extracted_text:
natural
English

pp.
16-25 Ostening how to ...
say hello natural Erglish saying hello listening people introducing themselves
grammar be positive and  negative vocabulary jobs grammar a / an
wordbooster
countries and nationalities numbers (1)
reading questions, questions
grammar
questions with be reading an e-mail natural how are you? vocabulary drinks
natural EnglW1 Would you like . ?
help with pronunciation and listening
pronunciation sounds listening asking for help natural ErgHsh asking for
help
test yourself!
revision
and progress check
pp.26-33
reading have you got one?
vocabulary technology natural English thing(s) reading rhe tech shop
grammar have got — have
natural English giving opinions (1)
wordbooster
personal things possessive •s
adjectives (1)
listening how to . ask for things Can I .. . ?

grammar this, that, these, those
listening classroom talk natural saying you aren't sure writing note writing
help with pronunciation and listening
pronunciation
word stress listening information words
test yourself!
revision
and progress check

in unit one .

in unit two .

in unit three .

in unit four .

pp.34-41                              pp. 42—49
istening you and me
vocabulary noun groups 'ocabulary daily routines grammar present simple
rammar present simple with natural a lot (of) frequency adverbs listening
transport survey ading Who reads most? natural English get Where do people
read?
grammar wh- questions òatural about an hour week wordbooster telling the
time „wordbooster natural English asking the time days, months, and seasons
leisure activities time phrases with prepositions reading how to ...  listening
how to

talk about likes and

talk about your family

dislikes

vocabulary families

natural English likes and dislikes

natural Engfish asking about

grammar present simple with

family

he
  / she

grammar my, your, etc.

reading Workers of the World

listening
  people talking about families natural English (do something) together
  writing about families

extended speakinghelp with pronunciation how active
are you? and listening
collect ideas pronunciation sounds
/ö/ and listen do an interview listening weak forms write a paragraph
natural saying thank you
test yourself!                                  test
yourself!
revision and
progress check                        revision and progress check

one                                        two
wordlist p.131                 three              p.132         four wordlist
p.133
2
units one
to ei ht

in unit five

in unit six .

in unit seven .

in unit ei

ht .

pp.50-57
ading breakfast time
butary breakfast food ural EngW1 What do you have for... ?
mmar countable and uncountable nouns mar some / any
'reading Round the world at
8.00 a.m.
•ng write about breakfast time
'ordbooster
NturalEnghsh What kind of . ?
'djectives (2)
Qistening how to order food
grammar can / can't 4 verb listening
ordering food natural English ordering food natural Enghsh asking for more
ended speaking hays on the menu?
Ilect ideas
test
yourself!
revision and progress check

•sion

pp.58-65 reading a day out
vocabulary tourist places past simple was / were reading I'm a guide natural English both

wordbooster
past time phrases verb + noun collocation listening how
to talk about [ast weekend natural Engfish How was ... ? grammar past simple: regular and irregular
verbs listening talking about the weekend natural English showing you are
listening writing weblogs
help with pronunciation and listening
pronunciation
sounds /o:/, /3:/, and ID/ listening prediction (1)
test yourself!
revision and progress check
pp.66-73
heading biographies
vocabulary life story grammar past simple: negatives reading Before she was famous.. natural •sh link words: then
/ a r that grammar past
simple: questions

wordbooster
appearance      natural English quite
and very character
listening how to talk about people you know
grammar
object pronouns natural English What's he / she like ? listening people talking about their
teachers natural English When did you last ... ?
extended speaking people from your past
collect
ideas prepare an interview interview tell a story writing
test yourself!
revision and progress check
pp. 74-81 reading I got lost!
vocabulary getting around natural EngHsh way
reading Excuse me, where's Paris? Excuse
me, where's Bath? grammar•how much / many
wordbooster
prepositions of place come and go; bring and take
listening how to ... get round a
building
grammar
there is / are listening asking for directions natural English asking for
directions natural English well vocabulary directions
help
with pronunciation and listening
pronunciation
sounds /J/, /tJ/, and Ids/ listening prediction (2) natural English asking
people to speak slowly / speak up
test yourself!
revision and progress check

five                                      six
wordlist p. 135                  seven              p.136         eight
wordlist p.137

in unit nine

pp.82-89                                pp.90-97

reading backpacking                     reading babies

vocabulary hotels

natural English giving opinions

natural English I (don't) think so

grammar
  something, anything,

listening booking hotel rooms

nothing, etc.

natural English Would you

listening offering help

prefer
  ?

natural English offering help writing explaining problems and offering
  help

extended speaking

help with pronunciation

my kind of hotel

and listening

grammar have to / don't have
vocabulary action verbs to/ dol have to ?  natural English talking about can /
can't (permission) ages reading Youth hostels: reading Watch your baby grow! frequently
asked questions grammar
can / can't (ability) natural English normally natural English quite / very
well writing an e-mail wordbooster wordbooster parts of the body numbers (2)
common phrases money listening how to listening how tooffer help book a room

collect ideas

pronunciation sounds and

invent a hotel

spelling
    /ao/, io:/, /A/, and /u/

natural English suggesting and responding role play

listening
    connected speech

test yourself!

test yourself!

revision and progress check

revision and progress check

nine            p.89
revision
nine                                       ten
wordlist p.139
pp.98-105
grammar comparative adjectives
-reading Quicker than a car?
natural            How long does it take?
Ntural English agreeing
and disagreeing wordbooster
shops and products natural   get buy)
adjectives (3)

listening how to recommend
natural English recommending: should + verb listening people talking about
holiday places grammar superlative adjectives writing correcting a text
extended speaking town survey collect
ideas
prepare a survey listen do the survey compare answers
test yourself!
revision and progress check
eleven               p.140

in unit ten .

in unit eleven .

in unit twelve .

pp.106-113
natural English How about you? reading The luncheon of
the boating party grammar
present continuous
wordbooster clothes telephoning
listening
how to . use the phone natural English mostly grammar present simple vs
continuous listening phoning friends natural English phoning a friend natural
English telephone introductions writing a conversation and a message
help
with pronunciation and listening
pronunciation consonant groups listening being an active listener natural
English showing you (don't) understand
test yourself!

review p.113
activities

revision and progress check iwelve
revision twelve wordlist p.141

 nine to fourteen

in unit thirteen

in unit fourteen .

teacher pp.114-121   pp.122-129  development
           a new lifereading that's incredible!       chapters
Get a new life natural How many
times . ? how to mmar be going to + verb;grammar present perfect use the board
Erghsh + verb What are you               reading breakersKing of the record   p.
146             natural English tonight?    -natural           reacting to      website
ng filling in forms      surprising information      how towww.oup.com/elt/teacher/
grammar present perfect
and           develop learner      naturalengtish rdbooster        past simple    independence Extra class activities
and
 p.153 resources
and links to the rb +
preposition            student's site. English Do you ever P wordbooster how
to .

•nds Of film                                 opposites                                                                             also
available

natural English
test booklet

communicate with feelings           low-level learners
'listening how to invite someone listening how to p.160
igtural EngHsh inviting and say what you feel how to responding vocabulary fixed phrases
select, organize, and listening people arranging to go natural English special
greetings present vocabulary at to the cinema listening someone giving a lower
levels

Mtural EngHsh making plans           birthday
present together     writing greeting cards p.167

natural English have a + adj
+ noun

how to .

test booklet

help low-level learners

Unit-by-unit tests for

with pronunciation

grammar, vocabulary, and

p.174

natural
  English plus seven skills
  tests. Common examstyle questions in 'exam focus' sections
  throughout.

reading writing
skills

Complements
  the natural

test yourself!

test yourself!

English reading and writing syllabuses.

revision and progress check

revision and progress check

— an extra
  reading lesson

utended speaking                 help
with pronunciation         language reference key
  (s go out!                            and
listening                           pp. 181-183
Ilect ideas   listening to a song 'invent information          pronunciation
linking
bractice le play reading & writing skills resource book
for every unit of the
                 'teen review
p.121fourteen review p.129                                                               student's
book
                   •sion
activitiesrevision activities                                                                  —
material related to the
student's book by topic
— develops
real life reading
Thirteen wordlist p.142                  fourteen
wordlist p.143                                  and writing skills
useful
for work or study
— advice on text types and skills

how we wrote this course
Before we established the language syllabus for the
elementary level of natural EngHsh, we wanted to be sure that what we set out
to teach learners corresponded to what they actually needed to learn at this
stage in their language development. So, instead of starting with a prescribed
syllabus, we began by planning a series of communicative activities with
certain criteria:
— they would have to be engaging,
purposeful. and achievable — they would need to stretch the limited resources
of elementary learners
— they had to include different topics,
and past and future time frames as well as the present
— they should cover a range of activity
types (e.g. giving and exchanging information; service encounter role plays;
sharing experiences; telling simple stories, etc.)
We then wrote the activities.
Initially, we produced more than we needed, and after trialling, we eliminated
those which did not work as well as we had hoped or overlapped with others
which were richer in language or more successful. Those that remained became
the activities which you will find in the extended speaking activities and it's your turn! sections in a
much
refined and reworked form, thanks to the learner data and feedback from
teachers. Here are two examples from the

trialling and recording the
activities

We
asked teachers to use the material with their elementary classes, and record
small groups doing the activities. We also piloted them ourselves with small
groups. In all, we recorded over one hundred learners from at least a dozen
different countries. In our earlier research (at intermediate and
upperintermediate levels) we had done a limited amount of piloting of native
speakers doing the relevant activities, but at this level we didn't think it
would be of great benefit. However, following on from our experience at the
higher levels, we did pilot the activities with learners above the target
level, so we recorded pre-intermediate level students as well.
analysing the learner data
After transcribing the recordings, we had a
considerable amount of data al elementary level, but also data at the level
just above elementary. As with the previous levels, the comparisons were
fascinating, and knowing what could be achieved just above the target level was
very informative in helping us to identify the most useful, relevant and
achievable target language for elementary learners. At that point we were able to start writing the student's
book.
To summarize. the development of the course involved
the following stages:
I devise the extended speaking activities / role plays
for trialling
2
trial
and record elementary and pre-intermediate learners
3
transcribe and
analyse the data
4
select
appropriate language for the syllabus
5
write
the learning materials
what is natural English?
Throughout the course we have tried to identify
language relevant to the needs of learners at each respective level. For the
most part, that has meant the inclusion of high-frequency language used
naturally by native speakers and proficient users of the language: if a word or
phrase is used frequently, it is likely to be useful in a range of everyday
communication.
However, not all language used naturally by native
speakers is necessarily suitable for many foreign learners, and that includes
some high-frequency language. Our own classroom experience has taught us that
many learners find it difficult to incorporate highly idiomatic language into
their own interlanguage, and a word or phrase which sounds very natural when
used by a native speaker can have the opposite effect when used by an L2
learner — it sounds very unnatural. We have, therefore, tried 10 focus on
language which is used naturally by native speakers or proficient speakers of
the language, also sounds natural when used by L2 learners. So, at this
elementary level for example, we want learners to use high-frequency and
relatively informal ways of thanking people such as thanks and thanks a lot;
but we have not introduced the more colloquial phrases such as cheers or ta.
the natural English syllabus
How does anyone decide exactly what language will
fulfil these criteria? It is, of course, highly subjective. As yet, there isn't
a readily available core lexicon of phrases and collocations to teach
elementary learners on the basis of frequency, let alone taking into account
the question of which phrases might be most 'suitable' for learners at this
level. Our strategy has been to use our own classroom knowledge and experience
to interpret our data of elementary and pre-intermediate level

language use, in conjunction with information from the
Longman Grammar Of Spoken and Written English, a range Of ELT dictionaries and
data from the British National Corpus and The Oxford Corpus Collection. In this
way, we arrived at an appropriate language syllabus for elementary learners.
what
else did we learn from the data?
These are some of the general findings
to emerge from our data, which influenced the way we then produced the
material.

level of confidence
Most learners at this level (but by no means all) lack
the confidence to experiment with language. This showed up in the trialling
with some learners treating communication activities as language drills. Of
course, learners need controlled practice to help them to produce language
accurately and more automatically, but they also need opportunities to use
language freely — to develop fluency by thinking more about they are saying
than they are saying it. For this reason, we felt that freer speaking
activities were still relevant to this level, and we have included them
throughout the book in it's your turn! at the end of every lesson, and extended speaking
activities at the end of every unit (from unit three onwards).
When learners engage in genuine communication they
will inevitably make mistakes. Throughout the notes in the teacher's book, we
have tried to anticipate errors and minimize these, but at the same time we
believe that mistakes are part of the learning process and should be viewed
constructively in the classroom, i.e. what can we learn from them for future productive use?
length of turns
Throughout the data we saw evidence of very short
turns (even shorter than at the pre-intermediate level). This is to be
expected, but we have tried to extend utterances by building into activities a lot of planning and
rehearsal time. In addition, we feel that structuring speaking
activities is essential to ensure that learners have plenty to talk about.
Listening models or teacher models which show students how they can develop
topics are also instrumental in encouraging more output and longer turns.
listening and pronunciation
At this level, more than any other, we found that
learners had difficulty understanding one another (particularly in multilingual classes). Apart from
cultural misunderstandings, problems seemed to arise from two
sources: poor comprehension skills on the part Of the listener, and / or lack
Of intelligibility through poor pronunication on the speaker's part. We have
addressed this issue throughout the elementary material, but with an extra
focus (at the end of alternate units) in a new section called help with pronunciation and listening.
See
grammar
Many elementary learners have 'studied' grammar such
as the present and past simple, but it was clear that productive use is still
exceedingly difficult. There was a lot of simplification throughout the data,
and many learners at this level are only truly comfortable when operating in
the present simple, and even then inaccurately. We also found that learners
were uniformly poor at asking questions, and their use Of modal verbs was
almost non-existent.
In response you will find considerable attention is
paid to all of these areas.
vocabulary
The most obvious shortcoming was the
lack of familiarity with high-frequency phrases in a number of everyday
situations. For example, we found that learners weren't able to ask about
people's weekend (How was your weekend?), order food in a restaurant (Could I
have some more... / another.... please?), reassure people (don't worry), etc. The
language in the natural English boxes is the most obvious
way we have tackled this shortcoming,
but you will find a number Of common lexical chunks throughout
the wordboosters and other vocabulary development exercises.
how to use key
features of natural English
•
natural EngfiTh
boxes
•
wordbooster
•
staged
listening
•
help
with pronunciation and listening
•
test
yourself!
•
language
reference and practice exercises
•
reviews
•
workbook
•
teacher's
book
•
skills
resource book • test booklet natural English boxes
Most of the natural English boxes consist of natural English phrases.
They normally occur four times in each unit, with one or two boxes in each main
section, and often one in the wordbooster.
what do
the natural English boxes contain?
These boxes focus on important aspects
of everyday language, some of which fall outside the traditional grammatical /
lexical syllabus. They include:
—
familiar functional exponents, e.g. suggesting and responding
(We could
go to the cinema. Yeah, that's a good idea.)
— communication strategies, e.g. asking for help (Sorry, can you repeat
that, please?)  high-frequency words in spoken
English, e.g. get, quite / very, mostly
—
common features Of spoken English, e.g. vague language
(thing),
qualifying (a bit)
— lexical chunks, e.g. Have a nice time,
Anything else? What's the matter?
The language here is presented in
chunks, with each box containing a limited number Of words Or phrases to avoid
memory overload. The words / phrases are practised On the spot, and then
learners have the opportunity to use them later in freer activities, e.g. in it's your turn! or the
extended speaking activity.
how to    use the natural English
boxes
These boxes have been positioned at a point within
each cycle where they are going to be of immediate value, and most of the
phrases are recorded to provide a pronunciation model. There is an instruction
before each natural English box providing learners with a task to highlight the
forms and / or focus on meaning, e.g. Listen and complete the questions or
Match the questions and answers (in the box). Beneath each box there is a
controlled practice exercise to focus on pronunciation and consolidate meaning.
and in many cases this is followed by a personalized practice activity. In the
classroom, you could vary the presentation of the language in the following
ways:
— If the target phrases have been
recorded, you could ask learners to listen to them first. They could do this
with books shut and treat it as a dictation, then compare their answers with the student's book; or they could
listen and follow in the student's book at the same time, and then repeat from
the recording
or the model that you give them yourself.
— You can read the phrases aloud for
learners to repeat; alternatively,
you can ask individual learners to read them out as a way of
presenting them.
— You can ask learners to read the box
silently, then answer any queries they have, before you get them to say the
phrases.
— You could write the phrases on the board
or OHP for everyone to focus on. Then ask learners about any problems they have
with meaning and form of the examples before practice.
— You could sometimes elicit the phrases
before learners read them. For instance, ask them how they could ask for
directions. or what they would say when offering food or drink. Write their
suggestions on the board, and then let learners compare with the natural English box. In some cases
learners will know some important phrases, but they may not be
very accurate or know the most natural way to express these concepts.
— Once learners have practised the
phrases, you could ask them to shut their student's book and write down the
phrases they remember.
    If you have a weaker class, you might
decide to focus on only one or two Of the phrases for productive
practice; for a stronger group, you may want to add one or two phrases Of your own.
—
For revision, you could tell learners they are going to be tested on the natural English boxes of the
last two units you have done; they should revise them for homework.
The next day, you can test them in a number of ways:
— give them an error-spotting test  fill gaps in phrases or give stimuli
which learners respond to — ask them to write two-line dialogues
in pairs
    The workbook provides you with a
number of consolidation and further practice exercises of natural English (and,
of course, other language presented in the student's book — see below for more
details).
— As the phrases are clearly very useful,
you may want to put some of them on display in your classroom. You could also
get learners to Start a
natural and vocabulary notebook and record the phrases under headings as they
learn them. You should decide together whether natural (rather than literal) translations
would be a useful option for self-study.

wordbooster
Wordbooster
is a section in each unit devoted to vocabulary development. It is almost
always divided into two parts, each one focussing on a
different lexical area: at least one is topicbased, the other may also be
topic-based or focus on collocation, e.g. verb + preposition, or verb + noun.
why
wordbooster?
Throughout the other sections in each unit, you will
find vocabulary input which is practised within the section. The wordbooster sections have two main
aims:
— they present much of the key vocabulary
that learners will need
in the how to... lesson. and I or the extended speaking activity
at the end of the unit.
— they
also cover topic areas and linguistic areas which sometimes
go beyond the immediate requirements of the fourteen units and so help to
provide a more comprehensive vocabulary syllabus. The wordbooster section is designed to have
a different feel from the other more interactive sections in the course, and it provides a
change of pace and activity type.
how to        use wordbooster
Each
wordbooster will take approximately 30-45 minutes to complete,
and it can be used flexibly.
 You don't need to do the whole wordbooster in one session. As it
is divided into two sections, you can do one part in one lesson, and the other
part in a later lesson. In other words, you can use this section to fit in with your own teaching
timetable. For instance, if you have 15-20 minutes at the end of
a lesson, you can do one
of these sections.
— You
can do some of it in class, and some of it can be done for homework.
— Encourage learners to record the
language learnt in these sections
in their natural Engfish and vocabulary notebooks.
staged listening
In the
natural English course. listening is a very important component
in all four levels. Much of the recorded material is improvised, unscripted and
delivered at natural speed, and where practical, this approach has also been
adopted at elementary level. At the same time, there is a balance of scripted
material as learners at this level adjust to the demands of natural, spoken
English.
As with other levels of the course, we have included a
threephase listening section in each unit:
       tune in: a short extract from the
beginning of the main listening. This gives learners the
opportunity to tune in to the voices of the speakers and the content of the
listening passage with a
simple accompanying task.
—
listen carefully: the main listening passage. Students hear the introduction
(tune in) again, and then the rest of the passage, with a more detailed task.
       listening challenge: a further
listening passage (cither a continuation of the main listening, or a parallel
listening passage) in which the listening tasks are less guided and more open.
how to
use staged listening
— As
the listening material has been staged in order to ease learners gently into
the main listening and build their confidence, it is important to use tune in
and listen carefully as in the student's book. However, listening challenge can
sometimes
be used at a later stage if it is not a continuation of listen carefully, e.g. in unit 7
(T7.8).
       At a certain point in the listening
cycle, the student's book indicates the best point at which to go to the
tapescript (p.146 — p. 156). Following the tape-script after one
or two attempts at
listening is a valuable way for learners to decode the
parts they haven't understood; it is not only very useful, but also a popular activity. You
could encourage learners to make a note of new vocabulary from tapescripts,
especially as the recordings are a source of natural, spoken
English.
help
with pronunciation and listening
This is a new section for elementary level.
Pronunciation sections aim to help
learners improve their ability to produce mainly sounds and word stress more
accurately. In some cases, the sounds may be isolated for teaching purposes,
but in the exercises, the sounds are contextualized in sentences. As learners
work through the material, they build up a knowledge of phonemic symbols, which are gradually incorporated
within the rest of the material in the phonemic transcriptions of new
vocabulary items. The activities are all short and self-contained.

Each
listening section aims to develop a particular listening subskill:
— asking
for help if you don't understand
-   listening for
key words
— recognising weak forms
-   predicting content
-   understanding
features of connected speech - being an active listener
how to use help with pronunciation and listening
Each
help with pronunciation and listening section will take approximately
30-45 minutes to complete.
-   You
don't need to do all of it in one session. As it is divided into two sections,
you can do one part in one lesson, and the other part in a later lesson. In other words (as with
wordbooster), you can use this section to fit in with your own teaching
timetable. For instance, if you have 15-20 minutes at the end of a lesson, you
can do one of these sections.
— Both sections recycle previously taught
language, so it is advisable to use them where they are positioned in the
course, although in most cases, it is possible to reverse the order of the two
sections.
— As the students build up a knowledge of
phonemic symbols, try to incorporate them in your own teaching, e.g use them to
highlight difficult
sounds in new vocabulary items. You can refer learners regularly
to the phonemic chart at the back of the student's book p.158 for further
consolidation.
— At the beginnning
of each listening section, there is a speech bubble which highlights the subskill learners are going
to practise.
These subskills have been described in very simple terms so that learners can understand
them, and it is important to make them aware of the
specific aim of each section.

test yourself!
Test yourself! is an end-of-unit test or revision activity enabling learners
to assess their progress, and consider how they performed in the extended speaking activity. It is a
short, easily administered test covering lexis, natural English
phrases, and grammar from the unit in a standardized format:  producing
items within categories
—
gap-fill
— correcting errors how to use test yourself!
You can use it either before the extended speaking activity, for revision
purposes, or as an end-of-unit lest. You may want to give learners time to
prepare for it, e.g. read through the unit for homework, or make it a more
casual and informal revision activity. Make it clear to learners that their
answers in the test should only include new language from the unit.
The test can be used in different
ways: — A formal test.
Ask learners to complete it individually, and then collect in their answers to
mark.
— An informal test. Ask learners to complete it individually, then go
through the answers with the whole class.
— A more interactive test. Ask
learners to complete it in pairs. Go through the answers with the class, or ask a pair to mark the answers
of another pair.
— You could get learners to complete
the test individually or in pairs, then they can check their answers by looking
back through the unit. Asking learners to search for answers in this way may
not give you as much feedback on their progress, but it may be more memorable for them as
learners.
— You could give the test for
homework. Learners can then use the unit material as they wish.
Refer learners back to the checklist
of the language input at the beginning of the unit. They can then tick which
areas they feel more confident in. This is an important way for you to discover
which areas they feel they need to revise. You may still have language reference and practice
exercises, workbook exercises, and review sections which you can use
for this revision.
language
reference and practice exercises
The language reference section contains more detailed explanations
of the key grammar and lexical grammar in the units, plus a large bank of practice exercises, which
have been included for two main reasons:
—
they make the language reference much more engaging and interactive.
— they provide practice and
consolidation which teachers and learners can use flexibly: within the lesson when the grammar is
being taught, in a later lesson for revision purposes, or for self-study.
Most of the exercises are objective with a
right-or-wrong answer, which makes them easy for you to administer.
how to     use the language reference
and practice exercises
— Use them when the need arises. If you
always tell learners to read
the language reference and do all the practice exercises within
the lesson. you may have problems with pace and variety. Rather, use them at your discretion. If, for
instance, you find that the learners need a little more practice
than is provided in a grammar section, select the appropriate exercise (e.g.
unit one, be positive and negative: do exercises 1.1 and 1.2 in practice). Areas of grammar are
not equally easy or difficult for all nationalities. The practice exercises
provide additional practice on all areas; you can select the ones which are
most relevant to your learners.
 The practice exercises are ideal for self-study. Learners can read the
explanations on the left, then cover them while they do the exercises on the
right. Finally, they can look again at the explanations if necessary. You can give them the answers to
these practice exercises which are at the end of this teachers book
pps.181-183.
— If learners write the answers in pencil
or in a notebook, they will be able to re-use the exercises for revision. Some
learners also benefit from writing their own language examples under the ones given in the language
reference. They can also annotate. translate. etc.
reviews
Review sections occur at the end of every unit in the
studenes book. These activities revise the main grammar, vocabulary and natural English. Some of them can be
done individually, but there is an interactive element in most,
which is designed to help learners to consolidate their understanding and
ability to use the language productively. They have not been constructed as
objective tests.
how to
use the review
You have several options:
— you could use the review sections as
they occur, i.e. review each unit when you have completed it.
— you
could use individual activities within a review section at different
times, e.g. use a review grammar activity after you have completed the grammar
section in the unit, but possibly save the natural English review activity for a later lesson.
— you could do some activities in class
and set others for homework.
In other words, the review sections have been designed
so that you can use them flexibly to fit in with your teaching programme.
workbook
The workbook recycles and consolidates vocabulary,
grammar, and natural
Enghsh from the student's book. It also provides language extension sections
called expand your grammar and expand your vocabulary for stronger or more
confident learners. These present and practise new material
that learners have not met in the student's book. Another important feature of
the workbook is the say
it! sections, which encourage learners to rehearse language through
promoted oral responses. There are two other regular features: think back!
(revision prompts) and write it! (prompts for writing tasks). You can use the
workbook for extra practice in class or set exercises for learners to do out of
class time. The with key version allows learners to use the workbook autonomously.
teacher's
book
This teacher's book is the product of our own teaching and teacher
training experience combined with extensive research carried out by Oxford
University Press into how teacher's books are used.
lesson plans
The teaching notes are presented as
flexible lesson plans, which are easy to dip into and use at a glance. We talk
you through each lesson, offering classroom management tips (troubleshooting), anticipating
problems (language point), giving additional cultural information (culture
note), and suggesting alternative ways of using or extending the
material (ideas plus). In addition, each lesson plan provides you with the
exercise keys, a summary of the lesson contents, and the estimated length of
the lesson.
At the end of each teacher's book, there's a
photocopiable wordlist of
natural Enghsh phrases and vocabulary items for each unit
of the student's book. This is a useful reference for you, and a clear, concise
record for the learners, which they can annotate with explanations,
translation, pronunciation, etc. and use for their own revision.
teacher
development chapters
You'll find the teacher development chapters after the
lesson plans, starting on p.146. These practical chapters encourage reflection
on teaching principles and techniques. At elementary level the areas covered
are:
—
how to use the board                                                      p.146
—
how to develop learner independence                          p.153
—
how to communicate with low-level learners             p.160
— how to select,
organize, and present vocabulary
     at lower levels                                                                    p.167
— how to help low-level learners with pronunciation
p.] 74
The chapters are regularly cross-referenced from the
lesson plans, but you can read them at any time and in any order.
Each chapter contains the following features:
—
think! tasks for the reader with accompanying answer keys
(see p.146)
— try it out boxes offering practical classroom ideas
related to the topic of the chapter (p.151)  natural EngHsh student's book extracts to illustrate
specific points (see p.165)  follow-up sections at the end of each chapter
providing a short bibliography for further reading on the
topic (see p.166).
This book also contains a photocopiable key to the student's book language reference
section (pps.181—183).
For reference, a pronunciation chart on p.14 shows the
pronunciation syllabus across the elementary student's book.
skills resource book
in the reading and writing skills resource book?
The 64-page photocopiable resource book contains 14
reading lessons and 14
writing lessons, i.e. one reading lesson and one writing lesson for
each unit of the elementary student's book, on a similar theme. Each lesson
lasts between 30 and 60 minutes and is accompanied by easy-to-use teacher's notes.
The reading lessons are based around a
range of authentic texts from website and newspaper articles to e-mails,
recipes. and letters. The aim is to expose students to a number of different
and accessible text types whilst giving practice in •real world' reading
skills. It includes the basic reading skills on a regular basis, but slightly
more challenging ones are also introduced in the later units. Here are some of
the skills you will find (the headings on the student's pages have been
simplified for the level):
- predicting
— activating
background knowledge
— reading for gist
-    understanding
the main points
-    reading for specific information
-    reading for details
— responding to the text
The writing lessons are based around model texts which
students then analyse for relevant features of language and style. Students are
helped with ideas and planning, and each lesson culminates in a writing task that can be done in class
time or set for homework. Regular spell check boxes focus on key points
as they arise in the model texts. The writing lessons are divided into the
following areas:
-how to
write personal information
—how to write short messages —how towrite
about likes and dislikes
—how towrite
about daily routines
—how towrite
a restaurant review
—how towrite about a day out
—how to write
about life events
-how to write
directions
—how to .. write about places
- how to write
about an experience
-how to write
about transport in two places
-how to describe
a picture
—how to
write invitations
-how to write cards
In addition, students are encouraged to assess their
own progress in reading
and writing by using the self-assessment chart at the back of the book. There
are also vocabulary diaries for students to keep a record of new
words they have encountered in the reading and writing lessons.
The interleaved teachers notes are set out in a simple grid with answer
keys and guidance notes clearly visible at a glance. There is
advice on particular text types and how to help students develop their reading and writing
skills. The ideas plus boxes give suggestions on how to exploit the
material further.
how to     use the skills resource
book
The reading and writing skills resource book is designed to be used
in class to supplement the natural English elementary studenrs book. It can be used to build
on and extend the reading and writing skills already covered in the student's
book, or
as a stand-alone reading and writing course. It is also intended that the
elementary level will prepare students for the kinds of reading and writing
skills that they may meet in the pre-intermediate, intermediate, and
upper-intermediate skills resource books.
test booklet
The elementary test booklet provides
photocopiable unit-byunit
tests for the grammar, vocabulary, and natural Enghsh syllabus,
and skills tests for every two units at the back of the book. The skills tests
cover reading, writing, speaking, and listening. The listening tests re-use the student's book
material but
exploit it using different tasks. 'Live' dictations are also provided if you
wish to use listening material which will be entirely new to the students.
The test booklet also contains exam-style question types in regular
exam focus sections. These appear at the end Of each unit test and throughout
the skills tests. The aim is to give students practice and confidence in tackling common exam-style questions.
An answer key is provided at the back.

writing in natural English
student's book
•unit
onepersonal information
unit two                      write
a note
p.20
unit three            write about your
partner
unit four                      write
about a member of your
•unit fiveabout what you have for breakfast
unit six                        write
a weblog
write about somebody
from your past
unit eight                   write
directions
it nine          write an e-mail about
a hotel
unit ten                      write
about a problem
eleven            write
about a place
unit twelve               write
a telephone message
p.100
nit thirteen             fill in a form
unit fourteencards
skills
resource book
write
personal information
messages
write
about likes and dislikes
write
about daily routines
write a restaurant review
write
about a day out
life events
write
directions
write
about an experience
write about transport in two
write
invitations
elementary
skills / tasks
read a letter, understand capital
letters and full stops, complete a form, write about you, spell check writing task: a letter to a
host family
think about the topic, understand requests, organize
sentences, spell check, make requests writing task: a message to a flatmate

think about you, read an e-mail, understand and and but, use
commas, write about you, spell check writing task: an e-mail to a classmate

think about the topic, spell check, write about daily routines, order
sentences, order ideas, use your ideas writing task: an article about another
person

think about the topic, read a review, understand
adjectives, understand it, spell check, use because writing task: a
restaurant review

think about
the topic, read a narrative, understand because and so, spelt check, use
punctuation writing task: an e-mail or letter to a friend about a day (or
night) out think about the topic, spell éheck, understand an autobiography, order information, use
articles writing task: a short autobiography
understand directions, use punctuation, use prepositions, spell check,
write directions writing task: directions to your house or flat for a classmate
understand different texts, describe a
place, use words that go together, use punctuation, spell check writing task:
an e-mail to a friend describing two hotels

understand a story, understand time markers, order a story, spell check,
check for mistakes, talk about the topic writing task: a story about a special
experience
think
about the topic, understand a description, understand they, spell check, make
sentences, talk about the topic writing task: a short article describing and
comparing transport in two places
talk about the topic, describe a
picture, spell check, use articles, write about a picture writing task: a
description of a picture or photo
talk about the topic, understand
invitations, use prepositions, understand replies, write sentences,     spell check writing task: an
invitation to a birthday celebration
understand what the text is for, understand style, use set phrases, spell
check, talk about the topic writing task: a thank you or congratulations card

pronunciation in natural English                  elementary

book
stress p.g stress p.9 forms p.ll you
  ... ? lwod jai p.12

stress p.18 stress p.19

help with pronunciation and listening sections
(units: 1, 2, 4, 6, 8, 10, 12, 14)
  pronunciation listening
Sounds
  (the alphabet) p. 19  asking for help p.13 /el/, Ir./, and "e/       intonation p. 13
      word
  stress p.21                                                                     key
  words p.21

...? /dja/ p.24 stress p.26 stress
  p.34
/ta'geða/ p.36
spelling problems, e.g. sausages
p.39
W, /i•J, /er/, and /æ/ p.42 and can't /ka:nt/
  p.43
p.44

p.51 tense endings with
  /ld/ p.51

p.64
p.67
you
  prefer?
prrf3:/ p.76
law, /er/, and /o:/ p. 79 spelling
  problems, e.g thumb /9Am/ p.82 and shall 1 ,'jalal/ p.84
/sm3:1a/ than /ðan/ p.87 stress p.90
/SUd/ p.91
p.92
/maosli/ p.99
stress p.107  we? 'Jal wif p. 108
p.112
p. 113 stress and intonation p.115

      sounds
  /ð/, 19/ p.37                                                              weak
  forms p.37

     sounds
  /o:/, /3•J, and ID/ p.53                                           prediction
  (1) p.53

   sounds /J/, /tJ/, and Id3/ p.69                             prediction
  (2) p.69

        sounds
  and spelling /o:/, W, and 10/                            connected speech
    p.85                                                                     p.85

consonant groups p. 101 being an active listener
  p.101

    listening to a song p.117                                     linking
  p.117

student's
unit one                          word
word weak would
unit two                       word
sentence
/ð/ p.19
 unit three               do you word
unit four                word W
p.35 together
       unit five                sound
/
/'SDS1d31ZJ sounds can /kan/ I'll
lad/
unit six                   intonation past
          unit
seven                  word
unit eight               intonation linking
         unit nine                       Would
/wod ja
unit ten                        sounds
sound / I'll
unit eleven            smaller word
should silent t
          unit
twelve                 mostly

unit
thirteen        sentence Shall
unit fourteen         contractions
intonation word
extended speaking
During the extended speaking activity at the end of
each unit, note down examples of .
•  good language use
•  effective communication strategies
(turn-taking,
interrupting. inviting others to speak, etc.)
•  learner errors
(vocabulary, grammar, pronunciation, etc.)
•
particular communication problems
Make sure you allow time for feedback at the end of
the lesson. You can use the notes you make above to praise effective language use and communication or,
if necessary, to do some remedial work.
Photocopiabte @ Oxford University Press 2006

one
in unit one ...
listening
how to ... say hello
p.16
wordbooster countries and
nationalities numbers (1)
p.20
reading questions, questions

   to . . . say hello                 75—90
  mins
lead-in
•      If
  this is your first lesson with the class, you will probably start by
  introducing yourself and calling the register. The students won't remember
  many of the names
  (unless they already know each other), so the lead-in has a dual purpose:
  to present two natural ways of introducing oneself; and for students to find
  out the names of others in the group.
Ask the class to look at the
  pictures and make sure that they understand that 2 people are meeting at the
  college for the first time. play the recording for exercise 1. The task is very simple
  but students may not know hi. With a multilingual class, you can explain that
  hi is common in spoken English, especially among young people. If you have a
  monolingual group and you speak the learners' mother tongue,
  see the troubleshooting box on the right.
•      Play the recording again (exercise
  2) and elicit an accurate pronunciation model of meet you.
  Practise it before learners work with a partner. Students need to be aware at
  this very early stage that the way we say words in connected speech may be
  different from the way they are written down. See the language point on the right for
  ways of saying hello.
While the
  students mingle in exercise 3, move round and monitor. In the early stages
  of an elementary course some learners may feel quite nervous, so it's
  important to give lots of praise and encouragement.

listen to this
•
  Put the
  students in pairs. See troubleshooting on the right.
The
  students can probably deduce the answers to exercise 1 from the pictures, but
  don't confirm their answers yet. Play the first part of recording 1.2
(exercise 2) and elicit the answer. The purpose of this short initial
  listening is so that the students can tune in to the
  voices of the speakers with a simple task. If they can, they will feel more
  confident about the whole conversation, especially as it begins by replaying
  the first part. In other words, learners are not suddenly exposed to a long passage with
  unfamiliar voices and an unknown topic.
•
  When you are
  ready, move on to exercise 3. The answers to exercise 1 are not in
  the same order on the recording, so the students may need to listen twice.
•
  You will have
  to do recording 1.3 as the students need the information to talk about
  these people in the grammar section that follows. Before they listen, get
  them to read the sentences first. The names Tim and Jim may be unfamiliar, so
  show them how they are pronounced. Play the recording (exercise 4). Students
  can check in pairs while you monitor. If some answers are wrong, play the
  recording again. If not, go through them with the class.
The last stage involves playing the recording while
  students look at the tape-script. We wouldn't recommend this until you have
  already exploited the recording for comprehension, but many students enjoy
  listening to and reading the tapescript, and it can help them to realize that
  words they recognize when written down may sound different in spoken English.

help with pronunciation
  an listening pronunciation:
sounds the alphabet listening: asking for help

p.22
test yourself!
p.25
wordlist
p.130
listening how
-introduce
yourse using natural EngHsh phrases
listen to two people meeting for the first Itime
'focus on
be positive -and negative learn and practise jobs oyocabulary focus on a / an
(Calk to
another stude
About
yourself

'xercise 1

students

see tapescript p. 146 exercise 2 et you
/'mi:t ju/
Gercise 2
Paris
•ercise 3
Harc is 21, a student, single.
is from Canada, a teacher, married. (exercise 4
3 university an English teacher 4 America
troubleshooting use of the mother tongue
During the course you wilt need to point out certain
language as being either formal (generally used more in written English) or
informal (generally used more in spoken English). Students need to be aware of
this stylistic difference, and the words formal and informal. To explain this
in English to elementary learners might be difficult, so this is an occasion
when the use of the mother tongue is a sensible option. The difference between
hello and hi is largely one of style — hi is more informal.
'Want to know more? GO to                                                                          learners
p. 160
language point saying 'hello'
Even at elementary level, some learners may already know
how do you do? or how are you? If so, you may need to explain that how do you
do? is now reserved for quite formal situations. How are you? is the most
common way of greeting people, but only when you already know them.
troubleshooting pair work in listening
activities If your class is not used to pair and group work, you may need to
explain the purpose of it, in the mother tongue if necessary.
Pair and group work can be used in
many different types of activity, and for different purposes. In listening
activities, it can be used:
-
before listening,
e.g. to predict what might be said, to brainstorm vocabulary that might arise,
to arouse interest in the topic through discussion or personalization, etc.
-
after listening.
e.g. once students have listened to a recording, they compare answers to a task
with a partner. This can give them confidence before they give their answers
more publicly in open class. You can monitor this stage to assess how well
individuals have understood the recording, which will indicate to you whether
they need to hear it again. After that, pair / group work can be used to
practise the content of the listening (dialogue practice or role play), to give
opinions on the topic, etc.
Want to know more? Go to pre-intermediate teachefs
book, how to do pair and groúóZL$ -work p.146

grammar be
•      The
  students were exposed to he's (he is) in the previous exercise, but now they
  have to say it themselves in exercise 1. This is also their first exposure to
  phonemic script lhi:z/. Highlight the /i:/ sound and then model it in he's.
  You could then put the sentence on the board:
Marc's from France, and he's ???
Elicit a correct answer from the class then write it
  on the board. If you are confident the class understands, put them in pairs
  to write three more things about Marc, beginning he's . If not, elicit one
  more answer from the class before the pairwork.
•      Repeat
  the procedure for she's in exercise 2, but let the students write down all
  four things about Jennifer in pairs. Check the answers — ask a number of
  students to pronounce the correct answers as you check — then go on to
  exercise 3.
As this is the first table for
  students to complete, you could do it from the board as a class. Use a
  different coloured pen (or chalk) for the different forms of be and elicit
  the answers from the class as you write it up. Collaborative work like this
  using the board is very good for class rapport.
Yant to know more? Go
•      As
  you go through the table, point out that contracted forms are very common in
  spoken English, but say that contractions in positive short answers are not
  used           or ¥4&-s-ke4). For the alternative negative forms, see
  language point on the right.
•      You
  could do exercise 4 round the class and then in pairs. It is important at
  this early stage that students are reinforcing correct answers when they work
  in pairs, and it will help their confidence to grow. For exercise 5, again
  model it first before the pairwork.
•      Exercise
  6 is a continuation of the previous exercise, but this time students have to
  write the questions, which provides a change of pace.
We have suggested two
  sentences for exercise 7, but you could increase it to four or five.
Finally there is the language
  reference section. This contains not only a fuller explanation of the grammar
  the students have just studied, but also additional exercises.
 -want to know          Gou
  language'eferencea'eggi

vocabulary jobs
•      There
  are certain gender issues with this vocabulary. See language point on the
  right.
Students can do exercise 1
  individually, then you can check the answers with the class. Point out that
  we need the indefinite article with the names of jobs, and if any of your
  learners are likely to make this mistake, write correct and incorrect
  examples on the board:

The choice between a and an is in the
  next section, so don't worry about it at this stage.
•      At
  the same time you can start to focus on the pronunciation. We have marked the
  stress on the first example. You can illustrate this by saying a word with
  the correct stress then saying it with the wrong stress. Make it absolutely
  clear which is right, then test your students to check they can hear the
  difference.
•      Play
  the recording (exercise 2). At the end check the answers and drill the
  correct pronunciation. When they work in pairs in exercise 3, they have to
  put the words back into short sentences.
•      Although
  the students haven't come to present simple questions yet, many will be
  familiar with the form, and you can teach the question What do you do? as a
  fixed phrase or vocabulary item. You can paraphrase the question as What's
  yourjob? If your students are still at school I college you could choose one
  student and ask him / her about the future. (Perhaps write a future year on
  the board.) Put a question mark by it and say doctor? teacher? what? Teach
  the question and answer What do you want to be? I want to be a (doctor). Some
  students will already know the name of their job in English; others will have
  to look them up in a bilingual dictionary or ask you for a translation.
•      When
  they do exercise 4, it is possible that other students won't understand the
  name of the job they hear. What should the speaker do here? See
  troubleshooting on the right for a suggestion. At the end, you could add some
  of the new jobs to the board if you think they are useful.

Gercise 1
•Marc's
from Paris, he's 21, he's a business student, and us single.
exercise 2 from Toronto, she's a business teacher, and §h€s married.
exercise
3
I'm a teacher                      I'm
not a teacher
Hú
a doctor
She's a student                   She
isn't a student
exercise
4
Jennifer isn't Ottawa, she's from Toronto. She's a
business teacher. She's from Canada. She isn't single, she's married.
Marc isn't from England, he's from France.
He's a business student. Marc isn't married, he's single. He isn't 24, he's 21.
Tim's from America. Tim
isn't a business teacher, he's an English teacher. He isn't from Toronto, he's
from San Francisco.

exercise 5

.1 Yes, heis

3 No, he isn't

5 Yes, she is

No, she isn't
Gercise 1

4 No, she isn't

6 NO, he isn't

'1 a housewife

6 a journalist

     a
  shop assistant                       7 an office worker

   a waiter                            8
  a police officer

     a
  lawyer                                      9 an engmeer

a businessman / woman 10 an actor

'exercise 2 engineer, office yorker, niter,
layyer, Nice officer, businessman / woman, shop assistant, actor,
ioucnalist
language
point form problems with be
You need to highlight these forms very clearly as there
are common problems from Ll transfer, e.g. omitting the pronoun (is-a—teachev)
or omitting the verb (she teaehe¥). The other common error is mixing up the
pronouns he and she. This error can persist for a tong time with some students,
so you may need to correct it quite firmly.
The language reference on p.130 points out the two different ways of
forming a negative in the third person (he / she isn't or he's / she's not). We
have only included one form here, but you could highlight the alternative form.
Both are common in spoken English.
language
point gender in 'jobs'
Some jobs have the same word regardless of whether the
job is performed by a man or woman, e.g. lawyer and journalist. Other jobs make
a distinction between the sexes, e.g. waiter / waitress, businessman /
businesswoman, or the more recent distinction between housewife and house
husband. A third group have forms which may or may not denote the sex, e.g. an
actor can be male or female but an actress can only be female; a firefighter
can be male or female but fireman is only male. For the police there are three
possibilities: policeman, policewoman, or police Officer.
We have
given just one form in most cases — the most common form — but you may wish to
discuss this with your class, particularly if you teach in a country where the
'less' common form is actually more frequent, e.g. if 'waitresses' are much
more common than 'waiters'.
troubleshooting
unknown lexis
If
student B doesn't understand student A's job, tell student A to try to explain
it using gesture or paraphrase. They may struggle to do this with some jobs,
but most low-level students have to deal with this problem at some stage, so
it's not a bad idea to present them with this kind of challenge. With a
monolingual group, we would also suggest you allow the use of translation as a
last resort if paraphrase and gesture don't work.

grammar
a / an
•
Draw
your students' attention to the schwa la/ with a and an. Model the sound to
show them how these words are usually pronounced.
Ask
learners to do exercise 1. They may realize that the answer is already in the
list of jobs vocabulary; if so, good for them. Check their understanding by
asking for further examples (office worker and journalist are two from the list
above, but they may come up with others, e.g. an artist, a doctor). This is a simplification
of the rule governing the use of a / an. For more detail, see language point on
the right. Do exercise 2 for students to test their understanding of the rule,
and the exercises in the language reference if you want further practice.
speaking i€s your turn!
•
While
students complete exercise 1, monitor their writing to check their answers and
spelling. Those still at school or university can put student in the 'job'
category. You could also add a category about 'age'. Il's a sensitive issue,
but if you are sure it won't cause offence, you could include it. The pair
practice is there to build their confidence.
•
Exercise
2 provides more practice but in a group Of three the dynamic changes, with
potentially more shifts in turn-taking between the individuals. Finally, in
exercise 3, students have to move from first to third person for another shift
in the type of practice. Note that students need to say that's and not this is
as they are pointing somebody out and not introducing them. Do the can you
remember activity. See troubleshooting on the right.
             wordbooster                         30—45
mins
countries and nationalities
Learners could complete the middle
column in exercise 1 in pairs, but tell them not to fill in the nationalities
at this stage. Understanding is not usually a problem with the names of
countries, but pronunciation is, so they can check by listening to recording
1.5 (exercise 2), which gives them a pronunciation model. Afterwards, give them
a minute to repeat the words quietly to themselves (this is sometimes called a
'mumble drill'). You can move round and listen while they do this.
•
They
can do exercise 3 together. Check their answers, then play the recording
(exercise 4). This time the students underline the main stress. Check the
answers.
Vant to
•
Finally
they can do exercise 5. We have included two more useful chunks of language
which they can learn as fixed phrases (1 don't know and I'm not sure); they may
need them during the activity.
•
For
more work on the use of the definite article or zero article with the names of
countries, see workbook, expand your grammar, p.6.
numbers (1)
At this level learners can never have
too much practice with numbers. They need to know them and use them, but also
process them when they are spoken quickly. In exercise 1 students have to do
this with phone numbers, then practise them in exercise 2. For the
pronunciation of O (zero), see language point on the right. The exercise also
provides practice in contrastive stress as student B corrects a wrong number
given by student A.
•      The
natural    box teaches another fixed phrase (What's your phone / mobile number?)
along with the confirmation of the number (Yeah / Yes that's it.). This is very
straightforward but learners are not always good at providing this type of
response. After they complete the task (exercise 3), get them to stand up for
exercise 4 and move round the class. If they can't remember their number (phone
or mobile), tell them to invent one. Monitor and help I correct where
necessary.
•      You
could turn exercise 5 into a race — the first pair to finish puts up their
hands. The answers (exercise 6) are on a recording to provide further
pronunciation models. For further practice see ideas plus on the right.

Uercise
1
Put an
before words that begin a, e, i, o, u, e.g. actor, engineer
Put a
before all other letters, e.g. zaiter, teacher
2

l a 3 an
              4 an             6 an
n you remember

7 an

     meet                      3 an

5

thirty

     from                       4 do
'exercises 1, 2, 3, and 4

6

isn't ('s not)

COUNTRY

NATIONALITY

'France

French

Germany

German

Japan

Japanese

Spain

Spanish

Argentina                 SA

Argentinian

China

Chinese

Italy

Italian

•Brail                       SA

Brazilian

Thailand

Thai

Eland

Polish

86tain exercise 5

British

She's Brazilian.

4 It's
  Chinese.

'2 It's British.

5 She's Japanese.

He's Italian.

6 Theyre Argentinian.

•exercise 1 tape-script p. 146 exercise 3 Re tapescript p. 146 •exercise
6 see tapescript p.145
stu ents
language
point o / an
The choice between a and an depends on pronunciation
rather than spelling. Thus:
— we can use an before a consonant if it is silent or
pronounced as a vowel: an hour (silent 'h') an MP (the M is pronounced /em/)
— we can use a before 'u' when it is pronounced /ju:/,
or 'o' when it is pronounced
a uniform a university
student a one-week stay
troubleshooting
recycling
We have included a short can you remember activity at various points in
each unit because elementary learners are inevitably exposed to a lot of new
input each lesson, and it is easy to forget things in an unfamiliar language.
This is another form of recycling in addition to the extended speaking
activities, and review and test yourself! sections. These activities occur
either at the beginning or end of a lesson. They could therefore serve as a
warmer or a way of winding down, but provide you and the Learners with a quick
check on what they can remember from either the last lesson or the one just
finished.
language point the number 'O'
The number O is usually pronounced /ao/ in
phone numbers in British English but zero in American English. British speakers
normally use zero when they are talking about temperature, e.g. ten degrees
below zero. In mathematics, the number O is usually written as nought /no:t/,
0.7 (nought point seven). However, if someone used zero in all of these
contexts, they would be clearly understood.
ideas
plus maths
Put about fifteen numbers on the board, then teach + (and) and - (minus).
Students can then give each other little maths tests using the numbers, e.g.
What's fifteen and seven? Twenty-two.

reading

questions, questions                                     75-90
  mins
grammar questions with
  be
Can you remember ? provides some quick revision, and
  also ensures that students don't have their heads in their books to start the
  lesson. Make sure they shut their books or cover the wordbooster page
  opposite. Elicit an example first. then give pairs one minute. Check the
  answers at the end.
Direct students to the
  first column of the table in exercise 1, and elicit the answer to the first
  question,
i.e. Are you a new student? Students can
  compare answers or work together on this exercise.
Play the recording to
  check the answers to exercise 2. Stop the tape after each one, elicit the
  missing words and write them on the board, or invite a stronger student who
  may appreciate the challenge, to ensure that the answers are absolutely clear
  to everyone. Encourage students to write the contractions for is; you could
  also remind them that contractions are normal in spoken English. However, we
  don't usually write the contraction for are.
Give students a minute
  to think about their answers in exercise 3. If necessary, pre-teach I don't
  know and I'm not sure: see troubleshooting on the right.
Before students work in
  pairs in exercise 4, see troubleshooting on the right. After exercise 4, do
  the language reference and practice exercises or set them for homework.

read on
•      This
  first reading activity in the book is deliberately simple; students should be
  able to relate easily both to the content and the text type. For many
  learners (particularly those with Roman script). reading is more accessible
  than listening as they can process the text in their own time. Nevertheless,
  you don't want students to be reading in great detail, so the simple
  questions in exercise 1 do not rely on a detailed understanding of the text.
  Give them about two minutes, and make clear that they only need to answer
  those two questions at this stage.
•      Exercise
  2 focuses on word order in questions. Check answers as a class before
  students ask and answer in pairs. Check the answers to exercise 3 at the end.
•      The
  context continues in exercise 4, in which students listen intensively to the
  short dialogue. The language is likely to be familiar, although students do
  not always know Fine, thanks at this level. Focus on the pronunciation in
  exercise 5 and drill the weak forms la/, land/, or use the tape as a model if
  you don't feel confident about your own pronunciation. Students can mingle
  for exercise 6 and practise the dialogue with lots of students, using their
  own names. See ideas plus on the right.

vocabulary drinks
•
  Go
  over the first example in exercise 1 with the class, then give students time
  to work individually, or in pairs. Either go over the answers yourself, or
  you can use the recording in exercise 2 both to check the answers and provide
  a pronunciation model. Make sure that students are stressing the phrases
  correctly, i.e. mineral water, not See ideas plus on the right.
The test your partner
  activity, which occurs throughout the course, gives you a chance to listen to
  pairs, monitor and correct, and gives them the opportunity to practise at
  their own pace. When students do it in pairs, make sure they both test and
  answer; don't let it go on too long.
•      In
  exercise 3 the students' main difficulty is likely to be with the
  pronunciation of would you (see exercise 4). For the pronunciation of 'WI,
  get students to say 101, then IUd/, then round their lips at the beginning
  and say it. Please is not compulsory, but low-level learners will sound
  polite and friendly if they usc it. Practise the conversations in short,
  class drills before students practise in pairs.

speaking it's your
  turn!
• This final activity
  gives students the opportunity to use the language studied in this lesson and
  the wordbooster. Make the context clear in exercise 1, perhaps using the name
  of a local café. Work through the flowchart together as a class,
  eliciting examples of what students might say at each stage. When students
  are ready, put them in pairs for exercise 2. During this stage, monitor the
  pairs quickly to check that they are on the right lines, then go back and
  monitor more carefully, noting down good examples of language use and any
  breakdown in communication. For exercise 3, they could stand up, find a new
  partner, and try the conversation without the book. At the end, some pairs
  act out their dialogues. Give praise for good language, and a little
  correction of errors. See troubleshooting on the right.

revise
countries and nationalities focus on questions and answers with be read an
e-mail -practise asking how people are using natural Enghsh phrases
focus on drinks vocabulary offer and
accept drinks 'role play a conversation about your class

can you remember see p.9 exercise 1 see
tapescript p. 146
exercise
1 el her mother 2 Polly and Daniela exercise 2
1 Why's
she here?
What level's her English?
How many students are in her Class?
Where
are they from?
5 Who's her boyfriend? 6 Wherds he from?
exercise 4 see tapescript p. 146 exercise 5 bow are you? / and you
/anju:/.
mercise 1 white wine (3) orange juice (2)
mineral water (1) black coffee (5) tea with lemon (6) red wine (4) diet coke
(7) hot chocolate (8) exercise 3 see tapescript p. 146 exercise 1 .%uld you
/wudja/
can you
remember
1 are;
Fine / Very well
Would;
please
Are; not
troubleshooting
I don't know/ I'm not sure
Ask the class how many students there are in the school
- they will probably answer I don't know. Reinforce this with a gesture — in
many cultures, a shrug and upturned hands conveys the meaning. Then ask a
question they are more likely to have some idea about, e.g. how many teachers
are there in the school: 5,15, or 25? Someone will probably say 'five, I
think'; you can then ask, Are you sure? to which the answer will be 'no'. That
way you can teach I'm not sure. Some nationalities will understand I'm not
certain if you write it on the board.
troubleshooting
demonstrating pair activities
Tetl the class you are 'a new student' and let them ask you the
questions. Invent your answers. Then students ask and answer in pairs. Tell
them to swap so that they both ask the questions, and after the first time,
suggest that the students answering the questions shut their books. After more
practice, they can work with a new partner, and try again without their books.
ideas
plus extending the natural Enghsh phrases
For some classes, the contents of the natural English box will be new,
and they will have enough to work on. You may have a class who could be
stretched further, in which case you could extend the phrases. You could ask
students to think of different ways of saying some of the phrases and feed in
new ones:
Hi /
Hello;
How are you? / How are things?;
Fine /
Great / I'm OK / Not bad;
And you? / How about you?; Very well / Excellent
ideas plus vocabulary notebooks
If you
haven't done so already, you could suggest that students keep a notebook for
vocabulary; a ring binder is useful because it allows new topics to be added or
new vocabulary on existing topics. Allow time for students to copy down the
drinks vocabulary, and add any extra information, e.g. a translation of new
items, or highlighting the stressed syllables. You could highlight these on the
board for the drinks vocabulary. You could suggest they start a new page for
each topic, write a topic heading to make it easier to find, and leave space so
that they can add new items as they learn them over time.
Want to know more? GO to how to                                       independence
(record keeping) p. 1
troubleshooting
changing the level of challenge
You can
adapt this type of activity to make it easier or more challenging with a very
low-level class. For example, you can do the flowchart as a dialogue build.
Elicit each line of dialogue, drill it, then elicit the response, drill it,
practise the question and answer, and then elicit the next question, and so on.
This is very controlled, but it may help if learners need a lot of support.
Another controlled approach is to elicit the dialogue onto the board, with
students practising as you go. At the end, rub out several words from each
line. Students practise it until very few prompts are left on the board. At the
other extreme, with a strong group, you could elicit some of the questions plus
one or two responses, then let the students loose.

help with pronunciation and
listening 30—45 mins
pronunciation
sounds (the alphabet)

•    Most learners have problems with
certain letters. To some extent, this depends on their mother tongue, but many
learners confuse E / I and J / G, and have problems with the individual letters
H, R, Q, W, X, Y, and Z. In addition, the alphabet isn't necessarily the same
in all Roman script languages, e.g. Greek does not have some of the same
letters. If your students aren't familiar with the alphabet, use the recording
in exercise 1, and spend plenty of time on it. Alternatively, write the letters
on the board, ask students to call out letters, and focus on the ones that they
make mistakes with.
•    Exercise 2 draws students' attention
to the pronunciation of letters in same sound groups. Do an example together,
e.g. fell, then put students in pairs to do the rest and monitor them.
•    Exercise 3 is the first time phonemic
script has been introduced, so if students are unfamiliar with it, make it
clear that this is a pronunciation system, and demonstrate that letters and
sounds are not always the same in English. Write on the board some words they
know (especially where the spelling is different), e.g. lei/ say, Asia, Spain;
/i:/ tea, coffee; /el engineer, boyfriend. Make sure students cover the
coloured letters when they do the exercise. They will gradually learn the
sounds during the course, and you can direct them to the alphabet with examples
on p.159 for future reference.
•    Begin exercise 4 by teaching and
practising the question How do you spell ...?This will be essential classroom
language in the future. Get different students to ask you the questions, then
spell your answers while the class writes them down. At the end, write the
answers on the board so that they can check their spelling. Then ask students
to work in pairs on the same exercise. Make sure they only spell (and don't say
the names first), and that they cannot see their partner's work. At the end,
they both check the spellings. See ideas plus on the right for a spelling game.
Want to know more? Go how
listening
asking for help

This section
appears frequently in the student book, and aims to provide extra support:
firstly to help learners with listening sub-skills, e.g. listening for key
words in unit 2, p.21; secondly to help them with listening strategies, e.g. in
this lesson, asking for help when they don't understand. Students often find
listening very demanding, and it can help them tremendously to feel that they
can ask to play a recording or part of it again, and it is important to let
students know that it is perfectly all right to ask for this. Of course, you
don't want a situation to arise where one learner wants to hear recordings
again and again while the rest of the class switches off, so if you sense that
is happening, tell the student that they can listen again in the break.

Point out the
'Important!' comment: it explains the aim of the section, and contains useful
advice. Once students have done the matching activity in exercise 1, use the
recording to focus on can Ikan/ and intonation in exercises 2 and 3, and
provide time for controlled practice. See ideas plus on the righ t.

Set the scene for
the listening activity in exercises 4 and 5 by focusing on the photo of
Susannah and the receptionist at the college, then refer them to the form. You
can either play the tape and monitor how they get on, or pause the tape to
allow them time to write, but either way, students will probably need I want to
listen again, so encourage them to use the language in the natural English box.

Check the answers
to exercise 4. Students can listen again at the end with the tapescript on p.
146. For extra speaking practice, students could practise a similar
conversation as a little role play. They could try to remember the
receptionist's questions and interview each other, using the form as a
template, and writing down the answers they are given.
exercise 1 picture 1: Sorry,
can you play that again, please?
exercise 2 /kan/ exercise 4
Suzannah Clarke; British; 27; 26, Cooper
Rd, Oxford, OX4 6JQ; 565688
students
one review         45 mins ideas plus spelling game             Yant
to kmw more? Go to the introduction on p. 10 for Ways of using the review
section.

Before the lesson, write words on pieces of paper, one
for each student; choose words they find hard to spell, or items you want to
revise. In the lesson, put studenE into two teams, with half the board each and
a board pen per team. Distribute the words, but don't let students say or show
their word to anyone. Each team sends one student to the board (a scribe). One
student spells a word for their scribe, who writes it up, then hands the pen to
another team member.
You can make it a race to introduce a bit of fun.
When one team has spelled all the words correctly, they have won. You can
do this with several teams with a large class, but put large sheets of paper on
the wall.
ideas plus notice boards
Learners need quite a few survival phrases
to help them with their learning in class.The phrases in the NturalEnghsh box
are very useful, and it is worth keeping a record of language like this
displayed in your room for students to refer to. You can add from this page
'How do you spell and you will also be able to teach and add other classroom
language as time goes on:
How do you say              What does this word / X
mean? Where's the stress?
I don't understand that. Could you explain
it again? Encourage students to write the phrases in their vocabulary notebooks
under •classroom language'. They can add more phrases as they learn them. test
yourself!
Encourage learners to use test yourself! to think about their progress in
a positive way as well as doing the test activities. At the end, tell them to
look at the unit contents on p.6 and tick the language they can use. This will
reinforce their sense of achievement.
toknow more? GO to the introduction on p.9 wa test
yourself!
Qest your vocabulary any six of these: housewife,
engineer, office worker, waiter, lawyer, policeman, businessman / woman, shop
assistant, actor, journalist British, Japanese, Spanish, Polish, Brazilian,
French black coffee, mineral water, orange juice, red wine gap-fill

t' meet                  2 isn't
Gor
  correction

3 How,•
  Fine 4 Would

I'm an engineer.

3 I'm not sure.

vocabulary
countries and nationalities
If you taught more countries in the wordbooster
section, add the first two letters to the ones in exercise 1; you could write
the letter pairs on the board. Explain the activity with a couple of examples,
then monitor as students write their countries and nationalities.
•
Demonstrate what
to do in exercise 2 by doing the activity with a student in front of the class.
Monitor the pair work and correct any pronunciation errors.
vocabulary
countries and nationalities
France /
French, Japan / Japanese, Spain / Spanish, Argentina / Argentinian,
Britain / British, Thailand / Thai, China / Chinese, Germany / German,
Poland / Polish, Italy / Italian
grammar be
•
Go over the first
example, then give students time to work alone or in pairs. Go over the
answers. Alternatively, write the words for each sentence on cards, cut them up
and give each pair a jumbled sentence to a) rearrange and b) add a verb. Set a
time limit of thirty seconds, then all the pairs pass the jumbled cards to the
next pair.
grammar
be

1
  How many people are in your class?
2
  Are you a new student?
3
  Is Catherine married to David?

4
  1'm not from Germany.
5
  The class isn't
  in room two.
6
  What's your phone number?

natural English
All the natural EngfW1 exercises in the review sections
are designed so that learners can check their answers by looking back at the
natural English boxes in the unit. This encourages them to use their course
book as a revision tool and resource.
•
Exercise 1 is a very straightforward, gap-fill exercise, and when students have
finished it, demonstrate how they can check their answers in exercise 2 by referring
to the boxes on previous pages. Monitor the pair oral practice; students can
try to memorize the dialogues together, then A can have their book open, read
their part of the dialogue and B responds from memory.
numbers and the alphabet
• Before the lesson, write a list of random letters of
the alphabet, and random numbers between 1 and 50. [n class, demonstrate on the
board what to do: draw a similar grid, and fill in some numbers and letters.
Many students know the game, but clarify for those that don't that they have to
listen and try to cross out one line (horizontal or vertical). Demonstrate this
on the board if necessary. For exercise 2, read your list aloud, alternating
between numbers and letters, giving students time to check their cards.
Organize
groups of four or five for exercise 3 and appoint a 'teacher' in each group.
Students draw up new grids, with different numbers and letters. Meanwhile the
•teacher' writes down the random numbers and letters as you did. Monitor the
'teachers' to check that they are pronouncing the letters correctly while
playing the game.

What's
your phone number? 4 Is he a teacher?

in unit two .
reading

reading have you got one?                     75-90
mins

          have you got one?focus on
technology                             vocabulary technology
p. 26                                                                                •
You can go straight into exercise 1 or see ideas plus on the right. Some of the
vocabulary is international, and the advert itself will guide learners to the
meaning of any new items through the visuals and written features of each
product. The advert is largely based on an authentic text, and students will
p. 28                                                                                have
to cope with some unknown vocabulary. However, most Of it is incidental and
should not impede their ability to carry out the tasks.
listening
Check the vocabulary answers, then focus more on the pronunciation (exercise
how to 2). Highlight the pronunciation of abbreviations. The majority are
pronounced for things letter by letter, with the main stress on the last
letter, e.g. TY and DVQ.
p.30
read on
There are
potentially one or two new words in the questions. We don't think they will
create any difficulty for learners, but you could check the meaning,
e.g. using gesture to explain take a
photo and a board drawing for TV screen. As exercise 1 involves scanning the
text to find specific information, you could set a time limit to encourage
students to do this rather than read word for word. With time limits, we feel
the best strategy is to set a strict limit, e.g. two minutes, but then allow
the limit to drift a little if nobody has quite finished. You can follow up the
development of this skill with ideas plus on the right. p.33
•
Exercise 2 has been recorded in
the dramatic style that you often find on television or radio. It provides
practice in picking out key information. Play it again if students are
struggling, as numbers can cause receptive problems.
•    Exercises 3 and 4 focus on the word
thing(s), which is one of the most common wordlist     nouns in English and
invaluable to low-level learners as they can use it when
p.131                                                                                they
don't know the name Of something, e.g. Can you give me that thing? What's this
thing?
grammar have got have)
•     If your learners already know have,
tell them that have means the same as have got. As an alternative to exercise
1, you could take in several pictures. Hold one up and say, I've got a (e.g.
car), then hold up another and say, I haven't got a (e.g. boat). Repeat both
sentences, then elicit them to the board. See language point on the right.
•     Exercises 2 and 3 provide controlled
practice in pairs and allow students to personalize the language. While
students are writing their sentences for exercise 3, move round and help with
any queries.
•
Exercise 4
consolidates the different forms of have got. Students can work alone or in
pairs while you monitor. At the end, highlight that you don't use got in short
answers (Yes, I have / No I haven't H.
•     Before exercise 5, teach make as a
noun: you could write What make is it? on the board. Direct the students
back to the advert on p. 16 and say:
This is a computer. What make is it? It's
a SYNTAC. What make is this laptop? It's a . If you restrict the examples to
electrical goods, you can avoid the subtle distinctions between make (e.g. of
computer) and brand (e.g. of soap powder).
•
When students have
completed exercise 5. they can check their answers by listening to recording
2.3 (exercise 6), then practise in a controlled way before they personalize the
language by talking about products they own in exercise
7. For this stage, do a quick example with one student.
thin s

exercise 1

ideas plus warmer

1 computer, 2 laptop, 3 printer, 4 digital camera,

If you prefer to start with a warmer, you could choose a
  different electrical item

5 mobile (phone), 6 CD player,

yourself
  and take it into class, e.g. an MP3 player. Ask the students if they know

7 DVD player, 8 TV

what it is; if not, tell them and say
  something about it, e.g. you can store
80 / 1,000 songs on it, you can play it for eight hours, you use it a
  lot (on the bus, at the beach, etc.). Don't expect students to understand
  every word, but doing this, you will be able to provide them with a little
  simple listening.

exercise 1

ideas plus extending reading skills

The Tech Shop

5 yes

The Internet is full of adverts similar to the one on p.16
  of the student's book, so

2 €875

6 digital camera + mobile

if you wanted to provide more practice to develop the
  learners' ability to scan a

€800

7 66 cm

text, you could set similar tasks around selected pages
  from either of these

j4 no

8 CD
  player + TV

websites (both are well-known electrical retailers in
  Britain).

exercise 2

www.dixons.co.uk

1 printer - €100

4 CD player - €20

digital camera — €95

5 TV - €500

mobile (phone) - €95 exercise 4 see
  tapescript on p.147

6 DVD
  player — €60

leercise 1

language point have and have got

trve got; I haven't got

For the examples in this lesson you
  could use either

exercise 4

have or have got. We have chosen to
  focus on have got (rather than have) as it is the most common way

rye got                      I
  haven't got                      Have you got

of expressing possession and
  relationships in spoken

He / She's got           He / She
  hasn't got            Has he / she got

English,
  although this is not used in exactly the same

ewe / Thefve got  We / They haven't
  got    Have we / they got

way in American English.

•exercise 5 see tapescript p.147
speaking it's your turn!
•
Students
have just personalized the target language by talking about the things they
own; now they have an opportunity to express their opinion. In exercise 1 they
are introduced to the most common way of giving an opinion in English, i.e.
using think. You may want to highlight the preposition in the question form,
and the fact that we express the negative as I don't think it's rather than
. Once again, students are being
exposed to present simple forms before they have studied the tense formally (it
is the grammar focus of units 3 and 4), but we don't think it will cause any
difficulty, and at this point learners can still learn the forms as items of
vocabulary (not grammar). The plural form (laptops) is also used here. For more
practice of plurals, see workbook, expand your grammar, p.n.
•     After
practising the sentences in exercise 2, give the students a couple of minutes
to plan what to say. You could move round the class and help them. Put the
students in small groups, and get one group to do a quick demonstration. If you
are teaching a monolingual group and you speak their mother tongue, you could
explain that this is an opportunity to exchange opinions and shouldn't just be
viewed as a language exercise. In other words, students should feel free to
express their opinions and disagree with others if they wish. While the groups
are talking. move round and make notes for later feedback. Give lots of
encouragement when you see learners really trying to experiment with the new
language. They may find it difficult at this stage, but very satisfying if they
feel able to express personal opinions in a new language.
                  wordbooster                      30—45
mins
personal things
•       When
you have checked the answers to exercise 1, you can focus on the pronunciation
(exercise 2). You could pause the recording and get students to repeat, or just
let them listen and repeat quietly to themselves before drilling some of the
difficult items around the class.
•       Exercise
3 provides controlled practice as well as recycling language from the previous
lesson. For further practice see ideas plus on the right. For more office
vocabulary, see workbook, expand your vocabulary p. 11.
possessive 's
The use of possessive 's sometimes
falls within the grammar syllabus, but we have included it here as it can be
practised very naturally. You will notice we have also included the most common
mistake learners make with this structure. See troubleshooting on the right.
•
Highlight the correct and incorrect forms on the board, drill the correct
questions to practise the forms, and then let learners study the picture to
find the answers to exercise 1. As they work in pairs in exercise 2, move round
and monitor to make sure they are using the possessive 's correctly and
pronouncing it clearly. For the memory game (exercise 3), make sure that
students don't look back at
p. 18. At the end, see how many
sentences each pair got right.
adjectives (I)
•      When
students have completed exercises 1 and 2, highlight the value of recording
opposites together in their notebooks, and encourage them all to do it. In
fact, they could make this a section in their notebooks where they record
common opposites and synonyms — they can probably include one or two synonyms
for great and terrible already.
•      Students
usually know a few colours at a very early stage, so exercise 3 checks some
common ones, plus several more they may not have encountered, e.g. grey or
pink. It is very easy to practise these in future lessons by asking students to
identify colours in the classroom.
jexercise 1 see tapescript p. 147 On you remember?

Have; haven't

2

Has; has

3 think; think

'ercise 1

ideas plus Kim's game

bag

8

newspaper

For this you need some examples of many of the objects in
  exercise 1, plus a few

rubber

9

travel card

more objects that aren't there. Arrange them all on a large
  tray and put a cloth over

'3 dictionary

10

pencil

it. Remove the cloth in front of the students and let them
  study the objects on the

pen

11

piece of paper

tray for one minute. Then put the cloth back. Students then
  have a further minute

keys

12

coursebook

to write down the names of everything they can remember on
  the tray.

magazine notebook

13
14

lighter briefcase

Please bear in mind that there is a further memory game in
  the next section; you may not want to play two memory games in one lesson.

1

troubleshooting displaying errors

next to
  her dictionary

3

English

Some teachers are still uneasy at
  seeing errors on the page or on the board, even

yes

4

blue

when they are clearly crossed out. This may be a hangover
  from the behaviourist

approach of the 1970s when everything possible was done to prevent
students from uttering incorrect English. However, we think it is valid to show
errors which we know from experience are highly likely to occur; and this
example the-pee-of-Peeb is definitely one of those. Anticipating likely errors
often has a strong resonance for many learners; and seeing how the structure is
expressed in their own language also gives them a clear guide to meaning.
•erase 2 tapescript p. 147 exercise 3

(1) black, (2) white, (3) grey, (4) blue, (5) red,
6) pink,
(7) green, (8) brown, (9) yellow, (10) silver
listening
how
jÞractise
making requests using natural phrases

  to . . . ask for
  things                        60—75 mins
lead-in
•
  You can either do can you remember ? as suggested, or 100k at ideas plus on
  the right.
When
  we make requests, we either ask someone to do something, or we ask someone's
  permission to do something. You could begin by making one or two requests of
  students in the class, with gestures,
e.g. Emilio, can I look
  at your notebook, please? Then play the recording, and go over the answers.
Demonstrate the verb borrow by asking to
  borrow a student's pen. (At this stage avoid teaching lend.)
This is the first time students have
  focused on sentence stress, so in exercise 2, exaggerate the stress and
  highlight that can and at are weak. Drill the questions and answers.
Model and
  practise the pronunciation of the vocabulary items in the pictures in
  exercise 3 and demonstrate turn on / off using classroom objects. Then ask
  students to complete the gaps. Check their answers, then practise the
  questions and answers across the class.
Students
  extend their practice of requests using prompts in exercise 4. Do one or two
  with the class, then let them work in pairs, and monitor / correct them.
  Where possible, they should do the action,
e.g. hand over their
  rubber. You could teach other suitable requests, e.g. open I close the blind
  / curtain.

grammar
  this, that, these, those
•      You
  could Start by acting out with a student in front Of the class. Stand next to
  him / her, point to his / her bag and ask, Is this your bag? (Yes.) Then
  point to something further away, and ask Is that (Miguel's) dictionary?
  (Yes.) Show with a gesture that this refers to something near you, and that
  something further away. Do the same for the plurals. Then go on to exercise
  1.
•      Check
  exercise 2 carefully, and drill the questions, focusing especially on this  /
  and these /ör.z/.
•      The
  table in exercise 4 checks the forms, and then students practise again as a
  check Of the concepts I forms in exercise 5. Monitor this pairwork carefully
  and correct any errors.
•      For
  exercise 6, demonstrate what to do, reminding them about possessive 's. Make
  sure that there are enough things on the tables to talk about. See ideas plus
  on the right.

listen to this
The task in exercise 1 tests
  learners' ability to discriminate between similar-sounding sentences. These
  also form part of the longer passage in listen carefully, so learners are
  getting some support before they listen. Play recording 2.10 and let students
  compare their answers to exercise 2. Monitor and if you see any wrong
  answers, play it again.
•
  Exercise 3 is a further listening based round teacher talk, this time from
  the end Of the lesson. After checking the answer, let learners listen with
  the tapescript. As the listening task involves 'homework', this may be a good
  time to discuss the subject with the class. See troubleshooting on the right.
The natural
  Enghsh box contains four valuable high-frequency phrases which students can
  learn without analysing them grammatically. The focus Of exercise 4 is on the
  omission Of sounds in connected speech which can create listening problems.
  If learners aren't aware of the elision of the 't' here, they may not realize
  that the phrases are negative. It's not essential for learners to produce the
  same elision when they are speaking, but they will need to recognize it
  receptively. Play the recording several times so that learners can hear the
  phrases spoken naturally before practising them.
The
  game in exercise 5 should give learners an opportunity to use some of the
  natural Engh+ phrases. Monitor and make notes in the pairwork. A strong class
  could make up their own questions.

writing
The messages in this section revise
  language from this unit, and students also become familiar with a simple text
  type (messages) and proofreading. See ideas plus on the right. It provides a
  framework for a writing game. Tell students what to do in exercise 1 and
  monitor. Go over the answers on the board, as students may not pick up all
  the errors by listening to the feedback.
For exercise 2.
  students work alone. If you prefer, they can prepare different notes in
  pairs, and then swap them. You can extend the topics to include some general
  knowledge questions as practised in the listening challenge pairwork
  activity, or they can make any requests from earlier in the lesson. If they
  produce different types of message (e.g. Would you like a coffee after the lesson?),
  so much the better. Manage the time and ensure that everyone is either
  writing or responding to a note.

focus
on grammar: this, that, these, those (listen to a teacher giving instructions
to a glass
'Write notes to each other, making
requests or asking for þnformation

Qanyou remember ? see p. 18 exercise 1 •see tapesaipt p. 147
exercise 3 rl fan •2 window / door
'exercise
1
A this     3 those that          4 these exercise 2
/51s/, /öæt/, /öi:z/, /ðaoz/
3
radiator
4
light ideas plus
pictionary
For this
activity, you could include vocabulary from the wordbooster and the electrical
products from the first lesson. Divide the class into two teams, and say you
are going to draw things on the board. Start to draw, and the first person to
shout out the correct answer from either team gets a point. Draw two or three
items quickly, e.g. a pencil, a lighter, a laptop, and don't spend more than
five or ten seconds on each one. Students can shout out as soon as they think
they know what it is. Don't worry if you aren't a great artist; it will show
students that they can play the game without great ability.
Put
students in small groups with a set of prompt cards face down (names of
objects, or any other drawable items they know). Students take turns to take a card
and draw the object; the student who guesses first (and pronounces it
accurately) wins a point. Monitor to correct pronunciation and help where
necessary.
ideas plus vocabulary extension
This
might be a good point to feed in any new vocabulary items needed, e.g. folder,
ruler, pencil sharpener, etc. Monitor and praise their efforts. An alternative
would be to tell students to put several of their things in the middle of the
room, and then everyone stands with a partner and tries to guess who owns each
object.

exercise
4

this pen          these pens that phone      those phones

Gercise 1

troubleshooting homework

1 1 haven't got my book.  2 What
  page is it?                3 1 haven't got a pen.

The amount of homework that
  students do witl

exercise 2

depend on the type of class it is, the age of the

I Brazil                        2
  Wha€s the capital of Brazil?                    3 yes                 4 27

students,
  the time available, and other factors too.

•exercise 3

We
  think learners can benefit hugely from studying

finish the questions in exercise 9. Read pages 45—55 on
  Argentina.

between
  Lessons, but you need to consult with the

exercise 4

group about the time they think
  they can devote to

Ino

homework as
  well as the type of homework they like doing. (It's a good idea to start with
  tasks your

exercise 5

students
  will enjoy.) If they are able to buy the workbook, this will provide them
  with a wide range

3
  a computer

5

it depends

of relevant
  tasks to consolidate their learning, and in

2 Ukraine                           4
  dictionary

6

things

some
  places to extend their learning.
To find out more about homework tasks, go to

     Lima                                            3
  CD player

5

it depends

how to develop learner independence
  p.153.

     Poland                                      4
  businessman

6

students

exercise 1

ideas plus proofreading

André

This writing
  activity is a first introduction to proofreading, focusing on punctuation

rve got some difficult French
  homework this weekend.

and capitalization. To encourage
  your learners to proofread their homework before

Can I borrow your French / English dictionary, please?

handing it in, give them two minutes alone to read their
  work and see if they can

•Thanks, Caroline

spot any
  errors. Proofreading can also be done in pairs (i.e. checking their partne(s

Olga

written work); this can be very
  productive, but it is wise to do this when students

the
  school phone number? I can't remember.

know each other quite well, and be careful that no one is
  too negative or takes

Yuri

offence. It helps to give students
  something concrete to look for, e.g. spelling,

can you remember

third person 's, punctuation, etc.

pese; those
help with pronunciation and
listening 30—45 mins
pronunciation
word stress
•
For exercise 1,
either use the recording or your own voice as a model to highlight the five
different word stress patterns. If necessary, exaggerate the stressed
syllables. Then. either go on to the sorting activity in exercise 2, or use the
word stress game in ideas plus on the right. After the game, ask students to
rearrange the words into the stress patterns as in the table.
•
The vocabulary
items are then practised in context in exercise 3. Either use the recording or
your own voice, or if you prefer, see if students can produce the sentences
naturally without a model. If you do this, you may need to correct or 'mould'
their sentence until it sounds more natural; then other learners can repeat it.
fry to use students who are close to the target sounds as models.

listening
information words
•
Begin by pointing
out the •important!' comment, and demonstrate the meaning of louder, e.g. read
the 'important' sentence, exaggerating the volume of the information words. You
could do the same with one or two other sentences from earlier in the unit,
e.g. in a Ntural Engfish box. Then give students lime to read the text in
exercise 1. They should be able to guess what it is quite quickly from the
contextual clues.
•
Explain that the
information words in the first paragraph have been underlined, and you could
then play that part of the recording (exercise 2) so that students can hear
that the underlined words are louder (i .e. more strongly emphasized). Then
play the second part and tell students to underline the louder words. Go over
the answers at the end: write up the sentences on the board and elicit which
words should be underlined.
•
Exercise 3
provides more practice in identifying key words. This time, a woman is talking
about a different object and students have to listen and choose the words she
uses. Play the recording two or three times if necessary, and monitor their
answers as they listen and tick. Check the answers to this and exercise 4. It
would be worth letting students listen again to the second recording with the
tapescript as suggested; answer any queries at the end.

test yourself!
•st
your vocabulary
1   TV, mobile (phone), printer,
computer, CD player, laptop
2   rubber, newspaper, dictionary,
briefcase, lighter, travel card, notebook easy, dangerous, tate, noisy, cheap
'gap-fill
•1
borrow                                          3 got
4
haven't
arrect
the errors
I
don't think it's necessary.
vocabulary
adjectives (1)
•      Pair
students up for exercise 1, then tell them to look at their respective pages,
but not look at each other's page. Give them a minute to write the opposites of
their adjectives, then read their answers out: they will be able to check each
other's answers.
•      Demonstrate
what to do for exercise 2. Each pair needs to look at both sets of adjectives
and decide which they can use with the nouns, e.g.
film: interesting, boring, great, or terrible. Monitor
the pairs as they work, then at the end, go over the answers with the class.
vocabulary adjectives
1
cheap
/ expensive; noisy / quiet; difficult / easy; safe / dangerous: hot / cold;
early / late; interesting / boring; great / terrible
2

possible
answers interesting / boring / great / terrible film; hot / cold water;
difficult / easy exercise; safe / dangerous / noisy / quiet street; cheap /
expensive watch; interesting / boring / great / terrible book; noisy / quiet /
great / terrible party; early / late train
grammar questions and answers
The
dialogues in exercise 1 revise language from different parts of the unit:
asking for things, have got, possessive 's, and vocabulary. The first part is a
simple check of understanding: tell students to look at the pictures first,
play the first dialogue and ask which picture it relates to. Then play the rest
of the recording and check the answers at the end.
• Exercise 2 is a
dictation. Play each dialogue, but pause it and allow enough time for students
to write; replay the questions as necessary. They can compare with a partner
after each dialogue, or at the end. Go over the answers, and then move on to
exercise 3, which is a memory exercise. Students can check their answers in the
tapescript p.147.

grammar questions and answers
see tapescript p.147
natural
English
• When students give the answers to
exercise 1, listen out for pronunciation (e.g. weak forms) as well as word
order problems.

ideas plus word stress
  game
Before the lesson,
  write all the vocabulary items in exercises 1 and 2 on separate flashcards.
  Stick them on the board randomly with blutak. Put learners into three teams,
  each with a different coloured boardpen. One member from each group goes to
  the board and marks the stress on any word (e.g. with a box above the
  stressed syllable), then hands the pen to the next member of their team to
  mark the stress on any other word. The winning team is the one who marks the
  stress correctly on the highest number of words. At the end, tell them if any
  words are incorrectly stressed, and see if the team can correct them.
       more?
  Go to how to use the board p.14b

                                                                    two review              45 mins
Want
to more? Go to the introduction on p. 10 for ways of using the review section,
vocabulary personal things
• Students should
be able to complete this crossword quickly and by doing it with a partner they
will get oral practice as well, e.g. asking each other how to spell words, or
correcting spelling. Be ready to teach How do you spell / write ...?lf you like,
set this up as a race: who can finish fastest?
vocabulary
personal things
1
CD player       4
lighter           7 notebook       10 key
2       printer 5
magazine      8 bag
3

briefcase         6
coursebook   9 camera
'2 David's book t3 1 don't remember.
f.
Are these your keys?

three

in unit
three .

you and me

focus on noun grou

vocabulary noun groups

p.34

-focus on present simple

You could start from the board. Write Towns and villages
  are places where we .

wordbooster

and wh- questions

and see if anyone can provide the
  correct verb to finish the sentence. Students

telling the time

listen to an interview

can them complete the rest of exercise 1 in pairs. For an
  alternative way of

leisure activities

about transport

doing the activity, see ideas plus on the right.

p.36

talk about your own

• The
  recording (exercise 2) allows students to check their answers but is largely

transport survey

there to provide a pronunciation
  model, as some of the words are difficult to

reading

pronounce, especially in the plural
  form, e.g. place Iplers/ and places l'plersrz/.

how to talk

For exercise 3, you could pause the
  recording after each key word and get the

about likes and dislikes

students to repeat it several times before test your
  partner.

p.38

grammar present simple

extended speakin how active are

The sentences in the table are very important: they
  illustrate the grammar,

you?

present a
  number of valuable lexical phrases, e.g. stay at home, take the bus, study

4

English at
  university, and are the basis for all the controlled practice in this
  section. Give students time to read through the list and ask you questions

test yourself!

before they do exercise 1. Note
  that a lot and a lot ofare previewed here but

p.41

highlighted more substantially in the natural English box
  that follows.
• Students will be studying the negative form later, so
  make it very Clear they

4

should only read 'true' sentences to their partner in
  exercise 2. You could demonstrate this by writing the first section about
  homes on the board, then

wordlist

ask one of the students to come out
  and tick the appropriate sentences as you

p. 132

say the ones that are true for you.
  While students work in pairs, move round and monitor.

listening

listening you and me                 75—90 mins

The
listening in exercise 3 will familiarize the students even more with the list of
sentences as well as providing listening practice.
After students have listened and completed the natural ErgHsh box for
exercise 4, highlight the structure on the board: VERB + a lot a lot          NOUN
These Structures are not only very high frequency in spoken English, they
also avoid the problem of whether the noun is uncountable or countable (with
much and many).
Put the
example of the negative form in exercise 5 on the board. If necessary, add a
second example and practise the pronunciation with the class. Students could
first say some of their negative sentences to the class and then tell a
partner. See language point on the right.
The final part of this section focuses on questions. Play recording 3.4
(exercise 6) and elicit the pronunciation of do you. After some controlled
practice, students can then consolidate the different grammar forms by
completing the table in exercise 7.
Exercise 8
returns to the table once again as learners interview each other on the complete
list of questions. fry to mix the pairs so that learners are with a partner
they don't know very well. Demonstrate first with a confident student before
the pairwork. If you want more controlled practice. you can go straight to the
language reference and practice exercises, but we suggest you give learners a
break from the grammar and return to it later. For an alternative activity see
ideas plus on the right.

Gcises
1 and 2 see tapescript p. 148 exercise 3 I'v111d3tz/; /'plelsrz/; /'bnsrz/;
/'Dfisrz/; /'fæktrrz/;
J/'haonz/
Gercise 3
Jonathan: live in a town, work in an office, drive to work, listen to
music exercise 4 •see tapescript p. 148
exercise 6
/dju/
enrcise 7 PRESENT SIMPLE

negative

I / You speak Spanish.

I don't speak Japanese.

We/ They live in a town.

We don't live in a village.

DO you speak English?

Yes, I do.

Do they live in a flat?

No, they don't.

about ou
ideas
plus words on card
Instead of using the book, put the words and phrases
from exercise 1 on pieces of card - one colour for the individual words in
columns 1 and 2, and another colour for the phrases in column 3. Make enough
sets for students to work in pairs or groups Of three, then let them sort out
the cards into correct sentences.
language
point present simple
The need
for the auxiliary do in the negative and interrogative forms of the present
simple is a problem for a number of nationalities. These mistakes are common:
(spoken
with rising intonation)
These
errors can be quite persistent as a result of Ll transfer, and in the next
lesson learners will also meet the third person forms.
ideas
plus use of the mother tongue
This is only suitable with a monolingual group. put the students in pairs
and ask them to write five sentences in the present simple, including
affirmative, negative, and interrogative. For example:
I
don't walk to school, I drive.
DO you work in the centre Of town?
The pairs then pass their sentences to another pair, who have to
translate them into their mother tongue on a separate sheet of paper. This
piece of paper is then passed to a third pair who have to translate them into
English. The third pair then compare their sentences with the ones written by
the first pair. Are they identical? If not, who has translated incorrectly?
This
idea is based on one from Shelagh Deller and is quoted in full in the chapter
how to communicate with low-level learners p.160.

listen to this
•
First,
look at troubleshooting on the right, then do exercise 1. Students will hear
this first part again in listen carefully and this should help them with
exercise 2.
•
Exercise
3 is a continuation of the same interview. When students have answered the
questions, they can listen with the tapescript, which will also help them with
the natural Engfish box in exercise 4. This is the first time wc have focused
on get (with the meaning to reach or arrive at a place), but you could point
out that students will encounter it many times during the course with at least
four or five different meanings. It is one of the most common verbs in spoken
English, although far less common in more formal written English. You can also
explain that learners have two possible and equally acceptable ways of
answering the question, i.e. using a prepositional phrase (e.g. by car) or a
verb (e.g. I drive).
•
Let
them mingle freely for exercise 5 to get as much practice as possible.
grammar
wh- questions
•
Students
could complete exercise 1 individually then check in pairs. With a monolingual
group you could test their understanding by asking for a translation of each
question word.
•
Exercise
2 provides controlled practice, which students will need as they are going to
personalize the questions in a freer way later. Check they are forming the
contraction of do you /d3a/ correctly. Use the language reference and practice
exercises now, or set them for homework.
Learners can do exercise 3 in pairs. This is the basis
for their own transport survey, so you could get them to make a grid in their
notebooks where they can write in answers for different students.
speaking it's your turn!
•
Students
don't need to write their answers for exercise 1, but the next activity will
work more effectively if they can reproduce the questions without constantly
looking at their notes. You could, therefore, give them a couple of minutes to
try and memorize the questions. Monitor exercise 2 and make notes for feedback.
See ideas plus on the right.
—
wordbooster                                 30—45 mins
telling
the time
Some elementary students know how to
tell the time in English, although some times are hard to say (any that occur
after 'half past', and times with odd minutes, e.g. 10.07). See troubleshooting
on the right.
•
You
could quickly revise the time on the board using digital times, e.g. 2.00;
3.15; 4.30, etc. to check what students know, or go straight into exercise 1 as
a diagnostic activity, done alone or in pairs.
Go over the answers either yourself or
using the recording in exercise 2, and practise the times. The natural English
box in exercise 3, Have you got the time? is a polite way to ask a stranger the
time. You can point out that Excuse me is the correct way to attract a
stranger's attention (you could act this out as a mime). Many students think
that it is more polite to say Sir? or Madam? to attract attention, but in
British English the listener would find it strange. Drill the question and
answer.
•
In
exercise 4 students cover the words and use them as prompts to practise the
dialogues.
•
For
exercise 5, ask pairs to sit facing each other, and go to their respective
pages. They first complete three clock faces alone, then they take turns
dictating their six times to each other. Demonstrate an example with the class
(i.e. you say a time, a student writes it down digitally — 4.50.) Monitor the
pair work and correct where necessary. At the end, students check their answers
together. leisure activities
•
Any
choice of activities is rather arbitrary, so when learners have completed
exercises 1 and 2, elicit any other activities they do in their own country and
put them on the board, e.g. baseball or flower arranging in Japan. This
vocabulary is practised again the next lesson in the context of likes and
dislikes. In the oral practice stage, check that students are saying the •ing
form correctly.

rexercise 1 26, BA2 exercise 2 NAME:
ADDRESS:
WORK
ADDRESS:
TRANSPORT:
REASON:
DISTANCE:
LEAVE
HOME AT GET TO WORK AT exercise 3
Andrew
Roberts 26 Kipling Avenue, Bath, BA2 4PH history teacher King Edward School,
North Road
buses are terrible three miles
8.00
8.15
troubleshooting
preparing to listen
When
low-level learners are listening, they shouldn't have to read very much at the
same time, otherwise the demands of one skill will interfere with the other.
For this reason, you need to make the context very clear, e.g. use the picture,
and give them plenty of time to read the form and ask any questions they have
about content. You should also point out the glossary. When they are really
familiar with the categories and content, you can move into the listening.

yes. Saturday morning supermarket, Sunday morning
football, cinema in the evening
•exercise
1
     What                                How
far                    8 Why

     Where                             6 When
4 How                                   7
When
-exercise
3
Where do you live?
2 How do
you get to school? 53 How far is it?
you remember live     3 take work          4
go
Gercise 1 tapescript p. 148
tapescript p. 148
Percise
1
ravelling          5 skiing   6 computer games cooking              8
4      When
do you leave home?
5      When
do you get to school?
6      Is
transport cheap or expensive?

5

listen

You could put some of the results on the board, e.g. the
  most common way of

6

go

getting to class; the furthest distance anyone has to travel; the
  longest journey (in time); the cheapest / most expensive journey, etc. Do the
  results show that it is easy for most learners to get to class, or is it
  difficult?
troubleshooting
  teaching the time
If your
  students have never learnt how to tell the time in English, try to get a
  large clock (e.g. from a toy shop). A simple, step-by-step approach is as
  follows:
•
  teach and
  practise (one / two, etc.) o'clock teach quarter past; hatf past and practise
  with a range of hours teach five / ten / twenty / twenty-five past and
  practise with a range of hours start with quarter post six, and
  contrast it with quarter to seven — practise different times with Eve to
  O'clock quarter past and quarter to (bear in mind that twenty / quarter to
  the hour are more difficult) — past
•
  teach five / ten / twenty /               quarter to to      pa
  St quarter past twenty-five to
You can this with a board diagram:
  twenty to twenty-five half past

going to the gym

9 shopping

driving dancing

10 sightseeing

ideas
plus
swimming

reading how to     talk about likes
  and dislikes    60—75 mins

talk
aboûi likes a -dislikes using natural Engfish phrases grammar present
simple with he/ she read a text about people who work for a sandwich company
talk about someone who
works in another country
lead-in
•
The natural          box
in the lead-in introduces learners to two modifiers: really and quite. These
will allow them to talk about their likes / dislikes in a more subtle way. You
could start with the recording as suggested in exercise 1 or for more local
colour, make up your own sentences using the names of cafés they know.
Put the names on the board, and say something about each one, e.g. 1 really
like Café Carlo, I quite like da Gianni, I don't like ..., etc.
Intonation and facial expression can help with meaning, and you can add a
•marking code' such as ticks or smiley faces to show the degree of likes /
dislikes next to each one. Then ask if they can remember your sentences, and
write them next to the prompts. Provide controlled practice and get students to
give opinions.
•
Before the
practice activity in exercise 2, highlight the -ing forms in the examples by
writing them on the board in a different colour or underlining them. During
practice, correct errors with the verb form,
e.g. I
quite like cook. DO some examples in class using the wordbooster pictures, then
students can practise in pairs. For further practice, see ideas plus on the
right.
grammar present simple
with he / she
•
TO introduce the
third person singular, focus students on the sentences in exercise I. You could
also use some examples from the previous activity and put these on the board,
e.g. Markus likes swimming, but he doesn 't like going to the gym. Ask the same
question: why likes / doesn 't like, not like / don 't like? Drill the
sentences. and elicit a sentence about a female student, too. See
troubleshooting on the right.
•
Explain what to do
in exercise 2, but don't tell the students the answers about yourself at this
stage or you will remove the guessing element. Monitor the writing activity,
correcting only grammatical errors. When pairs are ready, they can work with
another pair (exercise 3).
For
exercise 4. elicit questions so that students can check their anwers. You can
then complete the table in exercise 5 together. It's worth checking that
students have filled the table in correctly.
•
Exercise 6
provides students with personalized practice in third person questions and
short answers, so set it up carefully by eliciting some questions and answers
from the group. Highlight the weak form of does /daz/ in the question form. If
students go beyond the prompts in exercise 2, so much the better. At the end,
leave a little time for students to check the answers to their questions.
Remember to use the language reference and practice exercises p.133 now or
later.
read
on
•
At the beginning.
you could ask students if they would like to live and work in London or any
Other city abroad. What job would they like to do? This would lead into the
topic Of the text which is based on a large UK sandwich bar chain. Exercise 1
checks understanding of the introduction, reformulating the information in
simpler syntax. Check the answers, then move on to the gist task in exercise 2.
•
Exercise 3
provides further practice with the present simple, third person singular. When
you go over the answers, you could write the full answers on the board, e.g.
Suzette lives with herfamily. Rub out all the verbs, put students in pairs with
their books shut and ask them to try and remember all the sentences. Exercise 4
simply focuses on the preposition in in time expressions.
speaking i€s your turn!
•
Now it is the
students' turn to talk about someone they know. Most people know someone (a
friend, relation, etc.) who lives abroad, or in another city. You could
describe someone you know (keeping it simple, of course) following the
questions in exercise 1 as a model. Give students a couple of moments to think
of someone, then ask for a show of hands to check that they have done so. If
they haven't thought of anyone, don't worry. There should be enough people in the
class to start the speaking activity.
•
Ask for a
volunteer to be interviewed by you, using the questions in exercise I. DO your
best to encourage them to speak as much as possible, and ask simple follow-up
questions to keep it going. Then get students on their feet talking about their
friends. Monitor and encourage them to talk to different people.
•
At the end, ask
one or two students to say something to the class about their friend I family
member (choose a strong student). Give students some positive feedback, and put
a few language examples that you collected on the board for praise or
correction. See ideas plus on the right.
exercise 1 see tapescript p.148
uercise
1
We say
likes / doesn't like for the third person: he, she, or it.
exercise 5 present simple he / she / it
He / She
speaks Thai.
He / She doesn't speak Thai. qgestiQns
and short answers Does he / she speak Thai?
Yes, he / she does. No, he / she doesn't.

5 doesn't like

7 studies

6 wants

8 wants

exercise 1 29 c 17 exercise 2 Suzette Langland exercise 3
1 lives            3 doesn't work L2
makes   4 wants exercise 4
can you remember Do; Does; likes /
hates; doesn't ideas plus further practice
Students are usually happy to talk about their likes and dislikes, and
certainly need accuracy practice. For more practice (either at this point, or
as a revision activity later) draw a table on the board with five categories:
sport, free time, places, music, actors. Students copy the table, and then
write two things in each category which they really like / quite like / don't
like / hate. For example, under music, you could write playing the guitar and
Celine Dion. Don't write or say what you think of these. Students complete
their tables, then tell each other in small groups about their likes and
dislikes, e.g. I really like playing the guitar. I don't like Celine Dion.
Encourage them to say Me too! if they agree.
troubleshooting
using the board
The present simple usually causes no problems of concept, but students do
make a lot of mistakes with form. You can use your board to highlight form
relationships

Highlight
the s or es in a different colour so that students can see how it occurs
throughout the third person forms.
ideas plus writing
Put students in groups of three or four. They invent a
place where they all work together in an English-speaking country, e.g. a hotel
in New York. Each person then writes a short personal profile for themselves,
saying their name, why they are there, what they want to do (as in the sandwich
bar text). Go round and help students as they write; pair up students from
different groups to work together if you prefer. When they have finished, they
look together at the other two or three profiles in their group and give
feedback (e.g. what they like or think is funny). You could get them to turn
their work into a noticeboard display for others to look at.

like this:

DQ you work in an office.

on Saturdays?

He / She works.

he
  work?

                                                                                I
don.:t work          on Sundays.
He doesntt work

  extended speaking how active are you?     45+ mins
collect ideas complete • It is
important at the beginning of this activity to let learners read the boxes at
the top of the page a questionnairewhich tell them what they are going to do in
the lesson, or tell them yourself. This will enable them to get the whole
picture. You should
           -listen to people
talkingwhich appear in the unit.      also give them time to look back at the
can you remember                      boxes
@bout the questionnaire íinterview a partner
íwrite about your partner        to it not active. Jump
up and down and point to 'not active'. This is fairly simplistic but should be
adequate to convey the basic message.
•
While pairs are
doing exercise 1, make sure they don't start filling in the final section at
this point. Check the answers carefully as the questions are the basis for
their later interview. then let students complete exercise 2 individually
(using dictionaries if necessary) while you move round and help where necessary
— some learners will need particular items of vocabulary.
•
Exercise 3 is a
•dry run' and should help to give learners confidence for the later interview.

listen
• Play recording 3.11 for exercise 4.
Students should be able to answer the gist questions quite easily but might
need to listen more carefully to complete exercise 5. At the end, students
could look at the tapescript, which gives them a model of how to develop their
interview.

interview
•
The recording
above should now help the students with exercise 6, but you could provide more
examples on the board and move round and offer further assistance if necessary.
Encourage learners to use a range of wh- question words: if they can think of
more than one for each yes answer, so much the better.
•
During the
interview (exercise 7), help if necessary. but generally adopt a low profile
and position yourself in the room where you can hear most of the pairs, then
move to a different position. Make notes for later feedback, and give
particular praise to students who really used the interview for genuine
communication. At the end have a show of hands: who is very active, quite
active, not very active?

writing
• There are exercises on link words in workbook, expand your grammar p.
18. They will help the students with this particular writing activity, as it
involves linking together three or four pieces of information.

 bou ou three review      45 mins
grammar present
simple
•
Check the students
all understand contraction before they do exercise 1. This exercise revises the
present simple, have got and be. Monitor students as they work alone to help
you assess their progress and to see who needs extra help or clarification.
This will be useful when you go over the answers; use the board for extra
clarity.
•
Exercise 2 is a
writing exercise as students have already talked about friends living in
different places earlier in the unit. Encourage students to use the text as a
model, and help with any queries they have. At the end, they could swap their
pieces of writing and do some peercorrection
grammar present simple
1 've
(have) 3 's / is 5 're 7 works 9 doesn't 6 live 8 wants 10 likes vocabulary noun groups and leisure activities
• You
could do this activity as a race in pairs. Encourage students to think about
their reasons in order to expand their speaking time and practice.
vocabulary noun groups and leisure activities a water is a drink.   d
office is a building.
b transport is a topic. e house is a place where you live. c flat isn't a
drink. f dancing isn't a game. natural English
• Students could write the sentences out, and then compare with the
natural boxes.
telling the time

The recording puts
the times in context, so students will need to listen selectively to the short
conversations. Replay the recording in exercise 1 as necessary, and pause it to
allow time for students to draw the times.

Exercise 2 is a
'test your partner' type drill. Demonstrate what to do test yourself!     with
another student, then monitor the pair work.
test your vocabulary                                                              telling
the time
1
office and
factory (places where we work), rice and 2 nine thirty / half past nine 5
eleven fifteen / quarter past eleven bread (things we eat), bus and train
(forms of  3 six thirty / half past six 6 quarter to eight / seven forty-five
transport), flat and house (types of home).  4 quarter past seven / seven fifteen
2
six thirty / half past six,           eight fifteen / quarter
past eight, nine forty-five / quarter to ten, ten fifty / ten to eleven
.3
shopping, swimming, skiing, travelling
gap-fill lot          2 at          3
does          4 really
Correct
the errors
1 play a
lot of football.
•2 How do you get to school?
Excuse me, have you got the time? Does he speak German?

four
in
unit four . . .
reading
habits
p.42

 wordbooster
days, months, and seasons time phrases with prepositions
p. 44
listening
how to     talk about your family

75—90 mins
vocabulary
  daily routines
•
  You
  could start by pre-teaching / checking the meaning of the items in the table,
  e.g. look at the pictures and match them with the phrases. Alternatively, you
  could mime some of the actions and elicit the phrases. Ask pairs to order the
  phrases in exercise 1. See language point on the right.
Some variations are possible in the
  answers, e.g. some people get up and read the paper; some have breakfast when
  they get to school / work, etc. Make it clear that different answers are
  acceptable.
•
  The
  listening activity provides consolidation of the vocabulary, but also leads
  into the grammar (frequency adverbs) in the next section. If necessary,
  replay the recording in exercise 2, pause it when checking the answers, and
  again when students have to listen and note the times in exercise 3.
•     Exercise
  4 provides oral practice of the vocabulary, but also revises times and the
  3rd person singular. DO some practice with the whole class first, eliciting a
  range of sentences and correcting errors. Students can then work in pairs.
  You could make it clear that students should listen carefully to each other
  and check that they are using 3rd person s.

grammar present simple with frequency adverbs
•
  If
  students work in pairs on exercise l, they can 100k at one student'S
  tapescript and the other's exercise on page 32. Always and never are likely
  to be known already; the item students are unlikely to know is hardly ever
  almost never). In fact, it is a very high-frequency item and worth learning
  early. When you go over the answers, you could elicit and write them on the
  board in a context, like this:
100%
  always usually / often sometimes watch TV in the morning.
hardly ever
     0%                never
Practise the pronunciation of the items,
  especially usually l'ju:3ali/.
•
  Exercise
  2 focuses on the problem of word order. At this stage it is important to keep
  it simple, so Stay with the affirmative forms. Write the basic two sentences
  in exercise 2 on the board, and use a flashcard with ALWAYS on it to show
  visually where the adverb goes in each sentence.
•
  Students
  can do exercise 3 alone or in pairs, then practise together at the end. For
  more practice go to the language reference and practice exercises, or see
  ideas plus on the right.
•
  Exercises
  4 and 5 provide opportunities for more extended, personalized practice.
  Demonstrate what to do with exercise 4 with some examples Of your own, then
  monitor as students complete the table.
•
  If
  you want to make it challenging. tell students you want them to talk for one
  minute (or thirty seconds) and do it yourself as a model. You could give them
  a little time on their own to rehearse it in their heads before they tell
  their partner. If it goes well, tell them to do it again with a new partner.
  Monitor, noting down good language use and errors, and go over these at the
  end, being sure to praise any sustained speech.
Van-t
  to                  morež Goo how

m help with
  pronunciation and listening pronunciation: sounds /ö/ and /0 listening:
  weak forms

p.
46

test
yourself!
p. 49
wordlist
p.133
reading habits
'focus oh daily routinè4:j vocabulary

focus
on present simple; with
frequency adverbs
read a survey of people's reading
habits Aisten to some people describe their routine
talk about daily routines
talk
about their own reading habits and find ut who read; most

exercise 1 vpossible order:
getup, have breakfast, read the paper,
leave home, get to school / university / work, have lunch, get home, have
dinner, watch TV, go to bed exercise 2
Holly's day: get up, have breakfast, leave home, get to school
/ university / work, have lunch, get home, have dinner, watch TV, read the
paper, go to bed aercise 3
She gets
up at 6.30, leaves home at 7.30, gets to work at 8.15, has lunch between 1.00
and 2.00, gets home about 6.00, and goes to bed before 11.00
exercise 1 'always, usually
/ often, sometimes, hardly ever, never exercise 2
Put always, sometimes, never, etc. after
the verb be. Put always, sometimes, never, etc. before most other verbs.
exercise 3 see tapescript p.148
home life
language
point zero and definite article
These
very high-frequency phrases contain a number of pitfalls for learners:
- have breakfast / lunch / dinner: zero article in
English, but many learners say
- get / go to school / work / bed: also zero article in
English (compare: go to school
— the
institution / to study, with go to the school — to the building)
- get / leave home: zero article, but we say leave the
house
—
read the paper: (the speaker and listener understand which one we mean: the
daily paper)
Be prepared to highlight and correct errors with these
forms.
ideas
plus substitution drill
A good way to provide extra oral practice
here would be a variable substitution drill. You begin with a basic sentence on
the board, e.g. I never have dinner in a restaurant. Students repeat it, and
then they have to change the sentence depending on the word you give them. So,
if you say, Often, they say, I Often have dinner in a restaurant; you say
lunch, they say I often have lunch in a restaurant. Here is a sequence that
will work with the above sentence:
often — lunch — 1.00 — he — go out — hardly ever — in
the evening — I — sometimes am tired — she
See pre-intermediate studenes book p.75 for a
student-centred example of this activity type.

read on
•      Exercise
  1 is an opportunity for free speaking, and leads into the topic of the text.
  Set up the small groups, or do the activity as a mingling exercise. Don't
  worry about mistakes; let students say what they can. Keep the activity quite
  short, as students will be doing a survey about reading habits at the end of
  the lesson in speaking it's your turn!
•      Students
  should be able to complete the table in the text (exercise 2) by reading the
  paragraph. Alternatively, you could preteach the jobs, write them on the
  board, and see if students can predict who reads most they read the text.
•      Exercise
  3 highlights useful phrases in the text, and students can write them in the
  spaces provided, under the pictures. Students can compare with a partner for
  exercise 4 before you go over the answers together.
The natural English box
  contains language from the article. For more information, see ideas plus on
  the right. A typical error here would be an    day or an hourF* day. You
  could do exercise 6 as question and answer practice in pairs.

speaking it's your
  turn!
•      This
  activity gives students an opportunity to talk more fully about what they
  read, where they read, and how much they read. The table in exercise 1 is
  self-explanatory, so tell students to start writing some ideas. You could add
  some extra ideas, e.g. the books or magazines that you read, and where / when
  you read most. Monitor as they write and help where necessary.
•      Exercise
  2 can be done as a survey. See ideas plus on the right. The activity could be
  done as a mingling activity if you prefer. While students are talking, check
  that everyone is involved and note any examples of good language use or
  errors for correction.
•      At
  the end, have a feedback stage. Students say who reads most in their group
  and why, and you can then praise them for what they managed to communicate,
  and go over some errors on the board at the end. However, make sure that
  students finish the lesson feeling confident about what they have
  contributed, rather than concerned about their mistakes.

  wordbooster                                              30—45
  mins
days, months, and
  seasons
•       We
  would expect learners to know some of these already, so this section is
  designed to fill the gaps and focus on pronunciation.
•       When
  the pairs have completed exercise 1, you could drill the pronunciation of the
  more difficult items, e.g. January "'d3ænjuar1/, February
  l'februarl/, and Wednesday / •wenzdel/, plus any others which present
  particular problems for the nationalities you teach.
Go
  through the example for exercise 2, then play recording 4.3. Pause it each
  time and try to get the whole class to shout out the answer. You can replay
  the recording several times, pointing to a different student to answer each
  time, or asking for a different volunteer each time, but keep the pace
  lively. When students can answer quickly and accurately, let them play the
  game themselves in exercise 3. See also language point on the right.

time phrases with
  prepositions
•     Many
  learners find prepositions notoriously difficult, but at least there are some
  rules with time prepositions. Check the answers to exercise 1 carefully. With
  a monolingual group, you can test understanding by asking for a mother tongue
  equivalent in each case.
•     When
  learners have completed the table in exercise 2, use exercise 3 to test their
  knowledge, making sure they have covered exercises 1 and 2 first. They can
  compare answers with a partner.
For
  exercise 4, see culture note on the right. If some of the questions do not
  seem relevant to your class,
e.g. if skiing is not a popular activity, feel free
  to amend some of them so that they are relevant and will generate discussion.
  While students are writing their answers, move round and monitor. Give praise
  when they use prepositional phrases correctly, and point out any
  opportunities to include phrases they have not used.

exercise 2 accountants, secretaries,
taxi drivers, lawyers, priests

exercise 3

1 in bed

4 on holiday

2 in the bath(room)

5 in work
  breaks

3 on the
  way to work exercise 4

6 in the living room

1 true

4 true

2    false
3    false

5 true

can you remember see article pps. 32—33
exercise 1
January, February, March, April, May, June, July,
August,
September, October, November, December
Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday, Sunday spring, summer, autumn, winter aercise 2

1 March

5 Tuesday

2 September

6 Saturday

3     June
4
  Friday
exercise 1

7 winter

1 on

7
  week

5 winter

8
  moment

6 weekend

9 between

exercise 2 at a time, on a day, in a period
exercise 3 at the weekend, during the
week, in the spring, in April, between 6.00 and 7.00, on January 2nd,
Monday,
at 11.00 0'clock, at the moment
ideas
plus text search
You will
notice that both the listening and reading texts in this lesson are used for
'text search'. In grammar exercise 1, students have to identify examples of
frequency adverbs from the tapescript and then plot them according to meaning;
and in exercise 3, they have to check their answers to a grammar exercise with
the tapescript. In the reading text, they have to find examples of the language
in the natural English box, and also check their answers to can you remember in
the article.
We feel that this approach is useful and adult, and we hope it will
encourage students in the future to use texts to learn new language and find
examples to consolidate their knowledge.
ideas
plus survey
Put the students into small
groups. You could provide each group with a photocopied grid, with columns for
different students' names to be added. They can then note key information when
they ask each other.
language
point use of articles
Here and
below you will notice the definite article is sometimes used. We don't use
articles generally when talking about days or months (See you on Monday; I'm
going in September), but we can use them with seasons of the year:
go skiing in
(the) winter.                                It often rains in (the) spring.
There seems to be a free choice here.
culture
note opening and closing times
Opening and closing times for shops can
vary considerably from country to country. Your students may be interested to
know the usual custom in Britain and how it may differ from their own country.
Traditionally, shops opened from 9-5.30. For religious reasons, they were
closed on Sunday and many also closed one afternoon during the week (often
Wednesday). That has all changed over the past thirty years. Few shops close
one afternoon a week, and many are now open on Sunday - small convenience
stores which sell a range of essential goods open all hours, while large shops
have restricted opening hours (usually 10.00-4.00). Many large shops also stay
open until much later at least one day of the week, e.g. until 8 p.m., and some
supermarkets are now open 24 hours.
In the
past, a few shops closed at lunchtime, but that is rarely the case now.

listening
how
»cabula+ý fami
þsk about each other's families
using natural phrases

   to . . . talk
  about your family           60—75 mins
vocabulary
  families
There is a wide range of lexical items here, but you
  can fill whatever gaps are necessary for your learners, e.g. partner,
  stepfather, etc. Before you start, see ideas plus on the right.
See how much the students either
  know or can deduce in exercise 1 without any pre-teaching. If students work
  in pairs there will be some discussion, in which case you can provide a
  pronunciation model for the more difficult words, e.g. niece Ini:s/, daughter
  I'do:ta/, nephew /'nefju:/, parents /'pearants/, and cousin
•      Play
  recording 4.4 (exercise 2), then allow time for students to practise
  individually.
Exercise 3 reinforces the pronunciation
  and teaches students another phonemic sound: IA/.
•      The
  natural English box revises have got. Students will sound more natural if
  they can link the words together like this:
Have you gotuany brothersvand sisters?
Move round and monitor while
  students write in exercise 5, and when they stand up to talk in exercise 6,
  encourage them to ask follow-up questions.

grammar my, your, etc.
•
  The grammar focus also makes use of the family tree, which should now be
  familiar. Check their answers to exercise 1 before they complete the table in
  exercise 2. The problem with possessives is not generally one of meaning but
  being able to use thern promptly and accurately, so the key is really
  practice. Exercise 3 begins this process while providing a check on meaning
  as well, but you can also use the language reference and practice exercises,
  or make use of the photos brought in.

listen to this
•      The
  listening continues with the theme of Mandy's family. Students should now be
  able to spot the 'new' information easily in exercise 1
•      For
  exercise 2, make sure students read through the sentences before they listen.
  Move round and monitor their answers and play the recording again if they are
  having problems.
•      After
  exercise 3, students can listen with the tapescript. See ideas plus on the
  right.
•      The
  natural EngHsh box (exercise 4) focuses on together. This is a useful
  high-frequency item, but one that low-level learners rarely know or use.
  While students are doing exercise 5, move round and monitor before the
  pairwork activity.

speaking iYs your turn!
•     If
  your students require more support, see troubleshooting on the right.
•     With
  confident students, give them a minute or two to think about questions they
  want to ask using the prompts in exercise 2. Make sure they listen carefully
  to the answers, as they will need the information in the next exercise.
Exercise 3 serves a dual purpose: it provides
  additional practice, but also makes additional use of the information that
  students gathered in exercise 2.

writing
•
  If you want to provide extra writing practice, you could get learners to
  write about a member Of their partner's family in class, then write about a
  member of their own family for homework. Use the example first to show them
  how they could structure the information in their paragraph. For more work on
  this, see natural English elementary reading and writing skills resource book
  p.30

(grammar:
possessives  y, your, etc.
sten
to Mandy
Aescribing her family
'talk
about families about a member of your family

   exercise 1                                                                              ideas
plus family photos
2
brother and sister       The
whole lesson is based round a family tree and some family photos. If you have
3
girlfriend and boyfriend         a
set of photos of your own family, bring them to class and ask the students to
do
4
mother and daughter the
same. This will give you the raw material for additional practice of all the
5
husband and wife
language in the lesson at different stages (family vocabulary, possessives,
have got, 5 aunt and niece and together), and is likely to be very motivating
as it will be relevant to the 7 uncle and nephew      students' own lives.
8
grandmother and grandson
9
cousins 10 parents and children exercise 3 husband, uncle,
mother, grandson, cousin, brQther, grandmQther exercise 4 see tapescript p.149

exercise 1

exercise 3

This is our sister, Susie, with her hus-baad boyfriend,
  Richard.

1 his girlfriend's name is Susie.

This is our GO-US$-A brother,
  Michael.

2 her children's names are Lucy and
  Mark.

exercise 2

3 his daughter's name is Lucy.

my sister

4 her tvän siste(s name is Carole and her husbands
  name is

he         his
  daughter

Damian.

she her brother we our father

5 their brothefs name is Michael,
  and their niece's name is Lug.

they
their son
exercise 1                                                                                ideas
plus using a tapescript
Susie is 25; Michael is 34. One of the
reasons for using a tapescript of spontaneous English is that it will exercise
2 provide natural examples of vocabulary items that occur most frequently - or
may 1 Mandy's got a lot of cousins. only occur - in spoken English. In
recording 4.6 good examples are: loads and wow
2
Her husband is an actor.        (both
informal), actually and away (for showing distance). You could write these
3
She works in a university.            words on the board, get students
to underline them in the tapescript while they
4
She teaches computer
studies. listen, then they can try to explain the meaning with a partner. With
a monolingual 5 She sees her parents Monday to Friday. group, they could also
write a translation equivalent if they cannot find a suitable exercise 3
English word or phrase. In this context, good answers would be:
1     yes            loads    lots), wow
incredible), actually in fact), and away from here).
2     She teaches computer studies at the
university.
can you remember possible answers troubleshooting providing extra support
daughter, uncle, father, cousins, sister, wife, brother, On the board, write
the name of someone in your family, then ask learners in pairs aunt to write
questions to ask you using the prompts in exercise 2. Monitor their writing,
then answer questions round the class so that all the pairs get an opportunity
to hear a range of questions as well as your answers. At the end, write some of
their questions on the board.
With the model you have provided and the
questions they have written down, the students should be able to do the
activity for themselves.
 help with pronunciation and listening    30—45 mins
pronunciation
sounds /ð/ and /9/
•
Many learners have
problems with these sounds, often producing Idl or 'z/ instead of /ðl, and
Is/ or It/ instead of 101. Ordinal numbers (third, fourth, etc.) often contain
these sounds, and although students' failure to produce the 191 correctly in a
date is unlikely to affect intelligibility, it is worth encouraging students to
incorporate these problematic sounds into their sound system.
•
You could
begin with a focus on the voiceless sound, 19/. Write some pairs of numbers,
e.g. four / fourth, ten I tenth, six / sixth in two columns (A and B) on the
board. Say one word in the pair, and they have to tell you which word you are
saying. Then show how the 10/ sound is formed: stand with your profile to the
class, and put your finger at right angles to your lips to show that your
tongue can just touch your fingers, and get them to do the same. (See diagram
on the right.) Provide plenty of controlled practice, and monitor and correct
pairs working together on the words you write on the board.
•
Explain what to do
in exercise 1, then monitor the pair work. You can use the recording to check
or elicit the answers in exercise 2.
•
Focus on the
voiced / voiceless pair distinction in exercise 3, using the recording Or your
own voice if possible. To help students hear the difference between voiced and
voiceless, you can tell them to touch their throat (it vibrates with a voiced
sound).
•

Point out the difference between
spoken and written English with dates, and then go on to the information gap
activity in exercise 4. You can ask students to circle as many dates as you
like. Sit the pairs facing each other, and make sure they don't look at each
other's calendars when they dictate the dates they circled. It would also help
if they circled the dates they hear in a different colour. Monitor the activity
and bring it to an end before it loses momentum. See ideas plus on the right
for another activity.
exercise 1 a sixth seventh d second third g
nineteenth twentieth b fourth fifth e thirtieth thirty-first h first second c
twelfth thirteenth f seventeenth eighteenth i third fourth listening weak forms
•
This section
focuses on a common listening problem for most learners: making sense of weak
forms in connected speech. For more information on the schwa 'al, see language
point on the right.
•
Focus first on the
examples in the speech bubbles, highlighting the pronunciation of the three
weak forms, i.e. say 'Are la/ you English?' rather than 'Are la:' you English?'
then focus on the questions in exercise 1 and play the first extract. Check the
answers, then play the remaining dialogues..
•
Exercise 2 focuses
on the weak forms. Students should be able to complete most or all of the gaps,
but monitor and see how they are coping; this will determine whether you will
use the recording for students to check answers, or whether you will need to
teach from the recording. Use the recording in exercise 3 to check and model
the weak forms. Pause the recording and replay it as required so that students
can identify the pronunciation of the weak forms.
•
In the natural
English box, Thank you (very much) is a little more formal than Thanks (a lot),
but both are common in spoken English. practise in pairs.
exercise 1 1 3.15 exercise 2 see
tapescript p.149

                                                                      four
review             45 mins
grammar present simple
with frequency adverbs

ideas plus important dates
Write a few
  dates on the board that are important to you, e.g. a family birthday /
  celebration, an anniversary, a day which is important for the country, the
  date of your next holiday. Don't write what the dates mean. Get the students
  to ask you about them,
e.g. Why is December 1st important?
  Explain your answers in simple language and teach new vocabulary items where
  necessary, e.g. birthday, wedding, holiday. Then tell the students to write
  down five or six important dates for them. Put them in small groups to ask
  each other about the dates they wrote.

language point schwa ,/a/
The schwa /a/ is the most common unstressed vowel sound in English. It
  occurs in many common grammar words, e.g. and, of, for, at, but, to, etc. as
  well as auxiliary verbs such as does, have, are, can, must. In connected
  speech, the cumulative effect of the schwa creates problems for many learners
  who are more familiar with the written form.
Few languages have a comparable sound, and
  some learners seem to think that the prevalance of the schwa in spoken
  English suggests incorrect or lazy speech. It is important to tell them, in
  their mother tongue if necessary, that even the most educated speakers use
  the schwa all the time.

test yourself!
test
your vocabulary
1    niece,
parents, grandson, wife, nephew, cousin, uncle
2    in, on, on, at, at
3    have
lunch, read the paper, go to bed, leave home, watch TV
gap-fill 1 any   3 their 2 welcome 4 ever
error correction 1 She often goes to the cinema.
2      1 can see John and his wife.
3      He always has t-se lunch at 1.00.
4      1
watch TV for about two hours a night.
•     This activity is the basis of an
interview: students can find out what they do alone, with the family or with
friends. First, ask students to do exercise 1: this will revise some vocabulary
from the unit. Go over the answers, and ask them to fill in ideas of their own,
helping if necessary.  Students should be able to complete their answers quickly. Put them with
a partner for exercise 3, but first, demonstrate the activity with a student.
Be sure to ask them why they do things alone I with particular people: this
will make the activity more challenging and ensure that students don't treat it
as a drill. Monitor the pair work and make notes for feedback on good language
use and any specific problems.
•     Bring the activity to a close, then
let students compare in small groups. Who does most alone, with their family or
with friends, and why? Do some quick feedback on language data you collected
using the board.

vocabulary time phrases
with prepositions
•

This activity is peer-corrected:
both A and B sets of sentences are essentially the same, but different words
are gapped for each pair. You can get A pairs to work together and B pairs to
do the same if you want them to have some peer support in exercise 1.
•     Pair up A and B students for exercise
2, and do the first example together so that they can see how they can check
each other's answers. Make sure they are reading aloud rather than just looking
at each other's answers: this will provide more listening practice.

vocabulary families
 Either use the activity as it is in exercise 1, or for fun, write the
jumbled words on numbered flashcards. Put students in pairs, tell them the
topic of the vocabulary, then give each pair a jumbled word card. They have
fifteen seconds together to decipher the word and write it down. Clap your
hands, and students have to pass on the word card, and so on. Check exercise 2
as a class.

natural English
•
Deciding on the
missing words (without possible answers in a box) is quite challenging. If exercise 1 is
very hard, put the missing words randomly on the board.
•
Normally students
would be able to check their answers with the boxes in the unit (this is
deliberate: it helps students use their course book for revision), but in this
case, the examples are different from those in the boxes, so go over the
answers before students ask and answer in pairs.
natural Engfish
 Do you work eight hours a day?
2 DO
you watch TV ten hours a week?
 Have you got any brothers and sisters?
4 Do you sleep seven hours a night?
 Have your aunts and uncles got any children?
6 DO you and your parents live together?

five
in
unit five .
reading breakfast
time
p.50
wordbooster
food adjectives (2)
p.52
listening
how to ... order food
p. 54

breakfast time                            75-90
  mins
vocabulary breakfast
  food
To start the lesson with a speaking
  activity, see ideas plus on the right.
Students will know some of the items
  in exercise 1 already. They can work in pairs, using dictionaries to check
  new items, or arrive at the meaning of some items by a process of
  elimination. Monitor and help with items they don't understand. Note that the
  picture does not include all the items.
As you check the answers together,
  focus on the pronunciation and practise them orally, or use the recording as
  a model in exercise 2. Certain items are quite difficult here: ham / jam are
  easily confused, cereals "al, sausages /rd31Z/, sugar 'J/, butter
  IA/, bacon lei/, and heney IA/. There are also four words with the /d3/
  sound: sausages, orange, juice, and jam. Can students identify them?
  At the end. tell them to cover the words and test each other using the
  pictures. Exercise 3 is an 'odd one out' puzzle. Do the first example
  together, then put students in pairs to finish. They may struggle with the explanations,
  but let them try and express the ideas.
The natural English box in exercise 4 highlights
  have meaning eat / drink, this is actually more common than eat here. When
  students listen, focus on the underlined words which are stressed, and get
  them to copy the stress patterns. When students mingle in exercise 5, you
  could ask them to find one person who has a similar breakfast, and one who
  has a different kind of breakfast.

grammar countable and
  uncountable nouns
•
  Present
  the grammar as suggested in exercise 1, or see ideas plus on the right.
  Before students complete the phrases in exercise 1, you could test them on
  the concept: do we say a or some for jam, rice, milk, cornflakes, bread?
  Check students understand the concept, then ask them to do exercise alone or
  in pairs.
•      Exercise
  2 shows that although some items are uncountable, they can be expressed in a
  countable way through the phrases a cup / glass / piece of... Ask which
  phrase they would use for tea / cheese / coffee / apple, etc.
•      Exercise
  3 contextualizes the grammar in dialogue form. You could do a
'disappearing dialogue'
  practice activity. Write the dialogues on the board with the gaps filled in.
  Tell students to shut their books, and practise the dialogues from the board
  with a partner. Gradually rub off words from each dialogue; meanwhile students
  keep practising and have to remember the missing words. Keep going until you
  only have one or two words left in each line.

grammar some / any
•      There
  is obviously a link between the two grammar sections. See language point on
  the right.
•      You
  could elicit the answers to exercise 1 together and give students time to
  write them in. Point out that we usually use any in questions and negative
  sentences, and we use some with countable and uncountable positive
  statements. Ask students to finish your sentences with any other nouns, e.g.
   Teacher: I want
  some                     Student: coffee.             Teacher: Yes.
      Teacher: I haven't got any              Student.•
  oranges.           Teacher: Yes, etc.
•      Students
  can work alone in exercise 2, then compare with a partner. Exercise 3 gives
  students the chance to use some and any in a personalized way. Feed in any
  other vocabulary they might need. At the end, ask a few students to tell the
  class what they want / don't want.

extended
  speaking on the

whats menu?
test yourself!
p.57
wordlist
p.134
reading
learn breakfast food vocabulary; students
ask what people want using natural English phrases focus on countable and
uncountable nouns; some and any
read about breakfast in o Madrid and
Moscow interview a partner about breakfast time
•rite about their breakfast

exercise 1 1 coffee         6 tea
2     cornflakes / cereal sausages
3     rolls  8 orange juice
4     cake 9
bread
5     eggs
exercise 3
Coffee, because you drink it, but you eat cornflakes
and other cereals.
c Sugar, because it's sweet, and rolls and bread are
both bread.
Toast, because butter and cheese are both made from
milk.
Cake,
because you eat cake, but you drink tea and orange juice.
Bacon, because honey and jam are sweet, but bacon
isn't.

exercise I

1 some

some

5

some

some

exercise 3

4 an

8

some

1 piece

3

some;
  piece

2 glass
exercise 1

4

cup; some

singular: sandwich plural / countable: eggs
  uncountable: ham exercise 2

1 some                          3
  an

5

some

2 any                           4
  any

6 any

café culture
ideas
plus speaking
Put some statements on the board for students to think
about. Are they true for them? Why / why not? e.g.
I like
breakfast. I haven 't got time for breakfast.               1 always have
breakfast.
Tetl
students about yourself, but don't go into any detail over food you eat at this
stage. For example, I like breakfast at the weekend, because I've got a lot
oftime. but on weekdays, I'm always late and tired, and I don 't really enjoy
breakfast etc. Then get students on their feet to tell different people their
feelings about breakfast. Praise any attempts at conversation, and don't worry
about errors at this stage.
ideas
plus using realia
Presenting
and practising language using realia (i.e. real objects) is likely to be vely
motivating and memorable for students. Even flashcard photos of food will bring
the presentation to life. If possible, collect some empty packaging, e.g.
plastic butter tubs, milk cartons, an egg box, etc. and a few simple food items
such as apples, oranges, or biscuits.
Plan
carefully how to use the realia to illustrate the rules: apples are good for
countable nouns, sugar and rice are useful for uncountable nouns. Chocolate(s)
and cake(s) can be both countable and uncountable, so are best avoided at this
early stage. Tea and coffee are also tricky: e.g. I like coffee [U] vs I'd like
a coffee [C] = a cup of coffee.
For
extra work on this area, see workbook, expand your grammar countable and
uncountable nouns p.26.
language
point some / any
At this level, it is important to keep the presentation
simple, so we suggest you keep to the rules in the table in exercise 1.
However, it is worth remembering that it is possible to use some in questions:
offers, e.g. Do you want / Would you like some
chocolate?
requests, e.g. Can I have some sugar, please?
We suggest you avoid confusing students with this information at this
stage. In how to order food on p.43, requests with some are introduced
functionally, e.g. Could I have some more water?

read
on
Introduce
students to the topic of the text with exercise 1. Then go on to the gist task
in exercise 2. You could set a time limit of a minute so that students don't
try to translate every word.
•     Let them read more carefully to find
the answers to exercise 3. They could compare with a partner, before you go
over the answers. See culture note on the right.
•     At the end, you could ask students to
talk about their country. Is breakfast similar or different from breakfast in
Madrid or Moscow? Ask them to talk about breakfast in general, otherwise it
will overlap with the speaking activity in speaking it's your turn!
speaking it's your turn!
This stage (exercise 1) brings together various
elements of the lesson in one speaking activity. Give students time to think through
what they are going to say in English, and ask you about any vocabulary they
may need. The better prepared they are to speak, the more confident they will
feel.
•     For exercise 2, start by getting
students to ask you about your breakfast using the questions in exercise 1.
Expand your answers, so that they will try and do the same themselves. Then get
students to mingle and interview each other. Monitor and make notes on good
language use and any communication problems. Bring the activity to a close while
learners are still engaged, and do feedback on content and language. Praise
good communication. See ideas plus on the right.
writing
•   The text in exercise 1 is a model for
the students' own writing in exercise 2. Focus on the questions in speaking
it's your turn! before they read about Céline. Notice that there is a
lot of recycled language in the text: the present tense, adverbs of frequency,
time expressions, and vocabulary.
•   Students can do exercise 2 for
homework, or they can write in class (in which case you can monitor and assess
their writing ability). At the end, ask them to proofread their work, perhaps
with a partner. See ideas plus on p.31. Correct it using a simple marking
scheme.
Yant to know more? Gotoÿe•intermediate teacher•sb0ókOw
wordbooster                                          30—45
mins
food
•
Students can work
alone or in pairs for exercise 1; let them use dictionaries if possible. In
feedback, clarify and practise any pronunciation difficulties, e.g. onion See
language point on the right.
•
Exercise 2 ask
students to think of logical prepared foods. Before they begin, make it clear
that some words can be used more than once, e.g. a cheese sandwich or tart. See
the possible answers on the right, but there may be different answers in your
teaching context. For more on chips, see language point on
p.55.
•
Exercises 3 and 4
focus on specific sounds and introduce some more phonemic symbols. Put these in
four columns on the board and add the first example, i.e.   vanilla. Let
students work together, then use the recording or elicit the answers and add
them to the board. Do the oral practice at the end, highlight these sounds in
the phonemic chart on p.159 of the student's book.
•
The natural
English box in exercise 5 focuses on a very common question which is in the
extended speaking activity for this unit. You could extend the practice in
exercise 6 so that students ask about meat, drinks, wines. etc. See also
workbook, expand your vocabulary food groups p.28.
adjectives
(2)
•    Students will know some of the
adjectives in exercise 1, so they should be able to deduce new items and match
them accordingly. Focus on the categories too, as these contain useful lexis,
e.g. service.
•    Exercise 2 gives students a chance to
memorize the items. During this stage, you could encourage them to mumble the
words to themselves, while you monitor and help with pronunciation.
•    Exercise 3 provides some natural
listening practice. You can suggest that students look at the categories in the
table and tick the ones talked about. Then they listen again and note down what
they say. Avoid personalized practice at this point because students are going
to do this in the how to lesson.

exercise 2
Andrés
has breakfast in a café; Ekaterina has breakfast at home.

•exercise 3

1 Moscow

3 Moscow

5 Ekaterina

-2 Madrid

4 Madrid

6 doesn't have

exercise 1
Yes, she does.
can you
remember ?
some sausages, some cereal, some tea, some coffee, a cup of coffee, a
glass of / some juice, a piece of / some cake, some bread / a piece of bread,
eggs,
exercise 1 cheese, chicken, onion,
apple, mushroom, steak, bacon, fish, potato, ham, chocolate, tomato, peas,
strawberry
exercise 2 possible answers: cheese / ham /
bacon sandwich potato / mushroom / tomato / pea soup vanilla / chocolate /
strawberry ice cream steak / chicken / fish and chips apple / strawberry /
cheese tart exercise 4 see tapescript p.149. exercise 5 natural English see
tapescript p. 149.
exercise 1 awful;
dirty; uncomfortable; slow; expensive; unfriendly
exercise 3 see tapescript p. 149
a e cu ur
culture note breakfast
Traditionally
British breakfasts are a significant meal (catted 'the full English / Scottish
/ Irish / Welsh breakfast'): cereals, fruit juice, tea or coffee, and a fried
breakfast of egg, bacon, sausage, and tomato, with toast and marmalade. In
practice, few people have time for this kind of breakfast these days, and most
people tend to have cereal and / or toast / bread with jam / marmalade and tea
or coffee (usually referred to as a 'continental breakfast' in hotels).
Porridge has recently seen a revival, as a quick and nutritious breakfast meal.
ideas
plus multilingual groups
With a
multilingual group, students could make a mini presentation to the class of
their national breakfast dish / dishes. Put students from the same country
together to prepare the presentation; if a student is preparing a presentation
alone, you could talk to them and help where necessary. Students find this very
motivating as they want to show their country in a good light.
language
point lexical selection
Food is a very broad lexical area, and it can be difficult to decide
which items to select for elementary students. A key criterion is usefulness,
which is a reason for teaching vanilla: ice cream is a popular food almost
everywhere, and vanilla is probably the most common flavour, yet few students
seem to know the word.
Some
items need to be learnt because they are taboo: for example, many Muslim
learners don't eat ham or bacon, so it's important that they recognize these
words in order to avoid ordering them. Other items will be useful because
students will need them for the extended speaking activity on p.45. We suggest
you look ahead to this activity, and decide whether you need to present other
food items which are likely to occur in a café menu in your teaching
environment.
Want to know more? Go to how to select,
organize. and present levels p.167

listening how
focus on can / can't
talk about bars and restaurants

              to
  . . . order food                                                                                60—75
  mins
grammar
  can / can't + verb
   As the topic of the lesson is ordering
  food, can you remember      here is a timely way to lead in.
The task in exercise 1 should be
  very straightforward for learners from Europe or South America, but students
  from other cultures may find it more difficult. See culture note on the
  right.
Students could do exercise 2
  individually or in pairs. Notice the use of you here to mean 'people in
  general'. We can also use one with this meaning, but it is more formal and
  sounds less natural. You could explain this to your students if you wish, or
  if anyone asks.
Exercise 3 is
  just a quick check, but it is important to clarify this meaning of can for
  general possibility, as learners will soon encounter can being used to
  express ability, e.g. 1 can swim but I can't drive.
If learners do exercise 4 in pairs
  then compare with another pair, they will be getting a lot of oral practice
  as well as consolidating their understanding. Move round and monitor this
  activity and focus on their pronunciation. Exercise 5 has been included because
  some nationalities have a problem producing the weak form in can Ikon/ and
  the long vowel in can't Ika:nt/. This can make it difficult to distinguish
  between can and can't and occasionally lead to a complete breakdovvn in
  understanding. Exercise 6 allows some freer personalized practice. Students
  could do this in pairs or groups while you listen. If you feel they have had
  enough practice, do the language reference and practice exercises later.
  Exercise 7 provides more practice of can but this time the topic is even more
  personalized and you can allow the conversation to move to wherever the
  students take it. Bear in mind they will be talking about the school
  café or one nearby in the extended speaking activity, so try to ensure
  that learners do not choose these places to talk about now.

listen to this
•      The
  natural Erglish box (exercise 1) highlights a common use of will. See
  language point on the right. Learners also need to be familiar with the
  common question Anything else? as it is used in a wide range of service
  situations. The reply (No, that's all, thanks) is the type of response that
  you want your learners to be able to produce fluently and with confidence.
•      Before
  students practise the dialogue in exercise 2, you could give them a quick
  discrimination exercise similar to that in grammar exercise 5 on the previous
  page. Write I have (A) and I'll have (B) on the board, then say four or five
  sentences using one or other of the constructions. Each time, the students
  must say which one they hear.
•      When
  the students describe the pictures in exercise 3, you may have to clarify the
  difference between British and American English. See language point on the
  right.
•      Play
  recording 5.8 (exercise 4). Check the answers, then replay the recording for
  exercise 5. These questions will form part of a later speaking activity, so
  make sure the students use them accurately.
•      The
  second natural English box in this lesson highlights another language
  convention, this time asking for 'more of something' (languages often have
  their own special way of doing this). Students first listen and complete the
  questions in exercise 6, then analyse the difference in exercise 7. In fact,
  this recycles the distinction between countable and uncountable nouns that
  learners studied in the previous lesson, and is tested again in exercise 8.
•      Listening
  again with the tapescript will consolidate the new language from the lesson
  and provide students with a model for the role play to follow.

speaking
  iYs your turn!
•
  Put students in pairs to prepare the waiter's questions together (exercise 1)
  as this is the more difficult role. You can move round and monitor at this
  point to make sure they are getting the questions right. Give students a
  minute to think about their roles for exercise 2, and warn them now that they
  will be swapping roles at the end so that each student has an opportunity to
  be both.
When the pairs have done the role play twice, you
  could mix the pairs so that it can be repeated. In our experience this is the
  type of role play that students are quite happy to repeat, as they recognize
  its value and relevance.

listen to someone ordering a meal practise
ordering a meal using natural phrases
role play a
restaurant situation

1 b
exercise 2 1 b
exercise 3

Opening times
Pubs used to
  have strict opening hours - they weren't allowed to open before 10.30 a.m.
  and weren't allowed to stay open after 11 p.m., except in special
  circumstances, e.g. New Yeats Eve. These laws were relaxed in Scotland some
  and the same        As a

can you
remember culture note bars and restaurants see p.42 In Britain generally, the
distinction between a café, a pub, and a restaurant is exercise 1
becoming less apparent. This is largely due to three factors:

You can
= it's possible; you can't = Ys not possible
exercise 4
2     you can read a paper in a
café;
3     you can't watch TV in a restaurant;
4     you can't have coffee in a restaurant
without eating;
5     you can meet friends in a bar;
6     you can have dinner in a restaurant;
7 you can't drink wine in a café.
exercise 5 see tapescript p.149
exercise 1 see tapescript p. 149
exercise 4 The woman orders the meal in
picture 3. exercise 5 1 Do you want 2 What would you like exercise 6 another;
some more exercise 7
She says another because a glass is countable; she says
some more because water is uncountable.
exercise 8

1 some
  more

3 some more

5
  some more

2 another

4 another

6 another

years
ago has recently happened in England. result pubs no longer all open and close
at the same time, and some (especially in city centres) now open much longer
hours.
2     Facilities
Many pubs now offer
restaurant-quality food, and this has resulted in some pubs having the
appearance of a restaurant rather than a traditional pub, where people used to
drink but not have a meal.
3     Children
In the
past, pubs were almost exclusively for adults, and children under 16 were not
allowed in (or occasionally at the age of 14 if accompanied by an adult).
This too
is changing. Some pub landlords are happy for accompanied children of all ages
to go into pub gardens, and some are relaxed about children in the pub,
especially at lunchtimes and in certain areas Of the pub, but is at the
landlords' discretion. They are not allowed to drink alcohol and must leave by
9.00 p.m.
language
point will
Unless they are taught otherwise, most learners use the
present simple in this situation, and many also use the wrong verb, e.g. I-take
or The use here of the modal verb will with the verb have may therefore require
a lot of reinforcement. The meaning is essentially I would like, but students
simply need to know that in English we use I'll + have when we are ordering
food.
language
point British and American English
You will have to point out the
following difference: British English            American English chips          fries

can you
remember
What
would you like?
Would
you like (X) or (Y) with that?
What would you like to drink? Anything else?
Can I
have (steak)?
Can I have another (glass of wine)? Can I have some more
(water)? cnsps            chips / potato chips
Unfortunately this difference is made more confusing by the fact that
fries is now increasingly being used in British hotels and restaurants, and in
Europe, many crisp packets have 'chips' written on them.
ideas
plus revision
Before
students do the extended speaking activity on p.45, you could do a vocabulary
revision activity for homework. Devise a wordsquare containing food vocabulary
items from the unit, and give them a copy for homework. Give them also a blank
grid, and students invent their own wordsquare including different food items
(about 6-10). In the next lesson, check the answers to the one you gave. Then
students swap grids with another student and solve their puzzle. If anyone
hasn't done it, they can pair up with someone who has.
Want to               more? Go to how to encourage learner independenOkGjtit
vword review) p. 158

extended speaking what's on the menu?             45—60
  mins

ideastatk
about; café you know pare a menu for ur own café
'Ole play ordering and wing food in your
• It is
important at the beginning of this activity to let learners read the boxes at
the top of the page which tell them what they are going to do in the lesson, or
tell them yourself. This will enable them to get the whole picture. You should
also give them time to look back at the can you remember boxes which appear in
the unit.
collect ideas
•
Exercise 1 is just a warmer, but if you feel your students have spent enough
time talking about local cafés and snack bars, you could omit it.
For the
extended speaking activity we would suggest that your students use the local
currency as they will be familiar with the prices in their own country. See
language point on the right.
prepare
a menu
Students could work in pairs or small groups for this
activity. Go through the instructions carefully and suggest that students write
out all their ideas on a separate piece of paper for exercise 2, and only
complete their menu (exercise 3) when everything is finalized and they can
produce a very neat copy, which everyone will be able to read. Remember that
each student will need a copy of their menu for the role play later. You could
supply them with some blank card or coloured paper and pens to help them
produce an attractive menu.
• Give students plenty of time for exercises 2 and 3.
Some pairs may need several minutes to establish a bit of momentum; if
necessary you could intervene and give a bit of help. Generally though, just
move round and monitor their discussion, and note down examples of good language
use as well as important errors for later feedback.
role
play
When you are ready for the role play (exercise 4), you could try to
organize the room so that it resembles a restaurant. Seat all the customers and
then get waiters to move round the room. Make sure the waiters have their menus
available.
If you
want to extend the role play, you could move round the customers and feed in a
few complaints for them to make to the waiters, e.g. they have brought the
wrong sandwich; the soup is cold; the beer is warm; the coffee tastes horrible,
etc. You could also extend the role for the waiters by suggesting an extra item
on the menu that they should tell the customers about, e.g. a different type of
soup, a new type of sandwich, additional drinks, etc.
At a certain
point students can swap roles (exercise 5) so that they all have the
opportunity to be both customer and waiter.
You could
bring the class together for exercise 6 with some general discussion about the
different features of the café each customer visited.

café culture
                                                                      five
review              45 mins

language point currencies and plurals
Some currencies take a plural 's' in English, e.g. one dollar / ten
  dollars; one pound / five pounds. When the euro was launched, it started with
  a capital letter and the official plural was Euro (no However, corpus
  evidence now indicates a clear preference for one euro / ten euros.
In parts of Asia and Eastern Europe we tend not to pluralize currencies,
  e.g. five yen (Japanese); ten baht (Thailand), twenty zloty (Poland). The
  Czech and Slovak Republics, Denmark, and Norway all have koruna / krone which
  we wouldn't pluralize unless we translate them as crowns (in which case we
  would). You may need to check whether the currency your students will be
  using takes a plural 's' in English.
Note also that we say five euros
  fifty (not five euros

vocabulary food
• Give each student five minutes to
work on their part of the crossword individually (exercise 1). You could then
pair up A students so that they can check their answers together. Then pair up
A and B students for exercise 2. Make sure they read their clues to their
partner, so that the partner has a chance to answer. Don't let them just look
at each other's crossword.
vocabulary
food across:       2 bacon           5 Jam  7 piece 8 chips
                                                                                9
beer                        13 potato                14 meals                                                                                15
cream
16 cup down:        1 apple            2 bread           3 cheap           4
mce
                                                                                5
juice             6 mushroom 9 butter                                                                                10
bill
11 up     12 menu grammar can / can't
(possibility)
• You could do this as a competition with a three-minute time limit (use
it flexibly), or you could do it in stages using the board or a flipchart:
write down two things you could do in a then add restaurant. Students have
a minute before you add the next thing (bookshop), and so on.
grammar can / can't
1 in a restaurant, you can eat a meal and drink wine; in a bookshop, you
can look at books and buy books; in a hotel, you can sleep and have a meal. In
most classes, you can't smoke and you can't eat or drink, and in some classes,
you can't speak your own language; on a plane, you can't smoke or use a mobile
phone or take a pair of scissors.
natural English
• Students could do exercise 1 in pairs to make it more communicative.
natural English
line 2 a piece of cake        line 4 can I have          line 6   all
line 3 What kind of cake? line 5 Anything else?

grammar
countable and uncountable nouns
test yourself!                           •
There are two ways you could do this. One is to follow the instructions
  in the student's book with pairs writing down the time it takes them to
test your vocabulary  complete each section (the scoring system makes it clear
the number of
1 vanilla ice cream, chicken soup, strawberry tart, answers they have to
find in each section). Or use the ideal timings  chicken / steak / fish and chips, a
ham / cheese, given in the book and see how much pairs can accomplish in the
time etc. sandwich (you shout out when they have to move on to the next
section).
2
dirty, slow, uncomfortable, excellent / great, unfriendly         grammar
countable and uncountable nouns
3
butter, cheese, coffee,
soup, bread, sugar, toast  tea, juice, butter, sugar, toast, jam, ham, cheese, soup, a roll, a
sandwich, an            egg, a sausage, an apple, honey, a tomato, a mushroom, an
onion,

gap-fill

a strawberry, an omelette

1 any                     2
  piece                 3 some

4 kind

2 uncountable nouns: tea, juice, butter, sugar, toast, jam,
  ham, cheese, soup, honey

error correction

3 an egg, an apple, an onion, an
  omelette

-1 rd like some cheese.

4 butter /'bnta/, honey /'hAni/, mushroom /'mAJrum/, onion
  /'Anjan/

2 What do you have for the breakfast?

5 sausage /'SDS1d3/, omelette
  /'Dm11t/

3
1'll have steak and
chips, please.
4
Can I have another glass
of water, please?

six in unit six ...

reading a day out                             75-90 mins

reading a day out

(QCarnLÇð&buta

vocabulary tourist places

p.58

about tourist places

As a
  lead-in to the lesson, you could ask learners to think about the best tourist

wordbooster

focus on was / were

place in their area / country. What
  is it, and why is it so good? Students can

past time phrases

read and talk about a

then talk in small groups.

verb + noun

text about a tour guide

• The vocabulary in exercise 1 is self-explanatory, but the
  items do cause

collocation

talk about people and

pronunciation difficulties: the letters which are not
  pronounced in chutch,

p.60

places using natural

castle, squate, and fountain; word stress in cathedral and
  palace, and the

English phrases

underlined sounds in statue ltJ/, museum li:/, and palace
  111. Students can work

listening

together and use dictionaries to check new words. If there
  arc other useful

how to talk

01k about a day out

items relevant to the context you
  are working in, e.g. temple, shrine, zoo, art

about last weekend

the past

gallery, etc., teach them. Make
  sure students get plenty of practice and correct

p.62

their pronunciation mistakes.

elp wit

Students should be able to work
  together in pairs (or groups of three) to think

pronunciation an

of different places for exercise 2.
  Elicit one or two local ones, then monitor the

listening

group work.
  Don't worry if students are unable to produce eight examples. See

pronunciation:

language point on the right.

sounds /o:/, /3:/, and ID/'

• Rearrange pairs to listen to each other's examples.

listening: prediction

grammar past simple was / were
Start by looking at the picture of
  the bus tour and ask students if they know

test yourself!

where Brighton is. (You can explain it is a town by the sea
  in the south of

p. 65

England which has a lot of tourists and is very popular.)
  See if pairs can complete the speech bubbles in exercise 1 before they
  listen. They may not complete all the gaps in the same way as the recording,
  but it will focus them on the meaning. If they ask about the meaning of was /
  were, say these are the past tense of be, but don't get too involved in the
  grammar as this comes up in

wordlist

the next exercise.

p.135

• Students can compare answers to exercise 2, then work
  alone or in pairs on

exercise 3. See ideas plus on the
right.
• Exercise 4 is a discrimination exercise, which has been included because
the weak forms /wazl, Iwaznt/, /wa/, and the strong form Iwa:nt/ are quite
difficult to distinguish in connected speech. You could do one example first.
Write the following on the board:
2
The student was / wasn't in the lesson
yesterday.
Say one of the sentences, ask the students which one
you said, and then circle it. Use the recording for the rest of the exercise.
If students are having problems, encourage them to ask you to play it again.
(You could refer them to the natural English box on p.13: asking for help.)
When you go over the answers, contrast the pronunciation of any examples they
got wrong, i.e. say both sentences, then isolate the pronunciation of both
forms, e.g. Irzl, Iwaz]. For extra practice, ask different students to read a
sentence aloud; the class has to say which verb they used. Students can then
play this game in small groups. • In exercise 5, students need to know the
names of other students in the class. If you have a large class of students who
have joined recently, let students ask the names of anyone they don't know, or
quickly write all the students' names on the board. Monitor the pair work, and
when they have finished, rearrange the students for exercise 6. At the end.
elicit a few questions for all the class to answer, and let students ask each
other the questions they couldn't answer.

exercise 1
DI church             5 cathedral            9
palace
2
castle          6 bridge          10
fountain
3
statue             museum 4 square           8 market
exercise 1 see tapescript p.150
exercise 2 was, wasn't, were exercise 3 1
be
2
was; were; He was late yesterday; We were at school last Monday.
3
was; wasn't; I was a
tour guide for two years; We weren't happy with the food - it was terrible.
exercise 4 see tapescript p. 150 language point definite and zero article
We don't think it is necessary to worry learners at
this stage about when the article is / isn't used with place names. However,
here are a few guidelines:
-
use the for most museums, galleries, statues and individual landmarks, e.g. The
British Museum, The Louvre, The Statue of Liberty, The Sphynx.
- no article is needed with
most churches / cathedrals, squares or bridges, e.g. St Anne's Church, Milan
Cathedral, Times Square, Charles Bridge.
- some places are less consistent, e.g. Buckingham
Palace but The Palace of Versailles. Markets don't usually have the article
when they have a specific name,
e.g. Portobello Market; but may require an article if
the market only refers to the type of market it is, e.g. The Flower Market.
ideas
plus an analytical approach to grammar
In exercises 2 and 3, learners are
encouraged to think about grammar and work out the rules from the examples in
exercise 1. To do this they have to make hypotheses about language and notice
how the grammar is structured. It is an approach that many adult learners find
challenging and more memorable, and in this case they also create a written
record of the rules themselves.
If your learners are not used to working in this way,
approach it gently, and go through the questions together. You can also put a
table on the board for students to complete with was / were / wasn't / weren't:
negative
I / He /                                         I/
He /
She / It                                           late
yesterday. She / It                                      there yesterday.

we / You
/ They
they late yesterday? he
teacher's book

We / You / They

Yes, they

/ No, they

Yes, he

/ No, he

read on
•
Refer
students to the picture of Matthew on the bus, teach tour guide, and ask where
there are tour guides (in tourist buses or on excursions). Then check students
understand the phrases, e.g. knows a lot (more common than the adjective
knowledgable), looks nice and speaks useful languages. Funny is an essential
word for this text because Matthew is funny, and this would be a good point to
teach joke, which comes up in the article. Get students to compare answers with
others.
•
Although
the answer to exercise 2 is subjective, he obviously fulfills the criteria in
exercise 1. You could ask students to decide which criteria are true of
Matthew. (The only one we don't know is whether he speaks different languages.)
Exercise 3 is a text search activity; students can
compare answers on this.
•
For
exercise 4, which gives students a chance to react to the content, give them
time to think. Monitor the group work, and make notes on any phrases you could
teach / go over afterwards, e.g. you can / can't make a lot ofmoney, you meet
people, it's not hard work, you learn a lot, etc.
•
Both
is a very high-frequency word and not one that learners pick up early in their
learning. AL this stage, the word order with both is simple as students are
only using examples with be in present and past forms. Play recording 6.4 in
exercise 5, and focus on the pronunciation of both. Give oral practice.
•
After
the text search in exercise 6, move on to the puzzle in exercise 7. Students
can do this orally or in writing. In feedback, check they are using the correct
form of be. See ideas plus on the right.
speaking
it's your turn!
•
Students
are being asked here to produce quite a long chunk of personalized language.
This is challenging although the framework in exercise 1 will help them to
produce a coherent and logicallyordered piece of discourse. Give them time to
think of a day out, and if any are having difficulty, help them with some
ideas, e.g. a day in town. See troubleshooting on the right.
•
You
could ask students to rehearse what they are going to say in their heads in
English before they speak to a partner (exercise 2). This activity can be done
in pairs as an interview, but it can also be done largely as a monologue, with
the listener occasionally asking a question. Do it once in pairs as a
rehearsal, then get students on their feet, talking to different people. You
could ask them to listen and decide which is the best day out. Meanwhile,
monitor and make notes for feedback at the end. Find out which weekend people
liked best, and give praise for good language use.
wordbooster                                    30—45 mins
past
time phrases
•
Pairs
can compare their answers to exercise 1. They will probably understand most of
the phrases, but you may need to clarify the concept of ago = before now, e.g.
(Saturday) was three days ago. Although they will recognize the phrases, most
learners use them very inaccurately, so it is important to spend time on them.
See also workbook, expand your grammar p.33. and six review on p.54. See ideas
plus on the right.
•
For
exercise 2, give students thinking time. You could also do this as a mingling
exercise. They ask each other, either to find someone with three similar
answers, or someone with three different answers.
verb
+ noun collocation
Students can match the verbs and nouns in exercise 1,
or you could prepare word cards for pairs to do the matching activity — this
makes it more of a game. See language point on the right.
When you have
checked the answers to exercises 1 and 2, tell pairs to cover the words and try
to remember the phrases together using only the pictures. Or give them two minutes
to memorize the phrases, then shut their books and, with a partner, write down
as many phrases as they can remember. Less confident students can cover the
right-hand column and try to remember the collocates from the verb prompts.
Give examples of your own for exercise 3. Students can do this exercise orally
or write some sentences. Monitor and correct errors, then put students in
groups to exchange information.

exercise 2 yes

exercise 3

1 Matthew

4 Charlie Chaplin and Cary Grant

2 Ho Chi
  Minh

5 Queen Anne

3 Nelson
  and Napoleon

6 Clare

exercise 5 see tapescript p.150
exercise 7
Paul
McCartney and John Lennon were both (in the) Beatles.
Halle
Berry and Al Pacino are both American / actors.
Chianti
and sake are both alcoholic drinks.
Pele and Maradona were both footballers / are both
South American.
The Louvre and the Prado are both museums.
Stalin
and Lenin were both Russian.
Nelson and Napoleon were both short.
Donald Duck and Mickey Mouse are both Disney cartoon
characters.
ideas
plus adapting the material
For many learners, the people and things in the
wordpool will be familiar. However, if you think your students may struggle to
produce sentences, you could give them some key words on the board, e.g. food /
drinks / cartoon characters. You coutd also make up your own wordpool to
produce items that will have local significance for your learners, e.g. use
local actors / drinks / food, etc. Finally, as a revision activity, you could
ask students to make up their own wordpools in pairs. Give them prompts: food,
drinks, actors, places, sports people, and famous people from history (you need
a few of these to practise were). Monitor as they produce their wordpools,
making sure they spread the pairs randomly on a sheet of paper. Then each pair
swaps with another pair, and has two minutes to write correct sentences. Return
the sheets to the original pair for them to correct.

Spaghetti
and lasagne are both food / pasta / Italian.
tan you remember vocabulary p. 47
exercise 1 yesterday morning / afternoon /
evening last night / week / month / year a few days / a week / ten days ago in
1998 / 2005
exercise
1 and exercise 2 go for a walk (10); wash the car (7); go shopping (1); stay at
home (3); do homework (4); go out with friends (11); play cards (6); meet a
friend for a drink (5); clean the flat (8); go to a party (2); do nothing (9)
troubleshooting
making notes
Many
students like to make a few notes: it focuses their thoughts, and gives them a
chance to plan what to say in English. However, discourage them from writing
complete sentences, or the speaking activity will lack spontaneity. Demonstrate
by making a few notes on the board; use the questions in exercise 1 as a
framework. Talk through the notes as you write, and keep to simple words /
phrases, not sentences. Give students time to make notes, and check that they
are doing so effectively. At this point, help them with any vocabulary they
need. When they talk to a partner in exercise 2, they should be able to manage
without notes, or if they then mingle, and do the exercise again, they
shouldn't look at their notes.
ideas
plus timelines
Draw a timeline
on the board with some dates on for students to copy:
write
last write last write yesterdays write today's year, eg. 2005 month, e.g. March
date date Pairs can then discuss where all the time expressions should go (i.e.
yesterday morning, o few days ago, etc). While they are doing this, they will
be using the phrases, and that provides additional practice. Ask students to
come up and write a phrase on the line, then check all the answers at the end.
They can copy the phrases onto their own line.
language
point verb + noun collocation
Some of
the collocations may require some checking:
- go for a walk: this means a short walk, e.g. an hour,
not a days walk.
- go shopping: NOT
ee-tø-shopping
- stay at home: NOT stay-in-home The opposite of stay at
home is go out.
— do
nothing: this often means relax (at home).
- meet sb. for a drink: here,
meet means get together with sb.
— do homework: homework is uncountable, so NOT
homewoçks. Also, students may think this means housework.

listening how
'skand
ååswer àb the weekend using Inatural English phrases

    to talk about
  last weekend               60—75 mins
lead-in
•      For
  exercise 1, tell the class your favourite day and put them in groups to do
  the same.
•      Exercise
  2 can be done by a process of elimination. See Language point on the right.
•      Play
  recording 6.5, then get learners to practise the dialogues in the same way (exercise
  3). After that they can mingle and ask others about their weekend.

grammar
  past simple regular and irregular verbs
•       If
  your students are not familiar with 'weblogs' in exercise 1, tell the class
  more about them. See culture note on the right. TO put the weblogs in
  context, ask the students in pairs to describe the pictures.
•       Exercise
  2 allows for a quick reaction to the texts, but try to get learners to give
  reasons.
Look at the examples in
  exercise 3 so that learners realize that regular verbs can add -ed or just
  -d.
•       Exercise
  4 highlights the additional syllable in the past tense with regular verbs
  ending in tor d, e.g. wanted and decided. Students are also often taught the
  difference between past tense endings pronounced 'd/ or It', e.g. cleaned
  Ikli:nd/ vs liked /latkt/. In our experience this is seldom a problem,
  although learners sometimes cannot hear past tense endings in connected
  speech. For example:
      a)
  I clean them I b) I cleaned them                                 a) I like
  them / b) I liked them
You really don't need to worry about
  these differences; even native speakers often only realize it is a past tense
  through their understanding of the context.
Exercise 5 concentrates on irregular forms. Three
  (bought, saw, thought) include the sound /o:l, and it is worth focusing on
  this as it comes up again in the next help with pronunciation.
Advise students to keep
  a section of their notebooks for irregular past tenses, and add more as they
  encounter them. For the test your partner activity which follows, though,
  remember that this is the first time learners have met regular and irregular
  verbs together, so don't expect 100% accuracy .
•       Exercises
  6 and 7 both provide further consolidation and practice of the past simple
  tense.

listen to this
•      Exercise
  1 gives a taste of the two recordings which follow, and gives students a
  chance to tune in to the voice and the content: an account of their last
  weekend which recycles the past simple.
•      When
  you are confident the students have understood the beginnings of the
  recordings, go on to exercise 2 (check the answers), and then exercise 3.
  Move round and monitor to make sure their sentences are correct. At the end,
  elicit sentences from most pairs. Who got the most?
•      exercise
  4 is a third account of someone's weekend, only this time students do not
  have the support provided by an incomplete diary: they must listen and decide
  what is relevant.
•      The
  responses in the natural English box are very important. See language point
  on the right.

speaking iYs your turn!
•
  Give learners time to compose their thoughts in exercise 1. They could look
  back at the weblogs and tapescripts 6.7 and 6.8 to pick out useful language.
  Move round and help where necessary, and move on to exercise 2 when you feel
  they are ready. Stay in the background but take notes for later feedback.

writing
• Students could do
  this in class or at home, and once again, use the weblogs to help them. See
  also ideas plus on the right.

focus
on regular and Frregular verbs
isten
to people talking; bout their weekend âalk to other people About your
weekend
)write a weblog about
'your
weekend

exercise 2 1 b      4 d
exercise
1
Il I had a lovely weekend.
The
children loved it.
My weekend was 0K but a bit boring. That was a bit boring too.
exercise
3
+ ed:
wanted, played, watched, stayed, washed
+ d:
loved, decided
exercise 5 .had, bought, went, saw, got, thought, did, met

exercise 6

Il had

5 stayed; watched

•2 wanted

6 thought

bought

7
  decided; washed

4 went; saw

8 met

exercise 1 yes
exercise
2
Wigt: Saturday evening: went to a
party at her sister's. Sunday morning: 1 went for a walk 2 met of her sister's
friends for lunch
Saturday: stayed at home. Sunday: 1 watched his son
playing football. 2 watched a film.
aercise 3 see tapescript p. 150
exercise
4
Federay•.
went to the cinema; the film was lovely.
an you remember was / were. had, did, decided, went,
bought, met, got
language
point not and a bit
One very
common feature of spoken English which is illustrated here is the use of a
negative (not) with a positive adjective (very interesting), and a bit with a
negative adjective (boring). Native speakers often use these combinations when
they want to express a fairly negative opinion of something:
What was it like?                      Not
very good / nice. A bit boring / slow.
culture
note weblogs
There are websites on the
Internet where ordinary people - they don't have to be famous - can write about
anything they like. This may be something quite obscure but is just as likely
to be a very mundane topic such as a typical day in their life or what they did
last weekend.
These websites print material in a wide range of languages Gust click on
the country you want to access), and if you would like to see what they are like,
in English or your own language, try this website: www.blogqers.com
Your elementary students will find the English entries too difficult for
their level, but some of the weblogs in English would make very interesting
reading material for higher level learners.
language
point learning to respond
Learners at this level, and higher levels too, need to be constantly
reminded that providing feedback as a listener is a fundamental part of
communication, and without it the speaker may be puzzled or even annoyed. The
basic problem seems to be that low-level learners are concentrating so hard on
trying to understand the incoming message that they sometimes forget responses
that they would make instinctively in their mother tongue. In English, yeah and
right are probably the two most common ways of doing this, and you should try
to get learners into the habit of using these basic responses, not forgetting
either the importance of maintaining eye contact as a listener.
ideas
plus class weblog
You could set up your own class weblog in different
ways: create your own Internet website where students can write weblogs: create
a document on a school computer which students can contribute to; bring in a
large class diary which students can write in.
Learners could write a weblog each week, or whenever
they want. Even those who don't write much will probably be keen to read what
others have written.

               help with pronunciation and listening              30—45
mins
pronunciation
sounds /o:/, /3:/, and ID/
•
Students have
already had several past tenses with the 13:1 sound, e.g. bought and saw, but
the contrast here with 13:1 is a common problem for some learners. The back Of
the tongue is more raised for the 13•./ sound and the lips are more rounded;
for the /g:/ sound, the lips are more neutral and relaxed.
•
When you have
checked exercise 1 and drilled the pronunciation round the class, put learners
into pairs. GO through the example for exercise 2 carefully, then let them work
together. Move round and monitor, then play recording 6.9 (exercise 3), so they
can check their answers and practise orally.  Exercise 4 provides further
consolidation.
exercise 1
exercise 2 1 August
exercise
4
/D/ Thursday what
first want shops coffee

listening
prediction (I)
•
Prediction is a
key skill in listening and often used in one's mother tongue. In a foreign
language though. some learners concentrate so hard on trying to understand the
individual words that they sometimes overlook this important skill.
•
Start by getting
learners to do a prediction exercise. See ideas plus on the right.
•
Explain the
situation in exercise 1 very clearly. If you have used ideas plus, you could
ask the learners for an example rather than showing them the one in the book.
They can then work in pairs and you can write their ideas on the board. Play
recording 6.10 (exercise 2). If the correct answer is one they have predicted,
they should get the answer easily because they will be expecting it. And this
is the key to prediction: the more students can predict successfully, the
easier listening becomes. The converse, however, is equally true: if students
find it difficult to predict successfully — this may happen for cultural
reasons — listening is more difficult.
•
Continue with
exercise 3. If exercise 1 was difficult, elicit another example before the
pair-work.
•
Exercise 4
introduces a new situation which is less predictable. In other words, students
may have to think of a wider range of possible problems in order to include the
correct answer in this case. When students do exercise 5, it would be
interesting to see whether their ability to predict the correct answer
contributed to their understanding of the recording.
•
The natural
English (exercise 6) box highlights high-frequency phrases used in tapescripts
6.10, 6.11 and 6.12. See if students can first complete the dialogue correctly,
then let them use the tapescripts to check their answers. Afterwards they can
practise with a partner. Monitor their pronunciation and make sure they say
/wAri/ and not /wori/.
exercise 2 His train was late.
exercise 3 There were no taxis.
exercise
5 There were lots of people in the shops; she didn't have her credit card.
exercise 6 see tapescripts p. 150
                                                                        six
review             45 mins

ideas plus prediction
Tc tune (earners in to the idea of prediction, divide the class in half
  and write these sentences on the board:
The restaurant last night was terrible.
Our holiday in Spain was fantastic (choose a different country if you
  work in Spain).
Tell the
  class that each sentence is the opening remark made to them by a friend. What
  do they think their friend is going to say next? Ask one half (in pairs) to
  write down ideas for the first sentence, white the other half do the same for
  the second. After several minutes, ask each half to shout out their ideas.
  Write them on the board. Do the other hatf agree? You should end up with two
  lists which contain some / all of these predictions (plus others):
Restaurant     Holiday food wasn't
  good      great weather service was slow      excellent hotel / villa
  possibly too expensive           good food too crowded / noisy /       not
  expensive full Of smoke            friendly people; lots to do not enough
  room            and see

grammar
past simple and past time phrases
Elicit a couple of examples for exercise 1, then monitor and
help While students are writing, and supply vocabulary if necessary. You Can
remind students where the irregular verb list on p.158 is in case they want to
refer to it.
Demonstrate what to do in exercise 2
by supplying a few sentence endings of your own and ask students to guess the
time phase; then put them in pairs. Student B can look at the time phrases in
exercise 1 if they need to.
vocabulary past time
phrases, verb + noun collocation
This exercise collects together a number of common errors. Let students
work alone or together. You could suggest at the end that they minute to check
their answers in the wordbooster on p.50, then go through the answers together.
vocabulary
past time phrases, verb + noun collocation
1 evening 3 last week 5 at 7 go shopping 2 a few days ago 4 in 6 do 8
went home natural English
• Once they have
finished exercises 1 and 2, students could practiSe the dialogues in pairs
until they can say them without looking.
grammar past simple verbs
Make it clear students have to choose any nine past tense
forms for their grid in exercise 1. Check they are filling them in correctly,
and if they make a mistake, refer them to the irregular verb list on p.158 to
correct themselves.
When students are ready, explain how
to play the game. Demonstrate on the board with an example (write up a few past
tenses, then call out the infinitive form of one of the verbs, and cross out
the past tense form, or ask a student to). Tell them to shout 'BINGO' when they
have crossed out nine. Read out the infinitive forms in random order until
someone calls 'BINGO', then ask them to read their past tenses aloud to
test yourself!                         check.
• Arrange small groups of four or five for exercise 4,
nominate a bingo test your vocabulary caller and tell students to draw up a new
grid to complete. castle, palace, cathedral, market, church, bridge,
museum r2 last night, a week ago, in 2000, yesterday evening possible
answers: go out with friends, play cards, wash the car, go shopping, stay at
home, go for a walk
!gap-fill
    we               2 both               3
went              4 ago
error
correction
1
1 did a lot of
homework last night.
2
We decided to
stay at home yesterday.
3
Were you late for
school this morning? 04 She bought the car in 2004.

in unit sevenreading
biographies   75—90 mins
vocabulary life story
You could begin by pre-teaching was born. Tell the class where / when you
were born, e.g. Iwas born in a town near Milan; I was born in 1980. Highlight
the form and the pronunciation Iwaz/. Students can then make sentences about
themselves. If you think anyonc would be sensitive about saying when they were
born, don't ask them. Then go on to exercise 1. using the pictures to help with
the meaning of some of the phrases in the box. There are a few new verbs here,
but students will be able to complete most sentences by a process Of
elimination, as they are in a predictable chronological order. See ideas plus
on the right.
Use the recording in exercise 2, or supply the answers yourself. In any
case, give students an oral model, drill the past forms, then get them to
practise in pairs. A test your partner activity would be suitable here: student
A says a sentence beginning and student B (whose book is shut) completes it.
Monitor and correct common errors, e.g.
and the pronunciation of grew(up) lgru:/, became lbl'kelm/, and wvrked
/wa:kt/.
    test yourself!   • Exercise 3 focuses on the infinitive
forms of the verbs in exercise 1. As part of
p.73                                                                                learner
training, you could ask students to write the infinitives and past forms in a
list in a section set aside for this (sce unit 6 p.62). Remind them about the
irregular verb list on p.158.

wordlist p. 136
grammar
past simple negatives
•     Students focus on The negative form of
the past simple in exercise 1, in a dialogue which relates back to the
vocabulary in the previous section. If you think your students need more
support, ask them to look at the sequence on
p.55 and tick the verbs they hear, i.e. be born, grow up, leave school. go
to university. Then play the recording again for students to complete the gaps.
They haven't come across didn't before, but they should be able to pick it up
as it is repeated several times. Monitor to see how they are coping, then
replay the recording as necessary before they compare and check in exercise 2.
Go over the answers at the end, and write didn't leave and didn't go on the
board. Highlight didn't + verb, NOT •—pas4--4Æ-p4-e. See language point
on the right.
•     The forms are consolidated in exercise
3; go over the answers quickly. Use the board so that students can check their
spelling.
•     Exercise 4 is a past simple negative
drill done in pairs, which practises listening and transformations. The aim is
to help automaticity. Demonstrate the first example with a student in front of
thc class, then organize pairs facing each other, and make it clear they
mustn't look at each other's books: they have to listen and transform the
Sentences.
•     Give students time to think about
their answers to exercise 5. Point out they will need to use positive and
negative forms, and demonstrate by talking about your own life. fry to include
examples with more information to extend the speaking. Students will be
focusing on past tense questions later in the lesson, so don't get them to ask
each other qucstions at this point.
all in the ast

exercise
1

2 in a small village

6 in a school in Scotland

3 school
  at 18

to an engineer

4 to university

8 a baby

5 a teacher exercise 3 grow / grew up; leave / left; go
/ went; become / became; work / worked; get / got; have / had
ideas
plus processes
Learning
words and phrases in sets of sequences or processes is useful in a number of
ways. A logical sequence (such as a life story) can make it easier for students
to understand new items, as the chronological order helps with meaning.
Secondly, it is much easier to memorize a coherent and recognizable sequence
than a random list of items: learners can relate it to their lives, and they
have a ready-made written record. Thirdly, it is useful for testing and
practising (for example, you can provide the phrases jumbled for students to
put in order). Each learner can then rehearse a sequence of phrases, which
provides volume of practice.
As they progress, there are many sequences and processes that
students can learn like this. In unit 4, students learnt a sequence of daily
routines. They can also learn vocabulary in processes such as buying clothes,
making a drink or a dish, making a phone call, writing a letter, getting ready
to go out, etc.

exercise 1 •see tapescript p. 150 exercise 3
You
didn't want it; He didn't get the job; She didn't buy the book; We didn't go
there yesterday; They didn't do it.
exercise
4

•1 1
  didn't see her yesterday.

5

He didn't work on Sunday.

2 She didn't become a doctor.

6

They didn't go to school.

3 We didn't leave early.

She didn't have chicken for dinner.

4 They didn't buy a new car.

8

They
  didn't get married.

1 1 didn't get to work late.

5

She didn't do her homework.

We didn't have lunch in the park.

6

She didn't grow up in Paris.

They didn't want to go.

He didn't go
  to the cinema last night.

4 He didn't meet me at the station.

8

I didn't clean the flat yesterday.

language
point did / didn't
The past simple negative form is quite straightforward: didn't
+ verb. There are no irregular forms or -d / —ed endings to worry about or
pronunciation issues, and the forms are the same for all persons. However, some
learners tend to simplify the forms,    / and the auxiliary verb do (does /
did) simply doesn't spring to mind. For this reason, you may need to highlight
and practise question forms extensively.
Did is
clearly a past time marker in questions (Oid you see her yesterday?) and
negatives (We didn't do it), but it is only used in the positive form for
emphasis, e.g. I'm sure I did turn that light off. Steven Pinker in 'The
Language Instinct' (Penguin 1994) suggests that 'the past tense ending -ed may
have evolved from the verb do: He hammered was originally something tike He
hammer did.' This may not help elementary learners, but it is interesting for
teachers to know.

                                           read
on
•
Exercise
1 aims to activate students' knowledge of the topic to help prediction and
motivation. Most will have heard of Harry Potter, but may know little about the
author. See ideas plus on the right.  The
task in exercise 2 encourages learners to read for gist understanding. You
could set a time limit, e.g. a minute and a half, then let students compare
answers.
•
Exercise 3 further checks understanding of the text.
In feedback, ask students to give reasons for their answers, e.g. I was born in
1965 — this is true: the text says J K Rowling was born near Bristol in 1965.  Throughout
the lesson reading skills and language work are integrated: exercises 1, 2, and
3 are skillsfocused, while exercises 4, 5, and 6 are language-focuscd but rely
on the context of the article. Focus on the examples in the natural English box
(exercise 5). Write them on the board, and then check understanding, e.g. you
could also ask students to plot the sentences on a timeline. Focus on
afterthgl: show with arrows on the board that that refers back to went
shopping. Point out the punctuation: two sentences are linked with a full stop
and capital letter for the link work / phrase, but two are linked by comma +
and. Practisc the sentences in the natural English box orally.
•
When
you have checked the answers to exercise 6, students can practise in pairs: A
says a sentence, e.g.
I
sold my computer, and then I bought a laptop; B uses a different linker, e.g. I
sold my computer. After that, I grammar past simple questions

Go
over the answers to exercise 1, and highlight the form: did + verb, not did

Students
could do exercise 2 together. Monitor and see if they have understood the was I
were and did.

Students
won't be able to answer all the questions in exercise 3, but they will find out
the rest of the answers in exercises 4 and 5 in an information gap reading
activity in pairs. At this point, however, they can only tell you the answers
to questions 2, 5, 6, 9, and 12.

For exercise 4 make sure students don't look at their
partner's text. When they have finished they need to check which questions they
can now answer. Go over the answers together.
speaking
it's your turn!

This
gives learners the opportunity to use the simple past in a personalized way.
For exercise 1, students could ask you the questions, and you can check
accuracy, especially in the follow-up questions, e.g. Did you go on holiday?
Expand on your answers to provide a model for the students to follow. At the
end, give pairs a minute to think of questions to ask you. For variety, do
exercise 2 as a mingling activity. Monitor and make notes on good language use,
and give feedback using the board. Listen for any interesting experiences that
students could tell the class. See ideas plus on the right.
          wordbooster                30—45 mins
appearance
•
Some
elementary students will know some items in exercise 1, but they may make
errors with the verb form have got. For others, there may be a lot of new
language. They can work in pairs, but demonstrate first with some cxarnples.
See ideas plus on the right.
•
In
exercise 2, focus on word stress in the longer words and the silent r in dark,
hair, short, and beard.
•
In
exercise 3, students will already know very, but quite is likely to be new.
After checking understanding through the pictures, focus on the pronunciation
of quite Ikwatt/.
•
In
exercise 4, make it clear that they mustn't write the students' names. Monitor,
correct, and help with vocabulary. You could pin the texts on the wall and let
students read them and identify the descriptions.
character
•
Students
will need some of the vocabulary in exercise 1 in the next lesson (describing
teachers). Go over the answers together, and drill the pronunciation of the
items. For more work on vocabulary connected with character and appearance, see
workbook, expand your vocabulary p.38.
•
Exercises
2 and 3 provide an opportunity for learners to give their opinions. Do one
example together. and encourage them to think of examples or reasons for their
opinions. See ideas plus on the right.
                                                                                1                                                                  e                                                                           s

ideas
  plus biographies
The Internet is a great
  source for biographies of famous people and useful reading material for your
  learners. Now that they have some basic vocabulary describing stages in
  people's lives, and studied the past simple, they may be able to follow some
  simple biographies of people who interest them. (If they know some of the
  facts already, it will encourage them to read and make the task easier.) Go
  to www.biography.com. where there are 25,000 biographies of people
  from many different countries.

exercise
2 Three: she worked for Amnesty
International; she taught English, and French.
exercise 3
1
yes  3
yes (some students may not be sure)          5 yes
2
no  6
yes    8 yes
exercise
4 was;
wrote; grew up; left; went; had; met; got married; came back; did; became;
sold; made
exercise 5
She went to Exeter University. After
that, she moved to London. She also did a teaching
course and then became a French teacher. exercise 6 possible answers
Ifinished my homework; and then /
after that, I went fór a walk.
I worked in Poland for a year, and
then / after that, I went to Korea.
We got married six months ago, and
then / after that, we bought a flat.
We
played computer games, and then / after that, we went out for a drink.
exercise 1                                                                                exercise
4
Did
she go to university? Yes, she did. Where did she get married?         Student
A can answer these questions:
She got married in Portugal. 3 French
8 She knew a family called Potter Wasshe a teacher? Yes, she-was. Were they
happy? No, they weren't. 10 Yes — to a doctor called Neil exercise 2        Student
B can answer these questions: 1 is 4 did 7 did 10 Did 1 Joanne 4 two years
2 Did 5 Was 8 did 11 Did / Does 7
because her sister lived there did 6 did 9 did 12 does 11 Yes - a boy called
David, and a girl called MacKenzie.

ideas
  plus writing
Students could write a
  short personal biography for homework using the vocabulary on p.55. To begin
  with, suggest a structure which they can use to talk to a partner: when /
  where they were born, where they grew up and went to school, when they left
  school, etc. If your students are still at secondary school, you might ask
  them to include information about their family, which different schools they
  went to; where they travelled to and when, etc.

can you remember
They
didn't want to see me. Did they want to see me?
Why did they want to see me?
Did
she get married last year? When did she get married? She didn't get married
last year.
Where did he have dinner? He didn't
have dinner at ndds. Did he have dinner at Nando's?

ideas
    plus class descriptions
Instead of the
    texts in exercise 1, you could write similar descriptions about students in
    your class, using the vocabulary in the section (but not including fat to
    avoid offence). Underline the key vocabulary, and make copies for the
    students. They can use dictionaries if necessary. Then use the table in
    exercise 1. If you do this activity, you will need to adapt exercises 4 and
    5, or it will be too repetitive. For freer practice, students in pairs
    could write about two people in the class, saying what they have / don't
    have in common, e.g. X and Y have got quite long hair, but X has got dark
    hair and Y has got blonde hair. They're both attractive. They can then swap
    their descriptions with another pair to read and identify.

ideas plus student
    questionnaire
Ask students in their groups to make up questions
    of their own on similar lines to exercise 2. You could suggest some
    prompts, e.g. models, artists, actors, or whatever is relevant to your
    teaching context. They can look up different professions in dictionaries
    and even different adjectives (but they might have to explain these). Each
    group should write out three or four questions, talk about their own
    answers, then give them to another group to discuss. Do they agree?

listening
'talk tð Jphotos you possess ifocus on
object {pronouns 'describe other people using natural English phrases
Âisten people talkin about a teacher from itheir past
(talk to other people (about one of your
old iteachers
how to . . . talk about people you know 60-75 mins
lead-in
•      If
you can bring in either a photo album with pictures of family and I or friends,
or better still photosof you as a baby / child (students will love this), this
would be a stimulating way to introduce the student discussion, as well as
providing motivating listening practice.
grammar object pronouns
•      There
are certain predictable problems with Object pronouns. See language point on
the right.
•      Let
students look at the photos before exercise 1. If they need extra support, let
them listen once to see who the people are, then again to complete the
sentences. Check the answers and make sure that students can hear exactly how
the different pronouns are pronounced.
When you go over the answers to exercise 2, you could
write several complete sentences on the board to put subject and object
pronouns clearly in context. For example:
              He
told me yesterday       She met them at the station.        We found it
in the park.
•

As some of these pronouns can be quite difficult to
hear, exercise 3 provides further listening practice. Afterwards, go through
the example clearly in exercise 4, and if necessary, do the first one together before
students complete it themselves. Check the answers before they do exercise 5 in
pairs. You can use the language reference and practice exercises now or later.
•      The
natural English box introduces: What's he / she like? to enquire about
character and I or appearance. We use What does he / she look like? to ask
about someone's appearance. At this stage the latter question is best avoided,
as students may get confused.
•      In
the further practice (exercise 7), listen to the pairs and help with any
specific vocabulary needs.
listen to this
•
The
photos show four subjects being taught, but you can teach more. See ideas plus
on the right.
•
Elicit
the answers to exercise 1. Exercise 2 invites them to predict the opening to
the listening — following on from the focus on prediction in the previous unit
— and in this case there is a fairly predictable discourse structure that
learners should recognize, i.e. starting with the teacher's name and the
subject. If these two are not predicted, it may indicate a difference in the
discourse structure between English and their Ll. which could make prediction
quite difficult. If so, you will need to give more support to your students in
pre-listening activities. Play recording 7.7 for students to see if their
predictions are confirmed.
•
Give
students time to read through the sentences in exercise 4 then play the
recording. Play it again if necessary and check the answers before Glen's
story. Finally move on to the listening challenge (exercise 5). By this stage
students will be familiar with the interview format.
•
The
language in the natural EngHsh box has appeared several times in the previous
two tapescripts, so students shouldn't find the task difficult. You can
highlight the fact that the 't' in last is not pronounced, and they will sound
more natural if they do the same. They can search for more examples in 7.7 and
7.8 (exercise 6) to consolidate their understanding,
before practising the language in exercise 7.
speaking it's your turn!
•
If
your students all know each other well, see troubleshooting on the right.
•
The
students shouldn't need too much time or help with exercise 1 as the previous
listening gave them several clear models. Move round and help learners while
they prepare.
•
When
students mingle for exercise 2, they should use the first question to start the
interview, and then select from the others if their partner doesn't give them
the relevant information. You could interview a strong student yourself to
provide them with a model.
•
While
they are talking, make notes, and at the end bring the class together for
feedback on their findings,
e.g. Which character adjectives were used a lot to
talk about teachers? Were there any funny stories to share? Finish with
language feedback, balancing correction with examples of good language use.

exercise 2

T/ me you
  / you he / him exercise.3

she / her

they / them

1 it                  3 us

5 me

7 you

2 him 4 them exercise 4

6 her

1 it                  3 him

5 it us

7 it

       them              4
  them

6 her

8 them

'exercise 1 see tapescript p. 151
exercise 6 see tapescript p.151
exercise 1 '1 geography 2 music
language
point object pronouns
These are some of the problems your learners may have:
•
In some languages object pronouns are not used, resulting in this
common error:
A
Is the food OK?
B
Yes, I like.
(like it)
— Subject and object pronouns may be the
same in the students' mother tongue, or they are simply confused:
     1 saw they.
        I don't like she.
-
There may be differences in word order, with the object pronoun
coming before the verb in the students' mother tongue:
She me asked.
-
Finally, there is
the difficulty of hearing certain object pronouns at the end of sentences,
especially when the 'h' is omitted from him 11m/, her /3:/, or with the weak
form of them /öam/. Exercise 3 highlights this problem and provides
additional listening practice.

ideas plus extra vocabulary
drama                      4
maths                                                        Opportunities
sometimes arise to teach additional

exercise 2

vocabulary; this may be the right
  moment

The teachefS name and the subject he taught.

further school or university subjects as students may

exercise 4

need some of them in speaking it's
  your turn! later.

Lynnds
  teacher:

Taking your cue from the photos in
  the

'1
  geography                                  3 sìrict

g

didn:t tike her

book, bring more pictures or
  diagrams to class which

2 wasn't attractive             4
  threeyears

illustrate other subjects, e.g. a photo of a battle

•Glen's teacher:

(history), a photo of different
  composers (music), someone painting (art), a graph showing inflation or

-3
  funny
-4
  four or five

5

liked her (very much)

interest rates (economics), sentences in a foreign
  language (e.g. German), and so on. Make

exercise 5

photocopies, then see if pairs or
  groups of students

Juliets teacher: (accept any of
  these, but students Will probably not get all ofthem)

can identify the subjects. Many are similar in

she talks about her English teacher,
  Grace Benn; she was serious, clever, interesting;

different languages, so the main focus may, in fact,

•Juliet was scared of her because
  she was strict. She Was her teacher for two years.

be pronunciation.

to teach

She last saw her 25 years ago. exercise 6
tapescript p.151
an you remember ...7 works near me / you / him / her
/ it / us / them
troubleshooting
adapting material
If your students are
likely to choose teachers who may be your colleagues, both you and they might
find this a rather sensitive subject to discuss. Equally, if the students are
the same age and know each other well, they might choose teachers who everyone knows
- in this case the activity won't be as successful.
If either of these situations apply in your teaching context, you could
extend the the idea of a 'teacher' to include anyone who has given some form of
tuition or training in the past, e.g. a football coach, a scout leader, etc. If
learners think more laterally, they should be able to choose someone who is
neither your colleague nor someone that the other students will all know.

extended
  speaking people from your past          45—60 mins

ideas
nswer questions about Id friends
nterview a partner bout their friend your
partnds storya
@rite your own story
It is important at the beginning of
this activity to let learners read the boxes at the top of the page which tell
them what they are going to do in the lesson, or tell them yourself. This will
enable them to get the whole picture. You should also give them time to look
back at the can you remember boxes which appear in the unit.
collect
ideas
• This first section provides learners
with a framework which will help them when they come to do the extended
speaking activity. Exercise 1 is an opportunity to recycle language from the
wordbooster, while exercises 2 and 3 test students on a text which gives them a
model for the activity. After checking the answer to exercise 2, see if
students can explain thc meaning of go out with sb be boyfriend and girlfriend)
and heartbroken very sad). Both items are guessable from the context and not
difficult for learners to paraphrase. While the pairs work on exercise 3, move
round and monitor.

prepare an interview
• As the interview
is designed to practise the past simple (among other things), make sure the
students choose someone they don't see now (exercise 4). When they have chosen
someone, their partner can start working on relevant questions to ask them.
Allow plenty of time for exercise 5 and move round to check that everyone has a
wide range of questions to ask. Most will use the prompts to form questions,
but do encourage learners to think up other questions as well.

interview
• When everyone is
ready, the pairs can interview each other (exercise 6). There may be quite a
lot to remember for exercise 7, so you could let learners scribble down a few
key facts (but not complete sentences). When they have finished, they can move
on to exercise 7; they should obviously correct any information that their
partner gets wrong, or add any important information they have omitted /
forgotten. Monitor throughout these stages, and again in exercise 8, making
notes for feedback later (language and content).

tell a story
• When you are satisfied everyone is
very familiar with their partner's story, move on to exercise 8. Bring the
activity to a close while it still has momentum, i.e. don't let one pair carry
on if everyone else has finished, and finish with some class feedback on both
content and language use. The content might involve you asking students for
more information about particular people, while the language feedback should
include important error correction as well as positive language use. It is
important for learners to go away feeling encouraged by their efforts and the
fact that (given their level) they have sustained a conversation.

writing
 Students
could do the writing (exercise 9) in class or at home (probably depending on
available time) but it would be nice to put the stories on the classroom wall
or noticeboard for others to read. You could also ask them to guess who wrote
each story, and who they were describing (i.e. the student in class whose
friend it was).

seven review                                                45
mins
vocabulary appearance

•
Exercise Ion p.62
provides learners with a model for the activity they do afterwards. Go through
the example dialogue with the class. By now, students should havethe idea Of
pictures which are similar but not identical.
•
Put the pairs
together for exercise 2 and direct each to their set of pictures. Make sure
they dorýt look at, and can't see, each other's, then explain they have
to describe their pictures to each other in order to find the differences (as
in the example in exercise 1). The pictures are
-numbered, and it is important that each person specifies the number of
the picture when they Start the description. At the end, elicit the answers and
correctany errors.
exercise 2
1
As man is young,
B's is older.
2    Xs woman has got long hair, B's has
got short hair.
3
A's girl is thin,
B's is a bit fat.
4
A's man has got a
beard, B's hasn't.
5    Rs woman is young with blonde hair,
B's woman is older with white hair. 6 Rs man has got a moustache, B's hasn't.
vocabulary life story
• Ekercise 1 may take Students quite a lot of time and some will certainly
need help Organizing their ideas. If some finish before others, you could pair
them up to proofread each other's work and correct any mistakes.
•When the Whole Class is ready, move on to exercise 2.
natural English
•Students
Could do exercise individually, then check with a partner before going on to
exercise 2.
test yourself!
your vocabulary short, attractive, beard, blonde, thin, beautiful
serious, interesting, lazy, nice, clever
-was;
grew; got; had
11
brrect
the errors
When did she become a teacher? doesn't
like her.

He
I

didn't
go out last night.
When did
you tast see him?

eight

in unit eight . . .
reading

reading I
got lost!                                  75-90 mins

I got lost!
p. 74
wordbooster
prepositions of place come and go;-bring and take
p.76
listening how to . get around a building 78
tvronunciationvan
listening: pronunciation sounds: ,/d/, /tJ/ -and /d3,Q listening: prediction
test yourself!
p.81
wordlist
p.137
tyou
getlost cus oóùð&btilary ng around 'sk forañd ji
directions in the stree using natural Ergfish phrases read two Qoties 'people
Who got tost
any
{interviev
o tuden&s
lead-in
•    You could start the lesson with your
own anecdote about getting lost. This will be motivating for the students and
provide excellent listening practice.
•    You may have to teach the phrase get
lost. See troubleshooting on the right.
•    You can then ask students when and
where this happens to them and carry on with exercise 1. Come back to any
interesting or amusing stories.
•    You could use exercise 2 now or later
for useful recycling.
vocabulary
getting around
Although learners may be familiar with some of these verbs, the list in
Why do people get lost? includes a number of phrases which may not transfer
easily into the learners' mother tongue. See language point on the right.
•
You could do
exercises 1 and 2 at the same time, as the pictures illustrate and reinforce
the meanings of the sentences, and should help learners. Check the answers, and
drill the pronunciation.
•
Exercise 3 is a
chance to personalize the sentences. Go through one or two examples with the
class, then put students in pairs or small groups.
The
natural English box continues the theme and highlights common phrases for
asking for directions. The main focus is this use of way, but also the
important phrase excuse me (to attract someone's attention) and the use 01
wrong referred to earlier. The task in exercise 4 forces students to listen
carefully, and at the end you can explain that the words in brackets are
optional in all these sentences — students need to be aware of this. Replay the
recording and practise the pronunciation (exercise 5).
For exercise 6, you could brainstorm five places near the school as a
class on the board, then put learners into pairs for the practice activity.
Move round and monitor, and notice if any of the students are able to
reformulate the sentences in different ways which are also correct. For
example: Can 1get to the post Office this way?
read
on
•     Exercise 1 is for students to gain a
general understanding. Let the class read and familiarize themselves with the
questions first. then set a time limit for reading the text, e.g. two minutes.
to force them to read quickly for gist and not read word for word using a
dictionary (extend it if they are struggling). Check the answers before
students read the article again and complete exercise 2. You may be interested
to know that, despite sounding highly implausible, both stories are actually
true. Does anyone in the class know of similar stories?
All the words in the glossary for this text are
extremely useful. You could give learners time to look at the items again (and
any others in the stories) and ask you any questions. The next section focuses
on grammar, but some of the practice makes further use of these stories.

exercise
She got lost in Beijing. She
  couldn't read the streeÿ signs in Chinese.

troubleshooting teaching through a
  situation
You could
  use translation with a monolingual group: alternatively, you may have to
  build up a situation, e.g. draw a simple street map on the board, show the
  place where you wanted to be, then explain: you went along a street, you
  didn't know the street, there was no name, and soon you (look around confused
  and bewildered) got lost. Repeat the phrase, write it on the board, ask
  students for the tense of got and what the infinitive of the verb is. You can
  then check their understanding by asking them what a person can do in this
  situation ('ask someone in the street' is the most likely answer).

exercise 1
They ask fordirections but don't understand themï they forget-to
  take a map; they get on the wrong train; they get off at the wrong station;
  people give then the wrong directions; they fotget the way; it's dark and
  they can't Seethe road. signs
-exercise 2 they get on the wrong train
02 they forget the way
3 they get off at the
  wrong statiory they forget to take a map
- they ask for directions but they
  doh't understand them
6 people give them the wrong directions iYs dark and they can't seethe
  road signs fhey•don't ask for directions exercise 4 see tapescript p. 151

language
  point wrong
This is a very
  high-frequency word in English and comes up in the natural English box in exercise
  4. As an adjective, it has a number of different meanings:
— in the context here, it means 'not
  the one I wanted or intended', e.g. I got on the wrong train; I went the
  wrong woy (opposite right). In some other languages this meaning is expressed
  in a completely different way or with a different adjective.
- another closely related meaning is
  'not correct', e.g. That's the wrong answer. (opposite = fight).
— it can also mean 'a problem', e.g.
  There's something wrong with (the phone). With this meaning, the opposite is
  not right. (The opposite is: There's nothing wrong with the phone.)
You don't need to go into this detail
  with your learners now, but it is useful to be aware of the potential
  problems they may have with this word.

exercise 1 a and c 2 b and c exercise 2
Dover
France (Calais) place near
  Switzerland on the border Luxembourg'
15
  Belgium
16
  Netherlands (Rotterdam)
Germany (Bonn)

75

                  •n in   our wa

                    grammar how much / many?
•     Exercise
1 revises countable and uncountable nouns, which is the basis to understanding
the difference between (how) much and (how) many. See language point on the
right.
•     Students
should complete the table quite easily through a process of deduction, and the
table also highlights the fact that none, quite a lot, and a lot can be used
equally with countable or uncountable nouns.
•     First
nominate A / B pairs, then put As and Bs together to work on exercise 3. Make
sure everyone has the right answers before moving on. Move round and monitor
the pairs while they are doing exercise 4, and refer them back to the text if
you notice any incorrect answers. Finally, establish A / B pairs and let them
ask each other their questions (exercise 5).
•     Speaking
it's your turn! provides freer personalized practice of how much and how many.
If you feel your students are ready for this, set the language reference and
practice exercises for homework.
speaking it's your
turn!
•     While
practising the grammar from the previous section, this is a much freer activity
to end the lesson. Some students may keep to the verbs provided in exercise 1,
but encourage pairs to think up their own examples and give them the support to
do this. When the pairs have written at least five questions, they can
interview other students (exercise 2). Let them interview more people if it is
going well. Finally, send them back to their original partner to discuss their
findings (exercise 3).

—
wordbooster                               30—45 mins
prepositions
of place

The
position on the map guides learners to the meaning of the different
prepositions for exercise 1, although we would expect them to know some of them
already. If you are familiar with your learners' Ll, you will be aware which
concepts are likely to cause most difficulty, but a common problem is in and on
because they are used in a similar way. See language point on the right.

Praclise
the pronunciation of the sentences round the class, then divide the students
into pairs for test your partner. Students wili get freer practice of these
prepositions in the next lesson.
come and go; bring and take
•
These
verbs are together as they share the same conceptual problems. See language
point on the right. Students could do exercise 1 in pairs. When you check the
answers, clarify the basic concept for your students, i.e. come / bring express
a movement towards the speaker; go I take express movements to other places
(often away from the speaker). Use gestures to reinforce the concept.
•
In
exercise 2, A I B pairs have to listen to a recording and follow instructions
(involving the use of all the target verbs). If any of the pairs make a mistake.
stop the recording and go back to the beginning. Do this until all the pairs
can carry out the instructions accurately.
•
Exercise
3 is a concept check. Students complete the tapescript they have just listened
to.

none

not many

quite a lot

a lot

none
  exercise 3

not much

quite a lot

a lot

1 How many?

4

How many?

2 How many?

S

How many?

3 How much?

6

How much?

1
  How many?

4

How much?

How
  much?

5

How many?

-j How much?

6

How much?

exercise 2                                                                              language
point expressing quantity
We normally use much and many in negatives and
questions: much is used with uncountable nouns and many is used with plural
nouns:
I haven't got much
money. Do you know many Spanish people?
In
affirmative sentences we normally use a lot (of), which can be modified by
quite:
We've got (quite) a lot of bread.
                                                                                (NOT
 There were many people is possible but very formal.)
In
replies to questions beginning how much or how many, we often use a lot, quite
a lot, not much, and not many. We can use these phrases without a noun if the
meaning is clear.
Not much / many is similar to a little / a few, but often more negative:
How many are there? Not many. less than I hoped or expected) A few. better than
nothing)
To emphasize a negative without a
noun we use none:
How much food is there? None.
How many students come to the lesson?
None.

1 not many

quite a lot

5 a lot

2 none
Studgnt_g

4 quite a lot/ a lot

6 none

1 a lot

3 none

5 not

exercise 4

      not much- 4 not much                       none
'tan you remember get off at the wrong station get on the
wrong train    Which way is the station? 'ask for directions       How much
money have you got?

Gercise
1
The
hotel's next to thé bank.
'The
bank's opposite the cinema.
The cinema's between the shop and the café. rhe car
park's behind the hotel. The hotel's near the church.
language
point in and on
Both describe the position of
something, but we normally use in meaning 'within' a room, building, area,
city, etc., and on to refer to the 'surface' Of a room, area, etc.

The
statue's in_front of the park.
•The
laws in the park.
The boaes on the lake. 'The parks at the end of the road.
eercise
1 come           2 go     3 bring 4 Cake
•exercise 3 tapescript p. 151

It's in
  the kitchen.

but

It's on the kitchen floor.

We sat in the field.

but

We sat on the grass.

We went in the river. (swimming)

but

We
  went on the river. (in a boat)

Some examples illustrate how closely the concepts overlap. We would
probably prefer we got on the train, but we could also say, we got in the
train.
language
point come / go and bring / take
Students
may find these verbs difficult for several reasons:
-
their own
language may use a single verb to express bring        take.
— the conceptual difference Of movement
towards or away from the speaker can be more complex than that. Come or bring
can describe a movement towards a place where the speaker will be in the future
(but isn't there now). For example:
Can you come and pick me up at home ot six? (i.e. that is where I will be
then.) - bring and take are transitive, e.g. Bring it to me (not
8-àR¶-te-me).
-
all four verbs
have a range of meanings in English which do not always transfer to the
learners' LI using the same verbs.

      listening how to . . . get
  around a building               60-75 mins

talk
about the ssroom
iask for
directions usi
(natural
Erghsh phrases
glisten
to people asking for and-giving •rections m vocabulary for irections, and ask
fot nd give directions und the school
-directions for'S dents to follow
grammar there is / are
•
Can you remember         revises
the prepositions from the wordbooster on p.66, and these will be useful
throughout the lesson. Do the activity as suggested, or try the following:
write the prepositions from the wordbooster on the board, and ask pairs to draw
simple diagrams to illustrate the meaning of any five of them. Do one yourself
to demonstrate. Pairs then swap their diagrams with another pair to work out
which prepositions are being illustrated.
For exercise 1, let students ask you for vocabulary they need, or
pre-teach I check a few items relevant to your classroom, e.g. map, board,
clock, bin, etc. Bring the class together after pairwork, elicit and correct
the sentences.
Make sure students don't look up when they do exercise
2, as it's a memory game. Check the answers. The sentences in exercise 2
include singular, plural, positive, and negative examples of there is I are, so
students can make deductions when they do exercise 3. Do the table together
using the board if you think they need extra support. Remind them about some I
any with negative and question forms.
•
Exercise 4
provides controlled practice of the sentences in the table; you can drill these
yourself without the recording if you prefer, but highlight and practise the
linking and weak forms in the examples. Students practise question forms in
exercise 5. Monitor and correct as they write. Get two students to read out
questions for the class to answer before pairwork. See ideas plus on the right.
listen
to this
•

Exercise 1 tunes learners in to
the topic of the listening activity, which is asking directions around a
school. This stage will also help with vocabulary: stairs, lift, photocopier,
first / secondfloor. You can do this exercise either as freer practice, simply
encouraging students to talk about what they can see, or in a more controlled
way: work as a class and elicit sentences beginning There is(n't) / are(n't) or
We've got / haven got .
•   The language in the natural English
box in exercise 2 forms part of the listening material which follows. Point out
the use of Excuse me to attract attention (NOT Excuse me,
s-i¥44#444+Æ), and bear in mind that library a place where you can
read books and study) is a false friend in a number of languages
(librería = bookshop in Spanish). provide plenty of practice of these
directions. You could write prompts on the board, e.g. toilet, bookshop, or
other vocabulary you may have taught if you used ideas plus.
•   The students listen for gist in
exercise 3. Stop and check each conversation. Then go on to exercise 4.
•   The short text in exercise 5 will make
the recording more accessible for learners. so let. them read and absorb the
information before listening.
•   The natural English box in exercise 6
focuses on well. a high-frequency item in spoken English. Here. they notice it
so that they will recognize it in natural conversation. If you are near the end
of a teaching period, you could stop at this point and come back to the
directions vocabulary in the next lesson.
vocabulary
directions
•
This section
provides language input On directions around a building. Once you have checked
the answers to exercise 1, model the phrases orally for students to repeat,
exaggerating the stressed words I syllables. Students can then do a mumble
drill (i.e. say the phrases quietly to themselves while you listen and
correct). See language point on the right.
•
The practice in
exercise 2 revises the earlier natural English box, vocabulary for directions,
and there is I are. Elicit and drill a couple of dialogues with the class
before pair work. Monitor and give feedback while the students are working
together. You can also encourage students to give directions in their building,
but you will need to think about it in advance.
writing
• This
is a writing game. You could write your own example on the board. similar to
the one in exercise 1, but adapting it to the building you are in; see if
students can work out where they are. Help them with new vocabulary as they
work individually (or in pairs). At the end, collect in the writing,
redistribute the sheets, and then (in exercise 2) students can work in pairs to
decide where they are, noting down the answers. They pass the directions to the
next pair and read a new one. See ideas plus on the right.

O

ideas plus extra practice
For further practice of
  there is / ore, use the language reference and practice exercises. Here are
  two more suggestions:
1
  change the topic: students could prepare questions to ask a new
  partner about their home, e.g. Is there a phone in your bathroom? Are there
  any chairs in your bedroom? For this, they will probably need to ask you for
  new words or use dictionaries. They then find a new partner and ask the
  questions.
2
  grammar
  brainstorm: you coutd ask students to brainstorm sentences using there is /
  are on different topics, e.g. What is/ isn't there in the school building?
  What is/ isn't there in the street outside? For more information, go to how
  to use the board p.146, try it out grammar brainstorm.

ün you remember behind; On; in; next
to; in front of; between; near; at
(the end)
exercise 1 and exercise 2
This will depend on the clasSroom.
exercises 3 and 4 see tapescript p. 152
exercise 2 see tapescript p.151
exercise 3
1 No,
becausè the coffee bar doesn't have hot food.
-2 Yes,
because the receptionist makes.the copies for him.
exercise 4

1 true conver<ation 2

2 true

3 false

false

false

6 true

exercise 5
The woman wants the lift because she
has to take some books to the library. The ureceptionist gives her directions —
go-upstairs to the second floor, along the •corridor, turn left and the library
is the second door on the right. She thanks the Jreceptionist.

language point typical errors
Here are some typical problems for
  students with the phrases in exercise 1:
— turn left /
  right: the pronunciation of turn /t3:n/ often causes problems; many learners         Say
  turn               /
— it's on your left / right: clarify
  the difference between movement (turn left) and location (on your left); some
  learners also say it's on your left side.
— go upstairs / downstairs: in some
  languages, these phrases are translated by two separate verbs, e.g. French
  monter (go upstairs) and descendre (go downstairs). Notice also the
  pronunciation /steaz/ and word stress: go

Uercise 1
1   go upstairs            6 it's at the
end of the
2   turn
left      corridor
'3 go along thetorridor        7 Dies
the second door
4
do downstairs          on your right
5
turn right 8 it's
the first door on your left

ideas plus following instructions
You could
  turn this writing game into a further activity. Once students have written
  their directions, they find a new partner. Student A gives the piece of paper
  with his / her directions to B. A leaves the room and goes to the
  destination. B then reads the directions and has to leave the room and end up
  at the same place as A. They then return to the class, B leaves the room, and
  the activity is repeated.

you remember right,' along; on; floor
help
with pronunciation and listening
pronunciation sounds /J/, /tj/, and /d3/
•
The
sounds IIl, ltJ/, and Id3/ are often confused. See language point on the right.
•      Use
the recording in exercise 1 or model the phrases orally yourself for students
to repeat. Isolate the sounds, e.g. say Ill, then Polish. Listen to individuals
and correct where necessary.
•
Exercise
2 is a puzzle: there are three words which fit each category, but learners have
to put them under the appropriate sound. As they work together, they will be
trying out the sounds and practising the pronunciation of the words quite
naturally. Monitor and help where necessary. For more oral practice, get pairs
to read their answers to another pair. Go over all the answers at the end.

listening prediction (2)

Speaking
on the phone in a foreign language is particularly challenging, given the lack
of visual clues. It can be very helpful, though, if learners try to anticipate
what a speaker might say to them in a highly predictable conversation such as a
service encounter (buying a ticket, etc.). If they can predict some of the
language. they can then also plan in advance the answers they might give.

Start
by looking at the 'important" instruction, then tune students in to the
context with exercise 1.

For
exercise 2, clarify that they only need to tick questions the Trainline person
will ask, and not questions they might ask themselves. Do a couple of examples
together before pairwork.

Before
you play the recording in exercise 3, set the scene using the picture. The
questions asked by the trainline person are not identical to the ones on the
page, e.g. he asks, Which date to
travel?, but learners should accept that the questions are more or less the
same. Pause the recording occasionally to give students time to tick the
answers, and if necessary, replay it. Then play the recording for exercise 4.
This recording could be the basis of a role play. First, let the students
practise the conversation in pairs, using the tapescript. Then pairs make
travel plans, using the table below.
YOUR
TRAVEL PLANS from

Students
then find a new partner. Student A asks the appropriate questions in exercise
2; student B answers using information from their travel plans.

The
language in the natural English box (exercise 5) is useful for students'
survival skills, so they should keep it in their vocabulary notebooks. Refer
them to tapescript 8.10 to find the phrases in context.
exercise
exercise 2 Questions 1, 3, 5, 6,
exercise 3
exercise
1
London- (Euston)
3 Tuesday 10th June

language
point If/, /tJ/, and /d3/
Many
learners have difficulties with these sounds. For example:
/f/:
some learners, e.g. Chinese and Greek, say /s/, i.e. so instead of show
Other learners, e.g. Spanish, say /tJ/, i.e. chopping
instead of shopping
/tf/: some learners, e.g. Arabic, Chinese,
French, Greek. and Portuguese, say /J/, i.e. mash instead of match
/d3/: some learners, e.g. Chinese, German, and Turkish,
say /tf/: i.e. tune instead of June
Other learners, e.g. Arabic, French, Greek, Portuguese, and Spanish, say
/3/ i.e. ,/br13/ for bridge /bnd3/
To help learners with /f/, make a long shhh! sound (as if telling someone
to be quiet, with a gesture). Notice that this sound is continuous.
For/tf/,
make a sneezing sound ('achoo', then isolate the /tf/ (unless it is culturally
unacceptable). Remember that this sound is voiceless, and not continuous.
For./d3/,
add voice to the sound above.
For all
three sounds, the tongue is raised near the roof Of the mouth.
test yourself!
Gt
your vocabulary ask; take; get; off its the second door on the right; it's at the
end of the corridor; go upstairs and along the corridor; go downstairs and turn
right.
near,
opposite, next to, in front of
gap-fill
                               2
way              3 there                4 slowly
Grect the errors
Come here and bring your book with you. How much money have you got?
think there are two tables in room four. Els there any food?
ndin  our
wa eight review      45 mins
grammar how much / many?
For exercise 1, monitor and correct while students are writing the questions.
To make the activity more challenging for a stronger class, don't let them look
at the table. Write the first two columns on the board (i.e. how much r' many
and the nouns) and then elicit a couple of possible past tense questions
similar to the ones in the table. Students then work in pairs and write their
questions. Monitor and help.
• You
can do exercise 2 in pairs,.or as a mingling activity. Monitor and give
feedback.
grammar how much / how mony?
1       How
many phone calls did you make yesterday?
2       How
many people did you speak to yesterday?
3       How
many hours of TV do you usually watch in the evening?
4       How
much English did you speak last week?
5       How
much bread do you eat             day?
6       How much money have you got with you
today?
7       How
many times did you go out in the evening last week?
vocabulary
directions
•     Exercise 1 gives learners practice in
listening to and following directions.
Make it absolutely clear that the conversations all start from reception.
Check the first answer and if students have managed it well, play the rest of
the conversations, pausing for them to label the rooms.
•     Demonstrate what to do in exercise 2
with a student in front of the class, then put students in pairs to practise
together. Monitor and correct errors at the end.
vocabulary directions see tapescript p.152 grammar there is / are
•     Go over the examples in exercise 1 on
the board, revising the different forms, i.e. singular and plural, a and not
any. You could adapt the examples to make them relevant to the town you are in,
and make sure that one or two are false. Monitor while students work together,
and encourage them to write their own ideas (supply any necessary vocabulary).
•     Rearrange the pairs for exercise 2.
Monitor and give feedback.
natural English
• Most learners should be able to tackle this exercise,
but if you think they need extra support, you could write the missing words
randomly on the board. At the end, students could practise the dialogues.

nine

in unit nine .
reading

reading backpacking                               75-90
mins

backpacking
p. 82 wordbooster numbers (2) money
p. 84
listening how to book a room p. 86 extended speaki my     hotel
test yourself!
p.89
wordlist
p. 138
would
like to visit focus on have doht have to/ do have t?? -can / cgn't
(peimission)
read and exchange •information about youth hostels talk about what you
normally do on holiday using natural EngHsh phrases read.aboùtayoUth
hostel and write an ue-mail 'talk to OÙ1ers abouta perfect hostel
lead—in
• Give students a few moments to think about the questions. The best way
to encourage more speaking is to give an example yourself, especially if you
say why you want to go to the place and where you would stay. At this point you
could also feed in vocabulary to help them, e.g. youth hostel (which will be
useful in the next section), apartment, villa, camping, and if you are in the
UK, B 0B (bed and breakfast). See culture note on the right.
If you get learners on their feet to talk, you can extend the pair work
into a mingling activity. Listen, and at the end, ask One or two students with
interesting ideas to tell the rest of the class.
grammar
have to / don't have to / do I have to . . . ? / can / can't (permission)
•     The pictures provide a guide to
meaning for the phrases in bold in exercise 1. Make sure that students have
understood these before you focus on the grammar. The sentences contain the
target grammar, but students will probably be able to understand the meaning.
If anyone asks about have to, say it means must (most learners know must) but
tell them they are going ro study the grammar in a minute.
•     For exercise 2, look at the first
sentence in exercise 1 together, and ask the students if it is true about a
hotel. Then let them work on the rest in pairs.
•     Exercises 3 and 4 focus on the
concept Of have to / don't have to. See language point on the right. You can
use thc concept questions in these exercises as they are, or with a monolingual
group, write some examples on the board, e.g. You pay the bill when you leave.
/ You clean the hotel room. Ask students to translate the underlined words.
•     Learners can cither complete the
table in exercise 5 alone or with a partner. Go over the answers carefully
using the board or an OHT if you have one. If you prefer, leave the table until
the end of exercise 7.
•     Exercise 6 is a further test of
concept. If learners get examples wrong, e.g. You dêH.4-ka-ve4e pay for
drinks, ask them if it is necessary to pay for drinks, and can you leave the
hotel and not pay for drinks?
•     Demonstrate the question and answer
practice in exercise 7 in front of the class, then monitor the pair work. Make
a note of any concept or form problems, and deal with them on the board at the
end. Go on to the language reference and practice exercises at this stage if
learners need more practice.

es to stay
culture
note accommodation and backpacking
Types of accommodation vary considerably
from country to country, so teach learners what is most relevant to their
context. In the UK, youth hostels are common everywhere and provide good basic
accommodation and a friendly atmosphere. In the past, guests weren't allowed to
travel there by car, but nowadays there is a less rigid approach. A 8 8 B (bed
and breakfast) is another economical option: some are just a couple of spare
rooms in someone's house, but they can be on a much larger scale (but usually
cheaper than a hotel).
Backpacking
(the subject of the lesson) is usually for young people (18-30). In the UK, it
is common for 18-year-olds to take a year out (a 'gap year') and go backpacking
overseas, sometimes with teaching / work placements, adventure activities, etc.
Certain organizations, e.g. Raleigh International or Project Trust, organize
the travel and work for the students. They then return to resume their studies
at college / university back home. For more information go to wwwtGapYearDirectory.co."k

exercise
1
exercise
2
Sentences
1 and 4. Someone cleans-the room for you and cooks your breakfast (a cleaner /
chambermaid and a chep.
exercise 3 F- its necessary
exercise 4 yes 2 b - ies not necessary exercise 5

You / We / They have to

I / You / We /They don't

He / She / It

has to

have
       He / She / It doesn't                   to
ort n

Do you

have to

       Yes, you do. / No,        don't.

Does she exercise 6

Yes, she
  does. No, she doesn't.

1 don't have to

3 don't have to

g don't have to

have to

4 doNthaveto

6 have to

language
point have to / don't have to
Many
elementary students will have come across the verb must before. If they have,
you can use this to teach have to in the positive form. We wouldn't advise you
to start explaining the difference between must and have to at this stage; it
is simply too subtle for this level. We focus primarily on have to in this
lesson because it is more common in conversational English than must, and it is
important for students to start using it.
Don't
have to is more complex. If learners think that must means the same as have to,
they will assume, incorrectly, that don't have to means the same as mustn't: In
fact, don't have to means don't need to / needn't / isn't necessary. In the
context of this lesson, learners aren't given the Opportunity to use mustn't,
so there should be no reason for them to try to use it. With a monolingual
group, you may feel that translation of the example sentences, as suggested
Opposite, is the clearest way to deal with the concept.

read
on
Either
do exercise 1 as suggested. or teach the meaning using the picture and the
definitions in the answer key opposite.
•     Don't tell students the answers to the
FAQs in exercise 2, as they are going to read and find out in an information
gap reading activity. Guide them to the glossary tor new vocabulary in the
FAQs.
Organize
the pairs for exercise 3, and make sure students are not reading their
partner's text.
Continue with exercise 4. Students will have learnt some new vocabulary
from their text. so they may need to explain it to their partner, or you could
go over the glossary items yourself first. See ideas plus on the right.
Learners have already learnt usually in unit 4, so normally (exercise 5)
should be easy to understand. Highlight the word order in the examples in the
natural English box so students can produce accurate examples in exercise 6.
Give them time to think of examples before they talk to a partner.
•     Finally, exercise 7 gives learners a
chance to talk about their experiences. Ask for a show of hands: who has stayed
in a youth hostel? Group students accordingly. Monitor while they mingle.
writing
•   Ask learners to read the web advert
for the Arpacay Hostel in exercise 1. Then explain that Milly is at the hostel
now, writing to her family.
•   Students could work alone or together
on exercise 2. Monitor as they write, helping and correcting where necessary.
Alternatively, set the writing activity for homework. If you have a strong
class who also have Internet access. you could direct them to www-hostels.CQm
to choose their own hostel and write an appropriate e-mail. Other students
could then read both the advert and e-mail.
speaking Ys your turn!
•   For exercise 1, students can decide
where their hostel is and give it a name. The activity obviously practises can
/ don't have to, but gives learners some choice over the content. Monitor the
pair work, and check that they are using don't have to accurately. Put pairs
together (exercise 2) to tell each other about their hostel. If they talk to
different pairs, they can decide which hostel they prefer. Give feedback on the
content and language work at the end.
— wordbooster 30—45 mins numbers (2)
•     This section contains different types
of numbers. See language point on the right.
•     Give students a moment to look at the
four items in exercise 1 and ask them what each one is (a credit card, a hostel
price list, a restaurant bill, a supermarket receipt Ins'i:t/). Then point to
the missing numbers and tell students to listen and complete the information
given in recording 9.1. Replay as necessary. Let them compare with a partner,
then go over the answers. Students can then work out the totals together.
•     Highlight and practise some of the
numbers I amounts orally. Then demonstrate exercise 2 with a learner. Students
can then do the same dialogues in pairs.
money
In exercise 1, pairs can help each other with the new vocabulary in bold,
but they may need dictionaries. Some items will already be known (especially if
you pre-taught bill and credit card in the previous section). Make it clear
which two texts they must refer to. See language point on the right.
•     When students find a new partner, they
will be asking them questions with new vocabulary, and may need to explain the
meaning to each other. Do the first question from exercise 2 as a class, i.e.
get an A student to ask the B students the first question, and vice versa. Then
monitor as they work in pairs. and help il students are finding it hard to
explain. If they use translation, make sure it is accurate.

-exercise
1
Backpackers
are people (especially young people without much money) who travel around an
area on foot or on public transport, Often carrying a backpack.
youth
hostel isa cheap place where travellers, especially young people, can stay •for
a short time.
exercise 3 answers for Student A:
2
normally you haùe to bring your towels and anything you need for
washing.
Sometimes
sheets / a sleeping bag.
04. normally yes

usually
  yes
exercise 1
Yes, she does.

3

normally no

5 normally yes

7 no

translations,
  definitions or drawings.

cheap

3

friendly

5 Internet

comfortable

4 views

6 went

16 yes in most large cities, but some close at certain times no answers
for Student B:
a
ideas
plus text vocabulary
The information gap texts and the website adverts in
writing contain useful vocabulary. Students could link them under different
categories. For example: facilities. single /family room, laundry,
kitchen, terrace, toilet, shower sheets, towel, sleeping bog, (cooking)
equipment
yerh ± noun
collocation: share a room, clean your room, wash / dry clothes, book a room
(online), stay in a hostel, cook breakfast / dinner; do some cooking
Students
can record these in their notebooks with

tan you remember

You don't have to do it.

Does he have to go?

She has to go now.

I don't
  have to work today.

Do you have to pay?

He-doesn't have to do it.

•xercise 1 see tapescript p.152
The total restaurant bill is €26.18
(subtotal €23.80 + €2.38 service). The supermarket bill is £7.95.
'xertise
1
                             3 €3.82                5

2 €26.18

4 €22

no

4

yes

it cost
£67.50; he saved £7.50     5 £30.90 no
language point numbers / amounts
— card numbers / phone numbers: these are read as
separate digits, i.e. four nine two four. Remind students that O is pronounced
/au/.
- amounts: we express certain currencies
in the following way: 1 euros: eight euros; seven euros fifty, NOT / The 'M in
euros is pronounced.
2 UK currency: the same rule applies: £2.90 two pounds ninety.
People also say two ninety. For 65p, you can say sixty-five pence or sixty-five
'p'. See also language point on p.57
language point common problems
1
Students sometimes confuse buy and pay. If you say I paid for the
apples, you are focusing on the action of giving someone money; with I bought
the apples, you are more interested in the fact that you have got the apples.
2
Change (n) is
uncountable. You can teach the meaning with a simple situation:
you bought a chicken; it cost €4 ;
you gave the man €5; your change was €1.
3
Save in B2 means spend less money. You could give an example: The
plane ticket is normally €50, but I got a special price of €35, so I saved €15.
4
Some of the verbs
in exercise 1 are irregular: pay/ paid; cost/ cost; buy/ bought; sell/ sold;
spend/ spent. You could highlight these on the board before students do
exercise 2.

listening
  how to . . . book a room                60—75 mins

hb€e vocabulary
italk about hotels using natural Erglish phrases listen to someone booking a
hotel room by phone
practise short conversations using natural
English phrases
role play booking a hotel room
vocabulary hotels
•     You
could ask students in pairs to describe what they can see in the pictures
before looking at the questions. That way, students will get some speaking
practice and you will be able to see how much they know or don't know. Then get
them to answer the questions in exercise 1.
Exercise 2 recycles not only the hotels vocabulary but
also there is and has got from the previous unit. If the majority of your
students have not stayed in a British hotel, they may be interested to learn a
bit more about them. See culture note on the right.
•     There
is always a danger when you personalize in this way that someone in the class
won't be familiar with any hotels. If it is a single student, we would suggest
you ask them to invent information about an imaginary hotel; if it applies to
several, you could put learners in pairs, with at least one student in each
pair being able to describe a hotel (the other student can then learn about
this hotel). While students are doing exercise 3, move round and help with any
additional vocabulary they need.
Some learners may know the phrases in
the natural Enghsh box. Play the recording twice if necessary (exercise 4) so
that students can hear the stress on think, then practise the pronunciation
round the class. A common error with the negative form is ukiÆk4ae. If
you think your students are likely to make this mistake, you could highlight it
on the board now.
Finally, let them work on exercise 5, exchanging
questions and answers about the hotel they made notes on in exercise 3, and
using the phrases from the natural English box where appropriate.
listen
to this
The task in exercise 1 encourages
students to listen carefully, but the real purpose, as in previous tune-in
sections, is to ease students gently into the listening by giving them the
chance to get used to the voices and feel confident about the content.
•      The
matching in exercise 2 recycles vocabulary from earlier in the lesson and the
wordbooster.
•      As
the listening (exercise 3) focuses on a service encounter which will probably
follow a predictable path, exercise 4 gives learners a chance to use their
knowledge of the world to predict likely questions the caller will ask. While
learners work in pairs, move round and monitor, and help where necessary. If
some of the pairs are not predicting the questions that come up, you could
elicit questions from the class and put them on the board; this should help the
weaker pairs.
•      Play
recording 9.4 (exercise 5). You will probably need to play it once for students
to check their answers to exercise 4, then a second time for them to get all
the answers.
•      The
focus of exercise 6 is pronunciation, as students find it difficult both to
hear and recognize, and then produce the target language in the natural EngHsh
box. You don't need to analyze Would you ...P for students at this stage. See
language point on the right.
•      Go
through the example in exercise 7 with the class before putting them into
pairs. Move round and monitor. paying careful attention to their pronunciation.
speaking
it's your turn!
•      Show
students the flow chart. You could elicit the first exchange between receptionist
and caller so that everyone understands how to turn prompts into dialogue, then
allow students several minutes to think through the conversation (exercise 1).
If you want to build in more security, you could put two As together and two Bs
together so they can compare their side of the conversation before the role
play.
•      Put
As and Bs together for exercise 2. In order to reproduce more accurately the
conditions of a telephone conversation, seat students back to back: this not
only removes the visual support they would have in face-to-face conversation,
it also makes it a bit harder to hear each other.
When they have finished, give students two minutes to
think through their new role for exercise 3, then put them back in pairs. You
could leave the pairs as they are or change them round. For a further option,
see ideas plus on the right.

exercise
1

a double room

5 Yes

2 yes

6 Yes

33 yes

7 Yes

Yes

8 No

exercise 4 see tapescript p. 152
exercise 1
Could
you give me some information, please?
Yes, of course. How much is a double room?
exercise 2
exercise 3 1 yes 2 yes 3 no
;ian you remember Do I have to pay a
deposit?
Is
breakfast included?
She has-to go now.
DI think
so / I don't think so.
Would you prefer a doubte or a twin room?
ml ces t ta
culture
note hotels in Britain
As with
every other country, hotels can vary enormously in Britain, but there are
certain characteristics which overseas tourists may not be familiar with.
-
The term 'en-suite' is widely used in Britain to describe a room
with its own bathroom.
— Bathrooms in British hotels almost
always have a washbasin, toilet, and bath, but may also have a shower (a shower
alone is unusual). Bidets are less common than in some countries.
-
Breakfast is
usually included in the price, although some hotels may charge extra for a full
cooked breakfast (see p.53 for details of British and continental breakfasts).
— Tea- and coffee-making facilities are a common
feature of hotel rooms, but you often only find a minibar in more expensive
hotels.
language
point Would you prefer ... ?
Students are already familiar with the
phrase Would you like You can explain that Would you prefer is similar but is
used when someone says you can have two or more pessibilitieç and
you say which one you want (from the possibilities). At this stage it's
probably not a good idea to get involved in the difference between Would you
prefer and Do you prefer ... ?, so try to make sure with any other examples you
provide that you are clearly offering them a choice to make now between two or
more things (and not asking them which they might prefer in general).
ideas
plus increasing the level of challenge
If you have a strong class and you
feel they were able to handle the role play without much difficulty, you could
increase the level of challenge for the second role play by introducing one or
two less predictable elements. For example:
— tell all the receptionists to raise at least one problem
when the caller wants to book, e.g. they can't have a double room for three
nights - two nights is possible, but for the third night you've only got two
singles.
-     tell the callers to ask a question
the receptionist won't be prepared for, e.g. Can
I bring a dog? (If not, say it's a
problem. If yes, can the dog sleep in the room?) Have you got no-smoking
bedrooms? (You hate smoking.) Ask about Internet access at the hotel. (If it
isn't available, where can you go to use the Internet?) As soon as you introduce
unpredictable elements into a conversation, you immediately raise the level of
challenge, as students now have to think on their feet and cannot rely on
previously prepared answers.

    extended speaking my kind of
  hotel                       45—60 mins

nventa
hotel and ta about it ctise asking questions play get information and book
-     It is important at the beginning of
this activity to let learners read the boxes at the top of the page which tell
them what they are going to do in the lesson, or tell them yourself. This will
enable them to get the whole picture. You should also give them time to look
back at the can you remember boxes which appear in the unit.
collect ideas
If your
students did not have a lot to say about hotels in vocabulary exercise 5 in the
previous lesson, you could omit exercise 1.
invent a hotel
•

You may also feel that it would
be more appropriate and successful for your students to invent a youth hostel
rather than a hotel. Alternatively, give them a choice (they can refer back to
either the first or second lesson in the unit for more information about youth
hostels and hotels). Give them at least five minutes to work on their own on
exercise 2.
•
As students are
going to exchange information and respond to each other's ideas in a few
minutes, this seems an ideal place to introduce them to lwo ways of making a
suggestion and two common responses. Play recording 9.6, and practise the
pronunciation of the sentences. Then put learners in pairs to complete exercise
3, while you monitor.
•
Students can work
with the same partner for exercise 4, as long as both have invented the same
type of accommodation; let them compare their ideas. Move round, encouraging
the use of the natural English phrases where necessary and praising students
who use them accurately and without prompting. Tell them they must agree on one
set of ideas and then complete the table for exercise 5.
•
Do the example
with the class for exercise 6, and possibly elicit one more example from a
student. Then put them back in their pairs to compile a lisl of questions. This
is important preparation for the role play.

role play
 Although exercise 7 is similar to the one at the end of the previous lesson,
many students enjoy the chance to repeat a speaking activity, and in this case
it is based on their own hotel, so the information will be different even if
some of the questions are the same. Working with a different partner will also
make the activity slightly different. Monitor and make notes for feedback. If
you notice any common errors or anything going wrong with the development of
the conversation, you could do some feedback and correction at the end of the
activity before students repeat it in exercise 8. Bring the class together at
the end for their comments (exercise 9) and give some more feedback.

test yourself!
your vocabulary sixteen, seven pounds fifty, ten per
oh-seven-three-two-four-six
02
any four of these: cost; buy; sell; a double room; pay the bill; pay by Is
service included?
'ap-fitt
2 have; don't
Grect the errors
Do you normally stay at home in the
evening?
Robbie doesn't have to work this Saturday.
We could
paint the living room pink and green. She has to get the bus at 7.30.

ces to sta
nine review                                                   45
mins
grammar have to / don't
have to / do I have to ... ?
•
Get the students
to read through the table. do the example with the class, and make sure they
are clear about the three types of sentence (especially jobs they both have to
do). Then put them in pairs for the timed activity (exercise 1).
•

You could make exercise 2 more
of a game. Give the students another minute-to study the sentences and warn
them that they have to try to remember all of them. Then put them in A B pairs,
go through the example, and tell As to shut their book. Bs then have to ask
four more questions and As get a mark for each correct answer. Afterwards, Bs
shut their books and As ask four different questions. Bs get a mark for each
corrrect answer. The winner in each pair is the one with the most correct
answers, and the winner in the class is the pair with the most correct answers
between them.
grammar have to / don't have to
Alex has
to go to the supermarket, but he doesn't have to make the dinner.
Alex has
to wash the car, but he doesn't have to feed the cat.
Simone
has to clean the flat, but she doesn't have to wash up.
Simone has to make dinner, but she doesn't have to go to
the supermarket.
Simone has to feed the cat, but she doesn't have to wash the car. They
both have to make the breakfast, go to work, pay the bills.
vocabulary money and numbers
After students have. completed exercises 1 and 2, check the answers. You
could finish with some pronunciation work: drill some of the complete sentences
around the class, then put learners into pairs to practise.
natural English
• After studentshave done exercises 1
and 2, you could add a further stage. Can they reverse all the responses to the
questions? In other words, changing a positive response into a negative one,
and vice versa. Suitable answers in this case would be:
         No, thanks.                                3
Yes, 1 think so.
      2 Yes, I think so.                           4
No, thanks.

ten
in unit ten . . .
reading

reading babies                               75-90
mins

babies
p.90
wordbooster
parts of the body commotl phrases
p.92
listening how to . offer
help
p.94
etÞ
-pronunciation listèning
pronunciations sounds and•spellinj
listening: connected speech
test
yourself!
p.97
wordlist
p.139
?Qålk
know and listen to people talking
abòüt þabies \tearn acfOn verbs vocabulary 'ead about
idevelopment Stalk about Chilkfa development using natural English phras
DfócuS cqn/:càì'tu
Fay •how well ýðu can do
things-using natural
(English phrases Wyour        qiliifð<
erg to•nswer
lead-in
•
The
lesson will be more interesting, and generative, if you and the students can
bring to class a photo of a baby you know. You could suggest this in one 01 the
lessons before starting this unit.
•      You
could pre-teach a few items of vocabulary (both speakers use cute in the
listening that follows). Use your photos to feed in adjectives such as cute and
beautiful. It should be easy to teach noisy as well. Talk about the baby in
your photos, answering the questions in the student's book. This provides a
model for students to do the same in exercise 1. Students who have brought
photos can use them at this point. If any learners cannot think of a baby, see
troubleshooting on the right. Move on to exercise 2 and play recording 10.1
vocabulary action verbs
•
The
choice or lexical items in exercise 1 is largely dictated by the article that
follows, although most are very high frequency and students will already know a
few, e.g. walk and sleep. Students could use dictionaries here.
•
You
could do exercise 2 from the board rather than the book. Put the three phonemic
sounds on the board and see if you can elicit the sounds (someone usually knows
Or guesses 'al/ and /erl but you may have to provide 10:1 yourself). When you
elicit the sounds, repeat them yourself and ask for a word containing that
sound. Do this for all three. When you are satisfied the students know the
sounds and can produce them, let them do the exercise individually or in pairs.
Check the answers. For test your partner, see troubleshooting on the right.
read on
•
Students
who are parents themselves will be familiar with the topic and should be able
to answer the questions in exercise 1. Younger students, or those without
Children, may have to guess most Of the answers. This disparity doesn't matter.
More knowledgeable students will be interested to see if their answers are
confirmed in the text, while less knowledgable students will probably be
motivated to find out the answers.
•
Elicit
answers from the class, but don't confirm any. Let them read the article and do
exercise 2 for themselves. See ideas plus on the right.
•
Exercise
3 demands a closer reading of the text. Tell students to underline the relevant
parts of the article when they write their answers. If any answers are Wrong,
their underlining may indicate where and why comprehension has broken down,
which may help you do some remedial reading skills work.
•
Talk
them through the natural English box. The easiest approach is to contrast the
correct ways or expressing age with the common mistakes which have been crossed
out. Students then return to the article for more consolidation and practice of
the phrases (exercise 4). Conduct a quick feedback and move on to exercise 5.
There are two ways you can approach this: put more knowledgeable students with
less knowledgeable students so that each pair will be able to answer at least
some of the questions; or keep them apart. With the second option, more
knowledgeable students will discuss their answers, while less knowledgeable
students will have to guess. You can then mix the pairs so that less
knowledgeable students can see how accurate their guesses were. You could
finish with the answers below, which come from these websites: wwyv
hþç.çQ. www_bahycentre_co.uk

hands
•exercise 2                                                                            troubleshooting
students having nothing to say

Oliyia:
  the woman upstairs; Owen; three days old; he

If one or two students cannot think
  of a baby they know, there are various options:

has a little nose and big,eyes, and
  looks like his mum.

- ask them to think of one they knew in the past.

Rogel.• Victoria and Tom; Ruby;
  four or five months

— invent one.

old; she sleeps all the time and has lovely blue

- work with
  others; listen and ask them more questions about the baby they know. If you
  have a majority in this position, you could simply talk about a baby you
  know, omit exercise 1, and move on directly to exercise 2.

exercise 1

troubleshooting Losing inhibitions

steep

6 crawl

To make the most of the test your
  partner activity, ask students to give you a verb

cry

7 throw (5th)

to mime. If they see you crying or crawling round the floor,
  it should generate some

smile

8 walk

laughter and put them in the right
  mood for the activity themselves. Students will

pick sth:up

9

play (with Sth)

sometimes need to supply an object, e.g. throw (your book)
  or play with (your

taugh
exercise 2 Val/ cry,
/el/ play, wave walk, crawl
uercise 1 /

10

wave

pencil).

ideas plus personalized discussion

•1 15-16 hours a day

3 3—6 months

If lead-in exercise 1 generated quite a lot of

10-12 monthS exercise 3

4 7-9
  months

discussion,
  you could extend it after students have read the article. Put them into
  groups and write a

       true                              true

5 false

few
  question prompts on the board. For example:

true true exercise 5

6 false

Do you agree with all the answers
  in the article?
Is the article true about all babies?

Children can walk when they are
  about. a year old, They can run      at about three.

Are you surprised at any of the answers?

They can speak                when
  they are about three Or four:

When are babies more or less interesting?

They can read                 at
  about seven.

With some groups, this will
  generate a lot of

They can write when they are about seven.
They can dance at about two.
They can Swim at about five or si£
They can wave when they are about one (a) year old.

discussion — even at elementary level.

grammar can / can't (ability)
•
For
a different introduction to this section, see ideas plus on the right.
•
Students
have already met can I can't for requests and possibility, so exercise 1 should
be easy. • Exercise 2 provides practice of can I can't and also recycles
vocabulary from earlier in the lesson, plus information gathered from the
article. Check the answers and listen carefully to the students' pronunciation:
get them to produce the weak form of can /kan/ and a long vowel in can't
/ka:nt/.
•
Monitor
the pairs in exercise 3. Check the questions are correct and that students know
the answers to their questions. You could ask them to read their questions to
you: are they using the weak form of can? Before the question and answer
activity, do one example together and remind them that the weak form Of can is
not used in short answers. Then mix the pairs for the activity and monitor
carefully. Quite well and very well arc used frequently with can / can't in
spoken English. The task in exercise 4 gives students a chance to show they
understand the meaning of the different phrases. The one requiring the most
attention is I can't swim very well. The meaning here may not be entirely
clear, even to a native speaker, as it might mean anything from I can swim OK
to I swim quite badly.
•
Play
recording 10.2 (exercise 5) and get students to practise their pronunciation of
the sentences. If you have a strong class, you could teach at all to emphasize
a negative, e.g. I         swim at all. Then move on to exercise 6, which
involves personalized but controlled practice.
•
There
is more practice in speaking it's your turn!. so you could leave the language
reference and practice exercises for another time, or for homework.
speaking it's your turn!
•
Exercise
1 extends the topic of the lesson to include children, adults, and animals.
pairs should be motivated for the listening in exercise 2 to check their
answers. Before moving on to exercise 3, see language point on the right.
•
Il
your students know each other quite well, it shouldn't be difficult for them to
think up questions to ask, although they may need help with new vocabulary. If,
on the other hand, you think they will struggle to think up questions, provide
some yourself but leave gaps for pairs to fill in a student's name. e.g. Can
speak (French)? can_drive? well? Whichever option you choose, combine
pairs (exercise 4) so they can ask each other their questions. You could award
points to make it a bit more competitive; some classes like this.
                     wordbooster                    30—45
mins
parts
of the body
•
Exercise
1 is self-explanatory. Check the answers and practise the pronunciation orally
around the class. Exercise 2 provides an additional focus on pronunciation, but
this is probably essential for most classes; some of these words continue to cause
problems for learners at many levels, especially stomach, tooth, foot, and
mouth. Go through the examples carefully, then let students continue. Play
recording 10.4 (exercise 3) for students to check their answers and consolidate
their pronunciation. Finish with the test your partner activity after
demonstrating yourself with a student.
•
If
students still want to know other parts of the body, teach a few more. Don't
let this go on too long. otherwise some students will be overwhelmed or end up
learning items of marginal value. See also workbook, expand your vocabulary
(aches) PSI.
common
phrases
Students should learn words in bold as fixed phrases
(some are obviously more fixed than others), and they will meet most of them
again in the next lesson.
If you let students use dictionaries in exercise 1,
you nccd to warn them about multiple meanings in a dictionary entry. See
language point on the right. Check the answers and practise the pronunciation.
For exercise 2, move round and listen while students practise, then tell them
to shut their books. Ask each pair to write down all the phrases they can
remember in one minute (be flexible with the timing). Elicit their answers onto
the board and let other students correct any errors.

exercise
1
Babies can smile at 4-6 weeks.
They can't walk at six months.
Can they walk at six months? Yes, they can. / No, they can't.
exercise 2 At six months:
they can
smile, laugh, play with their feet; they can't crawl, throw things, walk or
wave goodbyev exercise 4 natural English A I can't swim.
1 can't
swim very well.
I can swim quite well. 4 1 can swim very well.
exercise 2 see tapescript p.153 On you remember seep.79
exercise
arm 2
back 3 shoulder 4 ear S head 6 hand 7 thumb 8stomach 9 chest 10 neck 11 leg 12
foot 13 toes
.J4
mouth 15 teeth 16 nose 17 hair 18 eyes 19 fingers exercise 2 see tapescript p.
153
aercise
1

1 need; fine

4

lift; kind

'2 look; terrible happened; broke

5

matter; wrong

ideas
plus personalized introduction
Write (or draw if possible) four actions on the board, e.g. speak
Italian; play the guitar; make a cake; fall in love quickly. If possible,
choose imaginative or suprising ones which will capture your students'
attention. Put two ticks next to those actions that you can do very well, and
crosses next to those that you can't do very well. Point to each action, and to
yourself at the same time, and elicit the target sentences from the students
without saying anything. Drill the sentences around the class. The temptation
with can / cont is to focus too much on pronunciation and neglect meaning. Try
to make this light-hearted and don't correct students' pronunciation too
emphatically.
language
point use of the article
There is so much to learn about the use of
definite, indefinite, and zero articles, that we decided at this level (and in
natural English pre-intermediate) to approach it on a little-and-often basis.
If there is something relevant to say about the use of articles which learners
could put to immediate use, we focus on it briefly. In this way, we hope that
learners will gradually build up an understanding of articles without being
overwhelmed by their complexity.
This particular focus is on the use of the zero article in English when
we are talking about things in general, from babies to bread to life, and so
on. This is often different in other languages, so you may want to go to the
language reference and practice exercises for further practice before the freer
speaking activity.
language
point using dictionaries
When students use dictionaries, they often assume that the first
definition they meet is the one they need. In fact, the meaning they are
looking for may be further down the entry, so tell students to read through the
dictionary entry carefully to find the meaning that fits their particular
context. In this exercise, for example, students probably won't find the
correct meaning of look untit definition 2 or 3 in most dictionaries; and they
could easily make the mistake of tooking up the definitions of lift as a verb,
when in this case, they actually need the entry for lift as a noun.
listening
ånd
questionnaire using natural English phrases
cus on
something; anything, -nothing, eÿc. listen to people offering help role
play offerinÀ. help write an e-mail
how to . .
offer help                                60—75 mins
lead-in
•    As a way into the lesson, see ideas
plus on the right. Give students time to think about their answers to exercise
1. Most of the difficult vocabulary has just been taught in wordbooster, and
there is also a preview of something, anything, nothing in the next grammar
section. Let them make notes, as there is a brief digression before they
discuss their answers.
•    The natural English box contains a
practical way for learners at this level to •speculate' in English. Play recording
10.5, then students can complete the task (exercise 2).
•    Exercise 3 is challenging for this
level. Go through thc example with the class, and then in the group work give
lots of encouragement. Don't be too worried about accuracy.
grammar something,
anything, nothing, etc.
•    Exercise 1 is a fairly straightforward
text search. Sce troubleshooting on the right. You could elicit the answers
onto the board in three columns across the page (positive. negative, question).
This mirrors the table students are asked to complete in exercise 3, so it will
be redundant if you put it all on the board. For exercise 2, let pairs work
through all the questions together, or take it one question at a time. followed
by feedback.
By
completing the table in exercise 3, students now have a clear written summary.
As a concept check with a monolingual group, you could ask them for a
translation of each word.
•    Exercise 4 is a testing exercise which
also provides controlled practice. Students could do it individually or in
pairs. After you have checked the answers (and clarified any problems if
necessary), practise pronunciation in exercise 5, focusing on IA/ in something,
nothing, no one, and someone. GO on to the language reference and practice
exercises if you want more consolidation.
listen to this
•
Students may make
mistakes with the present continuous in exercise 1. Don't worry; it is coming
up in unit 12. In the meantime, just let students convey what they can as this
will tune them in to the context. Play recording 10.6 and see if students can
answer exercise 2.
•
Give students time
to write their answers when you play the conversation for exercise 3. The
listening challenge (exercise 4) is a similar context but with different
speakers. Give learners time to read the summary, then elicit a few
predictions. Play recording 10.8 for students to complete.
For the natural English phrases, see language point on
the right. Play the recording several times (exercise 5), then practise with
the class before putting them in pairs. If you want to check or reinforce the
conccpt, you could do several mimes and ask the class to shout out suitable
offers of help. For example: pretend to carry a large box to the door, which is
closed. (I'll open the door.) Let students look at the tapescripts to find more
examples of the natural English phrases (exercise 6).
speaking it's your turn!
Organize
the pairs and let them think about their situations. They have the language to
explain their problem, but they need to respond quickly. Refer them back to the
relevant natural English box.
writing
•    Students can do exercise 1
individually or in pairs. Before they start, you could teach the name of the
country, i.e. Hungary, and point out that Zsuzsa and Feri are both Hungarian
names. After checking the answers, you could focus on language used in an
e-mail. See language point on the right.
•    Exercise 2 is morc fun if you don't
have A I B pairs sitting next to each other. Divide the class in half and organize
pairs so that they are on different sides of the room. Each person can then
write their e-mail, fold it up (so others can't read it), pass it until it
reaches the chosen partner. They read it, reply. and pass it back. This way,
you will have a number of different e-mails across the class.

a s

•xercise 2
-you can help; she doesn't want.any
  help

ideas plus describing pictures
The lesson develops the theme
  introduced in the second section of wordbooster. You could, therefore, begin
  by returning to the pictures on p.82. Ask students to describe what they can
  see. For example:

•    A woman is in the street at night and
the weather is terrible.
— Another woman doesn't 100k well; she feels terrible.
These
descriptions will tune learners in to the lesson and may help them with the
questionnaire they are about to do.

exercise

troubleshooting an analytical approach

       someone;
  nothing                                    4 •anyone; nothing

In the preceding section, students
  encountered the

     no one                                            5
  something; anything', nothing

grammar they are going to study
  now, and many of

anyone; something; nothing

them may have used the language
  quite successfully.

•exercise 2

This is now an opportunity to
  reflect on it in a more

•1 someone; no one; anyone

analytical way. Many adults like
  this type of

i2L a) positive b) questions

approach, but some learners may not
  be used to it.

3 a)                              anyone
  here. b) I don't

anything on Sundays.

If you think this is the case, take them through the

-exercise 3

different stages slowly and carefully.

PEOPLE

THINGS

someone

Something

no one / not anyone

nothing / not anything

Is anyone there?
exercise 4

DO you want anything?

    someone          3 something
-2 anyone              4 anything;
  nothing

5
  someone
6
  anything

7 'no one

exercise 2

language point I'll

and shall I

A woman in the kitchen is cooking [cutting

and Shall I

are both
  commonly used to make offers. Shall I               is offering

vegetables:

help in the form of a question, so
  it is more tentative. I'll    is an affirmative, so

A man With a broken leg is in his
  living room.

conveys more the sense that the
  person is going ahead with their offer.

An old woman is watching the TV in
  her living room.
exercises

Both forms are followed by an
  infinitive without 'to'. (NOT

1 buy some
  milk                            3 make her a sandwich

This is one common interpersonal
  use of will (others include requests and

2 post some letters

promises), not to be confused with the use of will / shall
  to talk about the future.

exercise 4

A common difficulty with these
  phrases is actually hearing them. Students have to

1
  computer    4 printer
2
  bring it
  downstairs            5 No, its OK, table

be prepared for the contracted form
  I'll and the weak form of shall.

exercise 1
O Hi Feri,
(2) Don't worry. (3) I'll take your sister fo the hospital. (4) Give me
her phone number, (5) and can speak to her this evening,
(6) Have a good day in Budapest, wishes, Zsuzsà
language point style in e-mails
In general, e-mails are more informal than letters and there are fewer
set conventions. E-mails to friends are more informal, while business e-mails
are semi-formal or formal depending on the relationship / context; but people
are more flexible about greetings. so, you can begin Dear Pete (or Dear Mr
Conrad in a more formal e-mail), but Hello (Jim) or Hi (Susie) are very common
in e-mails to friends. At the end, you can sign off with Best wishes, All the
best, or Bye for now; some people just write their name.
     help with pronunciation and listening 30—45
mins
pronunciation
sounds and spelling /ao/, /u:/, /A/, and /U/
•      You
could start this activity from the board. Write the first phonemic symbol laol
on the board, model it, check students are producing the right sound, then
elicit words which contain the sound. Do the same for the other three sounds,
then students can open their books and do exercise 1 alone or in pairs.
•      Play
recording 10.9 (exercise 2). Students will be able to check their answers from
the recording, and you could tell them to tick the words in each column as they
hear them. They can then tell you the missing words.
•      Exercise
3 is a similar activity for students to do in pairs. Move round and monitor
their pronunciation while they do it.

listening
connected speech
•      You
could introduce this section using ideas plus on the right.
•      Exercise
1 brings together a number of phrases which are difficult to recognize in
connected speech because of weak forms, contractions, or elision (the
disappearance of a sound usually in connected speech, e.g. the omission of 't'
in I can 't do my homework). Here students listen to the phrases in isolation,
but in exercise 4 they will have to pick them out in connected speech.
•      Recording
10.11 (exercise 2) introduces the listening with an outgoing answerphone
message. If you used ideas plus, students can compare the message with their
own outgoing answer-phone message. Afterwards move on to exercise 3. When you
check the answers, ask students why they chose a particular picture. This will
tell you more about the listening process and which clues the students were
able to make use of to arrive at their answers.
•      Play
recording 10.12 again for exercise 4. Can the students identify the phrases
from exercise 1 in connected speech? They can check their answers with the
tapescript, and you could let them listen again and read the tapescript at the
same time.

ideas plus answerphones
Write these questions
  on the board:
Have you got an
  answerphone or voicemail? - Do you get many messages?
-
  Who leaves messages on your answerphone?
Students could discuss these
  questions with a partner or in small groups, followed by some brief class
  feedback on the language they used and / or some of the more interesting
  information that came out of the discussion.
You
  can then ask students to write down their outgoing message on their
  answerphone in their own language, and see if they can translate it into
English. With monolingual groups,
  students can work in pairs or small groups to do this. It may be interesting
  to compare their messages with the one they are going to hear in exercise 2.

grammar something, anything, nothing, etc
•      After
students have done exercise 1, check their answers.
•      Provide
a mode] for the first question for exercise 2. Get a student to ask you the
question, so you can answer; then ask a different student the same question for
them to answer. If the student gives you an interesting answer, ask a follow-up
question to get more information. It is
always a good idea to show learners how they can extend any speaking
activity of this sort. Put learners in pairs for the activity and monitor
carefully. Give feedback at the end.
exercise
1
1 anything  3 anything       5 anyone         7
anything 2 anyone 4 anything       6 anything            8
anyone
vocabulary action verbs and parts of
the body

•
Pair up the students and direct them to their set of questions at the back of
the book. It is vital that each student not only knows the correct answer to their
questions but can also read their sentences aloud clearly,  so
that their partner will understand them without the need for repetitionaTo
ensure this happens, you could give each student about three
minutes alone to find the answers and practise saying the  questions,
then put an A student with another A student (the same for  B-students),
so they can check both their answers and their pronunciation. Monitor and
correct any errors you hear.

•
The activity in A / B pairs works most effectively if it keeps up a good pace.
Students can take it in turns to ask their questions, and you could impose a
five-second time limit to answer (students can count slowly from
1 to 5 when they have asked their question). This will probably  provoke
some light-hearted disputes but it usually adds to the fun of the activity and
maintains the momentum. At the end, find out which pairs got all their answers
correct.
vocabulary
common phrases
•
You could check the answers to exercise 1 before students do exercise 2; or let
students do both exercises at once. At the end though, pair up students to
practise the short dialogues together.

test
  yourself!

exercise 1
1      What happened to Joe?    4 You
  don't look very well
2      What's
  the matter?         5 Can I give you a hand with that bag?

64tyour vocabulary

3
  Do you need any help?

smile, laugh, wave,
  play

exercise 2

Can I give you a lift?
There's
  something wrong with my car.

I - b

Thanks, that's very
  kind of you.
Ehands, legs, feet,
  eyes, ears, shoulders, thumbs

natural English
• Go through the
  example and make sure they know what to do. The purpose of all the natural
  English review exercises is to give learners a

          well 2 2 Shall           3
  anything        4 anyone

reason
  for looking back through the book, and to get them into the habit of doing
  this. You could set similar tasks yourself: write five

rrect the errors

questions
  on grammar, vocabulary, or natural English. Students answer

I
  can to speak French.

the
  questions then go back to the relevant page(s) or unit(s) to check

Babies
  can walk when they are IO-12 months.

their answers
  themselves. This is all part of encouraging students to

1
  think it's better to say nothing. Dorftworry. I'll help you.

become more independent
  learners.

in
unit elevenreading from A to B                                      75-90 mins
reading

from A to B
p.98

using
  adjectives
:focus comparative

wordbooster

adjectives and talk

shops and products

about bikes /

adjectives (3)
p.100

motorbikes read about
  unusùalx

listening how to

forms of transport

... recommend

Xiscuss statementsa

p.102

using natural Enghsh

tided

phrases

town suryev
test yourself!
p.105

wordlist
p. 140
lead-in
Some of the vocabulary items in
exercise 1 are being revised, but a few will be new. You can either pre-teach
these, or encourage students to use dictionaries to check meaning. These items
will be useful throughout the lesson. See troubleshooting on the right.
Go over the answers 10 exercise 1, and practise the pronunciation of the
more difficult items, especially safe, exciting, and unusual. You could then do
a 'test your partner' activity: tell one student in each pair (with their book
open) to test their partner (book shut) on the opposites, then swap.
For exercise 2. start with an example for the whole class. Which words
could they use to describe a motorbike? (There is a a photo on the page if this
item is new.) Elicit their answers, then do the others either as a class or in
pairs.

grammar comparative adjectives
•     Exercise 1 provides an oral lead-in to
the grammar; you could also ask students if they had a bike when they were
young, or if they think bikes I motorbikes are practical where they live.
•     The two examples in exercise 2 are
model sentences for comparatives. Students should be able to understand them
from the context using the pictures. Check the answers, and then copy the two
sentences onto the board. Highlight the grammar: comparing with short
adjectives, e.g. small, say adjective + er, and for long adjectives, e.g.
expensive, say more + adjective. Don't go into more detail at this stage. as
students will analyze the rules more thoroughly in a few minutes. See language
point on the right.
Highlight the pronunciation in exercise 3 using your sentences on the
board. Play the recording and underline / than, and add the la/. Give
students plenty of oral practice of these sentences. See ideas plus on the
right.
•     In exercise 4, students will be using
the comparative form throughout. At this point they have to understand and use
the comparative forms given, but later they will have to produce their own
examples. Organize the pair work (i.e. all A students together, answering the
questions, ditto for B students). Monitor and check their answers. The answers
are deliberately not all factual: some call for opinions (hence the answer
key).
•     Reorganize the pairs for exercise 5.
This time they have to listen and respond more spontaneously. At the end, do a
few questions and answers across the class.
•     The table in exercise 6 focuses on the
rules of form. Students at this level have oftcn come across these before, and
in controlled conditions manage comparatives quite well, but havc more
difficulty using them spontaneously.
•     Students can use the adjectives from
the table in exercise 6 or their own ideas for the gap-fill in exercise 7.
Demonstrate with examples that they need to write true and false sentences.
Monitor and correct where necessary, before students work with a partner. If
they need more practice at this point, use practice exercises on p. 141, but to
provide variety, it might be advisable to go on to the reading.

est of
  all

exercise
1 easy / difficult," practical impractical; common / unusual; useless /
useful; safe / dangerous, fast / slow; boring / •exciting
exercise
2
The bike
(IQZ_çms) is smaller-than the motorbike (MI-CDS) •
'2
The moQorbike (€10.4_99) is more expensive than the bike (€389).
•exercise
4

a bike

e bike

motorbike

could be either

c motorbike
  d could be either

g could be either

motorbikè

e motorbike
  bike

c bike 'd
  bike exercise 6

g either

adjective

comuratiye (than)

big

bigger

fast

faster

safe

safer

easy

easier slower more useful

practical

more-practical

Itommon

more common

ungercus

more dangerous

•comfortable

more comfortable

gwd

better

bad

Worse

troubleshooting
abstract vocabulary
There are a few abstract items in exercise 1 which learners may not know.
They can use dictionaries to find the meaning or, with a monolingual group, you
can use translation. Alternatively, you can explain the items yourself. This
has the advantage that learners are listening for a real purpose, and if they
have to work harder to process the meaning, it may be more memorable. However,
you need to convey meaning very simply and clearly. Here are some suggestions:
-
common/ unusual: use local examples to help (adapt them to your context),
e.g. In (Spain), (Juan and Maria) are common names, i.e. a lot of people
are called (Juan and Maria). (Eulogio) isn't a common name: Ys unusual. Common
true for a lot of people / in a lot of situations; unusual is the opposite.
—
practical/ impractical: you could use another local example (if this is true).
e.g. Bikes are practical in the centre of town, but they/re impractical
if you want to go from (Zurich to Geneva). A different context: Short hair is
very practical if you do a lot of sport; long hair is impractical. Practical =
good and useful for a particular situation.
language
point anticipated problems
The most common problems are:
— using the adjective form alone, e.g. is Gheep-tkaa — using more + all
adjectives, e.g.
— using more and -er, e.g. meæ-£#eapev-thaa
— using
that instead of than
Spelling causes some difficulty, especially doubling a consonant, e.g big
/ bigger and adjectives ending in -y. Go over all the answers carefully,
writing them on the board so that students can check their spelling.
ideas
plus drilling
When drilling example sentences, you often need to isolate important
features to help learners receptively and productively. Here, the -er ending
and the weak form in than /a/ are difficult for students to hear in natural
speech, and they are not likely to notice them unless you draw attention to
them. Once they have listened to exercise 3, you can break the sentences down
to focus on specific pronunciation

problems, like this:

Teacher:

Students repeat (chorally and individually)

smaller

ss repeat

than /ðan/

ss repeat, etc.

smaller than

ss repeat, etc.

The
bike's smaller remember to check individuals
The bike's smaller than the motorbike choral and individual drill Try to
maintain the weak forms and contractions throughout your drill. Vary the choral
drilling with individual practice: this is important, as some learners may be
pronouncing inaccurately, and it is very hard to detect in a choral drill.
Choral drilling gives volume of controlled practice and if you keep it tight
and pacy, it can also be fun. Individual practice and your monitoring of each
learner's pronunciation is more important, however.
read on
The article in this section takes a
light-hearted look at traffic problems. If this style of article is culturally
unfamiliar to your students, you may need to explain that it is meant as a
joke. Exercise 1 isa gist task. In exercise 2, learners can read the texts
quickly first to get the gist, then go back and scan for the answers. Ask them
to underline the parts Of the text which relate to each correct sentence; you
may need to do the first one together to demonstrate this. Check the answers with
the class at the end.
•
Many
learners have difficulty expressing How long does it take? (natural English,
exercise 3), as this meaning of take need a particular amount of time) does not
translate literally into some other languages. With a monolingual group, you
could use translation to highlight the meaning Of take. Drill the questions and
answers.
Brainstorm ideas relevant to your teaching
situation in exercise 4, and put them on the board. Get learners to ask you a
few questions first, then move on to pair practice. See ideas plus on the
right.
speaking
it's your turn!
•
You
could use the exercises in the order suggested in this section, or reorganize
them: start with exercise 2, teaching the language in the natural English box,
then go back to exercise 1, thinking about the sentences, and finally, do the
speaking practice in exercise 3.
Check that students understand the statements in
exercise 1, then ask them to consider the statements and their reasons, and
think of their own statement(s). See troubleshooting on the right.
•
There
are two classic errors you can anticipate with the language in the natural
English box in exercise 2:
                 ¥.»æ-a-9¥-æ
and             Or                 or just depe»d. Listen out for these
mistakes.
•
Get
students on their feet for exercise 3. Monitor, make notes, and encourage
students to move around. At the end, have a class vote on each statement. Give
feedback on language use.
wordbooster                                    30—45 mins
shops and products
For exercise 1, students can use
dictionaries if available. Do the first example together, and point to the
picture of lamb as a possible answer to the first gap to encourage them to use
the pictures. Go over the answers. If students have different ideas for the
gaps, write them on the board and check the class understands them. This is a
useful way of expanding their vocabulary. See language point on the right.
•
Use
the recording in exercise 2 to focus on word stress and sounds. Demonstrate the
first example, pausing the recording to allow them time to underline the
stress. Check the answers and practise pronunciation Of the different shops.
•
The
use of get meaning buy in the natural English box (exercises 3 and 4) is very
common. When students have practised a few examples in exercise 4, A could test
B, then they can swap.
Get the class on their feet for
exercise 5, demonstrating first with two learners. The answers could be places,
names of shops, etc. This will be fun for most classes, but if it is culturally
inappropriate, don't use it.
adjectives (3)
•
You
can ask students to use dictionaries for exercise 1, or if you prefer,
pre-teach a few items yourself,
e.g. healthy, lucky, rich, poor. The
likelihood is that learners will come up with some stereotypical standard
answers for each adjective + noun. although you may have some imaginative
learners who produce something more original or humorous. Monitor all the students
and check their answers are relevant; if not, explain the meaning again to that
pair. Don't go over their answers yet.
Now use recording 11.5 (exercise 2). Pause after each
answer and sec if their answers are the same. If not, students should call out
their answers, and the class can decidc if they are correct or not.
•
Exercise
3 is a simple way to practise the adjectives. Do a few examples with the class,
then students continue with a new partner. You can decide whether B students
should have their books open or shut. Swap roles so they both take turns at
guessing. See ideas plus on the right.

Gercise 2 best exercise 3

1 cheaper

3 faster

5 didn't do

2 faster

4 wasn't

6 didn't feel

exercise 4
tan you remember more common, faster, more comfortable, bigger, better,
more interesting, easier, happier
exercises 1 and 2 possible answers þutche(s: chicken and lamb h
beef / pork shop: tables and chairs / beds / sofas
Ws: bread and cakes
Shoe shop; shoes and, boots ßcord shop: cassettes and CDs
Chemist:
aspirin and toothpaste shop:.shirts and trousers / jackets / skirts wpermarket:
sugar and coffee / vegetables / olive oil depaffient store:.clothes and
furniture / toys / perfu me
Office: envelopes and stamps
exercise 3 means buy
exercise see tapescript 11,5 (p.154) for possible answers
ideas
plus speaking
For extra speaking practice, get students to talk about these forms of
transport in relation to their town / city. You could include a few others,
e.g. a sports car, an electric bike, a family (saloon) car, etc. Different
forms of transport (public and personal) are appropriate in different places,
e.g. in a hilly city, a bike isn't very useful, but in a flat city it is; in an
old town with narrow streets, a bike is fine, and an electric bike is even
better because it's quicker. Put students in small groups for discussion, then
at the end, they can tell the rest of the class the best and the worst form of
transport for their town (in their opinion). They will almost certainly need to
use comparative adjectives at some point during this activity.
troubleshooting
getting ideas
Some learners may not find it easy to think up statements. If so, try
these suggestions:
— do it
as a brainstorm in small groups (more ideas will be generated).
-
give them some
topics as prompts, e.g. compare two sports, two animals, two local places.
-
give them some 'first words' to complete, e.g. Dogs are / English
grammar is
/ Swimming is
language
point possessive 's
In English, we can use possessive 's to
talk about shops simply by referring to the shopkeeper and adding 's. e.g.
bakeHs (shop), butcher's (shop). 'Shop' is understood in these examples and
doesn't need to be said. In the case of chemist / chemist's, native speakers
sometimes use chemist to refer to the shop, probably because it takes more
effort to pronounce the -st's ending /sts/. (Incidentally, chemist (3) is a
false friend in some languages, e.g. Polish, where it means a shop that sells
chemical products.)
We also
use 's in the following examples:
       I'm going
to the                      / dentist:s. = doctor's / dentist's surgery
I met him at Steven's. — Steven's home
ideas
plus extending the activity
In another lesson (or with other levels), you could repeat this activity type
as a warmer. Make a list of suitable nouns / adjectives you want to revise,
e.g. a dangerous sport, o gQQdzlQQking actor, a red (green / white, etc)
vegetable, a çley_et politician, an attncti_ve
sportswoman, etc. Dictate your prompts, then students work in pairs to come up
with examples. You could write your own example for each one, and in feedback,
award points: one point for a suitable answer, two points if the answer is the
same as yours, and a bonus three points for a clever or funny answer. Proceed
with the peer testing as in exercise 3.
listening
ítalk recommend using' naturalfngHsh phraSes
'listen
to a radio holiday programme focus 0m superlative 'adjectives talk about places
to visit in your correct spelling Plistakes in a letter
how to . . . recommend                                   60-75
mins
lead-in
•
You will need to
pre-teach recommend. See language point on the right. Go through the example in
exercise 1 and make it clear that you       want students to use recommend in
their answers.
•
Play recording
11.6 (exercise 2), then check the answers. Explain that should is an important
verb in English and commonly used for recommending. If you have any recommended
places on the board, ask a student to make a sentence using should. play
recording 11.6 again (exercise 3) to focus on pronunciation. Drill the
sentences round the class, then let them practise quietly on their own.
Exercises 4 and 5 provide more personalized practice of
should + verb and don't + verb. Give students time to complete the table in
exercise 4, while you help with language or ideas. Create small groups for
exercise 5 and monitor. Use the language reference and practice exercises now,
or come back to it later.
listen
to this
•     Look at the questions for exercise 1
together and check they understand presenter (a person who introduces different
parts Of a TV or radio programme). play recording 11.7.
•     Students listen to the whole passage
in exercise 2, but the task only requires limited information. Exercise 3 is
more demanding, and before you play the recording a second time, give students
time to read through the sentences. They could compare with a partner before
you check the answers.
•     The final recording (11.7) asks one of
the listeners to the programme to choose his favourite destination. Play 11.8,
and check the answers. Afterwards let students listen again with the
tapescript.
grammar superlative
adjectives
All the speakers in the previous recordings used superlative adjectives,
so exercise 1 is a chance to see how many students can remember what was said.
You could elicit the answers (don't confirm any), then send students to
tapescript 11.7 to check for themselves.
•     Exercise 2 tests learners' powers of
deduction. From just two examples, can they see an underlying rule? Some will
find it quicker than others, but in pairs there is a good chance that at least
one student in each pair will work it out. Check the answers carefully at the
end, then use exercise 3 to confirm and consolidate their understanding.
•     Exercise 4 highlights a common
feature of pronunciation. See language point on the right.
play
recording 11.9 and check the answers. If there are any problems, play it again
until students can tell whether the 't' is omitted or not. Then they can
practise saying the sentences in the same way.
•     Pair up students for the writing
activity (exercise 5) and monitor their sentences. When you are happy with what
they have written, mix the pairs for the speaking activity (exercise 6). For
extra practice, students could write about others in the class, as long as you
don't have any students who might produce rather insensitive comments.
speaking it's your turn!
•     Give Students time to think and make
notes (exercise 1). Monitor the discussion in exercise 2. paying special
attention to the use Of comparative and superlative adjectives, plus the use of
should.
writing
•     The letter contains common spelling
errors (especially words which double a consonant in certain forms), but you
could produce your own texts with common errors your students make.
•     If your students are exposed to a lot
of American English, they may confuse British and American spelling. In this
letter, traveled (with a single 'l') would be correct in American English. The
differences are not very significant, but we suggest that students try to be
consistent in using either British or Arncrican spelling. To get the students
to do some wxiting, see ideas plus on the right.

can you remember

language point recommend

see p. 90

You could explain that when you
  recommend something, you tell people about

exercise Q

something you think is good (Or good for them). For
  example:

see tapescript p.154

Teachers often recommend dictionaries for students to buy.
Forming sentences with recommend is difficult at this level, so the only
  productive use we are including is question + a noun, e.g. Can you recommend
  a record shop? Students may want to say I recommend, deter them from doing
  so; it sounds over formal.
Principally
  we want students to understand the concept of recommend in order to teach one
  use of should, which follows shortly.

exercise 1

exercise 3

-1 The Travel Show

1

in winter                     2
  by water bus              3 restaurants

exciting places for a holiday
exercise 2 Venice, Crete, and
  Cairo
exercise 1 1
  most romantic       n2ò friendliest exercise 2

Agaker_Z:
exercise 4
Venice

1

in late spring 2 by car by boat 2 go shopping
language point elision
Elision refers to the disappearance
  of a sound in connected speech. In unit 10, we had the example

ADJECTIVE                         COMPARATIVE

SUPERLATIVE

r can't do it, in which the 't' in
  can't is elided, i.e.

L happy                       happier

the happiest

omitted.
  The most common elisions in English occur

beautiful                                 more
  beautiful

the most
  beauCiful

with 't', although you also get the
  elision of the

•interesting                            more
  interesting

the most interesting

schwa la/ in unstressed syllables in
  some common

hot                              hotter

the hottest

words which are notoriously difficult
  for learners of

expenswe         more expensive
  good            better

the most expensive the best

English: interesting, vegetable,
  comfortable, and so

bad      worse exercise 3

the worst

If students are not prepared for
  this feature, they may fail to recognize certain words in connected

Use comparative adjectives to compare one thing with one
  other thing.

speech, and are likely to pronounce them either

Use superlative adjectives to compare one thing with other
  things in a group.
exercise 4 no    02 no      U3s         4
  yes      5 no
•exercise 5.possible answers is the most attractive 4 is the
  smartest / Oldest woman 7 L is the tallest is the oldest A5 is the fattest /
  ugliest is the youngest / shortest 6 has the longest hair
     arciseA                                                                               ideas
  plus pair dictation

incorrectly or in a way that sounds unnatural.

 beautiful; weather; biggest;
  there; stopped; travelled;    Put the students in A / B pairs: A closes their
  book and writes down what B reads.

   Italian; friend; Swiss; doctor                                               B
  reads the first part of the letter in the student's book (from and then to
  for a

      an
  you remember?                                                                                night).
  They should spell Zurich and Lucerne for their partner. Then they change

 the most expensive; the oldest;
  the best;' the Worst;       roles for the second part of the letter. At the
  end, they can compare their writing

  the most beautiful; the most
  comfortable; the                  with the letter. Have they spelt everything
  correctly?

extended
speaking town survey             60-75 mins

repare a survey abo your town
isten
to interviews' þbout New York -go the-survey and ask and answer in groups
rid pairs
•     It is important at the beginning of
this activity to let learners read the boxes at the top of the page which will
tell them what they are going to do in the lesson, or tell them yourself. This
will enable them to get the whole picture. You should also give them time to
look back at the can you remember ? boxes which appear in the unit.
collect ideas
•    In this extended speaking activity,
learners have the opportunity to use language they have learnt in this unit:
comparative and superlative adjectives, 'shops' vocabulary, recommendations,
agreeing, and disagreeing. We wouldn't expect them to use the language accurately
and fluently, but be generous in your praise of attempts to use the language
and communicate effectively. Make notes for feedback at the end, and aim for a
balance of good language use and errors to correct. In monolingual classes
there may be differing opinions for exercise 1, in their likes / dislikes and
the reasons. Give students time to think, then compare with a partner.
•    With multilingual classes you
have a choice. They can talk about their home town or city, which would make
the conversation an information gap about towns in different countries.
Alternatively, they could talk about the place where they are studying at the
moment, in which case, see ideas plus. The second suggestion would lead more
neatly into the rest of the extended speaking activity, but you may prefer to
let students talk initially about a place they know very well.
prepare a survey
•    For both mono and multilingual
classes students will need to prepare survey questions (exercise 2) about
the town / city they are studying in. See troubleshooting on the right.
The opinion survey gives three example questions, all
using the superlative form. Make it clear that students need to produce
questions with superlatives, and elicit one or two more example questions using
the vocabulary provided (including their own ideas). Although they decide on
the questions together in their groups, each student needs to write them down,
as they will be interviewing a different student in exercise 7. Monitor this
Stage carefully, and help and correct where necessary.
•    Give learners a moment to write notes
for exercise 3 and encourage them to think about their reasons.
listen
• The
recording in exercise 4 gives students listening practice, but also is a model
for the interviews. Don't spend too long on this stage. The focus should be on
the student interaction which follows.
exercise
4
What do
you think is the most interesting tourist attraction in New York?
What about the most dangerous area?
What about the most famous café or
restaurant? What's the busiest street?
exercise
5
Roger
and Lorelei L have different ideas about each question.
do
the survey
For ease
of class management students continue in their groups for the survey in
exercise 6. However, to make the activity more challenging, you could do it as
a class mingle, with each person interviewing three new students. This would
add to the spontaneity as learners would be answering questions they hadn't
planned. Monitor carefully and make notes for feedback later.
•     In exercise 7, learners work with a
new partner. With a large class, you could extend this to two or three
partners, but as always, bring the activity to a close before they lose
interest and concentration.
compare answers
•     This gives students the chance to 100k
at the survey results together and extract some key information. You will need
to demonstrate with another student what to do. Finally, when they have
exchanged ideas with another pair, bring the class together for feedback. You
could also have a vote on the best / worst thing in their city. See ideas plus
on the right.
ideas
plus writing
You
could ask students alone or in pairs to produce a handout or notice on these
lines:
OUR TOP FIVE PLACES IN (name of place) restaurants
We think the best restaurant is 'Belve&re' near the church. The food is
excellent and not expensive.
tourist attractions The most interesting place to visit is
the Motor Museum. There are cars from 1900 to the present day and it's only €5
for sttKkntS.
etc.
Provide
a short model on these lines for students to follow. Help and correct while
they are writing (word processing would be ideal for this). In the next lesson,
stick the notices around the room or circulate them for everyone to read.
troubleshooting
short-stay multilingual classes
Ifyou
are teaching a multilingual class in an Englishspeaking country, you can do the
town survey with your learners as long as most of them have been in the country
for a little while (at least a few weeks). If your students arrived very
recently (e.g. a week ago), they may have very little to say. If this is the
case, you could do this speaking activity later in the course, when it would be
more productive. Even if you wait a few weeks, students will still benefit from
the language practice, and they may have stronger opinions about the place they
are staying in. In fact, this activity could be done with students at
pre-intermediate or even intermediate level.
test yourself!
test
your vocabulary
1
slow, poor, impractical, useful, common shoe shop, butche(s, bakers, record
shop, chemist, department store
'3 healthy, lucky, busy, modern, popular, wonderful
gap-fill
most 2 should          3 than  4 more
error
correction
1    The
R*os-t nicest way to see the city is by boat.
2    Jack's bike was cheaper than I
thought.
13
He's the most important person in my office. Seven is my lucky number.
estof I
eleven review                       45 mins
grammar comparative
adjectives
This is a quick revision activity:
learners have to produce not only adjectives with the opposite meaning, but
also in the comparative form, and some opposites have different forms, e.g.
more difficult — easier. Notice that less + adjective is also possible, e.g.
less expensive I difficult / boring. You could teach less at this point. Go
over the answers at the end.
grammar comparative adjectives more expensive / cheaper; safer / more
dangerous; more difficult / easier: worse / better; more boring / more
interesting; younger / older; quieter / noisier; smaller / bigger; colder /
hotter grammar superlative adjectives
In exercise 1, students have to write superlative sentences.
Look at the example first, highlighting the use Of in (the longest river in the
world). See if students can work out the other record breakers in pairs.
Monitor and help with vocabulary.
•   Use tapescript 11.1 for learners to
check their answers. Pause after each description to answer both questions in
exercise 3.
grammar superlative adjectives see tapescript p.155 natural English
The extra (incorrect) words inserted into sentences 1—6 are in
fact common errors. This could be set as homework, which you can check in class
in the next lesson.
•   You can do exercise 2 with pairs
working together, or ask pairs to shout out their answers and see if other
students agree.

twelve
in unit
twelve ... reading who are they?       75—90 mins

reading who are they? p. 106 wordbooster clothes telephoning
p.108
listening how to use the phone p.110
ronunciation
an istening pronunciation: • consonant groups listening: being an active
listener
test yourself!
p.113
11 wordlist
p. 141
talking
about their
atatk
about your friendÝ using natural English J phrases read about a painting
and talk about-it focus on the present continuous (happening
îdescribe another painting using the
çpntinuous
lead-in
Most
people have at least one group of friends they can describe in this activity.
See ideas plus On the right.
Recording 12.1 (exercise 2) is a model for the
students' own conversations. You could use this after exercise 1, or if you
prefer. reverse the order, i.e. tell students to read the questions in exercise
1 and listen ror the answers. They can think about their own friendship group
after that.
•
The            box
in exercise 3 contains an example of ellipsis: How about you? It avoids
unnatural repetition. Elementary learners Can probably say And you? which is
natural, but How / What about you? are extremely common; even if they don't use
it immediately, they need to understand it.
•
When learners
mingle in exercise 5, check they sound as natural as possible. One possible
pitfall is that the listener may ask questions which the speaker has already
answered. Encourage them to talk to different people. At the end. ask them to
tell the class anything interesting they round out about a classmate, then give
some quick feedback on language. You could also have a show of hands: how many
people have friends of the same sex I a different sex I similar age group /
different age group?
read
on
The short quiz in exercise 1 has three functions: to
tune learners in to the topic; to motivate them to read and see if their
guesses were accurate; and finally, to check understanding. It doesn't matter
if they guess wrongly: they will find out the answers when they read. Tell
students to cover the text when they answer the questions. It would be
advisable to pre-teach painting (n) (use the picture). paint (v) (mime it), and
painter (n) (elicit or give examples Of famous painters, but avoid Renoir).
Don't give the answers to exercise 1 at this point. as students have to read
the text in exercise 2 and find the answers.
•
Students can work
with their partner again on exercise 2. Go over the answers together.
•
For exercise 3
learners have to look at the numbers around the painting and say who the people
were. This could be done in pairs or as a group. See ideas plus on thc right.
•
Students have the
opportunity to give their opinion of the painting in exercise 4. You could give
them some prompts to discuss: do they like the colours, the place. the people?
Some learners will have more to say than others. If it is only a few minutes of
class time, this is reasonable, but don't spend too long on it if some students
are not very involved.

-exercise
2
'Roger-has a group of four friends. There are three -men and one woman.
They are all the same age.
They go to a cinema club together and they meet -Once a month.
þxercise
2
exercise 3
Alphonsine
Fournaise / Alphonse's sister
Atine
Charigot / Renoiys girlfriend
Charles
Ephrüssi / banker and art colleaor
Jules Laforgue / poet
Maggiolo
/ Italian journalist
7
_Angèle / actress
Gustave
Caitlebotte / artist and closefriend of Renoir
f iends
ideas
plus getting students to talk
You may
need to prompt some students with one or two ideas, e.g. school/ college
friends, friends from work, neighbours, a group with the same interest — a
sport or hobby. You could start as suggested in exercise 1 by letting them
think about their own group, or you could get students to ask you questions
about a group of friends you have. Tell students to think about their answers,
and how to say them in English. This will help them to speak more fluently in
exercise 5.
ideas plus vocabulary in texts
Some new
vocabulary items are explained in the glossary, and this will help students to
read more easily. However, other items are not explained because it isn't
realistic for learners to read a text in which every word or phrase will be
known or explained. Students also need to recognize that, most of the time,
they only need to understand the main points in a text, and that can be
achieved without understanding every word. Nevertheless, many learners like
using texts to increase their vocabulary. In this instance, they could
underline any unfamiliar items and try to guess the meaning with a partner.
They can then check in a dictionary, or you can go over the items at the end.
Possible items might include boating, close friend, top hat, banker, art collector,
jacket, poet, greatest (although some Of these may be cognates in their
language). Encourage students to record new words in their notebooks, or they
may be quickly forgotten.

grammar
present continuous
•      Even
though the form in exercise 1 is likely to be new for some learners. it
shouldn't interfere with their understanding, and they should be able to answer
questions 1—6. You could set a time limit ofa minute for pairs to do exercise 1
together. Go over the answers.
•      For
exercise 2, tell students to 100k at the examples to help them with form. Use
the board or OHP to go over the answers to check spelling as you do this,
practise pronunciation Of the forms. See language point on the right.
•      Exercise
3 uses the painting again to practise the present continuous. Encourage
students to use contractions, except are which is rarely contracted. If they
work alone on the exercise, encourage them to compare in pairs, reading the
sentences aloud rather than showing them; this will provide more oral I aural
practice. Check the answers with the class.
•      The
listening activity in exercise 4 is intended to simulate the sounds of the
boating party. Most vocabulary will be known, but students may ask you how to
say cough. Play recording 12.3, and ask them to remember what they hear, e.g.
Someone's laughing; people are talking. Elicit one or two sentences, then see
what pairs can produce. Replay if necessary. Pairs could call out their answers
or write a sentence each on the board. Look at them together and elicit any
corrections.
•      Finally,
in exercises 5 and 6, students practise questions and short answers. Monitor
and correct as they write. Use the language reference and practice exercises at
this point or later. See also worbook, expand your grammar for verbs rarely
used in the continuous p.62.
speaking
Ys your turn!
For exercise 1, students can make notes.
Help with vocabulary and encourage dictionary use.
The game in exercise 2 will require a
little demonstration. Get one group of three to come to the front, and ask one
student to read a sentence: have the Others got the Same sentence? If so, no
points are awarded, bul if no one else has the sentence, that student gets a
point. put the rest into small groups and monitor the activity. At this point,
or for revision in a later lesson, you could use your own postcards or pictures
of suitable paintings, but make Sure the vocabulary load is manageable.
                 wordbooster                       30—45
mins
clothes
•      This
section develops the clothes vocabulary from the previous lesson. Students will
probably know some clothes items already, so for exercise 1, give them a moment
to match words to pictures (but deter them from writing on the pictures, or
exercise 2 will be difficult). They can then work with a partner and a
dictionary to check the other words. Drill the pronunciation, especially where
phonemic script is provided. See language point on the right.
•      For
exercise 2, elicit an example sentence about the first picture, e.g. In picture
B, she's wearing a green jacket, then tell learners to cover the words and work
in pairs. Monitor and correct, and elicit examples at the end. Students could
write descriptions for homework.
•      Demonstrate
what to do for exercise 3 by sitting back to back with a learner. This activity
may be noisy as people sitting back to back tend to shout! Swap students so
that they use different vocabulary with different people.
telephoning
•
This
section prepares learners for the next lesson. You could pre-teach a few items
in a e.g. I phoned my sister yesterday; she was out. I left a message. Please
ring me! She rang me back at 1.00. Check understanding and practise the
sequence. Then do exercise 1 which tests basic understanding of the text.
•
Exercise
2 focuses on a more detailed understanding of the new items. When you have done
exercise 3, go over all the forms of the items on thc board for students to
copy into their notebooks, e.g. to phone someone / the line is engaged busy)
After listening to the recording in
exercise 5, students can focus on their pronunciation. See ideas plus on the
right. See also workbook, expand your vocabulary p.61 (mobiles).
exercise 1                                                                                language
point present continuous
In some Languages, the continuous forms
exist, e.g. Spanish and Portuguese (although they may be used differently). In
other languages, e.g. French, Greek, Turkish, Russian, there is no equivalent
form, so these learners tend to overuse the present simple,
e.g. can't help you now because I WêFk.
There are many potential errors with this
form: - omitting the verb be,
•
confusing simple and continuous forms,
                                                                                e.g.
      a blue shirt.
•
confusing the two
different but correct negative forms: He's not / He isn't eating; They're not/
They aren't toughing.
•
spelling: most verbs add -ing, e.g. going, staying, but some
verbs ending with a consonant-vowelconsonant, double the consonant, e.g.
swimming, running; verbs ending in -e drop the -e and add -ing, e.g. smiling.
See language reference p.142.

     true                  3 false                   5

He / She's
You / We / Theýre

working.

Are you / we / they As he / she

working?

{2 true            4 false 6 exercise
2 fm
true true
negative
I'm not
       He / She isn't                  working.
You / We
/ They aren't
shut-ansyets Yes, We / they are. No,
he / she isn't,

saying,
swimming, smoking, working, playing, sitting, smiling, talking, studying,

      are
  sailing             3 isn't wearing

S is standing

7 aren't
  eating

is drinking   4 is
  looking exercise 4 possible answers

6 is sitting

8 vis smoking

-getting, living exercise 3

someone-is
laughing; someone is playing the piano; someone is singing; people are Leating;
people are-drinking; people are speaking French; Someone is coughing

tan you
remember
-Someone
is people are sailing, talking (to each other), laughing, sitting / standing,
drinking, wearing (hats / a jacket, etc.) / playing with a dog
exercise
.The man on the left is wearing aoat, a suit, trousers, a shirt and tie,
and shoes. -The man on the•right is wearing a.hat, a T-shirt, jeans, trainers,
and is holding a jacket. The woman on the left is wearing a hath a jacket, ka
dress, and shoes. The woman on the right is wearing a top, a jumper, skirt, and
boots.
uercise
1
•four times
•exercise
2
The line was engaged.
He left a message on the answerphone. He
left a message with the secretary.
Uercise 3 call, phone, ring back
language
point clothes vocabulary
-    Jeans and trousers are plural nouns
in English not a-jeegs-k#ouseÆ.
-    Students often confuse skirt and
shirt because they sound similar. Shirts can be worn by men or women.
-    A top (a
shirt, t-shirt, or blouse) is usually worn by women. However, top in compound
nouns, e.g. pyjama / tracksuit top can be worn by men or women.
-    A suit can be worn by men or women (a
jacket + skirt, or jacket + trousers).
-    A dress
is only worn by women. The verb get dressed applies equally to men or women: He
got dressed in a hurry.
— Jumper/ sweater have the same meaning. Jumper is used in
British English: sweater is used in British or American English.
ideas
plus reading aloud
Learners can practise pronunciation in their own time using short texts
like this. Simplified readers often have accompanying recordings which students
can use as pronunciation models. Point out the sense groups marked on the
tapescript with slashes, and ask students to listen and notice them. Then they
should focus on words which they find hard to pronounce (perhaps checking with
you or a dictionary), for instance, lawyer, engaged, minutes, answerphone,
message, and busy. After that, they can either listen and repeat the recording
(you will need to pause it), or read the text at the same time as the
recording. Finally, let them practise with a partner (monitor and help here).
They can follow a similar procedure in their own time: record themselves
reading, then listen to their efforts.

listening
  how to . . . use the phone                              60-75 mins

•mobile
phones using &tural Enðish phrases
focus on present simp nd present
continuous listen to two phone oconvérsations and practise parts of them
using natural Enghsh phrases
Write part of a phone conversation
andüi message in reply hole play a phone -sonversatipn
lead-in
•      With
recent inventions, new words enter the language. See language point on the
right. Direct learners to the relevant part of the flow chart in exercise 1 and
let them think about their answers. There is a focus on mostly coming up, so if
anyone asks about the meaning now, just explain quickly that it means 'usually'
or 'most of the time'.
•      Exercise
2 highlights mostly in the natural English box. Few students seem to know or
use it, yet it is a high-frequency word. Play the recording and make sure they
recognize that the 't' is omitted. They can practise the dialogues then discuss
their answers (to exercise 1) in exercise 3. Finish with feedback
grammar
present simple vs continuous
•      If
you think your students might need some initial help with exercise 1, you could
elicit the answer to the first sentence before asking them to complete the
others; alternatively, put them in pairs to do the exercise. Check their
answers, then move on to exercise 2. Students should now be very aware of the
contrast between the two forms, and this is made explicit in exercise 3. After
exercise 4, you could elicit further examples of things that happen on a
regular basis (e.g. we have a test at the end ofeach month), and things that
are happening now (e.g. we're listening to you), Or in a temporary period
including now (e.g. we 're studying the present continuous in this lesson).
•      Exercise
5 is an opportunity for the students to test their understanding Of the
difference between the two forms. The real focus is on the present simple vs
present continuous, so if you think your students may struggle to find the
correct verbs as well, put these on the board. For more controlled practice, go
to language reference and practice exercises on p.143; for freer practice. see
ideas plus on the right.
listen
to this
•
Play
recording 12.6 (exercise 1). Ask students to give a reason for their answers.
•
Move
on to the natural EngHsh box and exercise 2. First highlight the common
mistakes, then ask students to complete the dialogue. Play the recording again
for students to check their answers. You could use the recording again as an
intonation model.
•
For
exercise 3, get learners to read sentences 1—6 first. If necessary, remind them
about out in sentence I (z not here), and be back in sentence 3 return). Then
play the whole conversation and monitor the students' answers. Go through the
answers, then play it again for exercise 4.
•
The
listening challenge (exercise 5) is Trisha's return call. Play recording 12.7
and check answers. You can then let students listen with the tape-script, but
for further exploitation, see ideas plus on the right.
•
Exercise
6 continues with a natural Erghsh box containing common phrases used in more
formal telephone introductions. Play recording 12.8 and check the answers. My
name's is a little more formal and is used more in first meetings.
writing
•
This
section recycles a lot of the language from the lesson. In exercise 1 monitor
while students discuss their answers. Point out that they only need one word
for each gap. Check their answers before they practise the conversation in
exercise 2.
•
Finally,
let them write the message (exercise 3). You could ask several pairs to come
and write it on the board. Are they the same / correct? Are there any other
answers that would also be correct?
speaking it's your turn!
•
The
role play is similar to the written conversation in exercise 1, but this
information gap makes it more demanding. Give each student time to prepare what
they can (exercise 1), helping where necessary. Then put them in pairs, seat
them back to back so they cannot see each other, and monitor their
conversations. Students could swap roles and repeat the role play with a
different partner. Give feedback at the end.

rie d

tan you remember

language point evolving vocabulary

phone, ring, answerphone, phone
  number, engaged,

Now that mobile phones are an everyday
  part of our lives, people just refer to them

leave aimessage, call, mobile,           no
  answer,

as a mobile (phone being understood). Similarly video
  recorders and DVD players are

be out

called videos and DVDs, with the
  context making it clear whether we are referring to

íexercise 2

the machine itself or the tape / disk used in the machine.
  We can now use the word text as both a noun and a verb:

Let's send
  him a text.

Text me
  when you get there.

exercise 1

ideas plus personalized practice

1 is sitting                              3
  is talking to / is phoning

In pairs, students produce four
  sentences about

-2 is
  wearing                                     4 is eating

themselves: two describing something
  they are

-exercise 2

wearing today, and two describing
  something they

present simple

often wear. However, the sentences don't have to be

exercise 3

true.
Then they write four sentences about
  another pair

exercise 4

(decided by you so that each pair
  has one other pair

present simple; present continuous

to write about). When they have finished, the two

exercise 5

pairs get together. Pair A reads their sentences, and

-1 's reading                                               4
  do you normally start

pair B has to say whether they are true.

2 sleep                                                                             5
  wears; wearing

Caroline is wearing white trainers.
  (false)

Is Claudia doing; 's watching

Serge Often wears black trousers.
  (true)

exercise 1

ideas plus features Of spoken
  English

yes (She says his name first. She says 'hi'.)

Write these four words on the board:

exercise 3

hello yes thank you (very much)
  goodbye

1 true                                        false
  (after lunch)             5 true

Tell students to read tapescripts 12.6 and 12.7, and

Q ftlse (a wedding)               4
  true                                       false (642 1680)

find different words used to express
  these four

exercise 4

concepts. The answers are:

Trisha, can you phone Emma after 3.00? Her numberis
  6421680.

hello: hi/ hiya yes: yeah /yep

•exercise 5

thank you (very much): thanks (a lot/ so much)

i a-hat, a dress and shoes

goodbye: bye / bye-bye

2 She wants the phone number of a
  restaurant

Some of these words are extremely
  common (hi, yeah,

•3 727 9946

thanks a lot, bye), others less so (hiya, yep). They are

exercises 2 and 6
See tapescript p. 155

all features Of informal English (and mostly spoken).

•exercise
1
Is thatStefan? / Oh, hi, it's Magda. /
Fine, thanks. Is Kasia there? / Yes, please, Could she ring me this evening? I
get home from work at 7.00. / les 545 9931. / Thanks very much. / Bye.
exercise 3 sample answer Kasia: Magda
phoned / rang. Can you ring her this evening •after (7.00)? yer number is (545
9931)
Jcan you
remember
Can speak to        / Could I Speak
to .
Its ... / My name'S
   help with pronunciation and listening 30-45 mins
pronunciation
consonant groups
•
First, look at
language point below.
•
You could write
the words in exercise 1 on the board, underline the consonant groups at the
beginning and briefly explain that it is common in English for two consonants
(sometimes three) to occur together, so it is important to practise them. Play
recording 12.9 through without stopping while learners listen (they will almost
certainly mouth the words quietly as they hear them). Play it again and pause
the recording so that learners can repeat the words. Check their pronunciation
by listening to a few individuals, then let them practise on their own or with
a partner. Meanwhile, you can move round, listen, and correct where necessary.
•
Exercise 2
provides pronunciation practice, although students also have to find a suitable
word for each gap. At the end, play recording 12.10 (exercise 3), so they can
check their answers and hear another oral model. When they practise themselves,
it is more fun if they can maintain a good pace. They can do this if they
alternate saying the sentences with their partner.

language point consonant clusters
Consonant clusters can occur at the
beginning of a word (e.g. sneak, train), in the middle (e.g. April, customer),
or at the end (e.g. want looks). They commonly include two sounds together, but
sometimes three (e.g. scream, street); they are also very common across words,
e.g. that3 true, I cadtsee.
Consonant clusters can be difficult
for learners, especially if their Ll has few of them, e.g. Japanese. Other
nationalities find certain clusters difficult in certain places, e.g. the
initial cluster sk/ st/ sp, etc. (e.g. school) does not occur in Spanish.
A common mistake is a tendency to put
a vowel sound between the consonants, e.g. saying stop as /satnp/; or in the
case of ceftain initial clusters, to put a vowel sound before the cluster, e.g.
saying Spanish as /aspæmJ/. If this happens with your students, get them
to repeat a cluster quickly (e.g. ststststststst) until they can produce it
without an intrusive vowel sound. Then move on to words, e.g. stop, start,
stay, stand.

listening
being an active listener
•    Introduce the idea of active
listening, i.e. point out the advice in the speech bubble. Ask students what
they can say if they don't understand someone, and write their answers on the
board.
•    Introduce Jean-Louis in the picture
and play recording 12.11 (exercise 1). Elicit an answer (see if others agree),
and if they are all correct. move on to exercise 2. When you check the answers,
highlight the response that Jean-Louis makes to show he doesn't understand.
•    In exercise 3, students can compare
with a partner before you check the answers. Repeat the procedure for exercise
4, then direct students to the tapescript to complete the natural Engfish box
(exercise 5). If you want more oral practice, see ideas plus on the right.

ideas plus role play
Divide the class into A / B
  pairs and give each a role card below. Tell them that they should only use
  the information in brackets if the other person doesn't understand. Give them
  a few minutes to prepare. You could put all the As in one group to prepare,
  and all the Bs in another. This preparation time gives students confidence.

situation 1: You stop someone in the street. You want to go
  to Café Zero. You listen to their explanation but don't understand
  their first directions. You also have a problem with the name of a place they
  tell you.
situation 2: Explain that the museum is 400 metres (a
  five-minute walk). It's on this road and is just after the newsagent (a shop
  that selts newspapers).

situation 1: Explain that Café Zero is the third turning on the
  left (the third — show with yourfingers - road on the left). It's just after
  the florist (a shop where you buy flowers).
situation 2: You stop someone in the street. You want
  to go to the museum. You listen to their explanation but don't understand
  their first directions. You also have a problem with the name of a place they
  tell you.

When they are ready to start, tell them that As start situation 1, and
  Bs start situation 2.

test yourself!
kest
your vocabulary skirt, shirt, tie, boots, hat, jeans, top, jacket, T-shirt,
coat, suit, dress, jumper, trainers
2
answer; number; phone; messageï possible
IMng,
swimming, studying, getting, smiling
mostly 3 engaged about 4 mobile
•error correction
He's having lunch at the moment.
She
isn't wearing a hat today.
Hi. Is that Pamela?
My name's / les Mark Andrews.
twelve review                       45
mins
vocabulary clothes

First check that
students understand the meaning of waist, then put them in pairs to do exercise
1. You could set a time limit to make it more competitive, e.g. three minutes
(or two if you want to be more challenging). Check the answers, then go on to the
pronunciation focus (exercise 2). Students can practise the phrases at the end.
vocabulary clothes exercise 1 three things you wear on your feet: shoes,
boots, trainers three things you wear below your waist: skirt, trousers, jeans
six things you wear above your waist: shirt, top, jumper, tie, T-shirt, hat
three things you wear above and below your waist: dress, suit, coat, jacket

exercise 2 a black jacket; a red
dress; brown trousers; green jeans; blue shoes; a dirty shirt / skirt; a hot
top; a nice tie.

grammar present
continuous and present simple

Divide the class
into pairs and make it clear which phrases each student in the pair has to
mime. Give them a couple of minutes to think about and prepare their mimes.
When they start the activity (exercise 1), tell them they must answer quickly.
If they get part of the answer, the first student should prompt them (as may
happen with 'drive to school').
For
example:
A (mimes driving) B: You're driving.
A: Yes,
where?
B: TO work
A: No, (etc).
•   For exercise 2, there are a number of
things you need to point out before students start:
— they have to make some changes (putting some of the
verbs in the third person and using the correct possessive form, e.g. my, his,
her, and their).
— they
have to put the adverbs (e.g. always and often) in the correct place in the
sentences.
— and finally, although they should provide a logical answer in each
sentence (always clean my teeth is a logical answer to question l, whereas
always play cards seems rather unlikely), there will be more than one possible
correct answer, and in some cases, a number of possible answers.
•   When students have completed the
sentences, they can do exercise 3, and you can round up the activity with class
feedback.

natural English
• Students
can do exercise 1 individually or in pairs. If they work individually, they
could Compare with a partner before they check their answers (exercise 2). As
three of the four questions involve short dialogues, they could practise the
dialogues in pairs. If you would like to make it more challenging, ask them to
write and practise at least one more line from A and B to each dialogue. At the
end, listen to several pairs acting out their extended dialogues.

thirteen

in
  unit thirteen .

reading a

reading

(talk
  abòut

a
  new life
p.114

-go and live abroad read about a
  TV

-'wordbooster

programme which helps

verb
  + preposition kinds Of film

people
  to move abroad

p.116

focus
  on.be going to vand might 4 Lverb

listening

talk about yourown

how to ... invite

plans using natural

someone
p.118

English
  phrases in a form about

extended
  speaking

plans
  to live abroad

let's go out!-

talk about these plans

,120 test yourself!
p. 121
wordlist
p.142
new life                                                                                75—90
mins
lead-in
• If you know people who have moved
abroad, you could start by telling the class about them. Then the students can
talk in pairs or small groups.
read on
For exercise 1, check their answers,
then ask about programmes in their country. They needn't restrict their answers
to helping people to move abroad: it could be helping people to find a job.
lose weight, etc.
Get the class to read the statements
for exercise 2, and check they understand. Students can then read the rest 01
the article and complete the task. You may be interested to compare the
different ages that children attend primary and nursery schools with other
countries. Sec culture note on the right.
Exercise 3 is a personalized response to the article.
Give learners time to prepare their ideas, then put them in groups. Monitor and
give feedback.
grammar
be going to + verb; might + verb
•
It
is quite difficult to talk naturally about future plans using be going to +
verb without the need for might + verb, as some plans are less certain and more
speculative than others. We hope that the two concepts, side by side, will help
to reinforce each other. See language point on the right.
Students should be
able to answer the concept question in exercise 1. If anyone gets it wrong, ask
them this question: Is Mike having lessons in Polish UAL'?
Let learners work in pairs on exercise 2. Check the
answers before exercise 3.
•
Play
recording 13.1 (exercise 4) once for students to check their answers to the
previous exercise, then play it again and ask them to listen carefully to the
pronunciation in questions 2 and 4. Elicit answers until someone says it
correctly iganai, then drill it. Explain that this form is common in spoken
English. It is not essential for your students to produce it themselves, but
they need 10 be able to recognize it when they are listening. When they
practise, therefore, let them use either form — as long as they pronounce it
correctly.
•
The
focus of exercise 5 shifts to might. Concentrate on questions 2 and 3, and ask
students to give reasons for their answers. If they can't, explain it yourself,
i.e. the article says both of these
things might happen, which means perhaps / maybe / it's possible.
•
Exercise
6 checks both concepts, and exercise 7 is a chance for students to test their
understanding of the difference in meaning.
•
The
questions in the natural English box in exercise 8 are in the present
continuous. However, we would advise you just to teach What are you doing
(tonight)? as a fixed phrase and point out that it is the most common / natural
way of enquiring about someone's plans (usually in the near future).

elicit the correct date for the first
  item and write it on the board, like this:
tonight (l Ith October) tomorrow          and
  so on.
Go
  through the example in exercise 10 so that students are clear they should use
  the language from the natural English box in each gucstj.on, but either I'm
  going to + verb Or might + verb in their

•
Write
the words I phrases in exercise 9 on the board in a vertical column, then
•exercise 1
Because
Melissa and Scott help them find a -home and? 160k for jobs abroad.
exercise
T true   false      -5 false 2- false 4
true
They refer to the future.
exercise 2

I'm

I'm not

/ She's

gping to do it.

He [She's not

lans
culture
note schools in different countries
Your
students might be interested to compare the facts for their country with both
Poland (the subject of the article) and Britain.
In Poland, nursery school is usually referred to as kindergarten. (This
word is also used in Britain, but less so than in the past.) It starts at the
age of three and continues to the age of six, when pupils begin their first
compulsory year of schooling (still in kindergarten / nursery school). They
start primary school at seven, and continue until thirteen, when they go to
lower secondary school. In Britain, children can go to nursery school (also
called pre-school) from two until five, with the time spent there usually
increasing as the child gets older.
Compulsory education starts at the age of five, when children go to
primary school. At eteven, they move on to secondary school.
language point be going to and might + verb There are potential problems
with both of these structures:
- be
going to becomes more of a problem when

you / We / They're

We / You / They're not

way
  Of expressing both concepts in their Ll. For the moment, avoid any mention or
  contrast with

Are you / they
  he / she

going to do Lit?

Yes, I am.
  No, he isn't.

will; just focus on be going to to talk about plans /
  intentions. Plans are about the future, and

Yes, they are.

you can't
  be certain about the future, but be going

exercise 3

to expresses the fact you are
  fairly sure about

Is; to

3 'm; to

these plans, usually because you have made a

Are; going

4 going; areo't

definite decision to carry them out.

exercise 4

- problems of form are similar to
  the present

Learners meet will and the present
continuous to going todo it.          express the future, especially if they
only have one

Jn sentences 2 anth4, the Speaker
pronounces going tQ.as /gana/        continuous: omitting the auxiliary, e.g.
and
getting used to two negative forms in some

exercise S

cases, i.e. she isn't going to /
  she's not going to;

yes

3 not sure

we aren't going to / we're not
  going to, etc.

'2 notsure exercise 6

4 yes

— the concept of might is not difficult (it describes
  something that is possible in the future), but few

the future
•exercise 7

2 sure

3

possible

languages seem to have an equivalent verb, so learners
  often need a lot of practice. Instead, they

is
  going to

- u3 A might

5

might

             tend to say,                               or

2 are going to
'exercise 8

4 is going to

perhaps4-work
  The pronunciation /malt/ also needs reinforcement.

see
tapescript p. 156
writing
•      Filling
in forms is the kind of writing people often do in real life, and it is also
the kind of exercise type which regularly appears in public exams. For this
reason, you might like to extend your students' knowledge of the more formal
language commonly used in forms. See language point on the right.
•      While
students are completing their forms, move round and help with both ideas and
language. and check their spelling.
speaking it's your turn!
•      Explain
thal this speaking activity only applies to your plans from the previous
section, not the personal information. If students work in groups of three, two
students ask questions while the third answers; this should ensure a lively
pace and put a bit more pressure on the person answering. Encourage students to
ask follow-up questions to the information they are given. If they can do this,
the conversation will be less predictable and closer to genuine communication.
•      Monitor
and make notes during the activity and conduct feedback at the end, commenting
on the students' use of language studied during the lesson, and anything else
Of interest.
       wordbooster                 30—45
mins
verb + preposition
•
Some of this language will be revision, or at least
fairly familiar, so students should be able to have a go at completing exercise
1. Ever is previewed here, but there is a focus on it in the next exercise, so
don't explain it now unless you feel you have to.
•
Let
students use dictionaries with this exercise, and if they have access to
monolingual dictionaries, they should notice that prepositions which commonly
follow certain verbs are shown in bold within the entry for the verb, along
with example sentences. This is an important piece of dictionary training and
will help to prepare students for more extensive monolingual dictionary use at
a higher level.
aWant to
•
When
you go through the answers, remind students to keep a record Of these verb +
preposition combinations in their notebooks (with examples), and point out the
weak forms of the prepositions for 'fal and to Ital. Students will get practice
in a few minutes, but you can still drill phrases to check their pronunciation
of the weak forms, e.g. wait for buses and trains, listen to the radio, etc.
•
play
recording 13.3 (exercise 2), and sec language point on the right.
•
For
exercise 3, you could drill the questions to check pronunciation, then do one
or two examples in which students have to give truthful answers. When you are
satisfied, put them in pairs to ask and answer the questions. At the end, move
on to exercise 4, which brings together the use of ever with the verb +
preposition combinations from exercise 1. For greater variety, you could form
small groups for this activity. Move round and monitor while they are talking.
kinds
of film
•      Students
will probably complete exercise 1 by a process of elimination and calculated
guesswork. You can confirm their answers or correct them at the end, and
practise the pronunciation. especially the words which have phonemic
transcriptions.
•      Give
students time to think about exercise 2 and encourage them to provide examples
of films within the genre they like; this will make the activity more
interesting. You could also suggest they tell their partner (or partners, as
this is also a suitable small group activity) about the kinds of film they
•hate'. This may provoke more disagreement and animated discussion. For a
further suggestion with monolingual groups, sce ideas plus on the right.

can you remember Theyre going to live in Krakow.
MiWs
going to learn Polish.
Eva's going to phone some companies.
They
might buy some furniture.
£va might get a job more easily. Tomas might go to nursery school.
exercise 1 1 pay          5 spend
listen 6 100k 3 agree           7 wait
-4 speak                                            8
think
exercise 2 go to tapescript p.156
exercise 1
01 comedy                                        5
romantic comedy
2 musical      6 thriller war film       7 cartoon
4 action film                                    8
horror film
language
point ever
The meaning Of ever in this context is •at any time' (now, the
recent past. and the distant past). It can be used in the affirmative with if,
e.g. Ifyou ever come to Paris. give me a ring, or in negatives. e.g. Nothing
ever happens round here. However, it is used mainly in questions (as in the
natural English box). and it would be sensible to tell students only to use it
in questions at this level.
Ever is sometimes confused with frequency adverbs. In
fact, there is a different assumption behind a question with ever. Compare:
Do you      have breakfast in bed?
(Does it happen at all?)
DO you           have
breakfast in bed? (Does it happen occasionally or Often?) Do you    have
breakfast in bed? (Is it your normal practice?)
In other words. ever involves less certainty and less
knowledge of the other person. However, this is a not an easy distinction to
make in English with elementary learners; you would be wise to avoid it.
If you speak your learners' Ll. and you know there is a clear
equivalent, we would suggest you use translation either to teach ever or check
that students understand it. This introduction to ever should also help you in
the next unit. when it is recycled in present perfect questions, e.g. Have you
ever worked abroad?
ideas
plus translation
With a
monolingual group, you could ask students to write down the names of five or
six films in their mother tongue. Elicit examples and write ones on the board
which are not too difficult to translate into English. When you have five or
six, put the students in pairs or smatt groups and ask them to translate each
one. When they finish, they can compare with others, and you can end with a
class feedback to see who had the most accurate / best translations. It might
also be interesting to explore whether or not these films had the same title
when they were released in English-speaking countries. You can find out more
about films with your students using various websites. One of these is (not
surprisingly this gives information about alt the films that have won Oscars).
Another useful site is

language
point language used in forms

WRITTEN

SPOKEN

surname

Whaes your surname / fim.ily name?

date of birth

When were
  you born?

marital status

Are you married or single?

occupation

What's
  your joÞ?/ What do you do?

There are certain words and phrases which
appear regularly in forms. Here are a few with their spoken English
equivalents.
which has a list of 250 top film
titles.
listening
how to . . . invite someone    60—75 mins

Qatk
åboû€fhe last fi you saw. focus on, typical questions about a film
.invite someone to do something using natural English phrases
listen
to someone inviting a friend to the cinema •practise making plans using natural
English phrases
role play to the cinema
lead-in
•     Start exercise 1 by telling students
about the last film you saw (at the cinema, on TV I DVD Monitor the mingling
activity and do a quick feedback.
•     Exercise 2 contains 'frequently asked
questions' about films / the cinema. They will be useful in the extended
speaking on p.109. l, 3, 4, and 5 may be less transparent:
       What's at the cinema? Where's
it u? on = showing What's the film               = tell me the topic / Story
Focus on
the film advert first (you could teach advert at this point), and show how
students can work back from the answers to fill the gaps in the questions. See
culture note on the right.
If you use recording 13.4 (exercise 3) as an answer
key, focus on the stress in the questions. Ask students to listen again and
undcrline the stresses, like this: What's at the cinema? What kind offlu
is it?
Drill I
practise the questions, then students can practise the questions and answers in
pairs.
•     In exercise 4, students could compare
answers with a student who read the same text. Rearrange the pairs for exercise
5. At the end, ask them which film they prefer and why.
inviting

For a different
way into this section, see ideas plus on the right.

The natural
English box in exercise 1 teaches some useful functional language. Students
have already learnt Would you like (a coffee)?, so invitations shouldn't be
difficult. Use the recording, and point out the note on formality /
informality. You will need to highlight the form Would you like to go

In exercise 2,
check that students stress the underlined syllables and pronounce Would you
lwudja/ and Do you /d3a/ correctly. It would be advisable to do some drilling
before any pair work.

Elicit a dialogue
for the first picture in exercise 3, using the natural Enghsh phrases. Then get
students to practise their own dialogues in pairs. This is quite a controlled
practice activity, but there is freer practice of invitations in speaking it's
your turn! and the extended speaking activity on p.109.
listen to this
•     To tune students in to the characters
in the listening, focus on the photos in exercise 1. Ask them to say as much as
possible about the people, e.g. their age, possible jobs, what they're doing at
the moment, what they're wearing, etc: all useful revision of the present
tenses. play the beginning Of 13.6 and check the answer. If students don't get
it right at this stage, replay the recording, and ask them to think how we know
they are friends. (They use each other's first names with no introduction;
their language is informal, e.g. How are you doing? = How are you? (informal);
they sound friendly, e.g. Gina, hi! Finally, Gina asks Toby if he's free that
evening, which would be unlikely in a British business context.)
•     Exercise 2 revises phone
introductions. Replay the recording if necessary.
•     Ask learners to look at the notes in
exercise 3. then play the recording once. Play it again, pausing to allow time
for students to complete the notes. They can then compare with a partner.
•     Read the statements in exercise 4
before listening. They Can listen again with the tapescript.
•     The natural English box includes
questions with shall. See the language point on the right. Check students'
pronunciation of the questions (in exercise 5), especially shall we ...? IJawi/
before they practise in exercise 6.
speaking it's your turn!
•     Students working together on exercise
1 will probably have an idea about a current film or even an old one. You can
always change the context from cinema to TV or DVD. See ideas plus on the
right.
•     Exercise 2 provides some quick
revision of the frequently asked questions, and is self-correcting.
•     Exercise 3 is a rehearsal stage. As
pairs have planned their film information together. they can concentrate on
producing a coherent dialogue. To simulate the phone conversation, seat pairs
back to back. Go On to exercise 4 so that they do the activity with a new
partner who doesn't know which film thcy are being invited to. This stage is
more unpredictable, and there is a greater chance that communication will break
down. Monitor and give feedback at the end.
exercise
2
2    What              4
Who   6 When
3    What              5
Where              7 How
"exercise •.1
•see tapescript p.156 exercise 3 possible dialogues Would you like to/ DO
you want to go to the cinema/ go and see a film? go swimming tomorrow? watch a
video / DVD? go for a drink?
go [out] for a meal [lunch /
dinner tomorrow? / have -a meat-together tomorrow? o dancing?
exercise 1 They're friends.
exercise 2
Hello, is that Toby? Who's that?
It's Gina.                     Are
you free this evening?
exercise 3
A         — Toby saw it last week. 2
City of God les about two boys who grow up in Rio de Janeiro, What kind of
film? It's athriller„ Where's it on? The ABC.
exercise 4 8.30 a 67.45 3 in a bar.
exercise 5
On you
remember
Inviting and. responding:
Would
you like to / Do you want to (go out)?
Yes, great / OK.
Sorry, I'm bit busy / I can't tonight' Maybe tomorrow.
Making plans together:
Where / When shall we meet?
Mow
about ..2 Fine. / Yes, OK.
culture
note film classification
The British Board of Film
Classification         classifies films in the United Kingdom particularly to
protect children. These symbols appear on films, videos, and DVDs, and you will
see them on any cinema website that you visit:
U:
Universal. A film suitable for anyone over the age of four.
PG:
Parental Guidance (some scenes may be unsuitable for young children).
12 / 12A: '12' films are not suitable for the under twelves; however,
under twelves can see a '12"' film if they are with an adult.
15: not suitable for under fifteens. 18: not suitable for under
eighteens.
ideas
plus picture dialogue
Find some interesting colourfuL pictures Of two people from a magazine
and stick them on the board. Students often appreciate romantic intrigue, so
pictures of a man and a woman would be good. Elicit details about their ages,
nationalities, interests, etc. Explain that the man would tike to ask the woman
out on a date and elicit what question he might ask her; then elicit her
response, and slowly start to build up a dialogue. Try not to impose anything
yourself, but rather gather it all from your students. You could also conduct
this activity as a 'disappearing dialogue', i.e. once you have a dialogue on
the board (with necessary corrections made), drill it a few times (especially
for weak forms) for students to learn, then start rubbing off sentences.
Students then re-build the dialogue in pairs.
language
point shall
In conversation, shall is used typically to ask for decisions, and make
suggestions and offers:
When /
Where shall we meet? (asking for a decision)
Shall we
meet at the post office? (making a suggestion)
Shall I shut the door? (an offer) [See also language point on p.95] These
uses Of shall (volition) are far more common than predictions in spoken English,
e.g. I shall be vety happy to leave this place.
Shall is normally only used in the first person, singular or plural; use
in Other forms is archaic, e.g. You shall go to the ball!
Learners sometimes come to class believing that shall and will are only
used to talk about future events. It is probably more useful, however, to teach
them the functional uses suggested above.
ideas
plus film information
If your class has Internet access, you could ask them to work in pairs
and do a little research on cinema websites for ideas for speaking it's your
turn! These sites provide a little synopsis of films and their classification,
actors, times, etc. www.odeon.co.uk (go to the site and choose a cinema
branch in any town) wywzreadingçinemasom,au (Australian cinema)
If your students don't have Internet access, you may be able to find film
information in English newspapers and magazines.

extended speaking let's
  go out!                            45—60 mins

uld like to go-to rite information abou€
our activity others to your ctivity_
• It is important at the beginning or
this activity to let learners read the boxes at the top Of the page which tell
them what they are going to do in the lesson, or tell them yourself. This will
enable them to get the whole picture. You should also give them time to look
back at the can you remember boxes which appear in the unit.
collect ideas
•
In this extended speaking activity, learners are going to create information
about an event, and invite other people to go with them. They should end up
with a diary Of activities for the weekend. TO make this activity realistic, it
would help if you could find some brochures or adverts for the type of events
your students might enjoy, e.g. classical or pop concerts, musicals, operas or
plays, and relevant sporting events. You may need to adapt one Of the
information forms, e.g. on p.}28 to make it suitable. This realia would help to
tune learners in to exercise 1. They don't need to decide on a specific
activity at this point, only the activity type. Help them find a partner for
exercise 2. See troubleshooting on the right.
invent information
• For exercise 3, explain that
students have to invent information about their chosen event. Direct the pairs
to the relevant pages (and check that they are on the right page). With their
partner, they should talk about their event in more detail, then complete the
information. The day is given for each event so that students will be able to
attend different events in the role play at the end. Monitor and help with
language and ideas where necessary. If you think students need extra support,
you could demonstrate first by working through a sample event and form
together.
practice
•
In exercise 4, students rehearse the conversation they will have in the role
play which follows. At this point, there is no information gap, as each one in
the pair knows about the event, but the role play will be more spontaneous.
However, the practice stage allows students to think about the language they
will need to use and how to develop the conversation. Start them off with the
first few lines as in the example, then set them working in pairs. Monitor
carefully to check that they are asking questions,
e.g. Where's it on? and that they are
making arrangements to meet. If not, give feedback 10 that pair, or to the
class if necessary. See troubleshooting on the right.
role play
Focus on the diary in exercise 5. Tell
students to complete the information about their own event in the diary. Then
get them up mingling and inviting others to their event. Remind them that they
can say 'yes' Or 'no' to the invitations. If they accept an invitation, they
need a little time to complete the diary for that event before they move on to
invite someone else. Monitor and check that students are working on the right
lines, and that everyone has a partner — if you have an odd number, create one
group of three. Allow plenty of time for this stage so that students can find
out about as many events as possible. Make notes on their language use.
• When most people have finished, ask
them to go back to their first partner (the one they planned the event with).
They should tell them about their plans for the other days. Students have the
opportunity to use be going to here. You have a choice: either get them to do
the activity and see whether they use it (i.e. an informal, diagnostic test) or
you can remind them about it before they begin (i.e a straightforward oral
practice activity). Monitor the pair work, and at the end, give feedback on any
notes you made during the lesson, including the use of be going to in exercise
6 if appropriate. You should consider the activity successful if the students
managed to exchange information and make arrangements. In that case, give them
plenty Of praise.

ans
                                           thirteen
review    45 mins

troubleshooting class management
To help students find
  a partner who chose the same activity, put notices in three separate corners
  of the room (concert / musical / sports event). Tell them to go to the
  appropriate corner. Once there, it is easy for them to pair up. If you have
  an odd number in one corner, make a group of three; if you have odd numbers
  in two corners, do the same, or perhaps ask if one student would mind moving
  to another group.

grammar be going to /
might + verb
      For exercise 1, start by eliciting or
reminding students of the difference between be going to (a plan, you decided
about it before now), and might (a possible plan). You could put a couple of
examples about yourself describing your own evening on the board. Give learners
a moment to think, then move on to ask and answer with a partner or in small
groups. Monitor and correct errors.

troubleshooting dialogue modeling
If your group is not very strong,
  it might be sensible to build a sample dialogue together. You should take A's
  part in the example in exercise 4, and the class takes a's part. Prepare an
  imaginary event yourself, and invite the students to it, then elicit
  responses from the class (asking for more information), and then ask again if
  they want to come; if so, decide where and when to meet (Where / When shall
  we meet? etc). Try to keep the conversation natural and tell students not to
  write the conversation at this stage. They now have a model of what to do,
  and can work in pairs practising their conversation. Monitor and give
  feedback.

      Give a couple of examples of your own
for the table in exercise 2, then give them time to work alone. Monitor and
help / correct. If they can't fill every slot, it doesn't matter; they can say
'I don't know', or they can invent something.
      Demonstrate what to do for exercise 3
with a learner in front of the class, then put them in pairs to ask and answer.
natural
English
 Exercise 1 is straightforward, and it
contains distractors which are typical errors, e.g.
W-ket-d-.a-ye"-d04e44-$--y-k-p Students can work alone or with a partner.
You could ask them to practise the dialogues in pairs in exercise 2 until they
Can say them without looking.
vocabulary verb + preposition
• Do the first example together, then students can work alone or in pairs.
They will sometimes need to change the word form, e.g. waiting.

Occasionally,
more than one answer is possible (e.g. in sentence l , wait for is also
correct), but tell students they have to use all the verbs and prepositions
once only.
vocabulary verb + preposition
1      speak to    3 waiting for   5 spent
€200 on         7 pay for
2      think of     4 listen to        6
looked after 8 agree with
test yourself!

hest your vocabulary to; with; on; for
(any four): comedy, romantic comedy,
musical, war film, cartoon, action film, horror film tonight; tomorrow; this
weekend; next week
gap-fill ever   2 to        3 on    4 shall
error correction
1    1'm going
to phone my parents.
2    We might see a film.
What are you doing tonight?
I want to go there the next week.

fourteen

in unit fourteen . . .
reading

reading that's incredible!                    75—90
mins

that's
incredible!
p.122
Wordboostei opposites feelings
p.124
listening
how to ...say what you feel p:126
With pronunciationan listening listening: to sopg
pronunciation: tinking
test yourself!
p.129
wordlist
p.143
gbbd
bad experiences using natural English phrases focus onthe presenV_ perfect
(generaU experience)
read
about axecord breaker and react using natural phrases focus on .preSeF£
ìperfect vs, past simple iinterview people abo their experiences
lead-in
•    For more about the approach to grammar
in this section, see troubleshooting on the right.
•    All the Statelnents in exercise 1
could have positive or negative consequences; they are intended to be
subjective and promote discussion. Put the first sentence on the board and
check that students understand it refers to past time: I've never been to a dentist
(in my lite, before now). Ask students if the idea is good or bad. Elicit ideas
from the students, then give them a few moments to think about the other
statements.
•    The natural English box in exercise 2
focuses on once, twice, several times. You can
do the
exercise now, or if you prefer, come back to it after the discussion in
exercise 3.
Demonstrate what to do in exercise 3 with two students
in front of the class. A reads a statement; B responds, then A responds to B's
idea. Put students in pairs Or threes and check they are on the right lines. At
the end, bring the class together and discuss the statements which provoked
most interest.
grammar present perfect
•    Students now focus on the forms in
exercise 1. You could do this as a class, or give students a few moments to
think about the answers before going through it. In any case, do one or two
examples Of question 1 together (underlining the forms). Questions 2 and 3 are
crucial concept questions. After question 3, you could also ask, 'Is it important
when they happened? (No — we aren't interested in when.) With a monolingual
group, you could contrast this use of the form with the learners' mother
tongue. See language point on the right.
•    The table in exercise 2 highlights
the regular and irregular past participles.
Break and
run are in the tead-in exercise, and the other irregular verbs occur in the
next exercise. When you check the answers, focus on the pronunciation Of the
past participles, especially been 'bin/, driven /drwm', and written Iritn/. Remind
learners that there is an irregular verb list on p. 158. Encourage them to
commit these to memory and test themselves.
•    For exercise 3, remind students that
he / she is followed by has, not have.
Students
can write their answers using full forrns, i.e. I have never driven abroad.
This is acceptable, as in exercise 4, they focus on contracted forms. Here,
drill some of the sentences, focusing on the contractions.
•    Look at the first examplc in exercise
5, then if your students need more support. elicit all the questions orally
from the class. Point out that in questions, we use ever, not never. Ask them
to write the questions, so that you can monitor and correct, or check them on
the board at the end. Finally, in exercise 6 students use the questions in a
personalized practice activity. Get them to ask you all the questions first, so
that you can demonstrate the short answers and check their pronunciation at the
same time. Monitor the pair work, and at the end, students can ask and answer
across the class. You could move on 10 the language reference and practice
exercises, but there is more practice later in the lesson, so it might be
advisable to change the focus at this point and go on to read on.

Aercise 2 Olce; twice; several times
gercise
've been; 've broken: "ve run; haven't learnt; •ve lived; 've worked
the past +3 no
0
exercise 2 stayed; been; broken; run; driven; writteó,• seen; met

exercise 3

V has been

4 1've
  beep

12 1've
  never driven

5 haveh't seen

has writtery

6 ,rve never met

exercise 5
72 Have you (ever) driven abroad?
     Hasyour teacher (ever) written                  book?
4: -Have
you been to university?
Have you seen Gladiator?
Have you
ever met anyone famous?
feelin s
troubleshooting previewing grammar
By the time they've reached a good elementary level, students
witl have met a number of grammatical forms above their level, either through
reading or listening. The present perfect is likely to be one of these, and
some learners may have tried to produce it by translating from their own
grammar system in Ll.
The statements in exercise 1 preview
the present perfect for general experience. Learners need to understand the
statements (which shouldn't be too difficult), but they don't need to use the
form at this stage; the discussion doesn't require them to do so. For this
reason, you don't need to analyse the forms here; this happens in the next part
of the lesson.
language
point present perfect
This first introduction to the present perfect focuses on the 'general
experience' use (actions / situations happening at some point in a time up to
now). For some learners, e.g. Russian and Polish, there is no equivalent form
in their mother tongue, so they have to learn both a new form and a new
concept. In other languages, the form exists, e.g. French, Portuguese, Italian,
Spanish, and German, but the use is often different: the present perfect can be
used with time adverbials,
For most learners, there are Other difficulties:
— the
need to learn forms Of irregular past participles.
—
contractions: I've / he'S/' they've, etc. In speech, these are sometimes very
difficult for students to hear: compare He's stayed there. / He stayed there.
— he's /
she's: the contraction could be is or has.
— sometimes learners use be instead of have (perhaps
through Ll transfer. French and Italian use be with some verbs in the perfect
form) : Ske-is-4iÆbed-Meøt
See
language point on p.125 for more about be/ go.

read on
Pre-teach record (n): if you break a record, you do
something faster, longer or better than before. See ideas plus on the right.
Try to ensure that learners only read
the first paragraph for exercise 1. Before exercise 2, direct students to the
photos, and focus on vocabulary related to his records, e.g. jump / pogostick /
carry / brick. Students will only need these items receptively, so just check
understanding. Then do exercise 2. Students may not remember all the answers,
but it should be motivating for them to read again and check. Exercise 3 links
with the grammar from the previous section.
•
For
the natural English box in exercise 4, play the recording then explain the
positive connotations incredible / amazing!) and the negative connotations
(That's ridiculous /just stupid!). You could give further prompts for students
to respond to, using the phrases. Invent some (untrue) information about
yourself, e.g. I've got ten children; They don't eat fruit or vegetables, etc.
Get them to use a wide voice range to show surprise. Do an example for exercise
5, then students can work in pairs.
grammar present perfect and past simple
•
You
could take a break between the reading and this section. If you do, quickly ask
students what they remember about Ashrita. Move on to exercise 1 which is a
quick comprehension check, then focus on the forms in exercise 2.
For exercise 3, you could write two examples on the
board:
                                                                                He                      130 kmS
with a bottle Of milk on his head. He      mile on a pogostick in 2001.
Elicit the names of the forms, then ask students to
underline the correct answer in exercise 3.
•
Exercise
4 includes simple dialogues which reinforce the difference between the tenses.
Complete the first gaps together, then students can work alone or in pairs. Go
over the answers using the board so that students can check their spelling. You
can use the dialogues for oral practice. See language point on the right.
speaking it's your turn!
•
Elicit
a few ideas from the class for the question beginnings in exercise 1, then
monitor as they work in pairs. Each student needs to write the questions, as
they will be interviewing different people.
•
Demonstrate
what to do in exercise 2, using the example dialogue with one of the students.
Be sure to use one or two simple past follow-up questions. Get one student to
ask a new partner a question across the class, and if the answer is positive,
check whether they use the past simple in the follow-up questions and answers.
If not, correct them at that stage. See ideas plus on the right.
                  = wordbooster                   30—45
mins
opposites
• The vocabulary in exercise 1 is
mostly recycled in the next lesson. Students will be able to work out some of
the opposites by a process Of elimination, and they can do the rest by telling
each other what they know in pairs, and using a dictionary. Go over the
answers. Give them a minute to study the opposites quietly, then set up the
test your partner activity. See ideas plus on the right.
Learners will need some of the past
forms for the next lesson. Refer them to the irregular verb list on
                                                       p.158.
Check their pronunciation, especially done 'Al, found /ao/, won                                                                                caught
/o:l.
feelings
•      As
some of the adjectives in exercise 1 are difficult to explain, the pictures are
provided to help with meaning, and the contexts in exercise 2 should also reinforce
understanding. You can give students a few minutes in pairs to match the words
and pictures, but go over them all together and drill the pronunciation of the
items where phonemic script is given.
•      When
students have done exercise 2, they should record the vocabulary in their
notebooks, including the prepositions in brackets. They are not expected to use
the prepositions at this stage. We have included the most common collocations.
e.g. nervous about, but others can bc found in a dictionary, e.g. nervous of.

exercise 2

1 49

3 130

5 80

2 75

4 20

exercise 3

ideas plus a class record
In many countries the idea of unusual
  records is familiar; if not, your students could look at www.guinnessworldrecords.com
  to see records of people from many different countries, or wmw-aqhrita.cçm
  the website for the man featured in the text.
To illustrate the idea of breaking
  a record, and for fun, you could have a non-blinking contest in your class.
  Tell the students that you have a record Of 20 seconds of not blinking (mime
  this) — the longest time you have gone and not blinked (shut your eyes). Ask
  students to work with a partner; they have to beat your record. Students time
  each other; at the end. they call out their times. How many people broke your
  record? You can then put the following on the board to teach the phrases: My
  record was [201 seconds. [Natasha] broke the record. She didn't shut her eyes
  for [45 seconds].

has
travelled: has done; has walked; has juggled; has broken ('has done' is
irregular)

language point be/ go
These verbs often cause problems for learners,
  particularly with the present perfect.
Compare:
Mark's been to Peru. — He went there and
  came back again; he isn't in Peru now.
Mark's
  gone to Peru. — He went to Peru and he's still there.

exercise 13
1 July 2001                2
Oxford                       3' October 1999; 138 kms
exercise 2
The past
simple, because we are giving specific information about when / Where these
things happened.
exercise '3 present perfect; past simple
•exercise
4
1 Have you ever been; went; did you
stay Q Have you ever been; was m3 1've never been; Have you been; went; was,•
was

can you
remember met, been, broken, learnt, seen/ driven, written, run
exercise
1

2 fail

4 find

6

lose

land

•3 forget

5 finish

7

mss

•exercise
2

see
  irregular verb

p. 158

exercise 1

1 frightened

3

surprised

5 nervous

excited
Iaercise 2

4

angry

6 sad

3

surprised

pleased

angry

4

frigtened

6 sad

7
8
7
8

ideas plus follow-up questions
Put these follow-up questions on the board when you do
exercise 2.
How many times? Was it difficult?          When
did YOU do that? Who wCs it? Did you like it?      How long were you there?
Why?
Get
a student to ask you a question, e.g. Have you ever studied art? Say you have,
then ask the class which follow-up questions they could use. Elicit one or two
more follow-up questions so that they get the idea of extending the
conversation.

ideas
  plus opposites
This exercise provides the verbs in
  context, as the opposites may be different in another context, e.g. lose/
  find (your keys) and lose/ win (a match); also, take off / put on (a jacket)
  and (a plane) takes off/ lands. Encourage your students to record these
  opposites in_context in their vocabulary notebooks. As your learners
  are approaching pre-intermediate level, you can also revise adjectives, e.g.
  a light
/ dark colour; a light / heavy
  suitcase; a hard / an easy exercise; a hard / soft bed

pleased embarrassed

listening how to . . . say what you
  feel                     60—75 mins

nervous
embarrassed 1k'àbðúQ uestioñnaire about
'feelings Ufocus on fixed phrases nd natural Enghsh ihrases for special
reetings
isten to a person. èexplaining her
fears @bout a plane journey
Âactise
language in -special situations using natural frtghih phrases
"rite
messages for greetings cards
lead-in
The situations in the questionnaire
are hypothetical, but as the students don't have the necessary language (would
/ might) to discuss them hypothetically, wc have placed it in the 'here and
now', so they can talk about them using the present tense. It should still
sound natural.
• Write the examplc on the board
(You're going on holiday tomorrow. How do you feel?). Underneath, Write the
first part of the replies, e.g. Ifeel... . and I'm quite          , and elicit
adjectives which could finish each sentence. Then direct them to the
questionnaire in exercise 1. They can use adjectives from the wordbooster in
their answers, but you may also need to teach relieved. See ideas plus on the
right. Give them time to think about their answers, then they can work with
different partners (exercise 2). At the end, find out the differences in their
answers.
vocabulary
fixed phrases
•
Students can do
exercise 1 individually and then compare with a partner, before you play
recording 14.3 (exercise 2) for them to check their answers. It's quitc
possible that they will get the correct answers without necessarily
understanding all the phrases, so you may need to clarify and consolidate. See
language point on the right.
•

Play the recording again so the
students can copy the pronunciation. These phrases are mostly used in emotional
situations: thanking, apologizing, congratulating, sympathizing, and so on.
Make sure this emotion comes through in their intonation when the students
practise in exercise 3.
•
The natural
English box highlights more fixed phrases: greetings and responses on special
occasions. Play recording 14.4 ror students to complete the task (exercise 4),
then let them practise in pairs. If your learners don't celebrate Christmas,
omit it from the practice phase (exercise 5), and substitute a relevant
festival.
listen to this
•
Get students to
describe the picture in pairs (exercise 1), then play the first part of the
recording (exercise 2). This will help to tune students in to the voices. The
task in exercise 3 is a synopsis of the conversation (but with errors) to ease
them into the subject matter. See ideas plus on the right.
•
Ask Students to
read the summary. This includes a new Structure (preposition + •ing, e.g. Of
travelling), but it shouldn't present comprehension problems. The present
continuous for future is also here (is going to England). Students learnt be
going to + verb in unit 13, and if anyone asks about this, explain that if the
verb is go, we normally omit it in spoken English, i.e. I'm going        to
Spain.
•
Play the
recording while students complete exercise 3. play it again if they can't
correct all the errors.
•
For the listening
challenge (exercise 4), ask students to predict what the woman is going to say,
write a few of their ideas on the board, then play recording 14.6 to see if
anyone predicted it correctly (this will almost certainly answer the two
questions set in the studenes book). Finally, let them 100k at tapescripts 14.5
and 14.6 to find vocabulary from earlier in the lesson (exercise 5).
writing
If
greetings cards are not very common in your students' culture, see culture note
on the right.
•     Tell students to cover messages a—c
and just look at the cards. Elicit reasons why people might send a
'good luck' or •congratulations'
card, and write their ideas on the board. Then they can do exercise 1.
•     The students have already learnt have
a good time, so the additional phrases in the natural English box should be
straightforward. Let them find the phrases (exercise 2) and then practise the
phrases and responses with a partner. Exercise 3 is a chance to test their
undelStanding and practise them again.
•     Exercise 4 returns to the greetings
cards. It's more enjoyable if they are a surprise, but if you let students
decide who to send cards to, some students may not receive any. You could write
each pair's names on pieces of paper and give one piece to each pair; everyone
will receive a card, but they won't know who it is from until it arrives. Help
while students are working. When everyone has finished they can do exercise 5.
Finish with some brief feedback. Has anyone received a funny Or inappropriate
card?
can you remember see p.114 exercise 1 possible answers

excited

5 frightened / nervous

2 angry

6 pleased / relieved

3 nervous
  / excited

7 angry

4 embarrassed / happy / surprised
exercise 1

8 sad

1 Have a good time.

4 Good luck!

2 Congratulations!

5 Don't worry.

3 Thays a shame! exercise 4

6 rm really sorry.

see
tapescript p. 155
exercise 2 1 Danny and Alison
2 It's Alison's birthday. í3 A
present — a•book about India exercise 3
The
woman is going to India next week,' she's not feeling excited abóut it.
She's frightened of travelting by plane because she's had one bad. plane
journey. The man says she should ask,her doctor for something to help her
relax. She thinks that's a good idea, exercise 4 1 yes
'2
no, because she met a nice man on the •plane and talked to him         thetime.
exercise 1 1 b 2 c exercise 2
Have a
great day! Have a fantastic holiday!
exercise
3 possible answers;
Il
Have a nice weekend! 3 Have a lovely birthday! Have a good time! 4 Have.a nice
evening!
can you remember have a good time; that's a shame; don't worry;
congratulations; I'm really sorry; thanks a lot; thats great; happy birthday /
Christmas /New Year
ideas
plus relieved
To illustrate the meaning of relieved,
describe a situation in which you were worried or frightened, e.g. before a
driving test, on a horrible flight. Then show how you felt when the worry /
fear disappeared, e.g. sigh, drop your shoulders, etc.
language
point fixed phrases
Here are some useful points about the fixed phrases:
— really
is used to add emphasis, e.g. I'm really sow; it was really great.
— that's a shame (used to express your sadness and disappointment
at something you've been told) has the same meaning as that's a pity. Both are
common.
-   don't worry is often used to reassure
people that everything is OK, especially when someone apologizes to us.
-   have o good time means (in this
context) 'enjoy the holiday. We use the construction have + adjective + noun a
lot, and students are going to meet several more Common expressions with this
construction later in the lesson. All of these phrases provide learners with
natural and appropriate responses in a range of situations. Encourage students
to reproduce them fluently.
ideas plus unsupported tasks
This might be a suitable alternative with a strong class who have managed
the previous recordings without too much difficulty.
As the introduction to the recording does not prepare students for the
content (and as this is the last unit), you could try playing the rest of the
listening passage without providing any further support, i.e. don't show them
the summary in exercise 3. Just play the recording, and at the end, put
students in pairs to tell each other what they have understood. Monitor their
discussion, and you may learn quite a lot about the parts they have and haven't
understood, and you may also discover (from their conversations) why they have
not understood something.
We generally provide a lot of support in listening tasks, especially at
lower levels. in order to develop listening skills and build confidence. At the
same time, learners sometimes have to cope in situations where they don't have
the background knowledge Or support to help them. Occasionally we need to do
the Same in class.
culture note
greetings cards
Greetings cards are increasingly popular in
Britain and there is a wide range of them. Most people send cards at Christmas,
and some send cards at New Year. Other occasions include: birthday cards;
anniversary cards (usually wedding aniversaries); good luck cards (e.g. before
an exam); congratulations cards (e.g. passing an exam or having a baby);
farewell cards (when someone is leaving a job or an area); sympathy cards (sent
to relatives when someone has died); get well cards (for someone who is ill);
Mothefs Day and Father's Day cards (one day a year); Valentine's Day cards
(February 14th when boyfriends and girlfriends exchange cards and others send
cards to boys or girls they are attracted to); and so on.
Do your students send any of these cards in
their country? Are there other cards they send?

    help with pronunciation and
listening 30—45 mins
listening
listening to a song
•
You could start by
playing some other music, but preferably something your students will enjoy.
Then using the board rather than the book, explain the word lyrics and rhyme
(you can use the example from the book). Write the other words on the board and
let students complete exercise 1.
•
Play recording
14.7 (exercise 2) and check the answers. You could then elicit a brief
reaction. Do they know this song and who originally performed it? Do they like
it? Why I why not? If most of the students enjoyed it, play it again and
encourage them to sing along with it; some students are very willing to join in
like this. Afterwards, you may want to say something about the language used in
the song. See language point on the right.
•

If your students enjoy listening
to songs in English, direct them to www.lyrics.com where they can find a
wide range of song lyrics. They can also listen to currrent sones and watch the
accompanying videos on www.bbc.co-uk/totp. Finally, you can find lots Of
ideas in the Internet lesson plans on the natural En$sh website.

pronunciation
linking
•
When students are
listening to English, they may think they have heard one word, and then
discover that, in fact, it is three or four, e.g. a student who hears festival
when the teacher is actually saying first "fall. Words are commonly linked
together in English and it is a particular problem for 142 listeners.
•
Explain the way in
which words are linked in English. Rather than reading from the student's book,
you could again do this using the board with one or two examples from the song.
Then tell students to open their books and follow the linking while you play the
first verse again (exercise 1).
•
Monitor the
pairwork in exercise 2, and when everyone has finished, let them listen and
check their answers. You could go round and check them for yourself as well.
Finally, they can ask and answer the questions with a partner (exercise 3).
Monitor again to see how effectively they are linking words together. In most
cases, linking words together is easier than not linking them, but at the same
time, students have to ensure that they are intelligible to their listener; it's
no good if they link words together in a stream of sound and other people can't
understand them. At this stage, it is important to keep their pronunciation
clear while also trying to sound natural.
exercise 2 haveuanuegg.
                                                fourteen review     45 mins

language point language in songs
A common feature of
  song lyrics is that words or phrases may get shortened in some way (often to
  fit in with the music). In this song it happens twice:
because is shortened to cause /kaz/
  (this happens a lot in spoken English); and I've got to is abbreviated to got
  to.
You may also have noticed that there is a grammar
  mistake. In the second verse, I lay On my bed should be I lie on my bed (lay
  is the past tense, but here it is describing something that happens
  regularly). This is not uncommon in songs, although you don't have to point
  it out.
Then there are the images, e.g. his love
  is written on the wind, meaning it's everywhere and in constant motion; the
  idea is repeated more simply in the next line.

grammar present
perfect and past simple
After exercise 1, check that students have the correct verb in each gap and with the correct past participle
form. Drill the questions round the class to check their pronunciation, then
let them work on exercise 2.  They will probably need several minutes to think about their answers (both ideas and language). When they
start the activity, move round and monitor closely and make sure they are
switching correctly to the past tense when they recall specific events from the
past. Finish with  some feedback on their language use, and let students add up their scores
(exercise 3). Who is lucky in the class? Who is unlucky?
 missed a train  forgotten to take your passport failed an important test left your bag broken your arm lost a
lot of money

 natural
English and fixed phrases

 • This is very straightforward. When students have completed the        exercise and checked their
answers, they could practise the dialogues with a partner and choose one or two
which they have to develop for a few more exchanges. You could do one with a
student as an example:

 Student:

I'm 21 today.

 You:

Oh, happy birthday!

Student:

Thank you.

You:

so, what are
  you doing tonightfor your birthday?

Student:

I'm going to...     ., etc.

When they have had sufficient time to
extend at least one of the dialogues, listen to some examples. If you are pleased with them, why not
give them more time to extend others?

vocabulary opposites

• Direct students to p.127 and give them a few minutes to write down

.their answers. For the pairwork
activity, they can take it in turns to read

a sentence, and when they have
finished they can repeat the activity, but this time, reading the sentences
their partner did first time round. test yourself!
1
failed   5
land test your vocabulary 2 lost 6 missed catch / miss; win / lose3 finished 7 win / find
2
nervous; pleased;
surprised; frightened 4 forgot           8 did badly

Happy; Good; New; Don't
gap-fill has        3 Congratulations!
4 Have
error
correction
1've
only seen her once tigae.
2 Has he ever learnt to drive?
43 She hasn't ever stayed in a hotel. or She has never stayed
in a hotel.
Yes, I went there last year.

one wordlis
your language

natural English saying hello Hello / hi.
I'm / My name's... Nice to meet you.
What's your phone number?
What's
your phone / mobile number?
It's .
How are you?
Hi, how
are you?
Fine, thanks. And you? Very well, thanks.
Would you
like ?
Would
you like (a drink)?
Yes,
please.
A (glass Of wine), please. No, thanks.
asking for help
Sorry,
can you repeat that, please?
Yes,
sure.
Sorry,
can you play that again, please? Yes, of course.
vocabulary jobs housewife engineer waiter Office worker lawyer police
officer actor businessman / woman journalist shop assistant
drinks orange juice mineral water diet coke black coffee tea with lemon
red / white wine hot chocolate wordbooster
countries and
nationalities France / French
Germany
/ German
Japan / Japanese Spain / Spanish
Argentina
/ Argentinian
China /
Chinese
Italy / Italian
Brazil /
Brazilian
Thailand
/ Thai
Poland /
Polish
Britain /
British numbers (1) 1-5
6-10
20 / 30 /
40 / 50 / 60 / 70 / 80 / 90
100 / 125 / 405

two
language
natural
English                                                                       wordbooster
thing(s)                                                                                personal
objects
What's this
thing?                                                                                pencil
How many
things (are in the picture)?                                                      notebook
dictionary
giving
opinions
What do you
think of (laptops)?                                                              briefcase
maganne
I think
(thefre expensive).
course book
I think
(they're useful).
rubber
I don't
think (theyre necessary).
newspaper
Can
I...?/Canyou ?                                                               bag
Can I
(borrow your pen), please?                                                                travel
card
Yes, sure.                                                                                lighter
Can I (100k
at your paper)?                                                                          pen
Yes, here
you are.                                                                                key
Can you
(open the window)?                                                                      piece
Of paper
Yeah, Of
course.
adjectives
saying you
aren't sure                                                                               cheap
/ expensive
rm not sure.                                                                                interesting
/ boring
I can't
remember.                                                                                hot
/ cold
I don't
know.                                                                                easy
/ difficult
Ithink (Ys
Beijing).                                                                                safe
/ dangerous
vocabulary                                                                                noisy
/ quiet
great /
terrible
technology
similar /
different
computer
early / late
laptop
light / dark
printer
     digital camera                                                                                colours
   TV                                                                                black
      to player                                                                                white
   DVD
player                                                                                grey
       mobile
phone                                                                                blue
red pink green brown yellow silver
your language

natural English
a lot (of) . (I play tennis) a lot. (I drink) a lot
of (coffee).
get (z
arrive at a place) How do you get to work?
By car.
How do
you get to school / university?
By bus /
train.
I walk.
I cycle.
asking the time
Excuse
me, have you got the time, please?
Yes, it's (7.30).
Sorry, I
haven't.
likes and dislikes
I really like (shopping). I quite like
(swimming).
I don't like (cooking).
I hate (going to the
gym).
vocabulary
noun groups
Towns
and villages are places where we live.
Basketball and tennis are games.

Coffee and beer are types of
drink.
Buses and trains are forms of transport. Offices and factories are places
where we work.
Rice and bread are things we eat.
Houses and flats are types of home.
activities swimming skiing cooking shopping driving dancing travelling
sightseeing going to the gym computer games telling the time It's (three)
o'clock.
It's
half past (three) / (three) thirty.
It's
quarter past (three) / (three) fifteen.
Ifs
quarter to (three) / (three) forty-five. It's twenty to (three) / ten past
(three).
glossary cosmopolitan (adj) permanently (adv) rain (n)
four
natural English
about an hour a day about seven hours a night about an hour a day about
thirty-five hours a week asking about family
Have you
got any brothers and sisters?
Yes,
I've got two brothers and a sister.
Have you got any children? No, I haven't.
do sth together My sister and I live together.
My
brother and father work together. Can we have lunch together?
saying
thank you
Thank
you (very much).
You're
welcome.
Thanks (a lot). That's 0k.
vocabulary
daily routines get up have breakfast read the paper leave home get to
work / school / university have lunch get home from work / school have dinner
watch TV go to bed
families father and mother parents and children son and daughter brother
and sister incle and aunt nephew and niece tusband and wife
IS
language boyfriend and girlfriend cousin grandmother /
grandfather grandson / granddaughter wordbooster days, months, and seasons
Monday
Tuesday
Wednesday
Thursday Friday
Saturday
Sunday
January, February
March, April May, June
July, August
September, October November, December
spring, summer autumn, winter time phrases at three o'clock on Monday on
the 20th June in August in the summer at the moment at the weekend during the
week between 5.00 and 6.00 glossary survey (n) accountant (n) secretary (n)
priest (n) read for pleasure on the way (to work)
@

five wor 1st
language natural English
What do
you have for
What do you have for breakfast / lunch / dinner?
I
usually have
What kind
of ?
What kind of
(soup have you got)? What kind of (ice cream do you like)?
ordering food
What
would you like?
I'll
have (chicken), please.
OK. Anything else? NO, that's all, thanks.
asking for
more
Excuse me, can I have another (glass of wine), please?
Sure.
And can
I have some more (water), please?
Yes, of
course.
vocabulary
breakfast food
orange juice cake cereals coffee
cornflakes rolls bread sugar butter cheese toast ham
eggS sausages honey jam bacon
@
food cheese / ham bacon sandwich tomato / pea potato / mushroom Soup
vanilla / strawberry chocolate ice cream steak / chicken fish and chips apple /
strawberry cheese tart adjectives describing restaurants excellent / awful
comfortable / uncomfortable friendly / unfriendly clean / dirty fast / slow
cheap / expensive glossaries menu (n) croissant (n) be in a hurry cabbage (n)
porridge (n) get (sth to eat) (v) snack (n) the bill (n)

natural English       verb
+ noun collocation go shopping both
(Tom Cruise and Sean Penn) are both
actors. go to a party stay at home Theyre both (American).
(Bill Clinton and Nelson
Mandela) were  do homework go out with friends both presidents.
wash the car
How was ?                                                                                play
cards
How was your weekend?meet a friend
(for a drink) It was lovely / great.clean the flat nice / fine.go for a walk a
bit boring / not very interesting.do nothing terrible / really bad.
glossary listening
with interest            joke (n) Oh, yeah?famous (adj)
Oh,
right.chef (n)
(I'm) sorry I'm late  ex-girlfriend (n) Cm) (really) sorry I'm late.shout
(v)

That's OK. Don't
worry.
vocabulary
tourist places church castle statue
square cathedral bridge market palace museum fountain wordbooster
past time phases yesterday morning /
afternoon / evening last night / week / month / year a few days ago / a week
ago / ten days ago in 2005
seven wordlist
your language

natural English link words
We had a drink, (and) then we went to the
cinema.
I went shopping. After that, I met my
sister for lunch.
quite and very He's quite tall.
He's got very long hair.
What's he / she like?
What's he like?
He's quite funny.
What's she like? She's very nice.
When did you last
?
When
did you last (see him)?
Two weeks ago.
When did you last (speak to her)?
Yesterday.
vocabulary life events was born grow
up leave school go to university become (an engineer) work in (a school) get
married (to sb) have a baby
physical appearance tall / short thin
/ (a bit) fat beautiful attractive good-looking he's / she's got... long /
medium—length / short hair blonde / brown / dark hair he's got a beard / a
moustache
character funny / serious interesting
/ boring clever / stupid hard-working / lazy nice / horrible strict / relaxed
glossaries move (v) unfortunately (adv) unemployed (adj) sell (v)

eight
word
your natural English
use of
way
Excuse me, is this the right way to (the bus station)?
Yes, it
is.
Excuse
me, which ways (the town centre)?
Ys that
way.
Can we get to (the park) along here? No, (sorry), thaes the wrong way.
asking for directions
Excuse me, where's (the coffee bar)? is there (a photocopier) on this
floor? is there ( a lift) here?  (on the first floor). No, I'm sorry,
there isn't.
well
Is the
library this way?
Well, it
is, but iYs closed at the moment.
asking people to speak slowly / Speak up Sorry, could you speak slowly,
please?
Yes, sure.
Sorry,
could you speak up, please? Yes, of course.
vocabulary getting around ask for
directions give directions understand directions take a map get on the wrong
train get Off at the wrong station forget the way you can't see (the road
signs)

directions turn left / right go
upstairs / downstairs go along the corridor Ys at the end of the corridor
Ys the first / second door on your right / left wordbooster
prepositions of place at (the end Of the road) on (the lake) in (the
park) next to (the bank) near (the cinema) behind (the station) in front Of
(the hotel) opposite (the school) between (the shop and the pub)
come and go; bring and take come here go to the window take your books
home bring that to me
glossaries
border (n) journey (n) foreign (adj) hungry (adj) thirsty (adj)
c)

nine wordlis
your
  language

natural English
normally
I
normally (wake up early).
Normally,
(she doesn't eat breakfast).
Do you
normally (go on holiday in July)?
(don't) think so Has the hotel got a bar?
Yes, I
think so.
Is there
a pool?
NO, I
don't think so.
Would you prefer ?
Would
you prefer a double room Or a twin?
Would you prefer en-suite? Yes, please / NO, thank you.
suggesting and
responding
We could
call it ('Paradise Hotel').
Yeah,
that's a good idea.
Lees (have a French restaurant). I'm not sure about that.
vocabulary hotels a single room a double room a twin en-suite bath /
shower Internet access parking swimming pool gym restaurant
Is breakfast included (in the price)? numbers (2) expiry date total
(10) %
service
(10) % extra
$10 per person money spend (money) pay (the bill) cost change (n) [U] buy
/ sell save (money) service credit card pay a deposit share the bill
glossaries book (v) (in advance) member (n) share (v) common (adj) tidy
(adj) hand in sth (v) sleeping bag (n) towel (n) need (v) equipment (n)
ten
natural English talking about ages
(Babies
can smile) at about four to six weeks.
(Babies
can smile) when they are about four to six weeks old.
quite / vew well
I can
(swim) very well.
I can (swim) quite well. I can't (swim) very well. I can't (swim).
giving
opinions I think Ys better to (say nothing).
offering
help
I'll
(help you with the cooking).
No, iYs
OK, thanks.
Shall I (clean the bathroom)? Thanks very much.
vocabulary action verbs Cry sleep play
(with sth) pick sth up smile walk laugh throw crawl
wordbooster
parts of the body head hair eyes nose
ears mouth tooth / teeth
neck shoulder chest back arm hand fi nger thumb stomach leg foot / feet
toe
common phrases Do you need any help?
I'm
fine.
You
don't look well.
I feel
terrible.
What
happened?
I broke
my leg.
Can I give you a lift?
That's
very kind of you.
What's
the matter? There's something wrong with (this drinks machine).
glossary grow (v) birth (n) vision (n) recognise (v) spoon (n) draw (v) o

e I even

natural English

adjectives (3)

How
  long does it take?

popular

How long does it take

healthy

to (walk to the station)?

lucky

to (get to Rome)?

modern

by (scooter)?

busy

It takes (an hour / a long time).

common

Not long.

wonderful rich

agreeing and disagreeing
Bikes are safer than motorbikes.

poor

I agree (with that).

glossaries

It depends.

healthy (adj)

Computers are more useful than TVs.

tired (adj)

Yes, that's true.

battery (n)

I'm not so sure.
get buy)
What can
you get in a
Where did you get that
shirt?
recommending
should + verb
You
should go and see (the museum).
You should
visit (the art gallery). Don't go to (the Royal Hotel).
wordbooster shops and products butcher's furniture shop bakeHs shoe shop
record shop Chemist clothes shop supermarket department store post office lamb
toothpaste olive oil perfume stamps
@

natural English
How about you?
Have
you got a group Of friends you go out with?
Yes, my
old school friends. How about you?
mostly
When do you use your mobile? Mostly at weekends.
phoning a
friend Is that (Tom)?
Yes, speaking.
Oh, hi. It's (Emma).
telephone introductions
Can /
could I speak to Mr Brown, please?
Yes, who's calling / speaking,
please? Its / My name's (Pauline Johnson).
showing you understand /
don't understand 0K / Right / 1 see.
Sorry? Pardon?
Could
you repeat that?
wordbooster
clothes
shoes          jeans
Skirt top suit shirt
trainers dress tie jacket jumper
t-shirt  trousers wear
(v)

telephoning ring (v) call (v)
(the phone is) engaged answerphone leave a message (phone) number as soon as
possible
ring sb back there's no answer (He / She's) out.
glossary enjoy yourself (v) railway (n) relax (v) sail (v)
Owner (n)
©
thirteen
natural English
What are you doing tonight / tomorrow / this weekend?
rm going to (see a film).
I might (go shopping). Nothing much.
Do you ever
Do you ever (speak to
your family in English)?
DO you ever (eat Chinese food)?
inviting and responding Would you like to go out tonight?
Yes, great.
DO you want to go for a drink?
Sorry, I 'm a bit busy / I can't
tonight. Maybe tomorrow.
making plans together When shall we meet?
How about eight o'clock?
Where shall we meet?
At
the station.
Fine.
Yes, OK.
wordbooster
kinds of film comedy romantic comedy
thriller musical war film cartoon action film horror film
@
verb + preposition look after sb /
sth wait for sb / sth listen to sb / sth agree with sb / sth pay for sth spend
(money) on sth speak to sb think about sth / sb glossary hope (v) get a job
primary school (n) nursery school (n)

fourteen
natural
English
how many times? (I've been in hospital) once.
(I've
broken my leg) twice.
(I've
lived alone) several times.
reacting to surprising
information
Thays
incredible / amazing / ridiculous / just stupid!
special greetings Happy Birthday! Thank you.
Happy
Christmas! Thanks — you too. Happy New Year! Same to you.
have a +
adjective + noun Have a nice day / evening.
Have a
good weekend.
Thanks — you too.
Have a
lovely holiday.
Have a great time. Thank you.
vocabulary fixed phrases Thays a
shame!
Don't worry.
Congratulations! Good luck. rm really
sorry.
Thanks a lot.
Have a
good time.
wordbooster opposites do well / do badly pass / fail an exam remember /
forget someone's name lose / find your keys start/ finish a book win / lose a
football match catch / miss a train planes take Off / land
feelings
frightened (Of) nervous (about) sad (about) excited (about) surprised (at)
pleased (with) angry (with sb / about sth) embarrassed (about sth)
glossary incredible (adj) currently (adv) record (n) meditation (n) break
a record depend on (v)

how to . ..

use the board

p. 146

how to .. .

develop learner independence

p.153

how to ...

communicate with low-level learners

p.160

teacher
development chapters

how to .. .

select, organize, and present
vocabulary at lower levels p.167

how to . .. help low-level learners
with pronunciation      p.174
how to       use the board

1
What can go
wrong?
2
Principles of
good boardwork 3 How can the board be used?
4     Students' use Of the board
5     The overhead projector (OHP)
1 What can go wrong?
Ask a
group of teachers to name one area of their teaching they aren't very proud of,
and it's almost a certainty that 'poor boardwork' will appear on the list. Is
that because principles of good boardwork are a low priority on some teacher
training courses? Is it because good boardwork is a difficult skill to master?
Is it that we know what we should be doing but have forgotten? Or are we just
too lazy to bother? And does it matter anyway? think! 1
Do you think iYs true that teachers' boardwork is generally poor? Is
yours?
If you answer 'ye< to either of these questions, what do you think the
reasons are? And does it matter? Think about these questions before you read
on.
think! 2
What do you think of this board? Write down at least three things about it
(good or bad), then read on.
seuow-x boy
I've
go±-
I've goe
Poor boardwork and board awareness can let our
teaching down in a number of ways.
an empty board
If we make
little use of the board, our students will either try to , write down what we
say and get much of it wrong; or they won't write things down at all, in which
case they may have little record of what has taken place in the lesson. The
board in think!2 isn't empty, but it is under-exploited.
a cluttered board
If you usually write on the board a great deal, aren't in the habit of
rubbing things off, and haven't given prior thought to what the board should
look like, the result could be a cluttered and confused board. Once again, this
may be reflected in the notes your students make, which may be equally
confused.
a shapeless board
As the lesson unfolds, the board should tell us something about the
content and focus of the different stages. Do you have a clear idea about the
content or focus of the lesson shown by the board on the left?
poor handwriting
Students
need to be able to read your handwriting. If it is illegible, they are likely
to copy words down incorrectly. Some teachers think that capitalization makes
handwriting clearer, but it really should be avoided, as students won't realize
when capitalization is necessary: for example, with days of the week and
months.
cleaning the board
It's
important not to clean the board before students have had a chance to write
things down. On the other hand, you need to prioritize your boardwork,
otherwise it will become cluttered. If it's important, leave it there; if not,
rub it Off.
obscuring the board
Don't
stand in front of the board if you want students to see it and write things
down.
timing

to

As a
general rule, try not to spend too long writing on the board, especially with
your back turned to the class: students get restless and the lesson loses
momentum. If you need to write a lot (and don't have access to an OHP, which is
better for extensive notes), make sure your students have something to do while
you're writing, or engage them in your writing process. For example, stand back
at certain points and ask them to predict the next word you are going to write;
or ask them how certain words and phrases are pronounced as you are writing.
Whatever happens, you should allow plenty of time for students to copy things
down from the board. It is easy to underestimate the time they need.
2
Principles of good boardwork
Presenting new language using the board rather than
from a book or handouts has several advantages. The students are looking at you
or each other, and they do not have their heads buried in books or paper. This
usually creates a more lively classroom atmosphere and helps to build rapport among
the group. When the students are looking at you, it is also easier to assess
whether they understand what you are saying. In other words, you will get more
signals telling you whether you need to repeat or elaborate on something.
These advantages, however, will be largely nullified
by inadequate, illegible, or confused boardwork. And good boardwork starts with
planning. If you are going to present new language from the board, it needs to
be clear. This means giving careful consideration to the information you are
going to include, how it's going to unfold during the presentation, and what
you want the board to look like when you finish. One method is to map out the
different stages of your boardwork on paper beforehand. It may sound like
over-zealous lesson planning, but for an important area of grammar this could
be the crucial part of your lesson plan. For inexperienced teachers, it is
certainly worthwhile as well as a useful discipline. (See the example of a
grammar presentation using the board in the next section.) To be fully
effective, other aspects of board use also need some thought.

think! 3
During
the lesson itself, most teachers have their own boardwork habits. As you read
through the following suggestions, tick the ones you do regularly, and put an
asterisk* next to any that you think would be a good idea.

— If the previous teacher hasn't cleaned
the board, do it at the beginning of the lesson.
— Ask a student to tell you the day and
the date, then write it in the top right-hand (or left-hand) corner of the
board. For low levels, this is useful language revision in a meaningful
context, and if students do the same in their notebooks they have a
chronological record of the lessons. This may help them to retrieve information
at a later date.
—
In the other top corner Of the board, you could write a very brief description
of the lesson so that the students know what
they are going to do. Adult learners in particular often appreciate this, and
in some schools I colleges, it is standard procedure. Here is an example:
— Use the centre Of your board for the
most important input in the lesson.
 You
may have certain vocabulary planned, but there are always new words and phrases
that arise during the course Of the lesson. If you section off a column down
the righthand side of the board and use it only for this purpose, it won't
clutter up the rest of your board or get in the way 01 planned boardwork.

Students will have a clear record Of
vocabulary that has arisen, and they will be more aware of the additional
vocabulary they are learning. One of the dangers 01 incidental vocabulary that
is scattered all over the board is that it may be quickly rubbed off and
forgotten. 11 you put it all on the board in one place, and keep a record of it
yourself, you can return to it in future lessons and revise it. One very simple
activity is to ask learners if they can remember any of the incidental
vocabulary from their last lesson (point to your right-hand column). If not,
how many words or phrases can they find by looking in their notes?  It
is useful to have two coloured board pens or pieces 01 chalk. Colours can be
used for phonemic transcriptions and I or marking stress on words. Don't
overuse them, however, as multi-coloured boards can be off-putting and
difficult to read.

classroom time to explain it clearly,
  and put any key information on the board, e.g. page numbers. exercise
  numbers, time to complete it, when you want it completed by, whether you want
  it handed in, etc. If possible, try to use the same part 01 the board for
  this each lesson, then students are more likely to notice it.
— Monitor your students
  while they are copying from the board. Even thc most diligent students
  occasionally write things down incorrectly, and if you go round and check
  what they are writing, it gives them a chance to ask you if there is anything
  they don't understand.
to

— Regular homework is not feasible for
every student or every group, but we believe it is very valuable. Leave enough
3 How can the
board be used?
The board is probably the most widely
available teaching aid. Many teachers do not have computers, OHPs, or videos,
but you can usually rely on a classroom having a board. It is also an extremely
versatile teaching aid: it can be used to present new language and / or prompts
for practice; it is often essential for correction; it's a notice board for
important information; it provides a record of the lesson; and most
importantly, it is a forum for interaction and discussion between the teacher
and learners. We will now look at some of these uses in more detail. presenting
grammar
In a traditional oral-situational
presentation, the board is used for recording and analyzing model sentences
only after concept  and pronunciation have been fully
dealt with. Issues of form need to be highlighted on the board, and these can
be built up with the students.
             My
            fives       village.
      Who Aces he live wi¼? He        live
wiHA us.
However, there are other ways of using the board for
presenting grammar. One common approach is the use Of contrasting sentences to
highlight the difference between tenses: in this case the present simple and
present continuous at elementary I pre-intermediate level. We are assuming that
students are familiar with both forms, but have not looked at them contrastively.
Once you have chosen your examples (these are from elementary student's book
unit twelve), write the sentence beginnings on the board, allowing plenty Of
space around the examples to add more information later. In this instance, the
sentence endings (at one o'clock every day and at the moment) are on cards, so
you can ask students to match the correct beginnings and endings.

at
  one o'clock every day.

have

at
  the moment.

           My
                 are
Underline the tenses, and ask students the name of
each one. You can add this terminology to the board using a different coloured
pen or chalk. Ask students how to form the present Continuous (am / is are +
-ing).

at
  one o'clock every day.

       My
           have lunch

at
  the moment.

My
to
Ask students which tense
we use for things that happen often, usually, normally, every day, and which
tense we use for something happening now. Add the
answers (which are concept reminders) to the board. You can also
draw a timeline for each

Give students time
to ask questions, and time to copy what you have written.
Finally,
you can ask students to add two true sentences after each example, for
instance, beginning My brother / The student next to me / My wife with a
sentence ending of their choice (e.g. I usually
go to bed at eleven o'clock. My sister is working at the moment.) Monitor this
writing too. Elicit several of these sentences, and write them under your own
examples. Alternatively, you can then
add another pair of examples for students to complete, e.g. She
usually dinner alone, but today she with friends.
For revising grammar, you
could have a spray diagram on the board. This is a different approach, and
learners with strong visual memories often find them helpful. Put your grammar
focus in the centre of the diagram, and then draw branches with headings. The
example below for have got would be suitable for elementary revision, and
includes forms and uses. Make sure that the writing on the spray diagram is
horizontal so that students can read it and add to it. Provide the skeleton of
the diagram, with some parts missing, and ask students to complete it in pairs.
At the end, go over it on the board so that

vocabulary
It's not uncommon for new vocabulary to occupy quite a
lot Of the board. Some Of this will be planned vocabulary, but just as much may
be incidental vocabulary that arises during the lesson. For this reason, it's
important to be disciplined about the lexis you put on the board. While you cannot
strictly control what your students will take away with them from the lesson,
it is a reasonable assumption that they will take more notice of vocabulary you
write on the board, and less notice of an item that is quickly paraphrased then
dismissed. There are some students who want the teacher to write down gyer_Y
new item of vocabulary. This Can be time consuming and the lesson flow may be
greatly disturbed if you stop to write everything. Having decided something is
worth putting on the board, you often need to show how the word is pronounced,
including the stress for longer words. Many items will need an example in a
typical context, especially if you want to highlight information regarding
collocation or syntax (in this example, smile is often accompanied by the
preposition at).
,/sHa1V v svMileA
              HAis
At low levels in particular, vocabulary teaching will
involve a lot of visual material. If you are good at drawing, this is a great
asset which you should utilize as much as possible. If you are not, but are
still keen to try, you are taking more of a risk. Some students find feeble
attempts at drawing very amusing, others view 'stick' drawings as rather
patronizing. The solution is to know your audience, but the safe option is to
use visuals prepared by your school, or compile your own bank of material (photos
or other people's drawings) which you put On the board, e.g. with •Blu-tack'(a
blue, sticky material used to attach paper to walls). See section 4 'Students'
use of the board' for ways of exploiting visual material on the board.
The board is also useful for word families which you
can often elicit from the learners.
 VERB                 NOUN

pronunciation
Learners need oral models to help with
pronunciation, but you can use the board to provide visual support in several
ways:
—
writing phonemic symbols for specific sounds or transcriptions Of whole words,
using a different colour, if possible, to distinguish phonemics from the
orthographic form
/M
      Sen
— highlighting word stress.
Dictionaries usually do this with a vertical dash before the stressed syllable
[bl'fo:l, but boxes or circles over the stressed syllable are easier ror
learners to see and copy. If you wish, you can add smaller boxes or circles
over unstressed syllables:
remewvbev
— drawing arrows above sentences to
indicate intonation patterns:
      ,ÅeeS
leave?                       Really?
 showing linking between words:
SOh
— indicating silent letters:
If you have the necessary talent, you
could also draw diagrams of the mouth on the board to show the shape of the
lips or the position of the tongue needed to form particular sounds.
Here is an activity to revise pronunciation using the
board.

try
it out word stress game
While
the class is occupied, choose 20 or 25 words with word stress problems for your
learners. Write them randomly all over the board.
Divide
the class into three groups and give each group a different coloured board pen.
One member from each group has to come to the board and mark the stress on any
word they choose. They cannot get help from other members of their group. They
then return to their group, hand the pen to the next member, who does the same.
They should do this as quickly as possible to score more points. The game
continues until the stress has been marked on all the items.
The
teacher then goes through the pronunciation of the words and the group with the
most correct answers is the winner.

correction
During a student-centred speaking activity, teachers
sometimes need to provide on-the-spot help or correction, but often choose not
to interrupt learners too much when they are talking. Instead, they note down
examples of student language use for feedback afterwards. (For this you can use
the feedback checklist on p. 15 of this teacher's book.) The board is the ideal
place to conduct feedback: the whole class is brought together after the pair
or groupwork around a focal point.
The feedback is quite likely to contain new
vocabulary, but also some examples of student error. One Strategy is to start
by writing these errors on the board. Some teachers dislike this on the grounds
that it may be reinforcing the error, but we feel it is justified as long as
the students are first given the opportunity to correct it themselves, and the
teacher (Or a student) crosses out the mistake and writes in the correction
very clearly.
3ðeS
        She           eke            every
We would agree that it is not a good idea just to
correct the error Orally and leave it uncorrected on the board. One also has to
be sensitive with this type of correction, Some learners are very embarrassed
if their mistakes are made public to the whole group. Make sure you know your
students well before putting errors on the board, and make it clear to the
class that they are a collection of  mistakes.
games
In classroom team games, you will need your board to
keep the scores, but there are a number of useful games based around the board:
'noughts and crosses' is very popular and an enjoyable way to revise grammar,
vocabulary, or pronunciation. A variation on this is 'Blockbusters'. This is a
larger grid, which means that there are more questions, and therefore more
practice. Copy the grid below onto the board (or if possible, copy it onto an
overhead transparency.)
TEAM
to
Divide the class into two teams. You
will either need to prepare plenty Of revision questions in advance (either
grammar, vocabulary, Or natural English phrases), or you could set the class
the task of devising questions themselves. If you do this, give each half of
the class a different set of units from the coursebook as the basis for their
revision questions. Then give them examples of the types Of questions they can
prepare, such

What's the opposite of ...?
What's another word for
What's the past tense of
 What's the answer to this question:
'How was your weekend?
In the game, team A will proceed across the board from
left to right; team B proceeds from top to bottom. TO Start, team A chooses a
numbered square (e.g. number 15). Team B asks one of their questions, and if
team A gets it right, you put a letter A in square 15. B cannot pass through
that square. Then team B chooses a square (say, number 13) and answers their
question. This continues until one team has reached the other side and won the game.
4 students' use of the board

think! 4
Do you encourage your learners to write or draw on the board
in your classes? If so, when, and how much?
Do
your learners ever use the board themselves spontaneously and unprompted by
you? If so, when and how?

Who does the board belong to? Most
teachers would agree that its purpose is to serve their learners, and yet some
may feel that the board is really their domain. In fact, the board might best
be described as •public property'. Learners should have free access to it in
the same way that we can also encourage them to have some control over the tape
recorder. They can use the board in two ways. Firstly, to respond to input from
the teacher: you ask them to label something on the board, or write up an
answer. Secondly, they may need to take the initiative and write something on
the board for themselves:
— to clarify a problem (two homophones, for instance)
— to make an announcement, e.g. write the
time, date, and venue for a class social event
— as part of a student presentation
Encouraging students to feel that they
have free access to the board can help to foster a co-operative atmosphere, one
in which problems and solutions are aired and shared.
Nevertheless, there are problems with
asking learners to write on the board. It's a professional requirement that you
make sure that your writing is legible, but it can be difficult to deal
with unclear student handwriting: it needs tactful handling, and you need to
check that other learners can read / understand what a student has written. In
addition, you don't want students to spend a long time writing on the board or
the pace of your lesson will suffer.
Finally, you may have Some learners in
your class with literacy problems in the mother tongue, or dyslexia. These
issues require sensitive handling, and you should only ask such students to
write publicly if you feel they have a good chance of doing it well (for
example, they have written the answer on paper already and you have checked
it). Thcy will, of course, need extra support and time to read what is written
and copy it down. (See Linda Taylor's article on dyslexic learners in follow
up.)
Here are some simple ways in which you
Can encourage learners to be involved in the board work when focussing on
vocabulary (the examples below all focus on clothes vocabulary from elementary
student's book, unit 12 wordbooster p.98). These are just example activities,
and we are not suggesting you do all of (hem. It goes without saying that you
need to allow time with some Of the following activities for students to copy
at the end.
visuals
Use 'Blu-Tack' or board magnets to fix pictures Of
clothes items to the board in a vertical column (or two columns), leaving space
to add (he written form alongside later. In pairs, students discuss which ones
they know. Elicit the answers from the class, then ask different students to
come up and label the ones they know. Check the spelling as a group, and
encourage them to ask you how to spell any remaining words.
drawing
Write the vocabulary items on the board; ask students
to come and draw any items they know next to the words. provide plenty of pens
so that several can work at once, and make sure as many students as possible have
a chance to draw. Clothes items are not very difficult to draw. Correct any
misunderstandings and practise the pronunciation of the words. Then rub out the
written words. In pairs, students look at the pictures and try to remember the
words.
 categorizing
Make flashcards, writing the vocabulary items on
different cards. Draw a table on the board with the following headings: MEN,
WOMEN, and BOTH. Distribute the flashcards and ask students to stick their
word(s) under the appropriate heading; tell them they can ask each other if
they aren't sure. When they have finished, tell (he class to 100k at the board:
is everything in the right place? Alternatively, use these headings: ABOVE THE
WAIST and BELOW THE WAIST; or WARM WEATHER, COLD WEATHER, and EITHER.
pronunciation
Prepare flashcards containing individual phonemic
sounds relating to the vocabulary you have taught. (For clothes items,
diphthongs are a good focus: "al/ in tie, 100/ in coat, /ao/ in trousers,
let/ in trainers, etc., but you could include some vowel sounds too: in
trousers / jumper, /u:/ in shoes boots / Suit, etc.) Put all the picture cards
on the board, distribute the sound cards, and ask students to stick them next
to a word with their sound. Then ask students in pairs to look at the board and
see if everything is correct. They will probably pronounce the words together
to check, so some natural 'drilling' will be happening in this activity.
Feedback on any errors at the end.

brainstorming
Put students into small groups, with a
section of the board each, and a pen per group. Give them two minutes to write
up any clothes items they know. (They may not know many, but between them they
will come up with at least a few.) At the end, ask them to sit down and 100k at
all the lists. They can ask about any items which were not on their own list.
You could also use this as a revision activity.

try
  it out grammar brainstorm
Divide your class into
  groups Of three or four. If your class is small and you have a large board,
  they can all use different parts of the board for this activity. With a
  larger class. some groups can use part of the board, and provide others with
  large sheets of paper pinned to the wall or noticeboard.
Depending on the
  structure you want students to practise, choose three or four different
  topics: for instance, to revise there is / isn't/ are / aren't, you might
  have:
-       What
  is there / isn't there in the classroom?
— What is there / isn't
  there in the building?
-       What
  is there / isn't there in the street outside? - What is there / isn't there
  in the town?
Put each question in a different
  part of the board. Each group stands next to a question, with a board pen;
  they have two minutes in their group to write as many true sentences as
  possible about their question. (e.g. There's a large board; There are about
  twenty chairs; There aren't any pictures on the wall.) Tell students to stop,
  and move on to the next question. They read what has been written already, and
  add as many other sentences as possible in two minutes. Make sure a different
  student does the writing.
Move
  on again, until students are back at their original question. They read and
  decide whether the sentences are
a) true and b) accurate. They
  should make any necessary corrections.
At the end, go over all
  the sentences, dealing with any problems.
This activity can
  generate a lot of oral and written practice, and it can easily be adapted to
  practise other structures.

exercise
answers
If your students are
working in small groups on revision activities or a number of exercises, you
can ask them to put their answers on the board. This is particularly useful
when you have pairs or groups who have finished Carly: it gives them something
to do while the rest of the class is finishing. Letting students collaborate on
answers that they write up is also less threatening than asking one student
alone to write the answers. At the appropriate moment, bring the class together
and ask them if they agree with the answers on the board. Clear up any errors
as you go through them.
student surveys
If your
learners are carrying out a class survey as a speaking activity (for example,
on reading study habits, free time activiÍies, likes and dislikes), it
can be satisfying if the results are compiled on the board in a table. While
students are working, draw a table On the board So that they can fill in their
information at the end. This is easiest (o manage if learners simply have to
tick boxes or write numbers Of people rather than full sentences.
Want to
know more? Read Chalkboards vs computers in the lanauage classroom by Lindstromberg in follow up
5 The overhead projector (OH P)
Not
everyone has to an overhead projector, and those that do may not always see
them as a blessing: some are heavy and cumbersome to move around, and OHP pens
seem to disappear into thin air. Having got it into the classroom (few schools
are lucky enough to have one in every room), you then have to position it in
the classroom in such a way that you won" be blocking your students' view,
and you have to get it into focus. In fact, most Of these potential problems
are easily overcome, and while OHPs lack the versatility of a board (you can't
get as much information on a transparency) they do have certain advantages over
a board. First and foremost, you can prepare your overhead transparencies
(OHTs) in advance. This saves you a lot of class time, and it can look more
professional. For one thing, it gives you a chance to produce good quality
drawings; and if you can't draw, you Can Copy illustrations onto your OHT. You
Can also photocopy typed / word processed material onto an OHT, which is quite
an asset for teachers with poor handwriting. In this computer age, that
probably applies to an increasing number of us.
OHPs are very' suitable for language presentations such as the one we
demonstrated earlier contrasting the present simple and continuous. You can
start with your transparency and add
to it
gradually, or overlay other transparencies which have additional information.
OHPs
provide a very quick way Of doing feedback on exercises, or after a speaking
activity.

try it out error correction
Have an          next to you during your next lesson. keep
  a record (discreetly, if possible) of learners' mistakes during the lesson on
  the OHT. Ten minutes before the end, put the OH T of all the mistakes on the
  projector with a piece of paper over the errors. Reveal the errors one by
  one, and either encourage students to come and make corrections on the OHT
  itself or directly on the board where the errors are projected. As always,
  when providing class error correction, reiterate that they are class (not
  individual) errors.

For students, writing on transparencies may be easier and more practical
than writing on the board. With a picture Story, for instance, you could give
each pair of students an OHT. They write a different part of the story onto
their OHT, thsn at the end they put their transparency on the OHP for the rest
of the Class to read.

If you
would like to demonstrate your dexterity, you could use the OHP and the board
together. Project some illustrations onto the board using the OHP, then ask
students to come and writea description of each one underneath on the board.
You don't
need to use OHPs that often to feel comfortable with them, but they require a
bit of practice. You have to make sure your writing is large enough for all the
students to be able to read it clearly, and at the same time you need to be
aware of how much information an OHT can accommodate. It is easy to make the
mistake of trying to write too much onto one transparency, with the result that
it's cramped and difficult to read. Generally, it is more effective to restrict
the information on each OHT, and use more than one if necessary. Finally, you
must remember not to remove your OHTs before the students have finished reading
or copying down the information.
conclusion
In this
chapter we have looked at:
— features
of poor boardwork
—
principles of good boardwork and its contribution to effective learning
— different ways the teacher can use the board  different ways the students can use
the board
— effective
ways that an OHP can complement boardwork
We
suggested at the beginning of the chapter that teachers were often prepared to
admit that their boardwork was less than perfect. Our suspicion is that boards
are such a mundane and ubiquitous piece of equipment, that we easily overlook
them or fail to appreciate their value; they're not that exciting when compared
with some other teaching aids. However, if they were all removed from our
classrooms, we would very quickly realize their significance and the extent to
which we all rely on them. We hope this chapter has served as a small reminder
Of that.

follow
up
Dobbs J 2001 Using the Board in the Language Classroom
Cambridge University Press
Byrne K
Board Organising in English Teaching Professional (issue 22)
Fletcher
M DIY Picasso in English Teaching Professional (issue 17)
Mugglestone P 1981 Planning and Using the Blackboard
Macmillan ELT
Lindstromberg S Chalkboards vs computers in the
language classroom
Humanising Language Teaching at www.hltmaq.ro.llk
March 2002
Taylor L Learning from Dyslexia in English Teaching
Professional
(issue
17)

to

1 Introduction 2 Classroom training
3     Self-access
4     Homework
1 Introduction
We need
our students to become independent learners with the capacity 10 continue
learning effectively outside the classroom. And we need them to do this for one
very simple reason: there isn't enough lime inside the classroom for them to
learn (and be able to use) everything they need to know. Some learners are
fortunate in having the necessary mix of skills, determination, and motivation
that enable them to carry on learning without the assistance of a teacher, but
others are more dependent. 11 may be that they lack the skills, the discipline,
or perhaps the inclination, but in one way or another, there are those Ihat
find it difficult to make the leap from classroom student to autonomous
learner. That is why we need to consider how to use time inside the classroom
to develop the attitude and skills which will benefit learners outside the
classroom.
Here are
some areas where teachers can help learners to become more independent:
— training students to keep accurate records of what has been studied in
class
—
developing learners' dictionary skills
—
helping learners to use grammar and vocabulary practice books effectively
developing effective learning strategies (e.g. for handling spoken and written
text)
—
encouraging learners to use a self-access centre (or study at home)
—
providing purposeful homework
think!
Think about the list above with reference to the students you teach.
Which areas do you think they need to work on to become more effective
independent learners?
We have
already talked about the development of learning strategies for reading and
listening elsewhere, so the focus of this chapter will be on the other areas.
Want toknow mare? Go to upper-intermediate teachers book, how to teach
readina 0.167 and intermediate teacher's book. how íto teach
listeningp.150
2 Classroom training
Classroom training towards learner autonomy starts with basic classroom
procedures such as the use of pair / group work, and students testing or
correcting themselves / each other. With these activities, learners begin to
realize that you arc not the only source of knowledge in the classroom; they
can learn by themselves and from each other in many ways. Other teaching
techniques (encouraging learners to deduce meaning from context, and guiding
students to understand language rules instead Of just explaining them) also
indirectly encourage learners to take an aaive and more autonomous approach to
their learning.
With more overt or direct learner training, there are potential dangers
that we need to guard against. The first Of these is 'preaching 10 the
converted'. Don't waste time in the classroom trying to develop skills that
your learners already possess. Some low-level learners are quite capable of
using a dictionary, for example, and many advanced learners have reached that
level by having developed / acquired a range Ol' successful learning
strategies. so if you are planning to spend classroom lime on accurate and
effective record keeping, start by looking at your students' notebooks to see
how well they organize their work, and then decide what the most appropriate
help would be. In addition, learners shouldn't feel they are using valuable
classroom time simply to be told learning. Their reason for being there is to
learn the language, so you need to ensure that time spent on learner training
involves student interaction and / or some language input as well.
record keeping
The information that students write down in their notebooks is a record Of
what they have learnt. They may have a course book and a number of handouts
that you have given them, but their notebook is a personalized Of their
learning and represents a significant personal investment. If it is clear,
systematic, and fairly comprehensive, it will help the learner during the
course but benefit them even more in time to come. Information in the notebook
can be retrieved at a later date; if it's not there, it may be forgotten.
Some learners are naturally very organized and systematic, but we can
probably help the majority with just a bit of time and a few basic classroom
procedures.

think!
  2
Look
  at these samples from two students' notebooks. Which one is better, and why?
  How might the better one be improved?

Some
students don't bother to write down new vocabulary in their notebooks, while
others (such as the first one above) write things down but in a rather
haphazard way. As this lexical set relates to verb prefixes, the student could
have organized it in a more systematic way. He has included a lot of useful
translation, but the forms are mixed up (infinitives and past tenses), there is
no information about pronunciation Or collocation (e.g. retake an exam), and no
contextualized sentence examples. Some words have even been copied incorrectly.
The second student has not used translation at all,
preferring instead to use English to explain the meaning of new items, e.g. a
lack of something = not enough, and in one case, a sentence example. He has
also included opposites, collocation (get on / off train,
bus), and a phonemic transcription to remind him about the pronunciation Of One
of the words. He doesn't specifically include the grammar of the items, e.g.
(v) or (n), but by the way he has written the items down, he clearly has an
awareness of grammar, e.g. using a full infinitive and the indefinite article.
The sample would be improved with more contextualized examples, e.g. due (to),
and we think that both samples would benefit from headings for ease Of
reference, i.e. verb prefixes for the first sample, and at the airport for most
of the second sample.
to
How the learner chooses to show the
meaning of a new word or phrase (translation, explanation in Ll or L2, or just
a sentence example) will depend On the item itself and the preferences of the
individual learner. There is no right answer, although a lot of translation is
to be expected, especially at low levels. As learners become more proficient,
we would hope to see an increasing use of L2 as a way of explaining some new
words and phrases. For example: filthy (adj) very very dirty
My car is absolutely filthy - I must wash it.
This is a straightforward example to show learners
that they don't always need to rely on the mother tongue. For other items,
admittedly, learners will have to use Ll, either with a direct translation or
explanation / definition.
It isn't always essential to include information about
grammar and pronunciation. Student notebooks are personalized records, not
dictionaries. What they write down about a new item should be their decision,
although there will be times when you need to highlight issues that they may
not be aware of, e.g. the fact that advice is uncountable, or do you fancy (a
drink)? is informal. Effective records do need time, though. Writing in a
second language is more time-consuming than in the mother tongue, so you will
need to create spaces in your lessons for learners to write things down. It is
very easy to misjudge this aspect of lesson planning and execution.
While learners are writing things
down, this is an opportunity for you to move round and see what their notebooks
look like. You may be surprised to discover how Often students are unable to
copy down the correct spelling of a word from the board, although unclear
handwriting by the teacher may play a part in this as well. Also, don't be in a
hurry to remove important information from the board, and remember that many
students will copy information straight from the board regardless of how it is
organized, so chaotic board work will be reflected in their notes. For
important language input, it is worth giving some thought to how you want it to
appear on the board. If you are relatively inexperienced, you could write it
out on paper first to see how it looks.

We recommend that students leave a generous amount of
space between information in their notebooks. This will give a less cluttered
feel to the notes and make information easier to retrieve at a later date. As
their knowledge increases, they can return to earlier entries in their
notebooks and add further information, e.g. an additional meaning of the item,
or perhaps other words that commonly collocate with it.
You can suggest that students divide their notebooks
into sections, with pages allocated to different topics, e.g. food, work,
education; and further pages devoted to linguistic categories, e.g. present
perfect, simple past, phrasal verbs or adjective + preposition, etc. In fact,
learners can organize the book in any way they like, provided it is a system
that works for them.
There are some students who write notes diligently but
never revisit them. This is a great shame, as much of the value of effective
record keeping lies in the ease of retrieval it allows at a later date. You can
get learners into the habit of doing this with short classroom activities. Put
students in pairs, then ask questions about vocabulary from previous lessons
which you think they may not remember. See who can answer the questions by
referring to their notes, and how long it takes them. This type of activity
illustrates the value of recycling, and will demonstrate to learners whether
their record keeping is sufficiently comprehensive.

try it out
vocabulary notebooks
As a classroom speaking activity, you
could put learners in small groups, ask them to exchange notebooks and spend
five minutes looking at them. Then, give them time to discuss the notebooks. Do
they like the way other people have organized their notes? Do they do anything
differently, such as using drawings or grids or spray diagrams? People learn in
different ways, and students often discover through this activity that there
are different but equally valid ways of organizing their work. Sometimes they may
pick up interesting ideas from other students, which they go on to use
themselves. This activity has the added benefit of recycling language from
previous lessons.

Finally,
record keeping need not be something that students do on their own. On longer
courses (exam courses are ideal for this), we have used a class vocabulary box.
For this, you need to provide a flip top box which contains a large number of
cards (you can start with 100), and alphabetical dividers.
In each
lesson, one student (a different one each time) is responsible for writing down
new vocabulary on the cards: the word or phrase on one side of the card, and on
the reverse side, an explanation (perhaps a translation in a monolingual
class), part of speech, relevant grammar information, phonemic script where
necessary, and an example sentence. The card is then filed alphabetically.
The
vocabulary box makes students take responsibility for their learning, and they
enjoy using it. Before a lesson starts, they can test themselves or each other.
You can use the cards at any time for quick vocabulary revision with the whole
class, or for pair testing.
dictionaries

think! 3
Which of the following do you do with
  elementary learners? discourage them from using dictionaries in class ask
  learners to use their own dictionaries advise learners on a good bilingual
  dictionary (with a monolingual class)
— advise learners on a
  good monolingual dictionary to use / buy
- show learners how to use dictionaries

Whatever
your attitude to dictionary use, there are likely to be some learners who bring
a bilingual dictionary to class (printed or electronic). Their dictionary is
their safeguard, and as long as they are not using it to check every new word,
this is perfectly reasonable. You obviously want to avoid a situation where
students no longer listen to your explanations and revert automatically to
their dictionary instead; but in a multilingual class where there may be no
recourse to their mother tongue, learners may feel they have to check cer:ain
words in the dictionary if your explanation still leaves them puzzled (and this
happens to the best of teachers). Similarly, for productive skills work,
bilingual dictionaries can provide the students  with the means to express an idea
which they may not otherwise have the language to express. We wouldn't
discourage  learners from using dictionaries in class, but you need to have a clear
policy on when learners should use them.
Initially, you may need to advise learners on the best dictionary for them
to use. At elementary level, students usually turn to

bilingual dictionaries: they are familiar and the definitions are
immediately accessible. If you are working in a monolingual teaching situation,
you are in a good position to advise learners on the best bilingual
dictionaries to buy. (They vary considerably in quality and accuracy.) At a
certain stage in their learning, especially in a multilingual situation, you
can encourage more monolingual dictionary use. This can start when the learners
are still elementary or pre-intermediate, especially for exploiting phonemic
symbols or visuals, but we think intermediate level is the time when
monolingual dictionary use starts to become more practical and effective. (See
follow up for suggestions.) It's also worth remembering that learners need
different dictionaries at different stages in their language learning and for
different purposes.
dictionary training
If you are beginning to use monolingual dictionaries with your students,
you will probably need to familiarize them with dictionary features. This is
best done little and often over a period of time. To motivate students in the
first place, a dictionary quiz is an enjoyable introduction; you could make it
a competition between groups.

think! 4
Look at the exercise try it out.
Which dictionary features are being highlighted in sentences 1—8?

try it out four true, four false
This activity and worksheet is adapted from
  Dictionaries, by Jon Wright. (see follow up) It is suitable for intermediate
  learners, and takes 30—40 minutes. Students practise dictionary skills and
  become familiar with a range of information in dictionaries.
1
  Give students a
  copy of the 'four true, four false' worksheet (see below) or write a similar
  one of your own. Students complete it in pairs, using a dictionary.
2
  Check the
  answers, and ask students how they found the activity. Was it difficult?
3
  (for advanced
  levels) Tell pairs to make a similar worksheet using one double-page of the
  dictionary, and include at least one question about: spelling, meaning,
  pronunciation, and grammar. Monitor pair work.
4
  Pairs swap
  worksheets with other pairs and answer them.
FOUR
  TRUE, FOUR FALSE
1
  Deer and sheep
  have no plural form.
2
  Fast-faster-fastest
  are comparative and superlative forms, with fastly as the adverb.
3
  Scissors and
  biro have different stress patterns.
4
  People can be
  over the moon.
5
  You can meet a
  friend in midnight.
6
  Loft and
  basement mean the same.
7
  An escalator
  will take you to another floor in a building. 8 Comb has a silent letter.

A common mistake learners make when
checking the meaning of a new word is to read the first definition and assume
it is the correct one for their particular context. For example, a learner
comes across a new word, odd, in this sentence:
There was an Add number ofpeople in the
group, so .
The first dictionary definition in the Oxford
Elementary Dictionary is given as •strange or unusual'. If the learner doesn't
look any further, they will assume that the meaning 'strange / unusual' either
refers to the people (which is feasible) or the number (which is in itself a
little Odd). The second definition is as follows:
Odd
O. /nd/ adjective (odder, oddest) 1 strange or unusual SAME MEANING peculiar:
It's Odd that he left without telling anybody.
2
not able to be divided by two: 1, 3, 5 and 7 are al' odd numbers. oppoSlTEeven
To encourage learners to scan several definitions of a
headword until they find the appropriate one, you can give them some sentences
with a new item highlighted:
        She was                after the
journey.
I had a light breakfast.
This wine is very
Ask students to look in their dictionaries and find
the correct definition for the underlined word. In the Oxford Student's
Dictionary, they will need to read several definitions for each of these words
to find the appropriate one. You can then ask them to check which other
meanings of the words they already know. It's important to remind students that
they often need sentence examples to illustrate meanings fully, and the
examples will probably help the learners to remember the item.
know
more?
phonemic script
There are several reasons for teaching phonemic script
to learners. not least that it can help them to develop an awareness of the
sound system of English, both receptively and productively. In terms of learner
autonomy, knowing phonemic script means immediate access to the pronunciation
of any item in their dictionary. Students don't need their teacher to tell them
how every word is pronounced; they can find out for themselves. In the long
term, the rewards can be significant. As with dictionary skills, we would
suggest introducing phonemic script gradually and making the activities short
and achievable. (This is the approach we have taken in natural English, either
incidentally during language focus activities, or in discrete slots in the
'Help with pronunciation' sections.) When you feel your learners are ready to
start using a monolingual dictionary suitable for their level (or a bilingual
dictionary with phonemic transcriptions), you can highlight the benefits of
knowing phonemic script with the simple activity which follows.
Give students a worksheet with the table on the right
above. Five words are in the wrong place, and they have five minutes in pairs
to discuss where the misplaced words should go and check their answers in a
dictionary. They have to aim for 100% accuracy in the exercise — nothing less
will dol You can produce
to
your own exercise using items your
learners often find difficult to pronounce.
Many learners are keen to buy a grammar or vocabulary
practice book for further study at home. This is certainly worth encouraging,
but you may need to advise learners what is available, and recommend a suitable
one with an answer key. The best way to encourage supplementary practice is to
set material from a grammar or vocabulary book for homework. If it is
successful, you can then recommend the book for self-study. Some attention to
terminology will be helpful though, and The Good Grammar Book and English
Vocabulary in Use (see follow up) teach relevant terminology or provide a
glossary of terminology for learners. The Good Grammar Book also has a •test
yourself' section which is very useful for self-study.
If students are using a practice book alone, working
their way systematically through the book may not be the best approach.
Eventually it is likely to become monotonous and de-motivating for most
learners, and some sections simply won't be relevant. We feel it is better to
suggest that students either focus on areas they have found difficult, or do
practice exercises to consolidate language studied in class. Encourage them to
check their answers in the key at home, and allow some class time to help them with
any queries they have. If they are prepared to work hard out of class, then
they deserve the encouragement and support.
Coursebooks are generally accompanied by a workbook
which is largely intended for self-study. No coursebook designed for classroom
use can hope to achieve everything, given the space constraints on the page,
and the time constraints of the course. Workbooks, therefore, are valuable in
that they provide additional practice and consolidation of language studied in
class. Workbooks for adult courses generally have an answer key at the back,
which also encourages learner independence.

3
Self-access
in school
Study facilities in schools come under
a variety Of titles: selfaccess centre, self-study centre, listening centre,
library, etc. They also come in many shapes and sizes. Some are very generously
equipped, with computers, videos, cassette recorders / CD players, reference
books, readers, language exercises, and so on; others may just have a cassette
recorder for listening to tapes and a small selection of books. Some schools
have nothing at all.
If you are fortunate enough to have a self-access
centre (SAC), you should certainly do everything you can to ensure your
learners derive the maximum benefit from it. Take them to the SAC yourself
(don't just tell them about it), show them how 10 use the different resources,
and then give them some time to explore the facility. One of the great assets
of an SAC is that students can personalize their learning, using resources and
materials that match their needs and interests, whether it is watching videos /
DVDs, doing computer-based language exercises, or just reading as widely as
possible. While they are exploring the resources, this gives you an opportunity
to talk to and advise different learners on the appropriate level Of books or
cassettes for them, or whatever it is they want to do.
After a thorough induction to the SAC,
follow it up by giving the class a homework task that involves using the
resources in the centre. Here is one idea:

try
  it out self-access cent-res
This will get learners started, and the choice of
  activity allows for different learners' needs and interests. The classroom
  feedback is really a chance for you to see how well they have done, and how
  best to encourage them to continue using the resources.
Ask learners to do one of the following:
1     Choose
  a song they like, listen to it and transcribe it, then rub out some of the
  words. Bring the gapped version to the next lesson. (You will need to
  photocopy it for the other students.) The class listens to the song and
  completes the words.
OR
2     Choose
  a book (a reader), read the first chapter, and be prepared to tell one or two
  other students about the story so far.
OR
3     Choose
  two language exercises based on some recent grammar they have studied. Write
  their answers on a separate piece of paper and check them using the answer
  key. Bring the exercises to class and give them to another pair to complete.
  (The student then checks the answers given by the pair.)

Most important of all with an SAC is that you keep up
the momentum and don't forget about it after the initial encouragement. Monitor
your students' personal use of the facility and talk to them about things they
have done. It is probably too much to expect everyone to make effective use of
the SAC, but with frequent reminders and encouragement you may be able to
influence the majority. Even if the numbers using it are limited, the benefits
for those that do may be considerable.
Many
schools now have Internet access for students, and il so, you may be interested
in how best to exploit it with your learners. You can find a range of
interesting ideas on the OUP Teachers' Club website at this address:
www.oup.com/elt/teacher/natura[english
Click on •Internet lesson plans' and
you will find ready-to-use Internet-based lesson plans with Teacher's notes and
worksheets, on topics such as improving listening / speaking / reading /
writing skills, using news websites, producing weblogs, developing students'
vocabulary on the Internet, etc.
at
home
If your school does not have a
self-access centre, you need 10 find out what resources the learners have at
home and what may be available to them in their local town. An increasing
number Of learners will have computers with Internet access, and one very simple
thing you can do is to direct them to the natural English students' website
where there is a wide range of activities to supplement the coursebook at the
following address:
www.oup.ççm/e(t/naturalenglish
In many parts Of the world, satellite
television Channels in English are available, and students can easily find
news, sport, and music channels which may interest them. Films in English are
sometimes shown on television or at the cinema, and with Ll subtitles they can
be accessible even to low levels. If you scan thc TV listings and local papers
regularly, you can alert your students to any suitable films that are being
shown. You might even arrange a class trip 10 the cinema. Most DVDs come with a
choice of languages, including English, as well as subtitles in English; the
combination of an English soundtrack and English subtitles is an excellent way
of supporting independent viewing.
You can now buy English language
newspapers in most places, usually within 24 hours of publication. If you buy a
paper in the learners' LI and find an interesting international story (or
better still a local story that may make its way into English language
newspapers), photocopy it and ask them to buy a newspaper in English the next
day. Learners can read the story in their mother tongue so they are familiar
with it. then read the same story in the English language newspaper. In class
they can talk about the Story, or you could use it to focus on a particular
area of lexis. Whatever you do, you have given learners an idea and a procedure
which they can follow for themselves with different stories, especially ones
that will be of particular interest 10 them (e.g. the report Of a European
football match between a team from Britain and a team from their country).
If resources in English outside the
classroom are very limited, you Can still ask learners to do something in their
own language, e.g. read part of a newspaper or watch a particular TV programme,
which they then discuss in class in English.
to
4
Homework

think!
When
did you last set your students homework?
Was
it to finish off class work because you had run out of time? Did it link to the
previous lesson, or was it preparation for a future lesson?
Was
there an incentive for the students to do it?
Do
you write personal comments on your students' homework?
Do
you ever forget to give it back?
Think
about these questions before you read on.

For many adult learners, an English course is
something they have to squeeze into their own limited free time. Fitting in
lessons is hard enough, so incorporating time for homework as well may be out
of the question. For other learners, homework may be feasible but it still has
to compete with other extra-curricular activities, and may be low down their
list Of priorities. They may also have memories of homework from schooldays
which may not have been a pleasurable experience. Part of the reason for any
reluctance to do homework may not be the work itself. but the use we make of
it. Looking back on our own experience, we realize that we have often failed to
give it the attention it deserves. Without careful planning, it is so easy to
use homework to complete an unfinished classwork exercise, or do an exercise
that we didn't do in class because it wasn't very interesting (but would be fine
for homework). In other words, it is very easy to treat homework as a dustbin,
or as Michael Thompson says, 'a receptacle for the unwanted and unloved' (see
follow up). Even when the homework has been carefully chosen, you can find
yourself in the position of having to rush through an explanation of what you
want the students to do because you've come to (he end of the lesson. Without
the necessary time to explain the aim Of the homework, students may not
appreciate its value.
All of this is a shame because homework can have an
important part to play in language learning. Apart from the obvious one that it
can be used to practise and consolidate work that goes on in the classroom, it
also forms a bridge between lessons, which is especially important for students
only studying a few hours a week. If they complete homework tasks, they
continue learning outside the classroom and they keep English Licking over in
their minds. And the more they do it, the more independent they become, and the
more likely they are to carry on learning. How do we successfully tap into this
potential? With an adult class, the first step is to consult the learners on
the feasibility of homework, and the amount of time that can be devoted 10 it.
Most students recognize the potential benefits of homework, and if they arc
personally involved in negotiating the amount of homework they do, they are
more likely to respect it. This may mean that students do different amounts of
homework, in which case you can set a minimum amount for everyone to do, with
optional activities for those who have more time.
to . ..
In her book Homework (see follow up), Lesley Painter
sets out the following goals that she wants homework to achieve:
 Students should feel homework tasks
are useful.
2
Tasks
should be interesting and varied.
3
Work
should include not only written tasks, but tasks focusing on all skills.
4
Individual
students' needs should be met, which means varying homework tasks for different
students.
 Students' attitudes to homework
should be improved, for example, by allowing Them to contribute ideas by
designing their own tasks.
6 Language should be liberated from the classroom.
It'S a challenging manifesto, but if we can achieve
half of these things, learners may approach homework in a completely different
light. Here is one idea we have adapted from Lesley Painter's book, which shows
that more interesting homework tasks don't necessarily involve extra work on
the teacher's part.

try
it out word review
Photocopy
a blank word square grid, e.g. 100 squares made up of 10 x 10. Assign
individual students or pairs a different area of vocabulary that you have
studied recently, e.g. food vocabulary for one pair, irregular past tenses for
another pair, and so on. Each pair then has to write ten words (or more) from
their lexical area into their square; the words can be vertical or horizontal
(or diagonal if you want to make it more challenging). When they have done
that, they have to complete all the empty squares with random letters. When
they come back to class, they give their square to another pair, who have to
find the target words.

One of the key concepts above is variety, so it may be
helpful to consider the different types of homework we can set. Here are some
of them.
consolidation
Written exercises to consolidate grammar and
vocabulary studied in class are probably the most common form of homework.
There is nothing wrong with this and learners will generally consider such
exercises useful. The important thing to remember is not to rely too heavily on
this one type Of homework, and when you choose exercises. look for interest and
variety (and check first to make sure they are suitable).
preparation
Students can use homework to prepare for the next
lesson, e.g. reading a text or writing questions to ask a classmate. However,
if the success of the lesson depends on every student successfully completing
the homework, there is a risk of the lesson becoming derailed. With this type
of homework, therefore, you should have a 'plan B', i.e. a way in which the
lesson can still be successful without every student doing the homework. This
isn't being defeatist, just pragmatic. In the case of learners preparing
questions, you can put a student who hasn't done the homework with two who
have. Reading a text, in our experience, is not always successful as a homework
task: some read and study the text; others read it but forget the content by
the time of the next lesson; a few don't bother. It is usually more successful
if you can provide a concrete task for the text, e.g. blank out half a dozen
carefully selected words and ask students to read the text and decide what the
missing words arc.
writing
Guided or free writing is a common homework task as
most teachers and students look upon writing as a solitary occupation which is
best done outside class, although it needn't be. Writing also Comes at the end
of many coursebook lessons and may be given ror homework if the teacher runs
out of time. Writing is a Very demanding skill and some learners find it particularly
difficult to know how or where to Start. We think these homework activities are
sometimes more successful if you can make a Start in class, perhaps with
students working together, and then ask learners to carry on and finish the
task at home. Another suggestion is that you do the homework as well and give
it to your students to mark. This would not be very appropriate for grammar
exercises, but for a piece or writing such as a description or a holiday, it
would be very suitable. We know of onc teacher who did this with a class that
were generally reluctant to do homework, and it proved remarkably successful.

try
it out e-mail account
I set up a special e-mail
account (not my personal one) and asked students to write me an e-mail on
Sunday evening, outlining what thefd done during the weekend. only replied with
one or two lines, but students enjoyed the sense that they were getting some
individual attention, and really appreciated the fact that I was giving up my
own time to do it. It worked very well.
Julia, London.

personal
interests
Homework is a great opportunity for students to
personalize their learning and follow up their own particular interests. Vou
can Start this Off in class by asking students to think about the subjects that
interest them, e.g. music, politics, etc., as well as the language learning
activities they enjoy doing, e.g. listening to tapes, doing language exercises,
writing stories, and so on. (Lesley Painter includes a photocopiable
questionnaire you could use for this purpose.) Ask students to commit
themselves to something specific they are going to do for homework, and tell
you what it is. In the next lesson, put students in small groups to talk about
what 'hey did. Sometimes this will result in them recommending activities to
each other. You could also ask them to write a short summary of what they did.
Be very encouraging, whatever they manage to do.
speaking
buddies
With some classes, you may be able to extend their
speaking practice outside class by setting paired speaking activities. Students
can do these either On the phone, or in a coffee bar before the next lesson.
Encourage them 10 pair up with another student they enjoy working with, and set
some simple speaking tasks. For example, play a game such as "TWenty
Questions', or talk for ten minutes about their families, or talk about TV
programmes they like. Alternatively, ask each pair to prepare something 10 talk
about in class over the coming weeks: perhaps they can write a set of questions
for the class to discuss, Or prepare a short talk together. They may simply
want to do their homework together and compare answers. Again, remember to
follow up in class any speaking homework that you set.
It is worth remembering that nothing
is more discouraging for learners than to do homework which the teacher forgets
to go over or acknowledge. If you teach a lot of different classes, keep a
record Of any homework you set to remind you. It is easy to neglect homework
feedback with the demands of the syllabus and the constraints on classroom
time, but we do think it is important to include time for feedback in your
lesson planning.
conclusion
In this chapter, we have looked at:
— ways of encouraging learners to
keep clear and accurale records or what they have learnt  guidance
on dictionary training, and the use of grammar and vocabulary self-study guides
 how 10 promote self-access, both in school
and at home
— Ille importance of homework, and the
different types 01 homework you can give
Nol every learner wants to be
independent, and some simply do not have the time to devote to English outside
the classroom. Nevertheless, the guidance and encouragement you provide in
these areas or developing learner autonomy can have substantial benefits for
many learners.

follow up general
Painter
L 2003 Homework (Resource Books for Teachers) CUP
Thompson
M Time Well Spent in English Teaching Professional (issue 31) Wright 0 1998
Dictionaries (Resource Books for Teachers) OUP grammar practice
Swan
M and Walter C 2001 The Good Grammar Book (with answers)
OUP
Murphy
R 2002 English Grammar in Use: A Self-study Reference and
Practice
Book for Elementary Students Of English CUP vocabulary practice
McCarthy
M and O'Dell F 1999 English Vocabulary in use: Elementary CUP dictionaries
Oxford Essential Dictionary
Oxford
Photo Dictionary
Oxford
Studenes Dictionary
Oxford
Advanced Learner's Dictionary
Longman Dictionary of Contemporary English
Macmillan
English Dictionary for Advanced Learners
answer key think!4 p.155
Sentences
1, 4, 7, and 8 are true.
Dictionaries
include a great deal of information about grammar, as can be seen in sentences
1 (nouns which don't change form from singular to plural), 2 (comparative and
superlative forms and adverbs), and 5 (the correct preposition for this phrase
is at). Clearly sentences 4, 6, and 7 focus on word meaning.
Sentences
3 and 8 focus on pronunciation: 3 on stress marking /'srzaz/, /•barrau/, and
the silent letter in comb is apparent from the phonemic transcription /kaomi.
to...

1
Use
Of the mother tongue
2
Classroom
language in English
3
Purposeful
teacher talk
1 Use of the mother tongue
think! 1
What was your experience of learning
a foreign language when you were at school? Did the teachers use your mother
tongue (MT) all or most of the time?
What about you now? What's your
policy on the use of the mother tongue with low-level learners?
Anyone learning a foreign language forty years ago
probably had a teacher who used the mother tongue for instruction almost all
the time, employing the grammar translation method. This was certainly the case
for most pupils in British schools, and in some schools in Britain and around
the world, it is still true. Up to the 1970s, grammar translation was the
prevailing method, although some teachers experimented with direct method and
audio-lingual approaches, both Of which discouraged the use Of the MT. By the
1970s, more teachers were starting to use the audio-lingual method, based
largely on behaviourist models of learning. This involved students listening to
models and then repeating them, chorally and individually. Any explanations in
either the mother tongue or L2 Were largely frowned upon. In the 1980s and
1990s, teachers following the communicative approach tended to operate largely
in L2, but with an increasingly flexible attitude to use of the MT. Of course,
in some teaching situations, use of the mother tongue is not feasible, e.g. in
a multilingual classroom where English is the lingua franca, or in classrooms
where the teacher doesn't speak the students' own language. However, for many
teachers around the world who speak the students' mother tonguc and work in a
monolingual environment. the use of the MT is an important issue which
continues to arouse strong feelings. Let's look briefly at some of the advantages
and disadvantages in a monolingual setting.
advantages
of using the mother tongue (for teachers and learners)
It is quicker and easier for the teacher to give
instructions and explain new languagc in the students' mother tongue. There is
less likelihood of students' misunderstanding an instruction or explanation in
their MT.
— It is reassuring for (some) students to
be in a classroom surrounded by 'heir mother tongue.
— Students can ask questions easily in
their mother tongue, e.g. seeking a refincmcnt to an explanation the teacher
has just given, or perhaps asking a question to satisfy their curiosity or
thirst for knowledge. Il' learners have to do this in English. Illcy may fccl
more inhibited and remain silent rather than risk speaking in English. This
could have a very negative effect on both their motivation and progress.
— Students may have more energy to devote
to understanding a rule or explanation if they are nol also trying to understand
what is being said to them in English.
The teacher can focus on similarities and differences
between English and the learners' mother tongue; this can be very fruitful,
especially in anticipating or highlighting potential errors. Here is one idea
you could try 10 encourage your learners to make positive use of the mother
tongue.
try
it out peer translation
Divide the class into small groups
and give each group a specific language point you want them to test on other
groups, e.g. the use of different frequency adverbs with the present simple.
The group then writes four to six sentences which include the target language,
e.g. I often go out on Saturday evening; I hardly ever have breakfast with my
parents. Check their sentences are correct, then on a separate sheet of paper
get each group to translate their sentences into their mother tongue. Again,
check to make sure they are correct. Groups then exchange their MT sentences
and translate them back into English. Finally, they return their sentences to
the group who wrote them for correction.
This idea comes from Sheelagh Deller. See
follow up.
disadvantages
of using the mother tongue
If the teacher consistently uses the mother tongue,
students will inevitably do the same. This will produce a classroom in which
teacher and students are talking a lot English but not talking very much
English.
— If classes are largely conducted in the
mother tongue, many learners will remain inhibited about speaking in English.
— Students will be deprived of valuable L2
listening practice. This is particularly important in situations where the
students may hear little or no English outside the classroom. Students are also
deprived Of the opportunity to pick up a range Of useful words and phrases that
teachers commonly use in classroom instructions and explanations (in English),
e.g. first of all, let's have a look at, the main difference is that . . .,
etc. As these types ol' phrases are repeated time and again, students often
learn them with little conscious effort, and this can contributc significantly
to the amount they learn in the classroom (see section 3 on teacher talk).
— In mother tongue classrooms, some
students may not feel they are participating in an 'English' experience, and
this could have a negative effect on their motivation.
classroom
policy
It is reasonable to suppose that teachers will want
their students to use English as much as possible, and as we have indicated
above, this is only likely to happen in the classroom if the teacher uses
English themselves as much as possible. At the same time, there are occasions in a monolingual
classroom when the mother tongue can be used 10 good effect. For those teachers
who speak the students' mother tongue, therefore, it may be a case of
establishing a clear policy with low-level classes as to when and why it is
sensible or expedient for the teacher and students to use the MT.
For the
teacher it may be:
— to
explain something about their teaching methodology which learners might not
understand with their current level 01 English, e.g. why they think it is
beneficial for students to work in pairs or small groups; or why they want them
to first read a text without using their dictionaries.
— to
explain the rules of a game or clarify a particular language point. (This may
be reinrorcing an explanation already given in English.)
— to
provide an MT equivalent which would be difficult and time-consuming to explain
in English.
 to make comparisons between the MT and English which are of particular
importance. (Again, this rnay be a combination of English and the mother
tongue.)
For the student it may
be:
— to
repair a breakdown in communication during a pairwork activity, thereby
ensuring that the activity can continue largely in English.
— to
ask the teacher a question (e.g. seeking advice on the best dictionary to buy)
or explain a reason for something (e.g. why they cannot come to the next
lesson), which is beyond their current ability in English.
In the
early stages of learning, it is perfectly natural for students who share the
same mother tongue to feel embarrassed about talking to each Other in English,
and many will switch back to their Ll periodically rather than struggle in
English. To outlaw any use of the mother tongue in this situation would Seem,
at best, very harsh. Teachers may be more successful if they adopt a tolerant
attitude towards the mother tongue in the early stages of learning, while at
the same time prompting and encouraging the use of English wherever possible. It
is crucial, though, that the policy on MT use is made clear and that it is
reached with agreement on both sides. Adult students are more likely to support
a policy which they have helped to shape.
If you are
not sure where the boundary between MT and 1-2 should be in your particular
teaching situation (many factors such as age, class size, and your students'
learning background will influence this), you could try this bit of classroom
research.

Do you feel the use of the mother tongue is justifiable in
  most cases? Could they be doing more in English?
This
  research may help you to clarify your policy on the use of the MT, and may
  also give you clear examples to show your learners how they could be making
  more use of the English they already have.

Bear in mind that if your students are using their mother tongue, it may
not be through any laziness on their part, or unwillingness to speak English.
Have you given them an activity which they are not capable of doing with their
current level of English? On a more positive note, students Can become so
engaged in an activity that they reven to their mother tongue simply out Of
their desire to express themselves, and we shouldn't reprimand learners for
such enthusiasm.
2 Classroom language in English

some guidelines
Whether you use the learners' mother tongue or not, you still need to
communicate in English some of the time, and this presents a challenge with
low-level learners, even for experienced teachers. How can you communicate
naturally, yet in a way that they will be able to follow? And how can you avoid
speaking 'pidgin' English? Here are some guidelines:

try it out classroom research
Over the
    next two or three lessons, note down when (and why) your students use their
    mother tongue in the classroom. If one Of your colleagues is free, they may
    be willing to come to your class, monitor the students, and collect the
    data. Afterwards, you can analyze the results.
— Is the mother tongue being used
    by most of the students, or just a few?
- Are students using the mother
    tongue in the same situations? For example, is it to ask you questions, or
    is it mainly between themselves in student-centred speaking activities?

different
  things. And if you repeal yourself a lot, you're probably wasting valuable
  time.
     Try not to speak unnaturally slowly.
  If you do, you may sound as il you 're addressing children. Having said that,
  you will probably need to slow your speech a little.
— You can help learners by keeping the speed natural, blit
  pausing briefly al appropriate points 10 let them take in what you've said.
     Use your voice to highlight key
  words whcn you're speaking. This will involve making them slightly louder and
  longer. and may also include very small pauses around the key words.
— Avoid letting your voice fall away completely at the end
  of sentences. Low-level learners tend to think Illat cwerything you say is
  important, and they may worry that they have missed something.
to

— Try to say things once, but clearly. If you say the same thing in
several different ways„ learners may think you are saying  Try to pronounce 'naturally': in
other words, keep in natural features of connected speech. Use contractions and
weak forms, link your speech naturally. and avoid distorting your pronunciation
in order to make it easier tor your learners. IT you modify your pronunciation
unreasonably, learners will be less able to understand natural spoken English
when they hear it from others.
 Use gestures, demonstrations, pictures, and diagrams 10 enliven your
speech and make it more comprehensible.
— With
low-level monolingual classes, you Could give the instructions twicc (first in
English, then in the MT) and repeat this method until they are sufficiently
accustomed to the English instructions and the MT is no longer necessary. A
variant of this might be to ask learners to translate back the teacher's
English instructions; just ask, Now what do you have to do?
language grading
If you are nol very experienced with teaching lower levels. you may need
to monitor the language you use when giving instructions. For example, complete
the gaps, write your answers in the blanks, and fill in the answers all express
the same idea, but using different permutations with elementary learners can be
confusing. Try and keep to one instruction to start with, and then gradually
introduce different forms, checking that students understand. In this way, you
will be expanding your learners' receptive vocabulary in a very natural way.
You also
need to decide which items Of vocabulary will be easier for your
learners to understand. This may depend on their mother tongue, but for most
learners, find out is harder than ask, likely is harder than probably, and make
up your mind is more convoluted than decide. The •harder' items are undoubtedly
natural and extremely useful, but they Can be introduced over time. With regard
to structures, try to talk to learners in 'the here and now' rather than using
hypothetical language, and where possible, avoid indirect speech. For example,
rather than:
Imagine someone stopped
you ill the street and wanted to know if there was a post Office nearby. What
would you say? you could say:
You 're in the street. A
man asks you for the post office. What do you say?

think! 2
Look at these examples of classroom
  language which might confuse low-level learners. How could you make each One
  clearer? example
Right, could you all get up, please, and go round and have a chat with
  lots of different people about theirfamilies.
Say: Get up, please (with a gesture to show them to stand up). Ask three
  people about theirfamily. Demonstrate the activity before giving these
  instructions: ask a student about his / her family, and get a student to ask
  you about your family. This should ensure that the activity will be clear
  before they begin.
1
  OK, I want you
  all to note that down.
2
  Can anyone tell
  me what 'forget' means?
3
  Can anyone tell me where you'd be likely to See a wardrobe ?

4
OK, Ahmed, do you
think you could ask Sami to go to the cinema with you tonight?
5
When you've
finished reading the dialogue with your partner, swap so you each have o go at
the different parts. 6 Don't let your partner see what's in your picture.

to answer key p. (66

Classroom discourse
invariably includes a large number Of phrases that learners hear or read (and
sometimes use) again and again. Some of these are comprehensible from the
context, or don't require explanation because you are demonstrating what to do.
However, you need to check that students understand some of these phrases,
especially at lower levels with learners who are not familiar with your
teaching methodology.
Here are some examples of classroom language for instructions that
learners often need to understand. AS you read. decide which Of the phrases you
use most. DO you express these ideas with different language? Can you add to
each category?  getting started
Open your
books at I turn to page 7; look at I do exercise 5; compare your answers with
your partner; read the article on page 23, etc.
— exercise rubrics
Circle I underline /
Cross out / tick the right answer, etc., complete the grid / table / form /
Sentence I phrase I gaps, etc.
— focus on new words
What
does X mean? What's another word for ? Is it the same as How do you
Say            How do you spell / pronounce write
— Checking
instructions
Do you
have to write? (no) HOW many questions do you have to ask? (six)
— class organization
Work with
your partner / in pairs / groups offour; find a new partner, move your chairs;
sit facing your partner; don 't Start yet: change roles; get up and talk to
different people. etc.
— winding down
Can you stop. now, please? Finish the exercisefor
homework: that's it for today, etc.
Quant
to know Dre-intermediateteacher's book, how £0 go pair and
group,WOrkÞ. 145
terminology
How much terminology do you use with your learners at lanéuage
clarification stages? How much should you use? There is no simple answer to
this, and to a large extent it will depend on your teaching context. In some
teaching situations, learners will be familiar with some grammar terminology
(e.g. noun, verb, subject, object, etc.), and they would expect it to be used
in class; indeed, they might be rather shocked if it weren't. In other situations,
learners will find the use of terminology baffling and intimidating. so you may
have to avoid it even if you have a personal preference for using it. The
greatest difficulty can be in multilingual classrooms where learners not only
have different degrees Of knowledge, but also different expectations about the
use of terminology. In general, it seems sensible to avoid overloading learners
with too much terminology, but to introduce new terms as and when you fecl

just how
clear and effective his instructions were. He then wrote a commentary on the
extract, which we have included. The aim Of the lesson was to give students
speaking practice through a role play. Before this extract, he had established
the context carefully using board drawings and characters, and organized the
learners into groups for the activity. By this stage, they had a clear idea of
what to do in the role play, and there was some language on cards on the board
(including some conditional sentences) which they might need to use. In David's
own words, the students were •raring to go' at this point.
Teacher OK. Listen to me for two minutes. Max, Ali, wait a minute and
then you can speak. OK. Now I'm going to give you maybe ten or fifteen minutes
to practise the situations. This is you (indicating board drawings). 0K? Now,
you're actors today. You are actors. OK? So here we have Ahmed is very scared,
(general laughter) and they're not laughing (indicating two others in Ahmed's
group). Don't laugh. Don't laugh, Hedvika — you're really angry. OK. She's very
angry. OK? And 100k at Joe (moving to another group). Look at Joe. How do they
feel? (indicating other members ofJoe's group.)  Student 1 Unhappy.
T A little bit unhappy, yes. And over here, what are we
talking about?
S2
Travelling.
T
Travelling. Where do you want to go travelling?
S2
Disneyland.
T
Disneyland. Where do you want to go? (indicating another studen t) S3 par-is.
T Paris. OK, now, listen. You are actors. Actors. so I want you to
practise the situation once. And then talk about it. Mrnm, (indicating
speaking) that was good, that was OK. Next time  you should be angrier, or you
should, I don't know . something. Talk about it. Practise again: da, da, da, Cia, da (indicating
speaking with hands). Talk about it. Practise again: da, da, da, da, da, da.
And at the end, when you've got it perfect, you can come here and act (general
nervous laughter). OK, so you can use these if you like (starts taking the
cards with conditional sentences off the board). So I'll give you these. If you
want, you can use these. If I can get them off the board. You can use these to
help you (handing them Out). OK, so begin preparing now. Don't 100k at this too
much (indicating cards just handed out). OK, so you can use them, but speaking,
practising. Ten minutes!
commentary
[this has been abridged]

 The aim Of the teacher talk in this extract is to  for a student activity. The students
actually went on to carry out the activity  with no problems, but whether or not
this was a result of this particular passage of instruction is debatable. In
fact, I think this passage could have been reduced to a few lines with the same
end result. I believe this unnecessary length stems from two psychological
factors on my  part: a) an almost manic desire to make sure that everything is
absolutely 100% dear; and b) not giving the students enough credit  (especially at the lower levels) to
be able to understand things which are succinct and to the point and not
repeated time after time. In fact, this passage is a real eye-opener for me,
and makes me wonder how

 much class time I waste with superfluous and long—winded instructions.
Not only that, how do the students feel about this? Frustrated?

they will
benefit from them. In the long term, we believe that the use of certain
terminology can save you time and, of course, will help students to make better
use of dictionaries and grammar books.

think! 3
Which
of these items of terminology would be •useful for your learners to know as
they proceed through an elementary course? contraction negative         plural   syllable
collocation verb        subject / object noun adjective         uncountable
noun subjunctive          preposition modal verb pronoun       present perfect
definite / indefinite article

try it out Classroom language
When a teacher gives instructions, there is a genuine reason for
    learners to listen: they need to be able to follow the instructions in
    order to achieve the task. Here is a simple way you can focus on the language
    you use and teach useful chunks of language in the process.
Think about an activity you are going to use with your
    learners, and plan your instructions for it carefully. A suitable activity
    for this purpose would be a vocabulary revision game. For example, write
    ten vocabulary items on a poster for A students, and ten items on a
    different poster for B students. You'll put the A poster on the board
    first, and the B poster tater.
Set up the activity in the normal way, but use the simple   instructions you have planned.
    Record yourself while you're doing this, without making it too
    obvious. For example:

     Find a partner.

    Move your Chairs, and sit
    opposite each other.
Student A: 100k at the board.
Student B: don't look at the
    board.
Student A: there are ten words on
    the board.
Explain the words, but don't say them.
Student B: listen and guess the words.
     When you finish, change
    places.
Student B: you now explain your
    words.

When
    students have finished the revision activity, ask them if they remember
    your instructions. Give them the first instruction above, and see if they
    can remember any of the others in pairs. As they have just done the
    activity, they will have understood what you said, but may not be able to
    recall the instructions. Give them prompts (e.g. the first one or two words
    of each instruction) and see if they can reproduce the instructions. At the
    end, you can play them the instructions you recorded to check their
    answers. They won't recall the instructions exactly, but if they get the
    gist, they have done well.

a real example

Finally, let's look at an example of some real instructions from a lesson
with a pre-intermediate, multinational class. The teacher (David) recorded the
lesson because he wanted to See

Humiliated?
Grateful?
how to

language
grading
I
think the language I use in this passage is pitched at about the right level.
The grammar of my talk does not seem to be simplified, but my pronunciation is
definitely graded towards the level. Not only am I speaking more slowly than I
usually do, but I am omitting weak forms and replacing them with full forms,
which makes the speech sound quite unnatural.
density
The final passage in the extract is simply
too dense. At no time do I pause to check understanding. With hindsight, I
would have put the following on the board: 1) Practise the rote play, 2) Talk
about your practice, 3) Practise again, 4) Talk about it again, 5) Act in front
of the class. This would have made the explanation much clearer and easier to
repetition
At certain stages, I begin to sound like a
parrot!
                 Don't laugh, Hedvigo. Don't laugh                You're
really angry
She's
really angry You ore actors today You are actors
The question is, what effect does this
have on the students? It can't be very good for their listening skills. I
wouldn't want them to become 'repetition dependent'! In many cases, the input
they receive from their teacher may be the only input. If so, it should be as
natural as possible. questions
The
students know the answers to the questions I ask, but they are checking
questions (making sure that the students have understood the instructions) and
are thus justifiable.
echoing
In
this extract, the 'echoing' effect is glaringly obvious. My copying what the
students say serves no purpose -'the students had pronounced the words
correctly and produced the correct response, so there was no correction or
reformulation.
Student
1 Unhappy.
T
A little bit unhappy, yes. And over here, what are we talking about?
52 Travelling.
T Traveling. Where do you want to go
traveling?
S2
Disneyland.
T Disneyland. Where do you want to
go? (indicating another student)
S3 Paris. T Paris.
This is the area of
my teacher talk that I find the hardest to work on. I don't even hear myself
doing it, and this makes it difficult to cut out. 0K / 0K?
This word appears eleven times in a short
space of time, and since listening to this tape of my class, rve become acutely
aware of how much I use it when teaching. On closer examination, I use it in
different ways:
—
as a discourse marker; to mark the beginnings and ends of ideas. For example:
S3 Paris.
T Paris. OK, now, listen.
1 then go on to another area of
instruction. I think this is useful for students and makes it clear that
something new is coming.
-     as empty checking Of concepts and
instructions. A student will almost never call out, 'No, I don't understand' in
response to these.
-     to keep things moving along at a
steady pace.
David is an excellent and very successful teacher. He
is very self-critical here (perhaps too much so), but he learnt a great deal
from recording his teacher talk. We are extremely grateful to him for giving us
permission to use these extracts.

try it out record
  yourself
Try
  recording yourself a few times when you are teaching a class. You don't need
  to tell the students what you are doing; this is just for your benefit. If
  you are reasonably near the tape recorder, it will pick up your voice enough
  to listen back after the lesson and evaluate it.
Take a couple Of short extracts where you are
  talking and the students are responding.
      Do
  you think your language is graded to their level?
—
  Does your delivery sound natural? (vocabulary, grammar, pronunciation)
—
  Do you talk unnecessarily, or are your instructions succinct?
—
  Do you repeat what the students say, or repeat yourself?
      DO
  you think the students understand?
 DO you give them time
  to think and respond? — What do you think is the best feature Of your talk? —
  Is there an area you would like to improve?
You don't need to
  write anything down. Over the next few lessons, try to work on the area you
  were least satisfied with.

3 Purposeful teacher talk
We imagine many teachers can recall lessons on teacher
training courses in which they were reprimanded by their trainer for too much
TIT (teacher talking time) and not enough SIT (student talking time). It is a
common criticism that teachers sometimes talk at the expense of their learners
and deny them adequate time to practise what they have studied. In many cases
the criticism is probably quite valid: long-winded instructions and grammar
explanations can be counter-productive.
However, the pendulum has shifted in
recent years and more has been written about the positive role of teacher
talking time in student learning — or 'QTTT' (Quality teacher talking time) as
a colleague of ours calls it. This is most acute at lower levels when learners
struggle to understand the majority of spoken English they are exposed to
outside the classroom. Here, the experience of the teacher has a vital role to
play. They will know how to grade their language to the learners' current
level, and they can use body language, gestures, and classroom aids to support
what they are saying. They can also judge whether the students have understood,
and if not, react accordingly, either by repeating what they have said or
reformulating in simpler English. These are just some of-the advantages the
teacher has over the use of audio tapes in the classroom. And, of course, the
students can interrupt the teacher if they haven't understood and ask for
clarification. With an audio recording they can ask their teacher to repeat the
cassette / CD, but they won't have the benefit of possibly hearing the message
again in simpler English,
The teacher then is the main source Of comprehensible
input for learners, and as such it is worth considering the different kinds of
teacher talk in the classroom, and how it can be used productively.
(Unfortunately, there is unproductive teacher talk as well.) more? Go
pee-inúVmediateteaCheH¶boók, how to
social
talk
The beginning Of a lesson, when students are drifting
into class, is a real opportunity for you to chat with your students. Apart
from the obvious greetings, you can ask them about their day / weekend / week
(depending on the time between each Of your lessons), and let them ask you
questions too. This is 'real' communication, and some of the most valuable
speaking and listening practice learners can have. It also helps you to get to
know your students and establish a good rapport with them. The end of the
lesson is a further opportunity to enquire about their plans for the evening /
weekend, and possibly talk about events in your local town.
Social talk of this kind doesn't have to be confined
to the beginning or end of a lesson. A brief diversion often serves as a
natural and useful break between other classroom activities, especially if they
have been quite intensive and without much speaking or listening involved. You
may be able to take advantage Of the learning opportunities that arise in the
•chat'. Don't interrupt while students are talking, but make a mental note Of
lexical or structural problems and come back to them later.
However, as a general rule don't let the chat go on
too long, otherwise students may feel you are wasting time.
teacher models
Before students engage in a pair or
group activity, it is often useful and sometimes necessary to demonstrate the
activity yourself. This not only helps them to see what is required in the
activity, but also provides valuable listening practice for which they are
likely to be very motivated, as they are going to do the same activity
themselves afterwards. For example: speaking Ys your turn!
1 Think! Think about a teacher you
had in the past.
What was your teacher's name?
What did he / she teach?
How old were you?
What was he / she like?
If
you prepare the task yourself, you could start by getting the students to ask
you the questions about a teacher you remember from your past. The students
will almost certainly be interested in your replies, and if that interest takes
them beyond the rubric they were given so that they ask further follow-up
questions, give special praise. This will be motivating and demonstrate to the
whole class just how the activity can be fully exploited. The lesson notes in
the first part Of this teacher's book suggest a number of places where you can
do this.
The same would be true for anecdotes:
students are more likely to be interested in a true story told by someone they
know, e.g. their teacher, than by a stranger talking to them through a cassette
recorder Or CD player. For this reason, we Often Suggest that you supplement
audio recordings of anecdotes with one of your own. You could tell your own
story before students listen to the recording (if it is not dissimilar, it will
then make the recording easier to understand), or you might conclude the
activity with your own anecdote.
listen
and 'do'
A popular classroom listening activity
is where learners are given instructions and have to carry them out (often
called TPR: Total physical Response). This could be a recording in which
students have to carry out physical exercises. For example:
Stand up.
Take three steps forward. Stop.
put your hands on your head. Lift
your left leg.
etc.
The advantage Of the teacher giving
the instructions (rather than a recording) is that they can see how well the
students are carrying out the instructions and adjust accordingly by making
them easier or more difficult.
A drawing dictation is another example
of this. Tell the students to take out a plain piece of paper, then start the
dictation. For example:
Draw a river across the middle ofthe page
— quite a big river.
Now draw a small boat somewhere on the river —
anywhere you like.
To the north of the river, on the
right-hand side of the page, there's a castle.
To the left of the castle, there's a small
lake, just a little way from the river.
Around the lake there are two small
houses.
To
the south of the river, on the left-hand side, there are two or three hills.
etc.
While you are giving the instructions,
move round the class and monitor the drawings. Then tell students to compare
their drawings with a partner's and note down any differences between them,
like this:
My lake is bigger than Alicia •s.
Our houses are on different sides ofthe lake, etc.
how to...

live listening
'Live listening' would include the purposeful teacher
talk activities we have suggested in this section, in which learners can listen
and stop you, ask questions, react, etc. But you can also invite English
speakers into your classroom which can help to motivate your learners, provide
another voice, and bring variety. In her excellent article in English Teaching
Professional, Jacqueline McEwan (see follow up) describes how she has
encouraged English-speaking, non-teaching friends and family members 10 assist
her lessons in a variety of ways. For instance, knowing that her mother was
coming to visit her while she was working in Spain, she asked her elementary
class to prepare some questions for her mothcr, then interview her. Another
group in Bolivia listened to a friend of hers talking about some differences
between the US and the UK. A third group were very motivated to listen to an
American friend talking about the street language teenagers use in the United
States. Even in quite remote places, there may be English speakers who would be
willing 10 visit your class; it is often a fascinating experience for the
visitor too. Careful preparation is needed both with the lesson and the students,
but it can be very rewarding for learners to be able to understand and interact
with a new speaker of English.
conclusion
In this chapter we have looked at:
— the advantages and disadvantages Of
using the MT in the
classroom
— the need lor a clear classroom policy on
use Of the MT
— some practical guidelines for giving
instructions in English
— a piece or classroom research a teacher
carried out into teacher talk
— reasons why teacher talk is important,
with purposeful examples
The use of teacher talk (including, in some cases, use
of the mother tongue) is a very personal subject. The best advice we can give
is to do what David did: record yourself talking to students in the classroom
and then try to evaluate your performance honestly. This is probably one of the
most valuable learning experiences you can have.

follow up
Harmer
J 2001 The Practice of English Language Teaching (third edition) Longman
Wajnryb
R 1992 Classroom Observation Tasks Cambridge University Press
Nunan D 1991 Language Teaching
Methodology Prentice Hall
International
(Chapter 10 Focus on the Teacher. Classroom
Management
and Teacher-Student Interaction)
DellerS
2003 The Language of the Learner in Engtish Teaching
Professional (issue 26)
Winn-Smith B 2001 Classroom Language in
English Teaching Professional (issue 18)
McEwan J Be my Guest! in English Teaching
Professional (issue 26)
how to
answer key think!? p.162
 Note down is harder to understand
than write down. A simpler instruction would be Please write that in your
books, accompanied by a mime of handwriting if this is the first time you have
given this instruction.
2
Ask a direct
question: What does forget' mean? or better, ask What's the opposite of
forget'? to make things easier.
3
Again,
ask the concept check question directly: Where do you see/find a wardrobe? or
ask a more focussed question, e.g. Dc you find a wardrobe in a kitchen or o
bedroom?
4
Ahmed,
ask Sami to ga to the cinema with you tonight.
5
When you finish
the dialogue, change + gesture with your hands to indicate pairs swapping.
6
It isn't easy
to make this instruction much simpler, therefore you have to accompany the
instruction with a mime, or use a pair at the front of the class, and show how
one student mustn't show their picture to the other. think!3 p.153
The
terminology you use will obviously depend on teaching context. Where there are
particular grammar problem areas for (earners (e.g. the definite article for
learners whose MT doesn't have articles) you will probably focus on this area a
great deal. and so the label would be a useful shortcut in correction. Most of
the terminology in the think! box is used in natural English elementary at
appropriate stages. However, we don't feet that it is worth teaching
collocation, modal verb, or subjunctive at this stage; and subject / object, or
pronoun might be more suitable for language groups who are familiar with this
terminology in their MT. (For instance, in our experience, Italian learners are
often familiar with grammar terminology because of their learning background.)
1
Selecting
vocabulary
2
Organizing
vocabulary
3
Presenting
vocabulary
1
Selecting vocabulary
For many teachers, the vocabulary taught in the
classroom will be largely determined by the coursebook they are using or other
materials chosen by the institution where they are working. Even so, teachers
will have to spend time on incidental vocabulary as it arises in classroom
activities, and almost inevitably they will take vocabulary material into the
classroom to supplement and extend the vocabulary selected by others. On some
courses, especially shorter courses, teachers can often choose their own coursebook,
or use their discretion about which parts of the coursebook they use. In other
words, directly or indirectly, all teachers make some decisions about the
vocabulary they teach and / Or the amount Of time and emphasis they wish to
place on different lexis. And if they have the opportunity to influence the
choice of coursebook in their particular school or college, they should have a
view about the relevance and value of the vocabulary in the coursebooks
available to them.
So, what are the principal criteria
influencing lexical selection?

think!
  1
Before you read
  the next section, look at this list of lexical items. Which ones might you
  teach to an elementary group of learners? Think about your reasons for
  teaching them, or not teaching them. Then read on.
passport eyebrow   guess
  the meaning interest rate bloke         leave    character         stand up
  forty  although        bill       key

usefulness
If students need to use a word or phrase, then it's
useful. In the classroom we can make informed decisions about the vocabulary
that's useful, starting with words and phrases that form part of everyday
classroom interaction between teachers and students, and between students
themselves, e.g. pen, page (27), look at the board, can I use / borrow how do
you spell that? and so on. For this reason alone, guess the meaning and stand
lip from the list above would both be useful items to teach.

It
is less easy to decide what vocabulary students will need outside
the classroom, but most learners (and especially those  at
lower levels) will want to be able to engage in everyday  conversation
about their lives: their home, school / college / work, relationships, social
life, interests, and so on. Therefore, I a verb such as go out (e.g. Do you
want to go out this evening?) is likely to be more useful for general English
students than a very         to specific
topic-related verb such as excavate. In our experience. most learners also want
to be able to manage basic service encounters in shops, hotels, restaurants,
and railway stations. This provides a solid reason to teach a word such as bill
(or check in American English), as anyone who travels in an Englishspeaking country
(or another country where English is commonly the lingua franca between people
who speak a different L I) is likely to need the word in a hotel or restaurant.
This example raises another important issue: are students learning English
principally to communicate with native speakers Of English? (If so, is it to
communicate with British people, Americans, Australians, South Africans, or
whoever?) The truth is that in many cases, people want to use English as a
Lingua Franca (ELF) with other non-native speakers Of English. How does this
impact on the English we teach? Some would say that these learners don't need
the kind of informal language that appears most frequently only between two
native speakers of English.

think! 2
Do you think the word
bloke is a useful word for elementary students to learn? Is it only useful for
learners studying in the UK? Or would learners in their Own country also
benefit from learning it? Why / Why not?
Think about these questions before you read
on.

Although the word bloke is
quite high frequency, it is one of those informal words which does not transfer
easily into an elementary learner's inlerlanguage, as the rest of their English
does not exhibit the sarnc informality. In other words, it Can stand out as
sounding a bit strange. The meaning is also more than adequately covcrcd by the
equally common and more globally familiar word guy. Does this mean we shouldn't
teach
it? For learners studying in Britain,
it is certainly a useful word to know receptively, if not productively, and it
seems perfectly reasonable to us to teach the word to students if it comes up
in class. Whether you would select the item for low-level learners in the
majority of teaching contexts is more questionable.
In a general English class, your
learners may not have any specific needs, or may not be able to identify any.
However, with a fairly homogeneous group sharing the same specific needs, e.g.
English for business, it is vital that you find out as much as possible about
the situations in which they are going to use their English in order to
determine the most useful language to teach. And for this type of group, a
relatively low-frequency word such as interest rate may be extremely useful. It
is unlikely, however, to be a high priority for students in a low-level general
English class.
frequency
It is logical that frequency will be an important
factor in selecting lexis, with high-frequency items being generally more
important than low-frequency items. Since the development of computer Corpora
(large databases Of Spoken and written text), we now have much more acxurate
and detailed information about the relative frequency Of words and the
linguistic contexts in which they most typically occur. Some of that information
is now widely available in dictionaries for learners of English, So teachers
can make more informed decisions about lexical selection than was the case ten
years ago. A good example of this from the think! I box is key. Instinct and
common sense may tell us that the noun key is likely to be a high-frequency
item (it is), but what about key, meaning lery important, as an adjective? In
fact, it is also a high-frequency item. This doesn't mean we have to
teach the adjective to low-level learners — frequency is not the only
determining factor — but with this new information we may be more inclined now
to introduce this meaning of key at a fairly low level.
Unfortunately, dictionaries based on computer corpora
don't tell us everything we would tike to know about frequency. They tell us
that leave (another word in our list above) is a very high-frequency word, and
presumably a word we should teach, but what meanings of leave should we teach?
I The train leaves in five minures. depart)
2     She
wants to leave her husband. (2 separate from)
3     He's decided to leave hisjob. (z
quit)
4     You can leave your hag here. put
for a period of time) 5 She left her homework on the bus.        forgot)
Dictionaries usually (but not always) list different
meanings of a word in order of frequency, so we can generally assume that those
listed at the beginning of an entry are the most common. On that basis, leave
meaning depart is more frequent than leave with the meaning forget. But how
much more frequent is one meaning over the other? Dictionaries don't tell us
that. Neither do they give us information about the frequency of phrasal verbs
or idioms. So, if frequency were our only criterion for selection, we wouldn't
know whether to teach lake up (start doing an activity) before give up Stop
doing an activity), or that's a shame before that's a pity. Going back to the
earlier example, we think there is good reason to teach most if not all or the
above meanings Of leave at an early stage: several are very closely related
(leave one's partner and leave one'sjob both involve permanent separation), and
we suspect all of them are high frequency. We would certainly consider them all
useful.
Reliable information about word frequency is extremely
useful to syllabus designers and language teachers, but it is unwise to accept
this information uncritically or follow it slavishly; there are other factors
to consider.
teachability
It may seem like a poor excuse to decide against
teaching a word on the grounds that it is too difficult to teach, but that is
exactly what we may have to do some of the time with low-level learners. Words
that we can draw (e.g. circle), point to (e.g. door), or demonstrate (e.g. kick
or sneeze) are easier to teach than most items requiring a definition or
explanation. Abstract words are especially difficult with low-level learners.
In our earlier list, character falls into this category, as do verbs such as
pretend and behave. Should we ignore them? Sometimes we may have to, but we
cannot totally protect learners from 'difficult'
to

vocabulary. On some occasions, wc have to be prepared
to spend lime on a word, and also recognize that our first explanation may not
be adequate; but with further exposure to the word in different contexts,
learners will gradually form an understanding. Of course, the most obvious way
round this problem is translation. There may be a straightforward one-to-one
equivalent, but even if there isn't, an explanation using the mother tongue is
likely to be more successful than one using 1-2. It is difficult to argue
against using translations in situations like this, provided it isn't the only
access thal learners have to the meanings of new words.
learnability
Some lexical items will be similar in
form and meaning to words in the learners' mother tongue. From our list,
passport is one obvious example, and for many learners the same might be true
of hotel, telephone, taxi, restaurant, and tourist, although there may be
differences in pronunciation. It makes sense to introduce as many of these
cognates as possible at low levels, as it is a quick and easy way to increase
learners' vocabularies. In terms of motivation, it is also encouraging to
discover that some things are the same in a foreign language.
expediency
We may decide to teach
some words that, on their own, are low frequency, but form part of
high-frequency sets of words. Thus, Saturday and Sunday, and forty and fifty,
are relatively infrequent (i.e. not in the top 2,000 words) but they belong to
frequently occurring Sets (i.e. days of the week and numbers). Students are
unlikely to need every number from 1—100, but we can safely forecast that they
will need some of them, and so there is a case for teaching not just frequent
words, but frequentlyoccurring sets of words. Similarly, if you are using a
picture to teach ten or fifteen parts of the body, it is very easy to add
another five simply because they are there and form part of the set, and
students may want to know them anyway. This is how words such as eyebrow often
get taught at an early stage when, in actual fact, they are probably not that
useful.
Likewise, words that arc unfamiliar to
learners will often come up in the texts they are reading or listening to in
the classroom, and we may have to deal with them. even if they don't fulfil the
other criteria mentioned above, such as usefulness or frequency. However, while
expediency is the reason for quite a lot of incidental vocabulary teaching, it
should not be a major determining factor in the vocabulary we select for
teaching purposes.
2 Organizing vocabulary
Il is important to remember that the
vocabulary we set out to teach our students is not necessarily the vocabulary
they will learn. In fact, no two learners usually acquire the same vocabulary
from a particular lesson. One learner may remember the word zip, having seen it
in a text; another will forget it but remember get upset from a story told by
the teacher; yet another will recall catch a cold from the lesson, but have no
memory of either zip or get upset. The learners' take-up of new vocabulary may
sometimes appear rather random and haphazard, but we still believe it makes
sense for us to organize vocabulary for teaching purposes:
— presenting vocabulary in meaningful
groups means you are covering vocabulary in a systematic way
—
organized vocabulary teaching will help students to keep organized records of
their learning, and this may assist later retrieval
—
organized vocabulary teaching also means you know what you've taught. which in
turn means you can revise and test that vocabulary
Vocabulary
can be organized in many different ways, but in the classroom there are
probably three major Organizing principles (which may overlap):
— items
related by topic or theme (e.g. health. weather, education)
—
semantically related items (e.g. synonylns, opposites)
—
linguistically related items (e.g. link words, phrasal verbs, noun suffixes,
word families) Let's 100k at these in more detail.
items related by topic or theme
In any
language course. grouping items by topic is one of the most common organizing
principles, mainly because units in coursebooks are Often topic-led. Texts
(both written and spoken), grammar, speaking, and writing activities Can all be
woven around a topic, and the lexis within that topic then becomes the main
thrust of the vocabulary input for the unit. But topics can vary considerably
in scale. For example, if you brainstorm the topic of daily routines (commonly
taught in elementary coursebooks), you'll probably come up with ten or twenty
key phrases (get up / get dressed / have breakfast / go to work, etc.). Compare
that with the topic of food, and you'll find it quite difficult to limit the
number Of items; just 100k at the number Of vegetables alone in the Oxford
photo Dictionary. This can present real problems when you're teaching. How do
you decide which food vocabulary, clothes vocabulary, Or relationships
vocabulary to teach? You have to make judgements based on the criteria
mentioned in the first part of the chapter (usefulness, frequency,
teachability, etc.), and inevitably you will find that once you are in the
class, your learners will ask you for some of the very items you eliminated!
Topic
vocabulary is often needed to support the practice of grammar or functional
input. For example, activity verbs are taught and then practised with like +
-ing; weather vocabulary often accompanies be going to; drinks vocabulary is
used to practise offering and accepting hospitality.

think! 3
Which grammatical structures or
  functional language might you teach alongside these vocabulary topic
  groupings at elementary level?
friends andfamily sports / games countries / nationalities
  entertainment animals physical appearance

answerkeý þ'117"
semantically related
items
Semantic
groupings include items which are related to each other by meaning, and for
teaching purposes the most important are probably synonyms, and antonyms
(opposites). Synonyms are rarely, if ever, wholly synonymous. The similarity in
meaning between two items usually has to be qualified in one or more Of the
following ways:
— difference in style,
e.g. purchase is more formal than buy
— different collocates, e.g. you can
describe people as shy, but animals as timid  different coverage (breadth of
meaning), e.g. boring is more general in meaning than dreary
—
different grammar, e.g. say (intransitive) bilt tell (transitive)
— similar in one context but not another. e.g. VOU can talk about having
a wonderm or delicious meal, and you can see a wonderful film, bul you don't
usually talk about seeing a delicious film.
Antonyms are also a useful way of organizing vocabulary, particularly when
teaching adjectives, e.g. lidllt / dark, clean / dirty. It is also a very
comlnon organizing principle when we want to introduce prefixes, e.g. friendly
/ unfriendly, honest / dishonesl, etc. Reversing an action is a different kind
of oppositeness, but one which wc often exploit to teach a variety of verbs,
e.g. planes lake off / land; we can pm on / take off a jacket; we gef on / gel
Offa bus, etc.
linguistically related items
A further grouping is one in which the focus is on lexical grammar. This
may be at word level, in terms Of word formation:
— prefixes, e.g. un +
adj; in + adj
— suffixes, e.g. -lion,
-ness
—
compound nouns, e.g. credit card. post office
or the
syntactic features Of items:
—
adjective + preposition, e.g. interested in. tired of
— verb patterns, e.g. decide I want + to do. enjoy +
-ing
— link words, e.g. so, because
— phrasal verbs, e.g.
put st/l on, wake up
—
uncountable nouns, e.g. homework, information
It is undoubtedly useful to focus on specific problem areas such as these,
but the disadvantage is that it can be Very difficult to provide natural and
communicative practice of items within these categories: they have simply been
selected because they share a linguistic feature. A further difficulty with
such groupings can be one of level. For instance, in order to create a
substantial set of items to focus on separable / inseparable phrasal verbs for
low-level learners, it is not easy to find items which are useful productively
and which will also lead to communicative practice. In this case, it is better
to deal with useful phrasal verbs (e.g. grow up, slay in, turn on / off) as
they arise, and leave the linguistic focus until students are more able to deal
with it.
Inevitably, there are many important lexical items that do not
form part of a convenient set for leaching purposes. We have tried to overcome
this problem by introducing natural English boxes which enable us to focus on
one or two items at any one

                                                                                to

time. Have
a look at the box on the following page.

5
pronunciation
Listen again and repeat. Copy the intonation.
6

Think of five places near your
school. Ask your partner, like this:
(i.e. all
nouns), it is a challenge to think of ways to practise this, beyond identifying
what people in the class are wearing, or what they wore yesterday. If you widen
the range of items you teach and include verbs and / or adjectives / phrases
(with a corresponding reduction in the number of nouns), you have more scope
for practice: shopping dialogues, discussing what to buy, questionnaires on
clothes shopping and spending I habits, talking about how clothes suit / don't
suit / fit / don'tfit, etc.
Once you
consider putting vocabulary to communicative use, you start to realize that aside from
needing single words items, you also need the words they collocate with, as
well as phrases. Word spray diagrams can often give you this more rounded and balanced set
of items within a topic, and they can be particularly useful for revision
purposes. Below is an example focussing on sightseeing.
These diagrams can be fun to use, and they provide a very useful
vocabulary record for learners. In the classroom, you could give them a
skeleton copy of the diagram with some vocabulary items missing for students to
complete, or provide a list of vocabulary items for students to put in the
correct categories. They can work in pairs to share their knowledge and use
bilingual dictionaries to help them. Alternatively, you could put category
headings on the board and then build up the diagram by eliciting relevant
vocabulary and teaching some new items as you proceed.

try it out word spray diagrams
Devise your own word spray diagram called In a café to include a
  range of suitable vocabulary for elementary level, and try to incorporate
  single words and phrases. You could include vocabulary from units one and
  five of natural English elementaty.
When you've
  finished, compare your diagram with the One in the answer key on p. 173.

A further
issue is that vocabulary is often organized within a single word class, e.g.
all nouns, all adjectives, or all phrasal verbs. There is a logic to this, but
the downside is that it can be restricting, particularly in terms of providing
communicative practice. For instance, if you only teach items of clothing

       SIGH<SEEING
                                                                                IN
  THE CITY                               Exctase QIAesHcnS'Me, where's
            Places        be
/ in+-eresHh3 cycwaea / cheap / expensive

to ...

vocabulary sets in texts
Within
authentic texts, you will find topic-related vocabulary running all the way
through the text, but you rarely find a convenient lexical set at the right
level for teaching purposes. More commonly, there will be a number of smaller
sub-sets. The items may not be in the same word class, they aren't always
obvious, and they may not be of the same order of frequency. For example, you
might find brown rice fuels the central nervous system, leseweiqht, and in the
same authentic text. Some of these items are accessible to low-level learners
and very useful, but others are lower frequency and less of a teaching
priority.

4
  think!
Read the text below.
  Find two lexical sets, and list the items included in each one.

How
far do we walk in a day?
We asked people to measure the
distance they covered every day. The results were surprising.
THE TEACHER
Total mileage =
6.7 miles (14,541 steps).
Elli Sioufi, 34, is a language teacher at Dulwich
College. She is single and lives in Camberwell.
'I was up at 7 a.m. and,
because I live in a studio flat, I didn't walk around much before leaving for  work
by car. The college is a large campus. It takes a
brisk, five-minute walk to get from one end to the other, and most of the
buildings are multistoreyed with only staircases for
access. By morning break time, I was surprised to see that I had already walked
1.3 miles, simply by moving from lesson to lesson and making a few trips to the
photocopier. Having to cover for a colleague meant that I had to cross the
school three times — the round trip each time was 0.6 miles. By the end of the
afternoon (I had been coaching cricket and walking to and from the classrooms)
the total was 6.2 miles. I drove to do some private tuition and then went home.
Pottering around, I managed to do another 0.5 in my flat. In some ways I wasn't
surprised at the total distance, because I feel that I'm walking a lot at work
— but I wouldn't have guessed at more than, say, three miles.'
to
When
you are working from texts, you have to deal with lexis in this way: taking in
items from different, although often related, topic areas. However, in discrete
vocabulary teaching slots, it is sensible to balance your approach and
sometimes focus on larger lexical sets, especially those which are likely to be
of most relevance to your learners. Otherwise. vocabulary teaching may become
too fragmentary, and learners may not have a very clear grasp Of what they arc
learning.
3 Presenting vocabulary visual techniques
As low-level learners are operating
With limited language resources, it is a huge advantage if you can convey the
meaning of a word or phrase visually. This involves one Of the following
techniques:
 drawing a picture or a diagram
— showing a picture I photo of the item
— using realia, i.e. showing the object itself
— illustrating the item through mime and gesture

think!
  5
Look
  at these lexical items. Which technique(s) above would you use to teach each
  one?
socks          smile    orange hardly
  ever soap         key       bridge  leather rise      peanuts           whisper       foggy

Dictionaries often contain
very useful visuals. Not only do they have pictures of groups Of items, e.g.
buildings, fruit and vegetables, kitchen equipment, etc., but they sometimes
include theme pictures which have been drawn to serve a number of purposes. So,
a street scene might allow you to focus on types of vehicle, different shops,
features of roads, verbs of
movement, even prepositions.
Unfortunately, visual aids can only teach
a restricted number of
items, and if we rely on them too much
(because it's easy), our learners may get a distorted lexicon. To return to an
earlier example, a picture is a quick and easy way to teach parts of the body,
but if we end up teaching toenail, thigh, elbow, and forehead, we may not be
providing low-level learners with the most useful and important vocabulary. If
students really want to know these words, ask them to find out for homework.
verbal
techniques
For many important high-frequency
items, you can only show the meaning through other words. The most important of
these
— definitions / explanations
— synonyms and opposites
— contextualized sentence examples
— example situations (guiding the learner to the
meaning)
171
Definitions / explanations work very well for some
items, but a difficulty arises when you end up explaining an item using words
of comparable difficulty, e.g. using become aware of to explain the verb
realize. Learners are unlikely to know either, and this can be a drawback when
low-level learners try to use a monolingual dictionary.

think!'
Some
  Of these words are relatively easy to define, others are more difficult.
  Which are the relatively easy ones? Why are the Others difficult to explain
  to elementary or pre-intermediate learners?
sofa reliable            hungry
  chef       equipment       excellent unemployed       valuable           grow
  up

ansWei keyp.
We have already talked about synonyms and opposites
which can be used to graft on new vocabulary to existing knowledge. For
example, two items that are usually acquired very early are happy and
beautiful; to these we can easily add sad, unhappy, and ugly, or even delighted
very happy) and gorgeous very beautiful). In this case we are exploiting both
the use of opposites and 'partial' synonymy.
With some items of vocabulary, two or three
contextualized sentence examples are the best way to introduce the meaning.
Link words such as so and although are often presented in this way. Here are
some examples for one meaning of still:
I bought my car in 2001, and I Still have it.
My grandfather is Seventy, but he
Still plays tennis. I'm at university, but my brother is still at school.
Learners not only have different examples to reinforce
the meaning, but the sentences also illustrate the syntactic features Of an
item; here, it is the position of still in the sentence.
Using a situation to illustrate the meaning of a word
can be time-consuming, but is sometimes necessary. It can provide the students
with a clear, realistic, and memorable context for new vocabulary, and can have
additional benefits. Here is an example. Can you guess the word being taught at
the end?
The teacher tells the class a story I went to Greece
last year. I had to go by plane and I absolutely hateflying. So, when the plane
was in the air, I Was really how did feel? (elicits •frightened' from the students).
Yeah, I was frightened. Then the plane started to land (motioning movement to
indicate landing). The landing is the worst bit. I was terrified —
veryfrightened. But, finally the wheels hit the ground — we landed — and the
plane slowed down and stopped (accompanies the narrative with 'phew" and
drops the shoulders). I was so
The
teacher then provides the target word, and checks that the students understand
it (e.g. asks for a translation or another situation where people feel
relieved). Then the students practise it and the teacher writes it on the
board, and so on. Apart from using the situation to teach the target item, the
teacher has provided some useful listening practice, and in the course of the
narrative, used another word which may be new, i.e. terrified. After
highlighting the target word (relieved), the teacher could ask students if they
remember the word she used to say she was 'very frightened', and focus on that.
In other words, the situation can be exploited to teach several new words.
to
Later, she could repeat the scenario,
incorporating the two new items for consolidation / revision, only this time
elaborating on the journey to introduce Other new items: she was so terrified,
petrified in fact, that her hands were shaking (add mime to illustrate) and
when the plane changed direction suddenly, she screamed (illustrate by
screaming — students always love this).
When
we use situations like this for teaching purposes, we are tapping into our
learners' knowledge of the world, using either a situation they are all
familiar with, or at least one they willbe able to identify with (you don't
need experience of flying to be well aware of the common fear of flying). This
will help to guide students to the meaning of the item(s), and also make the
presentation more meaningful if they can see how the lexis fits i into their
own lives.
Here is an example that utilizes our learners'
familiarity with common everyday habits:
I With a partner, put the
phrases in a logical order
(more
than one is possible). Complete column one.
A How are you?
Whatever technique you use, it is important to provide
further sentence examples, and better still if your learners can add one or two
examples of their own.
conclusion
In this chapter we have looked at:
 the main criteria for selecting
vocabulary at lower levels some Of the principle ways Of organizing vocabulary
for teaching purposes
—
different visual and verbal techniques for presenting vocabulary
In
the language classroom, vocabulary is everywhere, and there is a danger not
just of overloading our learners, but of spending too long on vocabulary that
is not very useful. For this reason, we need to exercise care and judgement in
selecting the vocabulary that will be most useful for our learners, organize it
in a way that will assist the learning process, and present it in ways which
are most suited to the items we are teaching.
follow up
Thornbury
S 2002 How to Teach Vocabulary Longman
McCarthy
M 1990 Vocabulaty Oxford University press
Cairns
R and Redman S 1986 Working With Words Cambridge
University Press
answer key think!3 p.169 possible
answers: friends / family: have got sports / games: like + ing / hove you
ever...? countries / nationalities: be / come from / be from entertainment:
inviting and responding would you tike to . Yes, I'd love to.
animals:
comparatives and superlatives physical appearance: have•got / be; what's
"e /sþe like? think!4 p.171
There are possibly four to choóse
from.
getting around: I didn't Watk around
much; leaving for work by cat; a brisk five-minute walk, had walked; moving from
lesson to lesson; making a few trips to cross the school; round trip; walk to
and from drove to ...a,Ment home; pottering around; managed to do another 0.5;
rm walking a lot. the school building(s): college, campus; buldings,
multi-storeyed, staircases for access, school, classrooms work related
vocabulary (woutd also include the schoól building vocabulary): morning
break time, lesson, cover for a colleague, coaching cricket, db some private
tuition time-related vocabulary: 7.00 a.m.; a five-minute Watk, by morning
break time, by the.end ofthe afternoon think!5 p.171 draw a picture:
key, bridge, smile (oranges are not easy to distinguish from otherfruits unless
you can show the pitted texture) draw a diagram: rise (e.g. a sates graph)'
hardly ever(a cline showing other frequency adverbs) picture / photo: socks,
orange, soap, peanuts, bridge; leather, foggy realia: Socks, key, leather (e.g
your shoes bag), soap, orange mime / gesture: smile, whisper, rise, think!6
p.172
We think these items are quite easy to
e*ptain:
-
sofa (large
comfortable' chair for two or more people)
-
chef
(a chefis the person who Cooks in a restaurant)
-
unemployed (if
you are unemployed, you haven't got a job)
-
hungry
(if you are hungry, you want to eat)
! — excellent (very, very
good) grow up (when people grow up they get        and bigger)
to...

We think the other three are more
difficult:
—
reliable (usually involves providing one or two different contexts and
examples; these need to be carefully chosen in case it is confused with
punctual) equipment (it needs at least two examples to show the meaning,
and.sometimes the examples of equipment may not be known either) valuable
(easily confused with expensive, and difficult to explain without using the word
worth which students may not know
try it out p170
DRINkS
evah3e
/
                  ChoCol                      Aiee
coke
red / whiFe wine
/ eish / Whisky, eec.
                                                                     chickeh
     chips
                                  IN
A_                                FooD
clean / expensive / vanilla ice-cven„
service is quick/ slew /            /
eeryible
Says
else?
Yes, course.
Says
        Can I have (Fhe        /a             please?
                 I
have                  / soHe Mere / HAe bill, please?
Yes, please. / No,
(soup) have (A            sandwich),
please.
173

1   Pronunciation and intelligibility
2   Approaches to teaching pronunciation
3   Teaching phonemic symbols
4   Classroom teaching ideas
1
Pronunciation and intelligibility
think! 1
In the classroom, do you aim for quite a high standard of pronunciation
with (most of) your learners, or do you feel you are quite relaxed and tolerant
of fairly poor pronunciation? Can you explain the attitude you have? If you are
a non-native teacher, how confident do you feel helping your students with
pronunciation?
Think
about these questions before you read on.
A few
learners may want, and indeed strive for near perfect pronunciation when they
speak English, i.e. to be indistinguishable from native speakers. For these
learners we should do as much as possible to help them realize that goal. The
majority of learners though, would probably settle for something less
demanding. They want listeners to be able to recognize and understand what they
say, but have no great desire to try and pass themselves off as native
speakers. And why should they? People who want 10 speak British, American, or
Australian English don't necessarily want to sound British, American, or
Australian. Their mother tongue accent is an integral part of their identity,
and they may wish to keep it just as much as people from different parts of any
country want to retain their own regional accents. Other learners, fully aware
of their language learning limitations, may also recognize that it is simply
not within their grasp to sound like a native speaker, even if they wanted to.
Intelligibility
is increasingly seen as a valid and reasonable aim in pronunciation teaching.
Bul intelligible to whom? Some might say that L2 learners should be intelligible
to native speakers. However, we cannot assume that interaction between people
speaking English to each other involves a native speaker. On the contrary,
according to Jennifer Jenkins, for the first time in the history of the English
Language, second language speakers outnumber those for whom it is the mother
tongue (See follow up). Therefore, if your students' aim is to be intelligible
to other non-native speakers, this will (or at least may) affect how you
approach the teaching of pronunciation. For example, the pronunciation of the
letters •th' is difficult for many learners, e.g. pronouncing 'the as 'z/ when
it should be /ò,', or Is/ when it should be /G/, but you might be
prepared to compromise on accuracy if it doesn't interfere with the speaker's
intelligibility.
to . .
Where you
draw the line, however, is not easy. A person's intelligibility is only as good
as their listener. Some people may understand a person speaking English when
others cannot:
— many experienced teachers of English are so used to different foreign
accents that they can sometimes understand English that would mystify many
other native speakers
— some
people are also more accommodating and make greater allowances
— some learners whose languages are similar, e.g. Spanish, Italian, and
Ponuguese, understand each other speaking English more easily than they would
understand Japanese learners speaking English
—
even the majority may gradually adjust to an 1.2 speaker's accent, however
strong, over a period of time
Another
issue here is that people (both native and non-native speakers) make judgements
about the way others speak, so even if we understand what someone says, we can
still react quite negatively if we feel they speak the language poorly. This
may be a foolish response, but it's not difficult to understand. And there
seems to be a particular prejudice when poor pronunciation is involved. There
is perhaps a distinction between 'intelligibility and what Joanne Kenworthy
calls 'comfortable intelligibility' (see follow up), i.e. an accent that is
both intelligible and that has no intrusive, distracting, or even irritating
features. We suspect that many learners would like to achieve this.
Ultimately
teachers have to use their own judgement in the classroom. We probably need to
find out first what our learners' goals and expectations are, and then try to
ensure that the time and effort we spend on pronunciation corresponds with what
our learners also want and expect. This is not easy, no matter how experienced
the teacher. On the one hand, teachers may see a need for improvement which the
learners don't share. On the other hand, some teachers, especially non-native
teachers, lack confidence about their own pronunciation to feel justified in
correcting others. Our own feeling is that non-native teachers still have the
means and the knowledge to help learners with pronunciation, and there are
plenty of published materials to support them. The position we have adopted in
natural English is to highlight and practise most of the sounds, plus features
of word stress, sentence stress, and intonation, so that: — learners are aware
of them they at least have an opportunity to practise them and gel them right
— they
can see the part that features of pronunciation play in the listening skill and
their understanding of spoken English
Equally,
we would adopt a pragmatic and, we hope, tolerant attitude towards the
learners' performance in classroom activities.
2
Approaches to teaching pronunciation
We can
approach the teaching of pronunciation in different ways:
 discrete pronunciation slots in the lesson ranging from ten minutes to
half an hour
— a
shorter focus on pronunciation as an integrated part of the lesson, e.g.
practising the contracted form I'll when teaching a meaning of will
— on an
ad hoc basis when the opportunity arises for some useful teaching I correction
We should
incorporate all three of these approaches into our teaching.
discrete pronunciation slots
We would
advocate teaching learners the most important sounds through phonemic symbols
(see section 3). Our preference would be to introduce them in short teaching
segments (e.g. ten minutes) in the first few weeks of a course, and recycle
them on a regular basis in future lessons. Similarly, we think that teachers
need to devote some concentrated time early in a course to features of stress.
Students shouldn't be over-burdened with terminology, but there is a strong
case for teaching 'syllable' and 'main stress', with appropriate symbols to
indicate stressed and unstressed syllables, e.g. boxes or circles. Again, you
can then use these stress boxes / circles in future lessons on all new items of
vocabulary with two syllables or more. We prefer boxes or circles because they
are easy for learners to see, but most dictionaries mark word stress in a
different way and learners need to be aware of this. The most common practice
is the use of a superscript mark for primary stress, with a similar symbol
below the line for secondary stress.

education plural)

noun (no

understand    verb (understands,
  understanding, understood            has understood)

Learners
need to know these things in order to make the best use of their dictionaries.
In the classroom (particularly with low levels) we feel it is sufficient just
to mark the primary stress on new words.
You might
want to use discrete slots to focus on rules of word stress. Unfortunately
there aren't very many of these, although learners may find it helpful to be
aware of the following tendencies in English:
— the
tendency, in two-syllable words, for the main stress to fall on the first
syllable
— the
tendency to stress the first word in compound nouns, e.g. credit card, tin
opener
—
the tendency not to stress prefixes and suffixes in English, e.g. unhappy, happiness
(stressing the prefix is a common problem for German speakers Of English)

think! 2
Whenever you are providing a common pattern and not a
  rule, you need to have a good range of examples to illustrate the pattern,
  but also one or two exceptions so that learners do not go away thinking it is
  a rule.
How quickly can you think of
  exceptions to the three patterns above?

'o to answer key b.180
With
monolingual groups, discrete slots will be useful and in some cases necessary
to deal with specific MT problems.

think!3
If you teach monolingual groups, do
your students share any specific pronunciation problems which need to be
highlighted and analyzed in discrete pronunciation slots? For example, some
learners sound bored or uninterested because of insufficient voice range and
flat intonation. Japanese learners also find it difficult to hear the
difference between Hr/ and I'll, and have difficulty producing these sounds.

In our experience, students expect to devote time to pronunciation, and
usually enjoy it. Pronunciation activities can be used to warm up or wind down
a lesson, and they are a good way to unite mixed ability classes. During the
lesson, they can be slotted in between other activities to provide variety and
a change of pace. This is especially valuable if you teach in the evenings and
your lessons are an hour and a half or two hours (or more).
integrated pronunciation
Despite the value of discrete slots to highlight important features of
pronunciation, we have to remember that pronunciation plays a crucial part in
everything we say and listen to. Therefore, we need to maintain it throughout
our teaching: highlighting pronunciation during input sessions of new grammar
and vocabulary; focussing on it during controlled practice of grammar and
vocabulary; integrating pronunciation awareness as a key part of developing the
listening skill, (e.g. contractions, elision, and catenation in connected
speech).
more?Gonprë-intermediate teachers
book, how to ... Olegp gearner$understand:naturalspeech p.174
ad hoc pronunciation
You may not want to interrupt the flow of an activity too much to focus on
pronunciation, but tackling a problem when it arises is an opportunity that may
be too good to miss. Being constantly aware of these opportunities is also
important for our teaching. We know from personal experience that when you are
trying to cope with all the demands of classroom teaching, it is very easy to
focus on pronunciation in short bursts, then forget about it for the greater
part of the lesson. We need to try and keep it at the forefront of our minds,
not least because on-the-spot teaching and correction can be very memorable and
successful for learners. One way of reminding yourself is to make sure that you
have a 'pronunciation' heading in your notebook when you are monitoring learners
during speaking activities. If, at the end of these activities, you notice that
your pronunciation section is often bare, it may indicate that pronunciation
easily drops down your list of priorities (unless your students' pronunciation
is flawless or there are reasons why pronunciation is not a priority with this
class).
to
3
Teaching phonemic symbols
Why teach them
In order to use phonemic symbols in the classroom, teachers have to know
them and feel comfortable using them. This is the first hurdle 10 overcome, and
teachers who weren't taught to use phonemic symbols during their training
sometimes find it difficult to summon up the necessary willpower when they are
qualified practitioners. Some teachers may be familiar with phonemic symbols
but still prefer not 10 use them in class on the grounds that students already
have enough to worry about without lhc additional burden of learning a new
script. There is also a feeling that learning phonemic symbols is a rather
academic pursuit that some students will find intimidating.
In view of
these reservations, teachers should consider factors such as the age ot their
students, their learning background, their needs, and the length of the course,
before spending classroom time on teaching the symbols. However, in the long
term and with most groups, we feel the time spent is worthwhile for a number Of
reasons.
—
Unlike many languages, sound-spelling relationships in English are lar from
straightforward and learners cannot be hilly confident about the pronunciation
or a word just l'rom seeing il written dawn. Using phonemic symbols, you can
represcnl the sound or a word unambiguously in written form, given a little
practice
— A
knowledge 01 phonemic symbols means that learners Can discover [he
pronunciation of a word from a dictionary without even hearing it. Moreover,
they can do this ror themselves without anyone clsc's hclp; they are
independent learners.
      Learners can make good use or this
knowledge in their own record keeping. We wouldn't expect them necessarily to
write whole words in phonemic symbols, but they could Itse symbols to remind
them or a difficult sound in a word. For example, a typical error with building
is to pronounce it phonetically, i.e. [l a student writes /bil,/ above the word
in their notebook, it will be a useful reminder of the pronunciation problem
with that particular item. Some learners use symbols from their Lt alphabet as
a memory aid. This can bc useful, but it won't enable them to make use or
phonemic transcriptions in dictionaries.
— From the leachcr•s point 01 view, it can be helpful with the correction
ol' sound errors, especially [or learners who can't hear the difference between
two similar sounds from an oral modal (e.g. this /òlS/ and thin /01n/).
Sccing the two sounds represented by different symbols can at least help the
learner 10 locate the prccisc nature of the problem.

showing
pronunciation ol' connected speech: weak forms in phrases, elision, catenation,
and So on.
                 What are yen
doing? /wntJjo/ How do           say it? /d3a/
               I can do it later.
,/kan/              I cauabelieve it. /ka:n/
      Finally, wc believe thal most students
are aware that pronunciation is a significant hurdle when trying to mastcr
another language. They arc usually prepared to accept that il requires
considerable practice, and some sludenls may afrcady bc familiar with many ol'
the symbols, having learnt them at school or used dictionaries freqllently.
to

think! 4
Which sounds in these words do you
    think would cause problems for your elementary students? Write the sound(s)
    in phonemic script above the word.
/'kermst/ example 1k/ chemist
piece
    steak Russia radio village statue place factory cousin joke April foreign

go to
answer key p.a80
how to teach with
them
If you
aren't familiar with phonemic symbols yourself, an easy way to learn them is
actually to teach them (a few sounds at a time) to your classes. If you are
unsure about the transcription of a sound, you can check it in a learner's
dictionary. We think you will be surprised how quickly phonemic script becomes
an indispensable part Of your professional toolkit.
Here are a
few guidelines for teaching phonemic symbols to learners:
      Avoid overloading them with too many
symbols at once: it is tiring and potentially confusing to learn more than a
handful of new symbols in a single session. Concentrate on two or three sounds
at a time, give plenty of receptive practice before expecting students to
produce the target sounds, and then revise them in subsequent lessons.
— Aim
to teach 'little and often'. It can work very well as a warm-up or in the last
Len minutes 01 a lesson. particularly when students have been concentrating on
reading or studying 'heads down', doing a test, etc.
      Students don't need to learn all the
phonemic symbols actively — cspccially if the sounds are similar to those in
their mother tongue. There's little point in setting out to teach sounds 'for
the sake 0[ it', so decide what the priorities are for your learners, and
concentrate on those. The symbols that may require more attention are usually
the vowels because there are more Of them in English than in most languages,
and they don't all look the way the sounds are spelt, unlike most of the
consonants.
— Keep
the focus and the activities simple and straightforward, and try to avoid
teaching new vocabulary at the same time as new phonemic symbols, otherwise
students will be pre-occupied with thc meaning of words and forget about
practising the sounds.
— Think
carefully before you introduce it to learners who have literacy problems or
dyslexia, or who are not familiar with Roman script at all. You could easily
confuse them by dealing with two writing systems at once, and we would not
recommend this.
If you are
not familiar with the sound problems of the learners you teach, listen
carefully to them in class, and record them speaking so that you can listen in
your own time to identify their problems. You will find a number of books that
provide a guide for specific L 1 transfer problems: See Hancock (2003), Kenworthy
(1987), and Kelly (2000) in follow up.
Wark to know mor& Go teachewbook. how teach phonemic script p.168
4 Classroom teaching
ideas
sounds
general techniques
You can
demonstrate sounds in the following ways:
— Show
students what is happening to the shape of your lips and the openness of your
jaw when making vowel sounds and diphthongs, and add a simple explanation to say what is happening.
Demonstrate smiling (lips stretched for fi:/), expressing surprise (lip
rounding for /u:/), and disgust (/3:/).
— Use
diagrams of the mouth to show the positions of the organs Of speech (see
Hancock 2003)
—
Students can use mirrors to see if their mouth shape is the same as yours when
forming a sound; and a sheet of paper or a lighted match held in front or the
mouth will move when unvoiced plosives /p/, /t/, /tj/ are for the voiced
equivalents 1b', /d/, and /d3/.
Get
students to repeat the problem sound in a chain, for example /tju:/
'choo-choo-choo-choo', and /d30/ 'ju-ju-ju-
— Try
breaking sounds down, e.g. /ao/. Tell students to make la/ first, then /u/. Say
both sounds apart and gradually bring them together to make /aU/.
— If
students find it hardo distinguish voiced and unvoiced pairs, e.g. 'p/ and /b/,
tell them to put their fingers on their voice box to try to make the vocal
chords vibrate for /b/.
activity types
tick the word you hear

This is a useful
starting point if learners are unable to hear the difference between two
similar sounds. They listen to words containing minimal pairs (words which
differ in one phoneme, This. type of exercise can be more meaningful if the
sounds are embedded in a context where a failure to hear the correct one could
lead to a breakdown in communication:
He doesn't want to live I leave here. Can you fill / feel it? Is that a ship / sheep?
etc.
sorting
Once students know a few phonemic symbols, you can revise known vocabulary
and practise the sounds. In the activity at the bottom of the page, students
focus on three sounds which are quite similar. The sounds are isolated and then
heard and practised in phrases. Students then have to match the vocabulary
items in the box with the correct meaning. For example, fish, chips, and
sausages are all food you cook, but learners must also sort them by sound. To
do this, they have to say the items and agree on the answers with their
partner. Sorting is a very common procedure for checking pronunciation of
sounds, and can be done using visuals or word cards.
odd one out
In this activity, students have to identify one underlined or specified
sound which is different from others in a group. This can be a useful way of
tackling sound / spelling problems.
Circle the
words that don't include the sound W.
example
       London                  Dublin
Thursday
Sunday Monday
2 brother aunt uncle son cousin daughter
4 above out under cul shut put

pronunciation
  sounds /J/, /tl/, and /d3/
1
  Listen and
  repeat the sounds and phrases.
If/' a Polish dictionary
/tf/ a French picture
/d3"
  the ßerman language
2
  Work with a
  partner. Say the words in the box, and put them in the correct columns.
              dangerous          teacher            orange             bridge          sausa8e§
China    church station Russia  fish chips         journalist         cheap  Belgium          sugar   3
  chef  Sure     chocolate

nationalities food you cook sweet things you eat things in
  a town countries jobs adjectives
Listen and check.

Polish

French

German

e.g. sing / sink), and tick the one
they hear. For example:       6 onion mushroom carrot live leave sit I seat fit / feet hit /
heat ship / sheep
same or
different?

In a variation on 'odd one out',
students work in pairs to decide if the underlined sounds in the phrase are the
same or different.
(Answers
are given in brackets.)
Are the
underlined sounds the same or different?
example Thursday the third — the same
February
the eighth — different
 Wednesday the second (s)
2
Monday the fQurth
(d)
3
Friday the ninth
(s)
4
Saturday the
eighth (d)
5
Friday the fifth
(d)
6
April the eighth
(s)
7
October the fourth
(d)
8
July the ninth
(s)
9
August the
fourth(s)
10
November the
eleventh (s) running dictation
Make a
list of minimal pairs which your learners find difficult to distinguish. Here
are some examples for different nationalities:

live / leave

work I walk

want / won't

hat heart

soap / soup

three / tree

air I hair

would good

fry I fly

pack / back

wash / watch

they / they're

Write one of the words in each
pair in phonemic script on a small piece of paper.
Write in
normal sized handwriting; you don't want students to be able to read the
'words' from where they are sitting. Stick the pieces of paper on the walls
around the room. Pair students up, and tell them to write numbers 1—12 on a
sheet of paper. Student A in each pair gets up and reads one of the pieces of
paper, goes back to their partner and says the word. B writes it down in Roman
script. Student A mustn't try to spell the word for B, and mustn't look at what
B has written. Then Student B goes to a different sound and returns to dictate
it to A. At the end, elicit all the answers onto the board, asking students to
spell out their answers. Pairs then look at any errors they made and decide
where the problem lay. Was it the 'dictator' or the 'dictatee' who made the
mistake?

try it out sound
mazes
You will find more examples of sound
mazes like the One below in English Pronunciation in Use by Mark Hancock (see
follow up). You could also produce mazes like this one to focus on a particular
problem your learners have with sounds, or even grammar (e.g. pass only on
squares with irregular verbs) or vocabulary (e.g. pass only on squares relating
to a particular topic). This can work well for output practice if students do
it with a partner, so that they are saying the words together as they move from
square to Square.
Find a way from Start to Finish. You
may pass a Square only if the word in it has the sound li:/.

START

leave

cyeam

bench

peace

lene

please

early

bean

sweaF

FINISH

stress
We have
talked about having discrete slots on word stress as well as integrating word
stress as a regular part of vocabulary teaching. The following activities
contain ideas for both approaches.
word stress revision
As a quick
check when students are working on something else (e.g. reading a text), rub
out the stress boxes / circles from vocabulary on the board, then get students
to come up to the board and put them in again.
categorizing stress patterns
For a more
extended focus on word stress, select a number of different word stress
patterns; the number will depend on how difficult you wish to make the activity
or how long you want the activity to take. Then ask learners to put a selection
of words into the correct column according to the main stress. As you can see
in this exercise, learners have already listened to examples of the different
patterns.
pronunciation word stress

1                 Listen
and repeat the words in the table. The stress is

00                 00               000           000

000

listen                 repgat             Italy           remember

engineer

Write these words in the table above.

complete computer understand English practise pronounce expenslve
  interesting difficult

answer Japanese
  question

2
3                Listen and repeat the sentences.
1      Can you complete the sentence?
2      Listen and repeat.
3      Remember to practise your English.
4      Vs difficult to pronounce
'interesting'.
5      I don't understand the question.
6      How do you spell 'Japanese'?

to

It is valid to take words out of context in order to
highlight a specific feature (in this case word stress), but a more challenging
and meaningful activity for the learners is being able to reproduce these same
words when they are embedded in a typical context, as in exercise 3 here.
A variation on this exercise is for the learners
themselves to find words that will fit particular Stress patterns. Witli some
stress patterns, e.g. 000 or 00000, this can be very challenging, so the
exercise type is suitable for any level.
correct
my mistakes
You Can do short word stress activities with the whole
group. For example, read out sentences in which at least one word is
incorrectly stressed; the students have to correct you. Alternatively, make it
into a game. Divide the class into small teams, then dictate ten Or twelve
words with Stress patterns that students often find difficult. They have to
write down the words, then in their team decide where the main stress falls on
each one. With a pre-intermediate class, suitable words might be:
interesting
comfortable Japan necessary computer vegetable opposite variety photographer
salary advertisement receptionist word building
Word building tables are a useful way to increase
learners' vocabulary, and to revise items by focussing on stress differences,
e.g. telephone / telephonisl. Students can work in pairs to complete the table
and mark the stress on all the words. Go over the words at the end and provide
controlled practice. (Students can test each other.)
subject      job      u21itics         politician
economics maths history science architecture music
snap
The common card game 'snap' can be adapted for a
number Of linguistic purposes in the classroom, and word stress is one of them.
This game is obviously very suitable for younger learners, but adults can also
enjoy the game, and it may be a fun way to finish a lesson on a Friday
afternoon Or at the end of a long evening lesson. See the following try it out
activity.

try
it out word stress snap
Choose
about thirty words which pose word stress difficulties, and write them on a
sheet of paper. Make photocopies of them, then cut them up to create a number
of sets of 'cards'. If you look after your cards (laminate them if possible),
you can add more each time you play the game and end up with a very large
number.
Divide the class into groups of three or
four. Provide each group with a set of cards and get one group member to deal
out the cards (face down) to the other members of the group.
One
student puts down a card face up, and the other students in the group compete
against each other to cover the word with another word with the same stress
pattern, and shout 'snap' when they do it. So, if one student puts down
remember (000), another student could cover it correctly with important or
expensive, but not understand (000). The student who puts down a correct word
first keeps the two cards in a separate pile, then starts the next round of the
game. The winner is the person with the most cards in their separate pile.

intonation
Many learners will freely admit that they find
learning prepositions difficult; for teachers. it's often the same with
teaching intonation. It is, to say the least. a complex area, and we have often
found ourselves in staffrooms where a group of teachers is unable to agree on
whether a tone is rising or falling. And if teachers Cannot agree on what they
have heard, what chance do learners have?
Rather than try to analyze different
tones, it may be easier to look at the impact of the intonation pattern on
meaning and mood in interpersonal exchanges. Is this person asking a question
or just seeking confirmation? Does that person sound excited? suspicious?
interested? bored? We can illustrate such differences in very short dialogues.
For example. record the following dialogue in three ways according to the
recording instruction:
A
Would you like
to go out now?
B
OK
(fairly disinterested) OR
B OK (slightly unsure. i.e. What did
you have in mind?) OR B OK (really enthusiastic)
The single word response 'OK' will
have a different tone in each case, but it is the mood which learners are most
likely to pick up. Play the recording and ask them if 'B' sounds happy / bored
/ unsure, etc. After they have identified the correct mood, play the recording
again. This time, can learners capture and Copy the mood? Then put them in
threes. Two students practise the dialogue (B can respond in any way they
wish), and the third person in the group has to identify the mood each time.
While the groups are working, move round and monitor. If you need to correct,
you can do so not by asking for a greater falling Or rising tone. but by asking
for more enthusiasm, uncertainty, etc.
to...
This approach of asking learners to respond to a mood
and copy it is a procedure we have used quite a lot. Here are two examples:
2
natural
English Match a to d with I to 4.

How was your weekend?

It was (1) lovely. How
  was yours?

a fine

It was (2) terrible.

b great

It
  was (3) nice.

c really bad

(4)
  A bit boring

d not very interesting

3
pronunciation
Listen and copy the intonation. Then practise the conversations with three
people.
4
natural
Engh•sh pronunciation Listen and practise — copy the intonation.
"eactinga
surprising information
That's incredible! That's amazingl
That'S ridiculous! That's just stupid!
5 Look at the pictures. What do you think
Of each record? Use the phrases in the natural English box. Tell a partner.
When learners practise dialogues and responses like
these, it sometimes helps to ask them to exaggerate their answers. You may
think this will make them sound unnatural, but there is wider voice range in
English than some other languages, and these learners need to be encouraged to
stretch their voice range in order to sound more interested and involved in
what they are saying.
conclusion
In this chapter we have looked at:
— some of the issues surrounding
'intelligibility' as a suitable pronunciation goal
— different approaches to pronunciation:
as discrete slots; integrated with other language and skills; on-the-spot
pronunciation teaching as it arises
— the advantages and disadvantages of
teaching phonemic symbols
— guidelines to assist with teaching
phonemic symbols
— ideas and activities for the teaching of
sounds, stress, and intonation
The maxim 'little
and often' probably applies to pronunciation teaching better than anything
else. Almost everyone acknowledges its importance but it is easily sidelined
when it has to compete with other language input and skills development.
follow up background reading Harmer J
(2001) The Practice of English Language reaching Longman
(chapters
2 and 13)
Kenworthy
J (1987) Teaching English Pronunciation Longman
Kelly G (2000) How to Teach Pronunciation
Longman
Jenkins (2001) The Phonology of English as
an International
Language Oxford University Press
Underhill
A (1994) Sounds Foundation Macmillan ELT classroom activities
Hancock
M (2003) English Pronunciation in Use Cambridge
Press
Hancock
M (1995) Pronunciation Games Cambridge University Press
Haycraft B (1994-5) English Aloud 1 and 2
Heinemann
O'Donnell J and Fletcher C (1989)
Sounds English Longman nswer key
1
There
are many exception'to the first pattern, e:g. a report, uösxupset,
but a very high proportion of content Words in English are either monosyllabic
or stressed on the (approximately 85%).
2
pedestrian
crossing, mbther tbngue
13 We may stress a prefix for emphasis:
A
Were
you happynbout that?
B
No;
We Wëré veryunhappy.
Suffixes
are Sometimes stressed if they have been borrowed from other languages, e.g.
engineez / domineer; maisonette /
J kitchenette,
p.176
Hereare Some Common problems; Qhey may be
different fot the nationality lies you work with:
/r./— fer/ /eb' /tri/ piece; steak;
Russia; radio; village; statue; place; factory;
/d3/ lei/  Van/ cousin; joke; April;
foreign

to

What is that actors name?
2      Have
you got Anna's rubber?
3      1 think the green car is David's.     5.1
[C] Singular           Plural  [U] Uncountable
4      When
is your mother's birthday?         apple    sausages             milk

4 aren't
6     re
7     isn't
8     aren't
10 re
1.2       isn't
2
're not
3
•snot
4
're not
5
isn't
1.3
2 an
1.4 Is she a business
student? No, she isn't.
2   Are they from England? Yes, they are.
3   Is he married?
No, he isn't.
4   Are you in this
class? Yes, I am. 5 Is she a doctor? Yes, she is.

2.1         •s / has
2
've I have
3
Has
4
Have; have
5
's/ has
2.2 I 's
got
2   hasn't got
3   hasn't got
4   's got
5   hasn't got
6   's got
7   've got  haven't
got
9
'vegot
10
hasn't got
2.3          lessons
2 countries
passports 4 classes  businessmen
6     nationalities
7     magannes
8     people
9     families
10 boxes
2.4           That
2 This
 These 4 Those
5      That
2.5 1 is
2
possessive
3
is
4
possessive  has
sandwich     rolls     ham unit three          butter
toast
3.1  come                                                                                jam
2
speak
5.2
3
live I work
2
somc
4
 take
4 some
3.2     Do you come from Spain?       an; an 2 Do you speak Spanish and English?
              Do
you live in Madrid?                                              5.3  Have
you got any bread?
             4 Do
you work in an office?                                        2 We haven't got
any pasta.toast for breakfast.
              Do
you take the train to work?                                  3 I usually have
some brothers or sistcrs?
4
Has he got any
3.3      I don't come from
Spain.  Do you want any apples? 2 I don't speak
Spanish and English. 6 want some jam.
3
1 don't live / work in
Madrid.         7 Would you like a ham sandwich?
4
I don't work in an office.          8 I don't eat any butter.
5
don't take the train to work.   9 Do you read any
newspapers at the
3.4weekend?
10 I never buy any
coffee.
                                                                              5.4      What
can you eat or drink here?
Can you help me. please?
They can't understand you.
3.5        I
When do you leave the flat?                                             4 A Can
she give you S 100?
2  HOW
far is it?    B No, she can't.
3  Why
do you play football?            He can't work on Saturday, because he 4
Where do you live?  always plays football, but he can work 5 How do they get
there?            on Sunday.
3.6 I watching
2    listening
3    studying
                                                                               6.1       were
4    going   2 was
5    living
 were
3.7
She never watches videos.                                               4 were
              2
She does a lot of work in the mornings.                         was
               She
studies German.                                                           6
Were
              4
She goes there a lot.                                                           7
was: were
           She walks to work.                                                was
3.8  She doesn't live in Germany.                                  9
was
              2
He doesn't cat fish.                                                           I
O Were

3 She doesn't play tennis.

6.2

I Lucy wasn't very happy at school.

4 He doesn't speak German.

2 We weren't late for class this
  morning.

5 She doesn't drink wine.

 The rood
  was nice but the waiters weren't friendly.

    unit four                                                                    4
The film wasn't very interesting.
 Why
weren't you in class yesterday?
4.1     I She is always tired.
         2 1 usually leave home at
eight.                   6.3    I worked
 She hardly ever listens to music. 2 played 4 They don't usually work on
Saturday. 3 lived
              5
1 never get home before six.                                           4
studied
5 liked
4.2            our
                                                                                6.4       I
I met her brother last year.
2 my; your her had eggs for breakfast
this morning.
2
He

4
his       3 1 thought Joao was at home, but he wasn 't.
5
its
6
my    She got up at 9.00
this morning. so she
4 was late for work.
7
their
8
her     5 1 saw him at the party last week.

10 their
Photocopiable
  Oxford University Press 2006 181

9
his
unit
seven
7.1      They
didn't take the bus home.
2
She didn't get married last year. HC didn't leave home
when he was eighteen.
4
I
didn't grow up in Switzerland.
5
1
didn't study German at school.
7.2       did
you go
2 did you meet
Did
you watch 4 did you work
5 did you wash
7.3
Dictionaries
arc very useful.
Eggs arc nice tor breakfast.
Museums aren't
open in (he evening.
People go shopping at the weekend. Children start
school at five.
7.4
1
me
2 him
4
her
5
them
unit eight
8.1 1 How many? 2 How much?
3
How
much?
4
How many? How much?
6      How
much?
7      How
many?
8      How
much?
9      How
many?
10  How much?
8.2 1 There's a
Is thcre any
3    There's an
4    Arc there any
There are Some
6
(s
there a
7
Is there a
8
There isn't any
5
-1,
unit
ten                                                                   12.3What's
she wearing today?
2 Arc they having lunch now?
10.2
1 He didn't do anything. 3 I'm not working today. 2 We didn't buy anything. 4
We're not We aren't staying long.
3
1
didn't see anything.What's he doing at the moment?
4
Shc didn't drink anything.     12.4 1 rains
           HC
didn't tell her anything.                               2 's studying
10.3anything;
nothing                                                   3 go
2
anyone; no one           4 play anything; nothing        5 's speaking
4
anyone; no one 6
come from
5
anything;
nothing       7 are you doing
10.4Yes, everyone knows her.                                          8
wears

2
Yes. everyone went out yesterday.    9 's reading Yes, everyone has tickets.

4
Yes, everyone saw the film. Yes, everyone spoke to her.
11.1
1 smaller than 2 hotter than friendlier than
4 correct Where are you going to
live next year? better than 2 What's he going to do after school?
6 correct 3 She's
not / She isn't going to buy that 7 cheaper than
8       bigger
than   4 When's / is Julia going to Romania?
9       taller than      5 1'm not going to
go by car.
10   noisier
than   6 Are they going to stay at home
11.2Jim's
nicer than David.                                              tonight?
            2 Tokyo's more expensive than
Paris.                       7 Are they going to work now?
                 Water's bettcr lor you than coffee.                             B
No, they're not/ they aren't.
4 Africa's bigger than South
America.      8 They're going to get married next year. In cities, flats are
more common than     9 She's / is going to learn Japanese next
                houses.                                                                  yea
r.
10 Are
James and Fred going to the cinema?
11.3
1 She bought the most expensive picture in the shop.         13.3 2 1 live in
the cheapest part of the city.
13.4 1 'm going to
2
might
're going to
4 might

3     It's the most dangerous part of the
town.

5 Caroline was the most
  beautiful girl in our school.
11.4
  1 the best

4
He bought the
most comfortable shoes in the shop.
2
the most
expensive
3    the nearest   5 might
4
the worst the most important
                                                                              11.5
1 go                                                               14.1 1 eaten
                                                                                2
visit                                                                    2
lived
9.2havc
to                                                                     3 go                                                                      3
left
                                                                                4 watch                                                                  4
gone
2
don't have
                                       to                                                       5
take                                                                        run
has to

12.1 1 leaving 2 doing  watching
4 making  waiting
  6 pu tting
7   starting
8   stopping

4
doesn't have to6 donc don't have to unit twelve 7 made
8 broken
9.3       correct
9 drunk 2 Can I pay you tomorrow?        10
forgotten 3 You don't have to buy tea.
4
He can't go to
the bank now.    14.2Has she been to South America?
5
She
doesn't have to work today.        2 Has he ever stayed in an expensive hotel?
3 Has she
ever broken her leg?
10.1
2 HC can run very well.                                                                     4
Has he read many books in English?

9 writing

5
  He can't play chess very well.

10
  slccping

6
  He can speak English vcry well.

12.2
  1 Where are you living now? 2 I'm not working today.

He can't sing very well.Has she ever written a short
story?
4 He can play the guitar vcry well

They are sitting in the kitchen.
4 He isn't having lunch.
4 They aren't studying at the moment.
Photocopiable
Oxford University Press 2006
Hays
you ever EQrked in Japan?
B No, I hay_ena.
but I'd like to.
              Has she ever           her
arm?
B Yes, she has, but it was a long time ago.
Has he
ever made bread at home?
B No, he hasna, but there's always a first time.
4 A Haye you
eaten Thai food? B Yes. I hay-e. It's fantastic.
                   Haye
they                in America before?
B Yes, I think they hay-e•
14.4 1 She has met my
uncle before.
2  Did you go to the cinema last night?
3  What did you do last
weekend?
4  1 have never met anyone famous. 5
They saw Jon at the airport yesterday.
Photocopiabte
@ Oxford University Press 2006 183

natural Englis So tell me about
natural English
Ruth Gairns and Stuart Redman have combined
their expertise in vocabulary development with their own
research into syllabus design to create a course which
helps to promote a more natural use of language. Ruth
and Stuart piloted communicative activities with elementary students and
higher level learners to see what language knowledge and 'coping strategies'
the higher level learners had been able to achieve. Structured
around extended speaking activities, the resulting course
teaches practical language, skills, and strategies.
What's
different about it?
Grammar, vocabulary, and natural English
You'll find the familiar areas of grammar and vocabulary, with a new
syllabus area called natural English - a collection of accessible,
frequently-used English phrases for elementary learners, and how to use them.
Get better at listening and speaking!
All four skills are covered, of course, but speaking and listening are
the most prominent. There's an emphasis on how to use real language: activities
with thinking and rehearsal time, confidence-building practice, training in
interaction skills, and task-centred speaking. Extra pronunciation and
listening sections help students develop their listening skills.
In the teacheffs book . . .
Ruth and Stuart's specially designed lesson plans talk you
through the material, giving classroom management tips and cultural
information, suggesting extra ideas, and anticipating language problems.
And
there are five teacher development chapters:
how touse the board how to develop learner independence how tocommunicate with low-level learners
how toselect, organize, and present vocabulary at lower levels how to .help low-level learners with
pronunciation
At elementary level . . .
• studenft book • teacher's book • workbook and workbook
with key
• reading and writing skills resource book • test
booklet
• two class cassettes/ audio CDs, student's audio CD
Online, the teache(s site,
www.oup.com/elt/teacher/naturalenglish, provides extra classroom activities,
downloadable resources for the teacher, teacher training packs, and links to
the student's site.
On the student's site, www.oup.com/elt/naturalenglish, you'll find
interactive resources, revision and extension activities, and specially
selected web links.
OXFORD
UNIVERSITY
PRESS
www.oup.com/elt

alt: English pp. 16-25 Ostening how to

alt: English giving opinions natural

alt: English plus seven skills tests

alt: Longman Grammar Of Spoken and Written

alt: The words / phrases are practised

alt: The elementary test booklet provides photocopiable unit-by unit tests for the grammar, vocabulary, and natural

alt: writing in natural English

alt: student's book •unit onepersonal information unit two write a note p.20 unit three write about your partner unit four write about a member of your…

alt: English elementary book stress p

alt: Gercise 2 Paris •ercise 3

alt: COUNTRY NATIONALITY 'France

alt: reading

alt: Polly and Daniela exercise 2 1

alt: CD player - €20 digital camera — €95 5

alt: For this you need some examples of many of the objects in exercise 1, plus a few rubber 9 travel card more objects that aren't…

alt: TV, mobile (phone), printer, computer,

alt: David's book t3 1 don't remember

alt: You could start from the board

доп. образование взрослых

group: Другое

title: Рабочая тетрадь начальный уровень