understand what
  the contracted form is in full and that the sentence is negative. Ask
  students to circle the examples of aren't in the reading text.
Refer
  students to Grammar Reference 3.2 on p 122.

T
  3.8

Play the first eight lines of the
  conversation and elicit the

answer
  to question I (Melanie is 22). Play the rest of the

4

Tell students they are going to
  invent a pop group. Focus

conversation
  and get students to listen for the answers to

attention
  on the questions in exercise 4. Check students

2 and 3. If necessary, refer them
  back to the text so that

understand
  Where are you now? by asking the same

they can remember the names of
  the characters.

question
  about the classroom situation. Divide the class

Play the recording through again
  and get students to

into
  groups of four. Try to get a mixture of males and

check/complete their answers.

females in each group. Give
  students time to invent their

Check the answers with the whole
  class.

imaginary
  identities and write down the details.
Demonstrate the questions and
  answers with a confident

2 Elicit the answer to number 1 (is
4 x 4). Students complete the rest of the sentences, working in pairs. Check
the answers with the whole class.

Answers
      I The name of the
group is 4 x 4.
2
Melanie
Ryan is from Australia.
3
Cathand
George Walters are from England.
4
Yves Lacosteis
from France.
5
'Wúe
on tourin the United States.'
3Get students to read the questions
through before they listen. If necessary, review numbers 11—30 to help students
when picking out the ages of the characters.
Answersgroup. For the answer to What are
your names?
           I
Melanie is 22. encourage students to use I'm   and This is . . . to avoid  2 Cathis21andGeorgeis20.      the
need for our, which is presented in Unit 4.
 3 Yvesis19.
Then get
the groups to ask and answer about their pop
 4
Melanie is married. Yves, Cath,and George arentmarried.                      groups.
Monitor and check. Get one or two groups to describe themselves to the rest of
the class.
3

ADDITIONAL
MATERIAL
Workbook
Unit 3
Exercise
15 This provides further reading practice.
EVERYDAY
ENGLISH
Social
expressions
I
Focus attention on the gapped conversations and the expressions in the box.
Focus attention on conversation I and elicit the second part of the answer
(Good morning, Mr Brown.) Students continue completing the conversations in
pairs, using the pictures to help.
and tapescript
Play
the recording and get students to check their answers. Students then practise
the conversations in open and then in closed pairs.

NOTE
Exercise 2 contains examples of the
Present Simple (I don't know and I don't understand). At this stage, it's best
to treat these as useful expressions rather than explain the grammar behind the
use of Present Simple. This will be covered in Units 5 and 6.

T
  3.10

2Focus attention on the first photo
and on the gapped conversation. Play the first conversation on tape as an
example and elicit the answer (I don't know). Play the rest of the recording,
pausing at the end of each conversation. Students complete their answers using
the words given.
If
necessary, play the recording again to allow students to check/complete their
answers before checking with the whole class.
Answers and tapescript
I A Whaes this in English?
B I don't know.
A It's a dictionary.
2
C
Hogyhívnak?
M I don't understand. Sorry.
C Wha€s your name?
 M My name's Manuel. I'm from Spain.
3
A
Thehomeworkisonpage.:.oftheWorkbook. B Pardon?
is
on page thirtyofthe Workbook.
3 If necessary, play the recording
again and get the students to repeat. Students then practise the conversations
in open and closed pairs.
ADDITIONAL
MATERIAL

Workbook
Unit 3
Exercises
16—18 These exercises review and consolidate the social expressions from the
Everyday English section.
Don't forget!

Workbook
Unit 3
Exercise
10 In this exercise students translate sentences containing the main grammar
points presented in the unit.
Exercises
11 and 12 Word stress exercises.
Word
list
Ask
the students to turn to p 129 and go through the words with them. Ask them to
learn the words for homework, and test them on a few in the following lesson.
Stop and check I for Units 1—3 (TB PI 30).

Introduction to the unit
The
title of this unit is 'Family and friends' and it aims to extend the range of
personal information students can give. The unit introduces the possessive 's
with family vocabulary, has/have, and irregular plurals. Students get practice
in all four skills with listening and speaking tasks, reading texts on family
and friends, and a guided writing task. The lexical set of family is presented
and another important communicative tool — the alphabet — is introduced in
Everyday English. This section also covers phone language.
our/their • Possessive 's
Family relations • has/have
The
alphabet • On the phone

Language aims
Grammar — possessive The possessive
's is introduced via the context of family. The way Of expressing possession in
English is different from many other languages and so students may initially
have problems with this. Students are given lots of controlled practice in the
Student's Book and Workbook, and the Grammar spot highlights possible confusion
with 's as a contraction of is. has/have Has/have are introduced in the
affirmative. We introduce have rather than have got, as have can generate a
broader range of uses, e.g. I have three children (possession), and I have
lunch at 12 (have as main verb). Have got operates differently and may cause
confusion when students meet the Present Simple and have to deal with do/does
forms. This is avoided in New Headway Beginner as the Present Simple is
introduced in Unit 5 after students have practised has/have in the affirmative.
Apart from in the third person singular affirmative, have will operate like all
the other verbs presented in the Present Simple and so students won't be
overloaded by new language. Have got is covered in New Headway Elementary.
Irregular
plurals These are introduced as part of the presentation on families and are
covered in Grammar Reference 4.3.
Possessive adjectives Out and their are introduced in
this unit, and there is a review
of all possessive adjectives and subject pronouns.
Vocabulary
The lexical set of the family is introduced and practised and there is also a
focus on the language of describing a friend. Basic adjective + noun
combinations are introduced via the reading texts, e.g. a good job.
Everyday
English The alphåbet is introduced and practised and there is also a
focus on phone language.
Workbook
The lexical set of the family is recycled.
Possessive 's is consolidated.
There are exercises to help with potential confusion between both the
possessive 's and the contracted form of is, and plurals.
Possessive
adjectives and subject pronouns are consolidated.
Has/have
are reviewed and consolidated.
There
is a vocabulary categorizing exercise to review vocabulary from Units
Students
are given extra practice in listening and reading.
There
are exercises on word stress.
The
alphabet and phone language from Everyday English are reviewed.
Notes
on the unit

1
T 4.1 This
section reviews all the possessive adjectives students have seen in Units 1—3
and also presents our and their. Focus students' attention on the subject
pronoun column and briefly review I, you, etc. by pointing to yourself and
students and eliciting the correct pronoun, Focus attention on the examples in
the table. Get students to continue completing the table, working in pairs.
Play the recording and let students check their answers. Play it again and get
students to repeat chorally and individually, Make sure they can distinguish
you/you, they/their, and that they can pronounce our correctly.
Answers
and tapeseript
     "jectpronout        I
         you he she we they
Possesiveadjeetive
my your his her our their
2
Focus attention
on the examples in the speech bubbles. Say the sentences, pointing to relevant
objects and getting students to repeat. Elicit more examples by pointing to
objects that belong to the students and objects in the classroom.

SALLY'S FAMILY

Possessive ' s — family relations
I
Focus attention on the photographs.

T
  4.2

Play the recording and ask students to follow the text
in their books. Check comprehension of husband, bank manager, children, and
college.

GRAMMAR SPOT
I Focus attention on the
  examples. Make sure that students understand that 's is the contracted form
  of is.
2      Review the use of her and then
  focus attention on the use of possessive 's. Make sure that students
  understand that we use this form to express possession.
3      Review the use of his and then
  focus attention on the other examples with possessive 's. Ask students to
  circle the examples of possessive 's in the text about
Sally.
  Make sure students don't confuse the contracted form of is with possessive
  's.

Point to one member of the family
and ask Who's this? to elicit the person's name. Take the opportunity to
further practise How old is . ? and (I think) She's by asking How old is
(Sally)?, etc. to elicit possible ages.

Read Grammar
Reference 4.1 and 4.2 on p123 together in class, and/or ask students to read it
at home. Encourage them to ask you questions about it. Grammar Reference 4.3 on
pl 23 focuses on irregular plurals. Read it together in class, and/or ask
students to read it at home. Ask students to find an irregular plural in the
text about Sally on p24 (children).

2
Elicit the answers to questions I and 2 ( Yes, she is, and It's in London.).
Get students to continue answering the questions in pairs.
Answers
and tapescript I Is Sally married?
Yes,
she is.
2 Where's their house?
Ys in London.
 What is Sally's job?
She's a teacher.
4 Where's her school?
It's the centre of town. 5 What is
Tom's job? a bank manager. 6 Where is his bank?
Ys in the centre of town.
 Are their children doctors?
No, they aren't. Theyre students.

T
  4.3

Play
the recording and get students to check their answers.

T
  4.4

3Focus
attention on the words in the table. Play the recording and get students to
repeat as a class.

T
  4.5

4Focus
attention on the family tree. Ask Who's Sally? and get students to point to the
correct person in the photo. Now focus attention on the example and play
sentence I on the tape, Continue playing the sentences, pausing at the end of
each one and getting students to write the correct words, Play the recording
again and get students to check their answers.

and tapescript I Sally
  is Tom's Wife.
2
  Tom is Sallfs husband.
3
  Kirsty is
  Sally and Tomk daughter 4
  Nick is their son. 5 Sally is NicWs mother.
6 Tom is Kirstfsfather 7 Kirsty is Nicks sister.
8     Nick is Kirstys brother.
9     Sally and Tom are Kirsty and
  Nick's parents.
10 Kirsty and Nick are Tom and Sally's children.
Play the recording through again,
  pausing after each sentence and getting students to repeat chorally and
  individually. Make sure they reproduce the possessive 's accurately.

Answers

SUGGESTION
With a weaker group, use the
  family tree in a teacherlead presentation, e.g. point to Sally and then to
  Tom and say wife. Sally is Tom's wife. Have students repeat the word in
  isolation first, then the whole sentence chorally and individually. Make sure
  that they pronounce the possessive 's. Students can then listen to the
  recording and write the words down as reinforcement.

5
Write the following on the board to reinforce the use of possessive 's. Whos Nick? 's = is
He's
Kirstys brother 's = possessive, not is
Drill
the question and answers in open pairs. Then drill a plural example, e.g. Who
are Tom and Sally? They're Nick's parents. Get students to continue asking and
answering about Sally's family in open pairs. Make sure that they give all
possible answers about the different relationships and that they include plural
examples, too.
Students
continue asking and answering in pairs. Monitor and check for correct use of
possessive 's and is/are.

SUGGESTION
You
can give students further practice on families and possessive 's by referring
to famous people. Draw the family tree of a famous family, e.g. the British or
Spanish
royal family and get students to ask and answer questions with Who?
Alternatively; you can prepare true/false statements about the family
relationships. You can also try a quiz based on famous peoplePrepare questions
based on relationships that your students will know. You can include film
stars, pop stars, politicians, and sportspeople, e.g.
Who's
Victoria Beckham? (She's David Beckham's wife,)
Who's Guy Ritchie? ( He's Madonna's
husband.) Who's Kiefer Sutherland? ( He's Donald Sutherland's son.) Who's
Stella McCartney? (She's Paul McCartney's daughter.)
Be
prepared to modify the questions to suit the age and experience of individual
groups.

ADDITIONAL
MATERIAL

Workbook
Unit 4
Exercises
1 and 2 Further. practice of family vocabulary.
PRACTICE
(SB
The
family
I
Focus attention on the photo of Rachel ChangÏs family and on the names.
Ask some general questions about the family: Where are they from? What are
their names? Focus attention on the table and make sure students understand
what information they have to listen for by eliciting possible answers for each
category, e.g. name — Bob, age— 16, job — student.

T
  4.6

Play
the first part of the recording as far as He's a student at college. Elicit the
answers about Rachel's brother (Steve, 15, student). Play the rest of the
recording and get students to complete the table.
Check
the answers with the whole class.
 Age
        Rachelk
brother Steve             15
        Rachelk
mother Grace             42
       Rachersfather                             44

T
4.6

Hello! My name Rachel, and I'm from the
United States. This is a photo of my family. Our house is in San Diego. This is
my brother: His name is Steve, and hek
15. a student. This is  my mother. Her nameg Grace. She's
forty-two, and shega doctor. And this man is my father,
Bob. Heg forty-four, and a businessman.
As
a follow-up, point to each of Rachel's relations and get students to give a
brief description, e.g. This is Steve. He's Rachel's brother. He's 15 and he's
a student.
2
Focus attention
on the example and then get students to complete the sentences in pairs.
Check
the answers with the whole class, making sure students have included possessive
's where necessary.

2
Her
mothe* name is Grace.
3
Grace is            wife.
4
'Whats
job?'          a businessman.'
5
'Wher€sthùhouse?'
'It's in San Diego.'
3
Demonstrate the
activity by writing the names of your own family on the board and talking about
them. Give the inforrnation quite slowly but naturally and then ask a few
questions to check understanding, e.g. Who's this?, What's herjob?, etc.

SUGGESTION
If possible, it's a nice idea to base family
    descriptions on real photos. Bring in photos of your family and ask
    students to do the same. If you have a small enough class, sit them around
    you and talk about the pictures

slowly
    but naturally and pass them around. Encourage students to ask questions,
    following the models in exercise 3 on p26.
Get students to draw their own family tree (and
    have their family photos ready if relevant). Divide the class into pairs
    and get students to ask about each other's family. Monitor and check for
    correct use of he/she, his/her, and a + job.
Ask a few students to choose
    someone in a family tree or in a photo and give a brief description of
    him/her, The person can be from their own or their partner's family.

2 Elicit the answer to sentence I
  with the whole class as an example (true). Then get students to complete the
  exercise working alone.
Get
  students to check their answers in pairs before checking with the whole
  class.
                                                                                Answers
                                                   1
  v' 2 V 3 x 4 x 5 8 6 *

ADDITIONAL
MATERIAL

Workbook
Unit 4
Exercise 3 Further practice of possessive
's.
Exercises 4 and 5 Exercises to help
with potential confusion between possessive 's and the contracted form of is,
and possessive 's, the contracted form of is, and plural -s.
my/our/your.
4
This section
consolidates the possessive adjectives covered in the Starter section. Focus
attention on the example and then get students to complete the sentences. Ask
students

to
check in pairs before checking with the whole class.
2
'Whatare
               names? 'Our names are Kirsty and Nick.'
3
Jean-Paul and André are students. Their school
is in Paris.
4
'My sisteðs married.' Whaes her husbands name?' 5
'My brothedsofficeis in New York.'  his job?' 6 We are in our English class.
7 'Ml-an and Dad are in Rome.' 'What tfEir
phone number?'
ADDITIONAL
MATERIAL

Workbook
Unit 4
Exercises
6 and 7 Further practice of possessive adjectives.

has/have
I
This section recycles the family vocabulary, possessive 's, and possessive
adjectives, and also presents has/have, Point to the picture of Sally on p24
and ask Who's this? Elicit the answer It's Sally Milton. Tell students they are
going to read about Sally's brother.

T
  4.7

Focus
attention on the photograph Of David and his family and play the first line of
the recording as an introduction. Play the rest of the recording through to the
end. Check comprehension of farm and dogs by pointing to the photo, and check
students understand that child is the singular of children.

GRAMMAR
  SPOT

Focus
  attention on the table and the examples. Students complete the table with the
  other forms of have.
You
  have
He
  has
She has
 We have
They have
Ask
  students to circle the examples of has and have in the reading text. Refer
  students to Grammar Reference 4.4 on p123.

T
  4.8

3This
is a dictation activity. Each sentence is recorded twice, once at normal speed
and once more with
time for students to write. Demonstrate the activity by playing the first
sentence and getting students to listen only, then play it again and get them
to write it down. Tell students there are seven sentences in total. Play the
rest of the sentences in the same way. Write the sentences on the board and get
students to check their answers.
Answers
and tapescript I Ihavea small farm in Wales.
2
My wife a job
in town.
3
We
have one son.
4
We
have two dogs.
5
My
sister and her husband have a house in London.
6
He hasaverygoodjob.
7
They
have a son and a daughter.
Play
the recording again, pausing at the end of each sentence and getting the
students to repeat as a class. Students then repeat the lines individually.
4
In this exercise students write about themselves. Focus attention on the
examples in the speech bubbles. Write a few more examples about yourself on the
board and list the categories students can write about: brothers/sisters,
children, home, job, animals. Go round helping and checking.

4

Then
ask a few students to tell the rest of the class about themselves and their
family.
PRACTICE (SB p28)
has/have
1
Focus attention
on the example. Students then complete the exercise working alone.
Get
students to check their answers in pairs before checking with the whole class.
Answers
 2 My parents have a house in the
country.
 My wife has a Japanese car. 4 My
sister and I have a dog.
5
Youhavea
very nice family.
6
Our
school has fifteen classrooms.
7
We
have English classes in the evening,
2
Focus attention
on the examples in the speech bubbles. Drill the sentences chorally and
individually. List the categories students can talk about on the board: number
of teachers/students/classrooms; size of school; equipment at your school (e.g.
TV, video, CD player, computer. You will need to modify the examples to include
equipment that students know you have at your school so that they only generate
affirmative sentences.) Divide the class into pairs and get students to talk
about their school. Monitor and check for correct use of has/have.
ADDITIONAL
MATERIAL

Workbook
Unit 4
Exercises
12 and 13 Further practice of has and have.
Questions
and answers
3
This exercise
reviews the question words students have covered to date and also includes a
Yes/No question. Focus attention on the example and then get students to match
the other questions and answers.

T
  4.9

Play the recording and get students to check their
answers. Then let them practise the questions and answers in pairs.
Answers and tapescript 1 How is your
mother?
She's very well, thank you.
2 Whaes your siste/s job?
She's a nurse.
3 How old are your brothers?
Thefre ten and thirteen.
4
Who
is Sally?
 Shes Davids sister.
5
Where
is your office?
 in the centre of town.
6
Areyouand
your husband from Italy? Yes, we are.
Check it
4
Focus attention on the first pair of sentences as an example. Remind students
of the conven tion of ticking (V) to indicate that something is correct.
Students continue working individually to choose the correct sentence.
Get
students to check their answers in pairs before checking with the whole class.
Answers
 I Maryschildren are married.
2
Whatsyour
daughters name?
3
Whaeshisjob?
4
Theyre
from Germany.
5
Their
parents have a house in Bonn.
6
My
brother has a good job.
7
Our
house is in the centre of town.
ADDITIONAL
MATERIAL

Workbook
Unit 4
Exercise
8 This provides further listening practice.
Exercise
9 A vocabulary categorizing exercise that reviews lexis from Units 1—4.
Exercise
10 and I I Word stress exercises.
Exercise 14 In this exercise
students translate sentences containing the main grammar points presented in
the unit.

READING AND WRITING

p28)

My
best friend

NOTE
Students need access to
dictionaries to check new lexis in the reading text. If students don't usually
bring dictionaries to class or if there isn't a class set of dictionaries
available, ask students to check the new words (in bold) in the text for homework
before the reading lesson.

I
Working alone or in pairs, students read the text and check the new words (in
bold in the text), (If students have done the dictionary work for homework
before the lesson, ask them to do the reading and matching straightaway. )
2      Demonstrate the activity by
eliciting the photo that goes with paragraph a (photo I). Students continue to
match the other photos and paragraphs, and say who they think the people in the
photos are. Check the answers with the whole class.
Photo
I — paragraph a (Andy and Carrie) Thoto 2 — paragraph d hotO 3 — paragraph c
(Andfs sisters, Alison and Molly) hotO 4 — paragraph b (AndYs parents)
3      Focus attention on the example
sentence. Students complete the activity working individually and then check
their answers in pairs. Check the answers with the whole class.

1 a student, nice, funny
     2
two sisters, a girlfriend, a lot of CDs
3
Andy's
girlfriend, American, beautiful
4
a
flat, three children
5
a fan of Mood a
fan of Manchester United
4      Focus attention on the speech
bubble and then get students to give more information about Andy. Divide the
class into pairs and get students to take it in turns to talk about Andy, using
the information they underlined In exercise 3. Monitor and check for correct
use Of he/she/they, his/her/their, is/are, has/have, and possessive 's.
5      Prepare students for the writing
phase by eliciting what sort of information can complete each sentence. If you
have time, build up a connected description on the board of an imaginary person
to provide the students with a model. Get the students to write their
description in class or for homework.

SUGGESTION
It's a good idea to let students
look at each other's written work to help correct it. When you correct the
work, make a note of the most common mistakes in recent target language and get
students to correct them as a class activity before you hand back individual
work.

ADDITIONAL
MATERIAL

Workbook
Unit 4
Exercise
15 A short reading providing further practice Of family vocabulary, possessive
's, and have.
EVERYDAY
ENGLISH
The alphabet
This section covers the alphabet and spelling. Once
students have learnt the alphabet, take the opportunity whenever possible to
spell new words to the students and to get them to spell words in class.

T 4.10

1Tell the students they are going to practise the
alphabet in English. Play the recording, pausing after each letter and getting
the students to repeat as a class.
Review
the letters that students find confusing and drill these thoroughly:

2
The letters in this exercise are arranged according to sound. Demonstrate this
by reading the first group of letters /eW. Say these letters again and get
students to repeat as a class. Repeat for the other groups of letters and then
get individual students to read different letter groups aloud.
Write different letters on the
board at random and elicit them from the students. Pay special attention to the
vowels as these often give problems, Then put some
known
words on the board and elicit the spelling. (You could feed in How do you spell        ?
at this point.)

T
  4.11

3Check comprehension offirst name
and surname and tell students they are going to hear five people spelling their
names. Play the recording of the first name as an example. Then play the other
names, pausing at the end of each surname. Students write the names and then
check their answers in pairs. Then check the answers with the whole class by
writing the names on the board and getting students to spell them aloud.
Answers
and tapescript
What's your name? Sally Milton.
How do you spell your first name? S-A-L-L-Y.
How do you spell your surname?
M-I-L-T-O-N. What's your name? Javier Ruiz.
How do you spell your first name?
J-A-V-I-E-R.
How do you spelt your surname? R-U-I-Z.
What's your name? Quentin Wexham How
do you spell your first narTE? Q-U-E-N-T-I-N
How do you spell your surnarTE?
W-E-X-H-A-M. Whats your name? Sumiko
How do you spell your first rwne?
S-U-M-I-K-O.
     How do you spell
your               M-A-T-S-U-D-A.
What's your name? Fabien Lecterc.
     How
do you spell               first name? F-A-B-I-E-N.
How do you spell your surname?
L-E-C-L-E-R-C.
4
Focus attention
on the examples in the speech bubbles and drill the exchanges chorally and
individually. Students practise spelling their own names in open and closed
pairs.

4

5
Focus attention
on the examples in the speech bubbles in exercise 5. Drill the exchange
chorally and individually. Students practise the exchange with different words
from the text, working in open pairs. Students continue working in closed
pairs. Monitor and check for accurate pronunciation of the letters.
6
Focus attention
on the example. Students continue with the other countries. Get them to check
their answers in pairs before checking with the whole class. Get the students
to give the spelling of each country, rather than just the name.
Answers
        I France              3
Brazil
        2
Spain •           4 Japan

SUGGESTIONS
I
  You can use anagrams such as the ones in exercise 6 to review vocabulary at
  any stage. Write the jumbled letters on the board and ask students to work
  out the word in pairs or teams. Always get the class to give the spelling
  letter by letter to review the alphabet as often as possible.
2
  This is a spelling game called Hangman. You can use it at the beginning of
  lessons as a 'warmer' or as a 'filler' to revise vocabulary. You can divide
  students into two or three teams for this, or play as a class.
4

5

8

3

11
10
1
Choose
  a word and indicate on the board the number of letters it has, using a dash
  for each letter (i.e. if your word is doctor, write _ ). One team/The class suggests a
  letter. If the letter appears in your word, write it in the correct place on
  the dashes, as many times as it appears (i.e. if the letter suggested is o,
  you should write o _ for the word doctor). If the letter doesn't appear in
  your word, write the letter in that team's column at the side of the board
  with a line through it, and draw one line of the gallows. Then the second
  team suggests a letter, and so on.
If you are
  playing in teams, the winning team is the one that guesses the final letter
  to complete the word or that guesses the whole word at an earlier point. If
  you complete the drawing of the gallows before the teams/ the class guess the
  word, then you win and the teams/ class lose.

ADDITIONAL
MATERIAL

Workbook
Unit 4
Exercises
16 and 17 Further practice of the alphabet and spelling.
On the phone

T
  4.12

7Focus
attention on the first business card and ask What's his name?, Where's his
company?, and What's his phone number?. Play the recording through once and get
students to follow in their books. Make sure students understand that And your
name is? is a polite way of asking What's your name? over the phone.
Play
the recording again, pausing at the end of each line and getting students to
repeat chorally and individually, Students practise the conversation in closed
pairs. Repeat the above procedure for the second conversation, but use the
feminine forms What's her name?, her company?, and Mat's her phone number?
about the second business card.
8
Ask students to write their own information on the blank business card. They
should include first name, surname, address, and phone number and they can
invent a company name if they like.
Get
students to practise conversations I and 2 in open pairs, using their own
information. Students continue working in closed pairs.
ADDITIONAL
MATERIAL

Workbook
Unit 4
Exercise
18 Further practice of the phone language in the Everyday English section.
Don't forget!

Word
list
Ask the students to turn to p 129 and go through the
words with them. Ask them to learn the words for homework, and test them on a
few in the following lesson.
Video
A
video accompanies New Headway Beginner. It takes the form of six episodes
centred around four people sharing a house in Oxford. The first episode can be
shown after the end of Unit 4, and subsequent episodes after Units 6, 8, 10,
12,
and 14.
Episode
I Three plus one
Helen,
David, and Matt are looking for a fourth person to share the house. The
interviews go rather badly, with a stream of unsuitable applicants, until Jane
turns up, and gets the room.

EXTRA IDEAS
UNITS 1-4
On
TB p 108 there are additional photocopiable activities to review the language
from Units 1—4. There is a reading text with tasks, a question formation
exercise, and a matching activity on everyday English. You will need to
pre-teach/check divorced for exercise I of the Language work section.

Introduction to the unit
This
unit introduces the Present Simple with I, you, and they in statement forms.
Wh- questions, and Yes/No questions and short answers are also practised. At
this point the Present Simple is used with a limited range of verbs so that
students can get used to the new tense. Students get skills practice with
reading and listening, and listening and speaking tasks.
Sports,
food, and drinks vocabulary is introduced in the context Of likes and dislikes.
The lexical sets of languages and nationalities are also presented. The
Everyday English section extends numbers from 31—100 and also focuses on
prices.
Language aims
Grammar
— Present Simple I The Present Simple is the most used tense in the English
language and it is therefore important to introduce it to beginners in an
accessible way. In New Headway Beginner, the tense is presented over two units,
starting in this unit with the subjects I, you, and they. The affirmative and
negative forms are covered along with wh- and Yes/No questions. The third
person singular forms are covered in Unit 6.
 Students
have met a/an + job in Unit 3 and this focus is extended to cover a/ati +
adjective and noun.

Vocabulary Students practise
the lexical sets of sports, food, and drinks in the context of likes and
dislikes. Countries are recycled and languages and nationalities are
introduced.
Everyday
English Numbers 31—100 and prices are introduced and practised.
Workbook
The lexical sets Of sports, food, and driñks are recycled.
The
Present Simple with I, you, they is further practised along with exercises on
question formation.
Languages
and nationalities are consolidated in a Vocabulary and pronunciation section.
Students are given extra practice in reading and
listening.
Numbers
and prices from the Everyday English section are reviewed.
Notes
on the unit
STARTER
I
Focus attention on the photos. Demonstrate the activity by matching the first
word in each category to the appropriate picture (tennis— I, Italian food — 13,
tea — 4). Students match as many words as possible, working individuallv or in
pairs. Encourage them to guess if they are not sure. Ask them to compare their
answers before checking answers with the whole class-
Answers and tapescript
      Sports             Food
      1 temis            13
Italian food
     8 football         Il
Chinese food10 coffee
        14 swimming 2 pizza                       12
Coca-Cola
      7 skiing              3
hamburgers            9 beer
                                15
oranges             6 wine
5 ice-cream
5
les my

chorally
  and individually. Consolidate the vocabulary by holding up the book and
  pointing to the pictures.
(Alternatively, hold up flash
  cards if these are available.) Ask What's this?!What are these? and elicit
  replies about three or four examples. Get students to continue asking and
  answering in pairs.
2
  Write on the board three or four things that you like from exercise I. Tick
  them and show by your expression that you like them. Get students to tick the
  things they like in exercise I.
Repeat the above procedure for
  the negative, crossing the things you donh like and getting students to do
  the same
THINGS I LIKE
Present Simple — l/you

like
  and don't like, using the vocabulary from Starter exercise I. Ask students to
  write down sentences with their
  likes and dislikes. Then, in pairs, students take it in turns to talk to each
  other about their likes and dislikes. Ask a few students to read their
  sentences to the class.
ADDITIONAL
  MATERIAL
Workbook
  Unit 5
Exercises
  I and 2 Further practice of food vocabulary and the verb like.
Questions
4
  The question form Do you like .. . ? is introduced here. Play the recording a
  couple of times and let students listen before you ask them to repeat line by
  line, chorally, and individually. Make sure students can reproduce the
  pronunciation of do you /dju:/ and the

                     Play the recording and get students
to repeat            Demonstrate the activity by giving examples of what you

T
  5.1

T
  5.2

Focus
  attention on the examples. Make sure students understand that we do not use
  like in short answers, i.e. you cannot say *Yes, I like or *No, I don't like.
Again, it
  is probably best not to explain the function of do at this stage.
Refer
  students to Grammar Reference 5.1 on p123. Do not focus on Questions with
  question words at this stage.

Focus attention on the examples.
  Make sure students understand that don't is the contraction Of do not.
If
  students ask what do means, you can explain simply (in the students' own
  language if possible) that it helps to make negatives and questions. However,
  do not give a detailed grammatical explanation at this stage.

1Focus attention on the speech
bubbles and      rising intonation on the Yes/No questions. pictures. Play the
recording once or twice before you ask students to repeat. Play the recording
again and get students to repeat chorally and individually.
5 Focus
attention on the examples in the speech bubbles.

T
  5.3

students
  to guess what he likes from the lists in Starter

pronunciation
  and Intonation again if necessary.

exercise
  1. Play the recording once and get students to

Students
  continue asking about the other things in

check
  their predictions. Focus on the example and play

Starter exercise I.

the
  first line of the recording again. Play the rest of the

6
  Focus attention on the examples in the speech bubbles.

recording
  and get students to write their answers.

Drill the intonation, making sure
  students can reproduce

Students
  check in pairs. Then check the answers with the whole class.

the
  contrastive stress in the second question:

Answers and tapescript
Well,
  I like swimming and football — American football. I

Yes, I do. Do you like tennis?

don't
  like tennis. Mmm yeah, hamburgers and pizza, I like

ADDITIONAL MATERIAL

hamburgers and pizza and Italian
  food, I like Italian food a

Workbook Unit 5

lot,
  but not Chinese food — I don't like Chinese food and I

don't like tea, but I like coffee
  and beer.

Exercises 3 and 4 Further
  practice of Present Simple with I/you.

2Focus attention on the photo of
Bill and ask                               Get students to ask you the
questions, drilling the
3 Drill the example in the speech
bubble chorally and individually. Make sure students can reproduce the sentence
stress accurately:
I
like tennis, but I don't like football.
5 l€smy

Reading
and listening

T
  5.5

1Here
students are introduced to more Present Simple verbs: come from, live, work,
eat, drink, play, speak, and want. Have is also recycled from Unit 4. Other new
words are waiter, drama, restaurant, language, and actor. The
languages/nationalities Italian, English, and French are also introduced in
context,
Students
read the text and listen to the recording once or twice. Try to get students to
understand the new vocabulary in context and get them to refer to the
information in the photos for help. Check comprehension of live and work by
making sentences about yourself, e.g. I live in (town, country), I work in (
this school), etc. Eat, drink, play, and speak should be understandable from
the context, but if students need further help, mime the actions. (It is
probably not worth going into the fact that drink is a verb here but a noun on
p32.) Students should be able to understand waiter, drama, restaurant, and
actor from the photos. If they query language and Italian, English, and French
write the
corresponding
countries on the board and link them to the languages. You may need to
translate want to if students query this. If students query the pronoun it in I
don't like it, check they understand what noun it refers back to (beer).
(Object pronouns itand them are presented in full in Unit 7.)

Focus attention on the examples.
  Make sure students understand that we use an before a vowel — a, e, i, 0, and
  u. Point out that this can be a noun, e.g. an actor, or an adjective, an
  Italian restaurant.
Refer
  students to Grammar Reference 5.2 and 5.3 on p123.

T
  5.6

2Play
the recording, pausing at the end of each question and getting students to
repeat chorally and individually.
 Get
students to complete Gordon's answers. Then play the recording and check the
answers with the whole class,

Answers
and tapescript I Yes, I do.
2
No,
I don't. I live in London.
3
Yes,
I do. I live in a flat near the centre.
4
No, I don't. I
work in an Italian restaurant.
5
Yes, I do. I
like it a lot.
6
No, I don't. I
want to be an actor.
7
No, I don't. I
don't like it.
8
I
speak French but I don't speak Spanish.
3
Before
putting students into pairs, demonstrate by asking individual students the
questions from exercise 2. Make sure they answer with information about
themselves. Get individual students to ask you the questions and answer with
true information. Students continue asking and answering in open pairs. If
necessary, drill the pronunciation and intonation Of the questions again before
getting students to continue in closed pairs. Monitor and chêck for
correct use of the Present Simple.
Talking
about you
4
This exercise
introduces the Present Simple in whquestions. Briefly review the question words
where, what, and how many by giving short answers and eliciting the appropriate
question word, e.g. a dictionary / an actor — What? Australia / in a hospital —
Where?
three
sisters / ten books — How manv?

T
  5.8

Play
the recording, pausing at the end of each line and getting the students to
repeat as a class. Students then repeat the questions individually. Make sure students can reproduce the falling
intonation on the wh- questions.
Demonstrate
the activity by giving the answer to the first question yourself. Get students
to write their own answers to each question, using the language in Starter
exercise I where appropriate. If students need extra vocabulary, e.g.
languages, be prepared to feed these in.
Demonstrate
the question and answer phase with a confident student by asking and answering
the first two questions. Students continue in open and then in closed pairs.
Monitor and check for accurate use of the Present Simple.
Roleplay
5
You will need to photocopy the role cards on TB pl 09. There is a male and a
female role for Student A and for Student B. These are repeated on the page to
cut down on photocopying. Make sure you cut out and copy the appropriate number
of cards for the gender balance in your class.
Divide the class into pairs and
give each student their card, making sure everyone has the correct role in
terms of gender. Focus attention on the table on p35 and elicit the questions
students will need to ask:
What's your name? How do you spell it?
Where do you live?

DO you live in a house or a flat?
What's your job?
Where do you work?
How many languages do you speak? What
sports do you like?
5
It's my

Drill the questions, making sure students can reproduce
falling intonation.
Ask a confident pair of students to demonstrate the
activity in open pairs. Students then continue in closed pairs, completing the
table in the Student's Book with information about their partner's character.
If possible, get students to stand up to do the roleplay as if they were at a
party. Students can then compare role cards to check they have the correct
information.
Check it
6 Focus attention on the first pair of sentences as
an example. Remind students that the convention of ticking (V) indicates that
something is correct. Students continue working individually to choose the
correct sentence.
Get students to check their answers in pairs before
checking with the whole class.
Answers
I Do you live in Berlin?
2
Where do you come
from?
3
Do you speak
French?
     4 1 don't speak French.
 5 'Do you like football?' 'Yes, I do.' 6 'Are you married?' 'No, I'm
not.' 7 He's an actor.

VOCABULARY AND PRONUNCIATION

Languages
and nationalities
1 Check comprehension of Germany, China,
and Portugal by referring students back to the map on p13. Focus attention on
the example. Students continue the matching activity, working individually.

T 5.9

Play the recording through once and let students check
their answers.
Answers and
tapescript
      England                        English
Germany         German  Italy        Italian
Mexico Mexican Brazil  Brazilian
JapanJapanese
 PortugalPortuguese
 China                                Chinese
      France
     The United States      American
      Spain                            Spanish
2
3

4
5
Remind students of the system used in New Headway to
highlight word stress. Play the recording again and get students to repeat the
pairs of words as a class. Make sure they can reproduce the change of stress
from the country to the nationality/language:
Italy              Italian
Japan            Japanese
Portugal
Portuguese
Play the recording through again and get students to
repeat individually.
Focus attention on the photos and on the examples in the
speech bubbles. Point to the photo of the woman carrying beer and drill the
examples chorally and individually. Elicit another pair of examples about
different people in the photos. Students continue talking about the people in
pairs.
This exercise includes the they form of the
Present Simple with the verb speak. Students shouldn't have any difficulty with
this form, as it's the same as the I form they have already practised.
Check comprehension of Mexico and Switzerland. Focus
attention on the example. Students continue making sentences working
individually.
I Play the recording and get students to check their
answers.
Answers and tapescript
I In
Brazil they speak Portuguese.
2    In Canada they speak English and
French.
3    In France they speak French.
4    In Germany they speak German.
5    In Italy
they speak Italian.
6    In Japan they speak Japanese.
7    In Mexico they speak Spanish.
8    In Portugal they speak Portuguese.
9    In Spain they speak Spanish.
10 In Switzerland they speak French, German, and Italian.
Il In the United States they speak English.
Drill the question form in the speech bubbles. Then get
students to practise a few examples in open pairs.
Students continue in closed pairs, taking it in turns to
ask each other about the countries in exercise 3.
Monitor
and check for correct use of the question form and for
pronunciation of the countries and languages.
This exercise consolidates the nationalities and also

highlights adjective + noun word order. Focus attention

5
It'smy

on the photos and the example. Students complete the
exercise by writing the correct nationalities.

T
  5.11

play
the recording and get students to check their answers.
Answers and tapescript
6
Refer
students to Grammar Reference 5.4 on PI 23.
6
This exercise
gives students the opportunity to practise the Present Simple, nationalities,
and noun + adjective word order in a personalized way.
Write
the verbs have, eat, and drink on the board and elicit adjectives and nouns
that can go with each verb,
e.g.
have a/an
Japanese/American/German/French car an Italian/American bag a Japanese camera
an English dictionary eat          Chinese/ItaIian/Japanese/French food
Spanish
oranges
American/ltalian
ice-cream drink French/Italian/German/Portuguese/Spanish wine
French/German/English/American
beer
Brazilian coffee
Chinese
tea
Give
examples of your own with have, eat, and drink. Trv to highlight the use of
a/an, e.g. I have a Japanese camera. I don't have an Italian car. Then get
students to write their own examples. Monitor and help. Check for accurate use
of a/an and correct adjective + noun word order.
7 Focus attention on the example
questions in the speech bubbles. Give students time to write at least four
questions of their own using have, eat, and drink Monitor and help.
Drill the questions and answers in the speech bubbles.
Get students to practise in open pairs across the class and then in closed
pairs. Monitor and check for correct use of the Present Simple, a/an and
adjective + noun word order.

SUGGESTION
You can bring in adverts from
magazines to give students further practice with nationality adjectives and
nouns. Select pictures of cars, cameras, computers, TVs, food, and drinks.
Elicit simple adjective + noun phrases,

e.g. an American computer, Spanish
wine, etc. and then get students to use the pictures to practise Do you
have/eat/drink/like... ? and short answers Yes, I do/No, I don't. If pairs of
students interview other pairs, you can also practise the they form. (If
students try to generate he/she forms, tell them these are different and that
they will practise them in Unit 6.)

ADDITIONAL
MATERIAL

Workbook
Unit 5
Exercise
5 A reading text to practise the Present Simple — they.
Exercise
6, 7, and 8 Exercises to practise wh- questions and answers, and Yes/No
questions.
Exercises
13 and 14 Further practice of languages and nationalities.
Exercise
15 Further practice of like and nationality adjectives nouns.
LISTENING
AND SPEAKING
At
a party
I This is a fairly long, though
fairly simple, unseen listening. Set the scene by pointing to Alessandra and
Woody in the illustration. Get students to say what nationality they think they
are (I think he's/she's ... ).

T
  5.12

Play
the recording through once and let students check their predictions (Alessandra
is Italian and Woody is English.)
Give students time to read the pairs Of sentences 1—6.
CheCk pronunciation Of Brighton in number 2 and comprehension Of love in number
5 and very much in number 6. Play the first part Of the recording again, and
focus attention on the example. Make sure students understand they have to
focus on what Woody says. Play the rest of the recording and get students to
select the correct sentence from each pair.
Get
students to check their answers in pairs before checking with the whole class.
Go over the answers by playing the conversation again and pausing the recording
after each correct answer.
1
1
work in London.
2
I live in
Brighton.
3
I'm an actor.
4
You
speak English very well.
5
I
love Italy.
6
I
like the food and the wine very much.
                                                                                5    Ifsmy

T 5.12

    A Hello. I'm Alessandra.
   W
Hi, Alessandra. I'm Woody. Woody Bates.
A Do you live here in London, Woody?
W No, I don't. I work in London but I
live in Brighton.

A
Whaesyour job?
W Pm an actor. Whaes your job?
A I work ina hotel.

W
You aren't English, but you speak English very well. Where do
you come from?
A I'm Italian. I come from Verona.
W Oh, I love Italy.  A
Really?
W Oh, yes. I like the food and the wine
very much.
2
Turn to the
tapescript on PI 14 and get students to practise the conversation in pairs.
Roleplay
3
Tell students
to imagine they are at a party in London. Explain that they have to invent a
new identity. Give an example by copying the role card onto the board and
writing the information for your new identity. Ask students to complete the
role card with their new details. Demonstrate the activity with a confident
student, starting with the language in the speech bubbles. Build up a list of
possible questions on the board which students could ask each other.
4
Get the class
to stand up and complete the roleplay. Monitor but do not expect perfect
accuracy or pronunciation. Make notes of major errors to feed back on later but
try not to spoil students' enjoyment of the roleplay. If some pairs do well,
you could ask them to act it out in front of the class.
ADDITIONAL MATERIAL

Workbook
Uilit 5
Exercise
10 Students gap-fill another conversation at a
party.
Exercise
I I Further listening practice.
5
Ifs
my

EVERYDAY
  ENGLISH

p39)

Numbers
and prices
I
Review numbers 1—30 by getting students to count round the class. Repeat until
they can say the numbers accurately without hesitation.

T
  5.13

2Focus
attention on numbers 10—100. Play the recording and get students to repeat
chorally and individually. Get students to count to one hundred in tens round
the class.
3
This is a pairs number dictation. See Unit I Suggestion TB p12 for instructions
for this task.

T
  5.14

4This exercise presents
prices under and over one pound in English. Play the recording and let students
read and listen. Focus attention on the use of p pi:/ for prices under a pound.
Also point out the plural pounds, and that we do not say pounds and p in the
same price,
i.e.
we do not say * one pound sixty p but one pound sixty. Play the recording again
and gets students to repeat chorally and individually.
5      Demonstrate the activity by getting
students to say the first two prices aloud. Students then continue saying the
prices in closed pairs. Monitor and check students can distinguish the stress
on:
seventeen pounds and seventy pounds
T
5.15 Play the recording and get students to check their answers. If students
had problems with pronunciation, play the recording again and get them to
repeat. (With a weaker group; you could say the prices as a class activity,
drilling the pronunciation as you go along, and then play the recording for
reinforcement.)
6      This is a discrimination exercise
which gets students to distinguish between prices that sound similar. Focus
attention
on the objects and prices. (With a weaker group, you could elicit the prices for
each object orally first and then get students to listen and tick.)

T 5.16

Play the recording through once and get students to
tick the prices they hear. Play it through a second time so that students can
check their answers. Get them to check in pairs before checking with the whole
class.
Answers and tapescript I The cheese
sandwich is 90p.
2     The
football is £14.
3     The
camera is £90.99.
4     Thebeeris£160.
5     The
chocolate is 60p.
6 The mobile phone is £24.74.
7      The
dictionary is £10.75.
8      ThebagisBO.99:

7 Focus attention on the speech
bubbles. Drill the question and answer chorally and individually. (If students
query the use of How much . . . explain that this is the question we use to ask
about prices. Do not go into an explanation of the difference between How
much/How many at this stage.)
Practise two or three exchanges in
open pairs. Then get the students to continue in closed pairs. Monitor and
check for correct numbers and prices.

SUGGESTION
You can give students extra
practice with numbers and prices by bringing in adverts, leaflets, and menus
that show prices and getting students to practise How much is. .. ? Make sure
you select the items carefully so that they show Objects students know (or ones
that you can teach that are in the post-beginner range). If you choose images
that show plural objects, you will need to pre-teach/check: How much are .

ADDITIONAL
MATERIAL

Workbook
Unit 5
Exercises
16—19 Consolidation of numbers and prices.
Don't
forget!

Workbook
Unit 5
Exercise
9 A review of is, are, and do.
Exercise 12 In this exercise
students translate sentences containing the main grammar points presented in
the unit.
Word
list
Ask
the students to turn to p 130 and go through the words with them. Ask them to
learn the words for homework, and test them on a few in the following lesson.
Progress test I for Units 1—5 (TB p 121).
5
It's my

Introduction
to the unit
The
title of this unit is 'Every day' and it covers the language of daily routines.
It presents the third person singular form of the Present Simple and so follows
on from the language covered in Unit 5. Basic frequency adverbs, telling the
time, and days of the week are also introduced.

The vocabulary syllabus is
extended with a focus on an important aspect of English — collocation. The
lexical set is of daily routine verbs, allowing students to talk about their
own routine and ask about other people's.
6 •
Language
aims
The
time The unit opens with a section on telling the time in English. This is done
with digital time so that students can use the numbers they already know to
tell the time, e.g. five fifteen, and not have to worry about quarter to/past, half
past, etc.
Grammar — Present Simple 2 The
I/you forms are reviewed and the presentation of the Present Simple is
completed with he/she/it in the positive, negative, and question forms (both
wh- and Yes/No questions). The third person singular form is the one that
causes most problems for students and so it is divided out into a section of
its own for the initial presentation. All forms of the Present Simple are
reviewed and recycled across the course so that students can deal with the
differences in the I/you/we/they and he/she/it forms. Frequency adverbs
Usually, sometimes, and never are introduced and practised as part of the
function of talking about routines.
Vocabulary The vocabulary section focuses on words
that go together and so introduces an important aspect of English —
collocation. The section includes words that go with common verbs to produce a
useful lexical set for talking about routines.
Everyday
English Days of the week and prepositions of time are presented and practised.
Workbook
The time is reviewed in a range of exercises.
The he/she/it forms of the Present Simple positive are
reviewed along with the frequency adverbs from the unit. Students are also
given the opportunity to personalize the adverbs and review the I form.
Students
practise third person singular Present Simple negative and questions, and also
review the use of the auxiliary verbs do/does/don't/doesn'tin all forms.
Vocabulary
from the units covered to date is consolidated in a crossword.
Students
get skills practice with a listening and a guided writing task
The
days of the week and prepositions from Everyday English are reviewed and
consolidated.

POSSIBLE
PROBLEMS
•
The Present
Simple has very few inflections when compared with equivalent structures in
other languages. The addition of the third person singular -s is the only
change in the positive and so students often forget to include it. Be prepared
to give lots of practice in the he/she/it forms!
•
The use Of
does/doesn'tis an added complication which students often confuse with
do/don't. Again, regular review and practice will help students produce the
forms accurately,

• The third person singular -scan
  be pronounced in three ways: works    /wxks/ lives      I'llvz] watches /
  'wotf1Z/
Students also need help in
  distinguishing and producing these endings.

Notes on the unit

NOTE
It is useful to have a cardboard
  clock with movable hands for this lesson and for subsequent revision of
  telling the time. If you do not have one in your school, then it is quite
  easy to make one.

The Student's Book presents digital times so that
students can tell the time with the numbers they already know, without having
to deal with quarter past/to and halfpast. The section includes times on the
hour, half hour, and quarter hour. The other times, e.g. (9).05, ( I I ) .25,
etc. are covered in a photocopiable task on TB pl 10. See the Suggestion notes
opposite.

T
  6.1

1Focus
attention on the clocks. Play the recording of the first five times, pausing
after each one and getting students to repeat chorally and individually.
Highlight the use of o'clock for times on the hour and make sure students can
pronounce it accurately.
Get students to complete the remaining five times,
following the examples given in 1—5. Play the recording of numbers 6—10 and get
students to check their answers. Play the recording again, getting students to
repeat chorally and individually.
Answers
and tapescript
         I
Its nine o'clock.                        6 les two o'clock.
      2 Ys nine thirty.                  7
Its two thirty.

3
les nine
forty-five.8 Its two forty-five.
4
les ten
o'clock.           9 Its three o'clock. 5 les ten fifteen.       10 les three
fifteen.

T
  6.2

2Focus
attention on the conversation. Play the recording once and get students to
listen and read. Play the recording again, and get students to repeat chorally
and individually. Demonstrate the pairwork with one student. Ask students to
give two or three more examples in open pairs before continuing in closed
pairs.

SUGGESTION
There
is a photocopiable information gap activity on TB pl 10 which reviews and
extends the language of telling the time. Photocopy enough pages for your class
(Student A's material and Student B's material are on the same page.) The
activity covers times which students haven't met in the Student's Book so you
will need to pre-teach/check these first. Write the following times on the
board:
11.05,
1.10, 7.20, 9.25, 8.40, 6.50, 12.55
Remind
students of the use of 'oh' /ao/, which they met in phone numbers, for 11.05.
Get students to say the times aloud, reading them as digital times, e.g. one
ten.
Explain
that each student has six times and six empty clocks and that they have to ask
What time is it, please? and complete the clocks. Demonstrate the activity with
one student before dividing the class into pairs and getting them to complete
the task. Monitor and check for the correct use of the times.
Students
check their answers by comparing their completed sheets.

WHAT
  TIME DO YOU     ?

p41)

Present Simple — l/you
I
This section presents daily routine verbs. Focus attention on the pictures.
Elicit some basic information about the character: What's her name? (Lena). How
old is she, do you think? (She's about 16.)
Explain
that students are going to hear Lena talking about her school day. Review
telling the time by getting students to read the pairs of times aloud. (The
Starter section didn't present (8) .40, which appears in number 3, but students
should be able to read the time as they
already
know the numbers.)

T
  6.3

Focus
on the example and play the first line of the recording. Play the recording to
the end and get students to continue circling the correct times. Get students
to check their answers in pairs. Play the recording again and get students to
check against the tape.
Check
the answers with the whole class.

Well, on schooldays I get up at seven
forty-five. I have     breakfast at eight and I go to school
at eight thirty. I have

lunch in school with my friends,
thaes at twelve fifteen — Ys early in our school. I leave school at three
thirty in the afternoon and I walk home with my friends. I get home at four
thirty. I go to bed at eleven o'clock on school days, but not
at the weekend.
Say
the sentences aloud or play the recording again and get students to repeat
chorally and individually. Make sure students aren't confused by the spelling
of breakfast and pronounce it correctly /'brekfast/. Students practise the
sentences in closed pairs.
2
Demonstrate the
activity by telling students about your day, giving the same information as in
the pictures. Do this in a natural way, but do not add in any new language.
Focus attention on the example in the speech bubble and elicit a few single sentences
from students about their day with the verbs from exercise 1. Students continue talking about their day
working in pairs. Monitor and check for correct use of the Present Simple and
the times.
3
This exercise
practises the question What time .P with the Present Simple. Focus attention on
the questions and get students to listen and repeat chorally and individually.
Make sure they can reproduce the pronunciation of do you /dju and the falling
intonation on the wh- questions.
Drill the question and answer in the speech bubbles
and elicit the other questions students can ask. If students need help, write
the verbs on the board:
get up, have breakfast, go to work, have
lunch, leave work, get home, go to bed.
Get students to practise the questions in open pairs.
Students continue in closed pairs, working with a different partner from
exercise 2. Monitor and check for correct use of the Present Simple and the
times.
ADDITIONAL
MATERIAL

Workbook
Unit 6
Exercises
I and 2 Practice of the time.
Exercise
3 First person singular of the Present Simple and further time practice.

KARL'S DAY

Present
Simple — he/she/it, usually/sometimes/never
I
This section presents the he/she/it positive forms of the Present Simple.
Focús attention on the photos of Karl and get students to read the
description of him. Check comprehension of millionaire, director, 24-hour,
shopping site, and Internet.
Focus
attention on the pictures of Karl's day and check comprehension of have a
shower, work late, buy, and go
6
out.
Focus attention on the example sentence. Get students to continue writing the
times, working individually.
Ask
students to check their answers in pairs before checking with the whole class.
Answers
1
six o'clock5
eight o'clock
2
six
forty-five   6 nine fifteen

GRAMMAR SPOT

Focus
  attention on the examples of third person singular forms gets up and has.
  Students underline the verbs in sentences 2—8. Check the answers with the
  class.

2    has             6
  buys, eats, gets

3    leaves,
  goes              7 goes, works

4    has             8
  goes

5    works,
  leaves

Elicit
  the key last letter in each of the verbs (s),

T
    6.5

Play the recording and get students to repeat
  chorally and individually. Make sure students can distinguish the Is/
  endings, e.g. gets (gets/ from the /z/ endings, e.g. has /hæz/ (The
  tapescript gives the complete verb forms including nouns and particles.)

Tapescript
        I
  gets up                                    6
           has
  a shower
2     has
  breakfast           gets home
3     leaves
  home 7 goes out  goes to work
4
  has lunch  8 goes to bed
5     works
  late
leaves work
2
  Focus attention on the adverbs of frequency and their meaning. Make sure that
  students understand that usually and sometimes are not fixed references and
  the actual number of times that they refer to can vary. Ask students to
  underline the examples of usually, sometimes, and never in the sentences
  about Karl.

T
    6.6

Play the recording and get
  students to repeat chorally and individually. Make sure students reproduce
  the third person singular ending and encourage them to reproduce the linking
  in the following sentences:
He
  sometimes buyea pizza.
He
  never goes out in the evening.

3
seven fifteen
4
one
o'clock

Tapescript
He usually works late.
He sometimes buys a
  pizza.
He never goes          in
  the evening.
Read Grammar Reference 6.1 — 6.3
  on p124 together in class, and/or ask students to read it at home. Highlight
  the use of the -es ending, e.g. go — goes. Encourage them to ask you
  questions about it. If appropriate, point out that the frequency adverbs can be
  used with to be, but that they usually come after the verb, e.g. I am never
  at home in the morning.

Focus attention on the example
    sentences. Make sure students understand that the -s is on the verb in the
    positive form and on does in the question and negative.
Highlight
    doesn't as the contracted form of does not. Ask students to circle the -s
    ending and the use of does/doesn't in the questions and answers in exercise
    2.

GRAMMAR SPOT

ADDITIONAL
MATERIAL

Workbook
Unit 6
Exercise
4 Present Simple he/she/it forms.
Exercises
5 and 6 Present Simple and frequency adverbs usually/sometimes/never.
Questions
and negatives
2
This section
introduces does/doesn't in the question and negative forms. Both wh- and Yes/No
questions are presented at the same time, as students are dealing with the
third person singular form only at this stage, and they have already had a lot
Of practice of the individual question types.

T
  6.7

Refer
students back to the pictures of Karl. Read question I aloud and elicit the
answer (gets). Students continue completing the answers, working individually.
Get them to check in pairs before playing the questions and answers on tape.
Play the recording through once and let students check their answers.
Play the recording again, pausing after each question
and answer exchange, and get the students to repeat chorally and individually.
Make sure they can reproduce the falling intonation on the wh- questions and
the rising intonation on the Yes/No questions. Students practise the questions
and answers in open and then in closed pairs.
Answers
and tapescript
I    What
time does he get up?
He
gets at six otlock.
2 When does he go to bed?
He goes to bed at eleven forty-five.
3 Does he go to work by taxi?
Yes,
he does.
4    Does
he have lunch in a restaurant?
No,
he doesnt
5    Does
he go out in the evening? No, he doesn't.
3
Focus attention
on the language in the speech bubbles. Drill the question and answer. Elicit
two or three more examples with students working in open pairs. Students
continue asking and answering in closed pairs. Monitor and check for correct
use of third person -s and of does/doesn't in the questions and negatives.

T
  6.8

Play the recording and get students
to check their answers. If students had difficulties With questions and answers
1—7, drill the questions and answers and get students to practise them in pairs
again.
Answers
and tapeseript
I    What
time does he have breakfast? He breakfast at six forty-five, 2 When does he
leave home?
He leaves home at seven fifteen.
3 Does he go to work by bus?
No, he doesn't. He goes to work by
taxi. 4 Wtwe does he have lunch? has
lunch in his office.
S he
usually work late?
he does.
6 he eat in a restaurant?
he doesn't. He sometimes buys a pizza
and eats it tn-ne.
 7 Mut does he do in the evening?
 He works at his
GRAMMAR
SPOT

I
  Focus attention on the table. Elicit the forms for you work and don't work)
  and then get students to complete the rest of the table. Check the answers
  with the whole class.
                              Positive
  Negative work               don't work
You work don't work works doesn't work
     She           works        doesn't work
We  work    don't
  work They        work    don't work

6 serious
problems with pronunciation, drill the sentences with the whole class and get
them to repeat.
Negatives and pronunciation
3 This
exercise practises the negative form and also

Highlight
  again that the he/she form is the only one that is different.
2
  Get students to complete the wh- questions, Then check the answers with the
  class.
 Answers
Highlight
  the use of does in the second question.
Refer
  students to Grammar Reference 6.4 on PI 24. Make sure students understand
  that we repeat do/does or don't/doesn't in the short answers rather than the
  main verb, i.e. we cannot say. DO you get up at 7.30? *Yes, I get up.

PRACTICE

p44)

Katya's day
I
Remind students of Karl from the previous section.
Point
to the photos of Katya and ask Who is she? (She's Karl's sister.)
Pre-teach/check artist, country, early, toast, go for a walk, paint, studio,
cook, and play the piano. Read the heading of the text aloud. Ask How old is
Katya? and What's herjob? (She's 25. She's an artist.) Focus attention on the
example. Elicit the second verb (gets up) and then get students to complete the
text, working indivi dually.

T
  6.9

Get students to check their answers in pairs before
playing the recording and letting them check against the tape.
 Answers
and tapescript
Katya
is twenty-five. Shes an artist. She lives in a small house  in
the country. She usually gets up at ten o'clock in the morning.
She never gets up early. She has coffee and toast for breakfast and then she
goes for a walk with her dog. She gets  home
at eleven otlock and she paints in her studio until  seven
o'clock in the evening. Then she cooks dinner and  drinks
a glass of wine. After dinner, she sometimes listens to music
and she sometimes plays the piano. She usually goes to bed
very late, at one or two o'clock in the morning.
highlights
the importance of contrastive stress when correcting or disagreeing with a
statement. Focus attention on the example and ask positive or negative? about
each sentence in the answer (first sentence— negative, second sentence —
positive). Explain that the circles indicate where the main stress falls in
each sentence.
Pre- teach stay at home for sentence 8. Elicit the
answer to sentence 2 (He doesn't get up at ten o'clock. He gets up at six
o'clock) Tell students to continue correcting the sentences, referring back to
the information about Karl and Katya on pp42 and 44. (With a weaker group, you
could do this as a class activity on the board and then play the tape for
reinforcement.) Tell them not to worry about the stress in the sentences at
this Stage.
T
6.10 Play the recording through once, getting students to check their sentences
for grammatical accuracy. Then write the pairs of sentences for numbers 2 and 3
and elicit where the main stress falls with the whole class. Remind students
that the stress helps to indicate the main difference in the information in the
pairs of sentences, and so falls on the key words.
Get
students to work in pairs and mark where they think the main stress falls in
the rest of the pairs of sentences. Play the recording again and get students
to check their answers. Also, check the answers orally with the whole class in
case students have problems hearing the main stress.
Play
the recording again and get students to repeat chorally and individually.
Answers
and tapescript
I
She doesn't live in          town She lives the country.
2
He doesn't get
up at ten otlock. He gets up at six dclock.
3
She
doesnt have a big breakfast. She has coffee ard toast.

2
Focus attention on the two examples. Make sure students realize that he refers to Karl and
she to Katya. Get students
to complete the answers and then check in

    pairs. Check the answers with the
whole class.

Ask a
few students to read the sentences aloud. Then get students to practise the
sentences in pairs. If they have
4    He
doesn't have a dog. She has a dog.
5    She
doesn't work in an office. She works at home.
6    He
doesn't cook dinner in the evening. He buys a pizza 7 She doesn't go to bed
early. She goes to bed tate.
8 They dont go out in the evening. They
stay at

Talking
about you
4
Demonstrate the
activity by writing the names of two people (one male, one female) from your
family on the board. Get students to ask you questions about them, using the
language in the speech bubbles and the cues in the Student's Book. If students
have problems switching from questions with be to the Present Simple questions,
drill the language as a class.
Get
students to write the name of two family members on a piece of paper. Remind
them to choose one male and one female. Students work in pairs and ask and
answer about the family members. Monitor and check
for
correct use of he/she, his/her and the third person singular Present Simple forms.

SUGGESTION
You
  could ask students to bring in family photos for the above activity.

Check it
5
This exercise
consolidates the auxiliary forms do/don't and does/doesn'tin Present Simple
questions and short answers. Focus attention on number I and elicit the answers
(Do, do). Students continue completing the questions and answers, working
individually.
Ask
students to check their answers in pairs before checking with the whole class.

1
'Do
you like ice-cream?' 'Yes, I do.'
2
she
work in London?' 'Yes, she does.'
 3 'Where does he work?' 'In a bank.'
4 'Do you go to work by bus?' 'No, I
don't.'
5 'Does she go to bed early?' 'No,
she doesn't.'
6
'Do
they have a dog?' 'Yes, they da'
7
he
speak German?' 'No, he doesn't.'
 'Do they live in the US? 'No, they
don't.'
ADDITIONAL
MATERIAL

Workbook
Unit 6 Exercise 7 Word order in he/she/it forms of Present Simple wh-
questions.
Exercise
8 A reading task to consolidate Present Simple he/she/it forms.
Exercises
9 and 10 Present Simple he/she/it forms in the negative.
Exercise
I I he/she/it forms Of Present Simple Yes/No questions.
Exercise 12 A review of do/does/don
't/doesn't.
VOCABULARY
AND SPEAKING (SBp46)
Words
that go together
I
Check comprehension of shopping. Focus attention on the examples. Students
continue working in pairs to match the verbs and nouns/phrases.

T
  6.11

their
  answers.
Answers and tapescript

get arty

go
  shopping

go to bed late

haye
  a shower

Play the recording and get students
to check
toeat
in restaurants watch TVdrink beer cookplay
the piano officestay
at home
2      This is a questionnaire activity to
practise Yes/No questions. As a variation, students use Yes, usually., Yes,
sometimes., and No, never. in their answers, rather than Yes, I do./No, I
don't. This allows them to practise the frequency adverbs in a simple but
meaningful way,

T
  6.12

Focus
attention on the questionnaire, Play the recording and get students to repeat
chorally and individually.
3      Focus attention on the language in
the speech bubbles. Drill the question and three possible answers. Get students
to ask you a few of the questions and give true answers, Demonstrate how to
record the answers by putting
the three adverbs on the board and ticking under the appropriate one.
Students
then work in closed pairs, asking and
answering,
and filling in their partner's answers.
4      This follow-up phase allows
students to talk about themselves and their partner and so get practice in
switching from first to third person. Focus attention on the example and then
elicit more information from individual students about themselves and their
partner.
ADDITIONAL
MATERIAL

Workbook
Unit 6

6

Exercises
14 A crossword to review vocabulary covered in Units 1—6.

EVERYDAY ENGLISH

Days of the week
1
Explain that
students are going to learn the days of the week in English. Play the recording
and get students to write the days in the correct order. Play the recording
again and get students to repeat chorally and individually. Make sure they can
distinguish Tuesday and Thursday and that they only produce two syllables in
Wednesday / ' wenzdel/.
Answers and tapescript
Monday
Tuesday Wednesday Thursday Friday
Saturday
Sunday
Students
practise the days again with each student saying one day of the week in the
correct order.
2
Elicit the
answer to question 1 as an example. Students do the exercise in pairs. Have a
brief feedback session by getting students to give their answers to individual
questions.
3
Here students
learn which prepositions are used with the days, parts of the day, and times.
Elicit the answer for times and the weekend (at) and then get students to write
the correct preposition for the other phrases.

T 6.14

Play
the recording and get students to check their answers. Highlight the difference
between in the evening but on Saturday evening, in the afternoon but on Friday
afternoon, etc.
Answers and tapescript on Sunday on Monday on Tuesday on Saturday evening
on Thursday morning on Friday afternoon
at nine o'clock at ten thirty at twelve fifteen at the weekend in the
morning in the afternoon in the evening
4
Elicit the
answer to number I (at) and then get students to complete the other sentences
with either in, on, or at. Check the answers. .
Answers l at 2 on 3 in 4 on 5 at
6
Focus attention on the example answers in the speech
bubbles. Get students to practise asking and answering questions 1—5 in closed
pairs. This allows them to practise the we form of the Present Simple. Get them
to complete the sentences in writing about when they do have English lessons.
Encourage them to include the day, part of the day, and time: We have English
lessons on (Monday evening) at (seven thirty).
5
Students
complete the questions with the correct preposition, then ask and answer the
questions in closed pairs. Monitor and check for correct question formation,
use of short answers and prepositions of time. If you have time, conduct a
brief feedback session to allow students to talk about their partner and so
practise the third person singular.
ADDITIONAL MATERIAL

Workbook
Unit 6
Exercises
17 and 18 Days of the week.
Exercise
19 Prepositions of time in/on/at.
Don't forget!

Workbook
Unit 6
Exercise
13 In this exercise students translate sentences containing the main grammar
points presented in the unit.
Exercise
15 Further listening practice.
Exercise
16 A guided writing task to consolidate the language of routines.
Word
list
Ask the students to turn to PI 31 and go through the
words with them. Ask them to learn the words for homework, and test them on a
few in the following lesson.
Video
Episode
2 Home movie
Jane
has a video camera and is making a film about the new house (and the people in
it) for her sister, Alison. David's a reluctant interviewee, Helen rather
enjoys it, and Matt has an unpleasant surprise.
Stop
and check 2 for Units 4—6 (TB p133).

Question
words • it/them this/ that • Adjectives Can I .
Places I
Introduction                         Language aims
to
the unit                                                   Question words The
question words introduced in previous units are reviewed and how to refer to
manner and why are introduced, Who in subject
The
title of this unit is 'Places I like' and questions is also included for
recognition. it gives practice in describing places.
The grammar input includes revision    Object pronouns
Subject pronouns (I, you, he, etc.) are reviewed and object and extension of
question words, the           pronouns (me, you, him, etc.) are introduced.
Grammar Reference 7.2 also lists introduction Of Object pronouns, and   possessive
adjectives so that students can see potential areas of confusion.
the
demonstratives this and that. this/ that This and that are introduced in the
context of asking about objects: Students get skills practice with a What's
this/that? reading and writing section linked to
Vocabulary
A set of key everyday adjectives and their opposites is Introduced. the focus
on places.
This gives an
opportunity to review objects introduced in earlier units. Useful adjectives
and their opposites    Students also review the use of a/an + adjective + noun.
are introduced and I practised. ? is the Makingfocus of        Everyday English
Requests with Can I ? are introduced and practised in a requests with Can         range
Of situations. the Everyday English section.
Workbook
There are exercises to practise object pronouns and help students with
potential confusion with subject pronouns and possessive adjectives.
This, that,
and objects are consolidated.
Students
practise question words in matching and word order exercises,
Students
are given an opportunity to give their own answers to questions. There is an
exercise to practise the newly-introduced question word why and answers with
because.
The
adjectives from the unit are consolidated in a range of exercises.
Students
get skills practice with a listening and a reading task.
Requests
with Can I ? from Everyday English are reviewed and consolidated.

POSSIBLE
PROBLEMS
The
similarity between subject and object pronouns, and possessive adjectives often
present problems for students. The Student's Book and Workbook give practice to
help students with these areas, but be prepared to monitor these areas during
pair-work and review as necessary.

Notes
on the unit
STARTER

NOTE
How much? and How many? are
reviewed together in this exercise. Students have used How much? to talk about
prices and How many? to talk about numbers, so they should not have any problem
with the matching exercise.

It is not advisable
  at this stage to present the use of much/many with countable and uncountable
  nouns. This is covered in New Headway Elementary. Similarly, at this stage,
  don't explain the use of Who lives     ? in the subject question in number 7
  or contrast it with the object question form Who does . ? Just let students
  recognize which answer goes with Who?

1
Focus attention
on the example to demonstrate the activity. Students continue to match the
questions and answers, working in pairs,
T 7.1
Play the recording and get students to check their answers.
Answers
and tapescript
I What is the capital of Australia?
 Canberra.
2 How old are the Pyramids?
 4,500 years old.
 3 What time do Spanish people have
dinner?
Late. At 10.00 in the evening.
4    Where
does the American President live?
In the White House.
5    How
many floors does the Empire State Building have?
86.
6 How much is a hamburger in the US?
7 Who lives in Buckingham Palace? The
Queen of England.
If you
feel students need practise with the intonation of wh- questions, play the
recording and get them to repeat the questions and answers chorally and
individually.

SUGGESTION
To give more practice with
  question words, you can have a quiz in which the students generate the
  questions. You can give different groups sets of answers and get them to
  write the questions. You will need to choose answers that can only generate
  one question and only focus on the present tense at this stage. Check the
  questions with each group and then divide the students into pairs so that
  each student has a different set of questions, Students ask and answer in
  pairs, scoring a point for each correct answer.

2
Give an example
by talking about your favourite town or city. Include known adjectives, e.g.
big, small, beautiful, etc., and information about what the place has, e.g.
restaurants, hotels-etc. Take the opportunity to pre-teach why and because,
which will be used in the next section. Check the pronunciation of because /bl
'koz/.
Elicit
another example from a confident student. Students then continue in pairs.
Monitor and check, but only feedback on major errors. Let students have the
opportunity to say what they can in a relatively free way.
I LOVE IT HERE!
it/them,
this/that
 This
exercise reviews questions and answers, including why and because. Review these
words but don't pre-teach all the new vocabulary unless you feel students will
have difficulty understanding from context. If this is the case or if you have
a weak group, you can pre-teach/check the following by referring to a film star
students will know: famous, film star, journalist, fantastic, nice, first,
movie (American usage), visit (verb), vacation (American usage), wedding,
happy, together.
Focus
attention on the photo of Céline. Ask questions to get students to
predict information about her: ( What's her job? Where is shefrom? Where is she
now? Is she married? Does she have children?)

T
  7.2

Play the recording through once and get
students to check the predictions above: (She's a film star. She's from the
United States. She's in her house in London now.
Yes, she is. Yes, she does.)
Play
the recording again and get students to complete the conversation.
Get
the students to check in pairs before checking with the whole class.
Answers
and tapescript
G This is a very beautiful house.
C Thank you. I like it very much, toa
G Céline, you're American. Why do
you live here in Londm?
C
Because I just love it here! The people are fantastic! I love  them!
And of course, my husband, Charles, is     and I  love
him, too!
G Thatsa very nice photo. Who are they?
C My sons. Thaes Matt, and thaesJack. They
go to school here. My daughters at school in the
US. Her names

     G Why does
Lisa-Marie goto school in        US?
C Because stE lives with her father. My
first husband, you know, the actor Dan Brat. I hate Hm
and all his movies

I never watch them
G I see. And does Lisa-Marie visit
you?

C Oh, yes. She visits me every vacation.
She's here with  me now.
G And is this a photo of you and Charles?
C Oh yes. Ys us in Hawaii. Ys our
wedding. We're so happy together!

2
Get students to
practise the conversation in closed pairs while you monitor. If students have
problems with pronunciation and intonation, drill key sentences and then get
students to continue practising the conversation in closed pairs.
3
This exercise
reviews Present Simple questions and answers, and also practises object
pronouns and why and because. Focus on the example and remind students of the
use of does in the third person question. Students complete the sentences,
working individually.
Get
students to check their answers in pairs before checking with the whole class.
3
4
Where
do her sons go to school?
In England.
5
Why does Lisa-Marie go to school jn the US? she
lives with her father.

GRAMMAR SPOT

Check comprehension of the terms
  subject and object pronouns by writing this simple table on the board.

S*ct Veb Object like  you. like        it.  likes  them.  like him.

1     Focus attention on the examples
  What and How old from sentences I and 2 in Starter exercise I. Elicit the
  question words in sentences 3 and 4 ( What time and Where). Students continue
  underlining the question word(s) in Starter exercises I and 2. Check the
  answers with the whole class.
2     Focus attention on the table in
  the Student's Book and on the examples. Get students to complete the object
  pronouns, working in pairs. Check the answers with the whole class.
                                               prono'm
  I
Object pronolm me you him her it
  us them

Ask
  students to underline the object pronouns in the conversation in exercise I.
3     Elicit the first examples of this
  and that in the conversation in exercise I (This is a very beautiful house.
  That's a very nice photo.) Students continue to find examples of this and
  that.
Read
  Grammar Reference 7.1—7.3 on p124 together in class, and/or ask students to
  read it at home. Encourage them to ask you questions about it.

What's that?
I
Pre-teach/check the use of What's this? by holding an object/picture of an
object close to you and eliciting the answer It's a (book). Repeat the
procedure for What's that? by pointing to an object/picture of an object at a
distance from you. Drill the questions and answer It's a/an . chorally and
individually. Make sure you include an object/picture of an object beginning
with a vowel so that students review It's an (ice-cream).
Focus
attention on the picture. Review the names of all the objects, without asking
What's this/that?at this stage, and check the pronunciation. Focus attention on
the examples in the speech bubbles. Drill the examples in open pairs and then
get students to ask and answer about the objects in the pictures in closed
pairs. Monitor and check for correct use of What's this/that? Check the answers
by getting students to ask and answer across the class.
Whats that? Ifs a dog / camera / bag / photograph /
glass /
What's this? Its a/an phone / television /
orange / sandwich / dictionary / cat.
2
Focus attention on the examples in the speech bubbles. Drill the language
across the clåss and then get students to continue asking about Objects
in the classroom in closed pairs. Encourage them to use the possessive 's where
appropriate, e.g. It's Juan's book, Monitor and check for correct use of What's
this/that? and the possessive 's.
ADDITIONAL
MATERIAL

Workbook
Unit 7
Exercises
4 and 5 this and that.
I like them!
3     This section practises object
pronouns and allows students to personalize the language by talking about
people and things. Pre-teach/check hate and of course. Focus attention on the
example and make sure students understand what the answer it refers back to
(ice-cream). Students complete the other sentences, working individually.
 Get
students to check their answers in pairs before letting them check against the
tape. Ask students what the pronoun refers back to each time (given in brackets
in the key below). Sentence 5 assumes the teacher is a woman. Check what
pronoun would be used if the teacher were a man (him).

 Answers
and tapescript
I Do
you like ice-cream?
Yes, I
love it. (ice-cream) 2 Do you like dogs?
No, I hate them. (dogs) 3 Do you like me?
Of
course I like you! (me)
4     Does your teacher teach you French?
No, she teaches us English. (you) 5 Do you like your teacher?
We
like her very much, (your teacher)
What do you like?
4 Check comprehension of the items in the
list. Focus attention on the speech bubbles and check comprehension of love,
hate, and all right. This can be done with simple board drawings of faces — a
smiling face for love, a neutral face for all right, and a frowning face @ for
hate.
Drill the language in the speech bubbles
chorally and individually. Check for correct sen tence stress in the answers:
Yes, I do. I love it.
No, I
don't. I hate it.
It's all right.
Get students to give two or three more examples in open
pairs across the class. Then get students to continue in closed pairs. Monitor
and check for the correct use of object pronouns.
ADDITIONAL MATERIAL

Workbook Unit 7
Exercises 1—3
Consolidation of object pronouns.
Questions and answers
5     Pre-teach/check
champagne, marry, maths, homework, present (noun). Focus attention on the
question in the example and review the fOrmation Of the third person Present
Simple question. Focus attention on the answer and review the use of third
person -s and the object pronoun it. Check students know what the pronoun
refers back to (champagne).

T 7.4

Give students time to write the questions
and answers individually and then ask and answer in pairs. Monitor and check
for grammatical accuracy. Play the recording and get students to check their
answers.
•
 Answers and
tapescript
1    Why does Céline drink
champagne?
            Because she likes it.
2    Why do you eat oranges?
Because
I like them.
3    Why does Annie want to marry Peter?
Because
she Coves him.
4    Why do you eat Chinese food?
Because
I like it.
5    Why don't you like your maths
teacher?
Because
he gives us a lot of homework.
6    Why does Miguel buy presents for
Maria?
         Because he loves her.
If students had a lot of problems with the
question formation or the object pronouns, go over the key grammar in each
question and answer and then get students to listen and repeat each exchange.
6     Pre-teach/check
learn, start (verb), a lot (of groups). Check comprehension of How? to refer to
manner by focusing on the answer to question I (By bus.). Then get students to
continue matching the questions and answers, working individually.

T 7.5

Play the recording and get students to check their
answers.
Answers and tapescript
I How do you come to school?
By bus.
2
What do you have for
breakfast?
Toast
and coffee.
3
Who is your favourite
pop group?
I
don't have a favourite. I like a lot.
4
Where does your father
work?
 In an office in the centre of town.
5
Why do you want to learn
English?
Because
it's an international language.
6 How much money do you have in your bag?
Not a
lot. About two pounds.
7     When do lessons start at your school?
They
start at nine o'clock.
8     How many languages does your teacher
speak?
Get students to practise
the questions and answers in closed pairs. Monitor and check for correct
pronunciation and intonation. If students have problems, drill the questions
and answers chorally. Demonstrate the personalization phase by getting the students
to ask you the questions. Students then continue in closed pairs, talking about
themselves.

Check it

7 Focus attention on the first pair
of sentences as an example. Students continue working individually to choose
the correct sentence.
Get
students to check their answers in pairs before checking with the whole class.

I
What do you do at the weekend?
2
Who
is your boyfriend?
3
How
much money do you have?
4
1
dorftdrinkbeer. I don't like it.
5
ax teacher gives us a lot of homework. 6 loves me and
I love her.
ADDITIONAL
MATERIAL

Workbook
Unit 7
Exercises
6—8 Further practice of question words.
Exercise 9 why and because.

Adjectives
I
This exercise introduces some key adjectives and their opposites and also
reviews it's and they're. Focus attention on the pictures and the example. Get
students to tell you any other of the adjectives they recognize or let them
guess. Pre-teach the remaining adjectives, using mime. Elicit a plural example
to remind students of the use of They're. Make sure students understand they
only have to write It's/They're and the appropriate adjective, not the name of
the objects.

T
  7.6

Play
the recording and get students to check their answers in pairs.

Answers and tapescript

I
  les lovely.

6 It's small.

2
  Its horrible.

7 He's hot.

3 Therre old.

8 She' cold.

4 Therre new.9 Theyre expensive. 5 Its big.10 Theyrecheap.
Drill
the pronunciation of the sentences chorally and individually.
2 Focus attention on the adjectives and opposites.
Elicit the opposite of new as an example (old). Get students to write the other
opposites in the table and then to check their answers in pairs.

Adjective

Opposite                          old

expensive

cheap

lovely

horrible

small

big

cold

SUGGESTION
You can practise adjective and noun
combinations in
the 'pictionary'-type activity on
TB pl I I.
Ask students to work in pairs. You
will need one copy of the worksheet cut up into cards for each pair. Each
student takes an adjective card and a noun card. If their
noun card cannot be matched with
their adjective card then they replace it at the bottom of the pile and take
another, until they find a combination which they are able to depict in a
drawing. Each student then draws a picture of their combination. When thev have
finished drawing, they show their pictures to their partner, asking What this?
Partners have to guess which adjective/noun combinations have been depicted,
and reply using It's a(n) .. . . Continue until all the adjective cards have
been used.

ADDITIONAL
MATERIAL

Workbook
Unit 7
Exercises
11—13 Consolidation of adjectives from the unit.

READING
  AND WRITING

p53)

A
postcard from Dublin
I
This section extends the focus on adjectives in the context of a description of
a place. Focus attention on the photos and elicit information about the places
shown, e.g. Is it a hot place? Is it in the United States? Where do you think
it is? Tell students they are going to read and listen to the postcard.
Encourage them to guess the meaning of new words.

T
  7.7

Play
the recording and get students to follow in
their
books. Check comprehension of the following, using the context to help where
possible: on holiday, comfortable, friendly, delicious, building, weather, wet,
see you
soon.
2
Elicit the
answer to question I as an example (It's from Dona and Sergio.) Get students to
answer the other questions, working individually. Check the answers with the
whole class.
Answers
I Its from Dona and Sergio.
2
Theyrein Dublin.
3
They're on
holiday.
4
Yes,itis.
5   The weather.
3
Focus attention
on the adjectives Dona and Sergio use to describe their hotel. Get students to
continue finding the appropriate adjectives. Point out that for Dublin they
will need to use a negative formed with not.

Get students to
check their answers in pairs before checking with the whole class.
Adjectives friendly delicious good
lovely beautiful, big, not expensive horrible, wet, cold

T 7.8

2Explain
that students are going to hear Keiko, a Japanese girl, in different places in
town. Focus on the example and play the first conversation. Play the other four
conversations, pausing after each one. Get students to complete their answers,
choosing from the options in exercise l. Play the conversations through again
if necessary. Check the answers with the whole class. Highlight the use of at
with railway station, rather than in.
           Where is she?              What
does        want?
        I Ina café.                        To
have a ham sandwich.
       2 Ina clothes shop.         To
try on a jumper.
3 In an Internet café.        To
send an email.
       Ina bank                   TO
change a travellds Cheque.
5 Ata
railway station. To buy a return ticket

Irish people the food Irish music the
beer Dublin the weather
4
Focus attention on the skeleton of the postcard. Check comprehension of beach.
You can get students to write their postcard in full in class, feeding in
vocabulary where relevant, or give it for homework. With a weaker class, you
could draft the postcard as a class activity on the board, and then get
students to write a different postcard for homework, based very closely on the
draft.

ADDITIONAL MATERIAL
Workbook
Unit 7

EVERYDAY ENGLISH

Exercise 15 Further reading
practice.
Can I
I This section focuses on requests
in everyday situations. Students are introduced to Can I . . . but do not give
a detailed explanation of the grammar of can at this stage. Check comprehension
of the vocabulary in the activities list by reading out each activity and
getting students to point to the correct picture. Check comprehension of any
other individual words, e.g. ham, return ticket. Repeat this procedure for the
places vocabulary, Students then write the correct numbers and letters for each
picture. Check the answers.
Answers (clockwise from
top left)
5a 2c
Id 4e 3b
3
Focus attention
on the gapped conversations. Preteach/check changing room, PC (personal
computer), pay, at the end, Can I help you?, change (noun in money context).
Elicit as many answers for conversation I as the students can remember. Play
the recording and get students to check. Students continue to complete the
other conversations, working in pairs.
Play
the recording again and get students to check] complete their answers.
Answers and tapescript I A Yes,
please!
A OK.
A Two
K There you are. A Thanks a lot.
C
OK. PC K How
D
OK.
5
E
Swe.
K
Thank you.

•

Get
students to practise the conversations in closed pairs. Monitor and check for
correct pronunciation and intonation. If students have problems, drill key
sections chorally and then get students to repeat the closed pairwork-
4
Check
comprehension of jacket, T-shirt, and single ticket. Put students in pairs and
assign a role, A or B, to each student. Make sure they understand that they
have to ask about the things in their list. Check students know which item can
go with which conversation: conversation I — a coffee, an ice-cream
conversation 2 — this jacket, this T-shirt conversation 5 — a return ticket to
Edinburgh, a single ticket to Manchester
Elicit
likely prices for a coffee and an ice-cream. Choose a pair of students to
demonstrate the conversation with Student A asking for a coffee. Then choose
another pair, with Student B asking for an ice-cream. Get students to continue
practising the conversations, working in closed pairs and taking it in turns to
be the assistant and the customer. Monitor and check for correct pronunciation
and intonation. If students have problems, drill key sections of the
conversations and get them to practise again in pairs.
ADDITIONAL MATERIAL

Workbook
Unit 7
Exercises
16 and 17 Further practice in making requests with Can I ?
Don't
forget!

Workbook
Unit 7
Exercise
10 Further listening practice.
Exercise
14 In this exercise students translate sentences containing the main grammar
points presented in the unit.
Word
list
Ask
the students to turn to pl 32 and go through the words with them. Ask them to
learn the words for homework, and test them on a few in the following lesson.
Unit •

Introduction to the unit
The
title of this unit is 'Where live' and the theme is homes. There is/are and any
are introduced in the context of talking and asking about rooms and furniture.
Prepositions of place are reviewed and extended. There is a range of skills
practice, including a reading and speaking section on the city of Sydney, and a
listening and writing section on the students' own home town.
The
lexical set is of rooms and furniture. The language of asking about local
amenities and giving directions is introduced and practised in the Everyday
English section.
•
Rooms
and furniture
There
is/are • any
Prepositions • Directions

Language aims
There
ware There is/areare introduced in the positive, question, and negative forms.
any Any is introduced for negatives
and plural questions with the structure there is/are. It is not used with any
other structures at this stage so that students have the opportunity to get
used to using it. Some is included for recognition, but is not given a full
presentation or contrasted with any, as this is covered in New Headway
Elementary.

POSSIBLE PROBLEMS
•
There is/are
Students will be familiar with the forms is/are from
their knowledge of the verb to be. However, students may find it confusing to
have a singular and plural form to talk about what exists, especially if the
equivalent structure has a single form in their own language.
Students
can also confuse there and their, so they may need help in this area in written
work. In terms of pronunciation, students need practice in the /ð/ sound in
there and also need help with linking There's a and There are. The intonation
of the question form may need careful drilling. Students should be encouraged
to use a broad voice range, starting high with a fall in the voice and then
ending the question with a rise. any
Students often ask what any means, as there is usually
no direct translation in their own language. There is of course no real answer
to this, so simply tell students that they need to use any in negatives and
plural questions with there is/are. Students also sometimes have a tendency to
use any in the positive, so be prepared to monitor and check for this.

Prepositions
Of place In, on, under, and next to are introduced and practised in the context
of talking about furniture in rooms.
Vocabulary
The lexical set is of rooms and furniture. Students are given the opportunity
to personalize the language by talking about their own home.
Everyday
English This covers the language of asking about local amenities and giving
simple directions.
Workbook
The lexical set of rooms and furniture is consolidated.
There
is/are and any are practised in a range of exercises.
There
is a word stress exercise, reviewing key language from this and earlier units.
The
prepositions of place from the unit are practised.
There
is further practice in reading and writing.
The language of local amenities and directions from
Everyday
English is consolidated in a range of exercises.
Notes on the unit

I Focus attention on the questions in exercise I.
Pre-teach/ check garden and the difference between house and flat. You can draw
these on the board to highlight the difference. Demonstrate the activity by
talking briefly about your own home. Only include language that students have
already met, e.g. adjectives big, small, etc. As a class, students talk briefly
about where they live.

T 8.1

2Focus attention on
the picture of the house. Play the recording and get students to point to the
correct room and repeat the words chorally and individually. Check for accurate
pronunciation of: kitchen       kLtfn/ toilet        Ptõllat/
Tapescript living room room
toilet
3 Focus attention on the example. Then
get students to find the rest of the things in the house and write the correct
number, working in pairs. Check the answers with the class.

         I abed                                  4
aTV
6 a CD playerIl a picture
12 a
cooker3 a shower
7 an8 a magazine
       9 a sofa                             10
a table
2 a
lamp5 a video recorder

T 8.2

Students listen and repeat the words
chorally and individually. Check for accurate pronunciation and word stress on:
shower /' Jaua/ picture / 'plktJa/ sofa /'saofa/ magazine mæga'zi:n/

NICOLE'S LIVING ROOM

There is/are, any
I Focus attention on the photograph
and the rubric for exercise I. Ask What's her name? (Nicole) and Where is she?
(In her living room.).

T 8.3

Play the recording
through once and get students to read and listen to the text, not writing
anything at this stage. Write the sentence There's a sofa atld there are a lot
of books on the board. Underline There's and there are. Focus attention on the
first gap and elicit the answer ( There). Play the recording again and get
students to complete the text. Check the answers with the whole class.
 Answers and
tapeseript
My living room isn't very big, but I
love it. There's a sofa, and there are two armchairs. Therú a small
table with a TV on it, md ttære are a lot of books.      a CD player, and
there
CDs. There are pictures on the wall, and there are lamps. It's a very comfortable room.
If students query
the use of some, ask How many CDs? and elicit We don't know to get over the
idea of indefinite quantity.
2 Focus attention on the speech bubbles.
Write the sentences on the board and ask Singular or plural?
There's a sofa — singular and There are
two armchairs— plural). If you know the students' mother tongue, you can
translate There is/are. If you don't, they should be able to pick up the
meaning from the context.
Drill the language in the speech bubbles
chorally and individually. Check students can accurately reproduce the linking
in both forms:
There's a sofa.
There are two armchairs.
Elicit more singular and plural examples
from the class, using the other nouns in the exercise. Students then repeat the
sentences working in closed pairs. Monitor and check for correct use of there
is and there are.
Get students to
practise there is and there are with the objects in the classroom. Write lists
on the board of the things vou have in your classroom, e.g. Singular a picture,
a table, a TV, a photo
       Plural        lots of books,
chairs, desks, bags
Students work in pairs and take it in turns
to make sentences about objects in the classroom. Monitor and check for correct
use of there is and there are.

form and short answers. Focus
  attention on the questions and answers. Play the recording and get students
  to listen to the questions and repeat chorally
Unit
  8 •

T 8.4

3In this exercise, students practise the question
and
individually. Check students can accurately reproduce the intonation in the
question, and the linking in the short answers:

Are there any photographs?
Yes, there is.
No, there isn't.
Yes, there are.
No, there aren't.
Highlight
the singular and plural forms and point out that we use any in questions in the
plural. Get students to practise the questions and answers in closed pairs.
Monitor and check for correct formation of the questions and short answers, and
the correct use of any.

GRAMMAR SPOT

Focus attention on the completed examples. Check
  students know that there's is singular and is the contracted form of there
  is, and that Are there is plural, Focus attention on the gapped sentences.
  Check students notice that the first and third gaps require plural forms and
  the second gap singular by focusing on the nouns. Students then complete the
  sentences.
Give
  students the opportunity to practise the negative statements by referring to
  the classroom, e.g. There isn't a CD player. There aren't any magazines.
  Write a list of nouns on the board and get students to make negative
  sentences.
Read
  Grammar Reference 8.1 and 8.2 on p125 together in class, and/or ask students
  to read it at home. Encourage them to ask you questions about it,

4
Tell students
they are going to talk about Nicole's living room. Check comprehension of the
items in the list. Focus attention on the speech bubbles and get students to
ask and answer the questions in open pairs. Elicit one or two more exchanges
using different nouns and then get students to continue in closed pairs.
Monitor and check for correct formation of the questions and short answers, and
the correct use of any,
Check
the answers with the whole class by getting students to ask and answer across
the class.

Is there a TV?

Yes, there is.

Are there any pictures?

Yes,
  there are.

Is
there a radio?No, there isdt.
     Is there a CD
playeê?                   Yes, there is.
      Is there a
telephone?                   No, there isn't.
Is there a video recorder?Yes,
there is,
Are there any lamps?Yes,
there are.
Are there any photographS?No,
there arent.
5
Demonstrate the
activity by describing your own living room. Include positive and negative
sentences. Get students to work in closed pairs. Encourage students to ask
questions if their partner runs out of things to say. Monitor and check for
correct use of there is/are in all forms, any, and pronunciation and
intonation. Feed back on any common errors with the whole class.
ADDITIONAL
MATERIAL

Workbook
Uni t 8
Exercises
1—3 Further practice of rooms and furniture vocabulary.
Exercises
4—8 Further practice of there is/are and any in a range of exercises.

NICOLE'S BEDROOM

Prepositions
I Focus attention on the
prepositions. Check students understand the difference between in and on by
putting something in your book and then on your book and eliciting the correct
preposition.
2      Focus attention on the photograph.
Ask mat room is this? (Nicole's bedroom.) Briefly review the vocabulary in the
picture by pointing to the objects/furniture and eliciting the correct word.
Pre-teach/check the new vocabulary in the gap-fill: car keys, drawer, and
floor.
Focus
attention on the example. Students then complete the sentences, working
individually.

T
  8.5

Get
students to check in pairs before checking with the whole class.
Answers and tapescript I Nic¾
mobile phone is on the bed 2 The magazine is next to the phone.
3 Her CD player is on the floor
nexttothe bed, 4 Her car keys are in the drawer.
5
Herbagismthefloortmderthechair. 6 The books are under her bed.
Students
practise the sentences, Monitor and check for accurate pronunciation. If
students have problems, drill the sentences and get students to practise them
again.
3      This exercise practises questions
with Where? and the prepositions, Focus attention on the speech bubbles. Remind
students of the singular form is and the plural
form
are. Highlight the use of It's in the singular answer and They're in the
plural. Drill the questions and answers
chorally
and individually. Make sure students can
reproduce
the falling intonation on the questions. Check
comprehension
of the items in the lists. Elicit two or
three
more exchanges using the nouns in the list.

•

Students
then continue in closed pairs. Monitor and check for correct use of is/are,
It's/They're and the prepositions.
Check
the answers with the whole class by getting students to ask and answer across
the class.

I
WhereSherCDpIayer?ItSonthefloornexttothebed.
2
Where
are her CDs? Theyre on the floor.
3
her
lamp? It's the table next to the computer.
4
Where
are her car keys? Theyre in the drawer.
5
her
pens? Therre in her bag.
6
Where are her shoes? Theyre under the bed.
7
Where's
her computer? les on the table.
8
Where
are her clothes? Theyre on the chair.
9
Where
are her credit cards? Therreinthedrawer.
4
Give students time to write about six questions each. Demonstrate the activity
by closing your eyes and getting students to ask you one or two questions. Then
get them to continue in closed pairs. Monitor and check for correct use of
is/are, It's/They're and the prepositions.

SUGGESTION
You can use the
picture Of Nicole's bedroom on p58 to review there is/are in the positive,
negative, and in questions. This can be done as a warm-up activity at the
beginning of a lesson or as a 'filler'. For further practice, bring in pictures
of rooms from magazines. These can be used for vocabulary consolidation,
question and answer practice, and describe and draw activities.

ADDITIONAL
MATERIAL

Workbook
Unit 8
Exercises
10—12 Further practice Of the prepositions of place from the unit.

Questions
and answers
I
Focus attention on the example. Then get students to write the words in the
correct order to form questions.

T
  8.6

Play
the recording and get students to check their answers.
Answers
and tapescript
 Do
you live in a house or a flat?
2     How
many bedrooms are there?
3     Is
there a telephone in the kitchen?
4     Is
there a television in the living room?
5     Is
there a video recorder under the television?

6     Are
there a lot Of books in your bedroom? 7 Are there any pictures on the wall?
2 Demonstrate the activity by
asking a few students the questions in exercise I. Students continue asking and
answering in closed pairs. Encourage them to ask different questions from those
in exercise I. Monitor and check.
Different
rooms
3
This is an information gap using different pictures. Tell students that they
are going to work with a partner and ask questions to find the difference
between two similar pictures of a room. Pre-teach/check window. Divide the
class into pairs. Refer the Student As to p59 and Student Bs to p 139. Tell
them they shouldn't look at each other's picture. Focus attention on the
examples in the speech bubbles and drill the language. Tell students to circle
the differences they find in their pictures. Students work in pairs to find all
six differences. Monitor and check. Students compare their pictures to check
they have found the differences.

T
  3.7

4Tell
students they are going to hear a description of one of the rooms and that they
have to decide which one it is. Play the recording through once and get
students to vote for either picture A or B. If there is disagreement, play the
recording again. Check the answer with the whole class.
Answer
Student A's picture, p59

T
    8.7

The living room
Therds a cat on the sofa and
ther& a telephone on a small table next to the sofa. a CD player with some
CDs under it. Not a lot of CDs. There isn't a television and there aren't any
pictures or photographs the walls. There's one lamp, its next to the table with
the telephone. There are two tables and two armchairs. There are some books
under one of the tables.
Check
it
5
Focus attention on the first pair of sentences as an example. Students continue
working individually to choose the correct sentence.

 Answers
I Is there a sofa in the living room?
2
Therega
CD player.
3
Are
there any lamps?
4
Your
keys are in the drawer.
5
The
lamp is next to the bed.
8
•

READING
  AND SPEAKING

Sydney
I
Ask students What do you know about Australia? and let students give any
information that they know. Focus attention on the photos. Ask students to find
the Opera House as an example and then get students to find the other things in
the lists, working in pairs. Monitor and help as necessary,
2 This text is slightly longer than in previous units
and there are some new words. Tell students not to worry if they don't
understand every word and just to focus on the matching task. Check
comprehension of the headings. Get students to read the text as far as it is
very hot. Elicit what heading goes in the first space ( When to go). Students
continue reading and putting in the headings.

T
  8.8

Play
the recording and get students to check their answers.
Answers and tapescript
How to have a good time in.
Sydney
Sydney has
everything you want in a city. Its beautiful, it has old and new buildings,
there are fantastic beaches, and the food is delicious.
When to go
The best times to visit are spring and
auturnn, In summer it is
very hot. Where to stay
There are cheap hotels in Kings
Cross. A room is about $0 a night. There are international hotels in the
centre. Here a room is about $150 a night.
What to do
Sydney has theatres and cinemas, and of
course, the Opera House. The best shops are in Pitt Street.
Go to the harbour. There are beaches,
walks, parks, and cafés and, of course, the wonderful bridge,
Sydney has the famous Bondi Beach. People
go swimming, surfing, windsurfing, and sailing.
For night-life, there are clubs and bars
in Oxford Street.
What to eat
There are
restaurants from every country — Italian, Turkish, Lebanese, Japanese, Thai,
Chinese, and Vietnamese. Australians eat a lot of seafood — ifs very fresh!
How to travel
There are fast trains and slow buses. The
best way to see Sydney is by ferry.

Check comprehension of the following
vocabulary: everything, spring, autumn, summer, theatre, walk, park, surfing,
night-life, club, Turkish, Lebanese, Thai, Vietnamese, seafood, fresh, fast,
train, slow.
3     Focus attention on the examples in
the chart. Students continue finding the nouns and adjectives, working in
pairs. Check the answers with the whole class,
Answers

Adjective

old/new
delicious

buildings beaches

hotels
in King's Cross
hotels in the centre
Bondi Beach
4     Elicit the answer to the first
question as an example (The best times to go are spring and autumn.) Students
ask and answer in closed pairs. Monitor and help where necessary. Check the
answers.
Answers
I The best times to go are spring and
auturrn 2 No. There are cheap hotels in Kings Cross.
3     People
go shopping in Pitt Street.
They go swimming, surfing, windsurfing,
and sailing at the beach.
They go to clubs and bars in Oxford
Street.
4     There
are Italian, Turkish, Lebanese, Japanese, Thai, Chinese,
and Vietnamese restaurants in Sydney. 5 The best way to see Sydney is by ferry.
LISTENING
AND WRITING
My
home town

T
  8.9

1Focus
attention on the photograph. Ask What's his name? (Darren) and Where does he
live? (Bondi, Sydney). Focus attention on the example. Play the tape as far as
We live in Bondi and we all love surfing. Tell students they are going to
listen to the rest of the recording, Tell them to focus just on the list of
things at this stage and not to worry about the details of what Darren says.
Make sure students understand they have to write for the things Darren talks
about and X for the things he doesn't. Play the recording through once and get
students to complete the task. Let them check in pairs and play the recording
through again if necessary. Check the answers with the whole class.

Darren talks about: his brother, surfing,
train, the Harbour,
Opera House, his girlfriend, Oxford
Street, ferry, Manly Beach
Focus
attention on the information Darren gives about his brother. Tell students to
listen to the recording again and to focus on the details of what Darren says
about each thing. Play the recording through again if necessary. Check the
answers with the whole class.
says:
his brother: Darren lives in a house with
his brother and a friend.
surfing:
They (Darren, his brother, and a friend) alt toye surfing. They often go
surfing in the morning before work train: He goes to work by train.
the Harbour: His office is in Macarthur
Street, very near the
the Opera House: They go running near the
Opera House.
his girlfriend: His girlfriend likes to go
shopping on Saturday.
Street
There are some great clothes shops in Oxford
Street
Manly Beach: They go to Manly Beach on
Sunday if the weather is good.
ferry: They go to the beach by ferry.

T
8.9

G'day! My name is Darren, and I live in a
house with my brother and a friend. We live in Bondi and we all love surfing.
We Often go surfing in the morning before
work. I'm an engineer. I work in the centre of Sydney for a big international
company. I go to work by train. My office is in Macarthur Street, very near the
Harbour. On Monday, Wednesday, and Friday I go running at
lunchtime. Its very hot in summer, but its beautiful. I sometimes go with
friends from work. We run near the Opera House.
My girlfriend likes to go shopping on
Saturday. There is a great market in Paddington, and there are some great
clothes shops in Oxford Street. On Saturday night, we often go to Chinatown.
The food is fantastic, and really cheap. Or we stay in Bondi because there are
a lot of really good little Thai and Italian restaurants here.
I
usually relax on Sunday. When the weather is good, we go to the beach, Manly
Beach. We go by ferry. When ifs wet, we go to the pub.
2 Get students to ask you the
questions in the Student's Book and give true answers. Write up relevant
vocabulary on the board in the categories given below and get students to add
to each list, e.g.
Where/live? house with a garden, flat, in
the centre, near the beach
Where/work/go
to school? in a hospital/office/school/ shop/restaurant/café, from home,
in the centre of town, near my house
What do/with your friends? go to
restaurants/the cinema/theatre/lnternet café, watch TV/videos, play
football/tennis, go shopping/swimming/sailing/surfing/ windsurfing
Where/go
shopping? in the town centre, at the supermarket/department store/clothes shop/market
What
do/when go out? see friends, go to clubs and bars (also see above examples of
pastimes with friends.) Put the students into groups and get them to talk about
their home town or a town they like. Get them to refer to the ideas on the
board to help them, but also encourage them to say as much as they can for
themselves. Monitor and check, but only help if asked, as it's important for
students to have the opportunity for free practice and to rely on each other
for help. Feed back on any common errors but only focus on things which are
potential blocks to communication. Correcting everv small mistake will only
discourage the class.
3
This writing task can be done in class or for homework. Téll students
they are going to write about a town they know. Focus attention on the
paragraph headings and the ideas. If you have time, you might like to build up
a full writing model on the board, based on the town where students are
studying. If the writing is done in class, get students to exchange their
descriptions with a partner for checking/editing. If vou check the writing,
feed back on any general errors, but again do not pick up on every small
mistake.
ADDITIONAL MATERIAL

Workbook
Unit 8
Exercises
13 and 14 Further reading and writing practice.

EVERYDAY ENGLISH

Directions
 Pre-teach/check
the items in the box. Drill the pronunciation chorallv, Demonstrate the
activity by getting students to find and point to the bank and the chemist.
Students continue locating the places on the map,
2
Focus attention on the signs. Copy them onto the board and drill the
pronunciation of turn left, turn right, and go straight on.
Answers
a turn left b turn right

c go straight on
8 •

3   Tell students they are going to
listen to some directions which they have to follow on the map. Tell students
to find the start point YOU ARE HERE on the map. Play the first conversation as
an example and get students to follow on the map.
Play
the rest of the conversations, pausing after each one and getting students to
write in their final location. Get students to check in pairs. Play the recording
again and get students to check/complete their answers.
Check
the answers with the whole class. If students had problems, go over the
exercise again, holding up your book and following the route as you read the
tapescript aloud.
Answers I
Atthe chemist.
       2
At the park.
3     At
the railway station.
4     At
the Chinese restaurant.
5     At
the Internet café.

T
8.10

I Go down Kings Road. Turn right at the
Grand Hotel into Charles Street. les next to the cinema.
2 Go straight on, past Charles Street and
past Park Lane. on the left, next to the supermarket.
     3 Go down King's Road. Turn
right at the church. Go down Station Road. It's a big building on
the right.
4 Go down Kings Road. Turn left at
the bank into Charles Street. Its on the right, next to the
theatre.
5 Go straight on. les on Kings Road,
on the left, next to the post office.
Refer students to the tapescript on pl 16. Get
students to practise in pairs. Monitor and check. If they have problems with
pronunciation, drill key phrases and then get them to repeat the pairwork.
4
Focus attention
on the language in the speech bubbles. Drill the language chorally and
individually. Check students can reproduce the falling intonation on Excuse me!
and the rise on Is there a . near here?

Excuse me!

Is
therea ... near here?
Elicit the directions to the cinema and the post
Office as examples. Students continue in closed pairs. Monitor and check.
5
Focus attention
on the speech bubbles. Check comprehension
of get to, bus station, go out, and far. Drill the language chorally and
individually. Briefly review the numbers 1—50 by getting students to count
round the class in fives. This will help students with the numbers of minutes.
Get one pair of students to practise the conversation in front of the class.
Students then continue in closed pairs. Monitor and check.
ADDITIONAL
MATERIAL

Workbook
Unit 8
Exercises
16—18 Further practice of giving directions.
Don't
forget!

Workbook
Unit 8
Exercise
9 Word stress,
Exercise
15 In this exercise students translate sentences containing the main grammar
points presented in the unit.
Word
list
Ask the students to turn to PI 33 and go through the
words with them. Ask them to learn the words for homework, and test them on a
few in the following lesson.
Video
Episode
3 Do it yourself
Helen
is tired of her bedroom but isn't the decorating kind.
Jane,
David, and Matt offer to decorate it for her. So while Helen goes out for the
day, the other three choose the colour, paint her room, and wait for Helen to
return. VThen Helen does get back, her reaction isn't quite what they had
bargained for.

EXTRA IDEAS
UNITS 5-8
On
TB pl 12 there are additional photocopiable activities to review the language
from Units 5—8. There is a reading text with tasks, a question formation
exercise, and a matching activity on everyday English. You will need to
pre-teach]check fridge, message, and light (adjective) for the reading text.

Introduction to the unit
The
title of this unit is 'Happy Birthday!' and it focuses on the birth dates and
lives of famous people. This is the vehicle for the presentation of was/were
born, which is extended to general uses of the past of to be. The positive
forms Of Past Simple irregular verbs are also presented in a story context.
Students learn how to say dates In English with focuses on months, ordinal
numbers, and years. Skills practice is provided in the Vocabulary and reading
section.
Language aims
Saying
years The Starter section teaches students how to read dates in English, This
highlights dates before 2000, e.g. 1961 — nineteen sixty-one, and the use of
and in dates after 2001, e.g. 2008 — two thousand and eight.

POSSIBLE
PROBLEMS
How students say dates in their own
language can often create problems with dates in English. Some languages divide
the date differently,
e.g.
1999— *one thousand nine hundred and ninety-nine, so students need help with
dividing the century and years correctly. The use of and in dates after 2001
also needs highlighting.

was/were The past of to be is
introduced in all forms. Students' first contact with the past forms is with
was/were born, and then students move on to general uses of was/were.

POSSIBLE PROBLEMS was/were
Students
  usually make the switch from present of beto past relatively smoothly,
  although they need a lot of practice in which subjects take was and which
  take were. Pronunciation can present a problem in that the vowels in was and
  were both have weak and strong forms: was /a/ and /D/; and were/a/ and 3:/.
  The weak form la/ is in the positive and question forms, and strong forms ID/
  and /3:/ are in negatives and short answers:
She was at school.                           /Ji:
  waz at sku:l/
She wasn't at school.                       /Si:
  woznt at sku:l]
Was she at school?                                       /woz
  Ti: at sku:l/
Yes,
  she was./ No, she wasn't.          /jes Ji: waz/ /nao Ji: woznt/
They were at school,                       /ðer
  wa(r) at sku:l/
They
  weren't at school.                               /ðer w 3:nt at sku:V
Were
  they at school?                      /w3: ðer (j)at sku:l/
Yes, they were./No, they weren't.     /jes ðer
  w3:/ /nao ðet wa:nt/
The
  pronunciation of the negative forms is highlighted and practised in the
  Negatives and pronunciation section on p67.

was/were born The equivalent
structure in students' own language is often different, leading students to say
*I am born or * I born. The unit provides a whole section on this structure to
help students become familiar with the correct forms.
Past
Simple — irregular verbs The unit introduces the Past Simple in the positive,
The focus is on a limited number Of irregular verbs which are presented as a
lexical set in a story context. This allows students to get initial
familiarization with some of the highest frequency irregular past forms before
9
•
they
move on to the use of did in negatives and questions in Unit 10.

POSSIBLE
PROBLEMS
There are a lot
of irregular verbs for students to learn in the course of their studies. The
initial presentation is limited to a small number of verbs and students access
them by matching to their present forms. Students are referred to the irregular
verb list on p142 to help them do this and they should be encouraged to refer
to the list as they work through the remaining units in the book.

Vocabulary
This is the small number of irregular past forms which students use to complete
a story,
Everyday
English This covers months of the year, ordinal numbers in dates, and
personalizes the language by talking about students' birthdays.
Workbook
Saying years is consolidated in writing and listening exercises. A listening
exercise reviews family vocabulary and further consolidates years.
was/were
born is further practised.
was/were
is consolidated through a range of exercises, including guided writing,
question formation tasks, cued sentences, and gap-fill. Some of these exercises
are based on profiles of famous people from the past.
Irregular
pasts are further practised.
Vocabulary
from earlier units is reviewed and consolidated in a categorizing activity.
The
Everyday English section focuses on months, ordinal numbers, and dates,
Notes on the unit

T
  9.1

1
Briefly review numbers 1—20 round the class. Write numbers in the 30s, 40s,
50s, etc. on the board to review numbers up to 100. Pre-teach/Check a thousand.
Play the recording for the first date and focus attention on the answer. Play
the rest of the recording and get students to underline the correct date.
Get
students to check their answers in pairs before checking with the whole class.
Answers
and tapescript
I fourteen twenty-six
2
seventeen
ninety-nine
3
eighteen
eighty
4
nineteen
thirty-nine
5
nineteen
sixty-one
6
two
thousand and seven
9

O

Focus attention on the Caution
  BOX' Read the first two dates aloud and write them on the board. Highlight
  that we divide the dates like this in English:
                           18-41     19-16

T
    9.2

Focus attention on the last three
  dates. Read them aloud and highlight the use of and in dates after 2000. Play
  the recording and get students to repeat chorally and individually. Elicit
  how we read each of the dates in exercise I. Then get students to practise
  saying the dates in closed pairs. Monitor and check.

2
Elicit the answers to the questions. The second question includes was for
recognition. If students query it, just tell them it's the past of be, but do
not go into a full presentation of was/were at this point.

WHEN WERE THEY BORN?

was/were born
1
T 9.3 Focus attention on the photos. Ask Who was he/she? about each of them to
check the names. Check comprehension of Men were they born? Focus attention on
the information about the people. Check comprehension of painter, scientist,
and Poland. Tell students that they will hear a short description of each
person and that they have to write the year they were born. Play the recording
and get students to write the years. Check the answers with the class.
Answers
and tapescript
Leonardo da Vinci was a painter and
scientist. He was born in 1452 in Tuscany, Italy.
Marie Curie was a scientist. She was born in 1867 in
Warsaw,

T
  9.4

2Focus
attention on the sentences. They present the I/he/she forms with was. Play the
recording and get
students
to repeat chorally and individually. Encourage students to reproduce the weak
form la/ in was.
3
Focus attention
on the speech bubbles. Get students to ask you the questions and give the
answers. Drill the language chorally and elicit a few exchanges in open pairs.
Students continue in closed pairs. Monitor and check for correct use of am and
was and correct pronunciation,
4
T 9.5 This
exercise presents the you and they forms with were, the wh- question form, and
also reviews datesPlay the recording and get students just to listen. Play the
recording again and get students to repeat chorally and individually. Encourage
students to reproduce the weak form /a/ in was and were, and the correct
intonation and sentence stress:

My
name's Calico. I know, i€s a funny name! I was born in 1987.
My two brothers are Henry and William,
they were born . . . er

GRAMMAR
  SPOT

Focus
  attention on the table. Read out the present forms of to be and focus on the
  past examples was and were. Elicit the you form in the past (were), Then get
  students to complete the rest of the table.
Present Past

Read
  Grammar Reference 9.1 on p125 together in class, and/or ask students to read
  it at home. Encourage them to ask you questions about it.

Get students to practise the questions and answers in
open pairs and then in closed pairs. Monitor and check for correct reading of
dates, pronunciation, and intonation.
5Focus
attention on the photo. Ask What's her name? (Calico Jones.) How old do you
think she is? (Students guess age — about 15.) Draw a family tree on the board
and review the following vocabulary: brother, sister, mum, dad, grandmother.
Focus attention on the names of Calico's family. Read the names aloud so that
students can recognize the pronunciation. Tell the students they are going to
hear Calico describing her family. Ask When was Calico born? Play the recording
as far as I was born in 1987 and elicit the answer. Play the next part of the
recording as far as one year later in 1993. Elicit the answers about Henry and
William (Henry — 1992, William — 1993). Play the rest of the recording and get students
to complete their answers.
Get
students to check their answers in pairs. Play the recording again if necessary
to allow students to check/complete their answers. Check the answers with the
whole class.
Answers
Calico
Jones
Calico's family
Henry and William
Cleo
Linda
and Alan
Violet
. Henry in 1992 and William just one
year later in 1993. Ugh — they're horrible! My little sister is Cleo, she's OK.
She was born in 1999. Mum and dad are Linda and Alan. My mum was born in 1961
and my dad er. . . I think he was born in 1961, too. And my grandmother... er,
she was born in 1930 something... yes, 1932. Her name's Violet. J think it's a
beautiful name.
Focus
attention on the speech bubbles. Highlight the uses of present and past forms.
Ask the questions and get students to give complete answers (She was born in
1999. They're her parents. Linda was born in 1961. Alan was born in 1961, too.)
Drill
the questions and answers chorally. Elicit some questions and answers about the
other people in Calico's familv with students working in open pairs. Students
continue in closed pairs. Monitor and check for correct use of is/are, was/were
born, dates, pronunciation, and intonation.

T
  9.6

6
Demonstrate the
activity by writing the names of some of your family on the board, Focus
attention on the speech bubbles. Elicit similar questions about your family
from the class. Briefly review he/she if students have problems with this and
make sure they use is and was correctly. Students work in closed pairs and ask
and answer about their respective families. Encourage them to make brief notes
of the dates when people were born in preparation for the next exercise.
Monitor and check for correct use of is/are, was/were born, dates,
pronunciation, and intonation.
7
This is a
transfer activity to consolidate the third person singular form. Elicit
information from several students about their partner's family.
ADDITIONAL
MATERIAL

Workbook
Unit 9
Exercises
I and 2 Further practice of writing and understanding years.
Exercise
3 A listening exercise to review family vocabulary and years.
Exercises
4 and 5 Further practice of was/were born in positive and question forms.

1992,
1993
1999
1961
1932

9
PRACTICE  SUGGESTION

You
can give students further practice in was born and

Who
were they?
I
Pre-teach/check the words in the box, and India. Drill the pronunciation
chorally and individually. Focus attention on the example. Get students to
continue matching the people to the jobs in the box.
Answers
1
writer
8 politician
3 musician
2
painter
7 racing driver
4 actor
6 princess

T
  9.7

2Tell
the students they are going to hear when each Of the people in exercise I was
born. Play the first sentence and elicit the answer ( 1564). Play the rest of
the recording and get students to write the other years. Get students to check
their answers in pairs. Play the recording again if necessary to allow students
to check/complete their answers. Check the answers with the whole class.
 Answers
and tapescript
I Shakespeare was born in England in
1564, 2 Van Gogh was born in Holland in
1853.
3
Beethoven
was born in Germany in 1770.
4
Marilyn
Monroe was born in the US in 1926, 5 Elvis Presley was born in the US in 1935.
 6 Diana Spencer was born in England
in 1961.
7 Ayrton Senna was born in Brazil in
1960.  8 Indira Gandhi was born in India in
1917.

T
  9.8

3This
exercise extends wh- question forms with was. Play the recording and get
students just to listen. Play the recording and get students to repeat chorally
and individually. Encourage students to reproduce the weak form /a/ in was and
the correct intonation and sentence stress.
Get students to practise the questions and answers in
open pairs and then in closed pairs. Monitor and check for correct
pronunciation and intonation.

Focus
  attention on the Caution Box.
I Make sure students
  understand that wasn't and weren't are contracted forms and what the
  corresponding full forms are.
2
  Focus attention on the examples and read the full sentences aloud. Then read
  the positive and negative verb forms in isolation, emphasizing the change
  from the weak form la/ in was and were to the strong forms /D/ in wasn't and
  /3:/ in weren't. Drill the sentences and individual verb forms chorally and
  individually.

Focus attention on the speech bubbles. Ask the
question about Van Gogh and elicit the answer (He was a painter.) Elicit the
other questions with Where and When and get students to practise in open pairs.
Students continue asking and answering in closed pairs. Monitor and check for
correct question formation and intonation, and for correct reading Of the
dates.
9

dates with the photocopiable
information gap activity on TB pl 13. Student A and Student B have six pictures
of famous people from the past, but only information for three of those people.
They have to ask questions to complete the information. Photocopy enough pages
for your class. Pre-teach politician, dancer, and JamaicaDivide the class into
pairs and hand out the copies, one for Student A and one for Student B. Elicit
the questions students will need to ask: Who was number (I )? What was his/her
job? When was he/she born? VThere was he born? Remind students to ask How do
you spell that? when they don't know the spelling of the proper nouns.
Demonstrate the activity by getting one pair of
students to ask about picture I
(Einstein). Students then complete the task, working in closed pairs. Monitor
and check for correct use of was, reading of the dates, and use of the
alphabet. Get students to compare their sheets to check they have exchanged the
information correctly.

Negatives
and pronunciation
4      This exercise introduces the
negative forms and highlights the change in pronunciation of the vowel from
positive to negative. It also highlights the need for contrastive stress when
students correct information.

T
  9.9

Focus
attention on the examples. Remind students that the circles indicate the main
stress of each sentence. Play the recording and get students to repeat chorally
and individually. Encourage them to reproduce the correct sentence stress and
strong vowel forms in wasn't and weren't.
5      Elicit the answer to number I as an
example (No, he wasn't. He was a racing driver.) Remind students they will need
a plural verb form in numbers 3 and 5. Students continue correcting the
information working individually.

T 9.10

Play the recording and get students to check their
answers.
Answers and tapescript
1    Ayrtm Senna was an actor.
No, he
wasn't. He was a racing driver.
2    Marie Curie was a princess
            No,       wasnt. She wasa
scientist.
3    Marilyn Monroe and Elvis Presley were
Italian.
No,
they weren't. They were American.
4    Beethoven was a scientist.

No, he
wasn't. He was a musician.
5    Leonardo da Vinci and Van Gogh were
musicians. No, they weren't. They were púters.
6    Indira Gandhi was a singer.
No,
she wasnt. She was Prime Minister of India.
Play the recording again and get students to repeat. If
students have problems, highlight the weak and strong verb forms in the Caution
Box again and elicit where the main stress goes on each sentence. Then get
students to repeat again. Get students to practise the sentences in pairs,
Student A reading the first sentence and Student B the correction. Monitor and
check for correct sentence stress and correct pronunciation of the past verb
forms.
ADDITIONAL MATERIAL

Workbook Unit 9
Exercises 6 and 7 A gap-fill and guided writing task
to consolidate was/were and was/were born.
Exercise 8 Further practice of was/were in questions,
short answers, and positive forms.
Exercise 9 Further practice of was/were in positive
and negative forms.
Exercise 10 Consolidation of was/were in all forms.
Today and yesterday
6 Pre-teach/check
yesterday and briefly review the days of the week round the class. Briefly
elicit other items that can fit in the table, e.g.
Today/Yesterday
, ,
I'm/l was in town/at the shops/at the cinema/in the
country/in the park the weather is/was good/all right/bad my parents are/were
(see above examples) Demonstrate the activity by saying where you and your
parents are today and were yesterday. Elicit an example of the days of the week
and the weather and then get students to continue in closed pairs. This
exercise can be extended also to practise the negative. Monitor and check for
correct present and past verbs forms, and for correct pronunciation.
Check it
7 Elicit the answer to number I as an
example (was). Students complete the Other sentences, working individually.
Get students to check their answers in pairs
before checking with the whole class. Get students to read the complete
sentences out in order to get more pronunciation practice.

I Where was your mother born?

2
When were your parents
born?

3
No, my parents weren't
both born in 1951. My fatherwas      born in 1951, and my mother in
1953.
 4 Yes, I was in New York in 1999.
5    Was he at home yesterday? No, he
wasn't,
6    Were you at work yesterday? Yes, we
were.
7 Were they at school yesterday morning? No, they weren't.

VOCABULARY
  AND READING

p68)

Past Simple - irregular
verbs
I This section introduces a small set of
irregular past forms in a Story context. Students access the verbs through
their knowledge of the •v;erbs in the Present Simple and the main focus is a
lexical rather than grammatical one. It is therefore not advisable to go into a
detailed presentation of the Past Simple at this stage. This is covered in Unit
10.
Check the meaning of present and past and
review the meaning of the verbs in their present form. Demonstrate the activity
by eliciting the past of is and are ( was and were). Refer students to the
irregular verb list on p142.

T 9.11

Get students to
match the verbs forms, working in pairs. Play the recording through once and
get students to check their answers.
Answers and tapescript
were
is buybought               went say               said  saw take took
Play the recording and get students to
repeat chorally and individually. Make sure students aren't confused by the
spelling of bought— /bo:t/. Say the present forms and get students to say the
past equivalent round the class.

Refer
students to Grammar Reference 9.2 on p 125.
9

2
Pre-teach the
new vocabulary in the sentences: market, painting, expert (noun), be worth,
million, franc, upset, dirty, for sale, using the pictures where appropriate.
Focus
on the example to demonstrate the activity. Students continue matching the
pictures and sentences, working in pairs. Check the answers with the whole
class.
    Answers
Id
2f 3a 4c 5e 6b
3
Tell students
they are going to read a report of the story
about
the painting. Focus attention on the example to demonstrate the activity. Tell
students to complete the rest of the story, working individually. Encourage
them not to worry if they Come across new words and to try to understand them
from the context.
T
9.12 Get students to check in pairs before checking with the whole class.
Answers and tapescript
In
August 1999 three friends, Jacques Proust, Guy Fadat, and
François Leclerc,
were on holiday in the town of Laraque in France.
On Sunday they went shopping in the market and they
saw a dirty, old painting of the Virgin Mary. They bought it
for 1,400 francs and they took it to Paris. In Paris, an expert     said
that the painting was by Leonardo da Vinci and it was worth
500,000,000 francs. The man in Laraque market said: 'I was
happy to sell the painting but now I'm very upset. I don't  want
to think about it!'
Check any vocabulary students had problems with.
Students then read the story to a partner. Monitor and check for pronunciation.
If students have problems, drill key sections and get students to repeat the
task.
4 Get
students to cover the text in exercise 3. Focus attention back on the pictures.
You can either re-tell the story as a class activity first and then get
students to repeat in pairs. Alternatively, set up the pairwork first and then
re-tell as a class in a checking phase. Either way, when you monitor, don't
expect students to reproduce the story with complete accuracy. Do not
over-correct in the feedback stage — just pick up on common errors in the
irregular past forms. ADDITIONAL MATERIAL

Workbook
Unit 9
Exercises
11 and 12 Further practice of irregular past simple forms.
9 •

EVERYDAY ENGLISH

When's your birthday?
I Focus attention on the months.
Pre-teach calendar and elicit the second month of the year (February). Get
students to continue writing the months in order on the calendar.

T
  9.13

Play
the recording and get students to check their answers.
Answers and tapescript
January,
February, March, April, May, June, July, ¼ust,

 September, October, November,
December.
Focus
attention on the stress marks on each word. Play the recording again and get
students to repeat chorally and individually. Get students to say the months in
order round the class. Check for accurate pronunciation and drill the months
again if necessary.
2
Focus attention
on the speech bubbles. Check comprehension of So is my birthday! Drill the
language chorally and then get students to stand up and practise the language
in a mingle activity. Get them to note down the months of other students'
birthdays as they ask. Elicit the answers to the follow-up questions and
establish which is the most common month for birthdays in your class.
3     This exercise presents ordinal
numbers. Check students understand the difference between cardinal numbers and
ordinal numbers with the following examples: There are seven days in a week and
there are twelve months in a year.
The
first day is Monday and the seventh day is Sunday.
The
first month is January and the twelfth month is December. Get students to tell
you the ordinal numbers (first, seventh, and twelfth).
Focus attention on the numbers and
on how we form the abbreviations with the numeral and the last two letters of
the ordinal number. Play the recording and get students to repeat chorally and
individually. Write the abbreviated numbers on the board in random order and
elicit the ordinal from individual students.
4
Elicit the
first ordinal as an example (sixteenth). Get students to say the other ordinal
numbers, working in pairs. Monitor and check and note any common errors.

T
  9,15

Play
the recording and let students check their answers. If necessary, drill any
ordinals students had problems with.
5
T 9.16 This
exercise presents how we read dates English. Tell students they are
going to hear eight dates and that they should write down the correct ordinal.
Play the first date and focus on the example answer (thefirst ofJanuary). Play
the rest of the dates and get students to complete the task.
Get
students to check their answers in pairs before checking with the whole class.
Answers and tapeseript the first of
January the
thW of March the sevetth of April the twatid of May the second of June
the
twelfth of August the              of November the
Wrty-frst of December

O

Focus
  attention on the Caution Box and highlight the use of the and the ordinal in
  spoken dates and the use of the abbreviation, but not the in writing. If
  appropriate, point out that students may also see dates written as 3rd
  January, 10th March, etc.

Elicit
the dates in exercise 5 orally and then get students to continue practising in
closed pairs. Monitor and check for correct use of the, correct ordinals, and
pronunciation of the months.
6
Focus attention on the speech bubbles. Get students to ask you the questions
and give answers. Drill the language chorally and then get students to practise
in open pairs. Students continue in groups. Monitor and check for correct
falling intonation in the questions and for the correct use of prepositions —
on + date and at + time. Tell the class again the date and time of your birth,
following the example in the last speech bubble. Elicit more examples from the
class.

SUGGESTION
You can give students regular
practice in dates by asking What's today's date? at the beginning of every
class, Encourage students to write the dates in full at the top of any written
work, i.e. January 3rd 2002, rather than 3/1/02.

ADDITIONAL
MATERIAL

Workbook
Unit 9
Exercises
15 and 16 Consolidation of the months of the year.
Exercise
17 Consolidation of ordinal numbers.
Exercise
18 Consolidation of dates.
Exercise
19 Further practice of ordinål numbers.
Don't forget!
Workbook
Unit 9
Exercise
13 In this exercise students translate sentences containing the main grammar
points presented in the unit.
Exercise 14 A review of the key lexical
sets from
previous
units.
Word
list
Ask the students to turn to p 134 and go through the
words with them. Ask them to learn the words for homework, and test them on a
few in the following lesson.
9

Introduction to the unit
The
title Of this unit is 'We had a good time!' and the overall theme is leisure and holidays. The unit follows on
from Unit 9 with the introduction of all forms of the Past Simple with both
regular and irregular verbs. Skills practice is provided with speaking,
listening, and writing tasks.
The
lexical set of sports and leisure is reviewed and extended. The Everyday
English section focuses on filling in an application form.
10 • We had agoodtime!
Past Simple — regular and irregular
Questions
and negatives
Sports
and leisure • Filling in forms

We
had a good time!

Language aims
Grammar
— Past Simple regular and irregular; questions and negatives The set of
irregular past forms from Unit 9 is extended and the regular forms are also
introduced. The unit covers positive, negative, and question forms. Students'
knowledge of the Present Simple usually helps them with the Past Simple, in
that students are already familiar with the uses of the auxiliary do, and so
will grasp how did functions. The past auxiliary is easier in that it is the
same in all persons. It is important for students to see the contrast in the
use of Present Simple and Past Simple and practice in using the two tenses in
parallel is provided in the unit.

POSSIBLE
  PROBLEMS
•      Although knowledge of the Present
  Simple helps students to access the Past Simple, students often make mistakes
  in the new tense. Common errors are:
•      Did
  they watched TV?
•      They
  no played tennis.
When you lived in the US?
•      Irregular verbs need constant use
  and reviewing. Students often try to apply the regular -ed ending to
  irregular verbs, e.g. *I goed to the cinema.
Encourage
  students to refer to the irregular verb list on PI 42 and get students to
  review the verbs regularly for homework.
•      There are different ways of
  pronouncing the -ed regular ending and students need help with this. There is
  a pronunciation focus on p72 highlighting the It/ and /d/ -ed endings, e.g.
  worked played /pleld/
Students often try to divide out the -ed ending in
  the pronunciation inappropriately, e.g.
watched /wotjed/ rather than
  /WDtft."
Monitor and check for this
  mistake, and also help students to perceive the different -ed endings, but do
  not insist that they produce the endings each time.

Vocabulary
The lexical set of sports and leisure activities is reviewed and extended.
Students focus on sports/activities collocations with go/play, e.g. go
swimming, play hockey, etc.
Everyday
English This section fOcuses on filling in an application form. The theme of
leisure and sports is maintained with a form to join a sports centre.
Workbook
Regular and irregular Past Simple verbs in the positive are reviewed and
consolidated in a range of exercises.

            here is a Listening and writing
  section focusing on a day in rhe life of a character.
 Writing
  section gets students to talk about what they did âSt Saturday.
Past
  Simple questions and negatives are reviewed in a range of exercises.
here is further practice on the
  lexical set of sports and .eisure.
                    section gives
  further consolidation of

get
  students to tell you the infinitive of the irregular past forms. (If students
  query the regular -ed endings, tell them this is the ending for most verbs in
  the Past Simple, but do not go into a long explanation at this stage.)
 Play
  the first line of the recording as far as half past eleven and focus
  attention on the example. Play the recording through to the end and get
  students to tick the remaining verbs. Get students to check their answers in
  pairs before checking with the Whole class.

short
Reading negative and positive Past Simple forms.
                                                                                1        got late
There is further practice in
filling in forms in the Everyday            2    Fed a big breakfast
English
section.                                                                             3
ætt shopping
                                                                                4       stayed
at home
Notes
on the unit                                       5 bwght a newspaper
6
listened to music
7
watched
TV
8
I This section reviews days and
dates, Present and Past                        cooked a meal
Simple
forms, and key time expressions. Focus attention 9 went to bed early on the
questions and elicit the answers. Make sure students use is/was correctly,
pronounce the daysI had a
was
Sunday, so I got up late, eleven thirty.
     correctly, and use ordinal numbers
and the in the dates.                                                                                I
                                                                                big
               orange juice, toast, eggs, and coffee. Then

film
  TV. In the evening cooked a meal                   me, not big

Elicit from students the fact
  that the other time

meal,
  just soup and a salad. I went to bed early. It was a

expressions are not possible and
  establish that this is because they refer to the past. Students then match
  the

lovely,
  lazy day.

remaining lines and time
  expressions. Play the recording

2

Focus
  on the speech bubble and highlight the use of

and get students to check their
  answers.

Then
  to link a series of actions. Elicit from the class what

2
Focus attention on the sentences. Go through shopping, to the supermarket, and
I bought some and ask Past or present? about each one, and also elicitand a
Sunday newspaper, the Sunday Times In the which verb is used in each sentence.
Demonstrate the afternoon I listened to music for a bit and then I watched a
activity by eliciting the time expression for line I ( now). just for a

GRAMMAR SPOT
I Focus attention on
  the list of verbs and on the examples worked and played. Ask students to
  write the other past forms. Check the answers with the whole class.

Answers
  and tapescript watch      cook worked           watched cooked play
  stay       listen played            stayed    listened
Explain that these are regular
  verbs and so are different from those students met in Unit 9. Elicit the last
  two letters in each of the verb forms: -ed.

Betsy did yesterday• Students then
take it in turns to say
Answers
and tapescriptwhat Betsy did, working in closed pairs. Monitor and
1
at school now.check for pronunciation of the -ed regular endings but 2 You were
at home yesterday. do not overcorrect if students have problems during this 3 1
went to Australia in 1997. initial production stage.
4    She
lives in London now.
5    TtEYboughttheir house in 1997. 6
ltwascoldand wet yesterday.
Play
the recording again and get students to repeat chorally and individually.
Past Simple — regular and irregular
1
This section reviews and extends the irregular verbs students met in Unit 9 and
also presents regular -ed forms. Focus attention on the photo and ask What's
her name? (Betsy.) Where is she? (At home.) Tell students they are going to
hear Betsy talking about what she did yesterday. Focus attention on the list of
verbs and ask
Past
or present? Check comprehension of each verb and
69

Establish that adding
  -ed is the rule for the formation of the Past Simple in the majority of
  verbs.
Pronounce
  the sounds /tf and /d/ and then play the recording. Get students to repeat
  chorally and individually. Make sure students don't divide out the -ed ending
  into a syllable of its own, e.g. */kuked/. Encourage them to reproduce the
  It/ and /d/ endings accurately, but do not overdo this if students find it
  difficult. It is enough at this stage for them to perceive the difference.
2      Ask students to write the past
  tense of the verbs ending in [t/. Check the answers.

T 10.4

Pronounce the sound /ld/ and then play the
  recording. Get students to repeat chorally and individually, Elicit the
  difference between these verbs and the ones in exercise I: the -ed ending is
  pronounced fid].

Answers
  and tapeseript
/ld] visit want hate visited
  wanted hated
3      Read the sentence aloud. Check
  students understand there is no difference in the verb forms for different
  persons in the Past Simple. Contrast this with the third person -s in the
  Present Simple. Read Grammar Reference 10.1 on PI 25 together in class,
  and/or ask students to read it at home. Encourage them to ask you questions
  about it.

T 10.6

Questions and negatives
4 T
10.5 This section presents the Past Simple question and negative forms. Focus
attention on the photo. Ask What's her name? (Betsy.) and What's his name? (
Dam) Tell students they are going to hear Betsy and Dan talking about their
weekend. Play the recording as far as tennis with some friends and elicit the
verb for the first gap (played), Play the recording to the end and get students
to complete the conversation. Get students to check their answers in pairs.
Play the recording again if necessary. Check the answers with the whole class.
 Answers
and tapescript
B Hi, Dan. Did you have a good weekend?
D Yes, I did, thanks.
B
What did you do yesterday?
D Well, yesterday morning
I got up early and [played with some friends.
B on
Sunday!
                                                                                D
I know, I know. I dontusually get up early on Sunday.
 B Did you go out yesterday
afternoon?
D No, I didn't. I just stayed at home. I
watched the football  on TV.
B Ugh, football! What did you do yesterday
evening?
D
Oh, I didn'tdomuch. I worked a bit at my didn't go to bed late. About 11.00.
5Focus
attention on the first question in the conversation and elicit the answer (Did
you have a good weekend?). Ask students to complete the rest of the
conversation. Play the recording and get them to check

3
Refer students back to the list in exercise l. Get students to underline the
things that they did yesterday. Demonstrate the activity by telling the class
things that you did yesterday. If appropriate, write the sentences on the board
and underline the verbs, e.g. I hgd a big
breakfast.
Elicit a few more short examples from the class and then get students to continue
in closed pairs. Monitor and check for correct use of regular and
irregular
past forms.
ADDITIONAL
MATERIAL

Workbook
Unit 10
Exercises
1—3 Further practice of Past Simple regular verbs.
Exercises
4 and 5 Further practice of Past Simple irregular verbs.
Exercises
6 and 7 Listening practice to review the Past Simple.
Exercise
8 Personalized writing practice.
10 •

6
7
their answers. Play the recording again and get
students to repeat chorally and individually. Encourage falling intonation on
the wh- questions.
Answers and tapescript
I
b Did you have a good weekend?
D Yes, Idid.
2     B
What did you do yesterday?
 D I played tennis.
3     B
Did you go out yesterday afternoon? D No, I didnt.
4     B
What did you do yesterday evening?
 D I didn't do much. I didn't go to
bed late.
Focus
attention on the speech bubbles. Drill the questions and answers chorally and
individually. Elicit other questions and answers in open pairs.

T
  10.7

Focus
attention on the examples, and then get students to continue in closed pairs.
Encourage accurate pronunciation of didn't. Monitor and check for correct
formation of the negatives. A common error is the repetition of the positive
past form after the auxiliary didn't— He didn't cooked a meal. If students have
this problem, highlight the errors in a general feedback session, then refer
students to the Grammar Spot.

GRAMMAR SPOT

I
  Read the notes on the formation of questions and negatives. Highlight the use
  of did and didn't and make sure students understand that didn't is the
  contracted form of did not.

T
    10.7

Play the recording. Get students
  to repeat the sentences chorally and individually.
2 Read the notes on the difference between Present
  Simple and Past Simple. Highlight the use of do/did in the questions, Remind
  students that did is used for all persons in Past Simple questions. Highlight
  the use of doesn't/didn't in the negatives and remind students that the other
  present forms require don't. Ask students to underline the time expressions
  that are used with the different tenses (Present Simple: every morning, every
  Sunday; Past Simple: yesterday morning, last Sunday). Elicit other time expressions
  that can be used with the tenses, e.g. :
Present
  Simple: every day/week/month, on Sunday, at the weekend, on Saturday
  afternoon
Past
  Simple: last week/month/year/weekend, yesterday
Refer students to
  Grammar Reference 10.2 on pl 25.

ADDITIONAL
MATERIAL
Workbook
Unit 10
Exercise
9 Past Simple Yes/No questions and short answers.
Exercises
10 and 11 Past Simple wh- questions and answers. Exercise 12 Past Simple
negatives.
PRACTICE
(SBp74)
Did
you have a good weekend?

I Exercises I, 2, and 3 focus
on Yes/No questions in the Past Simple. Tell students they are going to talk
about what they did last weekend. Focus attention on the list of activities in
the chart and check comprehension of each one. Double-check comprehension of
the difference between do homework and do housework. Students then continue to
form the questions, working individually. Explain that there are three columns
in the chart — one for each student, one for the teacher, and one for the
student's partner. Get students to tick the activities they did last weekend in
the You column.
2
Focus attention
on the speech bubbles. Drill the question chorally and individually and then
give vour answer. Get students to ask you the rest of the questions and record
the answers in the Teacher column.

SUGGESTION
You can give students further
  practice in Past Simple wh- and Yes/No questions by using the photocopiable
  memory game on TB pl 14. This shows two flats, one for Student A and one for
  Student B, which show what the occupants did yesterday.
Photocopy
  enough sheets for your class. Preteach/check write a letter and irregular
  past wrote, read a book/newspaper and irregular past read /red/, have a bath,
  have a shower, and play the guitar/gr'ta:/.
Demonstrate the activity with two confident
  students. Get Student A to look carefully at the picture of Jane's flat for
  30 seconds and then put it out of sight. Student B then uses the question
  cues to ask about what Jane did ýesterday. Pre-teach I can't remember.
  Get students to complete the task in closed pairs for Student A's picture.
  Students then change roles with Student B looking at Paul's flat for 30
  seconds and Student A using the question cues to ask about what Paul did
  yesterday.
Monitor
  and check for correct question formation and use of regular and irregular pasts.
  (With a weaker class, you could put all the A and B students together in
  separate groups to give them time to write out the cues as full questions.
  Then divide the class into A and B pairs and continue as above.)

T 10.8

3
Demonstrate the
activity in open pairs and then get students to continue in closed pairs.
Monitor and check for correct question formation and short answers.
Focus attention on the examples and then get students
to tell the class about what they and their partner did last weekend.
4
This exercise
focuses on wh- questions in the Past Simple. Briefly review the question words
what, who, where, what time, and how much. Focus attention on the example.
Tell
students thev are going to hear the questions on tape, each preceded bv a
statement, Play the recording through once and get students to listen to the
statements and check that they have formed the questions correctly. Play the
recording again and elicit what the man says before each question.

Answers and tapescript A I wentto the cinema.
B What did you see?
2
A
I went shopping.
B What did you buy?
3
A
I had a meal in a restaurant, B What did you have?
4
A
I saw my friends,
Who
did you see?
5
A
I played football.
           B
Where did you play?
6
A
lwenttoaparty.
B
What
time did you leave?
7
A
I did my homework,
B
How
much homework did you do?
8
A
I did the housework.
B
How
much housework did you do?

T 10.9

5Pre-teach/check
meal, and steak and chips. Play the recording and get students to listen. Get
students to practise the conversations in closed pairs. Monitor and check for
pronunciation. If students have problems, drill key sections, and then get them
to practise again in closed pairs.
Refer
students back to exercises I and 4. Explain that
they
are going to ask each other about the activities in question I again. If their
partner answers 'Yes' about an activity, they should ask the appropriate
follow-up question from exercise 4. If you think they need it,
demonstrate
by building a model dialogue on the board.
Model
conversation
A
Did
you go shopping last weekend?
B
Yes,
I did.
A
What
did you buy?
B
A
new jumper.

A Was it expensive? B
Yes, it was.
Get
students to continue working in closed pairs. Monitor and check for the correct
form Of Past Simple questions, short answers, and positive forms, and for the
use of was/were.
6
This exercise reviews short answers in the Present and Past Simple. Pre-teach/check
party and newspaper. Focus attention on the examples and then get students to
complete the answers, working individually.
Get
students to check their answers in pairs before checking with the whole class.
10
Answers and tapescript Doyou work
in New York?
Did she like the film?
Does he watch TV every evening?
Did you go out yesterday evening?
Did he go to the party?
Do you buy a newspaper every morning?
Yes, Does she usually go to bed late? Did they have a good time?
Get
students to practise the questions and answers in open and then in closed
pairs. Monitor and check for pronunciation. If students have problems, drill
key sentences and then get students to practise again in closed pairs.
Check it
7
Focus attention on the first pair of sentences as an example. Students continue
working individually to choose the correct sentence.
Get
students to check their answers in pairs before checking with the whole class.
1
She bought an expensive car.
2 Did they go shopping yesterday? 3 Where
did you go last weekend?
4
We
didrft see our friends.
5
Didyou
like the film? Yes, I did. 6 1 played tennis yesterday.

SUGGESTION
Take
the opportunity to review the Past Simple by getting students to ask and answer
about the weekend in the first lesson that you have each week This provides a
useful review and also highlights the value of what students are learning in a
realistic situation.

Sports
and leisure
I
Focus attention on the photographs. Elicit the activity that goes with photo I
(swimming). Students continue to match the photos and activities. Check the
answers with the whole class.

This section gives further
  practice of the Present Simple and Past Simple in the context of holidays. It
  also reviews the sports and leisure activities from the Vocabulary and
  speaking section. Revise the months of the year by

Check
the pronunciation of the activities and drill if necessary.
2
This exercise
focuses on collocations with play and go + -ing. Focus attention on the
examples and then get students to complete the categorizing, working in pairs. Check the answers with the whole
class. As a general rule, you could tell students that sports with a ball and
games like cards, chess, etc. take play, and physical activities ending in -ing
take go.

3
This exercise
practises Yes/No and wh- questions with the collocations from exercise 2. Focus
attention on the speech bubbles. Highlight the use of the tenses — Present
Simple to talk about general habits in the present and Past Simple to ask When?
in the past. Drill the language chorally and individually. Elicit two or three
more examples from students working in open pairs. Students continue in closed
pairs. Monitor and check for correct use of tenses, correct use of play and go,
and pronunciation.
4
This exercise
practises the third person forms. Focus attention on the examples. Elicit more
examples from students about their partner. Check for accurate use of the third
person forms in the Present Simple. Highlight common errors and get students to
correct them.
Elicit
the seasons students have alreadv met — spring, summer, and autumn, and
pre-teach winter. Get students to say the months that correspond to each season
in their country, e.g. In England, Spring is March, April and May, Focus
attention on the speech bubble and give an example about yourself. Elicit more
examples from the class, and then get students to continue in pairs.

T 10.11

2Focus
attention on the photos. Ask are they? ( Colin and Fran.) Focus attention on
the list of information, A and B. Check students recognize that A is Present
Simple and B is Past Simple. Focus attention on the examples. Tell students to
listen and underline the correct
information about Colin and Fran's holidavs. Make sure they understand that the
information will come in slightly different order from the order on the page.
Play the recording through once and get students to complete the task.
Get
students to check their ans•sers in pairs. Plav the recording through again and
get students to check/complete their answers. Check the answers with the whole
class.
73

       Answers                                                                                •
Where do they usually eat? In restaurants.

          Where did they eat last
  year? They cooked        own

    They usually.

    Last
  year they.

                               meals.

go in summer

went in winter

         What do they usually do? Go
  swimming and play golf.

go to Spain

went to Switzerland

What did they do last year? They
  went skiing and ice-

     stay in a hotel

   stayed in a chalet

skating,

      eat in restaurants                           cooked
their own meatsDo they usually have a good time? Yes, they do.
      go swimming              went
skiing / ice-skating                                           Did they have a good time last year?
Yes, they did.

play golf

played cards

have a good time

had a good
  time

WRITING

T 10.11

C Well, usually we go on holiday in summer.

My last holiday

F

Yes, and usually we go to Spain.
  but last year we.

C

last year we went to Switzerland, and we went

I

This section reviews Past Simple
  negative and positive

in winter.

forms. Establish that this exercise
  is about Colin and

F

We stayed in a chalet and we cooked all our own meals

Fran's holiday last year and so
  students will need to use

there, It was lovely.

the Past Simple tense. Focus
  attention on the example

C

Yes, in Spain we usually stay in a hotel and eat in

and highlight the need for a negative
  form, then a

restaurants.

positive form. (With a weaker group,
  you might like to

F

It was good to do different things too. Usually we just go

elicit
  the verbs students will need to use before they start:

swimming and sit in the sun. ..

2 — go, 3 — Stay, 4 — eat/cook, 5 — go.) Get students to

C

And I sometimes play golf. I love that!

complete the sentences working
  individually.

T 10.12

skiing every day, and sometimes we
  went ice-skating in the afternoons - it was great fun.

checking against the tape.

             C

And in the evenings we cooked a meal and then played

Answers and tapescript

cards. We had a very good time.

I           year Colin and Fran          on
  holiday in summer.

and Past Simple. Focus attention on
  the speech bubbles.

They stayed in a chalet.

Drill the questions and answers
  encouraging students to

4 They didn't eat in restaurants.

reproduce the correct sentence
  stress:

They cooked their own meals. 5 They didn't go swimming.

When do they usually go on holiday?

They went skiing.

When did they go last year?

2

This exercise allows students to
  personalize the language

Elicit the questions and answers for
  the second prompt

of
  holidays and the Past Simple in a guided writing task-

in open pairs. ( Where do they usually go on holiday? To

Tell
  students they are going to write to a friend about

Spain. Where did they go last year? They went to

their last holiday. Ask Present or
  past? and establish that

Switzerland.) Remind students that
  the questions for the

students need to use the past tense.
  Focus attention on

last prompt are a different type (
  Yes/No questions). Get

the model sentences and elicit what
  language can

students to ask and answer in closed
  pairs. Monitor and

complete the skeleton. Highlight the
  use of was in Was

check for correct question formation
  in both tenses, for

the weather good? and check students
  recognize this as

correct sentence stress, and for
  correct use of

the past of be.

prepositions to and in. Check the
  answers by getting

Téll
  the class about your own last holiday and then get

students to ask and answer in open
  pairs across the class.

students
  to write their description, using the skeleton in

Feed back on any common errors if
  necessary.

the
  Student's Book. Go round and help, correcting as necessary.

Answers

Get students to read their description
  to the class. If time

• Wheredothey usually go on
  holiday? To Spain.

is short, or if you have a very
  large class, get students to

Where did they go last year? They went to Switzerland.

read their
  descriptions in groups of four.

F Ah yes, you do. But of course in
Switzerland we wentLet students check their answers in pairs before
Last              didn't
go F We love holidays — we always have a good time inThey went in winter.
Spain too.2 They didn't go to Spain.
They went to Switzerland.
3 This
exercise practises questions in the Present Simple                3 They didn't
stay in a hotel.
•
Where do they usually stay? In a hotel.
Where
did they stay last year? They stayed in a chalet.
10

EVERYDAY ENGLISH

Filling in forms

NOTE
Students may need help with
  understanding the titles used with surnames in English:
Mr/Mrs/Ms/Miss,
  Be prepared to give a brief explanation of the titles.
Mr — used for men
Mrs— used for married women
Ms /tnz/ —
  used before a woman's surname when you do not know whether she is married or
  not, or when she prefers for this not to be known Miss — used for unmarried
  women

1
This section
focuses on the language of forms and extends the overall unit theme of leisure.
Focus attention on the form and ask What does Jennifer Cottrell want to do?
(Join a sports centre.) What's the name Of the Sports Centre? ( Olympic.) Focus
attention on the categories that applicants have to fill in. Check
comprehension Of the titles Mr/Mrs/Miss/Ms, full name, postcode, date ofbirth,
squash, athletics, fitness training, signature, type ofcard
(z
card that applicant will be allocated), data input date date when applicant's details were
processed).
2
Get students to
complete the form with their own details. Go round and help as necessary.
3
Focus attention
on the speech bubbles. Highlight the use of both to say students share
interests, and the way of contradicting information with but I'm not. Also
highlight the preposition in. Drill the language chorally and individually,
encouraging students to reproduce the sentence stress correctly:
Georges and I are both interested in
athletics.
Maria
is interested in fitness training, but I'm not.
Divide
the class into groups and give students time to compare their forms and decide
who is interested in what. Elicit examples from the class of similarities and
differences in interests.
ADDITIONAL
MATERIAL

Workbook
Unit 10
Exercise
16 Further practice of filling in forms as part of a listening task.
Don't forget!

Workbook
Unit 10
Exercise
13 In this exercise students translate sentences containing the main grammar
points presented in the unit.
Exercise
15 Reading practice.
Word
list
Ask
the students to turn to p134 and go through the words with them. Ask them to
learn the words for homework, and test them on a few in the following lesson.
Video
Episode
4 Surprise, surprise!
During
a dull evening at home, Matt reveals that Jane's birthday is on Saturday— in
two days' time. Helen, Matt, and David decide to give her a surprise partv. Thev
buy all they need, and are getting everything readv in the kitchen, when Jane
gets back to the house earlv. Matt tries to stall her in the hall. When she
finally gets past him, we discover that Matt has yet again got the wrong idea —
and misunderstood the date.
Stop
and check 3 for Units 7—10 (TB PI 36
Progress
test 2 for Units 6—10 ( TB pl 24
                                                            10                                                75
Introduction to the unit
The
title of this unit is 'We can do it!' and it introduces can for ability. The
positive, negative, and question forms are introduced and practised. The focus
on can is extended to cover requests and offers. There is a Reading and
vocabulary section with a text on the Internet, and a focus on verb and noun
collocations. The Everyday English section focuses on basic problems.
can
can/can't
• Requests and offers Verbs and nouns that go together What's the problem?

We can do it!

Language aims
Grammar — can/can't Can for ability is introduced in
all forms. It is presented and practised with key verbs and the adverbs well
and fast. There is also a pronunciation focus highlighting the different sounds
in can/can't. Students are given both receptive and productive practice in the
different forms.

POSSIBLE PROBLEMS
After
  having practised the Present Simple, students can sometimes want to use the
  auxiliaries do/does and don't/doesn't to form negatives and questions with
  can: * We don't can run fast.
* Do you can swim?
The
  pronunciation of can/can't needs careful presentation and practice. Students
  often have problems with the different vowel sounds (weak form la/ and strong
  form /æ/ in can, and /a:/ in can't). Students can also have problems
  distinguishing positive from negative forms, as the final t in can't is often
  not fully pronounced. 1 can swim. /ar kan swrm/
     Can you swim?          /kan ju:
  swm/
     Yes, I can.                 /jes
  al kæn/
      I can't swim.             /ar
  ka:nt swim/
The pronunciation is highlighted
  as part Of the Grammar Spot and students are given both receptive and
  productive practice.

Requests
and Offers Requests and offers with can are presented and practised.
Vocabulary
There is a focus on key noun—verb collocations as an introduction to a text
about what you can do on the Internet.
Everyday
English The language associated with describing and solving basic problems is
introduced and practised.
Workbook
The vocabulary and collocations syllabus is extended with a focus on
activities. Vocabulary from previous units is also reviewed in an sodd
one out' exercise.
can/can'tis
consolidated in a range of exercises.
A
listening exercise gives further practice of have and can.
There
is a pronunciation exercise on can-
Requests
and offers with can are further practised.
The
Everyday English focus on problems is consolidated.
Notes on the unit

NOTE
In New Headway, we have chosen to
  spell email without a hyphen. Students may have seen the hyphenated form
  e-mail and both are acceptable in current usage.

I
This Starter section focuses on possible uses of a computer and provides a
useful introduction to the overall topic of computing and the Internet,
Pre-teach/ check the language in the list of questions. Drill the pronunciation
as necessary.
2
Focus attention on the examples in the speech bubbles.
Highlight the contrastive stress in the first speech
bubble (don't, home, use, work). Check that students understand what it refers
back to in the second sentence of the second speech bubble (a computer). Give
an example of how you use a computer.
Elicit one or two more examples from the students and
then get them to continue in closed pairs. Monitor and check.
Elicit
a few more examples in a short class feedback session.

WHAT CAN THEY DO?

can/can't
1
This section
presents different people and their skills and so highlights the use of the
positive form con. It also reviews the use of Wan with jobs/ roles.
Focus attention on the photos and on the example.
Students continue matching the words and photos, working in pairs. Check the
answers with the whole class.

2
Pre-teach/check
run fast, draw well, drive a tractor, and make cakes, using the information in
the photos. Focus attention on the example, highlighting the use of a.

T
  1 1 .1

Students complete the rest of the sentences with a or
an. Play the recording and let students check their answers.
     Answers and tapescript
1
isa
schoolboy. He can use a computer.
2
is
ut athlete. She can run fast.
3
Lucy
is anaråtect. She can draw well.

4
Ted
is an interpreter. He can speak French and German.
5
Archie
is a farmer. He can drive a tractor.
6
Mabel
is a grandmother. She can make cakes.
Play
the recording again line by line and get students to repeat. Encourage them to
reproduce the weak form in the positive form Of can /kan/. If students find
this hard, get them to highlight the main stresses in each sentence and then
practise the sentences again. Students practise in closed pairs. Monitor and
check for correct pronunciation of can.
3
FOcus attention
on the language in the speech bubble. Drill the example chorally and
individually. Give another example about yourself and elicit one or two more
examples from the class. Students then continue in closed pairs. Monitor and
check for correct use and pronunciation of can. Do not overdo the practise of
the weak form [kan/, as students will have the opportunity to review this in
contrast with the other forms at various points in the unit.
Questions
and negatives

T
  11 .2

4This
section presents the question and negative forms. Play the recording through
once and get students to just listen, Play the recording again and get students
to repeat the questions and answers. Encourage them to reproduce the weak form
/kan/ in the question, the strong form /kæn/ in the positive short
answer, and the negative form /ka:nt/. Get students to ask and answer in open
pairs across the class. Students then continue in closed pairs. Monitor and
check for correct pronunciation of the different forms of can. If students have
severe problems with the pronunciation, drill the sentences again, but do not
make students self-conscious about using the new language.
5
Focus attention on the examples in the speech bubbles.

SPOT
I
  Read the notes with the whole class. Highlight that can/can'tis used with all
  persons, and that can't is the contraction of can not.
2
  Read the
  notes with the whole class. Highlight the use of can in the positive and
  question forms.
3
  Tell students
  they are going to hear the three ways of pronouncing can. Play the recording
  and get

Highlight the use of can for both
the she and the I forms. Drill the examples in open pairs. Elicit some more
examples about the people in exercise I, and also some student—student
examples. Students then continue in closed pairs. Monitor and check for correct
use and pronunciation of can and can't.

Il

students to just listen. Play the
recording again and get students to repeat chorally and individually.
Read
Grammar Reference 11.1 on p126 together in class, and/or ask students to read
it at home.
Encourage them to ask you questions
about it.

T
  11.4

6Focus
attention on the photo. Ask What's his name? Does he have a job? (Josh. No,
he's a schoolboy.) Ask What's her name? (Tessa.) Pre-teach/check a bit, planes,
cook (verb) and grandma. Play the recording through once and get students to
fill in the gaps. Ask them to check their answers in pairs. Play the recording
again and get students to check/complete their answers. Check the answers with
the whole class.
Answers
and tapescript
T Can you use a computer, Josh?
J Yes, of course I can. All my friends can.
I use a computer at school and at home,
T Thaes very good. What other things can
you do?
J
Well, I can run fast, very fast, and I can draw a bit. I can draw planes and
cars very well but I cant drive a car of course. When I'm big I want to be a
farmer and drive a tractor.
T And I know you can speak French.
J Yes, I can. I can speak French very well
because my dads French. We sometimes speak French at
home.
T Can you speak any other languages?
J No, I can't. I can't speak German or
Spanish, just French — and English of course! And I can cook! I can make cakes.
My grandma makes lovely cakes and I sometimes help her. Yesterday we made a big
chocolate cake.
Get
students to practise the conversation in closed pairs. Monitor and check. If
students have problems with pronunciation, drill key sections of the
conversation and get students to practise again in closed pairs.
7 Elicit the answer to question I
as an example (He can use a computer, run fast, draw planes and cars, speak
French and English, cook, and make cakes.) Students continue asking and
answering in closed pairs.
Check
the answers by getting students to read the questions and answers across the
class.
 Answers

I He can use a computer, run fast, draw
planes and cars, speak French and English, cook, and
make cakes.
2     He
can't drive, or speak German or Spanish.
3     Yes,
he does,
4     He
wants to be a farmer.
5     He
can speak French well because his dad is French.
6     He
made a chocolate cake with his grandma.

                   •         can

SUGGESTION
You could ask students to practise
similar conversations to the one in exercise 6 by getting them to role play the
other people in the photos in exercise l. Students can imagine the skills for
their character and then ask and answer, using the conversation in exercise 6
as a model.

ADDITIONAL
MATERIAL

Workbook
Unit I I
Exercise
I A vocabulary exercise on activities including some verb—noun collocations.
Exercises
2 and 3 Further practice of can/can't.
Exercises
4 and 5 Questions and answers with can.

PRACTICE

Pronunciation
1
T 11.5 This is
a discrimination exercise to practise recogmzing and producing can and can't.
Play sentence I as an example and elicit the answer (con). Play the rest of the
sentences, pausing at the end of each one and get students to underline the
correct word.
Get
students to check their answers in pairs before checking with the whole class.
Answers and tapescript I can use a computer.
2
She
can't speak German.
3
He
can speak English very well.
 4 Why can't you come to my party?
5
We
can't understand our teacher.
6
They
can read music.
7
Can
we have an ice-cream? 8 Can't cats swim?
Play
the recording again line by line and get students to repeat chorally and
individually. Students then practise the sentences in closed pairs, Monitor and
check for correct pronunciation of can/can't, but don't insist on perfect
pronunciation from all students.
Can you or can't
you?
2
Focus attention on the chart. Check comprehension of the verbs in the list.
Tell students that they will get the
answers for Tito on tape, they will complete the You
column, the teacher will give answers for the Tcolumn, and another student for
the S column.

T
  11.6

Focus
attention on the photo. Ask What's his name? ( Tito). Tell students they are
going to hear Tito in
the
recording and that they should tick the things he can do in his column of the
table. Play the recording as far as French, German, and English. Focus
attention on the example, and elicit the next verb that requires a tiCk speak
French). Play the rest of the recording and get students to complete their
answers.
Play the recording and get students to check their
answers before checking with the whole class.
speak French speak English very well drive a car ride a horse play the guitar

T 11.6

I come from South America, from Argentina, but now I live and work in England, in London. I can
speak four languages — Spanish, of course, French, German, and English. I can
speak English very well now in the beginning it was very difficult for me. I can drive a car
and I can ride a horse — I dont ride in London but when I'm back home in
Argentina I ride. I can't ski and I can't cook very well and I can't play the
piano — but I can play the guitar,
3
Students complete the You column in the chart- Drill the
pronunciation of the verbs in the list if necessary and then elicit the
questions from the class. Give true answers for yourself and get students to
complete the T column.
Then focus attention on the language in the speech
bubbles. Drill the language chorally and individually. Elicit two or three more
examples In open pairs. Then get students to continue asking and answering in
closed pairs, noting their partner's answer to each question in the S column.
4
Focus attention on the example in the speech bubble. Drill the
language and highlight the different pronunciation of can and can't and the
contrastive stress in the second sentence:
Isabel
and I can speak French.
/a:/
She can
speak Spanish too, but I can't.
Elicit two or three more
examples from the class and then get students to continue in closed pairs.
Monitor and check for the correct use and pronunciation of can/can't. Feed back
on any major common errors, but do not expect students to produce perfect pronunciation
of can/can't as this may prove demoralizing.
ADDITIONAL MATERIAL

Workbook Unit Il
Exercise 6 A listening exercise to consolidate have
and can/can'r.
Exercises 7 and 8 Exercises to consolidate the
pronunciation
Requests and offers
5
Focus attention on the example. Then get students to write the
other questions, working individually, Get students to check their answers in
pairs but don't check with the whole class until after exercise 6.

T 11.7

                      below,
6
Elicit the answer to question I (c It's about three thirty.)
Students continue matching, working individually.

T 11.7

Play the recording and let students check their
answers to the question formation and the
matching phase.

T 11.7

 Can you tell me the time, please?
It's
about three thirty.
2 Can
you speak more slowly, please?
I sorry. Can you understand now?  Can you come to my party?
rm
sorry. I can't. Ifs my grandma's birthday.
4    Can I help you?
Yes,
please. I want to buy this postcard.
5    Can I have a cold drink, please?
Yes,
of course. Do you want Coca-Cola or orange juice?
Focus attention on
the examples in the speech bubbles. Highlight how the conversation can be
continued. Get students to practise the conversation in open pairs. Get students
to continue with the other conversations in closed pairs. Remind them to
continue the conversations in an appropriate way. With a weaker class, you
could get students to repeat after the tape, and also elicit ways of continuing
the conversations before students start the pairwork. possible ways of
continuing the conversations:
2      Yes,
I can. Thanks.
3      Say
• Happy Birthday' from me.
OK. Thanks.
4      That's
90p please.
Thank you.
5      Orange juice, please.
Here you are.
Thanks.
Check it
7 Focus attention on the first pair of
sentences as an example. Students continue working individually to choose the
correct sentence,

of can/can't.
11

Get students to check their answers in pairs
before checking with the whole class.
Answers
I I can't understand.
2
He can speak three languages.
3 What can you see?
4 Can you swim fast?
5 'Can they come to the party? 'No,
they cant.'  6 Can she play tennis?
ADDITIONAL
MATERIAL

Workbook
Unit 11
Exercises
9 and 10 Further practice of requests and offers.
READING AND LISTENING  p84)
The
things you can do on the Internet!

NOTE
The reading text in this section
contains a number of new lexical items and some topic-specific lexis, e.g.
computer network, the Net, go worldwide. In order to save time in class, you
might like to ask students to look up the following words in their dictionary
for homework before the reading lesson: history, start (verb), Department
ofDefense (US spelling), computer network, military (noun), telephone company,
communicate, the Net, go worldwide, north, south, partner (in a game), list,
endless.

1
This section
gives practice in vocabulary, reading, and listening based on a subject of
interest to many students — the Internet. The first exercise reviews and
extends useful verb—noun collocations and also pre-teaches some of the
vocabulary used in the reading text.
Pre-teach/check
chat to, book (verb), and chess. Focus attention on the example. Students
continue matching, working individually. Get students to check in pairs before
checking with the whole class.
Answers
 listen to a CDread
a magazine watch a video            chat to a friend play chessbook
a hotel
2
Focus attention
on the website addresses and elicit where you can find them (on the Internet).
Elicit what awww' means — world wide web.
3
Read the
questions through as a class and elicit possible answers. Focus attention on
the example in the speech bubble. Divide the class into pairs or groups of
three and get students to discuss the questions. Allow them to use whatever
language they can to express their ideas, but be prepared to feed in language
if students request it. Do not feed back on the questions at this stage as
students will find answers to the questions in the reading text.
Wecan

T
  11.8

4If
you haven't set the vocabulary checking as homework pre-teach/check the items
listed in the Note opposite. Ask students to read and listen to the text and to
find the answers to the questions in exercise 3. Get
students
to compare their predictions in exercise 3 with the information in the text.
Check the answers with the whole class.
I
The Internet started in the 1960s.
2     It
started because the US Department of DefM)se wanted a computer network to help
the American military.
3     You
can buy a car or house; you can book a holiday: you can watch a video; you can
read an Australian  or a Japanese magazine; you can buy
books and CDS North and South America, you can play chess with a partner in
Moscow; you can chat to people from all over the world.
Elicit
any other uses of the Internet that the students thought of in exercise 3 and
that don't appear in the text.
5     Get students to read the text again
and find and correct the false sentences, Ask students to check their answers
in pairs before checking with the whole class,
I
The Internet started in the 1960s.
2 The US Department of Defense started it
6     Give the names of a few good
websites that you know and describe what you can do at these sites. Feed in
useful language for talking about websites:
(Name
of site) is good for (shopping).
I
visit (name of site) for (information on travel).
You
can (read the news) at (name of site). A good site for (games) is (name of
site).
Divide
the class into groups and get them to talk about good websites that they know.
Monitor and check. Get students to tell the whole class of any interesting
sites in a brief feedback session. Highlight any common errors to the class,
but do not over-correct as this may prove demoralizing.

T
  11.9

7Tell
students they are going to hear different people talking about when and why
they use the Internet. Play the first extract and focus attention on the
example. Play the rest of the recording and get students to note down their
answers in the chart.
Get students to check their answers in pairs. Play the
recording again and get students to check/complete their answers. Check the
answers with the whole class.
I Flew
I
ttæ Internet a lot. Every day, I think. It helps me with my homework. It
helps me with everything. Yesterday I did an English test It was quite
difficult.
2 Anp
My
brothds in Japan. I can't phone Japan, i€s very expensive — so Paul (thats my
brother) and me — we 'tal? in chat rooms on              We talk late, at about
Il dclock in the
— well, its evening here, but its eight
o'clock in the mornng in Japan.
3
Tito

I play the guitar and I can find lots
of songs on the Internet. Yesterday I got the words and music for Can't buy me
love, you know, by the Beatles. I can play
it now. I use the Internet at weekends because ifs cheap then.
4
Welt, my familYs name is and I want to
write about my family, so every day I chat to people from all over the world,
Canada, Germany, Argentina — people who have the name Krum They send me
information about their families. les really nteresting. 5
To—y
I
play games. And I go to chat rooms. And I go on websites for my favourite pop
groups and football players. I want to be on the web all the time, but my mum
says I cant. She says I can only use it after school for an hour, and then I
stop.
6

I go shopping on the Internet. Every
Friday I go to my son's house and I use his computer. les
fantastic — the supermarket brirv all my shopping to my home.

SUGGESTION
You
can review and extend the verb—noun collocations from the Reading and listening
section with the photocopiable activity on TB p 115. Photocopy enough pages for
your students to work in pairs. The page is divided into two sections — a
matching activity and a gap-fill to practise the collocations. Divide the page
along the cut lines, cutting out the verbs in the heading strip and each square
which contains a noun. Divide the bottom half of the page so that you have two
separate gap-fills, Keep each set of verbs and nouns and the gap-fills
separate. Divide the class into pairs.

Give each pair a set of verbs and
  nouns. Explain that they have to match the nouns and verbs. Elicit an
  example, e.g. listen to music. If appropriate, you could do the activity as a
  competition with the fastest students to match the nouns and verbs as the
  winners. When students have finished matching, check the answers with the
  whole class.

(Note: these answers are based on
  the collocations that are presented in the Studenes Book. Other combinations
  may be possible, e.g. read*he news, and accept these at the checking phase.)
  listen to: music, a CD, a cassette, the news play: the piano, chess,
  basketball, cards, computer games, the guitar, tennis book: a hotel, a room,
  a table, a holiday, a ticket watch: TV, a video, the news, a film read: a
  newspaper, a magazine, a book, music, a letter
Hand out a copy of the gap-fill to each student.
  Preteach/check show (verb). Focus attention on the example and then get
  students to complete the conversation, working individually. Check the
  answers with the whole class.

1     watched       4
  listen to
2     booked         5
  read
3     play          6 book
Get
  students to practise the conversation in closed pairs.

EVERYDAY ENGLISH

Wha€s
the problem?
I Focus attention on the problems
and check students understand them. Pre-teach/check the following words from
the conversations as you elicit from the class which problem goes with which
photo: airport, push a button, borrow, What's the matter, perhaps, it doesn't
matter, flowers.
2
Elicit the
sentence to complete conversation I (I can't find my passport.) Students
complete the other conversations, working individually. Get students to check
their answers in pairs,

T 11.10

Play
the recording and get students to check against the tape.
11

Answers
and tapescript
I A Come on! Ifs timetogotothe airport.
B But I can't find my passport.
A
You put
itinyour bag.
B
Did
l? Oh, yes, Here it is! Phew!
2 A Excuse me!
B Yes?
A
This
ticket machine doesn't work. I put in two pounds, but I didnt get a ticket.
B
Did
you push this button?
A  Oh!
No, I didn't.
B  Ah,
well. Here you are.
A Thank you very much.
3
A
Excuse me.
            B Yes?
A
Can
you help me? I'm lost.
B
Where
do you wantto go?
A
To
therailway station,

B
Go
straight on. About two hundred metres les on your left
4
A
I don't understand this word.
B Check it in your dictionary.
A My dictionarys at home. Can I
borrow yours? B OK. No problem, Here you are, Oh
no! B What's the matter?
A
The
 broken.
B
Good!
Perhaps we can talk this evening.
A
But
I want to watch a film.
B
Go
to the cinema, then.
I'm
really sorry. I forgot your birthday B
It doesn't matter.
A It was on the tenth, wasn't it?
B Yes, it was.
A  Well,
here are some flowers.
B   Oh,
thank you very much. They're beautiful.
3 Get students to practise the
conversations in closed pairs. Monitor and check for pronunciation. If students
have problems, drill key sections from the tape and get students to repeat the
pair-work
Get students to choose two conversations to learn and
act out for the rest of the class. Encourage them to stand up and role play the
situation, rather than just say the conversations face to face. This helps
students with the acting out and with the overall delivery. Encourage the other
students to listen carefully to the students who are acting and give feedback
on pronunciation.

SUGGESTION
If class time is short, you could
get students to learn their lines for homework and then give them a short time
to rehearse in pairs. With a weaker group, you could put simple cues on the
board to help if students forget their lines,

11
We can
ADDITIONAL
MATERIAL

Workbook
Unit 11
Exercise
13 Further practice of talking about and solving problems.
Don't forget!

Workbook
Unit Il
Exercise
I I [n this exercise students translate sentences containing the main grammar
points presented in the unit.
Exercise
12 An 'odd one out' exercise to review word groups from previous units.
Word
list
Ask the students to turn to PI 35 and go through the
words with them. Ask them to learn the words for homework, and test them on a
few in the following lesson.

Introduction to the unit
This
unit is called 'Thank you very much!' and it focuses on the function of asking
for things in a range of contexts. The structures want and would like are
practised and the difference in register is highlighted. Like is also reviewed
and contrasted with would like- The lexical set of shops and amenities is
reviewed and extended, and there is a vocabulary and speaking section on food
and drink, and ordering in a restaurant. The Reading section also focuses on
food with a text on junk food, There is further functional practice in the
Everyday English section with the language used when going shopping.
Language aims
Grammar — want and would like
Students have already met want as part of their practice of the Present Simple.
In this unit, want + noun and want + toinfinitive are reviewed and practised.
Would like + noun and would like + toinfinitive are also introduced as more
polite ways of asking for things, or saying

that
you want to do something. The question form Would you like .      ? is also
introduced for offering things.

POSSIBLE
PROBLEMS
Students have already seen like as
a main verb in the presentation of the Present Simple in Unit 5, This is the
first time students have seen would like and it is easy for students to confuse
the two. Common mistakes are:
Do
you like a cup of tea? * I like to buy a dictionary.
* You like a
coffee?
Students can usually understand the
difference between liking in general (expressed with like) and a specific
request (expressed with would like) but the similarity in form can lead to
confusion. Students are given both receptive and productive practice in both
forms, but be prepared to monitor and check for mistakes and review as
necessarv- ( There is no need to highlight at this Stage that would is a modal
verb, as students will meet would and its various uses in later levels of New
Headway.)

Vocabulary
Shops and amenities are reviewed and extended. The lexical set of food and
drink is practised in the context of ordering things in a restaurant. The food
and drink theme is carried through in the Reading section with a text on an
elderly lady who only eats junk food!
Everyday
English This highlights and practises the language used when shopping in a
range of situational conversations.
Workbook
Would like is reviewed and consolidated in a range of exercises,
There
is a pronunciation exercise to practise discrimination Ill vowel sounds. The
lexical set of food and drink and the function Of ordering things in a
restaurant are consolidated in a range of exercises.
Further reading practice is given
with a series of short texts on eating habits. The language of shopping from
the Everyday English section is further practised.
12
Notes
on the unit

This
Starter section reviews and extends the lexical set of shops and amenities and
also reviews can.
I
Focus attention on the example and then get students to con tinue matching in
pairs.
2
Get students to make sentences with the phrases in exercise I using You can

T
  12.1

Play
the recording and get students to check their answers. Explain any individual
words that students query. (If you think students need further practice in the
pronunciation of can, you could get students to listen and repeat the
sentences,)
Answers
and tapescript
You
can buy stamps in a post office,
You can buy a dictionary in a book
shop.
You can buy a computer magazine in a
newsagent.
You can change money in a bank.
 You can buy a CD in a music shop.
You can get a cup Of coffee in a
café.
You can send an email in an Internet
café.

want and would like
I
Focus attention on the shopping list and check comprehension of the items.
Highlight the use of want + noun and want + to-infinitive in the examples and
drill the sentences. Check students' pronunciation of wants /wonts/. Check the
pronunciation of the other items in the list. Students make sentences with the
other items in the list, working in pairs. Monitor and check for correct use of
third person -son wants.
Check
the answers with the whole class by getting students to say the sentences
aloud.
Answers
He wants Gary Alrigh€s new CD.
He wants to send an email to Rosa in
the US, He wants a Spanish/English dictionary.
He wants a PC Worldwide computer magazine.
2
This exercise introduces would like in different situations. Pre-teach/check
change (noun) in conversation 1. Make sure students understand that this is a
noun form and contrast it with the verb form in change my money. Also
pre-teach/check black or white coffee in conversation 2, and minidictionary in
conversation 3. Highlight the use of I'd like and Would you like in the example
answers in conversations I and 2, but do not go into a full grammatical
explanation, as this is covered in the Grammar Spot.

T
  12.2

Ask
students to read and listen to Enrique and complete the conversations from the
tape. Play the recording through once. With a weaker group, you may need to
play the recording through again. Check the answers with the whole class. (If
students query the use of one in conversation 3, check they understand it
stands for dictionary, but do not go into a full explanation of the use of
one/ones at this stage.)
Answers and tapescript
E Good morning. I'd like a stamp  Venezuela,
please.
A That 79.
E Thank you.
A Here you are, and 25pchange.
E Thanks a lot. Bye.
2 E rd like a cup of coffee, please.
B
Would you tike black or white?
E Black, please.
B All right. Here you are. One pound
twenty, please
3 E Hello. I'd like to buy a
Spanish/Engtish dictiŒïary. C
OK minidictionary?
E Just a minidictionary, please.
C This one is £4.99.
E That fine. Thank you very much.

T
  12.3

3Focus
attention on the examples in the speech bubbles. Play the recording, pausing at
the end of each sentence, and get students to repeat chorally and individually.
Encourage them to reproduce I'd like correctly and make sure students don't say
I like. Also encourage accurate intonation:

Would
you like black or white?
Would you like a big dictionary or a
minidictionary?
Get students to practise the conversations In exercise
2 In closed pairs. If students have problems with pronunciation, drill key
sections of the conversations and get students to practise again in closed
pairs.

I
  Read the notes as a class. Make sure students understand the difference in
  register between want and would like, and that 'd like is the contracted
  form. Focus attention on the examples and highlight the use of the noun and
  to-infinitive with would like.
2 Read the notes as a class. Make
  sure students understand that Would you like ? is used when we

offer things. Focus attention on
the examples and highlight the use of the noun and to-infinitive in questions
with would like.
Read
Grammar Reference 12.1 on PI 26 together in class, and/or ask students to read
it at home.
Encourage them to ask you questions
about it.

T
  12.4

4This
exercise gives further practice of would like in different situations. Explain
that students are going to hear Enrique from exercise 2 in different places in
town. Check comprehension of the places in the list by asking What can you
do/buy in a (newsagent)? Play the first conversation and elicit the correct
place from the list (a music shop). Get students to write number I in the
correct box. Play the rest of the recording and get students to number the
other boxes.
Ask
students to check their answers in pairs. If there is disagreement, play the
recording again and get students to check/amend their answers. Check the
answers with

E Thank you very much.
2
E
rd like to send an email, please.
B Take PC number ten.
E
Thanks
a lot.
3
E
Hello. rd like thjsmonth3 PC Worldwide magazine,

C Here you are. Thaes £2.20, please.
E
Thank
you very much. Bye.

4
E
TwoticketsforJames Bond, please.
D
Eight
pounds forty, please.
E
Thanks.
What time does the film start?
D
Seven
thirty.
E
Thanks very much.
Good afternoon. Can I help you?
E
Yes,
please. I'd like to change some travelle/s cheques,

F
Certainly.
Are they in American dollars?

E
Yes,
they are.
F
Fine
Thaes £115 and 25p.
E Thank yw very much.

SUGGESTION
If
  appropriate, you could ask students what were the key words which gave them
  the correct answer, e.g. conversation 1 — CD, conversation 2 — send an email,
  conversation 3 — this month's PC Worldwide magazine, conversation 4 — James
  Bond, film, conversation 5 — traveller's cheques, American dollars. )
Refer students to the tapescript
  on pl 19. Get students to practise conversation I in open pairs. Students
  continue practising in closed pairs. If students have problems with
  pronunciation, drill key sections of the conversations and get students to
  practise again in closed pairs.

PRACTICE

What
would you like?
I
This exercise practises question forms with would like. Focus attention on the
picture and get students to imagine they are at home with a friend. Check
comprehension offeel at home, Focus attention on the examples in the speech
bubbles. Remind students of the use of would like + noun and would like +
to-infinitive. Drill the examples chorally and individuallv. Encourage students
to reproduce correct intonation — rising intonation on the Yes/No questions and
falling on the wh- question, and a wide voice range on the answers, starting
'high'.
Check
comprehension of the food, drinks, and activities on Offer. (If students query
the use Of some in some cake, explain that we use it when we don't know exactlv
how much of something is being referred to. Do not go into a full explanation
of some versus any at this stage.) Elicit two or three different exchanges from
the students in open pairs, Then get them to continue in closed pairs, Monitor
and check for correct use of would you like + noun and to-infinitive, and
pronunciation.
It's
my birthday!
2
Tell students they are going to hear three people talking about their birthday.
Focus attention on the table and
elicit
possible answers to the two questions, e.g.
What
would she/he like? a book, a CD, a picture, a jumper, a camera, etc.
What would she/he like to do in the
evening? go to the theatre, have a party, go to a restaurant, go shopping, etc.
T
12.5 Play the recording of Suzanne and elicit the answers (breakfast in bed and
to go to the theatre). Play the rest of the recording and get students to
complete the chart.
Get
students to check their answers in pairs before checking with the whole class.
What
wouldWhat would she/he like to she/he
like?do in the evening? breakfast
in bedto go to the theatre a
new computerto go to a good restaurant a
mobile phoneto go out with her friends
What would I like for my birthday? Tha€s
easy. I'd like to haye breakfast in bed. With the
newspapers. And in the evening I'd like
to go to the theatre.
      Tom
Well,
Id like a new computer, because my computer is so old that the new programs
don't work on it. And then in the evening,
I'd like to go to a good restaurant. I don't mind if ift Italian,
French, Chinese, or Indian. Just good food.
      Alice
I don't have a
mobile phone, and all my friends have one, so what I'd really like is my own
mobile. They arerft expensive  these days, And in the evening, I'd
like to go out with all my friends and have a great time!
3
Ask students to
imagine it's their birthday soon. Focus attention on the examples in the speech
bubbles. Drill the language and check students say I'd like rather than I like.
Get students to give one or two more examples, working in open pairs. Students
continue in closed pairs. Monitor and check for correct use of would like +
noun and would like + to-infinitive,
Talking
about you
4
Focus attention
on the examples in the speech bubbles. Review the difference between like and
would like by asking General or specific? about each sentence (like = general
meaning; would like = a specific wish). Also highlight the use of like-F
-ingand would like + toinfinitive. Drill the examples in the speech bubbles.
Elicit open question and answer exchanges to the questions about travelling and
living in another country. Then get students to continue working in closed
pairs, asking and answering all the questions in the list. Monitor and check
for correct use Of like + -ingand would like + toinfinitive. Feed back on any
common errors which might interfere with comprehension, e.g. 1 like to learning
French.

I Read the notes as a class. Make
  sure students understand that like is used to talk about something which is
  always true. Focus attention on the example sentences and elicit other
  examples from the class.
2 Read the notes as a class. Make
  sure students understand that 'd like is used to talk about

something
we wish to have or do now or in the future. Focus attention on the example
sentences and
elicit
other examples from the class.
Read
Grammar Reference 12.2 on p126 together in class and/or ask students to read it
at home. Encourage them to ask you questions about it. Draw students' attention
to the difference between would like and want in Grammar Reference 12.3 on
p126.

Listening
and pronunciation

T
  12.6

5This
is a discrimination exercise to help students distinguish like and would like.
Play the first sentence as an example and elicit the sentence that is recorded
( Would you like a Coke?) Play the rest of
the recording
and
get students to choose the correct sentence. Get students to check in pairs. If
there is disagreement on the answers, play the recording again and then check
the answers with the class.
Answers and tapescript I Would you like a
Coke?
2
1
like orange juice.
3
Wd
liketogoforawalk.
4
What do you like doing at the weekend? 5 We like our
new car.
If students need more practice in pronunciation of
like and would like, drill the sentences chorally and individually. Then get
students to repeat the task sitting back to back — Student A should say a
sentence and Student B should say if it is sentence I or 2.
Check it
6
Focus attention on the first pair of sentences as an example. Students continue
working individually to choose the correct sentence.
Get
students to check their answers in pairs before checking with the whole class.

ADDITIONAL
MATERIAL

Workbook
Unit 12
Exercises
1—3 Further practice of would like in a range of exercises.

VOCABULARY AND SPEAKING
In a restaurant
I This section reviews and extends the lexical set of
food and drink, and recycles would like and can in the context of ordering in a
restaurant. Focus attention on the words and photos. Elicit the answer for
number I (cheese). Students continue matching, working in pairs. Check the
answers with the whole class.

T 12.7

Play the recording and
get students to repeat chorally and individually. Check students can reproduce
the word stress on the following words:
I water vegetables
tomato

Answers and tapescript
1
cheese
2 fish
3
fruit
4
salad
5
vegetables
6
chicken
7
soup
8
tomato
9
fries
10
mtneral water
2 Pre-teach/check the main headings in the menu —
Joe's diner, To start, Burgers, Meat, Side orders, and Desserts.
There are two ways to
approach the rest of this exercise — you can either put the students into
groups and get them to complete as much of the menu as they can.
Alternatively, you can
pre-teach the words in the list and then get students to complete the menu.
Whichever way you choose, check the pronunciation of the food and drink items
when students give the answers.
seafood cocktail, tomato soup hamburger, salad and fries,
cheeseburger, salad and fries
Smdwiåes ham, chicken, cheese steak and fries, roast ehieken and
salad fries, mixed salad ice-cream, chocolate cake, apple pie and cream wine, orange juice, beer, mineral
water

T 12.8

3Tell students they are going to hear Renate and
Paul ordering a meal. Check they understand that Renate is a woman's name and
Paul a man's name. Also check what the letters W, R, and P stand for. Give
students time

4
5
to read through the sentences. Check comprehension of
How would you like it cooked? Focus attention on the example and play the first
line of the recording. Play the rest of the recording and get students to
complete the task.
Ask students to check their answers in
pairs. If there is disagreement on the answers, play the recording again and
get students to check/amend their answers, Check the answers with the whole
class.
Answers
P
Renate, what would you like to start?
R Can Ihavethetomatosoup, please? P And rd like the seafood cocktail. p
Can I have the steak, please? W How would you like it cooked?
W What
would you like to drink?
R And we'd like a bottle of minerat water, too. R Delicious, thank you.

T 12.8

W Are you ready to order?
P Yes,
we are. Renate, what would you like to start?
R Can
I have the tomato soup, please?
P And
I'd like the seafood cocktail.
W And
for your main course?
R I
would like the er roast chicken, please.
W
Certainly. And for you?
P Can
I have the steak, please?
W How would you like it cooked? P Medium.
W What
would you like to drink?
P Can
we have a bottle of red wine, please?
W Very good.
R And
we'd like a bottle of mineral water, too.
W Thank you very much. (Pause)
W Is everything all right? R Delicious, thank you.
Refer students to the
tapescript on pl 19. Check comprehension of ready to order, main course, and
medium (for a steak). Divide the class into groups of three. Get students to
practise the conversation in groups. If students have problems with
pronunciation,
drill key sections of the conversations and get students
to practise again.
Give students time to prepare their roles and what they
want to order. Encourage
them to rehearse the conversation a few times. Once they are more confident
with the language, encourage them not to refer to the text in the Student's
Book, but to work from their own memory. (With a weaker group, you could write
simple sentence cues on the board to help with the roleplay.) Monitor and help
as necessary. Get students to act out their conversations for the rest of the
class.

SUGGESTION
If you have access
  to other real menus from British or American restaurants, bring copies of
  them into class and get students to roleplay other conversations, using the
  different menus. You will need to be careful that the menus you select
  contain language that is appropriate for the post-beginner level.

ADDITIONAL
MATERIAL

Workbook
Unit 12
Exercises
4—8 A range of exercises to practise the lexical set of food and'drink and the
language of ordering in a restaurant.

READING

p94)

She only eats junk food
I Focus attention on the title of the text and check
comprehension of junk food. Elicit an example of food from the list that is
good for you, e.g. fruit. Students decide which other food they think is good
for you and then compare answers in pairs. Check students' ideas with the whole
class.
2
Tell the
students your fávourite food and then elicit examples from the class. Be
prepared to feed in relevant vocabulary if students request it.
3
Pre-teach/check
oldest (as a lexical item only — don't do a full presentation of superlatives
at this stage), generations, popcorn, die, granddaughter, grandma, and
hairdresser. Ask students to read the article. Elicit students' reactions to
the text and what they find unusual about Mary Alston. Ask them Who is the
oldest person you know? What does he/she eat?
4
This exercise
focuses on the details in the text and also provides question and answer
practice. Focus attention on the example and then get students to continue
matching and completing the sentences, working individually.

T
  12.9

Get students to check their answers
in pairs and then play the recording so that they can check against the tape.

4
What
does she eat?
Popcorn, pizza, and burgers.
5
What
was her job?
She was a teacher.
6
Where
was she born?
On a farm in Pennsylvania.
9 When did she marry?
She married in 1915.
8
What
time does she get up?

SUGGESTION
The text
  contains a series of numbers and dates. You could list these on the board and
  get students to check what they refer to: 109 — Mary Alston's age six —
  number of generations at her party 85 — her daughter's age
1915
  — the year she married James
1983
  — the year James died 65 — her granddaughter's age six — the time she gets up

She
gets up at six o'clock.
9
Where
does she go every Friday?
She goes to the hairdresser.
10
What
did she say to her granddaughter?
'I'd tike a cheeseburger and fries!'
Divide the class into pairs and get them to practise
the questions and answers. If students have problems with the intonation, drill
key questions and answers and get students to repeat in pairs.
ADDITIONAL
MATERIAL
Workbook
Unit 12
Exercise
I I Further reading practice on food and eating habits.
EVERYDAY
ENGLISH
Going
shopping
1
Focus attention
on the photos. Use them to help you pre-teach/check film (for a camera), metre,
shirt,

medium (size), try on, pair ofjeans, size, potatoes,
anything else? Focus attention on the first conversation ir the Student's Book
and on the example. Play the corresponding conversation on tape and elicit the
missing sentences (Is there a chemist near here? and next to the bank). Play
the rest of the recording, pausing at tht end of each one, and get students to
complete the conversations, using the words given.
If
necessary, play the recording again to allow students tc check/complete their
answers. Check the answers with the whole class.

and
tapescript
B In
a chemist
A
Is
           chemist near here?
B
Yes,
two tmdred metresfrom here, next to the bank.
2
C Can I help
you?
A
No, that*s. I'm
just looking
           A
                    Do you                           ina medium?
4    A
               please.
C
Sure- What size are you?
A
I think
rmaforty.
C Fine. The changng rooms are over there.
5    D
Yes, madam. What would you like?
A
rd
tike a of potatoes, please.
D Anything else?
           A
NO,        all, thanks. HOW much is that?
6    A
Excuse me! Do you sell Spanish newspapers?
E No, sorry, we dor{t.
A
Where
can buy them? E    railway station.
2
Pre-teach/check birthday card, phone card, T-shirt, small/medium/large. Put
students in pairs and assign a role, A or B, to each student. Make sure they
understand they have to ask for the things in their list. Check where you can
buy a birthday card and a phone card (in a newsagent). Choose a pair of
students to demonstrate the conversation with Student A asking for a birthday
card, Then choose another pair with Student B asking for a phone card. Get
students to continue practising the other conversations, working in closed
pairs. Monitor and check for correct pronunciation and intonation. If students
have problems, drill key sections of the conversations and get students to
practise again in closed pairs.

SUGGESTION
You
  can give students further practice in the language used when shopping with
  the photocopiable activity on TB pl 16. Photocopy enough pages for students
  to work in pairs. Cut up the lines of conversation and keep each set of lines
  together in an envelope. Hand out a set of lines to each pair of students and
  explain that they have to put the lines in order to make three shopping
  conversations. Give students time to do this and then check the answers.
B Ata postoffice.
A   Is thereapostoffice near here?
B   Yes,
  three hundred metres from here, next to the Internet café.

2    A
  Excuse me! Do you sell Le Monde?
B   No,
  I'm sorry. We don't.
A Where can I buy
  French newspapers? B Try the railway station.
3    A I'd like to try on this shirt,
  please.
B   Sure.
  What size are you?
A     Medium,
  I think.
B     OK.
  The changing rooms are over there.
Elicit where the speakers are in
  each conversation (I — in the street, 2 — in a newsagent, 3 — in a clothes
  shop). Then get students to practise the conversations in closed pairs.

ADDITIONAL
MATERIAL
Workbook
Unit 12 Exercises 12 and 13 Further practice of the language used when
shopping. Don't forget!
Workbook
Unit 12
Exercise
9 A pronunciation exercise to practise distinguishing vowel sounds,
Exercise 10 In this exercise
students translate sentences containing the main grammar points presented in
the unit.
Word
list
Ask the students to turn to p136
and go through the words with them. Ask them to learn the words for homework,
and test them on a few in the following lesson.
Video
Episode
5 A night to remember
David's
date with Julia is common knowledge in the house — and the others enjoy teasing
him about it. Unfortunately, his dream date has very expensive tastes which
cause the miserly David a great deal of suffering. She eats and drinks her way
through his wallet at an Italian restaurant. The journey home by taxi is no
better. After saying goodbye to Julia, and with no spare cash, David has to go
the long journey home on foot.

EXTRA IDEAS
UNITS 9-12
On TB p 117 there are additional
photocopiable activities to review the language from Units 9—12. There is a
reading text with tasks, a question formation exercise, and a matching activity
on everyday English. You will need to pre-teach/check wonderful, surprise,
nothing, postman, envelope, suitcase, and keep a secret for the reading text.

•
Introduction
to the unit

This unit is called 'Here and
now' and it introduces the Present Continuous in all forms. Students practise
the tense in a range of contexts and it is contrasted with the Present Simple.
The lexical set of clothes and colours is reviewed and extended, and this is a
vehicle for further practice of the Present Continuous. Students also practise
describing people with a focus on clothes, and colour of hair and eyes. There
is a Reading and speaking section talking about what people usually do and what
they are doing today. This consolidates the use of the two present tenses. The
Everyday English section is called What's the matter? and it focuses on feelings
such as tired, hungry, and suggestions with Why don't you ?
13
Language
aims
Grammar — Present Continuous In New Headway Beginner,
students meet and practise the Present Simple relatively early in the course
and this tense is consolidated across the units. This unit introduces the
Present Continuous after students have had the opportunity for thorough
practise of the Present Simple. The unit contrasts the use of the two tenses
and gives students the opportunity to practise them in tandem. Despite presenting
the Present Continuous later than the Present Simple, the two tenses can still
cause confusion.

POSSIBLE
  PROBLEMS
Many
  other languages do not have the equivalent of the Present
Continuous
  and they use a single present tense to express 'action which is true for a
  long time' and 'action happening now or around now'. This can lead students
  to use the Present Simple in English when they want to refer to action in
  progress:
*
  You wear a nice suit today.
Students
  also confuse the form of the two tenses. They are already familiar with
  am/is/are as parts of be, but they tend to start using them as the auxiliary
  with Present Simple, and using do/does as the auxiliary with Present
  Continuous. Common mistakes are:
*
  She's play tennis.
*
  I'm
  coming from Spain. * You're go to work by bus.
*
  What do           doing?
 DO they working today?
The
  Present Continuous can also be used to refer to the future and this is
  covered in Unit 14 of the course.

Vocabulary
Clothes and colours are reviewed and extended and students practise describing
people's appearance,
Everyday
English This section is called What's the matter? and it focuses on feelings,
e.g. tired, hungry, etc. and suggestions to make people feel better.

POSSIBLE
  PROBLEMS
English uses to be with hungry,
  thirsty, tired, cold, and hot, whereas other languages express the same idea
  with the equivalent of have, e.g. Spanish: Tengo sed; French: J'ai faim. This
  can lead students to use have with the adjectives in English and make the
  following mistakes:
*
  I have hunger. * He has cold.

Workbook
Colours are reviewed and consolidated.
The
Present Continuous is practised in all forms in a range of exercises. The
Present Simple and Present Continuous are reviewed :n contrast.
Further
reading practice is given with an exercise on a holiday postcard.
The
lexical set of clothes and the function of describing people are consolidated
in a range of exercises.
The
language of talking about feelings and making suggestions from the Everyday
English section is further practised.
Notes on the unit

I
This Starter section reviews and extends the lexical set of colours and
clothes. Focus attention on the colours and get students to find the colour
black in the pictures as an example. Students continue finding the colours,
working in pairs.

T
  13 .1

2Pre-teach/check jacket, trousers,
shirt, and shoes. Focus attention on the example and then get students to
complete the sentences. Play the recording and get students to check their
answers.
and
tapescript
I Georg& jacket is black. Sadie's
jacket is red. 2 His trousers are grey. Her trousers
are green.
3
Her shirt is
yellow. His shirt is white.
4
shoes
are blue. His shoes are brown.
Play
the recording again and get students to repeat the sentences. Students then
practise the sentences in pairs. Monitor and check for correct pronunciation of
the colours and clothes.
3
Demonstrate the activity by talking about the colours of your clothes. Use the
model in exercise 2, e.g. My shirt is blue, etc. and do not use I'm wearing at
this stage. Elicit examples from one or two students and then get them to
continue in closed pairs. Monitor and check for correct pronunciation of the
colours and clothes,

WORK AND HOLIDAYS

p97)

P
resent
Continuous
This
section reviews the Present Simple and introduces the positive forms of the
Present Continuous. Exercise I highlights the use of Present Simple for facts
and repeated actions.
Refer
students back to the picture of George in the
Starter
section. Tell students they are going to read about
his job. Pre-teach/check wear and
enjoy and then focus attention on the example. Ask students to complete the
rest of the text with the verbs.
Ask students to check in pairs and
then check with the whole class by getting students to say the sentences aloud.
Answers
George
works in a bank. He starts-work at 9.00 and he leaves work at 5.30. He always
wears a black jacket and grey trousers. He has lunch at 1.00. He sometimes goes
to the park and reads his newspaper. He enjoys his job.

T
  13.2

2This exercise introduces the
Present Continuous for actions happening now and around now. Focus attention on
the picture of George and his wife. Establish that they are on holiday. Play
the recording and get Students to read the text. If students query the verb
forms, tell them they are in the Present Continuous, but do not go into a full
explanation at this stage.

T
  13.3

3Play
the recording and get students to repeat chorally and individually. Encourage
students to reproduce the contracted forms and the linking between -ingand a
vowel:
He's wearing a T-shirt.
Check
students understand that 's is the contracted form of is, and 're the
contracted form of are.
4 Briefly
review the use of is and are bv getting students to say which verb can go with
which subject (is — George, His wife; are — We, Four people, Tuo people, and
They).
Demonstrate
the activity by eliciting the answer for George (George is reading the menu. )
Students continue making sentences, working individually.
Get
students to check in pairs before checking with the whole class.
Answers
George is reading the meru His wife
is wearing a blue T-shirt Four people are swimming.
Two people are playing temis.
We are enjoying our holiday.

GRAMMAR SPOT

Focus
  attention on the examples and read the notes with the whole class. Ask
  students to underline the Present Continuous forms in the text in exercise 2.
  Highlight the full and short forms, e.g. He's wearing. , His wife is reading
2
  Read the notes with the whole class. Remind students of the -ing form by
  giving students the infinitive and

They
are having lunch
13
•

eliciting
  the -ing form, e.g. go — going, eat — eating, swim — swimming, etc.
3 Focus attention on the sentences. Complete the
  first one with the whole class as an example
(am studying). Then ask students
  to complete the other sentences.
Lam
  studying English.
   You
  are wearing jeans.
  She
  is reading a book.
              We are working in class.  They are having lunch.
Highlight
  that the Present Continuous can be used for actions happening now, e.g.
  You're wearing jeans, and around now, e.g. I am studying English.
Read
  Grammar Reference 13.1 on p127 together in class, and/or ask students to read
  it at home. Encourage them to ask you questions about it.

PRACTICE
Speaking
I
This exercise gives practice in the he/she and they forms of Present Continuous
positive. Focus attention on the silhouettes and briefly review the verbs
students will need to use (cook, drive, have a shower, write, ski, eat an
ice-cream, run, dance, and playfootball.) With a weaker group, you could write
the verbs on the board.
Focus
attention on the example and highlight the use of
the contracted form. Elicit one or two more examples
and then get students to continue making sentences, working in pairs. Monitor
and check for correct formation of the Present Continuous,

T
  13.4

Play the recording and get students to check their
answers. If students had problems during the task, play the recording again and
get students to repeat.
Answers
and tapescript 1 Hek cooking.
2
HeS driving. 3 He's having a shower.
      4            writing.
 5              skiing.
      6           eating
an ice-cream.
 7 Therre running.
 8 They're dancing.
9 Theyre playing football.
2
Demonstrate the meaning of mime. Focus attention on the examples in the speech
bubbles and drill the language, Choose an activity that you can mime for the
students and get them to guess what you are doing.
Encourage them to give sentences in the Present
Continuous rather than just call out the infinitive verb forms. Divide the
students into pairs and get them to continue miming and guessing. Get them to
change roles after each mime. Monitor and check for correct formation of the
Present Continuous.

SUGGESTION
You
can provide further practice of Present Continuous positive forms by getting
students to think about what their family and friends are doing. Write the
following questions on the board:
•   What are you doing now?
•   What
are your parents/friends/brothers and sisters/children doing now?
Demonstrate
the activity by giving your own answers,
e.g.
I'm
teaching English. I'm working in Room ... with Class . ..
My
mother's working at home.
Elicit
some more examples from one or two students,
e.g.
I'm
studying English. I'm sitting in Room next to My parents are having dinner.
Divide
the class into pairs and get students to continue exchanging examples. Monitor
and check for correct formation of the Present Continuous, Feed back on any
common errors with the tense, and if necessary drill the corrected forms.

ADDITIONAL
MATERIAL

Workbook
Unit 13
Exercise
I A review of colours.
Exercise
2 An exercise to consolidate the formation of the - ing form.
Exercise
3 An exercise to consolidate the positive form of the Present Continuous.
I'M
WORKING (SBp98)
Questions and negatives

T
  13.5

1This
section introduces Present Continuous question forms (wh- and Yes/No questions)
and negatives. Pre-teach/check model, fashion show, listener, special, and talk
(verb). Focus attention on the photo and
ask What's her name? (Sadie) and mat's her
job? (She's a
model.)
Play the recording and get students to read and listen to the interview. Check
students understand what it in I'm enjoying it very much refers to (being in
Milan Ask
students to underline the Present Continuous questions in the interview.
2
This is a transformation exercise to practise Present Continuous questions with
she. Write the question and answer What are you doing in Milan? and
working. on the board, underlining the subject and auxiliary. Elicit the
changes needed to make the question and answer about Sadie; What doing in
Milan? working. Drill the language in the speech bubbles chorally and
individually. Get students to continue asking and answering about Sadie,
working in closed pairs. (With a weaker group, you could elicit and drill the
questions and answers first, and then get students to work in closed pairs.)
Monitor and check for correct formation of Present Continuous third person
singular questions and answers,
Check
the answers with the whole class.

I Focus attention on the
  questions and read the notes with the whole class. Highlight the full and
  short forms used.
2      Focus attention on the negatives and
  read the notes with the whole class. Highlight that short forms are usually
  used in the negatives. Ask students to underline the negative form in the
  interview in exercise 1.
3      Focus attention on the short
  answers and read the notes with the whole class. Highlight the full and short
  forms used. Ask students to underline the short answers In the interview in
  exercise 1.
Read
  Grammar Reference 13.2 and 13.3 on PI 27 together in class, and/or ask
  students to read it at home. Encourage them to ask you questions about it.

ADDITIONAL
MATERIAL

Workbook
Unit 13
Exercise
4 An exercise to consolidate the positive and negative forms of the Present
Continuous.

PRACTICE

Asking
questions
I
This exercise reviews wh- question words and practises Present Continuous
question formation. Focus attention on the cartoons and check comprehension of
all the verbs and answers given. Focus attention on the example and then elicit
the question words and nouns that the students need to use:
2
what?
3
where?
4
why/three j
umpers? 5 what?
6 how many? 7 who?

T
  13.6

Get students to write the questions
using the verbs in brackets, working individuallv. Play the recording and get
students to check their answers.
 Answers
and tapescript
I
 A
What are you reading?
B A love story.
2     A
What are you watching?
            B
The news.
3     A
Where are you going? B To my bedroom,
 A
Why are you wearing B Because rm cold.
5
A What are you
eating?
B Chocolate.
6
A How many cakes are B Five.
 7 A Who are you  B
My girlfriend.
If
you feel students need more question and answer practice, play the recording
again and get students to repeat. Encourage them to reproduce the falling
intonation of the wh- questions. Students then practise the questions and
answers in closed pairs.
2
This exercise practises Yes/No question formation in the Present Continuous.
Focus attention on the cues and the example questions and short answers.
Highlight that the question form is an inversion of the statement form. Get
students to write the question forms for the exercise, working individually.
Check
the answers with the whole class.
Answers
I
2
3
4
     5

13 •
6
Is it
raining?1 This section provides skills practice in reading and
7
Are all the
students speaking English?     speaking, and also highlights the difference
between the
8
Are you
learning a lot of English?Present Simple and Present Continuous. Students also

review
  the Past Simple in each reading text and in the

Model
  and drill the examples in the speech bubbles.

questions.

Encourage
  students to reproduce the rising intonation of

Exercise
  I is a warm-up activity for the reading stage. It

the
  Yes/No questions, Tell students that they have to

reviews
  the use of Present Simple for routines. Pre-teach/

stand
  up and ask the questions in a •mingle' activity and

check
  Christmas Day. Give brief examples of what you

that
  they should give true short answers. Get students to

do
  on each of the days and then elicit two or three more

do
  the activity and monitor and check for correct

examples
  from the class. Students then continue asking

question
  formation, intonation, and short answers.

and
  answering in closed pairs. Go round and help. Monitor and check but do not
  focus too heavily on

Check it

errors
  as this activity is to raise interest in the topic,

3
  Focus attention on the first pair of sentences as an

rather than to test
  accuracy.

example.
  Students continue working individually to

2

Pre-teach/check
  the following new words from the texts:

choose
  the correct sentence.

meet
  (friends), get married, stand (state verb), adult

Get
  students to check their answers in pairs before

(noun), have a barbecue, swimsuit, pack your bags,
  and ski

checking
  with the whole class.

clothes.
  Also review the irregular past forms in the texts; get up — got up

Answers

get (receive) — got

I I'm wearing a blue
  shirt today.

go
  — went

2 Where are you going?

find
  —found

3    Peter
  isn't working this week.
4    Tha€s
  Peter over there. Hes talking to the teacher.

Assign a role and a text to each
  student and remind them

     5 Heidi is
  German. She comes from Berlin.

to read
  only their text:
Student
  A — Isabel

ADDITIONAL
  MATERIAL

Student
  B — Leo
Student
  C — Mark

Workbook
  Unit 13

Student
  D — Becca

Exercise
  5 An exercise to consolidate questions and short

Get students to read their text
  quickly and match the text

answers
  in the Present Continuous.

to
  the correct photo. Briefly check the answers.

                 Isabel
— photo 3
Leo
— photo 4
Today's
different                                                                                Mark
— photo I
Becca — photo 2

NOTES

This
is the first 'jigsaw' reading in the course. It is a  3 Focus attention on the
questions. Pre-teach/check What technique which integrates reading and speaking
skills.        happened ? in question 4. Get students to work
Students
read one of four texts and they then work in and answer the questions about
their text. individually groups and exchange information about their text in a
Ask them to note down the answers to their questions. speaking phase. It's
important to remind students to (With a weaker group, you could put all the A,
B, C, and read only their text and to get information about the D students in
separate groups so that they help each other texts via speaking. other answer
the questions.) Go round and help as

SUGGESTION
You
  might want to feed in the language students can use for the information
  exchange, e.g.
DO you want to start?
You next.
Sorry,
  I don't understand. Can you repeat, please?

In
the lesson before the photo of me stage, ask necessary. students to bring in a
photograph of themselves to talk about in class. Tell them that the photo needs
to be an 'action shot' and show:
•
where you are     who
you're with
•
what you're
doing what you're wearing
Get
students to look up any useful words they need to talk about the picture. Also
bring in a photo of yourself so that you can demonstrate the activity.

4
Divide the class into groups of four. Make sure there is an A, B, C, and D
student in each group. Demonstrate the activity by getting a couple of students
from one group to talk about their text. Students continue exchanging the
information about their text. Monitor and check for correct use of the Present
Simple, Present Continuous, and Past Simple. Conduct a short follow-up phase by
asking general questions, e.g. Who has a similar routine to you? 2 Who is
having the most interesting day?
Who would you most like to be?
Finally,
feed back on any common errors from the information exchange and review the use
of the tenses as necessary.
A photo of me                                                                    3
Demonstrate
the activity by talking about a photo of yourself. Then elicit one or two more
examples from students in the class, Get students to continue working in pairs
and talking about their photo. Monitor and check for correct use of be and of
the Present Continuous.
ADDITIONAL MATERIAL

Workbook
Unit 13
Exercises
6 and 7 Exercises to consolidate the Present
Simple
and Present Continuous. 4 Exercise 9 Further reading practice and consolidation
of the Present Simple and Present Continuous.

VOCABULARY
  AND SPEAKING

Clothes
5
1
This section reviews and extends the lexical set of clothes, introduces
language for describing colour of hair and eyes, and recycles the Present
Continuous in the context of describing people. Focus attention on the pictures
of the models and on the example. Students continue labelling the clothes,
working individually. Check the answers with the whole class.

T
  13.7

Play
the recording and get students to repeat chorally and individually. Check
students can distinguish shirt and skirt and that they pronounce trousers
correctly — /•trauzaz/, Elicit which items are for women (a skirt and a dress).
Highlight the use Of a with the singular items, e.g. a jumper, and that the
plural items do not need a, e.g. boots. Highlight that the word trousers is
plural in English, as this is different in other languages,
Briefly
review the colours presented in the Starter section. Focus attention on the
example in the speech bubble. Drill the language chorally and individually.
Elicit one or two more examples from the class and then get students to
continue in closed pairs. Monitor and check for correct use of clothes, colours,
and the Present Continuous.
Focus
attention on the example in the speech bubbles. Drill the language chorally and
individually. Encourage students to reproduce the rising intonation on the
Yes/No questions. Demonstrate the activity by standing back to back with a
student and asking about his/her clothes. Divide the students into pairs,
asking students to work with a different partner from another part of the room,
Monitor and check for correct use of Present Continuous questions and short
answers, names of clothes, and colours.
This
exercise consolidates names of clothes and colours, and also recycles the
Present Simple for talking about routines. Get students to ask vou the
questions and give true answers. Divide the class into pairs and get them to continue
asking and answering. Monitor and check for -correct use of Present Simple,
names of clothes, and colours.
This
exercise presents the language used for describing hair and eyes. Plav the
first line of the recording and elicit the word to complete sentence I (fair).
Play the rest of the recording and get students to complete the sentences.
Check the answers with the whole class.

Answers and tapescript

U I She has long,
fair hair.
2
He
has short, black hair.
3
She
has blue eyes.
4
He
has brown eyes.
Focus
attention on the example in the speech bubble. Demonstrate the activity by
describing a student and getting the others to guess who it is. Elicit one or
two more examples from the class and then get students to continue in closed
pairs or small groups. Monitor and check for correct use of the Present
Continuous, names of clothes, and language Of describing people.
Unit 13 •

SUGGESTIONS
1    You can also do a 'describe and
  guess' activity based on pictures from magazines or students' own
  photographs. Student A describes a person in the picture or photo and Student
  B guesses who is it. Students then change roles.
2    You can review the Present
  Continuous and the language of describing with the photocopiable activity on
  TB pl 18. This is an information gap using different pictures. Photocopy
  enough pages for your students to work in pairs. Tell them that they are
  going to work with a partner and ask questions to find six differences
  between two similar pictures of a family. Divide the class into pairs. Give
  Student A and Student B their respective pictures. Remind them they shouldn't
  look at each other's picture. Drill the type of questions students can ask:
  What is (the father) wearing? Is (the mother) listening to music? etc,
Tell
  students to circle the part of their picture when they find a difference.
  Students work in pairs to find all six differences. Monitor and check.
Students compare their pictures
  to check they have found the differences.

Student
  A points to a cartoon and Student B says the corresponding sentence.

ADDITIONAL
MATERIAL

Workbook
Unit 13
Exercises
10—13 A range of exercises to review clothes and the language of describing
people.
EVERYDAY
ENGLISH
Wha€s
the matter?
1
This section presents the language of talking about feelings and offering
suggestions. Establish that the people in the cartoons all have problems, and
pre-teach/ check the question What's the matter? Focus attention on the
cartoons and elicit the answer for sentence I (She's cold.) Students continue
completing the sentences, working
individually.

T
  13.9

Play
the recording through once and get students to check their answers. Answers and
tapescript
4         thirsty. 2 He's
hungry.        5 Theyre hot.
      3 Theyretired.                  6
Wsbored.
Play
the recording again and get students to repeat chorally and individually. Make
sure they pronounce tired and bored as one syllable — /tarad/, /bo:d/ rather
than */tarred/, * /b3'.red/. Get students to wofk in pairs. 2 Focus attention
on the conversation. Play the recording and get students to read and listen.
Play the recording again and get students to repeat. Highlight the use of Why
don't you ? for making suggestions.

SUGGESTION
Try to integrate
  language from the Everyday English sections in your lessons and encourage
  students to do the same. There is a big range of language that can be used
  quite naturally in the classroom context to reinforce the communicative value
  of what the students are learning. This includes: What's the matter? I'm Why
  don't you ?
Pardon?
All right.
Excuse me.
Sorry
I
  don't know.
I don't understand. Please./Thank
  you, How do you spell . Can I     ?

3
Check comprehension of the ideas in the lists. Elicit one or two more
conversations from the class and then get students to continue in closed pairs,
using the words from exercise 1. Monitor and check for correct use of the
adjectives and Why don'tyou . .. ?
ADDITIONAL
MATERIAL

Workbook
Unit 13
Exercises 14 and 15 Further
practice of the language of feelings and suggestions from the Everyday English
section.
Don't forget!

Workbook
Unit 13
Exercise 8 In this exercise
students translate sentences containing the main grammar points presented in
the unit.
Word
list
Ask
the students to turn to pl 37 and go through the words with them. Ask them to
learn the words for homework, and test them on a few in the following lesson.

14
Question word revision
Present Continuous
for future
Travel
and transport • Going sightseeing
Introduction                         Language
aims
to
the unit                                                  Grammar — Present
Continuous for future plans Students will be familiar with the form of the
Present Continuous, having practised it for talking about
This
unit is called 'It's time to go!' and actions happening now or around now in
Unit 13. This unit presents and

POSSIBLE
  PROBLEMS
The use of a present tense to
  refer to future plans may seem strange to students at first, but they soon
  become accustomed to it with practice. In the presentation and practice, ask
  a simple concept question — Now or future? about the use of the tense to make
  sure students are clear about the time reference.

. ts theme is travel, transport,
and practises its other use — talking about future plans. 'ightseeing. The use
of Present uontinuous for future plans is 2resented, building on students'
-alowledge of the form of this tense trom Unit 13. Wh- question words are
reviewed as part of the practice of asking about plans with the Present
continuous. Students also get listening speaking practice with a section on
Question words The questions words students have met in previous units are
holiday plans, using the Present reviewed as part of the practice of the
Present Continuous questions for future continuous for future. The lexical set
plans. transport and travel is reviewed and extended, and there is a Reading
section Vocabulary The lexical set of travel and transport is reviewed and
extended.
an amazing journey by car. The       Students
focus on forms of transport and collocations, e.g. book a hotel, catch a travel
theme is carried through in the    plane, etc. The travel theme is carried
through in the Reading section with a text Everyday English section with a
focus  on an amazing journey in a Mini car!
sightseeing. Everyday English This
highlights and practises the language used when talking about places you have
visited and also practises conversations in a tourist office. Workbook The
Present Continuous for future plans is consolidated in the positive and
question forms. Students also focus on the time reference in different Present
Continuous sentences, and get further practice in understanding plans in a
listening task.
There
is a pronunciation exercise to practise shifting sentence stress.
The lexical
set of travel and transport is consolidated.
Further
reading and listening practice is given with another text on an eventful
journey.
The
language of going sightseeing from the Everyday English section is further
practised.
Notes
on the unit
STARTER
1
This Starter
section reviews days, months, and how we say years in English. It also
establishes the concepts of 'now' and 'future? as preparation for talking about
future plans in the next section. Focus attention on the questions and elicit
the answers from the class. Make sure students use and correctly when they say
the year: 2002 — two thousand and two. Also check
14

for
correct pronunciation and word stress in the months and days.
2
Get students to
say the months round the class. If students have problems remembering the
months, or pronouncing them, drill the words chorally and individually and then
get students to repeat the task.

HOLIDAY PLANS

Repeat
the above procedure for the days of the week.
Present
Continuous for future

T
  14.1

1Focus attention on the photo and
ask What's her name? (Ellie.) Focus attention on her diary and explain that it
shows her plans for next week. Pre-teach/check collect tickets pack bags, and
fly from the diary. Play the recording and get students to listen and read
Ellie's diary. ADDITIONAL MATERIAL Elicit why Ellie is excited (She's going on
holiday to
      Mexico.)                                                                           Workbook
Unit 14
Exercises 1 and 2 Exercises to
consolidate the form and Tapescriptconcept of the Present Continuous for
future.

T
  14.2

I'm
going on holiday to Mexico next Friday, so next weeWs very busy. On Monday I'm
collecting my tickets from theQuestions travel agent. I'm going on holiday with
my friends Ed and

Lucy,
so on Tuesday I'm meeting them after work and we're going shopping. On
Wednesday I'm seeing the doctor at eleven o'clock, then I'm having lunch with
mum. On Thursday I'm leaving work early and I'm packing. I'm taking just a bag
and a rucksack. Then i€s Friday. Fridays the big day! At six thirty in the
morning I'm going by taxi to the airport. rm meeting Ed and Lucy there and at
nine thirty ware flying to Mexico City. I'm very excited!

2
This exercise presents the use of the Present Continuous for future plans, but
treat it initially as an information gap-fill and leave the explanation of the
tense use until you focus on the Grammar Spot section. Focus attention on
sentence I as an example. Also elicit the answer to the second gap in sentence
3 (having) to alert students to the need for the -ing form in some sentences.

GRAMMAR SPOT

I
  Read the notes as a class. Focus attention on the examples and ask Now
  orfuture? about each one (future). Establish that the form is the same as the
  tense students used in Unit 13 to talk about actions happening now, but that
  these sentences refer to future time.
2 Ask students to underline the
  examples of the
Present
  Continuous in the sentences in exercise I of Grammar Spot.
Read
  Grammar Reference 14.1 on p127 together in class, and/or ask students to read
  it at home. Encourage them to ask you questions about it.

Get
students to complete the sentences, working individually. Get them to check in
pairs before checking with the whole class.

Answers
I On Monday shes collecting her tickets
from the travel agent.
 2 On Tuesday she meeting Ed and Lucy
after work and they're going shopping.
 On Wednesday she's seeing the doctor
at 11 Otlock, then she's having lunch with her mother.
4 On Thursday she's leaving work
early and she's packing her bags.
5 On Fridayat6-30 in the morning sheSgoing
by taxi to the airport and she's meeting Ed and Lucy
there. At 9.30  thefre flying to Mexico.

3This
section focuses on wh- questions with the Present Continuous for future plans.
Focus attention on the question and answer and refer students back to Ellie's
diary. Play the recording and get students to repeat chorally and individually.
Encourage them to reproduce the falling intonation on the wh- question. Focus
attention on the speech bubbles and elicit the answer (She's meeting Ed and
Lucy. They're going shopping.) Get students to practise the exchange in open
pairs. Students then continue in closed pairs, asking and answering the
questions about the other days of the week. Monitor and check for correct
question formation and intonation.

Check the answers by getting
students to ask and answer across the class.
Whars
she doing on Wednesday? seeing the doctor at Tl otlock. Then she's haying lunch
with her mother. Whats she doing on Thursday? leaving work early she packing
her bags.
Whars
she doing on Friday? She' going by taxi to the airport and meeting Ed and Lucy
there. Theyre flying to Mexico at 9.30 a.m.
4
Write your own diary for the next four days on the board. Give true examples if
the language generated is within the students' range. If not, modify the
examples so that they contain language students will recognize, e.g
Tuesday
— 6.30 p. m. play tennis with Dave
                     —
7.30                             Jim in the
Thursday
— collect theatre tickets

Ifs

Friday — go swimming
Revise
tomorrow and on with days of the week. Elicit the question What are you doing
tomorrow? from a student and reply with the information in your diary. Ask the
question What are you doing? and highlight the shift in stress:
S:
What are you doing tomorrow?
T: VThat are you doing?
Get students to ask you about the other three days and
ask them the question back, highlighting the stress each time.
Ask
students to write notes about their plans for the next four days. Elicit two or
three examples of the exchange in open pairs. Then ask students to continue in
closed pairs, finding out about each other's plans for the rest of the week.
Monitor and check for correct question formation, intonation, and change in
stress.
3
This exercise consolidates question formation with the Present Continuous and
reviews wh- question words from previous units. Focus attention on the picture
of Ellie and on the first two lines of the conversation. Ask Where is Ellie?
(She's at work.) Ask What is she doing?
(She's
reading about Mexico and talking to a friend.) Pre-teach/check lucky. Focus
attention on the example and then get students to complete the conversation
with the question words,
Get
students to check in pairs before playing the recording. Check the answers with
the whole class.
Answers and tapescript A           are
you doing?
E rmreadingabout Mexico.
A Why?
E Because I'm going there on holiday soon.
A Oh lovely! When are you leaving?
E Wùe leaving next Friday. A
Who are you going with?
E My friends Ed and Lucy.

A How are you travelling?
E  travelling by plane to Mexico City,
then by bus and trú around the country.
A Whee are you staying?
E Wdre staying in small hotels and
hostels.
A You're so lucky! Have a good time!

E Thanks very much,
Get
students to practise the conversation in closed pairs. If students have
problems with pronunciation, drill key sections of the conversations and get
students to practise again in closed pairs.

1     This exercise highlights the
  question form in all persons. Focus attention on the examples and then get
  students to form the question with When and he, she, we, and they. Check the
  answers by getting students to say the questions aloud, Check for the correct
  intonation (falling).
When is he leaving?
When is she leaving?
When are we leaving?
When are they leaving?
Get
  students to underline the question forms in the conversation in exercise 5.
2     This exercise highlights the
  present and future uses of the Present Continuous. Ask students to answer the
  questions in pairs and then check with the whole class,
Answers
I'm
  reading about Mexico. (now) I'm leaving next Friday, (future)
Refer
  students back to Grammar Reference 14.1 on p127.

ADDITIONAL
MATERIAL

Workbook
Unit 14
Exercise
3 An exercise to practise wh- questions with the Present Continuous for future.

Listening
and speaking
1
This section consolidates the Present Continuous for future with a listening
task and information gap activity
on
holiday plans. Students are also given the opportunity to personalize the
language by talking about their own holiday plans.
Focus
attention on the photos Of the places and ask students to guess where they are.
Tell students they are going to find out about the holiday plans of the people
in the photos. Check the pronunciation of the names Marco /'ma:keu/, Rachel and
Lara, / t re1tJI an 'la:ro/, and Didier /'didiei/,
Exercise
I consolidates the use of wh- questions with the Present Continuous for future.
Briefly review the question words by putting a list of very short answers about
your own holidays on the board and elicit the correct question word, e.g.
14

France (where?)
In August (when?)
For three weeks (how long?)
In a hotel (where?)
By plane (how?)
Because I want to relax on the beach
(why?)
Focus
attention on the cues in the chart and the example questions. Highlight the use
of the Present Continuous by asking Now orfuture? (future). Then get students
to write the other questions, using the cues in the chart.

T 14.4

Tell students they are going to listen to people
talking about Marco's holiday plans and they have to check the questions and
also complete the missing information. (With a weaker group, you could play the
recording through once first and get students to check the questions, and then
play it again for students to complete the missing information, ) Play the
recording and get students to complete the task. If necessary, play the
recording again to allow students to complete their answers- Check the answers
with the whole class, highlighting the use of the in the date.
Answers and tapescript
A            going on holiday, B Oh, where's he
going?
A To Banff, in Canada.
 Why is he going
there?
A
Because ifs good
for skiing and he wants to go skiing.
B
When is he
leaving?
A
Next week on the
third of March.
B
How is he
travelling?
A
By plane to Vancouver
and then by train to Banff.
B
Where is he staying?
A
In the Banff
Springs Hotel.
B
And how long is
he staying? A Just ten days.
Chart
      When/leave?                         3
March
      How/travel?                           by
plane and train
       How long/stay?                    10 days
2      Focus attention on the examples in
the speech bubbles. Drill the language, highlighting the falling intonation on
the wh- question. Then elicit one or two more exchanges in open pairs. Students
continue in closed pairs. Monitor and check for correct use of the Present
Continuous for future, and for intonation in the questions.
3      This is an Information gap activity
based on Rachel and Lara's, and Didier's holiday plans. Pre-teach uncle and
youth hostel from the charts on PI 39 and p140 of their books. Check the
pronunciation of the places Whangaparada / New Zealand /nju:
'zi:land/,
Paris /'pærrs/, and Edinburgh /'edmbra].
Remind
students of the question to ask to check spelling
les
— How
do you spell .. . ? Divide the class into pairs and assign a role, Student A or
Student B, to each student. Refer all the Student As to pl 39 and all the
Student Bs to PI 40. Explain that students have to ask and answer questions and
get the information to complete their chart. Remind them not to show each other
their chart but to exchange the information through speaking. Focus attention
on the examples in the speech bubbles and drill the language. Students continue
asking and answering in closed pairs. (With a weaker group, you could elicit
all the questions from the cues in the chart as a class activity and then get
students to do the information exchange.) Monitor and check for correct use of
the Present Continuous, intonation on the whquestions, and use of the alphabet.
Get students to check their answers by comparing their completed charts. Feed
back on any common errors in a brief follow-up session.
4
This exercise gives students the opportunity to talk about their own holiday
plans, Focus attention on the examples in the speech bubbles. Drill the
language and then get students to ask you the questions. Elicit one or two more
exchanges in open pairs and then get students to continue in closed pairs.
Monitor and check for correct use of Present Continuous.
The second phase of this exercise practises the third
person singular form. Focus attention on the example in the speech bubble and
highlight the third person forms in the verbs. Elicit more examples from the
class.
ADDITIONAL MATERIAL

Workbook
Unit 14
Exercise
4 Further listening practice based on a diary activity of future plans.
Talking about you
5
This section reviews the Past Simple with both regular and irregular verbs and
gives practice of Yes/No questions with the Present Continuous for future plans.
It
also highlights the intonation of the Yes/No question forms.
Read
through the list of sentences about yesterday and ask Now or past? (past).
Briefly review the verbs forms by eliciting the corresponding infinitive, e.g.
got up —get up, went—go, walked — walk, etc. Focus attention on the example for
number I and ask Now or future? (future). Elicit the questions for numbers 2
and 3 (Are you going swimming tomorrow? Are you walking to work tomorrow?) Get
students to write the questions, working individually.

T 14.5

Play the recording through once and ask students to
check they have formed the questions correctly. Play the recording again and
get students to repeat chorally and individually. Encourage them to reproduce
the rising intonation on the Yes/No questions. Review the formation of short
answers by getting students to ask you questions l, 2, 6, and 7. (These are the
questions that students can apply to all students.) Reply Yes, I arn./No, I'm
not. And then get students to ask and answer in open pairs. Check for
intonation and drill the questions again if necessary. Students then ask and
answer in closed pairs.
Answers
and tapescript I I got up early.
Are getting early tomorrow? 2 I went
swimming.
Are you going swimúg tomorrow?
3 I walked to work.
Are
you walking to work tomorrow?
4    I tud lunch in my office.
Are you having lunch in your office
tomorrow?
5    I
left work late.
Are
you leaving work late tomorrow?
6    I
met a friend.
Are you meeting a friend tomorrow?
7    We
had dinner in a restaurant.
Are you having dinner in a restaurant
tomorrow?
6
This exercise gives students the opportunity to use the Past Simple and the
Present Continuous for future to talk about themselves. Demonstrate the
activity by writing five things that you did yesterday on the board,
e.g.
went to the cinema. Elicit the question about tomorrow and give an answer, e.g.
Are you going to the cinema tomorrow? No, I'm not. I'm playing squash. Drill the
examples in the speech bubbles and then get students to continue in closed
pairs. Monitor and check for correct use of the Past Simple and the Present
Continuous for future, and for correct intonation. Feed back on any common
errors with the whole class.

SUGGESTION
Try to review the past Simple and
the Present Continuous for future by talking about what students did/are going
to do at different times, e.g. last/next weekend, during the last/next
holidays, on their last/next birthday, etc. You can set up short pair or group
work activities as 'warm-up' stages at the start of a class, or as 'fillers'
for students who finish a task before the others.

Check
it
- Focus attention on the first pair
of sentences as an example, Students continue working individually to choose
the correct sentence.
Get
students to check their answers in pairs before checking with the whole class.
Answers
I I'm leaving tomorrow.
2
We'regoing
to the cinema this evening.
3
Where
are they going on holiday?
4
What
are you doing on Saturday evening? S What are you doing tomorrow?
READING
An
amazing journey
I
Check comprehension of the title of the text To Australia and back in a Mini.
Tell students they are going to read about an amazing journey in a car. Focus
attention on the questions. Get students to ask vou the questions and give true
answers. Get the students to ask and answer the questions in closed pairs.
2      Focus attention on the photo and
caption, and the map.
Elicit
the answers to the questions ( John and Carys Pollard. Their car is about 40
years old. It's a Mini.) Ask students to predict what happens on the amazing
journey.
3      Pre-teach/check cost (verb), later,
still ( adverb), Moscow, Finland, the Arctic Circle, via, return (verb), ship
(noun), give something a rest. Tell students that the text contams a lot of
numbers and dates. Get students to read the text through quickly and underline
each one. Briefly elicit if students predictions about the text were correct.
Then elicit how we say each number and date. Check students understand what
each number and date refers to:
1964 —
the year Mr Pollard bought the Mini
£505
— the price of the Mini
250,000
— the number of miles the Mini has done
      59       — Mr Pollard's age
1966
— the year Mr
Pollard drove to Moscow, Finland, and the Arctic Circle
1967
— the year Mr
Pollard married his wife
      30      — the number of years Mr
Pollard and Mrs
Pollard stayed in Australia
The
questions test comprehension of the details in the text and consolidate the
Past Simple and Present Continuous for future, Pre-teach twice for the answer
to number 5. Focus attention on the examples and check students understand the
convention of ticking (V) true information and crossing (X) false information,
Remind them they need to correct the false sentences. Get students to read the
text more slowly and complete the task.

14

Get students to check the answers in pairs before
checking with the whole class. Highlight the use Of contrastive stress in the
sentences that needed correcting.
Answers
I He didn't buy a VW. He bought a Mini.
3
4    He didn't pay £250,000 for
it. He paid £505 for it.
5    He didn't go to Russia three times
in his old Mini. He went to Russia twice.

7
John
and his wife didn't stay in Australia because they had no money. They stayed in
Australia because John found a job.
8
They
aren't buying a new Mini soon. They don't want to sell their old Mini.
9
They
aren't returning to Australia by ship. Theyre returning to Australia by plane.

r 14.6

4 Focus attention on the interview.
Check students understand the abbreviations of the speakers (I Interviewer, JP = John Pollard).
Elicit the words to complete the first gap ( In 1964). Iëll students to
complete the rest of the interview, using the information in the text. Play the recording and get students
to check their answers.
Answers and tapescript
I This is an amazing car, John. When did
you buy it?
JP In 1964, when I was a student.
I And how much did it cost?
JP £505.
I Why did you buy it?
JP Because I wanted to travel. In 1966 1
drove to Moscow,
Finland, and the Arctic Circle.
      I
Does your wife like the Mini?
JP Oh, yes. She loves it. We married in
1967 and we drove to
Australia via India. We stayed in
Australia for thirty years.
I When did you come back to England?
JP Last month.
I Are you going back to Australia?
JP Yes, we are. We're flying back next
month.
I Are you leaving the Mini in England?
JP No, we aren't. The Mini is travelling by ship.
Get
students to practise the conversation in closed pairs. If students have
problems with pronunciation, drill key sections of thë conversation and
get students to practise again in closed pairs. ADDITIONAL MATERIAL

Workbook
Unit 14
Exercises
10 and I I Further reading and listening practice.
I€s
VOCABULARY AND SPEAKING (5B Transport and
travel
1
This section
reviews and extends the lexical set of transport and travel, and also gives
fUrther practice of the Past Simple. Focus attention on the words in the bo and
the pictures. Elicit the answer for number I ( bicycle and get students to
continue matching, working in pairs Check the answers with the whole class,
making sure students can pronounce the words correctly.
I bicycle
2
motorbike
3
ship
4
the
Underground
2
Elicit one or
two more examples of forms of transport from the class, e.g. car, bus, and then
get students to continue working in groups of three. Elicit the answers,
checking the spelling and the pronunciation, and write them on the board in
groups: by road/rail, by air, by sea.
      Possible answers
By
road/rail   By air     By sea   car         plane helicopter
coach lorry train
3
This is a
collocation exercise with common travel word: Focus attention on the example
and then get students continue matching, working in pairs. Check the answer
with the whole class.
pack your bags book a hotel catch a
plane have a great time arrive in Rome go sightseeing
4
This exercise
consolidates the collocations presented in exercise 3. Focus attention on the
first and last sentence given as examples and then elicit the second sentence (
We booked the hotel and the flight.) Get students to wri 2 in the correct box.
Students continue ordering sentences, working individually.

T 14.7

Get
students to check in pairs before playing th recording and getting students to
check against the
Answers
and tapescript We wanted to have a holiday in Rome.
We
booked the hotel and the flight. We collected our tickets from the travel
agent, We packed bags.
We went to the airport.
We caught the plane.
We arrived in Rome.
We went sightseeing. We had a great time:
5
This exercise gives further practice in the Past Simple and the language of
transport and travel. Demonstrate the activity by talking about a journey you
went on. Say where you went, how you travelled, and how long the journey was.
Elicit another example from a confident student and then get students to
continue in closed pairs or groups of three, taking it in turns to ask and
answer about a journey in the past. Monitor and check for correct use of the
Past Simple and names of transport.
ADDITIONAL MATERIAL

Workbook
Unit 14
Exercises
8 and 9 Exercises to practise the lexical set of travel and transport.

EVERYDAY ENGLISH

Going
sightseeing
I
This sections focuses on the topic of sightseeing. Focus attention on the names
of the cities and the dates. Elicit sentences by asking Where and when? (I went
to London in July 1999.1 went to Paris in April 2001.) Ask What did you see?
and WOtat did you buy? and elicit possible information about sights and
souvenirs, e.g. We saw Buckingham Palace. We bought some clothes. We saw the
Eiffel Tower. We bought some wine.
Review the question Did you have a good time? Get
students to write down two cities and dates when they were a tourist. Students
talk about the cities in the closed pairs, using the ideas in the Student's
Book Encourage them to ask Did you have a good time? about each trip,
2      This section practises typical
conversations in a tourist office and reviews would like from Unit 12. Focus
attention on the photos and ask Where are the people? (In a tourist Office.)
and What are they asking about? (A map, a bus tour, and a museum.)
Pre-teach/check take (verb to show length Of time). Make sure students understand
that there are a different number of words in each gap each time.

3

T
  14.8

Play
the first line of the conversation and elicit the words for the first gap (
help you), Play the rest of the recording and get students to complete the
conversations. If necessary, play the recording again and allow students to
complete any missing answers. Then check the answers with the whole class.
Answers and tapescript
                                                                                I
A Hello. Can I help you?
 B Yes. Id like a map of the town,
please.
A  Here
you are.
B  Thank
you.
2 C We'd like to goon a bus tour of
the city.
A Thaes fine. The next bus leaves at
10.00, It takes an                hour.
C  Where
does the bus go from?

A It goes from the railway station
in Princes Street.

3      D
Wed like to visit the museum. When is it open? A From ten o'clock to five
o'clock every day D How much is it to get in? A les
free.
Get students to practise the
conversations In closed pairs. If students have problems with pronunciation,
drill key sections of the conversation and get students to practise again in
closed pairs.
This
exercise gives students the opportunitv to talk about sights in their town or
city, and also to roleplav conversations in a tourist office. Focus attention
on the examples in the speech bubbles. Check comprehension of market. Give an
example of places to visit in vour town and elicit more examples from the class
about places where they live, Students continue in closed pairs. Write key
words from the students' examples on the board to help them during the
roleplav, e.g.
Nouns: cathedral, museum, art gallery,
square, monument, college, theatre, palace
Verbs:
go on a tour, see, visit, buy, go to, take a photo of Divide the class into
pairs and get them to make up conversations, using the conversations exercise 2
as a model. Let students write their conversations down in the initial stage
and go round monitoring and helping. Give students time to rehearse their
conversations a few times but then encourage them not to refer to the text when
they act out the roleplays. (With a weaker group, you could draft the
conversations as a class activity and write them up on the board. Students
rehearse from the text on the board. Then rub off some of the words from the
board so that there are just key words left and get students to act out the
conversations.)
14 • les

SUGGESTION
You can give students further practice in talking
  about sightseeing with the photocopiable activity on TB p 119. This is an
  information gap activity— Student A has information about Emma and Student B
  has information about Nick. There is also space for students to exchange
  information about a trip they went on. Photocopy enough pages for students to
  work in pairs and cut each page in half. Pre-teach/check souvenir from both
  charts, square, modern art museum, canals, and boat trip from Student A's
  chart, and Scandinavian, jazz club, national museum, and royal palace from
  Student B's. Divide the class into pairs and assign a role, A or B, to each
  student. Hand out the relevant chart to each student and check they recognize
  Emma as a woman's name and Nick as a man's name.
Focus attention on the categories
  on the left-hand side. Elicit the questions students will need to ask about
  Emma and Nick:
Place                    Where
  did he/she go?
Time                    When
  did he/she go there?
Travel                  How did
  he/she travel?

Activities              What
  did he/she do?
Sightseeing           What
  did he/she visit?
Souvenirs             What
  did he/she buy?
Opinion
  What did he/she think of the place? Like to go again? Would he/she like to go
  again?
Tell
  students they might have to ask for the spelling of different places and
  review the question How do you spell  ? Remind students not to show
  each other their chart, but to exchange the information through speaking.
  Demonstrate the activity by getting one Student A to ask the first two
  questions about Nick and for his/her partner to give the answers. Students
  continue, working in closed pairs. Monitor and check for correct use of the
  Past Simple and would like. Ask students to check their answers by comparing
  the information in their completed charts.
Ask students to complete the You
  column with information about a trip they went on. Elicit one or two question
  and answer exchanges with the you form,
e.g.
  Where did you go? I went to . . Students then continue, working in closed
  pairs. Monitor and check as before. Ask Students to check their answers by
  comparing the information in their completed charts. Feed back on any common
  errors.

EXTRA
  IDEAS UNITS 13 AND 14
On TB p 120 there
  are additional photocopiable activities to review the language from Units 13
  and 14. There is a reading text with tasks, a question formation exercise,
  and a matching activity on everyday English. You will need to pre-teach/check
  suit, Without, glove, formal/inforrnal, pink, popular, fashionable, pub,
  designer labels, and spend for the reading text.

Don't
forget!
Workbook
Unit 14
Exercises
5 and 6 Pronunciation exercises to practise shifting sentence stress.
Exercise 7 In this exercise
students translate sentences containing the main grammar points presented in
the unit.
Word list
Ask
the students to turn to p137 and go through the words with them. Ask them to
learn the words for homework, and test them on a few in the following lesson.
Video
Episode 6 Close encounters
Alison,
Jane's student sister, is coming to stay, so the housemates are cleaning the
house. However, Ali arrives two and a half hours early and Jane is unable to
meet her in town. Matt volunteers to go to the café rendezvous,
Unfortunately, his car gets a flat tyre on the way and he arrives late — only
to greet the wrong person. After some confusion, Ali and Matt set off home —
with Matt holding the other woman's bag. They finally get home after talking to
the police.
Stop
and check 4 for Units 11—14 (TB p 139). Progress test 3 for Units 11—14 (TB PI
27).
ADDITIONAL
MATERIAL

Workbook
Unit 14
Exercises
12 and 13 Further practice of the language used when sightseeing.
              14      It's

Photocopiable material

The
following material may be photocopied freely for classroom use, It may not be
adapted, printed, or sold without the permission of Oxford University Press.
Extra ideas, suggestions, and practice pp106-120
Progress
tests pp 121-9
Stop and checks pp 130-141

Photocopiable material

UNITS 1-14

Photocopiable

press3 •

Extra ideas Units 1-4 Revision                                       Language
work
I
Write questions for these answers. Reading         1 What's your nah"?
I Look at the texts about people in
London. Read them               My name's Elena Majewska.

quickly
and answer the questions.
I Is
Lucia from London?
2
How
old is Daniel?
3
Where is Todd
from?
4
Who is from
Japan?
5
Two people have
children. Who? 6 Who isn't married?

Hi! Welcome to London

My name's LUCIA CLARKE. I'm from Brescia in Italy.
  I'm married. My husband's name is James. He's from London. We have a son,
  Daniel, and a daughter, Teresa. Daniel is twelve and Teresa is eight. James
  and I are both teachers at the same school. It isn't in the centre of London
  but it's near our house.

I'm TODD HADDING from
  Seattle in the United
States,
  I'm in London with my rock group, The Drivers, We're on tour in England,
  France, and Spain. I'm not married but I have a girlfriend here in London.
  She's a student and her name's Laura. She's beautiful!

My name's SUMIO TANAKA. I'm a businessman from
  Japan. My company has an office in Tokyo and in London, too. I'm married and
  I have two daughters.
They
  are students at a school in the centre of London. They are very happy here,

2       Read the interviews again. Are
these sentences true (V) or false (X)?
I
Lucia has two daughters.
2
Lucia
is a teacher.
3
James'S school
is in the centre Of London, 4 Todd is a taxi driver.
5     Laura is Todd's girlfriend.
6     Sumio's company has two offices.
7     Sumio's children aren't happy in
London.
Extra ideas Units 1—4 •
Photocopiable material
2
M-A-J-E-W-S-K-A.
3       7 I'm from Warsaw in Poland.
4
I'm
35.
5  7 No, I'm divorced.
6
I'm a
bank manager.
7
7 It's
in the centre of town.
8
7 My
favourite music is jazz.
2
Practise the questions and answers with a partner.
Everyday English
Match
the lines ( 1—5) with the answers (a—e).
I C]
What's this in English?
2  [2 Have a good journey!
3  C] Good night.
4  C] How are you?
5  [2
Are you all right?
 Fine,
thanks, b Sleep well! c Thank you. d I don't know. Sorry e Yes, I'm fine.

Photocopiable

            5 Practice 5      p35)
Role cards for Student A                                                  Role
  cards for Student B

Student A

Student B

NAME
TOWN / COUNTRY A HOUSE OR A FLAT
JOB
PLACE
    OF WORK
LANGUAGES
SPORTS

Isabella
    POhti
Milan, Italy flat doctor hospital
3 - Italian, French, and a little
    English skiing and tennis

NAME
TOWN
    COUNTRY
A HOUSE OR A FLAT
JOB
PLACE
    OF WORK
LANGUAGES
SPORTS

M0hique
    Duval
Carnac, France house teacher school in the town centre Z - French and
    English football and swimming

Student A

NAME
TOWN /
  COUNTRY
A HOUSE OR A FLAT
JOB
PLACE OF
  WORK
LANGUAGES
SPORTS

Mario Bellini Milan, Italy flat doctor hospital
3 -
  Italian, French, and a little English skiing and tennis

Student B
NAME
TOWN /
COUNTRY
A
HOUSE OR A FLAT
JOB
PLACE
OF WORK
LANGUAGES
SPORTS

Student A

NAME
TOWN
  COUNTRY
A HOUSE
  OR A FLAT
JOB
PLACE OF
  WORK
LANGUAGES
SPORTS

Isabella Ponti Milan, Italy flat
  doctor hospital
3 - Italian, Frexch, anda little
  English skiing and tennis

Student B
NAME
TOWN /
COUNTRY
A
HOUSE OR A FLAT
JOB
PLACE
OF WORK
LANGUAGES
SPORTS
Alain Gaultier Cathae, France house
teacher
school ih the têhtre Z - French and English football and swimming
Monique Duval Carnac, Frahe¿ house teacher school in the towh
eehtr¿ 2 - French and English football and swimming

Student A

Student B

NAME
TOWN / COUNTRY
A HOUSE
  OR A FLAT
JOB
PLACE OF
  WORK
LANGUAGES
SPORTS

Mario Bellini Milan, Italy flat doctor hospital g — Italiah, French,
  ahd a little Ehglišh skiing and tennis

NAME
TOWN /
  COUNTRY
A HOUSE
  OR A FLAT
JOB
PLACE OF
  WORK
LANGUAGES
SPORTS

Alain Gaultier Carnac, France house teacher school in the town centre 2
  - French ahd Ehglieh football and swimming

Photocopiable

Photocopiable

@
Oxford University Press5 Unit 6 Suggestion (TBp41)

110
Unit6 • Photocopiable material

                7                                  p51)

@OxfordUniversity Press

Photocopiable

Adjectives
Nouns

 Extra
ideas Units 5—8 Revision     Language work
I
Write questions for these answers. Reading       1 Do you live ina flat?
1      Read the text quickly and answer
these questions.           Yes, I do. I live in a flat in the centre. I What's
Nicola's job?      2 2 Where does she live?
3
What's her
favourite room?    My favourite room is the living room.
4
What does she
do there?        3
No,
I work in an office.

Writer, Nicola Carlton,
  describes her favourite room
house
  is in the centre Of Manchester and it's about 90 years old. I work from home
  and my favourite room is my office. It's a beautiful room with big windows
  and I love it! In the office, I have my computer, two comfortable armchairs,
  a CD player, and a small fridge! There are photos of my three children on the
  walls. They're at university and I only see them in the holidays.
I get up at about 7 a.m. every morning and have a
  shower. I have breakfast in the office and I work at my computer all day. I
  don't usually go out of the office because it has everything I want — my
  work, music, food, and coffee! I don't have a telephone but I have email. My
  mother has a computer and I send messages to her every day — she loves them!
In
  the evening, I listen to music in the office and eat my dinner, My friends
  sometimes visit me and we have a glass of wine or two. I go to bed at about
11.30
  p.m. — but in my bedroom, not in the office!

4
Yes, I
sometimes work late.
5
No, I
don't. I want to be a writer.
6
No,
but I speak French and Italian.
7
Because English is important for my job.
8

I like red
wine and beer.
9     7
I watch TV in the evening.

10

I have
two sisters and a brother.
2      Practise the questions and answers
with a partner.
Everyday English
Match the
questions (1—5) with the answers (a—e).
I [2 What
time is it, please?
2
C]
Can I try on this jacket, please?
3
C] How much is
that?
4
C] Is there a
bank near here? 5 C) Is it far to the station?

2 Read the text again. Are these
  sentences true (V) or

a

Twelve
  ninety-nine. please.

false (X)?

b

About
  fifteen minutes.

 Nicola doesn't go out to work.

c
  d

Yes.
  Go down Kin* Road and turn right. It' five thirty.

2 Nicola's office is
  very light.

e

Yes,
  the changing rooms are over there.

3
Nicola's
children don't visit her in the holidays.
4
Nicola doesn't
telephone her mother.
5
Nicola sleeps
in her office
3
Look at the words in bold in the text. VThat or who do they refer to?
                 9                                  p64)
Student
A
                                                   Name:                                                                                4Name:                               Bob
Marley
                                                                                Job:Job:                                                                     singer
and musician
                                                   Born:                                                                                Born:        tq45
Country:Country:
Janaica
2                                                Name:                James
Dean          5              Name:    Job: actorJob:
                                                   Born:          tq31                                                                                Born:
Country: the United StatesCountry:

3Name:6Name: Anna Pavlova Job:               Job: dancer Born:               Born:
Country:Country.
Ruggia

Student B
Name:
                                                                                Job:
                                                                                Born:
Country:

2Name:                                                                                John
F. Kennedy
                                                                                Job:            politician
                                                                                Born:         tq17
Country: the United
States
Name:              Job:
Country:

                10                             (TBp71)
Student A Janek flat
Student AS question
What
did Paul do yesterday?
What
sport/PauI/pIay/yesterday?
What/he/read?
Where/he/play the guitar?
Paul/cook a meal? He/watch a video?
He/have a bath?
He/work at his computer?

Photocopiable

Student B
Paul's flat

10 •@
Student
B's questions
What
did Jane do yesterday? Where/ Jane/go/yesterday?
What/she/read?
Wha t/sport/she/play?
Jane/have
breakfast?
She/write a letter?
She/have a bath? She/watch TV?
Press

                 Il
                            (TBp81)

LISTEN TO

PLAY

BOOK

WATCH

READ

    the news                     computer
games        a book                        a room                      basketball
    the piano                    a
magazine                a ticket                       cards                          a
newspaper
    a table                        music                        a
CD                           TV                             a hotel
    chess                          a
holiday                   a video                       tennis                        music
    a
letter                       a film                         the news                     a
cassette                  the guitar
1
Complete the
dialogue with the correct form of I Complete the dialogue with the correct form
of listen to, play, book, watch, or read. Use the Present listen to, play,
book, watch, or read. Use the Present Simple and Past Simple. Simple and Past
Simple.
A
Did you have a
good weekend?  A Did you have a good weekend?
B
Yes, I played
tennis with my brother on B Yes, I played tennis
with my brother on Saturday and yesterday I ( I ) my Saturday and yesterday I (
1) my
           favourite films on video. What
about you?                           favourite films on video. What about you?
A
1 (2) my summer
holiday on the my summer holiday on the Internet — two weeks in Portugal.
Internet — two weeks in Portugal.
B
Really? That's
interesting. Do you use your         B Really? That's interesting. Do you use
your
             computer a lot?                                                                  computer
a lot?
A
Oh yes, every
day. I (3) computer A Oh yes, every day. I (3) computer games, (4) music and
(5) games, (4) music and (5) newspapers,        newspapers.
B
Can you (6)        theatre
tickets on the    B Can you (6)  theatre tickets on the
          Internet? I want to see a new play
in London.                    Internet? I want to see a new play in London.
A
Yes, of course.
It's easy. I can show you. A Yes, of course. It's easy. I can show you.
B
OK. Thanks.       B
OK. Thanks.
2
Practise the
dialogue in pairs.          2 Practise the dialogue in pairs.

Photocopiable

OxGd University 11
                  12                            (TB
p89)

I There are three dialogues
on this page. Put the lines in the correct order.
2      Where are the people in each
dialogue?
3      Practise the dialogues with a
partner.

Extra Ideas Units 9-12 Revision
Reading
I Work
in groups and answer the questions.
I DO
you like surprises?
2      Did you have a surprise on your
last birthday?
3
Did you
organize a surprise for a friend's birthday?

A wonderful surprise
Last Saturday was
  my fortieth birthday. I got up early but my husband and children stayed in
  bed. I thought,'That's OK. I can open my birthday cards now.' I looked in
  every room in the house, but nothing — no cards, presents, flowers, or
  chocolates. I was upset but I thought, 'It doesn't matter. I can wait.'
An hour later the postman arrived
  and gave me lots of envelopes- 'Fantastic — my cards!' I said, and then I saw
  that the letters were not for me. My husband and children got up and said,
  'Happy Birthday!' but didn't give me a card or present.
Then at twelve o'clock a taxi
  arrived at the house. I thought it was a mistake but my husband said, 'Get in
  the taxi. I've got your jacket and suitcase.' We went to the airport and
  arrived in Paris that afternoon. We went shopping for my birthday present— a
  beautiful painting of the city. In the evening we had a delicious dinner —
  champagne, seafood, steak, and French cheese.
On Sunday we had
  breakfast in the oldest café in Paris, went on a boat on the River
  Seine, and walked along the famous streets. We arrived home on Sunday evening
  after a perfect weekend. The next day I asked my husband, 'How did you keep
  the holiday a secret?' booked it on the Internet,' he answered, 'because I
  know you never use the computer!'

2
Read the text. Are these sentences true (U) or false (X)?

 The writer didn't receive any
presents on the morning of her birthday.
2     The postman gave the writer some
birthday cards.
3     The writer didn't think the taxi
was for her.
4     The writer and her husband stayed
two nights in Paris.
5     The writer didn't know about the
holiday because her husband booked it on the Internet.
Language
work
1
Write questions
about your partner's last holiday.
I
Where/ go?
Where did you go?
2
go/in summer?
Did
you go in summer? 3 Who/with?

4
travel/by
plane?

5
Where/stay?

6
What/eat?

7
weather/good?

8
have/a
good time?

2 Ask
and answer the questions with a partner.
Everyday
English
I
Match the lines ( 1—5) with the answers (a—c).
I C]
I'm sorry. I forgot your birthday.
2
C] Can you help me? I'm lost! 3 C] It's time to go to the station.
4
What would you like? 5 C] I can't understand this word.
a
Where do you want to go? b You can check it in my dictionary. c Black coffee,
please. d It doesn't matter. e But I can't find my ticket.

Unit 13 Suggestion (TBp96)

Student A
Student B

Photocopiable

e
Oxford-University Unit 14

Extra Ideas Units 13-14 Revision  Language work
 Write
questions for your partner.
Reading
 How
often/go shopping for clothes?
I
Read the text quickly and make a list of clothes and How often do you go
shopping for clothes? colours.
2      like/today's fashions?

Clothes

Colours

guit

blue

Do
you like today's fashions?
3      What/favourite clothes shops?
4      buy clothes/on the Internet?
5      How much/spend on clothes?
6
buy/designer labels?

What are you wearing?                                                           7
What/wear for work/school/university?

The world of clothes and fashion is changing. In the
  1950s, men wore a suit for work and women never went out without a hat and
  gloves. Today. people can wear jeans and a T-shirt in the office and young
  men only wear a suit for interviews or weddings. Colours are also different
  today. People wear blue, green, yellow, and red as well as more formal
  colours like black, grey, and brown. My boyfriend works in an office and
  today he's wearing jeans and a pink shirt!
Sports clothes are very popular
  today. I'm wearing jogging trousers. a T-shirt, and trainers today, but I
  don't go jogging! I wear them because they are fashionable and comfortable.
  People sometimes wear ski jackets and walking boots or trainers when they go
  to the pub!
Children are also very
  interested in fashion. In the past. parents chose and bought clothes for
  children and teenagers. Now, children choose their own clothes and often like
  to have designer labels. My sister's children are wearing Paul smith jeans,
  Donna Karan T-shirts and Nike trainers at the moment. I think she spends more
  money on clothes for them than I spend on my clothes!
I like today's fashions because
  they are more informal and men and women can wear the same things. I often
  borrow my boyfriend's trousers, shirts, and T-shirts—but he doesn't borrow my
  clothes!

8
Wha t/wear/now?
9
Wha t/favourite
colours?
10
borrow/other
people's clothes?
2 Ask
and answer the questions with a partner.
Everyday English
Match the
lines (1—6) with the answers (a—f).
                                                                                I     I'm bored.
2
C]
I'd like to go on a tour Of the City.
3
C) I'm hungry.
4
When is the
museum open?
5
C] How much is
it to get in to the museum? 6 C] I'm thirsty.
a Why don't you have a banana? b Five pounds for
adults. c From ten until five thirty.
d
Why
don't you have a glass of water?
e
That's
fine. The next bus leaves at 1130. 2 Read the text again and answer these
questions. f Why don't you read a book?
I
Howis today's fashion different from in the 1950s?
2      What clothes and colours can people
wear for work?
3      Does the writer wear sports clothes
to go jogging?
4      Do parents choose clothes for
today's teenagers?
5      Why are children's clothes
expensive?
6      Why does the writer like today's
fashions?
Extraideas Units 13—14 •
Photocopiable material
Progress test 1

Exercise 1 The present tense of to be
Complete the table with
the present tense of to be.

Negative

2
3
4
5

You
He/She/It we They

M not

8

Exercise 2 to be —
positive, negative, and questions
Complete the sentences
with the correct form of to be.
I I 'M from
Manchester in England. 2 you a student?

3
My brothera doctor.

4
My parentsfrom London. They're from Brighton.
5
Are you married? No, I

6
My sister and Ifrom Japan.

7
your parents from the United States?
8
Jane            a doctor. She's a teacher.

9
Is he a taxi
driver? Yes, he

10
The winefrom Spain, It's from Portugal,
11
your teacher from England?

10

Exercise 3 Questions
Match a line in A with a
line in B to make a question. Then find an answer in C.

c

What
Where
HOW
How much
How old
Who

is your daughter? is a sandwich? is Sally?
are you from? is his name? are you?

I'm fine,
  thanks.
Lyons, in
  France.
Mr Brown.
She's my
  daughter.
£1.75.
She's 18.

Exercise 4 Word order
Write the words in the
correct order.
I English / is / What /
this I in / ?
What ig this in English?
2      wife
/ is / This / Peter's

3      phone
/ is / What / their / number / ?

4      the
/ house / have / We / a / in / country

5      your
/ you / do / How ] spell / surname / ?

6      you
/ Do / Spanish / like I wine / ?

7      well
/ I / speak / French / don't / very

8      car
/ don't / a / We / have / German

9
Chinese / they / Do / eat / food / ?

8

Exercise 5 a or an?
Complete
the sentences with a or an.
I
It's an American city. 2 He's actor.
3
Are
youteacher?
4
I have       Italian
car.

5
We don't havebig
house.
6
I haveEnglish
friend. 7 She's  student.

8
They don't have computer,
9 She's Australian doctor.

10 Is he            businessman?

Exercise
6 has/have
Complete
the sentences with the correct form of have.
1
have a brother and a sister.
2
a
small farm in Wales. 3 I like Chinese food but wea Chinese restaurant in town.
4
Theya flat in
London.

5
I'm not
married but I     a lot of friends. 6 John  a new computer.

7
theya big family? 8 My sistera dog and
a cat.

9 youa dictionary?
Exercise 7 Present Simple
Complete
the sentences with the correct form of the verb in brackets.
1
My husband and I live (live) in the COuntry. 2 1(not like) swimming.
3
They(drink)
French wine.

4
What sports -the children   (like)?
5
We(work) in a
hospital.

6

You(not like) hamburgers.
7
How many
languages          you (speak)?
8your
and your family(speak) German? 9 Helen and Dave(not work) in
London.
10
Where      you      (live)?

11
you(eat) Chinese or Italian food?

10

Exercise 8 Subject pronouns and possessive adjectives
Choose
the correct word.
I My
/Ø'm from Italy.
2
Is this you / your dictionary? 3 My brother is a doctor. His / He 's 27.
4      This is my mother. He/ She 's a
teacher.
5      Do you like we/ ourhouse?
6      I'm Anna and this is my/ Ihusband.
7      Is this your daughter? What's her/
his name?
8      My father is from Poland. His / Her
name's Arek.
9      What are they / their names?

8

Exercise 9 Possessive 's
Tick
(V) the correct sentence. 1This
is Davids car.
 This
is David's car.
Peter's
wife is American.
 Peter
is wife is American.
3
What's
your teacher name?
b  What's your teacher's name?
4
The
children's names are Emma and Simon.  [2 The childrens names are Emma
and Simon.
5
 C]
Mr Browns car is American.
 [2
Mr Brown's car is American.
6
Her
husband name is Paolo, b Her husband's name is Paolo.

5

Exercise 10 Numbers
Write
the numbers in words.
1
17
seventeeh

2
29
3
37
4
43

5
59

6
62
7
74
8
88

9
91

10
100
Exercise 11 Word groups
I Put
the words in the correct column.

teaehe+ parent sandwich actor beer
sister hamburger bank manager daughter wine son chocolate shop assistant
ice-cream police officer coffee orange tea Coca-Cola husband waiter

Family

Drinks

teacher

20

TOTAL

Photocopiable

1—5
Progresstestl
Progress test 2

Exercise 1 Present
Simple and frequency adverbs Exercise 3 there Ware and prepositions of place
Write complete sentences with the words in brackets.
I I/ go to bed late (usually)

7 Helen / go windsurfing (sometimes)

6

Exercise 2 Object
pronouns Choose the correct word.
I My daughter visited@/ my last month.
2
My son lives near you. Do you know he / him ?
3
We bought a video but we didn't watch it / them.
4

My daughter is a doctor. This is a photo of him/ her. 5 Our homework is very
difficult. Can you help we/ us?
6
We phoned Mum and Dad last week but we didn't see them / they.
7

You are very nice. I like you / your.
Write sentences about the picture.
I a TV / the room
There's
a TV in the room.
2

two books / the table
3

a lamp / the sofa
4

three pictures / the walls
5

a cat / the table

10

6

a magazine / the bag

Exercise 4 The past
tense of to be
Complete the table with
the past tense of to be.

Negative

2
3
4
5

You
He/She/lt
We
They

was

wasn't

8

Exercise 5 do, was, and did
Complete the sentences
with the verbs in the box.

do / does

was / were

did

 NThere does he work?
2you like French food?

3     Where           you
last night?
4     What               you do last weekend?
5     she live in New York now? 6 you go skiing last year?
7
Whenhe born?

8
Weat home yesterday.
9
How many childrenthey have now?

8

Exercise 6 Past Simple
Complete the sentences
with the Past Simple Of the verbs in brackets. There are regular and irregular
verbs. I She                played  (play) tennis yesterday.
(not work)
at my computer yesterday.
3 We(buy) a new video
recorder last

7      You(not
take) the painting to an expert.
8

you(eat) in the hotel? 9 The children(do) their homework on their
computer.

8

Exercise 7 Negatives
Write the sentences in
the negative.
I L
work in an office.
I
d0h'twork in ah Office.

2
The film is very good.

3
There's a CD player in the car.

4
She goes to work by car.

5
We go shopping in town.

6
There are a lot of hotels in this area.

7
The weather was very hot.

8
My children were born in the US.

9
Iwas born in 1989.

10
David played baseball at school,

Il I had a big lunch.

10

Exercise 8 Days of the week
Complete the days in
order.
Days: Monday

month.
4
WQ1ere you (go) on holiday last year?

5
They(stay) at home last weekend.
6
He(see) his friends last night.

Exercise 9 Dates
Write the dates in words.
1
5/5           the
fifth ot May
2
1/2
3
19/6

4
3/8

5
31/12

6
12/10

7
17/4 8 5/1 9 7/7

Exercise 10
Prepositions of time
Write the correct preposition, in, or at.
the evening 2           Monday
3
seven o'clock
4
Sunday morning
5
the afternoon
6
five thirty
7
the weekend

6

Exercise 11 Words
that go together Match a verb in A with a line in B.
Exercise 12
Which one is different? the different word.
 newsagent
supermarket@chemist
2
France German Italy Portugal
3
shower CD player TV video recorder
4
ice hockey swimming sailing skiing 5 twenty-second twenty-nine
thirteenth ninth
6     writer
painter footballer singer
7     watched
ate got took
8     swimming
windsurfing sailing walking
9     floor
kitchen wall window

8

8

Exercise 13 Adjectives Match the opposites.

new early small expensive fast cold
  lovely

old horrible stow hot late cheap

6

Progress
  test 3
UNITS 11-14

Exercise 1 Word order
Put the words in the
correct order.
I fast/ you/ Can/ swim / ? Cah you
MM fast?
2
She/ long/ hair/ fair /
has

3
tour/ the long/ How / does / bus / last / ?

4
radio/ listen [to/ like/
you / Would/ to/ the / ?

5
Can/ tell/ please/ you/
me / the/ time/ ?

6
car/ want/ They/ to/ a/
buy/ new

7
like/ would/ to / What /
you/ drink/ ?

8
and/ a/ is / He / wearing / jeans / T-shirt

9
weekend / going / are / Where / you / next?

10     bed/ you/ Why/ don't/ go/ early/ to/
?

Il
agent/ collected / We our / the/ tickets / travel / from

Exercise
2 can and carit
Look at the information
in the table and complete the sentences with can or can't and a verb.

use a computer

ride a horse

play the guitar

cook

James
Helen
Sue

x

1
Helen cah ride a horse but James and Sue can't.
2
James and Helen but Sue can.
3
James can use a computer, but he

4
Everybody
5
Helen and Sue      ? No, they can't.
6
Who         ? Only Helen

•a

Exercise 3 want,
like, and would like Tick G/ ) the correct sentence.
1
A [Z What would you like for dessert? C] What do you like for
dessert?
B      Ice-cream,
please.
2
 [2 Would you like a glass of wine? C] Do you like wine?
B      Yes,
I love it.
3
A [2 1 want to send an email, please.
Cl I'd want to send an
email, please.
B      That's
fine. Try computer number 3.
4
 C] Would you like to listen to some
music? C] Do you like listening to music?
B      That's
a nice idea.
5
A C] I like to buy these postcards, please.
C] I'd like to
buy these postcards, please. B Two pounds fifty, please.

 What
  sports would you like doing?
B I love football and squash.

6
A      What sports do you like doing?
Exercise 4 Present Continuous
Complete
the sentences with the Present Continuous form of the verbs in the box.

fead
write wear rain have work enjoy leave drive

I
What are you reading                          ? It's a love story.
2 He
can't go to the cinema because he
late.
work
early because I don't
feel well.
4
In this photo
sheshorts and a

T-shirt.
5
can't talk to you now. Ithe car. 6
it ? NO, the weather is lovely today.
7 Where's Liz? Shea shower. 8 youyour holiday? Yes, everything is
great.
9 The children        a letter to
their grandparents.

8

Exercise 5 Present Simple and
Continuous
Complete
the sentences with the Present Simple or the
Present
Continuous form of the verbs in brackets.
I
I usually walk      (walk) to work but this morning 1 'M driving (drive)
to my office.
2
1(not see) my parents very often but
they(stay) with me at the moment.

3
We
usually(have) lunch at home but today we    (eat) in a nice restaurant.

4
Whyyou(wear) jeans for work today? You
usually(wear)
more formal clothes.
5
My friends and
I(learn)
French at the moment. We (like) it very much.
6
My
sister           (live)
in a flat in London but she (travel) in Europe at the moment,

Photocopiable

10

Exercise 6 Past Simple and
Present Continuous for future
Write
positive and negative sentences, using the verbs.
I I
get up early
I got up ear!yyesterday.
I'm
not getting up earlytomorrow.

2
she / cook
dinner
yesterday.
tomorrow.

3
we
/ work late yesterday.
tomorrow.

4
they
/ leave home early yesterday.
tomorrow.

5
I
/ go to bed late yesterday.
tomorrow.

6
you
/ Stay at home yesterday.
tomorrow.

7
Richard / see
his doctor
yesterday.
tomorrow.

12

Exercise 7 Negatives
I
I can draw well. I can't draw yell.

2
She wants to
sell her house.

3
They like
sightseeing.

4
He can swim,

5
He works in a
bank.

6
We
walk to work every day.
7
1'm watching this film.

8
The children are doing their homework.

9
You are playing
very well.

10    We're
staying in the hotel fora week.

Il We had a nice meal at the restaurant.

12     You collected the tickets yesterday.

13     Angela saw her family last week

12

Exercise 8 am/ is/are, do/does/did
Complete the sentences with a verb from the box.

amnm not do/don't

is/isn't did/didn't

are/aren't

does/doesn't

1   I am watching
TV.
2   My husband              going
skiing next month. 3 Where           the bus tour leave from?

4
How often you travel by plane?
5
They usually go to Italy on holiday but they going there this
year.
6

We had lunch in a restaurant but we            enjoy it.

7
Why don't we go out? Itraining now.
8
Are you using your computer? No, I
9
They live in Spain but theyspeak Spanish very well.
10
1catching the plane at seven thirty.
Il Does Paula like skiing? No, she
12
you have a good
weekend?

13
you enjoying the party?

12

Exercise 9 Which one is
different?
@the different word.
           ank
chemist newsagent supermarket
2
wine coffee mineral water cake
3
cheese ham meal
vegetables
4
soup chocolate cake ice-cream apple pie
5
plane airport ferry train
6
farmer grandmother interpreter architect
7
passport ticket travel agent stamp
8
shoes shorts jeans trousers
9
T-shirt dress jacket coat
10   black red grey long
11   dessert waiter
main course side order
12   film photo
interview camera
13    post office
stamp letter email

12

Exercise 10 Words that go
together
Match a verb in A with a line in B.

13

100

Stop and check 1

Correct the mistakes
Each sentence has a mistake. Find it and correct it.
1
Hello, 4 John.
Hello, I'M John.
2
What's you name?

3
My name are Ana.

4
This Helen Smith,

5
Is a book

6
Where you are from?

7
1'm am from Spain.

8
He's a businessman. Her name's James.

9
What's she job? She's a doctor.

10    He no is
a teacher. He's a student.

I I How old you?

12      Is
she from London? Yes, she's.

13      Is hea shop assistant? No, he not.

14      Are
you from France? No, I amn't.

15      He's
phone number is 772541.

16      My
teacher and I is 30.

15

my/your, he "she /they, his /her
Circle the correct word.
My / I name's Karen.
2      He's
from Japan. His / Her name's Hiro.
3      Helen
and Sally are in a pop group. They/ She are on tour.
4      What's
you / your address?
5      This
is Linda. Her / She 's from Manchester. 6 Where are the students? They're /
You're in London.
7 Mr Evans is from London. She's / He's a businessman.

6

Questions and answers
I Match the questions (1—8) and the answers (a—h).
I What's your job?a No,
she isn't, 2 [2 Where's he from?b Mr Brown. 3 Is she a shop assistant?c
Glasgow, in Scotland 4 [2 What's his name?d I'm27. 5 How old are you?e No, we
aren't. 6 [2 How are you? f I'm a student
g       Fine, thanks.
      7          Are
you married?
h       It's
a camera. 8 What's this is English?

•a

Photocopiable

@ Oxford University Press

2 Look at the identity
card and write the questions.

NAME:
  CITY :
JOB : ACE: PHONE NUMBER: MARRIED? :

Emma
  Cartwright
Liverpool,
  England Police officer
29
0151 876 1290
Yes

1 What's her hame?
Her name's Emma
Cartwright.
2

She's
from Liverpool in England.
3

She's a
police officer.
4

She's
29.
5

It's 0151 876 1290.
6

Yes, she
is.

10

Negatives
Write the sentences in
the negative.
I It's from Spain.
It isn't from
Spain. 2 She's a nurse.

3
Karl is from Canada.

4
Julie is 29.

5
I'm married.

6
Jim and Sue are students.

7
They are in New York.

12

Plurals
Write the sentences in
the plural.
I It's
a book.
They're books.
2      I'm English.

3      It's
a sandwich.

4      He's
a student.

5      She's
from the United States.

6      I'm
not on tour.

7      Is
she a doctor?

12

Numbers
1
Match the numbers in A with the words in B.

B

6
2
5
8
4
9
3
10
7

five two
six nine eight one four three ten

Units1-3
•
2
Write the numbers in words.

I 12 twelve

5 14

2 11

6 30

3 28

7 13

4 20

8 15

7

Vocabulary
I Put the words in the correct column.

deee•F
phe•tetfaph nurse sandwich student book teacher television businessman shop
assistant camera taxi driver bag police officer computer hamburger

14

2 Write the countries.
TRANSLATE
Translate the sentences into your language. Translate
the ideas, not word by word.
I What's your name?

2      How
are you?

3      1'm
fine, thanks.

4      What's
this in English?

5      He's
a taxi driver.

6      His
name's John. Her name's Karen.

7      How
old are you?

8      1'm twenty-six.

9      They
aren't married.

10   Is she from
Spain? Yes, she is.

Photocopiable

I aclodstn                    Scotland
2
ajpna
3
auitasarl               4 rcafne              5 apnsi
6     Inaegnd
7     ltY1a

8     het
tduine tesats
9     libarz

TOTAL

Stop
and check 2

UNITS
  4-6

Correct
the mistakes
Each
sentence has a mistake. Find it and correct it.
I *key teacher is from
Wales. Their teacher is from Wales.

2
My sisters
husband is a doctor.

3
The childrens
live in London.

4
He
have a new car.

5
We car is
Italian.

6
How
old have you?

7
lam like
tennis.

8
1 no speak
German very well.

9
She
live in Tokyo.

10
We have a house
big.

1 1
They not like Chinese food.

12
Where she work?

13
My husband
don't workin an office.

14
Does they speak
French?

15
sports
do she like?

16
We don't never
drink wine.

15

Questions
and negatives I Write questions.
I Where / you / live? Where
do you live?
2
How/ you/ spell
/ your name?

3
How many /
sisters/ he / have?

4
What/
food/ she / like?

5
Where / you /
have lunch?

6
What/
music / you/ like?

7
How many /
languages / they / speak?

8
What time /
you/ getup?

9
What/ drinks /
the children / like?

10    What time / Helen / go to bed?

Il
Where / your teacher / come from?

10

2
Write the
statements as questions and negatives.
I Julie is Richard's sister.
Is Julie Richard's sister?
Julie isn't Richard's sister.
2
They have a house in the centre.

 Units4—6

3

He speaks three languages.  Times
and prices

Write the times and prices.
6
He goes to bed
late.

7
We
have lessons at 7.30.

8
Your parents
drink wine.

9
She
speaks English well.

10    He cooks lunch.

18

Prepositions
Complete
the sentences with the prepositions in the box.

in

on

by

at

 We
live in thecity centre. 2 I go to work8.30.
3
Do you work    the evening?
4
The children go
to school         bus.
5
He worksa hospital.
6
We don't get up
early the
weekend, 7 My parents eat in a restaurantFriday evening.
8
I don't go to
schoolSaturday.
9
We don't watch
TVthe afternoon.

10
They
have lunch one o'clock. 11 I sometimes go to worktaxi.

10

5

7

34

6

95p

8

£12.72

910

£68.41

1112

Photocopiable

134
Units4—6 •                                  2
   Vocabulary
— countries and nationalities                      Vocabulary — word groups

Nationality

England
Portugal

Italy
Brazil

Japan

English

Spanish

German

American

Fed studio beautiful
  skiing college big office funny classroom favourite tennis nice flat swimming
  farm small school great restaurant football university

8

Complete the table.                                                           Put
the words in the correct column. Each column has a different number of words.

20

Vocabulary
— words that go together
Match
a line in A with a line in B.

100

watch listen to
  get up drink work stay go
walk
  play

late coffee shopping music the
  piano a shower in an office to work at home TV

TRANSLATE
Translate
the sentences into your language. Translate the ideas, not word by word.
I John is
Diana's husband,
2     What's your friend's address?
3     My wife has a good job.
4     We
have two children.

5     1 like swimming.

6     We don't like Chinese food.

7     'Do you live in the country?' 'Yes,
I do.'

8     He leaves school at four thirty,

9     'Does Graham walk to work?' 'No, he
doesn't.'

10 We never go out in the evening.

Stop and check 3

Correct the mistakes
Each sentence has a mistake. Find it and correct it.
I Do
you like dogs? Yes, I love ,
Do tou like
dogs? Yes, I love them.
2
My son is a student and I don't see her very often.

3
That's a photo Of my children and my.

4
She lives in a old house.

5
There is three magazines on the table.

6
There aren't some good restaurants in this area.

7
There aren't a computer in the living room.

8
Are therea nice shops in the city centre?

9
lam born in 1985.

10
Where was you born?

Il The weather isn't very good yesterday.

12
She play tennis yesterday morning.

13
She goed on holiday last week

14
Where did you go ski?

15
What did you had for breakfast?

16

Did you buyed a newspaper yesterday?

15

Questions and answers
Match the questions (I—I I ) with the answers (a—k).
              How
are you?
2
C] What did you have for lunch?
3
C] Where are my keys?
4
I.That time did you get up?
5
How old are your children?
6
C] How many children do you have? 7 C] How much was your camera?
8
C] Why do you want to
learn English?
9
C] Do you like jazz?
10
[2 How do you travel to work? Il C] Who was Agatha Christie?
a At
about seven thirty. g She was an English writer. b Fine. thanks. h Because I
need it for my job. c About a hundred pounds. Two- a boy and a girl. d Yes, I
love it, Twelve and fifteen, e By car. k Pizza and salad. fon the table.

10

there
is / are
Complete the sentences with the correct form
of there is lare.
1      There is a
new computer in my school.
2a Thai restaurant near here.

3     twenty
students in my group.
4     There's
a TV, buta video recorder.

5a new cooker in the kitchen ?

6any pictures on the walls?

7 There are some nice shops, but any
supermarkets.

Past
Simple                                                                       was
/ were / did / diddt

Complete
the text with the past Simple form of the verbs in brackets. There are regular
and irregular verbs.

Elvis
  Presley (l)            (be) born on 8 January 1935. (live) with his parents in
  Tupelo,
Mississippi for the first thirteen years of his
  life. In 1948,
  they (3) (go) to Memphis because his father (4)(want) to find a job. Elvis
(5)
  (not like) his new home or school, but he (6)(love) music. He (7)(leave) school in 1953 and (8) (work) in different jobs. Two
  years later, Elvis (9) (join) RCA Records and in very little time he ( 10)
  (be) famous for his music, dancing and films. He
(11)(have) hundreds of hits including
  'Love me Tender', 'Hound Dog', 'Blue Suede Shoes', and 'Jailhouse Rock'.

20

Irregular
verbs
Write
the Past Simple form of these irregular verbs. I go went   5 buy
2      see                  6
take
3      get  7 say
4      do              8 eat

Complete
the sen tences with the verbs in the box.

was

wasn't

were

weren't

did

didn't

1
1 wag 25
on my last birthday.
2

The wea thercold-and wet last week. 3you on holiday last week?' 'Yes, I
was.' 4 you
get up early yesterday?
5
Weat
work yesterday. It was a holiday.
6
I love
holidays, but Ihave
a good time last year.
7
I went to see
my friend but sheat
home. 8 'Were they at the party?' 'No, they
9 'Did
he go swimming yesterday?' 'No, he

8

Questions
and negatives
Write
the statements as questions and negatives.
 He's
a doctor.
Is
he a doctor?
ge isn't a doctor.
2
There's a CD
player in the living room.

3
She was born in
1980.

4
He was a good
student.

5
We stayed at
home last weekend.

6
You
went to bed early last night.

10

Vocabulary                                                                       TRANSLATE
Put the words in
the correct column.                                             Translate the
sentences into your language. Translate the ideas, not word by word.

geed
  sailing painter lamp cheap princess baseball kitchen new writer hot dancing
  shower musician skiing cooker singer tennis bed delicious fast president
  armchair cards lovely

I 'Why do
you want to leave your job?' 'Because I don't like it.'
2       How
many brothers and sister do you have?

Adjectives

Rooms and furniture

People and jobs

Sports and activities

good

3       sWhat's
this?' 'It's my new English book.'
4       There
aren't any Spanish restaurants in my town.
5       Where
were you born?
6       She was a singer.
7       1
went swimming yesterday morning.

24

8       We
saw our friends last week.
TOTAL
9       What
did you do yesterday?

10   He didn't have a good
time on holiday,

Photocopiable

7—10 •                                                              3@
Stop
and check 4
UNITS 11-14

Correct
the mistakes
Each
sentence has a mistake. Find it and correct it.
I
He hyes lunch at home. He has lunch at home.

2
1 can speaking
French.

3
She want to
send an email.

4
'I
like a coffee, please.' 'Here you are.'

5
'Do
you like to come to my party?' 'Yes, please.'

6
1'd
like shopping,

7
We learning
English.

8
What do you
wearing?

9
He no working
today.

10      1'm do my homework now.

Il
That's my father over there. He wears a black hat.

12     Where are you coming from?

13     We goon holiday next month.

14     Do you work tomorrow?

15     We haved a good time last weekend.

Photocopiable

16     How much did you stay in Spaili?

15

Questions
and answers
I
Match the questions ( 1—9) with the answers (a—i).
      Do
you sell computer magazines? 2      What would you like to start?
3
Can you tell me
the time, please?
4
    Why don't you sit down and relax?
5
[2 What's the
problem?
6Where can I buy a phone card?
7How
long does the bus tour take?
8Can I
help you?
9When
is the tourist office open?
a               I'm
lost. b                Try the newsagent c               From nine o'clock to
seven o'clock every day. d  Ifs two fifteen. e The soup, please. f  No, I'm
sorry, we don't. g      I'm just looking, thanks. h      About an hour.

8

                     That's
a good idea.
2
Complete the questions with a question word or words,
1
What 's your name?
My
name's Victoria Simpson.
2
are
you doing?
I'm
writing to my friend.
3
are you going on holiday?
We're going to Italy.
4
did
you travel?
We travelled by train and bus.
5
did
you return early?
Because
the weather was bad.
6
did
you go on holiday with?
I went
with my parents,
7
do
you get up?
At seven thirty.
8
did
your car cost?

About £5,000.
                                                             11—14
Stopandcheck4

9
brothers and sisters do you have?

Two brothers and a sister.
10
is your daughter? She's 15. Her birthday
is in June. 11 is your party? It's on Saturday 20th of
July.

10

can / want / like / would like
Choose the correct word.
 'O/ Wouldyou want a drink?' 'Yes,
please.'
2
'Do you like Italian food?' 'Yes, I like / do.'
3
'Do/ Would you like to watch a video? •That's a good idea.'
4
I'd like / I like to buy
a computer, please.
5
My father wants / wantto
learn English.
6
You can buying/ buy stamps in a post office.
7
She doesn't / don't like dogs.
8
I cant / can't speak German very well. 9 Do they like saill sailing?
10 He can / cans use a computer.
We like / We'd likeour new house.

10

Present Simple and Continuous
Complete the sentences with the correct form of the verb
in brackets.
I He usually
goes          (go) to work by bus.
2
We 're having (have) lunch at the moment.
3
She(phone) her parents every day.
4
She's on the beach and she(wear)

a swimsuit.
5
you usually               (get up) late at weekends?
6
John(have) a birthday party every
year.
7
Don't talk to Linda. She(do) her homework at the moment.
8
Where are Mum and Dad? They(sit)

9
The children always(watch) TV in the evening.
10
they              (work) at home today?
I l Put your jacket on. It(rain).
12 How often                  you                (go)
to the theatre?

10

Present Continuous for future
Complete the sentences with a verb and a noun from the
boxes. Use the Present Continuous.

Verbs:
travel
  collect getmarried meet go have
Nouns:
heel restaurant cinema friends
  church train tickets

1     We 're staying ina hotel in
Edinburgh next month.
2     My
boyfriend and Iin a beautiful next month.

3     youthe
from the travel
agent tomorrow morning?
4     Tomorrow is Saturday. Imy
in town.

5     They               dinner
in a new

tomorrow.

6     She to
France by next week.

in the
  garden.

7     We  to
the next weekend to see the new Brad Pitt film.

12

Past,
present, and future
Complete
the dialogue with the correct form of the verbs in brackets. Use the Present
Simple, Present Continuous, Present Continuous for future, and Past Simple.
                   (I)             you            (do)
tomorrow?
(play)
tennis with my brother.
A    Really?
(3)you(play)
every week?
B     Only in the summer. But my brother
(4)(play)
two or three times every week — he's very good. He (5) (start) when he was a child, but
(6) I
(not
like) sport very much then. (7)you
in sport?
(go)
swimming every week, and windsurfing in the summer. I (9) (go) to Australia last year.
B (10)              you           (have)
a good time?
A     Yes, it was fantastic. I was with
some friends and we
(11) (travel) to different places. We
(12) (visit) Sydney and Melbourne.
B     (13)you (go) to Australia for your next
holiday?
A    No, we (14)(go) to the US. My sister
(15)(live) in Florida and we ( 16)  (stay) with her for two weeks in
August.
B     That's great! Have a good time!
A
Thanks very much.

15

Vocabulary
— word groups

Put the words in the correct
column.

hamb€f€ef red fish
  bicycle jeans fries yellow jacket ham plane grey jumper underground cheese
  steak train white T-shirt trousers brown ship

Clothes

Colours

Transport

hamburger

20

100

TRANSLATE
Translate
the sentences into your language. Translate the ideas, not word by word.
I I
can't play the guitar.

2    Can I help you?

3    'Would you likea sandwich?' 'No,
thank you.'

4    1'd like to go to the theatre this
evening.

5    We're learning English.

6    What are you reading?

7    Do you read the newspaper every
day?

8    We're
flying to New York tomorrow.

9    What are you doing next weekend?

Answer keys

Extra ideas Units 13—14

Extra ideas Units 1—4

Language work
I
Possible answers:

Reading

2

What's your favourite room?

Reading

             she isn't.

3

you work from home?

suit hat gloves jeans T-shirt shirt
  sports clothes jogging trousers trainers ski jacket wal king boots trousers

blue green yellow red black grey brown
  pink

          No,                                                                          Do

2 He's
12. 4 Do you work late? 1 3 He's from the United States. 5 Do you like your
job?
4
Sum io          6 Do you
speak German?
5
Lucia and Sumio         7
Why do you want to learn English?
6
Todd             8 What
drinks do you like?
9 What do you do in the evening?
false 4 false 7 false 10 How many brothers and sisters do 2 true 5 true
you have?
     3 false           6 true
Everyday English
Language work                                                      I
d 2 e 3 a 4c 5b
1 2
Howdo you spell your surname?
3   Where are you from?
 How old are you?

Extra
ideas Units 9-12 5 Are you married?

6 What's your job?

7 Where's your bank?

Reading

2

 People wear informal clothes and

8 What's your favourite music?

I Students' own answers.

colours today.
2 people can wear jeans and T-shirts

Everyday English
I d 2c 3b 4a 5e

2 1 true              3 true
      2 false            4 false
Language
  work

5 true

for work. They can wear blue, red, yellow, red and pink.
3 No, she doesn't. She wears sports clothes because they are
  fashionable and comfortable,

1 3 Who did you go with?

4 No, they don't. Children choose

Extra ideas Units 5—8

5 Where did you stay?

5
  Children's clothes are expensive

Reading

6 What did you eat?

because they like to have designer

7 Was the weather good?

labels.

I I She's a writer.
2 She lives in Manchester.

8 Did you have a good time?

6 She likes today's fashions
  because

3 Her favourite room is her office.

they are more informal and men

4 She has breakfast, works, listens to

Everyday
  English

and women can wear the same things.

music, and eats her dinner in her office.

I d 2 a 3 e 4c 5b

2 1 true                3 false         5
  false

Language work

     2 true            4 true

3 What are your favourite clothes
  shops?

3 it — Nicola's room

4 Do you buy
  clothes on the Internet?

them — Nicola's children

5 How much do you spend on clothes?

her — Nicola's mother

6 Do you buy designer labels?

she — Nicola's mother

7 What do
  you wear for work/school]

them — email m essages

university?

me — Nicola

8      What are you wearing now?
9
  What are your
  favourite colours?
10  Do you borrow other people's

4   Did you travel by plane?  their own
clothes.
clothes?
Everyday English
If 2e 3 a 4c
5b

Progress test 2

Progress test 1

                                                                                Exercise
8

2 your

6

Exercise 1

3 He's

7 her

Exercise 1

2    are      aren't

4 She

8 His

2 He never works late.

3
  is      isn't
4
  are  aren't

5 our

9 their

3 1
  sometimes go to work by car. 4 My son always has lunch at school.

5     are       aren't

Exercise [1]

5 She usually sees her friends after

Exercise 2

2a 3b 4a 5b

6b

school.
6 1 never buya newspaper.

2 Are

7 Are

Exercise [2]

7 Helen sometimes goes windsurfing.

3 is

8 tsn t

2 twenty-nine

7 seventy-four

Exercise 2

4
  aren't
5
  'm not

9      is
10  isn't

3 thirty-seven

8 eighty-eight

2 him                         5 us

6 are

11

4 forty-three

9 ninety-one

3 it                             6
  them

Exercise 3

5
  fifty-nine
6
  sixty-two

10 one hundred

4 her                         7 you

'Where are you from?' 'Lyons, in
  France.'

Exercise 11

Exercise 3

'How are you?' 'I'm fine, thanks.'

2 There are two books on the table.

Jobs

Family

Food

Drinks

actor bank manager shop assistant
  police officer waiter

parent sister daughter son husband

sandwich hamburger chocolate
  ice-cream orange

beer
Wine coffee tea
Coca-Cota

'How
much isa sandwich?' '£1.75.'3 There's a lamp next to the sofa.
'How
old is your daughter?' 'She's 18.'4 There are three pictures on the walls.
'VThO is Sally?' 'She'S my daughter,'5 There's a cat under the table. 6
There's a magazine in the bag.
Exercise 4
Exercise 4 2 This is Peter's wife.
3

What is their phone number?2
were        weren't
4   We have a house in the country.                3
was      wasn't
5   How do you spell your surname?     4
were weren't 6 Do you like Spanish wine?5 were weren't 7 I don't speak French very
well.
8 We don't have a German car.       Exercise 5 9 Do they eat Chinese
food?
2
Do     6 Did
3
were 7 was
Exercise 5                                                                                8
were
2 an                                                                                5
Does                       9 do
                        6 an                9
an
4 an                                     10
a                                                                                Exercise
6
2    didn't work     6 saw
3    bought             7 didn't take
Exercise 6                                                                                4
did ... go                  8 Did eat
2   has     6 has      5 stayed 9 did
3   don't have       7 Do .have
4   have 8 has     Exercise
7
5   have   9 DOhave                The
film isn't very good.
2
3 There isn't a CD player in the car.
Exercise 7                                                                                4
She doesn't go to work by car,
2 don't like           7 do speak            5 We don't go shopping in
town. 3 drink      8 Do speak            6 There aren't a lot of hotels in this

4   do like               9 don't work
5   work  10 do ...live           7 The
weather wasn't very hot.
6   don't like          11 Do. eat             8
My children weren't born in the US,

Exercise 8Exercise 6
Tuesday, Wednesday, Thursday, Friday,2 She
cooked dinner yesterday. She isn't Saturday, Sunday              Exercise 1               cooking
dinner tomorrow.
3
We worked late yesterday. We aren't
2 She has long,
fair hair.
Exercise
9                                                              3 How long does
the bus tour last? 4 working They left late home tomorrow.early yesterday. They
2
the
first of February          Would you like to listen to the radio?   aren't
leaving home early tomorrow. 4
3
the
nineteenth of June   Can you tell me the time, please?   5 I went to bed late
yesterday. ['m not 5
6
4
the
third of August         They want to buy a new car.            going to bed
late tomorrow.
7 What
5
the
thirty-first of December would you like to drink? 6 You stayed at home
yesterday. You 8 He
6   the
twelfth of October   is wearing jeans and a T-shirt. or    aren't staying at
home tomorrow7 the seventeenth of April       is wearing a T-shirt and jeans.        7
Richard saw his doctor yesterday. He He
9 Where
8
the
fifth of January        are you going next weekend?          isn't seeing his
doctor tomorrow.
10
9
the
seventh of July             Why don't you go to bed early?
Il
We collected our tickets from the travel agent.               Exercise 7
Exercise 10
2
She
doesn't want to sell her house. 2 on 4 on 6 at Exercise 2 3 They don't like
sightseeing.
3
at            5
In        7 at               4 He can't swim.
2 can't play the guitar
5
He
doesn't work in a bank 3 can't ride a horse can't play the guitar
6
We
don't walk to go sailing       5 Can cook           not watching this film.
Exercise
11                                                               4 can use a
computer                                                                               work
every day.
7
I'm

8
The
children aren't doing their
watch
a video                                                       6 can ride a
horse
homework.
listen
to a CD                                                                                9
You aren't playing very well.
play cards Exercise 3 10 We aren't staying
in the hotel for a work stay in in a a chalethospital 2 Do you like wine? week.

cook
a meal                                                        3 1 want to send
an email, please.                    I l We didn't have a nice meal at the
eat
in restaurants                                               4 Would you like
to listen to some                         restaurant.
music? 12 You didn't collect the
tickets drink a beergood time 5 1'd like to buy these postcards, please.
yesterday. have
6 What sports do you like
doing?                                13 Angela didn't see her family last
week.
Exercise 12
Exercise 4
2
German
(The others are countries.)            Exercise 8
2
3
shower
(The others are electrical                's working             6 Is raining
3

     appliances.)                                                            'm
leaving             7 's having                            2 is                  6
didn't          10 am
4
ice hockey (The others go with go, not     's wearing              8
Are . enjoying   3 does    7 isn't     Il doesn't 4 play.) 'm driving           9
are writing          4 do        8 'm not 12 Did
5

5
aren't 9
don't   13 5 twenty-nine (The others are ordinals,)   Are
6
footballer
(The others are jobs in the         Exercise 5
Arts.)  2 don't see are staying 7
watched (The others are irregular.) 3 have are eating
8
walking
(The others are water sports,)      4 are wearing wear
9
kitchen
(The others are parts of a               5 are learning like room,)
6 lives 's travelling
Exercise 13
early — late small — big expensive —
cheap fast — slow Cold — hot lovely — horribl e

Photocopiable

Exercise 9
2
cake
(The others are drinks.)
3
meal
(The others are types of food.)
4
soup
(The others are desserts.)
5
airport
( The others are forms Of transport. )
6
grandmother
(The others are jobs.)
7 stamp (The others are to do with
travelling. )
8
shoes
( The others are worn on the legs.)
9
dress
(The others are items of clothing for both men and women.)
10
long
(The others are colours.)
Il waiter (The others are parts of a meal.
)
12
interview
(The others are to do with  taking photos. )
13
email
(The others are to do with sending letters.) Exercise 10
watch a video read a magazine chat
to a friend wear shorts play chess book a holiday catch a plane change money go
sightseeing have a good time pack your bags arrive in Paris make a cake
Stop
and check 1
Correct the mistakes
2 What's your name? 3 My name is Ana.
4
This
is Helen Smith.
5
It's
a book.
6
Where
are you from?
7
I'm
from Spain. / I am from Spain. 8 He's a businessman. His name's James.
9    What's
her job? She's a doctor.
10
He
isn't a teacher. He's a student. Il How old are you?
12
Is
she from London? Yes, she is.
13
Is
he a shop assistant? No, he isn't. 14 Are you from France? No, I'm not.
15 His phone number is 772541. 16 My
teacher and I are 30.
my/your, he/she/they, his/her
2
His
3
They
4
your
5
She's
6
They're
7
He's

Questions and answers
1
2
c 3 a 4b 5d 6g
2
2
1*There's she from?
3    What's
her job?
4    How old is she?
5    What's
her phone number? 6 Is she married?
Negatives
2
She
isn't a nurse.
3
Karl
isn't from Canada.
4
Julie
isn't 29.
5
1'm
not married.
6
Jim
and Sue aren't students. 7 They aren't in New York.
Plurals
2
We're
English.
3
They're
sandwiches.
4
They're
students.
5
They're
from the United States.
6
We
aren't on tour.
7
Are
they doctors?
Numbers
1
6
SIX             8 eight    10 ten
       I one             4
four          7 seven
2
two  9
mne
      5 five             3
three
2
2 eleven                        6 thirty
3   twenty-eight  7
thirteen
4   twenty         8
fifteen
5   foUrteen
Vocabulary

Jobs

Everyday things

nurse
  student teacher businessman shop assistant taxi driver police officer

sandwich
television camera bag
  computer hamburger

1

2
  2 Japan

6 England

3 Australia

7 Italy

4 France

8 the United States

5 Spam

9 Brazil

Translate
The idea behind this is that students
begin to be aware of the similarities and differences between English and LI.
Emphasize that they must not translate
word by word. Obviously it will only be possible to check their answers in a
monolingual class but even in a multilingual class students can discuss their
answers in nationali ty groups.

Prepositions

       2 at                6 at

10 at

Correct
  the mistakes

       3 in                7 on

Il

by

Correct the mistakes

2
  My sister's
  husband is a doctor.
3
  The children
  live in London.

4
  by 8 on
5
  in 9 In

2 My son is a student and I don't
  see him very often.

4 He has a new car•

Times and

3 That's a photo of my children and

5 Our car is Italian.

prices

me.

6 How Old are you?

3 It's twelve o'clock

4 She lives in an old house.

7 I like tennis.

4 It's eleven thirty.

5 There are three magazines on the

8 I don't speak German very well.

5 It's nine forty-five.

table.

9 She lives in Tokyo.

6 It's two twenty.

6 There aren't any good restaurants in

10 We have a big house.

7 Ifs four fifty-five.

this area.

Il They don't like Chinese food.

8 It's ninety-five p,

7 There isn't a computer in the living

12 Where does she work?

9 It's one pound thirty-five.

room,

13 My husband doesn't work in an

10 It's twelve pounds seventy-two.

8 Are there any nice shops in the city

office.

Il It'S sixty-eight pounds forty-one.

centre?

14 Do they speak French?

12 It's ninety-nine pounds ninety-nine-

9 I was born in 1985.

15 What sports does she like?

10 Where were you born?

16 We never drink wine.

Vocabulary - countries and nationalities

Il The weather wasn't very good

Nationality

England
Portugal
Spain
France
Germany
Italy
Brazil the united States Japan

English
Portuguese
Spanish
French
German
Italian
Brazilian
American
Japanese

yesterday.
Questions and negatives12
She played tennis yesterday morning,
How do you spell your name?                                                                                went
on holiday last week 13 She
3    How many sisters does he have?14 Where
did you go skiing?
4    What food does she like?15 VThat did
you have for breakfast? 5 Where do you have lunch?16 Did you buy a newspaper
yesterday?
6
What music do you
like?
7
How many languages
do theyQuestions and answers speak?2k 3f 4a 5j 6i 7c 8h 9d IOe I l g 8 What
time do you get up?

Stop and check 2

Photocopiable

9

What drinks do the
children like?
10    What time does Helen go to bed?there
is/are

11

Where does your teacher come

2 There is

5 Is there

from?

Vocabulary - words that go together

3 There are

6 Are there

Do they have a house in the
    centre?
They don't have a house in the

listen to music get up late

4 there isn't

7 there aren't

centre,

drink
    coffee work in an office

Past Simple

2

Does he speak three languages?

stay at home

2 lived

7 left

He doesn't speak three languages.

go shopping

3 went

8 worked

3

Do you get up early?

have a shower

4 wanted

9 joined

You don't get up early,

walk to work

5 didn't like

10 was

4

Does Victoria have lunch in her office?

play the piano

6 loved

Il had

Victoria doesn't have lunch in her
    office.

Vocabulary - word groups

Irregular verbs

Adjectives

Places

Sports

beautiful

funny favourite nice small great

studio college office classroom flat
  farm school restaurant university

skiing tennis swimming football

2

                                                            5
Does he go to bed late?saw                                                                               6
took
3
He doesn't go to bed late.got 7 sald 4 did   8 ate 6 Do we have lessons
at 7.30?
5 bought
We don't have lessons at 7.30. 7 Do your parents drink wine?
was/ were/did/didn't
Your parents don't drink wine.
                                                         8
Does she speak English well?2 was                                                                             6
didn't
She doesn't speak English well.3 Were 7 wasn't 9 Does he cook lunch?     4 Did 8 weren't
                                                              He
doesn't cook lunch.5 weren't                                                                       9
didn't
Translate
See note
about translatiðn on PI 45.

Questions and negatives
2    Is therea CD player in the living room?
There isn't a CD player in the living room.
3    Was she born in 1980?
She wasn't born in 1980. 4 Was hea good student?
He
wasn't a good student.
5    Did we stay at home last weekend?
We didn't stay at home last weekend.
6    Did you go to bed early last night?
You didn't go to bed early last
night.
Vocabulary

Adjectives

Rooms
furniture

¥ple
jobs

¥rts
activities

cheap

hot delicious fast lovely

lamp kitchen shower
  cooker
armchair

painter princess writer musician singer president

sailing baseball dancing skiing tennis cards

Translate
See
note about translation on p 145.
COrrect the mistakes
2     I can speak French.
3     She wants to send an email.
4     'I'd likea coffee, please.' 'Here you
5     'Would you like to come to my party?'
'Yes, please.' 6 I like shopping.
7
We are learning English.
8
What are you wearing?
9
He isn't working today.
10  I'm doing my homework now.
Il
That's my father over there. He's wearing a black hat.
12   Where do you come from?
13   We're going on holiday next month14
Are you working tomorrow?
15 We
had a good time last weekend. 16 How long did you stay in Spain?
Questions and answers
1     2e
3d 4i 5a 6b Th 8g 9c
2     2 What             7 What time
3     Where               8 How much
4     How  9 How many
5     Why  10 How old
6     Who   Il When

Stop and check 4

like
2    do      7 doesn't
3    Would                8 can't
4    1'd like               9 sailing
5    wants                10 can
6    buy     11 We like
Past, present, and
future
2    am playing
3    Do play
4    plays
5    started
6    didn't like
7    Are interested
8
9      went
10   Did have
Il
travelled
12   visited
13   Are going
14   are going
15   lives
16   are staying
Vocabulary - word groups

Food

Clothes

Col ours

Transport

fish fries ham cheese steak

jeans jacket jumper T-shirt trousers

red yellow grey white brown

bicycle plane underground train ship

Translate
See
note about translation on p 145.

Present Simple and
Continuous

3 phones

8 are sitting

4 's wearing

9 watch

5 Do...getup

10 Are working

6 has

Il 'S raining

7 is doing

12 do ... go

Present Continuous for
future
2    are getting married / church
3    Are . collecting / tickets
4    am meeting / friends
5    are having / restaurant
6    is travelling / train
7    are going / cinema
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[1] I wasn't born in 1989.

[2]
David didn't play baseball at school.  I didn't have a big
lunch.
@                                            Photocopiabte

file_name: New Headway. Beginner_Teasher's book_Am. Maris, Liz and John Soars_2nd Edition_2002 -148p.pdf

title: АУДИРОВАНИЕ begginer