Student S Book

PAUL SELIGSON
CAMILA ABREU English
1
TEACHER’S BOOK
T
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All rights reserved. No part of this book may be reproduced, stored in a
retrieval system or transmitted in any form or by any means, electronic,
58 St Aldates mechanical, photocopying, recording, or otherwise, without prior
Oxford permission in writing from the Publisher.
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United Kingdom Richmond publications may contain links to third party websites. We
have no control over the content of these websites, which may change
Printed in Mexico frequently, and we are not responsible for the content or the way it may
ISBN: 978-607-06-0775-2 be used with our materials. Teachers and students are advised to exercise
First edition: April 2013 discretion when accessing the links.
© Richmond Publishing / Santillana Educación S.L.
© Santillana Educación, S.L. 2013
D.R.© Richmond Publishing, S.A. de C.V. 2013
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Publisher: Paul Berry We would like to thank the following reviewers for their valuable feedback, which
Editorial Manager: Sandra Possas has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros de Souza, Brian
Content Development: Paul Seligson Lawrence Kilkenny, Clara Haddad, Denise Almeida, Deyvis Sánchez, Diva Maria
Abalada Ghetti, Elisa Borges, Elisabeth Blom, Frank Lício Couto, Henrick Oprea,
Project Manager: Eduardo Trindade
Isabela de Freitas Villas Boas, José David Ramos Solano, José Olavo Amorin,
Editor: Cristina Cesar
Juliana Tavares, Kathleen M. Johnson Scholl, Kátia Andréa da Silva Falcomer,
Assistant Editors: Nathália Horvath, Sandra Romani
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Art Coordinator: Christiane Borin Maria Cecília Pérez Gamboa, Maria Luiza Guimarães Carmo, Maria Rute Leal, Mauro
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Project and Cover Design: Raquel Buim Sanini, Sueli Monteiro, Suzy Teixeira de Almeida, Thais Musa.
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de Almeida Saraiva, Katia Gouveia Vitale, Rafael material; however, the Publisher will correct any involuntary omission at the
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Risther, Thais Giammarco, Vivian Cristina de Souza This book was printed in:
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Contents
Language Map ........................................................................................................................................................ 4
Introduction ............................................................................................................................................................. 8
Features Presentation .................................................................................................................................. 17
Unit 1 ........................................................................................................................................................................... 25
Unit 2 ........................................................................................................................................................................... 38
Review 1 ..................................................................................................................................................................... 49
Unit 3 ........................................................................................................................................................................... 52
Unit 4 ........................................................................................................................................................................... 62
Review 2 ..................................................................................................................................................................... 76
Unit 5 ........................................................................................................................................................................... 78
Review 3 ..................................................................................................................................................................... 91
Unit 6 ........................................................................................................................................................................... 92
Review 4 ................................................................................................................................................................. 104
Unit 7 ....................................................................................................................................................................... 106
Unit 8 ....................................................................................................................................................................... 119
Review 5 ............................................................................................................................................................... 132
Unit 9 ....................................................................................................................................................................... 134
Unit 10 .................................................................................................................................................................... 144

44
Review 6 ............................................................................................................................................................... 157
Writing ..................................................................................................................................................................... 159
ID Café ..................................................................................................................................................................... 162
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ID Language Map
Question Syllabus Vocabulary Grammar Audio / Video / Pron.
Are you American? Countries & nationalities Verb Be – Present
1 1.1 Subject Pronouns – I, you, he, she, it
Are you an excellent actor? Adjectives (opinion) A / an The Alphabet
1.2 The alphabet Position of adjectives
Numbers 11-100
How do you spell your last name? Personal objects Verb Be – Wh questions First name / last name
1.3 (singular & plural) Demonstrative Pronouns Making a hotel reservation
Are these your glasses? Colors Possessive Adjectives
1.4 Adjectives (opposites)
More adjectives
What’s your full name? ID Café 1 – An Excellent Reunion
1.5
How are you? Greetings
When do you get up? Go (to) + places in town At / on (time) Numbers / Flight times
2 2.1 Days of the week
What do you do in the mornings? Morning routine Present Simple
2.2 Time phrases
Do you use your cell phone a lot? Family members

Cell phone uses
2.3
Who do you live with? Who, Where, What Present Simple Question intonation / Silent E
2.4 Talking about some photos
How old are you? How old...? How often...? Frequency Adverbs
2.5
How do you celebrate your birthday? Birthday activities ID Café 2 – The Critic
Review 1 – p. 26
What’s the weather like? Weather & temperature It’s raining vs. It’s rainy Weather report
3 3.1
Are you busy at the moment? Months & seasons Present Continuous
3.2 Daily actions
What are you doing? Everyday activities Present Simple vs. Present Continuous Ad
3.3 Occupations
What are you doing tomorrow night? Weather Present Continuous for future
3.4 Future time phrases
Why are you learning English? Need / want / have to Obligation
Prepositions to, for
3.5
Are you thirsty? Adjectives (feelings) Informal English ID Café 3 – Storm Tracker
Do you like tennis? Sports

4 4.1
Can you drive a tractor? Abilities Can / Short Answers Job interview
4.2
What are you wearing? Clothes & accessories Can Obama’s speech
4.3
Is your closet organized? More clothes & accessories Possessive Pronouns An interview
4.4
Do you like salons? Spa facilities

4.5
What shoe size are you? Clothes sizes Punctuation ID Café 4 – Whose Action Hero?
Review 2 – p. 48
Is there a mall on your street? Public places There + Be (Present)
5 5.1
Do you like watching TV? Free time activities Love / like / not mind / hate + verb + -ing
5.2 Adjectives (describing places) Too / either vs. also
What do you like doing on vacation? Household chores Sentence stress
5.3 Vacation / free time activities Ad for a show
Do you have a cat? Types of vacation Imperatives Phone message
5.4 Instructions Object Pronouns
What’s a staycation? Word formation
5.5
Do you live near here? ID Café 5 – Miss GPS
Review 3 – p. 60
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Speaking & Skills Reading / Writing Common Mistakes Box R Box & World of English
Introducing yourself & greetings Verb Be – word order to form Suffixes for nationalities
Asking & answering about nationalities questions
Giving opinions Word order – Adjectives A / an
The most common letters in English
Spelling your name This vs. these

Asking for & giving personal information
Talking about possessions Your vs. Her vs. His
Describing an object
Completing a form Personal information: form

Meeting people & social interaction
Describing routine Prepositions On / at

Telling the time
Talking about morning routine The World Sleeps: fact box 3rd person S Then = After that
Sleeping habits
Talking about how people use cell How do your friends and False cognates Syllable stress
phones relatives use their cell phones?:
magazine
Writing p. 148
Talking about family members An Informal Profile Auxiliary verbs – Do / Does Question intonation / Silent E
Processing personal information Ginny Lomond: interview Saying the age

Expressions for celebrating Prepositions
Review 1 – p. 26
Talking about the weather Talk about the weather Special letters: S & Y
It’s raining now vs. It's usually rainy
Talking about seasons & months Four seasons or two? Subject + verb Be / months Phone phrases
Describing what’s happening Encyclopedia (Capital letter)
Present Continuous
Asking & answering about occupation Questions for occupations
Contrasting what people are doing to
what they usually do
Talking about future arrangements Storm Chasers: TV guide Present Continuous for future
Prepositions
Analyzing your English Why are you learning English? Prepositions
A Language Profile
Making offers Writing p. 149 Prepositions
Making offers
Talking about sports / the Olympics Definite article Pronunciation of the
American English vs. British English
Talking about abilities Ten Keys to Success: website Sequence of adverbs More abilities
Suffixes -tion / -sion
Talking about other people’s abilities Clothes (wear / countability) Some words have more than one
Describing what people are wearing meaning – Can
Talking about how people organize / share Is it impossible for two people to Possessive Whose Same sounds vs. Different meanings
their closets share closet space? Mine / Whose
Reading for details All Yours!: ad Suffixes -ist / -ique
Shopping for clothes Sizes of clothes
Review 2 – p. 48
Talking about public facilities A City Brochure Bookstore vs. library Cognates – easy words to be recognized
There be vs. have Similar grammar items – ex, superlative
Describing a neighborhood / town Come to Markville!: brochure Like / hate / not mind / + verb
Talking about free-time activities Writing p. 150 + -ing
Saying what you like doing Different uses of like
Comparing free time activities tastes
Leaving a message for a house-sitter Yoga Rica! & Oceans of Peace!: Enjoy + verb + ing
Expressing preferences about vacations tourist brochure Object pronouns: him / her
Understanding instructions Vacations for less!: information New words in English
leaflet
Asking for / giving directions Embedded questions Use mime and gesture to express yourself
Review 3 – p. 60

ID Language Map
Question Syllabus Vocabulary Grammar Audio / Video / Pron.
Do you live in an apartment? Rooms in a house There + Be (Past)
6 6.1 Furniture
Where were you last night? Party items Verb Be (Past)
6.2 Past time expressions Recycle past forms of Be
How was your last New Year’s Eve? Celebrations Prepositions of place
6.3
Saying years
Were there trams in your city? Recycle places in town Prepositions of place Description of a house
6.4 There Be (Present vs. Past)
Do you enjoy the Oscars? Special events
6.5
How about a BBQ on Sunday? Types of parties ID Café 6 – House Rules
Review 4 – p. 72
When did you start school? Biography Past Simple regular
7 7.1
What did you do last weekend? Recycle saying years Past Simple irregular An interview about a bad travel
7.2 experience
Where did you go last vacation? Dates & ordinal numbers Past Simple Elision did_you
7.3
Prepositions
When do you listen to music? Recycle routine verbs Subject vs. Object Questions What rapper Jay-Z did yesterday
7.4 Sounding impressed
Music
Can I use your phone? Phone phrases
7.5 Could you help me, please? Can / Could ID Café 7 – The Favor
Will (unplanned responses)
What do you have in your fridge? Food & drink A couple talking about what they have
8 8.1 in their fridge
Are you on a diet at the moment? Portions of food Countable vs. Uncountable
8.2 Nouns
Quantifiers (some / any)
How often do you eat chocolate? Nutrition facts Quantifiers “a lot of ”, “a few” A dialog about nutritional values
8.3 Large numbers & “a little”.
How much meat do you eat? Recycle nutrition facts How much vs. How many How much do you know about what you
8.4 Recycle Quantifiers eat?
Are you hungry? Alliteration Make vs. Do
8.5
What would you like for lunch? I like vs. I’d like ID Café 8 – Party Planners
Review 5 – p. 94
How did you get here today? Means of transportation How do / did you get to…? Occupations
9 9.1 What do you do? / Jobs Suffixes for jobs
What’s your occupation? More jobs Wh questions about jobs An unusual commute
9.2
Where are you going to be in 2022? Future plans (Be) Going to A couple talking about their future
9.3
What are you going to do next year? Life changes Going to vs. Present Four phone messages
9.4 Continuous for plans
Would you like to be a nurse? Jobs of the future Comparatives
9.5
Do you mind if I borrow your pen? Borrow / lend ID Café 9 – The Sky’s the Limit
Do you look like your mom? The body & face Irregular plural forms Science class about body parts
10 10.1 Adjectives (appearance) What does he look like? A TV assistant talking about body parts
Description of a suspect
Are you like your dad? People’s descriptions Comparatives Description of twin sisters
10.2 Adjectives (character)
What’s the prettiest city you know? Personality adjectives Superlatives Which type are you?
10.3
What’s the best place in the world? Geographical features Recycle Comparatives & Comparatives & Superlatives
Superlatives
10.4
What’s your blood type? More parts of the body

10.5
Is your English better than a year ago? Adjectives ID Café 10 – Geminis
Review 6 – p. 116

Speaking & Skills Reading / Writing Common Mistakes Box R Box & World of English
Talking about rooms & furniture in a house Tiny houses There + Be (Past) I’ve got = I have
Describing a party you went to Word order – verb Be Talk about past times
Interviewing a partner about their past
Talking about a memorable party The millennium Saying years as numbers
Describing positions of objects celebration: website Prepositions
Comparing your town back then & now Lasso Lake—Back Then Past Simple – time expressions Use of one: to avoid unnecessary repetition
and Now! blog
Predicting from context Dream tickets: report
Making invitations Invitations Going vs. to go
Review 4 – p. 72
Talking about past events “I told you I was trouble”: Past Simple – Be born Silent vowels
biography Prepositions
Definite article
Telling a famous musician’s bio A bad travel experience? Past Simple – Be born Irregular verbs – Simple Past
Not really!: interview Past Simple – Negative
Prepositions
Asking & answering about your last vacation A Biography Past Simple – go How to say dates
Saying when people were born Writing p. 151 Ordinal numbers
Talking about past routine Past Simple
Asking & answering about cultural facts
Understanding & telling a story

Asking for favors Could + verb Can / could
Do vs. Make Will + verb
Talking about what you have in your fridge The schwa sound / /
American vs. British pronunciation: letters T & R
Talking about portions of food Countable vs. Uncountable Countable and Uncountable
Talking about your own diet Quantifiers Use of some and any
Saying large numbers A little chocolate goes a Numbers A little / a few / a lot of
Talking about your attitude to food long way: blog A little vs. A few
How to say numbers in English
Asking & answering about quantities Use of how much / how many with
Talking about eating habits & lifestyle uncountable nouns
Scanning a menu Top Toppings: menu Alliteration
Make vs. Do
Ordering food Order food in a restaurant
Review 5 – p. 94
Talking about how you get to places Prepositions Verb get
Talking about your occupation Jobs I came back vs. I went back
Indefinite article Suffixes for professions
Talking about unusual habits / ways to An unusual commute: Make / Earn money Different measures
commute to work magazine Indefinite article
Talk about jobs / occupations Preposition
Talking about future plans / predictions The Future?: website (Be) Going to Gonna = going to
Gonna + verb
Talking about plans & intentions Alex James’ Blog Present Continuous for future arrangements
Talking about New Year’s resolutions A Blog Reply
Looking for connections The best jobs for the future: Irregular comparatives
article
Writing p. 152
Asking for permission Borrow vs. Lend
Talking about parts of the body & face Appearance: Look like vs. Verb Be Irregular plural of body parts
Describing people’s appearance
Expressing opinion about an athlete An extraordinary athlete: Comparatives Two uses of so

Comparing appearance & personality article
Describing personality & places Which type are you?: Superlatives
website
Talking about the wonders of nature The new seven wonders Word stress
Talking about travel ambitions of nature: website
A Holiday Message
Writing p. 153
Understanding facts
Making choices More adjectives
Review 6 – p. 116

Introduction
of drilling in the Students’ Book, to be done in class. Then,

is Richmond’s new four-level general American
at Elementary and Pre-Intermediate levels, such drills
English course for young adults. With an amazing
become more discretionary, moving into both Workbook
design, lots of interesting topics and opportunities for
and Teachers’ Book.
personalization in all four levels, English will make your
students progress faster and be able to express their own The same goes for the lexis—where the initial simple
identity in English. matching vocabulary to pictures becomes more abstract
and contextualized—and grammar, where spoon-feeding
What do Young Adults Most Expect from an is reduced as learners’ confidence and foreign language
English Course? learning experience grow.
You might want to note down your own answers before English provides the tools to allow you, the teacher, to
you read on. incorporate your own pedagogical identity into the course,
Our research suggests that, above all, learners expect: as well as emphasize what you think will be more relevant
for your learners.
➤ to become fluent listeners and speakers as fast as
possible; Flexi-Lessons
➤ confidence building, quick results and a strong sense English has a unique flexi-lesson structure because
of progress; one lesson is never enough to practice and consolidate all
➤ contemporary, interesting content, i.e. real life, adult of its content. gives students more opportunities than
relevance with lots and lots of personalization; most books to revisit, consolidate or extend what they first
learned in the previous lessons.
➤ overt teaching of grammar and vocabulary, a systematic
approach to pronunciation, plenty of skills practice, and Rather than using a strict “Present / Practice / Personalize”
useful study tips; lesson format, which can be very artificial and restrictive,
students are often exposed to grammar in one lesson but only
➤ an appropriate, adult teaching style combined with
taught or drilled in “formal rules” in the next one. Noticing
very strong self-study elements including autonomous
grammar is sometimes done in the audio script too, not just
learning tools to speed up their learning;
the lesson itself. Frequently, there is something extra related to
➤ value—both for the time they invest and the money the topic of the previous lesson in the next one.
they spend.
Why? Because learning is not linear, it’s circular and
You will find all of these in , and much more. repetitive. Constant and consistent recycling is essential
So… Welcome to English ! for memorization, making learning much more likely.
regularly builds bridges between lessons rather than
The Language Friendly Course packaging lessons in “artificially tidy” units just to fit a
Over four-levels, takes young adult and adult learners notional design. Besides, every lesson / institution / teacher is
from Beginner (CEFR A1) to Intermediate (CEFR B1) levels different, with its own identity. A lesson structure where there
through rich contexts, careful selection and presentation is little or no connection between lessons is unlikely to foster
of useful new language, informative language tips, efficient, let alone optimum learning—hence our flexi-lessons.
insights, step-by-step rules, practice and, above all, An additional advantage is that students who missed a class
massive personalization to help students build their own can have the lesson explained to them by those who were
identity in English—with lots of laughter throughout! there, providing an instant, highly authentic information
Hence the title English . gap activity.
Students are guided to express their own ideas and Our flexi-lessons also have multiple entry points for you to
personalities, and learn to be themselves in the choose from. You can begin with:
new language.
➤ the lesson title question, to see what students can come
Methodology up with;
English is in every sense a communicative course,

➤ the suggested warm-up activity in the Teacher’s Book;
teaching learners to speak as fast as they can and focusing ➤ the Song line: hum it, play it, elicit it;
on both fluency and accuracy. See, for example, the large ➤ Common Mistakes , to highlight what to avoid right from the
number of speech bubbles and the Common Mistakes (with start and to maximize opportunities to get things right
anticipated errors that should be avoided) presented in throughout the class;
each lesson. ➤ World of English , to provide a more interesting overview
Learners need to be given opportunities to express their and / or insights into the lesson;
own ideas and opinions in comprehensible English as often ➤ box or the Grammar at the back, which also include some
as possible. progressively adapts as the series evolves to exercises for students to have some extra practice (the key
reflect the best learning practices at each of the learner’s to the Grammar is available on the portal);
advancing levels. Initially, English Starter relies on lots ➤ the books-closed presentation (either of main lexis
of short question and answer exchanges supported by lots or grammar).
8

Or, of course, you can go straight into the first exercise. locally means teachers need to maximize fluency practice,
Take a look at the colorful detailed presentation of the getting the students to use the language as much as
main features of English on p. 17-24. possible in class.
In monolingual classes, learners share both the same
Key Concepts
L1 and most aspects of a culture, which a teacher can
The three friendlies: language friendly, learner friendly exploit. They share similar advantages / difficulties with
and teacher friendly. English too, which should be a unifying “strength” for
anticipating problems and errors. Accelerating through
Language Friendly what is easier for learners and spending more time on
English is not just another international series. It’s what is difficult “sharpens” classes to maximize the
a “language-friendly series”, which embraces students’ learning potential.
existing language knowledge and background, to help
them better understand how English works. Yet, rather than using these “strengths” to enable more
focused, localized pedagogy, they are often treated as
For example, word forms and grammatical concepts are all
weaknesses. Most English courses avoid a lot of common
familiar to young adult students, and helps them to see
yet tricky words, phrases, notions and structures, simply
how much and how quickly they can speak by transferring
because they are difficult to explain to students whose
these patterns into English, and also how to avoid all the
obvious traps. language background is not the same. To our mind,
that impoverishes a student’s learning diet, reduces
Learner Friendly opportunities to expand vocabulary quickly and can
respects learners’ need to be spoken to as adults, so actually slow down learning.
students learn to speak as fast and reasonably as possible. Adults need a radically different approach from children,
It also:
whose mother tongue is not yet established, and who learn
➤ supports students, helping them avoid obvious errors in like sponges, absorbing all the English you throw at them.
form, word order and pronunciation; Teens’ and adults’ minds are different: they cannot help
➤ uses cognates and familiar language concepts to enrich but translate—mentally at least—and immediately resort
texts and add depth and authenticity to language exercises; to the mother tongue when they cannot find the words
➤ motivates students, as they discover they can recognize to express their thoughts in English. Rather than running
a lot of English, even as beginners, which they already against nature, avoids this trap by gently embracing
have “inside themselves”; similar items when appropriate, but without ever forcing
➤ offers a vast range of activities, resources and recycling active use of L1, leaving that option up to you.
to ensure students have enough practice to finally learn Paraphrasing Ur (2011), “teachers should choose procedures
to speak English.
that lead to best learning by whichever students they’re
helps students to negotiate and build their own “new teaching” (extracted from Vocabulary Activities, Penny Ur,
identity” in English. Cambridge University Press, 2011). We believe ’s formula
Teacher Friendly can really help native speakers of Spanish and Portuguese
learn both more comfortably and more efficiently.
respects each teacher’s need to teach as they want to.
Some wish to teach off the page with little preparation, embraces students’ linguistic strengths. It helps
others dip in and out, while others largely follow the students to use what they know and helps you, the
Teacher’s Book. All these options have been built into teacher, to foresee these automatic transfers and focus
from the start. appropriately on them. With students can easily enjoy
The flexi-lesson structure helps teachers to individualize, what is easy and, at the same time, the more complex
personalize and vary classes and also focus on what is issues can be made clearer for them.
important for them.
Tip Especially with lower levels, prioritize, teach and, if
It also helps students in monolingual classes to stay in
possible, display on your classroom walls words / phrases
English. Without ever forcing first language (L1) in class,
students need to speak and interact in English together from
shows what is common / different between students’
L1 and English, and helps them more quickly avoid the the start. This increases their expectation to actually do so.
Common Mistakes that a learner from their L1 background
would typically make. The Right Level of Challenge
The Teacher’s Book has a teaching-friendly visual code too, treats adults with respect throughout, with the
providing a straightforward “quick route” or a substantially appropriate degree of challenge. Three examples:
longer one. Everything that is “essential” is clearly
separated from all the “optional” extras, which can be read 1. A question syllabus
between lines, as you can see in the example below. Every lesson begins with a question as the title. This
provides one of the task-based elements of . Students are
Tip For any listen and read activity, get students to shadow set a challenge—in the form of a question—at the start of
the text, i.e., mouthing and quietly saying the words to class, then, they learn to accomplish it by the end. This
themselves to connect with and “feel” the pronunciation. gives a constant sense of achievement, crucial to building
and keeping confidence.
Advantaging Monolingual Classes There are 60 questions in all, on audio and reviewed in the
Globally, most classes are monolingual, which was how last exercise of each of the Review lessons. These questions
was conceived—to facilitate monolingual classroom can also form the basis for the oral test at the end of the
learning. The frequent lack of opportunity to speak English course. Tell students that if they learn to ask and answer
9

the 60 questions well—all of which they can see at a glance Which Level Should I Start From?
in the language map on p. 4-7—they will have completed
Starter has only five units, half the length of the other
the level successfully. You can also use the question
levels. It is designed to give a good start for complete
column in this map as the basis of a diagnostic test to beginners, those who took English a while ago but either
determine where to place new students. did not learn to speak and listen or have forgotten most
2. A balanced approach to grammar of it. Those who need to get used to attending classes in
English, comprehending and then responding to basic
offers very rich grammar input, blending traditional and
instructions, getting used to operating in a foreign
newer approaches, not just the usual elicitation, charts
language and the idea of studying and learning it
and rules. It combines an innovative blend of:
properly.
➤ inductive grammar, with students discovering patterns
Level 1 is ideal for false beginners or real beginners
and completing rules for themselves in and around the
with a real need and ability to go quickly. If in doubt, we
lesson-page grammar boxes;
suggest you begin with Starter. Unlike other books, Level 1
➤ deductive grammar through interesting facts about
does not go over exactly the same ground again in the
language in the World of English boxes;
first few units.
➤ regular reminders of key rules through the box;
➤ a discrete degree of contrastive grammar analysis, by Course Structure and Components
showing what not to say via the Common Mistakes . Nowadays, many English courses tend to be a bit too long,
Plus, there is a full 20-page deductive grammar section or inflexible, meaning teachers have either to rush to get
at the back of the Student’s Book, providing a page through them—denying students the practice they need to
of grammar accompanied by a corresponding page of achieve an adequate degree of fluency, or start chopping
exercises for each unit. This can be done in class, when out sections, leaving students frustrated and sometimes
necessary, or assigned as homework. The answer key is even slightly cheated at not being allowed to use the
on the Portal, so you don’t need to get involved in more material they paid for.
marking—unless, of course, you want to. was designed to be flexible, so you can tailor it to fit
And there is a wide variety of extra grammar practice in your timetable. provides from 80-100 class hours.
the Workbook, online and in the Tests, along with lots of
suggestions for oral drills in the Teacher’s Book. Has…
➤ Ten core units, each comprised of five approximately
3. It has to be personal
One-hour lessons, = 50 lessons of Grammar, Vocabulary,
After providing the extensive oral and aural practice Speaking and Skills;
that students need, each phase of every lesson in (and
➤ ten optional video lessons, Café, to be done at the end
many in the Workbook too), ends with a MAKE IT PERSONAL
of each unit = 60 lessons including the video;
activity. Imagine language learning without adequate
personalization: it would be unpleasant as well as ➤ Six one-page Writing lessons, to be done in class and / or
pointless, a bit like trying to learn theoretical Latin! at home;
This is how students take steps to build their English ➤ Five two-page Review lessons (in class and / or at home);
identity. They learn to say a little bit more about ➤ One two-page mid-point review game after unit 5;
themselves each time—whether it is to ask and answer ➤ Grammar: Ten pages of Grammar Reference +
personal information, to give or share opinions (which in
corresponding exercises + self-check answer key on
they do right from the start) or to role-play a situation,
the Portal;
dealing with a series of questions or problems, and thus
growing in both confidence and knowledge. Successfully ➤ Audio Script: highlighting features of pronunciation;
“making it personal” is what makes students believe that ➤ Sounds and Usual Spellings: a complete pronunciation
they can be themselves, who they really are in English. reference table (see TB Intro p. 14);
4. Avoid common mistakes to speak better, ➤ Workbook: one page of review and extra practice
more quickly material per lesson;
You will quickly see that almost every lesson includes ➤ Phrase Bank: most important phrases per unit / topic;
Common Mistakes . This is a flexible resource to help ➤ Portal: it has a Teacher’s Area and a Student’s Area.
students and teachers anticipate and more quickly avoid, These can be accessed using the code that comes
revise and remember typical learner errors—without with the book (see TB Intro p. 15);
reference to or use of L1. It’s a key resource in fostering ➤ Digital Book for Teachers: IWB version of the book. For
accuracy of language form. Choice of errors is based on
shorter length courses (of about 40-50 hours), we suggest
extensive research and our combined teaching experience
you use the Split editions of , which incorporate units 1
worldwide, but, while obviously referring to typical L1
to 5 and units 6 to 10 of both the Student’s and Teacher’s
transfer problems, they never force you or students to
Books. Use the mid-term review as the basis for an in-
translate. On the contrary, unique to , the point is firmly
class oral test at the end of Split editon 1A, plus the tests
made without any need for translation.
from the Test Studio.
10

Organization and Timing of a Unit
UNIT1 Approximate class time
Student’s
L1 L1 L2 L2 L3 L3 L4 L4 L5 L5 5-7 hours
Book
Every two units +

Review R1 R1 1-2 classes per review
midterm review
1 every two
Writing W1 1 hour per writing
units
1 episode ID
Café 1 hour per episode
per unit Café 1
Homework 1 hour
5 pages per
Workbook WB1 WB2 WB3 WB4 WB5 per page. Not to be
unit
done in class
Student’s 1 hour per lesson.

Portal Not to be done in class
Workbook
(5 hours)
ID Café
(1 hour)
W
(1 hour)
R
(1-2 hours)
SB
(5-7 hours)
Total hours of 1 unit (5-10) Total course hours (80-100)
Motivating Features Tip If students don’t know / like or respond well to the songs
Classic song lines to “hook” language from which we have taken the song lines, a great homework
activity is to get them to research and suggest “a better
Throughout , significant use of music is made in
song line,” which they both like and which links to the lexis,
exercises, cultural references, images, and most
grammar or theme of any lessons.
obviously, the authentic song lines situated at the top
right of each lesson. (1-4 in the Student’s Book and lesson In the Teacher’s Book step-by-step lesson plan, there’s
5 in the Workbook, because lesson 5 in the SB already has background detail about the song, artist / band and date
two titles, one for Skills, the other for In Action.) of release, plus a tip for getting the most out of each song
Why music? Besides being possibly the best, most line. There’s also an instrumental extract of the songs,
motivating and certainly most popular source of English available in the Teacher’s area of the Portal, for you to use
listening practice globally, most students, even beginners, when appropriate.
have picked up a lot of English words through songs, but
often they do not realize either that they know them, or the Tip As students progress and acquire more English, ask them
exact meaning of what they are singing. What do you associate the song with? See what they come
Unique to , the song lines have a direct link to each up with, e.g., a moment, night, dance, movie… The possibilities
lesson, whether to illustrate grammar, lexis or the theme, for personalization and genuine fluency practice are immense.
and are designed to provide an authentic hook to help
students remember the lesson, the language, or just enjoy In lesson 5 in the Workbook, students are asked to look
the puzzle of trying to remember the song itself. Indeed, a back at the five songs in each unit and find the link to the
great warm-up for any lesson is to hum the melody or play lesson as a way of reviewing the units in a truly fun way.
the music and see if students can remember the words. The answer is in the Workbook answer key.
11

For both pedagogical and copyright reasons, we only Below you will find some forms to explore the Picture
reproduced a small key section of the song, but that is Dictionary. The same suggestions can be used when
the aim: to “hook” part of the lesson in a memorable and appropriate.
motivating way. Obviously with your own classes you can:
➤ Students cover the list of words. In pairs, they take turns
➤ get them to research the songs, singers / bands, find the pointing to the photos and asking and answering about
complete lyrics, translations, videos, etc.; all the objects. Then, they can exchange roles.
➤ use snatches of the songs as a warm-up, review, listening ➤ Students cover the short dialogs in in Action.
for pleasure, for fun as an end of the lesson sing-a-long, etc.
They look at the photos in in Action and read
We are sure you will enjoy this new resource! MAKE IT PERSONAL to act out the five conversations in pairs.
Note We do not suggest you use these songs in full. Many

➤ Students cover the phrases. In pairs, they point to photos
are not actually appropriate for the level when you look at the and ask and answer a question, which depends on the
complete lyrics, but the lines we have chosen are globally topic of the unit.
famous and should be both easy to identify and easy to be 2. A cognate-friendly approach
sung by at least some students in most classes. ’s lexical syllabus is based largely on frequency. This
was done due to our comparative research into a variety
Welcome to World of English of corpus studies. However, is not exclusively based
We teachers are used to talking about Language with higher- on frequency. We have not limited our choice to what is
level students but much less so at an Elementary level. common in native speaker speech as we are not trying
helps you to do so right from the start. World of English to convert learners into native speakers, but rather help
boxes—built into most lessons—talk to students them express themselves, their ideas and identities
respectfully, as insiders or “language experts,” which as fast as they can using all their existing linguistic
of course they all are in their mother tongues. Easily resources.
comprehensible, yet adult in tone, these boxes give students Thousands of words with cognate relationships are
interesting tips and facts about English, and how to learn common to English and most Latin languages. Over 1,500
it faster. of these are very common. There are also thousands of
recognizable cognate-rooted words. By systematically
Teaches Cyber English
building them into , we feel we have created a unique
Information technology is responsible for a lot of new English opportunity for students to progress more quickly and
words, many of which are now “international.” Cyber English more comfortably with English. Put simply, they can
boxes regularly highlight and teach these contemporary words
both understand and produce more language—and more
and expressions. Research suggests this is one of the most
interesting adult language—faster.
motivating aspects of language learning for all age groups.
Throughout their learning process, students make cross-
Vocabulary linguistic connections, so we have chosen to nurture
Vocabulary teaching is a particularly strong feature of this strategy, systematically, throughout . It enhances,
because of the variety of input and revision options. both their language awareness and their English lexical
knowledge, and makes learning more efficient.
1. A built-in Picture Dictionary
prides itself on helping students to expand their
The most popular way to teach / learn vocabulary is vocabulary quickly. Lexical presentations often separate what
through some kind of “picture + key” approach, whether
is “known / easy”—whether from “international” English,
flashcards, a picture story or any other resource, where
words already seen in the course, or near cognates—from
students can work out the meaning from the visual, without
“what is new / unfamiliar,” to help students focus better.
the need to translate, and then cover and test themselves.
Familiar words mainly require attention for pronunciation
In every unit begins with a contextualized, lesson-
and spelling whereas the unfamiliar require a lot more
integrated Picture Dictionary. Core vocabulary is presented
effort to learn meaning too. This provides a valuable
through various combinations of this basic four-step approach:
additional “hook” into the student’s memory.
1. Match words / phrases to pictures.
Significant stress or word formation patterns are regularly
2. Guess their pronunciation (from the stress / students’ highlighted to enable “learning leaps.” For example, once
own linguistic experience and growing knowledge students learn:
of English).
➤ noun suffixes: -tion, -al, -ity, -ism, -or, -ence, -y or -ist;
3. Listen to the words in context and check / repeat as ➤ adjective suffixes: -ic, -al, -ent, -ar, -ive, -able, -ous or -id;
necessary, immediately and / or whenever you want to.
Students have the words individually on the Portal audio ➤ groups of verbs: like / celebrate / donate / operate / desist /
and so they can listen to them in and out of context, insult / visit / comment / consult / export;
whenever they wish to. ➤ adverb suffix: -ly
4. Cover and test yourself / a partner, either immediately and their associated stress patterns, their English can
or any time later for review. literally leap forward by hundreds of words.
All review lessons begin by sending students back to the consciously works on developing the confidence the
Picture Dictionary elements in each unit to review and students need to begin to guess how words might be
remember words. Virtually none of the images in are pronounced or spelled in English. Guessing—being willing
purely illustrative. Almost all of them are contextualized to take a shot, bringing in words that you already know
and reworked to present, review and test vocabulary in our which might work well in English—is a key learning
unique “Picture Dictionary System.” strategy, often ignored elsewhere.
12

Embracing cognates also allows much more interesting, ➤ amount: there is a lot to read in every lesson, from the
more adult speaking and listening tasks too, e.g., asking authentic song lines and World of English boxes to the
Any coincidences / similarities / pronunciation surprises? What audio script at the back;
do you have in common? Who is more assertive?, etc. The ➤ complexity of text: through selective use of cognates to
authors all feel that a key lesson they have learned enrich texts. Compare for example the texts in Starter
from their many years of teaching is “to let students use with those in traditional course books. We have used a
their brains,” and not be restricted by only seeing over- very rich range of words, because knowing our target
simplified language. student’s language allows us to select a syllabus of words
that are already familiar to them.
Tip We do not suggest you drill all these words nor try to
Most texts are from authentic sources, mainly the internet,
make them all into active vocabulary. In most cases, cognates magazines and newspapers. Some “untouched,” others adapted
are there just as passive vocabulary, actually helping students to provide the best input for classroom language learning.
understand more. We see no point in hiding words from
students when they can cope with them, and indeed usually Writing
enjoy doing so. The words which become active differ greatly Research suggests the following formula is what most
from group to group and will always be your choice, not ours. teachers and students favor: writing is imposed where
We are simply trying to give students access to more adult necessary but is not overly forced in class because class
language more quickly. time is precious. Rather, it is drip-fed throughout , as
and when it is either essential or you choose it to be the
also uses some contrastive analysis to facilitate best pedagogical option. There are plenty of optional extra
vocabulary learning, where it is obviously appropriate. For supplementary writing exercises suggested lesson by
example, the months exercise on p. 30 in 1: students lesson in the Teacher’s Book.
think about the mother tongue equivalents (without The required writing syllabus is primarily covered by
having to say anything in L1) to determine what is similar / the six writing lessons, at the back of the Student’s Book,
harder, and where to focus most of their effort. covering six different genres. Here students are given
a clear written model, a variety of tasks to analyze it,
Skills specific writing tips and a structured model to draft and
check it, and then send on to a colleague before finally
Speaking
submitting it to you. The intention is to protect you, the
teaches spoken English and prioritizes oral fluency. busy teacher, from having to dedicate time to excessive
Why? Because that’s what monolingual classes in non- marking of avoidable mistakes, as well as helping students
Anglophone countries need / want most. to be more in control of their own writing.
In order to learn both fast and well, students should be
given every opportunity to try to express their ideas and
Skills and In Action
opinions in comprehensible English. As you will immediately see, the fifth and final lesson in
each unit is different from the others. It has a different
However, the on-page skills headings focus only on
background, is split in half and has two titles.
Listening, Reading and Pronunciation. Why? Since every
lesson is full of controlled oral practice and personalized The first part, Skills, gives half a lesson on specific
speaking opportunities even within Grammar, Vocabulary reading or listening skills practice around an adapted
and other skills sections, had we put headings for Speaking authentic text. At lower levels, we prioritize a variety of
too, we would have ended up with double headings all over reading skills, because it is generally hard to get students
the book! So, we have opted to use speech bubbles on every to read much, and also because our listening focus is so
page to indicate where there is a speaking task. strong throughout the book. See language map on p. 4-7 for
list of sub-skills.
Listening
The second half of this final lesson in each unit, In
Statistics show Listening is approximately 45% of any Action, provides contextualized functional practice,
language (Speaking is 30%, Reading 16% and Writing 9%). usually dialog lead and ending with some kind of
In other words, we spend almost half of our time in any personalized role-play, survey, or problem-solving situation.
language listening. It’s the primary skill too—just think
Communicative functions are everywhere in , but we felt
how babies learn—and the one that needs the
it necessary to have a specific functional outcome in an
most practice.
authentic context to close each unit because teachers and
has a huge amount of recorded material, over 200 tracks students put such value on learning to survive and operating
only in the Student’s Book plus over a 100 more tracks in in familiar situations, with increasingly natural conversation
the Workbook, which are available on the Portal. The audio strategies. See language map on p. 4-7 for list of functions.
is a mix of both authentic (for example, many videos
taken from YouTube), and scripted. All of it is available Pronunciation
for learners on the Portal, so, in class, you can pick and At last – a learning-friendly audio script
choose what to use, and how many times students need to audio script section is not just a script to be read and /
listen, knowing that they can listen to all of it as much as or listened to with no clear focus. It’s designed to provide
they like at home. There is at least one listening activity real training with listening and pronunciation: after all,
in every Workbook lesson too, as we strongly believe in pronunciation is learned primarily through the ear.
setting aural homework.
It aims to help students learn to listen better as the course
Reading progresses by focusing on features of pronunciation:
really provides students with substantial reading ➤ noticing sounds, stress, aspects of connected speech,
practice in terms of: intonation and spelling relationships;
13

➤ spoken language (e.g., noticing discourse signals phonetics. Remember, learning to guess pronunciation of
such as fillers, pauses, repetition, self-correction and new words is a key skill.
interruptions); The table also provides model words to illustrate the usual
➤ sub-skills of listening, like inferring, predicting, spelling patterns for each sound. Sensitizing students to
identifying main points in discourse, understanding sound-spelling combinations is a key part of learning, to
attitudinal meaning and all aspects of listening. read, write and pronounce with confidence.
Again, it is flexible and both teacher and learner friendly. Initially, just provides example words, but as the course
All the tasks are “noticing” tasks, with different aspects to progresses, these rules are made explicit to students. In
focus on in each text. The tasks are always “highlighted,” Starter and 1, we model the usual spellings for each sound
making them all free-standing, to avoid the need for in order to begin to familiarize students with predictable
teacher intervention, unless, of course, you wish to spend spelling / pronunciation relationships. In levels 2 and 3,
time here. So, you can choose to do them in class, or we also provide the exceptions, so this slowly builds into
students can do them on their own. a complete Sounds / Spelling reference. All of this aims to
sensitize students to the patterns of English and develop
It is a good idea for students to listen, read and notice the
“a sense for English.”
audio script tasks as extra preparation before a role-play.
Rather than just listening (and reading) again and again, However, we have left this page largely optional, only
trying to memorize dialogs before role-playing them, sending students there from the Review lessons to learn
these tasks give a clear focus for additional listening and the model words for each sound. You, the teacher, should
pronunciation practice pre-role-play. The Audio Script do what you think works best with your students. So, while
section brings relevant noticing tasks designed both you have the option of teaching the sounds and even the
to make students think and motivate them more symbols from this chart, does not force this, as this
towards pronunciation. should depend on individual teacher preference.
Tip An excellent homework activity is to ask students to The vowels chart on p. 154 of the SB is based on UNDERHILL,
do the noticing tasks and then field any questions in the Adrian. Sound Foundations: Learning and Teaching Pronunciation.
next lesson. Oxford: Macmillan Publishers Limited, 1994. This format
helps students understand how the sounds are produced
Word stress is shown in pink only the first time a word in the mouth considering the opening of the jaw and the
appears in either a word list or reading text, but not in spreading of the lips.
rubrics, nor when it appears again either in the same text,
or later in the book. To include it each time would give no lips spread lips rounded
sense of syllabus or progress to students. The whole ethos
closed
of is to make students use their brains, not spoon-feed
jaw
them! We want them to think “I’ve seen this already and I
need to remember how to pronounce it.”
Real help with all aspects of Pronunciation

Pronunciation should be taught rigorously because of its
basic role in communication. It allows us to understand
and convey meaning, and good pronunciation helps you
both to comprehend and communicate better. However,
this is an area where teachers often struggle, and course
open
books have often failed to deal with either systematically jaw
or in a “friendly” way.
Pronunciation is at the heart of . New words are always The organization of the consonants chart on p. 155 of the
introduced in context, so students at least hear, for SB is based on the articulation points used for producing
example, nouns preceded by indefinite articles (a book, those sounds according to author / teacher Robin Walker.
an apple), as they usually would outside a classroom, and
are trained to pick them out in connected speech, rather ➤ Both the vowels and consonants tables are laid out as a
than unnaturally, one at a time. At the same time, all the “map of the mouth,” according to where in the mouth the
basic “listen and repeat” drills for new words, which so sounds are produced.
many learners love and need, are available in the WB for ➤ A unique feature is the highlighting of sounds that are
students to drill themselves outside class. difficult for Spanish and Portuguese speakers. This builds
➤ Phonemic symbols are occasionally used in lexical up confidence, as they immediately see what is easy for
presentations to highlight irregular sound and spelling them, but also motivates students to focus and facilitates
patterns, when experience shows learners will probably their efforts to learn what is hard for them. Learning
get it wrong otherwise. sounds which do not exist in their L1 largely involves
breaking the habits of a lifetime, finding new articulation
➤ A significant break-through is the Sounds and Usual
points and different combinations of muscle movement,
Spellings table on p. 154-155. This gives: two illustrated
voicing and breathing.
model words for each of the 40 sounds in U.S. English,
and access to the phonetic symbol.
Note For students with other mother tongues, we suggest
Knowing all the potential sounds in a language sets a
you spend some time on the chart, marking it up for them in
ceiling on their guesses and builds confidence. If students
the same way. A good resource for this is Swan, M. Learner
can learn those two words per sound, they should be able
to have a reasonable guess at the pronunciation of words
English, OUP, 2001 or more recently, Hancock, M. English
in a dictionary and begin to get comfortable with using Pronunciation in Use – Elementary CUP, 2003.
14

➤ Standard American English is the chosen model for
➤ the reference to the Workbook at the end of each lesson;
all listen and repeat-type activities, but students are ➤ the reference to the Phrase Bank at the end of each unit;
exposed to a whole range of accents and types of English, ➤ carefully scheduled links to the Writing lessons;
both native and non-native. We are all aware of the need ➤ the Sounds and Spelling chart.
to teach “International English,” and is full of global
accents for precisely this reason. Plus all the optional noticing tasks in the Audio Script, and
all the content on the Portal.
➤ All new polysyllabic words are introduced in context,
with the stress highlighted for students in pink. We Students who regularly have to miss classes should be
have chosen the oral syllable according to the Merriam trained to use these routes to catch up. For example, how to:
Webster online dictionary. In cases where the oral stress ➤ use the picture dictionary pages to cover the words and
is not shown there, we marked the real syllable, again test themselves;
according to Merriam Webster. Regularly marking stress ➤ listen again to texts which they have read in class via the
on new words (in the book and on the board) means you audio on the Portal;
progress from just teaching form and spelling, onto ➤ work on their own pronunciation using the pink word
really prioritizing teaching, modeling and recording stress for all new polysyllabic words;
spoken language. ➤ do the audio script tasks and use the Sounds and
➤ focuses right from the start on all aspects of connected Spelling chart;
speech, and there are exercises throughout, in all ➤ use the word list and phrase bank from the Portal for
components, on sentence stress, reductions and intonation, constant review, e.g., by recording, listening to and repeating
particularly in the audio scripts, as mentioned above. the phrase bank on their phones, in their cars, etc.;
Learner Autonomy ➤ ask and answer the question titles, plus follow-up
questions;
Learner autonomy, sometimes also called learner
independence, is the ability of a learner to take charge of
➤ look at and avoid the common mistakes;
his own learning. Autonomous learners have an active ➤ investigate and sing the song lines via the Internet, etc.;
role in their learning processes, which means they make ➤ enjoy all the features of the Portal.
the most out of every learning opportunity, both in and We suggest you spend some class time taking them through
out of class. each of these features, and regularly reminding them how
There is never enough time for students to learn a language much they can do with on their own.
in class, even if all students were to come and be fully
attentive to every minute of every class. Nor is there ever English Learning Platform
time for them to cover every exercise fully. That means any Welcome to English Learning Platform. This resource
good course has to be largely transparent to students both in consists of a Portal, a Virtual Learning Environment (VLE)
and out of class, and give them really effective and efficient and the Test Studio—a test generator.
tools for autonomous study out of class. Learners need to This amazing blended learning tool has been developed in
be able both to self-monitor and self-evaluate, or motivation parallel with the series and combines the best of formal and
becomes hard to maintain, and success less likely. informal learning to extend, review and test core lessons
is the most student-friendly course yet, as it is very content. The full range of resources is available to teachers
linguistically accessible to students. Every page is written and students who adopt any of the English levels.
in concise, simple, cognate-friendly English, to be easily English Learning Platform will be regularly updated with
understood by students who have missed classes. Unlike new features and content, and we believe both students
other courses, in even the features presentation spread and teachers will enjoy it and benefit a lot from its content.
on p. 2-3 is written for students in language they can
To access the platform, go to www.richmondenglishid.com
understand from the start, to show them how works,
and use the access code that comes on the inside front
and get the most out of it.
cover of the SB.
Really Facilitates Autonomous Learning This Website Is Divided Into Two Main Sections
Without adequate review, students are not going to learn much
Teacher’s Area: Download Grammar and Writing sections,
at all. Throughout the course, they can look forward and back
answer keys, teaching tips, and CEF mapping documents.
to find interesting activities to practice on their own.
Teachers have access to the VLE to assign tasks and track
The regular Review lessons after units 2, 4, 5, 6, 8 and 10 students’ progress. You can also add your own activities,
recycle key vocabulary and grammar, review and extend such as tests created in the Test Studio.
the Common Mistakes , take them back to re-read and listen
The Test Studio is a test generator where you will be able
again to selected texts, and finally, revisit and answer all
to create unit tests, review tests, end of semester tests
the questions from the lesson titles.
or tests for the whole book. You can choose to include
also has a fully integrated Easy Autonomous Learning reading, listening, grammar or vocabulary tasks in your
program , mapped out as links to other sections, tests. This tool allows you to create printable or interactive
when that option becomes the logical next step. Step-by- tests that can be uploaded to the VLE. You can also add them
step lesson plans in the Teacher’s Book also make it clear to your own Learning Management System (LMS).
which components can be used to further practice or
Student’s Area: Watch all Café episodes and real YouTube
review core lessons content.
videos that are part of the core SB material. Listen to
The components of are: all audio material from the SB and WB. It is possible for
➤ the reference on to the Grammar section after each students to download useful lists of Common Mistakes ,
grammar box; World of English , tips, and more. Launch the VLE with
15

formal extra practice. Through the Student’s Area, students a video player is not available. If this is your case,
can keep up with Breaking News and access ready-made we suggest you try to bring in some visual stills to
activities to practice comprehension of current world news. support the listening, e.g., in the form of a PowerPoint
presentation, flashcards, etc.
Workbook
A single page to correspond to each two-page Student’s Tip One of these original videos, the Tiny House in unit 6,
Book lesson, designed to consolidate and reinforce all the has quite a lot of difficult lexis in it, so we have re-recorded a
main language. Exercises can be used in class, e.g., for fast simpler version for you on the Portal, if you wish to simplify
finishers or extra practice of specific areas. It includes: it for your classes.
➤ a variety of exercises, texts and puzzles to scaffold,
continue practicing and extend the main Grammar and Café
Vocabulary of each lesson; The video is a fun potpourri of popular American sitcoms
➤ skills practice: at least one listening activity per lesson used to present, review, consolidate and extend the main
to continue practicing the most important skill outside language content and contexts of each unit.
class too, plus plenty of short, juicy reading texts;
There are ten independent episodes which were specially
➤ a drill per unit at lower levels;
produced for English . The episodes focus on the contexts
➤ cyber tools references that encourage students to engage of the unit and target the key elements to give students
with English beyond the workbook itself; further practice in real situations.
➤ an additional song line for every 5th lesson;
We suggest you watch and do these lessons at the
➤ a final check back activity to revisit the song lines from end of each unit, or whenever appropriate after that.
each lesson in the SB unit and look for a link with the
Remember, students can watch them on the Portal, so
language / topic of the lesson itself as an additional fun
you can assign them all for homework if you are really
way to review the unit, and facilitate memorization. The
pressed for time.
answer key for these and all the other exercises is at the
back of the WB so you can use it entirely for autonomous Besides the core unit videos, there are also extra units for
study if you wish. each level: one for Starter and two for each of the other levels.
Gives Students Their Own Phrase Bank Teacher’s Book

After dictionaries, phrasebooks are probably the world’s This book provides a complete step-by-step lesson plan for
most popular language learning tool. In a four-page every lesson, from start to finish, offering:
section at the back of the WB, provides a unique unit- ➤ unit and lesson overviews;
by-unit Phrase Bank of all the key phrases, expressions ➤ detailed lesson aims;
and exchanges students are expected to learn. To provide
context and reduce the need for translation, language is ➤ a warm-up for every lesson;
grouped by theme. ➤ alternative, books-closed presentations for key new
Students are referred here after each unit to listen and review. structures where appropriate;
But of course, they can come at any time—before, during or ➤ language and cultural notes;
after any lesson, to look for phrases they wish to use. ➤ background information about the song lines;
It is a great resource to download and listen to when ➤ a vast number of teaching tips to bring variety to
working out or in a car, for example, or to mentally your classes;
translate until they feel they have acquired them. ➤ regular suggestions for both stronger and weaker classes
and for fast finishers;
Tip We have not forced learners to translate as that is your /
➤ ideas for extra writing and homework;
their choice, not ours. Perhaps you can suggest they write
any translations in pencil next to phrases they find difficult to ➤ suggestions for IWB activities and extra material to bring
remember. Then, another day, they should cover the phrase in to class.
English, look at the translations and try to remember the phrase.
Once they can do it, they should erase the translation to feel a
Digital Book for Teachers / IWB
sense of progress. This encourages them to see translation as a The Digital Book for Teachers is a separate media with all
temporary rather than a permanent tool. the pages of the SB.
Teachers can use this resource to promote variety in their
Videos classes so that students can see the images on the IWB
has an original blend of authentic and / or scripted instead of looking at the book.
video in every unit. We have always included the On the next pages you will find detailed information about
instruction Listen / Watch for any situations where all the features of English .
16

Finally, an English course
Welcome to you can understand!
Famous song lines

illustrate language
from lessons.
Contextualized Picture
Dictionary to present
and review vocabulary.
Lesson titles are questions
you learn to answer
during the lessons.
World of English:
interesting facts
and study tips. Common Mistakes
Word stress
in pink on anticipate and
new words. prevent your errors.
17

Cyber English: the English
of digital technology.
Speech bubbles:
models for speaking.
Stimulating
Grammar practice.
Easy Autonomous Learning

system integrates all
components for comprehensive
boxes: extra grammar
autonomous study.
and pronunciation rules.
18

Skills: extra listening in Action: communication
and reading practice. in common situations.
Make it personal: personalized speaking

Authentic videos present
to express your identity in English.
topics in real contexts.
19

Reviews systematically recycle language.
A mid-term dynamic game reviews the language students have learned.
4 to 8 players. Divide into 2 teams. Talk about the topic, answer the
question or do the activity on the
From the start, teams go in
square. Maximum 30 seconds per
opposite directions.
person. Take turns starting to talk
Toss a coin. each time.
Heads Tails The winning team is the first to
move 1 square. move 2 squares.
complete the full circuit.
W in ne
Each r's Pr
winn ize
to th er
e class talks
seco for 30
nds.
The to
Your pic?
Mo rni ng Th e
self!
rou tin e Chores
we ath er +/–
your
Free tim Spell Vacat
ies me
activi ion
ilit activiti e fu ll na
Ab / – es ties
+
uce
Introd lf
yourse
Age /
/
Name
nality
Natio
How often do you…?

Hi, I’m…
Where do you…?
Nice to meet you.
Do you like…?
Yo ur I really like / hate…
OK, let’s finish.
to wn I think…
Whose turn is it? Why are you
In my opinion,…
It’s your turn. learning
Really? I think…
You go first. English?
What about you?
y
A cel eb rit Your
yo u like
/ family Sp or ts
Ne xt
do n’t like we eke nd Fa vo rit
e
How often do se as on Des crib e
you go to the
a frie nd’ s
superma rket? rou tine
20

Café: sitcom videos to consolidate language.
A complete Grammar reference with exercises.
21

Two illustrated key words
for each sound help Colored frames identify voiced
students memorize them. and unvoiced consonants.
Icons S and P highlight

difficult sounds for Spanish
and Portuguese speakers.
Extra examples of
common spellings Pictures illustrate
for each sound. how and where
sounds are produced.
22

Audio Script activities to
consolidate pronunciation.
Portal: practice
activities, games,
extra audio, videos...
and more!
23

Workbook to practice and consolidate lessons.
Phrase Bank to practice common expressions.
The opportunity
for you to learn English!

1
Unit overview: The main topics of unit 1 are verb be in the Present Simple (positive / negative and
interrogative forms in Yes / No and Wh questions), countries & nationalities, opinion adjectives, the
alphabet, numbers, possessive adjectives, colors and nouns (singular and plural forms).
Are you American?

Lesson Aims: Sts learn to use verb be through the context of introducing themselves and asking and answering questions about nationalities.
Function Language
Lesson 1.1
Introducing yourself. Hi, I’m .

Asking & answering questions about countries & nationalities. I’m (Peruvian), from (Lima).
Are you / Is he / she / it (Mexican)?
Yes, I am / he / she / it is. No, I’m not / he / she / it isn’t.
Vocabulary: Countries & nationalities (Argentina, Argentinian; the USA, American; the UK, British, etc.), numbers 1-8, I, you,
he, she, it, my, hello, hi, yes, no.
Grammar: Verb be I, you, he, she, it , and Yes / No questions (we and they are introduced in the grammar at the back of the
book, as sts won’t need to use those in this lesson).
Before the lesson: Prepare photos of Rihanna, a recording of Rihanna’s song “What’s my name?”, and photos of Michael Jackson
as well as the song “You are not alone,” flags, photos of Beyoncé / famous people / places for the second guessing game.
Bring flags of the eight countries in exercise B, in case you cannot use the Digital Book for Teachers.
Warm-up Books closed presentation (if sts don’t have their 1 Vocabulary: Countries and Nationalities
books on the first day of class).
Before class, write on the board Ooh, what’s my name? What’s A Books open. Show your book to the class and point
my name? What’s my name? or any other simple song, e.g. to the short text in 1A. Start to read it: Hi! My name’s…
Michael Jackson’s “You are not alone, I am here with you. (pause and ask) Marty? Judy? Say: I don’t know! Listen. Play
Though we’re far apart, you’re always in my heart. You are not 1.1 and pause after “Marty.” Elicit the correct answer and
alone,” from the top of p. 7, which can be referred to at any time demonstrate a circle (on the board or gesture on book). Sts
to help support the verb be forms. circle “Marty.” Play the rest of the recording and ask sts
to circle the correct answers. Paircheck (use L1 to explain
Books closed. Start lesson by greeting sts. Say Hello / Hi, paircheck if necessary or use a cognate, “compare”).
I’m . and see what they can say back to you. Classcheck.
Show a photo of Rihanna / Michael Jackson and ask What’s
Tip Optional follow-up activity: In pairs, sts role-play Marty
her / his name? Is she / he American? (No, she’s Barbadian. /
Yes, he is.) Do you like this song? along with a thumbs up
and Judy introducing themselves to each other.
gesture to see what sts manage to say in order to identify
their initial levels. 1.1
Introduce yourself to class: Hi! My name’s . I’m T Hi! My name’s Marty and I’m American. I’m from New York.
(nationality), from (city / town). Drill Hi, my name’s . Nice to meet you.
for pronunciation and do a quick substitution drill: I’m S Hi! Nice to meet you too!
(Brazilian / American / Mexican), from (São Paulo / New York /
Mexico City). Elicit the model and write it on the board, but
Marty / American / New York
don’t let sts copy at this stage.
Get sts to introduce themselves to each other in pairs. Give

them only 20 seconds.
B Quickly introduce or review numbers 1-8.
After pairwork, ask sts to stand up, mingle and introduce Weaker classes Show your fingers one by one and elicit them
themselves to as many people as possible. Make it clear orally, then in writing.
that by the end of the activity they need to remember at
least three names.
Stronger classes Use Bill Haley’s “Rock around the clock”
first lines: “One, two, three o’clock, four o’clock rock, five, six,
Tip If you have one of these songs available, play it as background
seven o’clock, eight o’clock rock!” to review numbers one to
music while sts perform this mingling activity and ask them to
three, then elicit the next five numbers
raise their hands when they hear the lesson Song line (“You’re
not alone,” in case you choose to play Michael Jackson’s song, or
Show two or three flags, e.g. small paper flags, or use the
“What’s my name?”, in case you choose to play Rihanna’s song).
ones from the Digital Book for Teachers on the IWB if you
25

1.1
have one in class. Tell / Elicit the countries. Ask: What stress or word changes. You can drill both, for sts to repeat,
country is it? Pre-teach country, e.g. New York is a city. The or the country for them to say the nationality, or vice-
United States is a country. Give more examples if necessary. versa, and have them test each other in pairs, covering the
Drill pronunciation of country. words and pointing at the flags: A says the country and B
says the nationality.
Point to number 4 and elicit The USA. Tell sts to match
the other flags to the correct countries. Sts quickly
1.3
paircheck silently. Sts listen to 1.2 to check their
answers. Play the track again. Sts listen and repeat. 1 Are you Peruvian?
Draw sts’ attention to pink syllables and tell / show them 2 Are you Argentinian?
they are stressed. Tell sts to cover the names of the 3 Is your camera Chinese?
countries with their hand and test each other in pairs 4 Is it Japanese?
for a minute saying: “What’s number 4? It’s .” Write a 5 Is Justin Bieber American?
model on the board if necessary. 6 Is he Canadian?
7 Is Penelope Cruz Spanish?
8 7 1 3 / 6 2 5 4
8 Is Madonna British?
1.2 Notice s = / /. 6 8 1 3 / 4 7 2 5
A OK. Let’s check.
B Flag 1 is China.
A Yes. One point for you. And number 2?
D Sts now listen to the complete game and check or
cross the nationalities according to the answers they
B Spain. hear. Play 1.4. Set it up by exemplifying on the board,
A Yes! Two points. focusing on the line to check or cross. Elicit and cross the
B Number 3 is Japan. first one, Peruvian, for them, but don’t yet drill the verb be.
A Yes! Paircheck after the first listening. Then check answers
B Flag 4 is the USA. (checks and crosses only).
A Yes! That’s four points!
Peruvian Argentinian Chinese Japanese
B 5 is the UK.
American Canadian Spanish British
A Correct!
B And country 6 is Peru. Tip Generally, after each listening, have sts paircheck to build
A Right! Six points! And number 7? confidence and group dynamics.
B It’s Canada and 8 is Argentina!
A Yes and yes! That’s eight points for you! Very good! Ask / Mime: Can you remember the eight questions and
answers? Focus on the speech bubbles underneath “Are
you Peruvian? / No, I’m not.” as the first example. Elicit
C Exercises C and D are also about nationalities and what they can remember of 2-8, then play the audio again
questions / short answers with verb be. Then, after the for them to check and try to write down the complete
Grammar on p. 7, sts play a similar game themselves. questions and answers.
If you haven’t already done so, focus on the lesson title Are
Tip If you prefer to head off mistakes by anticipating them,
you American?, and elicit the answer: Yes, I am. / No, I’m not.
read Common Mistakes and elicit the use of CAPITAL LETTERS
Note Yes, we are / No, we aren’t is introduced in the for “I” and nationalities.
Grammar at the back of the book on p. 118.
Sts match the nationalities to the countries, 1-8. Using the Song line:
pink word stress, get them to guess the pronunciation in
You are not alone,
pairs. Do the first one with them as an example.
I am here with you.
Play 1.3. Use the audio to confirm. It is only the questions Song: “You’re not alone”
extracted from a game, which they will hear in full in D, Artist: Michael Jackson (USA)
so try to focus only on the nationalities—verb be is dealt Year: 1995
with in D.
Explore the Song line “You are not alone, I am here
Tip If you prefer to introduce the nationalities (or any other with you.” to help support verb be forms at any time in
lexical set in ) out of context, then all the active words are the lesson. Don’t tell them who sang it (Michael Jackson):
available on the Word List (p. 70 Workbook) and you can see if they can sing it to you first. Exploit it as much
model and drill them yourself. as you can: Do you like it / him / his other music?, etc.
(see Common Mistakes and Song lines p. 8-16 in TB intro).
After the listening, elicit the correct pronunciation of each
country individually. Get the “best ones” to model and Monitor as they listen to see how much they can
write. Paircheck then listen again to confirm. Check
“teach” those who may have difficulty.
answers, e.g. by writing them quickly on the board
Drill the countries and nationalities (Canada-Canadian, for sts to compare their version with yours and ask
the UK-British, etc.), highlighting those where either the any questions.
26

1.1
Elicit questions and short answers for the third and fourth
1.4 Notice the sentence stress.
photos. Ask: What’s this? (sts are likely to say landmark name
1 Are you Peruvian? No, I’m not. in L1, then briefly give / teach them the name in English).
2 Are you Argentinian? Yes, I am. Ask: Is it Peruvian / American? Prompt sts’ yes / no answers
3 Is your camera Chinese? No, it isn’t. with short ones: Yes, it is. / No, it isn’t. Drill both questions
4 Is it Japanese? Yes, it is. and answers, then elicit Qs / As for different landmarks.
5 Is Justin Bieber American? No, he isn’t. Leave photos aside and say: I’m (nationality). Ask a student:
6 Is he Canadian? Yes, he is. Are you (nationality)? When he / she answers yes, prompt him
7 Is Penelope Cruz Spanish? Yes, she is. / her with: Yes, I am. Have the student repeat it, then have
8 Is Madonna British? No, she isn’t. the whole class repeat it. Ask another student: Are you (wrong
nationality)? Prompt no with: No, I’m not. Drill as necessary.
E MAKE IT PERSONAL Play 1.5 for sts to listen and read Books open. Sts complete the Grammar table. Monitor
World of English . Drill the nationalities from the box with closely. Remind them of Common Mistakes if necessary. Real
the correct stress. Elicit / Show the meaning of before. beginners will need help with the spelling of verb be forms.
Help them when necessary. Paircheck. Classcheck. Write the
Tip For any listening and reading activity, get sts to shadow
answers on the board. Drill pronunciation at a brisk pace,
the text, mouthing and quietly saying the words to “feel” set various tones when drilling sentences (doubt, surprise,
the pronunciation. happiness, sadness, etc.) and have sts copy them from you.
Encourage sts to “play” with suffixes -an, -ian and -ean and Grammar p. 119, part 1, could be set as homework or done in
have them say the nationalities of three countries which are class if sts need guided practice before going to oral practice
near your own country (e.g. in the case of Mexico it would be in 2B. As this is the first lesson, we suggest you take sts there
American, Guatemalan, Honduran, Belizean). Correct on spot, write to help them know the different sections of English .
the correct guesses on the board and drill pronunciation. For
Brazil, it would be Paraguayan, Uruguayan, Argentinian, Bolivian, Yes, I am. / No, I’m not. Is he Mexican? Is she Colombian? Yes,
Chilean, Peruvian, Colombian, Venezuelan, Ecuadorian. she is. / No, she isn’t. Is it Portuguese? Yes, it is. / No, it isn’t.
Tip Nationalities ending in -an, -ian or -ean have the stressed

syllable before these suffixes (Puerto Rican, Costa Rican),
B Sts listen and follow the example exchange from the game,
then do the same. Concept check (How many sts? – Two; Who
with the exception of four ending in -ican: American, Mexican,
asks the question? – St A; Who answers? – St B, etc.). Use open
Dominican, and African. Highlight this for sts only if they
pairs to set this up, then closed pairs to practice. Use all the
notice. If you’re teaching e.g. in Mexico, tell your sts they are
pictures on p. 6 and 7, but try to avoid telling sts all the names
an exception. All 36 nationalities of the Americas follow this
at this stage to leave some doubt, so they try to express a bit
pattern except Guyanese, so it’s very motivating for learners to more. The answers will be confirmed in 2C.
be able to produce all these words in lesson 1.1. For a complete
reference, see e.g. http://geography.about.com/library/weekly/ Tip Bring in extra pictures of famous people and places to
aa030900a.htm. If you are using the course in Italy, where the extend this if you think it is necessary.
other nationalities include, e.g. French and Swiss, you will need
to give sts more help, or even save this exercise until a bit later.
The main aim is to build confidence, make deductions and C To give sts a more extended listening and the answer key
associations. By doing this, sts can already identify / “know” to the game, sts listen to check if all their guesses are correct.
how much English they have inside them. Have them listen once and then ask: Are all your guesses
correct? For fun, elicit the pronunciation of all of them too.
Turn to p. 156 and do the AS (Audio Script) task. Sts listen
2 Grammar: Verb Be and Yes / No Questions again and notice how This_is and It’s_in sound like one word.
A Books closed. 1.7 Notice it’s_in connects like one word.

Number 1 is Machu Picchu, it’s in Peru. And number 2 is the
Weaker classes With real beginnners you might need to draw
Taj Mahal, it’s in India. Photo 3 is Shanghai, it’s in China. And
figures of a man, woman and any object to teach he, she, it. picture 4 is the Alhambra, Granada. It’s in Spain. Number 5
is Megan Fox, she’s American. And photo number 6 is Lionel
Write To be or not to be, that is the question on the board.
Messi. He’s Argentinian. Number 7 is Salma Hayek. She’s
Show six photos, four of famous people (from different Mexican. And 8 is Keanu Reeves. He’s Canadian.
nationalities) and two of famous places / landmarks (from
different countries), e.g. Statue of Liberty and Christ the
Redeemer. You could display previously googled images on Extra writing Get sts to write Yes / No questions on strips of
the IWB or use the ones from the Digital Book for Teachers, paper for other sts to read and write answers to them. All sts
show flashcards or simply write their names on the board. should write one or two and stick them on the wall, for the class
to mingle in pairs and answer verbally, or in writing.
Ask: What’s her name? (sts: “Megan Fox”.) T: Is she
American? (sts: “Yes”.) Complete sts’ answer and chorally
drill the short answer: Yes, she is. Ask: Is she British? Teach:
No, she isn’t. Signal / Gesture to convey yes / no meanings.
Workbook p. 4
Repeat procedures with other photos to expose sts to
ID Online Portal
he / she / it interrogative forms and short answers. Drill
Grammar p. 118
chorally and individually.
27

1.2
Are you an excellent actor?

Lesson Aims: Sts continue to practice verb be by asking for / giving opinions about people and places. Sts learn numbers 11-100
through the context of saying prices and playing bingo.
Function Language
Lesson 1.2
Giving and asking for opinions about people and places. I think she’s a great actress.
Brazil is an interesting country.
She’s a cool girl.
Saying the alphabet. A-H-J-K, plane, a train.
Saying prices in dollars / cents / euros. 20 cents. 13 dollars.
Listening to numbers in different contexts (age, time, distance, I think it’s 15 miles to Los Angeles.
addresses, prices). My address is 70, Blue Avenue.
Playing Bingo.
Vocabulary: Positive and negative adjectives of opinion (great, horrible, interesting, cool, terrible, etc.). Numbers 11-100.
Grammar: Word order: adjectives before nouns. Indefinite articles a / an.
Warm-up Hand out to each student a card with the name of excellent, fantastic, great, intelligent, interesting, rich
a well-known celebrity on it. Say it’s their new identity. Ask ridiculous, terrible
sts to stand up and mingle, introducing themselves as the
celebrity in their cards.
B Books closed. Play 1.9 sentence 1 (“He’s a great player”).
Ask sts if the speaker’s opinion is positive or negative.
Weaker classes For real beginners, leave prompts on the Repeat procedure with 2-6. Pause after each sentence (1-3
board: Hi. I’m (Madonna). I’m (American). What about you? positive, 4 neutral / in the middle, 5 negative, 6 positive).
Books open. Point to the sentences in 1B. Sts listen and

complete with a or an. Do not explain the grammar rule—
3 Vocabulary: Adjectives elicit it and complete the box.
A Books open. Play 1.8 and pause after sentence 1. Ask: Tip For fun, you can ask them who the sentences might be
Is it positive or negative? about to see who they are(n’t) into.
Tip Even if sts don’t know cool, they should pick up the
positive intonation. Elicit the adjective and show how cool
1.9
1 Oh, yeah, he’s a great player.
goes in the positive group, OK in the middle group as it can
2 Yeah, I think she’s a cool girl.
be positive and negative, and horrible in the negative one. Sts
3 Oh, yes, he’s a rich man. Very, very rich!
listen to 2-7 to identify and repeat the adjective they hear each
4 Hmm, she’s an OK person, I think.
time. Drill pronunciation as necessary.
5 No, it’s a horrible city!
6 Yeah, I think it’s an interesting country.
Replay it and tell sts to write the adjectives under or .
Paircheck.
Optional: Ask sts which words are similar / the same in L1. 1. a 2. a 3. a 4. an 5. a 6. an box a / an
Stronger classes With a stronger class get sts to guess first For a books-closed presentation of an, use some song lines,
which are and , then use the audio to check and drill e.g. “Don’t wanna be an American idiot”, or ask Do you
know the band? (Green Day). Check if sts know why an is
pronunciation.
used before American / answer, etc.
1.8 Notice the connecting sounds. C MAKE IT PERSONAL Books closed. Elicit and
1 This is cool! Whoa! adjectives from the lesson onto the board in two groups.
2 Wow! This is an excellent car! See how much sts can remember. Then say I think Meryl
Streep is a great actress. Write it on the board.
3 I love New York. It’s a fantastic city!
4 Mmmm! This pizza is great! Tip Organize your board work into columns like this:
5 Yuck! This coffee is horrible!
Meryl Streep excellent actress.
6 Uh-huh. Barack Obama is a very intelligent man. I think New York is a / an fantastic city.
7 Yeah, China is an interesting country! KFC horrible restaurant.
8 Uh-huh, this restaurant’s OK.
9 Nah! Bill Gates is a very rich person! Add more examples to the second column (Rome, Neymar,
10 This group is ridiculous! Antonio Banderas, etc.) and elicit opinions from sts. Say:
What’s your opinion of (Neymar)? Add their opinions onto the
11 No, no, no, he’s a terrible actor! Terrible!
board and do not erase them. Be careful with he / she / it.
28

1.2
Do a quick substitution drill: Cultural note YMCA stands for Young Men’s Christian
T I think Neymar is a fantastic player. Association.
Sts I think Neymar is a fantastic player.
Write some acronyms (CNN, BBC, HBO, NBA, FBI, etc.)
T Great. on the board and elicit pronunciation. Elicit a few more
Sts I think Neymar is a great player. acronyms from sts (U2, MTV, ESPN, etc.), write them on the
board too and drill pronunciation. If sts struggle with this,
Do the same for: Rome is an OK / interesting / excellent city. Bill go straight into B.
Gates is a cool / rich / smart person. I think Brazil is a cool / great
Focus on the letters in each column of the chart. Sts listen
country. Encourage them to say No! and give an alternative
to 1.11 and repeat the letters and words (pause to make
opinion when they disagree.
space for repetition).
Books open. Read Common Mistakes . Say: In English, we don’t
say “He’s a person interesting.” 1.11
A, H, J, a plane, a train, / /
Optional: Compare to word order in L1. Elicit the correct
sentence. Focus on the speech bubbles and have sts B, C, D, E, three, a key, / /
role-play / read the opinions in 3C. F, L, M, ten, a pen, / /
I, nine, wine, / /
Sts work in trios and give opinions about five people and
O, a nose, a rose, / /
places from p. 6-7. Refer to the model on the board. Monitor
Q, U, two, a shoe, / /
closely for mistakes with a / an and adjective-noun order.
O, a clock, a sock, / /
Some sts tend to omit verb be when giving opinions.
Prompt the correct form.
C Write G on the board and ask: How do you say this in
English? Elicit and drill pronunciation. Point to the chart in
4 Pronunciation: The Alphabet B and ask: What’s the vowel sound for “G”? (2. / /).
A Go over each pair of words and quickly demonstrate Focus on the other ten letters and get sts to quickly guess
meaning, e.g. point to a shoe, your nose, a pen in the how to say them / which group they are in.
classroom. If possible, bring pictures or quickly draw, e.g., Don’t confirm but play 1.12, pausing after each letter. Sts
a bottle of wine, a rose. Drill pronunciation, making sure check their guesses and complete the chart in B with the
sts notice the similarity of vowel sounds in each pair, even missing letters. Check at the end of the exercise.
though the spelling is very different.
Point to picture 1 in 4B and ask: What’s this? Elicit “a train” 1.12

and “a plane.” Show sts number 1 has been done for them. G G – K K – N N – P P – S S – T T – V V – W W
Do the same for sound 2, / / , and let sts match the rest of X X – Y Y – Z Z
the pairs in A to the sounds in B on their own. Paircheck.
Sts listen to 1.10 to check their answers and repeat the
seven vowel sounds. Column 1. K 2. G-P-T-V-Z 3. N-S-X 4. Y 6. W
1.10 D Play 1.13 and have sts repeat the complete chart. Do a
1 a plane, a train, / / column at a time.
2 a tree, three, / /
3 a pen, ten, / / 1.13
4 nine, wine, / / a plane, a train, A, H, J, K
5 a nose, a rose, / / three, a tree, B, C, D, E, G, P, T, V, Z
6 a shoe, two, / / ten, a pen, F, L, M, N, S, X
7 a clock, a sock, / / nine, wine, I, Y
a nose, a rose, O
(6) a shoe, two / / (1) a train, a plane / / (7) a sock, a two, a shoe, Q, U, W
clock / / (2) three, a tree / / (3) a pen, ten / / (4) nine, a car, a star, R
wine / / (5) a nose, a rose / /
Tip To increase the challenge, put the alphabet, A-Z, on the
B Focus on the Song line “It’s fun to stay at the YMCA”, board and get sts to try to do it without the groups. It will
elicit how to sing and pronounce the line, and make the make them keep looking back at the chart and understand
shapes of the letters. Ask: Do you know / like this song? how useful the seven columns are.
Song line: E Books closed. Divide the class in two groups and
It’s fun to stay at the YMCA. play hangman on the board. Choose adjectives from 3A
and words from 4A (e.g. excellent, horrible and wine). In
Song: “YMCA”
groups, sts take turns guessing letters. Keep track of wrong
Band: Village People (USA)
guesses as well. This game will allow you to see which
Year: 1978
letters sts think are the most common in L2, but chances are
29

1.2
they will resort to the most common ones in L1. After the correct word stress of each: thirteen / thirty, fourteen /
game, ask sts: What are the most common letters in English? forty. Do the same for “15 / 50” and “16 / 60.”
Books open. Focus on World of English . Play 1.14. Sts
read and check if their guesses were right. Follow up: Tip Make it clear for sts that there is contrastive stress (ty
What are the most and least common letters in your vs. teen) when we pronounce them individually. In connected
language? Sts answer in small groups and compare their speech we don’t stress thirteen dollars. In many cases the
answers with the whole class. For a complete list, see: context helps us figure out what number was said.
http://scottbryce.com/cryptograms/stats.htm.
1.16
Cultural note The most common letters in Portuguese are:
A A hundred dollars, please.
A – 14.63%, E – 12.57%, O – 10.73%, S – 7.81%, R – 6.53%,
B OK, that’s thirty, forty, fifty, sixty, seventy, eighty, ninety, a
I – 6.18%, N – 5.05%, D – 4.99%, M / T – 4.74%, U – 4.63%.
hundred. One hundred dollars. Thank you, sir. Have a great day.
The least common are W / Y – 0.01% and K – 0.02%.
In Spanish: E – 13.72%, A – 11.72%, O – 8.44%, S – 7.20%,
N – 6.83%, R – 6.41%, I – 5.28%, L – 5.24%, D – 4.67%, C Play 1.17 sentence 1 and pause. Ask: What’s the
T – 4.60%. The least common are W – 0.04%, K – 0.11% number? (85). Do the same for sentence 2, pause and elicit
and X – 0.14%. the correct number (70). Say: Now listen to sentences 3-8
and circle the correct number.
Sources: Portuguese: www.numaboa.com.br/criptografia/
criptoanalise/310-frequencia-portugues?showall=&limitstart= If time allows, listen again to check. Get sts to try to
Spanish: www.sttmedia.com/characterfrequency-spanish remember the whole thing and elicit the meaning of each
sentence. A stronger class can even try to make similar
We have included superlatives most and least here because sentences about themselves.
they are easy for sts to comprehend.
1.17 Notice the stress in the numbers.
1 I’m eighty-five today. Happy birthday to me!
5 Vocabulary: Numbers 11-100 2 My address is seventy Blue Drive.
A Elicit numbers 1-8. Play 1.15. Write them on the 3 I have eleven brothers and sisters!
board. Elicit / Continue the sequence on the board up to 20. 4 This book is ninety-nine dollars.
Drill pronunciation. 5 Hmm, I think it’s fifteen miles to Los Angeles.
6 The number after thirty-nine is forty.
Focus on the numbers and currency symbols and tell sts
7 I have sixteen classmates in my English class.
these are price tags. Check if they know the symbols and drill
the currencies: $ = dollar, c = cent, € = euro (/ /). Tell 8 Thirteen hours on a plane… I’m very tired!
sts to complete the numbers with the missing letters.
1. 85 2. 70 3. 11 4. 99 5. 15 6. 40 7. 16 8. 13
Weaker classes Sts might need prompts on the board—write
e, i, o, u and say those are the letters they’ll need.
D MAKE IT PERSONAL Before class write numbers 1-20
on strips of paper and put them in a bag or envelope.
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen,
Say Bingo time! and show sts the example card on p. 9.
eighteen, nineteen, twenty
Tell them to choose numbers 1-20 to complete their own
cards. Have sts take turns and pick a strip of paper from
1.15 the bag / envelope and call / announce numbers to class.
eleven dollars, twelve cents, thirteen dollars, fourteen cents, Sts circle called numbers and say “Bingo!” when one line
fifteen euros, sixteen cents, seventeen dollars, eighteen euros, is complete.
nineteen dollars, twenty cents If time allows, or another day, play again with numbers
20-40, 50-60, or 1-100.
B Elicit how to say the numbers 30-100, but don’t confirm
their guesses. Tell sts they’ll listen to a tourist changing
money in a bank to check their pronunciation. Workbook p. 5
ID Online Portal
After they listen to 1.16, elicit the pronunciation of each
Grammar p. 118
number. Write 13 / 30 and 14 / 40 on the board. Elicit the
30

1.3
How do you spell your last name?

Lesson Aims: Sts continue to practice verb be through the context of asking for / giving personal information and asking / answering
about personal objects.
Function Language
Lesson 1.3
Asking for & giving personal information. What’s your address / e-mail address / phone number?
Asking about personal objects. What’s this / that? It’s a bag.
What are these / those? They’re earrings.
Spelling your name. How do you spell your (last) name / that?
Vocabulary: First, last and full name, address, e-mail address, phone, cell phone, personal objects.
Grammar: Wh questions with verb be, demonstrative pronouns singular and plural forms.
Pronunciation: This /is/ vs. These /i:z/.
Before the lesson: Bring to class some objects which appear in activity 8A.
Warm-up Books closed. Recycle giving opinions: Hand Tip Some sts might have very long full names; in that case,
out strips of paper with names of famous people, countries ask them to focus on their first and last names only.
and cities which your sts didn’t talk about in lesson 1.2. If
technology is available, display photos on the e-board. In small When they have finished, ask sts to report back about their
groups, sts take turns giving opinions. Write a prompt on the partners. Ask: What’s his / her last name? How do you spell that?
board if necessary: I think is a fantastic (city).
Cyber English Elicit the meaning of the first text message
from sts and write Are you 18? on the board. Sts look at the
6 Listening other text messages and, in pairs, try to say them in standard
English. Ask if they also use abbreviations in L1 when
A Books open. Sts look at 6A. Elicit first name, last name texting. Draw sts’ attention to the symbol @ and write on
and full name. Use yours and sts’ names as examples. Say: the board @ = at. Say: My e-mail address is (e.g. julia.souza@
Listen and circle the correct names. Play 1.18. Play it again heatmail.com). Pre-teach symbols . (dot), _ (underscore).
if dealing with real beginners. Paircheck. Classcheck.
Answers on the board. Are you 18? / See you later at 5:30. / Is it OK for you? /
Text me before you go.
1.18 Notice the stress in the questions.
1 A Name?
B Jack Moore.
C Point to the photo and say: Karin is phoning the Minerva
Hotel to make a reservation. Ask sts: What information is
A How do you spell that?
necessary for a hotel reservation? (Name, last name, credit card
B J-A-C-K M-O-O-R-E. number, phone number, etc.). Focus on the hotel form and
2 A Good afternoon, I’m Dieter Quinn. point to the address, phone number and e-mail boxes. Elicit an
B How do you spell that? example of area code. Elicit pronunciation of the symbol @.
A D-I-E-T-E-R Q-U-I-N-N. Say: Listen and complete with information about Karin. Play
3 A First and last name, please? 1.19. Paircheck. Classcheck with answers on the board.
B Rochelle Johns.
A How do you spell that? 1.19 Notice / / and / / endings.
B R-O-C-H-E-L-L-E J-O-H-N-S. J = Jonathan K = Karin
4 A What’s your name? J Welcome to telephone reservations Canada. This is
Jonathan. How can I help you today?
B George Wessex.
K Hi, Jonathan. Can I make a reservation, please?
A Can you spell that, please?
J Sure, no problem. I need a little information from you, OK?
B Sure. It’s G-E-O-R-G-E W-E-S-S-E-X.
Uh, what’s your name?
5 A Name, please?
K Karin Spalding. That’s K-A-R-I-N—Karin—S-P-A-L-D-I-N-G.
B Joy Boscombe.
J Where are you from? Are you Canadian?
A How do you spell that? K No, I’m not Canadian. I’m American, I’m from California.
B J-O-Y B-O-S-C-O-M-B-E. J And what’s your address, Ms. Spalding?
K 75 Kearny Drive, K-E-A-R-N-Y, San Francisco,
1. Jack Moore 2. Dieter Quinn 3. Rochelle Johns CA 94133.
4. George Wessex 5. Joy Boscombe J Thank you. And what’s your telephone number?
K Um, it isn’t a Canadian number. It’s American. OK? It’s
area code (415) 675-8938.
B MAKE IT PERSONAL Ask a student: What’s your last
J Thanks. And what’s your e-mail address?
name? Ask How do you spell that? and write it on the board
K It’s karinspalding@SPDG.com.
as the student says each letter. Focus on the model dialog
in 6B. In pairs, sts ask each other the same questions.
J Thanks. Now what type of room…
31

1.3
Karin Spalding, 75 Kearny Drive, area code (415) 675-8938, (k) a bag (i) earrings (c) glasses (d) keys (a) a laptop
karinspalding@SPDG.com (b) a lipstick (g) a pen (h) a phone (j) a sandwich
(f) an umbrella (e) a wallet
7 Grammar: Verb Be — Wh Questions Song line:

A Elicit the questions Karin had to answer in 6C. See You can stand under my umbrella, ella, ella, ella.
how much sts can remember. Ask: What questions do you Song: “Umbrella”
remember from Karin’s phone call? (What’s your name? Artist: Rihanna (Barbados)
What’s your address?, etc.). Sts look at number 1. Elicit the Year: 2007
correct order and answer. Sts do the same for the other
sentences. Paircheck and classcheck. Drill pronunciation
and intonation of questions. In pairs, sts ask each other B Focus on the picture. Elicit / Tell where / who they
questions 1-5. Ask a pair to demonstrate the dialog for the are (a passenger and an immigration officer at the
whole class. airport). Sts listen and notice objects from 8A . Play 1.20
and pause after you hear “bag.” Ask sts: What object did
1. What’s your name? Ken Shaw. 2. Where are you from? he say? Point to the blank next to “bag” in 8A and tell sts
California, USA 3. What’s your address? 85 Brown to write “1.” Say: Now listen to the rest of the conversation
Street. 4. What’s your cell phone number? 8764033. and number the objects in 8A (point to photos in 8A) in
5. What’s your e-mail address? kshaw@webservice.com. the order you hear them. Paircheck. Play it again if
necessary. Classcheck.
B MAKE IT PERSONAL Sts work with a different partner.

Elicit questions sts will need to ask for “first name,” “last
P = passenger O = officer
name,” etc. Sitting back to back, they ask questions in
pairs to fill out the school form. Remind sts to ask “Could O Good morning. I’m sorry, ma’am, but we need to check
you repeat, please?”, “Sorry?” and “How do you spell that?” your bag, please.
for clarification. Encourage sts to pretend to be using cell P No problem. Here you are.
phones while performing the task. O OK, let’s see. A wallet, a laptop, keys, hm… a phone, a
pen, an umbrella, hm… what’s this?
P Oh, this is a lipstick. Look!
8 Vocabulary: Personal Objects – Singular O I see… Are these your glasses?
and Plural
P Yes, they are.
A Books closed. Use objects available in class or in your bag O OK… And what’s that?
(student’s glasses, earrings, wallet, keys) as realia to present P Come on! That’s a sandwich!
some of the words in 8A. Show sts one object at a time and O Exactly! But you can’t enter this country with food,
ask: How do you say this in English? Provide answers for what ma’am!
they don’t know. Ask for chorus and individual repetition. P Oh-oh. Sorry, it’s my first time here.
Encourage sts to ask you “How do you say this in English?”
O I need to take that. Thank you. Right, and what are those?
Drill pronunciation of the questions and all the objects you
P These are my earrings. Look… Aren’t they beautiful?
can present / find in the classroom.
O Hm… yes, they’re very beautiful. Please, wait a minute,
Books open. Point to photo in 8A and ask: What’s letter i? OK?
(Earrings.) Sts match photos with correct vocabulary items.
Paircheck. Classcheck.
a bag (1) earrings (11) glasses (9) keys (4) a laptop (3)
Put plurals sts have already seen from the first two lessons
a lipstick (8) a pen (6) a phone (5) a sandwich (10)
on the board in three columns and review how to form
an umbrella (7) a wallet (2)
plurals in English.
+ s (extra syllable / / C Sts look at the picture. Ask: What’s the problem? Sts
+s – y + ies after sounds / /, / /, / / listen to 1.21 and complete the dialog.
& / /)
numbers dollars countries messages
1.21
flags euros nationalities phrases
answers names sentences P = passenger O = officer
adjectives dialogs places O Sorry, ma’am, but we have a big problem.
opinions questions
pairs turns
P What? But, I don’t understand.
letters objects O That lady over there says those are her earrings.
P Oh, no! But, no, no, no. They're a gift! A rich passenger on
the plane gave me those earrings and I…
Tip Whenever sts have matched a set of pictures to a list of
O Oh, dear. Please come with me…
words in the book, a good technique is to have them cover
the words and test themselves in pairs. St A points and asks:
“What’s letter (H)?” St B: “A phone.” we / problem / I / are / They
32

1.3
D Books closed. Quickly gather objects you used as realia Tell sts to read the AS 1.20 on p. 156 and look for
in 8A. Place them in different places in the classroom. examples of this / that / these / those. Elicit the rules,
Hold up one, e.g., a bag, and ask What’s this? Prompt: It’s encourage sts to draw their own conclusions. For each
a… bag. Repeat procedure with another singular object. case, ask: Is it singular? Is it plural? Why “this” and not
Place one of them on a student’s desk (don’t hold it). Ask: “that”?, etc. Sts go back to p. 11 and complete the rules by
themselves in pairs. Classcheck.
What’s that? It’s a… Do the same / Change between this /
that perspectives for some more singular objects and elicit Practice: Ask sts to form small groups and ask and answer
the questions from sts. Alternate objects to this and that questions using their own belongings. For real beginners,
position. Drill form and pronunciation. Teach here and have prompts on the board: What’s this / that? It’s a… or
there, but do not overdo distance when working on the What are these / those? They’re…. Monitor closely and provide
concept of that. any new words sts may need to name their objects.
Some learners tend to mistake that for “very far”—show this these
them an example of that referring to an object which is that those
near you but not with you and clear up any doubts sts
might have about it.
E Books closed. St A points an object and asks st B: What
Repeat procedures for plural nouns (glasses, earrings, is / are this / that / these / those?
wallets, bags, pens, etc.). Ask: What are these? They’re… /
St B answers. Then swap roles and do it again.
What are those? They’re… Drill form and pronunciation.
Books open. Read the lesson Song line on top of p. 11 with

the class, “You can stand under my umbrella, ella, ella,
Workbook p. 6
ella,” and elicit the name of the song or artist (“Umbrella”
ID Online Portal
by Rihanna).
Grammar p. 118
33

1.4
Are these your glasses?

Lesson Aims: Sts continue to practice verb be by asking and answering about possessions. Sts also learn colors, more adjectives
and practice describing and giving their opinion.
Function Language
Lesson 1.4
Talking and asking about possessions. Are these your glasses?

Is this your sandwich?
Hey! Those are my chips!
Describing and giving opinion. They’re small, black and they’re cool.
Vocabulary: Colors (red, white, blue, black, green, yellow, purple, pink, brown, orange) and opposite adjectives (good / bad,
pretty / ugly, light / heavy, new / old).
Grammar: Possessive adjectives (my, her, his, your, our, their). Recycling verb be interrogative form and demonstrative pronouns.
Before the lesson: Prepare about six photos of objects which sts learned in activity 8A, lesson 1.3, p. 11. You’ll also need a photo
of an old heavy cell phone.
Warm-up Recycle personal objects and demonstrative pronouns. R And are these your keys?
Display about six photos on the IWB, or use flashcards or realia J Yes, they are, thanks.
of objects sts learned in lesson 1.3 activity 8A. When selecting
5 R Is that your phone?
your photos, choose a variety of singular and plural nouns. From
E No, I think it’s her phone.
the sts’ perspective, they should point to the board (or flashcards
R Hey, Lara. Is that your phone?
/ realia on the teacher’s table) and use that or those to test each
L No, it isn’t. My phone’s new. I think it’s his phone. Jake,
other in pairs, asking “What is that? / What are those?” and
is that your phone?
answering “It’s a… / They’re…” Drill pronunciation briefly and
J Oh, no! Where’s my phone?
model the activity with a student. Books open to p. 11. Sts now
R Is this your phone?
test each other by pointing to the items in 8A. Make sure they
J Phew! Thanks! Yes, that’s my phone… Uh… Hi, Mom!
switch to this and these and ask “What’s this? / What are these?”
6 E Oh, no! Is that your laptop, Rosa?
R No, it isn’t. Is that your laptop, Lara?
9 Grammar: Possessive Adjectives L Oh, my God! Yes, it is! That’s my laptop! It’s new!
A Books open. Focus on the pictures and elicit / pre-teach

objects sts can see in each of them. Establish the context 5 4 1
(after a party). 2 6 3
Ask: What’s this? / What are these? (Earrings, chips, a
sandwich, a phone, a laptop, etc.) If you have time, for B To present his / her / their with books closed briefly
each object they identify, review “The Alphabet” and test sts’ memory about classmates’ names. Walk around
ask the whole class How do you spell that?, writing on and ask several sts What’s my / your / her / his name?
the board as sts spell objects for you. Say: Listen to six What are their / our names? (point to different sts /
dialogs and match them to the correct picture / situation. yourself) and see if they have learned all names so far
Point to the dialogs in 9A and pictures. Highlight the and can make full sentences with His / Her name is…
small box in each dialog where they should write the Sts look at possessive adjectives in the box. Say: Now
corresponding picture numbers 1-6. Say: Don’t write in let’s complete the dialogs (point to blanks in 9A). Listen
the spaces, only write the picture numbers here. (show your again and complete with “her”, “his”, “my”, “our”, “their”,
book and point to top-left boxes in dialogs). Play 1.22. “your”. Play 1.22. Pause after each dialog if necessary.
Paircheck. Classcheck. Classcheck with board answers. Focus on answers on the
board and elicit rules / use of each possessive adjective.
1.22 Notice / / and / /. Associate them with personal pronouns I, you, he, she, etc.
L = Lara R = Rosa J = Jake E = Ed
1 L Hey! Those are our chips! 5. I think it’s her phone. I think it’s his phone. 4. Is this your
R Come on, Jake! These are their chips! Stop eating them! sandwich, Jake? Are these your keys? 1. Hey! Those are our
J Sorry. chips! Come on, Jake! These are their chips! 2. No, they aren’t
my earrings. 6. That’s my laptop! 3. Are these your glasses?
2 J Are these your earrings, Rosa?
R No, they aren’t my earrings. They’re ugly! Are they your
earrings, Lara? Common Mistakes Focus on the first sentence with the
L Yes, they are. Hmpf! Thanks. mistake—and respond accordingly: What?! With my boyfriend?!
3 E Where are my glasses? (Look angry. Make sure sts see the misunderstanding caused
R Uh… Are these your glasses, Ed? by your.) Write YOUR on the board and highlight the word “you”
E Yes, they are. Thanks. in it. Say: I only use “your” when I talk to you and refer to your
objects, things, etc. (point to a student). Exemplify with objects.
4 R Gee, what a party! Look at this mess! Is this your Hold a pen and say: This is YOUR pen. (talking to the pen
sandwich, Jake? owner). Still holding the same pen, talk to a different st and
J Hmmm… Yes, it is. It’s good! elicit correct sentence: This is (her / his) pen. Read the second
34

1.4
sentence in the box and talk about the difference in meaning Say: I think Harry Potter is a good book / movie. Ask: What
with your sts. about you? Ask for opinions about pretty / ugly actresses /
female singers, good / bad actors / actresses / singers /
Tip Write the phrase “What’s the opposite of…?” on a large soccer players.
sheet of paper and add it to your list of helpful phrases on the
classroom wall. Tip Allow opportunity for sts to use adjectives previously
learned in this unit (excellent, fantastic, interesting, terrible,
etc.), but also guide them / generate opportunities to teach
10 Vocabulary: Adjectives and Colors the opposites in this lesson (bad, ugly, etc.). Keep a record on
the board of incidental vocabulary / adjectives that come up in
A Books closed. Point to different colors in the classroom the conversation.
and elicit them. Ask: What color is it / are they? Teach and
drill pronunciation of red, white, blue, black, green, yellow, Show (a photo of) an old cell phone and contrast it to a new
purple, pink, brown and orange. Play a quick game: call out
one to teach new and light vs. old and heavy. Use gestures to
a color and sts have to find / point to it in the classroom.
convey meaning.
Have sts call out colors as well and take part in the game
with the whole class. Sts look at the quiz in A again and notice the adjectives in
bold. Individually, they write opposites to the adjectives
Books open. Read the lesson Song line on top of p. 13, “We
in B. Paircheck. Classcheck. Drill pronunciation.
all live in a yellow submarine,” and check if sts know the
song / band (“Yellow Submarine,” by The Beatles). Have sts test each other briefly. St A closes his / her book.
St B looks at 10B and asks “What’s the opposite of good? /
Song line: new?” for 30 seconds. Then sts swap roles.
We all live in a yellow submarine.
Song: “Yellow Submarine”
1. good / bad 2. new / old 3. light / heavy 4. small / big
Band: The Beatles (UK) 5. ugly / pretty
Year: 1966
Sts look at pictures 1-10. See if they can identify what some
C Point to the cartoons on p. 12 and tell sts to listen to
of them are about, e.g. The Beatles’ yellow submarine in descriptions of five items. They should name the objects
picture 7. Elicit / Pre-teach vocabulary from some of the after they hear a beep. Play 1.24. Classcheck.
pictures (chili pepper, suede shoes, etc.). Start the quiz
with the whole class: do “Purple Rain” (9 / j) as an example. 1.24
In pairs, sts match sentences a-j plus pictures 1-10 to the 1 They’re small and red… The earrings.
second column of the quiz. Sts listen to 1.23 and check 2 They’re big and blue. There are two in the picture…
their answers. Classcheck. Promote chorus repetition of the The sofas.
colors at the end of each sentence in the audio track. 3 They’re small and brown… The glasses.
4 It’s not big or small, it’s new and it’s on the table… The laptop.
1.23 5 It’s small and black… The phone.
a “Yellow Submarine” is a popular Beatles song… Yellow.
b Black Sabbath is Ozzy Osbourne’s old, British heavy metal
band… Black. 1. the earrings 2. the sofas 3. the glasses 4. the laptop
c Orange is a fruit and a color… Orange. 5. the phone
d The Pink Panther is a pretty cartoon animal, and a very
bad detective… Pink.
e “Brown sugar” is a type of sugar and a classic Rolling D MAKE IT PERSONAL Model the activity yourself.
Stones song… Brown. Choose a singular object in the classroom, but don’t tell
f “Blue Suede Shoes” is an Elvis Presley rock ’n’ roll song sts what it is. Choose something they will easily guess
about shoes… Blue.
/ spot. Describe and give your opinion of it. Say: It’s
g Red Hot Chili Peppers is a California band that’s also the
name of a vegetable… Red. big, red and cool. Ask: What is it? (e.g. a student’s bag).
h Green Day is an American band famous for the big hit Encourage / Prompt questions like “Is it my / his bag?”
“American idiot”… Green. Repeat procedure for a plural object. Invite a student to
i “Black or White” is a Michael Jackson’s song about two describe and give his / her opinion of an object in the
colors… White. room, and you and the rest of the group try to guess it
j “Purple Rain” is a famous Prince’s song, album and by asking “Is it / Are they his / her (wallet / glasses)?”
movie… Purple.
Drill verb be + possessive adjectives questions to foster
fluency. In groups of three, sts play the game on their
(f / 1) Blue Suede Shoes (i / 10) Black or White (g / 4) own. Monitor closely.
Red Hot Chili Peppers (h / 2) Green Day (j / 9) Purple
Rain (c / 3) Orange (b / 5) Black Sabbath (a / 7) Yellow
Submarine (e / 6) Brown Sugar (d / 8) The Pink Panther
Workbook p. 7
B Focus on adjectives 1-5 (good, new, light, small, ugly).
ID Online Portal
Grammar p. 118
Write them on the board and give / ask for opinions about.
35

1.5
What’s your full name? / How are you?

Lesson Aims: Sts continue to practice verb be through the context of reading / completing documents and forms. Sts also learn
a range of greetings / short exchanges when meeting.
Function Language
Lesson 1.5
Reading documents and forms. Country of birth: France.

Surname: Murphy.
Listening to a phone banking registration. What’s your address?
Asking and answering personal questions. Where are you from?
Listening to colleagues meet at work. What’s your phone number?
Talking to / Meeting people. How are you?
Hi! How’s it going?
Vocabulary: Personal information (address, name, surname, etc.). Chunks (Thank you, You’re welcome, Excuse me?, etc.)
Grammar: Review personal information questions.
WB Song Line: “They call me ‘her,’ they call me ‘Jane.’ That’s not my name, that’s not my name.”
Warm-up Recycle colors, the alphabet and “How do you spell Use a show of hands to check how many sts use telephone
that?” Hand out slips of paper with different colors written banking and perhaps introduce “online banking” too.
on them. In pairs, sts test each other and ask “How do you
spell (blue)?” “How do you spell (green)?”, etc. Sts take turns 1.25 Notice the sentence stress.
spelling their partner’s words for a few minutes. M = Mark J = Justine
M Good evening! Welcome to telephone banking registration.
My name’s Mark. How can I help you today?
Skills: Completing a form J I need to register for telephone banking.
M Certainly. I just need some information. What’s your name?
A Books open. Focus on the six authentic texts. Sts read
J Justine Wallace.
and answer the four questions. Classcheck.
M How do you spell that?
1. Gillian Jane Murphy 2. Lucas Singh, Ken Chang, Amy J J-U-S-T-I-N-E W-A-L-L-A-C-E.
Johnson, Susana Souza 3. Lucas Singh 4. The USA M Your account number, please?
J It’s 106924.
B Focus on the forms in A and draw sts’ attention to the M And what’s your address, Ms. Wallace?
various ways to refer to name, age and nationality. Do J 18 Jeffrey Drive, that’s J-E-F-F-R-E-Y Drive.
number 1 (Name) together with the group. Sts complete 2 M Thank you, and what’s your phone number?
and 3 by themselves. Paircheck. Classcheck. J 707 is the area code and the number is 988-3405.
M Thanks, and what’s your e-mail?
1. Name: full name, given names / first name, surname /
last name, name 2. Age: date of birth, birthdate, age J It’s jwallace26 at webmail dot com.
3. Nationality: country of origin, country of birth, nationality M Thanks, now let’s talk about passwords…
Tip Make sure sts understand those are ways which names, Name: Justine Wallace. Account number: 106924. Address:
ages and nationalities are usually referred to / requested in 18 Jeffrey Drive. Telephone number: (707) 988-3405.
forms, that is, written language: passports, hotel check-in E-mail: jwallace26@webmail.com.
forms, company tags, etc. In spoken English, people often
ask Where are you from? How old are you? rather than What’s
your nationality / country of origin? / What’s your age? etc. D MAKE IT PERSONAL Sts choose a form from p. 14 or,
So, although these are not the most common ways of asking alternatively, create a form together with the whole class.
for those things, transforming each form field into a natural- It could be a school registration form, a passport request,
sounding question is the skill sts are learning in this part of etc. Ask sts what information they would like to include
the lesson. (name? age? nationality? sex?) and draw the sts’ form
on the board. Sts copy their form into their notebooks /
sheets of paper. Elicit what questions they’ll need to ask
C Tell sts they’ll listen to a phone conversation. Before they
to complete each field / box. In pairs, sts ask and give
listen, explore the form. Ask: What’s the name of the bank?
information about themselves and complete the forms
($econd State Bank.) What information is necessary? (Name,
about each other.
account number, address, telephone and e-mail.) Elicit what
questions they might hear for each (prompt if necessary): When they’ve finished, ask some sts’ to introduce their
What’s your… (name)? What’s your… (account number)?, etc. friends to the whole class. For real beginners, you’ll need
Play 1.25. Sts listen to fill out the form with the correct to prompt language—write a model on the board: This is
information. Paircheck. Classcheck with answers on the board. my friend… He’s (nationality). He’s (age)., etc.
36

1.5
in Action: Meeting people Use the example to model what they have to do. Play 1.28.
Sts listen to the other five dialogs and write numbers 2-6
A Books closed. Review / Elicit greetings (good morning / in the correct boxes.
afternoon / evening) and ways of introducing yourself (Hi /
Hello / I’m / My name’s… Nice to meet you (too)). Introduce How 1.28 Notice the sentence stress.
are you? and elicit possible answers. Prompt by asking: How GF = grandfather GD = granddaughter
are you? Are you OK? Ask for a volunteer in class to act out 1 GF Here’s your gift! Happy birthday!
a dialog with the teacher. Pair up with the volunteer and GD Thank you.
introduce yourself; ask: How are you? I’m fine, What about
GF You’re welcome.
you? Do the same with other sts, alternate asking: How is
it going? How are you doing? Gesture / Signal questions are 2A Excuse me.
similar / used for the same purpose. B Oh, I’m sorry.
Books open. Sts read the questions and possible answers 3A Oops, I’m sorry.
chart. Sts listen to 1.26 and check the six questions and
B Don’t worry about it.
answers they hear.
4A See you later!
1.26 B Bye for now!
A Hi, Judy! How are you? S = server C = customer
B Good, thanks. What about you? What’s new? 5 S We have a great fish special today.
A Oh, not much. Things are good. C Excuse me? Can you say that again, please?
B So, are you ready for the meeting?
S Sure… I said we have a great fish special today.
6S D’ya wanna order now?
How are you? Good, thanks. What about you?
C I don’t understand.
What’s new? Not much. Things are good.
S Oh, sorry. Are you ready to order?
B Play 1.27 and ask sts to repeat / imitate the intonation of 6 1 3

the other phrases and identify the repeated response from A.
4 5 2
1.27
1 How’s it going? Fine, thanks! E MAKE IT PERSONAL Ask sts to read the instructions to
2 How are you doing? I’m well, thanks! letter E silently. Then ask them: What do you have to do?
3 What’s up? Not much! Check if they understand the task. Clarify the rubrics
if they are not clear and look at photos 1-5. In pairs, sts
act out each situation and use expressions from A and D.
The repeated response from A is: Not much! Assign different pairs / partners. Round off the activity by
inviting sts to act out their favorite dialog. Make sure all
C Ask two sts to read the speech bubbles in C. Monitor their
learners have a go and present a dialog to the whole class.
intonation when reading aloud. Tell sts to work in pairs and
create two minidialogs using the questions and possible
answers from A. In Dialog 1, st A starts. Dialog 2, st B starts. Workbook p. 8
Monitor for appropriateness. When pairs have finished, ask Phrase Bank p. 64
some to act out their dialogs to the group. ID Online Portal
Grammar p. 118
D Focus on the short dialogs and read them with the ID Café Video p. 138
whole class. see TB Intro p. 8-16
Tip At this stage (end of unit 1), sts are likely to be familiar
with most of the sentences, but check if sts understand
“Don’t worry about it” (clarify it by saying: It’s not a problem.
Remind them of the popular song “Don’t worry, be happy,” by
Bobby McFerrin, which is the song line from WB) and ask for
the L1 equivalent of “You’re welcome.”
37

2
Unit overview: Through the contexts of routine and habits, family, celebrations and reading and listening to interviews, sts learn
to use and practice the Present Simple with daily routine verbs, places they visit, frequency adverbs and common chunks for
congratulating people or celebrating holidays and events. The Present Simple 3rd person singular is introduced through the
memorable context of a Mr. Bean video. The main theme is asking & answering personal questions.
When do you get up?

Lesson Aims: Sts learn to use go phrases by talking about places they go to and when or what day(s) of the week they do so.
Sts also learn how to tell the time.
Function Language
Lesson 2.1
Talking about places you go. I go to a café on Mondays.

Talking about when or what day(s) of the week you do I go to the supermarket on Sundays.
activities. I go to the gym from Monday to Friday.
Telling what time you do activities. What time do you get up?
Telling the time. I go to bed at 10:30 p.m.
It’s 9:30.
Vocabulary: go + places (the gym, the supermarket, a café, etc.). Daily routine verbs: get up, go to bed, go to work. Days of the
week.
Grammar: Indefinite articles a / an and definite article the in go + activities. Preposition on and days of the week. “What time do
you…?” questions.
Warm-up In pairs, sts flick back through p. 6-15 and take Tip Pause after each sentence in case you notice it is too fast
turns asking and answering the six title questions from unit 1, for them.
that is, “Are you American?”, “Are you an excellent actor?”,
“How do you spell your last name?”, etc. Monitor closely for
2.1 Notice to / / and to a / /.
accuracy. Round off the activity by asking sts to tell the class
Int
= interviewer
all they can remember from their partner’s answers.
Int
When do you go to these places?
A I go to a café every day before class for a coffee.
B I go to church on Sundays.
1 Vocabulary: Activities and Days of the Week C I go to the gym after school.
Books open. Focus on photos 1-8 on p. 16 and 17. Elicit D I usually go home after work.
places sts can see and teach what is new vocabulary for E I want to go to a party but I have to work.
them (a café, the gym, etc.). Exemplify with local places F I go to school Monday through Friday, and Saturday
and / or elicit examples from sts. Say e.g.: (Carrefour) is a morning too!
supermarket. (A well-known local church) is a church. G I go to the supermarket on Saturdays.
H I go to work at eight o’clock.
A Sts look at the phrases. Ask: What’s in all the phrases?
(the verb go). If they say to, refer them to Common Mistakes .
(1) go to a café (5) go to church (2) go to the gym
(8) go home (7) go to a party (6) go to school
Tip Read the first phrase (go to a café) with them and say (4) go to the supermarket (3) go to work
A café is a place where we drink coffee, eat cake, etc.
Give examples: Starbucks is a café. The drink is called coffee.
Write café vs. coffee on the board so sts can see the difference B Focus on the four expressions in the box. Write on the
in spelling and practice pronunciation. café = / / and board 1) I go to the café on my street every morning. and 2)
coffee = / /. Every morning I go to a café. Elicit the difference. Ask In
which sentence do I go to the same café every morning? (1)
and In which sentence don’t we know which café I go every
Point to the pictures on p. 16 and ask: Where’s the café? (#1)
morning? (2)
Show number 1 has been done as an example. Ask: What
about “go to church”? (#5) Sts match the other phrases to Extra writing Tell sts to read 1 in B. Ask: Is it a specific place /
the correct photos. Paircheck. Classcheck.
always the same place? (No.) Sts look at 2 and complete
with “go to the.” Ask the same question: Is it a specific…?
Tell sts they will listen to people talking about places 1-8.
(Yes.) Now sts look at the phrases in 1A and complete 3 and
Sts point to the photos they hear about. Play 2.1 and
4 in B.
monitor closely to see if sts follow.
38

2.1
Read Common Mistakes with sts and highlight the mistake. Say F Focus on the speech bubbles and perhaps ask two sts
“home” is an exception and no preposition is used after go. to read the dialog. Elicit some examples / encourage them
to use / prompt other go activities from A. In pairs, sts tell
2. go to the 3. go 4. go to
each other when they go to… (photos 1-8 in A).
C Tell sts to cover the phrases in A and, in pairs, take turns Tip For some activities, sts are likely to need help with other
pointing to the photos and testing each other. What’s this? time phrases they might want to say such as everyday or “from
Monday to Friday.” Pre-teach / Prompt them while monitoring.
D Sts complete the days with the missing letters and While sts perform the activity, monitor for the correct use
number them in the correct order. Sts listen to 2.2 and
of phrases learned in B (go to / the / a) and preposition on
check. Paircheck. Classcheck with board answers.
before days of the week.
Tip Elicit the days of the week and associate each day to a Weaker classes You may find it useful to do a quick drill
well-known local TV program / event. Ask What’s on TV on before sts say their own sentences in pairs.
Monday? and so on. T I go to a café on Mondays.
Sts I go to a café on Mondays.
Weaker classes Play 2.2 and ask sts to read AS 2.2 on T Tuesdays.
p. 157 as they listen, and underline the days in the sentences Sts I go to a café on Tuesdays.
so they learn the spelling and correct order. Drill pronunciation. T The gym.
For each day, ask: What’s on TV on Monday / Tuesday, etc.? Sts I go to the gym on Tuesdays.
Give examples, e.g. the days they have English lessons, to help Prompts: work / school / church
convey meaning. Go back to p. 16 and elicit the days in D before
sts attempt to fill in the missing letters. In pairs, sts complete the
words and order them, 1-7. Classcheck with answers on the board.
2 Listening
2.2 Notice the stress on weekdays. A Focus on the departures chart. Ask: Where are we now?
1 Sunday, lovely Sunday! (At / In an airport.) In small groups, sts briefly test each
2 Oh, no! Tomorrow’s Monday. School! Yuk! other by asking Where’s New York? (In the USA.); Where’s
3 Gee, it’s only Tuesday—four more days of work. Rio de Janeiro? (In Brazil.); etc. Focus on the flight times
4 I have an important meeting on Wednesday. and elicit number 1 (10:15 a.m.). Play 2.3 and pause after
number 2 (6:00 a.m.). Ask: What’s number 2? (New York
5 Only two more days of work—it’s Thursday.
flight.) Tell sts to number the other flights in the order
6 Today is Friday. Let’s go to a bar after work!
they hear them. Play the rest of 2.3. Paircheck. Play the
7 Great! It’s Saturday! My favorite day! No more work for the
audio again if necessary. Classcheck.
weekend!
2.3 Notice the stress in the time.

(1) Sunday (6) Friday (7) Saturday (2) Monday 1 We say ten fifteen or a quarter past ten.
(5) Thursday (3) Tuesday
2 We say six a.m. or just six o’clock.
3 We say eleven p.m. or just eleven o’clock.
Song line:
4 We say noon or midday.
I don’t care if Monday’s blue,
5 We say six thirty or half past six.
Tuesday’s gray and Wednesday too.
6 We say five forty-five p.m. or a quarter to six.
Thursday I don’t care about you. It’s…
7 We say midnight or twelve midnight.
Song: “Friday I’m in Love”
Band: The Cure (UK) 8 We say nine a.m. or just nine o’clock.
Year: 1992
Ask sts to look at the lesson Song line on p. 17. Check if 2 8 1 4 6 5 3 7

they know the song / band. If you have the song, play it as
a follow-up to D or at the end of the class. Ask sts to guess
B This exercise gives sts a first passive “taste” of the 3rd
positive or negative attitudes towards each day of the week
person s. Say: Look at the clock / your watch. What time is it?
in the song, e.g. “Monday’s blue,” “Tuesday’s gray,” etc. Ask:
Say: I get up at (6:00). Gesture getting up or show a photo of
What’s the composer’s favorite day of the week? (Friday.)
someone in bed getting up. Ask a couple of sts: What time do
you get up? Repeat procedures with “go to bed” and “get home.”
E Model the activity. Encourage a student to say the days
in the correct order as fast as he / she can and silently Tip Do this step as a brief pre-listening stage. Pre-teach
time him / her (use your fingers or a watch to count). Sts
only the daily routine activities which are present in 2.4,
now do the same in pairs. St A says the days of the week,
but do NOT cover all verbs of daily routine just yet nor make
st B times it on either a watch or his / her fingers. Sts swap
a grammar presentation of the Present Simple tense. These
roles and then compare results to see who was the fastest.
Ask sts to report their results to the group. items will be dealt with in lesson 2.2 (see SB p. 18-19).
39

2.1
Tell sts to listen to two interviews and complete with the C Write ON and AT on the board and tell sts to complete
times and days they hear. Paircheck. Classcheck with numbers 1-6 with either word as they listen to 2.4 again.
answers on the board. Paircheck. Sts look at the box and decide / write the rules
by themselves. Classcheck.
2.4 Notice the vowel sounds. Which one sounds different?
Int = interviewer W = woman M = man 1. at 2. at 3. on 4. at 5. on 6. at box at / on
1
Int Hi, I’m doing a survey about sleeping habits. What time Focus on Common Mistakes and teach What time do you…?
do you get up? as a chunk. Focus on the mistake and highlight there’s no
W Uh, um, at six in the morning. I go to school at six forty-five. preposition for now in the question.
Int Thanks. And what time do you go to bed?
W Hmm. At around ten p.m., during the week. Maybe at
twelve midnight on Friday and Saturday.
D MAKE IT PERSONAL Books closed. Conduct choral
and individual repetition of What time do you…? and use
Int So you get about eight hours sleep a night?
prompts 1-4 from D (get up / go to bed / go to school, etc.).
W Yeah, that’s it… Bye!
Int Thanks. Books open. Read the model dialog with the whole class. In
pairs, sts ask each other What time do you questions about
2
weekdays and weekends. After they finish, ask a pair to
Int Hello. We’re doing a survey about working hours. What present part of their dialog (three questions) to the class.
time do you go to work?
M Hmm… I go to work at eight thirty a.m. Tip Asking sts to report what their partners said might lead
Int Every day? to errors at this stage, as they don’t know Present Simple 3rd
M No, no. From Monday to Friday. I don’t work on Saturdays person singular. Let them say what they can. prioritizes
and Sundays. fluency as much as accuracy, and they will learn it next
Int And when do you get home from work? lesson anyway. Or you might ask What time does he / she…?
M Well, I usually get home at around six fifteen p.m. OK? Bye! and accept short answers though, e.g. “at 6 a.m.” instead of
complete sentences (“He gets up at…”).
The woman gets up at six in the morning. She goes to

school at six forty-five. She goes to bed at ten p.m. She gets
eight hours sleep a night. Workbook p. 9
The man goes to work at eight thirty from Monday to Friday. ID Online Portal
He gets home at six fifteen. Grammar p. 120
40

2.2
What do you do in the mornings?

Lesson Aims: Sts learn to use several verbs of action in the 3rd person singular in the context of telling their daily routine.
Function Language
Lesson 2.2
Daily sleep patterns. How many hours a night do you sleep?

Telling your daily routine. I wake up at…
Mr. Bean wakes up at around 8 a.m.
Vocabulary: Morning routine: brush my teeth, exercise, get dressed, get up, have breakfast, leave home, make the bed, shave,
sleep, take a shower, wake up.
Time phrases: about, hours, minutes, on weekdays / weekends, a night, how many, at (around) + time, for + time, immediately.
Grammar: Present Simple: all persons, & forms, Present Simple 3rd person s, following on from preview in 2B.
Review / extend: countries / nationalities (France / French, Korea / Korean, Japan / Japanese).
Warm-up Play a quick mime game with the go activities and 2.6
daily routine verbs from the previous lesson: go to the gym, go “wake up”
to the supermarket, get up, go to bed / sleep, go home, etc. You “get up”
might ask sts to choose a verb from p. 16 and 17 or hand out
“make the bed”
slips of paper with verbs written on them to each student, e.g. I
“exercise”
go to school at 7 a.m. to mime their phrase for the class to guess.
“take a shower”
“shave”
3 Reading “get dressed”
“have breakfast”
A Ask: What do you know about the four countries? Capital? “brush my teeth”
Famous people? Money? Famous food? What do the people like “leave home”
/ eat, etc.?
Focus on the question in white on the report. Ask sts to wake up (10) get up (4) make the bed (7) exercise (2)
give predictions for each country. Focus on the picture. take a shower (9) shave (8) get dressed (3)
Ask: What can you see? (The world in bed / sleeping.) Then have breakfast (5) brush my teeth (1) leave home (6)
complete the table. Play 2.5 and ask sts to follow / read
the text as they listen. Paircheck. Classcheck. Ask about
your country What about ? How many hours do B Tell sts they will hear sound effects of Jim doing the
sleep? Let’s check! and move to B. activities from A and they need to guess them. Say: Listen
and guess the activity and write it down first, then compare
8 hours and 50 minutes / 8 hours and 38 minutes / 7 hours with a partner. Play 2.7 and classcheck.
and 49 minutes / about 8 hours
exercise; have breakfast; get up; brush my teeth; wake up;
B MAKE IT PERSONAL Drill pronunciation of questions leave home; shave; make the bed; take a shower; get dressed.
1 and 2. Ask sts to stand up and walk around the class
asking 1 and 2. Tell them to take notes and interview as C Sts listen to Jim talking about his morning routine. Tell
many classmates as possible. When they have finished, ask them to use the numbers from A , as in the example
them to sit in small groups and compare their answers. (10) (wake up) at 6:30 a.m. Look at the times and time
Ask the whole class question 3: On average, how many expressions and elicit from sts how they are said. Play
hours do people in your class sleep? 2.8 and sts match other activities to correct times.
4 Vocabulary: Morning Routine Tip Always encourage sts to use language / short dialogs to
paircheck, instead of doing it visually / looking at each other’s
A Focus on the pictures. Say: This is Jim. (point to
books. E.g.: St A: Not immediately? B: Get up. Number 4.
the character). Elicit as much as possible and use the
What about for 30 minutes? A: (That’s) exercise. Number 2.
illustrations and gestures / mime to convey meaning. In
pairs, sts match phrases 1-10 to Jim’s pictures. Paircheck.
Sts listen to 2.6 to check their answers and repeat 2.8 Notice the word stress.
phrases as they hear them. Well, I wake up at around six thirty a.m., but I don’t get up
immediately. I stay in bed for three or four minutes, then I get
Follow-up: Ask sts to cover the phrases and test each other
in pairs. St A points to the pictures, st B comes up with the
up. I don’t make my bed. Then I exercise for thirty minutes.
correct phrase. After a minute, sts swap roles. In pairs, they
After that, I take a shower, shave, get dressed and have
play a mime game. Sts A and B take turns choosing one
breakfast—coffee, juice and cereal. Then I brush my teeth
action from pictures 1-10 to mime for the other to guess. and, finally, leave home at around eight a.m.
41

2.2
(10) Wake up at around six thirty. (4) Don’t get up form of the verb in parenthesis. Paircheck. Classcheck with
immediately. (2) Exercise for 30 minutes. (6) Leave home board answers. Drill sentences and change subjects so as
at around eight a.m. to consolidate form. If you feel sts need further practice, do
Grammar p. 120 in class.
D MAKE IT PERSONAL In pairs, sts tell each other what 1. I leave home at 6 a.m. 2. You go to school at 7:30 a.m.
they do every morning. Ask them to refer to pictures in A 3. My sister makes her bed in the morning. 4. My dad
and include the time they do each activity. takes a shower at night. 5. My brother and I get up at 6 a.m.
6. My partners have breakfast at 10 a.m.
Weaker classes Learners often feel more confident if they
have the chance of writing a small paragraph about their
morning routine before they talk about it. You could give them B In pairs talk about Jim’s routine (from 4A). St A is
3-5 minutes to write down their morning routine beforehand. his mother / father. St B shows interest in Jim’s routine.
Classcheck.
Read the lesson Song line on top of p. 19 with sts and elicit
the name of the song / band from them. Ask: Do you know Jim wakes up at around 6:30 a.m, but he doesn’t get up
the song? Do you like The Beatles? What other Beatles songs immediately. He stays in bed for a few minutes, then he
do you know / like?
gets up. He doesn’t make his bed. Then he exercises for 30
minutes. After that, he takes a shower, shaves, gets dressed
The aim of the song is to help anchor 3rd person s which is and has breakfast. Then he brushes his teeth and, finally,
coming now. leaves home at around 8 a.m.
Song line:
Common Mistakes Focus sts’ attention on 3rd person S,
She loves you, yeah, yeah, yeah! the use of has and the use of does not.
She loves you, yeah, yeah, yeah!
Song: “She Loves You”
Band: The Beatles (UK)
C Elicit negative forms of some sentences in the
Year: 1967 Grammar table in A. Sts listen to 2.10 to check their
answers. Classcheck with answers on the board. Play the
Tip Mask the bottom of the screen if you wish to hide the track again and have sts repeat the sentences. As a follow-
up activity, ask sts to work in different pairs and say the
subtitles.
sentences in A according to what is true for them, e.g. My
sister doesn’t make her bed in the morning (if a student does
E Ask sts: Do you know / remember Mr. Bean? Do you like not have a sister, he / she needs to change to brother, etc.).
him? Do you think he’s funny? Play 2.9 or the video and tell Ask some sts to report their sentences to class.
sts they need to remember at least five morning activities
shown in the video. Feedback. Then open books and focus 2.10
on the highlighted s and es on the photo. 1 I don’t leave home at 6 a.m.
2 You don’t go to school at 7:30 a.m.
2.9 3 My sister doesn’t make her bed in the morning.
He wakes up at eight a.m., but he doesn’t get up. He sleeps 4 My dad doesn’t take a shower at night.
again. He gets up, he makes his bed, he exercises, he shaves, 5 My brother and I don’t get up at 6 a.m.
then he leaves home. 6 My partners don’t have breakfast at 10 a.m.
F MAKE IT PERSONAL Ask a student to read the speech I don’t leave home at 6 a.m. You don’t go to school at
bubble to the class. Write I wake up at 8 a.m. on the board. 7:30 a.m. My sister doesn’t make her bed in the morning.
Then write Mr. Bean… and elicit the rest of the sentence from My dad doesn’t take a shower at night. My brother and I
sts. Highlight the “s” for 3rd person and elicit other verb forms. don’t get up at 6 a.m. My partners don’t have breakfast
If possible, conduct a quick drill (T: I get up at 7 a.m. He… at 10 a.m.
Sts: “He gets up at 7 a.m.”).
In pairs, sts compare their routine to Mr. Bean’s. Monitor D In pairs, sts try to remember four things Mr. Bean
closely for accuracy. doesn’t do before leaving home. Classcheck.
He doesn’t take a shower. He doesn’t get dressed.

5 Grammar: Present Simple He doesn’t have breakfast. He doesn’t brush his teeth.
A Focus on the sentence subjects with sts and check
if they know the meaning of sister, dad and brothers. If
not, exemplify with a family tree on the board or refer to
Workbook p. 10
a locally-famous family, but don’t spend too much time
ID Online Portal
presenting family members as this vocabulary will be dealt
Grammar p. 120
with in lesson 2.3. Sts complete the chart with the correct
42

2.3
Do you use your cell phone a lot?

Lesson Aims: Sts learn to talk about how people use cell phones and family relationships.
Function Language
Lesson 2.3
Reading / Talking about how people use cell phones. My sister uses her cell phone to listen to music.
Do you use your phone to send and receive texts?
I use my phone to call people and post tweets.
Talking about family relationships. Chris is Lois’ son.
Francis is Thelma’s husband.
Vocabulary: Cell phone uses (send / receive texts, write e-mails / tweets, take photos, go on Facebook, etc.). Family words (son,
daughter, mother, grandparents, etc.). Possessive ’s.
Grammar: Present Simple: all persons, & forms, a lot.
Warm-up Elicit and write well-known brands on the board in columns 2. Classcheck by inviting sts to report their
which have ’s in their names, e.g. Levi’s, McDonald’s, or any partners’ answers. Refer to the model in the speech bubble.
other local brand, and elicit from sts or introduce the ’s.
7 Vocabulary
6 Reading A Read the Song line at the top of p. 21 with sts and
check if they know the song / band. Ask them to sing the
A Books closed. Ask: Do you use your cell phone a lot? song line or hum the melody in case they know it.
Books open. Sts read the title question. Draw their attention Song line:
to “relatives” and go over the Common Mistakes on p. 21.
We are family.
Sts read the survey and match photos 1-4 to four of the
I got all my sisters with me.
seven texts. Paircheck. Classcheck and clarify any new
We are family.
vocabulary. Ask follow-up questions: What about your sister /
Get up everybody and sing.
husband / dad? Is he / she a cell phone addict too?
Song: “We Are Family”
Band: Sister Sledge (USA)
Picture 1 is Lucia’s friend. Picture 2 is Yuri’s son.
Year: 1979
Picture 3 is Kenan’s mom. Picture 4 is Maria’s boyfriend.
Explore the cartoon in 7A and elicit what sts can see in it
Cyber English Ask sts to find and underline the words (a dog, a baby, a family at home, etc.). Ask: Do you know The
e-mails and texts in Jan’s and Ruben’s texts. For each one, Griffins? Tell them the man in white is Peter Griffin. Ask
ask: Is it a verb? (Yes.) Read Cyber English with them and How many children does he have? (3) Play 2.12 and tell sts
give more examples, such as: I skype my sister every day. / to listen and read the text and complete the family tree
I never text people. I prefer to call them. / When I don’t know a table. Paircheck. Classcheck.
word, I usually google it.
Tip Elicit / Drill pronunciation in pairs as necessary using pink
B Sts re-read the texts in A and match the sentences stresses. A says female, B says male + plural, etc.
halves in B. Paircheck. Classcheck with number sequence
on the board. Highlight the use of possessive ’s and elicit Francis + Thelma / Peter + Lois / Meg, Chris, Brian
how the same idea is expressed in sts’ mother tongue. If
you favor contrastive analysis, encourage comparison of
word order between L1 and L2.
B Sts complete the family table with words from the TV
ad in A. Paircheck.
(7) watches movies (4) orders pizza (3) texts in the car
parent(s); brother; daughter; wife
(1) texts friends when she’s at school (5) calls friends on
his way to work (2) takes photos and e-mails them (6) plays box Draw sts attention to the pink syllables in B.
games and uses language apps.
Common Mistakes Focus on it at any time, e.g. in title of 6A.
C MAKE IT PERSONAL Ask: Are you a cell phone king or
queen? Let’s check! Sts individually answer all 14 questions C Model the activity. Ask sts to look at the family tree in
about how they use their cell phones and write or in A and ask: Who’s Lois’ husband? (Peter.) Prompt Thelma’s
both columns 1. After that, model Do you…? questions and husband and elicit the question from sts, “Who’s Thelma’s
drill pronunciation of four or five sentences. In pairs, sts husband?” and have a student answer (Francis.) In pairs, sts
interview each other and write their partners’ answers take turns asking and answering about The Griffin family.
43

2.3
D Sts sit together in small groups and pick a well-known Optional activity The lesson could end with sts showing each
family (e.g. The Simpsons) to draw a family tree and create other photos from their cell phones and explaining who the
a TV ad. Go over questions 1-4 with sts and tell them they people in the photos are and their relationship with them.
need to include those answers. Monitor and give feedback
as you read their texts.
Workbook p. 11
E Sts swap their TV ads, read them and answer both
ID Online Portal
questions in E.
Grammar p. 120
Writing p. 148
44

2.4
Who do you live with?

Lesson Aims: Sts continue to practice word order and intonation in questions through the context of an immigration officer
interviewing a tourist.
Function Language
Lesson 2.4
Listening to an immigration officer interview a tourist. Where do you live?

Do you live with your parents?
Asking / Answering personal questions. Do you have a brother?
How many cousins do you have?
Listening / Talking about family photos. This is my brother, Carlos.
Where does he live?
He lives in Mexico.
Vocabulary: Review family relationships (brothers, cousins, parents, etc.).
Grammar: Present Simple Question order. QASI (Question Word + Auxiliary + Subject + Infinitive) vs. ASI (Auxiliary + Subject +
Infinitive).
Warm-up Review Wh questions. Write questions on the board C Read one of the answers aloud to sts and elicit which
or slips of paper and have sts interview each other in pairs. question in B could match it. For example, No, I don’t. I live
Remember to include a few Yes / No questions so sts start with my girlfriend. Ask What’s the question? and point to B
internalizing the different types of questions, which will be (4). Sts match the rest of the answers to the questions in B.
dealt with in 8A, p. 22. Suggestions: Where do you live? How Play 2.13. Sts listen to an immigration officer interviewing
many hours do you study English on weekends / per week? Do a tourist to check. Classcheck.
you speak French? When do you cook? Do you like Japanese
food? What time do you have dinner? How do you get to 2.13 Notice the intonation at the end of each question.
school / work / college? Encourage sts to report their partner’s Int = interviewer M = Miguel
answers to the whole class. Monitor closely for the use of Int What’s your full name?
Present Simple 3rd person singular when they do so. M Miguel Hernandez. But please call me Mickey.
Int OK. And… are you Spanish?
M Yes, I am. I’m from Valencia.
8 Grammar: Present Simple Int Where do you live?
M In Madrid, I work there.
A Books open. Focus on the Grammar box. Refer to the
questions sts have just used in the warm-up and tell them Int Do you live with your parents?
to identify which of them are Information questions and M No, I don’t. I live with my girlfriend.
which are Yes or No questions. For further practice, go to Int Where exactly in the U.S. do you plan to travel to?
Grammar p. 120. M Alaska. Everybody says it’s a beautiful place.
Int Do you know anyone in Alaska?
(2) ASI. (1) QASI. M Yes, my sister lives there.
Tip Acronyms ASI (Auxiliary + Subject + Infinitive) and

QASI (Question Word + Auxiliary + Subject + Infinitive) 6 1 4 3 2 5
are extremely useful as a mnemonic resource to help sts
remember word order in questions. Keep referring back to
it for correction. 9 Pronunciation: Question Intonation
and Silent E
Common Mistakes Try to elicit from sts why they usually A Read the rubrics with sts then turn to p. 157 to read
make the mistakes shown (transferring from mother AS 2.13 while listening again to notice falling and rising
tongue structure / comparing questions in L1 and L2). intonation. Sts complete the box on p. 22. Conduct choral
Remind them that the A of ASI and QASI is the easiest part and individual repetition of all the questions in 2.13.
Monitor sts’ ability to produce rising and falling intonation.
to get wrong.
Use gestures to help. Correct sts on the spot.
B Individually, sts classify sentences in ASI or QASI. Stronger classes Remind sts that intonation does not
Paircheck. Classcheck. Do not drill pronunciation of
exist in isolation, that is, different contexts create room
sentences just yet (or have sts ask the questions) as for exceptions. E.g. an Information question such as
number 9 on p. 22 works on the intonation of each one in “How many cousins do you have?” might be uttered with
depth and sts will then practice. rising intonation if the speaker is surprised and asking for
repetition / confirmation. Yes / No questions could have
1. QASI 2. ASI 3. QASI 4. ASI 5. QASI 6. ASI falling intonation, e.g., “Are you married?” if the question
45

2.4
is asked with disappointment. If sts notice exceptions to the Optional activity In pairs, sts practice saying the words in the
general “rule” celebrate! It means they have taken it on the box and notice which ones rhyme (come / some, before / more,
board, noticed something different and, on top of this, had the make / take, where / there). Remembering words in rhyming
courage to raise it with you. pairs is a very useful learning strategy.
In yes / no questions the intonation usually goes up.

In information questions the intonation usually goes down. 10 Listening
B Sts complete questions 1-5 with either an auxiliary verb or
A Explore the photos and elicit possible relationships
between the people. (They’re family, but let sts speculate
a question word. Paircheck. Classcheck with answers on the
a little and do not provide answers.) Tell sts to listen to
board. Now ask sts to work in different pairs. Together, they
Miguel talking about the photos to a friend and check if
decide whether sentences 1-5 have rising or falling intonation.
their guesses were right. Play 2.15 once. Classcheck.
Do number 1 as a model. Say Do you have a brother? and
ask: Is the intonation of this question going up or down? (Up.)
2.15 Notice the intonation at the end of each question.
Classcheck and drill pronunciation. Round off the activity by
M = Miguel W = woman
having sts ask and answer questions 1-5 about themselves.
W Hm… Who’s this?
Sts report their partner’s answers to the whole class.
M That’s my brother, Juan.
1. Do you have a brother? 2. How many cousins do you W Uh-huh. Does he play soccer?
have? 3. What’s your mother’s name? 4. What’s your M Yes, he does! He loves soccer.
father’s name? 5. Do they live in your town? W And who’s that?
M That’s my sister, Martina.
Explore the lesson Song line on top of p. 23 and see if sts
W So you have a sister! Where does she live?
know the song / band. Focus on Wh words “Who” and “What”
and elicit more example questions with both words from sts. M In Alaska. And, those are my parents.
W Wow, Alaska! And, do your parents live there too?
Song line: M No, they live in Barcelona.
I know, I know it’s you.
You say hello and then I say I do. There are five questions in the dialog. The man with the ball
Where d’you wanna go? is Miguel’s brother, Juan. The girl is his sister, Martina, and
Who d’you wanna be? the others are his parents.
What d’you wanna do?
Just stay with me.
B MAKE IT PERSONAL Ask sts to show photos of their
Song: “Around The World”
family or simply write down some relatives’ names. Set the
Band: Red Hot Chili Peppers (USA)
activity using the minidialogs in the speech bubbles. Sts
Year: 1999
work in small groups and ask and answer questions about
their relatives. Classcheck. Get individual sts to tell you
C World of English Write the following words on the board: any interesting “secrets” they learned!
HOME, GIVE and ARE. Highlight the last E in all of them
and ask sts: Do we say / pronounce this letter? (No.) Remind
them it is the most common letter in English (see lesson
1.2). Play 2.14 and ask sts to read World of English while Workbook p. 12
listening to it. Tell sts to find three more words on p. 22 ID Online Portal
and 23 ending in silent E. Grammar p. 120
Besides the words in the box, others in this lesson with a

silent E include: simple, type, Europe, mistake, these, have,
live, use, infinitive, page, anyone, complete and people.
46

2.5
How old are you? / How do you celebrate your birthday?

Lesson Aims: Sts continue to practice asking and answering personal questions through the context of an interview with a rock
star and to talk about how often they do daily activities.
Function Language
Lesson 2.5
Reading / Role-playing an interview with a rock star. Do you have a boyfriend?

No, I don’t. People don’t want to date a famous person.
Talking about how often you do activities. How often do you go to the gym?
I never go to the gym!
Talking about celebrations. Happy birthday! / Happy New Year!
Talking about what you usually do on your birthday. I always have a special meal at home.
I sometimes have a party.
Vocabulary: Review go activities. Chunks for celebrating special dates and occasions (Merry Christmas!, Congratulations!, Enjoy
your meal!, Have a good trip!, etc.).
Grammar: Frequency adverbs. How often + Present Simple questions.
WB Song line: “It’s your birthday. We’re gonna party like it’s your birthday.”
Warm-up Play a competitive game to review nationalities. Sts 2.16

work in pairs or trios. Sts have one minute to write as many Host So, Ginny, ten quick questions. Ready?
words in English under a given topic as possible. All sts should
Ginny Uh-huh.
contribute with suggestions but only one member of each group
Host What is your full name?
writes down the vocabulary list. Give an example: For example,
“Food!” You write “hamburger,” “sandwich,” “pizza,” “hot- Ginny Virginia Maria Lomond.
dog,” etc. until I say “Stop!” After sts have understood the Host Hm. And how old are you?
task, say: But the topic is not food… it’s “nationalities!” Ginny Umm!!! OK, I’m 23.
Host Do you have a boyfriend?
Give them one minute to write their lists. Then ask the Ginny No, I don’t. People don’t want to date a famous person.
group with the longest list to read their nationalities
Host Where do you live?
aloud. Keep track of all words they say on the board and
Ginny I live in Paris.
ask other groups to check off the ones they have on their
lists. When the winning group finishes reading their lists,
Host And where does your family live?
elicit different ones. For fun, take off one point for each Ginny Well, my mom lives in Paris and my dad lives in L.A.
mispronunciation other groups might have come up with. Host Nice! How often do you visit your dad?
Ginny Oh, I always go to L.A. in December to stay with him.
L.A. is fantastic!
Skills: Processing personal information Host Great! Do you have any brothers or sisters?
Ginny No. I’m an only child.
A Explore the photo. Ask: Who’s Ginny Lommond? What
Host I see. And what do you do on the weekend?
does she do? (She’s a pop singer.) Sts look at the interview
questions and in pairs fill in the blanks. Classcheck Ginny I sleep a lot and occasionally go for a walk. And I never
with board answers. When correcting question 2 (And work on Mondays, so I often go to bed late on Sundays.
how old are you?), take the opportunity to look at the Host OK, and what time do you go to bed on weekdays?
Common Mistakes . Ginny I usually go to bed at 11 p.m. from Monday to
Thursday, but I sometimes go to parties!
Common Mistakes Elicit possible answers for question 2 Host And our final question! Do you exercise regularly?
in A. Sts look at the mistake and check how the question Ginny No, I don’t exercise. Well, only occasionally (when I
should be answered. Highlight the fact that the verb be is walk). I’m a little lazy!
also present in the question (How old are you?).
2. are 3. have 4. do 5. does 6. do 7. have 6 10 5 8 9 3 4 1 7 2

8. do 9. go 10. Do
C MAKE IT PERSONAL Sts interview each other using
B Point to the interview / Ginny’s answers in A and ask questions from Ginny’s interview, but answer about
sts to match them to the correct questions in A as well. themselves.
Set up using the example given. Paircheck. Play 2.16 for
Tip If time allows, before sts perform the task, elicit whether
students to check their answers. Elicit any surprises in
pronunciation they may have noticed.
the questions in A have rising or falling intonation.
47

2.5
Drill pronunciation. Classcheck by inviting sts to report
2.17
some of their partner’s answers.
1 A Enjoy your meal!
B Thanks! Thank you! You too!
D Books open. Focus on the chart to establish meaning. 2 A Merry Christmas!
Drill pronunciation of the six adverbs. Elicit some B Merry Christmas!
examples from sts. Say: (Student), tell me something you
3 A Have a good trip!
always do, etc. Sts look at Ginny’s answers in A and
B Thanks.
underline five examples of frequency adverbs. Paircheck,
and sts complement their answers if their partner has 4 A Congratulations!
underlined a different example in the text. Classcheck.
B Thank you!
Highlight and drill the question How often do you…? 5 Happy New Year!
6 A Happy birthday!
Weaker classes Review / Elicit the days of the week B Thanks.
and write them on the board. Make it look like a calendar.
Give some examples about your routine, exemplifying
4 1 6 5 3 2
adverbs of frequency. Say, for example: I always have
dinner at 8 p.m. Check off all days. Now say: I usually have
breakfast in the morning and check off four days. Say I C In pairs, sts look at situations 1-6 and take turns asking
occasionally take a bus / drive to work and check off one each other What do you usually say…? Classcheck.
day in the week calendar on the board. Then go to activity D
on p. 24, as above. 1. Enjoy your meal! 2. Congratulations! 3. Happy
birthday! 4. Have a good trip! 5. Merry Christmas!
6. Happy New Year!
How often do you visit your dad? / Oh, I always go to L.A. in
December / I sleep a lot and occasionally go for a walk. And
I never work on Mondays / I usually go to bed at 11 p.m. Cultural note We use merry Christmas, but we say happy birthday.
Common Mistakes Highlight the different uses of on + day /

E MAKE IT PERSONAL Send sts to p. 16 and review /
date but at for a festive period. Elicit more examples for
elicit the go activities in the lesson photos. Sts write five
both or use those in MAKE IT PERSONAL . In pairs, sts talk
activities and How often do you…? questions to interview
as much as they can about their own preferred activities
their partners. Monitor closely as they write.
on these festive occasions. Add in any locally relevant
ones too, e.g. at Easter, at Ramadan (it’s a month long), on
Weaker classes Model the activity by having sts interview you
Independence Day, etc. Get them to ask you first.
before they work in pairs.
Tip Correct any important mistakes, but otherwise try to see
the second phase as fluency as much as accuracy. If you
in Action: Celebrating encourage sts to use the phrases in the table and then gesture /
mime / draw other things they can’t say, they should really
A Focus on photos 1-6. Elicit what people might be saying enjoy seeing how much they are able to express here.
in photo number 6 (Happy birthday!). In pairs, sts match
the rest of the photos to the phrases in A. Do not tell them
the answer just yet—they will check in B. D MAKE IT PERSONAL Ask What do you usually do on your
birthday? and point to the table in D. Individually, sts check
Tip For fun get sts to suggest what the people might how they celebrate their birthdays with each suggestion.
be saying, e.g. “Yum, yum!”, “Bye! See you!”, “Thank Sts paircheck by asking How often do you…? questions.
you!” “Wow! I hate you!”, etc. You can do this with most Highlight position of often after don’t in the example.
people photos and it helps sts to learn lots of useful little Classcheck by asking sts to report some of their partner’s
exclamations. answers to the class.
B Sts listen to 2.17 to check their answers to A.

Classcheck and drill pronunciation of all phrases. In pairs, Workbook p. 13
Phrase Bank p. 64, 65
sts test each other: st A covers the phrases and st B points
ID Online Portal
to the photos in A. Sts swap roles. Round off by asking all
Grammar p. 120
sts to cover the phrases and you point to each photo and
ID Café Video p. 139
test the whole class.
48

Review 1
Units 1-2
Grammar and Vocabulary 1.1

A Picture Dictionary. Pairwork. Sts test each other and
R = receptionist S = Sandy
review the main vocabulary items learned in units 1 and 2. R What’s your name?
St A asks “What’s this in English?” and st B answers. Tell S Sandy Clark.
sts to try to focus on the pronunciation of words. There R Are you American?
are some possible techniques mentioned on p. 12 of the S No, I’m Canadian.
introduction section on how to work with the Picture R Where in Canada are you from?
Dictionary in order to review vocabulary. You can select S Vancouver.
whichever of these best suit the needs of your class. R That’s very nice. What’s your address?
S 76 Burton Road.
Page 6 8 countries and nationalities R And what’s your e-mail address?
S saclark@hotmail.com
Page 11 11 personal objects
R Thank you. Here’s your key. Room 89.
Page 13 11 colors
Page 15 5 shorts dialogs for photos 1-5 ’s (is) / Are / ’m (am) / are / ’s (is) / ’s (is) / ’s (is) / ’s (is)
Pages 16-17 8 go activities
Pages 18-19 10 morning routine verbs D Sts play Draw it, name it! on a sheet of paper or notebook.
St A draws six objects from p. 8 ex. 4 Pronunciation for st B
Page 25 6 phrases for special occasions
to guess, e.g. a shoe, a plane, etc. Sts swap roles. St B draws
Page 154 22 picture words for vowels six objects from p. 11 ex. 8 Vocabulary for st A to guess, e.g.
a lipstick, a sandwich, etc.
B MAKE IT PERSONAL Pairwork. Assign which student is A Tip If time is available, ask some sts to go to the board and draw
or B in each pair. Ask sts Bs to close their books and make objects from either p. 8 or p. 11 for the whole class to guess.
sure sts As cover / do not look at sentences 4-6.
St A spells each word in sentences 1-3 for st B to write in a

notebook or on a sheet of paper.
E MAKE IT PERSONAL Individually, sts complete questions
1-6 with do or does. Paircheck. Classcheck with answers on
the board.
Tip Tell sts not to say / signal to their partners where spaces
are between words when spelling—the student who listens and Weaker classes Drill pronunciation of all questions before sts
writes the letters is supposed to recognize each word / where ask and answer in pairs.
the spaces are once the sentence is complete. They should
say: “Number 1: m-y-c-i-t-y-i-s-i-n-t-e-r-e-s-t-i-n-g.” In pairs, sts take turns asking and answering questions
1-6. Monitor closely for accuracy. At the end, ask sts to
Paircheck: encourage st A to check if st B’s sentences are OK. report some of their partners’ answers to the whole class.
Swap roles. St A closes the book. St B spells all letters of
sentences 4-6 for st A to write down. Paircheck: St B reads 1. do 2. Do 3. Do 4. Does 5. do 6. does
and checks if st A made any mistakes.
Sts take turns saying sentences 1-6 and adapting them F Elicit the appropriate response to phrase 1, “Thank
to make true sentences about themselves, e.g. “My city is you.” (You’re welcome.) Sts match phrases 2-8 to a suitable
interesting.” / “I think Jazz isn’t great. Jazz is OK.” / “I’m not response in the right column. Paircheck. Classcheck.
from New York City.”, etc. Classcheck by inviting some sts
to say their adapted sentences to the whole class. Tip In pairs, sts act out short conversations. Monitor for
appropriate intonation.
C Individually, sts complete the dialog with verb be.

Paircheck. Play Review Audio 1.1 for sts to listen and check 1. You’re welcome. 2. It’s Jackie. 3. Not much. 4. Thanks!
their answers. Classcheck with answers on the board. 5. Good, thanks. 6. Bye for now. 7. 17. 8. Purple and white.
Replay the track for the sts to listen and repeat (pause
after each line.) In pairs, sts role-play the dialog. Make sure G Point to Common Mistakes and tell sts it is now their turn
they use contractions whenever possible. Swap roles and to correct the sentences. Write sentence 1 on the board
act out the dialog once again. Ask one pair to act it out for Are you colombian? Yes, I’m. and call sts’ attention to the
the whole class. number of mistakes between parentheses (Two mistakes.)
49

R1
Elicit corrections and mark the phrase on the board: Are Weaker classes Review / Elicit how to say all pairs of numbers
you Colombian? Yes, I am. in sentences 1-5 before sts perform the activity.
In pairs, sts correct sentences 2-10. Encourage them to flip
back through p. 6-25 and check their answers in units 1
1.3
and 2. Classcheck with answers on the board.
My name is Elio, I am 17 and I live in La Floresta, a small town
1. Are you Colombian? Yes, I am. 2. That is a ridiculous in Spain about 13 km from Barcelona. Of course, I support
umbrella. 3. David loves his girlfriend. 4. John goes home Barça—the best soccer team in the world! I’m a member of the
after school. 5. My girlfriend has 20 close relatives. club and go to all 19 league games at the Camp Nou stadium.
6. What time do you go to school? 7. My father works in I sometimes go to watch European games too. Barcelona have
the city. 8. On Saturday, my mom doesn’t get up early. a fantastic record—14 international cups and over 60 domestic
9. My brother is 25. 10. When does he work? cups. My favorite player is Messi—he’s absolutely incredible.
And we have the same birthday—June 24.
Skills Practice
1. 17 2. 13 km 3. 19 4. 14 5. 60
A Sts go to p. 20. Play 2.11 for sts to listen and read the
text in 6A. Ask sts to close their books. Replay the track
and ask sts to rate their listening comprehension from 0% E Replay Review Audio 1.3. In pairs, sts answer questions
to 100%. At the end, ask the whole class: Do you think you’re 1-4. Classcheck with answers on the board. Do you think
making progress with listening? Barcelona are the best club in the world? Is Messi the best
soccer player in your opinion? Who’s your favorite soccer player?
B In pairs, sts match the phone phrases. Sts read the
text to find the phone phrases and check their answers. 1. Elio. 2. In La Floresta / Near Barcelona / In Spain.
Classcheck. Drill the pronunciation of all the phrases.
3. Lionel Messi. 4. June 24.
1. send a (text) message 2. make a call 3. take a photo
4. go online 5. use the dictionary 6. organize a meeting F Swap partners. In pairs, st A talks about family A and
st B talks about family B. Sts use family words from p. 21.
Monitor closely for accuracy. At the end, ask a student
C MAKE IT PERSONAL Sts listen to the text in B. Ask them to describe family A and another student to describe
to complete the blanks with frequency adverbs always,
family B. Names of some characters may be different
often, usually, sometimes, occasionally, never. Play Review
Audio 1.2. Paircheck. Classcheck. At the end, encourage sts in some countries. The important thing here is that the
to say which character they are most similar to. Ask: Are relationships are described correctly. The suggested
you similar to any of these people? Any surprises in the text? answers below use the English names but don’t worry if
your sts use the names they are more familiar with.
1.2
There are about 6 billion cell phones in the world, that’s 87% A The Simpsons. Marge and Homer have three children,
of the world’s population. Let’s take a look at how people use Bart, Lisa and Maggie.
their phones. B Fred Flintsone’s wife is Wilma and they have a daughter
I use it every day. I can’t imagine life without it! I often send about called Pebbles. Wilma’s best friend is Betty Rubble and
30 to 40 messages a day and I use the dictionary at school. her husband is Fred’s friend Barney. They have a son called
I don’t have a cell phone. I think they are unhygienic. And Bam-Bam. The dinosaur’s name is Dino.
they ruin conversation! I occasionally use my girlfriend’s
phone to make calls.
Oh, wow! I love my cool, new phone! It does everything—I can G MAKE IT PERSONAL Ask sts to complete the table with
go online, make free calls and it even understands me when frequency adverbs such as always, often, usually, sometimes,
I speak to it! occasionally, never, according to their habits. In pairs, sts
I usually use it for work. I sometimes make calls from the take turns saying how they spend their weekends and find
car to talk with clients or organize meetings for the day. similarities and differences between them. Refer sts to the
I don’t use my digital camera, I always take photos on my phone. model sentence in the speech bubble. Round off by asking
sts to tell the whole class what they have in common.
I often send about 30 to 40 messages a day. / I occasionally

use my girlfriend’s phone. / I usually use it for work. / I H MAKE IT PERSONAL Elicit possible names (of celebrities
sometimes make calls from the car. / I always take photos. or even sts’ relatives) to complete sentence 1, e.g. “Bill
Gates” is a rich old man. Sts complete sentences 2-6 with
any suitable answer. In pairs, sts tell each other their
D Ask sts: Are you a soccer fan? What’s your favorite sentences. Monitor closely for coherence. Ask some sts to
soccer team? Sts hear a soccer fan talk about his favorite read their sentences to the whole class.
team. Allow sts a few seconds to read sentences 1-5.
Play Review Audio 1.3. Sts circle the numbers they hear.
Paircheck. Replay the track if necessary. Classcheck with I Point to the photo and elicit vocabulary, asking: What’s
answers on the board. this? (A hotel reception.) Is it a one star hotel? (No, it’s
50

R1
expensive.) How many guests do you see at the reception? felt performing the task: Do you feel comfortable with all of
(Four.) How many receptionists? (One.) Sts work in pairs. the questions? Which ones are easy? Which ones are difficult?
Assign who is A and B and allow sts some time to read
about their roles. In pairs, sts role-play the situation. Tip As a form of evaluation, get sts to record themselves
answering the questions in pairs, in or out of class, e.g.
Weaker classes Ask sts to write the minidialog before they on their phones. When they listen to themselves they will
role-play it so they have more time to plan their questions and get much of the feedback they need. They can upload
answers. Help whenever necessary. these recordings digitally to build a portfolio of themselves
speaking English, which you can use as a proportion (e.g.
J MAKE IT PERSONAL Question time. Sts look at the 10-20%) of their overall marks. When you ask sts to record
Language Map on p. 2-3 and take turns asking and themselves as part of their assessment they often re-record
answering the lesson titles from units 1 and 2. Monitor
many times in order to get a satisfactory result, which is
closely for accuracy and encourage sts to ask follow-up
excellent practice for them.
questions when suitable. At the end, ask them how they
51

3
Unit overview: The main topics of unit 3 are the weather, months, Present Continuous (for both present and future uses),
time expressions (tomorrow morning, next week, etc.) and making offers. The topics are introduced and practiced through the
contexts of weather forecast, phone conversations, talking about what celebrities are doing in photos taken by paparazzi,
the routine of the members of the British Royal Family. Sts also answer a questionnaire about the reasons why they’re learning
English and how they feel about it and role-play a dialog with informal language / chunks for making simple offers.
What’s the weather like?

Lesson Aims: Sts continue to practice verb be to learn to ask and answer about the weather.
Function Language
Lesson 3.1
Talking about the weather. How’s the weather in ?

What’s the weather usually like in ?
It’s usually hot and windy.
Vocabulary: Weather words – hot, warm, cool, cold, sun, sunny, rain (verb / noun), rainy, fog, foggy, snow (verb / noun), snowy,
cloud, cloudy, wind, windy.
Grammar: What’s the weather like?
Skills: Analyzing your English.
Warm-up Books closed. Write the lesson Song line Here comes the obviously, and this symbol means wind or windy. The next
sun. Here comes the sun and I say it’s alright. on the board. Check symbol is for fog or foggy weather. The cloud with these
if sts know the song / band. Draw (or quickly mime) the “sun,” little lines means rain or rainy weather. And the white cloud
“rain,” “wind,” “cloud” and “snow” and elicit all items. with stars means snow or snowy conditions. OK?
C Yes, miss!
Song line: T And for temperature, we usually just say hot, warm, cool or
Here comes the sun. cold. Any questions?
Here comes the sun and I say it’s alright. C No, miss!
Song: “Here Comes the Sun”
Band: The Beatles (UK) cloudy, windy, foggy, rainy, snowy
Year: 1969
B Point to the thermometer on the left top of p. 28. Use it

1 Vocabulary: The Weather to teach warm, cool, cold and hot. Exemplify with the day’s
local weather. Write all the words on the board and draw
A Books closed. Ask When do we use the letter S at the sts’ attention to last consonant sounds—correct them if
end of words in English? Elicit examples of the four uses in sts add extra vowel sounds to the end of those words as
World of English . There are two more uses too (Let’s, where they might follow the adjective pattern presented in A (rainy,
’s = us, and She’s gone, where ’s = has), but we suggest you cloudy, etc.).
avoid mentioning these at this stage.
Cultural note In some tropical regions, the concept of “cold”
Read World of English with the whole class. Highlight the -y may vary according to the inhabitants’ perspective. If you teach
endings of the three adjectives and ask if sts know other in a tropical climate region, your sts are likely to think (and
adjectives that have the same ending (early, military, easy, argue) that 15 degrees means “cold”—but make sure they
ready). Remind them that of course not all adjectives end in understand that in most English-speaking countries that would
-y by any means! Elicit examples they already know (colors, be considered “cool.”
new, old, good, great, big, etc.). Elicit the correct adjective for
sun (sunny). Point to the weather table. Sts complete the table
with the correct adjective under each noun. Paircheck. Play (a) cold (b) cool (d) hot (c) warm
3.1 for sts to check. Drill pronunciation using opposing
pairs of words so sts spot the differences: sun—sunny, C In pairs, sts cover A and B and refer to the thermometer
cloud—cloudy, etc. and the photos on p. 28-29. They test each other and see
how many weather words they can come up with by looking
3.1 Notice the sentence stress. at the photos from the lessons. Monitor closely. Classcheck.
T = teacher C = class
T Today, let’s look at the weather symbols. This yellow circle Stronger classes Prompt / Teach any new words sts feel like
means the sun, or sunny weather. A cloud means cloudy, expressing (e.g.: dry, wet, humid, etc.).
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3.1
D Sts hear two people talking about two different photos J Uh-huh. It’s warm and there’s absolutely no snow. Skiing is
(from p. 28-29). They have to listen and guess which two impossible. It’s crazy!
photos are being described. Paircheck. Classcheck. Tell sts B How about Cancun, that fantastic beach? Well, tourists go
to remember the words that made them guess the photos. to Cancun to enjoy the hot weather, but this summer: it’s
There is more than one possible correct answer for this cold. Really cold. It’s crazy!
exercise. The important aspect to take into consideration is What’s the weather like where you are? Any crazy weather
how sts justify their choice. stories? Write to us at globalwarming.org.
3.2
(4) The Alps – it’s warm and there’s absolutely no snow.
A OK, in this photo, the weather is beautiful. (1) The Amazon forest – no rain for three months. (2) The
B Yes, it’s hot and very sunny. Atacama Desert – the days and nights are cool and cloudy.
A Maybe it’s Cancun? (5) Cancun – it’s cold. (3) Chicago – no wind.
B And in this picture it’s hot.
A Yes, and it isn’t raining. It’s very dry. Extra Internet / Smartphone activity If you have an IWB and /
or cell phones with Internet in the classroom, ask sts to guess
(and write on a piece of paper) the temperature and weather
Pictures 1, 2 or 6 are possible answers.
conditions in a distant city at a certain month of the year
(e.g. Moscow, Chicago, etc.). Collect the slips of paper and
E In pairs, sts perform the task about photos 1-10. Ask redistribute them to sts so they can check their classmates’
sts to refer to AS 3.2 on p. 157 in case they have a specific guesses about the current weather conditions in that place. The
doubt or feel they need a model. Classcheck by playing a winner is the one who gets closer to the real weather conditions.
guessing game with the whole class: a pair of sts talk about
a photo. The rest of the group listens and tries to guess B Now sts listen to 3.3 again and fill in the table in A
which photo is being described. For small groups, repeat with the adjectives used to describe the weather (Usually /
the procedure three times. For larger groups, repeat the Now) in the five different places. Paircheck. Classcheck
procedure for five different photos in order to get more sts with answers on the board. Ask sts: Is the weather crazy in
to participate. your / our country too? Why? / Why not?
Weaker classes Write some prompts on the board: In this

Usually Now
photo, the weather is… / It’s (hot) and (dry). / Maybe it’s
the Alps snowy warm, no snow
(city). / Yes, I agree., etc.
the Amazon forest very rainy no rain for three months
river down by ten meters
2 Listening the Atacama Desert hot and sunny cool and cloudy
Cancun hot really cold
A Focus on the five places from the table and elicit Chicago the Windy City no wind, cool and foggy
where they are (the Alps: Europe; the Amazon forest:
South America; the Atacama Desert: Chile; Cancun: C Ask: Do you remember the questions from the weather
Mexico; Chicago: the USA) and what sts think the forecast? ( 3.3) Elicit the missing word in the first question
weather is usually like in each of them. Play 3.3 and ask (how). Individually, sts complete questions 1-3. Paircheck.
sts to number the places in the order they hear them. Classcheck with answers on the board.
Paircheck. Classcheck. Ask sts: Why do they say the
weather is crazy? Weaker classes Real beginners might need to read the audio
script and look for questions 1-3 in it.
3.3 Notice the s endings.
Ask sts to read the R box and elicit what the weather is like
B = Bob M = Mary J = Joe
now / is usually like in (your city).
B Everywhere, the weather is… crazy! Take the Amazon
forest, for example. It’s usually very rainy there, but now… 1. And how’s the weather in Chicago? 2. What’s the
no rain for three months! The Amazon river is down by ten weather usually like there? 3. What’s it like this year?
meters. It’s crazy!
From the forest to the desert: the Atacama Desert is usually D MAKE IT PERSONAL Ask sts to read the speech bubbles.
hot and sunny 350 days a year. This year, the days and Drill the questions “What’s the weather like?” / “How’s the
nights are cool and cloudy. It’s crazy! weather now in…?” before sts perform the activity. In pairs, sts
And how’s the weather in Chicago, the Windy City? Mary, take turns asking and answering about the weather in their
tell us. What’s the weather like in Chicago? city and / or the photos from p. 28-29. Classcheck.
M Well, Bob, no wind for us! This month, every morning, it’s
cool and foggy. It’s crazy!
B Thanks, Mary. Let’s go to the Alps. Those beautiful Workbook p. 14
mountains. What’s the weather usually like there? It’s ID Online Portal
snowy, right? And what’s it like this year? Tell us, Joe? Grammar p. 122
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3.2
Are you busy at the moment?

Lesson Aims: Sts continue to practice verb be to talk about the seasons and months. Sts learn the Present Continuous through the
context of routine activities.
Function Language
Lesson 3.2
Talking about seasons and months. What’s your favorite season?

Describing actions which are happening at the moment. What are you doing?
Are you busy?
I’m cooking dinner now.
Vocabulary: Months, seasons, actions (buying groceries, cooking dinner, doing homework, riding a bike, running in the park,
talking on a landline). Key phrases: Are you busy? Call you later. No problem.
Grammar: Present Continuous.
Warm-up Display some weather photos around the class or their answers. Classcheck.
on the IWB and have sts ask and answer “What’s the weather
like?” / “It’s…” Monitor closely for accuracy. Tip When checking answers to numbers 2-3 (seasons), get sts
to read the World of English section.
Tell sts to open their books to p. 31 and have them read the
lesson Song line. Check if sts know the song / band and Cultural note There are various definitions of a continent.
when it was recorded. In English-speaking countries, North and South America
are considered to be separate continents. However, they are
Song line:
considered as one continent in Spanish and Portuguese-
Just about half past ten, speaking countries.
for the first time in history
it’s gonna start raining men!
3.5
It’s raining men! Hallelujah!
Four seasons or two?
Song: “It’s Raining Men”
Countries with a temperate climate, like the ones in Europe
Band: The Weather Girls (USA)
Year: 1982 and North America, have four very defined seasons: hot
summers in June, July and August; cold winters in December,
January and February, with heavy snow in some countries;
3 Reading cool, windy falls in September, October and November and
warm springs in March, April and May.
A Books open. Sts read the months and, with the aid of the In contrast, tropical regions, especially around the equator,
pink syllables, try to pronounce them in pairs. Ask them to have only two seasons: the dry season and the rainy season.
write S if word stress is the same in their mother tongue and So, in places like India, West Africa, Central America, the
D in case word stress is different. The words with no pink north of South America and the north coast of Australia, the
syllables have only one syllable. Classcheck with 3.4. Play the
rainy season is in the winter calendar (June, July and August),
track again and have sts repeat all the months.
and it’s accompanied by very high temperatures.
3.4
January, February, March, April, May, June, July, August,
D Sts focus on Common Mistakes . Encourage them to
practice saying a few sentences about their country. Write
September, October, November, December. on the board: It’s usually cool / cold / hot / warm / rainy in
(month) in (country). Sts use the prompts on the board and
B Focus on the encyclopedia text title and elicit / pre- create their own sentences. Classcheck.
teach the four seasons of the year. Go over tasks 1-5 and MAKE IT PERSONAL Assign different groups—make sts
make sure sts understand what they have to do. In small work with classmates they do not usually sit near. In small
groups, sts read the text and help each other. Walk around groups, sts take turns asking and answering questions 1-4.
the class and offer help when needed. Sts check their Round off the activity by asking a student of each group to
answers in C. report group answers.
1. July, February, October, March, May, June, August.

4 Grammar: Present Continuous
2. winters, falls, springs. 3. dry season, rainy season.
4. Continents: Europe, North America, South America, A Explore pictures 1-6 and guide sts to the correct
Central America. Countries: India, Australia. 5. North, activity / actions. Use gestures, mime some of the
West, South. actions, e.g. running, cooking, riding a bike and doing
homework. Drill the pronunciation of each phrase. Sts
match photos 1-6 to the correct actions. Play 3.6 and
C Sts read the text in B and try to guess how to ask: Which action was not in the audio? (You don’t hear
pronounce the words. Then, they listen to 3.5 to check the action in picture 2—doing homework.)
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3.2
Play 3.7. Sts listen and check off the correct answers for
3.6 Notice s = /s/ or /z/.
1 and 2.
E = Eli M = Maddie R = Rita
Mi = Michael S = Susan P = person
3.7 Notice the connections for similar sounds.
E Hello?
M Eli? This is Maddie. Are you busy? M = Maddie S = Sean
E Actually, yes. I’m cooking dinner. What’s up? M I don’t believe this. One more call. That’s it.
M Oh, no problem. Call you later. S Hey, Maddie. Long time no see. How are things?
E OK, bye. M Good! Uh, Sean, are you busy?
S Um, well, I’m doing my homework.
S = Susan M Oh, never mind…
M Hi, Susan. This is Maddie. S But I’m just finishing. What are your plans?
S Oh, hi, Maddie. Sorry, I’m running in the park. I can’t hear M I have two tickets to today’s game. L.A. Lakers and
you. Can I call you later? Houston Rockets. It starts at three o’clock.
M Sure, Susan. Talk to you later. S So we have thirty minutes! Let’s go!
S Bye. M Are you saying yes?
M OK, uh, bye. Not my day today, is it? Let me try Michael. S Of course! Why are you surprised?
M You have no idea… Meet you at the subway station. Let’s go!
Mi Michael Rogers speaking.
M Hey, Michael!
Mi Maddie, darling. How are you doing? 1. To go to a sports event. 2. She finally finds a friend.
M Great.
Mi Are the tomatoes fresh? Sorry, darling. I’m buying Grammar box – Present Continuous
groceries. What’s up? Sts complete number 1 with the correct forms of be.
M Well, I have… Write the first sentence on the board She is talking
Mi These tomatoes here? Fresh? Really? Uh, sorry, Maddie. on the telephone. Ask a few concept-check questions,
M Oh, you’re busy now. Don’t worry. Bye. e.g.: Is it past / present or future? (present) Is it about
Mi Bye, darling. Nice talking to you. an action that happens every day, now or sometimes?
M So, Michael is busy, too. Maybe Rita Marques? Let me try (now). Sts cross out the wrong options in 2. Read the
her. Uh… the line’s busy… pronunciation tip with them and drill the pronunciation
of “doing,” “talking,” “cooking” in isolation and within
M Oh, someone is calling. Maybe one of my friends is finally sentences / context.
free now. Hello?
1 is am not are
P Gregory Hanes, please?
M Uh, I’m sorry, this is not his number. 2 every day at the moment sometimes
P Oh, sorry. Wrong number.
For further practice, refer sts to Grammar on p. 122.
M Humph. Typical! Well, let me call Rita again.
R Hi, Maddie.
D Sts look back at p. 18-19 (Jim’s morning routine)
and now talk about what is happening in each picture.
M Hi, Rita. Are you running?
Have sts follow the model given in the speech bubbles
R No, I’m not running! I’m riding a bike and my battery’s
in D, p. 31.
dying. Call you later?
M Of course… Bye Stronger classes Learners can use photos from their
cell phones. Although that leads to freer practice and is
(6) buying groceries (3) cooking dinner (5) riding a bike therefore bound to bring up verbs they still do not know,
(4) running in the park (1) talking on a landline it can be interesting for stronger groups to have more
(2) doing homework is not mentioned. challenge at this stage.
B Sts listen to 3.6 again and check off the phrases in Jim is: waking up / getting up / making the bed / exercising /
World of English they hear. Paircheck. Classcheck. Drill taking a shower / shaving / getting dressed / having breakfast /
pronunciation of all phrases in World of English . brushing his teeth / leaving home.
Caller phrases (all spoken by Maddie except the last one):

Are you busy? No problem. Call you later. Don’t worry. The
E MAKE IT PERSONAL Sts role-play Maddie’s conversation
and give different excuses.
line’s busy. Sorry, wrong number. Receiver phrases: I can’t
hear you. My battery’s dying. Weaker classes Sts will need to refer to either a model on
the board or the AS on p. 158.
C Point to photo 1 in A, say Look at Maddie. Is she happy?
(No.) Why not? No company? Who is she calling? and let sts
speculate a bit. Focus on C, read the rubrics with sts and
ask question 1 (What does Maddie want company for?) and Workbook p. 15
the three options (to have dinner, to go to a sports event, ID Online Portal
or she’s feeling lonely) and elicit possible answers. Do the Grammar p. 122
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3.3
What are you doing?

Lesson Aims: Sts learn how to ask and answer questions about occupations. Sts learn Present Simple vs. Present Continuous
through the context of routine activities.
Function Language
Lesson 3.3
Asking and answering questions about occupations. What does she do?
She’s an actress.
Talking about what people are doing. Liv Tyler’s walking her dog.
Piqué and Shakira are watching a soccer game.
Reading / Talking about a journalist’s schedule. What does he usually do at 8 a.m.?
What’s he doing today?
Listening to / Talking about British Royal family members’ What does Prince William do?
daily life. Kate’s visiting a public place at the moment.
Vocabulary: Celebrities. Daily routine: walk the dog, ride a bike, carry shopping bags, etc. Time expressions: at the moment,
right now, usually.
Grammar: Present Simple vs. Present Continuous.
Warm-up Show some pictures of different people doing certain C Sts listen to the special effects in 3.9 and, in pairs,
actions. You can mime some actions as well. Make sure you guess what the people are doing. Classcheck.
also clarify that the actions are happening at the moment you
are miming them. You can reinforce the use of words such as 3.9
now and expressions such as at the moment so that sts clearly 1 person cooking
understand that the actions are happening at that moment. 2 person taking a shower
3 person driving
4 person drinking something noisily
5 Listening 5 person cleaning the house
A Play 3.8 or the video if you have a DVD player in the 6 person eating something noisily
classroom and ask sts to pay attention to how many times
the same question is asked. 1. person cooking 2. person taking a shower 3. person
driving 4. person drinking 5. person cleaning the house
3.8 6. person eating
This is Brad.
What are you doing?
D Sts play a mime game. Hand out some slips of paper
What are you doing?
with Present Continuous sentences, e.g. “You’re doing
Just watching the market re-cap, drinking an import. homework.” “You’re talking on the phone.” and other
That is correct. That is correct. actions from the previous lesson.
What are you doing?
What are you doing?
Hey Brad, who’s that? 6 Grammar: Present Simple vs. Present
Hey Chad. Pick up the cordless. Continuous
Chad here.
A Sts read World of English . Have sts ask each other in
What are you doing? small groups “What do you do?” “I’m a / an…”. At the end,
What are you doing? ask sts to tell the rest of the class what their partners do.
What are you doing? Ask: What does he / she do?
Ahhhhh!
Focus on one of the celebrities in the photos and elicit who
he / she is. Ask sts: Who’s this? (Sts: I think he / she is…),
They ask “What are you doing?” seven times. What does he / she do? (Sts: He / She is a…). In pairs, sts do
the same. Ask them to refer to the speech bubbles in A as
B Sts listen to / watch again and number the phrases in a model and ask and answer about the celebrities in each
the order they appear in the video. photo. Classcheck.
(6) Chad here. (4) Hey Brad, who’s that? (5) Hey Chad. 1. Liv Tyler is an actress. 2. Cristiano Ronaldo is a soccer
Pick up the cordless. (2) Just watching the market recap, player. 3. Justin Timberlake is a singer and Jessica Biel is
drinking an import. (3) That is correct. That is correct. an actress. 4. Robin Williams is an actor. 5. Piqué is a
(1) This is Brad. soccer player and Shakira is a singer. 6. Pink is a singer.
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3.3
B Point to Liv Tyler in A (photo 1) and ask What is she 3.11 Notice /h/.
doing? Sts match photos 1-6 to actions in B. Sts paircheck Rep = reporter F = friend
by asking each other “What’s Pink / Liv Tyler / etc. doing?” Rep Today on Shhh! Top Secret, we’re talking with an intimate
and answering “He / She is…” Classcheck.
friend of Kate Middleton’s Shhh! No names, remember! So,
Miss X, welcome to our show.
(1) walk her dog (6) ride a bike (5) watch a soccer game
(4) carry a shopping bag (3) run (2) talk on the phone F Thank you.
Rep So, what’s the routine of the royal couple? Shhh!
F William is a helicopter pilot, and he works and trains at
C Grammar box – Present Simple vs. Present Continuous a base in Wales. Kate doesn’t have a paid job, but she
Draw a two-column table on the board, each column goes to the supermarket and helps her husband like any
under one of these headings: Present Simple (PS) / Present other wife. Shhh!
Continuous (PC). Elicit time expresions and where they go in Rep That’s interesting. And do you know what they are doing
the chart, e.g. now, at the moment, every day, sometimes, now? Shhh!
always, usually, etc. Sts decide whether the sentences in F Yes! This afternoon Kate is visiting a hospital near the
number 1 are in the PC or PS tense. Paircheck. Classcheck. base and William is flying a helicopter to Scotland on a
In pairs, sts reflect and decide about the rules in number 2 military mission. Shhh!
for PS vs. PC use. Classcheck with answers on the board. Rep Well, thank you for talking to us!
F You’re welcome. Shhh!
1. a PS b PC c PS d PC
2. b, a, a, b
1. F 2. F 3. T 4. T
For further practice, refer sts to Grammar on p. 122.
B Before sts listen to 3.11 again, in pairs, they ask and
D Use the dialog in the speech bubbles as a model. Ask try to answer questions 1-4 with what they can remember
a student to read the ones in blue and another to read from the interview. Play the track so they can check their
the ones in green. In pairs, sts do the same dialog for the answers. Classcheck with answers on the board.
other times (12:00, 2:00, etc.) and swap roles at each time.
Monitor closely for the correct use of Present Simple and 1. William is a helicopter pilot. 2. William is flying a
Present Continuous. Classcheck by asking a pair of sts to helicopter to Scotland on a military mission. 3. She goes
act out the dialog for two diferent times from the chart. to the supermarket. 4. Kate is visiting a hospital.
E Point to the photo and ask Who’s she? (Kate Middleton.) Extra activity Round off the lesson by focussing on the
Sts read the text and cross out the wrong forms of the Song line on top of p. 33. Check if sts know the song /
verbs. Do the first one as an example and ask sts to cross band. Ask sts to underline all verbs in it and in pairs,
out the other wrong answers by themselves, individually. decide if they are in the Present Simple or Present
Paircheck. Play 3.10 so sts can check their answers. Ask Continuous. Classcheck.
sts to circle six time expressions. The AS is the answer key
for this task. Song line:
3.10 Don’t stop me now.

I’m having such a good time.
Kate Middleton has a famous beauty ritual, and our reporters
I’m having a ball.
are following her today. Right now, she is going into her
favorite hair salon, where she gets a styling every morning. Song: “Don’t Stop me Now”
Band: Queen (UK)
She washes and dries her hair here every day after she runs in
Year: 1978
Hyde Park. Our photographers are registering every moment of
her routine today and our reporters are talking to her stylists.
Read a full review of all this tomorrow on our site.
Workbook p. 16
ID Online Portal
7 Listening Grammar p. 122
A Tell sts they will hear an interview about Kate. Elicit
what sts know about her, asking Does she have a job?
What’s her routine like? / What does she do every day? Have
sts read sentences 1-4 and write T (true) or F (false) as they
listen. Paircheck. Classcheck with answers on the board.
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3.4
What are you doing tomorrow night?

Lesson Aims: Sts learn to talk about future arrangements using the Present Continuous.
Function Language
Lesson 3.4
Talking about future arrangements. What are you doing tomorrow / after class / next week?
Reading a TV guide. I’m filming the storm.
I’m studying.
Vocabulary: Recycle weather vocabulary (tornado, storm, etc.) and time expressions (tomorrow morning / afternoon, next week,
next Monday, etc.).
Grammar: Present Continuous for future arrangements.
Warm-up Before the lesson: Prepare cards / slips of paper doing? (They’re helping to evacuate a population of about…)
with different go activities Recycle adverbs of frequency and In pairs, sts underline and copy the sentences into the
table in C. Classcheck with answers on the board.
go activities. Distribute slips of paper with several go activities
from unit 2 (go to a café, go to school / college, go to work, Focus on the answers on the board. Ask: What verb tense is
go to church, go to the gym, etc.) and have sts work in pairs. this? (Present Continuous) What’s happening tomorrow? Is
Sts take turns saying how often they go to each place. Write it present, past or future? (future). Ask the same questions
prompts on the board to help them: I always / usually / often / for the last two answers (after filming the action / next
sometimes / never go to…. When sts finish, ask them to report week). Ask the whole group: What do you think about their
three sentences about their partners. activities? Do you think they’re crazy? Brave?
Today they are studying the weather conditions in

Tuscaloosa and reporting a strong tornado for tomorrow.
8 Reading Tomorrow they are evacuating a town and filming the action.
After filming the action they have to cut and edit the footage
A Books open. Ask sts: Do you know the TV show Storm
into a program.
Chasers? Which channel is it on? (Discovery channel.) Is this
the type of show you like to watch? Sts can watch videos Next week they are traveling to Missouri.
from this show online at http://dsc.discovery.com/tv/
storm-chasers.
9 Grammar: Present Continuous for Future
Ask sts to listen ( 3.12) and read the text and find the
season that is mentioned (spring). Drill the pronunciation A Read the lesson Song line and check if sts know the song
of “tornado” and elicit the pronunciation of the other words / band. Focus on the last sentence, “Girl, I’m leaving you
with pink stressed syllables (objective, document, survive). tomorrow”, and ask What verb tense is it? (Present Continuous)
Sts read the text again. Ask What’s a storm? and elicit the Is it about the present or the future? (Future – “tomorrow”).
correct answer for sentence 1 (wind and rain). Sts circle
Song line:
the correct option in 2 and 3. Paircheck. Classcheck.
I know it sounds funny,
1. A storm is very strong wind and rain. 2. A chaser is a but I just can’t stand the pain.
person who is trying to capture something. 3. A plain is a Girl, I’m leaving you tomorrow.
large area of flat land. Song: “Easy”
Band: The Commodores / Lionel Richie (USA)*
Year: 1977
B Focus on the text title, “What’s happening in tonight’s
episode?”, and elicit some answers / guesses from the sts. *Also recorded by the band Faith No More (USA, 1993).
Sts listen to 3.13 while they read the text and match 1-7
Sts go back to the text in 8B and underline seven examples
to the second column. Paircheck. Classcheck with answers
of Present Continuous. In pairs, they discuss whether the
on the board. sentences refer to a present or future action. Classcheck.
Stronger classes Ask sts to explain the uses of “What’s

What’s happening in tonight’s episode? (future) Today the
happening” and “What happens” in the text.
teams of meteorologists are studying the weather conditions
in Tuscaloosa, Alabama. (present) They’re reporting a really
(6) their next destination (5) the number of people they’re strong tornado for tomorrow morning. (present) Tomorrow
evacuating (7) a famous American singer (1) their location we’re helping to evacuate a population of about 2,000
(2) the class of the tornado (4) a storm chaser (3) their inhabitants and we’re filming all the action. (future) Next
vehicle’s weight week, they’re traveling to Missouri (future) The answer, my
friend, is blowing in the wind! (present)
C Refer to the text in B again and ask: What are they

doing today? (They’re studying the weather conditions in B Elicit time expressions from sts to expand the list in
Tuscaloosa, Alabama.) Ask sts to underline that sentence 9B. Briefly conduct repetition of the expressions and a
in the text. Ask: What about tomorrow? What are they few questions (What are you doing tomorrow morning /
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3.4
tomorrow night / next Monday?) and encourage sts to come 1. Reed, Chris and Joel are traveling to Mississippi tomorrow.
up with their own Present Continuous example sentences.
2. Chris is filming the storm. 3. Reed and Joel are studying
the photos from the satellite.
tomorrow afternoon / evening
next month / year / lesson
D Sts work in pairs. St A is the reporter / interviewer and
st B, one of the Storm Chasers, e.g. Reed. St A interviews
C Tell sts Reed, Chris and Joel work as Storm Chasers. Reed and also asks questions about his two other co-
Read sentences 1-3 with sts and encourage them to guess
workers (Joel and Chris). Refer to the model in the speech
who is doing what, asking Who do you think is filming the
bubble and elicit more possible answers. Monitor closely
storm, Reed, Chris or Joel? Sts listen to 3.14 and write their
for the correct use of Present Continuous. Sts swap roles.
initials (R, C or J). Paircheck. Classcheck.
B is the interviewer and A plays the role of another Storm
For further practice of Present Continuous for future Chasers team member, who answers a question about his /
arrangements, go to Grammar on p. 122. her own plans and the rest of the team’s.
3.14 Notice the word stress. Cyber English Point to Joel’s notes and elicit the Present
Rep = reporter R = Reed C = Chris G = the guys Continuous sentence for “e-mail the information to the
Rep Today we’re interviewing one of the teams from the TV TV station.” Some sts are likely to say “He’s sending an
show Storm Chasers. Hi guys. e-mail…” but remind them that “e-mail” is now a common
G Hi. verb in English. Read Cyber English with them and ask How
Rep What’s the name of your team? often do you e-mail your friends? Are you e-mailing them
R Dominator. today?, etc.
Rep Dominator, right. And you are…?
R My name’s Reed Timmer, this is Chris Chittick and this E MAKE IT PERSONAL Give sts a couple of minutes to
is Joel Taylor. think about their appointment book and write down notes
Rep So, what are your plans for tomorrow? in E. Do the same for yourself and have the class ask you
R We’re traveling to Mississippi tomorrow. “What are you doing…?” questions. Answer with Present
C We’re predicting a big storm there. Continuous so sts have a clear model from their teacher. In
Rep And who’s filming the action? pairs, sts interview each other. Monitor closely. Classcheck
R Chris. He’s our videographer. with reported answers.
Rep And what are you and Joel doing?
R Well, we’re meteorologists, so we’re studying the photos
from the satellite to get to the center of the storm. Workbook p. 17
Rep Well, good luck. ID Online Portal
G Thanks. Grammar p. 122
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3.5
Why are you learning English? / Are you thirsty?

Lesson Aims: Sts learn to talk about the reasons they are learning English. Sts learn to use Do you want…? and Would you like …?
in the context of making offers.
Function Language
Lesson 3.5
Reading the introduction of a questionnaire. Why are you learning English?

Answering a questionnaire. I’m learning English for many reasons.
I’m going abroad next year.
Listening to two friends talking. What time is it?
What’s Linda working on?
When does she have to finish it?
How many more pages does she have to write?
Is she tired?
Vocabulary: Informal English: You tired? Wanna go home?
Grammar: Use of have to express obligation, use of to + verb and for + noun, questions (Are you bored?), offers (Would you like
to go home?) and responses (Yes, please. / No, thanks.)
WB Song line: “I want to break free, I want to break free.”
Skills: Analyzing your English 1. 12:30. 2. She’s working on a report. 3. Tomorrow.

4. Three pages. 5. Yes, she is. / Yes, kind of.
A Books open. Sts focus on the website photos and see
if they can recognize what they are about (New York City,
a woman / college student, London). Ask: Why do people B Sts will hear the conversation again and write down
learn English? Mark’s three questions. Play 3.17. Paircheck. Play the
Focus on the title question but do not ask your sts just audio again if necessary. Classcheck with answers on the
yet, as they will talk about their own reasons for learning board. Elicit what sts think is going to happen next. Ask: Is
English in B. Play 3.16 for sts to listen and read the Linda going home? Is she finishing the report today?
introduction. In pairs, sts mark T (true) or F (false) for
sentences 1-2. Classcheck. What are you doing? / Is it a big one? / You tired?
1. F 2. T
C Play 3.18 for sts to check their guesses. Paircheck.
Classcheck.
B Individually, sts take the questionnaire in A. In pairs,
they interview / read the questionnaire to each other 3.18 Notice the connecting sounds.
and compare their answers. Classcheck by asking sts to M = Mark L = Linda
report their partner’s answers to the whole class. Take this
M Wanna go home?
moment to get to know your sts’ needs as much as possible.
L No, I really have to finish this tonight.
M
C Sts read the Common Mistakes section and the R box and,
OK, so would you like a coffee?
in pairs, try to explain the uses of “to” and “for” in question 1 L Are you having one?
from the questionnaire in A. M Yes.
L Yes, please, then. Black, no sugar.
Want / need / have are verbs usually followed by to. To
M Do you want a sandwich too?
communicate / to pass an exam / to travel / to emigrate:
we use to to introduce a verb as a reason or purpose. For L No, thanks.
my job / for school / for college / for pleasure: we use for to M Cookie?
introduce a noun as a reason or purpose. L Uh-uh, really. I’m not hungry.
M OK. One coffee, coming up.
in Action: Making offers L Thanks. You’re great!
A Sts listen to Linda and Mark and answer questions 1-5.
Paircheck. Classcheck with answers on the board.
She wants a coffee.
3.17 Notice have to /f/ and kind of /v/.

M = Mark L = Linda D Read World of English with the whole class and drill
M Hey Linda, what are you doing? It’s 12:30 a.m. the pronunciation of all the phrases. Ask: Did Mark and
L Oh, it’s you, Mark. Umm… I’m working on this report. I Linda use “grammatical” or informal phrases? (Informal.)
have to finish it by tomorrow. Play 3.18 again and ask sts to write L (Linda) or M (Mark)
M Ah. Is it a big one? next to the informal phrases they say in the audio in
L Yep, I still need to do three more pages. World of English . Paircheck. Classcheck.
M Ooosh. You tired?
L Yeah, kind of. Mark: Wanna go home? / Cookie?
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E Play 3.18 again, pause after each line and have sts 3 Are you hot? Do you want a cold drink? Do you want an ice
repeat all the phrases. Elicit the dialog from the pictures cream?
in the chart and check how much sts can remember. In 4 Are you hungry? Do you want a sandwich? Want a cookie?
pairs, sts role-play the dialog. Swap roles. Monitor closely 5 Are you thirsty? Would you like a drink?
for accuracy and intonation. Ask a pair of sts to act out the 6 Are you tired? Would you like to go home? Would you like
dialog for the whole group. a coffee?
Weaker classes Ask sts to refer to AS 3.18 on p. 158 in

case they have difficulty role-playing the dialog with the aid of
G Mime you are tired / thirsty / hungry and elicit the
correct adjectives. For each case, elicit the appropriate
the pictures only.
question and offer, e.g.: mime tired. Question: Are you
tired? Offer: Would you like a coffee? Give sts a positive
F Individually, sts match the first two columns (questions or negative response from the table in F, e.g. “No, really,
and offers) in the table. Paircheck. Play 3.19 for sts to I’m fine.”
check their answers. Classcheck. Ask the class Are you
Swap partners. Write the words bored / cold / hot / hungry /
thirsty?, Would you like a drink?, point to the 3rd column
thirsty / tired on the board. In pairs, st A mimes an
(responses) and elicit possible answers.
adjective from the board. St B asks a question and makes
In pairs, sts role-play minidialogs using the questions, an offer from the table in F. St A replies with one of the
offers and responses from the table. Monitor closely for responses from F. Sts swap roles and mime and act out
accuracy and appropriateness. At the end, ask three pairs another dialog.
of sts to act out different dialogs to the whole class.
Round off the lesson by asking volunteers to mime
adjectives to the whole class and have the group as a whole
Tip Encourage sts to use informal versions of the questions
ask questions and make offers.
and offers, e.g. “You hungry? Wanna a sandwich?”.
As an extra activity, ask sts to notice the silent letters

(marked in gray here) and write the words down as they Workbook p. 18
listen to 3.19. Phrase Bank p. 65
ID Online Portal
3.19 Grammar p. 122
1 Are you bored? Wanna go out for a drink? ID Café Video p. 140
2 Are you cold? Do you want a sweater? Do you want my jacket? Writing p. 149
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4
Unit overview: The main topics of unit 4 are sports, can / can’t, possessive pronouns, clothes, and shopping for clothes. They are
introduced and practiced through the contexts of a sports TV program, a man’s first day at the gym, questions about abilities such
as using Google efficiently, cooking the basics and dressing appropriately, and a job interview. Sts also listen to / watch a video with
Barack Obama (“Yes, we can!”) and give opinions about political ideas.
Do you like tennis?

Lesson Aims: Sts talk about sports.
Function Language
Lesson 4.1
Listening to a sports program. Today’s exciting events at the Olympic Games include
basketball, soccer, tennis, volleyball, cycling, running…
Listening to people talk about their favorite sports. Skiing. I love to ski.
Talking about sports. I like volleyball and cycling.
Our country is usually good at soccer.
Vocabulary: Sports.
Grammar: Definite article the.
Skills: Shopping for clothes.
Warm-up In pairs, sts take turns asking and answering the Focus on Common Mistakes with the sts and encourage
them to make comparisons between the use of the definite
18 title questions from unit 3 (p. 28-37): “What’s the weather
like?” “Are you busy at the moment?” “What are you doing?” article in their mother tongue and in English. Ask Are these
etc. Monitor closely for accuracy and ask each student to tell typical mistakes you would make from translation? to help
you one interesting answer they got from their partner. you make the point without the need for them to speak any
L1. Make sure they understand the rule in red. NB: We can
use “the” before uncountable nouns to specify what we are
talking about. E.g. I don’t like the soccer they play in Italy.
1 Vocabulary: Sports We suggest you only mention this if it arises.
Focus on the photos on p. 38 and ask: What are the
4.1
photos of? (Sports.) Do you like sports? Do you watch
sports on TV? Do you play sports? Do you like / watch the Today’s exciting events at the Olympic Games include
Olympic Games? basketball, soccer, tennis, volleyball, cycling, running,
swimming… Wow!
A Sts match two groups of words to the sports. In pairs,
they check their answers and try to pronounce the name (7) basketball (3) soccer / football (5) tennis
of each sport, paying attention to the pink syllables. Say: (4) volleyball (2) cycling (6) running (1) swimming
Listen to part of a sports program and notice the pronunciation
of the name of each sport. Play 4.1 so sts can notice if their
pronunciation was correct. Classcheck.
B MAKE IT PERSONAL This is a nice way of integrating
cognitive thinking into behaviorist drills. The teacher can
Ask: Is your favorite sport there? Use a show of hands to drill any “I like” sentences inside sts’ vocabulary range, and
see which are their favorites. Why are the sports in two sts only repeat if the sentence is true for them. Suggestions:
different groups / lists? (Three possible answers: 1- first I like swimming / basketball / cycling / volleyball / sandwiches /
group are ball games, second group, no balls. 2- first big cities / Mondays / English / my teacher, etc.
group are sports people play, second group are sports
people go + -ing or 3- first group are words which tend to Tip As with any teacher-lead drill, give a clear, strong signal, like
be similar in L1 except for soccer, which is recognizable a conductor type signal, or a sweep of the hands, after you have
by most Latin sts.) said a sentence so sts repeat it together.
Tip The authors strongly believe that grouping words in

different ways, and then getting sts to think about why, really C Sts listen to more of the same sports program. Point to
helps them to notice spelling, pronunciation, word roots and the two lists of sports in A and to the blank next to each
origins, and similarities / differences to L1, and thus both sport. Sts listen to 4.2 and check off the sports they hear
process and remember them better. The standard way of the TV presenter Big Mac say in A. Paircheck. Classcheck.
presenting groups of words with none of these distinctions is Ask How does Big Mac feel? Can you remember the six
both much less helpful, and less interesting too. countries? and move on to D.
62

4.1
4.2 Notice the word stress. 4.3 Notice intonation = speaker’s emotion.
T = Tasha BM = Big Mac Int = interviewer Ja = Jane
T Wow! Tell us about it, Big Mac! M = Mark K = Karen J = Joe
BM Hi Tasha! Yeah, it’s July 2nd, and… well, what a day of
Int Excuse me, miss? Can I ask you a question?
sports at the Olympics! A very exciting morning here at
the Olympic complex. First we have basketball at the Ja Yes?
Olympic Arena. It’s the semi-final between Cuba and Int What’s your favorite sport?
Russia, at nine a.m. Then, at nine thirty at the Olympic Ja Skiing. I love to ski.
Stadium we have soccer, Uruguay versus Italy. What Int Nice! Thanks.
a difficult match! At ten a.m. we have tennis, men’s Ja You’re welcome.
doubles, at the Central Courts. After that, at ten thirty at
Int Hi, uh, do you have a moment?
North Park we have women’s volleyball, the USA and
Australia going for a bronze medal. And at eleven, M Uh, OK.
it’s time for cycling at the Igloo. The men’s five Int What’s your favorite sport?
thousand meter final! And that’s just this morning! M It’s golf. Absolutely, golf. To play and to watch. Best game
Tasha, it’s impossible to decide what to watch! in the world!
Int Thanks.
Sports: basketball, soccer, tennis, volleyball and cycling. K Uh, hi! Excuse me!
Int Sorry, uh, hello! Do you have time to answer one
Countries: Cuba, Russia, Uruguay, Italy, the USA and Australia.
question?
K Uh, what question?
D Sts read the box. Help them with the phonetics, Int It’s for a survey. What’s your favorite sport?
perhaps referring to the Pronunciation Chart on p. 154-155
K Let me think. It’s definitely not football. I hate football.
to remind them of the picture words for / / and / /. Drill the
pronunciation of “the” in different phrases (The Igloo / The Int You mean soccer?
Central Courts, etc.). Sts listen to 4.2 again and match times K Oh, yeah, soccer. That’s what you call it here.
and places. Paircheck. Classcheck with answers on the board. Int Uh-huh.
K Uh… is skateboarding a sport?
Stronger classes Instead of beginning with the box, focus
Int Well, yes, I guess so.
on AS 4.2 p. 158. Write the on the board and tell sts it
K So it’s skateboarding. I absolutely love it.
can be pronounced in two different ways, / / or / /. Drill
both forms. Play 4.2 again for sts to listen and read the Int OK, thanks then!
AS and ask them to notice how “the” is pronounced. You K Is that all?
may pause after each “the” phrase (“the Olympic Games,” Int Yes. Thanks very much!
“the Olympics,” “the Central Courts,” etc.) and elicit the K Oh, no problem!
pronunciation used in each case. Then sts go back to p. 39 Int Excuse me?
and read the box to check.
J Uh? What?
Int Sorry, but, uh… Do you have time to answer one
Tip Write on the board some famous examples they will question?
have seen many times but may have mispronounced, e.g.,
J Uh, I guess. But only one!
the Americans, the end, the Incas, the iPhone, the Olympic
Int What’s your favorite sport?
Games, the subway, etc., so they can enjoy saying them
correctly now. J To watch or to play?
Int To watch and to play.
Then, ask sts to match times and places in D from memory. J Well, I like to watch baseball on TV, but, you know,
Paircheck. Listen again to confirm and classcheck with I don’t play baseball. I love to surf. I go surfing
answers on the board if necessary. every weekend.
Int Watch baseball and surf. Thanks a lot.
(5) the Igloo (4) North Park (1) the Olympic Arena
J You’re welcome. Bye.
(2) the Olympic Stadium (3) the Central Courts
(6) baseball (1) skiing (3) football (4) soccer (2) golf
E Sts listen to four short interviews for a street survey
(7) surfing (5) skateboarding
( 4.3) and number the sports in the order they hear them.
Paircheck. Classcheck. The third person is British because she calls the game
where you kick a ball with your feet “football.”
Read World of English with the sts. Play 4.3 again and ask
them to raise their hands when they hear a British person
speak. Is there anything else they notice about British F In pairs, sts answer the questionnaire about sports.
pronunciation, apart from the words football / soccer? Classcheck. Accept different answers / opinions for 4, 5 and 6.
63

4.1
1. volleyball, football / soccer, tennis, basketball, baseball, golf Song line:
2. volleyball, football / soccer, tennis 3. swimming, surfing No time for losers, ’cause we are the champions of
the world.
Round off the lesson with the Song line at the top of
Song: “We Are the Champions”
p. 39 and see if sts can guess the name of the song / band,
Band: Queen (UK)
and sing the melody or chorus. Do they like the song / Year: 1977
Queen? Elicit how good they are at sports and a range of
other abilities, traditional and modern. Tell them the song
is often played at sporting events, and it was the official
theme song for 1994 FIFA World Cup. Workbook p. 19
ID Online Portal
Grammar p. 124
64

4.2
Can you drive a tractor?

Lesson Aims: Asking and answering questions using can.
Function Language
Lesson 4.2
Talking about abilities. Can you run two kilometers?

Can you swim?
Listening / Reading / Talking about essential abilities. Can you use Google efficiently?
I can’t read very well.
Listening / Role-playing a job interview. Can you understand directions?
Yes, I can, but not very well. / I can’t at all.
Vocabulary: Various abilities (play a musical instrument, drive, cook well, sing, flirt, bargain, dress appropriately, understand
directions, etc.).
Grammar: Can questions / short answers.
Warm-up Sts play a spelling guessing game in small groups with J We can help you with that. Let’s see… Can you ride a
the sports they learned in the previous lesson. St A spells out a bicycle?
sport, e.g. T-E-N-N-I-S, and the first to guess the sport before M A bike? Yes, I can. But I don’t like cycling.
student A finishes spelling the complete word scores one point. J Hmm. OK. Can you play tennis?
St B now spells out a different sport from p. 39, and A and C M No, no, I can’t play tennis at all. I hate tennis.
compete to guess it. Sts swap roles again. If time allows, round J I see. Well, so you can run in the gym every day, and our
off the activity by asking one group to challenge the others. swimming lessons are…
Mark, 23 years old: can ride a bicycle – can swim, but not
2 Grammar: Can Questions / Short Answers very well – can’t run at all – can’t play tennis at all.
A Focus on the lesson title and the photo of the tractor.

Ask sts Can you drive a tractor? and see how many people B Read the model dialog with a student. In small groups,
raise their hands. Tell sts that today’s lesson is about sts interview each other with Can questions.
abilities, what they can and can’t do. Point to Mark’s Focus on Common Mistakes with sts. Draw their attention
photo and ask: What’s his name? (Mark) How old is he? (sts to the fact that the bare infinitive (infinitive without to)
guess) Is he in good shape? (mime the meaning if they don’t must be used after can; and to the inversion of can in Can
understand “shape”) Does he need to exercise / do sports? questions. Drill some Can you… well? questions, e.g. “Can
Tell sts it is Mark’s first day at the gym. What’s the name you dance / cook / swim / play volleyball / speak English/
of the gym? (Jimbo’s) Elicit the activities / sports in the Chinese well?” Read the model dialog and highlight the
pictures. Ask sts: Do you think Mark can run? Can he swim? three answer options for the time being for this initial
Highlight the three options: can / can, but not very well / practice stage (there are more coming in 3A): “Yes, I can.” /
can’t (at all). Sts listen to 4.4 and check the correct options. “Yes, I can, but not very well.” / “No, I can’t.”
Paircheck. Classcheck. Ask What do you think of Mark now? Ask a few individual sts questions to make sure they know
What does Janet think of him? to see what they think / can the range of options. Help them notice rising and falling
express. Listen again if necessary and if time allows, do the intonation too. In trios, sts practice. Monitor, check, praise
AS tasks which focuses on intonation in Can questions. and express interest in their answers too. Classcheck. How
many “Yes, I can” answers did each student get?
4.4 Notice the intonation in yes / no questions and
Wh questions. C MAKE IT PERSONAL 1 Write Play on the board and
J = Janet M = Mark elicit sports which go with it, e.g., basketball / volleyball /
J Hi, Mark. My name is Janet and I’m your instructor. soccer, etc. Write Other sports and elicit (go +) swimming /
M Oh, hi, Janet. How’s it going? cycling / running. Establish that the question for these is
J Good. I need to ask you a few questions. Is that OK? “Can you swim / run / box?”, etc. NOT “Can you go running?”
In pairs, sts ask each other Can you + sports questions.
M Sure.
J What’s your full name? Tip Try to avoid the play / go / do distinction at this stage unless
M Mark Swift. S-W-I-F-T. your class want to talk about a lot of activities they will need “do”
J Swift, OK. How old are you, Mark? for (gymnastics / karate / judo / yoga), etc. Then if necessary, put
M I’m 23. the 3rd column up on the board and explain the difference.
J OK. Can you run two kilometers? Play + ball sports / competitive games against another person
M Run? I don’t think I can walk two kilometers! That’s why (poker, computer games) / musical instruments.
I’m here. Go + -ing activities: fishing, motor racing.
J OK, great! How about swimming? Can you swim? Do + recreational activities / non team sports without a ball:
M Uh, yes, I can, but not very well. I need lessons. karate, ballet, puzzles.
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4.2
2 Refer to the box and elicit Can you + activity? questions express what they can do, what they can do very well, not
from sts. This can become a mingle. Ask them (with a very well or can’t at all.
show of hands if they don’t manage to ask everybody)
In pairs, sts interview each other with Can you + ability?
what’s the most popular sport in the class—to play and to
questions from the “Ten Keys to Success” article. Drill
watch too if there is time. Sts work with different partners
some example questions with the abilities in A before sts
and ask Can questions. If they say they can do something
perform the activity. Their aim is to find out their partner’s
difficult, e.g. speak Chinese or sing in harmony, make them
top five from the list (that he or she can do). Classcheck
prove it, e.g. with the song line. Sts report their partner’s
with reported answers.
abilities to the whole class.
Tip This can become much more fun if sts start to mime C Ask sts to circle the five most important abilities in A
activities which they can’t yet express in English, like whistle, according to their opinion or profession and try to explain
touch their nose with their tongue, stand on their head, bend why. Use the example to set this up. Ask sts to report their
their arms / fingers to funny angles, etc. top five abilities to the whole class. Encourage them to
justify their choices.
Focus on the Song line and check if sts know the song /
artist. Ask if sts like the song / singer, if they know any of Tip Write on the board all ten answers and check them off
the re-recordings, if they can associate it with anything, etc. each time they get a vote to work out easily and visually which
are the class top five.
Song line:
I believe I can fly. I believe I can touch the sky. Stronger classes Ask learners if there’s anything else they
Song: “I Believe I Can Fly” consider important.
Artist: R. Kelly (USA)
Year: 1996
4 Listening
3 Reading A Elicit some Can you + ability? questions from 2B, 2C and
3B, which are likely to be asked in a job interview. Tell sts
A Ask sts: Is it important to speak English these days? What to write down these questions to use them in C. Say: Listen
about Spanish? If you’re looking for a job, is it important to to a job interview and circle the job Maddie wants. Play 4.6.
know how to use a computer? Sts read and listen to a text Paircheck. Classcheck and ask: What questions do you
about the ten most important abilities for success and play
remember from the listening? What does he think of Maddie?
4.5. Ask: Do you agree that these abilities are important?
What does she think of him?
Sts match the photos and the abilities in A. Paircheck.
Ask sts to rate their listening comprehension from 0-4. Ask:
Classcheck. Drill pronunciation as necessary, either modeling
How much of the audio could you understand? 50%? 80%?
it yourself or having students repeat after the audio.
Tip This is a useful activity to get a quick feedback after any
Tip There are ten abilities, but only six photos to illustrate
listening. It also helps train sts to judge their own individual
them because the others are either known or easily
recognizable as cognates. performance.
Focus on World of English . It addresses the most common 4.6 Notice / / and / /.
suffixes for noun formation. Encourage sts to come J = Joel M = Maddie
up with more examples of words ending in -tion and
J Hello. I’m Joel Clinton. I have your curriculum vitae here
-sion and make them feel confident when playing /
and I want to ask you some questions.
transferring from L1 to L2, especially if their first
M Sure.
language is of Latin origin.
J There is no information about your language abilities. How
Knowing simple rules like this can be a great leap forward many languages can you speak?
for sts as it gives them the ability to start to use many M Uh, one. I speak a little Spanish.
difficult words and express more complex ideas that they
J ¿Como estas?
didn’t realize they “knew” in English. It will give them
M What?
confidence to express their own identity in English. This
J Hmpf. Yes, I can see you speak very little Spanish. Anyway,
should be very motivating too, so try to praise them every
I’m also interested in your athletic abilities. Can you play
time they do so.
any sports?
10 5 7 9 2 8 M Uh, a little, yes.
J What sports can you play?
M I can play volleyball and tennis, but not very well.
B Focus on the symbols and drill the four answers. Sts
J Not perfect, but OK. One more question: Can you text fast?
focus on abilities in A and use the four different symbols to
66

4.2
M Yes, I think so. C Elicit the correct word order for question 1 and write
J How many words a minute can you text? it on the board. Individually, sts order sentences 2-4.
M I don’t know—about 40, I think. But wait! Why are these Paircheck. Classcheck with answers on the board.
questions relevant? Isn’t this a job interview for a position
1. Can you speak any other languages?
as a babysitter?
2. How many languages can you speak?
J No, I want a nanny, and I want my son to have the best
education! 3. Can you text fast?
M And how old is your son? 4. What sports can you play?
J Two!
Drill pronunciation of questions 1-4. In pairs, sts role-play
a job interview using the questions they came up with in A
a babysitter plus the four here. Ask a pair of sts to act out the dialog for
the whole class.
B Sts listen to 4.6 again and complete the sentences Extra writing Sts can write their answers to C in the form of
with can or can’t. Paircheck. Classcheck. Ask sts to rate sentences, or even a short paragraph about their own abilities.
their listening comprehension again. Ask: Can you
understand more when you listen again / for the 2nd time?
Allow them to ask any questions about listening and

perhaps explain that it is one of the most difficult skills Workbook p. 20
and that it requires a lot of practice, especially from adult ID Online Portal
learners. Ask: Do you think Maddie gets the job? Do you think Grammar p. 124
she wants it after that interview?
1. Maddie can’t speak Spanish very well. 2. She can play

volleyball and tennis, but not very well. 3. She can text fast.
67

4.3
What are you wearing?

Lesson Aims: Sts further practice and extend their knowledge of can / can’t by watching a video with Obama and learn to talk about
what they are wearing through the context of a fashion show.
Function Language
Lesson 4.3
Talking about other people’s abilities. My mother can cook really well.
My best friend can’t play rugby.
Listening to / Watching a political speech. Yes, we can!
Expressing opinion on simple world views. One person can change the world.
The opinion of one person can change a community.
Listening to a fashion show. She’s wearing black boots.
Describing what people are wearing. He’s wearing a purple shirt.
Vocabulary: Clothes. What’s he wearing? / He’s wearing…
Grammar: Can / Can’t.
Warm-up Books closed. Ask sts to write two sentences with 3 My best friend can’t play rugby or handball. He doesn’t like
can / can’t about two classmates, based on what they team sports.
remember, e.g. “Julia can’t drive a tractor.” / “Victor can use 4 I can skate, but I can’t ski at all. Skiing is too difficult!
Google efficiently.” Sts take turns reading their sentences 5 My friends can play soccer very well. They play every
aloud, and the student mentioned comments whether the weekend.
information about him / her is true or false.
6 Can you do any martial arts? No, I can’t.
5 Grammar: Can 1. I can’t dance very well, (weak form) but my wife can.
(strong form) She’s a very good dancer. 2. My mother can
A Books open. Sts read World of English about the four (weak form) cook really well. Her food is delicious. 3. My
meanings of can. Use the photo to teach the noun can. Any best friend can’t play rugby or handball. (strong form) He
surprises? Teach / Review some classroom language, e.g.: doesn’t like team sports. 4. I can (weak form) skate, but
“Can I drink some water?” “Can you give me a pencil?” etc. I can’t ski at all. (strong form) Skiing is too difficult! 5.
Refer to the sts’ sentences in the Warm-up above (“Julia My friends can (weak form) play soccer very well. They play
can’t drive a tractor.”) and ask: Is it possibility, ability or every weekend. 6. Can (weak form) you do any martial
permission? (ability) What about: “Can I drink some water?” arts? No, I can’t. (strong form)
Is it possibility, ability or permission? (permission)
Tip Have some fun with can, e.g. a quick tongue twister: “I can C MAKE IT PERSONAL In pairs, sts use the activities in B to
tell each other what they can or can’t do. Use the model in
drink a can of Coke.” “Candy can’t drink a can of Coke.” etc.
the speech bubble to set this up. Monitor closely for accuracy.
Sts read the rules in A and mark true (T) or false (F) individually. Ask some sts to report what their classmates have said.
6 Listening
All three are true. Explain that “No, I cannot” is also a possible
short answer instead of the contracted form “No, I can’t.” A Write Yes, we can! on the board and ask if sts remember
which famous person said that in 2008 (for his first election
B Sts have to fill in the blanks in 1-6 with can or can’t campaign). Play the video 4.8 and ask sts to check the
and elicit the possible answers for sentence 1. Sts do words they hear in 6A. Paircheck. Play the video / track
2-6 on their own. Paircheck. Play 4.7 so sts can check again. Classcheck. In pairs, sts should summarize Obama’s
their answers. Play 4.7 again and ask sts to notice the speech. The original video can be found at www.youtube.
pronunciation of can and can’t. Give examples of full form com/watch?v=qznAeFsUxXI.
and weak forms of can. Explain we use the full form can
for short answers and for emphasis, but we pronounce can 4.8 Notice can = / / or / /.
/kn/ (weak form) when it’s unstressed (before a verb or as One voice can change a room. And if one voice can change
a question). Always pronounce the negative form can’t / a room, then it can change a city. And if it can change a
kænt/. Sts listen and repeat the sentences in B. city, it can change a state. And if it can change a state,
it can change a nation. If it can change a nation, it can
4.7 Notice the pronunciation of can and can’t. change the world. Your voice can change the world.
1 I can’t dance very well, but my wife can. She’s a very good
dancer. Obama thinks we can change the world. Items he mentions:
2 My mother can cook really well. Her food is delicious. a voice, a room, a city, a state, a nation, the world.
68

4.3
B In pairs (or trios / small groups), sts take turns Jacobelli Klein Karan is a fashion designer.
pretending they are Obama and give the speech again.
Ask sts to refer to AS 4.8 on p. 159. After all sts have
done the activity, they nominate “the best Obama” in B Point to Justin in A and ask: What color are his clothes?
their group. Ask a more extroverted student to deliver (Green, orange, etc.). Point to the options in B and help sts
the speech to the whole class just for fun. Encourage the match Justin’s clothes to the right description. The colors
should guide them and lead them to discover how to name
class to applaud and say “Yes, we can!” Ask: Do you agree
the different items of clothing shown in A. In pairs, sts
with Obama?
match numbers 1-16 from A to the items in B. Paircheck.
Classcheck with answers on the board.
C MAKE IT PERSONAL Read the Song line on top of
Drill the pronunciation of some phrases in B and make sts
p. 43 with sts. Check if they know / like the song / band
notice that some pairs of “color + clothing item” have the
and perhaps know the history of the song. “Sunday Bloody
same (S) vowel sound, e.g.: a white tie (/ /), a golden coat
Sunday” is the first track from U2’s 1983 album, War. The
(/ /); and in some pairs the vowel sounds are not the
song is about a horrible incident in Derry, Ireland, where
same (NS), as in a silver belt (/ / and / /).
British troops shot and killed unarmed protesters and
bystanders. Highlight the use of “can’t” and elicit other songs Play 4.9 so sts can pay attention to the pronunciation of
with “can” or “can’t” sts can remember. (e.g. “You and me we all the pairs of words in B. In pairs, sts decide if the vowel
can ride on a star. If you stay with me girl, we can rule the sounds have the same (S) sound or not the same (NS)
world” – Take That, “I know it sounds funny but I just can’t sound. Classcheck.
stand the pain” – The Commodores, “Can’t buy me love” – The Practice: in pairs, sts test each other. St B closes the book
Beatles, “Just can’t get enough” – The Black Eyed Peas, etc.) and st A reads / says five colors from p. 43. St A has to say
the piece of clothing (as on the page).
Song line:
I can’t believe the news today. I can’t close my eyes E.g.:
and make it go away. A: Purple.
Song: “Sunday Bloody Sunday”
B: A purple shirt.
Band: U2 (UK)
Year: 1983 A: Yellow.
Individually, sts complete sentences 1-4 according to their B: A yellow dress.
opinion. Use the example to set this up and ask sts if they
A: Blue.
agree. In pairs, sts compare answers. Classcheck. How
many pairs have exactly the same opinion? B: Blue boots.
Sts swap roles. St B opens the book and says five colors. St
7 Vocabulary: Clothes A closes the book and says the correct clothes item as in
the model above.
A Focus on the four models and elicit the meaning of
Monitor closely for accuracy and pronunciation.
“fashion show.” Ask: Are you interested in fashion? Draw
students’ attention to the models’ names below the photos (6) a silver belt NS (15) a pink skirt NS
and to JKK. Who’s he? Is he a model? A journalist? A fashion
designer? Don’t confirm but have them listen and check as (14) a brown blouse S (12) beige socks NS
the first listening is just to get the general gist. Play 4.9. (16) blue boots S (2) a blue suit S
Classcheck. Point to the clothes / outfits in 7A and ask sts
(13) a golden coat S (5) blue shoes S
Do you like the designs? to see what they thought and which
clothes items they were able to pick up. (7) a yellow dress S (9) a green T-shirt S
(8) black sandals S (3) a white tie S

4.9
Our first model is Justin. He’s wearing a green T-shirt, (1) a purple shirt S (11) gray sneakers NS
orange shorts, gray sneakers and beige socks. Ready for the (10) orange shorts S (4) blue pants NS
gym or the park!
And here comes Sheila. She’s wearing a brown blouse, a Tip Highlight the examples of alliteration, remembering words
golden coat, a pink skirt and blue boots. Lots of colors on with the same (vowel) sound. Both are great ways to help
Sheila! sts learn “two things for the price of one.” To work on any
Next we have Dylan in a blue suit. To add more color, Dylan individual sounds they found hard, and want more examples
is wearing a purple shirt and a white tie. Blue shoes finalize of, turn to the Pronunciation Chart on p. 154-155.
the formal look. Formal and modern, that’s Dylan.
Finally, here comes Marissa. Marissa is a picture of C Write the question What’s Justin wearing? on the
summer. She’s wearing a yellow dress, and she guarantees board and point to Justin in A. Prompt He’s wearing… and
glamour wearing a silver belt, black sandals. She’s ready for encourage sts to complete the answer.
the night!
Drill the What’s… wearing? question with the other models’
Now, please welcome the man, the one and only… names. In pairs, sts ask each other about Justin, Sheila,
Jacobelli Klein Karan! Dylan and Marissa in A. Classcheck.
69

4.3
Point to 7B phrases and ask sts: Which phrases have the Tip Ask one student to leave the classroom. Describe his / her
article “a / an”? (a silver belt, a brown blouse, a golden coat, clothes making errors in the colors. Sts correct you.
etc.) Ask: Which phrases have NO article? (blue boots, black
sandals, orange shorts, etc.) Ask Why? and elicit / remind
sts of singular vs. plural concept and the use of indefinite E MAKE IT PERSONAL Ask sts if they have photos on their
article a / an. cell phones. Sts select one or two photos and describe what
the people in them are wearing. Group work. Classcheck
Read Common Mistakes and elicit the explanation of
by asking some sts to present and describe their photos to
mistakes from sts. Also highlight that we use the verb
the whole class. Alternatively, if sts don’t have any pictures
wear for all clothes and accessories we put on, e.g. we wear
available, ask them to open the book to a random page and
shorts, glasses, earrings, shoes, etc. and that we say a pair
describe the clothes worn by someone on the page. Their
of glasses / shorts / pants / jeans / pajamas / shoes / boots /
partner then has to figure out who they are describing.
socks / sneakers / sandals.
The key to this task is AS 4.9. Extra writing Get sts to write a short description of who the
people are and what they are wearing in a photo, either using
D MAKE IT PERSONAL Move on to some more personal their own photo or one from .
examples in class and ask: What’s (student’s name)
wearing? (He’s wearing…). Give sts 60 seconds to observe
each other and memorize what their classmates are
wearing. Workbook p. 21
ID Online Portal
Sts take turns describing a classmate for other sts to Grammar p. 124
guess who he / she is talking about. Do not overcorrect sts
while they’re performing the activity—take notes of sts’
mistakes and give them feedback after they finish playing
the guessing game.
70

4.4
Is your closet organized?

Lesson Aims: Sts further practice clothes by listening to a serious Suri Holmes Cruise fan and learn to use possessive pronouns
talking about closets and their contents.
Function Language
Lesson 4.4
Listening to an interview with a blogger. That’s the rumor.

Reading about how people organize / share their closets. My closet is enormous and hers is not.
My clothes are so organized, but his are not!
Writing your own blog post. I share my closet with my wife…
Vocabulary: Recycle clothes. Closet.
Grammar: Possessive Pronouns. Review of articles.
Warm-up Re-focus on Common Mistakes on p. 43. Then, in G Of course! Jeans are not very chic. She also has fifty-five
pairs, sts play the same game as 7E on p. 43: sts taking turns pairs of pants.
describing a classmate and the other has to guess who is J Oh, wow!
being described. G She rarely repeats her clothes.
J Even her pajamas?
G This is a big secret, but the rumor is that she has more
8 Listening than a hundred pairs of pajamas–for summer, for winter, to
Show sts photo(s) of Tom Cruise, his ex-wife Katie Holmes sleep at home, to sleep in hotels…
and their daughter Suri Holmes Cruise and make sure all J Do you think she has a future as a model?
sts know about them. Ask What does he / she do? How many G No, not a future. A present! She is the most important,
children do they have? Do you like him / her?, etc. most famous, most wonderful child model in the world.
Show the photo of a closet and ask: Do you think Suri has a J Thanks, Georgia. Ladies and gentlemen, a big thank you to
big closet? Does she have a lot of clothes and shoes? Georgia Brown, author of the blog Suri and Me—A Universe
of Clothes. Go online and check it out!
A Sts open books to p. 44 and read the text about Suri.

Ask them How old is she now? to check comprehension of 50 pairs of shoes, 55 pairs of pants, 30 pairs of jeans,
born. Say: Georgia Brown is a serious Suri fan who writes a 100 pairs of pajamas
blog about her clothes. Encourage sts to guess about Suri’s
closet, asking: How many pairs of shoes / jeans / pants
B Replay 4.10 and ask sts to raise hands whenever
does she have? Listen and check. Play 4.10. Paircheck.
they notice that Georgia sounds vague / uncertain. Sts go to
Classcheck. Are you surprised at the numbers? What do AS 4.10 on p. 159 and look for phrases Georgia uses to avoid
you think of her parents attitude toward their daughter? legal problems. Classcheck with answers on the board.
And what do you think of Georgia? Ask: How many pairs
of each item do you have? Sts can quickly ask each other in Phrases she uses to avoid being precise are: That’s the
pairs. Any surprises? rumor; According to some paparazzi…; The numbers are not
precise, but people say…; the rumor is that…
4.10 Notice / / and / /.
J = Jim G = Georgia
J So, Georgia, why a blog about Suri Holmes Cruise? She’s 9 Reading
only a little girl!
A Focus on Angie’s blog and her photo. Ask: What’s she
G Well, Jim, she’s not a regular little girl. She’s the daughter of wearing? Who is she? What does she do? Ask: Do you read
two big movie stars. And, most important, she loves clothes! / like blogs? Do you have one? Point to the three avatars
J OK. Is it true that her clothes cost 3 million dollars? and elicit sts’ impressions. Use the example to show
G That’s what they say. According to some paparazzi, she has what they can say. Read the title question and ask sts:
fifty different pairs of shoes. Is it impossible to share closet space? Do you have a closet
just for yourself? If not, would you like to?
J Wow! That’s a lot.
G Maybe for you, Jim, but not for me or Suri.
J How about jeans? B Play 4.11 and ask sts to follow the text and notice
the pronunciation of the words with pink letters. In pairs,
G The numbers are not precise. People say she only has
sts try to repeat the pronunciation correctly (impossible,
thirty pairs of jeans.
husband, organized, ignore, etc.). Classcheck by playing the
J Only? audio again for them to notice what they got right / wrong.
71

4.4
4.11 Pay attention to the pronunciation of the words 4.12

clothes and closet. / / my – mine
Angie Is it impossible for two people to share closet space? / / your – yours
Victoria Not impossible, but difficult. At home it’s only me / / his – his
and my husband. My clothes are always organized, / / her – hers
but his are not! Sometimes we have problems, but I / / our – ours
usually just ignore my husband’s part. / / their – theirs
Kyle I confess: I have more clothes than my wife, so my
closet is enormous and hers is not. Our kids are not For further practice, go to Grammar p. 124.
very organized, but they clean their closets—I never
my / mine; his / his; our / ours; your / yours; her / hers;
look at theirs! My son’s is full of sports equipment too
their / theirs. 1. Five end in -s. 2. The final -s is pronounced /z/.
—balls, rackets, skis, etc. Horrible!
Tanya In my house, we don’t say “mine” or “yours.”
Everything is ours. Our closet is small but clean B Demonstrate Whose…? questions with objects around
and organized. We share space and clothes. We the classroom. Hold a student’s (pen) and ask the whole
occasionally have a discussion like this: “Whose class: Whose pen is this? (It’s his / hers.) Drill both the
sweater is this?” “It’s yours!” “No, it’s yours!” A big question and possible answers as you elicit / present new
advantage of living with your twin sister! dialogs with different objects in class.
In pairs, sts complete box with mine, ’s or whose.

C Point to the Forum in A, ask Who lives with her sister?
Use whose to ask about possession. Use ’s after a noun to
(Tanya) and ask sts to write “Tanya” in sentence number 1.
indicate possession. Use possessive pronouns, for example
Individually, sts re-read the blog in A and complete
mine, to replace possessive adjective + noun in a sentence.
sentences 2-6 in C with Victoria, Kyle or Tanya. Paircheck.
Classcheck.
C Sts read another post from the forum, but this time
1. Tanya lives with her sister. 2. Victoria lives with her the post is full of language mistakes. Individually, sts find
husband. 3. Kyle lives with his wife and children. and correct five mistakes with possessives and five with
4. Kyle doesn’t share closet space. 5. Tanya has no articles. Paircheck. Classcheck with answers on the board.
problem sharing. 6. Victoria has difficulty sharing.
I live with the my parents, my brother and my sister. I don’t
Read World of English with sts and drill the pronunciation have a closet in the my room, but mine my sister has a
of the words so sts can notice similarities between them. closet in her hers, so we share that space. Ours Our closet is
Mime the example sentence for them. Ask: Do you know organized, but my brothers brother’s is very disorganized. My
what these are called? (Homophones.) Do you have them in parents have a big bedroom, so they have two separate closets.
your language too? My mother’s closet is big and my father father’s is small.
D MAKE IT PERSONAL Sts complete sentences 1-4 making

10 Grammar: Possessive Pronouns true sentences about themselves. Then compare in pairs.
Are they similar? Is it possible for them to share a closet?
A Focus on the yellow highlighted sentences in 9A and
Have students report back anything interesting they
encourage sts to guess what they refer to, e.g. “his are not” = learned about each other.
his clothes are not organized, “hers is not” = her closet is not
enormous, etc. In pairs, sts complete the table. Play 4.12 to Extra writing If time allows, or for homework, get them to
check answers. Ask questions 1 and 2 to the whole class. write a blog post for the forum, design their own avatar and
Read / Sing the lesson Song line with sts and ask: Do you post them online.
know this song? (“Sweet Child O’ Mine”.) Do you like it / them?
Why did the authors choose this song for this lesson? (Sweet
child = Suri, mine = possessive pronoun.) Who sings it?
Workbook p. 22
(Guns N’ Roses). Elicit other songs which have Possessive
ID Online Portal
Pronouns, e.g. “I’m Yours” by Jason Mraz.
Grammar p. 124
Song line:
Oh, oh, oh, sweet child o’ mine.
Oh, oh, oh, oh, sweet love of mine.
Song: “Sweet Child O’ Mine”
Band: Guns N’ Roses (USA)
Year: 1987
72

4.5
Do you like salons? / What shoe size are you?

Lesson Aims: Sts practice reading an ad for details, learn two more suffixes. Sts also learn how to talk about and shop for
clothes.
Function Language
Lesson 4.5
Reading a magazine ad. All yours! is the perfect place for you.
Guessing the meaning and pronunciation of new words. serves low-calorie food.
Talking about your favorite area in a spa. I love to go to salons.
Listening to people shopping for clothes. Can I try it / them on?
What size?
Role-playing a shopping for clothes dialog. Can I help you?
Vocabulary: Words ending in -ist (hair stylist, manicurist, nutritionist) and -ique (unique, boutique). High, low, the same,
ultramodern. Review clothes vocabulary.
Grammar: Singular and plural differences in shopping for clothes dialogs (it / them / this / those, etc.).
WB Song line: “You can’t always get what you want. But if you try sometimes, yeah, you just might find you get what you need.”
Warm-up Go around the class picking up different items (pens, C In small groups, sts look for words in the text which
books, etc.), singular and plural, and ask Whose is this? Whose match meanings 1-4. Do number 1 as an example
are these? Is this mine? Are these yours / hers / etc.?, pointing (different / the same, line 4). Classcheck with answers on
to different sts to elicit positive and negative responses. If time the board.
allows, sts can do the same in groups, pooling their possessions
on a table and asking / answering together. 1. the same 2. ultramodern 3. available 4. low
Skills: Reading for details D In pairs, sts try to pronounce the words in the text
which have pink letters. Play 4.13 and pause after each
A Begin by asking the lesson title question to gauge sts’ comma or period, asking sts to repeat and confirm their
interest in salons. Encourage them to say / express as guesses. Any pronunciation surprises? Did they find the ad
much as they can. Don’t correct much at this stage. more convincing as a listening or as a reading? Why?
Tip This initial fluency practice based around answering the Read World of English with sts and ask them to underline all
title question can always be repeated at the end of a phase / the words ending in -ist and -ique in the All Yours! text. Elicit
lesson. When sts re-answer the question, hopefully this time the pronunciation of each word sts underlined and drill
they will have more vocabulary and greater accuracy too. This their correct pronunciation.
loop input (try – feel the need to learn some language – learn
it – try again – feel progress) method can be a very good Tip Write a prompt to a conversation on the board, How
approach to help sts feel short-term success and find real often do you see a…?. In pairs, sts interview each other
relevance / personalization in your classes. using the professionals from the text (hair stylist, manicurist,
therapist, etc.).
Sts quickly read the text and answer questions 1-3.
E Swap partners. In pairs, sts talk about their favorite
1. A magazine. 2. An ad. 3. The four areas in the center area of All Yours! Encourage them to say why. At the end,
are: Super Salon; The Really Rich restaurant; Be Beautiful ask sts to tell the class which area their partners prefer
boutique; Marvelous Me massage. and why. Ask: Do you like salons? Would you like to go to
this salon? See if they come up with better answers now
See if they notice / like alliteration and if it reminds them than at the beginning of class, congratulate them and
of anything they’ve seen earlier in the course (the fashion reward them with a bit more corrective feedback too,
show in lesson 4.3). if appropriate.
Tip For fun, sts can easily alliterate each other’s names with
an adjective: Big Bertha, Cool Claude, Easy Enrique, etc. in Action: Shopping for clothes
A Explore the cartoon of the man and his dog. Say How
B Sts re-read the text. In pairs, they decide whether old is he? Is he small? Weak?, etc. Do you know people with
sentences 1-5 are T (true) or F (false). Classcheck. small dogs like this? Focus on sentences 1-4 and elicit
Encourage sts to justify / explain false sentences with possible guesses as answers for the sentences. Play 4.14.
evidence from the text. Sts complete the sentences and paircheck. Classcheck. To
review possessives, go with answers on the board. How
1. T 2. T 3. F (apart from walking around, you can’t many correct guesses? Can you predict how the dialog ends?
exercise) 4. F (it’s for men and women) 5. T Elicit more guesses.
73

4.5
4.14 Notice the connections. S Sure! What color? We have it in black, blue or green.
S = salesclerk J = Jason J Uh, blue, please.
S Can I help you? S All right. What size?
J Yes, please. Can I see the sweater in the window? J Extra small.
S Sure! What color? We have it in black, blue or green. S Extra small in blue? Just a moment, please. Here you are.
J Uh, blue, please. J Thanks. Can I try it on?
S All right. What size? S Sure. The fitting rooms are over there.
J Extra small. J Thank you.
S Extra small in blue? OK, just a moment, please. Here you are.
J Thanks. Can I try it on?
S Try it on? Uh, sure, no problem. The fitting rooms are S Can I help you?
over there. J Yes, please. Can I see the sweater / jeans in the window?
S Sure! What color? We have it / them in black, blue or green.
1. The man’s at a boutique / clothes shop. 2. He wants a J Green, please.
sweater. 3. The color he wants is blue. 4. The problem is S All right. What size?
that the man is big and the sweater is extra small.
J Extra small.
S Extra small in blue? OK, just a moment please. Here
B Play part two of the dialog 4.15. In pairs, sts answer you are.
questions 1-3. Classcheck. Ask sts some follow-up
J Thanks. Can I try it / them on?
questions, such as Do you have a dog? What’s its name?
S Sure. The fitting rooms are over there.
Do you buy clothes for it? Does it have a favorite color too?
4.15 Notice the t and silent t. E Write S, M, L, XL on the board and ask sts if they know
S Try it on?? Uh, sure, no problem. The fitting rooms are over what those letters mean. Point to World of English and play
there.
4.17. Ask sts to check their clothing labels and see if sizes
J Thank you.
are in English, or what the equivalent symbol in L1 is.
S Do you need any help, sir?
J No, no, it’s perfect.
J What do you think? Blue is Jackson’s favorite color. Isn’t it, F Sts practice the dialog in D, paying attention to
Jackson?
singular / plural changes. Ask them to choose clothes
S And for you, sir? We have wonderful T-shirts, pants,
items from p. 43 (7A and 7B). Monitor closely for accuracy.
jackets, suits…
Ask two pairs of sts to present their dialog to the whole class.
1. The sweater is for Jackson, his dog. 2. He wants it in

blue because blue is Jackson’s favorite color. 3. Personal G Write some punctuation marks on the board and refer
answer, but probably yes, he is very helpful and stays calm sts to the box on punctuation. Drill pronunciation and, if
in a strange situation, and is good at selling! time allows, sts can cover the words with their hands, look
at the symbols and quickly remember the five punctuation
marks’ names. Divide the class into three or four groups.
C Sts go to AS 4.14 and 4.15 on p. 159 and find answers
Sts also have to put capital letters whenever they think it
1-3. Paircheck. Classcheck.
is necessary. Tell them it is a competition. In groups, sts
1. We use in before colors. 2. The verb for testing clothes read and punctuate part three of the dialog. The group that
is try on. 3. We try clothes on in the fitting room. finishes first is the winner. Ask two sts from the winning
group to write their punctuated dialog on the board. Play
4.18. Then, in pairs, sts cover the words, look only at the
D Sts now listen and complete a short version of the same six small photos and practice from the pictures.
dialog with the missing words. Paircheck. Classcheck with
answers on the board. Tip Remember that just as in lesson 3.5 on p. 37, this is a
Ask sts: What three changes do you need to make if he asks good technique to practice any dialog.
for jeans? Guide them to singular vs. plural differences
and refer the first to the box on p. 47 under the
4.18
World of English . Do a quick drill. Say Nice jeans for sts to say
J No, thanks. Just the sweater. How much is it?
“You like them,” then say and point to a Nice T-shirt, “You
like it,” etc. S 49,99.
J Great! Here’s my credit card.
4.16 S Thank you! Please, enter your PIN number.
S Can I help you? J There you go.
J Yes, please. Can I see the sweater in the window? S Here’s your receipt. Have a nice day! Bye, Jackson!
74

4.5
1. No, thanks. Just the sweater. How much is it? Note Write down sts’ mistakes for delayed correction. Ask two
2. Forty-nine ninety-nine. 3. Great! Here’s my credit card. sts to act out their dialog for the whole group if time allows.
4. Thank you! Please, enter your PIN number.
5. There you go. 6. Here’s your receipt. Have a nice day! Extra writing Sts can write their own shopping dialog—e.g.
Bye, Jackson!
shopping for a luxury item at their own favorite shop, then give
it to a partner to read / give feedback on.
H MAKE IT PERSONAL In pairs, sts role-play a complete
dialog (shopping for clothes). Give an example first with
a strong student. You play the customer. Swap roles
and do it again with another student. In pairs, they do Workbook p. 23
the same. Phrase Bank p. 65, 66
Tip With an odd number of sts, have two customers. With a ID Online Portal
small group, play the other role yourself but stay in the center Grammar p. 124
of the room so you can hear the other sts at the same time. ID Café Video p. 141
75

Review 2
Units 3-4
Grammar and Vocabulary S And who’s winning?

T The Giants, 31-14. They always win. I hate them!
S Sorry to hear that! Um… do you want to go out later?
review the main vocabulary items learned in units 3 and 4.
There are some possible techniques mentioned on p. 12 of
the introduction section on how to work with the Picture What are you doing?
Dictionary in order to review vocabulary. You can select Oh, hi, Shannon. I’m watching the football game.
whichever of these best suit the needs of your class.
Oh? Who’s playing?
Pages 28-29 10 weather words You’re kidding, right?
Page 30 4 seasons
Tyler, you know that I don’t like sports.
Fine. The Cowboys and the Giants are playing right now.
Page 31 6 activities
And who’s winning?
Pages 38-39 7 sports
The Giants, 31-14. They always win. I hate them!
Page 41 6 abilities Sorry to hear that! Um… do you want to go out later?
Page 43 16 clothes items
Page 47 the shop dialog E Do number 1 with the whole class. Read the question
(When are you leaving?) and elicit which answer is incorrect (a
Page 154 10 picture words for diphthongs
Every day.) Individually, sts continue choosing the incorrect
answers to questions 2-6. Paircheck. Classcheck.
B Individually, sts complete sentences 1-7 with weather
words and months. Sts refer to p. 28 and p. 30 in case they 1. a 2. b 3. c 4. a 5. c 6. a
have doubts. Paircheck. Classcheck with answers on the
board. At the end, elicit / drill pronunciation of all answers
on the board. Note that the numbers in parentheses refer to F MAKE IT PERSONAL In pairs, sts ask each other questions
the months of the year. For example, 12 refers to December. 4-6 from E. Monitor closely for accuracy. Ask sts to report
their partners’ answers to the whole class.
2. cloudy, July 3. rainy, October 4. foggy, January
5. snowy, May 6. sunny, February 7. windy, August
G Point to Common Mistakes and tell sts they have to correct
the sentences. Draw sts’ attention to the number of mistakes
C MAKE IT PERSONAL In pairs, sts match questions between parentheses. Elicit corrections to sentence 1 and
1-3 to answers a-c. Tell them not to fill in the blanks mark the phrase on the board.
yet. Classcheck. Individually, sts complete answers a-c.
Paircheck. Classcheck with answers on the board. In pairs, sts correct sentences 2-10. Whenever sts are
uncertain, encourage them to flip back through p. 28-47
1. b It’s (adjective). 2. c Yes, it is. / No, it isn’t. and check their answers in units 3 and 4. Classcheck with
3. a Yes, it does. / No, it doesn’t. answers on the board.
1. What’s the weather like? OR How’s the weather? 2. It’s

D Sts read the dialog and circle the correct options. Play raining. 3. The weather is bad today. 4. It’s usually cold
Review Audio 2.1 so sts can check their answers. Classcheck. in December in the U.S. 5. She’s studying at the moment.
At the end, replay the track and ask sts to repeat after each
6. What is your friend doing now? 7. He is going to Europe
sentence. In pairs, sts role-play the dialog. Sts swap roles and
next month. 8. Patty can play tennis very well.
act out the dialog once more. Ask two sts to act it out for the
9. Gloria is wearing blue jeans. 10. Whose are these
whole class.
shoes? They’re Jane’s.
2.1
T = Tyler S = Shannon
Skills Practice
T Hello?
S Hi, Tyler. This is Shannon. What are you doing? A Direct sts to one of the texts indicated (p. 30 3B 3.5,
T Oh, hi, Shannon. I’m watching the football game. p. 44 9A 4.1 or p. 46 Skills A 4.13.) Play the audio
S Oh? Who’s playing? for sts to listen and read the text. Ask sts to close their
T You’re kidding, right? books. Replay the track and ask sts to rate their listening
S Tyler, you know that I don’t like sports.
comprehension from 0% to 100%. Do the same for the
T Fine. The Cowboys and the Giants are playing right now.
other texts or encourage sts to do this for self-study.
76

R2
At the end, ask the whole class: Do you think you’re making 1. Paralympics c) the special Olympic Games for
progress with listening? Help them to see that “success” is athletes with disabilities
not understanding every word—that is usually not possible,
2. disability a) a physical or mental problem
realistic or necessary. Getting the idea and understanding
3. beat the record b) to go more quickly than anyone before
from 30-50% is usually enough and a major success for low-
level learners. Encourage sts to ask any questions they wish
about listening / skills / good tips for extra practice, using E Swap partners. Assign roles A and B: Rob Jones and the
L1 as necessary. This is all essential learner training, giving reporter. Tell sts to use the questions from B and answers
students a better idea about language learning, how to set in C to role-play the interview. Sts swap roles and act out
themselves appropriate goals, find success, etc. Remind the interview again. At the end, ask two sts to role-play the
them that listening is by far the hardest and most important dialog for the whole class.
skill, the one they need to practice the most if they want to
make good progress with both speaking and pronunciation F Point to the photo and blog post. Ask sts What’s his
as well as comprehension. name? Where does he live? Can he speak Spanish? and have
sts scan the text to find the answers. Tell sts to read the
text and, in pairs, try to guess the missing words. Play
B Explore the photo. What’s he doing? Where is he?
Review Audio 2.3 to check answers. Classcheck.
Anything special about him?, etc. Sts will hear an
interview with Paralympic champion Rob Jones. Allow
2.3
sts a few seconds to read the questions. Tell sts to
My name is George Valenzuela and I am twenty-three years
number the questions in the order they hear them,
old. I live in Santa Monica, California. My parents are originally
1-4. Play Review Audio 2.2. Paircheck. Classcheck with
from Chile, so I can speak Spanish very well. I love sports. I go
answers on the board.
to the beach every day, and I surf and swim when the weather
is good. It’s usually very hot and sunny here! I love it!
2.2
I’m a very casual guy. I usually wear shorts and a T-shirt during the
G = Gale R = Rob
day, and jeans at night. When it’s cold, I sometimes wear a sweater,
G And here with us today we have the Paralympic champion, but I don’t like it very much. I prefer to wear summer clothes.
Rob Jones. Hello, Rob.
Write me an e-mail! Maybe we can go to the beach together
R Hi, Gale. It’s nice to be here. next summer.
G So, Rob, what’s your favorite sport?
R Well, I love swimming, of course.
My name is George Valenzuela and I am twenty-three years
G And do you like soccer?
old. I live in Santa Monica, California. My parents are
R Yes, I love to watch my team play. originally from Chile, so I can speak Spanish very well. I
G Cool, and what do you like doing when you’re not love sports. I go to the beach every day, and I surf and swim
swimming or watching your team? when the weather is good. It’s usually very hot and sunny
R Well, I like to help other kids with disabilities. here! I love it! I’m a very casual guy. I usually wear shorts
G That’s great. And a final question: What are you doing and a T-shirt during the day, and jeans at night. When it’s
these days? cold, I sometimes wear a sweater, but I don’t like it very
much. I prefer to wear summer clothes. Write me an e-mail!
R I’m working hard to prepare for the next Paralympic
Maybe we can go to the beach together next summer.
Games. I want to beat my own record.
G Nice! Well, thank you for talking to us today, Rob.
R Thank you, Gale! G In pairs, sts take turns asking and answering questions
1-4. Classcheck.
(3) What do you like doing when you’re not swimming or 1. Because his parents are originally from Chile.
watching your team? (2) And do you like soccer? (4) What are 2. Swimming and surfing. 3. Hot and sunny.
you doing these days? (1) So, Rob, what’s your favorite sport? 4. Summer clothes, shorts, T-shirts and jeans.
C Sts will listen to the interview again. Point to Rob Jones’ H MAKE IT PERSONAL Question time. Sts look at the
answers 1-4 and tell sts they are all incorrect. Sts listen to Language Map on p. 4-7 and take turns asking and
Review Audio 2.2 and correct the sentences according to answering the lesson titles from units 3 and 4. Monitor
what they hear. Paircheck. Classcheck. closely for accuracy and encourage sts to ask follow-up
1. Well, I love singing swimming, of course. 2. Yes, I love to felt performing the task: Do you feel comfortable with all of
watch my team win play. 3. I like to read to help other kids the questions? Which ones are easy? Which ones are difficult?
with disabilities. 4. I’m working hard to prepare for the next
Panamerican Paralympic Games. Tip A nice idea is to print out and cut up all the question
titles from units 1-4 and put them in envelopes, for sts in
D In pairs, sts match words 1-3 to definitions a-c. Classcheck. pairs to pull out random questions and ask each other.
77

5
Unit overview: The main topics of unit 5 are describing places around a city and your own neighborhood,
verbs of emotion, everyday activities, different types of vacation and vacation activities as well as following
directions. We go from Kentucky to a talent show in Britain, then from snorkeling and sunbathing on a cruise
in Mexico to yoga in Costa Rica, then feeding a friend’s pet and back to San Francisco!
Is there a mall on your street?

Lesson Aims: Sts learn to use there + be to talk about public places.
Function Language
Lesson 5.1
Recognizing common cognates. A bar, a club, a hotel, etc.

Listening to a description of a city. Welcome to Louisville…
Talking about interesting places in a city. I think the most interesting place is probably the racetrack.
Asking / Answering questions about things you can do in a city. Can you go to the movies?
Can you watch soccer?
Describing (comparing) your hometown and Louisville. In Louisville there’s a baseball stadium, but there’s no baseball
stadium in my hometown.
Vocabulary: Public places. Use of the most + adjective. Welcome to… Review high numbers.
Grammar: There is / are , There’s no / There aren’t any . Review Can / Can’t.
Skills: Understand instructions. Give directions.
Warm-up Play Messenger Race (also known as Running they’ve got the idea, point to items to elicit a full sentence
Dictation). Stick a previously printed dialog (shopping from individual sts. For further practice get them to
for clothes, p. 47, or the best one from sts’ own writing) describe the classroom and use the contracted form for
on a wall outside the classroom. Number the dialog lines “there is:” There’s a door / board / window / light. There
from 1-10. Split the class in groups of four or five sts. are chairs / posters / songs / four walls.
Each student goes outside, one at a time, reads and Focus on the list of places 1-8. Ask: How do you pronounce
memorizes one sentence from the dialog and comes back
them in English? In pairs, sts try to say places 1-8. Play 5.1
to dictate the sentence to his / her group. All sts should
to check sts’ guesses. Sts listen and repeat the words. They
copy the sentence. A second student goes outside and does
then name a real example of each place that they know /
the same. The group who completes the dialog first is the
like / dislike, and give their opinion of it. Use the example
winner. Classcheck with answers on the board.
in the speech bubble.
Follow-up: Drill the pronunciation of the dialog lines—

Tip You can practice There is / are at any time like this, using
sts repeat after you or after 4.16. Sts role-play the
the objects in the room or any photo.
dialog in pairs.
Finally, ask sts why words in 1A are divided in two columns. Ask: Are these words (1-8) similar in your language? How many
(The lexis is split into two groups: 1-8 = common cognates have the same number of syllables in your language? Which
for Latin language speakers and 9-15 = places that are ones do you find difficult to pronounce?
usually different in sts L1 although mall is increasingly
becoming “international.”) 5.1
M = man, W = woman
M Nice places near here? Well, there’s a bar, and a club and
1 Vocabulary: Public Places a hotel.
A Sts read World of English . W And there’s a nice museum, a park and there’s a very good
restaurant.
Tip Elicit some examples of English words which are similar to M And a small stadium, oh and an old theater.
words in their own language, e.g. just from the World of English
text itself; similar, language, recognize, focus, pronunciation
and differences. Remind sts the whole ethos of is to keep
B Focus on the photos in the Louisville, Kentucky,
brochure on p. 50 and elicit the names of place a (a
building on this foundation of similarity.
mall). Show sts they should match it to number 11 on
Books closed presentation. Put some singular and plural the list.
items on / under your table. Elicit / present / drill. There Sts match the other photos to words 9-15. Paircheck.
is a book / pen / cup / bag on / under the table. There are Play 5.2 to check answers. Replay it again and sts
keys / pencils / papers / shoes on / under the table. Once repeat after the model.
78

5.1
Some sts may not like or even know the name of a library And for readers, there’s a fantastic public library with
(10), a racetrack (13), a river (14) and a swimming pool (15). branches all over town.
In this case, these items do not need to be named.
Kentucky is the home of KFC (Kentucky Fried Chicken), but
we don’t only eat fried chicken! There are restaurants of all
5.2 kinds here.
A OK. Let’s check.
There aren’t any public swimming pools in downtown
B Right. A is a mall, the Fourth Street Mall, B is a library, C is Louisville, but there are six pools in the city, so everything is
a movie theater, D is a racetrack, E is a swimming pool, F
easy. And of course there are bars, clubs and four multiscreen
is a bookstore, and G is a river.
movie theaters, and seven world-class hotels, just in the
A Yes! downtown area.
So come to Louisville—there are no worries here, just
9. f 10. b 11. a 12. c 13. d 14. g 15. e relaxation and fun.
C Write KFC on the board and see how much sts know All places in A are mentioned except 9 (a bookstore).
about it. Ask: What’s this? (A restaurant.) What type of
food do they sell? (Fried chicken.) Do you like it / eat it often? Weaker classes If sts find a text of this length a little
How do you pronounce KFC in English? What does KFC stand
overwhelming, use the AS for a reassuring listen and read.
for? (Kentucky Fried Chicken.) What do you know about
Kentucky? What’s the capital / largest city?
Cultural note Originally a part of Virginia, in 1792 Kentucky

2 Grammar: There is / are
was the 15 state to join the Union. Kentucky is the 37
th th
most extensive and the 26th most populous of the 50 states

A Ask the lesson title and get sts to raise their hands if
there is a mall on their street. Elicit from or teach the sts
in the United States. Its capital is Frankfort, but its largest
city is Louisville. who raised hands the answer “Yes, there is,” and the others
“No there isn’t.”
Sts listen to an ad for Louisville and check the places in A
Focus on Common Mistakes . This is particularly difficult
(1-15) in the order that they are mentioned in the audio.
for Portuguese speakers, which is why there are so many
Play 5.3. Paircheck. Classcheck.
errors here. Highlight that the first one is the correct form
Listen again to confirm. Ask Which do you think is the for a statement, the second for a statement, the third
most interesting place? and use a show of hands, asking for a .
individual sts to say why if they can.
Focus on the Grammar box and get sts to use each of
Focus on the second World of English . Although there are
the seven phrases there to elicit examples of there is / are
difficulties for sts with shorter adjectives (“the most big”)
sentences, using places in their own town / neighborhood,
they are usually understandable, even “the most good.” Sts
read the text and hopefully get the message that grammar etc. Sts complete sentences 1-4 with the words a, any, are or
is often much easier than they think, especially for Latin no. Paircheck. Listen to the extracts in 5.4 to classcheck.
language speakers.
5.4
Tip If you wish to take this further, give sts some longer 1 There are seven museums downtown.
adjectives (so they don’t make too many mistakes) so they can 2 There’s a famous racetrack at Churchill Downs.
enjoy making examples: typical, beautiful, popular, important, 3 There aren’t any swimming pools in downtown Louisville.
common. What’s the most typical food? / Who’s the most 4 There are no worries here.
beautiful person in our country?
1. There are seven museums downtown. 2. There’s a famous

5.3 Notice the word stress. racetrack at Churchill Downs. 3. There aren’t any swimming
Welcome to Louisville, the largest city in Kentucky! It’s a great pools in downtown Louisville. 4. There are no worries here.
place to visit. Situated on the Ohio river with a population of
about 750,000, it’s the City of Parks. There are 122 parks in In pairs, sts study sentences 1-4 in 2A.
the city.
Downtown there are seven museums, and three theaters, plus Then, study the Grammar box and read Common Mistakes .
the Louisville Ballet, Orchestra and Opera. Elicit some examples of there is / are sentences, using places
Louisville is home to the famous Kentucky Derby horse race, from the lesson and talking about their own neighborhood.
sometimes called the Greatest Two Minutes in Sports! There’s
a famous racetrack and a museum at Churchill Downs. B Read the lesson Song line, elicit the melody and check
There’s also a football and a baseball stadium in the city. If if they remember / like the song / artists. Ask: What do you
you like shopping, there are three enormous shopping malls know about / think of New York city? Do you think the song
to choose from. line is true? Why? What can / can’t you do there?
79

5.1
Song line: With a stronger class, encourage them to experiment with
locally important places and activities: Can you swim in
There’s nothing you can’t do
a lake / river, go shopping in a good street market, eat (a
now you’re in New York.
local food), etc.
Song: “Empire State of Mind” (New York)
Artist: Jay-Z and Alicia Keys (USA)
Year: 2009 C MAKE IT PERSONAL In small groups, sts compare
Louisville to their hometown with There is / are sentences.
Continuing the theme of what you can / can’t do in cities, Use the example to set this up. Ask sts to find four
sts ask and answer Can you ? questions with the
differences between the two cities. Round off the activity
expressions suggested in B. Use the example in the speech
by asking some sts to report and compare their answers.
bubble to model it.
Extra writing Sts can describe the differences between

Tip Ask a few individual sts questions about New York or
Louisville and their city in a written paragraph.
another city first to set this up, so the questions they ask and
answer in pairs about Louisville are fresher.
St A asks st B four of the questions, then they swap roles.

Workbook p. 24
Monitor and praise / correct there is / are. When they finish,
ID Online Portal
extend the speaking activity by having them ask the same
Grammar p. 126
questions about their own town / neighborhood. Classcheck.
80

5.2
Do you like watching TV?

Lesson Aims: Sts read another brochure about a city, extend their ability to use there + be to talk / ask about a town / neighborhood
and learn some chores / free time activities + love / like / mind / hate + -ing.
Function Language
Lesson 5.2
Reading a brochure about a city. There are two museums and a great public library.
Asking / Answering questions about a town. Is there a mall in Markville?
Are there any nice hotels?
Talking / Writing (a brochure) about your neighborhood. There’s a great theater and two shopping malls.
Reading / Listening about free time activities. Sandy loves playing video games and going out with her
friends.
Talking about free time activities you like / dislike. I don’t mind cooking but I love eating out.
Vocabulary: Free time activities (clean, cook, eat out, etc.), weird, mind (v), fun, I’m joking, sad, surprised. Review places in a
town / city.
Grammar: Is there a / an / Are there any ?, too vs. also. Review: There’s no / There aren’t any.
Warm-up Recycle giving opinions and object pronouns. Draw Markville has two hotels: there’s an old traditional hotel and
five columns with headings on the board, as shown below. there is a new modern one, so you can choose where you
Ask sts to write one example under each category. In small stay. There are no clubs, but there is a bar inside one of the
groups, sts ask each other “What do you think of (Shakira)?” hotels. For food lovers, there are two delicious restaurants,
and answer with “I like (her). I think (she’s) a great singer.” one French, the other Mexican, and an interesting café too.
Monitor and listen to / learn about their individual tastes We’re going green too! Downtown is only for pedestrians, so
and preferences in order to help you personalize more in the there are no cars to ruin the peace.
future. Get class feedback on any interesting disagreements. See you soon!
An artist / A soccer A TV A country / A famous
type of player / program / city local person are a is a a are a an is no is are an no
music an athlete / film
a team
B Focus on the two pictures in 1A. Elicit what places
sts can see in each of them. In pairs, sts re-read the text
Language note If they ask / talk about soccer teams the pronoun in A and decide which picture, 1 or 2, shows Markville.
Classcheck as in the example. Ask: Would you like to visit
is them: “What do you think of (Chelsea)?” “I hate them.”
Markville? Why (not)? What are two good things and two
bad things about Markville? to get some feedback on what
3 Reading they are thinking about the place and help them prepare
for the next activity.
A Books closed. Ask Do you remember Louisville (from the
previous lesson)? What places can you see / visit there? to see Picture 1 is Markville.
how much sts remember.
Books open. Sts read about a different town, Markville. Say: C To review Is / Are there, in pairs, sts find four differences
Don’t look at the pictures now, just at the text. Quickly read and between pictures 1 and 2 in A. Make st A turn her / his
answer this question: How many different places are mentioned back to st B so she / he can’t see the picture. Set this up by
in the text? Sts read and find the number of places and tell example, turning your back to the class and asking Is there
you / name them (two museums, a library, a mall, hotels, etc.). a park in picture 1? And is there a park in picture 2? When
Sts re-read and complete the text with a, an, is, are or they’ve found four differences they should swap roles and
no. Paircheck. Play 5.5 to check sts’ answers and try try to find some more. By now, st A should know the map
to remember the pronunciation of the words with pink quite well and be able to ask about specific shop names: “Is
letters. Write on the board any problematical answers and there a toy / jewellery store, etc. in picture 1?” Help with
drill pronunciation as necessary. form and pronunciation as necessary.
Tip Visually beat the stress when you drill words like D MAKE IT PERSONAL In pairs, sts talk about their own
pe-des-tri-an, to help sts “see” and “feel” them. Clearly neighborhood. Model this with a town / neighborhood you
show there are four beats (syllables), raising your hand high on know well and they don’t (your or your grandparent’s town /
the stressed syllable. Try to do so from your right shoulder to neighborhood), and tell them about it / let them ask
your left shoulder so sts “read” the word across your body. questions. With a weaker class, prompt the sentences on
the board. Write There’s a / an… / There are… / There are
no…. In small groups sts describe a place they know well.
5.5
Come to Markville! It’s a great place to live. There are two Tip Either split the sts from the same place into groups so they
museums and a great public library. There’s also a movie enjoy their local pride together, or make them split into different
theater, so you can see a movie if you want. There’s a mall, groups so the communication between people from different places
and there are lots of cool shops and a historical bank. becomes more genuine / informative. You know your groups best!
81

5.2
Either in class, if you have time, or for homework, Sandy loves playing video games (1) and going out with her
refer sts to the Writing section, p. 150, so they write a friends (2).
brochure about their town / neighborhood. If you set it for
She likes shopping (3), eating out (4) and going online (5).
homework, give them a word count of 100-120 words, and
She doesn’t mind going to work (6) or cooking (7).
some guidance criteria: who’s their audience, how many
paragraphs, how to check it, etc.
She doesn’t like going to the gym (8) or watching TV (9).
She hates cleaning the house (10).
Tip The website www.glogster.com is great for making a
brochure. Tip If they misorder them within the same category, tell them
not to worry. The only real way of knowing is her intonation.
4 Vocabulary: Free Time Activities C Sts listen to 5.8, repeat the sentences and mime them.
Tip Use the Song line at any time —if you think your class Tip Help shyer sts with simple gestures to convey and
knows and likes it—to present I don’t mind + gerund. consolidate meaning. Again, the idea of miming as they
repeat is to add meaning, their own feelings / identity
A Focus on photos a-g and elicit vocabulary / activities and memorability to what is otherwise just mechanical
sts are likely to already know, e.g. b (cooking), c (shopping repetition. For further practice, you or they can lead the
for clothes), e (playing video games), g (using a computer, class in “repeat if it’s true mode” (as in 1B on p. 39). One
going online). Point to Sandy’s list of activities and ask sts to says a phrase (“I hate cooking”) and the class repeats it
match seven of them to photos a-g. Paircheck. Classcheck. only if they share that feeling.
(f) cleaning the house (b) cooking (d) eating out

5.8
(g) going online (a) going out with friends (e) playing
1 I love playing video games!
video games (c) shopping
2 I also love going out with my friends!
Ask sts to listen and read the introduction to her blog 3 I like to shop!
( 5.6). Focus on Cyber English and the five emoticons. Mime 4 I like to eat out too!
and drill the phrases, with lots of appropriate noises and 5 I like going online too!
exaggerated intonation. Ask Do you use emoticons a lot (in
6 I don’t mind going to work.
texts / e-mails / tweets)? Which ones do / don’t you use? for
7 I don’t mind cooking.
sts to tell you the ones they (don’t) use in English.
8 I don’t like going to the gym.
9 I don’t like watching TV.
B In pairs, sts decide which activities Sandy prefers and
10 I hate cleaning the house!
order them 1-10. Highlight the clues Sandy has given in the
form of emoticons, and that the first one is given. Sts guess
the order, 1-10, according to the emoticons. Encourage D MAKE IT PERSONAL Sts write two lists, their likes and
them to say the phrase for each emoticon using the dislikes, containing the free time activities from 4A. Focus
phrases from Cyber English . on the model on the page and highlight too and either in the
second speech bubble. Ask: When do we say “either”? And
Tip Where the emoticons are the same, tell them to guess “too”? What about “also”?
according to their own preferences.
With a stronger class, let the sts try to give examples to
explain. With other classes, tell them to turn to the AS and
Focus on the line under the ten options, Click here to hear my
highlight four examples of these words. Then refer them to
answer, and play 5.7, as if you are clicking to hear her, for
sts to check answers. She is saying them 1-10, so sts need
the box to read the rules. Give some quick practice, based
to number them 1-10 in the exact order she says them. on the books closed presentation below.
Ask: Did anybody get all ten correct?
Tip For a books closed presentation, bring in two flashcards
Now focus on (and perhaps replay) her final question and of people and two of chocolate and spinach and present this:
elicit answers. Do they think she is weird? Rod likes chocolate.
Sue likes chocolate too. Or Sue also likes chocolate.
5.7 Notice / / and / /. Notice the position of also and too. Rod doesn’t like spinach.
Well, I love playing video games. It’s my favorite thing in the Sue doesn’t like spinach either.
world. I also love going out with my friends. I like to shop and I Elicit / Teach these rules of use and position:
like to eat out. And, um, I like going online too. And I don’t mind Too and also are used in sentences to “agree.” Either is
going to work. I also don’t mind cooking—sometimes it’s fun, but used in sentences to “agree.” Too and either come at the
I don’t like going to the gym very much. I don’t like watching TV end of a clause. Also comes after the pronoun. Invent some
either, but the one thing I really hate is cleaning. I hate cleaning simple quick drills by giving different likes and dislikes yourself
the house! What about you? Are you similar? Or am I weird? for sts to respond to. I like / don’t like / hate .
82

5.2
Language note Also comes after verb be (I’m also a teacher) Song line:
and auxiliary / have / modals (I’ve also been a teacher, I can I don’t mind spending everyday out on your corner in
also teach), but to keep it simple we didn’t mention these the pouring rain.
here. Highlight these positions only when they come up later. Song: “She Will Be Loved”
Band: Maroon 5 (USA)
Following the model on the page, in pairs, sts tell each Year: 2004
other about what they like or don’t like doing and find
two things in common. Listen and monitor. If you hear Write on the board number 1. Prompt the first words, I don’t…,
lots of problems, intervene and get them to look at and elicit the rest of the sentence (… like watching soccer).
Common Mistakes before continuing. Sts order the words to complete 2-5. Paircheck. Classcheck
Classcheck two things they have in common from each with answers on the board.
pair. To finish, ask: Do any of you think your partner is In pairs, sts say the sentences, changing them to make
weird? Do you know any really weird person? true statements about themselves and their family /
friends. Highlight the speech bubble example. Classcheck
5 Grammar: Love / Like / Not mind / Hate + Verb by asking sts to report their partner’s answers. Put some
more locally relevant jumbled sentences on the board to
+ -ing
personalize this further, e.g.: 6 hate / watching / I / (local
A In pairs, sts study Common Mistakes . Emphasize how soccer team) / lose 7 to love / eat / (bad local restaurant)
common verb + -ing is in English (as subject, after verbs of 8 mind / sun / the / in / walking / midday / don’t / I.
emotion, in continuous verb forms), compared with Latin
languages. Give / Elicit other wrong examples yourself for Tip As with any exercise like this, fast finishers can make
sts to correct you (I love to eating out. Eat out is great.). The another jumbled sentence for a partner to order, or you can set
funnier the better! this as written homework.
Sts complete the rules with to + infinitive and / or verb + -ing. Finally, explore the lesson title question. Write it on the
Paircheck. Classcheck with answers on the board. board + some other prompts, and let them talk freely in
pairs. How often? Favorite programs / channels / actors. Least
Note American English uses both verb forms with no
favorite? Every day? How many TVs / at home? How many
difference. British English tends to use the gerund when
channels / have? Who watches TV most / least?
“like” means “enjoy.” It is possible to use to + infinitive in
a subject position, however this is not very common and
1. I don’t like watching soccer. 2. My best friend loves to
is usually used in dictionaries, instructional material and
go to the movies. 3. I don’t mind going shopping. 4. My
quotes. A subject infinitive is usually followed by verb be or a parents love playing video games. 5. Cycling is my favorite
stative verb. way to exercise. / My favorite way to exercise is cycling.
1. to + infinitive or verb + -ing 2. verb + -ing 3. verb + -ing
B Read the lesson Song line with the sts and check if
Workbook p. 25
ID Online Portal
they know / like the song / band. Do they know the chorus?
Grammar p. 126
What songs of this band can they sing? Ask: What’s the link
Writing p. 150
to the lesson? (don’t mind + gerund).
83

5.3
What do you like doing on vacation?

Lesson Aims: Sts learn to talk about vacation and free time activities.
Function Language
Lesson 5.3
Understanding stress / intonation in short sentences. I hate doing the laundry.

Reading an ad for a TV program. There are versions of it in more than 30 countries.
Listening to / Watching part of a TV talent show. I would like to be a singer and a diva.
Introducing yourself for a talent show. Good evening everybody, I’m…
Talking about vacation activities you like / dislike. I like sightseeing.
Vocabulary: House chores (cleaning, tidying, etc.) Vacation activities. Review free time activities.
Grammar: Like as a preposition and a verb, prefer + -ing. Review: There is / are. Personal information (My name’s, I’m… years
old and I’m from…) I can / can’t. / love / like / not mind / hate + -ing.
Warm-up Start off the lesson by reviewing free time activities. can you imagine? Play 5.9 again and ask them to notice and
underline the two most stressed words in each sentence (1-4
Put these questions on the board as they come in. In pairs, sts
in 6A). Number 1 has been done as an example. Paircheck.
ask each other What do you like doing / like to do in your free
Classcheck. Replay the track and have sts repeat the sentences.
time / during the week / on weekends?. Monitor and provide
sts with some vocabulary / a few activities they enjoy doing 2. I love tidying the room.
but haven’t learned how to say in English yet. Classcheck any 3. I hate doing the laundry.
interesting findings either that you hear or that they want to say. 4. I like washing the dishes.
Tip Teaching a few items sts really want to express is very C Ask sts about the house chores in A (Do you like cleaning
motivating. But teaching too many can be overwhelming, so the bathroom / tyding up the room, etc.?) and ask them to
try to strike a balance, introduce three or four phrases and order the chores according to their preferences. Sts re-
move briskly on. write sentences 1-4 from 6A, making true sentences, e.g.
“I hate cleaning the bathroom.” “I don’t mind washing the
dishes.” Check their answers in D ensuring they stress the
6 Pronunciation words with more meaning.
A Books open. Point to photos a-d and ask What do photos

D In pairs, sts share their preferences and say the
a-d make you think of? What are they doing? (but don’t
sentences they wrote in C. Classcheck.
teach the new phrases yet) Do you like domestic activities?
to get an initial reaction. Play 5.9 and ask sts to complete
E Ask the whole class: Which house chore do you hate the
sentences 1-4 with the missing words. Paircheck and get
most? Which do you think is the most unpopular? Use a show
sts to match the sentences and photos a-d. Classcheck
of hands to vote. Ask: How many hours per week do you and
with answers on the board.
your children / brothers and sisters spend on chores? Then
Point to photos a-d again and elicit the names of each play 5.10 and check if these American statistics match
household chore. Drill pronunciation. the group’s preferences / weekly hours on chores. Ask: Any
surprises? Do you agree?
Tip Have sts in pairs quickly cover sentences 1-4 and
remember what each person said for the four photos. Don’t 5.10 Notice the / /s.
give feedback but go straight into 6B. Listen to this! Statistics show that cleaning the bathroom is at
the top of the list of chores that people hate the most. And,
on average, parents report spending 8.6 hours at home each
5.9
week doing chores. But children say they spend only 4.9
1 I don’t mind cleaning the bathroom.
hours on chores. Lucky children!
2 I love tidying my room.
3 I hate doing the laundry. Source: www.jelmar.com/chorewars/cleaningstudy.htm
4 I like washing the dishes.
Cleaning the bathroom is the chore that people hate the
most. Parents spend 8.6 hours while children spend only
a. I don’t mind cleaning the bathroom. b. I hate doing the
4.9 hours each week doing chores.
laundry. c. I like washing the dishes. d. I love tidying my room.
B Read the box with sts emphasizing verbally and visually

7 Listening
the word emphasis. If necessary, give an example of words with A Ask sts if they know / like / watch / America / Britain’s
/ without meaning, by writing am, the, at on one side of the Got Talent TV shows and if there is a similar version of this
board and cook, quickly, beautiful on the other, and ask: Which talent show on their national TV.
84

5.3
Sts read the ad for the show and, in pairs, guess some a (9) b (12) c (14) d (13) e (10) f (11)
information about the girl in the photo by answering questions
1-3. Play 5.11 for sts to listen and check. Sts can also watch the
video on the portal to check their answers. Answer key in 7B. C Point to the names Emily and Josh in the chart in 8B
and tell sts they will listen to Emily and Josh talk about
B Sts listen to 5.12 or watch the video on Portal to activities they like. Divide the class in two groups. Group
check their answers. Classcheck. Ask: Do you know any A checks off Emily’s activities while they listen. Group
girls like her? / Do you know / like Beyoncé / the Alicia Keys’ B checks off Josh’s activities. Play 5.14. Sts paircheck
song she’s going to sing? their answers within their groups, A or B. Listen again to
confirm / catch anything they missed.
Tip To best answer the last question of the rubric, show the For extra practice, pair-up sts A and B (one student from
original video at www.youtube.com/watch?v=J7_k5tUeoUc. each group). In pairs, sts exchange information about
There you can see her sing too—like a bird!
Emily and Josh to complete the chart in 8B. St A asks:
“Does Josh like camping / cooking / dancing?” and st B
5.12 Notice main sentence stress on content words and at asks about Emily. Play 5.14 again so sts can check their
the end of phrases. answers.
N = Natalie J = judge
N I’m Natalie and I’m ten years old and I love to sing. I’ve been 5.15 Notice the pronunciation of the ing form.
singing ever since I was four. I sing at school, I sing at home, I J = Josh E = Emily
sometimes sing when I’m eating my dinner! I would like to be a J Let’s go on vacation together, Emily. What do you like doing
singer and a diva and I definitely want to be like Beyoncé. on vacation?
J Hello, darling. E Well, I love sunbathing and swimming. How about you?
N Hello. J Hmm, well, I don’t really like swimming or sunbathing, but
J What’s your name and how old are you? I love snorkeling and kayaking. I sometimes like to take
a class or to visit the museums to discover more about
N My name is Natalie and I’m ten years old.
where I am.
J And what are you doing today?
E Do you? I prefer reading novels and eating out and drinking
N Well, I’m going to sing a song called “No one” from Alicia Keys.
wine and dancing, nothing cultural for me.
J OK, yeah—I know that one. Good luck, darling. J What about sightseeing?
E I like sightseeing, but not too much.
1. Natalie is ten years old. 2. She loves to sing. 3. She J And camping? Do you like camping?
sings at school, at home and when she is eating her dinner! E Not really. I hate shopping and cooking when I’m on
vacation. I just want to relax.
C MAKE IT PERSONAL Ask sts: Do you have any hobbies / J Those are the things I love doing on vacation! Hmm…
talents? Do you like singing / dancing / playing a musical instrument?
Tip Remember to show any talents or tricks you know / have Emily likes sunbathing, swimming, reading novels, eating
out, drinking wine, dancing and sightseeing.
yourself as a way to encourage them.
Josh likes snorkeling, kayaking, taking a class, visiting
Sts pretend they are taking part in a talent show and museums, camping, shopping and cooking.
introduce themselves to the whole class.
D MAKE IT PERSONAL Individually, sts check off activities

they like in the “You” column in the table in 8B, next to
8 Vocabulary: Vacation Josh and Emily. In small groups, sts compare preferences
A Ask When I say vacation, what do you think of? to see and decide whether they would prefer to go on vacation
what they can come up with. with Josh or Emily, or with a classmate. Classcheck to see
their preferences with a show of hands and encourage
Focus on the list of vacation activities. Conduct this
open class feedback as they attempt to explain why.
exercise as a meaningful drill. Play 5.13 and have sts
repeat each activity (1-8), but say them in I like / I don’t like…
Tip For additional practice sts can each imitate 5.14, but
sentences. The first eight aren’t illustrated as they are
either already known or cognates. racing to say their favorite vacation activities in a maximum
of ten seconds. This could be done for homework, where they
B Use pictures a-f to present new vocabulary / activities. record themselves on a site like www.vocaroo.com, then send
Sts match photos to activities 9-14. Paircheck. Play 5.14 the recordings to you to be played the following class.
to check answers. Play 5.14 again and have sts repeat the
activities after the model.
5.14 Workbook p. 26
My favorite vacation activities are: a. kayaking; b. snorkeling; ID Online Portal
c. taking a class; d. sunbathing; e. reading novels; f. sightseeing. Grammar p. 126
85

5.4
Do you have a cat?

Lesson Aims: Sts learn to use enjoy + verb + -ing and talk further about vacation preferences. They also learn to use imperatives
and object pronouns through the context of giving instructions to a house-sitter.
Function Language
Lesson 5.4
Reading two ads for vacations. Don’t miss our guided tours…
Talking about vacation preferences. I prefer the yoga retreat because I enjoy relaxing on vacation.
Listening to an answering machine message for a Feed the fish in the morning.
house-sitter. Don’t forget to feed the cat.
Giving instructions to a house-sitter. Please water the plants, pick up the mail…
Vocabulary: Review vacation activities. Vacation words (sunset, massage, hammock.) Enjoy + -ing. Instructions (feed, don’t
forget, pick up, put X on, open / close the windows, water plants, plate, let X out, take X for a walk.)
Grammar: Imperatives ( & ). Object Pronouns. Review word order: adjective before noun.
Warm-up Ask a few sts: Where do you usually go on 5 a relaxing cruise

vacation? Then write: What do you usually do? Where do you 6 a yellow hammock
usually go? on the board for them to ask and answer in pairs. 7 a fantastic rain forest
Monitor, take feedback from a few pairs and check if there are 8 a spectacular sunset
similar answers. You can also ask sts Who generally prefers to
go to a calm place / to a busy place? with a show of hands.
1. retreats 2. waterfalls 3. beaches 4. herbal tea
5. cruises 6. hammock 7. rain forest 8. sunsets
9 Reading
C Focus on Common Mistakes and review last lesson’s
A Focus on the two ads and their titles. Sts quickly read grammar if necessary. Unlike, like, enjoy (and mind) are
(scan) them and answer questions 1-3. Paircheck. Classcheck. always followed by the gerund. Ask sts question 1: Which
ad offers more history and culture? Sts continue in pairs and
Tip These texts are quite long, with several new words, so you write Y (yoga) or C (cruise) for questions 2-5. Paircheck
might want to use the listen and read option provided by the with answers on the board. Open up as a class discussion
optional 5.16 either here or at stages B or C of the activity, or with more questions: Have any of you been to Costa Rica /
as a final listen and enjoy activity at the end of exercise 9. Mexico / to a yoga retreat / on a cruise? What do you know
about these countries / activities?
1. Yoga Rica is in Costa Rica, Oceans of Peace is in Mexico.
2. Yoga Rica is a retreat, Oceans of Peace is a cruise. 1. C 2. Y 3. C 4. and 5. Personal answers
3. Both destinations are open all year.
B Elicit what sts can see in photos 1-8. Draw sts’ attention
10 Listening
to some cognates, such as pyramids, vegetarian, herbal, A Ask the lesson title question Do you have a cat? A dog?
professionals, options, spectacular, cultural, festivals, A hamster? A snake? to find out what pets they have and
massage, relax, meditate, volcano, mountains. In pairs, sts whether they are into pets. Who has the most animals at
match the words in bold from the ads to photos 1-8. Play home? Point to the woman in the large picture in A and
5.17 to check and repeat the phrases. ask What’s she doing? (She’s taking care of / cleaning the
house.) Say The house owners are on vacation and she is
Tip Instead of just repeating after the audio, drill by asking
taking care of the place. She’s a house-sitter. Refer to
a variety of questions to make sts say different phrases each
babysitter to convey meaning.
time: Which of the items / phrases do you like best / sound
the nicest in English / is the quietest / best for your health / Sts read the eight verb phrases and match them to objects
is the smallest / would you like to enjoy right now / do you a-g in the photo. Play 5.18 to check answers. Classcheck.
have in your country? Play the track again and have sts repeat the phrases.
In pairs, sts test each other and take turns miming and
5.17 Notice spelling and stress. guessing the phrases in A.
1 a yoga retreat
2 a wonderful waterfall Tip Do not go into the grammar of phrasal verbs at this stage,
3 a beautiful beach just stick to teaching them as chunks. These are introduced in
4 a cup of herbal tea levels 2 and 3.
86

5.4
Read Common Mistakes with the sts. Explain animals are
5.18
referred to as “it” in English, but domesticated animals
a Don’t let the cat out!
(pets) are usually refered to as he / she / him / her.
b Pick up the mail and put it on the table.
c Feed the dog.
1. Open the windows and close them again every day (them
d Feed the cat.
refers to the windows.) 2. Pick up the mail and put it on
e Give the cat some water.
the table (it refers to the mail.) 3. Feed Fish in the morning
f Take the dog for a walk. and evening (don’t give her too much food) (her refers to the
g Water the plants. cat.) 4. Don’t forget to give her some water (don’t let her out)
h Open the windows, and close them when you leave. (her refers to the cat.) 5. Feed Chips, take him for a walk
(don’t take him near the road) (him refers to the dog.)
d-e-c-f-h-b-g-a
D Read the lesson Song line with the sts and check if they
know / like the song / artist / can sing it, etc. Explain “Don’t
B Tell sts they will hear a phone message for a house-
feel” in this case is not an Imperative, but an omission of
sitter. Play 5.19. In 10A, they number the tasks (1-8) in the
the subject “I” (don’t feel.) Ask: What’s the link to the lesson?
order they hear them. Paircheck. Classcheck with answers
(leaving a message on the phone, pick up, don’t.)
on the board.
Song line:
5.19 Notice the pronunciation of object pronouns in speech.
Don’t feel like picking up my phone,
Hi, Lori! Thanks for house-sitting for us during our vacation. so leave a message at the tone.
Hope you don’t have any problems. ’Cause today I swear I’m not doing anything.
Just a few things to remember. Song: “The Lazy Song”
Uh, when you come in, please pick up the mail and put it on Artist: Bruno Mars (USA)
the table. Year: 2011
Um, yeah, please open the windows every day and close Pairwork. Say: Now think about your home. Imagine you’re
them again when you leave—oh, and water the plants, please, going on vacation and your classmate will house-sit for you.
every day. Write him / her a list of instructions. Ask sts to refer to AS
Feed Fish (that’s the cat!) in the morning and evening, but 5.19 on p. 160 for help. If technology is available, have
please don’t give her more than two plates a day. She’s sts record their notes, e.g. sts might record their messages
enormous! Oh, and don’t forget to give her some water and, online via www.croak.it or www.vocaroo.com and send the
please, don’t let her out. link via e-mail to you and the classmate(s). These two sites
Please, feed Chips—the dog—too and take him for a walk in are both free. Finish the lesson with Please don’t forget to
the morning and afternoon, but please, please, don’t take him do your homework!
near the road because he’s very nervous.
Tip For extra practice at any time, have sts listen to you and
Call me if you have any questions. Thanks again! See you in
practice simple instructions like these: Pick up your pen. Put
two weeks. Have fun! Bye. it on your book. Now pick up your book and pen and give
them to your partner, etc. Sts can then do the same thing in
d. 4 e. 5 c. 7 f. 8 h. 2 b. 1 g. 3 a. 6 pairs or groups.
C Sts listen to 5.19 again and complete Lori’s notes with

her, him, it or them. Paircheck. Classcheck with answers on Workbook p. 27
the board. Ask What does it / them / her / him refer to? for ID Online Portal
Grammar p. 126
each sentence as you check sts’ answers.
87

5.5
What’s a staycation? / Do you live near here?

Lesson Aims: Sts get further practice in understanding instructions and compare two more types of vacations. They also learn to
understand and give simple directions in San Francisco.
Function Language
Lesson 5.5
Asking about opposites. What’s the opposite of ?

Reading about two more types of vacations. A staycation is a vacation that you spend home!
Talking about / Comparing vacations. In my opinion, it can be boring.
Listening to and asking for directions. Cross at the stoplight.
Leave the school and turn left.
How do I get to ?
Vocabulary: Newly invented words (staycation, couchsurfing.) Adjectives (boring, relaxing, exciting, interesting, rude, polite,
safe, dangerous, tidy, messy.) Directions: turn left / right, cross at the stoplight, go straight, a corner, a stop sign. Review vacation
activities, places around town, prepositions of place and movement.
Grammar: -ing adjectives. Review Imperatives ( & ).
WB Song line: “Do you know the way to San Jose?”
Warm-up Review the alphabet and adjectives of opinion. Either Tell sts that couchsurfing also includes the possibility
play Hangman or a How do you spell ? with the words: boring, of a couchsurfer asking for local advice and going out
fun, expensive, interesting, cheap, relaxing, safe and dangerous. with another couchsurfer for a meal or a tour in a town
without necessarily staying at his / her house. For further
information, sts can go to www.couchsurfing.org.
Skills: Understanding instructions
(2) A staycation is when you take a vacation at home.
A Elicit vocabulary from pairs of pictures a-d. Sts match
(1) Couchsurfing is when you go and stay in another person’s
pairs of opposites 1-4 to pairs of pictures a-d. Paircheck.
home—on their couch.
Play 5.20 to check answers.
In pairs, sts test each other with the question “What is the
opposite of (safe)?”
C Pairwork. Ask sts to cover the texts in B and decide
whether sentences 1-6 are true or false based on what
Tip If time allows, with a stronger class, compare adjectives they remember. Sts cover texts, re-read and check if their
guesses were right. Classcheck.
ending in -ing with -ed adjectives as in “I’m excited / tired /
bored,” as opposed to “It’s exciting / tiring / boring.” This is
1. F 2. T 3. T 4. F 5. F 6. T
taught in 2 Unit 9.
5.20
D Play 5.22 and pause after each sentence. Sts say
staycation or couchsurfing for each sentence they hear.
1 boring – fun / interesting
Check answers one by one as sts say their guesses.
2 expensive – cheap
3 safe – dangerous Read World of English with the sts and refer to the terms
4 tidy – messy “couchsurfing” and “staycation” in the texts. Ask Would
you find these words in a dictionary? (Probably not, except in
more recent ones.) In order to make the task more dynamic,
1. d 2. a 3. b 4. c some dictionaries can be brought to class or even accessed
online, if technology is available, just to check if these two
words can or cannot be found. The list of words mentioned in
B Ask Where are you going for your next vacation? to see World of English can be expanded if you think it is relevant.
what their plans are. Ask the lesson title question What’s
Tell sts that language is “alive” and words are often
a staycation? to see what they can come up with. Do the
included and excluded in every new edition of a paper
same with What’s couchsurfing? but don’t give them the
dictionary. In case of online dictionaries, new words are
answers yet if they don’t know. Focus on the definitions
uploaded every time there is an update of the dictionary.
and tell them to read the two texts to find which is which.
Play 5.21 so sts can listen and read the texts. Sts match
texts 1 and 2 to the best description. Ask: Have any of you 5.22
tried either of these vacations? 1 Don’t be rude or messy.
2 Relax and don’t think about work.
Tip After any (listening and) reading activity like this, it can 3 Spend time at home.
be a very good idea to get sts to cover the text and in pairs 4 Write a reference as soon as possible.
tell each other what they can remember from it. This gives 5 Invite friends to use your pool or sunbathe in your
you instant feedback on what they’ve understood, where backyard.
pronunciation problems lie, etc. 6 Help with the household chores.
88

5.5
1. couchsurfing 2. staycation 3. staycation Cultural note San Francisco: about 8 million people live in
4. couchsurfing 5. staycation 6. couchsurfing S.F. Bay area, which includes San Jose and Oakland, and it’s
the 14th most populous city in the U.S.
Famous events: 1849 California Gold Rush; 1906
E MAKE IT PERSONAL Sts talk about both types of vacations
earthquake and fire; 1970s hippies and summer of love,
and say if they would like to spend their vacations like that.
gay rights movement.
Encourage them to use the adjectives in A. Put some more
It’s the 35th most visited city worldwide, famous for cool
questions on the board to push them to say as much as they
can. Where would you most like to couchsurf? Would you like to summers, fog, steep hills, eclectic architecture. Landmarks
be a couchsurfer? Is a staycation really a vacation? include the Golden Gate Bridge, cable cars, and Chinatown.
in Action: Giving directions C Books closed. Sts will hear a tourist in San Francisco
asking for information in the street. Ask How many people
A Ask the title question Do you live near here? Where does he speak to? Play 5.24. Classcheck (six different people.)
exactly? How do I get there? to see what the class can come
up with. Hopefully, they will feel the need to learn to Books open. Sts read the four questions. Play 5.24 again
give directions! Maybe leave the question on the board and sts number the questions in the order they hear them.
until the end of the lesson when they will have learned to Paircheck. Classcheck.
answer it properly.
In pairs, sts match the signs and images 1-6 to the phrases 5.24 Notice / / and / / sounds.
in A. Play 5.23 to check answers. Play it again and have sts T = tourist
repeat and mime all the phrases. In pairs, sts mime signs 1 T Excuse me.
and phrases for their partners to guess and say. A Hi. How are you doing?
T Oh, hi, good, thanks, uh, where’s the mall?
6 1 2 / 5 4 3
A It’s in front of you, on Market Street. Cross here at the
stoplight.
5.23
T Thanks.
1. go straight 2. turn left 3. turn right 4. oh! a stop sign,
A No problem. Have a nice day!
stop! 5. cross at the stoplight 6. It’s there on the corner.
2 T Excuse me.
Read World of English and elicit more signs / instructions B Sorry. Me tourist. No English!
which can be easily mimed when giving or asking
T Oh, OK, sorry.
for directions. Emphasize the importance of miming,
T Excuse me. Is there a movie theater around here?
gesturing, making noises, even drawing as vital forms of
C Yes, there is. Go straight on Market Street and turn right
communication and increasing “expressivity,” plus of course
they are great ways to avoid having to translate all the on Fourth Street. Go straight for one block and the movie
time, which is often a big issue in monolingual classes. For theater is on the corner of Fourth and Mission Street.
example, when sts ask you “How do you say in English?”
3 T Excuse me. Do you know where the library is?
try to get them to show you the words / phrases they want
before providing them with a translation. Besides you can’t D I’m sorry?
give directions without moving your hands! T The library?
D Ah, yes. Um, uh, I know! Go straight on Market Street for
Cultural note Body language is non-verbal communication: four blocks. Turn right on Grove Street at the stop sign.
body posture, gestures, facial expressions, and eye Then, um, uh, go straight for one block and the library is
movements. Humans send and interpret such signals almost on the right.
entirely subconsciously.
T Thank you.
There is some debate over how important it is: James
Borg states that human communication consists of 93% 4 T Um, uh, excuse me, are there any…
body language and paralinguistic cues, while only 7% of
E Sorry. No time, bye!
communication consists of words themselves. However, Albert
T Hmpf… Excuse me. Are there any bookstores near here?
Mehrabian, the researcher whose 1960s work is the source
of these statistics, says this is a misunderstanding of the F Yes, my friend, there are.
findings. Others assert that “Research has suggested that T Good, uh, where are they?
between 60 and 70 percent of all meaning is derived from F Oh, yes, sorry. There’s one on Market Street. Go straight for
nonverbal behavior.” Whatever the proportion may be, it is about four blocks. The bookstore’s on your left, before the
certainly high and a key aspect of communication. Source: stop sign.
http://en.wikipedia.org/wiki/Body_language. T Sorry, can you say that again?
F I’m sorry. There’s one on Market Street. Go straight for
B Write San Francisco on the board. Ask Where is it?
about four blocks. The bookstore’s on your left, before the
(California, the USA.) and make sure all sts know about it. stop sign. OK?
If possible show some images from Google images. T Uh, thank you.
89

5.5
(2) Is there a movie theater around here? (4) Are there any F MAKE IT PERSONAL Go back to the initial question Do
bookstores near here? (1) Where’s the mall? (3) Do you you live near here? Give a model yourself, e.g. how to get to
know where the library is? your own home and see if they can follow your directions.
The tourist speaks to six people. In pairs, sts do the same. If possible, have some local maps
available or sts can use their cell phones. You can even get
sts to try to draw the instructions they hear from their
D Sts listen to 5.24 again and complete 1-4. Paircheck. partner. Monitor and correct as necessary.
Classcheck. Ask Do you think he understood the last lady?
Have you ever been in a situation like this? Are you good at Round off by telling sts to practice mentally giving
giving directions? Practice: turn to AS 5.24 on p. 160. Sts directions to themselves as they walk or travel home after
role-play the dialogs. class, and look out for tourists they can practice giving
directions to!
1. It’s in front of you on Market Street. Cross here at
the stoplight. 2. Go straight on Market Street and turn
right on Fourth Street. Go straight for one block. On the
corner of Fourth and Mission Street. 3. Turn right on Workbook p. 28
Grove Street. 4. Go straight for about four blocks. The Phrase Bank p. 64, 66
bookstore’s on your left. ID Online Portal
Grammar p. 126
E Sts look at the map on p. 59 and take turns asking and ID Café Video p. 142
giving directions for places 1-4. Answers may vary a little
depending on the route sts choose. As long as the directions
take them to the right place, let them play with the routes.
90

Review 3
Mid-term
Sts work in groups of four or eight. Within their groups, sts St A: I hate washing the
form two teams to play against each other. There are two Chores + / – p. 54 dishes. I don’t mind
starting points, one for each team (teams go in opposite doing the laundry.
directions.) Point to the coins in the instructions box on St B: How do you spell
top of p. 60 and explain sts that if they get heads, they Spell your full name. p. 8-9 your first name?
move one square; if they get tails, they move two squares. St A: M-A-R-I-A.
Hi! I’m Rebecca. /
heads tails Introduce yourself. Name / My name’s… and I’m
p. 6
Age / Nationality (18) years old. I’m
At each square they stop, sts from the same team take turns (Canadian).
talking about the suggested topic (for more info, refer to the St A mimes an action
table below.) The winning team is the first to complete the full What am I doing? Mime an for his / her team to
p. 31
action. guess (using the Present
circuit. Draw sts’ attention to the language prompts in both Continuous).
inner curves of the circuit, and to the winner’s task (talk about
St B: What are you
himself / herself for a minute) at the finishing point. Monitor doing next weekend?
closely for accuracy and offer help whenever necessary. Next weekend p. 35 St A: I’m watching a
DVD and studying for
When sts are uncertain about what to say at a specific a test.
square, offer help by either prompting language or
St B: How often do
telling them the pages where to find the items / topics,
you go to the
as listed below. supermarket?
How often do you go to the
p. 16, 24 St A: I (usually /
St A is the one who tosses the coin and is expected to supermarket?
always / etc.) go to
either speak on his / her own or answer a question. The the supermarket on
questions should be asked by a member of the same team, (Saturday) (afternoon).
referred as st B in the table below. Do not allow strong sts I think Tom Hanks is
to monopolize the activity—vary participants as much as a fantastic actor. He’s
A celebrity you like / don’t
possible so that no learner is left out. p. 8, 32 American. I think he’s
like.
about (50) years old.
I love his movies.
Expected language
Topics Reference St A: In my town, there
production
are seven museums,
St A: I have a (small) a lot of shopping malls
family. My mother’s Your town p. 51
and supermarkets.
name is (Sarah) and my There’s a… There
Your family p. 21
father’s name’s (Anthony) aren’t any…
I have (two) brothers,
(Juan) and (Carlos). St B: (pointing to an
What’s this? Describe an photos on
object) What’s this?
St B: What’s your object from the page. game page
St A: It’s a…
favorite season?
Favorite season p. 30
St A: My favorite season St A talks about two
is summer because… things he / she can do
Abilities + / – p. 40-41
well and two things he /
St A: (Nathan) usually she can’t do.
gets up at 6 am, has
Describe a friend’s routine. p. 18-19 breakfast at 6:30 and St A: I get up at… I
leaves home at… He / Morning routine p. 18-19 brush my teeth… I have
She starts work at… breakfast at…
Sports p. 39 St A names five sports. St B: What’s the weather
like today?
St B: Why are you The weather p. 28
St A: It’s cloudy and
Why are you learning learning English? cool.
p. 36
English? St A: I have to learn
English for my job. St B: What do you
usually do in your free
St A describes a time?
classmate: (Luis) is Free time activities p. 52-53
What are they wearing? St A: I usually go out
p. 43 wearing a brown jacket, with friends. / I like
Describe a classmate.
blue jeans and a white going out with friends.
T-shirt.
Introduce yourself / Talk
Winner’s Prize!
St A: I like sunbathing about abilities / likes
Vacation activities p. 55 Talk about yourself for a Units 1-5
and sightseeing. I don’t and dislikes / family /
minute.
like camping. routine.
91

6
Unit overview: The main topics of unit 6 are rooms & furniture, there was / there were, party items, talking about the past
and saying years (1998, 2009, etc.), describing where objects are, and making invitations. Sts learn and practice the
topics through the contexts of describing homes, describing cities, listening to a party planner’s tips, talking about your
last party, reading a blog about different new millennium celebrations (2000), and role-playing short dialogs inviting,
accepting and refusing invitations to different events. Sts also watch a video and listen to an interview with a man who
created “tiny houses.”
Do you live in an apartment?

Lesson Aims: Sts learn to use there be in the present and in the past to identify parts of the house and furniture.
Function Language
Lesson 6.1
Naming and identifying rooms and furniture. You sleep in a bedroom.

Talking about essential and optional items in a house. In my opinion, a bed is essential.
Reading and watching a video about tiny homes. There are two chairs.
Listening about and describing homes in the past. There was a living room.
There wasn’t a bathtub.
There weren’t any windows.
Vocabulary: Rooms (a bedroom, a bathroom, the basement, the kitchen, the office, the utility room, the garage, etc.) and
furniture (a closet, a bed, a sink, storage place, etc.).
Grammar: There was / There were. Review: There is / There are.
Warm-up Before sts arrive, have prompts written on the 3 You can cook in… the kitchen.
board for these six questions: How many hours / you sleep a 4 Take a shower in… a bathroom.
day? Where / you usually eat? How often / you cook? What 5 People work in… the office.
time / you usually take a shower? How often / you wash your 6 We keep our car in… the garage.
clothes? Where / you keep your car? 7 We watch TV in… the living room.
Elicit and drill the questions. In pairs, sts ask and answer the 8 You wash and dry clothes in… the utility room.
questions from the board. Monitor closely for Present Simple 9 Store things you don’t need in… the basement.
use. If time allows, they can swap partners and report what
they remember.
(9) the basement (4) a bathroom (1) a bedroom
(2) the dining room (6) the garage (3) the kitchen
1 Vocabulary: Rooms and Furniture (7) the living room (5) the office (8) the utility room
A Ask the title question to see how many sts live in an

B Write the word housemate on the board and elicit its
apartment. Explore the picture, pointing to it and asking:
meaning. Help sts grasp the idea by comparing it to the
Is this a house or an apartment? (a house). Help sts find
words “classmate” and “workmate.” Play 6.2. Sts listen to
numbers 1-9 in the picture. Ask Where’s number 1? / Can Tom showing his house to Anna, a potential housemate,
you see number 1? and point to it in the bedroom, but and number the rooms in the order they hear them, that is,
do not name rooms yet. Play a quick game: you say the write 1-6 in the blanks next to the words in 1A. Paircheck.
number, sts point to / find it in the picture. Say Where’s Classcheck. Ask sts: Which three rooms in A are not
number 2? 3? and so on. That will help sts focus on mentioned in the passage? Play it only once as they listen
numbers only—letters a-r are only dealt with in 1C. again in D.
Model the activity. Point to number 1 in the picture, ask
What do people usually do in number 1? (e.g. sleep, watch 6.2 Notice / / vs. / / sounds.
TV, read) and say You sleep in…, letting sts complete your T = Tom A = Anna
sentence (a bedroom). Do the same for number 2 (the T This is the living room.
kitchen). Ask: What do people do in number 2? (cook). In pairs, A Hmm… It’s very small.
sts match the clues 2-9 to the correct room. Play 6.1 for sts T There’s a fireplace and a nice TV with cable… and, uh,
to listen and check their answers. Get them to say the room armchairs, and, uh, what else, ah, we love this sofa—it’s
as soon as they hear the clue so that they get feedback on the center of the house.
their own pronunciation when they hear the answers. A Hmm… I never watch TV—and the sofa’s old.
T Oh, this is the kitchen—it has a gas stove and a microwave
6.1 and you can wash the dishes in the sink here. Here’s the
1 You sleep in… a bedroom. refrigerator. It’s new. And, uh, there’s a table and two chairs
2 People usually eat in… the dining room. here if you want to eat in the kitchen.
92

6.1
A Hmm… it’s kind of ugly. 1. the living room: a fireplace, a TV, armchairs, a sofa
T Here in the dining room we have this big table with eight 2. the kitchen: a gas stove, a microwave, a sink, a refrigerator,
chairs. Good for dinner parties. a table, two chairs 3. the dining room: a big table, eight
A No, I don’t think so. I don’t cook for other people. chairs 4. the bathroom: a toilet, a shower (no bathtub)
5. the bedroom: a bed, a table, a closet, a fan, storage
T Now for the bathroom—just a toilet and shower, there’s no
space 6. the utility room: storage space on the shelves. Anna
bathtub, I’m afraid.
doesn’t like the house. She says it is ugly and it smells bad.
A Oh… I really like to take a bath.
T This is your bedroom—you can see it’s large and it has a
large bed and a table and a big closet and plenty of storage 2 Reading
space and there is a fan, so you don’t get hot at night.
A Hmm… it smells bad. A Focus on the photo in 2A and ask: Is it a big house? As
T Here’s the utility room—there’s more storage space on sts reply it is small, introduce the meaning of “tiny.” Say
these shelves here. So, what do you think? Do you like it? It’s a tiny house. and gesture very small. Read questions 1-3
A Well, I need to think about it. with sts and give them three or four minutes to find the
answers in the text or play 6.3 for sts to listen and read.
T Sure. Give us a call tomorrow.
1. the living room 2. the kitchen 3. the dining room 1. Tiny houses are very small houses. 2. Small houses don’t
4. the bathroom 5. the bedroom 6. the utility room cause problems for the environment. 3. He plans, designs
The basement, the garage and the office are not mentioned. and makes the houses. And sells plans too.
C Point to the picture on p. 62 again and ask: What’s letter a? B Point to Jay’s house in 2A again, ask Would you like to
(a TV), What’s letter f? (a bed). Focus on the first group of live in a tiny house? Is there a living room in Jay’s house? Is
words in 1C and ask sts to match them to letters a-i in the there a kitchen? A bedroom? How many rooms are there? and
picture. Paircheck. Classcheck and drill pronunciation. see if sts can guess. (There are four rooms in his house.).
Play 6.4 or the video so sts can find out which four rooms
Note By familiar we mean either that they have already there are in Jay’s tiny house. Focus on the box and give
seen the words in , or that they are recognizable cognates. examples of I’ve got and I have (e.g. a car, a stove, two beds)
Breaking lexis up into groups like this really should facilitate and make sure sts understand that they have the same
learning. Recognizing cognates is a special feature of . See meaning. Tell them to notice which form Jay uses (I’ve got).
TB Intro, p. 8-16, Advantaging monolingual classes.
Cultural note Jay mentions a “faux fireplace.” In case sts ask
In pairs, sts test each other and take turns asking and for clarification, explain “faux” is pronounced /fo / as it comes
answering (for letters a-i) “What’s letter a?”, “What’s letter from French, meaning “fake.”
b?”, etc.
The authentic video here has quite a few tricky words,
Repeat procedures above for vocabulary items j-r. Start off so for weaker classes, or if you just wish to keep it really
by asking about what is likely to be more familiar or easily simple, we have recorded an easier version for you to use
recognizable for sts, e.g. ask What’s letter r? (a microwave) without the video. This is available on the Portal and the
and What’s letter q? (a fireplace). alternative script is below. You might like to play one then
In pairs, sts write two lists with items they think are the other, i.e., harder then simple or simple then harder.
essential or optional at home. Encourage sts to share Choose what’s best for your classes. The main point is to
their conclusions (“We think a bed and a refrigerator are practice listening in a useful way, and build confidence,
essential”, etc.). For fun, you could limit them to the eight so if you do use the harder version, ensure sts realize
most essential itens. that comprehending even 50% is a great success, and that
they really shouldn’t either worry about nor expect to
(f) a bed (d) a chair (i) a closet (e) a refrigerator fully understand every word. Original video from: www.
(b) a shower (c) a sofa (g) a table (a) TV (h) a toilet youtube.com/watch?v=SbRvsWuWNUM.
(o) an armchair (p) a bathtub (l) a fan (q) a fireplace
(r) a microwave (n) shelves (k) a sink (j) storage space AS task If time allows, do the AS task 6.4 on p. 161. Focus on
(m) a stove the highlighted sounds and get sts to repeat the words / links /
stressed items / correct sentence stress as they hear them / it.
D Ask sts to write down the six rooms mentioned in 6.2.

Write a model on the board. 6.4 Notice the contractions.
This is my tiny house. Come on in.
The The The The The The Just inside the front door I’ve got these two puffy chairs
living kitchen dining bathroom bedroom utility flanking this little faux fireplace. It’s a very tiny fireplace, but
room room room it’s a tiny house. Closet storage and cabinet space below this
desk. Computer storage space and there’s a little table down
Sts listen to the conversation between Tom and Anna here. When I pull this table out, believe it or not, as long as I
again and list the furniture in each room. Play 6.2 again.
have tiny plates, it seats four people. Like that.
Paircheck. Classcheck with answers on the board. Do they Here in the kitchen I’ve got a bar sink, a double burner stove,
a little refrigerator and a toaster oven.
think Anna likes the house? Why not?
93

6.1
The bathroom is the shower, so when I want to take a shower Leo wins the argument.
the nozzle’s on the ceiling and everything would get wet,
except for I’ve got these little sliding doors that keep things
dry, umm… and I can put this plastic curtain in here over the
B Have sts look at AS 6.5 on p. 161 and focus on There
was / There were examples in Anna and Leo’s conversation.
toilet which is right down here.
Ask sts: Are they talking about the past or the present? (the
Above the kitchen I’ve got access to the loft—that’s where I
past). Read Common Mistakes on p. 63 with the sts and have
sleep. So the loft is nothing more than storage and sleeping.
I’ve got all the storage at this end and then at this end I’ve got them complete the Grammar box.
the sleeping—with the bed. It sleeps two really comfortably. If time allows, ask sts to find There is / There are examples
So this is my bed and I’ve got a window at this end and a fan in the text in 2C and encourage comparisons between past
vent behind the shelves at the other, so that if it ever gets hot I
and present forms of There be.
can just turn this whole thing into a wind tunnel.
was – there – were – Were
1. a living room 2. a kitchen 3. a bathroom 4. a bedroom
Tip For immediate practice, get sts to close their books and,
C Elicit / Drill the pronunciation of the words in the box. in pairs, remember (and write down) as much as possible
Sts listen to 6.4 again or watch the video to complete the about the house on p. 62 and its contents, using There was /
ad for Jay’s tiny house. Paircheck. Classcheck. Ask sts if were. E.g. There were six rooms and there was a garage, there
they think Jay’s house is comfortable. was a red car in the garage, etc.
In the living room there are two chairs and a fireplace. Help sts to notice that the positive form is unstressed but
There’s storage space for your computer and there’s a table
the negative (including no) is stressed.
for four people. In the kitchen there’s a bar sink, a double-
burner stove, a little refrigerator and a toaster oven. The For further practice, go to Grammar on p. 128.
bathroom has a shower and a toilet. The loft is above the
kitchen. The loft has storage space for clothes and a bed, C MAKE IT PERSONAL To model the activity, tell sts that
and there is a small window for air. you now live in a tiny house and that you will compare it
Follow-up activity. Sts describe their favorite room in their to your “old home.” Refer to the speech bubble on the page
house or apartment. If nece ssary, write prompts on the and make sure sts understand they are supposed to talk
board with There is / There are. Sts talk in pairs. Ask sts to about their homes as if they did not live there anymore,
report back on their classmate’s favorite room. They can but in a tiny house like Jay’s. Monitor closely for singular
also write a description of it for homework. and plural uses of the past form of There + be. Ask two or
three sts to share their comparisons with the whole class.
3 Grammar: There was / There were Round off the lesson with the Song line on top of p. 63.
Check if sts can recognize the song / band. Encourage sts
A Sts hear Anna and her partner Leo talk about the tiny to remember a house they lived in when they were younger
house after visiting it. Ask Who wins their conversation? and talk about / describe it using There was / There were.
and play 6.5. Ask: Did they like the house? Classcheck.
Song line:
6.5 Notice the sentence stress. Our house in the middle of our street, our house
A = Anna L = Leo in the middle of our…
A So, Leo, what do you think? Do you like the tiny house? Song: “Our House”
L No!! Not at all. There was no storage space. Band: Madness (UK)
A There was storage space in the living room and in the Year: 1982
bedroom.
L There was no dining room!
A There was a table in the living room—for four people.
L Yeah, but there wasn’t a bathtub. Workbook p. 29
A You don’t like taking a bath! ID Online Portal
L There weren’t any windows. It was dark. Grammar p. 128
A There were three windows and there were lots of little lamps.
L Anna, it was very small. We can’t live in a tiny house.
A OK. Maybe you’re right.
94

6.2
Where were you last night?

Lesson Aims: Sts learn to use the Past Simple and past time expressions by talking about a party and finding out about each
other’s past.
Function Language
Lesson 6.2
Naming and identifying party items. There was a lot of wine.

Listening to a description of how to give a good party. We need snacks, beer, a cake.
Talking about the last party you went to. I was at a fantastic party last week.
Reading an informal e-mail. There was great music and dancing.
Asking and answering questions about past events. Where were you last night?
Were you at home last Sunday?
Vocabulary: Party-related Vocabulary (balloons, beer, invitations, snacks, plates, etc., space to dance, music). Past Time
Expressions (yesterday + morning, night, afternoon; at + time; last + night, Sunday, weekend, etc.).
Grammar: Recycle: There was / There were. Verb be (Past Simple).
Warm-up Books closed. Elicit what sts can remember about Sts listen to Liz, an events planner, talk about how to give a
Jay’s tiny house from lesson 6.1. If possible, hand out a slip good party. Sts listen to 6.6 and order items 1-12 in the boxes
of paper to each student containing a word from 2C, p. 63 in 4A. Paircheck. Classcheck with answers on the board.
(bed, chairs, oven, refrigerator, shower, etc.) and ask sts to
make true sentences about Jay’s home using There was / 6.6 Notice / / and / / sounds. Notice how they follow
There were. In large groups, sts collaboratively try to describe the stress.
the tiny house. Sts re-read the text in 2C, p. 63, to check if Hello, my name’s Liz Marshall and I’m an events planner.
they were right. Today I want to talk to you about how to give a great party.
Well, it all starts with the invitation. Send the invitations
early—three weeks before the party—and include all the
4 Vocabulary: Party Items important information. Where? When? What type of party?
Now… what you need for the party. First, food and drinks.
A Books closed. Make use of some realia to present party- Well, for drinks you need some coke, maybe some homemade
related vocabulary. Most teachers’ rooms / schools have lemonade—and then you need some alcoholic drinks. I like to
glasses, (plastic) plates, napkins and even candles stored— keep it simple: just wine and beer. You can have champagne
so, if possible, bring them to the classroom. Tell sts you’re too if it’s a special celebration.
having a party and show what you have brought. Elicit /
For food, I recommend chips and one or two other snacks.
Teach new words. Ask: What else do we need for a party?
Don’t forget the plates, glasses and napkins too. If it’s a
Encourage contributions (food = snacks, drinks = beer,
birthday party, a cake is essential.
wine, lemonade, etc.) and see what sts suggest.
Next—decorations—again keep it simple with balloons. You
Note The use of realia has been widely employed by language can decorate the house with candles too—this gives a nice
atmosphere. If you have a yard, why not have some fireworks
teachers to convey meaning and strengthen sts’ associations.
too? Everyone loves fireworks!
Although technology (slides presentations, internet images,
etc.) offers a quick and practical tool to present vocabulary, Now for entertainment—music is essential for a good party—
bringing in real items is still a great technique to make words make sure there’s space for people to dance.
tangible, real and memorable in the classroom. OK, so it’s time to start planning. Have fun!
Books open. Explore the photo and ask sts to point to

(10) balloons (4) beer (9) a cake (11) candles
items in it. They won’t write at this stage. Ask: Can you see
(12) fireworks (7) glasses (1) invitations (2) lemonade
napkins? Balloons? A cake? Plates? Drill pronunciation and
(8) napkins (6) plates (5) snacks (3) wine
help them find any new vocabulary items.
B Read the lesson Song line with the whole class and C Say: Liz mentions five extra items, which are not in 4A. She
check if sts know / like the song / band. Elicit the meaning says they are essential. Point to the letter M… / Elicit which
of “wanna.” Draw sts’ attention to the fact that “party” can item Liz talked about and see if sts can come up with “Music.”
also be a verb, as in the Song line. Ask sts: In your opinion, Play 6.6 again for sts to complete the five extra party items
what’s important in a party? Music? Food? People? in 4C. Paircheck. Classcheck with answers on the board.
Song line: Coke; Champagne; Chips; Music; Space (for people) to

I wanna rock ’n’ roll all night dance.
and party every day! Ask sts to remember the last party they went to. In pairs,
Song: “Rock ’n’ Roll All Night” sts talk about their last party saying which items in 4A and
Band: Kiss (USA) 4C there was(n’t) / there were(n’t). refer to the speech bubble
Year: 1975 in D as a model.
95

6.2
5 Grammar: Verb Be – Past Simple C Sts study ordered lines 1-10 in B and complete the
table in C with the correct past forms of be. Paircheck.
A Ask sts to describe the photos using There is / There Classcheck with answers on the board.
are, e.g. “There’s a cake,” “There’s a glass of champagne,”
“There’s a man, a bed,” etc. plus their ages, clothes, what They were home. / She was not home. / We were not home. /
they are doing, etc. Was he home? / Yes, they were. / No, he wasn’t.
Tell sts Martha went to the party (in the photo) yesterday,
and she is now talking to Rob about it. Tell sts they will Tip Explore the Grammar box. Ask How many different forms
listen to the conversation and identify the people in the are there for verb be in the past? (Only two, was / were). When
photos. They should write 1 for Martha, 2 for Rob, 3 for do we use “was?” (with I / he / she / it) And “were?” (with we
Jane and 4 for Rick in the small boxes in the photos. Play / you / they). Remind sts that English only has one form for
6.7. Paircheck. Classcheck. you, which is why they need to be careful with Were you / Yes,
Follow-up questions about 6.7: Why does Rob know Jane’s I was. If you think it will motivate them, ask: How many forms
parents? How does Rob feel? Why does Martha change the are there in your language?
topic of conversation at the end?
6.7 Notice and intonation.

D Point to the e-mail. Tell sts to skim through it and ask
them: What type of text is this? (an e-mail) How do you
M I was at a great party yesterday, Rob! know it’s an e-mail? (boxes “to”, “cc”, “subject”; text format)
R Oh, that’s nice, Martha. What kind of party was it? Who is it from? (Stacey) Who is it to? (Martin) What is it
M It was Jane Foster’s birthday. about? (a party yesterday).
R Oh! Were there a lot of people?
Sts fill in the blanks with the correct form of be. Paircheck.
M Yep, there were about fifty.
R Wow! Was there a lot of food?
M Oh, yes, and there was an enormous chocolate cake. Tip Tell sts that different texts have different characteristics.
R Hmmm… And… Was Jane’s partner there? An e-mail has its own characteristics, such as a sender, a
M Yep, he was. Rick and Jane make a perfect couple!! He’s receiver, a topic, a date and it may have an attached file.
so attractive, they were so beautiful together and the music
was great—everyone was dancing, you know.
Hi, Martin! Where were you yesterday evening? It was
R He sounds nice. Were Jane’s parents there?
Lina’s party and it was great! There was great music and
M No, they weren’t. Do you know them?
dancing and the food was delicious! Were you at home?
R Yes. Hmmm… I was Jane’s boyfriend before Rick. Your cell phone wasn’t on, so I couldn’t talk to you. You
M Oh, I’m sorry… I didn’t know that… In fact, the party weren’t / aren’t at school and you weren’t at the party.
wasn’t that great… and her new boyfriend was not really Where were you???
that nice… I hope you’re OK. Write back, XX Stacey.
R No problem. It’s fine. Don’t worry about it.
M … Hey, there was a great show on TV last night. Did you see it? Read the box on past time expressions with the sts and
have them practice verb be Past Simple on Grammar,
p. 128, before they do the next activity. Clear up any doubts.
From left to right – Martha (1), Jane (3), Rick (4), and Rob (2).
Tip Highlight any common mistakes sts are likely to make by
transferring from their own language, e.g. by crossing out “in
B Focus on Common Mistakes and remind sts of word
the” in this phrase: yesterday in the evening.
order for Yes / No questions. Ask them to look for sentences
which are questions in lines 1-10 (2-4-6-7). In pairs, sts Still on p. 65, drill Were you / Where were you… + past time
write questions 2-4-6-7 in the correct order. Classcheck expression questions. E.g.:
T Where were you yesterday morning?
Now elicit the correct order for line 1 (It was Jane
Sts (Repeat.)
Foster’s birthday.) In pairs, sts unscramble the rest of the
sentences. Classcheck with answers on the board. T Yesterday evening.
Sts Where were you yesterday evening?
Ask: Do you remember who said each line? Was it Martha
T Last Sunday.
or Rob? Give sts a minute to guess who said each line and
write Martha or Rob. Play 6.7 again so sts can check if Sts Where were you last Sunday?
their guesses were right. Classcheck. Prompts: last Monday / yesterday morning / last night /
last summer.
1. It was Jane Foster’s birthday. (Martha) 2. Were there a T Were you at home last night?
lot of people? (Rob) 3. There were about 50. (Martha)
Sts (Repeat.)
4. Was there a lot of food? (Rob) 5. There was an enormous
T At work.
chocolate cake. (Martha) 6. Was Jane’s partner there? (Rob)
7. Were Jane’s parents there? (Rob) 8. No, they weren’t. Sts Were you at work last night?
(Martha) 9. I was Jane’s boyfriend before Rick. (Rob) T Yesterday morning.
10. The party wasn’t that great. (Martha) Sts Were you at work yesterday morning?
96

6.2
E MAKE IT PERSONAL Encourage sts to mime as much as speech bubbles as a model. Classcheck by asking sts to
possible what they can’t say yet, e.g. born, flying, driving, report on what their partner said / answered. Were there
etc. They should be able to express a lot even though they lots of coincidences?
will almost certainly make mistakes with verb forms
and prepositions but this will obviously get better with
practice. Focus your corrective feedback on helping them
to get was / were and the time phrases right for now. Workbook p. 30
ID Online Portal
In pairs, sts have five minutes to discover as much as
Grammar p. 128
possible about their partner’s past activities. Refer to the
97

6.3
How was your last New Year’s Eve?

Lesson Aims: Sts are going to read about five different millennium celebrations and talk about a party they remember. Sts are also
going to learn prepositions of place.
Function Language
Lesson 6.3
Reading and writing about a past New Year’s Eve celebration. It was cold.
There were fantastic fireworks.
Saying years. We were anxious, worried about Y2K.
Talking about a party you remember. There were a lot of drinks and food.
Listening to and describing positions. The mouse is under the bed.
Reading and writing text messages. Wan 2 come 2 a party?
Vocabulary: Recycle: Party vocabulary. Adjectives (amazing, dangerous, anxious, worried, cold, awesome, magical, fabulous).
Numbers for saying years.
Grammar: Recycle: Past forms of be. Prepositions of place.
Warm-up Recycle furniture and party items with a one-minute C Elicit and drill pronunciation of the words with pink
race game. Give each pair of sts a sheet of paper and tell them letters in the text. Elicit what sts can remember from the
they will have one minute to write as many words as possible texts in 6B and ask: Who was cold? (Kirsty) Who was in
about a topic given by you. Start off with furniture items and a big city? (Dave, Kirsty, Habibah, Sabine, Lindsey, Larry,
give sts one minute to list all the items they can remember from Kevin, Jodie and Luis.) Classcheck.
lesson 6.1. When time is up, ask them to count how many words
they have and the pair with the highest number reads their list Who: 1. Kirsty 2. Dave, Kirsty, Habibah, Sabine, Lindsey,
aloud. Check spelling and correct pronunciation on the spot. Larry, Kevin, Jodie and Luis 3. Lindsey and Jodie 4. Luis
Repeat the procedures for party vocabulary. Where: 1. Gisbourne, New Zealand 2. Cairo and
Guadalajara 3. London 4. New York
6 Reading D Sts answer the question with a small paragraph. Remind

sts to mention where they were, who they were with and
A Books open. Tell sts that today’s lesson is about special how they felt. Have sts swap their texts and read each
nights late in December. Point to the photos and ask: What other’s memories. Sts find two things in common about how
is this celebration? Do you recognize the places / cities in the they spent the New Year’s Eve 1999. Classcheck.
photos? Have you been to any of them?
Tip With a very young class who may not remember the
The photos are of New Year’s Eve 1999 (in Paris, New York, Millennium, focus on the lesson title and get them to write
Sydney and London). Answer may vary but sts can see: the about last New Year’s Eve!
Eiffel Tower, fireworks, people kissing, crowds, a flag, a
harbor, Sydney Opera House, millennium glasses.
E MAKE IT PERSONAL Have sts sit next to classmates
they usually do not work with. In small groups, sts ask
B Focus on the web forum and ask sts: What is it about? and answer questions 1-6 about a party they remember.
What are people writing about? (The Millennium Celebration.) Make sure they understand it can be any type of party
Ask Are your memories positive or negative? and tell sts to write (a wedding, a birthday party, etc.) and not necessarily a
or according to what they hear. Play 6.8 for sts to listen New Year’s Eve celebration. Monitor closely for the use of
and read the text. Paircheck. Classcheck. past forms of be. Round off with sts reporting what their
partners said to the whole class. For fun they can choose /
Tip The listening is optional. With a stronger class you might
vote on what they think was the best party.
want to get them to try to do it in pairs, first as a listening
then as a reading, telling each other whether they thought it
was a or experience after each one. If you do it as a listen 7 Grammar: Prepositions of Place
and read, again we suggest you pause after each one for them
to check in pairs, to break up the activity. A Review prepositions sts know by writing song lines
from previous lessons on the board and blanking out
Write 2000 on the board. Draw sts’ attention to the posting prepositions for sts to complete.
written by Jodie (Berlin, Germany – second column) and 1 You can stand my umbrella.
ask sts how he refers to the year 2000 (Y2K). Explain
Y stands for year, and K = thousand. Have sts read 2 We all live a yellow submarine.
World of English and discover different ways of saying years. 3 Our house of our street.
Write these examples on the board and elicit the correct
forms of saying them: 1980, 2003, 2013, 1974, 2222. 4 I don’t mind spending every day out the corner in
the pouring rain.
Kerry, Dave, Habibah, Sabine, Kevin, Jodie, Luis Sts read the lesson Song line and try to remember the
Kirsty, Lindsey, Larry melody / sing it a little bit.
98

6.3
Song line: (10) above the TV (9) behind the TV (3) between the sofa
Oh, what a night! Late December back in ’63. and the table (8) in front of the TV (5) in the bed
What a very special time for me. (1) in the box (4) next to the sofa (6) on the bed
(7) opposite the people (2) under the table
As I remember, what a night!
Song: “December, 1963 (Oh, What a Night)” For a quick practice game, get sts in pairs to describe the
Band: The Four Seasons (USA) position of an object in the classroom for their partner to guess.
Year: 1975 It’s on the wall / in the corner / above the door (the clock).
Focus on the picture and elicit what sts can see in it (a For further practice, go to Grammar on p. 128.
desperate couple, a man on the phone, a mouse—in ten
different positions, a living room and pieces of furniture).
B In pairs, sts test each other in three different ways. Pair
In pairs, sts match the mice 1-10 to the prepositions. Sts’
up with a student and model each activity. In pairs, sts
previous knowledge of furniture items will help them continue the tasks.
figure out new meanings in this task. Ask them to do
what they can and help each other. Monitor and help as Ask What are the most common prepositions in English? and
necessary. Play 6.9 to check answers. Tell sts to listen to see what sts’ guesses are. Read World of English with them
Mike and then pause after the first “Hmmmmm” and ask and see if their answers were right.
Who’s Mike? (the mouse). Then play it right through. For
fun, laugh at them for learning prepositions of place from a C Ask sts to read the text messages in Cyber English and
talking mouse! find three prepositions (@ = at, 2 = to, 4 = for). If time allows,
write these messages on the board in standard English and
6.9 Notice / / and / / sounds. ask sts to write them in “texting language”: Where are you
going to? / I’m at the door. / Text me before you leave. Where r
Is that… Cheese? Mm. It is! Where is it? Is it in this box?
u goin 2? / I’m @ the door. / Txt me b4 u leave.
No… Maybe under the table… Hmmm? Where is it? …
People! Oh, no! Now, quietly between the table and the sofa, Now, ask sts to write a short text message to a partner. Sts
slowly, next to the sofa… Where are the people? Where is the can use Cyber English if they want to.
cheese?! OK, let’s go! In the bed… on the bed… and jump!
Ah! There they are! Ah! I’m opposite the people! I’m opposite
the people! Quick! OK, concentrate, where IS that cheese? It
is somewhere on the left. Hmmm… In front of the TV? No. Workbook p. 31
Behind the TV? No. Not here. Ah, there it is! Now. How can I ID Online Portal
get above the TV? Hmmmm. Grammar p. 128
99

6.4
Were there trams in your city?

Lesson Aims: Sts review prepositions and learn to use There was / There were to talk about the changes in their town.
Function Language
Lesson 6.4
Retelling a mouse’s route. First, the mouse was under the table.
Reading about changes in a city. There wasn’t a lot of traffic downtown.
Talking about your town back then and now. Twenty years ago, there was a park near my house…
Now, there’s a swimming pool complex in the same place.
Vocabulary: Recycle places in town. Past time expressions with ago.
Grammar: There was / There were. Review Past forms of be and Prepositions of place.
Warm-up Review prepositions of place. Place some classroom to model the speaking task and focus on the Past form of
objects in various positions (under / on the chair, in a box / be (“First, the mouse was under the table…”). In pairs, sts
cupboard, next to a student, between sts, etc.) and elicit the “retell” the mouse’s route in the photo.
right preposition by asking e.g. Where’s the pen? Where’s the Invite one student at a time to say where the mouse was to
pencil case? In pairs, have sts ask Where questions using their the whole class until the full route is told.
own classroom objects. Monitor closely and correct on the spot.
C MAKE IT PERSONAL Demonstrate the activity to the
whole class first. Place five objects onto your desk and give
8 Listening sts 30 seconds to memorize positions. Tell them to close
their eyes and move one object. Sts open their eyes and say
A Books open to the previous page. Sts listen to a what has changed, e.g. “The pen was next to the book, now
conversation between the couple in the picture in 7A. The
it’s under the book.” Sts play this memory game with their
mouse appears in ten different positions, but only seven
own objects in pairs.
will be mentioned. Sts listen to 6.10 and circle the seven
mice in the picture in 7A. Paircheck. Classcheck with
answers on the board. Ask: Is it the same route as audio 6.9? 9 Reading
(No, it is different.)
A Focus on the lesson Song line on p. 69. Check if they
6.10 Notice stress to emphasize change. know / like the song / band. Elicit the title and draw the
link with this lesson.
M= man W = woman
M See that? Song line:
W What?
The city, she loves me. Lonely as I am,
M There was a mouse under the table.
together we cry.
W Oh, no! Where?
M Over there! I don’t ever wanna feel like I did that day.
W Oh, now I see it! It’s next to the sofa. It’s moving! Take me to the place I love…
M Where did it go? Song: “Under the Bridge”
W Ahhhh! It was in front of the TV, now it’s behind the TV. Band: Red Hot Chili Peppers (USA)
M Let me see if I can get it. Year: 1991
W Ahhhh! It’s on the bed. It was in the bed and now it’s on
Sts have two minutes to read and remember as much as
the bed!
they can about the Lasso Lake text in 9A. When time is up,
M There it goes. It was on the bed, but now it’s in that box.
sts close their books and tell each other all they remember
W Quick, close the box and take it out to the garden.
about Pat’s blog. After they have compared their memories,
M Good idea! encourage some sts to share their discussion with the
whole class.
1. under the table 2. next to the sofa 3. in front of the TV Focus on the box and the meaning of a lot of / lots
4. behind the TV 5. on the bed 6. in the bed 7. in the box of. If sts ask if they can use many or much, we suggest
you can say yes and move on rather than deal with the
B Ask sts Where was position 1 ? (under the table) What differences here.
about position 2? and see what they can remember from
the mouse’s route. Tell them to draw the mouse’s route Note You can say “Thanks a lot,” but not “Thanks lots,” so
using the picture in 8A on p. 68 as they listen to the couple this may be a useful thing to highlight.
again. Play 6.10. Ask How do you feel about Mike now? Are
you afraid of mice?
B Books open again. Sts listen to 6.11 and re-read the
Sts paircheck by describing the mouse’s route using text to notice information they did not remember in 9A.
prepositions of place and the Past Simple of verb be. Write Tell them to underline something they did not talk about
on the board a few simple narrative markers such as in pairs. Elicit pronunciation of the words with pink letters.
first, then, after that, finally. Focus on the speech bubble Were there many pronunciation surprises in the text?
100

6.4
C Point to pictures 1 and 2 (Lasso Lake back then D Ask sts: Which do you prefer, the town in picture 1 or in
and now) and ask sts to circle five differences that are picture 2? Do you think Pat feels more positive about the city
mentioned in the text. Paircheck. Classcheck. as it is now or as it was before? How do you feel about your
own town back then and now? Sts talk to the student next
In pairs, sts refer to the text to complete the table in 9C.
to him / her.
Make sure they understand the first column refers to Lasso
Lake in the past and the second one to the present town.
E MAKE IT PERSONAL Focus on Common Mistakes
Back then Today highlighting the correct use of past expressions and a lot.
Ask sts to give examples with “five years ago,” “a long time
There wasn’t a lot of traffic. There are a lot of cars.
ago,” etc. In pairs, sts talk about their own city 20, 15 or 10
There was no supermarket. There are three big ones. years ago, depending on their age.
The movie theater was next There is a cinema complex
to the bank. near there. Before they start, brainstorm some ideas of topics they
could compare regarding past vs. present (the traffic, the
There was a theater opposite There’s no theater and there’s
the park. no park. buildings, the landmarks, the shops, the cinemas, etc.).
In pairs, sts talk about their city back then and now and
There were no security There are lots of security
cameras. cameras. mention two positive and two negative changes according
to their opinion. Encourage sts to share their discussion
There was just a bus station. There’s a subway station too.
with the whole class.
Tip box Focus on the word “ones” in the second sentence Extra writing Sts can write this up for homework.
in column 2 today. Ask: What does “ones” mean here?
(supermarkets). Then read sts through the box and the examples To finish, divide the class into two groups, those who
there. This is quite a tricky point for Latin sts, so this is just an think their city is better now and those who think it was
initial taste to help them understand it and avoid repetition where better 20 years ago. See if they can convince someone to
possible. This is presented in greater detail in 2 unit 10. change sides.
Tip For extra practice, put some examples on the board for
sts to replace the repeated words with one / ones. Workbook p. 32
1 Chris has three cars: a red car and two silver cars. ID Online Portal
2 Which girls are your daughters? The tall girl over there.
3 Which coat is yours? The black coat is mine. That black
coat over there.
4 How much is a sandwich? The tuna sandwich is $5 and
the cheese sandwiches are $6.
101

6.5
Do you enjoy the Oscars? / How about a BBQ on Sunday?

Lesson Aims: Sts are going to learn to predict information from the context. Sts are also going to learn how to make invitations.
Function Language
Lesson 6.5
Reading about famous events. There were about 2,000 guests at Westminster Abbey in London.
Listening to numbers and quickly relate them to facts in the There were 72,000 people at Wembley.
texts read.
Talking about your favorite event. My favorite event is the World Cup because…
Reading and writing invitations to parties. Do you want to come to a barbecue on Sunday?
Listening to people invite, accept and refuse invitations. How about going ?
Inviting, accepting and refusing invitations. Sure. That sounds great!
I’m sorry. We already have other plans.
Vocabulary: Famous world events. Numbers. Celebrations and Invitations.
Grammar: Expressions for Inviting, Accepting and Refusing. Review: Past forms of be and There was / There were.
WB Song line: “Here we are now, entertain us. I feel stupid and contagious. Here we are now, entertain us.”
Skills: Predicting from context the upcoming word on the following line. Each correct guess
equals one point. Sts continue uncovering one line at a time
Warm-up Sts play a mime game to review sports. Before and trying to guess the following word(s) in the line below.
class, prepare slips of paper with sports from lesson 4.1 on Sts play the reading game in B. Ask sts how many points
p. 38-39, e.g. basketball, soccer, tennis, volleyball, cycling, they scored. As they may have either come up with different
running, swimming, skiing, etc. Hand out one or two items to alternatives for some of the lines or not understood certain
each student and, in small groups, sts take turns miming their links in the text, ask sts if they have any questions.
words for the rest of the group to guess “You’re skiing / playing
tennis.” At the end, ask: What’s your favorite sport? Tell sts to
open their books to p. 70 and find two photos of events related D Sts hear twelve numbers which appear in the texts
to sports (Olympic Games and the World Cup). in B. Play 6.13 and pause after “36.” Focus on the speech
bubbles and “Got it!” meaning I remember / I know that one.
Ask them to find the numbers in the text and say what each
A Ask: Who’s the actor? (Douglas Fairbanks) Who’s the number refers to. On the audio they only have four or five
player with the World Cup? (Carlos Alberto Torres — the seconds to beat the beep. You may want to extend this to
captain of the Brazilian team) Focus on photos 1-5 in B and ten or more seconds by pausing the audio yourself, especially
see if sts can identify the type of events shown in them, if you are asking them to write down their answers. Give
e.g. a wedding, the Oscar ceremony, the World Cup, a music them ten seconds to say what the numbers refer to.
festival, etc. Sts match photos 1-5 in B to the events in A.
One photo will be left out. Paircheck. Classcheck. Ask:
6.13
What’s the extra event? (the opening ceremony of the
36 4-1 2,000 150 1.9 billion
Olympic Games, London 2012). Ask What can you tell me
270 5,000 1929 2011 100,000
about each event? to brainstorm ideas.
107,412 72,000
(4) The Live Aid concert (1) The first Oscar Ceremony
(3) Prince William and Kate Middleton’s wedding Tip This can be a fun competitive game where sts have to
(2) The 1970 World Cup write down what each number referred to, and made even
The extra photo is the opening ceremony of the Olympic harder if you don’t let them look back at the text. Then add up
Games, London 2012. the correct guesses at the end!
B Point to the text “Dream Tickets”. Sts listen to and read •36 tables • World Cup final score 4-1 • 2,000 guests at
the reports and discover which event they describe. Play Westminster Abbey • 150 nations showed Live Aid • 1.9 billion
6.12. Paircheck. Classcheck. people watched Live Aid on TV • 270 guests • 5,000 street
parties • The first Oscar ceremony was in 1929 • Prince
Tip In pairs, have sts try to remember (from 6.12) the William and Kate Middleton got married in 2011 • 100,000
pronunciation of words with pink syllables. Drill the pronunciation people in Philadelphia watched Live Aid • 107,412 fans watched
of words that are cognates to sts’ L1, e.g. private, luxury, present, Brazil vs. Italy • 72,000 people watched Live Aid in Wembley
president, triumph, event, or any other words you notice sts have
difficulty pronouncing.
E Point to photos 1-5 in B again and ask the whole class
What’s your favorite event? An obvious written homework
The first Oscar ceremony, Prince William and Kate Middleton’s
follow-up is to ask sts to write a description of their “Dream
wedding, the 1970 World Cup, the Live Aid concert
Ticket” event. Focus on the model answer as an example
and see if they agree about Pelé. Encourage them to say why
C Ask sts to cover their texts with a sheet of paper. In and share their preferences. Can they think of any other
pairs, sts uncover and read the first line and try to guess “Dream Ticket” event they would love to have gone to?
102

6.5
in Action: Making invitations 6
K Hello, Kit! We’re throwing a baby shower for Laura and
A Books closed. Write the lesson title on the board and Michael on Saturday. Do you think you can come?
elicit the meaning of BBQ (barbecue). Ask for a response
L Of course we can! What time?
to see how many different answers sts can come up with.
Point to pictures a-f and ask: What are these? (invitations). K Three pm at Laura’s.
Encourage sts to say what type of invitation each one is, L Great. See you there.
e.g. a text message, a formal invitation, an e-mail, etc. Ask:
What kind of event is each one for? Play 6.14 for sts to listen
1. e 2. a 3. c 4. b 5. d 6. f
and read the invites. Allow them some time to compare their
answers in pairs before saying them to you. Classcheck.
C Ask sts: Do you remember if people accept or refuse
a. to watch a movie b. a wedding c. a barbecue the invitations? Sts listen to 6.15 again and put a check
d. a birthday party e. a housewarming party f. a baby shower (accept) or a cross (refuse) in the boxes. Paircheck.
B Sts will hear people talking about the events in A. Play
Conversation 1 ( 6.15) and pause. Point to the invitations in A 1. 2. 3. 4. 5. 6.
and ask: Which event are they talking about? (Housewarming
party – invitation e). In B, sts write e in box 1. Play the rest of D Elicit what phrases were used to accept and refuse
the track. Paircheck. Classcheck with answers on the board. invitations in 6.15. Ask What did they say to accept? And
to refuse? What did they say to invite people to the events?
6.15 Notice the pronunciation of to, on, at, for. When are and see how much sts can remember from the previous
they stressed, when are they unstressed? listening activity.
1
Focus on the table and elicit possible answers to
A Hello, Morgan!
complete the phrases. Make sure sts read all the phrases
B Hi, Mara!
and options before you replay it. Play 6.15 again for sts
A Scott and I are having a housewarming party on Sunday.
to complete the table. Paircheck. Classcheck
Can you and Sandy come?
with answers on the board. Drill the pronunciation of
B Oh, I’m sorry, we already have plans for Sunday.
all sentences.
A Oh, well, never mind.
B Thanks for inviting us and I hope the party goes well. In pairs, sts create and role-play conversations about two
A Thanks, Morgan. events from A. Tell them to use the phrases from the
B See you. table in D to take turns inviting and accepting or refusing
A Bye. invitations. Monitor closely for accuracy. Ask a pair of sts
to act out their dialog for the whole class.
2
C Hi, Frankie! How about going to the movies tonight?
Inviting Accepting Refusing
D Sure, sounds good. What time?
Do you want to Sure. That sounds Thanks for the
C The movie starts at eight pm.
come? good! invitation. Sorry,
D Great!
I can’t.
3 How about I’d love to! Thanks. I’m sorry. We
E Hi, Julie! It’s David. We’re having a barbecue tomorrow. going…? already have plans.
Do you want to come? Can you come? Sounds great! Thanks for inviting
F Thanks for the invitation, but sorry, I can’t. I’m away all What can I bring? us.
weekend, not back until Monday. Would you like to Of course we can. Maybe next time.
E Oh, well. Maybe next time, then. come…?
F Yes, definitely. Do you think you
4 can come?
G Would you like to come to my sister’s wedding with me?
H When is it? E MAKE IT PERSONAL Ask sts to pretend they are
G On March 28th. throwing a party or any kind of event shown in A and write
H What time? an invitation for it. Sts stand up and invite as many people
G It starts at two pm. as possible. Remind them they need to use phrases from
H Great. I’d love to. Thanks. D to invite, accept or refuse. When they finish, give them
5 feedback on the language used and ask: Who has the most
I Hey, Roz! We’re having a surprise party for Lucy’s birthday. people going to their event?
Are you free on Friday?
J What time?
I At about seven thirty.
Workbook p. 33
J Sounds great! What can I bring? Phrase Bank p. 67
I Your favorite snack, maybe? ID Online Portal
J OK—sure, see you there. ID Café Video p. 143
103

Review 4
Units 5-6
Grammar and Vocabulary cleaning the house / the bathroom / the car
going online / out with friends / to the gym
watching TV / a movie / tennis
There are some possible techniques mentioned on p. 12 of playing video games / soccer / cards
the introduction section on how to work with the Picture taking a class / a shower / a course
Dictionary in order to review vocabulary. You can select doing the dishes / the laundry / homework
whichever of these best suit the needs of your class. visiting museums / relatives / a friend
Page 50 7 places around town

F Individually, sts complete questions 1-5 with a pronoun.
Page 55 6 vacation activities Paircheck. Sts listen to Review Audio 4.1 and check their
answers. Fast finishers can try to write another one for the
Page 59 6 traffic signs
class to complete.
Page 62 9 rooms and 18 furniture words
Page 67 10 prepositions 4.1

1 Hi Mike, how are you?
Page 69 5 differences between the pictures
2 These are Nick and Steve, I work with them.
Page 155 16 picture words for rows 1 & 2 of consonants 3 Your coat is on the floor. Please put it on your chair.
4 That’s Jessica. I was at school with her.
B MAKE IT PERSONAL Ask each student to write an 5 This is David’s phone. Can you give it to him?
example for 1-6. In pairs, sts compare their answers.
Classcheck. 2. These are Nick and Steve. I work with them.
3. Your coat is on the floor. Please put it on your chair.
Tip Encourage sts to use words they think they know and then 4. That’s Jessica. I was at school with her.
sts use their cell phones or a bilingual dictionary to check 5. This is David’s phone. Can you give it to him?
spelling if necessary.
Help them with stress and pronunciation whenever necessary,
but remember we are not trying to create native speakers
G Point to Common Mistakes and tell sts it is their turn now
to correct the sentences. Call sts’ attention to the number
just good foreign language switchers, so don’t insist on
of mistakes between parentheses. Read sentence 1 and
“perfect” pronunciation.
elicit corrections from the whole class.
And, at this low level, where possible, get them to try to stick
to cognates, e.g. to choose crocodile over alligator, Can you In pairs, sts correct sentences 2-10. Whenever sts are
repeat that? rather than Can you say that again, please? uncertain, encourage them to flip back through p. 50-71
and check their answers in units 5 and 6. Classcheck with
C Individually, sts choose the best options a-c for each
of sentences 1-10. Paircheck. Classcheck with answers on 1. There’s a problem with my computer.
the board. 2. I love walking on the beach. OR I love to walk on the beach.
3. Swimming is good for you.
1. b 2. a 3. c 4. c 5. a 6. c 7. b 8. b 9. c 10. a 4. I enjoy doing the dishes.
5. Do you know where the club is?
6. When I was 15, there was one cinema in my town.
D Tell sts to write the time expressions in the timeline.
7. Were you at school today?
Paircheck.
8. A: Were you on vacation last week? B: Yes, I was.
9. 5 years ago, there were a lot of trees here.
8 4 1 7 5 2 3 6
10. A long time ago, my dad was young.
E Sts match the columns. Paircheck. Classcheck. Get fast

finishers to suggest another item / activity for each verb. Skills Practice
Tip If time is available, have sts work in pairs and ask each A Direct sts to one of the texts indicated (p. 56 9A 5.16,
p. 58 Skills B 5.21 or p. 66 6B 6.8.) Play the audio for sts
other questions about five activities, e.g.: Do you like cleaning
to listen and read the text. Ask sts to close their books. Replay
the house?, Do you like doing the dishes?, etc.
the track and ask sts to rate their listening comprehension
104
104

R4
from 0% to 100%. Ask any other useful questions about the B Excuse me. How do I get to the movie theater?
listening. Do the same for the other texts. Turn left at the stoplight. It’s on Brown St., on the right, next
to the library.
Tip Since this is quite a long activity, if you are doing this
C Do you know where the mall is?
in class either choose the best one to do as a group and set
Sure. Turn right at the corner. Go straight for one block.
the others as homework. Or, if space and equipment allows,
The mall’s on the corner of Brown and Liberty.
perhaps you can do them as a “jigsaw” listening: divide the
class into three groups. Each listens to one of the audios, then D Excuse me. Is there a gym near here?
sts report back their successes. Yes. Go straight for two blocks. Turn right. The gym is
on Green St. between the supermarket and the French
restaurant.
At the end, ask the whole class: Do you think you’re making
progress with listening?
B MAKE IT PERSONAL Refer to the model dialog in the

speech bubbles or have two sts role-play it for the whole
class. In pairs, sts talk about the activities in the box and
D
say if they hate / don’t mind / like / love doing each of
them. Monitor for -ing use of the verbs after hate / don’t
mind / like / love.
At the end, ask sts to report some of their partners’ A

phrases to the whole class, e.g. “He hates cleaning the
bathroom.” / “He doesn’t mind cooking.” Monitor closely for B C
Present Simple 3rd person -s / doesn’t.
C Read / Point to both text titles and briefly ask sts: Do

you prefer (watching) the Olympics or the World Cup?
Individually, sts read both texts and, for sentences 1-6, write
T (true), F (false) or N (not mentioned). Paircheck. Classcheck.
1. T 2. F 3. T 4. F 5. F 6. F
D Point to the four bold words in the text in C. Ask sts

to look at the photo on p. 72 and identify a goal-scorer, a
glove, a goalkeeper, and a boot (from top to bottom.)
F MAKE IT PERSONAL Sts read sentences 1-5 and talk
about their own neighborhood or town. Refer to the model
E Sts will hear four people asking for directions to dialog in the speech bubbles before sts compare answers in
places A-D. If an IWB is available, use the Digital Book for pairs. Tell them not to use the words “true” or “false” (“For
Teachers to better explore the map. Point to the four white me number 4 is false”) when comparing, but to say there’s
squares on the map and tell sts they need to discover / isn’t / there are /aren’t sentences. At the end, ask each pair
which places are A, B, C and D. Draw sts’ attention to the to tell you one similarity and one difference between their
street names and the notes next to the green squares. neighborhood or street.
Play Review Audio 4.2 and pause after dialog A. Allow

sts some time to find where the bookstore is. Paircheck. G MAKE IT PERSONAL Question time. Sts look at the
Classcheck (A). Language Map on p. 4-7 and take turns asking and
answering the lesson titles from units 5 and 6. Monitor
Play the rest of the audio for dialogs B-D. Paircheck.
closely for accuracy and encourage sts to ask follow-up
Replay the track if necessary. Classcheck (B-D).
felt performing the task: Do you feel comfortable with all of
4.2 the questions? Which ones are easy? Which ones are difficult?
A Hi. Is there a bookstore around here? Again sts can make use of recordings and the other
Yes, there is. Go straight for two blocks. There’s one on the suggestions made earlier in the TB notes for this kind
left, opposite the theater.
of exercise.
105
105

7
Unit overview: The main topic of unit 7 is the Past Simple with both regular and then irregular verbs. The contexts are the “Died
at 27 Club” (artists who died at 27), Amy Winehouse’s biography, talking about your last vacation and an interview with rapper
Jay-Z. Questions with and without auxiliaries (subject questions) are introduced and practiced through a quiz on pop culture.
The unit ends practicing more phone language and polite requests and responses.
When did you start school?

Lesson Aims: Sts start using the Past Simple in the affirmative form. The rules are taught in the next lesson.
Function Language
Lesson 7.1
Talking about past events. He was American and I think he was a guitar player.
Listening and reading a famous artist’s biography. She was born in 1983.
Amy got divorced in 2009.
She died at 27.
She received five Grammy Awards.
I started school in 1989.
Vocabulary: Recycle saying years (1983, 2009.) Music idols-related vocabulary: be born, start school, get divorced, get married
to, get piercings / tattoos, trouble, musicians, receive an award, record an album, play the guitar.
Grammar: Past Simple
Warm-up Start off the lesson with the Song line on p. 75. Check (F) Kurt Cobain (Nirvana) – guitarist, singer – American – drug
if sts know / like the song and singer. Ask: Do you like her songs? problems
Do you have any of her albums? What else do you know about (E) Robert Johnson – guitarist, singer – drank too much and
her? This should make them feel a need to learn the past tense flirted with other men’s wives
and show you what, if anything, they already know.
B Point to Amy Winehouse’s pictures 1-10 and the
Song line: phrases in B. In pairs, sts match the phrases to the correct
They tried to make me go to rehab, pictures. Classcheck. Tell sts each / (slash) in the phrases
stands for a missing word. Elicit what the first / might be
I said “no, no, no.” (get divorced in 2009). In pairs, sts guess the missing words
Song: “Rehab” in all the phrases. Play 7.1 for sts to check their answers.
Artist: Amy Winehouse (UK) Classcheck.
Year: 2006
Do not focus on Past Simple yet. That will be dealt with in
1C (AS 7.2).
1 Reading: Died at 27 Club
7.1 Notice the silent e of the -ed endings: why do these
A In groups of three or four, sts identify the seven / / sound different?
musicians in photos A-G and say what they know about 1 Amy was born in 1983.
their nationality, the instruments they played and the 2 She studied at theater school.
problems they had. 3 She received her first guitar.
4 She got her first piercings and tattoos.
Tip This speaking task should be modeled carefully so as not to 5 She started her professional career.
demand language your sts do not know yet (e.g. He played the 6 She recorded her first album.
guitar or had problems with…). Read the speech bubbles with sts
7 She received five Grammy Awards.
and write prompts on the board to better guide their production:
8 She got married to Blake.
Photo A is (name). She was (nationality). I remember she was a
9 She got divorced in 2009.
(singer / guitar player), etc. I think her problems were…
10 Amy died at 27.
When they finish, ask each group to talk about one of the
musicians. (9) get divorced in 2009
(4) get piercings and tattoos
(G) Amy Winehouse – singer – British – drinking and drug (8) get married to Blake
problems (1) be born in 1983
(B) Brian Jones – guitarist, multi-instrumentalist – British – (7) receive five Grammy Awards
drinking and drug problems (3) receive her first guitar
(A) Janis Joplin – singer – American – drug problems (10) die at 27
(C) Jim Morrison (The Doors) – singer – American – drug (6) record her first album
problems (5) start her professional career
(D) Jimi Hendrix – guitarist, singer – American – drug problems (2) study at theater school
106

7.1
C Read Common Mistakes with the whole class and Fielder-Civil, a music video assistant, in May, 2007. But their
encourage sts to come up with sentences of their own, e.g. marriage didn’t last long—they got divorced at the end of 2009.
“I was born in (year).” / “I started school at (age).” / “Tom Amy’s impact was incredible. Millions loved her and copied
Cruise was married to Katie Holmes.” her look, but others didn’t accept her because of her drug and
alcohol abuse. Musically, Amy developed a new style, mixing
Focus on the photo of Amy Winehouse in C and have
jazz, soul, pop, reggae, world beat and R & B. She transmitted
sts ask and answer in pairs: “What do you think of Amy
incredible emotion.
Winehouse?” “I think she was awesome / fantastic /
Amy died of alcohol poisoning alone at home in Camden. “We
horrible, etc.” (Recycle giving opinion). Have sts report their
only said goodbye with words.” Goodbye, Amy.
partner’s answers to the whole class. Focus on the title “I
told you I was trouble.” Do they know where it comes from? The information above is based on www.biography.com/
It’s a line from one of her songs, “You Know I’m No Good.” people/amy-winehouse-244469?page=1.
Sts listen and read just the first paragraph. Play 7.2
and pause after “Died at 27 Club,” at the end of the first D In pairs, have sts quickly re-read and decide if
paragraph. Ask sts to cover the text and, in pairs, tell each sentences 1-6 are T (true), F (false) or N (not mentioned).
other all they can remember about the first paragraph. Classcheck with answers on the board.
Sts challenge their partners and see who remembers more
details. Do not worry if they make language mistakes 1. N 2. T 3. F 4. N 5. T 6. F
at this point. Repeat the procedure with all the other
paragraphs. Make it like a memory game.
E Point to the phrases in 1B on p. 74 and elicit the Past
Simple forms of the verbs in boxes 1, 2 and 3. Elicit why
Tip In this activity sts will have the opportunity to practice
they are in three groups: 1 = irregular, 2 = regular (silent E),
fluency as opposed to accuracy. Let them speak freely so that
3= regular / /. Drill the pronunciation of all the verbs.
they can gain confidence. Monitor closely for the -ed ending silent vowel in box 2.
Write the words from World of English on the board: Tip When the final sound before -ed is /t/ or /d/, an extra
musically, guitar, etc. Have sts repeat them after you syllable is added, e.g. added, wanted, visited.
and then underline the silent vowels—as highlighted
in World of English on p. 75—and ask: Are these letters Focus on Amy Winehouse’s pictures 1-10 again and have sts
pronounced? (no.) Raise sts’ awareness to silent vowels retell the story chronologically in pairs. Remind sts to use
in English. discourse markers (First, Then, After that, Finally.) Encourage
them to include all the extra information about the singer’s
Play 7.2 again for sts to listen and do the AS task
life they can remember / have learned from the lesson.
suggested below. Draw their attention to silent vowels in
-ed endings and exceptions as mentioned in World of English Tip Fast finishers can tell each other about one of the
on p. 75. musicians in 1A they know well or their favorite artist, using
the same verbs as in 1B.
Tip Past Simple negative forms will be dealt with in lesson 7.2.
Monitor closely. When they finish, ask each student to
retell part of the story to the whole class.
7.2 Notice the pronunciation of the -ed endings: / /, / /
and / /.
“I told you I was trouble” F MAKE IT PERSONAL Sts ask / answer the title
Famous for her great voice, big hair and bad habits, on July question “When did you start school?” Insist they make
a full sentence and celebrate their excellent accurate
23, 2011, Amy Winehouse joined legends Robert Johnson,
pronunciation of “started!”
Brian Jones, Jimi Hendrix, Janis Joplin, Jim Morrison and Kurt
Cobain in the “Died at 27 Club.” Extra writing Sts can research and write their own minibiography
Amy Jade Winehouse was born on September 14, 1983, in of any musician / artist they like, preferable one who has died, or
London, England. From the age of 12 Amy studied at theater else they would have to use the Present Perfect tense, which they
school, and at 13, she received her first guitar. Always a rebel, haven’t learned yet. Don’t correct their work yet and make them
she got her first piercings and tattoos at 14. look again after lessons 7.2 and 7.3 to see if they can improve it
At only 16, she recorded her first demos, and three years themselves as they learn more past tense forms.
later, she recorded Frank, an album that the critics really
loved. Young Amy lived very fast! Only five years later, in
2008, she received five Grammy Awards, including Best New Workbook p. 34
Artist and Record of the Year for “Rehab”. ID Online Portal
Her lifestyle provoked a lot of interest, too. She married Blake Grammar p. 130
107

7.2
What did you do last weekend?

Lesson Aims: Sts learn the form and uses of both regular and irregular verbs in the Past Simple and .
Function Language
Lesson 7.2
Talking about past events. I was born in Bogotá.

Telling a famous musician’s bio. He started The Doors in 1965.
Writing your own bio. I started school in 1997.
I got my first job in 2003.
Reading an interview with a book writer about a travel I went to Morocco.
experience. I met his three daughters.
Vocabulary: Recycle saying years (1971, 1943.) Recycle be born, start school, get divorced, get married to, record a song and
finish school. Two different uses of “so” (to intensify and conclude.) Irregular verbs – Past Simple forms – had, did, said, went,
made, knew, thought, took, saw, came.
Grammar: Past Simple . Irregular Past Simple forms.
Warm-up Recycle weather. Ask sts What’s the weather like Grammar box – Past Simple
today? or How’s the weather today? (It’s sunny, cold, etc.) Their marriage didn’t last long. Some people didn’t
accept her.
Elicit the same question “What’s the weather like?” in the
past, e.g. yesterday. Write some past time expressions on a. did b. the infinitive form c. did not
the board, e.g. yesterday, last Sunday, last Saturday, last
holiday, last winter, and in pairs have sts ask each other:
What was the weather like + past time expression? B Focus on Jim Morrison’s photo and elicit what sts
wknow about him. Do they like him / his music? Why is his
image still so common today? In pairs, sts tell his bio using
2 Grammar: Past Simple the dates and prompts in the graphic. Monitor closely for
A Books closed. Ask sts Do you remember what we accuracy. Have six different sts retell Morrison’s biography,
talked about last class? What do you remember about Amy a sentence each, to the whole class. Do they know anything
Winehouse? and encourage them to say a few sentences else about him? E.g. He died in a bath in Paris after too
from her biography. If sts are too quiet, ask more direct much alcohol and heroin.
questions, e.g. When did Amy start school? How many
Grammy Awards did she receive? When was she born? etc. He was born on…; He finished high school in…; He
graduated from college and started The Doors in…; He
Books open. In pairs, sts scan the text in 1C on p. 75 to
recorded “Light My Fire” in…; He started living with Pamela
answer questions 1-4 in 2A. Classcheck with answers on the
Courson in… but didn’t get married or have children; He
board. When you write the verbs on the board, cross out the
died in Paris on July 3, 1971 at the age of 27.
silent e in the -ed endings in received / died / loved / lived /
provoked / divorced / studied / married / copied / joined /
developed and drill pronunciation for all the verbs in the C MAKE IT PERSONAL Elicit the past forms of the verbs
answer key. See if sts can remember any other silent E in the box. Focus on the example to check and exemplify
words from lesson 2.4.
what they have to do. Ask sts to draw a timeline for
themselves (with the years of important events in their
(3) +ed (joined / recorded / developed / transmitted)
lives) and individually sts write a short bio using six of the
(4) change the form / not ed (was / got / said)
given verbs. Have sts swap and read each other’s bios and
(1) +d (received / died / loved / lived / provoked / divorced)
report them to the whole class, e.g. “Juan was born in…”
(2) -y +ied (studied / married / copied)
“He started school in 1992.” etc.
Focus on the highlighted words in Amy’s bio (didn’t last /
didn’t accept) and have sts complete the Grammar box in Tip Alternatively, quickly collect and randomly number them,
2A. Read Common Mistakes with sts and reinforce the need then display them on the walls for sts to read and guess who
to avoid these typical mistakes when learning Past Simple. wrote each one, i.e. 1 Eduardo, 2 Paula, etc.
Tip Do a quick transformation drill with the whole class. Say

affirmative sentences, e.g. She started school in 1989. She 3 Reading
got divorced in 2009. I got tattoos last week. I studied English
last night. I was born in Lima. etc. and have sts transform the A Focus on the five pictures and ask: Where do you think
sentences into negative ones. Ms. Riggs traveled to? Elicit some guesses and focus on
Common Mistakes for sts to discover the answer (She went
In pairs, sts answer questions a, b and c in the Grammar on a trip to Turkey.) Following the second sentence from
box. Classcheck with answers on the board. Common Mistakes , ask sts to point the picture in which she
108

7.2
got to the airport. Explore what is happening in all the verbs in English all have irregular past forms. Drill
images. What is she doing in the 3rd picture? What about pronunciation for all the past forms from World of English .
the 4th?
Books open. Focus on / explore the Song line. Do they
Tip Don’t let them read it yet. Get them to cover the text and know / like the song / singer? Can they sing it? How many
Common Mistakes with a piece of paper. Focus on the title of past tense forms are there in it? Are they regular or
the magazine interview, the “Not really!” at the end, and the irregular? When do you say “Oops!” in English? (when you
pictures. Get them to speculate on what they can see: where make a mistake or have an accident.)
she went to / what might have happened, etc. NB: Ms. Riggs is
the woman in orange. Song line:
Oops, I did it again. I played with your
Elicit some guesses then uncover the text. Sts quickly read heart, got lost in the game. Oh, baby, baby.
the interview and number the pictures in the order the
Song: “I Did it Again”
events happen in the text. Singer: Britney Spears
Sts can also listen to the interview with Ms. Riggs ( 7.3). Year: 1999
Paircheck. Classcheck. Ask Do you know any similar travel
stories with a happy ending? to see what they can come up Tip The most frequent irregular verbs list of this book is on
with. Use anecdotes of your own if you can. p. 130. only puts phonetics next to words we think sts will
struggle with because of irregular sound / spelling relationship.
5 1 3 4 2
Don’t forget to refer to the picture words in the Pronunciation Chart
on p. 154-155 to help them remember the symbols and sounds.
B Sts perform the task individually this time. Write on
the board How often do you travel? Who do you travel with? Individually, sts find at least ten irregular verbs in the
Where do you like to go? Where’s your favorite place in the Past Simple in the text in 3A . Paircheck. Classcheck.
world? Why? Do you enjoy flying / traveling? Any “Oops!” Monitor closely for pronunciation. For an extra activity
travel experiences? In pairs, sts answer the questions then at any time now you can play Past Tense Bingo. Sts write
report back any interesting answers. Obviously, they down six verbs in the infinitive form then you call out
will make mistakes but again they should still easily be the irregular past tense forms they know until they’ve
understandable and will learn more past tense forms now. got them all.
Tip If they listen to a text after reading it, it’s often a good The verbs from World of English sts can find in the
idea to ask them to compare the reading and listening interview are:
experiences and try to talk about the problems they have with
had, went, was, got, did, came, said, took, knew, saw,
reading or listening.
thought.
D Draw sts’ attention to the title question on top of p. 76,
2 She cried because the company canceled the flight to “What did you do last weekend?”. Refer to World of English
Cappadocia.
and ask sts to use at least two verbs from it. In pairs, sts
3 Semir offered to help her. ask and answer the lesson title question. Discuss any
4 The trip to Cappadocia took around thirteen hours. coincidences or particularly interesting answers. Did
5 She had some Turkish food with Semir in Ankara. anybody have an “Oops!” moment?
C Write a sentence from the interview on the board

Two years ago, I went to Turkey and say “Went” is the past Workbook p. 35
form of… and let sts complete your sentence (go.) Focus ID Online Portal
on World of English . Tell sts that the twelve most common Grammar p. 130
109

7.3
Where did you go last vacation?

Lesson Aims: Sts learn to form Past Simple questions to talk with some fluency about their last vacation, then move on to dates
of birth and birthdays.
Function Language
Lesson 7.3
Asking and answering about your last vacation. What did you do last vacation?
Where did you go?
How did you get there?
I traveled to Europe.
Saying when people were born. Janis Joplin was born on January 19th, 1943.
Asking and answering about birthdays. When were you born?
When’s your birthday?
I was born on… / It’s on…
Vocabulary: Dates and ordinal numbers.
Grammar: Past Simple . Prepositions.
Warm-up Print out or write the sentences below on the Language note The word ever in sentences in the Past Simple,
board. Sts work in small groups. They have to complete each such as sentence 1, is only used in spoken English. In other
sentence with a verb from World of English p. 77. cases, ever is often used with sentences in the Present Perfect.
1. I cereal for breakfast this morning. They will learn this tense in 2 unit 3.
2. I to the cinema last night.
3. I to class by bus today.
4. I an interesting movie yesterday.
TtW = Travel the World ML = Ms. Lane
5. I my homework five minutes before class.
TtW And let’s welcome our next guest, Ms. Lane, the travel
6. I “Hello” to my teacher when I arrived today.
guide. So, tell us, dear. Were you ever afraid of flying?
7. I married last year.
ML Yeah! I’m a very nervous flier. In fact, I’m terrified of planes.
TtW Really? But you’re a travel guide!
had / went / came / saw / did / said / got
ML Yes, but I prefer city tours. I hate planes.
In pairs, sts make true sentences about themselves, saying TtW And when did that start?
sentences 1-7 in affirmative or negative forms, e.g. “I didn’t ML Well, once I was going from Manila to Hong Kong and
have cereal for breakfast this morning. I had bread and there was a lot of turbulence. I didn’t hold the hand of the
coffee”, etc. Monitor closely for accuracy. Ask some sts to man next to me, but I was so nervous I really wanted to!
report their sentences to the whole class.
TtW Did you say anything to him?
ML No, I didn’t. He never knew!
4 Grammar: Past Simple Questions TtW I see. But did you land safely?
ML Well, at least when we got to Hong Kong airport, we
Books open to p. 77. Have sts look at the questions in
didn’t crash into the buildings, but for me, um, that was
the interview in 3A and read the rules for Past Simple
a miracle. The turbulence was really strong and the
Questions in the Grammar box on p. 78. Write on the
buildings are so near the airport!
board: When do you go to the gym? vs. When did you go to
the gym? Elicit the differences in form and meaning. Elicit TtW And did the passengers applaud?
the same questions for “he” or “she.” In pairs, sts fill in the ML Yes, some of them. I didn’t. I was just so tense!
blanks in the Grammar box. Classcheck. TtW Right! How did you feel after that?
ML Well… terrified of planes!
Grammar box – Past Simple
do / does 1. Were you ever afraid of flying? 2. When did that
start? 3. Did you say anything to him? 4. Did you land
A Draw sts’ attention to the tips in Common Mistakes . Sts safely? 5. And did the passengers applaud? 6. How did
will hear part two of the interview but do not play it just you feel after that?
yet. Say These were the questions in the interview with Ms.
Lane. and point to questions 1-6. In pairs, sts fill in the
blanks. Play 7.4 for sts to check their answers. Classcheck B Sts listen to 7.4 again and mark the stress on the
with answers on the board. Then get sts to speculate on words in the box with a blob above the stressed syllable
what Ms. Lane’s answers might be. Don’t confirm but let as in the example. Paircheck. Classcheck with answers on
them listen to check. Ask: How many did you get right? the board. Drill the pronunciation of all words in the box.
Ask sts Were you ever afraid of flying? and encourage them
Swap partners. In pairs, sts try to remember the answers to give details (When? Where were you flying to? Was it a
to questions 1-6. long flight? Was there turbulence? etc.)
110

7.3
intonation for yes / no questions and falling intonation for Wh
afraid nervous terrified turbulence buildings miracle questions. Have sts take turns asking you all the questions in
the flowchart.
C Ask sts: Do you know Ilha Grande? Explain it is a big
island located off the south coast of Rio de Janeiro in In pairs, sts ask and answer questions about their last
Brazil, hence the name Ilha Grande! Elicit the past forms vacation. Monitor closely for accuracy. Make sure the
of all the given verbs. Sts complete the blog post with the student who is answering doesn’t look at the flowchart,
but instead makes eye contact with his / her partner.
appropriate verb. Paircheck. Classcheck with answers on
the board. Ask: Would you like to visit Ilha Grande / Rio de Discuss any interesting answers they want to share
Janeiro / Brazil? Does the blog post remind you of any places with the class. Pay special attention to did you when sts
you visited? Google it and show sts some images of the ask the questions.
island if technology is available.
Extra writing For extra writing practice, sts can write up their own
Last vacation my sister and I went to Ilha Grande—that’s Big (or their partner’s) last vacation as a blog. If they e-mail them to
Island in English! We traveled by car and then took the ferry. you, you can post them on the Learning Platform and they can all
There are no cars there, so we walked a lot! The island’s read and enjoy each other’s stories about their last vacation.
incredible, the forest is really beautiful and the smell of
nature is fantastic. We visited lots of lovely beaches too and
I saw three dolphins! We ate lots of fish. It was very hot and 5 Vocabulary: Dates
I drank a lot of cold soda too! We stayed in a small hotel and
met some nice tourists from Argentina. We had a lovely time
A Have sts work in small groups and match the musicians
from the “Died at 27 Club” to their dates by drawing lines as
and I can’t wait to go there again.
in the example. Play 7.6 so they can check if their guesses
were right. Check which group got most dates right.
D Highlight the two routes—left or right—depending
on the first answer. The questions in the middle work for Tip Don’t give them too long or it will feel more like a
either response. Point to the questions in the flowchart. math problem!
Play 7.5. Sts hear seven questions and they have to find
and point to the questions they hear. Pause after each
7.6 Notice the connections to prepositions and the pauses
question so you can monitor more efficiently. At the end, between the dates and the years.
ask: How do you pronounce “did you?”
These talented musicians all died at the age of 27. Blues
Draw sts attention to the elision, that is, the connection of singer and guitarist Robert Johnson was born on May 8th,
sounds when did you is pronounced. To help them produce 1911 and died on August 16th, 1938. The original Rolling
it, beat the stress on the question and main verb and Stone Brian Jones was born on February 28th, 1942 and died
encourage them to accelerate on the unstressed parts. on July 3rd, 1969. The incredible Jimi Hendrix was born on
November 27th, 1942 and died on September 18th, 1970. The
7.5 pearl, Janis Joplin, was born on January 19th, 1943 and died
on October 4th, 1970. Finally, Nirvana leader Kurt Cobain was
Where did you go?
born on February 20 th, 1967. And he died on April 5th, 1994.
Did you relax?
A coincidence or a curse?
Where did you stay?
Did you watch a lot of TV?
Robert Johnson was born on May 8th, 1911 and died on
Did you have a good time?
August 16th, 1938.
How did you get there?
Brian Jones was born on February 28th, 1942 and died on
Did you eat well?
July 3rd, 1969.
Jimi Hendrix was born on November 27th, 1942 and died on
did you = / / September 18th, 1970.
Janis Joplin was born on January 19th, 1943 and died on
E MAKE IT PERSONAL Model the activity with the whole October 4th, 1970.
group and have sts interview you about your last vacation Kurt Cobain was born on February 20th, 1967 and died on
before they get to work in pairs. Have a different student April 5th, 1994.
ask you the next question each time and help them to
produce did you (/ /). B Write one of the dates from 5A on the board, e.g.
November 27, 1942. Tell sts you will play 7.6 again and ask
Stronger classes Strong groups can have an extra challenge. them to notice which sound comes after the day (27) and
In pairs, sts decide if the questions in the flowchart have all the other days in the audio track. Classcheck. Ask sts:
rising or falling intonation (as seen in lesson 2.4, SB p. 22). Did you notice any different sound apart from “th?”
Weaker classes Elicit all the questions. Make sure they You can hear the unvoiced / / “th” at the end of the days.
understand each “/” stands for “did you”. Drill the rising 3rd is different.
111

7.3
C For the unvoiced “th,” quickly group sts to stand up She was an only child until the age of six. In 1962, Joplin
and form a line, e.g. from the tallest to shortest in the left home to study at the University of Texas.
group. Ask: Who’s the first in line? And the second? Use the She left college in January, 1963.
sts’ position to convey the meaning and use of ordinal
Joplin died at 27, from an overdose, on October 4, 1970.
numbers. Sts sit down. Focus on the box and explain
the differences in form (1st, 2nd, 3rd, and th uses) and drill
pronunciation for several examples of ordinal numbers. E MAKE IT PERSONAL Tell sts to stand up again, but this
time the line will follow a different order: the birthdays.
Read World of English with the whole class and elicit ways
Make sure they take their books with them as they will need
of saying a few dates, e.g. the present date, the teacher’s
them for part two of the exercise. Drill the question When’s
birthday, celebration dates (Christmas, New Year’s Eve, etc.)
your birthday? and have sts discover each others’ birthdays
Ask: Is the way you write the date here the same as in the to form the line in the correct order. At the end, check if they
USA? (month / day / year). In pairs, sts take turns saying got it right: do a chain drill (A asks B, B asks C, C asks D, etc.)
the dates from 5A table: St A: “Robert Johnson was born and have sts ask the next person in line: When were you
on the 8th of May, 1911.” St B: “That’s right. And he died on born? Drill pronunciation first and say it is another way
August 16th, 1938.” to ask about birthdays. Make sure they reply using “I was
Monitor closely for accuracy. Ask a few sts to say some of born on…” before the dates.
the dates to the whole class. Still in line, get the first five sts to form a group, the
following five form another and then so on. In groups of
Tip The “th” ending is particularly hard for many sts as it
five, sts interview each other and complete the chart in 5E.
does not exist in their language. For extra practice use picture
words in the Pronunciation Chart on p. 154-155. Use the speech bubbles on the page to model their
conversation. Classcheck.
D Elicit prepositions from sts and write all the prepositions Round off with the lesson’s Song line on top of p. 79. Read the
they can remember on the board. Make sure you include of, lines with the sts and see if they know / like the song / singer.
at, in and on. Ask: Which of the female singers in the last three lessons do you
prefer: Amy Winehouse, Britney Spears, Janis Joplin, Lady Gaga?
Weaker classes Narrow down options to choose from the
Song line:
board. Circle the four prepositions (of, at, in, on) and say they
will use them to complete 5D. I’m beautiful in my way, ‘cause God makes no mistakes.
I’m on the right track, baby, I was born this way.
Individually, sts complete Janis Joplin’s bio with suitable Song: “Born This Way”
prepositions. Paircheck. Artist: Lady Gaga (USA)
Year: 2011
Play 7.7 for sts to check their answers. Do they know /
like her music?
Elicit some rules for preposition use and see if they can
Workbook p. 36
recognize some patterns, e.g. before dates with days, use
Writing p. 151
on; for years and months, use in, etc.
ID Online Portal
Grammar p. 130
7.7
Janis Joplin was born in 1943 on January 19. She was an only
child until the age of six.
In 1962, Joplin left home to study at the University of Texas.
She left college in January, 1963.
Janis Joplin die at 27, from an overdose, on October 4, 1970.
112

7.4
When do you listen to music?

Lesson Aims: Sts learn to ask subject questions to interview someone. Sts also learn to use ordinal numbers.
Function Language
Lesson 7.4
Talking and listening / watching a video about past routine. Jay-Z got up at around eight o’clock.
Then, he had breakfast.
Asking and answering about yesterday. What did you do yesterday?
I read a book.
Reading / Taking a pop culture quiz. Who recorded more songs?
Which singer won six Grammys in 2012?
Which band composed ?
Asking and answering about cultural facts. When did Neil Armstrong land on the moon?
Who directed The Avengers?
Writing your own quiz. Who composed the song “Imagine”?
Vocabulary: Recycle routine verbs. Expression to show you’re impressed (Wow, so early! / No! I can’t believe it!, etc.)
Grammar: Subject questions.
Warm-up Recycle dates. Have some prompts on the board 7.8

or printed on slips of paper: Christmas, Halloween, (local Int = interviewer J = Jay-Z
holidays, e.g. Independence Day), your mother’s birthday, your Int What’s a typical Jay-Z day?
best friend’s birthday, your English teacher’s birthday.
J Mmm… Typical…
Int Obviously… give me your day yesterday. Obviously you
Have sts take turns asking each other When is ?
flew out here late last night or early this morning. What
questions and practice saying dates in English. Were there
was your day like? From the time you got up to the time
any coincidences?
you went to the Nets game last night.
J I got up around eight, had some breakfast, I ran a mile, it
6 Listening was really tough.
Int A mile?
A Books open to p. 80. Point to the photo in 6A and ask: J You know, I just wanted to touch it.
Who’s he? (rapper Jay-Z) Do you know his music / any of his Int Quite a marathon. A mile.
songs / anything about him or his family?
J Yeah, one mile. Everyone can’t be like you*, man. Ran a
Point to the two example phrases already done for them mile. Then I went to the office, read a bunch of e-mails, read
and ask: What did he do first? (1. got up at around eight some more e-mails, downloaded some music—legally—
o’clock.) Ask: What was the seventh thing he did yesterday? Um… uh… had a meeting with some great people, I don’t
(7. downloaded some music.) Ask: What about the second want to say any names yet. After that I listened to some music,
thing? Elicit sts’ guesses. went to the studio, had dinner, went to the Nets game, we
won, we’re up 3-2, thank you very much, went to sleep.
Tip Drill the pronunciation of the past form of read: /red/.
Note *In formal grammar / written English, this sentence
Individually, sts try to guess about Jay-Z’s day and order would be “Not everyone can be like you.”
the phrases in A, 1-13.
In pairs, sts compare their guesses: “I think he got up at Cultural note A mile is equivalent to 1.6 km.
around eight and then he had some breakfast. After that,
I think he…”
(7) downloaded some music (1) got up at around eight
o’clock (8) had a meeting (11) had dinner (2) had some
B Sts listen to the audio / watch the video to check their
breakfast (9) listened to some music (3) ran a mile
guesses in A.
(5) read a bunch of e-mails (6) read some more e-mails
(13) went to sleep (12) went to the Nets game (4) went to
Weaker classes Pause the track or video every three actions
the office (10) went to the studio
so sts have more time to check their answers in A.
In pairs, sts tell each other what they remember from the C Now sts listen to another interview (this time with an
video. Encourage them to use ordinal numbers to ask: What unknown person) and number phrases, 1-5, as they hear
was the first thing he did? And the second? The third? them. Paircheck. Classcheck.
Classcheck the correct order in 6A. How many did they get This is very much a tongue in cheek activity to help them
right? Did anybody guess the whole thing correctly? What enjoy asking and answering about yesterday, which can
else did they learn about Jay Z? (He runs a little and supports get a little mundane afterwards. It also helps a lot with
the Nets, a New York basketball team.) intonation too. Enjoy it!
113

7.4
Tip Drill the pronunciation and intonation of all the 7.11 Notice the -ed endings and / / in was.
expressions. Make sure you and your sts sound impressed! T = teacher S = student
T So everyone finished? Time for the answers. Number 1 was
7.9 Notice the intonation in the “impressed” words. in fact Adele.
A So, what’s your typical day like? Let’s see. What time did S Yes! We got that one!
you get up yesterday morning? T OK… the Spider-Man musical was composed by the
B I got up at about six. famous Irish band U2.
A Wow, so early! Did you have breakfast? S Another one right!
B Yes, I had an egg and some coffee! T Madonna did…
A Fantastic! And who did you have breakfast with? S No!
B My mom was with me. T Madonna did NOT write the song for the 2010 World Cup.
A That’s great! And what did you do after that? It was in fact Shakira.
B I took a shower and went to work! S I knew it. Three points!
A No!! I can’t believe it! And then what happened? T OK, question 4. “Accidentaly in love” was in the movie
B After work I went back home, played a video game, had Shrek 2.
dinner and went to sleep. S That is correct. I love that song.
A Incredible! What a fantastic routine! Thanks a lot! T OK. A difficult one now. Which of these three recorded
more songs? Was it A) The Beatles, B) Elvis Presley or C)
Michael Jackson?
1. Wow, so early! 2. Fantastic! 3. That’s great! 4. No!!
I can’t believe it! 5. Incredible! What a fantastic routine! S I know, I know, I’ve got it, I know the answer! It was The
Beatles—my dad has all of their records. He has hundreds
of them.
D Swap partners. In pairs, sts interview each other about T Well, actually it wasn’t The Beatles. They only recorded
yesterday. Elicit possible questions (What was the first thing
about 250. Elvis recorded between 700 and 1,000 songs.
you did? And then? And after that?) Tell sts the interviewer
has to look / sound impressed, and use some of the phrases S I don’t believe it. No. I’m sure it was The Beatles.
in 6C with the appropriate intonation. T Well, I’m sorry. On to question 6, Flea plays the bass guitar,
and for question 7—that is Jay-Z.
At the end, if possible, have one pair of volunteers act out
their dialog for the whole class. S Hmm.
T Now, on to famous deaths. Janis Joplin—the great ’60s
singer—died on the bathroom floor. Whitney Houston died
7 Grammar: Subject Questions in the bath and Michael Jackson died in his bed.
S I didn’t know that.
A Focus on the lesson Song line. Read it for the sts and
T And Bob Marley’s last words were “Money can’t buy life.”
see if they can tell which singer recorded it and what the
song is called. Ask sts: Do you know music well? Can you S Really?
sing it? Do you like the singer? Do you know any other song T Yep. And finally Ricky Martin sang with Menudo before he
by Adele? Let’s see. went solo.
Song line:
1. c Adele 2. b U2 3. a Shakira 4. c Shrek 2. 5. b Elvis
I heard that your dreams came true.
Presley 6. c Flea (Red Hot Chili Peppers) 7. b Jay-Z
Guess she gave you things, I didn’t give to you.
8. Janis Joplin: bathroom floor / Whitney Houston: bath /
Song: “Someone Like You”
Michael Jackson: bed 9. c “Money can’t buy life.”
Artist: Adele (UK)
10. a Menudo
Year: 2011
Focus on questions 9 and 10 from the Pop Quiz. Ask: Is
Point to the Quiz photos and elicit who some of the people are
there an auxiliary verb? (did) Now focus on question 1.
(Menudo / Ricky Martin, Whitney Houston, Bono Vox, Flea, Bob
Can you see an auxiliary verb? (No.) What about 2? (No.)
Marley, Michael Jackson, Adele, Shakira, Elvis Presley). Ask sts
Have sts match the rules in the Grammar box.
to choose their two favorites to see how they react / learn more
about their tastes in music. In pairs, sts take the Quiz 1-10.
Weaker classes The concept of object and subject might not
Tip Alternatively, you might have sts listen to track 7.10 and be very clear for sts. In this case, sts will need more guidance to
understand the difference between object and subject questions.
choose their answers individually, and then paircheck.
Have sts compare two simple questions on the board: 1) What
did Alexander Graham Bell invent? vs. 2) Who invented the
B Play 7.11 for sts to check their guesses. Check who telephone? Help them see the differences in grammar and
got the most answers right. If sts are not really into music, meaning. Label the subject and object for them. After that,
instead of asking how many answers they got right, ask write: J.K. Rowling wrote the Harry Potter books. Cover or
them how many answers they got wrong. Invite sts to say erase the subject and elicit the question (Who wrote Harry
something they learned from the Quiz, e.g. “I didn’t know / Potter books?) Then cover or erase the object and elicit the
I learned the Spider-Man musical was composed by U2.” question (What did J.K. Rowling write?)
114

7.4
Grammar box – Subject Questions D MAKE IT PERSONAL In pairs or small groups, sts prepare
Subject Questions 1-8 refer to the subject of the question their own quizzes. Tell them to write five questions about
and don’t need an auxiliary verb. 9-10 refer to the object of well-known musicians, TV or movie stars, songs, albums,
movies, characters, awards. Make it clear that they do not
the question and need an auxiliary verb.
have to stick to music, but can ask about any aspects of
1 2 2 1 pop culture. Make sure they include at least three subject
questions. Monitor closely and correct any mistakes by
C In pairs, sts take turns asking subject and object referring them back to Common Mistakes before moving on
questions. Monitor closely for accuracy. Sts check their to the next stage.
answer and facts they do not know in C, in smaller font
Have groups swap quizzes to test each other. Sts answer the
upside down just below sentences 1-5. Classcheck.
quizzes and see who got most answers right. Classcheck.
Tip Refer to Common Mistakes whenever you need to correct
sts’ mistakes on the spot or for delayed correction afterwards.
Workbook p. 37
Possible suggestions: 1. Who landed on the moon? When ID Online Portal
did they land on the moon? 2. Who directed The Avengers? Grammar p. 130
When did he direct The Avengers? 3. Who published the Da
Vinci Code? When did he publish the Da Vinci Code? 4. Who
became U.S. President in 2008? 5. Who won six medals?
When did he win six medals? Where did he win six medals?
115

7.5
Can I use your phone? / Could you help me, please?

Lesson Aims: Sts learn more phone phrases to understand an anecdote. They also learn to use can / could to ask for favors.
Function Language
Lesson 7.5
Listening and telling stories about cell phone problems. I can’t get a signal. Can you?
Oh, no! My cell battery’s dead.
Listening to people request favors. Could you see who it is?
Could you please wash the dishes?
Asking for favors and offering help. I’m really sorry, but I can’t.
Don’t worry. I’ll get it.
Sure. There you go.
Vocabulary: Cell phone related words (battery, signal, credit, recharge, make calls, etc.)
Grammar: Requests and favors. Can vs. Could for politeness. Will for unplanned responses or decisions.
WB Song Line: Help! I need somebody. Help! Not just anybody. Help! You know I need someone. Help!
Warm-up Recycle routine verbs in the past. Write What did you A customer in a phone store and the shop assistant talking
do yesterday? on the board and have sts talk about what they did about a phone that doesn’t work.
the day before class. Ask them to find three things in common.
At the end, sts report similarities to the class, plus any surprises
or special things they discovered about their partner.
C Replay 7.12 again for sts to listen and fill in the blanks.
Paircheck. Classcheck with answers on the board. Elicit
predictions about what happens next in the story. Ask:
What do you think will happen next? How does the story end?
Skills: Understanding a story
A Ask sts How often do you use your cell phone? What do you Yes, I hope so.
use it for? and see who is more “addicted” to phones in class. There’s a problem with my phone.
Books open to p. 82. Read phrases 1-5 with the whole It doesn’t work.
class and have a conversation with all the sts. Use the What exactly is the problem?
example on the page and give another of your own to help when I turned it on
them get started. As you read one at a time, check if they
the battery died
understand all the phrases and ask them: Do you remember
the last time you said it? Where were you? What did you do? as soon as I started making calls.
etc. Have as many sts participate as possible. Respond Hmmm… Did you try recharging it?
positively (using impressed intonation as in the last lesson)
Yes, I did that right away,
to sts’ contributions. Have sts vote on the one they think is
the most common.
but it didn’t work.
I called a friend,
B Books closed. Say: You’re going to hear two people the phone died again
talking. One of them has a problem with his cell phone.
after about two minutes.
What’s the problem? Play 7.12 and elicit the answer
(There’s a problem with the phone battery.) After they
listen, ask: Who are the people in the conversation? D Play 7.13 so sts can discover how the story ends. Ask:
(Customer and shop assistant.) Where are they? (At the How does he solve the problem?
store.) Open books and move to C.
7.13 Notice the stress in the questions.
7.12 Notice the connection between / /, / / at the end of A OK. So when did you buy this phone?
words and the vowel at the beginning of the next word. C Uh… last week.
A = assistant C = customer A Oh, it’s really new. And where did you buy it?
A Hello, can I help you? C I bought it in this store. The assistant was very helpful.
C Yes, I hope so. There’s a problem with my phone. It A That’s good! Well, did you keep the receipt?
doesn’t work.
C Yes, I think so…. Ah! Here it is!
A I see. What exactly is the problem?
A OK. Can you leave your phone with me?
C Well, it’s a new phone, but when I turned it on the battery
C Uh…, but, um…, how long?
died as soon as I started making calls.
A Maximum two days. We either repair it, or give you a new one.
A Hmmm… Did you try recharging it?
C Yes, I did that right away, but it didn’t work. I mean, I C Phew! Thanks!
called a friend, but the phone died again after about
two minutes. The shop assistant agrees to send the phone for repair.
116

7.5
E In pairs, sts role-play the complete dialog. St A is the in Action: Asking for favors
shop assistant and st B is the customer. Exchange roles
afterwards. A Point to pictures 1-5 and elicit what they are doing /
wearing / thinking, then say All the people need some help.
They are asking other people to do them favors. Can you
F Focus on the five pictures, put them in the correct match the requests (point to 1-5) to the correct favors (a-e)
order to make a story. They should write numbers 1-5 below? and sts try to guess the right combinations.
next to the letters a-e. Then, listen to 7.14 to check the
right answers. Ask: How many did you get right? Elicit any Tip Ask sts to start the activity individually for about 30
different stories that they may come up with.
seconds before moving them into pairs to complete it.
a2 b3 c1 d5 e4
Play 7.15 for sts to check their answers. Classcheck with
answers on the board. Ask Which actions a-e did not
Tip Tell sts to write in pencil so that they can erase / correct happen? or Who didn’t get any help?
their answers if they need to. It would be helpful if you
pre-teach the words drop, boss, and hand-dryer from the
7.15 Notice the connections.
pictures.
1C Oh, no! Look at this mess. Sophie!
D Yes, Mom?
7.14 Notice the expressions for responding to a story. C Could you please wash the dishes?
M = Mike C = Chris D Uh, sorry, it’s Brian’s turn today.
M Hey, Chris! How’s it going? I tried to phone you. C OK, forget it. Brian!!!
C Hi, Mike, I’m not happy at all.
2 E Excuse me. Uh, could you open the door for me, please?
M Why? What happened?
F Oh, sure. There you go.
C Man! I’m so stupid. I dropped my cell phone in
E Thank you so much.
the toilet!
M You’re kidding! How did that happen? 3 A Dan, there’s someone at the door.
B Could you see who it is? I’m busy.
C Well, I was at work, right, and I had my phone in my jacket
pocket. My boss was—like—“Chris, can you clean the A Don’t worry, I’ll get it.
bathroom?”. So OK, I cleaned the bathroom. But I’m like, 4H Jim!
cleaning behind the toilet when… SPLASH! I Uh?
M Oh, no! Disgusting! H Could you please cut the grass, Jim?
C Well, at least I cleaned the toilet first! I Uh, but… the game…. Come on, I can do it tomorrow.
M Phew! Did you get it out? H Could you do it this afternoon, please? Your mother’s
C Yeah, of course. That phone cost $200, man. coming to visit.
I Oh, oh, uh, OK, I’ll do it now.
M What did you do?
C Well, I put it under the hand-dryer in the bathroom but it 5J Could I ask you a favor?
still doesn’t work. K Hmmm, that depends. What do you want?
M Gee! That’s bad luck. J Could I leave my son with you this weekend?
K Oh. I’m really sorry, but I can’t. I have two parties to go
this weekend so I can’t be with your son. Sorry.
G Tell sts to listen to Mike and Chris and remember J Oh, no problem. Thanks anyway!
which four questions Mike asks Chris. Paircheck.
Classcheck. If time allows, go to AS 7.14 on p. 163 and do
the AS task, Expressions for responding to a story. 1. c 2. d 3. b 4. e 5. a
Washing the dishes and looking after the son did not happen.
Ideally you would tell an anecdote of your own about
losing or leaving your phone somewhere so they can ask
questions and you respond to them. Ask sts: Do you have B Read the 1st box (Can / Could) with sts. Play 7.15
any similar stories? If so, have them tell their stories to again for sts to complete questions 1-7. Paircheck.
the whole class and encourage other sts to ask for details, Classcheck. Draw sts’ attention to Common Mistakes and
using some of Mike’s questions and the expressions for drill the pronunciation of some of the questions they have
responding too. just completed.
Ask the sts to match the questions to the best responses

What happened? How did that happen? Did you get it
in the right column. Paircheck. Classcheck. Use the 2nd
out? What did you do?
box to explain the use of “will” in “OK, I’ll do it now.” and
“Don’t worry. I’ll get it.” Contrast with Present Continuous
Language note “How’s it going?” is not a proper question, it is
for arrangements, which are of course planned. They will
a greeting, although it has a question mark at the end of it. learn “going to” in lesson 9.3.
117

7.5
1. Could you please wash the dishes? Sorry, it’s Brian’s turn Tip If you want to continue to review phone language have
today. 2. Could you open the door for me, please? Sure. them play back to back, cell phones in hand and role-play
There you go. 3. Could you see who it is? Don’t worry. I’ll that way.
get it. 4. Could you please cut the grass, Jim? Come on,
I can do it tomorrow. 5. Could you do it this afternoon, Have four different pairs of sts act out each situation for
please? OK, I’ll do it now. 6. Could I ask you a favor? That the whole group. For fun, at the end of the lesson, drop
depends. What do you want? 7. Could I leave my son with your pens / book on the floor, pretend your bag is too heavy
you this weekend? I’m really sorry, but I can’t. to lift, your arm hurts so you can’t open the door, turn off
the light, etc. to spontaneously practice requests and get
them to respond accordingly!
C MAKE IT PERSONAL Sts role-play situations 1-4 using
Could you…? requests and the responses from B. Use the
examples to illustrate what they have to do.
Workbook p. 38
Weaker classes Sts might need more thinking time before Phrase Bank p. 67-69
they perform this activity. Give them time to write one or two ID Online Portal
dialogs together before they role-play the situations. Offer help Grammar p. 130
whenever needed. ID Café Video p. 144
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8
Unit overview: The main topics of unit 8 are countable vs. uncountable food items and nouns, Quantifiers and How much
vs. How many, which are presented by a newly married couple who reappear several times throughout the unit through
the contexts of writing a shopping list, going on a diet and reading a food nutrition facts table. In this unit, sts also read /
scan a menu for specific information and learn / practice how to order a meal at a restaurant.
What do you have in your fridge?

Lesson Aims: Sts learn to talk about food and drink items.
Function Language
Lesson 8.1
Naming food and drink items. bananas, chocolate, oil, salt…

Talking about food and drinks you like / dislike. I really like bananas, but I hate vinegar.
Listening to a person making a shopping list. We need some milk, fish and chicken.
Making your own shopping list. I need to buy some eggs, coffee, sugar…
Listening to a couple talk about what they have in their fridge. Why did you buy all this food in the fridge?
Vocabulary: Food and drink items.
Grammar: Countable vs. uncountable, some, any.
Warm-up Have sts browse pages from unit 7 and, in pairs, Tip For extra practice on pronunciation, go to AS 8.1 on
ask and answer all title questions in the unit: When did you p. 163 and ask sts to notice the schwa sounds.
start school?, What did you do last weekend?, Where did you go
last vacation?, etc. Monitor closely for accuracy. If time allows,
they can reuse the flowchart in lesson 7.3 to ask and answer 8.1
questions about last weekend / last vacation. Let’s see. We need bananas and chocolate… oil and salt…
uh… maybe some spaghetti? Yes, definitely some spaghetti
and some tea. Oh, and I have to get tomatoes and vinegar.
1 Vocabulary: Food and Drink
21. bananas 17. chocolate 19. oil 18. salt
A Point to the photo on p. 84 and elicit the word “kitchen.”
15. spaghetti 22. tea 16. tomatoes 20. vinegar
Draw sts’ attention to the fridge and counter and for each
of them ask: What do you call it? Focus on the food on the
counter and elicit food and drink vocabulary. Point to the B Elicit some comparisons between the words in 1A and
list of words in 1A and have sts match them to the items how they are spelled and pronounced in the sts’ mother
on the counter in the picture. These are familiar food tongue. These first eight are presented in a separate
group because most are cognates for Latin learners. In
words and / or cognates. The rest are introduced in 1C.
pairs, sts rate the eight words in A as having D (a very
Cultural note fridge = refrigerator different spelling or pronunciation to L1), S (similar spelling
or pronunciation to L1) or V (very similar spelling or
Write banana on the board and highlight the first and pronunciation to L1). Classcheck with answers on the board.
the last a. Drill the pronunciation of the word and draw
sts’ attention to the schwa sound / /. Do the same with Tip There may be some disagreements but try to keep the
pajamas and remind sts they have the picture words in the productive focus on English and how it is pronounced rather
Pronunciation Chart on p. 154-155. than on the mother tongue. After all they don’t need to learn
these words, as they all know them already. Remember, you
Read World of English with the whole class for more don’t need to say or use the words in your L1 yourself, merely
information about the / / sound. Drill the sound (e.g. mime ask sts to mentally compare with what they already have in
hitting yourself in the stomach so they make the right their minds in order to focus on what’s easy / difficult for
unstressed “uh” noise!), the two picture words from the them, and so focus (and celebrate!) accordingly.
Pronunciation Chart (bananas, pajamas) and the sentence
with bold letters in World of English . If time allows, elicit
There is no key for this exercise as it obviously depends on
other examples they know with schwas too. Tell them all
highlighted letters (in yellow) in 1A have schwa / / sounds.
what their mother tongue is.
In pairs, sts try to pronounce all the words on the list.

Monitor closely for accuracy and offer help / model
C Now focus on the food and drink items in the fridge.
These are in a second group because most are non-
pronunciation if necessary. The columns “Spelling” and
cognates for Latinos. Point to some of the items and elicit
“Pron.” will only be used in 1B.
how to say them in English. Name what sts do not know
Play 8.1 for sts to notice how words are pronounced. and ask Do you like it / them? How often do you eat / drink…?
Conduct a repetition. Ask: Who is Jeff talking to? (himself) about a few of them.
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8.1
Individually, sts match 1-14 to the items in the fridge. Sts
listen to 8.2 to check. Paircheck. Classcheck with answers
on the board.
S Jeff, we’re traveling tomorrow. Why did you buy all this
food?
In pairs, sts try to pronounce the words. Monitor closely J Just some fruit for your diet: apples and oranges.
and offer help whenever needed.
S I don’t like apples.
Play 8.2 for sts to notice how the words are pronounced. J But you like oranges. And I got some onions and potatoes
too.
Extra activity Ask sts to think about their own fridges
S Potatoes? I can’t eat them. I’m on a diet, hellooo!
back home and think about what they need to buy. Allow them
J OK, but I also got some chicken and fish.
some time to write a shopping list. In pairs, sts compare their
S Well, we can freeze those. But what do we do with the milk,
lists, e.g. “I need to buy (some) milk, eggs, etc.”. The some /
any distinction is taught in 8.2 so don’t force it too much here. cheese and butter?
J Sorry, Sandra…That’s not all… I got some lettuce and
carrots for your salad, too.
8.2 Notice s = / / or / /. S Hm, I guess I can make a salad for dinner. And why all
J We need some milk, fish and chicken… oh, and some those eggs!!
apples and carrots, Sandra loves carrots! Then some eggs J Well, I can make an omelet!
and lettuce. Oh, and butter and onions. Oh, finally, some
S Yeah, right! Your specialty! Jeff, darling, remember. Never
cheese, oranges, potatoes… do we need sugar? Oh, yes,
irritate a woman on a diet! We can be dangerous! But, wait
and some sugar.
—what’s that doing in the refrigerator?
2. apples 10. bread 5. butter 13. carrots 6. cheese

Sugar and bread are not mentioned in the dialog.
8. chicken 7. eggs 9. fish 4. lettuce 11. milk
12. onions 3. oranges 14. potatoes 1. sugar
F Point to item 1 (sugar) in the fridge and ask sts if they
D Focus on the photos of the couple on the fridge. Elicit also keep it in the fridge.
that they are recently married and tell sts that they are Jeff
Tip Get sts to guess the answers first as a way of ensuring
and Sandra. Sts listen to 8.3 and answer questions 1-3
about Sandra and Jeff. Have sts paircheck their answers
they fully understand the questions / tasks and have tried to
before checking answers with the whole class. Ask: Have
imagine in advance what will be said.
you tried freezing bananas? Listen again and / or do the
Sts hear the last part of Sandra and Jeff’s conversation.
silent letter AS task on p. 163 if time allows.
Sts listen to 8.5 and mark true (T) or false (F) for
sentences 1-5. Paircheck. Classcheck with answers on
8.3 Notice the silent letters.
the board. To end this part of the Jeff and Sandra story,
J = Jeff S = Sandra
ask: What do you think of them? (they return several
S Jeff! I’m home, baby. times in this unit).
J Hi, hon.
S Oh my God! Extra activity Ask sts to cover p. 85 (with a sheet of paper).
J What? What’s the problem? Focus on the food and drink items on p. 84. In pairs, sts talk
S What’s all this food on the counter? about what they like or don’t like on the page. Monitor closely
J What do you mean, “all this?” and make sure they don’t say “this” and “that,” but actually
S Well, to be precise, one chocolate bar, tomatoes, uh, some name items they want to talk about. Encourage peer correction
spaghetti… when sts can’t remember or pronounce an item from the
J Oh, that? picture. At the end, ask sts to remember and report their
partner’s preferences to the whole class.
S I’m not finished! There’s also some salt, some tea, oil and
vinegar here…
J I can explain… 8.5 Notice / / vs. / /.
S And—8, 9, no, 10 bananas. You know I can’t eat bananas! J In the refrigerator? Where?
J There was a special offer on bananas, darling. S Here! Look! You put bread and sugar in the refrigerator!
We can always freeze them! What are they doing there?
S Freeze bananas? Are you crazy? J Uh, I don’t know.
S You don’t know?
1. Jeff, the husband, did the shopping. 2. Sandra is not J Well, my mother always puts sugar and bread in the
refrigerator, but I don’t know why. So I called to ask—but
happy because Jeff bought too much food. 3. Jeff bought
she didn’t answer.
ten bananas because there was a special offer on bananas.
S Not your mother, not again. We’re married now, remember?
You don’t have to ask your mother.
E Sts listen to part two of Sandra and Jeff’s conversation. Ask
J Yes, but I love you and I just want everything to be perfect
them to notice which two items are not mentioned. Paircheck.
for you, darling.
Play it again if you notice part of the class could not get it.
S Oh, Jeff, that’s really romantic…
Classcheck. Ask sts: Do you keep all these items in your fridge?
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8.1
1. T 2. T 3. F 4. F 5. T What’s your opinion of this song? Do you know any other
songs by Dire Straits?
G Write the word city on the board and elicit its Song line:
pronunciation. Remind sts that British and American
We gotta install microwave ovens.
English have lots of differences between them, e.g. the way
Custom kitchens deliveries.
the letter t can be pronounced. Play 8.6 for sts to listen
We gotta move these refrigerators.
and read World of English . Drill both American and British We gotta move these…
pronunciation of the words in the box and ask Which do Song: “Money for Nothing”
you prefer? Why? Artist: Dire Straits (UK)
Year: 1985
Have sts read the Song line at the top of p. 85 and draw
their attention to how the t in gotta and refrigerator are
pronounced in the song “Money for Nothing” by the
British band Dire Straits. Make it clear they need to be
Workbook p. 39
able to understand both, but the choice of which to say is
ID Online Portal
entirely up to them.
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8.2
Are you on a diet at the moment?

Lesson Aims: Sts learn to use countable and uncountable nouns to talk about food.
Function Language
Lesson 8.2
Talking about portions of food. I usually have a slice of bread and a piece of fruit for breakfast.
Listening to a woman talk about her diet. For lunch, it’s a bowl of rice, two spoons of beans…
Talking about your own diet. For dinner, I often have a bowl of rice and some fish or chicken.
Vocabulary: Portions of food (a bowl of rice, 2 spoons of beans, ½ pound of meat, a can of diet soda, etc.). Healthy / junk food.
liquids.
Grammar: Countable and uncountable nouns. Quantifiers – some in sentences and any in and .
Warm-up Play the Memory Race game with food and drink Tip For further practice, go to Grammar on p. 132.
items. Sts have one minute to write down all the items (from
the previous lesson or not) they can remember. Classcheck
Items that come in Items you eat
with answers on the board. Include (s) after each countable Liquids
(small) parts only a part of
noun to help with the next activity: apple(s), banana(s), etc.
water, ice, oil, rice, salt, spaghetti, bread, chicken,
tea (drink), sugar, tea chocolate, butter,
milk. (product). cheese, fish,
2 Grammar: Countable vs. Uncountable Nouns lettuce.
A Refer to the list of words on the board (from the warm-
up above). Elicit which items are countable or uncountable D MAKE IT PERSONAL In small groups, sts take turns asking
but do not provide sts with answers yet. and answering questions 1-3. Encourage them to use some
Books open. Focus on the task in 2A and have sts underline for uncountable nouns and say countable words in the plural
all the plural words in 1A and 1C on p. 85. Ask: Why aren’t as in the examples.
the other words (oil, vinegar, tea, etc.) in the plural?
The eight plural words are: bananas, tomatoes, apples,

3 Vocabulary: Portions of Food
carrots, eggs, onions, oranges, potatoes. The other words A Ask the whole class: Do you remember Sandra from last
are not pluralized because they are uncountable, or mass lesson? Tell sts she’s on a diet. Focus on the words “This time,
nouns. These substances cannot be divided into separate be patient!” and ask: Do you have to be patient to go on a diet?
elements—e.g. “vinegar” cannot be counted, but “2 spoons
of vinegar” or “2 bottles of vinegar” can be counted. In this Have sts read the lesson Song line at the top of p. 87, which
case we count the unit of measurement. also refers to the topic of “being patient.” Ask sts: Do you
remember this song? Who recorded it? Do you like this song?
Do you know their music?
Tip To help with the concept, mime the futility of trying to
count sugar, rice or water. Is patience countable or uncountable?
Song line:
B Have sts read sentences 1-2 and, in pairs, answer the
A little patience, yeah, yeah.
questions: “Do we usually count these food items? Which
word indicates ‘an unspecified quantity of’?” Need a little patience, yeah, yeah.
Just a little patience, yeah, yeah.
Salt, tea, oil, vinegar and fish are not usually counted. When Some more patience
they are counted it means different types, e.g. a variety of Song: “Patience”
teas. Chicken is also not usually counted when it is a food Band: Guns N’ Roses (USA)
item, however you can buy two whole chickens from the Year: 1989
supermarket and a farmer can have a number of chickens.
The word “some” indicates “an unspecified quantity of.” Sts hear Sandra recording day 1 of her video diary of her
new diet. Point to the headings of her notes (After waking
up, Breakfast, Lunch, etc.) and elicit what she has for each
C Tell sts that uncountable nouns are usually liquids, meal. Elicit food vocabulary from pictures 1-10 and get
items that come in (small) parts or items you eat only a them to match the photo to the first item.
part of. In pairs, sts add two more items to each category.
Paircheck. Classcheck with answers on the board. Tip Sts can probably match up all the words from the food
Have sts read the box and Common Mistakes to discover photos alone, but the aim of the audio is to introduce the
other uncountable nouns which are not related to food and quantities / portions, so use the audio to confirm / correct their
drink. They might be surprised by some of these, but it is guesses as well as the pronunciation.
worth anticipating problems they will otherwise have in
the future. If some sts remember, they can help to correct Sts listen to 8.7 and match pictures 1-10 to the diet items.
the others that don’t remember the rule. Paircheck. Classcheck. Ask: Which item doesn’t have a photo?
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8.2
(one can of diet soda). Where in have you seen a can S Then yes, please. I can only drink one can of soda a day,
before? (unit 4, the lesson on can as a verb). but it’s the best part of my day. Cheers!
N Cheers!
Notice that Sandra writes “1 bowl of salad” because she
needs to remember the quantity. We only use 1 when the
quantity is important. Usually we say “a bowl of salad.” 1. Sandra can’t eat: chocolate, pasta / spaghetti or cheese.
(She can eat meat but not for lunch and she never eats
8.7 Notice / / connections and the other / / (schwas). sugar—even when she is not on a diet). 2. She is on a diet
because she has gained 15 pounds and her husband, Jeff,
S So, today is day one of my new diet. After waking up, I
isn’t happy. (1 lb (pound) = 0.453592 kg so she has gained
have a bottle of mineral water, and that’s all! For breakfast, 6.8 kg). 3. The best part of her diet is the one can of soda
I can have a cup of coffee, a slice of bread and a piece per day.
of fruit! Wow! For lunch, it’s a bowl of rice, one spoon of
beans and just one little can of diet soda. Booo! In the
afternoon I get a snack! Hurrah! A granola bar! Then for 4 Grammar: Quantifiers
dinner, I get a bowl of salad, half a pound of meat, and a
glass of juice. And that’s it! But this time it’s going to work! A Sts listen to 8.9 and complete the sentences 1-5
extracted from the listening. Paircheck. Classcheck with
Cultural note answers on the board.
1 lb = 1 pound = 453,6 grams Have sts decide in pairs how to best complete the box
½ lb = half a pound= 226,8 grams about the use of some and any. Draw sts’ attention to the
exceptional use of some in questions when we offer people
(10) 1 bottle of mineral water (6) 1 cup of coffee (3) 1 slice some food or drink, as shown in Common Mistakes .
of bread (4) 1 piece of fruit (7) 1 bowl of rice For a quick practice activity, get sts to practice offering and
(5) 1 spoon of beans (9) 1 granola bar (2) 1 bowl of accepting / refusing the food in the photos here and in the
salad (8) ½ pound of meat (1) 1 glass of juice previous lesson. Do you want some bread / rice, etc.? Yes, please /
There’s no photo of one can of diet soda. No, thanks.
Tip For further practice, go to Grammar on p. 132.

B In pairs, sts try to predict possible answers to questions
1-4. Play 8.8 for them to check if they guessed all the
answers right. Classcheck. Explore the content too. Ask: 8.9 Focus on the link after eat and there.
Do you always eat meat for lunch? Do you like the same food I just have some rice and beans for lunch.
as Sandra? I can’t eat any meat for lunch.
I never have any sugar.
Then listen again. Ask: How much more did you understand
Is there any pasta in your diet?
the second time? Do you know anyone who keeps a video diary?
Do you want some Coke?
8.8 Notice / / and / /.

N = Nelly S = Sandra 1. I just have some rice and beans for lunch. 2. I can’t eat
N Hi, Sandra. Want some chocolate? any meat for lunch. 3. I never have any sugar. 4. Is there
S No, thanks. I’m on a diet. any pasta in your diet? 5. Do you want some Coke?
N Oops, sorry. How’s it going? box 1. Use some in phrases and when you expect a
S Great. I’m keeping a video diary. It really helps. answer. 2. Use any in phrases and .
N So, what do you usually have for lunch?
S I just have some rice and beans for lunch. B Individually, sts circle the best options in the dialog.
N Rice and beans? That’s… unusual. Paircheck. Play 8.10 so sts can check their answers. Ask
S Uh huh, but I can’t eat any meat for lunch. Only for dinner. for sts’ opinion about Sandra’s diet: Is her diet really going
N No meat for lunch? Wow! That’s not easy! You really need a to work?
lot of patience.
S I know. But I have to lose weight. I gained fifteen pounds 8.10 Pay attention to the pronunciation of t in these
and Jeff is not happy… words.
N Uh… Well, maybe if you stop eating sugar… N So, Sandra, what do you have when you get up?
S I never eat any sugar. I don’t like sweets. S I only have some water.
N How about pasta? Is there any pasta in your diet? N Wow! Don’t you eat any food?
S Well, that’s a no-no too. And I love spaghetti with tomato S Yeah, I have some bread and some fruit two hours later,
sauce and Parmesan cheese. for breakfast.
N And, of course, you are not allowed any cheese, right? N Two hours later? And can you drink any beer or wine?
S Right. S Never! I can’t drink any alcohol. Why?
N Oh, I’m sorry. Do you want some Coke? N We’re going out on Saturday night, but you’re not drinking
S Is it diet? any beer!
N Yes. S Well, I can have a break from my diet on special occasions!
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8.2
Nelly So, Sandra, what do you have when you get up? they need to use at least two quantifiers from 3A (a slice
Sandra I only have some water. of, a cup of, etc.). Encourage them to say whether their
partner’s diet is healthy or unhealthy. If there is time, they
Nelly Wow! Don’t you eat any food?
can swap partners and do it again.
Sandra Yeah, I have some bread and some fruit two hours
later, for breakfast.
Weaker classes Write prompts on the board For breakfast,
Nelly Two hours later? And can you drink any beer or wine?
I usually have a cup of…, For lunch, I usually… so sts know
Sandra Never! I can’t drink any alcohol. Why? where to start from.
Nelly We’re going out on Saturday night, but you’re not
drinking any beer!
Extra writing Sts can write their daily diet following Sandra’s
Sandra Well, I can have a break from my diet on special model in 3A.
occasions!
C MAKE IT PERSONAL For two minutes, sts look at photos

from lessons 8.1 and 8.2 and make some notes about their Workbook p. 40
ID Online Portal
daily diet. In pairs, sts tell each other what they usually
Grammar p. 132
have for breakfast, lunch, snacks, and dinner. Tell them
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8.3
How often do you eat chocolate?

Lesson Aims: Sts learn to use quantifiers with countable and uncountable nouns. Sts also learn to say large numbers.
Function Language
Lesson 8.3
Reading and talking about sugar / sweet items. When I eat a lot of chocolate, I compensate the next day.
Listening to a couple decide what to have for lunch. Are you ready for lunch?
Listening to information about a Nutrition Facts table. How much cholesterol does the vegetarian burrito have?
Saying large numbers. 68,087.
Talking about your attitude towards food. I eat everything and never worry about calories.
Vocabulary: Words related to sugar (sugar, sweet, candy, dessert, chocolate, mousse, fruit, Nutella). Nutrition Facts (calories,
cholesterol, total fat, fiber, protein, sodium). Large numbers.
Grammar: Quantifiers “a lot of”, “a few” and “a little”.
Warm-up Books open to p. 89. Have sts read the lesson Song Cultural note The person who wrote on Nelly’s blog signed
line and see who in the class knows the song / band, where Forever Rocher. That is a reference to the manufacturer
they know the song from, if they can sing it. Ask sts: Do you Ferrero, the producer of Ferrero Rocher, Nutella and other
eat a lot of sugar? What’s your favorite sweet item? chocolate products.
Weaker classes Conduct the suggested speaking activity

Song line:
above in teacher-class pattern, not student-student, as
Sugar, oh honey, honey. they might struggle with language for this task. Ask sts:
You are my candy girl, Do you also love sweet items like Nelly? Do you need large
and you got me wanting you. portions? How much do you eat? When you eat sugar in
Song: “Sugar Sugar” excess on one day, do you compensate the next day? Does
Band: The Archies (UK) chocolate make you feel good?
Year: 1969
1. F (“only” is too strong) 2. T (“quality, not quantity”) 3. T (“…

Point to the title question on p. 88 and have sts briefly ask
I just eat some salad or a few pieces of fruit the next day”) 4. F
and answer it in pairs. Classcheck.
(the emoticon shows the answer) 5. T (“OMG, it really helps”)
In groups of three, sts list all foods involving chocolate
they can think of (chocolate cake, mousse, brownie, ice C Sts find and circle the six examples of a little, a few and
cream, milkshake, cookies, etc.). Have sts share their lists a lot of in Nelly’s blog in 5A. Also, ask them to underline
with the whole class and say which chocolate recipe is the word / noun that follows each expression. In pairs, sts
their favorite. decide if the nouns which follow a little, a few and a lot of
are countable or uncountable, and then, complete the rules
in the box. Classcheck.
5 Reading Read World of English about the uses of a few and a little. Give
A Focus on Cyber English . Sts read the acronyms in them some prompts (e.g. apples / sugar / honey / bananas /
pencils / paper) and elicit if the given nouns would go with a
the box and elicit any (= NE) other abbreviations sts
little or a few.
can remember.
Focus on the photo of Nelly. Ask: What do you remember 1. Use a little with nouns. 2. Use a few with nouns.
about her? She’s Sandra’s friend from the previous lesson. 3. Use a lot of with or nouns.
She offered Sandra chocolate there too. Sts read the text
for gist and underline at least six different words related D Elicit some possible ways of saying phrases 1-6 with a
little, a few and a lot of. Have some sts read the dialogs in the
to sugar. Paircheck. Classcheck with answers on the board.
speech bubbles to the whole class. In pairs, sts create their
Drill the pronunciation of all the words.
own conversations about phrases 1-6. Monitor closely for
accurate uses of a little, a few and a lot of. At the end, have one
sugar sweet candy dessert chocolate mousse fruit Nutella
or two pairs act out one of their dialogs for the whole class.
B Sts re-read and, if you wish, they can listen to the text
and in pairs decide whether sentences 1-5 are true (T) or 6 Listening
false (F). Get them to give evidence from the text to justify
A Elicit what sts remember about Sandra and Jeff and
their answers. Classcheck. In small groups, sts tell each from Sandra’s diet (lesson 8.2). Ask: What can / can’t she
other how similar or different they are compared to Nelly eat? Tell them Sandra and Jeff are going to have lunch
and “Forever Rocher” (who comments on Nelly’s post). Ask: together. Sts listen to 8.12 and fill in the blanks 1-8 with
Do you know anybody like these women? Do you eat a lot J (Jeff) or S (Sandra). Paircheck. Classcheck with answers
after you fight with people? on the board. Do they like / eat a lot of Mexican food?
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8.3
Play 8.12 for sts to complete the table. Paircheck.
8.12 Notice the dark l vs. normal l.
J = Jeff S = Sandra
J Hey, Sandra. Ready for lunch? In pairs, have sts answer questions 1-4. Classcheck.
S Yeah, hon. I’m so hungry!
A chicken burrito has 370 calories; a vegetarian one has
J Come on! Let’s go to that Mexican restaurant on the corner.
350. The vegetarian burrito has 5 mg of cholesterol and the
I’m dying for a burrito.
meat one has 25 mg.
S I don’t think that’s a good idea. My diet, remember?
J Oh, darling, burritos are healthy! Look, I’m googling the
C Sts cover the table in 6B. In pairs, sts tell each
nutritional table.
other all they remember about the ingredients of the
S Oh, I hate those lists! three types of burritos. They then uncover and check
J But they have important information! See? A chicken their own performance.
burrito is probably the best option for you.
S How many calories does it have? I can’t see anything D Write the numbers 2,500 and 456 and elicit how these
without my glasses. numbers are said in English. Read Common Mistakes and
J Um, let’s see. It only has three hundred seventy calories. World of English with sts. Clear up any doubts before sts say
S Aw! That’s a lot. numbers 1-4.
J Then the vegetarian burrito is the best. It only has beans and
Tip If suitable, make sts aware of the fact that some
cheese and three hundred and fifty calories.
languages use “.” (dot) instead of the “,” (comma) used in
S Ugh! Beans, beans, beans! I’m living on beans now. The
English in numbers with four or more digits (e.g. 2,000 = two
doctor told me to watch my cholesterol, too. How much
thousand). The “.” (dot) in English is used before fractional
cholesterol does the vegetarian burrito have?
parts, e.g. 7.4 (seven dot four).
J Only five milligrams.
S And the others? In pairs, sts practice saying the figures 1-4. Monitor closely
J Thirty-five and twenty-five milligrams. for accuracy and help them out if necessary. Classcheck.
S That’s a lot, but, like, do I have to eat the boring, healthy
option? Tip Fast finishers can challenge each other with more
J Babe, this diet was your idea. And you know the vegetarian numbers too.
burrito is perfect for you.
S I guess you’re right. 1,275 one thousand, two hundred (and) seventy-five.
J Well, I’m having the chicken burrito. 34,912 thirty-four thousand, nine hundred (and) twelve.
S And I’m having the meat burrito. 68,087 sixty-eight thousand, (and) eighty-seven.
J But… darling. 911,354 nine hundred (and) eleven thousand, three
S I can’t live without meat, Jeff. And we just spent a lot of hundred (and) fifty-four.
calories checking all these numbers, darling, so I think it’s OK! 73,100 seventy-three thousand, one hundred.
The “and” is always used in British English; in American
1J 2S 3J 4J 5S 6J 7S 8S English, it is sometimes dropped. The “and” goes after the
first number in a group of three and you don’t need to say it
Tip This listening is quite long so they may need / welcome if the following two numbers are both 0.
the opportunity to listen again. A nice extra task is to ask sts
to pick out some of the most useful phrases from the dialog
and see if sts can finish them from memory.
E MAKE IT PERSONAL In trios, sts use the prompts to ask
Do you…? questions. Get them to interview you first to set
I’m dying…
this up and practice pronunciation. Ask sts to report their
I can’t see anything…
partners’ answers to the whole class. Is there anyone in
The doctor told me to…
the group that has a similar attitude to food as Sandra?
I can’t live without…
Focus on the two example answers too. Monitor closely to
spot the main errors and praise a lot too.
B Point to the Nutrition Facts table and check if sts
are familiar with the vocabulary in the first column
(calories, total fat, cholesterol, sodium, etc.). Ask Which
Workbook p. 41
burrito is the healthiest / best for Sandra’s diet? Chicken,
ID Online Portal
Beans & Rice? Meat, Beans & Rice? Or Beans & Cheese? and
Grammar p. 132
listen to sts’ first opinions.
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8.4
How much meat do you eat?

Lesson Aims: Sts learn to use how much and how many to talk about food.
Function Language
Lesson 8.4
Asking and answering questions about quantities. How many calories do you eat a day?
How much fiber do you eat a day?
Choosing a burrito at a restaurant. How many calories does it have?
Reading / Taking a pop culture quiz. Which of these items dehydrates the body?
Asking and answering questions about eating habits and lifestyle. Do you eat a lot of meals at home?
Vocabulary: Recycling nutrition facts (calories, cholesterol, total fat, grams of fiber, protein, sodium).
Grammar: How much vs. How many. Recycling quantifiers (a lot of, a few and a little).
Warm-up Write question prompts on the board: cheese? Bananas. How many bananas? Use other and
What / you have for breakfast this morning? nouns e.g.: fruit, meals, furniture, chairs, people, etc. Point
What / you eat for dinner last night? to the relevant question on the board to help if necessary.
What / you have for lunch earlier / yesterday? / Song line:
you have any snacks?
How many roads must a man walk down before you
How much water / you drink yesterday?
can call him a man?
How many calories / you think you had yesterday?
Focus on the weak pronunciation of did you / /. Elicit Song: “Blowin’ in the Wind”
the complete questions and have sts ask and answer them in Artist: Bob Dylan (USA)
Year: 1963
pairs. Ask sts to report their partner’s answers to the whole
class. Establish that have and eat are synonyms for food.
8.14
Sue Hi, Sandra. I heard you’re on a diet.
7 Grammar: How Much vs. How Many Sandra That’s true. Again!
Sue How many calories can you eat a day?
A Explore the photo. Ask Who can you see? (Jeff and Sandra Only a few: just a thousand and two hundred.
Sandra.) What do you remember about them? Where are Sue Wow! That sounds hard. Can you eat any spaghetti?
they? What are they doing?, etc. Play 8.13 for sts to listen Sandra No, but I can eat a little rice.
and read the dialog. Ask sts to study the two questions Sue How about meat? How much meat do you eat a day?
Sandra asked and, in pairs, circle the correct Sandra Only a little too, but I can eat a lot of vegetables. And I
options in sentences 1-5 from the box. Classcheck love carrots!
with answers on the board. Sue Well, good luck, then.
Tip With a stronger class, do this as a “dictagloss.” Have sts Sue Hi, Sandra. I heard you’re on a diet.
close their books, and they listen and write down as much of the Sandra That’s true. Again!
dialog as they can, then paircheck. Replay the dialog and repeat Sue How many calories can you eat a day?
procedure two or three more times. Then have sts open their Sandra Only a few: just a thousand and two hundred.
books, check their spelling and see how much they got right.
Sue Wow! That sounds hard. Can you eat any spaghetti?
Sandra No, but I can eat a little rice.
Tip For further practice, go to Grammar on p. 132. Sue How about meat? How much meat do you eat a day?
Sandra Only a little too, but I can eat a lot of vegetables.
1. how much 2. how many 3. how many 4. how much And I love carrots!
5. A lot (of) Sue Well, good luck, then.
B Individually, sts complete the dialog between Sandra C Point to the speech bubbles and have two sts act out
and another of her friends with how much, how many, a lot of, the conversation. Help with pronunciation when necessary,
a little or a few. Paircheck. Play 8.14 for sts to check their reviewing the table in the previous lesson.
answers. Classcheck with answers on the board. What do In pairs, sts role-play choosing a burrito. Make sure they
they think of her diet? include How many / much questions in their dialog. Monitor
closely for accuracy.
Get sts to repeat the various questions in pairs and then
answer them together. Have one or two pairs of sts present their dialogs to the
whole group.
Focus on the lesson title question and the Song line on
p. 91. Elicit the difference between the two questions D Swap partners. In pairs, sts complete and then ask and
( and nouns). Check if sts know / like the song. Elicit answer questions 1-10. Make sure they ask all the relevant
answers to the lesson title question. Write How much options. Classcheck. Ask sts: How many answers did you
meat…? and How many roads…? on the board and practice get right? Put your stress on “many” to draw sts’ attention.
the questions with a substitution drill. Cheese. How much Make sure they are applauded at the end.
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127

8.4
1. How many 2. How much 3. How many 4. How many M Milk?
5. How much 6. How much 7. How much 8. How many W Yeah! Wow—you know something! Milk has a lot of
9. How many 10. How many nutrients, and is a food, a food that you can drink! Now
lettuce—the ultimate diet food.
Tip Fast finishers can invent and then ask the class M Zero?
more questions. W Sorry, it actually contains eighteen calories per hundred
grams. Question 5?
E MAKE IT PERSONAL Sts choose one of the question M Spinach?
options, 1-10, and then mingle to ask the whole class and W No!
produce a class survey. Focus on the speech bubble to show M But what about Popeye?
them what they should be able to say by the end of the W Maybe Popeye didn’t know anything about food either! It’s
activity. Elicit what the question was: “How many showers beans. They have a lot more protein than spinach. OK, do
do you have at home / in your apartment?”. Sts interview you know anything about vitamin C?
each other about eating habits and lifestyle. Make sure they M Uh, yeah, it’s good for you!
make eye contact and use natural intonation when asking W Yes, but which fruit doesn’t have a lot of vitamin C?
questions 1-10. Ask a few sts to report their findings.
M Strawberries?
W No. The answer is pears. But the good news is pears
F Sts do a quiz to check how much they know about contain no fat and a lot of fiber. So, just one point? Now,
what they eat. Paircheck. Play 8.15 to check. Were
do you want something to eat?
there any surprises? How many did they get right? Drill
M Uh, no, thanks. I’m really not hungry.
pronunciation for the words with highlighted letters.
Tip Focus on the photos and elicit / drill the items they can see 1. d 2. b 3. d 4. c 5. a 6. b
(potato chips, lettuce, strawberries, milk, a kiwi, a pear, a knife and
fork, hands). Focus on the title and elicit some answers from sts. G MAKE IT PERSONAL Sts work in pairs. They ask and
answer questions 1-6. Then classcheck for sts to compare
8.15 Notice the / / sound. their answers.
W= woman M = man
Tip Add in some locally relevant questions on the board too.
W OK, number 1. What do you think?
How many vacation days do you take during (Carnival)? How
M Chocolate?
much money do you usually spend? How much do you eat /
W Yep. Chocolate has one hundred and forty-five calories drink / dance?, etc.
per hundred grams. The healthy option is potato—only
seventy-six calories. Next?
M Tea?… Or coffee?
W No, you don’t know much about food. Tea and coffee can Workbook p. 42
help hydrate you. Alcohol dehydrates the body, so the ID Online Portal
answer is wine. Sorry! Question three? Grammar p. 132
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128

8.5
Are you hungry? / What would you like for lunch?

Lesson Aims: Sts learn to scan a menu, make requests and order food in a restaurant, then do a restaurant role-play.
Function Language
Lesson 8.5
Reading a menu. Salads. Going Green: lettuce and spinach topped with the best
salad dressing in L.A.
Chocolate Chunk: Chocolate cake with chocolate ice cream
and fresh cream.
Choosing dishes from a menu. For my starter, I’m having the soup.
Ordering and serving a meal. Can I have the Chopped Chicken, please?
I’d like a can of soda, please.
Would you like to order the main course now?
Vocabulary: Dishes and drinks in a restaurant. Fruit and vegetables. Meals, starters, salads, the main course, desserts,
beverages, the check / bill, decaf coffee, chamomile tea.
Grammar: Polite requests with Can I have, I’d like, I’ll have.
WB Song Line: “I am sitting in the morning at the diner. I am waiting at the counter for the man to pour the coffee.”
Warm-up Find someone who. Write the prompts below on the US$7.45, (4) Pasta Pomodoro US$20.29, (5) Chopped
board or print them out before class and hand out copies to sts. Chicken US$6.75, (6) Annie’s Apple US$4.99, (7) Special
Elicit the questions sts will need to ask for the activity and have Steak US$42.65, (8) Chocolate Chunk US$5.99, (9) Totally
them stand up and talk to as many classmates as possible. Tomato US$6.29.
Find someone who…
1) … eats out everyday.
2) … loves Japanese food.
B Sts listen to an ad for Top Toppings. Play 8.16.
Sts listen and check which four dishes on the menu
3) … is vegetarian.
4) … never has salads. in A are mentioned. Paircheck. Classcheck. Use the AS
5) … had dinner at a special restaurant last weekend. 8.16 on p. 164 to clear up any doubts. Did they like
6) … cooked dinner last night. the ad / find it convincing? Would they like to go to Top
7) … prefers fruit juice to soda. Toppings this weekend?
8.16 Notice the alliterations.

Skills: Scanning a menu This is Wonderful Weekend at Top Toppings! Special savings
A Get some feedback on what they have managed to learn. on our fabulous favorites!
Ask the lesson title question and see what they say. Focus on Our special starter is the Chopped Chicken: a nice salad made
the photos. Elicit all the food items they can see (fish, sauce, with fresh lettuce and tomato. Topped with grilled chicken.
lettuce / salad, fruit salad, etc ). Ask: What’s the name of the This week we offer you two choices from our marvelous main
restaurant? (Top Toppings) Does it look good? Now ask Are courses: Fish Fillet, our delicious grilled salmon in orange
you hungry now? to see if anybody has changed their mind. sauce and sautéed potatoes. Or the Special Steak, succulent
Sts work in groups of three or four sts. Within their groups, ½ pound barbecued steak topped with a light cream and
sts help each other find the answers to questions 1-6 on pepper sauce. Finally, there’s nothing like a light, refreshing
the menu. Walk around the classroom and offer help when dessert: our Seasonal Salad, which includes strawberry,
necessary. Classcheck. Drill pronunciation as necessary too. mango, melon, grapes and kiwi topped with fresh fruit juice.
All for a fixed price! Come to Top Toppings and check it out!
Read World of English with the whole class and elicit
other examples of alliteration sts can find on the menu,
e.g. Seasonal Salad, Fish Fillet, Special Steak, Chopped Chopped Chicken, Fish Fillet, Special Steak, Seasonal Salad
Chicken, Going Green.
C Sts re-read the menu in A for specific information. In
Cultural note Explain to sts that “alliteration” is a repetition
pairs, they decide whether sentences 1-6 are true (T), false
of (the same) sound(s), usually in the first syllables of a group (F) or the information is not in text (N). Ask them to justify
of words in a phrase. It is widely used in literature, especially the false ones with evidence from the text. Classcheck
poetry, and is often employed by companies as well, e.g.
Dunkin’ Donuts, PayPal, Coca-Cola.
1. F 2. F 3. F 4. T 5. T 6. N
1. The orange symbol shows low-calorie dishes and the
green symbol shows vegetarian dishes. 2. There are three
D MAKE IT PERSONAL Say: Imagine you’re at Top Toppings
non-vegetarian dishes. 3. The starters are either soup or
restaurant. What are you ordering? Ask sts to choose
salad. 4. There are three main courses and three desserts.
one option under each heading (starters, main courses,
5. The names of the dishes are alliterative. 6. (1) Fish Fillet desserts) following the example. In pairs, sts tell each other
US$31.49, (2) Going Green US$8.95, (3) Seasonal Salad their choices. Model their dialogs with Present Continuous
129
129

8.5
sentences, e.g. “For my main course, I’m having the Fish
8.18
Fillet.” How many of them order exactly the same meal?
Ser OK. How are your starters?
Sa Great, thanks.
in Action: Ordering food Ser Would you like to order your main course now?
Sa Yes, please. I’d like the Pasta Pomodoro, please.
A Ask: What do you remember about Jeff and Sandra? Then
Ser OK. And you, sir?
say: Guess where they are today. (Top Toppings) Point to
J I’ll have the Special Steak, please.
the palmtop on the right and briefly read what customers
Ser Sure. Any drinks with your meal?
might order for starters (tomato soup, onion soup, etc.) and
J We’re fine with water, thanks.
salads (potato, spinach, etc.). If they enjoyed Sandra and
Sa No, I’ll have a soda, please.
Jeff, get them to predict what each of them might eat first.
Say: Now imagine you’re the server. Listen to Jeff and Sandra
Ser OK. Just a moment, please.
and check what they order for starters and salads. Play 8.17.
Paircheck. Classcheck. (6) I’ll have the Special Steak, please. (8) We’re fine with
water, thanks. (2) Great, thanks. (4) I’d like the Pasta
8.17 Notice the / / and / / sounds. Pomodoro, please. (9) No, I’ll have a soda, please. (5) OK.
Ser = server J = Jeff Sa = Sandra And you, sir? (7) Sure. Any drinks with your meal? (10) OK.
Ser Hi, my name’s Melissa, your server today. Are you ready Just a moment, please. (1) OK. How are your starters?
to order? (3) Would you like to order your main course now?
J Yes, please.
Ser What would you like as a starter? C Focus on the Hot drinks and Desserts list on the second
J I’ll have the tomato soup, please. tablet. Elicit and drill pronunciation as necessary. Sts
listen to part three of the dialog and check the drinks and
Ser OK. With croutons and Parmesan cheese?
desserts they order. Paircheck. Classcheck. What is the last
Sa No cheese, please. thing they order? (the check).
Ser OK. How about you, madam? What would you like?
Highlight the difference between I like and I’d like in the
Sa What is in the chicken salad?
box. Ask: Why does Jeff panic? (He thinks she’s going
Ser The Chopped Chicken salad is lettuce, green peppers, to break her diet again.) Does she? (No, it’s a sugar free
red peppers and tomato. It comes with sliced chicken. ice cream.) Do you think her diet is going to work at last?
Sa Can I have only the salad, and no chicken, please? (probably / possibly / who knows!)
J You and your diet…
Sa Shush, Jeff! 8.19 Notice the final sound in these words / / and the
J Sorry. connecting sounds.
Ser Uh, certainly, madam. Ser = server J = Jeff Sa = Sandra
J Excuse me, miss?
Ser Yes, sir?
Jeff wants the tomato soup with croutons, but no cheese.
J Can I have some decaf coffee, please?
Sandra wants the mixed salad: lettuce, green peppers, red
Ser OK. And you, madam? What would you like to drink?
peppers and tomato, but no chicken.
Sa I’d like some tea, please. What kind of tea do you have?
Ser Lemon and chamomile.
B Play 8.18 for sts to order part two of the dialog Sa I’ll have some chamomile tea, then, please.
1-10. Play the track once again if necessary for them to Ser Anything else?
complete. Paircheck. Classcheck with answers on the J No, that’s all, thanks.
board. Highlight the three ways to order. Ask: Do you say Sa Uh, actually, I’d like some dessert.
please and thank you a lot in your language too? J Sandra? No!!
Sa Jeff, relax. Can I have a bowl of sugar-free vanilla
Tip Read World of English with sts and do a quick ice cream, please?
substitution drill: J Phew—for a moment there I was afraid, hon! Oh,
T Can I have the soup, please? and excuse me again, miss. Can you bring us the check,
Sts Can I have the soup, please? too, please?
T I’d like. I’d like the soup, please.
Sts I’d like the soup, please.
Decaf coffee, chamomile tea, and sugar-free vanilla
T I’ll have.
ice cream
Sts I’ll have the soup, please.
T The Chocolate Chunk.
Sts I’ll have the Chocolate Chunk, please. D MAKE IT PERSONAL In groups of three or four, one student
T Can I have. is the server and the others order a meal (friends at the same
table). Sts role-play the full meal, that is, in four stages: 1) order
Sts Can I have the Chocolate Chunk, please?
starters and drinks; 2) then the main course; 3) the dessert;
T I’d like.
4) and finally the bill. Monitor closely for accuracy. Have one or
Sts I’d like the Chocolate Chunk, please.
two groups act out their conversations for the whole class.
130
130

8.5
Tip To add fun, it is probably best to be the server yourself
first to briskly / humorously show sts what to do and then to
move quickly through the different stages. Workbook p. 43
Phrase Bank p. 68
Extra writing Sts could write up their own version of the ID Online Portal
complete restaurant role-play at a restaurant of their choice. ID Café Video p. 145
See if they can get an English version of the menu, e.g. online,
so they learn a few more words as they do so.
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131

Review 5
Units 7-8
Grammar and Vocabulary D Sts listen to Brian Jones’ bio and write everything they
can remember. Paircheck. Play Review Audio 5.1.
review the main vocabulary items learned in units 7 and 8. Brian Jones formed the Rolling Stones in 1962 and he
There are some possible techniques mentioned on p. 12 of gave them their name. He played the guitar and many other
the introduction section on how to work with the Picture instruments. But he started to have serious drug problems
Dictionary in order to review vocabulary. You can select and left the band in June 1969. The next month he died in
whichever of these best suit the needs of your class. his swimming pool. He was only 27 years old.
Pages 74-75 10 verb phrases

E Sts complete the dialog with some or any. Paircheck.
Page 77 Ms. Riggs’ story Classcheck with Review Audio 5.2.
Page 83 5 favors Sts role-play the dialog in pairs. Ask sts to practice the
conversation with different food items. At the end, ask two
Page 84 22 food items
sts to act out their dialog for the whole class.
Pages 86-87 10 food portions
Page 155 16 picture words for rows 3 & 4 of consonants 5.2

T = Tina C = Carl
T I’m thirsty. Is there any juice in the fridge?
B MAKE IT PERSONAL If possible, bring a photo of Gnarls C No, we didn’t buy any juice this week. But, look, there are
Barkley and Radiohead to elicit their previous knowledge some oranges. Do you want me to make you some juice?
and opinions before this exercise. Individually, sts T Yes, thanks. Uh, and did we buy any cookies?
complete stories 1 and 2 with the past forms of the verbs C No, but there are still some cookies in the cabinet.
given. Paircheck. Classcheck with answers on the board.
T Nice!
Ask the class: Do you know any similar stories?
Story 1 Tina I’m thirsty. Is there any juice in the fridge?

I love Gnarls Barkley, so when I read about a writing competition Carl No, we didn’t buy any juice this week. But, look, there are
to win tickets for his show I was really excited. I wrote about how some oranges. Do you want me to make you some juice?
his songs make me happy or sad and I sent the letter. I didn’t Tina Yes, thanks. Uh, and did we buy any cookies?
think about it anymore, but imagine my surprise when, two Carl No, but there are still some cookies in the cabinet.
weeks later, a letter arrived. I couldn’t believe it! I won two tickets Tina Nice!
to their show. I took my sister and we had a really good time.
Story 2
I saw Radiohead about two years ago when they visited my F Explore the topic with your sts and ask: Do you like doing
city, and the best thing was—I had a VIP pass! The band came homework? What type of homework do you enjoy? What type
on and they started with “Bloom” from their new album. Not you don’t enjoy? How much homework is the right amount for
everybody knew the words, but I did and sang really loudly. you? Sts circle the correct options. Paircheck. Classcheck.
They finished with an old song—“Karma Police.” After the
show, I went backstage and met the band. They were fantastic. Tip Swap partners. Get sts to practice the dialog in pairs.
Dan Do we have a lot of homework for next class?

C Elicit what the “Died at 27 Club” is. Tell sts Robert Johnson
Lee No, just a little.
and Brian Jones are part of that group of artists who died
at 27. Refer sts back to the photos of both artists on p. 74 or Dan How many exercises?
show them on the IWB. Individually, sts order the questions Lee I’m not sure, Dan. Only a few. Why do you ask?
about the musicians and write one more. Paircheck. Dan I have a party tonight and a lot of my friends are going,
so I don’t have much time for homework!
Tip At the end, have sts ask and answer the questions in pairs.
G Point to Common Mistakes and tell sts it is their turn now
Who was born on May 8, 1911? to correct the sentences. Draw sts’ attention to the number
Where was Robert Johnson born? of mistakes between parentheses.
When was Robert Johnson born?
In pairs, sts correct sentences 1-10. Whenever sts are
What did Brian Jones do?
uncertain, encourage them to flip back through p. 74-93
When did he found the Rolling Stones? and check their answers in units 7 and 8. Classcheck with
Who did he found the Rolling Stones with? answers on the board.
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132

R5
1. I finished school when I was eighteen. Elvis acted in 33 movies, sold over one billion albums and won
2. Kurt was born in ’67. He wasn’t born in NY. four Grammy awards. His talent and charisma captivated
3. Amy got married to Blake but the marriage didn’t last long. audiences around the globe, but he wasn’t a happy man. Elvis
4. What did Ms. Riggs see on her trip? was addicted to food and ate around 100,000 calories per
5. How did she get to Cappadocia? day! Elvis died at the young age of 42 at his Memphis home,
Graceland, on August 16, 1977, after years of drug abuse and
6. What happened to her there?
a terrible diet.
7. Who did she travel with?
8. Could you open the door for me?
9. Sandra ate some / a little bread and some / a little yogurt. (4) Elvis acted in 33 movies…
10. You look tired. Do you want some coffee? (offer) (1) Elvis Presley was born in…
(3) He was a celebrity, but…
(2) He started singing in…
Skills Practice
A Books closed. Sts will listen to Ms. Lane’s interview
D Sts will hear five sentences about Elvis Presley. Tell them to
write T (true) or F (false) based on the text in C. Classcheck.
again (p. 77.) Tell them: When I pause the audio, you need to
predict the next sentence. Play 7.3 and pause after two or
5.4
three sentences and elicit from the whole class what the
1 Elvis was originally from Tennessee.
next sentence is. Carry on playing the track and pausing
2 Some parents didn’t like Elvis’ dancing.
every two or three lines, but have sts whisper the next
3 Elvis met his wife in the United States.
sentence to each other in pairs before you classcheck. Do
4 Priscilla and Elvis had no children.
the same for 8.14 on p. 90.
5 Elvis had a healthy diet.
This is a good technique to suggest for homework when
they listen again to anything, or can be a really effective 1. F 2. T 3. F 4. F 5. F
way to talk to a class yourself, pausing before words that
you think they will be able to guess, or even mid-word for
them to finish the sentence for you. E Swap partners. Assign roles A and B. St A covers table
2. St B covers table 1. In pairs, sts ask each other How
many / How much…? questions in order to complete their
B Focus on the photo. Ask sts: What do you think of Elvis tables. Refer sts to the model dialog in the speech bubbles.
Presley? Do you like him? Which songs do you know? Write Monitor closely for accuracy. At the end, sts uncover tables
one or two of his famous song lines on the board to see if to check their answers. Ask: What do you think of his diet?
anybody recognizes or can sing them. In pairs, sts circle
their guesses for sentences 1-4. Elicit their answers but do How many:
not correct them. Tell sts to briefly read the text in C to bananas did he eat? 4
check guesses. Classcheck. snacks did he eat? 8
hamburgers did he eat? 5
1. Elvis died at the age of 42. How much:
2. Elvis was born in Tupelo. bread did he eat? 2 kg
3. Elvis was in the army. bacon did he eat? 500 g
4. He started singing in 1954. peanut butter did he eat? 600 g
strawberry jam did he eat? 800 g
C Individually, sts order the paragraphs 1-4. Paircheck.

Play Review Audio 5.3 so sts can check the right order. F Swap partners. Assign roles A and B. Have sts read the
instructions for their roles. Classcheck if they understand
5.3 what they have to do and ask them to use phrases from
Elvis Presley was born in Tupelo, Mississippi, on January the restaurant dialog on p. 93. Monitor closely and help sts,
8, 1935. His family moved to Tennessee in 1948, and Elvis if necessary. At the end, ask a pair of sts to act out their
finished high school there in 1953. dialog for the whole class.
He started singing in Memphis in 1954. By 1956, he was an
international success. His style was a combination of many G MAKE IT PERSONAL Question time. Sts look at the
musical influences, and his dance moves shocked parents Language Map on p. 4-7 and take turns asking and
and attracted young people all over the world. answering the lesson titles from units 7 and 8. Monitor
He was a celebrity, but that didn’t stop him from joining the closely for accuracy and encourage sts to ask follow-up
military in 1958. Elvis went to Germany for 18 months with questions when suitable. Sts can make use of recordings
the army, and there he met Priscilla in 1959. She moved to and the other suggestions made earlier in the TB notes
the United States to be with him, but they only got married in for this exercise. At the end, ask them how they felt
1967. Their marriage didn’t last very long: they got divorced in performing the task: Do you feel comfortable with all of the
1972, when their daughter, Lisa Marie, was only 4 years old. questions? Which ones are easy? Which ones are difficult?
133

9
Unit overview: The main topics of unit 9 are means of transportation, more jobs, be + going to and Present Continuous for plans
and future arrangements, as well as common requests (for permission). These are presented through the contexts of people
talking about how they got / went to the music festival venue, how sts commute to and from places, listening / reading about
plans and life changes, and about jobs which are likely to be in high demand in the future.
How did you get here today?

Lesson Aims: Sts learn to talk about how they get to places. Sts also learn to talk about a range of occupations.
Function Language
Lesson 9.1
Listening / Talking about how people got to a music festival. By car. I drove.
How did she get there?
By bike.
That’s right. She cycled.
Talking about how you get / got to various places. What’s the best way for you to get to your usual supermarket?
How did you get here today?
Listening / Talking about jobs / occupations. What do you do?
I’m a cook.
I’m the manager in a restaurant.
Vocabulary: Means of Transportation. Occupations.
Grammar: How do / did you get to…? By boat, by car, on foot, etc. What do you do? questions. Suffixes -er, -ian, -ist in occupations.
Warm-up In pairs, sts take turns asking and answering the title Paircheck. Classcheck and drill the pronunciation of all
phrases in the first column. Elicit which two verbs have
questions from unit 8 (“What do you have in your fridge?”, “Are
the same vowel sound (drove / rode).
you on a diet at the moment?”, etc.). Encourage sts to expand
on the topic / give more details when appropriate, e.g. “Yes, I Point again to photos 1-12 and help sts find the right match
am (on a diet). I can’t eat sweets or junk food for a month!” For for each of the phrases in the second column in A. Drill
a change, get them to look forward and ask the title questions pronunciation. Play 9.1 for sts to listen to the people in
in this unit too, to see what they can say and build motivation photos 1-12 talk about how they got to the NYC Music
for this penultimate unit. Festival. Use photo 8 to teach the meaning of crew.
Read World of English and elicit any other phrases they
know with get. Then, sts move on to practice 1B.
1 Vocabulary: Transportation
Tip To emphasize the use of get in the question but not the
A Books open. To set / introduce the context of transportation, answer, invent some additional common mistakes for sts to
read the lesson Song line at the top of p. 97 with sts and elicit correct with you on the board, e.g. How did you get to school?
the name of the song / singer. I got by car. (I came by car.)
Song line:
9.1 Notice the word stress.
Oh, I want to get away.
Int Hello and welcome to the NYC music festival! So, how did
I wanna fly away, yeah, yeah, yeah!
you all get here?
Song: “Fly Away”
1 I came by bike. I rode 30 miles.
Artist: Lenny Kravitz (USA)
Year: 1998
2 We took the train.
3 We took the bus.
Ask: Do you know this song / his music / him? Can you sing the 4 I came on foot.
song? Point to photos 1-12 on p. 96 and elicit vocabulary sts 5 By motorcycle.
already know (a car, a bike, a plane, a train, the subway, etc.). 6 One of the bands came by boat!
Ask: What does get away mean? (escape) Tell sts the people in 7 By car. I drove.
photos 1-12 are all going to the same place / event—the New 8 The crews all came by truck!
York City Music Festival. Focus on Common Mistakes on p. 96 9 We came by ferry.
and highlight the use of by + car but on + foot. 10 I flew. I’m from Japan and my plane landed this morning.
11 Most of the bands came by helicopter, I think.
Tip If there is time, use the photos to review Present Continuous + 12 I came by subway.
clothes / actions, e.g. He / She’s wearing / talking / laughing, etc.
Focus on the first column of nouns (which are cognates in (1) by bike (3) by bus (7) by car (11) by helicopter
several languages) and the past tense forms of the verbs (5) by motorcycle (2) by train (6) by boat (9) by ferry
that go with them. Have sts match them to photos 1-12. (4) on foot (10) by plane (12) by subway (8) by truck
134

9.1
B Elicit or briefly drill How did (subject) get there? questions B Oh, nice to meet you. Er… And what do you do, Jake?
by pointing to different people / photos on p. 96, e.g. point A I’m the manager at Margaritas bar in town.
to photo 1 and say “She” – How did she get there? Point to B I don’t know Margaritas. How do you get there?
photo 10 (“They”) and elicit the question.
A I usually take the 14 bus. It takes you right there. What
about you? What’s your… uh… occupation?
Tip Model the activity with a student:
B I’m a dentist.
T (Point to photo 10) How did they get there?
A Oh, really? That’s interesting… And how do you get to work?
St By plane.
T (Rephrase) That’s right, they flew. B I always drive to work, but there’s so much traffic!
A I know! It’s terrible!! Last week…
Refer to the speech bubbles in B and make sure sts
2 Notice the final consonants.
understand they also need to rephrase their partner’s
C Hi, Marilyn! How are you?
answers by saying That’s right… and, alternatively, use
D I’m great, thanks. I’m so happy you’re here, Ken.
either the means of transportation or verbs in 1A.
C Cool party. And, wow, this is a beautiful house… uh… are
In pairs, sts point to photos 1-12, follow the model and test you an interior designer?
each other. Monitor closely for accuracy. D No, but thanks… I’m a sales assistant in a clothing
boutique.
C MAKE IT PERSONAL Swap partners. Draw sts’ attention C Oh, really? Which one?
to the use of “come (back)” here and “go (back)” there in the D It’s called Ambience on Church Street. Do you know it?
box. In pairs, sts interview each other with questions 1 C Yeah, I cycle to work and I ride past it every day!
and 2 (a, b, c). Focus on the example in the speech bubble
D It’s great that you go by bike. I usually take the subway.
and another use of “away” from the line “I live (X) km away
And what’s your job?
(from here).” Ask sts to report their partner’s answers.
C I’m a cook in an Italian restaurant.
Tip With a stronger class, put these phrases on the board D Mmmmm… I love Italian food…
It depends (on the weather). When it rains / it’s very hot, I .
It depends how I feel. When I’m tired / in a hurry, I . Jake goes by bus. Jane goes by car. Ken goes by bicycle.
It depends what day it is. On weekends, I . Marilyn goes by subway.
and get sts to use them and be more adventurous in their
answers to discover greater fluency in themselves. This can
easily be turned into a class survey, e.g. a show of hands to
C In pairs, sts try to remember the answers to questions
1-6 (from the track they’ve just heard). Play 9.2 again so
find out the most popular ways to get to places, the most
popular supermarkets, etc. sts can check their answers / match the questions and
answers. Classcheck with answers on the board. Ask
again: What else did you hear? (The names of the places,
2 Listening who is flirting with who, etc.)
Read World of English with sts and drill the pronunciation

A Point to the photos and elicit the occupations of the
of the professions in the box. Elicit pronunciation of those
four professionals. Provide sts with vocabulary they do not
which don’t have the stress in pink (because sts have
know and have them write the jobs under each photo using
already seen them earlier in the book). Elicit some other
the words given. Drill pronunciation.
professions ending in -er (e.g. teacher, driver), -ian (e.g.
Focus on Common Mistakes . Remind sts “a cooker” is the politician, magician) and -ist (e.g. therapist, psychologist).
British word for “a stove.” Say: A person with no job is Ask Do you stress the equivalent suffixes in your language? to
unemployed. Ask: Do you say I’m retired or I’m a retired?
highlight only key differences.
Why? (no article for adjectives)
3 5 1 6 2 4
Jake: a manager Jane: a dentist Ken: a cook
Marilyn: a sales assistant
D Sts work in pairs or stand up and mingle with as many
classmates as possible. Ask the class to imagine they
B Point to Jake in A, ask How do you think he gets to work? are at a party. Allow some preparation time so sts can
What about Jane? and elicit some guesses from sts. Play
come up with a zany, famous or imaginary character (an
9.2 for sts to fill in the blanks (“Gets there: ”) in
occupation, a name, nationality, etc.). Sts role-play dialogs
2A. Paircheck. Classcheck with answers on the board. Ask
What else did you hear? to check their perception / what similar to the ones in 9.2. At the end, ask sts to tell you
else they managed to pick up. all they can remember about their partner / people they
talked to. Did they flirt with anybody?
9.2
1 Notice the sentence stress and weak forms in the questions.
A Hi, are you…? Workbook p. 44
B Hi, I’m Jane. Who are you? ID Online Portal
A I’m Jake, Marilyn’s brother. How do you do? Grammar p. 134
135

9.2
What’s your occupation?

Lesson Aims: Sts learn to talk in some depth about occupations and their good / bad points. Sts also learn to talk about
distances and weight.
Function Language
Lesson 9.2
Reading / Talking about ways to commute home and to work. He never takes the bus to work.
Talking about distances and weight. His bag weighs ten pounds.
He runs eight miles.
Talking about unusual habits / ways to commute to work. My father cycles two kilometers.
I never use elevators.
Talking about occupations. What does he do?
He’s a computer programmer.
Doctors work long hours and make a lot of money.
What’s your occupation?
What do / don’t you like about your job?
Vocabulary: Commute to work. Jobs. Make money, work long hours, work alone.
Grammar: Countable and Uncountable Nouns. Quantifiers: some in sentences and any in and .
Warm-up Review Present Simple. Have these prompts written 1. a 2. b 3. a (8 miles is a little under 13 km) 4. b
on the board and get sts first to ask you, and then to ask
and answer the questions in pairs. Establish the model, e.g.,
B Sts re-read the text in A and in pairs decide whether
How often do you use elevators? Did you use one yesterday?
sentences 1-6 are true (T) or false (F). Classcheck.
Classcheck by asking sts to report their partners answers to Encourage sts to justify / correct the false sentences.
the whole class.
1. How often / use elevators? / use one yesterday? Extra writing Sts write a paragraph or two giving their opinion
2. How often / you cycle? / cycle yesterday? about Dr. Houk’s means of going to work. Sts can also mention
3. How much exercise / you do? / exercise yesterday? if they know anyone like him.
4. What / you do to stay in shape? What / do yesterday?
5. How / you get to work? How / get here today?
1. T 2. F 3. F 4. T 5. T 6. F
3 Reading C MAKE IT PERSONAL Ask the whole class Do you know

any people, friends or relatives with unusual diets or ways
A Point to the photo of Dr. Houk and ask sts to cover to get exercise? and encourage personal contributions.
the text. In pairs, sts guess the answers to questions 1-4. Use the two examples plus some more of your own to
Classcheck their predictions. Play 9.3 for sts to (listen set this up.
and) read the text and check their answers. Classcheck
4 Vocabulary: Jobs
Tip It’s a good idea to separate the optional listening from
the reading, e.g. sts read first to do 3A then try to guess the
A Ask sts Do you remember the professions / jobs we
learned last class? and elicit what sts can remember (a cook,
pronunciation of the words with pink letters then listen to
a manager, a dentist, etc.) Focus on photos a-h and elicit
check (without reading), so they can concentrate on one skill
what some of the people do as a profession.
at a time. Remember they can always listen to it again at
home. Sts have access to the audio on Portal. Ask Do you Tip To elicit more language, focus on actions rather than the
agree with the doctor’s ideas? and put eight prompts on the occupations, e.g. Say: I’m a teacher. I teach, prepare lessons
board to help them answer: and correct tests. Point to e and say: She takes photos.
running to / from work What about d? (He drives a car.) And b? (She serves food
running in all weather conditions and drinks on planes.)
running with a bag in his hand
fruit is good for you Sts match the jobs to photos a-h, then listen to 9.4 to hear
vegetables help with the memory two sts checking the activity to check their own answers.
running is a good way to lose weight Paircheck. Replay 9.4 if necessary. Classcheck with
use alcohol to remove perspiration answers on the board. Drill the pronunciation of all jobs.
your sweat is clean
Tip Get them to sub-vocally echo the pronunciation of
Ask sts: Does Dr. Houk carry a bag to work? (yes) How much each job as they hear it. Then, in pairs, sts remember and
does Dr. Houk’s bag weigh? (about 10 pounds) Is it a heavy pronounce the words correctly together. Classcheck then have
bag? Read World of English about weights and measures for sts test each other. In pairs, sts cover the jobs and take turns
sts to compare pounds (lb) vs. kilos (kg), and also miles pointing to photos a-h and asking “What does he / she do?”,
(mi) vs. kilometers (km). remembering the jobs.
136

9.2
At the end, they need to tell you / the whole class which
9.4
job in A they think is the best one and why. Read
OK. Picture a, the guy is a firefighter. The flight attendant
Common Mistakes with the whole class. Highlight
is picture b. Next, picture c… Yes, he’s a police officer. OK,
picture d… He’s a cab driver. Now look at picture e. What the anticipated errors to avoid them (e.g. win is for
does she do? She’s a freelance journalist. Next, the guy with competitions, don’t forget articles with jobs, use at + the
the glasses and the computer in picture f… He’s a computer name of the institution where you work). Check if sts agree
programmer. Picture g… She’s a beauty technician. And with the sentences in the box: “Doctors make / earn a lot
finally, the girl in picture h is a personal secretary. of money.” Ask: Which jobs make a lot of money nowadays?
Read the second sentence, “I’m a student…”, and remind
sts of the use of the indefinite article before professions,
gdfabehc e.g. I’m a doctor, an engineer.
Have sts read the lesson Song line at the top of p. 99.
B Point to the illustration in the center. Tell sts that it’s Check if they recognize the song / singer / band. Ask Do
an old photo and the teenagers in it are now the adults in you know this song? Do you know the artist? Where does
photos a-h. In pairs, sts try to guess which job each person she (woman from the song line) work? (in an office) What do
in the illustration does today. Tell sts they will listen to you think she does? / What’s her occupation? Do you think
Lisa and James talking about their old classmates. Play she likes her job? Would you like to work in an office with
9.5 to check their predictions. lots of people? and encourage sts to guess the job based
on the phrase “office where the papers grow.” (Accept
9.5 Notice the article a / /. sts’ suggestions of jobs which involve a great amount of
S = Simon J = James paperwork: she could be an accountant, a secretary, a
S Look at this old picture of us from school, James! What are lawyer, etc.)
they all doing now?
J Well, I’m a cab driver. Song line:
S Yes, you always loved driving!
At the office where the papers grow,
J And Valerie is a beauty technician. She does make-up, she takes a break, drinks another coffee
hair, you know—she loves it.
and she finds it hard to stay awake.
S And Marcos is a firefighter. He was so strong in high school.
Song: “Another Day”
J I know. What about Kristina? What does she do?
Artist: Paul McCartney & Wings (UK)
S She’s a flight attendant. She loves to travel! Year: 1971
J And I heard that Lisa is a journalist.
S Really? Well, she was a good writer in high school.
J What about Larry? Do you know anything about him? D MAKE IT PERSONAL Swap partners. In pairs, sts ask
S Yes! He’s a police officer! each other the three questions in D.

J Wow, and Jane?
S She’s a personal secretary to a singer! You know how she Tip With a young or unemployed class, get them to talk about
loves to organize people! the jobs of their family members.
J Yeah! That’s Jane! Nice job!
S I know—and I’m a computer programmer. Monitor closely for accuracy. Have sts report their
partner’s answers to the whole class.
James is a cab driver, Valerie is a beauty technician, Extra writing If time allows, sts can write their example
Marcos is a firefighter, Kristina is a flight attendant, Lisa answer. Then collect and mix them up, read them to the class
is a freelance journalist, Larry is a police officer, Jane is a to see if they can guess who wrote them.
personal secretary, Simon is a computer programmer.
C In pairs, sts answer questions 1-5 about the jobs in 4A.

Workbook p. 45
Tip Encourage sts to give examples and express as much as they ID Online Portal
can without over-correcting so they feel some degree of fluency.
137

9.3
Where are you going to be in 2022?

Lesson Aims: Sts learn to use all forms of going to to talk about plans intentions and predictions.
Function Language
Lesson 9.3
Listening / Talking about future plans and predictions. I’m going to go to grad school.
We’re going to be very rich.
Asking and answering questions about future plans. What are you going to do this evening?
How are you going to celebrate your next birthday?
Reading an online forum about future plans and predictions. We’re all going to live on the moon.
I’m going to be a space pilot.
Vocabulary: Grad school, psychologist, veterinarian. Buildings, education, politics, space travel, population, business.
Grammar: (Be) going to , and .
Warm-up Get sts to work in small groups and talk about M Well, you can make a lot of money as a financial advisor.
their friends’ and close relatives’ professions. Write K I see!
What / your father do? on the board and elicit the question M But seriously, you get to help people and you can be your
(What does your father do?). Write prompts on the board for own boss.
sts to ask and answer questions about (your mother / father / K That’s cool. Your parents are going to be happy. You can
brother / sister / best friend / husband / wife / boyfriend / give them financial advice.
girlfriend / son / daughter). Tell them each student has M What about you?
to ask at least four questions and should remember their K Promise not to laugh if I tell you?
partners’ answers. Classcheck. M Of course not. C’mon, tell me. What are you gonna do?
K I’m going to be a pet psychologist!
Stronger classes Encourage sts to ask follow-up questions: M What? How?
Does he like his job? Does he work long hours? Does he make K Stop laughing! You promised not to laugh!
a lot of money? M Sorry!
K Yeah, I’m going to go to grad school and study psychology
and I’m going to get a certificate in animal behavior and
5 Listening then be a pet psychologist. It’s not going to be easy, but it’s
what I want.
A Books open to p. 100. Focus on the photo. Introduce M That’s great! But, uh, why, why do you want to be a pet
Kelly and Michael. They are discussing their plans for the psychologist?
future. Get sts to describe the two people’s clothes, age and K Well, first because I love animals, but I don’t want to be a
guess what they are saying / thinking. Tell sts to listen and veterinarian. I wanna work with animals. It’s going to be fun
complete the chart. Play 9.6. Get them to spell the jobs in and I’m gonna meet lots of people and I’m going to make
English. Paircheck. Classcheck.
people happy.
M Sounds good. But your parents are not gonna be happy!…
Go to AS 9.6 on p. 165 and do the AS task with sts. Notice K I know, but we’re both going to be rich!
the difference between going to and gonna. Then, have sts M That’s true! OK… tell me what that dog is thinking.
read the Song line on p. 101. K Don’t be ridiculous!
Song line:
Kelly wants to be a pet psychologist and Michael wants to
I’ve got a feeling that tonight’s gonna be a good
be a financial advisor. They both need to go to grad school.
night.
Song: “I Gotta Feeling”
Band: The Black Eyed Peas (USA) B Point to sentences 1-8 and ask sts to try to remember who
Year: 2009 said each line, Michael or Kelly. Replay 9.6 for sts to check
their guesses. Classcheck with answers on the board. In pairs,
Have sts read World of English on p. 100 and elicit other sts ask each other “Which job do you prefer? Why?”. Have sts
examples of famous songs with “gonna” or “going to” report their partner’s opinions to the whole class.
(Lenny Kravitz: “Are you gonna go my way?”, Bob Marley:
“Every little thing’s gonna be alright,” etc.). 1. K 2. M 3. M 4. M 5. K 6. K 7. K 8. M
9.6 Notice the going to / gonna phrases.

K = Kelly M = Michael 6 Grammar: (Be) going to
K What are you going to do when you finish school, Michael?
A Get sts to study the Grammar box and Common Mistakes .
M Well, first I’m gonna go to grad school and then I’m gonna
Write I’m going to be very rich. Ask Is it about the present? Is
be a financial advisor.
it about the future? and elicit the negative and interrogative
K Really? Why? That sounds boring.
forms of the same sentence. Write them on the board. I’m
138

9.3
not going to be very rich. Are you going to be very rich? Elicit
the short answers to the question. Yes, I am. No, I’m not. I
7 Reading
hope so! Ask sts to write their own true example sentences A Ask sts: Are you optimistic or pessimistic about the future?
( and ) and prepare one Are you going to (verb)…? question Point to the online forum in A. Sts read and listen to people
to ask a partner. Monitor closely for accuracy and help talk about their plans and predictions for the future. Focus
whenever needed. on words 1-7 and tell sts they need to identify who talks
about each topic in the forum. Play 9.7 for sts to complete
Extra activity Get sts to read out their sentences to the class. the task. Paircheck. Classcheck with answers on the board.
Sts should shout out “Bingo” if they have exactly the same one. Elicit and drill pronunciation of the words with pink letters.
Then, in pairs, they should ask and answer their questions.
1. buildings / Marco 2. education / Laisa 3. politics /
Javier 4. space travel / Mariana 5. technology / Saul
B Play 9.6 again for sts to fill in the blanks in sentences 6. transportation / Margarita 7. video / Chris
1-8. Paircheck. Classcheck with answers on the board.
B Sts find six going to sentences in the text in A and mark
Tip Since sts have now studied the grammar, heard this at them as P (predictions) or I (intentions). Paircheck. Classcheck.
least twice and read the AS, see if they can do this from
memory to avoid having to play the audio again. What is work going to be like for young people? (P)
“I’m not going to be like my parents. (I) They have a DVD
1. I’m going to go to grad school. 2. Your parents are going rental store. I’m going to change the business so that
to be happy. 3. I’m going to get a certificate in animal everything is online.” (I)
behavior. 4. It’s not going to be easy. 5. It’s going to be fun. “We’re all going to live on the moon (P), so I’m going to be a
6. I’m going to make people happy. 7. But your parents are space pilot and fly people to the moon and back.” (I)
not going to be happy! 8. We’re both going to be rich! “We’re not going to educate our kids in the same way in the
future. (P) We’re gonna use video games to teach kids. (P)
C Read sentence 1 in B with sts, “I’m going to go to I’m gonna be an educational video games designer.” (I)
grad school”, and ask: Is this an intention or a prediction? “Humans are not going to use cars forever. (P) I think we’re
(intention). Ask the same question about sentence 2 going to be able to teleport pretty soon.” (P)
(prediction). In pairs, sts decide whether sentences 3-8 are “I’m not going to work in an office. (I) With new technology
intentions or predictions and write I or P in the boxes in everyone is going to be able to telecommute.” (P)
6B. Classcheck with answers on the board. “Politics is a career that’s not going to change. (P) Even if
you don’t like politicians, this is a safe job and this is what
1. I’m going to go to grad school. (I) 2. Your parents are I’m going to do.” (I)
going to be happy. (P) 3. I’m going to get a certificate in
“Because we can print in 3D now, soon we’re not going to
animal behavior. (I) 4. It’s not going to be easy. (P) 5. It’s
need construction workers (P) and we’ll be able to ‘print’
going to be fun. (P) 6. I’m going to make people happy. (P) new houses. I’m going to work in this business.” (I)
7. But your parents are not going to be happy! (P) 8. We’re
both going to be rich! (P)
C MAKE IT PERSONAL In pairs, sts take turns agreeing
or disagreeing with the predictions in A. Read the
D Elicit the correct order of the words for question 1. speech bubbles to model language for the task. Monitor
Individually, sts unscramble questions 2-4. Paircheck. supportively and hear their ideas. Ask some sts to report
Classcheck with answers on the board. their opinions to the whole class. Use a show of hands to
find out the majority class opinion on each one, especially
In pairs, sts practice asking and answering questions using
any more controversial ones.
gonna. Monitor closely for accurate answers. Ask them to
find two things in common / similar answers between Extra writing Sts can write up their opinions on the predicitons
them. Sts report the plans they have in common to the
for homework and post them on the class website.
whole class. Fast finishers can invent and ask / answer
more questions of their own.
1. What are you going to do this evening? 2. Are you going to Workbook p. 46
watch any TV tonight? 3. Are you going to go on vacation next ID Online Portal
year? 4. How are you going to celebrate your next birthday? Grammar p. 134
139

9.4
What are you going to do next year?

Lesson Aims: Sts continue to learn to talk about plans and intentions using going to, and also practice using the Present
Continuous to talk about fixed plans.
Function Language
Lesson 9.4
Listening and reading about life changes. I left college in 1975 before graduating.
I got engaged after six weeks!
I’m going to get a new job soon.
Talking about fixed plans and intentions. I’m having dinner with a friend tonight.
I’m going to go on a diet on Monday.
Talking about New Year’s resolutions. Next year, I’m going to move.
Vocabulary: Verbs related to life changes. Leave college, find a partner, get engaged, start a family, move house, lose a job, retire
(from a job).
Grammar: Going to vs. Present Continuous for plans.
Warm-up Recycle Past Simple. In pairs, sts play a B Ask sts: At what age do people usually leave college / get
miming game. Sts need to mime three things they did married in your country? Individually, sts order phrases
yesterday for their partner to guess (by saying e.g. You… 1-11 in A according to what they think is the usual
watched TV!). Monitor closely for past forms use. At the “logical” order in their culture. In pairs, sts compare their
end, ask sts: What did (partner’s name) do yesterday? sequences, e.g. “People in (my country / city) usually leave
home when they’re 25.”
Fast finishers can make their plans for tomorrow for them to
guess with going to. Ask one or two sts to report their opinion to the whole class.
8 Vocabulary: Life Changes 9 Reading

A Sts listen to a father, Mr. James, the guy in the
A Tell sts the man in the photo is Mr. James’ son, Alex. Do
they look similar? Ask sts to notice changes he’s going to make
cartoon, talking to his son Alex James (the guy in the
after having talked to his father. He mentions eight changes.
blog photo). Explore the cartoons. What’s Mr. James Play 9.9 for sts to listen and read the text. Classcheck.
doing / wearing / saying in each picture? Focus on
phrases 1-11. Sts need to complete them with one word. Alex is going to: exercise more, get a new job, go back to
Play 9.8 for sts to do the task. Paircheck. Play 9.8 school, learn a new language, move out of his mother’s
once again if necessary. Classcheck with answers on the house, get an apartment, buy a car, find a new girlfriend.
board. Elicit phrases from the six pictures. If there is
time, do AS task 9.8. Ask: Did he enjoy his life? Do you B Ask sts: Why is Alex going to do more exercise? (He
think he’s happy now he’s retired? Do you think his son is ate too much over the holidays.) Individually, sts re-read
going to make the same mistakes? the text and complete the table in B with Alex’s reasons.
Paircheck. Classcheck. Help with any pronunciation
9.8 Notice three pronunciations of letter o – / /, / / and questions. Then focus on his question and elicit their
/ / (schwa). opinions of him / his plan.
Well, Alex, maybe you can learn a few lessons from your
Sts read the comment written to Alex and elicit other
old man. I left college in 1975 before graduating. I couldn’t
possible comments to encourage him. Ask sts to write Alex
wait to get married, so I found a partner immediately and a blog comment to encourage him. Walk around and read /
got engaged after six weeks! I left home and we got married help sts with their texts. In groups of four, sts read each
only a month later. At the same time I started a new job as others’ comments and choose the best one to present /
a photographer in a photography studio. And we started a read to the whole class.
family! But as you know things didn’t work and your mom
Read the lesson Song line at the top of p. 103 with sts. Check
and I got divorced when you were five. So I moved. Then I
if sts know the song / singer. Focus on the use of gonna.
lost my job, because of digital photography, so I changed
careers and became a computer programmer—boring, but it Song line:
paid the bills. I finally retired from my job last week and now
Singing don’t worry about a thing,
I think it’s time for you to make a few changes in your life—I
’cause every little thing is gonna be alright.
don’t want you to make the same mistakes I did.
Song: “Three Little Birds”
Artist: Bob Marley (Jamaica)
1. leave college 2. find a partner 3. get engaged Year: 1977
4. leave home 5. get married 6. start a (new) job
7. start a family 8. get divorced 9. move house Note “Everything is gonna be alright” is not really a prediciton,
10. lose a job 11. retire (from a job) it’s just another use of going to, but only point this out if it arises.
140

9.4
do more exercise he ate too much over the holidays 9.10 Notice the future verb forms.
get a new job he hates his boss / he wants to 1 Hi Ronnie! It’s Carla. My brother’s moving to Paris in July.
be a web designer He’s going to fly there and he wants me to help him pack
go back to school (to) get a bachelor’s degree all his stuff. Can you help us too?—it’s going to take us
weeks, but you’re really good at packing. I hope you can!
get a new girlfriend he is lonely
And I promise to buy you dinner! Thanks. Call me back.
have dinner with mom to tell her he is moving out
2 Hi, Melissa, it’s John. Listen, you know I told you that
my parents are going to retire in February. Well, they’ve
decided that they’re going to move to a warmer place—so
10 Grammar: Going to vs. Present Continuous they’re going to travel through Central and South America,
for Plans and I wonder if you could help… I know you lived in Costa
Rica with your parents for a long time. What do you think?
Individually, sts mark if the sentences (from 9A) in the
Grammar box are in the Present Continuous (PC) or Going 3 Hi, mom! It’s Julia. Umm… Are you sitting down? We have
To (GT), and if they mean a fixed plan (FP) or an intention some big news. Guess what! We’re getting engaged! We’re not
(I). Paircheck. Classcheck with answers on the board. going to get married until we finish school, so don’t panic. So,
Read World of English with the whole class either after the umm, call me back when you get this message. Ciao!
grammar activity or mid-way through if they find it hard.
4 Hi, Lucy, it’s Martin. I got in! It’s official! Yeah! I’m changing
careers at last. I’m going to study medicine and I’m going
Grammar Box – Going to vs. Present Continuous for Plans to be a doctor. A doctor! Woohoooo! I just got the news—
Emphasize that going to is the most common way to refer they accepted me at the med school. I’m so excited! Call
to the future, the one sts should use when they are not me back, we need to celebrate. I’m going to be at work all
sure. If they still worry after this, sing them the song line afternoon, but then I’m going home, so give me a call and
to make them happy.
let’s go out! Love you! Yeah!
a. I’m going to get a new job soon. (GT / I) b. After lunch
I’m going to exercise with my friend, Carl. (GT / FP) 1. Carla’s brother is going to live in France. 2. John’s parents
c. Tonight I’m having dinner with my mom. (PC / FP) are going to move to a warmer place. 3. Julia is going to get
engaged. 4. Martin is going to go back to school.
A Sts find four more examples of Present Continuous
and eight more of Going To in Alex’s blog in 9A. In pairs,
sts decide whether each example is a fixed plan (FP) or an B Sts listen again to notice the main reason why each
intention (I). Classcheck. person is calling / leaving a message. Ask them to notice
who the most surprised person is and say why. Paircheck.
Alex’s blog – PC: I’m having dinner with my mom (FP) / I’m Ask: Did you enjoy the activity? Who was easier / harder
leaving home (I) / Next week I’m talking to a career specialist
to understand? Do the people from the audio remind you of
(FP) / I’m starting a Chinese class (FP). GT: I’m going to exercise
anybody you know? Classcheck. Do the AS task 9.10 on
more (FP) / I’m going to get a new job soon (I) / I’m going to
p. 166 if there is time.
learn a new language (FP) / I’m also going to move out of my
parent’s house (FP) or (I) / I’m going to buy a new car (FP) / I’m
going to find a new girlfriend (I) / I’m going to exercise with my 1. Carla wants Ronnie to help with packing. 2. John wants
friend Carl (FP) / I’m going on a date tomorrow night (FP) / What Melissa to give him some information. 3. Julia wants to tell
are you going to do in the new year? (FP) or (I) her mom some important news. 4. Martin wants Lucy to go
out with him.
B In pairs, sts discuss if sentences 1-5 are appropriate.

Ask them to correct the wrong ones and justify their C MAKE IT PERSONAL Write New Year’s Eve on the board and
answers. Classcheck. ask sts: What do you usually do on this date? Do you make any
“promises” / resolutions? Tell them to imagine it is New Year’s
In pairs, sts say / change sentences 1-5 to make true
Eve and write a blog post (a paragraph) about the changes
sentences about themselves. Their partner should ask
they are going to make in their lives in the New Year.
follow-up questions seeking more details too. Exemplify
this yourself by making true sentences and then eliciting You might either collect their texts to mark at home or ask
possible follow-up responses. Ask a few sts to tell the them to read their texts to the whole class.
whole class their partner’s sentences.
Tip With a stronger class, or if time is short, do this orally,
1. PC or GT 2. PC or GT 3. PC or GT (GT more likely) with the prompts on the board to help sts.
4. PC or GT 5. GT exercise smoking diet
health alcohol job
study home social life
11 Listening love family
A Elicit what is happening in photos 1-4. Ask: What is /

are he / she / they doing? Sts will hear four phone messages
and match 1-4 to the answers in the second column. Play
Workbook p. 47
9.10. Paircheck. Classcheck with answers on the board. At
ID Online Portal
the end, ask sts to identify who is who in the photos—ask:
Who’s Carla’s brother? (photo 1) Who are John’s parents? Grammar p. 134
(photo 2) Who’s Julia? (photo 3) and Who’s Martin? (photo 4). Writing Bank p. 152
141

9.5
Would you like to be a nurse? / Do you mind if I borrow your pen?

Lesson Aims: Sts practice looking for connections in an authentic text about the best jobs for the future and learn to use Could
you / Do you mind…? to ask for permission.
Function Language
Lesson 9.5
Reading about the best jobs in the future. People who know how to use a computer are going to be in
high demand.
Listening to people ask for permission. Could I take the day off?
Can I borrow some money?
Do you mind if I turn on the air conditioner?
Asking for, giving and refusing permission. Sure. Go ahead.
Help yourself.
I’d love to but…
Vocabulary: Jobs. Areas of work. Bachelor’s (degree), look after (old people), companies, in high demand, buy / sell, lend / borrow.
Grammar: Asking for permission and responding to permission requests.
WB Song line: “Lend me your ears and I’ll sing you a song and I’ll try not to sing out of key. Oh, I get by with a little help from
my friends.”
Warm-up Review or present the final 16 picture words for A nurse: a person that takes care of sick people.
the last eight consonant sounds of American English. Tell sts A software developer: a person that writes computer programs.
to turn to p. 154-155, cover the words and, in pairs, sts have
to give the two picture words for each sound for the last two
1. a civil engineer / bridges and roads 2. a dentist / teeth
horizontal lines. Give them a minute or two to see how many
3. a financial advisor / money and finance 4. a market
they know / remember. Monitor and praise as necessary.
research analyst / what people buy 5. a nurse / health and
Then, play the corresponding tracks from the pronunciation
medicine 6. a software developer / computers
chart section on the Portal. Ask How many did you get
right? and work with sts on their doubts. Elicit the common
sound for each pair of pictures. You can also introduce sts to B Focus on the text title, “The Best Jobs for the Future”,
the phonetic symbols, if you want. If necessary, use the “To and elicit what jobs sts think are going to be really
make these sounds we use” column and show the highlighted necessary or valued in the future. Sts listen to 9.12 and
voiced / unvoiced feature. In case of monolingual Spanish or read about six jobs which are going to be really important
Portuguese speaking sts, highlight and celebrate those that in ten years time in the USA. Pause after the 1st paragraph.
are easy for them. Give extra practice for those sounds that Elicit what job number 1 is about (a financial advisor).
are more difficult. Play the rest of 9.12 with no pauses this time. Paircheck.
Classcheck. Elicit and drill the pronunciation of the words
Tip Fast finishers can review the 16 pairs of picture words with pink letters.
for the other consonant sounds, the vowels and diphthongs

1. a financial advisor 2. a dentist 3. a civil engineer
too if you have time. If you think it would benefit them, focus
4. a market research analyst 5. a software developer
on, review and explore the different sounds and spelling
6. a nurse
relationships for each consonant sound.
C Get sts to re-read the article and circle the best options
Skills: Looking for connections in sentences 1-6. Classcheck. Read World of English with sts
about the use of better and worse in sentence 6. This is a
A Books open to p. 104. In pairs, sts match jobs 1-6 to preview as they will study comparatives in lesson 10.2.
the area of work. Play 9.11 for sts to check their answers.
Classcheck with answers on the board. Elicit / Drill the Tip For World of English . For fun get sts to repeat the two
pronunciation of all jobs. Point to the photos on the page and examples with fun intonation, the first like competitive children
ask: Which jobs can you see in the photos? (a civil engineer, a and the second like a whining employee. Little tricks like this can
software developer, a market research analyst, a nurse) bring any text to life and make it more memorable for sts too.
In pairs, sts agree or disagree with predictions 1-6.

9.11 Notice two pronunciations of letter e – / / and /i:/.
Classcheck.
A civil engineer: an engineer that builds public works, for
example, bridges or roads. Write on the board:
A dentist: a person that takes care of other people’s teeth. completely
I agree / disagreee
A financial advisor: a person that helps people invest their
I’m not sure
money.
I hope so
A market research analyst: a person that studies the reasons I hope not
people buy certain products. Maybe / Perhaps
142
134a143-U9-TB1-TNC-P7.indd
English ID TCH 21x29.3 Int.indd 142
142 4/4/13 10:44
4/10/13 9:59 AM
9.5
Tip To make it more personal, ask sts to think carefully about responses they hear. Paircheck. Classcheck. Drill the
each of the six predictions in the text and share their opinions. pronunciation of some of the questions and all the
Focus on the speech bubble and elicit more phrases to (dis)agree. responses in the table. Use Common Mistakes to explain
the difference between borrow and lend. Associate
borrow with taking and lend with giving. To quickly
1. When old people retire they need help with their money.
practice, get sts to ask for permission to use classroom
2. Old people now usually have false teeth. 3. We need to
build roads because of more traffic. 4. Companies want objects with Can I borrow…? / Can you lend me…? first
information about why people buy things. 5. You need a to you and then, in pairs, to each other.
degree or experience to make software. 6. Medicine is better
than it was before. Tip Again vary your intonation and speed to add fun and
energy to this repetition stage, e.g. be happy, sad, angry, tired,
in a hurry, etc.
in Action: Asking for permission
A Point to photos a-d and say: All the people in these photos Asking for permission
Giving
Saying no
are asking for permission (to do something). Point to the permission
phrases and elicit what each person is asking permission Can I ask you That’s fine. No, I’m busy.
to do. E.g. photo c shows a man who wants permission to something? Sure. Go ahead. Maybe next
turn on the A/C (air conditioner). The easiest way for sts to Could I take the time.
Of course. No
express this is by following the example on the page. day off? problem. No, I’m sorry,
Can I borrow the car? Help yourself. you can’t.
B Play 9.13 and ask sts to write 1-4 (dialogs 1-4) next to Could you lend me Not at all. I’m sorry, but…
four of the phrases in A. Paircheck. Classcheck. They then some money? I’m sorry, but
match photos a-d to conversations 1-4 in B, writing a-d in Do you mind if I turn it’s too cold.
the boxes. Classcheck. on the air conditioner?
9.13 Notice the connections.

1
A Argh, do you mind if I turn on the A/C?
D In pairs, sts role-play conversations for pictures 1-4
using the questions and responses from C. Monitor closely
B No, not at all. It’s really warm in here.
for accuracy. Ask some sts to act out their dialogs for the
A Phew, thanks.
whole class. Refer weaker classes to the AS 9.13 on p. 165
2 to help them if necessary.
C I hate to ask this, but could you lend me some money? I
left my money at home and I need to get something to eat.
D I’m sorry, but I don’t have any money with me at the moment. E MAKE IT PERSONAL Focus on the prompts given (a
C Oh, OK, I’ll ask Jeff. Thanks anyway. cookie, a candy, a kiss, etc.) the two example exchanges
(the laptop and the phone). Ask sts to think of something
3
they could ask permission for in the class. Give them some
E Excuse me, Jane. Can I ask you something?
time to plan their requests and then encourage them to
F That’s fine, Len. What is it?
stand up and ask different people for permission. Make
E Could I take the day off tomorrow? I need to take my son to
the doctor. sure sts give appropriate responses.
F Sure. Go ahead!
Tip For mingle activities, set a time limit so sts work quickly
E Thanks, Jane. Phew! That’s great!
and stay on-task. After e.g. four minutes get them to sit
4
down before asking for feedback. Ask: How many positive
G Can I borrow the car, mom?
responses did you get? Who didn’t get any? What was the
H No, I’m sorry, you can’t. I need it this afternoon.
craziest request? And the most common?
G Ooooooh! Why not? You never let me borrow the car…
Phrases in A: 1. to turn on the A/C 2. to borrow some money

3. to take the day off 4. to borrow the car Workbook p. 48
B: 1. c 2. d 3. a 4. b Phrase Bank p. 67-69
ID Online Portal
Grammar p. 134
C Give sts time to read the table before you replay
ID Café Video p. 146
9.13. Sts complete the questions and circle the
143
4/4/13 10:44 AM English ID TCH 21x29.3 Int.indd 143 4/10/13 9:59 AM

10
Unit overview: The main topics of unit 10 are parts of the body and face, appearance / personality adjectives, comparatives
and superlatives, which are presented and practiced through the contexts of listening to part of a sports science class and
a TV make-up artist, listening to the physical description of suspects given to a police officer, reading an article about an
athlete, and listening to comparisons between twin sisters. Sts also listen to / watch a video about “The New Seven Wonders
of Nature” and practice understanding facts in a quiz, making decisions by choosing a gig they’d like to go to together.
Do you look like your mom?

Lesson Aims: Sts learn parts of the body and face to describe and talk about people’s appearance and to describe suspects to a
police officer. Sts also learn some irregular plural forms.
Function Language
Lesson 10.1
Talking about parts of the body and face. You need your legs and your feet to run.
I really like my ears and nose because they’re not too big and
they’re not too small.
Describing people’s appearance. What does he look like?
He is short and slim. He has long dark hair and brown eyes.
Vocabulary: The body and face (parts). Long dark hair, short fair hair, slim, overweight, average build, average height, short, tall.
Wanted suspects.
Grammar: Irregular plural forms (feet, teeth). What does he / she look like?
Warm-up Have sts ask each other and answer as many same spelling pattern). They are also picture words in the
question titles from units 1-9 as they can in about four minutes, Pronunciation Chart on p. 154-155.
plus a follow-up question to see what they can remember from Ask: Do you remember any others? (child / children, person /
the previous units. Monitor closely for accuracy. Ask some sts to people, man / men, woman / women). These irregular plural
say three answers they had in common or two things they found
nouns are the main ones they’ve been exposed to so far.
interesting about their partner’s answers.
Read Common Mistakes with sts and clarify any doubts about
Tip If you are planning to use questions as the basis of an fingers vs. toes. Read the Song line at the top of p. 107 and see
oral test at the end of this unit, remind sts that this is very if sts can recognize the song / band.
useful test rehearsal time and they should be doing this out of
Song line:
class (e.g. on the cell phone) to get themselves ready.
I feel it in my fingers,
I feel it in my toes.
1 Vocabulary: The Body and Face The love that’s all around me
and so the feeling grows.
A Books closed. Elicit names of some body parts: point to Song: “Love Is All Around”
your own body (your head, hand, arm, stomach, back, etc.) Band: Troggs* (UK)
and ask: What’s this in English? When they don’t know the Year: 1967
answer, name it and ask sts to repeat after you.
*The song was also recorded by the Scottish band Wet Wet
Books open. Explore the photos. Ask: Where are they? Wet in 1994, and was soundtrack of the film Four Weddings
What’s the relationship between them? What are they doing? and a Funeral.
Where do you think they’re from? Point to number 1 in the
photo and ask sts: What’s this in English? (head). Point to
the numbered boxes 1-10 and tell sts to write the body 10.1 Notice the / /, / / and / / sounds.
parts from A in the correct boxes in the photos. Paircheck. … So the important parts of the body we are going to study
in this course are: 1. the head; 2. the arms; 3. the legs;
Sts listen to a sports science class. Play 10.1 to classcheck 4. the chest; 5. the stomach; 6. the back; 7. the hands;
answers. Ask sts to point to the body parts in the photos as 8. the fingers; 9. the feet; 10. the toes. We’re going to look
they hear them. Encourage them to look at each other and at how each one is important in sports. Any questions?
compare answers as they do this.
Ask: Have any of you attended a sports science class? Elicit Tip As an extra processing task to help sts think about, feel
the plural form of “arm.” Say We say 1 (gesture 1 with your and remember the words, you can always add a “find the
finger) arm and 2… arms. What about hand? 1 hand and common sound” task. For example, write on the board: Find
2…? and let sts finish the sentence. Do the same for finger, two / k / sounds, two / / sounds, two / / sounds and two / /
leg and toe. sounds in the ten body parts. In pairs, sts find the sounds in
Focus on the box and make them aware of irregular the ten body parts, then turn to the AS on p. 166 for the key.
plurals. The two irregular plurals (both of which follow the They will also find more examples of /k/ highlighted there too.
144

10.1
1. the head 2. the arms 3. the legs 4. the chest E MAKE IT PERSONAL Swap partners. In pairs, sts talk
5. the stomach 6. the back 7. the hands 8. the fingers about which parts of their faces they like the most / least
9. the feet 10. the toes and say why. Ask sts to report their partner’s answers.
Round off this section by asking the title question Do you
look like your mother? to see who does / doesn’t. Ask: Do you
The words back and stomach have a / /, legs and fingers
look more like your father or your mother? They may want to
have a / / sound, back and hand have a / / sound and chest,
say “I have my mother’s eyes, but my father’s nose,” so help
legs and head have a / / sound.
them to do so with correct use of the possessive ’s.
B Ask the class: What body parts do you need to think? (head)
What body parts do you need to run? (legs, feet). Point to the 2 Listening
prompts in B. Sts continue answering What do you need to…?
questions 3-8. Classcheck. Expect a variety of answers.
A Focus on the pictures of the suspects. Point to the
word “Wanted” and tell sts the men committed a crime
and the police are looking for them. Point to suspect
Suggested answers. 1. You need your head to think.
1 and say: Look at his hair. Is it long or short? (gesture
2. You need your legs and feet to run. 3. You need your
long and short). Exemplify dark and fair hair with sts’
arms, hands, feet and legs to swim. 4. You need your legs
hair or famous people’s hair: say Madonna has fair hair.
and arms to ride a bicycle. 5. You need your feet, legs and
Angelina Jolie has dark hair. etc. Point to the 4th box of
head to play soccer. 6. You need your hands and fingers to
options (long dark hair / short dark hair / short fair hair)
write. 7. You need everything to do yoga. 8. You need your
and ask sts to write 1, 2 or 3, matching suspects to their
head to learn English.
description. Repeat procedures for the suspects’ eye
colors and physical shapes.
Tip Presenting words like this helps sts first focus on listening
and pronunciation before they worry about the written form. Tip If technology is available, google images of celebrities
When they then see the written form they are often surprised, who could be examples of overweight / average build / slim
but this can later help them to remember both and prevent people. Make use of gestures as well to teach tall / short /
them from imposing a mother-tongue influenced pronunciation average height. You might ask sts to stand up to see who’s the
on the word. shortest and tallest in class to help convey meaning. This will
help to introduce comparatives in lesson 10.2.
C Point to parts of your own face and elicit vocabulary sts Sts write 1, 2 or 3 in all boxes in 2A. Paircheck. Classcheck
already know and present items they don’t. Have sts repeat with answers on the board. Drill pronunciation for the
parts of the face after you as you elicit / present them. first six phrases.
Focus on the photo in C and ask: What’s number 5? (nose)

(1) average build (3) overweight (2) slim (1) average height
Individually, sts match face parts 1-8 to the words in C. Play
(2) short (3) tall (3) blue eyes (2) brown eyes (1) green
10.2. Paircheck. Any spelling / pronunciation surprises?
eyes (1) long dark hair (2) short dark hair (3) short fair hair
Sts check their answers. Classcheck. Ask: Would you like to
do his job? B Point to the picture of the suspects in 2A. Sts hear
the descriptions for Adam, Charlie and Mark. Sts listen
10.2 Notice / /, / / and / /. to 10.3 and write the names of each suspect below the
Well, my job is to get people ready for the camera. I have to correct picture. Paircheck. Classcheck.
think about all these things: first, the hair, then the eyes and the
eyebrows, then I quickly check the ears and the nose. Finally 10.3 Notice the connecting sounds.
I work on the mouth, and this means working on the lips, and PO = police officer A, B and C = victims
checking the teeth. I want people to look absolutely perfect! 1
PO OK, and what does the suspect look like?
(4) ears / / (2) eyes / / (7) lips / / A Well, he’s short and slim. And he said his name was
(5) nose / / (3) eyebrows / / Charlie, but, well, who knows.
(1) hair / / (6) mouth / / (8) teeth / / PO Uh-huh? What else do you remember?
A Hmm, uh… He has short dark hair and brown eyes.
Tip Ask: How many of these items are picture words on PO OK, thank you, madam.
the pronunciation chart? (3. Nose, teeth and lips.) 2
PO OK, can you describe the suspect, please? You said his
D Ask: What part do we use to eat? (mouth / teeth). In name was Mark, right? What does he look like?
pairs, sts match parts of the face 1-8 from C to the verbs B Well, he’s tall and a little overweight. Like you!
in D. Classcheck. PO Hmm, right, and what color is his hair?
B Uh, I think he has short fair hair and blue eyes.
Eyes: look, see, read Mouth / teeth: eat Like you. Yes, definitely blue eyes.
Mouth / lips: speak, kiss Ears: listen Nose: smell PO OK, thank you. Oh, and don’t worry. I’m not Mark.
145

10.1
3 Describe one of the suspects, e.g. say He is tall and overweight.

He has short fair hair and blue eyes and ask the student to
PO So, the man who took your bag. What did he look like?
C Hmm… he wasn’t tall or short. He was… um, average point / say which suspect you’re talking about (Mark). In
height. And he wasn’t fat or slim, he was average build pairs, sts play the game. Use the example on the page to
I think. set this up and give a further example yourself. Monitor
PO And can you remember the color of his hair? closely for accuracy. Sts might ask “How does he look?” or
C Yeah, he, uh… He had dark hair. “How does he look like?”. Use Common Mistakes to correct sts.
PO Long or short?
C Uh, long dark hair and he had green eyes, I think. D MAKE IT PERSONAL Sts play the same guessing game,
PO OK. I think I know who you mean. That’s Adam. We but now describing “suspects” in the classroom. Make sure
know where he lives. Thanks! Let’s go! they start their descriptions with “This person” and not he /
she. Use the example on the page to set this up and give a
further example yourself. One student speaks at a time and
1. Adam 2. Charlie 3. Mark
the whole class tries to guess who the suspect / classmate
is. Monitor closely for accuracy.
C Focus on Common Mistakes . Write on the board:
1) What does he like? Tip If working with large groups, split the class in two groups.
2) What does he look like? Sts play the game within their groups and take turns
Elicit possible answers to both questions, e.g. 1) He likes describing people either from their group or the other one.
chocolate, beer, soccer. 2) He is tall and slim. He has The other members of the group try to guess who is being
short hair. described.
Drill the question What does he look like? with prompts he /
she / they / you. Below question 2, write “He is…” and “He Tip For extra practice of parts of the body you can play Body
has…” and elicit possible sentences, e.g. “He is tall / short / Parts Bingo at any time. Sts write down six parts of the body,
average height / overweight, etc.” and “He has short dark you call them out randomly until one student gets a “Bingo”.
hair and blue eyes.”. Underline the words hair and eyes and
for each of them ask sts: Is it a noun or an adjective? (noun).
Make sure sts understand we use Subject + have + nouns
Extra writing Sts can write a description of themselves, e.g.
and Subject + be + adjectives when describing people. for a lonely hearts column and post it on the class website.
Draw somebody with a single very long hair to illustrate
the other common mistake.
Sts play the game “Spot the suspect!”. Model the activity
Workbook p. 49
with the whole class. Get a student to ask you: “What does
ID Online Portal
he look like?”.
146

10.2
Are you like your dad?

Lesson Aims: Sts learn to give better physical description, to use comparatives and to describe / compare people’s appearance
and personality.
Function Language
Lesson 10.2
Reading about an amazing athlete. She was good at sports at school, especially baseball…
Expressing an opinion about an athlete. I think she’s strong, determined, and heroic. What about you?
Comparing people’s appearance and personality. Scott is taller than Jake.
Scott is more interesting than Jake.
Jake is happier than Scott.
Vocabulary: Recycling descriptions of people’s appearance. Adjectives (active, athletic, courageous, determined, etc.).
Grammar: Comparatives (long and short adjectives).
Warm-up Play a quick “hangman” game with the whole class. 10.5 Notice the / /.
Write seven blanks on the board (one for each letter of the A What are you reading?
word “athlete”) and have sts take turns guessing the letters of B It’s an article about a runner with a prosthetic leg.
the mystery word. When they’ve guessed it, ask them: Who’s A Oh, OK. So, what does it say?
your favorite athlete? Do you like watching sports on TV? B Well, her leg was amputated when she was a baby—only
What sports do you play? six months old.
A Oh! That’s terrible. Poor thing!
B I know! But she got a prosthetic leg at nine months old.
3 Reading A Wow!
B And four months later she started to walk. She’s incredible.
A Point to the text title and ask: Who’s the extraordinary
A Oh, my God! My niece is the same age and she can’t even walk!
athlete? (sts point to the photo of Kelly Bruno). Ask What’s
B But that isn’t everything. In 2008 she actually won the New
her name? and have sts quickly find her name in the text
York Triathlon. Can you believe it?
and complete the information table. Ask When was she
A No way! She’s so determined…
born? (March 23, 1984) and sts complete the field “Date
B Well, yes, I guess so. Then she started university in 2009—
of birth.” Individually, sts carry on reading and find her just like all her friends. But poor her…
(physical) “Description,” “Hobby” and “Occupation.” Maybe A What?
play 10.4 for them to listen and read the text. Paircheck. B Her father died in 2010 in the earthquake in Haiti…
Classcheck with answers on the board. A No way!
Tip This page is a good example of what you will find in

but not other courses at this level. There are a lot of words / 9 months old: got a prosthetic leg 13 months old: began to
expressions in the text and exercises B and C which would walk 2008: won the New York Triathlon 2009: began her
not normally be included in a Level 1 language course, studies 2010: her father died
because they would be too hard for a teacher to deal with
in a multilingual class. However, because we know the C MAKE IT PERSONAL Elicit pronunciation of the pink
language identity of our target learners, and are aiming stressed words and ask: How many are recognizable from
primarily at monolingual classes, we know virtually all of your language? (earthquake is possibly the most difficult
them are cognates, and easily accessible. There’s no problem word for Latin speakers to recognize but you can use the
with meaning or needing to translate, so why hide such context of “Haiti” to help.) Focus on the adjectives in C and
words from sts? Once they’ve heard the pronunciation and drill pronunciation for all of them. Again most words will
have the stress clues for reference, they can begin to use be cognates for Latin language speakers. Ask sts to ask each
them immediately, which is very motivating. And, if they do other in pairs: What do you think of Kelly? Tell them they need
mispronounce them, another English speaker ought to be to use three words from the box.
able to understand and help them.
Weaker classes Leave prompts on the board, as follows:
What / you think of Kelly?
Full name: Kelly Bruno Date of birth: March 23, 1984 I think she’s… What about you?
Description: tall, slim, long dark hair, brown eyes Hobby:
sports, especially triathlon Occupation: medical student Round off the activity by asking sts to tell the class what
their partners think of Kelly.
B Ask What happened to Kelly when she was six months

old? and point to the first event in her timeline in B (part
4 Grammar: Comparatives
of her leg was amputated). In pairs, sts re-read the text and
complete Kelly’s timeline with the other events from the text A For a fun books closed presentation of comparatives,
in A. Play 10.5 for sts to listen to two people talking about the compare your country with a neighboring one, preferably
article and check their answers. Classcheck. one that they historically “don’t like”, e.g. Britain and France,
147

10.2
Brazil and Argentina, etc. Put some adjectives on the board ask sts to listen to the track again and complete 1-4 with
and get them to make comparisons. Elicit and drill X is what they hear. Ask them to remember Steve’s last line too.
bigger / richer / better at soccer / more important / Play 10.6 again. Paircheck. Classcheck with answers on the
more beautiful, etc. Or you can do the same with any pair board. Make sure sts notice the word than in all phrases.
of famous actors, musicians, animals, cars, etc. Drill the
sentences they come up with by saying the adjective and Language note The last line is Problem solved!, a nice
nominating a student to make the comparative sentence. expression which sts can use from now on. Highlight the silent
Focus on the men in photos 1 and 2. Elicit some physical “E” and cross it out for them as reference.
descriptions (ask: What does he look like? What’s he wearing?
How’s he feeling?). Focus on the six adjectives and ask
1. Scott is taller than Jake. 2. Jake is happier than Scott.
sts: What’s the opposite of happy? (sad). Gesture a person
3. It doesn’t matter that he’s shorter than Scott. 4. Scott is
crying / make a sad face and teach them the word. Elicit
more interesting than Jake.
the three pairs of opposites. Get sts to match them to the
photos, either 1 or 2. Boring and interesting are obviously Read Common Mistakes with sts and ask them: Why can’t
subjective, so they have to listen and check. It’s a fifty-fifty you say “more stronger”? Say: You can say “more interesting”
call so the idea is just to add a bit of fun! (point to sentence 4). Write tall, happy, short and interesting
on the board. In pairs, ask them to notice what happened
Tip Use the audio itself to set up the situation and build a bit
to the adjectives on the board in the sentences in B, and
of tension. Pause after “what to do” and elicit the situation. Ask:
match the rules in the Grammar box: Comparatives.
Who are they? (friends) Who has a problem? (Maggie) What is
it? Two guys want to take her out for dinner. Establish that it’s the
two guys in the photos, and make them guess who she chooses. Tip For immediate practice, show some photos of locally
Tell them they have to listen for the two guys names too. Play the
famous pairs of people, places, cars, soccer teams, etc. for sts
audio again from the beginning for them to listen to the whole
to compare in pairs. E.g. (Robert de Niro) is younger / taller /
thing, check their answers and see if they guessed the right guy.
richer / fatter / more famous / more interesting / better-looking
/ a worse actor than (Al Pacino).
10.6 Notice the schwas / /.
M = Maggie S = Steve
(d): good better; bad worse (c): use more + adjective
M I need some help, Steve. (e): double final consonant + add -er (b): take off -y and
S What’s up, Maggie? add -er (a): add -er
M Two guys want to take me for dinner on Saturday! And I
don’t know what to do.
S Well, which one do you like better? C In pairs, sts say who would be the best guy for Maggie:
M Well, Scott is taller than Jake and you know I usually like Scott or Jake. Make sure they justify their choices with
tall men. comparatives. Tell them to use the adjectives from 4A. Ask
S Yes, so go out with Scott! sts to report their partner’s opinion to the whole class.
M But Scott is always so sad. Jake is happier than Scott. Now, ask sts to read the Song line at the top of p. 109 and
S So, go out with Jake! That’s more important. It doesn’t check if they know the song / artists. Ask sts to find a
matter that he’s shorter. comparative adjective in the song line (brighter). What
M I know, but Scott is more interesting than Jake. Jake is a does “ones” refer to (people) and refer them back to lesson
bit boring. 6.4 if necessary.
S Why don’t you go out with both of them? And then see
Do they like / know the song? Can they sing it? When did
which one you like more?
Michael Jackson die? Who else sang the song?
M Good idea. I can go to the movies with Jake and then have
dinner with Scott.
Song line:
S Problem solved!
We are the world,
we are the children.
(2) boring (2) happy (1) interesting (1) sad We are the ones who make a brighter day,
(2) short (1) tall so let’s start giving.
Paircheck then classcheck. Get them to justify their Song: “We Are the World”
Artist: Michael Jackson / USA for Africa (USA)
answers (She said Scott’s taller, so he’s number 1, etc.). Ask:
Year: 1985
What did Maggie decide? / Who is she going out with: Scott
or Jake? (She’s going to the movies with Jake and having
dinner with Scott.) Ask: Do you think Maggie made the right
decision? Who would you prefer to date? An interesting, tall, 5 Listening
sad man or a short, happy, boring man?
A Point to the photo of twin sisters Zoe and Rebecca and
ask sts: Are they similar? (Yes, they are identical twins.) Can
B Focus on sentences 1-4. Ask What’s she doing? you see any differences? Who’s Zoe and who’s Rebecca? Let’s
(Comparing them). Point to the four comparatives in B and listen to their brother and check. Play 10.7. Classcheck.
148

10.2
Tip Elicit the question used to ask about appearance and a little extra attentiveness, you can learn to read body language,
write it on the board, What does he / she look like? Refer to and with enough practice it’ll become second nature.
lesson 10.2 if necessary. Ask sts to go to AS 10.7 on p. 166 People with crossed arms are closing themselves to social
and ask them: Are they talking about Zoe’s and Rebecca’s influence. Though some people just cross their arms as a habit, it
appearance or personality? (personality). Ask What question may indicate that the person is (slightly) reserved, uncomfortable
do you use for personality? and have sts find and underline with their appearance (i.e.: self-conscious and trying to cover it),
two questions in the AS (What’s Zoe like? What’s she like?). or just trying to hide something on their shirt.
Write the prompts friendly, shy, organized, calm, intelligent Extracted from: www.wikihow.com/Read-Body-Language
on the board. In pairs, sts take turns asking and answering the Accessed on November 12th, 2012.
questions: “What are you like?” “What’s your mother / father
/ wife / husband / girl / boyfriend like?”. Monitor closely for
accuracy.
B Sts listen to 10.7 again and complete sentences 1-6
with Z (Zoe) or R (Rebecca). Paircheck. Classcheck with
10.7 Notice word stress in the underlined words. Ask sts to close their books. Do a quick repetition drill with
B = Brad L = Louise sentences 1-6.
B These are my twin sisters, Zoe and Rebecca.
L Wow, Brad! They look identical. 1. Zoe is friendlier than Rebecca. 2. Zoe is more generous
B Yes, but they’re very different. than Rebecca. 3. Rebecca is more timid / shyer than Zoe.
L What’s Zoe like? 4. Rebecca is calmer than Zoe. 5. Rebecca is more
B She’s friendlier than Rebecca and she’s more generous. intelligent than Zoe. 6. Rebecca is more organized than Zoe.
She likes to be with other people and she’s always giving
people presents.
C MAKE IT PERSONAL Point to the lesson title question at
L What about Rebecca? What’s she like? the top of p. 108 and ask sts: Are you like your dad? Have sts
B She’s more timid than Zoe, and she’s calmer. She likes to write down a few comparisons between them and someone
be alone, but she’s more intelligent and more organized in their family. Tell them to use adjectives from 4A. In pairs,
than Zoe. sts tell each other their sentences. Monitor closely for
accuracy. Classcheck by asking sts to remember / tell the
class their partner’s comparisons.
The girl on the left is Rebecca, the other is Zoe.
Extra writing Sts can write several minicomparisons about

Tip Tell sts to observe body language in the pictures. If they themselves and other members of their families, both
have difficulty in identifying who is who, inform them that physically (What does he / she look like?) and about their
crossing your arms is a sign of being shy. personalities (What’s he / she like?).
If sts want to have further information, you can read the

following text about body language.
Workbook p. 50
Cultural note Noticing the signals that people send out with their
ID Online Portal
body is a very useful social skill. Some of us can read it naturally Grammar p. 136
and some of us are notoriously oblivious to it. Fortunately, with
149

10.3
What’s the prettiest city you know?

Lesson Aims: Sts continue to learn to describe more aspects of personality. Sts also learn to form and use superlatives.
Function Language
Lesson 10.3
Reading about personality types. I’m (enneagram) type 1. I’m a perfectionist and I’m idealistic.
Describing personality. What are you like?
What’s your mother like?
I’m fun and spontaneous. Sometimes, I’m moody.
She’s critical, calm and very generous.
Taking a quiz. What’s the second most populated city in the world?
Rating items as the best or second best in a given category. Salzburg is the prettiest city in the world.
Mexico City is the second most populated city in the Americas.
I’m the tallest person in my family.
Vocabulary: Personality adjectives (moody, critical, generous, ambitious, solitary, romantic, suspicious, etc.). Enneagram.
Grammar: What’s he / she like? Superlative forms of long and short adjectives.
Warm-up If an E-board and the internet are available, have Type Positive side Negative side
some photos of celebrities displayed on the board, two at a
1 Idealistic Critical of others
time. If not, write a few pairs of celebrities’ names on the
board, e.g. Angelina Jolie vs. (a local celebrity), Tom Cruise 2 Helpful, generous Possessive of friends
vs. Elton John, Kate Middleton vs. Hillary Clinton, etc. Write 3 Ambitious, good at things Can be arrogant
/ Elicit adjectives to describe people, e.g. tall, slim, long
(hair), short, overweight, old, young, beautiful, ugly, attractive, 4 Romantic, understanding, Moody
intelligent. In pairs, sts compare the pairs of people using sympathetic
the adjective given. They can add in more of their own too, 5 Interested in the world Can feel alone at
e.g. personality adjectives from p. 109. Monitor closely for around them, inquisitive times
accuracy. At the end, ask sts to share their comparisons with 6 Loyal, responsible Suspicious
the whole class. Encourage the class to respond / say if they
agree or disagree. 7 Fun, spontaneous, happy Disorganized
8 Strong, want to do Get angry when others
important things for the disagree
6 Reading world
9 Avoids conflict, calm Accept things they
A Books open. Focus on the purple picture / symbol and don’t like
ask sts: What’s the enneagram? Do you like / usually agree
with generalization about personality types, e.g. horoscopes or C Within the same groups, sts ask and answer questions
numerology? Have you heard of or used an enneagram before? to complete the table in B. Refer to the model question in
Sts listen and read the introduction to the text and choose the speech bubble: “What’s the negative side of type 1?”. Set a
the best answer, 1 or 2. Play 10.8—pause after “Here is an time limit of two minutes and try to stick to it.
example of each type.” Paircheck. Classcheck.
Tip The sts asking the questions should cover the texts
An enneagram is a diagram that represents nine and look only at the photos of each type, so they listen to
personality types. each other as they write down the words and imagine the
characteristics the person shows. Make the sts answering
Tip Walk around the classroom to check if sts are on the right and giving the information spell the adjectives to his / her
track, but do not correct answers with the whole class. They’ll partners too so they really are communicating in English.
ask their partners about their findings in 6C Focus on the nine photos. Ask: Do you think they look like
their “enneagram type?”
B Have sts work in trios. Point to personality types 1-9 in
Play 10.9 for sts to check their answers. Ask:
the text in A (numbers are in bold). St A reads types 1-3,
Did you sound similar to these students when you were doing
st B, types 4-6, and st C, types 7-9. In the table in B, each
the activity?
student completes the positive and negative sides of the
three personality types they’ve read about. There is an Tip It may help sts to read AS 10.9 and see if they notice
example done for each of them.
anything there.
Tip Elicit and drill pronunciation of the words with pink letters
as necessary. If you think they can manage it, in trios they 10.9
can then cover the texts and try together to remember the key A Type 1 is a perfectionist. They’re idealistic, but sometimes
words for each type. they’re critical of other people.
150

10.3
B And what about type 2? What are they like? These statistics are based on the figures for the city proper.
If urban agglomeration statistics are used then Mexico has
A They’re generous people, but they’re also possessive.
the top three biggest cities in the Americas. Extracted from:
B And type 3?
http://data.un.org/Data.aspx?d=POP&f=tableCode:240
A They’re ambitious, but they can become arrogant. Can you
Accessed on March 20th, 2013.
tell me about type 4? What are they like?
B Type 4. Umm, they’re romantic, but sometimes they can
Tip It is important to tell sts that the photos do not correspond
be moody too.
to the answers of the quiz. The photos show the first in each
A What about types 5 and 6?
category. The quiz is about the second in each category.
B Type 5 people are solitary and they try to understand the
world, but sometimes they feel depressed. That’s type 5. Read sentence a in the Grammar box. Ask if sts agree or
Type 6 people are loyal and responsible, but also suspicious. disagree with the sentences, e.g. “I disagree. I think Rio
A OK, the last three. Type 7 people are spontaneous, happy de Janeiro is the most beautiful city in the world.” Still on
and fun. But they are very disorganized. the first sentence, ask sts In this sentence, is Salzburg more
B Yes, and type 8 people are strong and try to do important beautiful than one specific city or more cities? (more cities, all
things. The bad side is that they get angry. of them in fact!).
A And the last one, type 9. They are calm and avoid conflict.
The negative side is that they accept things they don’t like. Tip Give sts a more visual example. Ask two average-height
sts to stand up (not the tallest one in the class) and elicit the
comparison, e.g. “(Julia) is taller than (Danielle).”. Then, ask
D MAKE IT PERSONAL In pairs, sts take turns describing all sts to stand up and ask: Who’s the tallest in class? The
their personality with adjectives from this lesson and also same demonstration would also work with the adjectives “old”
lesson 10.2. Ask sts to find three differences between them or “young.”
and write down three comparative sentences, e.g. “(Juan)
is more idealistic than me.”. At the end, ask some sts to Have sts read the Grammar box sentences in 1 a-d and
read their sentences to the whole class and ask: Which match them with the four rules. Paircheck. Classcheck.
personality type are you and your partner? Finally return Sts study the quiz questions and decide: Which rule a-d
to your original question Do you believe in the enneagram do the superlative forms in the quiz follow? Paircheck.
system? to see if anybody else is convinced now. Classcheck with answers on the board.
Extra writing Sts can write a short description of their own Books closed presentation. Cover the text on the page
personality type and say which enneagram type is most similar and focus on any of the photos (or use IWB photos if you
to their personality. can). Ask: What can you see in photo a? (Mount Everest.)
Give me a (superlative) sentence about Mount Everest.
(It’s the highest mountain in the world.) Elicit and drill
7 Grammar: Superlatives superlative sentences about photos b, c and d too using
the longest, the most populated, the largest and the
A Books open. Point to photos a-e and tell sts there’s a most successful.
corresponding question for each photo in the quiz. In pairs, sts
match the questions to the photos. Ask sts: What’s the highest
mountain in the world? Gesture tall / very high mountain 10.10
(sts should say “Mount Everest”). Ask: What about the second The highest mountain in the world is Mount Everest, the
highest? (gesture 2nd). Refer to the quiz title and introduction second highest is… answer C, K2.
and make sure they understand the quiz is about second The Nile is the longest river, the second longest is… the
places, not first. In pairs, sts do the quiz. Play 10.10 for them Amazon.
to check their answers. Were there any surprises?
The most populated city in the Americas is São Paulo, the
Cultural note second most populated city is… Mexico City.
Rank City Country Population Year Russia is the world’s largest country and… Canada is the
second largest.
1 São Paulo Brazil 11,316,149 2010
The most successful national soccer team is Brazil, with five
2 Mexico City Mexico 8,851,080 2010
World Cups. The second is Italy, with four.
3 New York City United States 8,175,133 2010
Extracted from:
1. c 2. b 3. c 4. b 5. c
1: www.ibge.gov.br/home/estatistica/populacao/censo2010/
tabelas_pdf/total_populacao_sao_paulo.pdf Grammar box – Superlatives
2: www3.inegi.org.mx/sistemas/mexicocifras/default. 1. (d) irregular: good – the best / bad – the worst (b) one
aspx?src=487&e=9 syllable: the -est (a) two syllables ending in -y: the
3: http://factfinder2.census.gov/faces/tableservices/jsf/ -iest (c) adjectives with two or more syllables: the
pages/productview.xhtml?pid=DEC_10_PL_GCTPL2. most
ST13&prodType=table 2. 1 b 2b 3c 4b 5c
Accessed on March 20th, 2013.
151

10.3
B MAKE IT PERSONAL Elicit the word order for question 1. 1. What is the oldest city in your country? 2. What are the
Individually, sts order questions 2-7. Paircheck. Classcheck most expensive supermarkets in your town? 3. What is the
with answers on the board. biggest stadium in your country? 4. What are the most popular
beaches in your country? 5. Who is the youngest person
Read Common Mistakes with sts and remind them of
in your class? 6. Who are the most famous people in the
superlative forms of short and long adjectives. In pairs,
world? 7. What is the most important possession you have?
sts take turns asking and answering questions 1-7 and
the connection preposition for “world.” Monitor closely for
accuracy. Encourage sts to give more complete answers, Extra writing Get sts to write up their answers to 7B and
e.g.: “I think the oldest city in (Argentina) is…”. Classcheck. justify their choices.
Elicit each pairs’ most interesting answers.
Encourage sts to disagree if they want to, but make sure

they use correct superlative forms. Workbook p. 51
Round off the lesson with the Song line at the top of p. 111. ID Online Portal
Ask sts who recognize the song to hum or sing it to help Grammar p. 136
others remember the tune (Tina Turner’s hit from the 80’s).
Ask sts: What’s the best song of all time? And the best film?
Who’s the best (living) actor in your opinion?
Song line:
You’re simply the best,
better than all the rest.
Song: “The Best”
Artist: Tina Turner* (USA)
Year: 1989
*The song was first recorded by American artist Bonnie Tyler in 1988.
152

10.4
What’s the best place in the world?

Lesson Aims: Sts contrast comparatives and superlatives, learn some stress rules and read / watch a video / talk about Wonders
of Nature.
Function Language
Lesson 10.4
Noticing and pronouncing sentence stress. Everest is the highest mountain in the world.
Writing Comparative and Superlative sentences. São Paulo is the most populated city in the Americas.
Mexico City is more populated than New York.
Reading / Listening about The Wonders of Nature. The Amazon Forest is the largest rain forest in the world.
Talking about Wonders of Nature you’d like to visit. I want to visit Table Mountain. I really want to go to South
Africa and I love flowers.
Vocabulary: A canyon, a cave, flowers, an island, a lake, a lizard, a mountain top, a volcano, etc. The Wonders of Nature.
Grammar: Recycling Comparatives and Superlatives.
Warm-up Turn to p. 154-155 and review the full Pronunciation Cultural note South America’s Amazon River is the world’s
Chart. Divide sts into groups of five and give them some minutes largest because it carries more water to the sea than any other
to cover the words and write down all 80 illustrated words, two river. The Amazon’s discharge at its mouth is approximately 7
per sound. After that, uncover the list at the bottom and check. million cubic feet per second.
They score one point for remembering the word and two points if Extracted from: http://geography.about.com/library/faq/
they do so with the correct spelling. Which group is the winner? blqzlargeriver.htm
Accessed on November 12th, 2012.
Tip These picture words run throughout and are well worth The Nile is the longest river in the world. The Amazon is the
investing time on memorizing, for both form and spelling. largest in volume of water.
Where appropriate other possible common spellings for each The Nile is 6,650 km long. The Amazon is 6,400 km long.
sound are illustrated below the chart. Extracted from: www.unp.me/f8/top-9-longest-rivers-in-the-
world-100757/
Accessed on November 12th, 2012.
8 Pronunciation: Comparatives and
Superlatives
B Tell sts to go to p. 111. Model the activity. Point to the
A Books open. Have sts work in pairs and decide whether Quiz (7A) and read question 3 with the whole class. Write
sentences 1-4 have adjectives in the comparative or superlative 1st, 2nd and 3rd place on the board and elicit the cities from sts.
forms. (Comparatives: 2 and 4, Superlatives: 1 and 3.) Ask: Which city is number 1 / the 1st? (São Paulo). Elicit the
Focus on World of English . After sts read it, give them a superlative sentence about São Paulo. Say So what can we
simple example of what “content words” are, that is, words say about it? São Paulo is… and let sts finish your sentence.
that carry the message / meaning. Write on the board: (São Paulo is the most populated city in the Americas). Now focus
A box of chocolate. With your hands, cover the words “box” on the 2nd and 3rd places and elicit the comparison between
and “chocolate” and ask: If you say “a” “of,” can people Mexico City and New York. (Mexico City is more populated than
understand you? (No.) Now cover “a” and “of” and ask: If New York City). Make sure you leave the two model sentences
you say “box” “chocolate,” can people understand you? (Yes.) on the board so sts can refer to them.
Tell them these words, which carry the main message, are
Individually, sts write one superlative sentence and one
usually stressed in a sentence. Function words, such as
articles and prepositions, are usually NOT stressed. comparative sentence about each for questions 4 and 5 from
the quiz. Paircheck. Classcheck with answers on the board.
Point to sentence 1 and focus on the four underlined words.
Tell the class all sentences 2-4 in A have three stressed Tip When pairchecking, get sts to say their sentences aloud
words each. In pairs, sts decide which three words in simultaneously, stressing the content words and unstressing /
sentences 2-4 are stressed. Play 10.11 for sts to check if
reducing / saying faster the others. Get them to clap the
their guesses were right. Classcheck with answers on the
stress or tap their feet to try to find the same rhythm and
board. Replay 10.11 but pause after each sentence and ask
speed together.
for chorus repetition. Monitor closely for sentence stress.
10.11 São Paulo is the most populated city in the Americas.

1 Everest is the highest mountain in the world. Mexico City is more populated than New York City. Russia
is the largest country in the world and Canada is larger than
2 And K2 is higher than Kilimanjaro.
China. Brazil is the most successful national soccer team in
3 The Nile is the longest river.
the world. Italy is more successful than Germany. (2013)
4 The Amazon is longer than the Mississippi.
C Individually, sts mark the stressed words in the

2. K2, higher, Kilimanjaro 3. Nile, longest, river sentences they wrote in 8B. Paircheck. Classcheck. In pairs,
4. Amazon, longer, Mississippi sts practice saying them with the right pronunciation.
153

10.4
9 Reading Stronger classes Get sts to cover the texts and, in pairs,
remember as much as they can about each place.
A Read the lesson Song line at the top of p. 113 with sts.
Elicit the name of the song / singer. If technology is available,
search / display images of beautiful islands to convey D Tell sts they’re going to watch a video (or just listen to
meaning / pre-teach “an island” and sing to pre-teach nature 10.13) and at the end they need to say which two places
too. The silent “s” in the word is pronounced as / /. were not mentioned. Classcheck. Did they guess correctly?
Tip If your sts aren’t Spanish-speakers, explain “la isla Original video from www.youtube.com/watch?v=qsayRzDWcfI.
bonita” means “the beautiful island” in Spanish. Accessed on November 12th, 2012.
Song line: 10.13 Notice the stress.

Ladies and gentlemen, adults and children, citizens of the
Tropical the island breeze,
world, welcome to the announcement of the first count and
all the nature wild and free.
This is where I long to be, provisional results of the global vote to elect the new Seven
La Isla Bonita. Wonders of Nature.
Song: “La Isla Bonita” The moment has come and I now proceed to announce the
Artist: Madonna (USA) provisional new Seven Wonders of Nature in alphabetical order.
Year: 1987 Amazon, in South America.
Halong Bay, in Vietnam.
Ask What’s your favorite Madonna song? to see what they
can come up with. Point to photos 1-9 and check if sts Iguazu Falls, in Argentina and Brazil.
can recognize some of the places. When you explore the Jeju Island, in South Korea.
photos, introduce some new preferably cognate friendly Komodo, in Indonesia.
vocabulary by saying: There’s an elephant and a volcano Puerto Princesa Underground River, in the Philippines, and
in photo 3. Where is it? Either Africa or India, obviously.
Table Mountain, in South Africa.
Look at photo 4. What do you call this animal? (if sts don’t
know, give them the word, “a lizard”). Elicit vocabulary and
introduce as many words as possible before sts focus on The Grand Canyon and Mount Kilimanjaro are not mentioned.
the vocabulary box in A.
Point to the vocabulary box in A and drill pronunciation of all E Play the video or 10.13 again and ask sts to number
words. In pairs, sts find examples of each word in the photos the seven places in the order they hear them. Paircheck.
1-9. Classcheck. Elicit and drill pronunciation as necessary. Classcheck.
1. a canyon 8. a cave 9. flowers 2. an island 4. a lake The order is: 1. Amazon 2. Halong Bay 3. Iguazu Falls
4. a lizard 3. a mountain top 1. rocks 4. Jeju Island 5. Komodo 6. Puerto Princesa 7. Table Mountain
8. an underground river 7. a volcano 5. a waterfall
F MAKE IT PERSONAL In pairs, sts say if they agree with

B Elicit “Wonders of the World” (monuments) from sts, the selection of the seven Wonders of Nature in the text
e.g. the Taj Mahal in India, Machu Picchu in Peru. Which and ask which of those places they’d most like to visit
ones have they visited? Which ones have they heard of? and why. Classcheck by asking sts to report what their
Tell them they’ll listen to and read about the seven New partner has said.
Wonders of Nature and ask them to match the places
to photos 1-9 as they hear them. Play 10.12. Paircheck. Tip Finally focus on the title question and get sts to answer
Classcheck. Again ask Which ones (if any) have you visited? it. Help them to produce variations like these, with prompts on
the board.
Tip Get sts who haven’t visited the places to ask questions
like When / go ? Who / go with? How / get there? What / like?, for a holiday is
etc. for some genuine communicative practice. to relax is
The best place in
the world to travel with money is
1. The Grand Canyon 2. Halong Bay 3. Mount to sleep is
Kilimanjaro 4. Komodo National Park 5. The Iguazu to learn English is
Falls 6. The Amazon rain forest 7. Jejudo 8. The Puerto
Princesa National Park 9. Table Mountain
Extra writing Sts can write a description of “The best place to
visit in my country” and post it on the class website.
C Ask sts: Which place is in nine different countries? (The
Amazon). Point to questions 1-9 in C and, in pairs, sts re-
read the text and answer them. Classcheck.
Workbook p. 52
1. The Amazon 2. Table Mountain 3. Halong Bay
ID Online Portal
4. The Puerto Princesa National Park 5. The Iguazu Falls
6. Jeju 7. The Grand Canyon 8. Komodo National Park Grammar p. 136
9. Mount Kilimanjaro Writing Bank p. 153
154

10.5
What’s your blood type? / Is your English better than a year ago?
Lesson Aims: Sts practice understanding facts with comparatives and superlatives. They also learn to express preferences and
to make suggestions.
Function Language
Lesson 10.5
Reading / Listening / Talking about human body facts. The most common blood type in the world is type A.
For me, fact 6 is the most interesting.
Listening to people making choices. I prefer the Chinese restaurant, but it’s more expensive than
the Italian.
Making choices about restaurants, films and gigs. Why don’t we go to The Rolling Stones’ gig?
I’m not sure. They’re too old. Shakira is more modern.
Vocabulary: Review parts of the body and face. More parts of the body and face: the beard, the brain, lungs, the heart,
fingernails, toenails, blood, a tongue, blood type.
Grammar: Recycle comparatives and superlatives. Chunks for making decisions (I prefer…, Why don’t we…, etc.).
WB Song line: “Work it harder, make it better, do it faster, make us stronger, more than ever, hour after hour.”
Warm-up Ask sts to pair up with classmates they don’t F True. It says that if men don’t shave, a beard can grow to
usually work with. In pairs, sts take turns asking and answering more than ten meters!
the question titles from unit 10. Get them to ask follow-up M Wow! What about number 3?
questions too and to vary the subjects of each question (best F That’s false. Your toenails grow slower than your fingernails
friend, sister, town, village, etc). Monitor closely for accuracy. because they get less sun.
At the end, ask sts to report one or two of their partner’s M Hmm. Interesting. And number 4?
answers to the whole class. F This is true, because women are smaller than men, so the
heart needs to move the blood faster to the different parts
of the body.
Skills: Understanding facts M Ohhhh! I didn’t know that. What about number 5?
F False. The heart needs a lot of space, so the left lung is
A Books closed. Review parts of the body and face. Point smaller.
to some parts of your body / face and elicit the words from
M Really? OK, what about number 6?
the class (e.g. your nose, your arm, your leg, your ears). In
F That’s false. We can live for a month or even two months
pairs, sts test each other for a minute. For 30 seconds, st
without food, but the longest time a person can go with no
A: points to parts of his / her body and face. St B: names
sleep is 11 days. Sleep is more important than food.
them. Sts swap roles and play the game again for 30
M Wow, this is really interesting! And number 7?
seconds. Monitor closely for vocabulary and pronunciation.
F This is true. When you eat or talk you’re using the tongue,
Books open. Point to pictures a-g and elicit vocabulary sts so it gets a lot of exercise.
might already know, e.g. heart, brain and blood. Help sts M I suppose so. Blablabla. What about 8?
match the words to the correct picture. Classcheck. F This is false—the most common type of blood is type O.
Drill pronunciation for all words and ask: Which two words M I think I’m type O. How about you?
rhyme? (lung and tongue) Which two have similar spelling
but a different pronunciation? (heard and heart) Which three 1. T 2. T 3. F 4. T 5. F 6. F 7. T 8. F
have similar sounds? (lung, tongue and blood)
Fact 6 is not illustrated.
d. a beard g. blood b. a brain f. a heart e. a lung
a. fingernails c. a tongue C Point to sentence 1 in C and elicit the missing words.
Lung and tongue rhyme. Make sure sts notice the first letter of each word has been
given. Sts hear the conversation again and complete the
facts. Paircheck. Classcheck with answers on the board. Ask:
B Focus on the “True or false?” quiz heading in A. Ask sts: Which is the most interesting fact in your opinion? Highlight
How much do you know about the human body? Point to facts the two example answers and get sts to give their opinions.
1-8 about the human body in the quiz and have sts decide
in pairs whether each of them is true of false. Then, elicit Tip Looking for pronunciation and spelling links between
some opinions about facts 1-8. Classcheck with 10.14. groups of new words is a great way to help sts process
Ask: Which fact is not illustrated? Who got the most answers them intelligently and notice aspects which may help them
correct? Who is the class expert on the human body? remember them more easily.
10.14 Notice the sentence stress and the weak forms. Tip Write the lesson title question on the board and ask: How
F OK, so let’s see how we did. many different types are there? Elicit answers. Who knows
Number 1 is true. Scientists don’t know why, but your brain their blood type? If you know, stand up, please. Then ask
is very active when you sleep. standing individuals the question What’s your blood type?
M OK—I knew that one—number 2? getting them to sit down as they answer.
155

10.5
Cultural note There are four blood types A, B, AB and O. Each B Say: The people in the conversations were making decisions.
blood type can be Rh+ or Rh– (rhesus positive or negative). Ask: Do you remember what they decided? Did they choose
the Italian or the Chinese restaurant? Play 10.15 for sts to
Teach them how to say blood types in English (Type A+ (A notice the decisions made in each dialog. Classcheck. Can
positive), Type A– (A negative), Type B, Type AB and Type O you remember any other interesting phrases they said?
/ / as in phone).
Ask sts to go to AS 10.15 on p. 167. For one minute, have
sts read the conversations. Ask them to close the books
1. Your brain is very active when you sleep. 2. It says that if
and, in pairs, tell each other all they can remember from
men don’t shave, a beard can grow to more than ten meters.
dialogs 1-3. Classcheck.
3. Your toenails grow slower than your fingernails. 4. Women
are smaller than men, so their heart needs to move the blood
faster. 5. The heart needs a lot of space. 6. The longest C In pairs, sts role-play one of the dialogs from AS
time a person can go with no sleep is 11 days. 7. When you 10.15. Then, ask some pairs of sts to role-play their
eat or talk you are using your tongue. 8. The most common dialog to the whole class. Monitor and tell them which
blood type is O. was the most popular.
Weaker classes Weaker sts may need to read it from AS

in Action: Making choices 10.15 on p. 167, or at least refer to it.
A Focus on photos 1-4 and elicit what sts can see (1 = an
Italian and a Chinese restaurant; 2 = different ice cream Swap pairs. In pairs, sts create a similar dialog for picture
flavors: strawberry, chocolate, banana, vanilla; 3 = three 3 in A. Monitor closely and offer help when necessary. Ask
movies: The Vow, The Watch, Stolen; 4 = a beach, mountains). Sts sts to act out their dialogs for the whole class.
listen to three conversations in which one group of pictures
will not be mentioned. Ask them to match the three dialogs to
D MAKE IT PERSONAL Point to the photos of Bruno Mars,
three groups of pictures. Play 10.15. Paircheck. Classcheck.
Beyoncé, and The Rolling Stones and elicit the artists’
names and briefly ask sts’ opinions of them and their
10.15 Notice the connecting sounds.
music. Say: Imagine all of them are playing in (your town).
1 A So, what do you think? Together (in pairs), they need to decide which gig they’re
B I’m not sure, Chinese or Italian? going to and say why. Sts refer to the adjectives in box
A Hmm, I prefer the Chinese restaurant, but it’s more to help them create their dialogs. In pairs, sts act out their
expensive than the Italian. conversation and decide what to watch.
B Yes, and in the Italian restaurant the service is faster
than in the Chinese. Tip If sts struggle with language at this point, provide them
A I can’t decide. with useful chunks / prompts on the board, e.g. So what do
B Well, we’re not in a hurry, so let’s go to the Chinese you think?, Why don’t we go to…?, I prefer…, He / She is more
restaurant.
(fun / exciting / modern) than…, etc.
A OK. Sounds good.
2 C Hmm, which one is the best? Finally, ask sts to role-play their dialogs to the whole class.
A Well, chocolate and coconut are the sweetest ones,
they’re actually too sweet for me. Tip If you’re working with a small group, you could have the
And I’m not a fan of strawberry, so I like banana best. whole class talk and decide which gig to go to.
C OK. I’ll have a banana ice cream, please.
Round off the class with the in Action title question and
3 A So, where do you want to go? To the beach or to the get sts to ask each other in pairs: “Is your English better
mountains? than a year ago?”. Ask sts to report what their partners
B Well, the beach is warmer than the mountains. said to the whole class. Hopefully they’re all ending on a
A Yes, but it’s more peaceful in the mountains.
positive note!
B Well, I don’t know. I can’t decide.
A OK, why don’t we go to the beach? We need to have
some fun!
B That sounds great. Workbook p. 53
Phrase Bank p. 69
Dialog 1: photo 1 (They choose the Chinese restaurant.) ID Online Portal
Dialog 2: photo 2 (They choose the banana ice cream.) Grammar p. 136
Dialog 3: photo 4 (They choose to go to the beach.) ID Café Video p. 147
156

Review 6
Units 9-10
Grammar and Vocabulary 3. Scott is going to ask Laila to marry him. She’s going to
say yes.
A Picture Dictionary. Pairwork. Sts test each other and 4. Yes, the wine is going to fall.
5. The dog is going to eat the steak.
There are some possible techniques mentioned on p. 12 of
the introduction section on how to work with the Picture 6. Rachel and Owen are going to eat.
Dictionary in order to review vocabulary. You can select
whichever of these best suit the needs of your class.
E Read sentence 1 with sts and tell them to order
requests 2-6. Paircheck. In pairs, sts think of a verb for
Page 96 12 means of transportation
each blank. Play Review Audio 6.1 for sts to check their
Page 99 8 jobs answers. Classcheck with answers on the board.
Page 102 6 life changes
6.1
Page 105 4 short dialogs for photos a-d
Do you mind if I borrow your bike?
Page 106 10 parts of the body No, sorry. I need it.
Page 107 8 parts of the face Could you lend me a pen?
Page 107 descriptions of the 3 suspects Sure. Here.
Can I close the door?
Page 114 7 more parts of the body
Of course. Go ahead.
Page 155 16 picture words for rows 5 & 6 of consonants Do you mind if I eat this pizza?
No, not at all. That’s fine.
B Individually, sts read the table to choose the right Can I use your laptop?
options in sentences 1-5. Paircheck. Classcheck. Sorry, but I’m leaving now.
Could I go home earlier today?
1. Canada is larger than China. Sure. That’s fine.
2. China has a bigger population than Russia.
3. The population of Canada is smaller than the population
2. Could you lend me a pen? 3. Can I close the door?
of Russia.
4. Do you mind if I eat this pizza? 5. Can I use your
4. People live longer in China than in Russia. laptop? 6. Could I go home earlier today?
5. Mount Logan is higher than Elbrus.
F Swap partners. In pairs, sts practice the dialogs in E

C MAKE IT PERSONAL Elicit the superlative form of
as shown in the speech bubbles. Encourage them to vary
“small” to complete question 1. Sts complete questions
the way they ask and answer. Tell sts to refer to p. 105,
2-4 with superlative adjectives. Paircheck. Classcheck
in Action C, for more options. Monitor closely for accuracy
and appropriacy. At the end, ask two pairs of sts to act out
At the end, have sts ask and answer the questions in pairs. a dialog each for the whole class.
Classcheck.
G Sts quickly match the opposites. Paircheck. Classcheck.
1. Which country is the smallest? China.
Fast finishers can invent their own What’s the opposite of X?
2. Which country has the largest population? China. for the class to answer.
3. Where do people live the longest? Canada.
In pairs, sts test each other. St A closes the book. St B asks
4. Which is the highest mountain? Mount Everest.
“What’s the opposite of (five adjectives)?” Swap roles.
D Sts look at the picture and, in pairs, take turns asking 1. kind mean 2. tall short 3. calm crazy
and answering questions 1-6. Monitor closely for the use of 4. polite rude 5. active lazy
be going to. Classcheck.
1. Mark is going to take an order into the kitchen.

H Point to Common Mistakes and tell sts it is their turn now
to correct the sentences. Draw sts’ attention to the number
2. Fred and Rory are not honest. They are not going to pay.
of mistakes between parentheses.
157

R6
In pairs, sts correct sentences 1-10. Whenever sts are matter how few words they use or how many errors they
uncertain, encourage them to flip back through p. 96-115 make in order to give them the courage to keep trying.
and check their answers in units 9 and 10. Classcheck with
In pairs, sts take turns asking and answering questions
from the table and agreeing / disagreeing with their
partners’ answers. Monitor closely for accuracy. At the end,
1. My mom is a great cook.
ask some sts to report a few of their partners’ answers.
2. I’m a student at UCLA and I’m unemployed.
3. Sales assistants don’t earn / make a lot of money.
4. I’m not going to be famous. E Ask sts: What type of text is this? (An e-mail.) Who is
it from? (Laila.) And who is it to? (Jenna.) What’s the e-mail
5. Are you gonna go to the party?
about? (Laila’s finishing grad school and planning her
6. Could you lend me a book?
vacation / making plans for the future.)
7. I broke my toes, so I can’t walk. OR I broke my fingers, so
I can’t write. Sts read the e-mail and decide if sentences 1-6 are T (true),
8. She looks slim. F (false) or N (not mentioned.) Paircheck. Classcheck.
9. I’m bigger than my father.
1. F 2. T 3. F 4. N 5. T 6. T
10. It’s the oldest city in the country.
Skills Practice F Sts will hear Laila and Jenna talking on the phone.
Allow sts some time to read questions 1-4 and play
A Books closed. Sts listen to 9.3 (p. 98, 3A: An unusual Review Audio 6.2. Paircheck. Replay the track if necessary.
commute.) Ask sts: How much did you understand without Classcheck with answers on the board.
reading? Sts open their books to p. 98 and listen again to
9.3 but this time they also read the text in 3A. At the end, 6.2
ask: Which parts could you only understand when reading? L = Laila J = Jenna
Do the same for 9.12 (p. 104, Skills B: The Best Jobs for L Hi Jenna, how are you?
the Future) and 10.12 (p. 112, 9B: The New Seven Wonders J Hi Laila. I’m great, thanks. Hey, I got your e-mail. Great
of Nature.) news! I can’t believe you’re getting married!
L I know! I’m so excited!
B Split the class into two groups, A-B, or, if working with J So tell me all about it. How did he ask you to marry him?
very large classes, into four groups, A-B, A-B. Team A L Oh, it was so romantic. He took me out to dinner and then
covers Card 2 and team B covers Card 1. he went down on one knee and proposed in the middle of
the restaurant.
Refer sts to the model dialog in the speech bubbles.
J Oh. That’s beautiful! But listen, Laila. My brother went to
Team A starts: Sts give clues about number 1 from Card 1. work in Los Angeles and his room is empty. You can stay
Tell sts to give one clue at a time. Team B tries to guess the there until you go to Thailand.
word being described. After number 1 is guessed, teams L Your brother’s room! Really? Oh that’s very kind of you. Are
swap roles: Team B gives clues to number 1 on Card 2. you sure he doesn’t mind?
Ensure that all sts have a turn reading the clues and trying J No problem at all. But when exactly are you going on
to guess the words. For fun, make it a competition. vacation?
L Well, I finish school on June 20th and I’m going to fly to
Card 1 Bangkok on July 16th.
1. a vet 2. a police officer 3. subway 4. bike 5. ears J So you need a room for about two weeks, right?
Card 2 L Umm, let me check… No, about three and a half weeks
1. a dentist 2. a flight attendant 3. a bus 4. a motorcycle actually.
5. toes J Three and a half weeks. No problem.
L Thanks so much, Jenna. OK, now tell me about Nando. Are
you guys going to get married?
C MAKE IT PERSONAL In pairs, sts ask and answer
questions 1-3. Encourage sts to agree / disagree with their
partners’ opinions. At the end, ask sts to report their 1. In a restaurant. 2. Her brother’s room. 3. July 16th.
discussion to the whole class. 4. Three and a half weeks.
D MAKE IT PERSONAL Point to the list / column of G MAKE IT PERSONAL Question time. Sts look at the
adjectives in the table and elicit the superlative forms for
Language Map on p. 4-7 and take turns asking and
each of them. After that, elicit from sts a few combinations
answering the lesson titles from units 9 and 10. Encourage
from the table to form questions.
them to ask the question titles from all ten units, and use
Try not to overcorrect as this is really intended to be a this as the basis of an oral assessment. Monitor closely
fluency activity. Praise all successful communicative for accuracy and encourage sts to ask follow-up questions
responses at least as much as you intervene and “fix” errors. when suitable. At the end, ask them how they felt
Sts, particularly in monolingual classes, need to see and performing the task: Do you feel comfortable with all of the
feel themselves communicating successfully in English, no questions? Which ones are easy? Which ones are difficult?
158

Writing
Writing 1 An Informal Profile E Your turn! Read the steps “before,” “while” and “after” with
sts so as to better guide them in writing their own profiles.
A If time allows, consider the speaking activity below:
Tell them to use Cristina’s profile in A as a model and draw
Integrated speaking Ask sts to cover the text. Point to the girl their attention to the length of the composition, that is, up to
in the photo and to the registration form and elicit questions for 80 words (one paragraph of approximately 8-10 lines).
each blank, for example, (Last name) “What’s her last name?”,
(First name) “What’s her first name?”, (Age) “How old is
Writing 2 A Language Profile
she?”, (Nationality) “Where’s she from?”, etc. In pairs, sts ask
A Point to the two diagrams and explain that each color
and speculate about the girl. Write on the board simple chunks to
stands for a skill or area of English, as shown in the key on
show uncertainty, e.g. I don’t know / I’m not sure / I think she’s…,
the right bottom corner: red is for speaking, green is for
and encourage sts to use them. Monitor closely for accuracy.
listening, etc. Tell sts each diagram represents a student
Sts look at Cristina’s profile and scan it to complete the (point to the texts above), Marta or Mateo. Sts read both
registration form. Paircheck. Classcheck with answers on profiles and label the diagrams as being Marta’s or Mateo’s.
the board. Paircheck. Classcheck.
Last name: Gonzalez Note The blanks in Marta’s profile will only be used /
First Name: Cristina completed later on in C.
Age: 17
Nationality: Venezuelan Diagram 1. Mateo Diagram 2. Marta
Country of residence: Canada
In a relationship with: Alex B Read Write it Right! with the whole class. Ask sts to
E-mail: cristina1996@e-mates.com
look at Mateo’s profile in A and notice the prepositions in
the underlined phrases. Ask them to find and circle five
B Read Write it Right! with the whole class. Point to the
more words / phrases followed by to + infinitive. Paircheck.
underlined words in the text in A (I’m and and) and ask
Classcheck with answers on the board or on the Digital
sts to underline seven more contractions and five more
connectors in Cristina’s profile. Paircheck. Classcheck. Book for Teachers.
Tip If an IWB is available, display the page on the Digital I hope to get a promotion.
Book for Teachers and classcheck by asking sts to go to the It’s often difficult to communicate.
board and underline their answers. I want to speak.
I don’t have much time to practice.
Contractions: I’m, I’m, don’t, I’m, Toronto’s, doesn’t, don’t. I need to practice.
Connectors: and, but, too, and, but.
C Sts fill in the blanks in Marta’s profile in A with to, for,
C Tell sts that Cristina got one reply from a boy. Ask sts with, at, in. Tell sts to refer to Mateo’s profile in case they
What’s his name? Where’s he from? and let sts find the are uncertain about which preposition to use. Paircheck.
answers in Luis’ reply. Point to the mistakes corrected in Classcheck with answers on the board.
red (capitalization) and ask sts to find and correct ten more
mistakes in the text. Paircheck. Classcheck with answers to, to, to, For, to, with, at, to, to, at, in, to
on the board or on the Digital Book for Teachers.
D Sts complete the diagram about themselves. Remind
… and I have am 19 years. Wow! You live in Toronto—that them / Elicit what each color stands for. (Key in A.) Sts assess
is excelent excellent. I live in Porto with my mother and father their performance in each skill 0-5 and draw their own
and I have a lot of parents relatives here. I too also study diagram. Sts can use this at any time to check progress.
english English, but its it’s very dificult difficult! My brother
play plays baseball, maybe you can meet him, hahaha! Pleas Integrated speaking Ask sts to compare / talk about their
Please e-mail me at luisporto94@e-mates.com and tell me diagrams in pairs. Write some prompts on the board to help
mor more about Toronto. them: I’m (not) good at… / I know how to… / I like… / I need
to…, etc. Monitor closely for preposition use. At the end, ask sts
D Read question 1 with sts and ask: Can we answer this to talk about their partners’ diagrams to the whole class.
question about Cristina? (Yes, she’s from Venezuela.) What
about Luis? (Yes, he’s from Portugal.) Teach / Convey meaning
E Your turn! Read the steps “before,” “while” and “after”
of “both.” Sts read questions 2-11 and write if they can find
with sts so as to guide them to write their own language
answers in A and C about Cristina (C), Luis (L) or both (B).
profiles. Tell them to refer to Marta’s and Mateo’s profiles
in A as a model and draw their attention to the length of
the composition, that is, approximately 80-120 words. As a
2. B 3. C 4. B 5. L 6. B 7. C 8. C 9. L
follow-up activity and before handing in their texts, ask sts
10. L 11. C to swap compositions and draw his / her partner’s diagram.
159

Writing
Writing 3 A City Brochure Writing 4 A Biography
A Point to the photos and ask sts: Do you know where A Ask sts to cover the text. Point to the photo of the
these places are? Which one do you prefer? Why? Jackson 5 and check if sts know them. In pairs, sts guess
the correct options in 1-5. Sts uncover the text and check if
Both photos were taken in Chicago. They show the “Bean”
their guesses were correct. Classcheck.
or “Cloud Gate” and a painting in the Art Institute.
1. 50s 2. 6 3. 1982 4. twice 5. 2009
B Ask sts: Would you like to visit Chicago? Which places would
you visit there? Point to questions 1-8 and tell sts to read them B Focus on the words / phrases in the box and check if
and find the answers in the text. Paircheck. Classcheck. sts understand them. Point to the timeline.
1. Valois Cafeteria. 2. The Bean. 3. The Art Institute Tip Review Saying years, p. 66. Elicit how to say each of the
or the shopping malls. 4. Millennium Park. 5. Valois years in the line.
Cafeteria, the Russian café, the Irish pub and the American
hot-dog restaurant. 6. Yes, the observatory tower. 7. Visit Individually, sts re-read Michael Jackson’s biography in
a blues club. 8. The blues. A and complete the timeline with the phrases given.
C Sts look at the underlined words in B. Remind them
1958 – was born
that all the underlined phrases have adjectives. In pairs,
1964 – joined the Jackson 5
sts study the phrases in B and answer questions 1-3 to
1969 – first hit
come up with rules for adjective use. Classcheck.
1979 – broke his nose
1. Adjectives come before a noun. 2. Adjectives come after 1982 – Thriller!
the verb be. 3. Adjectives are not pluralized. 1984 – went solo, accident with fireworks
2009 – died
Don’t know when: married
D Elicit the right order for sentence 1. Individually, sts
order sentences 2-5. Paircheck. Classcheck with answers
on the board. C Point to the text in A and ask sts: How is the information
in the text organized? Point to sentences 1-3 in C and have
1. France is famous for wine. 2. Try the local cheese. sts choose the best description in pairs. Classcheck.
3. There is a spectacular view. 4. You can walk in the
beautiful mountains. 5. You can visit the amazing museum. 2. The information is not completely chronological.
Paragraph 2 describes his career as a singer and is positive.
Paragraph 3 deals with the negative aspects.
E Read Write it Right! with sts and ask them to find eight
sequencing words / phrases in B. Paircheck. Classcheck with D Elicit what sts know about Ronaldo (photo). Ask:
answers on the board or use the Digital Book for Teachers. Where’s he from? Where does he live? What is he famous for?
What is he doing now? What do you think of him?
First, After eating, Before leaving, After that, When, after
lunch, and then, finally. Read Write it Right! and have sts use the linking words
in it to complete Ronaldo’s biography. Use the bold words
from the text in A to help. Paircheck. Classcheck with
F In pairs, sts take turns asking and answering the answers on the board. At the end, ask sts: Did you learn
questions in B about their town or city. Classcheck by anything new about Ronaldo from the text?
having eight different sts answer each of the questions.
soon, also, like, until, Although, however, either, later,
Encourage other sts to provide different answers.
because of, for example.
G Your turn! Tell sts to imagine a tourist is coming to their

E Your turn! Tell sts to think of a celebrity they like or know
town or city. Read the steps “before,” “while” and “after” with
well. Read the steps “before,” “while” and “after” with sts
sts so as to better guide their writing. Tell them to refer so as to better guide their writing. Tell them to refer to the
to text B as a model to write a one-day plan for the tourist. biographies in A and B as models to write their biographies.
Remind them to use adjectives and sequencing words. Tell them to keep their texts to a maximum of 150 words.
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Writing
Writing 5 A Blog Reply so as to better guide their writing. Tell them to refer to the
blog replies in B as models to write their own texts. Don’t
A Point to the man in the photo and ask: What’s his forget to allow time for sts to share their ideas and choose
name? Tell sts Jay had a terrible day and wrote a blog post the best reply in class.
about it. Elicit predictions about Jay’s bad day. Ask: What do
you think happened to him? Writing 6 A Holiday Message
Read questions 1-3 with the whole class. Sts read the text
and answer the questions. Paircheck. Classcheck. A Explore the photos and elicit what sts can see in the
images. Ask: Where is this vacation? Sts quickly read the
1. He lost his job. 2. He wants people to tell him their e-mail to discover where the person who wrote the e-mail
plans and give him advice. 3. Personal answer. is spending his vacation. Classcheck.
Follow-up questions: Ask sts: Who wrote the e-mail? (Steve.)
B Sts read the three replies and check if any of the people Who did he write to? (His parents.) Did he travel alone? (No,
gave the same advice they talked about in A (question 3). he traveled with Laura.)
Ask sts: Which advice do you agree with?
Vietnam
Integrated speaking Alternatively, split the class into groups of
three and assign roles A, B and C. St A reads Megan’s reply, B Point to questions 1-5 and have sts re-read Steve’s
st B reads Jorge’s, st C reads Lionel’s. Within their groups, e-mail in A to answer them. Paircheck. Classcheck.
sts take turns telling one another about the reply they’ve just
read and, at the end, decide which piece of advice is the most 1. Yes. 2. No. 3. They feel positive. (Excited, happy.)
useful. Classcheck by asking sts to briefly summarize each blog 4. Toby is a dog. 5. XXX means kisses.
reply and say which one they agree with the most.
C Point to the text in A again and ask sts: How many

C Read Write it Right! with the whole class. paragraphs are there? (Five.) Ask: What does Steve talk
Point to the first word in bold in B (it). Ask sts: What’s about in paragraph 1? (He says he’s OK, talks about the
“it” in this sentence? What does it refer to? Show sts “your hotel, food and the weather.) Point to the green table
dream” has been circled for them. Sts look at all the other in C and to questions 1-6. Individually, sts match the
words in bold in the blog replies and circle the words or questions to paragraphs 1-4 in the table, according to the
phrases they refer to. order in which the topics are mentioned in Steve’s e-mail.
Paircheck. Classcheck with answers on the board or, if Paircheck. Classcheck with answers on the board.
possible, circle the answers on the Digital Book for Teachers.
Paragraph 1. 2, 5 Paragraph 2. 3, 4 Paragraph 3. 1
In pairs, sts complete rules 1-5 with the bold words from Paragraph 4. 6
the texts in B. Classcheck.
D Read Write it Right! with the whole class. Ask sts: How does
Megan Jorge Lionel Steve start and end his e-mail? How does he start paragraphs 1
your dream – it your job – mine my teachers – they and 4? Explain that the punctuation mark shown in the box is
work hard for your a course – one Europe – there called “dash” and is often used to add comments / opinions.
dream – that Ask sts to also underline five added comments in A.
go back to a bank – there jobs – ones
Hi Mom and Dad,
college to study
Lots of love and see you soon,
medicine – it
Paragraph 1 – This is just a short e-mail to…
to work with foreign
Paragraph 4 – Anyway, I have to go.
customers – this
– very hot and spicy
I need to improve – it’s much hotter than back home
my English – that – there are so many things to do
– it was beautiful
Rules 1-5 – that was really cool
1. It, this and that all refer back to a thing or situation. This and – one of the most beautiful places in Vietnam
that give more emphasis and introduce new information. – it’s gonna be great
2. They and ones refer back to more than one person or thing.
3. There refers back to a place.
E Your turn! Say: Imagine you’re on vacation abroad and
4. One or ones replaces countable singular or plural nouns. need to send some news to your family. Help sts plan their
5. Mine replaces my + noun. e-mail to their family. Read the steps “before,” “while”
and “after” with the whole class so as to better guide their
D Your turn! Tell sts it’s their turn now to give Jay some writing. Suggest sts refer to Steve’s e-mail in A as a model.
advice. Read the steps “before,” “while” and “after” with sts Tell them to keep their texts between 100 and 150 words.
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ID Café
UNIT 1 An Excellent Reunion Paircheck. If sts couldn’t get most nicknames, replay the
video. Classcheck.
Before watching
Weaker classes Sts might find it helpful if you pause the
A Point to the photo and say: These three friends are at a video after a few nicknames are mentioned. Have them
class reunion. Explain sts that a class reunion is a party /
paircheck before you resume the video.
get-together where you meet your ex-classmates from
school or college. Have sts read sentences 1-3 and ask:
What are their names? (Andrea, August and Genevieve.) F MAKE IT PERSONAL Swap partners. In pairs, sts ask
and answer questions about their nicknames. Refer to the
Sts complete sentences 1-3 with a suitable word. Paircheck.
model dialog in the speech bubbles. Classcheck by having
Classcheck.
sts tell the class what their partners’ nicknames are.
1. is — our 2. is — His 3. my — is
After watching
B MAKE IT PERSONAL Get two sts to read the model dialog
A Individually, sts decide whether sentences 1-7 are true
in the speech bubbles. In pairs, sts ask each other: “What’s or false. Classcheck after sts perfom activity B.
your opinion of class or family reunions?” Have sts report
back their partners’ opinions. At the end, elicit what sts 1. F 2. T 3. F 4. F 5. F 6. T 7. F
think are good places to have a class reunion.
B Elicit the interrogative form of sentence 1 in A (Is Mrs.
While watching Grandby an old classmate?). Drill pronunciation. Do the
Give instructions to tasks A, B and C before sts watch same for sentences 2 and 3.
Video 1 for the first time.
Weaker classes Ask sts to write down the interrogative forms
A Tell sts they are going to watch the video of Andrea’s,
of all sentences in A.
August’s and Genevieve’s class reunion. Ask: Where’s
the reunion? Point to the options in A and elicit some
In pairs, sts take turns asking and answering the
predictions, asking: What do you think?
interrogative forms of statements in A. Tell sts to refer to
in an apartment the dialog in the speech bubbles. Tell sts to correct the
false statements. Monitor closely for accuracy.
B Ask sts to notice Andrea saying what’s on the wall. Classcheck A (true or false 1-7) with answers on the board.
Read the options with them and refer to / exemplify with
the objects you have on your classroom wall, if any. C Ask sts: Do you remember the greetings the people in
the video used to say hello? Point to people 1-5 and the
class photos
greetings on the right column. Sts fill in the blanks and
match greetings to persons 1-5. Paircheck. Classcheck
C Tell sts they are going to hear Andrea, August and with answers on the board.
Genevieve talk about five classmates. Point to the table and
ask sts to complete it with the missing information, that is, (1) Oh, hey! (2) Mrs. Grandby, how are you? (5) Hey,
classmates’ names, country / city and nationality. Jenny, what’s up? (4) I’m so happy to see you!
Classmate Country / City Nationality
Manny Vasquez Peru Peruvian D Elicit from the whole class the correct intonation—
or the intonation sts were exposed to in the video—for
Tommy Findley England British
numbers 1-3 and briefly conduct chorus repetition
Kitty Jones Ireland Irish
of them. In pairs, sts continue saying sentences 4-12
Joe Bellucci USA / New York American
with the appropriate intonation. Monitor closely for
Johnny Jones England / London British pronunciation / intonation. Correct sts on spot. At the end,
Play Video 1. Have sts paircheck all answers. Classcheck have a different student say each of sentences 1-12 at a
answers for A and B. Elicit what sts wrote in C and, in case time. Praise whenever possible.
they are unsure about their answers or couldn’t get most
of them, replay the video. Paircheck. Classcheck C with Weaker classes Focus on sentences 1-6 and drill pronunciation
answers on the board. (chorus and some individual repetition after you). In pairs, sts
Give instructions to D and E and replay Video 1. practice saying sentences 1-6. Monitor closely and correct on
spot. Classcheck by having some sts say each of the first half
D Ask sts: What’s a nickname? Do you remember Genevieve’s of sentences. Then, do the same for sentences 7-12.
nicknames? Elicit / Say how each option is pronounced.
Swap partners. Ask sts to write August, Andrea, Genevieve
Gen / Gigi / Jenny / Vie-Vie or Joe next to sentences 1-12, according to who says them in
the video. Classcheck with answers on the board.
E Ask sts: What about August’s nicknames? Elicit / Say
how each option is pronounced. 1. Genevieve 2. August 3. Genevieve 4. Joe
5. Andrea 6. August 7. Genevieve 8. Genevieve
Augustus / Guto 9. August 10. Andrea 11. August 12. Andrea
162

ID Café
UNIT 2 The Critic B Ask: Do you remember Rory in the video? Point to the
sentences and ask: Do you remember Rory’s routine? Let’s
Before watching watch the video again and check.
A Point to the photo of Genevieve singing. Elicit what sts (2) He sits down at a table.
can remember about her (from Café 1). Ask: What’s her (1) Rory comes to the café.
name? / Do you remember her name? / Where’s she from? (4) Rory orders coffee.
In order to raise sts’ curiosity, write the questions below (3) He waits for Genevieve to take his order.
on the board and have them guess the answers in pairs. (5) He drinks his coffee and dreams.
Pre-teach / Clarify any doubts sts might have about the Replay Video 2. Have sts paircheck all answers.
meaning of “voice,” “critics” and “reviews.” Classcheck answers for A and B.
Is she a good singer? Does she have a good voice?
Does she sing professionally? C Ask sts: What’s Genevieve’s schedule? Have sts complete the
table from memory, preferably in pencil. Tell them to mark M
What do critics write about her: positive or negative reviews?
for morning, A for afternoon, or N for night. Paircheck. Replay
Ask some sts to report their predictions but don’t say Video 2 for sts to check their answers. Classcheck.
whether their guesses about Genevieve are right or wrong.
Genevieve… M A N
Sts complete sentences 1-6 with a word from the box.
… practices the guitar for
two hours.
1. guitar 2. critic 3. review 4. voice 5. video camera … takes a class.
… goes to work.
6. performance
… gets up.
… writes a song.
B Point to the photo of Rory and the critic and ask sts: … sings at the café.
What do you think they do? Get two sts to read the model
dialog in the speech bubbles. Tell sts not to complete the After watching
table yet, but only to make predictions—they are going to
watch the video to check their guesses. In pairs, sts ask A Drill pronunciation for all four adjectives in the box.
Ask the whole class: How does Genevieve feel in the video
each other: “What does Rory / the critic do?”
about her performance? What about the critic, Andrea and
Classcheck / Elicit predictions from the whole class. Ask: Rory? Point to sentences 1-4 and ask sts to complete them
What does Rory do? What about the critic? with the adjectives in the box. Paircheck. Classcheck.
Play Video 2. Sts complete the table. Get each pair of sts
1. nervous 2. annoyed 3. excited 4. upset
to briefly compare their marked tables with another pair.
Classcheck.
B Read the phrases in the box with sts and check if they
Rory The critic understand them. Swap partners. In pairs, sts take turns
uses a video camera. asking and answering questions about each character. Refer
them to the model dialog in the speech bubbles. Monitor
wears glasses.
closely for Present Simple 3rd person singular. Classcheck.
listens to music.
August goes find Rory. The critic writes a review.
sits at a table in the café every day.
August gives advice. The critic listens to music.
drinks a cup of coffee.
Rory leaves the café. Genevieve plays the guitar.
writes on a tablet. Rory posts a video. Genevieve writes a song.
Rory plays soccer.
While watching
Focus on tasks A and B first. Read rubrics and options with C Have sts read the question in the rubrics and answer it
sts before you replay Video 2. individually. Paircheck. Classcheck.
95
A Tell sts they are going to watch the video again and
match characters 1-4 to the sentences they say.
D Allow sts a few seconds to check the kinds of reviews
(4) She’s the best there is. they usually read. Get two sts to read the model dialog in
(2) That was awesome. Good job! the speech bubbles. In pairs, sts ask and answer: “What
kind of reviews do you read?” Classcheck by asking sts:
(1) You have an amazing voice.
What kind of reviews does (partner’s name) read? Are the
(3) It’s my dream! critics usually / always right?
163

ID Café
UNIT 3 Storm Tracker Elicit a few questions for sts to perform the activity, e.g. say:
What’s the question to number 1 (in A)? (Is Daniel having
shaky hands?) Drill pronunciation for the questions you elicit.
Before watching Encourage sts to give short answers and also correct the
A Point to the photo of August and Daniel, ask Who information (when suitable) as shown in the model dialog.
are they? What are they doing? and point to the table. Sts In pairs, sts refer to questions 1-8 in A to ask and answer
check who is doing what (August or Daniel) in the video. using the Present Continuous. Monitor closely for accuracy.
Paircheck. Classcheck. Round off by getting sts to ask other classmates the same
August Daniel questions (open pairs).
is looking in a bag.
A Is Daniel filming the storm?
is sitting on a couch.
B No, he’s not. August is filming the storm.
is using a computer.
is checking a list. A Is Daniel having shaky hands?
is standing behind the couch. B No, he’s not. August is having shaky hands.
is holding a smartphone. A Is Daniel preparing the equipment?
B Yes, he is.
B Ask sts to look at the table in A and, in pairs, take turns A Is Daniel forgetting the keys?
describing what August and Daniel are doing. Monitor B No, he’s not. August is forgetting the keys.
closely for accuracy. Classcheck by asking several sts to
A Is Daniel driving the car?
say a sentence each to the whole class.
B No, he’s not. August is driving the car.
August is looking in a bag. Daniel is sitting on a couch. Daniel A Is Daniel keeping the camera steady?
is using a computer. August is standing behind the couch. B No, he’s not. August is keeping the camera steady.
Daniel is checking a list. Daniel is holding a smartphone.
A Is Daniel getting an internship?
B Yes, he is.
C Elicit / Drill pronunciation of all words in the box. Point
to the table and ask: Which words are related to the weather? A Is Daniel introducing his storm tracker?
Get sts to work in pairs and write the words from the box B Yes, he is.
under the correct category. Classcheck.
After watching
Weather Video camera equipment Other equipment
clouds videodisc smartphone
A Read sentence 1 with sts and ask: Is it true or false? (False.)
Sts continue deciding whether sentences 2-10 are true or
lightning zoom lens app false. Paircheck. Classcheck with answers on the board.
storm microphone
wind 1. F 2. T 3. F 4. T 5. T 6. F 7. T 8. F 9. F 10. T
While watching B Point to the sentences and tell sts they are in the wrong
order. Individually, sts reorder the story according to what
A Explore the photo. Ask Where are Daniel and August? they remember from the video. Paircheck. If necessary,
What are they doing? and listen to sts’ guesses. replay the video to check answers. Classcheck with
Point to sentences 1-8 and ask sts to pay attention to answers on the board.
Daniel in the video. Read all sentences with the whole In pairs, sts take turns retelling the story. Round off with a
class and teach new vocabulary items, e.g. shaky hands collaborative storytelling activity: have nine sts retell the
(act out being nervous and show you have shaky hands), story to the whole class, pick one student at a time or the
keeping the camera steady (pretend you are going to take a last student to read a line chooses the next to continue.
photo with your cell phone and mime you are trying to
(9) Daniel and August get wet and go home. (2) Daniel and
keep it still / not to shake it), getting an internship (explain
August are checking their list and Daniel asks about the
an internship is a period of time spent doing / learning a
tripod. (1) Daniel invents the “storm tracker.” (3) August
job to become qualified).
doesn’t bring the tripod. (5) Daniel’s annoyed with August.
Tell sts to write Y (yes) or N (no) while they watch (6) August’s filming Daniel and the camera isn’t steady.
the video. Play Video 3. Paircheck. Replay the video if
(4) August and Daniel drive to the field. (7) August
necessary. Classcheck.
videotapes Daniel while the storm’s passing over them.
1. N 2. Y 3. N 4. Y 5. N. 6.Y 7. N 8. Y (8) There’s lightning when they are making the video.
B Swap partners. Tell sts to cover the answers in A, but C Have sts talk in groups of three about taking photos
to look at sentences 1-8. In pairs, sts try to remember what (how and what.) Refer to the questions in the rubrics and
Daniel is doing in the video. Have two sts read the model the model dialog in the speech bubbles. At the end, sts tell
dialog in the speech bubbles. their partners’ answers to the whole class.
164

ID Café
UNIT 4 Whose Action Hero? While watching
A Tell sts they are going to watch a video showing
Before watching Andrea, Lucy and Paolo at the gym. Allow sts some time to
briefly read the skills in the table and tell them to check
A Have sts look at the photo and answer the question in what Andrea, Lucy and Paolo can or can’t do. Make sure sts
the rubrics, “Where are Andrea and Lucy?” know the meaning of all the skills listed.
at a gym Play Video 4. Paircheck. Replay the video. Classcheck with

answers on the board. Check answers on the same page in
the Digital Book for Teachers, if technology is available.
B Write on the board the words Sport, Skill and Activity.
Elicit from sts an example of a sport, e.g. soccer, volleyball, Andrea Lucy Paolo
Skills
and write it under the heading sport on the board. Focus on can can’t can can’t can can’t
“skill,” ask sts Being fast: is it a skill or an activity? (A skill.) and talk to Paolo
write it under the correct heading on the board. Ask: What join the class
about “running?” Is it a skill or an activity? (if necessary, do acrobatics
mime running to convey meaning) and write running dance
under activity. do gymnastics
be an action hero
Elicit / Drill pronunciation of phrases 1-7. Individually, sts
check each of them under the correct category in the table.
help someone
catch up
Sport Skill Activity B Point to sentences 1-6 and tell sts all of them are
1. acrobatics incorrect. Individually, sts correct the statements
according to what they remember from Video 4. Paircheck.
2. be flexible
If necessary, replay the video to check answers. Classcheck
3. be strong with answers on the board.
4. gymnastics
1. Lucy and Andrea can take an exercise class.
5. dancing
2. Andrea’s action film is due next week.
6. kickboxing
3. Andrea can do gymnastics.
7. martial arts 4. Martial arts is not Andrea’s taste.
5. Lucy shakes Paolo’s hand and says hello.
C MAKE IT PERSONAL Model the activity. Write I can 6. Paolo says they can join the class.
sing. on the board and ask sts: Can you sing? Tell sts who
say “yes” to check sentence 1 in their books. Elicit the
After watching
negative form from sts who said “no” and correct the
sentence on the board, I can’t sing. Tell sts to do the same A Individually, sts complete sentences 1-5 with his / her /
in their books. their / noun + possessive ’s, that is, a person’s name + ’s.
Sts check sentences which are true for them and change
the wrong ones to make true statements about themselves. 1. her 2. his 3. her 4. Lucy’s 5. their
If possible, walk around the classroom to monitor their
writing. Sts paircheck below in D MAKE IT PERSONAL .
B Point to the dialog between Lucy and Andrea and tell
sts the conversation is a part of the video. Sts fill in the
D MAKE IT PERSONAL Elicit / Drill Can you…? questions
blanks with a suitable word each. Paircheck.
about sentences 1-5 in C. In pairs, sts ask and answer
questions about the activities in C as in the model dialog Weaker classes Have sts work in pairs to complete the dialog.
in the speech bubbles. Ask sts to find three things in
common. Monitor closely for accuracy. Ask sts to tell you Classcheck.
and the whole class what they have in common, e.g. “We
can’t do acrobatics or kickboxing, but we can dance.” is can my Whose ’s ’s is he’s your my can’t can
165

ID Café
UNIT 5 Miss GPS Ask the whole class: What do you think about using
technology? Do you like it? Hate it? Before sts can answer, say:
Talk in pairs. Tell them to use at least three verbs from A.
Before watching Monitor closely for the use of verbs of emotions + verb + -ing.
A Write the questions below on the board and have sts At the end, ask sts to tell the class their partners’ opinion.
ask and answer them in pairs. Classcheck.
Can you drive? C Say: Daniel doesn’t mind driving. Is it true or false?
Do you like traveling by car? (True.) Point to sentences 1-5 and ask sts to write T (true) or
Do you enjoy driving long distances? F (false) according to what they remember from the video.
Paircheck. Replay the video if necessary. Classcheck with
Ask sts: What do you need for a road trip? Point to words /
phrases 1-8 and get sts to check the items they need for answers on the board.
this type of trip. Sts paircheck in B.
1. T 2. T 3. F 4. F 5. F
B Have sts read the model dialog in the speech bubbles.

In pairs, sts talk about the items they checked in A. After watching
Encourage sts to tell each other why they chose / like
each item. Classcheck by getting sts to talk about their A Point to statements 1-7 and ask sts to check the
partners’ choices. true sentences and correct the false ones. Paircheck.
Classcheck.
C Sts match items 1-5 to their definitions. Paircheck. 1. True 2. True 3. True 4. False – August does not have
Classcheck with answers on the board. a strong signal on his cell phone. 5. False – They stop the car
and Andrea looks at the map. 6. True 7. False – August
(2) gets you from one place to another
gets no signal on his cell phone.
(5) picks up a signal so you can make a call
(4) saves people time
(1) shows roads and highways B Focus on the table and have sts check which character
(3) can give you directions by voice says each sentence in the video. Paircheck. If time allows,
replay Video 5 to check answers. Classcheck.
While watching An Aug Dan Lu
A Tell sts they are going to watch a video showing 1. I love using maps.
Andrea, August, Daniel and Lucy going on a road trip. Point Especially old maps.
to the verbs in the box and pre-teach “avoid” and “waste” 2. They’re like works of art.
—provide sts with some simple example sentences, e.g. “I
3. Who uses maps anymore?
avoid going to the supermarket on Fridays. There are always
too many people!” “Don’t waste your time phoning her. 4. Are you kidding me? We
She’s not home.” don’t go anywhere without
Give sts time to read the dialog and predict answers. Miss GPS.
5. Technology takes all the
Play Video 5. Sts complete the dialog with the verbs from
fun out of traveling!
the box. Paircheck. Classcheck.
6. Technology saves time.
love like takes saves waste avoid love hate
7. Let’s not waste time
arguing.
B MAKE IT PERSONAL Point to the dialog in the speech 8. GPS helps us avoid traffic.
bubbles and get two volunteers to read the conversation.
166

ID Café
UNIT 6 House Rules and play it until Daniel reads the 4th rule, “Absolutely
no parties” and August reacts, “Uh-oh” (pause here).
Classcheck. (There are 10 rules.)
Before watching
Point to rules 1-7 and get sts to check the rules they
A MAKE IT PERSONAL Get a student to ask you the remember from the video. Paircheck. Rewind the video a
questions in the rubrics, “What’s your house like?” “Do bit and replay the part in which Daniel and Andrea read
you like old houses or new ones?” Give a short description
the list of rules. Pause after August says: “Uh-oh.” Sts check
of your house as shown in the speech bubbles. In pairs,
all rules mentioned. Paircheck. Classcheck.
sts ask and answer about their houses. Monitor closely for
accuracy. At the end, ask each student to talk about his / The rules mentioned are: 3 4 5 7.
her partner’s house to the whole class.
B Briefly elicit some parts of the house (living room,

C Ask sts: Why does August say “Uh-oh”? Are they giving a
party at the house? Let’s see! Play the rest of the video. Point
bedroom, etc.) Point to photo 4 and ask: What’s this? (Sts
may say a swimming pool.) Tell them it’s “an indoor pool” to sentences 1-5 and have sts decide in pairs whether they
and have sts write 4 in the correct box. Go on exploring are true or false. Classcheck.
the photos and use them to present new vocabulary. Drill
1. F 2. T 3. F 4. F 5. T
pronunciation of all words, especially “cellar” / /, “attic”
/ / and “antique” / /. Sts match photos 2-5 to the
correct words / phrases. Classcheck.
After watching
(3) antique furniture (2) an attic (1) a cellar A Point to the photo showing Andrea, Lucy, August and
(4) an indoor pool (5) a lake house Daniel, all asleep at the table and on the sofa. Ask sts: Is it
before or after the party? (after) What kind of party was it?
C Refer sts to the photo showing Andrea and August

Get two sts to read the model dialog in the speech bubble.
Sts answer the questions in pairs. Classcheck.
and ask them to complete sentences 1-6 with the correct
preposition. Paircheck. Classcheck with answers on the board.
It was a big party. There were a lot of people, food, drinks
1. on 2. in 3. next to 4. behind 5. at 6. in front of and music.
B Sts find out what the party was like (sentences 1-5). Ask
While watching them to fill in the blanks with was / were, affirmative forms
A Elicit what sts can remember from Café 5 (Andrea, only. Paircheck. Classcheck with answers on the board.
August, Daniel and Lucy were traveling by car, on a road
trip.) Tell sts they are going to watch a video with the 1. were 2. was — were 3. was 4. was 5. were
same characters and ask: Where are Andrea and August
going? Read the options. Play Video 6 and pause after
Andrea says: “This house is over 200 years old. Look at all this
C Swap partners. In pairs, sts reorder events, 1-6,
according to what they remember from the video. Replay
antique furniture.” Sts check the correct option. Paircheck.
Video 6 if necessary. Classcheck.
Classcheck.
a house on the lake (4) The cleaning crew arrives.

(5) The crew goes upstairs.
(1) August sends an e-mail to someone.
B Ask sts: Is the lake house Andrea and August’s or is it
(3) August says he is selling his car.
rented? (They rented it for the weekend.) Tell sts there’s a
list of rules in the house. Ask: How many rules are there? (2) August hires a cleaning crew.
Watch and see. Summarize Video 6 from where you paused (6) Everyone goes to the beach.
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ID Café
UNIT 7 The Favor 3 1 5 8 4 2 7 6
Before watching B In pairs, sts decide which character, August (A),

A Point to the photo and ask: What’s August doing? Genevieve (G) or Rory (R), said sentences 1-12. Classcheck
with answers on the board or, if possible, display the same
He’s checking his voice mail. page on the IWB with the Digital Book for Teachers and
check answers in the table.
B Tell sts there was a message from Genevieve in August’s

A G R
inbox. Say Genevieve needs help. Elicit predictions about
what Genevieve needs help with. Ask What type of favor 1. Oh, sorry, yeah.
does she need? and listen to sts’ guesses. Tell them they are 2. Everything’s fine.
going to discover in a minute, when they watch Video 7. 3. Tell her I’m sorry.
Get two sts to read the speech bubbles. Ask the whole 4. Sounds simple!
class: Do your friends / family ask you for favors? Before sts 5. Thanks a lot.
answer, have them tell each other in pairs. Round off by
6. I’m a little busy here.
asking some sts to report what their partners said.
7. Oh, I see.
8. Thanks anyways...
While watching
9. What do you mean?
A Tell sts they are going to watch a video showing August 10. Thank you so much.
checking his voice mail. It’s Genevieve asking for help with her
computer. Tell sts August is busy, so he asks Rory to help her. 11. I really appreciate it.
12. You did me a favor!
Say Rory is calling Genevieve to offer help and point to the
dialog. Ask sts to complete it with the Past Simple forms
of the verbs given. Paircheck. Play Video 7 for sts to check C In pairs, sts try to remember what each character did
their answers. Ask: Is Rory happy to help Genevieve? (Yes, he in the story. When they have finished, let sts perform D
likes her.) Classcheck with answers on the board. before you classcheck answers.
said didn’t know had called said need A G R

1. Asked for a favor.
B Elicit the correct order for number 1. Tell sts all 2. Called someone back.
sentences were taken from Video 7. Sts order sentences 2-5.
3. Fixed a computer.
Replay Video 7 for sts to check their answers. Classcheck
with answers on the board. 4. Listened to a voice mail
message.
1. Could you do me a favor? 2. Could you do something 5. Needed computer help.
for me? 3. I didn’t know you had my number. 4. I just
6. Thanked a friend.
exercised but thanks anyways. 5. You did me a favor.
7. Worked on an invention.
After watching D Swap partners. In pairs, sts take turns asking “What
A Tell sts to number the sentences in the order they are did August / Genevieve / Rory do?” and paircheck answers
said in the video. Paircheck. If time allows, play Video 7 for C. Refer sts to the model dialog in the speech bubbles.
once more. Classcheck with answers on the board. Classcheck C with answers on the board.
168
168

ID Café
UNIT 8 Party Planners 4. How many cups are there on the table?
There are two cups on the table.
Before watching 5. How many dishes does Andrea order?
A Explore the photo. Ask: Who are they? (August and She orders four dishes and one slice of cake.
Andrea, they are brother and sister.) Where are they? (At a
restaurant.) What are they doing? (They’re eating.)
C Sts complete sentences 1-5 with the suggested
Tell sts Andrea and August have plans. They went to the
quantifiers. Paircheck. Replay Video 8 to check answers.
restaurant to taste and choose the food that will be served
Classcheck.
at a party.
Elicit the meaning of tasting. Have sts match 1-4 to their 1. a bowl of 2. a cup of 3. a lot of 4. a slice of
meanings. Paircheck. Classcheck. 5. pieces of
(3) be certain (1) share (4) not know at all (2) trying
After watching
B Sts ask and answer the questions in the rubrics. A Swap partners. In pairs, sts decide whether sentences
Classcheck by listening to their guesses and telling them 1-5 are T (true) or F (false). Classcheck with answers on the
what Video 8 will be about. board.
They’re at a restaurant. They are planning a surprise party 1. F 2. T 3. F 4. T 5. F

for their parents and are at the restaurant to taste and
choose which food will be served at the party.
B Elicit the best answer for question 1. Sts write 1 in the
correct box (“Yes, I am. I’d like the fish.”). Sts continue the
While watching activity and match questions 2-6 to the correct responses.
A Play Video 8 for sts to get an overall idea of what
August and Andrea are doing. Ask: How much food do they
2 4 3 6 1 5
eat, a lot or a little? (A lot.)
Point to dialogs 1 and 2 and ask sts to fill in the blanks

with like, would like, will have or love. Paircheck. Replay
C Point to number 1 and ask: Do you remember what
August said? Play the beginning of Video 8 and pause
Video 8 for sts to check their answers. Classcheck.
after August says “Are you sure they don’t know it’s a
surprise party?”
1. would like love would like like 2. Would you like
will have will have Individually, sts try to remember the expressions from
the video and fill in the blanks 1-5. Play the video so that
B Sts complete questions 1-5 with how much or how many. sts can fill in the blanks with the expressions they could
Paircheck. Classcheck. not remember. Paircheck. Replay the video once so sts
can check their answers. Classcheck with answers on
In pairs, sts ask and answer questions 1-5 according to the board.
what they remember from Video 8, as in the model
dialog in the speech bubbles. Monitor closely for accuracy. 1. Are you sure 2. make sure 3. for sure 4. Just in time
Classcheck. 5. I guess you’re right
1. How much food do they order?

They order a lot of food. D Ask the whole class: What was the problem? Why did
they eat a lot and pay too much?
2. How many different dishes are there?
There are eight different dishes.
They thought the menu they used was a tasting menu.
3. How many slices of cake do they order? They just wanted to taste items and choose the food for the
They order two slices of cake. surprise party. But they ordered from the regular menu.
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ID Café
UNIT 9 The Sky’s the Limit Tasks Now Future
1. talking on a video chat
Before watching 2. feeling nervous about the interview
A Elicit / Drill pronunciation of all words. Sts complete 3. sitting at the computer
sentences 1-4 with a suitable word from the box. 4. having an interview
5. talking about this storm tracker
1. meteorologist 6. going to graduate school
2. tornado alley 7. sending Dr. DiChristina his program
3. internship 8. starting an internship after school
4. climatology 9. getting an e-mail from Dr. DiChristina
B Point to the photo showing Daniel. Ask What’s Daniel

After watching
doing? and get sts to answer in pairs. Classcheck.
A Sts check all true sentences. Paircheck. Classcheck. Ask
Possible answers: sts to correct the false ones.
I think he’s being interviewed.
Daniel’s nervous.
I don’t think so. I think he’s talking to his friends using Skype.
Dr. DiChristina’s interviewing Daniel.
She’s not in her office.
C Elicit the correct option for sentence 1 and have sts
Daniel lived in Missouri and then Kansas.
circle it. Sts continue the activity and circle the correct
She gives Daniel a paid internship.
options for sentences 2-5. Paircheck. Classcheck with
Daniel doesn’t express his feelings about her.
1. going to 2. going 3. going to 4. going to 5. going to Dr. DiChristina’s in Kansas for a week.
Daniel’s going to be an environmental reporter.
D Sts complete sentences 1-5 with the Present She asks Daniel: “Where do you see yourself in five years?”
Continuous. Paircheck. Classcheck. At the end, ask sts
to circle the time phrases in sentences 1-5 (on Friday,
tonight, next week, tomorrow, after you get home.) Ask: Are the
B Elicit Wh words and keep record of their contributions
on the board. For prompts 1-5, sts make five Wh questions.
sentences about the present or the future? (Future – plans.)
1. am planning 2. are reporting 3. is making 4. is sending 1. What are you planning to do after school?
5. Are — calling
2. What time is she starting the interview?
3. When is he waiting for the phone call?
While watching 4. What are they doing after their conversation?
A Tell sts they are going to watch an interview with 5. Who are you talking to this afternoon?
Daniel. Say: Daniel was working on an invention, do you
remember? So watch the video and tell me, “What did he
invent?” (A storm tracker.) Play Video 9. Classcheck. C MAKE IT PERSONAL Drill pronunciation of all questions
in B. Swap partners. In pairs, sts take turns asking and
Sts complete sentences 1-6 with going to / Present Continuous answering the questions in B. Monitor closely for accuracy.
for plans. Paircheck. Classcheck. Classcheck by asking sts about their partners’ answers:
What is (partner’s name) planning to do after school?
1. is going to talk 2. is going to track 3. is going to be
4. is going to recommend 5. is going to e-mail 6. is starting
D MAKE IT PERSONAL Swap partners. In pairs, sts talk
about themselves in five years’ time. Have them ask and
B Ask sts Is Daniel talking on video chat now or in the answer the question from the rubrics, “What do you think
future? (now) and have them check number 1 under “Now” you’re going to do…?” and refer sts to the model dialog in
in the table. Replay Video 9 and while sts watch it, ask the speech bubbles. Round off by asking sts to report / tell
them to check if actions 2-9 are either happening now or in the whole class what their partners think they are going to
the future. Paircheck. Classcheck. be doing five years from now.
170

ID Café
UNIT 10 Geminis B Read the dialog with sts and tell them to complete it
with a comparative or superlative according to what they
Before watching remember from Video 10. Have them predict answers in
pairs. Replay Video 10. Sts fill in the blanks. Paircheck.
A Elicit / Drill pronunciation of all words. Sts complete Classcheck with answers on the board.
sentences 1-5 with a suitable word from the box.
Paircheck. Classcheck. the ugliest the ugliest the worst better
1. attitude 2. horoscope 3. tattoo 4. zodiac sign — genius the biggest

5. twins
After watching
B In pairs, sts ask and answer the questions in the rubrics.
A Sts decide whether sentences 1-8 are true or false.
Classcheck.
Paircheck. If time allows, replay Video 10 so sts can check
their answers. Classcheck.
They’re at a salon. They’re talking to each other.
They are looking at magazines to see pictures of celebrities.
1. F 2. T 3. T 4. F 5. T 6. T 7. F 8. T
C Elicit / Drill pronunciation of all words from the box.

Check / Convey meaning by asking What’s the opposite of…? / B Elicit the correct order for number 1. Sts reorder the
What’s the synonym of…? or an example from sts, e.g. a words to make sentences 2-5. Paircheck. Classcheck with
scary film, an ugly celebrity, etc. Sts complete sentences answers on the board.
1-8 with the adjectives from the box or the superlative.
Paircheck. Classcheck. 1. This is the worst nose job ever.
2. And now she has the biggest lips in Hollywood.
1. the worst 2. the most annoying 3. awful 4. scary
3. When we were at the lake, I noticed that August has
5. the biggest 6. ugly 7. the funniest 8. brilliant
a tattoo!
4. The brilliant genius is now cool!
While watching 5. She had the most annoying voice and a really awful attitude.
A Tell sts they are going to watch a video showing Lucy
and Andrea in a salon. Ask (female) sts: Do you enjoy going
C MAKE IT PERSONAL Swap partners. In pairs, sts take
to salons? How often do you go?
turns asking and answering the questions from the
Point to statements 1-5 and tell sts to check all they hear rubrics. Encourage them to make comparisons, as shown
in Video 10. Paircheck. Classcheck. in the model dialog in the speech bubbles. Monitor
closely for accuracy. At the end, have sts talk about their
2 5 partners’ answers.
171

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PAUL SELIGSON

CAMILA ABREU English

Gustavo Spigel, Raura Monique Ikeda, Roberta Moratto earliest opportunity.

Language Map ........................................................................................................................................................ 4

Features Presentation .................................................................................................................................. 17

Review 4 ................................................................................................................................................................. 104

Unit 7 ....................................................................................................................................................................... 106

Unit 8 ....................................................................................................................................................................... 119

Review 5 ............................................................................................................................................................... 132

Unit 9 ....................................................................................................................................................................... 134

Unit 10 .................................................................................................................................................................... 144

Review 6 ............................................................................................................................................................... 157

Writing ..................................................................................................................................................................... 159

ID Café ..................................................................................................................................................................... 162

4/4/13 9:09 AM 001-003-Iniciais-TB-TNC1.indd

Do you use your cell phone a lot? Family members

Do you like tennis? Sports

Do you like salons? Spa facilities

English ID TCH 21x29.3 Int.indd 4 4/10/13 9:58 AM

Spelling your name This vs. these

Completing a form Personal information: form

Describing routine Prepositions On / at

Processing personal information Ginny Lomond: interview Saying the age

English ID TCH 21x29.3 Int.indd 5 4/10/13 9:58 AM

What’s your blood type? More parts of the body

English ID TCH 21x29.3 Int.indd 6 4/10/13 9:58 AM

Understanding & telling a story

Expressing opinion about an athlete An extraordinary athlete: Comparatives Two uses of so

English ID TCH 21x29.3 Int.indd 7 4/10/13 9:58 AM

of drilling in the Students’ Book, to be done in class. Then,

English is in every sense a communicative course,

English ID TCH 21x29.3 Int.indd 8 4/10/13 9:58 AM

English ID TCH 21x29.3 Int.indd 9 4/10/13 9:58 AM

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Every two units +

Student’s 1 hour per lesson.

English ID TCH 21x29.3 Int.indd 11 4/10/13 9:58 AM

Note We do not suggest you use these songs in full. Many

English ID TCH 21x29.3 Int.indd 12 4/10/13 9:58 AM

English ID TCH 21x29.3 Int.indd 13 4/10/13 9:58 AM

Real help with all aspects of Pronunciation

English ID TCH 21x29.3 Int.indd 14 4/10/13 9:58 AM

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Gives Students Their Own Phrase Bank Teacher’s Book

English ID TCH 21x29.3 Int.indd 16 4/10/13 9:58 AM

Famous song lines

English ID TCH 21x29.3 Int.indd 17 4/10/13 9:58 AM

Easy Autonomous Learning

English ID TCH 21x29.3 Int.indd 18 4/10/13 9:58 AM

Make it personal: personalized speaking

English ID TCH 21x29.3 Int.indd 19 4/10/13 9:58 AM

A mid-term dynamic game reviews the language students have learned.

How often do you…?

English ID TCH 21x29.3 Int.indd 20 4/10/13 9:58 AM

A complete Grammar reference with exercises.

English ID TCH 21x29.3 Int.indd 21 4/10/13 9:58 AM

Icons S and P highlight

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